• Author / Uploaded
• Amir Reza Ahmadi Motlagh

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‫ﻣﺪﯾﺮﯾﺖ داﻧﺶ‬ ‫)‪(Knowledge Management‬‬

‫ﻣﻔﺎﻫﻴﻢ‪ ،‬ﺗﺠﺮﺑﻪﻫﺎ ﻭ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ‬

‫ﺷﺮﻛﺖ ﻣﺸﺎﻭﺭﺍﻥ ﺗﻮﺳﻌﻪ ﺁﻳﻨﺪﻩ ‪/‬ﮔﺮﻭﻩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬

‫ﺗﻬﺮﺍﻥ‪ .‬ﺗﺎﺑﺴﺘﺎﻥ ‪۱۳۸۵‬‬ ‫‪١‬‬

‫ﻓﺼﻞ اول‬

‫ﻣﻌﺮﻓﯽ اﺟﻤﺎﻟﯽ ﻣﺪﯾﺮﯾﺖ داﻧﺶ‬

‫ﻣﻘﺪﻣﻪ‬ ‫ﺍﻧﺴﺎﻥ ﺗﺎﻛﻨﻮﻥ ﺩﻭ ﺩﻭﺭﻩ ﺍﻗﺘﺼﺎﺩﻱ ﺭﺍ ﭘﺸﺖ ﺳﺮ ﮔﺬﺍﺷﺘﻪ ﺍﺳﺖ‪ .‬ﺯﻣﺎﻧﻲ ﺍﻗﺘﺼﺎﺩ ﺑﺸﺮﻱ ﻣﺒﺘﻨﻲ ﺑﺮ ﻛﺸﺎﻭﺭﺯﻱ ﺑـﻮﺩ‪.‬‬ ‫ﭘﺲ ﺍﺯ ﺁﻥ ﺑﺎ ﺍﺑﺰﺍﺭﮔﺮﺍﻳﻲ ﻭ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﻋﺠﺎﺯﻱ ﻛﻪ ﻋﻠﻮﻡ ﻣﻜﺎﻧﻴﻚ ﻭ ﺳﭙﺲ ﺑﺮﻕ ﺍﻳﺠﺎﺩ ﻧﻤﻮﺩ‪ ،‬ﺩﻭﺭﻩ ﺍﻗﺘـﺼﺎﺩ ﺻـﻨﻌﺘﻲ‬ ‫ﭘﺎﻳﻪﮔﺬﺍﺭﻱ ﺷﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩﻫﺎ ﺯﻣﻴﻦ ﻭ ﻛﺎﺭ ﺑﻪ ﻋﻨﻮﺍﻥ ﺍﺻﻠﻲﺗﺮﻳﻦ ﻋﻨﺎﺻﺮ ﻭ ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﺁﺩﻣﻲ ﺗﻠﻘﻲ ﻣﻲﺷﺪﻧﺪ‪.‬‬ ‫"ﺗﻮﺍﻧﮕﺮ" ﻧﻴﺰ ﺑﻪ ﻛﺴﻲ ﺍﻃﻼﻕ ﻣﻲ ﮔﺮﺩﻳﺪ ﻛﻪ ﺑﻴﺸﺘﺮﻳﻦ ﺑﻬﺮﻩﻣﻨﺪﻱ ﺭﺍ ﺍﺯ ﺍﻳﻦ ﺩﻭ ﻧﻮﻉ ﺩﺍﺭﺍﻳﻲ ﺩﺍﺷﺖ‪ .‬ﺍﻣﺎ ﻋـﺼﺮﻱ ﻛـﻪ‬ ‫ﺩﺭ ﺁﻥ ﺯﻧﺪﮔﻲ ﻣﻲﻛﻨﻴﻢ‪ ،‬ﺑﺪﻭﻥ ﺗﺮﺩﻳﺪ ﺩﺭ ﻫﻴﭻ ﻛﺪﺍﻡ ﺍﺯ ﺩﻭ ﻋﺼﺮ ﻛﺸﺎﻭﺭﺯﻱ ﻭ ﺻﻨﻌﺘﻲ ﻧﻤﻲﮔﻨﺠﺪ‪ .‬ﺍﮔﺮ ﭼﻪ ﻛﻤﺎﻛـﺎﻥ‬ ‫ﺯﻣﻴﻦ ﻭ ﻛﺎﺭ ﺩﻭ ﻣﺰﻳﺖ ﻣﻨﺎﺳﺐ ﺩﺭ ﺑﺮﺗﺮﻱﺟﻮﻳﻲﻫﺎ ﻣﺤﺴﻮﺏ ﻣﻲﺷﻮﻧﺪ‪ ،‬ﺍﻣﺎ ﺩﺭ ﻋﺼﺮ ﻛﻨﻮﻧﻲ‪ ،‬ﻛﻪ ﺑﻪ ﻋـﺼﺮ "ﺍﻃﻼﻋـﺎﺕ‬ ‫ﻭ ﺩﺍﻧﺶ" ﻣﻮﺳﻮﻡ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﻣﺰﻳﺖ ﺍﺻﻠﻲ ﺩﺭ "ﺳﺮﻣﺎﻳﻪ ﺩﺍﻧﺸﻲ‪ "١‬ﻧﻬﻔﺘﻪ ﺍﺳﺖ‪ .‬ﻫﻢ ﺍﻛﻨﻮﻥ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺷـﺮﻛﺖﻫـﺎﻱ‬ ‫ﺩﻧﻴﺎ‪ ،‬ﺑﺮﺗﺮﻱ ﺍﺻﻠﻲ ﺧﻮﺩ ﺭﺍ ﻧﻪ ﺩﺭ ﺩﺍﺭﺍﻳﻲﻫﺎﻱ ﺍﻧﺒﺎﺷﺘﻪ ﻧﺎﺷﻲ ﺍﺯ ﻛﺎﺭﺧﺎﻧﺠﺎﺕ ﻭ ﺣﺘﻲ ﺑﺎﺯﺍﺭ ﺑﺰﺭﮒ‪ ،‬ﺑﻠﻜﻪ ﺩﺭ "ﺩﺍﻧﺶ ﺩﺭ‬ ‫ﺟﺮﻳﺎﻥ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺧﻮﺩ" ﻛﺴﺐ ﻧﻤﻮﺩﻩﺍﻧﺪ‪.‬‬ ‫ﻧﻤﻮﺩﺍﺭ ‪ ۱-۱‬ﻧﺸﺎﻧﮕﺮ ﺣﻀﻮﺭ "ﻧﯿ ﺮوي ﻛﺎﺭ"‪" ،‬ﺳﺮﻣﺎﻳﻪ"‪" ،‬ﺯﻣﻴﻦ" ﻭ "ﺩﺍﻧـﺶ" ﺩﺭ ﺳـﻪ ﺍﻗﺘـﺼﺎﺩ ﻣـﺬﻛﻮﺭ ﻣـﻲﺑﺎﺷـﺪ‪.‬‬ ‫ﻫﻤﭽﻨﺎﻥ ﻛﻪ ﻣﻼﺣﻈﻪ ﻣﻲﺷﻮﺩ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺍﻣﺮﻭﺯ ﺁﻥ ﭼﻨﺎﻥ ﺑﺮ ﭘﺎﻳﻪ ﺩﺍﻧﺶ ﺷﻜﻞ ﮔﺮﻓﺘﻪ ﻛﻪ ﺍﺯ ﺁﻥ ﺑﻪ ﻋﻨـﻮﺍﻥ "ﺍﻗﺘـﺼﺎﺩ‬ ‫ﺩﺍﻧﺶ ﻣﺤﻮﺭ‪ "٢‬ﻳﺎﺩ ﻣﻲﺷﻮﺩ‪.‬‬ ‫‪Knowledge Capital‬‬ ‫‪Knowledge Based Economy‬‬

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‫‪1‬‬ ‫‪2‬‬

‫ﺳﺮﻣﺎﻳﻪ‬

‫ﺟﺎﻣﻌﻪ‬ ‫ﺻﻨﻌﺘﻲ‬ ‫ﺩﺍﻧﺶ‬

‫ﺟﺎﻣﻌﻪ ﺩﺍﻧﺸﻲ‬

‫ﻛﺎﺭ‬ ‫ﺟﺎﻣﻌﻪ‬ ‫ﻛﺸﺎﻭﺭﺯﻱ‬

‫ﺯﻣﻴﻦ‬

‫ﻧﻤﻮﺩﺍﺭ ‪ ۱-۱‬ﺭﻭﻧﺪ ﺗﻌﻤﻴﻖ ﻭ ﻣﻴﺰﺍﻥ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻨﺎﺑﻊ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﺑﺴﺘﺮ ﺯﻣﺎﻥ‬

‫ﻫﻤﭽﻨﻴﻦ ﻧﻤﻮﺩﺍﺭ ‪ ،۲-۱‬ﻣﻴﺰﺍﻥ ﺍﺷـﺘﻐﺎﻝ ﺩﺭ ﺷـﺎﺧﻪﻫـﺎﻱ ﺳـﻪ ﮔﺎﻧـﻪ "ﻛـﺸﺎﻭﺭﺯﻱ"‪" ،‬ﺻـﻨﻌﺖ" و "ﺧ ﺪﻣﺎت" ﺭﺍ ﺩﺭ‬ ‫ﺻﺪﺳﺎﻟﻪ ﺍﺧﻴﺮ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ‪ .‬ﻣﻼﺣﻈﻪ ﻣﻲ ﮔﺮﺩﺩ ﻛﻪ ﻫﻤﺰﻣﺎﻥ ﺑﺎ ﺭﺷﺪ ﺳﺮﻳﻊ ﻓﻌﺎﻟﻴﺖ ﺍﻗﺘﺼﺎﺩﻱ ﺩﺭ ﺑﺨﺶ ﺧـﺪﻣﺎﺕ‪،‬‬ ‫ﺍﻓﺖ ﻧﺴﺒﻲ ﻓﻌﺎﻟﻴﺖ ﺩﺭ ﻛﺸﺎﻭﺭﺯﻱ )ﺑﻪ ﺻـﻮﺭﺕ ﻛـﺸﺎﻭﺭﺯﻱِ ﺻـﺮﻑ‪ ،‬ﻧـﻪ ﺧـﺪﻣﺎﺕ ﻭ ﺩﺍﻧـﺶِ ﺁﻥ( ﺭﺍ ﺷـﺎﻫﺪ ﻫـﺴﺘﻴﻢ‪.‬‬ ‫ﻫﻤﭽﻨﻴﻦ ﺩﺭ ﺻﻨﻌﺖ ﻧﻴﺰ ﺑﻪ ﻫﻴﭻ ﻋﻨﻮﺍﻥ ﺭﺷﺪﻱ ﻫﻤﭽﻮﻥ ﺑﺨﺶ ﺧﺪﻣﺎﺕ ﺭﺍ ﻧﺪﺍﺭﻳﻢ‪ .‬ﻗﺎﺑـﻞ ﺗﻮﺟـﻪ ﺁﻧﻜـﻪ ﺑـﺮ ﺍﺳـﺎﺱ‬ ‫ﻫﻤﻴﻦ ﻧﻤﻮﺩﺍﺭ‪ ،‬ﺩﺭﺻﺪ ﻓﻌﺎﻟﻴﺖﻫﺎ ﻭ ﻣﺸﺎﻏﻞ ﻣﺒﺘﻨﻲ ﺑﺮ ﺩﺍﻧﺶ ﻭ ﺍﻳﺠﺎﺩ ﺩﺍﻧﺎﻳﻲ )ﻛﻪ ﻫﺮ ﺳﻪ ﺩﺭ ﺑﺨﺶ ﺍﻗﺘﺼﺎﺩﻱ ﻭﺟﻮﺩ‬ ‫ﺩﺍﺭﺩ‪ ،‬ﻭ ﺍﻟﺒﺘﻪ ﺩﺭ ﺧﺪﻣﺎﺕ ﺑﻴﺸﺘﺮ ﺍﺳﺖ( ﺑﻪ ﺻﻮﺭﺕ ﺑﻲﻧﻈﻴﺮﻱ ﺭﺷﺪ ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬

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‫ﻧﻤﻮﺩﺍﺭ ‪)۲-۱‬ﺍﻟﻒ( ﻣﻴﺰﺍﻥ ﺍﻧﺒﺎﺷﺖ ﺩﺍﻧﺶ‬

‫ﻧﻤﻮﺩﺍﺭ ‪)۲-۱‬ﺏ( ﺩﺭﺻﺪ ﺍﺷﺘﻐﺎﻝ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻗﺘﺼﺎﺩ‬ ‫ﻣﺴﺄﻟﻪ ﻭﻗﺘﻲ ﺭﻭﺷﻦﺗﺮﻣﻲﺷﻮﺩ ﻛﻪ ﺑﺪﺍﻧﻴﻢ ﺩﺭ ﺟﻬﺎﻥ ﺍﻣﺮﻭﺯ‪ ،‬ﺩﺭ ﺑﺮﺧﻲ ﺍﺯ ﺩﺍﻧﺶﻫﺎﻱ ﭘﺎﻳﻪ‪ ،‬ﺩﺭ ﻫـﺮ ‪ ۵/۵‬ﺳـﺎﻝ‪ ،‬ﺩﺍﻧـﺶ‬ ‫ﺟﺪﻳﺪ ﺩﻭ ﺑﺮﺍﺑﺮ ﺩﺍﻧﺶ ﻛﻬﻨﻪ ﻇﻬﻮﺭ ﭘﻴﺪﺍ ﻣﻲﮐﻨﺪ ﻭ ﺩﺭ ﻫﺮ ﺭﻭﺯ ‪ ۳‬ﻓﺮﻣﻮﻝ ﺷﻴﻤﻴﺎﻳﻲ ﻭ ‪ ...‬ﺍﻳﺠﺎﺩ ﻣﻲﺷﻮﺩ‪.‬‬ ‫ﺗﻤﺎﻣﻲ ﺍﻳﻦ ﻣﺴﺎﺋﻞ ﻭ ﻭﺿﻮﺡ ﺗﻐﻴﻴﺮﺍﺕ ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﺩﺭ ﺭﻭﻧﺪ ﺍﻗﺘﺼﺎﺩ ﺟﻬﺎﻧﻲ ﻭ ﺗﻮﺟﻪ ﺻﻨﺎﻳﻊ ﻭ ﺷﺮﻛﺖﻫﺎﻱ ﭘﻴﺶﺭﻭ ﺑﻪ‬ ‫ﺣﻔﻆ ﻣﻮﻗﻌﻴﺖ ﺧﻮﺩ ﺩﺭ ﺑﺎﺯﺍﺭ ﺟﻬﺎﻧﻲ‪ ،‬ﺑﺎﻋﺚ ﺧﻠﻖ ﻣﻔﻬﻮﻡ ﻭ ﺩﺍﻧﺸﻲ ﺟﺪﻳﺪ ﺗﺤﺖ ﻋﻨﻮﺍﻥ »ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧـﺶ« ﮔﺮﺩﻳـﺪﻩ‬ ‫ﺍﺳﺖ‪ .‬ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ ،‬ﻋﻠﻢ ﻣﺎﻧﺪﻥ ﻭ ﭘﻴﺸﺮﻓﺖ ﻛﺮﺩﻥ ﺩﺭ ﻋﺼﺮ ﺟﺪﻳﺪ ﺍﺳﺖ ﻭ ﻣﺴﻠﺢ ﻧﺸﺪﻥ ﺑـﻪ ﺁﻥ ﺑـﻪ ﻣﺜﺎﺑـﻪ ﻋـﺪﻡ‬ ‫ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﺎﺷﻴﻦﺁﻻﺕ ﻛﺸﺎﻭﺭﺯﻱ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﮔﺎﻭﺁﻫﻦ ﺩﺭ ﻗﺮﻥ ﺑﻴﺴﺘﻢ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻫﺪﻑ ﺍﺯ ﺍﻳـﻦ ﻣﺠﻤﻮﻋـﻪ‪ ،‬ﺍﻳﺠـﺎﺩ‬ ‫ﺁﺷﻨﺎﻳﻲ ﺍﻭﻟﻴﻪ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ‪ ،‬ﺧﺒﺮﮔﺎﻥ ﻭ ﻣﺪﻳﺮﺍﻥ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ‪ ،‬ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻭ ﻧﺤﻮﻩ ﭘﻴﺎﺩﻩﺳـﺎﺯﻱ‬ ‫ﺁﻥ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ‪ ،‬ﺍﮔﺮ ﭼﻪ ﻣﻄﺎﻟﻌﺎﺕ ﺍﻳﻦ ﮔﺮﻭﻩ ﻋﻠﻤﻲ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺍﺳﺖ ﻛﻪ ﺧﻮﺷﺒﺨﺘﺎﻧﻪ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ‪،‬‬

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‫ﺧﺒﺮﮔﺎﻥ ﻭ ﻣﺪﻳﺮﺍﻥ ﺳﺎﺯﻣﺎﻧﻬﺎ ﭘﻴﺶ ﺍﺯ ﺍﻳﻦ ﺑﺎ ﺍﺻﻮﻝ ﺍﻳﻦ ﻣﻔﻬﻮﻡ ﻭ ﺭﻭﺵ ﺁﻥ )ﻭ ﻧﻪ ﻟﺰﻭﻣﺎﹰ ﺑﺤـﺚ ﻛﻼﺳـﻪﺑﻨـﺪﻱ ﺷـﺪﻩ‬ ‫ﺁﻥ( ﺁﺷﻨﺎ ﺑﻮﺩﻩﺍﻧﺪ‪.‬‬

‫‪ ١-١‬ﺁﻏﺎﺯ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﻛﺎﺭﻝ ﺍﺭﻳﻚ ﺳﻴﻮﺑﻲ‪ ،١‬ﺣﺴﺎﺑﺪﺍﺭ ﺳﻮﺋﺪﻱ‪ ،‬ﺩﺭ ﺩﻫﻪ ‪ ۹۰‬ﻣﻴﻼﺩﻱ ﺯﻣﺎﻧﻲ ﻛﻪ ﻣﺸﻐﻮﻝ ﺍﺭﺯﻳﺎﺑﻲ ﺗﺮﺍﺯﻧﺎﻣﻪ ﻣـﺎﻟﻲ ﭼﻨـﺪ‬ ‫ﺷﺮﻛﺖ ﺑﺰﺭﮒ ﺳﻮﺋﺪﻱ ﺑﻮﺩ‪ ،‬ﻣﺘﻮﺟﻪ ﻧﻜﺘﻪ ﺟﺎﻟﺒﻲ ﺷﺪ‪ .‬ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺍﻳﻦ ﺷﺮﻛﺖﻫـﺎ ﭘـﺲ ﺍﺯ ﺍﻧﺠـﺎﻡ ﻋﻤﻠﻴـﺎﺕ ﻃـﻮﻻﻧﻲ‬ ‫ﺣﺴﺎﺑﺪﺍﺭﻱ‪ ،‬ﺍﺭﺯﺷﻲ ﺩﺭ ﺣﺪﻭﺩ ﭼﻨﺪ ﻛﺮﻭﻥ ﺳﻮﺋﺪ ﻭ ﺣﺘﻲ ﻳﻚ ﻛﺮﻭﻥ ﻧﺸﺎﻥ ﻣﻲﺩﺍﺩﻧﺪ‪ .‬ﺣﺎﻝ ﺁﻧﻜﻪ ﻗﻴﻤﺖ ﻭﺍﻗﻌـﻲ ﺍﻳـﻦ‬ ‫ﺷﺮﻛﺘﻬﺎ ﻛﻪ ﺳﻬﺎﻣﺪﺍﺭﺍﻥ ﺣﺎﺿﺮ ﺑﻪ ﻓﺮﻭﺵ ﺁﻥ ﺑﻮﺩﻧﺪ‪ ،‬ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮ ﺍﺯ ﻗﻴﻤﺘﻬﺎﻳﻲ ﺑﻮﺩ ﻛﻪ ﺳﺮﻣﺎﻳﻪ ﺣـﺴﺎﺑﺪﺍﺭﻱ ﻧـﺸﺎﻥ‬ ‫ﻣﻲﺩﺍﺩ‪.‬‬ ‫ﺳﻴﻮﺑﻲ ﭘﺲ ﺍﺯ ﺑﺮﺭﺳﻲﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻣﺘﻮﺟﻪ ﮔﺮﺩﻳﺪ ﻛﻪ ﺑﺨﺶ ﺍﻋﻈﻢ ﺍﺯ ﺍﻳﻦ ﺍﺧﺘﻼﻑ )ﺍﺧﺘﻼﻑ ﺑـﻴﻦ ﺍﺭﺯﺵ ﺷـﺮﮐﺘﻬﺎ‬ ‫ﺩﺭ ﺑﺎﺯﺍﺭ ﺳﻬﺎﻡ ﻭ ﻗﻴﻤﺖ ﺩﺍﺭﺍﻳﻲﻫﺎﻱ ﻣﺸﻬﻮﺩ ﺍﻳﻦ ﺳﺎﺯﻣﺎﻧﻬﺎ( ﺑﻪ »ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﺩﺍﻧﺸﻲ« ﺩﺭﻭﻥ ﺳﺎﺯﻣﺎﻥ ﺑﺮﻣـﻲﮔـﺮﺩﺩ ﻭ‬ ‫ﺑﺮﺧﺎﺳﺘﻪ ﺍﺯ ﺗﻮﺍﻥ ﺩﺍﻧﺸﻲ ﺍﻳﻦ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﺣﻞ ﻣﺴﺎﺋﻞ ﺗﺨﺼـﺼﻲﺷـﺎﻥ ﺍﺳـﺖ‪ .‬ﺍﻣـﺎ ﻧﻜﺘـﻪ ﺟﺎﻟـﺐ ﻭﺍﺭﺩ ﻧـﺸﺪﻥ ﺍﻳـﻦ‬ ‫ﺩﺍﺭﺍﻳﻲﻫﺎ ﺩﺭ ﺗﺮﺍﺯﻧﺎﻣﻪﻫﺎﻱ ﺣﺴﺎﺑﺪﺍﺭﻱ ﺑﻮﺩ‪ ،‬ﭼﺮﺍ ﻛﻪ ﺍﺳﺎﺳﺎﹰ ﭼﻴﺰﻱ ﺗﺤﺖ ﻋﻨﻮﺍﻥ ﻣﻔﻬﻮﻡ »ﺳﺮﻣﺎﻳﻪﻫـﺎﻱ ﻧـﺎﻣﻠﻤﻮﺱ‪«٢‬‬ ‫ﻭﺟﻮﺩ ﻧﺪﺍﺷﺖ‪.‬‬ ‫‪٣‬‬ ‫ﺍﺯ ﺳﺎﻝﻫﺎ ﭘﻴﺶ )ﺗﻘﺮﻳﺒﺎﹰ ﺍﺯ ﺟﻨﮓ ﺟﻬﺎﻧﻲ ﺩﻭﻡ( ﻣﺤﺪﻭﺩ ﺑﻮﺩﻥ »ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﻣﻠﻤﻮﺱ « ﻭ ﻓﻴﺰﻳﻜﻲ ﻭ ﻧﻴﺎﺯ ﺑﻪ ﺍﻓﺰﺍﻳﺶ‬ ‫ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺷﺪﻩ ﺁﻧﻬﺎ‪ ،‬ﻣﻨﺠﺮ ﺑﻪ ﺧﻠﻖ ﺷﺎﺧﻪﻫﺎﻱ ﻋﻠﻤﻲ ﻣﺨﺘﻠﻒ ﺷﺪﻩ ﺑﻮﺩ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ‪ ،‬ﺑﺮﻧﺎﻣـﻪﺭﻳـﺰﻱ ﺧﻄـﻲ ﻭ‬ ‫ﭘﮋﻭﻫﺶ ﻋﻤﻠﻴﺎﺗﻲ‪ ،٤‬ﻣﻜﺎﻥﻳﺎﺑﻲ ﻭ ﺗﺨﺼﻴﺺ‪ ،٥‬ﻃﺮﺍﺣﻲ ﻛﺎﺭﺧﺎﻧﻪ‪ ،٦‬ﺗﻌﻤﻴـﺮﺍﺕ ﻭ ﻧﮕﻬـﺪﺍﺭﻱ‪ ،‬ﺑﻬـﺮﻩﻭﺭﻱ ﻣﺎﺷـﻴﻦ ﺁﻻﺕ‪،‬‬ ‫ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﻱ ﺗﻮﻟﻴﺪ ﻭ ‪ ...‬ﻫﻤﮕﻲ ﺩﺭ ﺟﻬﺖ ﻣﺪﻳﺮﻳﺖ ﺳﺮﻣﺎﻳﻪﻫـﺎﻱ ﻣﻠﻤـﻮﺱ ﺍﻳﺠـﺎﺩ ﺷـﺪﻩ ﺑـﻮﺩ‪ .‬ﺍﻣـﺎ »ﺳـﺮﻣﺎﻳﻪﻫـﺎﻱ‬ ‫ﻧﺎﻣﻠﻤﻮﺱ«‪ ،٧‬ﺗﺎ ﺁﻥ ﺯﻣﺎﻥ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻗﺮﺍﺭ ﻧﮕﺮﻓﺘﻪ ﺑﻮﺩ‪.‬‬ ‫ﻓﻌﺎﻟﻴﺖ ﺳﻴﻮﺑﻲ ﻭ ﭘﺲ ﺍﺯ ﺁﻥ ﺑﻚ ﻣﻦ‪ ،٨‬ﻧﻮﻧﺎﻛﺎ‪ ،٩‬ﻭﻳﮓ‪ ١٠‬ﻭ ‪ ..‬ﺑﺎﻋﺚ ﮔﺮﺩﻳـﺪ‪ ،‬ﺗﻮﺟـﻪ ﺻـﻨﻌﺖﮔـﺮﺍﻥ ﻭ ﻋﺎﻟﻤـﺎﻥ ﻋﻠـﻮﻡ‬ ‫ﺻﻨﻌﺘﻲ ﺑﻪ ﺳﺮﻣﺎﻳﻪﺍﻱ ﺑﺲ ﻋﻈﻴﻢ‪ ،‬ﻳﻌﻨﻲ ﺳﺮﻣﺎﻳﻪﺍﻱ ﻛﻪ ﺑﺎ ﻭﺟﻮﺩ ﺗﻮﻟﻴﺪ ﺍﻛﺜﺮﻳﺖ ﺍﺭﺯﺵ ﺍﻓـﺰﻭﺩﻩ ﻛـﺎﻻ‪ ،‬ﻛﻤﺘـﺮ ﻣـﻮﺭﺩ‬ ‫ﻣﺪﻳﺮﻳﺖ ﻭ ﺳﺎﻣﺎﻧﺪﻫﻲ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺍﻓﺰﺍﻳﺸﻲ ﻗﺮﺍﺭ ﻣﻲﮔﺮﻓﺖ‪ ،‬ﺟﻠﺐ ﺷﻮﺩ‪ .‬ﻧﻤﻮﺩﺍﺭ ‪ ۳-۱‬ﻧﺸﺎﻥﮔﺮ ﺗﻼﺵﻫﺎﻱ ﻋﻠﻤـﻲ‬ ‫ﭘﺲ ﺍﺯ ﺍﻳﻦ ﺩﻭﺭﻩ ﺍﺳﺖ‪.‬‬

