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Knowledge and Discourse Matters

Author Lesley Crane
Release Date: 2015/11/01
ISBN: 9781118931851
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Book Description

This book provides a practical approach to harnessing knowledge in organizations. Its focus is on knowledge sharing, tacit knowing, and a view of knowledge as an accomplishment in social interaction.

The aim of this book is to explore and show how the phenomena of trust, risk and identity, as contexts constructed by speakers themselves, influence and mediate knowledge sharing in organizational encounters. The research particularly reveals how tacit knowledge (knowing), affects the scope and directions of everyday conversation. The first part of the book presents a comprehensive critical appraisal and analysis of the field of organizational knowledge management, followed by an introduction to the theory and methodology of discourse analysis, and a view of tacit knowing drawn from studies in implicit learning.  The second part reports the detailed analysis and findings of original field research, investigating how participants in regular organizational meetings, including a discussion forum, manage the business of sharing knowledge.  From the perspective of the research methodology, drawing on Discursive Psychology, knowledge is approached as an accomplishment in social interaction, with talk and text shown to be constructive, functional and action-oriented. 

  • Presents a rigorous, evidence-based approach to Knowledge Management using original research
  • Approaches discourse as the location of knowledge work, and the site to which knowledge management practice should be focused
  • Positions the actions of knowledge work in everyday talk and text, thus giving practitioners a ready toolset to improve their strategies, practices and understanding of knowledge within organizations

Knowledge and Discourse Matters: Relocating Knowledge Management’s Sphere of Interest onto Language is a great reference for organizational leaders, knowledge managers, and human resource managers. 

Dr. Lesley Crane is an independent consultant specializing in knowledge management, and technology supported learning for adults (e-learning). Much of her consultancy work involves providing strategic advice and research on the effective use of e-content, e-tools and the use of new technologies in the delivery of teaching and learning.  Prior to working as a consultant, Lesley was Managing Director of her own SME business specializing in creative e-learning design and development for public and private sector organizations.

