Integrating Individual and Organisational Learning Initiatives: Working Across Knowledge Management and Human Resource Management Functional Boundaries pp527-538
Knowledge management initiatives enable an organisation to learn from its successes and mistakes. The nature of knowledge and learning processes means that in seeking to improve the way the organisation learns, knowledge management also has to pay attention to the learning of individuals. In most organisations, other functional specialists also have responsibility for individual learning. This exploratory qualitative research has examined the ways that planned learning initiatives generated by knowledge management and human resources management functions can be integrated more effectively. A survey of the planned individual and organisational learning activities and processes in ten large organisations was undertaken. Eleven examples of initiatives that integrate individual and organisational learning were also identified from within these organisations. These were evaluated and the issues associated with implementation explored through an expert panel and interview process with knowledge managers and human resource managers. Factors that positively influence integration were found to include widespread recognition of the business value of both individual and organisational learning, high level sponsorship that acts as a bridge across functional boundaries and line managers adopting an integrating approach to learning in managing their people and the tasks they undertake. Factors that negatively impact the adoption of an integrated approach were found to include the lack of mechanisms to coordinate across functions and a culture in which functional managers feel unable to change practices. This research has generated a model that appears to be useful in organising the analysis of the planned learning initiatives that are being undertaken by different functions. Together with the examples of integration and its enablers and barriers, knowledge managers and human resource managers can use this to proactively move forward with a more "joined up" approach to learning.
Keywords: knowledge management, human resources management, individual learning, organisational learning
A lot of the confusion about the measurability of intellectual capital can be explained by a neglect of the difference between an object, the capital it provides, and the profit from the application of this capital. An analysis of this difference leads to the distinction between the potential of intellectual capital for economic process and its actual realization. Case studies from different areas of managerial practice show that decision making about intellectual capital considers it both in the mode of potentiality and actuality. However, the level to which the difference of modality is made explicit varies a lot. Talent management and network planning tend to minimize reflections about potentiality. This is possible because these reflections are an imp licit part of the preceding activities in the company that provide the basis for the decision situation. In intellectual property management, decision makers have more freedom to consider the further potential of the capital in question. In the applicatio n of different methods to evaluate intellectual capital, it therefore seems important to look for a strong consistency between the way how actuality and potentiality are taken into consideration by the structure of the business practice and the approach o f the method.
Keywords: theory of action, business strategies, IC management in practice, human resources, supply networks, intellectual property