CHAPTER 1

• Information can be considered as ‘systematically organised data.’

- To inform, data needs to be organised.
- Information gives shape to the data and makes a difference to the outlook or insight of the
receiver of the data. In this sense, it is the receiver of the data that determines whether a
message is data or information.
- Example: Malaysia had 30 million of the population in 2014.

• Knowledge Economy
- a system of consumption and production that is based on intellectual capital.
- Brainpower refers to the intellectual capacity and skills of individuals, including their abilities of
critical thinking, problem-solving, innovation, and adaptation to new situations.
- A growing share of GDP is devoted to knowledge intangibles compared with physical capital.
- Knowledge economy organisations reorganise work to allow them to handle, store and share
information through knowledge management practices.

• Knowledge Intensive Sector

- Intensive users of information and communication technologies (ICTs)
- In this sector, high shares of highly educated or skilled workforce take advantage of
technological innovation.
- Usually covers manufacturing and service industries, e.g., telecommunication.

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• Knowledge Jobs & Knowledge Workers - Definition
- Those who work in the top three standard occupational classifications (managers, professional,
associate professional).
- Those with high-level skills, indicated by degrees or equivalent 同等 qualifications.

- Those who perform tasks that require expert thinking and complex communication skills with
the assistance of computers.

• Skills required for knowledge workers

- Critical thinking, problem-solving skills, and applied knowledge for practical results.
- Innovative and creative thinking, including entrepreneurial skills.
- Communication skills, both oral and written.
- Interpersonal skills, relationship building, team learning and work.
- Responsibility, work ethics, global awareness.

• Knowledge Management - Definition

- Knowledge management is about finding, unlocking, sharing, and capitalising on the most
precious resources of an organisation: people’s expertise, skills, wisdom, and relationships.

• Knowledge Management Enablers – function better

- Leadership
- Knowledge champions, such as Chief Knowledge Officers (CKOs)
- Organisation culture, such as learning sharing, etc.
- Access
- Technology

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• In Successful Knowledge Management Programs
- Information is rapidly and widely disseminated 傳播 throughout the organisation, making it

easily accessible wherever it is needed.

- Virtual communities of practice (CoP) refer to groups of individuals who use digital platforms
or online spaces to share knowledge, experiences, and expertise in a specific domain or field of
interest. These communities foster collaboration, learning, and the exchange of information
among members who may be geographically dispersed.
- Such collaboration can support continuous innovation and new knowledge creation.

• Knowledge Management Challenges

- Lack of workplace trust:
A situation where employees may not trust each other. They might be hesitant to share their
expertise or insights, fearing that their contributions might be misused or not valued.

- Lack of psychological safety:

Psychological safety is the feeling that one can express their ideas or opinions without fear of
negative consequences. In a knowledge-sharing environment, if employees don't feel
psychologically safe, they might refrain from sharing their thoughts or innovative ideas,
hindering the flow of valuable information.

- No internal learning communities:

Learning communities are groups within an organization where individuals can share
knowledge and experiences. If an organization lacks such internal learning communities, there
might be a missed opportunity for employees to collaborate, learn from each other, and
collectively improve their skills and knowledge.

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- Negativity and unrealistic expectations:
Negative attitudes or unrealistic expectations can hinder knowledge management by
discouraging open communication and willingness to share information, potentially leading to
frustration and disappointment, impacting knowledge-sharing efforts.

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CHAPTER 3

Tacit Knowledge Explicit Knowledge

- Defined as practical intelligence, is acquired - Explicit knowledge is information that has

implicitly through everyday experiences. been formalised and easily expressed in
paper or electronic form.
- This type of knowledge is stored in an
individual's mind and is challenging to - It is tangible and can be readily
articulate or explain. communicated and shared, often in the form
of documents, manuals, databases, or other
- It is typically based on personal skills or explicit formats.
experience and transferring it usually
requires direct interaction (F2F) or - They can consist of facts, rules, policies,
apprenticeship. reports, memos, websites, emails, customer
lists, etc.
- For example, learning to drive a car cannot
be effectively conveyed through verbal - For example, textbooks, journals, conference
explanation; it necessitates hands-on papers, etc. [Accounting knowledge]
personal experimentation.

• SECI Model
describes the process of knowledge creation and conversion within an organisation. The SECI
model consists of four modes of knowledge conversion: -

1. Socialisation (S): Tacit → Tacit

This involves the sharing of tacit knowledge through direct social interactions and experiences.
Knowledge is transferred from person to person, often through shared activities.

2. Externalisation (E): Tacit → Explicit

Externalisation is the process of converting tacit knowledge into explicit knowledge. It involves
expressing and recording (documenting) knowledge in a form that can be communicated and
shared with others.

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 3. Internalisation (E): Explicit → Tacit
Internalisation is the process of converting explicit knowledge back into tacit knowledge.
Individuals absorb explicit knowledge, apply it in practice, and internalise it as part of their tacit
knowledge base through personal experience.

