Search results

This paper presents a system‐based approach to action‐directed knowledge management. This approach, known as system‐based knowledge management (SBKM), allows one to respond to the observations made by previous writers that knowledge management should be cognisant of the complexity of knowledge in organisations and of the limitations of codification of that knowledge. Starts with a taxonomic analysis of the nature of organisational knowledge, dividing this critical resource into four: knowing what, knowing how, knowing why, and knowing who. Each of these requires recognition of the system in which it is created and used.

SBKM is an accessible systems analysis tool based on the techniques of qualitative system dynamics. Its fundamental representational technique (the influence diagram) is that of causal mapping and its novel element is the explicit representation of the use of knowledge by human actors in fulfilling their specific system roles.

The method has been used successfully in practice; the study reports on its use in a professional services firm.

With SBKM one can now map the usage and, indeed, the utility of knowledge on to an operating context. This has profound implications for practice, leading potentially into more diagnostic applications of resources for knowledge development and into improved understanding of how knowledge is used within an organisation.

The ability to examine that usage and utility of knowledge on a declared system basis constitutes an additional research instrument for examining how knowledge is used within organisations.

The purpose of this paper is to provide insight into how research managers and directors conceive, adopt and adapt organizational structures to regulate and stimulate academic research.

The study used principles of a grounded theory approach for collecting and analysing data in interviews with research directors and programme managers working at universities within the discipline of Business Administration in The Netherlands.

In total, four clusters of concepts emerged from the data, related to: the definition of organization structures; the effects and by‐products of providing structures; academic research as management object; and using organizational structures. The collected clusters show that research universities adopt all kinds of organization structures (formal, informal, narrow, broad, intentional, emergent) and that the perceptions and practices of research managers are crucial for deciding whether these structures may become “seeding” or “controlling”.

The “practice turn” in organization studies has highlighted how important work practices of individual knowledge workers are, but so far has not paid systematic attention to the role of management, or has even downplayed that role. Structuration, which is a key management domain, is not inherently “good” or “bad” (seeding vs controlling), nor is avoiding structuration. Research managers as quintessential knowledge managers appear centre stage in making structures work or not. What makes structures “seeding” (or not) is their selection, combination, adjustment and/or intentional ignoration in practices of management knowing. An important mechanism is that of negotiation in attempts to accommodate possibly divergent interpretations. The concept of management knowing introduced and elaborated claims that management knowledge and practices are intertwined and not independent management knowledge categories.

Although the number of studies that investigate supply chain sustainability learning has increased, little is known about the way sub-suppliers build knowledge and learn sustainability practices. Thus, moving beyond merely investigating the accumulation of knowledge, this research explores sub-suppliers’ knowing that supports the learning of sustainability practices in a multi-tiered food supply chain.

In the conduct of this interpretive research in South Brazil, two ethnographies were completed during 74 days of observations to understand similarities and differences between certified and non-certified sub-suppliers with respect to sustainability practices. As part of our research conducted in the context of poultry production, secondary data and data gathered through semi-structured interviews with representatives of the buyer and first-tier supplier firms were used to provide a better comprehension of the multi-tiered supply chain context. Then, we executed an interpretive textual analysis.

Our investigation explored six vignettes to reveal ways of learning sustainability practices in terms of waste management, biosecurity and animal welfare. Although the buyer firm requested these practices, we noted that the first-tier supplier was responsible for translating the practices to sub-suppliers. Moreover, we found that sustainability learning was shaped by the sub-supplier context embodied in knowledge through knowing. The ways of learning were related to sharing knowledge between experts and novices with the support of material practices; however, knowledge was also gained by unlearning some knowledge shared by the supplier. Sustainability practice learning, thus, was performed in a space of learning via knowledge creation among practitioners.

Recognising how sustainability learning happens in a multi-tiered supply chain context can help managers to develop plans to implement sustainability practices that will broaden their sustainability knowledge.

Unlike previous studies on supply chain sustainability learning, we reveal ways that sustainability practices emerge from knowledge that results from sub-suppliers’ knowing. We also explain how unlearning can consciously occur in several situations of sustainability learning.

Media coverage of police activities is substantial and makes for “eye‐catching” headlines. Most people in the UK will remember the riots of 1981 and how policemen battled against overwhelming odds. Equally, the story of the young, brave policeman who attempts, and is injured in the process, to arrest treacherous villains, induces waves of sympathy from a probably, very middle‐class public. Best of all, are the stories of corrupted policemen who, detected and apprehended, generate in us all that slight feeling of insecurity which makes for excellent gossip.

The purpose of this paper is to explain why most senior managers have great difficulty comprehending and correctly practising the Lean management system, thereby handicapping their ability to lead enterprise‐wide Lean transformations; to describe the depth and richness of relationships between the Lean management system and music; to help improve practitioners’ understanding of Lean management and how to learn it; and to help senior managers recognize the need to personally apply Lean principles and practices daily to become capable Lean leaders.

The paper uses a qualitative examination of various characteristics of the Lean management system and music, based in part on the authors’ experience implementing Lean in manufacturing and service businesses, and also in learning to play music over a nine‐year period.