Table of Contents

  1. COVER
  2. TITLE PAGE
  3. LIST OF FIGURES AND TABLES
  4. FOREWORD
  5. ACKNOWLEDGMENTS
  6. INTRODUCTION
    1. KNOWLEDGE IS IMPORTANT
    2. KM’S CHALLENGES
    3. ONE THEORY DOMINATES
    4. A VIEW OF KNOWLEDGE
    5. THE CASE FOR AN APPROACH THAT FOCUSES ON DISCOURSE
    6. CONTENT STRUCTURE
  7. PART ONE
    1. 1 THE NATURE OF KNOWLEDGE
      1. 1.1 KNOWLEDGE: THE MOST PRECIOUS ASSET AND THE GREATEST CHALLENGE
      2. 1.2 WHY AN UNDERSTANDING OF THE NATURE OF KNOWLEDGE IS CRUCIAL
      3. 1.3 WAYS OF DEFINING KNOWLEDGE AND THE RISE OF A SINGLE PERSPECTIVE
      4. 1.4 THE TACIT–EXPLICIT CONUNDRUM
      5. 1.5 FRAMEWORKS OF MEANING
      6. 1.6 A HIERARCHY OF KNOWLEDGE
      7. 1.7 SUMMARY AND CONCLUSIONS
      8. FURTHER READING
    2. 2 THE CONSTITUTION OFKNOWLEDGE MANAGEMENT
      1. 2.1 ADDRESSING SOME KEY QUESTIONS
      2. 2.2 THE ORIGINS OF KNOWLEDGE MANAGEMENT
      3. 2.3 MULTIPLE PERSPECTIVES AND LIMITLESS BOUNDARIES
      4. 2.4 IS IT A PASSING MANAGEMENT FAD?
      5. 2.5 TECHNOLOGY AS A DEFINING “PUSH FACTOR”
      6. 2.6 SHOULD KNOWLEDGE BE MANAGED?
      7. 2.7 SUMMARY AND CONCLUSIONS
      8. FURTHER READING
    3. 3 KEY ISSUES AND DEBATES
      1. 3.1 INTRODUCTION
      2. 3.2 THE COMMODIFICATION AND REIFICATION OF KNOWLEDGE
      3. 3.3 DETERMINING SUCCESS OR FAILURE
      4. 3.4 MEASURING KNOWLEDGE MANAGEMENT OUTCOMES
      5. 3.5 KNOWLEDGE MANAGEMENT AND CULTURE
      6. 3.6 CREATING NEW KNOWLEDGE
      7. 3.7 SHARING KNOWLEDGE
      8. 3.8 SUMMARY AND CONCLUSIONS
      9. FURTHER READING
    4. 4 KNOWLEDGE MANAGEMENT’S THEORIES
      1. 4.1 FINDING SOME NEW DIRECTIONS
      2. 4.2 WHAT CONSTITUTES A THEORY?
      3. 4.3 AN APPROACH TO KNOWLEDGE MANAGEMENT’S THEORIES: A NOVEL TAXONOMY
      4. 4.4 THE PERSONAL VERSUS ORGANIZATIONAL KNOWLEDGE QUESTION
      5. 4.5 THE PERSONAL VERSUS ORGANIZATIONAL KNOWLEDGE ON THE SOCIAL ACTION AXIS
      6. 4.6 REIFICATION OF KNOWLEDGE: ONE PARADIGM DOMINATES
      7. 4.7 ROUNDUP OF SOME OTHER PERSPECTIVES IN THE “KNOWLEDGE AS OBJECT” SPECTRUM
      8. 4.8 THE ISSUES OVER THE INDUCTIONIST FOUNDATION OF THEORY
      9. 4.9 SUMMARY AND CONCLUSIONS
      10. FURTHER READING
    5. 5 SOCIAL CONSTRUCTIONISM ANDTHE CONSTRUCTIONIST VIEW OF KNOWLEDGE
      1. 5.1 INTRODUCTION
      2. 5.2 SOCIAL CONSTRUCTIONISM AS A WAY OF LOOKING AT THE WORLD
      3. 5.3 SIMPLY EXTENDING EXISTING DIRECTIONS
      4. 5.4 THE SOCIAL CONSTRUCTIONIST VIEW OF KNOWLEDGE
      5. 5.5 THE DEBATE OVER METHOD
      6. 5.6 ON OBJECTIVITY
      7. 5.7 SUMMARY AND CONCLUSIONS
      8. FURTHER READING
    6. 6 DISCOURSE AS THE SITE OF KNOWLEDGE WORK
      1. 6.1 INTRODUCTION AND THE TURN TO TALK
      2. 6.2 INTRODUCING DISCURSIVE PSYCHOLOGY
      3. 6.3 OTHER LEADING PARADIGMS IN DISCOURSE ANALYSIS
      4. 6.4 TOPICS OF STUDY IN DISCOURSE ANALYSIS
      5. 6.5 SENSEMAKING
      6. 6.6 SUMMARY AND CONCLUSIONS
      7. FURTHER READING
    7. 7 THE IMPLICIT FORMULATION OF TACIT KNOWING AND RESOLVING MATTERS OF RELEVANCE
      1. 7.1 INTRODUCTION: QUESTIONS AND CONNECTIONS
      2. 7.2 THE ORIGINS OF THE “TACIT QUESTION”
      3. 7.3 THE VALUES OF TACIT KNOWLEDGE
      4. 7.4 A DISPUTED PHENOMENON
      5. 7.5 KNOWLEDGE MANAGEMENT’S “IMPLICIT FORMULATION” OF TACIT KNOWLEDGE
      6. 7.6 THE IMPLICIT LEARNING PARADIGM
      7. 7.7 COMPARING KNOWLEDGE MANAGEMENT’S PERSPECTIVES ON THE TACIT WITH THE IL FORMULATION