4. Combination (C): Explicit → Explicit

In combination, explicit knowledge is combined or reconfigured to create new knowledge. This
mode involves the integration of different pieces of explicit knowledge to generate innovations.

CHAPTER 4
• 3 Intellectual Capital Components
- Human Capital (HC)
Refers to the people in an organisation and describes their cumulative 累积 tacit knowledge

skills. For instance, work-related experience, work-related knowledge, employee loyalty,

management skills, know-how, etc.

- Structural Capital (SC): organisational knowledge

Refers to the explicit knowledge embedded 嵌入 in an organisation. For instance, information

systems, corporate culture, location capital (Taman Melati → TARUMT), organisational

structure, organisational learning, etc.

- Relational Capital (RC)

Represents organisational relations and knowledge exchange with the organisation’s external
stakeholders such as customers, suppliers, governments, and others. For example, brand image,
brand value, customer loyalty, supplier relations, joint ventures, etc.

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CHAPTER 5
• Dialogue
- In dialogue, participants can freely engage in the exploration of complex issues, practising
active listening and temporarily setting aside personal views.
- The purpose is to move beyond personal understanding and become an observer of your own
thinking. This requires suspending assumptions, accepting different ideas, and treating team
members equally.
- Dialogue encourages examination of the assumptions behind the views held and promotes
critical thinking, leading to a deeper understanding of complex issues without immediate
agreement.

• Discussion
- Discussion can be referred to as complements dialogue.
- In discussion, participants engage in convergent thinking 聚合思维 and decision-making.

Various views are presented and defended, aiming to identify the best view and arguments to
support the decision that needs to be made.
- The process involves converging towards a conclusion and determining a course of action. 在这

一过程中，我们会得出结论并确定行动方案。

• Learning Organisation: Senge Fifth Discipline

- Refers to an organisation that promotes continuous learning, adaptation, and innovation
among its members.
- In a learning organisation, individuals are encouraged to acquire and share knowledge,
fostering a culture of openness, collaboration, and problem-solving.
- The goal is to enhance the organization's ability to respond effectively to challenges and remain
competitive in a dynamic environment.

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• [Cont’] 5 Core Disciplines
1. Systems Thinking

Instead of focusing on individual parts, systems thinking considers the interdependencies and
connections that shape the behaviour of the entire system. It is an approach to understanding
the patterns of behaviour in an organisation. It involves examining the relationships and
interactions between various elements within a system to comprehend how they influence the
system's behaviour.

2. Personal Mastery
Refers to the continuous process of personal growth and development, where individuals seek
to develop and improve their skills, abilities, and perspectives. Personal mastery involves a
commitment to lifelong learning and a deep understanding of oneself.
In organisations, personal mastery fosters a learning culture where individuals work together
for continuous improvement, innovation, and shared goals. It underscores that individual
development is crucial not only for personal growth, but also for the overall success and
adaptability of the organisation.

3. Mental Models
Mental models are frameworks that individuals use to interpret information, understand the
world, and make decisions. They are shaped by individuals’ experiences, beliefs, assumptions,
and perceptions. They influence how people perceive situations, solve problems, and make
judgments.
In organisational contexts, understanding and addressing mental models are crucial for
effective communication, collaboration, and learning.

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 4. Shared Vision
A shared vision is a collectively embedded goal within an organisation. In organisational
contexts, it is a coherent concept that guides actions and decisions, aligning members toward a
common purpose and motivating collaborative efforts.

5. Team Learning
Team learning starts with ‘dialogue’ - a process by which a group of individuals works
collaboratively such as actively sharing information or experiences to enhance their collective
knowledge, skills, and performance.

CHAPTER 7
• Web 2.0 Platform Tools
allows users to interact and collaborate in a virtual community by creating user-generated content.
For example, Wikipedia - a collaborative online encyclopaedia where users can contribute and edit
articles, fostering a collective and dynamic creation of knowledge within a virtual community.

• Document Management Systems (DMS)

A system designed to organise, store, track, and manage digital documents in a centralised and
efficient manner. For instance, Microsoft SharePoint - allows users to create, store, organise, and
share documents in a collaborative online environment. It includes features such as version control,
access permissions, and workflow management to streamline document collaboration and
management within organisations.

• Decision Support Systems (DSS)

A software that provides data analysis and information retrieval which can assist users in making
informed and effective decisions. DSS typically utilise data from various sources to generate
forecasts, reports, and insights, aiding decision-makers in complex and uncertain situations. For
instance, Microsoft Excel - supports what-if analysis through features like goal seek, scenario

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 manager, and data tables. Users can assess how changes in variables affect outcomes, facilitating
decision-making based on different scenarios.

