Abstract: Knowledge management has emerged as a discipline in the recent past. In spite of its growing popularity, confusion still exists on what the discipline is really about and whether it is actually distinct. This confusion extends to the nature and scope of competencies knowledge management practitioners are expected to have. The lack of
knowledge management training
Knowledge Management Training to Improve Employee Performance
Abstract: This study aims to reveals the influence of Knowledge Management training on the performance of PT. Semen Indonesia (Persero) Tbk. The hypothesis proposed is (1) there are differences in employee performance after training between the experimental group and the control group, (2) there are differences in employee performance in the experimental group between
Information & Knowledge Management Education for Nigeria’s LIS Schools
Abstract: As evident in Fig. 1 above [Roles of a Competent Knowledge Manager], making a successful knowledge manager requires training and understanding of the taxonomy of information and knowledge. The society in which information is utilized has witnessed remarkable changes in recent years. This has affected the way information is created, handled, packaged, organized,
Technical competencies in knowledge management and training issues
Abstract: Many organizations have started to adopt knowledge management as one of their strategic initiatives that is to create, retain, share and use the valuable knowledge assets to achieve the organisational objectives. Although knowledge management (KM) is mainly adopted by the private sectors, the Knowledge-based Economy Master Plan, which was launched in 2002 by
Start Knowledge Management Education & Training in Primary School!
Abstract: The paper identifies KM competencies by examining the unrecognized indications that KM concepts independently exist in educational systems. It suggests introducing KM education and training in primary, secondary, and vocational schools and a shift to specifying educational objectives based on competencies rather than subject. Qualitative approaches were used to identify omissions and needed