      8. 7.8 PHILOSOPHY, METHODOLOGY, AND INCOMMENSURABILITY
      9. 7.9 SUMMARY AND CONCLUSIONS
      10. FURTHER READING
    8. 8 THEMATIC CATEGORIES OF KNOWLEDGE SHARING
      1. 8.1 INTRODUCTION
      2. 8.2 IDENTITY
      3. 8.3 TRUST
      4. 8.4 RISK
      5. 8.5 CONTEXT
      6. 8.6 A FINAL PROBLEM TO RESOLVE
      7. 8.7 SUMMARY
      8. FURTHER READING
    9. 9 THE CASE FOR DISCOURSE AS THE PRIORITY
      1. 9.1 KNOWLEDGE AND DISCOURSE MATTERS: SUMMARIZING THE CASE
      2. 9.2 CHANGES IN DIRECTION?
      3. 9.3 MAKING IT WORK: IMPLICATIONS AND CONTRIBUTIONS
      4. 9.4 CONCLUSIONS
  8. PART TWO
    1. 10 INTRODUCTION TO PART TWO
    2. 11 METHODOLOGY
      1. 11.1 INTRODUCTION
      2. 11.2 LOCATING THE PRESENT STUDY
      3. 11.3 A BRIEF DIGRESS INTO THE POSITIVIST ACCOUNT OF SCIENCE
      4. 11.4 RESEARCH METHOD
      5. 11.5 RESEARCH DESIGN
      6. 11.6 POINTS OF LIMITATION
      7. 11.7 SUMMARY AND INDICATIVE RESEARCH QUESTIONS
      8. FURTHER READING
    3. 12 TRUST AS AN ARTIFACT OF KNOWLEDGE SHARING
      1. 12.1 THE IMPORTANCE OF TRUST
      2. 12.2 DATA
      3. 12.3 CASTING THE CHARACTERS AND SETTING THE SCENE FOR ACTION
      4. 12.4 WORKING UP TRUST THROUGH EPISTEMIC SUPERIORITY AND AUTHENTICITY
      5. 12.5 RISK AND COMPETENCE AS CONTINGENT FACTORS TO TRUST
      6. 12.6 TRUST BREAKDOWN CONNECTS WITH Knowledge Sharing BREACHES
      7. 12.7 KNOWLEDGE, TRUST, AND BLAME
      8. 12.8 PRELIMINARY REFLECTIONS
      9. FURTHER READING
    4. 13 KNOWLEDGE SHARING IS A RISKY BUSINESS
      1. 13.1 THE RISKY BUSINESS OF SHARING KNOWLEDGE
      2. 13.2 SEQUENTIAL AND RHETORICAL ORGANIZATION: GROUP NORMS AND REPUTATION
      3. 13.3 HIGH STAKES AND TRUTH TELLING
      4. 13.4 DOING “UBER AUTHENTICITY” THROUGH VIVID NARRATIVE ACCOUNTING
      5. 13.5 PRELIMINARY REFLECTIONS
      6. FURTHER READING
    5. 14 NEGOTIATING POSITIONS OF AUTHORITY
      1. 14.1 KNOWLEDGE SHARING ACCOMPLISHED FROM A SUBJECT POSITION
      2. 14.2 CONTEXT, PARTICIPANTS, AND EXPECTATIONS
      3. 14.3 PROBLEMS, COMPLEXITIES, AND APPEALS TO COMMON SENSE
      4. 14.4 “SEASONED EXHIBITIONISTS” AND BOMBSHELLS
      5. 14.5 PRELIMINARY REFLECTIONS
      6. FURTHER READING
    6. 15 BUILDING IDENTITIES AS EXPERT IN AN ONLINE FORUM
      1. 15.1 INTRODUCTION
      2. 15.2 DATA
      3. 15.3 THE TRIGGER: MORE THAN A REQUEST FOR ADVICE
      4. 15.4 CONSTRUCTING “IN-GROUPS” AS MARKERS OF EXPERT STATUS
      5. 15.5 POSITIONING AND GROUP MEMBERSHIP
      6. 15.6 IN-GROUP RIVALRY
      7. 15.7 CONSENSUS PATTERNS
      8. 15.8 CLAIMS TO PRIVILEGED KNOWLEDGE
      9. 15.9 PRELIMINARY REFLECTIONS
      10. FURTHER READING
    7. 16 ON MATTERS OF CONTEXT
      1. 16.1 THE IMPORTANCE OF CONTEXTUAL PARTICULARS
      2. 16.2 DATA
      3. 16.3 SHARED UNDERSTANDING
      4. 16.4 STANCE-TAKING
      5. 16.5 DOING HISTORICITY
      6. 16.6 PRELIMINARY REFLECTIONS
      7. POSTSCRIPT
      8. FURTHER READING
    8. 17 FINDING MEANING, IMPLICATIONS, AND FUTURE DIRECTIONS
      1. 17.1 A MANAGEMENT PRACTICE IN SEARCH OF AN OBJECT
      2. 17.2 FINDING MEANING
      3. 17.3 RELATING THE FINDINGS TO DEBATES AND ISSUES IN KNOWLEDGE MANAGEMENT
      4. 17.4 FUTURE DIRECTIONS
  9. APPENDIX
  10. INDEX TO GLOSSARY TERMS
  11. BIBLIOGRAPHY
  12. SUBJECT INDEX
  13. END USER LICENSE AGREEMENT
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