The Lean management system and music share numerous similarities, including the difficulty most people encounter learning each discipline. The paper highlights the importance of daily practice by senior managers to learn and understand Lean management in order to capably lead enterprise‐wide Lean transformations, and to recognize and correct problems in Lean thinking and practice among themselves and others.

Elucidation of the deep similarities between Lean and music does not answer the fundamental question of how to increase the number of senior managers who are interested in becoming capable Lean leaders.

The paper provides an answer to the question of why it is so difficult for senior managers, and others, to correctly understand and practise the Lean management system. It clarifies the deep level of personal understanding, leadership involvement, and daily routines required to have greater success with Lean management.

Management practitioners who improve their understanding of Lean leadership will avoid common errors that undermine leadership credibility and morale among followers, and which impair the achievement of successful Lean transformations.

The paper presents a novel approach to understanding the Lean management system by using music as the framework. It shows how effective Lean leadership is more the result of daily practice than it is of the personal attributes normally associated with capable leadership. The deep similarities between Lean management and music have not been previously described in the literature.

The management of an organisation and the context within which this organisation evolves are recognised as two important aspects of any organisation. Few studies have been conducted however on the management function within the specific context of social enterprises, organisations that mix social goals and economic imperatives. This paper aims to examine the specific competences of management in social enterprises, by constructing a competence model, the emblematic tool of competence‐based management, relevant to the management of social enterprises.

The authors hypothesise that certain competences required of managers in social enterprises are specific, regarding the particular internal and external context of social enterprises, the governance model, etc. The methodology used is based on four main steps: a review of the literature and the conducting of exploratory interviews, the construction of a first draft of the competence model, the conducting of group interviews with managers of social enterprises in six European countries as this research takes place within the framework of a European research project on lifelong learning, and the final adaptation and validation of the competence model.

Seven main competences specific to the context of social enterprises emerge, each one being further developed as knowledge, skills, and competences.

The paper illustrates the interest in building up a competence model for the management of social enterprises.

By observations of what managers do with the balanced scorecard (BSC), the purpose of the paper is to discuss how further empirical research may be advanced, which differentiates more clearly what we study when exploring BSC work.

The paper is based on a discussion of observations of seasoned managers working with the BSC as part of their executive education program. It offers a discussion of how insights from interaction with these managers can develop our understanding of how management concepts are constituted and can be explored.

The ways in which managers (dis‐)connect the BSC objects and concept are everything but benign. Much more could be known about the BSC, by studying both how these relationships are crafted in practice, and how the relationships crafted are influenced by the texts by which the BSC is known.

The paper offers a new way of framing research of popular management conceptualizations, by separating them in terms of conceptual ideas and representational objects. It offers a starting point for researching, what managers do with the BSC, and for researching what it is that works for the balanced scorecard.

The paper frames a quadrant approach. It distinguishes the BSC in terms of its conceptual narrative, its artefact object representation, users’ conceptual expectations and object mobilization. These four dimensions can assist researchers in finding ways to assess the impact of popular management concepts.

In a review of the literature, supported by six case studies, executive development for senior managers in public and private organisations is explored in depth. The study looks at the roles and responsibilities of the chairman, CEO, executive and non‐executive directors, the required capabilities to achieve successful performance, and the related executive development activity implemented to support these. Methods of delivery, development needs analysis and evaluation are explored in case organisations to ascertain current practice. A detailed review of the leadership and governance literatures is included to highlight the breadth of knowledge required at director level. Key findings of the study include the importance of focusing executive development on capability enhancement, to ensure that it is supporting organisational priorities, and on its thorough customisation to the corporate context. Deficiencies in current corporate practice are also identified.

In this chapter, each case is analyzed in phases to reflect on the development of the business process between Swedish firms and local partners from the transitional emerging economies. Initially 20 cases were studied but the final number was 10 cases as other alliances or their continuation in some other forms cannot be traced. Transformation of the alliances shows how the partners have gained experience and grown over the years. Out of the 10 cases, three phases in eight of the cases can be identified. Only two phases are found in the remaining two cases. The analysis is done in such a way that cases can be compared in terms of the variables of the conceptual framework, which includes motives, resources, learning, network, performance, and business environment prevailing in the case countries. The analysis is in two steps: first, each case is discussed in different phases and second, all cases are compared together, also in separate phases. The result of the analysis is the starting point of the next chapter where general findings are discussed and related to the relevant literature.

Overview All organisations are, in one sense or another, involved in operations; an activity implying transformation or transfer. The major portion of the body of knowledge concerning operations relates to production in manufacturing industry but, increasingly, similar problems are to be found confronting managers in service industry. It is only in the last decade or so that new technology, involving, in particular, the computer, has encouraged an integrated view to be taken of the total business. This has led to greater recognition being given to the strategic potential of the operations function. In order to provide greater insight into operations a number of classifications have been proposed. One of these, which places operations into categories termed factory, job shop, mass service and professional service, is examined. The elements of operations management are introduced under the headings of product, plant, process, procedures and people.