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‫‪. karl eric siveby‬‬ ‫‪Intangible Assets‬‬ ‫‪3‬‬ ‫‪. tangible assets‬‬ ‫‪4‬‬ ‫‪. operational research‬‬ ‫‪5‬‬ ‫‪. location and allocation‬‬ ‫‪6‬‬ ‫‪. facility layout‬‬ ‫‪7‬‬ ‫‪. intangible assets‬‬ ‫‪8‬‬ ‫‪. beck man‬‬ ‫‪9‬‬ ‫‪. nonaka‬‬ ‫‪10‬‬ ‫‪. wiig‬‬ ‫‪2‬‬

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‫ﺳﺎﻝ‬

‫ﺭﻭﻳﺪﺍﺩ‬

‫ﻃﺮﺡ ﮐﻨﻨﺪﻩ‬

‫‪١٩٨٦‬‬ ‫‪١٩٨٦‬‬

‫ﺳﻴﻮﺑﻲ‪/‬ﮐﻮﻧﺮﺍﺩ‬ ‫ﻛﺎﺭﻝ ﻭﻳﮓ‬

‫ﺗﺮﺍﺯﻧﺎﻣﻪ ﻧﺎﻣﺸﻬﻮﺩ‬ ‫ﺍﺑﺪﺍﻉ ﻣﻔﻬﻮﻡ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬

‫‪١٩٨٩‬‬

‫ﺷﺮﻛﺖﻫﺎﻱ ﻣﺸﺎﻭﺭ ﻣﺪﻳﺮﻳﺘﻲ‬ ‫ﺑﺰﺭﮒ‬ ‫ﺍﺭﺯﺵ ﻭﺍﺗﺮﻫﺎﻭﺱ‬

‫ﺷﺮﻭﻉ ﺗﻼﺷﻬﺎﻱ ﺩﺭﻭﻧﻲ ﺑﺮﺍﻱ ﺍﺩﺍﺭﻩ ﺭﺳﻤﻲ‬ ‫ﺩﺍﻧﺶ‬

‫‪١٩٩١‬‬

‫ﺑﺎﺯﺑﻴﻨﻲ ﺗﺠﺎﺭﻱ ﻫﺎﺭﻭﺍﺭﺩ‬ ‫)ﻧﻮﻧﺎﮐﺎ ﻭ ﺗﺎﻛﻮﭼﻲ(‬ ‫ﺗﺎﻡ ﺍﺳﺘﻮﺍﺭﺕ‬ ‫ﻛﺎﺭﻝ ﻭﻳﮓ‬

‫ﻳﻜﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦ ﻣﻘﺎﻻﺕ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ‬ ‫ﻣﻮﺭﺩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬

‫‪١٩٩٤‬‬ ‫‪١٩٩٤‬‬ ‫‪١٩٩٤‬‬

‫ﭘﻴﺘﺮ ﺩﺭﺍﮐﺮ‬ ‫ﺷﺒﻜﻪ ﺍﺭﺗﺒﺎﻃﻲ ﺩﺍﻧﺶ ﻣﺪﻳﺮﻳﺖ‬ ‫ﺷﺮﻛﺖ ﺑﺰﺭﮒ ﻣﺸﺎﻭﺭﻩ‬

‫‪١٩٩٥‬‬ ‫‪١٩٩٥‬‬ ‫‪١٩٩٥‬‬ ‫‪١٩٩٦‬‬

‫ﺍﺳﺘﻨﻔﻮﺭﺩ ﭘﺎﻝ ﺭﻭﻣﺮ‬ ‫ﻧﻮﻧﺎﮐﺎ ﻭ ﺗﺎﮐﻮﭼﻲ‬ ‫ﺩﺭﻭﺗﻲ ﻟﺌﻮﻧﺎﺭﺩ ﺑﺎﺭﺗﻮﻥ‬ ‫ﺍﻧﻮﺍﻉ ﺷﺮﻛﺘﻬﺎ ﻭ ﺷﻐﻠﻬﺎ‬

‫‪١٩٨٩‬‬

‫‪۱۹۹۱‬‬ ‫‪١٩٩٣‬‬

‫ﻳﻜﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦﻫﺎ ﺑﺮﺍﻱ ﺗﻜﻤﻴﻞ ﻣﺪﻳﺮﻳﺖ‬ ‫ﺩﺍﻧﺶ ﺩﺭ ﺍﺳﺘﺮﺍﺗﮋﻱ ﺗﺠﺎﺭﻱﺍﺵ‬

‫ﺍﻫﻤﻴﺖ ﺑﻪ ﺳﺮﻣﺎﻳﻪ ﻓﮑﺮﻱ‬ ‫ﻳﻜﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ‬ ‫ﻣﻮﺭﺩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ )ﺍﺳﺎﺱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ(‬ ‫ﻣﻨﺒﻊ ﺩﺍﻧﺶ‬ ‫ﻧﺨﺴﺘﻴﻦ ﻛﻨﻔﺮﺍﻧﺲ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﻧﺨﺴﺘﻴﻨﻲ ﻛﻪ ﺳﺮﻭﻳﺲﻫﺎﻱ ﺩﺍﻧﺶ ﻣﺪﻳﺮﻳﺖ ﺭﺍ‬ ‫ﺑﻪ ﻣﺸﺘﺮﻳﻬﺎ ﭘﻴﺸﻨﻬﺎﺩ ﻛﺮﺩ‬ ‫ﺩﺍﻧﺶ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﻨﺒﻊ ﺑﻲﭘﺎﻳﺎﻥ‬ ‫ﮐﺘﺎﺏ ﺷﺮﮐﺖ ﺩﺍﻧﺶﺁﻓﺮﻳﻦ‬ ‫ﮐﺘﺎﺏ ﺳﺮﭼﺸﻤﻪﻫﺎﻱ ﺩﺍﻧﺶ‬ ‫ﺍﻧﻔﺠﺎﺭ ﭘﺮ ﺳﺮﻭﺻﺪﺍﻱ ﺍﻟﺤﺎﻗﻬﺎ ﻭ ﻓﻌﺎﻟﻴﺘﻬﺎ‬

‫ﻧﻤﻮﺩﺍﺭ ‪ ۳-۱‬ﺗﻼﺷﻬﺎﻱ ﻋﻠﻤﻲ ﺩﺭ ﺟﻬﺖ ﺗﻮﺳﻌﻪ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬

‫‪ ٢-١‬ﺩﺍﻧﺶ‪ ،‬ﭘﻨﻬﺎﻥ ﺍﻣﺎ ﺗﻌﻴﻴﻦ ﻛﻨﻨﺪﻩ‬ ‫ﺩﺍﻧﺶ ﭼﻴﺴﺖ؟ ﺍﻳﻦ ﺳﻮﺍﻟﻲﺳﺖ ﮐﻪ ﭘﻴﺶ ﺍﺯ ﺍﻳﻨﮑﻪ ﺑﻪ ﺑﺤﺚ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺑﭙﺮﺩﺍﺯﻳﻢ‪ ،‬ﺑﺎﻳﺪ ﺑـﻪ ﻭﺿـﻮﺡ ﭘﺎﺳـﺦ ﺩﺍﺩﻩ‬ ‫ﺷﻮﺩ‪ .‬ﺑﺮﺧﻲ ﺩﺍﻧﺶ ﺭﺍ ﺻﺮﻓﺎ ﺍﻃﻼﻋﺎﺕ ﻣﻲﺩﺍﻧﻨﺪ‪ .‬ﺩﺭ ﻧﻈﺮ ﺍﻳﻦ ﺍﻓﺮﺍﺩ‪ ،‬ﺩﺍﻧﺶ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻣﺎ ﺍﺯ ﺩﻧﻴﺎﻱ ﻭﺍﻗﻌـﻲ ﺍﺳـﺖ‪ .‬ﻣـﺜﻼ‬ ‫ﺍﻳﻨﮑﻪ ﺳﺮﻣﺎﻳﻪ ﺷﺮﮐﺘﻬﺎﻱ ﺭﻗﻴﺐ ﻣﺎ ﭼﻘﺪﺭ ﺍﺳﺖ؟ ﭼﻪ ﺍﺳﺘﺮﺍﺗﮋﻳﻬﺎﻳﻲ ﺭﺍ ﺍﺗﺨﺎﺫ ﮐﺮﺩﻩﺍﻧﺪ ﺭﺍ ﺟﺰﻭ ﺩﺍﻧﺶ ﺑﻪﺷـﻤﺎﺭ ﻣـﻲ‪-‬‬ ‫ﺁﻭﺭﻧﺪ‪ .‬ﺑﺮﺧﻲ ﺩﻳﮕﺮ‪ ،‬ﺩﺍﻧﺶ ﺭﺍ ﺗﻨﻬﺎ ﻣﺤﺪﻭﺩ ﺑﻪ ﻣﻬﺎﺭﺗﻬﺎ ﻭ ﺗﺨﺼﺺﻫﺎﻱ ﮐﺎﺭﺑﺮﺩﻱ ﻣﻲﺩﺍﻧﻨـﺪ‪ .‬ﺩﺭ ﻧﻈـﺮ ﺍﻳﻨﻬـﺎ‪ ،‬ﻣﻬـﺎﺭﺕ‬ ‫ﺗﺮﺍﺷﮑﺎﺭﻱ ﻳﮏ ﺍﺳﺘﺎﺩ ﺗﺮﺍﺷﮑﺎﺭ ﻭ ﻳﺎ ﻣﻬﺎﺭﺕ ﺗﺪﺭﻳﺲ ﻳﮏ ﺍﺳﺘﺎﺩ ﺩﺍﻧﺸﮕﺎﻩ‪ ،‬ﻣﺼﺎﺩﻳﻖ ﻭﺍﻗﻌﻲ ﺩﺍﻧﺶ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺍﻣﺎ ﻭﺍﻗﻊ ﺍﻣﺮ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﻫﻤﻪ ﺍﻳﻦ ﻣﻮﺍﺭﺩ‪ ،‬ﻣﺼﺎﺩﻳﻘﻲ ﺍﺯ ﺩﺍﻧﺶ ﻫـﺴﺘﻨﺪ‪ .‬ﺑـﻪ ﻃـﻮﺭ ﺧﻼﺻـﻪ‪ ،‬ﻫـﺮ ﮔﻮﻧـﻪ ﺍﻃﻼﻋـﺎﺕ‬ ‫ﭘﺮﺩﺍﺯﺵ ﺷﺪﻩﺍﻱ ﮐﻪ ﺩﺭ ﺟﻬﺖ ﺗﺤﻘﻖ ﺍﻫﺪﺍﻑ ﺳﺎﺯﻣﺎﻥ ﻣﺎ‪ ،‬ﻣﻔﻴﺪ ﺑﺎﺷﺪ‪ ،‬ﺑﻪ ﻧـﻮﻋﻲ ﺩﺍﻧـﺶ ﺍﺳـﺖ‪ .‬ﺑـﺮﺍﻱ ﺍﻳﻨﮑـﻪ ﺍﻳـﻦ‬

‫ﺗﻌﺮﻳﻒ ﺩﻗﻴﻖﺗﺮ ﺷﻮﺩ‪ ،‬ﺑﺮﺧﻲ ﺍﺯ ﻣﺘﺨﺼﺼﻴﻦ‪ ،١‬ﺩﺍﻧﺶ ﺭﺍ ﺑﻪ ﭼﻬﺎﺭﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻣﻲﮐﻨﻨﺪ‪.‬‬

‫‪knowed1 Lundval‬‬

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‫‪ -۱‬ﺩﺍﻧﺶ ﭼﻪﭼﻴﺰﻱ )‪(Know What‬‬ ‫‪ -۲‬ﺩﺍﻧﺶ ﭼﺮﺍﻳﻲ )‪(Know Why‬‬ ‫‪ -۳‬ﺩﺍﻧﺶ ﭼﮕﻮﻧﮕﻲ )‪(Know How‬‬ ‫‪ -۴‬ﺩﺍﻧﺶ ﭼﻪﮐﺴﻲ )‪(Know Who‬‬ ‫ﻣﺜﻼ ﺩﺭ ﺧﺼﻮﺹ ﻣﻮﺿﻮﻋﻲ ﻣﺎﻧﻨﺪ "ﺯﻟﺰﻟﻪ"‪ ،‬ﺩﺍﻧﺶ ﭼﻪﭼﻴﺰﻱ‪ ،‬ﺷﺎﻣﻞ ﺍﻳﻦ ﻣﻲﺷﻮﺩ ﮐﻪ ﺑﺪﺍﻧﻴﻢ ﺯﻟﺰﻟﻪ ﺩﺭ ﭼـﻪ ﻣﺤـﻞ‪-‬‬ ‫ﻫﺎﻳﻲ ﻭ ﺑﺎ ﭼﻪ ﻗﺪﺭﺗﻲ ﺭﺥ ﺩﺍﺩﻩﺍﺳﺖ‪ .‬ﺩﺍﻧﺶ ﭼﺮﺍﻳﻲ‪ ،‬ﻋﻠﺖ ﻓﻴﺰﻳﮑﻲ ﺍﻳﻦ ﺭﺧﺪﺍﺩ ﺭﺍ ﺍﺭﺍﺋﻪ ﻣﻲ ﮐﻨـﺪ‪ .‬ﻣـﺜﻼ ﻣـﻲ ﮔﻮﻳـﺪ‪،‬‬ ‫ﺯﻟﺰﻟﻪ ﺭﺥ ﺩﺍﺩﻩﺍﺳﺖ ﭼﻮﻧﮑﻪ ﻻﻳﻪﻫﺎﻱ ﺳﻄﺤﻲ ﭘﻮﺳﺘﻪ ﺯﻣﻴﻦ‪ ،‬ﺑﻪ ﻳﮑﺪﻳﮕﺮ‪ ،‬ﺗﻤﺎﺱ ﭘﻴﺪﺍ ﮐﺮﺩﻩﺍﻧﺪ‪ .‬ﺩﺍﻧﺶ ﭼﮕـﻮﻧﮕﻲ‪ ،‬ﺑـﻪ‬ ‫ﺍﻳﻦ ﺳﻮﺍﻝ ﭘﺎﺳﺦ ﻣﻲﺩﻫﺪ ﮐﻪ ﻣﺜﻼ ﺑﺮﺍﻱ ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﺯﻟﺰﻟﻪ ﻳﺎ ﮐﺎﻫﺶ ﺗﻠﻔﺎﺕ ﻧﺎﺷﻲ ﺍﺯ ﺯﻟﺰﻟﻪ‪ ،‬ﭼﻪ ﺑﺎﻳـﺪ ﮐـﺮﺩ‪ .‬ﺑـﺎ ﺑـﻪ‬ ‫ﺗﻌﺒﻴﺮ ﺩﻳﮕﺮ‪ ،‬ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮﺍﻥ ﺗﻠﻔﺎﺕ ﻧﺎﺷﻲ ﺍﺯ ﺯﻟﺰﻟﻪ ﺭﺍ ﮐﺎﻫﺶ ﺩﺍﺩ‪ .‬ﺑﺎﻻﺧﺮﻩ ﺩﺍﻧﺶ ﭼﻪﮐﺴﻲ‪ ،‬ﺑـﻪ ﺍﻳـﻦ ﺳـﻮﺍﻝ ﭘﺎﺳـﺦ‬ ‫ﻣﻲﺩﻫﺪ ﮐﻪ ﭼﻪﻣﺘﺨﺼﺼﻴﻨﻲ‪ ،‬ﻣﻬﺎﺭﺕ ﭘﻴﺶﺑﻴﻨﻲ ﺯﻟﺰﻟﻪ ﺭﺍ ﺩﺍﺭﻧﺪ‪ ،‬ﻳﺎ ﺍﻳﻨﮑﻪ ﭼﻪ ﮐﺴﺎﻧﻲ ﻣﻲﺗﻮﺍﻧﻨﺪ ﺩﺭ ﮐـﺎﻫﺶ ﺗﻠﻔـﺎﺕ‬ ‫ﺯﻟﺰﻟﻪ ﺑﻪ ﻣﺎ ﮐﻤﮏ ﮐﻨﻨﺪ‪.‬‬ ‫ﺍﺯ ﻣﻨﻈﺮ ﺩﻳﮕﺮ‪ ،‬ﺩﺍﻧﺶ ﺭﺍ ﻣﻲﺗﻮﺍﻥ ﺑﺮ ﺭﻭﻱ ﻳﮏ ﻃﻴﻒ ﺗﺮﺳﻴﻢ ﮐﺮﺩ‪ .‬ﻳﮏ ﺳﺮ ﺍﻳﻦ ﻃﻴﻒ‪ ،‬ﺩﺍﻧﺸﻲ ﺍﺳﺖ ﮐﻪ ﺑـﻪ ﺭﺍﺣﺘـﻲ‬ ‫ﻣﻲﺗﻮﺍﻥ ﺩﺭ ﻗﺎﻟﺐ ﻧﻮﺷﺘﻪﻫﺎ‪ ،‬ﻓﻴﻠﻢ‪ ،‬ﺻﻮﺕ‪ ،‬ﻋﮑﺲ‪ ،‬ﺗﺼﻮﻳﺮ ﻭ ﺣﺘﻲ ﮐﻼﻡ‪ ،‬ﻣﻨﺘﻘـﻞ ﮐـﺮﺩ‪ .‬ﺩﺭ ﺣﻘﻴﻘـﺖ ﺍﻳـﻦ ﺩﺍﻧـﺶ ﺭﺍ‬ ‫ﺩﺍﻧﺶ ﺁﺷﮑﺎﺭ‪ ١‬ﻳﺎ ﺩﺍﻧﺶ ﮐﺪﺷﺪﻩ‪ ٢‬ﻣﻲﻧﺎﻣﻨﺪ‪ .‬ﺩﺭ ﺳﺮ ﺩﻳﮕﺮ ﺍﻳﻦ ﻃﻴـﻒ‪ ،‬ﺍﻧـﻮﺍﻋﻲ ﺍﺯ ﺩﺍﻧـﺶ ﻣﺎﻧﻨـﺪ ﻣﻬـﺎﺭﺕ‪ ،‬ﺑـﺼﻴﺮﺕ‪،‬‬ ‫ﺗﺠﺮﺑﻪ‪ ،‬ﺑﻴﻨﺶ ﻭ ﺷﻬﻮﺩ ﺭﺍ ﺩﺍﺭﻳﻢ ﮐﻪ ﺑﻪ ﺭﺍﺣﺘﻲ ﻗﺎﺑﻞ ﮐﺪﮐﺮﺩﻥ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺍﻧﺘﻘـﺎﻝ ﺍﻳـﻦ ﻧـﻮﻉ ﺩﺍﻧـﺶ‪ ،‬ﺑﻴـﺸﺘﺮ ﺑـﻪ ﺍﻳـﻦ‬ ‫ﺻﻮﺭﺕ ﺍﻧﺠﺎﻡ ﻣﻲﺷﻮﺩ ﮐﻪ ﺁﺩﻣﻬﺎﻳﻲ ﺭﺍ ﮐﻪ ﺍﻳﻦ ﺩﺍﻧﺶ ﺭﺍ ﺩﺍﺭﻧﺪ‪ ،‬ﺍﺯ ﺟﺎﻳﻲ ﺑﻪ ﺟﺎﻳﻲ ﺩﻳﮕﺮ ﻣﻨﺘﻘﻞ ﮐﻨﻴﻢ‪ .‬ﺍﻳﻦ ﺩﺍﻧـﺶ ﺭﺍ‬ ‫ﻋﻤﺪﺗﺎ ﺩﺍﻧﺶ ﺿﻤﻨﻲ‪ ٣‬ﻣﻲﻧﺎﻣﻨﺪ‪.‬‬ ‫ﺩﺍﻧﺶ‪ ،‬ﺑﺪﻭﻥ ﺍﻧﺴﺎﻥ‪ ،‬ﻣﻌﻨﺎﻳﻲ ﻧﺪﺍﺭﺩ‪ .‬ﺍﻧﺴﺎﻥ‪ ،‬ﺑﺎﺯﻳﮕﺮ ﺍﺻﻠﻲ ﺩﺭ ﺧﻠﻖ‪ ،‬ﺫﺧﻴـﺮﻩﺳـﺎﺯﻱ‪ ،‬ﺍﻧﺘـﺸﺎﺭ ﻭ ﺑـﻪﮐـﺎﺭﮔﻴﺮﻱ ﺩﺍﻧـﺶ‬ ‫ﺍﺳﺖ‪ .‬ﺩﺍﻧﺶ ﺩﺭ ﺗﺎﺭﻭﭘﻮﺩ ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ‪ ،‬ﺩﺭ ﻓﺮﻫﻨﮓ ﺳﺎﺯﻣﺎﻧﻲ ﺷﻤﺎ‪ ،‬ﺩﺭ ﻗﻮﺍﻧﻴﻦ ﻭ ﺩﺳﺘﻮﺭﺍﻟﻌﻤﻠﻬﺎﻱ ﮐـﺎﺭﻱ ﺷـﻤﺎ ﻭ ﺩﺭ‬ ‫ﺳﻴﺴﺘﻤﻬﺎ ﻭ ﺗﮑﻨﻮﻟﻮﮊﻳﻬﺎﻱ ﺑﻪﮐﺎﺭﺭﻓﺘﻪ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ‪ ،‬ﻧﻬﻔﺘﻪ ﺍﺳﺖ‪ .‬ﺩﺍﻧﺶ‪ ،‬ﻧﻪ ﻓﻘﻂ ﺩﺭ ﺍﻓﺮﺍﺩ ﻣﺠﺰﺍ‪ ،‬ﺑﻠﮑﻪ ﺩﺭ ﮔﺮﻭﻩ‪-‬‬ ‫ﻫﺎﻱ ﺍﻧﺴﺎﻧﻲ‪ ،‬ﺩﺭ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻭ ﺑﺎﻻﺧﺮﻩ ﺩﺭ ﺭﻭﺍﺑﻂ ﺑﻴﻦ ﺳﺎﺯﻣﺎﻧﻬﺎ ﻧﻬﻔﺘﻪﺍﺳﺖ‪ .‬ﺍﻳﻨﮑﻪ ﺷﺮﮐﺖ ﻓـﻮﺭﺩ‪ ،‬ﺑـﻪ ﻋﻨـﻮﺍﻥ ﻳﮑـﻲ‬ ‫ﻏﻮﻝ ﺍﺗﻮﻣﺒﻴﻞﺳﺎﺯﻱ‪ ،‬ﻣﻲﺗﻮﺍﻧﺪ ﺑﺎ ﺍﻧﺒﻮﻫﻲ ﺍﺯ ﺷﺮﮐﺘﻬﺎﻱ ﻗﻄﻌﻪﺳﺎﺯ‪ ،‬ﺑﻬﺘﺮﻳﻦ ﺭﺍﺑﻄﻪ ﺗﺠـﺎﺭﻱ ﺭﺍ ﺑﺮﻗـﺮﺍﺭ ﮐﻨـﺪ ﻳـﺎ ﺍﻳﻨﮑـﻪ‬ ‫ﺷﺮﮐﺘﻲ ﻣﺎﻧﻨﺪ ﺁﻣﺎﺯﻭﻥ‪ ،‬ﺑﻬﺘﺮﻳﻦ ﺍﺭﺗﺒﺎﻁ ﻭ ﻫﻤﺎﻫﻨﮕﻲ ﺭﺍ ﺑﺎ ﻣﺮﺍﮐﺰ ﻓﺮﻭﺵ ﺧﻮﺩ ﺩﺭ ﺳﺮﺗﺎﺳﺮ ﺩﻧﻴـﺎ ﺩﺍﺭﺩ‪ ،‬ﻧـﺸﺎﻥﺩﻫﻨـﺪﻩ‬ ‫ﺣﺠﻢ ﺑﺎﻻﻳﻲ ﺍﺯ ﺩﺍﻧﺶ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺭﻭﺍﺑﻂ ﺑﻴﻦ ﺍﻳﻦ ﺳﺎﺯﻣﺎﻧﻬﺎ‪ ،‬ﺗﺠﻠﻲ ﭘﻴﺪﺍ ﮐﺮﺩﻩﺍﺳﺖ‪.‬‬ ‫ﺳﺆﺍﻝ ﺍﺻﻠﻲ ﺩﺭ ﺍﻳﻨﺠﺎ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ‪ :‬ﺁﻳﺎ ﺍﻳﻦ ﺳﺮﻣﺎﻳﻪ ﺩﺭ ﺩﺳﺘﺎﻥ ﻣﺎﺳﺖ؟‬ ‫ﺑﻪ ﻃﻮﺭ ﺧﻼﺻﻪ‪ ،‬ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺩﺍﻧﺶ ﻣﺤﻮﺭ‪ ،‬ﺩﺍﻧﺶ‪ ،‬ﻣﻬﻤﺘﺮﻳﻦ ﺩﺍﺭﺍﻳﻲ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ‪ ،‬ﻳـﺎﺩﮔﻴﺮﻱ‪ ،‬ﻣﻬﻤﺘـﺮﻳﻦ ﻣﻬـﺎﺭﺕ‬ ‫ﺍﻧﺴﺎﻧﻬﺎﺳﺖ ﻭ ﺑﺎﻻﺧﺮﻩ ﺍﻧﻌﻄﺎﻑ ﻭ ﺗﻐﻴﻴﺮ‪ ،‬ﺷﺮﻁ ﻻﺯﻡ ﻣﺎﻧﺪﮔﺎﺭﻱ ﻭ ﻣﻮﻓﻘﻴﺖ ﺍﺳﺖ‪.‬‬ ‫ﭘﺲ ﺍﺯ ﺑﻴﺎﻥ ﻣﻘﺪﻣﺎﺕ‪ ،‬ﺍﻳﻦ ﺳﺆﺍﻝ ﭘﺪﻳﺪ ﻣﻲﺁﻳﺪ ﻛﻪ ﺁﻳﺎ‪ ،‬ﻣﺎ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺧـﻮﺩ‪ ،‬ﺳـﺮﻣﺎﻳﻪﻫـﺎﻱ ﺩﺍﻧـﺸﻲﻣـﺎﻥ ﺭﺍ ﺗﺤـﺖ‬ ‫ﻛﻨﺘﺮﻝ ﺩﺍﺭﻳﻢ؟ ﺁﻳﺎ ﺑﻪ ﺭﺍﺳﺘﻲ ﻫﻤﺎﻥﮔﻮﻧﻪ ﻛﻪ ﭼﻨﺪﻳﻦ ﺑﺮﻧﺎﻣﻪ ﺩﺭ »ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺍﺳﺘﺮﺍﺗﮋﻳﻚ«‪» ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻋﻤﻠﻜﺮﺩ‬

