In Six Slides, Explain The Relationship Between The NT And K

In Six Slides Explain The Relationship Between the Nt Km Model And Ho

In six slides explain the relationship between the N&T KM model and how it works with the KM cycle tasks to create shared information. Use Dawn as your example. Ensure you weave Dawn's example across all 4 quadrants to show how her knowledge would flow from quadrant to quadrant and what KM activities would take place in each quadrant. The slides must have speaker notes explaining your model and the relationship. You must use course material to support your responses and APA in-text citations with a reference list.

Paper For Above instruction

Introduction to the N&T Knowledge Management Model and Its Relevance

The N&T (Nonaka and Takeuchi) Knowledge Management (KM) model, often depicted through the SECI (Socialization, Externalization, Combination, Internalization) framework, offers a dynamic process for converting individual tacit knowledge into explicit knowledge and vice versa. This model emphasizes the continuous interaction between tacit and explicit knowledge, facilitating organizational learning and innovation (Nonaka & Takeuchi, 1995). In integration with the KM cycle, which includes activities such as knowledge creation, sharing, transfer, and application, the N&T model serves as a theoretical lens to understand how knowledge flows within an organization. This paper explores the relationship between the N&T KM model and the KM cycle tasks through a practical example involving Dawn, a knowledge worker within a healthcare organization.

The Four Quadrants of the N&T KM Model

The N&T model is often represented as four quadrants: Socialization, Externalization, Combination, and Internalization. Each quadrant describes a distinctive process of knowledge transformation critical to organizational learning (Nonaka & Takeuchi, 1995). Socialization involves sharing tacit knowledge through shared experiences; Externalization converts tacit knowledge into explicit forms; Combination involves systemizing and integrating explicit knowledge; Internalization is the process of embodying explicit knowledge into tacit knowledge through learning and practice.

Applying the N&T Model with the KM Cycle Tasks — Dawn's Example

Consider Dawn, a nurse educator tasked with implementing a new patient safety protocol in a hospital. Her knowledge flows through the four quadrants as she learns, shares, and applies knowledge, aligning with the KM cycle stages: knowledge creation, sharing, transfer, and utilization. This dynamic process is illustrated across the four quadrants, demonstrating how her knowledge is enhanced and disseminated within her organization.

Quadrant 1: Socialization and Knowledge Creation

In this initial phase, Dawn interacts closely with senior nurses and physicians, engaging in shared experiences and observations. Tacit knowledge about effective patient handling is transmitted through hands-on practice and mentorship, exemplifying socialization. These interactions lead to the creation of new tacit knowledge—Dawn's insights into the nuances of patient safety—integrating her practical experiences with organizational standards (Kolb, 1984). This stage corresponds with the KM cycle's knowledge creation activity.

Quadrant 2: Externalization and Knowledge Sharing

Dawn then documents her practical insights into the new safety protocols, translating her tacit knowledge into explicit knowledge like procedure manuals and guidelines. This externalization phase enables her to share her expertise with other staff in team meetings and training sessions. Her explicit knowledge becomes a resource for others, facilitating organizational learning (Nonaka, 1997). This aligns with the KM cycle's knowledge sharing activity, where explicit knowledge is disseminated and stored.

Quadrant 3: Combination and Knowledge Transfer

In this phase, Dawn collaborates with colleagues, integrating her explicit knowledge with existing procedural databases and protocols. She participates in multidisciplinary meetings, contributing to the synthesis of various explicit knowledge sources, which results in updated, comprehensive safety procedures. This process exemplifies the combination phase, where explicit knowledge is systemized into new, more robust forms (Alavi & Leidner, 2001). It supports the KM cycle's transfer activity, ensuring knowledge is accessible across the organization.

Quadrant 4: Internalization and Knowledge Application

Finally, Dawn internalizes the shared explicit knowledge by practicing the new protocols during patient care. Over time, the explicit knowledge becomes ingrained tacit knowledge within her, enhancing her practical competency and reinforcing her role as a skilled nurse. This internalization process ensures that the explicit knowledge is embodied into her tacit, experiential knowledge base, closing the KM cycle loop (Nonaka & von Krogh, 2009). This phase corresponds with applying knowledge within the workflow, vital for organizational performance and continuous improvement.

Interconnected Flow and Organizational Implications

The example of Dawn illustrates the cyclical nature of knowledge flow within the N&T model, emphasizing how each phase supports the next and contributes to organizational learning and innovation. Integrating this model with KM cycle tasks ensures systematic knowledge creation, sharing, transfer, and application, thereby enabling organizations to adapt and thrive in complex environments (Zack, 1999). The continuous movement between tacit and explicit forms of knowledge enhances organizational agility and promotes a culture of continuous improvement (Davenport & Prusak, 1998).

Conclusion

The N&T KM model provides a comprehensive theoretical framework to understand knowledge flow within organizations. When integrated with the KM cycle, it facilitates a dynamic process that fosters innovation, learning, and shared understanding. Dawn's example demonstrates how these processes occur in practice, with each quadrant representing distinct KM activities that ultimately improve organizational performance. Recognizing the interconnectedness of knowledge transformation and organizational processes is crucial for effective KM strategies.

References

• Alavi, M., & Leidner, D. E. (2001). Review: Knowledge management and knowledge management systems: Conceptual foundations and research issues. MIS Quarterly, 25(1), 107–136.
• Davenport, T. H., & Prusak, L. (1998). Working Knowledge: How Organizations Manage What They Know. Harvard Business School Press.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
• Nonaka, I. (1997). A Dynamic Theory of Organizational Knowledge Creation. Organization Science, 5(1), 14–37.
• Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company. Oxford University Press.
• Nonaka, I., & von Krogh, G. (2009). Wisdom and endurance: The essence of knowledge management. California Management Review, 51(1), 105–123.
• Zack, M. H. (1999). Developing a knowledge strategy. California Management Review, 41(3), 125–145.