Abstract: Does a learning community or community of practice need roles to function well? Should you officially assign these roles to people or is it best if people spontaneously fulfill certain roles? What about the self-organising power of communities? On the 29th of March we did a session (we = Sibrenne Wagenaar en Joitske
“Leading” rather than “managing” knowledge
Abstract: In Knowledge Leadership, Cavaleri and Seivert describe the dawning of a new era in which individuals are “leading” rather than “managing” knowledge. In the past, many knowledge-based initiatives have failed because leaders underestimated the powerful link between knowledge and performance improvement – and also because they mistakenly thought that “information” was the same
Chief knowledge officers & chief learning officers: 17 case studies
Abstract: Since the dawn of human resources (HR) as a profession, many of its practitioners have wished for a seat at the executive boardroom table. The emergence of the knowledge era presents just such an opportunity. It is now recognized as never before that what truly matters are human resources — people
TFPL Knowledge & Information Management Competency Dictionary
Abstract: Corporate competency frameworks seldom adequately cover the competencies required to fulfill knowledge and information focused roles. To fill this gap, TFPL has developed a dictionary of knowledge and information management competencies. Defining competencies as the mix of skills, expertise and experience needed to enable an
Competencies Sought by Information and Knowledge Employers
Abstract: The aim of this study was to determine the type of information professionals sought by the employment market. Job advertisements provide an effective source for identifying core qualifications, competencies and experience required by employers. These also help to discover any gaps that may exist between education and training provision and employers’ expectations. A