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‫‪Explicit Knowledge‬‬ ‫‪Codified Knowledge‬‬ ‫‪3‬‬ ‫‪Tacit Knowledge‬‬ ‫‪2‬‬

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‫ﺳﺎﺯﻣﺎﻧﻲ«‪» ،‬ﺍﻓـﺰﺍﻳﺶ ﺑﻬـﺮﻩﻭﺭﻱ« ﻭ ‪ ..‬ﺩﺍﺭﻳـﻢ ﻭ ﺩﺭ ﺑـﺴﻴﺎﺭﻱ ﻣـﻮﺍﺭﺩ ﻭﺍﺣـﺪﻫﺎ‪ ،‬ﻧـﺮﻡﺍﻓﺰﺍﺭﻫـﺎ ﻭ ﺳـﺎﺧﺘﺎﺭﻫﺎﻳﻲ ﺑـﺮﺍﻱ‬ ‫ﺣﺴﺎﺑﺪﺍﺭﻱ‪ ،‬ﺍﻧﺒﺎﺭﺩﺍﺭﻱ ﻭ ‪ ...‬ﺟﻬﺖ ﺍﻓﺰﺍﻳﺶ ﻭ ﻧﮕﻬﺪﺍﺭﻱ ﻭ ﻣﺪﻳﺮﻳﺖ ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﻣﻠﻤﻮﺱ ﺧﻮﺩ ﺩﺍﺭﻳﻢ‪ ،‬ﺩﺭ ﻣﺪﻳﺮﻳﺖ‬ ‫ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﻧﺎﻣﻠﻤﻮﺱ ﺧﻮﺩ )ﻛﻪ ﺍﺻﻠﻲﺗﺮﻳﻦ ﺁﻥ ﺩﺍﻧﺶ ﺍﺳـﺖ( ﻛـﺎﺭﻱ ﻛـﺮﺩﻩﺍﻳـﻢ‪ .‬ﺟﺎﻟـﺐ ﺁﻧﺠﺎﺳـﺖ ﻛـﻪ ﻣـﺪﻳﺮﻳﺖ‬ ‫ﺳﺮﻣﺎﻳﻪ ﻫﺎﻱ ﻧﺎﻣﻠﻤﻮﺱ‪ ،‬ﺑﺎ ﺻﺮﻑ ﻫﺰﻳﻨﻪ ﻧﺴﺒﺘﺎﹰ ﻧﺎﭼﻴﺰ ﺩﺭ ﺑﺮﺍﺑﺮ ﻣﺪﻳﺮﻳﺖ ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﻣﻠﻤﻮﺱ ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺷﺮﻛﺖﻫـﺎ‬ ‫ﺑﺎﻋﺚ ﺭﺷﺪﻫﺎﻱ ﭼﺸﻤﮕﻴﺮ ﻭ ﺑﺎﻭﺭ ﻧﻜﺮﺩﻧﻲ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺷﺎﻳﺪ ﺳﺆﺍﻝﻫﺎﻱ ﺫﻳﻞ ﻭ ﭘﺎﺳﺦﻫﺎﻱ ﺗﻠﻮﻳﺤﻲ ﻣﺎ ﺑﻪ ﺁﻧﻬﺎ ﺑﺘﻮﺍﻧﺪ‪ ،‬ﺍﻧﺪﻛﻲ ﻣﻴﺰﺍﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺗﺴﻠﻂ ﻣﺎ ﺭﺍ ﺑﺮ ﺳﺮﻣﺎﻳﻪﻫـﺎﻱ‬ ‫ﺩﺍﻧﺸﻲﻣﺎﻥ ﻣﺸﺨﺺ ﻧﻤﺎﻳﺪ‪:‬‬ ‫‪v‬‬ ‫‪v‬‬

‫‪v‬‬ ‫‪v‬‬ ‫‪v‬‬ ‫‪v‬‬ ‫‪v‬‬

‫‪v‬‬ ‫‪v‬‬ ‫‪v‬‬ ‫‪v‬‬ ‫‪v‬‬ ‫‪v‬‬ ‫‪v‬‬

‫ﺁﻳﺎ ﻣﺎ ﺩﺍﻧﺶﻭﺭﺍﻥ ﺳﺎﺯﻣﺎﻥ ﺧﻮﺩ ﺭﺍ ﻣﻲﺷﻨﺎﺳﻴﻢ؟ ﺁﻳﺎ ﻣﻲﺩﺍﻧـﻴﻢ ﭘﺎﺳـﺦ ﻳـﻚ ﻣـﺸﻜﻞ ﺳـﺎﺯﻣﺎﻧﻲ ﺭﺍ ﭼـﻪ‬ ‫ﻛﺴﺎﻧﻲ ﻣﻲﺩﺍﻧﻨﺪ؟‬ ‫ﺁﻳﺎ ﻣﺎ ﻣﻲﺩﺍﻧﻴﻢ ﺍﺭﺯﺵ ﺗﺠﺮﺑﻴﺎﺕ ﺍﻧﺪﻭﺧﺘﻪ ﺷﺪﻩ ﺩﺭ ﺫﻫﻦ ﭘﺮﺳﻨﻞﻣﺎﻥ ﭼﻘﺪﺭ ﺍﺳﺖ؟ ﺁﻳﺎ ﻣﻲﺩﺍﻧﻴﻢ ﭼﻘﺪﺭ‬ ‫ﺳﺮﻣﺎﻳﻪ ﺑﺎ ﺍﺯ ﺩﺳﺖ ﺭﻓﺘﻦ ﻫﺮ ﻳﻚ ﺍﺯ ﭘﺮﺳﻨﻞ )ﺑﻪ ﻋﻠﻞ ﺑﺎﺯﻧﺸﺴﺘﮕﻲ‪ ،‬ﺍﺧﺮﺍﺝ‪ ،‬ﺑﺎﺯﺧﺮﻳﺪ‪ (... ،‬ﺍﺯ ﺩﺳـﺖ ﻣـﺎ‬ ‫ﻣﻲﺭﻭﺩ؟‬ ‫ﺁﻳﺎ ﺗﺎﻛﻨﻮﻥ ﺳﻌﻲ ﺩﺭ ﺍﺳﺘﺨﺮﺍﺝ ﺩﺍﻧﺶ ﻣﻬﺎﺭﺗﻲ ﭘﺮﺳﻨﻞﻣﺎﻥ ﻛﻪ ﺩﺭ ﺍﺫﻫﺎﻥ ﺁﻧﻬﺎﺳﺖ‪ ،‬ﻧﻤﻮﺩﻩﺍﻳﻢ؟‬ ‫ﺁﻳﺎ ﻣﻲﺩﺍﻧﻴﻢ ﺭﻗﺒﺎﻱ ﻣﺎ ﺩﺭ ﺁﻳﻨﺪﻩ ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﻪ ﭼﻪ ﺩﺍﻧﺸﻲ ﺩﺳﺖ ﭘﻴﺪﺍ ﻛﻨﻨﺪ؟ ﺁﻳﺎ ﺑﺮﺍﻱ ﺭﺳـﻴﺪﻥ ﺑـﻪ‬ ‫ﺩﺍﻧﺶﻫﺎﻱ ﺭﻗﺎﺑﺖﭘﺬﻳﺮ ﻭ ﺑﺮﻧﺪﻩ‪ ،‬ﻫﺪﻑﮔﺬﺍﺭﻱ ﺍﺳﺘﺮﺍﺗﮋﻳﻚ ﻛﺮﺩﻩﺍﻳﻢ؟‬ ‫ﻣﺎ ﭼﻘﺪﺭ ﺧﺮﺝ ﺗﻮﻟﻴﺪ ﻳﻚ ﺩﺍﻧﺸﻜﺎﺭ ﻭ ﺧﺒﺮﻩ ﻣﻲﻛﻨﻴﻢ؟ ﺑﻪ ﭼﻪ ﺑﻬﺎﻳﻲ ﺣﺎﺿﺮﻳﻢ ﺍﻭ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺑﺪﻫﻴﻢ؟‬ ‫ﭼﻘﺪﺭ ﺍﺯ ﺍﺭﺯﺵ ﻛﺎﻻ ﻳﺎ ﺧﺪﻣﺎﺕ ﺗﻮﻟﻴﺪﻱ ﻣﺎ ﺭﺍ ﺩﺍﻧﺶ ﺗﺸﻜﻴﻞ ﻣﻲﺩﻫﺪ؟‬ ‫ﺍﺭﺯﺵ ﺩﺍﻧﺸﻲ ﻛﻪ ﺩﺭ ﻃﻮﻝ ﻳﻚ ﭘﺮﻭﮊﻩ ﻳﺎ ﻳﻚ ﺳﺎﻝ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺗﻮﻟﻴﺪ ﻣﻲﺷﻮﺩ ﭼﻘﺪﺭ ﺍﺳـﺖ؟ ﺁﻳـﺎ ﺍﻳـﻦ‬ ‫ﺩﺍﻧﺶﻫﺎ ﺭﺍ ﻣﺴﺘﻨﺪ ﻭ ﺳﭙﺲ ﻗﺎﺑﻞ ﺑﺎﺯﻳﺎﺑﻲ ﻣﻲﻛﻨﻴﻢ؟ ﺗﺎﻛﻨﻮﻥ ﭼﻪ ﻣﻘﺪﺍﺭ ﺩﺍﻧﺶ ﺗﻜـﺮﺍﺭﻱ )ﺩﺍﻧـﺸﻲ ﻛـﻪ‬ ‫ﻗﺒﻼﹰ ﺧﻮﺩﻣﺎﻥ ﺗﻮﻟﻴﺪ ﻛﺮﺩﻩ ﻳﺎ ﺧﺮﻳﺪﻩﺍﻳﻢ( ﺧﺮﻳﺪﺍﺭﻱ ﻧﻤﻮﺩﻩﺍﻳﻢ؟‬ ‫ﺁﻳﺎ ﺑﻪ ﻣﻴﺰﺍﻥ ﻧﻘﺶﻣﺎﻥ ﺩﺭ ﺑﺎﺯﺍﺭ ﺩﺍﻧﺶ ﻛﺎﻻﻱ ﺧﻮﺩ ﻓﻜﺮ ﻛﺮﺩﻩﺍﻳﻢ؟‬ ‫ﺁﻳﺎ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﻣﺎ ﺷﻌﺎﺭ »ﺩﺍﻧﺶ ﻗﺪﺭﺕ ﺍﺳﺖ« ﺣﺎﻛﻢ ﺍﺳﺖ ﻳﺎ ﺷﻌﺎﺭ »ﺗﺒﺎﺩﻝ ﺩﺍﻧﺶ ﻗﺪﺭﺕ ﺍﺳﺖ«؟‬ ‫ﺁﻳﺎ ﺍﺯ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺣﺪﺍﻛﺜﺮ ﺍﺳﺘﻔﺎﺩﻩ ﺭﺍ ﻣﻲﻛﻨﻴﻢ؟ ﺁﻳﺎ ﻭﺟﻮﺩ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋـﺎﺗﻲ ﺻـﺮﻓﺎﹰ‬ ‫ﺑﺎﻋﺚ ﺗﺴﻬﻴﻞ ﻭ ﺗﺴﺮﻳﻊ ﺷﺪﻩ ﻳﺎ ﺑﺎﻋﺚ ﺍﻓﺰﺍﻳﺶ ﺩﺍﻧﺶ ﺳﺎﺯﻣﺎﻧﻲ ﺳﻮﺩﺯﺍ ﻧﻴﺰ ﺑﻮﺩﻩ ﺍﺳﺖ؟‬ ‫ﻭﻗﺘﻲ ﻳﻚ ﻛﺎﺭﺷﻨﺎﺱ ﺑﺎﺯﻧﺸﺴﺘﻪ ﻣﻲﺷﻮﺩ‪ ،‬ﺁﻳﺎ ﺑﺎ ﺩﺍﻧﺶ ﺍﻭ ﻫﻢ ﺧﺪﺍﺣﺎﻓﻈﻲ ﻣﻲﻛﻨﻴﻢ؟‬ ‫ﺁﻳﺎ ﺟﺎﻳﮕﺎﻫﻤﺎﻥ ﺭﺍ ﻣﻲﺗﻮﺍﻧﻴﻢ ﺣﻔﻆ ﻛﻨﻴﻢ؟‬ ‫ﺁﻳﺎ ﻣﻲﺗﻮﺍﻧﻴﻢ "ﺑﺴﺘﻪ ﺩﺍﻧﺸﻲِ ﺧﻮﺩ" ﺭﺍ ﺑﻔﺮﻭﺷﻴﻢ؟ ﺑـﺴﺘﻪ ﺩﺍﻧـﺸﻲ ﺷـﺮﻛﺖ ﺭﻗﻴـﺐ ﺭﺍ ﭼﻘـﺪﺭ ﺣﺎﺿـﺮﻳﻢ‬ ‫ﺑﺨﺮﻳﻢ؟‬ ‫ﺁﻳﺎ ﺍﻋﻀﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺍﺯ ﺍﻋﺘﻼﻱ ﺳﻄﺢ ﺩﺍﻧﺶ ﺧﻮﺩ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺧﺮﺳﻨﺪﻧﺪ؟‬

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‫‪ v‬ﭼﻘﺪﺭ ﺣﺎﺿﺮﻳﺪ ﺑﭙﺮﺩﺍﺯﻳﺪ ﻛﻪ ﻳﻚ ﺑﺎﻧﻚ ﺍﻃﻼﻋﺎﺗﻲ ﻫﻮﺷﻤﻨﺪ ﻭ ﻗﺎﺑـﻞ ﻣـﺴﺄﻟﻪﻳـﺎﺑﻲ ﺍﺯ ﺗﻤـﺎﻣﻲ ﺗﺠـﺎﺭﺏ‬ ‫ﺍﻧﺠﺎﻡ ﺷﺪﻩ‪ ،‬ﻓﻘﻂ ﺩﺭ ﺷﺮﻛﺖ ﺧﻮﺩ‪ ،‬ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﺪ؟ ﻳﺎ ﺁﻧﻜﻪ ﭼﻘﺪﺭ ﺣﺎﺿﺮﻳﺪ ﺑﭙﺮﺩﺍﺯﻳﺪ ﻛـﻪ »ﻫـﺮ ﭼـﻪ ﺭﺍ‬ ‫ﻣﻲﺩﺍﻧﻴﻢ‪ ،‬ﻭﺍﻗﻌﺎﹶ ﺑﺪﺍﻧﻴﻢ)ﻗﺎﺑﻞ ﺑﺎﺯﻳﺎﺑﻲ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺑﺎﺷﺪ(«؟‬ ‫ﭘﺎﺳﺦﮔﺬﺭﺍ ﺑﻪ ﺳﺆﺍﻻﺕ ﻓﻮﻕ ﻭ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺳﺆﺍﻻﺗﻲ ﻛﻪ ﺩﺭ ﺍﻳﻨﺠﺎ ﺑﻴﺎﻥ ﻧـﺸﺪ‪ ،‬ﻣـﻲﺗﻮﺍﻧـﺪ ﻧـﺸﺎﻧﮕﺮ ﻭﺿـﻌﻴﺖ ﺩﺍﻧـﺸﻲ‬ ‫ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ ﺑﺎﺷﺪ‪.‬‬ ‫ﺑﺪﻭﻥ ﺗﺮﺩﻳﺪ ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ ﺩﺭ ﻫﻤﻪ ﺳﺆﺍﻻﺕ ﻭ ﺳﺎﻳﺮ ﺳﻮﺍﻻﺗﻲ ﮐﻪ ﺩﺭ ﺑﺎﻻ ﻧﻴﺎﻣﺪﻩﺍﺳﺖ‪ ،‬ﺩﺭ ﻭﺿـﻌﻴﺖ ﻛـﺎﻣﻼﹰ ﻣﻄﻠـﻮﺑﻲ‬ ‫ﻧﻴﺴﺖ ﻭ ﺑﻨﺎﺑﺮ ﺍﻳﻦ ﺳﺮﻣﺎﻳﻪ ﺩﺍﻧﺸﻲ ﺷﻤﺎ ﺩﺭ ﺩﺳﺘﺎﻥ ﺷﻤﺎ ﻧﻴﺴﺖ‪.‬‬ ‫ﺷﻤﺎ ﻣﻲ ﺩﺍﻧﻴﺪ ﭼﻘﺪﺭ ﺳﺎﺧﺘﻤﺎﻥ‪ ،‬ﻣﺎﺷﻴﻦ ﺁﻻﺕ‪ ،‬ﻣﻴﺰ ﻭ ﺻﻨﺪﻟﻲ ﻭ ‪ ...‬ﺩﺍﺭﻳﺪ ﻭ ﺑﺎ ﻓﺸﺎﺭ ﭼﻨﺪ ﺩﻛﻤـﻪ ﻣـﻲﺗﻮﺍﻧﻴـﺪ ﺍﻧـﻮﺍﻉ‬ ‫ﭼﻴﻨﺶﻫﺎﻱ ﺁﻥ ﺭﺍ ﮔﺰﺍﺭﺵ ﮔﻴﺮﻱ ﻛﻨﻴﺪ‪ ،‬ﺍﻣﺎ ﻧﻤﻲﺩﺍﻧﻴﺪ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ )ﺑﺨﺼﻮﺹ ﺍﮔﺮ ﺑﺰﺭﮒ ﺑﺎﺷﺪ( ﭼﮕﻮﻧـﻪ ﭘﺎﺳـﺦ‬ ‫ﻫﺮ ﺳﺆﺍﻝ ﺭﺍ ﺩﺭ ﻛﻤﺘﺮﻳﻦ ﺯﻣﺎﻥ‪ ،‬ﻭ ﺩﺭ ﺑﻬﺘﺮﻳﻦ ﺷﻜﻞ ﻭ ﺍﺯ ﺑﻬﺘﺮﻳﻦ ﺧﺒﺮﻩﻫﺎ‪ ،‬ﺑﻴﺎﺑﻴﺪ‪.‬‬

