Wiig Knowledge Management Model: Its Approach And Pillars

Approaches of Knowledge in Wiig Model

1. Wiig Knowledge Management Model refers to a model that aims to promotes social approach. This involves participation of human being in structuring and using knowledge based on the requirement and its framework. Wiig (1993) in his model, suggested four approaches of knowledge that include completeness, connectedness, congruency, and perspective and purpose (Bongku, & Kurniawan, 2019, June).

Completeness- Completeness Can Be Defined As The Amount Of Relevant Knowledge Available To A Person From The Provided Sources These Sources Vary From Human Minds To Knowledge bases that is tactic or explicit knowledge. For determining the completeness, we are required to first ascertain that there is an existence of knowledge, we can consider it as complete if all information is available on the subject is existing but if its existence is not known by anyone, they there is no use of such knowledge (Dalkir, 2011, p.77).

Connectedness- A well-defined and well understood relationship between different object of knowledge are generally defined as connectedness. Mostly the knowledge objects are connected to each other, the more connected a knowledge base would be, the more it is coherent and will provide greater value. (Dalkir, 2011, p.77).

Congruent- when there is an existence of consistency in all the facts, concepts, values, judgments, perspectives, and relational links between the objects we can conclude that a knowledge base is congruent. (Dalkir, 2011, p.77).

Perspective and purpose – This can be defined as a phenomenon through which we have knowledge of something but from a specific point of view for a definite purpose. Many of our knowledge are organized through the use of dual dimensions of perspective and purpose (Dalkir, 2011, p.77).

Hence, we can conclude that Wiig model discusses knowledge based on an internalization viewpoint with different levels of category as given by Wiig (1993) that can range from a novice to master (Elezi, 2018). According to the information the framework of Wiig model was based on three pillars which receive support from conceptual knowledge management base. There are four processes of the base consisting of knowledge creation, manifestation, use and transfer. The three pillars of Wiig model framework have different areas of functioning (Shongwe, 2016). Thus, Wiig model are considered as a realistic approach which also get combined and tested with other KM models or perspectives.

Within Wiig’s KM model a different level of internalization of knowledge is usually defined. We can say that Wiig’s approach is a further modification of Nonaka and Takeuchi’s fourth quadrant, internalization. In general, there exist a different range of internalization that can start from the lowest level novice and which can be extended to a mastery level where there is a deep understanding of not only know what but also have understanding about know-how, the know-why, and the care-why that include. judgments, values, and motivations for making use of knowledge. This is different to Nonaka and Takuchi model since Wiig model also defines three forms of knowledge that is public knowledge, shared expertise, and personal knowledge.

Wiig Model Framework and its Three Pillars

1. The three forms of knowledge as defined by Wiig (1993) can be distinguished as follows. Public knowledge is generally a knowledge that is unambiguous, taught and can be routinely shared publicly. Shared expertise on the other hand is a proprietary knowledge asset held exclusively by knowledge workers, it can be shared in their work or rooted in the technology used. These forms of knowledge are communicated through a specialized languages and representation. Lasty personal knowledge are slightly available but it is a complete form of knowledge, this are more tacit than explicit and were used in work play and daily life un consciously. According to Wiig managing these different types of knowledge will help in building KM matrix which will form the basis of Wiig model.

Wiig (1993) also discusses four types of knowledge in his knowledge management tool that includes Factual knowledge that involve dealing with data and measurements, causal chains, and readings that can be typical, observe directly and verifiable content. Conceptual knowledge consists of systems, concepts, and perspectives. Expectational knowledge worries for judgments, hypotheses, and expectations of knowers. Lastly, methodological knowledge involves dealing with reasoning, decision-making methods, strategies and other techniques.