• Group Support Systems (GSS)

A technology that provides a platform for a group of individuals to collaborate, share information,
and collectively work on tasks, enhancing group decision-making and problem-solving processes.
For example, Microsoft Team - allow group members to engage in virtual meetings, share
documents, and collaborate in real time.

• Executive Information Systems (EIS)

An upgraded version of DSS, perhaps more advanced and complex. It is a specialised information
system for top-level executives and decision-makers to monitor the overall performance of an
organisation and make senior-level decisions. For example, key performance indicators (KPIs). This
dashboard could display real-time data like sales figures and help executives quickly access and
make informed decisions.

• Customer Relationship Management Systems

A system for managing a company’s interactions with current customers and future customers. It
can help organisations enhance overall customer relationships and customer satisfaction by
centralising customer data. For example, Salesforce – provides a centralised platform for sales,
marketing, and customer service teams, allowing collaboration of enhancing interactions with
customers.

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CHAPTER 8

• Communities of Practice (CoP)

refers to a group of people having a common identity, professional interest and that undertake to
share, participate, and establish a fellowship. For example, a group of software developers within a
company who regularly come together to share knowledge, best practices, and insights related to
software development.

CHAPTER 9

• KM → Innovation
Knowledge Management (KM) acts as a coordinating mechanism within a firm. This means that a
company with the capability to manage its knowledge effectively is likely to use its resources more
efficiently. As a result, it tends to be more innovative and can perform better financially. In essence,
by organizing and leveraging its knowledge assets, a company can improve its overall efficiency,
foster innovation, and achieve better financial performance.

• Innovation = Invention + Commercialisation

Innovation is the process of creating and implementing new ideas, products, services, or methods
that bring about positive change or improvement. It can also be referred to as the effort to create
purposeful, focused change in a company’s economic or social potential.

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CHAPTER 10

• Open Innovation
A concept of seeking external ideas or collaboration to complement 补足 their internal efforts for

innovation. It emphasises collaboration with external entities, such as customers, suppliers, and
other organizations, to foster creativity, share knowledge, and accelerate 加速 the development of

new products or services. A successful innovation often involves a combination of internal and
external contributions.

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• Technology Transfer
Technology transfer is the process of sharing and disseminating technology or knowledge from one
to another. It involves the transmission of technological innovations, ideas, knowledge, or
intellectual property for application, development, or commercialisation in a different context or
by a different entity.

CHAPTER 11

• What is a new product?

- A product is a multi-dimensional concept – including both tangible features and intangible
aspects. Each of these aspects has an impact on the definition and form of the product.
- If we accept that a product has many dimensions, then it is theoretically possible to label a
product ‘new’ by merely altering one of these dimensions, for example, packaging.
- These dimensions consist of elements such as brand name, service, quality, price, features, and
packaging. Each dimension is modifiable, and even minor adjustments can theoretically result
in a new product.

Brand Name Facebook renamed to Meta

Service Improve 3-year warranty to 5-years warranty

Quality Improve the quality of the product

Price Either increase / reduce the price of new products

Features Add new or more functions.

Example: dynamic island for iPhone 15

Packaging New package with new design

Example: Julie’s new biscuit packaging

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• Design Thinking

Empathise Define Ideate Prototype Test

1. Empathise 感同身受

In this stage, the designer aims to develop a deep understanding of the people they are
designing for and the problems they seek to solve.

This process involves actively observing, engaging, and empathising with the targeted people to
understand their experiences and motivations. Designers need to immerse 沉浸 themselves in

the user's actual environment to fully understand the context in which the design solution will
be applied.

2. Define 定義

In this stage, the designer puts together the information created and gathered during the
Empathise stage. This is where the design team will analyse their observations and synthesize
them to define the core problems identified thus far 迄今为止.

This stage will help designers gather great ideas to establish features, functions, and any other
elements that will allow them to solve the problems or, at least, allow users to resolve issues
themselves with the minimum of difficulty.

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3. Ideate 构思

In this stage, the designer is ready to generate creative ideas. Having a deep understanding of
users and their needs in the Empathize stage and having analyzed and synthesized their
findings in the Define stage, the design team now holds a human-centred problem statement.
以人为本的问题陈述。

The main objective in this stage is to use creativity and innovation to develop solutions. By
exploring ideas and expanding the space for solutions, design teams can go beyond traditional
problem-solving methods and utilise techniques such as brainstorming and other innovative
approaches.

4. Prototype

In this stage, the design team will produce a few inexpensive, scaled-down versions of the
product to investigate the problem solutions generated in the previous stage. This enables the
team to gather valuable feedback on the proposed solution for improvement, before moving to
the next stage.

5. Test

During the final testing stage, designers will evaluate the complete product by using the best
solutions identified in the prototyping phase. This process involves refining and altering the
product based on user feedback, addressing difficulties, and redefining problems if necessary.
The goal is to achieve a deep understanding of the product and users, ensuring the design
process is successful.

Prepared by Lynn (6/1/2024)

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