‫ﺩﺭﻙ ﺍﻳﻦ ﻧﻜﺘﻪ‪ ،‬ﺁﻏﺎﺯ ﻓﺮﺁﻳﻨﺪ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺍﺳﺖ‪.‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ ،‬ﻣﺪﻳﺮﻳﺖ ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﭘﻨﻬﺎﻥ ﺷﻤﺎ‬ ‫ﺑﺮ ﺍﺳﺎﺱ ﺩﻏﺪﻏﻪ ﻫﺎﻱ ﺫﻛﺮ ﺷﺪﻩ‪ ،‬ﺍﻳﺠﺎﺩ ﻓﺮﺁﻳﻨﺪﻱ ﻛﻪ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﻫﺪ‪ ،‬ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪ .‬ﻫـﻢﺍﻛﻨـﻮﻥ‬ ‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ ،‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﺣﺴﺎﺱ ﻧﻴﺎﺯ ﺻﻨﻌﺖ ﻭ ﻧﻴﺰ ﺗﻮﺟﻪ ﺧﺎﺹ ﺁﻥ ﺑﻪ ﺩﺍﻧﺶ‪ ،‬ﺑﻪ ﺻﻮﺭﺕ ﻳﻚ ﻋﻠـﻢ ﻭﺳـﻴﻊ ﻛـﻪ‬ ‫ﺩﺭ ﺩﺍﻧﺸﻜﺪﻩﻫﺎﻱ ﻋﻠﻮﻡ ﺻﻨﺎﻳﻊ‪ ،‬ﻛﺎﻣﭙﻴﻮﺗﺮ‪ ،‬ﻣﺪﻳﺮﻳﺖ ﻭ ﺍﻗﺘﺼﺎﺩ ﺟﻬﺎﻥ ﺗﺪﺭﻳﺲ ﻣﻲﺷﻮﺩ‪ ،‬ﺩﺭﺁﻣﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﻫﺮ ﺳﺎﻟﻪ ﻣﻘﺎﺩﻳﺮ ﻣﻌﺘﻨﺎﺑﻬﻲ ﻣﻘﺎﻟـﻪ ﺩﺭ ﻧـﺸﺮﻳﺎﺕ ﻣﻌﺘﺒـﺮ ﻋﻠﻤـﻲ ﺟﻬـﺎﻥ‪ ،‬ﻛﺘـﺎﺏ ﺩﺭ ﺍﻧﺘـﺸﺎﺭﺍﺕ ﺩﺍﻧـﺸﮕﺎﻫﻲ ﺟﻬـﺎﻥ‪،‬‬ ‫ﺭﺳﺎﻟﻪﻫﺎﻱ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻭ ﺩﻛﺘﺮﻱ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺗﻮﻟﻴﺪ ﻣﻲﺷﻮﺩ‪ .‬ﺑـﺴﻴﺎﺭﻱ ﺍﺯ ﺷـﺮﻛﺖﻫـﺎﻱ ﺑـﺰﺭﮒ ﻭ ﻛﻮﭼـﻚ‬ ‫ﺍﻗﺪﺍﻡ ﺑﻪ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺟﻨﺒﻪﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺁﻥ ﻧﻤﻮﺩﻩﺍﻧﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﻫﻤﻴﻦ ﭘﻴﺎﺩﻩﺳـﺎﺯﻱﻫـﺎ ﺑـﻪ ﻋﻨـﻮﺍﻥ ﻣﻮﺭﺩﮐـﺎﻭﻱ‬ ‫ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺩﺍﻧﺸﮕﺎﻫﻴﺎﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬

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‫ﺧﻮﺷﺒﺨﺘﺎﻧﻪ ﺍﻳﻦ ﻋﻠﻢ ﺑﺴﻴﺎﺭ ﺟﻮﺍﻥ ﺍﺳﺖ ﻭ ﻭﺭﻭﺩ ﺷﺮﻛﺖﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ ﺑﻪ ﺍﻳﻦ ﻋﺮﺻﻪ ﻣﻲﺗﻮﺍﻧـﺪ ﺑﺎﻋـﺚ ﺭﺷـﺪ ﺳـﺮﻳﻊ ﻭ‬ ‫ﺗﺒﺪﻳﻞ ﺷﺪﻥ ﺁﻧﻬﺎ ﺑﻪ "ﺷﺮﻛﺖﻫﺎﻱ ﺩﺍﻧﺶ ﻣﺤﻮﺭ" ﺷﻮﺩ‪.‬‬ ‫ﭘﻴﺶﺭﻭ ﺑﻮﺩﻥ ﺩﺭ ﺍﻳﻦ ﻋﺮﺻﻪ ﻣﺴﺘﻠﺰﻡ ﺁﻏﺎﺯﻱ ﺳﺮﻳﻊ ﻧﻴـﺰ ﻣـﻲﺑﺎﺷـﺪ‪ .‬ﺷـﺮﻛﺖﻫـﺎﻱ ﭘـﻴﺶﺭﻭ ﺩﺭ ﺯﻣﻴﻨـﻪ »ﻣـﺪﻳﺮﻳﺖ‬ ‫ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﻣﻠﻤﻮﺱ«‪ ،‬ﻫﻢﺍﻛﻨﻮﻥ ﺛﻤﺮﻩ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻳﻬﺎﻱ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺩﺭ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧـﺶ ﺭﺍ ﺑـﺎ ﺩﺭ ﺩﺳـﺖ ﮔـﺮﻓﺘﻦ‬ ‫ﺑﺎﺯﺍﺭ ﺑﺪﺳﺖ ﻣﻲﺁﻭﺭﻧﺪ‪.‬‬ ‫‪٢‬‬ ‫ﺷﻜﻞﮔﻴﺮﻱ ‪) JIT‬ﺗﻮﻟﻴﺪ ﺑﻪ ﻫﻨﮕﺎﻡ ( ﺩﺭ ﺗﻮﻳﻮﺗﺎ ‪ MRP ,‬ﺩﺭﻓﻮﺭﺩ ﻭ ‪ ..‬ﺍﺯ ﺍﻳﻦ ﺩﺳﺖ ﻣﺜﺎﻝﻫﺎ ﻫﺴﺘﻨﺪ‪.‬‬

‫‪. case studie‬‬ ‫‪. Just In Time‬‬

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‫‪1‬‬ ‫‪2‬‬

‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ ،‬ﻧﮕﺮﺷﻲ ﺍﺳﺖ ﻛﻪ ﻣﻲﺗﻮﺍﻧﺪ ﺍﺯ ﺳﻮﻱ ﻣﺪﻳﺮﻳﺖ ﻓﻌﻠﻲ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﺎ ﻛﻤﻲ ﺍﻧﻌﻄﺎﻑ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺷـﻮﺩ ﻭ‬ ‫ﺭﻗﺎﺑﺖﭘﺬﻳﺮﻱ ﺩﺭ ﺁﻳﻨﺪﻩ‪ ،‬ﭘﻴﺶﺭﻭ ﺑﻮﺩﻥ ﺩﺭ ﻣﺤﺼﻮﻝ ﻭ ﺧﺪﻣﺎﺕ ﺟﺪﻳﺪ‪ ،‬ﻓﺘﺢ ﺑﺎﺯﺍﺭﻫﺎﻱ ﺟﺪﻳﺪ‪ ،‬ﺧﻠﻖ ﺑﺎﺯﺍﺭﻫﺎﻱ ﻧـﻮ ﻭ ﺍﺯ‬ ‫ﺩﺳﺖ ﻧﺪﺍﺩﻥ ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﺩﺍﻧﺸﻲ ﺭﺍ ﺑﻪ ﺍﺭﻣﻐﺎﻥ ﺑﻴﺎﻭﺭﺩ‪.‬‬

‫‪ ٣-١‬ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﭼﻴﺴﺖ؟‬ ‫ﺷﻨﺎﺧﺖ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ ﺭﻭﺡ ﺣﺎﻛﻢ ﺑﺮ ﺍﻋﻤﺎﻝ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﺑﺮﺍﻱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺁﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ‬ ‫ﻧﻮﺷﺘﺎﺭ ﻛﻮﺗﺎﻩ ﺳﻌﻲ ﻣﻲﻛﻨﻴﻢ‪ ،‬ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺭﺍ ﻧﻪ ﻟﺰﻭﻣﺎﹰ ﺑﻪ ﺻﻮﺭﺕ ﺁﻛﺎﺩﻣﻴﻚ‪ ،‬ﺑﻠﻜﻪ ﺑﺮ ﺍﺳﺎﺱ ﻧﺸﺎﻥ ﺩﺍﺩﻥ ﻧﺘـﺎﻳﺞ ﻭ‬ ‫ﺭﺍﻩﻛﺎﺭﻫﺎﻱ ﻣﻠﻤﻮﺱ ﺁﻥ ﺑﺸﻨﺎﺳﻴﻢ‪.‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻧﻴﺰ‪ ،‬ﭼﻴﺰﻱ ﻧﻴﺴﺖ ﺟﺰ ﻣﺪﻳﺮﻳﺖ ﺍﻳﻦ ﺳﺮﻣﺎﻳﻪ ﺍﺯ ﺍﺑﺘﺪﺍ ﺗﺎ ﺍﻧﺘﻬﺎﻱ ﺩﻭﺭﻩﺣﻴﺎﺕ ﺁﻥ‪ .‬ﺑﻪ ﺗﻌﺒﻴﺮ ﻭﺍﺿـﺢﺗـﺮ‪،‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ ،‬ﺷﺎﻣﻞ ﺧﻠﻖ ﺩﺍﻧﺶ‪ ،‬ﮐﺴﺐ ﺩﺍﻧﺶ‪ ،‬ﺫﺧﻴﺮﻩﺳـﺎﺯﻱ ﺩﺍﻧـﺶ‪ ،‬ﺍﻧﺘـﺸﺎﺭ ﻭ ﺑـﻪﺍﺷـﺘﺮﺍﮎﮔـﺬﺍﺭﻱ ﺩﺍﻧـﺶ ﻭ‬ ‫ﺑﺎﻻﺧﺮﻩ ﺑﻪﮐﺎﺭﮔﻴﺮﻱ ﺩﺍﻧﺶ ﺍﺳﺖ‪ .‬ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ ﺑﺎﻳﺪ ﺑﻪ ﺧﻮﺑﻲ ﺑﺘﻮﺍﻧﺪ ﺩﺍﻧﺶ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺧـﻮﺩ ﺭﺍ ﺷﻨﺎﺳـﺎﻳﻲ ﮐﻨـﺪ‪ ،‬ﺩﺭ‬ ‫ﺻﻮﺭﺕ ﻟﺰﻭﻡ‪ ،‬ﺁﻧﺮﺍ ﺧﻠﻖ ﮐﻨﺪ‪ ،‬ﻳﺎ ﺍﻳﻨﮑﻪ ﺍﺯ ﻣﻨﺎﺑﻊ ﺩﺍﻧﺶ ﺧﺎﺭﺝ ﺍﺯ ﺳﺎﺯﻣﺎﻥ ﮐﺴﺐ ﻧﻤﺎﻳﺪ‪ .‬ﺩﺍﻧﺶ ﺧﻠﻖ ﺷـﺪﻩ ﻳـﺎ ﮐـﺴﺐ‬ ‫ﺷﺪﻩ‪ ،‬ﺑﺎﻳﺪ ﺑﺎ ﻧﻴﺎﺯﻫﺎﻱ ﺷﻤﺎ ﺗﻄﺒﻴﻖ ﺩﺍﺩﻩ ﺷﺪﻩ ﻭ ﺑﻪ ﺗﻌﺒﻴﺮﻱ‪ ،‬ﺁﻣﺎﺩﻩ ﺷﻮﺩ ﻭ ﺑﻪ ﺻﻮﺭﺕ ﻣﻨﺎﺳـﺐ‪ ،‬ﺫﺧﻴـﺮﻩﺷـﻮﺩ ﺗـﺎ ﺩﺭ‬ ‫ﺯﻣﺎﻥ ﻭ ﻣﮑﺎﻥ ﻭ ﺷﺮﺍﻳﻂ ﻣﻮﺭﺩ ﻧﻴﺎﺯ‪ ،‬ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭﮔﻴﺮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺑﻴﻦ‪ ،‬ﺩﺍﻧﺶ ﻧﺒﺎﻳﺪ ﺑﻪ ﺻﻮﺭﺕ ﻳﮏ ﺁﺏ ﺭﺍﮐـﺪ‪ ،‬ﺩﺭ‬ ‫ﺟﺎﻳﻲ ﻣﺤﺒﻮﺱ ﺷﻮﺩ‪ .‬ﺩﺍﻧﺶ ﺑﺎﻳﺴﺘﻲ ﻣﺎﻧﻨﺪ ﻳﮏ ﭼﺸﻤﻪ ﺟﻮﺷﺎﻥ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ )ﺩﺭ ﻫﺮ ﺟﺎﻳﻲ ﮐﻪ ﻧﻴﺎﺯ ﺍﺳـﺖ ﻭ ﺩﺭ‬ ‫ﻫﺮ ﺯﻣﺎﻥ ﮐﻪ ﻧﻴﺎﺯ ﺍﺳﺖ( ﺟﺮﻳﺎﻥ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﻭ ﻫﻤﻪ ﮐﺴﺎﻧﻲ ﺭﺍ ﮐﻪ ﺗﺸﻨﻪ ﺁﻥ ﻫﺴﺘﻨﺪ‪ ،‬ﺳﻴﺮﺍﺏ ﮐﻨﺪ‪.‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺁﺏ‬ ‫ﺭﺍﮐﺪ‪ ،‬ﺍﺭﺯﺵ ﭼﻨﺪﺍﻧﻲ ﻧﺪﺍﺭﺩ ﻭ ﺑﻌﺪ ﺍﺯ ﻣﺪﺗﻲ ﻣﻲﮔﻨﺪﺩ‪ ،‬ﺩﺍﻧﺶِ ﺑﻪ ﺍﺷﺘﺮﺍﮎﮔﺬﺍﺷﺘﻪ ﻧﺸﺪﻩ ﻫﻢ‪ ،‬ﺍﺭﺯﺵ ﭼﻨﺪﺍﻧﻲ ﻧـﺪﺍﺭﺩ ﻭ‬ ‫ﺳﺮﻣﻨﺸﺎ ﺧﻴﺮ ﻭ ﺑﺮﮐﺖ ﺯﻳﺎﺩﻱ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﺩﺭ ﺷﮑﻞ ﺯﻳﺮ‪ ،‬ﻣﺪﻝ ﺩﻳﻨﺎﻣﻴﮏ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧـﺶ‪ ،‬ﺑـﻪ ﻃـﻮﺭ ﺳـﺎﺩﻩ ﻧـﺸﺎﻥ‬ ‫ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺧﺎﺭﺟﻲ‬ ‫ﺩﺍﻧﺶ‬

‫ﺟﺬﺏ ﺩﺍﻧﺶ‬

‫ﺳﻄﻞ ﺁﺷﻐﺎﻝ‬ ‫ﺩﺍﻧﺶ‬

‫ﻓﺮﺍﻣﻮﺷﻲ ﻓﻌﺎﻝ ﺩﺍﻧﺶ‬

‫ﺩﺍﻧﺶ‬ ‫ﺫﺧﻴﺮﻩ ﺷﺪﻩ‬

‫ﺍﻧﺘﺨﺎﺏ ﺩﺍﻧﺶ‬ ‫ﺩﺍﻧﺶ ﺑﻪ‬ ‫ﺩﺭﺩﺑﺨﻮﺭ‬

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‫ﺧﻠﻖ ﺩﺍﻧﺶ‬

‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺷﮑﻞ ﺑﺎﻻ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﮐﻨﻴﺪ‪ ،‬ﺍﻳﻦ ﻓﺮﺁﻳﻨﺪﻫﺎ‪ ،‬ﺍﺛﺮﺍﺕ ﻣﺘﻘﺎﺑﻠﻲ ﺑﺮﻳﮑﺪﻳﮕﺮ ﺩﺍﺭﻧﺪ‪ .‬ﻧﮑﺘﻪ ﻗﺎﺑﻞ ﺫﮐﺮ ﺍﻳـﻦ‬ ‫ﺍﺳﺖ ﮐﻪ ﺩﺍﻧﺶ‪ ،‬ﻣﻤﮑﻦ ﺍﺳﺖ ﮐﻪ ﺗﺎﺭﻳﺦ ﻣﺼﺮﻓﺶ ﮔﺬﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﭼﻨﻴﻦ ﺣﺎﻟﺘﻲ‪ ،‬ﻻﺯﻡ ﺍﺳـﺖ ﮐـﻪ ﺍﻳـﻦ ﺩﺍﻧـﺶ ﺭﺍ‬ ‫ﻓﺮﺍﻣﻮﺵ ﮐﺮﺩ ﺗﺎ ﺩﺳﺖ ﻭ ﭘﺎﮔﻴﺮ ﻧﺒﺎﺷﺪ‪.‬‬ ‫ﺳﺎﺯﻣﺎﻧﻲ ﮐﻪ ﺑﻪ ﺧﻮﺑﻲ ﺍﻳﻦ ‪ ۵‬ﻓﺮﺁﻳﻨﺪ )ﺧﻠﻖ‪ ،‬ﮐﺴﺐ‪ ،‬ﺫﺧﻴﺮﻩﺳﺎﺯﻱ‪ ،‬ﺑﻪ ﺍﺷﺘﺮﺍﮎﮔﺬﺍﺭﻱ ﻭ ﺍﺳﺘﻔﺎﺩﻩ( ﺭﺍ ﻣـﺪﻳﺮﻳﺖ ﻣـﻲ‬ ‫ﮐﻨﺪ‪ ،‬ﺳﺎﺯﻣﺎﻧﻲ ﺩﺍﻧﺸﻲ ﻳﺎ ﺩﺍﻧﺶﻣﺤﻮﺭ‪ ١‬ﺍﺳﺖ‪ .‬ﺩﺭ ﭼﻨﻴﻦ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﺍﺭﺯﺵ ﭘﺮﺳﻨﻞ ﺳﺎﺯﻣﺎﻥ ﺩﻳﮕﺮ ﺑﻪ ﻗـﺪﺭﺕ ﺑـﺪﻧﻲ ﻳـﺎ‬ ‫ﺣﺘﻲ ﻧﻈﻢ ﻭ ﺍﻧﻀﺒﺎﻁ ﮐﺎﺭﻱ ﻧﻴﺴﺖ‪ ،‬ﺑﻠﮑﻪ ﺑﻪ ﺗﻮﺍﻧﺎﻳﻲ ﺁﻧﻬﺎ ﺩﺭ ﺍﻧﺠﺎﻡ ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﺩﺍﻧﺸﻲ ﺍﺳﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﻧـﻮﻉ ﭘﺮﺳـﻨﻞ‪،‬‬ ‫ﻋﻨﻮﺍﻥ ﮐﻠﻲ ﺩﺍﻧﺶﻭﺭ ﻳﺎ ﺩﺍﻧﺶﮐﺎﺭ‪ ،٢‬ﺍﻃﻼﻕ ﻣﻲﺷﻮﺩ‪.‬‬

‫ﻛﺸﻒ ﺩﺍﻧﺶ‪ :‬ﻓﺮﺁﻳﻨﺪﻫﺎﻳﻲ ﻛﻪ ﺩﺍﻧﺶ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺷﻤﺎ ﺭﺍ ﭘﻴﺪﺍ ﻛﻨﺪ ﻭ ﻣﻬﻢﺗﺮ ﺍﺯ ﺁﻥ ﺩﺭ ﺟﻬـﺖ ﻧﻤﺎﻳـﺎﻥ ﺳـﺎﺧﺘﻦ ﻧﻴـﺎﺯ‬ ‫ﺷﻤﺎ ﺑﻪ ﺩﺍﻧﺶ ﺧﺎﺹ‪ ،‬ﻧﻴﺎﺯ ﺁﻓﺮﻳﻨﻲ ﻛﻨﺪ‪ ،‬ﻛﺸﻒ ﺩﺍﻧﺶ ﻣﺤﺴﻮﺏ ﻣﻲﺷﻮﺩ‪ .‬ﺷﻨﺎﺳﺎﻳﻲ ﻣﻨـﺎﺑﻊ ﺩﺍﻧـﺸﻲ ﺩﺭﻭﻥ ﻭ ﺑﻴـﺮﻭﻥ‬ ‫ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﺍﻳﻦ ﺣﻮﺯﻩ ﺑﺴﻴﺎﺭ ﻣﻬﻢ ﺍﺳﺖ‪.‬‬ ‫ﺧﻠﻖ ﺩﺍﻧﺶ‪ :‬ﻓﺮﺁﻳﻨﺪﻱ ﺍﺳﺖ ﮐﻪ ﻃﻲ ﺁﻥ‪ ،‬ﺩﺍﻧﺶ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺷﻤﺎ‪ ،‬ﺩﺭ ﺩﺍﺧﻞ ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ‪ ،‬ﺧﻠﻖ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻪ ﻋﻨـﻮﺍﻥ‬ ‫ﻣﺜﺎﻝ‪ ،‬ﺭﻭﺵ ﺟﺪﻳﺪﻱ ﺍﺯ ﭘﺎﺳﺨﮕﻮﻳﻲ ﺑﻪ ﻧﻴﺎﺯﻫﺎﻱ ﻣﺸﺘﺮﻳﺎﻥ‪ ،‬ﻣﻲﺗﻮﺍﻧﺪ ﺩﺍﻧﺸﻲ ﺑﺎﺷﺪ ﮐﻪ ﺩﺭ ﺑﺨﺶ ﺑﺎﺯﺍﺭﻳﺎﺑﻲ ﻭ ﻓـﺮﻭﺵ‬ ‫ﺷﻤﺎ‪ ،‬ﺗﻮﺳﻂ ﭘﺮﺳﻨﻞ ﭘﺸﺘﻴﺒﺎﻧﻲ‪ ،‬ﮐﺸﻒ ﺷﺪﻩ ﺑﺎﺷﺪ‪.‬‬ ‫ﻛﺴﺐ ﺩﺍﻧﺶ‪ :‬ﻓﺮﺁﻳﻨﺪﻫﺎﻳﻲ ﻛﻪ ﻃﻲ ﺁﻥ ﺩﺍﻧﺶ ﻣﻮﺭﺩ ﻧﻈﺮ‪ ،‬ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺳﺎﺯﻣﺎﻥ ﻗﺮﺍﺭ ﻣـﻲ ﮔﻴـﺮﺩ‪ .‬ﻣـﺜﻼ ﺳـﺎﺯﻣﺎﻧﻲ ﮐـﻪ‬ ‫ﺍﻗﺪﺍﻡ ﺑﻪ ﺍﺳﺘﺨﺪﺍﻡ ﭼﻨﺪ ﻓﺮﺩ ﻣﺎﻫﺮ ﺩﺭ ﺯﻣﻴﻨﻪ ﻃﺮﺍﺣﻲ ﻣﺤﺼﻮﻝ ﻣﻲﻧﻤﺎﻳﺪ‪ ،‬ﺩﺭ ﺣﻘﻴﻘﺖ‪ ،‬ﺩﺍﻧـﺶ ﺍﻳـﻦ ﺍﻓـﺮﺍﺩ ﺭﺍ ﮐـﺴﺐ‬ ‫ﮐﺮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﻧﮕﻬﺪﺍﺭﻱ ﺩﺍﻧﺶ‪ :‬ﺍﻳﻦ ﻛﻪ ﭼﻪ ﺩﺍﻧﺸﻲ ﺩﺭ ﻛﺠﺎ ﻭ ﺗﺎ ﻛﻲ ﺑﺎﻗﻲ ﺑﻤﺎﻧﺪ ﻭ ﺍﻳﻦ ﻧﮕﻬﺪﺍﺭﻱ ﭼﮕﻮﻧﻪ ﺑﺎﺷﺪ ﻛﻪ ﻗﺎﺑﻠﻴﺖ ﺑﺎﺯﻳـﺎﺑﻲ‬ ‫ﺣﺪﺍﻛﺜﺮﻱ ﻓﺮﺍﻫﻢ ﺷﻮﺩ‪ ،‬ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﻧﮕﻬﺪﺍﺭﻱ ﺩﺍﻧﺶ ﺭﺍ ﺷﺎﻣﻞ ﻣﻲﮔﺮﺩﺩ‪ .‬ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ ﻣﻲﺗﻮﺍﻧﺪ ﺩﺍﻧﺶ ﺭﺍ ﺩﺭ ﺁﺭﺷـﻴﻮ‬ ‫ﻧﻘﺸﻪﻫﺎ‪ ،‬ﺩﺳﺘﻮﺭﺍﻟﻌﻤﻠﻬﺎ‪ ،‬ﺭﻭﺷﻬﺎ ﻭ ﺣﺘﻲ ﮐﺘﺎﺑﺨﺎﻧﻪ ﺗﺨﺼﺼﻲ ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ ﻧﮕﻬﺪﺍﺭﻱ ﮐﻨﺪ‪.‬‬