1. The Tacit knowledge capturing method or methods for acquisition of knowledge within an organization is a very different process in comparison to an individual or group levels. At group level the primarily concerned is identifying and coding valuable knowledge, that are usually having tacit nature, capturing organization knowledge take place on a more macro level. Malhotra (2000) proposed a good approach for capturing organization knowledge. He summarizes four key organizational knowledge acquisition processes this include grafting, vicarious learning, experiential learning, and inferential processes. Grafting refers to the process of migrating knowledge between entities. It is defined as a learning process in which entity gain knowledge about task or process specific knowledge that were not available in the firm previously. Through the use of mergers, acquisition or alliances knowledge can be passed directly between the organizations. (Huber, 1991). An example of this process can be transfer of technology or others types of explicit knowledge. Vicarious learning is another process that can be performed when a firm observe other firms demonstrations technique or procedure. Bench marking studies can be considered as a good example where entity can adopt best practices of other industry leaders. The knowledge obtained through this process is more tacit than that obtained through grafting as it involves learning about how to do something or know how. Experiential knowledge acquisition is another method that involves acquisition of knowledge within an organization by doing it practically and practicing. Repetition based experience is another method that relies on the learning curve for establishing routines and methods This is usually a tacit type of knowledge that can be codified and transferred easily.
2. Knowledge capture and codification become an important aspect whenever any issue of knowledge continuity arises. The focus of Knowledge continuity should not be only upon any specific knowledge that are required to be transferred between individuals but it should also take into consideration the strategic concerns for group and at organizational levels.

It is essential for an organization to keep themselves aware of its important knowledge assets; these are needed to be captured and codified as a knowledge map or taxonomy. Organizations are also required to take into account the effect that a departure may cause on the communities to which they were placed, whether the departure has happened for a baby boomer retiring or for any other reasons. At its fundamental, we can conclude that knowledge continuity management is about communication, employees should understand what are the things that they know are required to be conveyed to others and why this should be shared among their peers. It will be more difficult to pass if the worker’s knowledge will become more sophisticated, complex, and tacit and thus becoming more important to pass it on to other peers. These will also result into raising of important question concerning security and access as well as code of ethics that must ensures that all concerned are dealt professionally.

1. A community of practice are generally defined as a group of people who have a common identity, professional interests and those who are ready to take participation, share and establish a fellowship. In other word a community of practice can also be called to a group of people with their shared resources and dynamic relationships, who accumulate to make use of shared knowledge, for enhancing learning as well as also create a shared value for the entire group (Adams and Freeman, 2000). The terms community generally suggest that these groups are not controlled by any typical geographic, business unit, or functional boundaries but instead it is constrained by common tasks, interests and contexts. However, when we look at the practice it suggests knowledge in action. This refers to how people really do their jobs on a day-to-day basis rather than more formal policies and procedures that outline how work should be done. Lave and Wenger were the first to coin the term “community of practice” to describe a knowledge-sharing community within an organization.

In this Present-day it has become very difficult for organization to  provide opportunities for social one-to-one knowledge exchanges so as to continue the existence of traditional forms that comprises of provision of informal hallway, coffee machine, water cooler, or even providing employees with a designated smoking area chats since the number of employees working within an organization are very large or infact it is  not possible to keep them all in close juxtaposition to one another This hindrances of organization has been removed through the help of Technology. It offers a new medium to the employees through which they can share their problems, responsibilities, as well as their similar professional interests. These days in order to cultivate a community of practice within organization entities are taking help of technology, this involve creation of e-mail groups, discussion groups, and other forms of interactions which involve some sort of virtual shared workspace that can be hosted through an organization’s intranet

Reference

Elezi, E. (2018). A guiding conceptual framework for individualized knowledge management model building.

Shongwe, M. M. (2016). An analysis of knowledge management lifecycle frameworks: Towards a unified framework. Electronic Journal of Knowledge Management, 14(3), pp140-153.

Bongku, J. J. A., & Kurniawan, Y. (2019, June). Designing the knowledge management system: A case study approach in IT consultant company. In Proceedings of the 2019 3rd International Conference on Graphics and Signal Processing (pp. 48-52).

Dalkir, K. (2011) Knowledge management in theory and practice, 2nd edition, Cambridge, MA: Massachusetts Institute of Technology

Wiig, K.M. (1993), Knowledge management foundations: thinking about thinking, how people and organisations create, represent, and use knowledge, Schema Press, Arlington.

Huber, G.P. (1991), “Organisational learning: the contributing processes and the literatures”, Organisation Science, Vol. 12 No.1, pp. 88-115.

Adams, E. C., & Freeman, C. (2000). Communities of practice: bridging technology and knowledge assessment. Journal of knowledge management.

Malhotra, Y. (Ed.). (2000). Knowledge management and virtual organizations. IGI global.