‫ﺗﺴﻬﻴﻢ ﻭ ﺗﺒﺎﺩﻝ ﺩﺍﻧﺶ‪ :‬ﺩﺍﻧﺶ ﺑﺎﻳﺴﺘﻲ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ ﺑﻪ ﺭﺍﺣﺘﻲ ﺗﺒﺎﺩﻝ ﺷﻮﺩ‪ .‬ﻣﺴﺄﻟﻪ ﻭﻗﺘﻲ ﭘﻴﭽﻴﺪﻩ ﻣﻲﺷـﻮﺩ ﻛـﻪ‬ ‫ﺑﺨﺶ ﻋﻤﺪﻩ ﺍﺯ ﺩﺍﻧﺶ ﺳﺎﺯﻣﺎﻧﻲ ﺷﻤﺎ ﺩﺭ ﺍﺫﻫﺎﻥ ﻧﺨﺒﮕﺎﻥ ﺍﺳﺖ ﻭ ﺍﺳﺘﺨﺮﺍﺝ ﺁﻥ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺧﺎﺹ ﺧﻮﺩ ﺭﺍ ﻣﻲﻃﻠﺒـﺪ‪.‬‬ ‫ﺑﻪ ﺍﺷﺘﺮﺍﮎ ﮔﺬﺍﺭﻱ ﺩﺍﻧﺶ‪ ،‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺍﺯ ﻃﺮﻳﻖ ﺟﻠﺴﺎﺕ ﺑﺤﺚ ﮔﺮﻭﻫﻲ‪ ،‬ﺳﻮﺍﻝ ﻭ ﺟـﻮﺍﺏ ﺑـﺎ ﻧﺨﺒﮕـﺎﻥ ﻭ ﻳـﺎ ﺣﺘـﻲ‬ ‫ﺍﺭﺳﺎﻝ ﻳﮏ ﺍﻳﻤﻴﻞ ﺑﻪ ﺍﻋﻀﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺑﺎﺷﺪ‪.‬‬ ‫ﺑﻜﺎﺭﮔﻴﺮﻱ ﻭ ﺗﻮﺳﻌﻪ ﺩﺍﻧﺶ‪ :‬ﻓﺮﺁﻳﻨﺪﻫﺎﻳﻲ ﻛﻪ ﺩﺍﻧﺶ ﮔﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﺑﺎ ﺗﻮﺟـﻪ ﺑـﻪ ﺳـﺎﻳﺮ ﺍﻣﻜﺎﻧـﺎﺕ ﺩﺍﻧـﺸﻲ‬ ‫ﺧﻮﺩ‪ ،‬ﺗﻮﺳﻌﻪ ﻣﻲﺩﻫﺪ ﻭ ﻧﻴﺰ ﺍﻣﻜﺎﻥ ﺑﻜﺎﺭﮔﻴﺮﻱ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺣﺖﻫﺎﻱ ﻣﺨﺘﻠـﻒ ﻛـﺎﺭﻱ ﺷـﻤﺎ ﺭﺍ ﺑـﺮﺁﻭﺭﺩﻩ ﻣـﻲﺳـﺎﺯﺩ‪.‬‬ ‫ﺩﺍﻧﺶ ﺑﻪ ﮐﺎﺭﮔﺮﻓﺘﻪ ﺷﺪﻩ‪ ،‬ﺑﺎﻳﺴﺘﻲ ﺍﺛﺮ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺍﻓﺰﺍﻳﺶ ﺍﺛﺮﺑﺨﺸﻲ ﻳﺎ ﺍﻓﺰﺍﻳﺶ ﺑﻬﺮﻩﻭﺭﻱ ﺳﺎﺯﻣﺎﻥ ﺷﻤﺎ ﻧﺸﺎﻥ ﺩﻫﺪ‪.‬‬ ‫ﺍﺭﺯﻳﺎﺑﻲ ﺩﺍﻧﺶ‪ :‬ﺩﺭ ﭘﺎﻳﺎﻥ ﻫﺮ ﺳﻴﻜﻞ ﺩﺍﻧﺸﻲ‪ ،‬ﺑﺎﻳﺴﺘﻲ ﺩﺍﻧﺶ ﺑﻪ ﺩﺳﺖ ﺁﻣﺪﻩ ﺑﻪ ﻟﺤﺎﻅ ﻣﻴﺰﺍﻥ ﺭﺷﺪﻱ ﻛﻪ ﺩﺭ ﺳـﺎﺯﻣﺎﻥ‬ ‫ﺍﻳﺠﺎﺩ ﻧﻤﻮﺩﻩ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﺷﻮﺩ‪ .‬ﺍﺭﺯﻳﺎﺑﻲ ﺩﺍﻧﺶ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺩﺍﺭﺩ ﻛﻪ ﻫﺮ ﻳﻚ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻮﻉ ﺍﻫﺪﺍﻑ ﺳـﺎﺯﻣﺎﻥ‪،‬‬ ‫ﺗﺤﻠﻴﻞ ﻫﺰﻳﻨﻪﻫﺎ ﻭ ﺩﺭﺁﻣﺪﻫﺎ ﻭ ﻧﺘﺎﻳﺞ ﻛﻴﻔﻲ ﻭ ﻛﻤﻲ ﻣﻲﭘﺮﺩﺍﺯﺩ‪.‬‬

‫‪Knowledge Based Organizations‬‬ ‫‪Knowledge Worker‬‬

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‫‪1‬‬ ‫‪2‬‬

‫ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﺳﻴﻜﻞ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺷﺪﻩ ﺩﺭ ﺷﮑﻞ ﺑﺎﻻ ﻫﻤﻮﺍﺭﻩ ﺩﺭ ﻫﻤﻪ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺩﺭ ﺣﺎﻝ ﺍﻧﺠﺎﻡ ﺷﺪﻥ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﻧﻜﺘـﻪ‬ ‫ﻣﻬﻢ ﺩﺭ ﺍﻳﻨﺠﺎ ﺍﺷﺮﺍﻑ ﺑﻪ ﮔﺮﺩﺵ ﻭ ﻧﻴﺰ ﺑﻜﺎﺭﮔﻴﺮﻱ ﻓﺮﺁﻳﻨﺪﻫﺎﻳﻲ ﺑـﺮﺍﻱ »ﺣﺪﺍﻛﺜﺮﺳـﺎﺯﻱ ﺳـﺮﻋﺖ«‪» ،‬ﺣـﺪﺍﻗﻞﺳـﺎﺯﻱ‬ ‫ﻫﺰﻳﻨﻪ«‪» ،‬ﺣﺪﺍﻛﺜﺮﺳﺎﺯﻱ ﺍﺛﺮﺑﺨﺸﻲ« ﻭ »ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﭘﺮﺵﻫﺎﻱ ﻧﺎﻓﺮﺟﺎﻡ« ﺍﺳﺖ‪.‬‬ ‫ﺗﺎﻛﻨﻮﻥ ﺻﺪﻫﺎ ﺍﺑﺰﺍﺭ‪ ،‬ﻣﺪﻝ‪ ،‬ﻓﺮﺿﻴﻪ ﻭ ﻧﻈﺮﻳﻪ ﺩﺭﺑﺎﺭﻩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻭ ﻧﺎﻇﺮ ﺑﻪ ﻫﻤﻴﻦ ﻓﺮﺁﻳﻨﺪﻫﺎ ﺧﻠﻖ ﺷﺪﻩﺍﻧـﺪ‪ .‬ﺑـﺮﺍﻱ‬ ‫ﮐﺎﺭﺑﺮﺩﻱﺗﺮ ﺷﺪﻥ ﺍﻳﻦ ﺑﺤﺚ‪ ،‬ﺑﺮﺧﻲ ﺍﺑﺰﺍﺭﻫﺎ ﻭ ﺗﺠﺎﺭﺏ ﻣﻮﻓﻘﻲ ﺩﺭ ﺣﻮﺯﻩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﺭﺍ ﻧﻴﺰ ﺍﺭﺍﺋﻪ ﻣـﻲ‪-‬‬ ‫ﮐﻨﻴﻢ‪.‬‬ ‫ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﻫﺮﮔﻮﻧﻪ ﺗﻐﻴﻴﺮ ﺩﺭ ﻳﻚ ﺳﺎﺯﻣﺎﻧﻲ ﻧﺎﻇﺮ ﺑﻪ ﺳﻪ ﺳﺎﺣﺖ ﻣﺮﺗﺒﻂ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺳﻪ ﺳـﺎﺣﺖ ﺷـﺎﻣﻞ‬

‫ﺳﺎﺧﺘﺎﺭ‪ ،‬ﺗﻜﻨﻮﻟﻮﮊﻱ ﻭ ﺍﻧﺴﺎﻥ ﻣﻲﮔﺮﺩﺩ‪.‬‬

‫ﺍﻧﺴﺎﻥ‬

‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬

‫ﺗﻜﻨﻮﻟﻮﮊﻱ‬

‫ﺳﺎﺯﻣﺎﻥ‬

‫ﻧﻤﻮﺩﺍﺭ ‪ ۵-۱‬ﺳﺎﺣﺘﻬﺎﻱ ﺳﻪﮔﺎﻧﻪ ﺍﺛﺮﮔﺬﺍﺭﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‬ ‫ﺗﻐﻴﻴﺮ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﺑﺮ ﺳﺎﺧﺘﺎﺭﻫﺎ ﺍﺛﺮﺍﺕ ﺍﺻﻼﺣﻲ ﻳﺎ ﺍﻳﺠﺎﺩﻱ ﻳﺎ ﺣﺬﻓﻲ ﻣﻲﮔﺬﺍﺭﺩ )ﺳﺎﺣﺖ ﺳـﺎﺧﺘﺎﺭ(‪ ،‬ﻳـﺎ ﺑﺎﻋـﺚ‬ ‫ﺍﻳﺠﺎﺩ‪ ،‬ﺗﻐﻴﻴﺮ ﻭ ﻳﺎ ﺣﺘﻲ ﺣﺬﻑ ﺗﻜﻨﻮﻟﻮﮊﻱ ﻣﻲﺷﻮﺩ)ﺳﺎﺣﺖ ﺗﻜﻨﻮﻟﻮﮊﻱ(‪ ،‬ﻭ ﺩﻳﺪﮔﺎﻩ ﺩﺭﺑﺎﺭﻩ ﺍﻧﺴﺎﻥ ﺭﺍ ﺑﻪ ﻋﻨـﻮﺍﻥ ﻋﻨـﺼﺮ‬ ‫ﺍﺻﻠﻲ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﻣﺘﺤﻮﻝ ﻣﻲﺳﺎﺯﺩ)ﺳﺎﺣﺖ ﺍﻧﺴﺎﻥ(‪ .‬ﻳﻚ ﺗﺤﻮﻝ‪ ،‬ﺯﻣﺎﻧﻲ ﺧﻮﺍﻫﺪ ﺗﻮﺍﻧﺴﺖ ﺗﺤﻮﻟﻲ ﭘﺎﻳـﺪﺍﺭ ﻭ ﻣـﺆﺛﺮ ﺑﺎﺷـﺪ‬ ‫ﻛﻪ ﺩﺭ ﻫﺮ ﺳﻪ ﺍﻳﻦ ﺳﺎﺣﺎﺕ ﺑﻪ ﺑﻬﺘﺮﻳﻦ ﺷﻜﻞ ﺍﻳﻔﺎﻱ ﻧﻘﺶ ﻧﻤﺎﻳﺪ‪.‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻧﻴﺰ ﺑﺎ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻫﺮ ﺳﻪ ﺍﻳﻦ ﻣﻮﺿﻮﻋﺎﺕ ﺳﻌﻲ ﺩﺭ ﺍﻳﺠﺎﺩ ﺗﺤﻮﻝ ﺩﺭ ﻫﻤﻪ ﺁﻧﻬﺎ )ﻛﻪ ﻣﺠﻤﻮﻋﺎﹰ ﻛـﻞ‬ ‫ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﺷﻜﻞ ﻣﻲﺩﻫﻨﺪ( ﺩﺍﺭﺩ‪.‬‬ ‫ﺩﺭ ﺍﻳﻦ ﺑﺨﺶ ﺑﺮﺍﻱ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺗﺤﻮﻻﺗﻲ ﻛﻪ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺍﻳﻦ ﺳﻪ ﻣﻮﺿـﻮﻉ ﺍﻳﺠـﺎﺩ ﻣـﻲﻧﻤﺎﻳـﺪ‪ ،‬ﺩﺭ ﻫـﺮ ﻳـﻚ‬ ‫ﻣﺜﺎﻝﻫﺎﻳﻲ ﺍﺯ ﺭﺍﻩﺣﻞﻫﺎ ﻭ ﺭﺍﻩ ﻛﺎﺭﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺭﺍ ﺑـﻪ ﻫﻤـﺮﺍﻩ ﻧﻤﻮﻧـﻪﻫـﺎﻱ ﻣﻄﺎﻟﻌـﺎﺗﻲ ﺍﺯ ﺷـﺮﻛﺖﻫـﺎ ﻋﻨـﻮﺍﻥ‬ ‫ﻣﻲﻧﻤﺎﻳﻴﻢ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺩﺭ ﻫﺮ ﺑﺨﺶ ﺑﺮﺧﻲ ﻣﻌﻀﻼﺕ ﺷﺮﻛﺖﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ‪ ،‬ﻛﻪ ﺩﺭ ﻧﻤﻮﻧﻪﮔﻴﺮﻱ ﻋﻠﻤـﻲ ﺍﻧﺠـﺎﻡ ﺷـﺪﻩ ﺍﺯ‬ ‫ﺷﺮﻛﺖﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ‪ ،‬ﺍﻧﺠﺎﻡ ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪ ،‬ﻣﻮﺭﺩ ﺍﺷﺎﺭﻩ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ‪.‬‬

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‫ﻓﺼﻞ دوم‬

‫ﭘﯿﺎدهﺳﺎزي ﻣﺪﯾﺮﯾﺖ داﻧﺶ در ﺳﺎزﻣﺎن‬

‫ﻣﻘﺪﻣﻪ‬ ‫ﺩﺭ ﺍﺑﻌﺎﺩ ﮔﻮﻧﺎﮔﻮﻥ ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﻪ ﺑﺨﺶ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﻓﻨﺎﻭﺭﻱ ﻭ ﺍﻧﺴﺎﻥ ﺑﻄﻮﺭ ﺧﻼﺻﻪ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ‬ ‫ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ‪ .‬ﺑﺪﻳﻬﻲ ﺍﺳﺖ ﻛﻪ ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﺷﺎﻣﻞ ﺗﻤﺎﻣﻲ ﻣﺘﺪﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻧﻴـﺴﺖ‪ .‬ﺑـﺮﺍﻱ ﺁﺷـﻨﺎﻳﻲ ﺑﻴـﺸﺘﺮ‪،‬‬ ‫ﺑﻪ ﻧﻤﻮﻧﻪﻫﺎﻳﻲ ﺍﺯ ﺗﺠﺮﺑﻪ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺩﺭ ﺷﺮﻛﺘﻬﺎ ﺍﺷﺎﺭﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫‪ ۱-۲‬ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‬ ‫ﺳﺎﺯﻣﺎﻥ ﻣﺒﺘﻨﻲ ﺑﺮ ﺩﺍﻧﺶ‪ ،‬ﺗﻔﺎﻭﺗﻬﺎﻳﻲ ﺑﺎ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﻧﺴﻞﻫﺎﻱ ﭘﻴﺶ ﺍﺯ ﺧﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﻧﻮﻉ ﺳﺎﺯﻣﺎﻥ ﺑﻪ ﻟﺤـﺎﻅ ﻧـﻮﻉ‬ ‫ﺳﺎﺧﺘﺎﺭ ﺑﻪ ﮔﻮﻧﻪﺍﻱ ﻃﺮﺍﺣﻲ ﺷﺪﻩ ﻛﻪ ﺗﻮﻟﻴﺪ ﺩﺍﻧـﺶ ﻣﻄﻠـﻮﺏ‪ ،‬ﺩﺳﺘﺮﺳـﻲ‪ ،‬ﺗـﺴﻬﻴﻢ ﻭ ﺑـﻪﮐـﺎﺭﮔﻴﺮﻱ ﺁﻥ ﺭﺍ ﺣـﺪﺍﻛﺜﺮ‬ ‫ﻣﻲﻧﻤﺎﻳﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺩﺭ ﭼﻨﻴﻦ ﺳﺎﺯﻣﺎﻥﻫﺎﻳﻲ ﻋﻼﻭﻩ ﺑﺮ ﺷـﻜﻞﮔﻴـﺮﻱ »ﻓﺮﻫﻨـﮓ ﺩﺍﻧـﺸﻲ« ‪ ،‬ﻭﺍﺣـﺪﻫﺎ ﻭ ﻓﺮﺁﻳﻨـﺪﻫﺎﻱ‬ ‫ﺩﺍﻧﺶ ﭘﺮﻭﺭ‪ ،‬ﺗﺴﻬﻴﻞ ﻛﻨﻨﺪﻩ ﺭﻭﺍﺑﻂ ﺩﺍﻧﺶ‪ ،‬ﻭ ﺍﻓﺰﺍﻳﺶ ﺩﻫﻨﺪﻩ ﺩﺍﻧﺶ ﺷﻜﻞ ﻣﻲﮔﻴﺮﺩ‪ .‬ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ‬ ‫ﺳﻄﺢ ﺳﺎﺯﻣﺎﻥ ﺍﮔﺮﭼﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﻫﺰﻳﻨﻪﺑﺮ ﺑﺎﺷﺪ‪ ،‬ﺍﻣﺎ ﺩﺭ ﻋﻮﺽ ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﺩﺍﻧﺸﻲ ﻭ ﻣﺘﻌﺎﻗﺐ ﺁﻥ ﺳﺎﻳﺮ ﺳﺮﻣﺎﻳﻪﻫﺎ‬ ‫ﺭﺍ ﺑﺨﺼﻮﺹ ﺩﺭ ﻣﺮﺍﺣﻞ ﺍﺑﺘﺪﺍﻳﻲ ﺑﻪ ﺳﺮﻋﺖ ﺍﻓﺰﺍﻳﺶ ﻣﻲﺩﻫﺪ‪.‬‬ ‫‪١٣‬‬

‫ﺩﺭ ﺍﺩﺍﻣﻪ ﺑﻪ ﺻﻮﺭﺕ ﺧﻼﺻﻪ ﺑﺮﺧﻲ ﺍﺯ ﺭﺍﻩﻛﺎﺭﻫﺎ ﻭ ﺭﻭﺵ ﻫﺎﻱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺫﻛﺮ ﻣﻲﮔـﺮﺩﺩ‬ ‫ﻭ ﭘﺲ ﺍﺯ ﺁﻥ ﺗﺠﺮﺑﻪﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﺁﻥ ﻭ ﻫﻤﭽﻨﻴﻦ ﻧﺘﺎﻳﺞ ﺑﺮﺭﺳﻲ ﻭﺿﻌﻴﺖ ﺷﺮﻛﺖﻫـﺎﻱ ﺍﻳﺮﺍﻧـﻲ ﺑـﻪ ﺍﺧﺘـﺼﺎﺭﺧﻮﺍﻫﺪ‬ ‫ﺁﻣﺪ‪.‬‬

‫ﺗﺪﻭﻳﻦ ﺑﺮﻧﺎﻣﻪﻫﺎﻱ ﺍﺳﺘﺮﺍﺗﮋﻳﻚ ﺑﺮ ﻣﺒﻨﺎﻱ ﺩﺍﻧﺶ‬ ‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﺮﺍﻱ ﺗﻌﻴﻴﻦ ﻫﺪﻑ ﻭ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺁﻥ ﺍﺯ ﺑﺮﻧﺎﻣﻪﻫﺎﻱ ﺍﺳـﺘﺮﺍﺗﮋﻳﻚ ﺳـﻮﺩ ﻣـﻲﺑﺮﻧـﺪ‪ .‬ﺗﻮﺟـﻪ ﺑـﻪ‬ ‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺗﺪﻭﻳﻦ ﺑﺮﻧﺎﻣﻪﻫﺎﻱ ﺍﺳﺘﺮﺍﺗﮋﻳﻚ ﻭ ﭼﺸﻢ ﺍﻧﺪﺍﺯ ‪ ،‬ﺑﺎﻋﺚ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻦ ﺑﻨـﺪﻫﺎﻱ ﺑـﺴﻴﺎﺭ ﻛﻠﻴـﺪﻱ ﺩﺭ‬ ‫ﺍﻫﺪﺍﻑ ﺳﺎﺯﻣﺎﻥ ﻣﻲﺷﻮﺩ ﻛﻪ ﮔﺎﻫﻲ ﭘﻴﺮﻭﺯﻳﻬﺎﻱ ﺁﻳﻨﺪﻩ ﺷﺮﻛﺖ ﺭﺍ ﺭﻏﻢ ﻣﻲ ﺯﻧـﺪ ﻭ ﻧﻴـﺰ ﻋـﺪﻡ ﺗﻮﺟـﻪ ﺑـﻪ ﺁﻥ ﺩﺭ ﺑـﺎﺯﺍﺭ‬ ‫ﺭﻗﺎﺑﺘﻲ ﻭ ﺩﺍﻧﺸﻲ ﺍﻣﺮﻭﺯ‪ ،‬ﺑﺎﻋﺚ ﺷﻜﺴﺖﻫﺎﻱ ﺟﺒﺮﺍﻥ ﻧﺎﭘﺬﻳﺮ ﻣﻲﮔﺮﺩﺩ‪ .‬ﺭﻭﺵ ﺗﺪﻭﻳﻦ ﺑﺮﻧﺎﻣﻪﻫﺎﻱ ﺍﺳﺘﺮﺍﺗﮋﻳﻚ ﺑﺮ ﻣﺒﻨﺎﻱ‬ ‫ﺩﺍﻧﺶ‪ ،‬ﻫﻤﺎﻧﻨﺪ ﺭﻭﺵﻫﺎﻱ ﻣﺮﺳﻮﻡ ﺩﺭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‪ ،‬ﺍﻣﺎ ﺑﺎ ﻟﺤﺎﻅ ﻛﺮﺩﻥ ﺗﻮﺟﻪ ﺑﻪ ﺳـﺮﻣﺎﻳﻪﻫـﺎﻱ ﺩﺍﻧـﺸﻲ ﻭ ﻓﻜـﺮﻱ‪ ١‬ﻭ‬ ‫ﺁﻳﻨﺪﻩ ﻧﮕﺎﺭﻳﻬﺎﻱ ﺗﻜﻨﻮﻟﻮﮊﻳﮑﻲ ﻭ ﺩﺍﻧﺸﻲ‪ ٢‬ﻣﻲﺑﺎﺷﺪ‪ .‬ﺍﻳﻦ ﻛﺎﺭ ﺑﻪ ﻭﺳﻴﻠﻪ ﺣﻀﻮﺭ ﺗﻴﻢ ﺩﺍﻧـﺶ ﺩﺭ ﺍﻳـﻦ ﺑﺮﻧﺎﻣـﻪﺭﻳـﺰﻱﻫـﺎ‬ ‫ﻣﻤﻜﻦ ﻣﻲ ﮔﺮﺩﺩ‪.‬‬

‫ﺷﻜﻞ ﺩﻫﻲ ﮔﺮﻭﻩﻫﺎﻱ ﺩﺍﻧﺸﻲ‬

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‫ﮔﺮﻭﻩﻫﺎﻱ ﺩﺍﻧﺸﻲ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ‪ ،‬ﻣﻬﻢ ﺗﺮﻳﻦ ﻣﺠﺮﻳﺎﻥ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﻫـﺴﺘﻨﺪ‪ .‬ﺗﻴﻤﻬـﺎﻱ ﺩﺍﻧـﺸﻲ‪ ،‬ﻗـﺮﺍﺭ‬ ‫ﺍﺳﺖ ﮐﻪ ﺑﻪ ﺧﻠﻖ‪ ،‬ﮐﺴﺐ‪ ،‬ﺫﺧﻴﺮﻩﺳﺎﺯﻱ‪ ،‬ﺍﻧﺘﺸﺎﺭ ﻭ ﺑﻪﮐﺎﺭﮔﻴﺮﻱ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﮐﻤﮏ ﮐﻨﻨـﺪ‪ .‬ﺍﻳـﻦ ﮔـﺮﻭﻩﻫـﺎ‪ ،‬ﺩﺭ‬ ‫ﺣﻘﻴﻘﺖ ﺧﻂﺷﮑﻦﻫﺎﻳﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﻗﺪﻡ ﺑﻪ ﻗﺪﻡ‪ ،‬ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺭﺍ ﺗﻮﺳﻌﻪ ﻣﻲﺩﻫﻨﺪ‪ .‬ﺑـﻪ ﻃـﻮﺭ ﻛﻠـﻲ‬ ‫ﺗﻴﻢﻫﺎﻱ ﺩﺍﻧﺶ ﺩﺭ ﺳﻄﻮﺡ ﻣﺨﺘﻠﻒ ﺳـﺎﺯﻣﺎﻥ ﺗـﺸﻜﻴﻞ ﻣـﻲﺷـﻮﻧﺪ‪ .‬ﺩﺭ ﺳـﻄﺢ ﻣـﺪﻳﺮﻳﺖ ﻋـﺎﻟﻲ‪ ،‬ﻣـﺪﻳﺮﺍﻥ ﺑـﺎ ﺣﻔـﻆ‬ ‫ﺳﻤﺖﻫﺎﻱ ﺧﻮﺩ‪ ،‬ﺍﻋﻀﺎﻱ ﺗﻴﻢ ﺩﺍﻧﺶ ﻋﺎﻟﻲ ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﺷﻜﻞ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﺗﺪﻭﻳﻦ ﺍﺳﺘﺮﺍﺗﮋﻱ ﺩﺍﻧﺸﻲ ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﺑﺎ ﻫﻤﻜﺎﺭﻱ ﺩﻳﮕﺮ ﺗﻴﻢﻫﺎ ﺩﺭ ﺳﻄﻮﺡ ﺑﻌﺪﻱ ﺑﺮ ﻋﻬﺪﻩ ﺩﺍﺭﻧﺪ‪ .‬ﻫﻤﭽﻨـﻴﻦ‬ ‫ﻫﻤﻪ ﺗﻴﻢﻫﺎﻱ ﺩﺍﻧﺶ ﺩﺍﺭﺍﻱ ﺗﺮﻛﻴﺒﻲ ﺗﻌﺮﻳﻒ ﺷﺪﻩ ﻭ ﺍﻋﻀﺎﻳﻲ ﻫﻤﭽﻮﻥ ‪ ٤CKO‬ﻭ ‪ ...‬ﻣﻲﺑﺎﺷﻨﺪ‪ .‬ﻫﺮ ﻛﺪﺍﻡ ﺍﺯ ﺍﻳﻦ ﺍﻋـﻀﺎ‬ ‫ﺩﺭ ﺗﻴﻢ ﻭﻇﺎﻳﻔﻲ ﻣﺸﺨﺺ ﻭ ﻧﻴﺰ ﺧﺼﻮﺻﻴﺎﺗﻲ ﺑﺮﺍﻱ ﻋﻀﻮﻳﺖ ﺩﺍﺭﻧﺪ‪ .‬ﺗـﻴﻢﻫـﺎﻱ ﻣـﺪﻳﺮﻳﺖ ﺩﺍﻧـﺶ ﺳـﻄﻮﺡ ﭘـﺎﻳﻴﻦﺗـﺮ‬ ‫ﺳﺎﺯﻣﺎﻥ‪ ،‬ﻣﻌﻤﻮﻻﹰ ﺗﺮﻛﻴﺒﻲ ﺍﺯ ﺧﺒﺮﮔﺎﻥ ﺍﻣﻮﺭ ﻛﺎﺭﻱ ﺳﺎﺯﻣﺎﻥ ﺑﻪ ﻫﻤﺮﺍﻩ ﻣﺸﺎﻭﺭﺍﻥ ﺧﺎﺭﺟﻲ ﺧﻮﺍﻫﻨﺪ ﺑﻮﺩ‪ .‬ﻫﻤﻪ ﺗﻴﻢﻫﺎ ﺑـﻪ‬ ‫ﺻﻮﺭﺗﻲ ﻫﻤﺎﻫﻨﮓ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺍﻫﺪﺍﻑ ﺩﺍﻧﺸﻲ ﻭ ﺭﻗﺎﺑﺘﻲ ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﭘﻴﮕﻴﺮﻱ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ﻃﺮﺍﺣﻲ ﺁﻳﻴﻦﻧﺎﻣﻪﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‪ ٥‬ﺑﺮ ﻋﻬﺪﻩ ﺍﻳﻦ ﮔﺮﻭﻩﻫﺎ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬

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‫‪.Intellectual Assets‬‬ ‫‪Knowledge And Technology Foresighting‬‬ ‫‪3‬‬ ‫‪.Knowledge Teams‬‬ ‫‪4‬‬ ‫‪.Chief Knowledge Officer‬‬ ‫‪5‬‬ ‫‪Knowledge Management Protocols‬‬ ‫‪2‬‬

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‫ﻧﻈﺎﻡ ﭘﺎﺩﺍﺵﺩﻫﻲ ﻭ ﺩﺳﺘﻤﺰﺩ ﻣﺒﺘﻨﻲ ﺑﺮ ﺩﺍﻧﺶ‬

‫ﺑﺨﺸﻲ ﺍﺯ ﻧﻈﺎﻡﻫﺎﻱ ﺟﺒﺮﺍﻥ ﺩﺳﺘﻤﺰﺩ‪ ١‬ﻣﻲﺗﻮﺍﻧﺪ ﺑﺮ ﺍﺳﺎﺱ ﺩﺍﻧﺶ ﻭ ﻣﻴﺰﺍﻥ ﺗﻮﻟﻴـﺪ‪ ،‬ﺗﻮﺳـﻌﻪ ﻳـﺎ ﺗـﺴﻬﻴﻢ ﻭ ﺗﺒـﺎﺩﻝ ﺁﻥ‬ ‫ﺷﻜﻞ ﮔﻴﺮﺩ‪ .‬ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺩﺍﻧﺶ ﻣﺤﻮﺭ ﺑﺎ ﺍﻳﺠﺎﺩ ﺭﻭﻳﻪﻫﺎ ﻭ ﭼﻚﻟﻴﺴﺘﻬﺎﻳﻲ ﺑﺮﺍﻱ ﺳﻨﺠﺶ ﻣﻘﺎﺩﻳﺮ ﻣـﺬﻛﻮﺭ ﺑـﺮﺍﻱ ﻫـﺮ‬ ‫ﻳﻚ ﺍﺯ ﻛﺎﺭﻛﻨﺎﻥ‪ ،‬ﺍﺯ ﺍﻫﺮﻡ ﺍﻧﮕﻴﺰﺵ ﺑﺮﺍﻱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻧﻤﺎﻳﻨﺪ‪ .‬ﻣﺪﻝﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻣﻮﺭﺩ‬ ‫ﺍﺳﺘﻔﺎﺩﻩ ﺑﺮﺍﻱ ﺍﻧﺠﺎﻡ ﺍﻳﻦ ﻛﺎﺭ ﺑﻪ ﻧﻮﻉ ﻓﻌﺎﻟﻴﺖ ﺳﺎﺯﻣﺎﻥ ﻭﺍﺑﺴﺘﻪ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ‪ ،‬ﺩﺭ ﺑﺮﻧﺎﻣﻪ ﺗﻮﺳﻌﻪ ﺳﺎﺯﻣﺎﻥ ﻣﻠـﻞ‬ ‫)‪ ،(UNDP‬ﻫﺮ ﮐﺪﺍﻡ ﺍﺯ ﭘﺮﺳﻨﻞ‪ ،‬ﺑﺮ ﺍﺳﺎﺱ ﻣﻴﺰﺍﻥ ﺗﻼﺷﻲ ﮐﻪ ﺩﺭ ﺑﻪ ﺍﺷﺘﺮﺍﮎﮔﺬﺍﺭﻱ ﺩﺍﻧﺶ ﺧﻮﺩ ﺑﺎ ﻫﻤﮑﺎﺭﺍﻧﺶ ﺩﺍﺭﺩ‪،‬‬ ‫ﭘﺎﺩﺍﺵ ﻣﻲﮔﻴﺮﺩ‪.‬‬ ‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﺭﺯﻳﺎﺑﻲ ﺩﺍﻧﺶ ﺳﺎﺯﻣﺎﻥ‬

‫ﺳﺎﺯﻣﺎﻥﻫﺎ ﺳﻴﺴﺘﻢﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺑﺮﺍﻱ ﺍﺭﺯﻳﺎﺑﻲ ﺧﻮﺩ ﺩﺍﺭﻧـﺪ‪ .‬ﺍﺭﺯﻳـﺎﺑﻲ ﺑـﺮ ﺍﺳـﺎﺱ ﻣﺘـﺪ ‪ ، DOE‬ﮐـﺎﺭﺕ ﺍﻣﺘﻴـﺎﺯﻱ‬ ‫ﻣﺘﻮﺍﺯﻥ)‪ (BSC‬ﻭ ‪ ...‬ﺍﺯ ﺍﻳﻦ ﮔﻮﻧﻪﺍﻧﺪ‪ .‬ﻫﺮ ﻳﻚ ﺍﺯ ﺍﻳﻦ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﺭﺯﻳـﺎﺑﻲ ﺑـﺎ ﻣﻄـﺮﺡ ﻛـﺮﺩﻥ ﻣﻌﻴﺎﺭﻫـﺎﻱ ﺳـﻨﺠﺶ‬ ‫ﺳﺎﺯﻣﺎﻥ ﻭ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﺩﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﻓﻌﺎﻟﻴﺖ ﺳﺎﻻﻧﻪ ﺳﺎﺯﻣﺎﻥ ﺳﻄﺢ ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﺩﺭ ﻣﺴﺎﻟﻪ ﻣـﻮﺭﺩ ﻧﻈـﺮ‬ ‫ﺳﻨﺠﻴﺪﻩ ﻭ ﺑﺮﺍﻱ ﺍﺻﻼﺡ ﺁﻥ ﭘﻴﺸﻨﻬﺎﺩﺍﺗﻲ ﺍﺭﺍﻳﻪ ﻣﻲ ﺩﻫﺪ‪ .‬ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧـﺶ ﻧﻴـﺰ ﺩﺭ ﺳـﺎﻝﻫـﺎﻱ ﺍﺧﻴـﺮ ﺑـﻪ ﺍﺑﺰﺍﺭﻫـﺎﻱ‬ ‫ﻣﺨﺘﻠﻔﻲ ﺑﺮﺍﻱ ﺳﻨﺠﺶ ﻣﺠﻬﺰ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺷﻜﻞ ﮔﻴﺮﻱ ﺗﺰﺍﺭﻧﺎﻣﻪ ﻣﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲ‪ ، ٢‬ﺗﺮﺍﺯﻧﺎﻣﻪ ﺳﺮﻣﺎﻳﻪ ﻓﻜـﺮﻱ‪ ، ٣‬ﻣﺘـﺪﻫﺎﻱ ﺍﻧـﺪﺍﺯﻩﮔﻴـﺮﻱ ﻧﻘـﺶ ﺩﺍﻧـﺶ ﺩﺭ ﺍﺭﺯﺵ‬ ‫ﺍﻓﺰﻭﺩﻩ‪ ،‬ﺳﻴﺴﺘﻢﻫﺎﻱ ﺩﻳﻨﺎﻣﻴﻚ ﺍﺭﺯﻳﺎﺑﻲ ﺩﺍﻧﺶ‪ ٤‬ﺑﺎﻋﺚ ﻣﻲﺷﻮﺩ ﻛﻪ ﻣﺪﻳﺮﺍﻥ ﺳـﺎﺯﻣﺎﻥ ﻗﺎﺑﻠﻴـﺖ ﻣﻘﺎﻳـﺴﻪ ﺧـﻮﺩ ﺭﺍ ﺑـﻪ‬ ‫ﺟﻬﺖ ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﻓﻜﺮﻱ ﻭ ﺩﺍﻧﺸﻲ‪ ،‬ﺑﺎ ﺩﻳﮕﺮ ﺳﺎﺯﻣﺎﻥﻫﺎ ﭘﻴﺪﺍ ﻛﺮﺩﻩ ﻭ ﺭﺷﺪ ﺳﺎﺯﻣﺎﻥ ﺧـﻮﺩ ﺭﺍ ﺩﺭ ﺍﻳـﻦ ﺳـﺮﻣﺎﻳﻪﻫـﺎﻱ‬ ‫ﺗﻌﻴﻴﻦ ﻛﻨﻨﺪﻩ ﺍﺭﺯﻳﺎﺑﻲ ﻧﻤﻮﺩﻩ ﻭ ﺑﻬﺒﻮﺩ ﺑﺨﺸﻨﺪ‪.‬‬

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‫‪.Compensation Reward‬‬ ‫‪.Human Resource Statement‬‬ ‫‪3‬‬ ‫‪.Intellectual Capital Statement‬‬ ‫‪4‬‬ ‫‪.Dynamic Knowledge Assessing Systems‬‬ ‫‪2‬‬

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‫ﺟﻌﺒﻪ ‪ :۱‬ﺗﺠﺮﺑﻪ ﻫﺎﻱ ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺷﺮﻛﺘﻬﺎ )ﺳﺎﺯﻣﺎﻥ(‬ ‫ﺷﺮﻛﺖ ‪ HP‬ﺑﺎ ﺑﻴﺶ ﺍﺯ ‪ ۱۱۲۰۰۰‬ﻛﺎﺭﻣﻨﺪ‪ ،‬ﺑﺎ ﺩﺍﺷﺘﻦ ﺟﻤﻌﻴﺖ ﺍﻧﺒﻮﻫﻲ ﺍﺯ ﺧﺒﺮﮔﺎﻥ ﻣﺘﺨﺼﺺ‪ ،‬ﺩﺭ ﺳـﺎﻝ‬ ‫‪۱۹۹۵‬ﺗﺼﻤﻴﻢ ﺑﻪ ﺁﻏﺎﺯ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﮔﺮﻓـﺖ‪ .‬ﺑـﺮ ﺍﻳـﻦ ﺍﺳـﺎﺱ ‪ ۲۰‬ﭘـﺮﻭﮊﻩ ﺑـﻪ ﺻـﻮﺭﺕ‬ ‫ﻫﻤﺰﻣﺎﻥ ﺩﺭ ﺷﺮﻛﺖ ﺁﻏﺎﺯ ﺷﺪ‪ .‬ﺍﻭﻟﻴﻦ ﭘﺮﻭﮊﻩ‪ ،‬ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺍﺳﺘﺮﺍﺗﮋﻳﻚ ﺑـﺮ ﺍﺳـﺎﺱ ﺩﺍﻧـﺶ ﺑـﻮﺩ ﻭ ﺷـﻌﺎﺭ‬ ‫ﺍﺻﻠﻲ ﭼﺸﻢﺍﻧﺪﺍﺯ ﺁﻧﺮﺍ ﻓﺮﺍﻧﻚ ﻛﺎﺭﻭﺑﺎ )‪ (frank carruba‬ﺑﻪ ﺍﻳﻦ ﺻﻮﺭﺕ ﻣﻄﺮﺡ ﻛﺮﺩ‬ ‫»ﺍﮔﺮ ﺗﻨﻬﺎ ‪ HP‬ﺁﻥ ﭼﻪ ﺭﺍ ﻛﻪ ﻣﻲﺩﺍﻧﺴﺖ )ﺁﻥﭼﻪ ﺩﺭ ﺫﻫﻦ ﺧﺒﺮﮔﺎﻥ ‪ HP‬ﺑﻮﺩ(‪ ،‬ﻣﻲﺩﺍﻧﺴﺖ‪«.‬‬ ‫ﺍﻳﻦ ﭘﺮﻭﮊﻩ ﺑﺎﻋﺚ ﺍﺭﺗﻘﺎﺀ ﺟﺪﻱ ﺳﻄﺢ ‪ HP‬ﺩﺭ ﻣﻴﺎﻥ ﺭﻗﺒﺎ ﺩﺭ ﻃﻲ ﺳﺎﻟﻬﺎﻱ ﺑﻌﺪ ﺷﺪ‪.‬‬ ‫ﺷﺮﻛﺖ ‪ KMPG‬ﺍﺯ ﺑﺰﺭﮒﺗﺮﻳﻦ ﺷﺮﻛﺖﻫﺎﻱ ﻣﺸﺎﻭﺭ ﻣﻬﻨﺪﺳﻲ ﺍﺭﻭﭘﺎﻳﻲ‪ ۳۰۰ ،‬ﻣـﺪﻳﺮ ﺧـﻮﺩ ﺭﺍ ﺍﺯ ﺍﻗـﺼﻲ‬ ‫ﻧﻘﺎﻁ ﺟﻬﺎﻥ ﺟﻤﻊ ﻧﻤﻮﺩ ﻭ ﺍﺳﺘﺮﺍﺗﮋﻱ ﺩﺍﻧﺸﻲ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ »ﺁﺷﻨﺎﻳﻲ ﻣﺪﻳﺮﺍﻥ ﺑﺎ ﻧﻴﺎﺯﻫـﺎﻱ ﻭﺍﻗﻌـﻲ‬ ‫ﺟﺎﻣﻌﻪ ﻭ ﺩﻳﺪﮔﺎﻩﻫﺎﻱ ﺁﻧﺎﻥ« ﺗﻌﺮﻳﻒ ﻧﻤﻮﺩ‪ .‬ﺍﻭﻟﻴﻦ ﻗـﺪﻡ ﺍﻳـﻦ ﺍﺳـﺘﺮﺍﺗﮋﻱ ﺍﺟـﻼﺱ ﺑـﺰﺭﮒ ﻣـﺪﻳﺮﺍﻥ ﺑـﺎ‬ ‫ﻧﻤﺎﻳﻨﺪﮔﺎﻥ ﻓﻴﻠﺴﻮﻓﺎﻥ‪ ،‬ﻫﻨﺮﻣﻨﺪﺍﻥ‪ ،‬ﻧﻮﻳﺴﻨﺪﮔﺎﻥ‪ ،‬ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻭ ‪ ...‬ﺑﻮﺩ‪.‬‬ ‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺷﺮﻛﺖﻫﺎ‪ ،‬ﺑﻪ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺳﻴﺪﻧﺪ ﻛﻪ ﺩﺭ ﻋﺼﺮ ﻛﻨﻮﻧﻲ ﺑﺎﻳﺪ ﺑﺼﻮﺭﺕ‪:‬‬ ‫»‪ «All Brains,No Body‬ﺑﻪ ﻣﻌﻨﺎﻱ ﻫﻤﻪ ﻣﻐﺰ ﻭ ﻧﻪ ﺑﺪﻥ‪،‬‬ ‫ﻋﻤﻞ ﻛﻨﻨﺪ‪ .‬ﺍﻳﻦ ﺳﺎﺯﻣﺎﻥﻫﺎ‪ ،‬ﭘﻴﺸﺮﻓﺘﻪﺗﺮ ﺍﺯ ﺳﺎﺧﺘﺎﺭﻫﺎﻱ ﻫﺮﻣـﻲ ﻭ ﺷـﺒﻜﻪﺍﻱ ﻋﻤﻜـﻞ ﻛـﺮﺩﻩ ﻭ ﺗﻤـﺎﻣﻲ‬ ‫ﻋﻤﻠﻴﺎﺕ ﺍﺟﺮﺍﻳﻲ ﺭﺍ ﺑﺮﻭﻧﺴﭙﺎﺭﻱ‪ ١‬ﻣﻲﻛﻨﻨﺪ ﻭ ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﺗﻨﻬﺎ ﻛﺎﺭ ﺗﻮﻟﻴﺪ ﺩﺍﻧﺶ ﻛﻪ ﺍﺭﺯﺵ ﺍﻓـﺰﻭﺩﻩﺍﻱ‬ ‫ﭼﻨﺪ ﺑﺮﺍﺑﺮ ﺭﺍ ﺍﻳﺠﺎﺩ ﻣﻲ ﻛﻨﺪ‪ ،‬ﻭﻇﻴﻔﻪ ﺧﻮﺩ ﻗﺮﺍﺭ ﻣﻲﺩﻫﻨﺪ‪.‬‬ ‫ﺷﺮﻛﺖﻫﺎﻳﻲ ﻫﻤﭽﻮﻥ ‪ Heineken‬ﻭ ‪ Novacore‬ﺍﺯ ﺍﻳﻦ ﮔﺮﻭﻫﻨﺪ‪.‬‬ ‫ﺷﺮﻛﺖ ‪ BP‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻜﻲ ﺍﺯ ﺑﺰﺭﮒﺗﺮﻳﻦ ﺷﺮﻛﺖﻫﺎﻱ ﻧﻔﺘﻲ ﺟﻬﺎﻥ‪ ،‬ﭘﺮﻭﮊﻩ ﺷﻜﻞﺩﻫﻲ ﺗﻴﻢﻫﺎﻱ ﺩﺍﻧﺸﻲ‬ ‫ﻣﺠﺎﺯﻱ‪ ٢‬ﺭﺍ ﺑﺮﺍﻱ ﺣﺪﺍﻛﺜﺮﺳﺎﺯﻱ ﺗﺒﺎﺩﻝ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺧﻮﺩ ﺑﺎ ﺍﺧﺘـﺼﺎﺹ ﺻـﺪ ﻭ ﭘﻨﺠـﺎﻩ ﻣﻴﻠﻴـﻮﻥ‬ ‫ﺩﻻﺭ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻧﻤﻮﺩ‪.‬‬ ‫ﺷﺮﻛﺖ ‪) Hoffman-Laroche‬ﺷﺮﻛﺖ ﺷﻴﻤﻴﺎﻳﻲ ﺍﺭﻭﭘﺎﻳﻲ( ﺑـﺎ ﻓﺮﺁﻳﻨـﺪﻱ ﻗـﺪﻡ ﺑـﻪ ﻗـﺪﻡ ﺷـﻜﻞﺩﻫـﻲ‬

‫ﮔﺮﻭﻩﻫﺎﻱ ﺩﺍﻧﺸﻲ ﻛﻮﭼﻚ ﺍﺯ ﺑﻬﺘﺮﻳﻦﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﻋﺮﺻﻪﻫﺎﻱ ﻣﺨﺘﻠﻒ‪ ،‬ﺩﺭ ﺟﻬﺖ ﺧﻠﻖ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ‬ ‫ﻣﺒﺘﻜﺮﺍﻧﻪ ﺟﺪﻳﺪ‪ ،‬ﺭﺍ ﺁﻏﺎﺯ ﻧﻤﻮﺩ‪.‬‬ ‫ﺷﺮﻛﺖ ﺑﻴﻤﻪ ﻭ ﺍﻣﻮﺭ ﻣﺎﻟﻲ ‪ ،Skandia‬ﺗﺮﺍﺯﻧﺎﻣﻪ ﺳﺎﻟﻴﺎﻧﻪ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺩﻭ ﻗـﺴﻤﺖ ﺗﻘـﺴﻴﻢ ﻧﻤـﻮﺩ‪ .‬ﺗﺮﺍﺯﻧﺎﻣـﻪ‬ ‫ﻣﺎﻟﻲ ﻭ ﺗﺮﺍﺯﻧﺎﻣﻪ ﺩﺍﻧﺸﻲ‪ .‬ﺑﺮ ﺍﺳﺎﺱ ﺍﻳﻦ ﺗﺮﺍﺯﻧﺎﻣﻪ ﺍﺭﺯﺵ ﻣﺴﺎﺋﻠﻲ ﻫﻤﭽﻮﻥ »ﺳﺮﻣﺎﻳﻪ ﻓﻜﺮﻱ« ‪» ،‬ﺗﺠﺎﺭﺏ‬ ‫ﻧﻬﺎﺩﻳﻨــﻪ ﺷــﺪﻩ« ‪» ،‬ﺗﻜﻨﻮﻟــﻮﮊﻱ ﺳــﺎﺯﻣﺎﻧﻲ« ‪» ،‬ﺍﺭﺗﺒــﺎﻁ ﺑــﺎ ﻣــﺸﺘﺮﻱ« ‪» ،‬ﻣﻬــﺎﺭﺕﻫــﺎﻱ ﺣﺮﻓــﻪﺍﻱ«‪،‬‬ ‫ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻱ ﻭ ﺳﻨﺠﺶ ﺷﺪ‪.‬‬

‫‪.Outsource‬‬ ‫‪.Virtual Knowledge Teams‬‬

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‫‪1‬‬ ‫‪2‬‬

‫‪ ۲-۲‬ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺁﻳﻴﻨﻪ ﻓﻨﺎﻭﺭﻱ‬ ‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺳﺎﻝﻫﺎﻱ ﺍﺧﻴﺮ‪ ،‬ﭘﻴﺸﺮﻓﺖﻫﺎﻱ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺷﻜﻞﮔﻴﺮﻱ ﺳﻴﺴﺘﻢﻫـﺎﻱ ﻣـﺪﻳﺮﻳﺖ‬ ‫ﺍﻃﻼﻋﺎﺕ‪ ،١‬ﺳﻴﺴﺘﻢﻫﺎﻱ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ‪ ٢‬ﻭ ﺳﻴﺴﺘﻤﻬﺎﻱ ﺑﻬﺮﻩﻣﻨﺪ ﺍﺯ ﻗﺎﺑﻠﻴـﺖ ﻫـﻮﺵ ﻣـﺼﻨﻮﻋﻲ‪ ٣‬ﺑﺎﻋـﺚ‬ ‫ﺗﺴﺮﻳﻊ‪ ،‬ﺗﺪﻗﻴﻖ‪ ،‬ﻭ ﺑﻬﻴﻨﻪﺳﺎﺯﻱ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﻛﺎﺭﻱ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫـﺎ ﺷـﺪﻩ ﺍﺳـﺖ‪ .‬ﻣـﺪﻳﺮﻳﺖ ﺩﺍﻧـﺶ ﻧﻴـﺰ ﺍﺯ‬ ‫ﺗﻜﻨﻮﻟﻮﮊﻱ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ ﺍﺑﺰﺍﺭ ﻧﻴﺮﻭﻣﻨﺪ ﺩﺭ ﺟﻬﺖ ﺑﻬﺒﻮﺩ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺧﻮﺩ‪ ،‬ﺍﺳـﺘﻔﺎﺩﻩ ﻣـﻲﻛﻨـﺪ‪ .‬ﺩﺭ ﺍﺩﺍﻣـﻪ‬ ‫ﻣﺠﻤﻮﻋﻪﺍﻱ ﺍﺯ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻛﻪ ﺩﺭ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻧﻘﺶ ﺑـﺴﺰﺍﻳﻲ ﺍﻳﻔـﺎ ﻣـﻲﻛﻨﻨـﺪ‪ ،‬ﻣﻌﺮﻓـﻲ‬ ‫ﻣﻲﺷﻮﺩ‪.‬‬ ‫ﺍﮔﺮ ﭼﻪ ﺍﻳﻦ ﺳﻴﺴﺘﻢﻫﺎ‪ ،‬ﻣﻌﻤﻮﻻﹰ ﻫﺰﻳﻨﻪﺑﺮ ﻫﺴﺘﻨﺪ‪ ،‬ﺍﻣﺎ ﺗﺄﺛﻴﺮﺍﺕ ﺁﻧﻬﺎ ﻭ ﺍﻓﺰﺍﻳﺶ ﺳﺮﻋﺖ ﻭ ﺩﺍﺭﺍﻳﻲﻫﺎﻱ ﺩﺍﻧﺸﻲ ﺳﺎﺯﻣﺎﻥ‬ ‫ﺩﺭ ﺍﺛﺮ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺁﻥ‪ ،‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻧﻬﺎ ﺭﺍ ﻣﻘﺮﻭﻥ ﺑﻪ ﺻﺮﻓﻪ ﻭ ﻓﺮﺍﮔﻴﺮ ﺳﺎﺧﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺻﺤﻴﺢ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ‬

‫ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺳﺎﺯﻣﺎﻥﻫﺎ‪ ،‬ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺑﺪﻭﻥ ﻫﺪﻑ ﮔﺬﺍﺭﻱ ﺩﻗﻴﻖ ﻭ ﺻﺮﻓﺎﹰ ﺑﺮ ﺍﺳﺎﺱ ﻳـﻚ ﺍﺣـﺴﺎﺱ ﻧﻴـﺎﺯ‬ ‫ﻣﺒﻬﻢ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﺣﺪﺍﻛﺜﺮﺳﺎﺯﻱ ﺍﺛﺮ ﺑﺨﺸﻲ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺩﺭ ﺍﻳﻦ ﺳـﺎﺯﻣﺎﻥﻫـﺎ ﻣﻘـﺪﻭﺭ‬ ‫ﻧﻴﺴﺖ‪ .‬ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﺪﻝﻫﺎﻱ ﺗﺨﺼﻴﺺ ﻫﺰﻳﻨﻪ ﺑﺮ ﺍﺳﺎﺱ ﺑﺮﻧﺎﻣﻪﻫـﺎﻱ ﺍﺳـﺘﺮﺍﺗﮋﻳﻚ ﺩﺍﻧـﺶ ﻭ ﻧﻴـﺰ‬ ‫ﺍﺛﺮﮔﺬﺍﺭﻱ ﻫﺮ ﻛﺪﺍﻡ ﺍﺯ ﻣﺘﺪﻫﺎ ﻭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ‪ ،‬ﺑﻬﺘﺮﻳﻦ ﻧﺤﻮﻩ ﻫﺰﻳﻨﻪ ﻭ ﺳﻮﺩﺩﻫﻲ ﺭﺍ ﺗﻌﺮﻳﻒ ﻣﻲﻧﻤﺎﻳﺪ‪.‬‬ ‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺫﺧﻴﺮﻩﺳﺎﺯﻱ ﺩﺍﻧﺶﻫﺎﻱ ﺗﻮﻟﻴﺪ ﺷﺪﻩ ﺩﺭ ﮔﺬﺷﺘﻪ‬

‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﺎ ﺍﻳﻦ ﻣﺸﻜﻞ ﻣﻮﺍﺟﻬﻨﺪ ﻛﻪ ﻣﻘﺪﺍﺭ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺍﺯ ﺩﺍﻧﺶ ﺁﻧﻬﺎ ﺩﺭ ﺫﻫﻦ ﻛﺎﺭﻛﻨـﺎﻥ ﻣـﻲﺑﺎﺷـﺪ‪.‬‬ ‫ﺍﻳﻦ ﺩﺍﻧﺶﻫﺎ ﺑﺎ ﺍﺳﺘﺨﺪﺍﻡ ﭘﺮﺳﻨﻞ ﻭ ﻃﻲ ﺳﺎﻝﻫﺎ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺷﺮﻛﺖ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲﺁﻳﺪ ﻭ ﺑﺎ ﺭﻓﺘﻦ ﺍﻭ ) ﺑـﻪ ﺻـﻮﺭﺕ‬ ‫ﺑﺎﺯﻧﺸﺴﺘﮕﻲ‪ ،‬ﻓﻮﺕ‪ ،‬ﺍﺧﺮﺍﺝ ﻭ ‪ (...‬ﺍﻳﻦ ﺩﺍﻧﺶ ﻧﻴﺰ ﺍﺯﻛﻒ ﺳﺎﺯﻣﺎﻥ ﻣﻲﺭﻭﺩ‪.‬‬ ‫ﻫﻤﭽﻨﻴﻦ ﭘﺮﻭﮊﻩﻫﺎﻱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺷﺪﻩ ﺩﺭ ﺷﺮﻛﺖﻫﺎ‪ ،‬ﻫﻤﻮﺍﺭﻩ ﺗﺠﺎﺭﺏ ﮔﺮﺍﻥﺑﻬﺎﻳﻲ ﺑﺮﺍﻱ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﺣﻞ ﻣـﺴﺎﺋﻞ ﺑـﻪ‬ ‫ﺍﺭﻣﻐﺎﻥ ﻣﻲﺁﻭﺭﺩ‪ .‬ﻛﻪ ﺍﻳﻦ ﺗﺠﺎﺭﺏ ﺑﺎ ﺻﺮﻑ ﻫﺰﻳﻨﻪﻫﺎﻱ ﮔﺰﺍﻓﻲ ﺑﻪ ﺩﺳﺖ ﻣﻲﺁﻳﺪ‪ ،‬ﺍﻣﺎ ﺑﻪ ﺩﻟﻴﻞ ﻋﺪﻡ ﻭﺟـﻮﺩ ﺳﻴـﺴﺘﻤﻲ‬ ‫ﺑﺮﺍﻱ ﺿﺒﻂ ﻭ ﺑﺎﺯﻳﺎﺑﻲ ﺳﺎﺩﻩ‪ ،‬ﭘﺲ ﺍﺯ ﻣﺪﺗﻲ ﺳﺎﺯﻣﺎﻥ ﻣﺠﺒﻮﺭ ﺑﻪ ﮐﺴﺐ ﻣﺠﺪﺩ ﺁﻥ ﺩﺍﻧﺶ )ﺑـﻪ ﺻـﻮﺭﺕﻫـﺎﻱ ﮔﻮﻧـﺎﮔﻮﻥ‬ ‫ﻣﺜﻞ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺎﺭﺷﻨﺎﺱ ﺧﺒﺮﻩ‪ ،‬ﮔﺮﻓﺘﻦ ﻣﺸﺎﻭﺭﻩ ﺍﺯ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﻣﺸﺎﻭﺭ‪ ،‬ﺻﺮﻑ ﺯﻣﺎﻥ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﺑـﻪ ﺣـﻞ ﻣﺠـﺪﺩ‬ ‫ﻣﺴﺄﻟﻪ ﻭ ‪ (...‬ﻣﻲﺷﻮﺩ‪.‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﻛﺎﻣﭙﻴﻮﺗﺮﻱ ﺭﺍ ﺑﺮﺍﻱ ﺍﺳﺘﺨﺮﺍﺝ ﺩﺍﻧﺶ ﺍﺯ ﺫﻫﻦ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﻭ ﺧﺒﺮﮔﺎﻥ‪ ،‬ﺍﻳﺠﺎﺩ‬ ‫ﺍﻧﮕﻴﺰﻩ ﺑﺮﺍﻱ ﺍﺭﺍﻳﻪ ﺩﺍﻧﺶ ﺧﻮﺩ‪ ،‬ﺿﺒﻂ ﻭ ﺑﺎﺯﻳﺎﺑﻲ ﺳﺮﻳﻊ ﻭ ﺁﺳﺎﻥ ﻧﺘﺎﻳﺞ ﭘﺮﻭﮊﻩﻫﺎ‪ ،‬ﺿﺒﻂ ﻭ ﺑﺎﺯﻳﺎﺑﻲ ﺩﺭﺱﻫـﺎﻱ ﺁﻣﻮﺧﺘـﻪ‬ ‫ﺷﺪﻩ ﺩﺭ ﭘﺮﻭﮊﻩﻫﺎ ﻭ ﺳﻨﺠﺶ ﻣﻴﺰﺍﻥ ﺑﻜﺎﺭﮔﻴﺮﻱ ﺩﺍﻧﺶﻫﺎﻱ ﭘﺎﻳﮕﺎﻩ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﺑﻪﮐﺎﺭ ﻣﻲﮔﻴﺮﺩ‪ .‬ﺍﻳﻦ ﺳﻴﺴﺘﻢﻫﺎ‬ ‫ﺑﻪ ﺻﻮﺭﺕ ﻧﺮﻡﺍﻓﺰﺍﺭﻫﺎﻱ ﺗﺤﺖ ﺷﺒﻜﻪ ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﻣﻲﺷﻮﺩ‪.‬‬ ‫‪1‬‬

‫‪.Managing information systems‬‬ ‫‪.Managing suppart systems‬‬ ‫‪3‬‬ ‫‪.Artificial intelligence‬‬ ‫‪2‬‬

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‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺒﺎﺩﻝ ﺍﻃﻼﻋﺎﺕ ﻭ ﮔﺮﻭﻩﻫﺎﻱ ﻣﺠﺎﺯﻱ‬

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‫ﺍﺯ ﻣﻌﻀﻼﺕ ﺷﺮﻛﺖ ﻫﺎﻱ ﺑـﺰﺭﮒ ﺑـﺎ ﺗﻌـﺪﺍﺩ ﺯﻳـﺎﺩﻱ ﺧﺒـﺮﻩ ﺩﺭ ﻣﻨـﺎﻃﻖ ﺟﻐﺮﺍﻓﻴـﺎﻳﻲ ﻣﺨﺘﻠـﻒ‪ ،‬ﭼﮕـﻮﻧﮕﻲ ﻃﺮﺍﺣـﻲ‬ ‫ﺗﻤﺎﺱﻫﺎﻱ ﻣﺆﺛﺮ ﻭ ﻛﺎﺭﺁﻣﺪ ﺑﻴﻦ ﺍﻳﻦ ﻧﻴﺮﻭﻫﺎ ﺩﺭ ﭘﺮﻭﮊﻩﻫﺎ ﻭ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﻛﺎﺭﻱ ﺍﺳﺖ‪ .‬ﺩﺭﮔﺎﻩﻫﺎ‪ ٢‬ﻭ ﮔﺮﻭﻩﻫﺎﻱ ﻣﺠـﺎﺯﻱ‬ ‫ﻧﻴﺰ ﺑﻪ ﻫﻤﻴﻦ ﻣﻨﻈﻮﺭ ﻃﺮﺍﺣﻲ ﻭ ﭘﻴﺎﺩﻩﺍﺳﺎﺯﻱ ﻣﻲﺷﻮﺩ‪.‬‬ ‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﻧﻘﺸﻪ ﺩﺍﻧﺶ‬

‫»ﻛﺪﺍﻣﻴﻚ ﺍﺯ ﭘﺮﺳﻨﻞ‪ ،‬ﺩﺭ ﻛﺠﺎ‪ ،‬ﭼﻪ ﺗﺨﺼﺼﻲ‪ ،‬ﻭ ﺩﺭ ﭼﻪ ﺣﺪﻱ ﺩﺍﺭﺩ ﻭ ﺗﺎ ﭼﻪ ﻣﻘﺪﺍﺭ ﺍﻣﻜﺎﻥ ﻫﻤﻜﺎﺭﻱ ﺩﺭ ﻳـﻚ ﻣـﻮﺭﺩ‬ ‫ﺧﺎﺹ ﺭﺍ ﺩﺍﺭﺩ؟« ﺍﻳﻦ ﺳﺆﺍﻟﻲ ﺍﺳﺖ ﻛﻪ ﻫﻤﻮﺍﺭﻩ ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﻪ ﻛﺮ‪‬ﺍﺕ ﭘﺮﺳﻴﺪﻩ ﻣﻲﺷﻮﺩ ﻭ ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯ‬ ‫ﺍﻭﻗﺎﺕ ﺩﺭ ﺍﺛﺮ ﻧﺒﻮﺩﻥ ﺳﻴﺴﺘﻤﻲ ﻛﻪ ﭘﺎﺳﺦ ﺍﻳﻦ ﺳﺆﺍﻝ ﺭﺍ ﺑﻪ ﺩﻗﺖ ﺑﺪﻫﺪ‪ ،‬ﺷﻜﻞﮔﻴﺮﻱ ﺗﻴﻢﻫﺎﻱ ﺑـﺎ ﺗـﻮﺍﻥ ﭘـﺎﻳﻴﻦ‪ ،‬ﻭ ﻳـﺎ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﻏﻴﺮ ﺿﺮﻭﺭﻱ ﻧﻴﺮﻭﻫﺎﻱ ﺧﺒﺮﻩ ﺟﺪﻳﺪ ﺭﺥ ﻣﻲﺩﻫﺪ‪ .‬ﻧﻘﺸﻪﻫﺎﻱ ﺩﺍﻧﺶ‪ ٣‬ﺑﺎ ﺷﻜﻞﺩﻫـﻲ ﺑﺎﻧـﻚﻫـﺎﻱ ﺍﻃﻼﻋـﺎﺗﯽ‬ ‫ﺩﺍﻧﺸﻲ ﭘﺮﺳﻨﻞ ﻭ ﺳﻨﺠﺶ ﺳﻄﺢ ﺩﺍﻧﺶ ﺁﻥﻫﺎ ﺩﺭ ﺯﻣﻨﻴﻪﻫـﺎﻱ ﻣﺨﺘﻠـﻒ ﻭ ﻣﻴـﺰﺍﻥ ﺍﻭﻗـﺎﺕ ﻗﺎﺑـﻞ ﺗﺨـﺼﻴﺺ ﺍﻳـﺸﺎﻥ‪،‬‬ ‫ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﺩﺭ ﺷﻜﻞﺩﻫﻲ ﻛﺎﻣﻞﺗﺮﻳﻦ ﺗﻴﻢ ﻣﻤﻜﻦ ﺑﺮﺍﻱ ﭘﺮﻭﮊﻩ ﻳﺎ ﺣﻞ ﻣﺴﺄﻟﻪ ﺧﺎﺹ ﻳﺎﺭﻱ ﻣﻲﺩﻫﺪ‪.‬‬

‫‪1.Virtual groups‬‬ ‫‪2‬‬ ‫‪.Portals‬‬ ‫‪3‬‬ ‫‪.Knowledge maps‬‬

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‫ﺟﻌﺒﻪ ‪ :۲‬ﺗﺠﺮﺑﻪﻫﺎﻱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺷﺮﻛﺖﻫﺎ )ﻓﻨﺎﻭﺭﻱ(‬ ‫ﺷﺮﻛﺖ ‪) AT&T‬ﺷﺮﻛﺖ ﻣﺨﺎﺑﺮﺍﺗﻲ ﺁﻣﺮﻳﻜﺎﻳﻲ( ﺩﺭ ﺟﻬﺖ ﺟﻤﻊﺁﻭﺭﻱ ﺩﻳﺪﮔﺎﻩﻫﺎﻱ ﻣﺸﺘﺮﻳﺎﻥ‪ ،‬ﻭ ﻣـﺮﺗﺒﻂ‬ ‫ﺳﺎﺧﺘﻦ ﺁﻥ ﺑﺎ ﺑﺨﺶﻫﺎ ﻱ ﻣﺨﺘﻠﻒ‪ ،‬ﺳﻴﺴﺘﻢ ﺟﺎﻣﻊ ﺍﻃﻼﻋﺎﺕ ﻣـﺸﺘﺮﻳﺎﻥ ﺭﺍ ﺑـﻪ ﺻـﻮﺭﺕ ﭘﺎﻳﮕـﺎﻩ ﺩﺍﻧـﺶ‬ ‫ﺷﻜﻞ ﺩﺍﺩ‪ .‬ﺍﻃﻼﻋﺎﺕ ﺍﻳﻦ ﭘﺎﻳﮕﺎﻩ ﺩﺍﻧﺶ ﺗﻮﺳﻂ ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﺎ ﻣﺸﺘﺮﻳﺎﻥ ﻣﻮﺍﺟﻪ ﺑﻮﺩﻧﺪ‪ ،‬ﻭﺍﺭﺩ ﻣـﻲﺷـﺪ‪ .‬ﺍﻳـﻦ‬ ‫ﺍﻓﺮﺍﺩ ﺩﺭ ﺟﻬﺖ ﺗﺴﻬﻴﻢ ﺩﺍﻧﺶ ﺧﻮﺩ ﺑﻪ ﺻﻮﺭﺕﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﺗـﺸﻮﻳﻖ ﻣـﻲﺷـﺪﻧﺪ‪ .‬ﺳـﭙﺲ ﻣـﺪﻳﺮﺍﻥ ﺍﻳـﻦ‬ ‫ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﻣﻄﺎﻟﻌﻪ ﻭ ﻭﻳﺮﺍﻳﺶ ﻧﻤـﻮﺩﻩ ﻭ ﺑـﺮﺍﻱ ﺍﺳـﺘﻔﺎﺩﻩ ﺩﻳﮕـﺮ ﺍﻋـﻀﺎ ﻭ ﮔـﺮﻭﻩﻫـﺎﻱ ﺳـﺎﺯﻣﺎﻥ ﻣﻨﺘـﺸﺮ‬ ‫ﻣﻲﻛﺮﺩﻧﺪ‪.‬‬ ‫ﺷﺮﻛﺖ ‪ Teltech‬ﺩﺭ ﺟﻬﺖ ﺍﻳﺠﺎﺩ ﻧﻘﺸﻪ ﺩﺍﻧﺶ‪ ،‬ﺳﻴﺴﺘﻤﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ ﺗﺤﺖ ﺷـﺒﻜﻪ ﻃﺮﺍﺣـﻲ ﻧﻤـﻮﺩ ﻛـﻪ‬ ‫ﻧﺸﺎﻥ ﻣﻲﺩﺍﺩ ﭼﻪ ﺩﺍﻧﺸﻲ ﺭﺍ ﺩﺭ ﻛﺠﺎ ﻭ ﺗﻮﺳﻂ ﭼﻪ ﻛﺴﻲ ﻣﻲﺗﻮﺍﻥ ﻳﺎﻓﺖ‪.‬‬ ‫ﺍﻳﻦ ﺷﺒﻜﻪ ﺑﺎ ﺑﻴﺶ ﺍﺯ ‪ ۳۰,۰۰۰‬ﻓﺮﺁﻳﻨﺪ ﺗﻜﻨﻴﻜﻲ ﺧﻠﻖ ﺷﺪﻩ ﺗﻮﺳﻂ ﺧﺒﺮﮔﺎﻥ‪ ،‬ﺁﻏﺎﺯ ﺑﻪ ﻛﺎﺭ ﻛﺮﺩ ﻭ ﻣﺎﻫﺎﻧـﻪ‬ ‫ﺑﻴﻦ ‪ ۵۰۰‬ﺗﺎ ‪ ۱۲۰۰‬ﻓﺮﺁﻳﻨﺪ ﺟﺪﻳﺪ ﺑﻪ ﺁﻥ ﺍﺿﺎﻓﻪ ﻣﻲﮔﺮﺩﻳﺪ‪.‬‬ ‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺷﺮﻛﺖﻫﺎ‪ ،‬ﺩﺭ ﻣﻮﺍﺟﻪ ﺑﺎ ﺍﻧﺒﻮﻩ ﺍﻃﻼﻋﺎﺕ ﻭ ﺩﺍﻧﺶﻫﺎﻱ ﻣﻮﺟﻮﺩ ﺩﺭ ﺍﻳﻨﺘﺮﻧﺖ ﻭ ﻏﻴﺮﻩ ﺑﺎ ﻣـﺸﻜﻠﻲ‬ ‫ﺟﺪﻱ ﻣﻮﺍﺟﻪ ﻫﺴﺘﻨﺪ‪ .‬ﺍﻳﻦ ﻣﺸﻜﻞ ﺑﺎ ﻋﻨﻮﺍﻥ ﺩﺍﻡﻫﺎﻱ ﺩﺍﻧﺶ‪ ١‬ﻣﻌﺮﻓﻲ ﺷﺪﻩ ﻭ ﻧﻘﺸﻪﻫﺎﻱ ﺩﺍﻧﺶ ﺷﺒﻜﻪﺍﻱ ﺑﺎ‬ ‫ﻫﺪﻑ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺩﺍﻧﺶﻫﺎﻱ ﺗﺼﻔﻴﻪ ﺷﺪﻩ‪ ،٢‬ﺷﻜﻞ ﮔﺮﻓﺘﻪﺍﻧﺪ‪ .‬ﺷـﺮﻛﺖ ﻓﻴﻠﻴـﭙﺲ ﺍﺯ ﺍﻳـﻦ ﻣﺘـﺪ ﺍﺳـﺘﻔﺎﺩﻩ‬ ‫ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺷﺮﻛﺖ ﻣﺸﺎﻭﺭﻩﺍﻱ ‪ ،KMPG‬ﺳﻴﺴﺘﻤﻲ ﺑﻪ ﻧﺎﻡ ‪ open access‬ﻣﺒﺘﻨﻲ ﺑﺮ ﺍﻳﻨﺘﺮﺍﻧﺖ ﻃﺮﺍﺣﻲ ﻧﻤـﻮﺩ‪ .‬ﺍﻳـﻦ‬ ‫ﺳﻴﺘﺴﻢ ﺑﺮﺍﻱ ﺗﺸﻮﻳﻖِ ﺁﺭﺷﻴﻮ ﮐﺮﺩﻥ ﺩﺍﻧﺶ ﻣﻮﺟﻮﺩ ﺩﺭ ﻓﺮﺁﻳﻨﺪ ﻭ ﺫﻫﻨﻴـﺖ ﻛﺎﺭﻛﻨـﺎﻥ ﺷـﻜﻞ ﮔﺮﻓـﺖ‪ .‬ﺍﻳـﻦ‬ ‫ﺳﻴﺴﺘﻢ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﻣﺮﺍﻛﺰ ﻧﺨﺒﮕﺎﻥ ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﻧﻴﺰ ﺑﺮﺍﻱ ﺣﻞ ﻣﺴﺎﺋﻞ ﻣﺨﺘﻠﻒ ﻣﻤﻜﻦ ﻣﻲﺳﺎﺧﺖ‪.‬‬ ‫ﻫﻤﭽﻨﻴﻦ ﺍﻣﻜﺎﻥ ﺩﺳﺘﺮﺳﻲ ﺑﻪ ﺧﺒﺮﻫﺎﻱ ﺟﺪﻳﺪ ﺩﺭ ﻣﻮﺭﺩ ﻣﺤﺼﻮﻻﺕ ‪ KMPG‬ﻭ ﺭﻗﺒﺎ‪ ،‬ﻧﺎﻡﻫـﺎ ﻭﺗﻠﻔـﻦﻫـﺎ‪،‬‬ ‫ﺍﻳﻨﺪﻛﺲ ﺗﻤﺎﻡ ﻣﻨﺎﺑﻊ ﻭ ﻣﻮﺗﻮﺭ ﺟﺴﺘﺠﻮ ﺑﺮﺍﻱ ﺗﻤﺎﻡ ﻛﺎﺭﻣﻨﺪﺍﻥ)ﻛﺎﻣﭙﻴﻮﺗﺮﻫﺎﻱ ﺷﺨﺼﻲ ﺧﻮﺩ( ﺭﺍ ﻣﻤﻜﻦ ﻣﻲ‬ ‫ﺳﺎﺧﺖ‪.‬‬ ‫ﺷﺮﻛﺖ ‪ ،siemens‬ﺑﺎ ﻃﺮﺍﺣﻲ ﺳﻴـﺴﺘﻤﻲ ﺗﺤـﺖ ﻋﻨـﻮﺍﻥ ‪ sharenet‬ﺩﺍﻧـﺶﻫـﺎﻱ ﭘـﺮﻭﮊﻩﻫـﺎ ﺭﺍ ﺍﺯ ﺍﻓـﺮﺍﺩ‬ ‫ﺩﺭﻳﺎﻓﺖ ﻣﻲﻧﻤﻮﺩ ﻭ ﺑﺎ ﻗﺎﺑﻠﻴﺖ ﺟﺴﺘﺠﻮ ﺩﺭ ﺷﺒﻜﻪ‪ ،‬ﺍﻣﻜﺎﻥ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺗﺠﺎﺭﺏ ﻭ ﺍﻓﺮﺍﺩ ﻣﺠـﺮﺏ ﭘـﺮﻭﮊﻩﻫـﺎﻱ‬ ‫ﭘﻴﺸﻴﻦ ﺭﺍ ﻣﻬﻴﺎ ﻣﻲﺳﺎﺧﺖ‪.‬‬ ‫ﺷــﺮﻛﺖﻫــﺎﻱ ‪ ،Xerox‬ﺩﺍﺭﻭﺳــﺎﺯﻱ‪) Prector & Gamble ,Lilly‬ﻟــﻮﺍﺯﻡ ﺑﻬﺪﺍﺷــﺘﻲ ﻭ ﺷــﻮﻳﻨﺪﻩ(‪،‬‬ ‫ﺳﻴﺴﺘﻢﻫﺎﻳﻲ ﺑﺎ ﻧﺎﻡﻫﺎﻱ‪ Eureka,Docushare‬ﻭ ‪ ...‬ﺑﺎ ﻗﺎﺑﻠﻴﺖﻫﺎﻱ ﮔﻮﻧـﺎﮔﻮﻥ ﺛﺒـﺖ ﺗﺠﺮﺑﻴـﺎﺕ‪ ،‬ﺑﺎﺯﻳـﺎﺑﻲ‬ ‫ﺁﻧﻬﺎ‪ ،‬ﻧﻘﺸﻪ ﺩﺍﻧﺶ ﻭ ‪ ...‬ﻃﺮﺍﺣﻲ ﻭ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻧﻤﻮﺩﻩﺍﻧﺪ‪ .‬ﺍﻳﻦ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺑﻪ ﺻﻮﺭﺕ ﭘﻮﺭﺗﺎﻝ )ﺩﺭﮔﺎﻩ( ﻧﻴـﺰ‬ ‫ﻋﻤﻞ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ﺷﺮﻛﺖ ‪ ،HP‬ﺑﺎ ﻳﻜﺎﺭﮔﻴﺮﻱ ‪ Lotus Notes‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ ﺍﺑـﺰﺍﺭ ﺗﻜﻨﻮﻟـﻮﮊﻳﻜﻲ‪ ،‬ﺭﺍﻩ ﺣﻠـﻲ ﺑـﺮﺍﻱ ﺗﺒـﺎﺩﻝ‬ ‫ﺍﻃﻼﻋﺎﺕ ﺑﻴﻦ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﺧﻮﺩ ﺩﺭ ﺍﻗﺼﻲ ﻧﻘﺎﻁ ﺟﻬﺎﻥ‪ ،‬ﺑﻮﺟﻮﺩ ﺁﻭﺭﺩ‪.‬‬

‫‪.Knowledge traps‬‬ ‫‪.White spots‬‬

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‫‪1‬‬ ‫‪2‬‬

‫‪ ۳-۳‬ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭﻣﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲ‬ ‫ﻣﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲ‪ ،‬ﺍﺭﺯﺵ ﻣﻨﺪﺗﺮﻳﻦ ﻣﻨﺎﺑﻊ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﻣـﺪﻳﺮیﺖ ﺩﺍﻧـﺶ ﻣﺤـﺴﻮﺏ ﻣـﻲﺷـﻮﻧﺪ‪ .‬ﺧﺒﺮﮔـﺎﻥ ﻭﻛﺎﺭﺷﻨﺎﺳـﺎﻥ‬ ‫ﺳﺎﺯﻣﺎﻥ‪ ،‬ﻫﻤﭽﻮﻥ ﭘﺎﻳﮕﺎﻫﻲ ﺍﺯ ﺩﺍﻧﺶ ﻃﻲ ﺳﺎﻝﻫﺎ‪ ،‬ﺗﺠﺎﺭﺏ‪ ،‬ﺭﻭﻧﺪﻫﺎ‪ ،‬ﺭﺍﻩﺣﻞﻫﺎ‪ ،‬ﺍﺑﺘﻜﺎﺭﺍﺕ‪ ،‬ﻭ ﻏﻴﺮﻩ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﺩﺍﻧﺶ‬ ‫ﭘﻨﻬﺎﻥ ﻳﺎ ﺿﻤﻨﻲ‪ ١‬ﺩﺭ ﺫﻫﻦ ﺧﻮﺩ ﺟﻤﻊﺁﻭﺭﻱ ﻣﻲﻧﻤﺎﻳﻨﺪ‪ .‬ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﻏﻴﺮ ﺩﺍﻧﺶ ﻣﺤﻮﺭ ﺍﺯ ﺍﻳﻦ ﻣﻨﺎﺑﻊ ﺍﺭﺯﺷﻤﻨﺪ‪ ،‬ﺗﻨﻬﺎ‬ ‫ﺩﺭ ﺯﻣﺎﻥ ﺣﻮﺍﺩﺙ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩﻩ ﻭ ﻫﻴﭻ ﺑﺮﻧﺎﻣﻪﺍﻱ ﺑﺮﺍﻱ ﻣﺪﻳﺮﻳﺖ ﺍﻳـﻦ ﻣﻨـﺎﺑﻊ ﻧﺪﺍﺭﻧـﺪ‪ .‬ﺩﺭ ﺻـﻮﺭﺗﻴﻜﻪ ﺳـﺎﺯﻣﺎﻥﻫـﺎﻱ‬ ‫ﺩﺍﻧﺶ ﻣﺤﻮﺭ ﺗﻤﺎﻡ ﺗﻼﺵ ﺧﻮﺩ ﺭﺍ ﺟﻬﺖ ﺍﻓﺰﺍﻳﺶ ﺍﻳﻦ ﺳﺮﻣﺎﻳﻪ‪ ،‬ﺍﺳﺘﺨﺮﺍﺝ ﻭ ﻧﮕﻬﺪﺍﺭﻱ ﺁﻥ ﻭ ﺣﺪﺍﻛﺜﺮﺳﺎﺯﻱ ﺗﺒﺎﺩﻝ ﺑﻴﻦ‬ ‫ﺁﻧﻬﺎ ﻣﺼﺮﻭﻑ ﻣﻲﺩﺍﺭﻧﺪ‪.‬‬ ‫ﺩﺭ ﺍﺩﺍﻣﻪ ﺑﺮﺧﻲ ﻣﺘﺪﻫﺎﻱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺑﺮﺍﻱ ﻣﺪﻳﺮﻳﺖ ﻣﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲِ ﺩﺍﻧﺶﮐﺎﺭ ﺫﻛﺮ ﻣﻲﮔﺮﺩﺩ‪.‬‬ ‫ﺍﻳﺠﺎﺩ ﻓﺮﻫﻨﮓ ﺳﺎﺯﻣﺎﻧﻲ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬

‫ﻓﺮﻫﻨﮓِ »ﺩﺍﻧﺶ ﻗﺪﺭﺕ ﺍﺳﺖ«‪ ،‬ﺩﺭﺳﺎﺯﻣﺎﻥ ﺑﺎﻋﺚ ﻣﻲﺷﻮﺩ ﻛﻪ ﺫﻫﻦ ﺧﺒﺮﻩﮔﺎﻥ ﺳﺎﺯﻣﺎﻥ ﺑﻪ ﺻﻮﺭﺕ ﺟﻌﺒﻪﻫﺎﻱ ﺳﻴﺎﻩ ﻭ‬ ‫ﻧﺎﺷﻨﺎﺧﺘﻪ ﺑﺎﻗﻲ ﺑﻤﺎﻧﺪ ﻭ ﻫﻤﭽﻨﻴﻦ ﺑﺎﻋﺚ ﺣﺪﺍﻗﻞ ﺗﺒﺎﺩﻝ ﺑﻴﻦ ﺧﺒﺮﮔﺎﻥ‪ ،‬ﻛﻪ ﻣﻬـﻢﺗـﺮﻳﻦ ﻧﻘـﺶ ﺭﺍ ﺩﺭﺍﻓـﺰﺍﻳﺶ ﺩﺍﻧـﺶ‬ ‫ﺳﺎﺯﻣﺎﻥ ﺩﺍﺭﻧﺪ‪ ،‬ﻣﻲﺷﻮﺩ‪.‬‬ ‫ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﺑﺎﻳﺪ ﺑﻪ ﻓﺮﻫﻨﮓ »ﺗﺒﺎﺩﻝ ﺩﺍﻧﺶ ﻗﺪﺭﺕ ﺯﺍﺳﺖ« ﺗﺒﺪﻳﻞ ﺷﻮﺩ‪ .‬ﻗﺎﻋﺪﺗﺎﹰ ﺍﻧﺘﻘﺎﻝ ﺑﻪ ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﺩﺭ ﺳـﺎﺯﻣﺎﻥ‬ ‫ﻣﺴﺘﻠﺰﻡ ﺗﻼﺵ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺗﻐﻴﺮ ﻓﺮﻫﻨﮓ ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ ﻳﻚ ﺑﺮﻧﺎﻣﻪ ﺑﻠﻨﺪ ﻣﺪﺕ ﻭ ﺑﺎ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺭﻭﺵﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﺩﺭ ﺟﻬﺖ ﺷﻜﻞ ﮔﻴﺮﻱ ﻳـﻚ‬ ‫ﺑﺎﻭﺭ ﺳﺎﺯﻣﺎﻧﻲ ﻣﻴﺴﺮ ﻣﻲﺷﻮﺩ‪.‬‬ ‫ﺍﻧﮕﻴﺰﺵﻫﺎﻱ ﻏﻴﺮ ﻣﺎﺩﻱ‬

‫ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﺎﻳﺴﺘﻲ ﺩﺭ ﺟﻬﺖ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻭﺍﻗﻌﻲ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ ،‬ﺍﻧﮕﻴﺰﺵﻫﺎﻱ ﻣﻨﺎﺳﺐ ﺁﻥ ﺭﺍ ﭘﺪﻳﺪ ﺁﻭﺭﻧﺪ‪ .‬ﺍﺣـﺴﺎﺱ‬ ‫ﺑﺎﻟﻨﺪﮔﻲ )ﺍﻓﺰﺍﻳﺶ ﺳﻄﺢ ﻭ ﺟﺎﻳﮕﺎﻩ ﻓﺮﺩ ﺑﻪ ﻟﺤﺎﻅ ﺷﺨﺼﻲ( ﻭ ﻧﻘﺶ ﺩﺍﺩﻥ ﺑﻪ ﻓﻌﺎﻟﻴﺖ ﺩﺍﻧﺸﻲ ﻣﺆﺛﺮ ﺩﺭ ﺗﺮﻓﻴﻊ ﺟﺎﻳﮕـﺎﻩ‬ ‫ﺳﺎﺯﻣﺎﻧﻲ ﺍﻓﺮﺍﺩ‪ ،‬ﻭ ﻧﻴﺰ ﻣﺘﻤﺎﻳﺰ ﻛﺮﺩﻥ ﺩﺍﻧﺶﻛﺎﺭﺍﻥ ﻣﻮﻓﻖ‪ ،‬ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺷﺮﻛﺖﻫﺎ ﻧﻘﺶ ﻣﻮﺛﺮﻱ ﺩﺭ ﻫﻤﻪﮔﻴـﺮ ﺷـﺪﻥ‬ ‫ﻓﺮﻫﻨﮓ ﺩﺍﻧﺸﻲ ﺳﺎﺯﻣﺎﻥ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪.‬‬

‫‪.Tacit knowledge‬‬

‫‪٢٠‬‬

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‫ﺟﻌﺒﻪ‪ :۳‬ﺗﺠﺮﺑﻪ ﻫﺎﻱ ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺷﺮﻛﺖﻫﺎ )ﺍﻧﺴﺎﻥ(‬ ‫ﻧﻤﻮﺩﺍﺭﻫﺎﻱ ﻣﺆﺳﺴﻪ ‪) delphi‬ﻧﻤﻮﺩﺍﺭ‪ (۱-۲‬ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ﻧﺘﺎﻳﺞ ﺑﺮﺭﺳﻲ ﺷﺮﻛﺖﻫﺎﻱ ﺁﻣﺮﻳﻜـﺎﻳﻲ ﺍﺳـﺖ‪ .‬ﻧﻤـﻮﺩﺍﺭ‬ ‫‪-۱-۲‬ﺍﻟﻒ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ﻣﻴﺰﺍﻥ ﺩﺍﻧﺶﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﻛﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻲﺷـﻮﺩ ﺑﺨـﺶ ﻋﻤـﺪﻩﺍﻱ ﺍﺯ‬ ‫ﺩﺍﻧﺶﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﺫﻫﻦ ﻛﺎﺭﻛﻨﺎﻥ‪ ١‬ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﻧﻤﻮﺩﺍﺭ ‪-۱-۲‬ﺏ ﻧﻴـﺰ ﻧـﺸﺎﻥﮔـﺮ ﻣﻴـﺰﺍﻥ ﻧﻘـﺶ ﺣﺎﻣﻠﻬـﺎﯼ‬ ‫ﻣﺨﺘﻠﻒ ﺩﺍﻧﺶ ﺩﺭ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﻛﺎﺭﻱ ﺍﺳﺖ‪ .‬ﺑﺮ ﺍﺳﺎﺱ ﺍﻳﻦ ﻧﻤﻮﺩﺍﺭ ﺍﻛﺜﺮ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﻧﻴـﺰ ﺑـﺮ ﺍﺳـﺎﺱ‬ ‫ﺫﻫﻨﻴﺖ ﻛﺎﺭﻛﻨﺎﻥ ﺷﻜﻞ ﻣﻲﮔﻴﺮﺩ‪ .‬ﺑﺪﻳﻬﻲ ﺍﺳﺖ ﺍﮔﺮ ﺳﺎﺧﺘﺎﺭﻱ ﺑﺮﺍﻱ ﺍﺳﺘﺨﺮﺍﺝ ﻭ ﻧﮕﻬﺪﺍﺭﻱ ﺍﻳﻦ ﺩﺍﻧﺶﻫﺎ ﻭﺟـﻮﺩ‬ ‫ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﺑﺨﺶ ﻋﻤﺪﻩﺍﻱ ﺍﺯ ﺳﺮﻣﺎﻳﻪ ﻓﻜﺮﻱ ﺳﺎﺯﻣﺎﻥ ﺩﺳﺖ ﻧﻴﺎﻓﺘﻨﻲ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬ ‫ﺷـﺮﻛﺖ ‪ ،IBM‬ﺑـﻪ ﺗﻤـﺎﻣﻲ ﻛﺎﺭﺷﻨﺎﺳـﺎﻥ ﺧـﻮﺩ ﺳـﻪ ﺳــﺆﺍﻝ ﺭﺍ ﺍﺑـﻼﻍ ﻧﻤـﻮﺩ‪ .‬ﺍﻭﻟـﻴﻦ ﺳـﺆﺍﻝ ?‪how to win‬‬ ‫)ﻳﻚ ﻧﻮﺁﻭﺭﻱ ﺑﺮﺍﻱ ﺑﺮﻧﺪﻩ ﺷﺪﻥ( ﺩﺭ ﻋﺮﺻﻪ ﻛﺎﺭﻱ ﻫﻤﺎﻥ ﻛﺎﺭﺷﻨﺎﺱ ﺑﻮﺩ‪.‬‬ ‫ﺳﺆﺍﻝ ﺩﻭﻡ ?‪ how to execute‬ﺑﻪ ﭼﮕﻮﻧﮕﻲ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺭﻭﺵ ﺍﺟﺮﺍﻳﻲ ﺁﻥ ﻣﻲﭘﺮﺩﺍﺧﺖ؟ ﻭ ﺳﺆﺍﻝ ﺳﻮﻡ ‪how‬‬ ‫?‪ to team‬ﻛﻪ ﻛﺴﺎﻧﻲ ﺭﺍ ﺑﺮﺍﻱ ﺍﻧﺠﺎﻡ ﺁﻥ ﻛﺎﺭ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺑﻮﺩ‪ ،‬ﻧﺸﺎﻥ ﻣﻲﺩﺍﺩ‪ .‬ﺩﺭ ﺍﺛﺮ ﺍﻳـﻦ ﺑﺮﻧﺎﻣـﻪ ﻛـﻪ ﺑـﺮﺍﻱ ﻫـﺮ‬ ‫ﺭﻭﺵ ﺟﺪﻳﺪ ﭘﺎﺩﺍﺷﻲ ﺑﺮ ﺍﺳﺎﺱ ﺍﻣﺘﻴﺎﺯﺍﺕ ﺍﺧﺬ ﺷﺪﻩ ﺍﺧﺘﺼﺎﺹ ﻣﻲﺩﺍﺩ‪ ۱۱,۰۰۰ ،‬ﺭﻭﺵ ﺟﺪﻳـﺪ ﺩﺭ ﻳـﻚ ﭘﺎﻳﮕـﺎﻩ‬ ‫ﺟﻤﻊﺁﻭﺭﻱ ﺷﺪ‪.‬‬

‫اﺳﻨﺎد ﻛﺎﻏﺬي‬ ‫‪32%‬‬

‫ذھﻨﯿﺖ ﻛﺎرﻛﻨﺎن‬ ‫‪28%‬‬

‫دﯾﮕﺮ ﻣﻮارد‬ ‫‪5%‬‬

‫اﺳﻨﺎد اﻟﻜ ﺘﺮوﻧﯿﻜﻲ‬ ‫‪25%‬‬ ‫ﺗﺠﺎرب ﺷﺨﺼ ﻲ‬ ‫‪52%‬‬

‫ﭘﺎﯾﮕ ﺎه داده‬ ‫‪15%‬‬

‫ﭘﺎﯾﮕ ﺎه داده‬ ‫ﺳﺎﺧﺖ ﯾﺎﻓﺘﮫ‬ ‫‪2%‬‬

‫ﻧﻤﻮﺩﺍﺭ ‪) ۱-۲‬ﺍﻟﻒ( ﺗﻮﺯﻳﻊ ﺩﺍﻧﺸﻬﺎ ﺩﺭ ﺩﺭﻭﻥ ﺳﺎﺯﻣﺎﻥ‬

‫آﻣﻮزش ﺣﯿ ﻦ‬ ‫ﺧﺪﻣﺖ‬ ‫‪17%‬‬

‫آﻣﻮزش رﺳ ﻤﻲ‬ ‫‪24%‬‬

‫ﻧﻤﻮﺩﺍﺭ ‪) ۱-۲‬ﺏ( ﻣﺒﻨﺎﻱ ﻓﻌﺎﻟﻴﺖ ﺩﺍﻧﺸﻜﺎﺭﺍﻥ‬

‫‪.Employees brain‬‬

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‫ﻓﺼﻞ ﺳﻮم‬

‫ﻣﺮاﺣﻞ ﻋﻤﻠﯿﺎﺗﯽ ﮐﺮدن ﻣﺪﯾﺮﯾﺖ داﻧﺶ در ﺳﺎزﻣﺎن‬

‫ﻣﻘﺪﻣﻪ‬ ‫ﺁﻧﭽﻪ ﺗﺎﻛﻨﻮﻥ ﺩﺭ ﺍﻳﻦ ﻧﻮﺷﺘﺎﺭ ﺫﻛﺮ ﮔﺮﺩﻳﺪ‪ ،‬ﻣﺮﺑﻮﻁ ﺑﻪ ﺗﻌﺎﺭﻳﻒ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧـﺶ‪ ،‬ﻟـﺰﻭﻡ ﺍﺟـﺮﺍﻱ ﺁﻥ ﺩﺭ ﺳـﺎﺯﻣﺎﻥﻫـﺎﻱ‬ ‫ﺍﻣﺮﻭﺯﻱ ﻭ ﻧﻴﺰ ﺗﺠﺮﺑﻪﻫﺎﻱ ﺩﻳﮕﺮﺍﻥ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺑﻮﺩ‪ .‬ﺍﻣﺎ ﻣﻬﻢﺗﺮﻳﻦ ﻧﻜﺘﻪ ﻧﺤﻮﻩ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﻃﺒﻴﻌﻲ ﺍﺳﺖ ﻛﻪ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﻫﻤﭽﻮﻥ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻫﺮ ﺭﻭﺵ ﺩﻳﮕﺮﻱ‪ ،‬ﺑﺎﻳﺴﺘﻲ ﺩﺭ ﻳـﻚ‬ ‫ﻓﺮﺁﻳﻨﺪ ﮔﺎﻡ ﺑﻪ ﮔﺎﻡ ﻭ ﺁﺭﺍﻡ ﺻﻮﺭﺕ ﮔﻴﺮﺩ‪ ،‬ﭼﺮﺍ ﻛﻪ ﺗﻐﻴﻴﺮ ﻧﺎﮔﻬﺎﻧﻲ ﻧﻪ ﺗﻨﻬﺎ ﺩﺭﺩﻱ ﺭﺍ ﺩﺭﻣﺎﻥ ﻧﻤﻲﻛﻨﺪ‪ ،‬ﺑﻠﻜﻪ ﻣـﻲﺗﻮﺍﻧـﺪ‬ ‫ﺑﺎﻋﺚ ﺍﺯ ﺩﺳﺖ ﺭﻓﺘﻦ ﺳﺮﻣﺎﻳﻪﻫﺎﻱ ﻣﻮﺟﻮﺩ ﻧﻴﺰ ﺷﻮﺩ‪.‬‬ ‫ﺭﻭﺵﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺑﺮﺍﻱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺧﻠﻖ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺗﻔﺎﻭﺕ ﺁﻧﻬﺎ ﻧﺎﺷﻲ ﺍﺯ ﺍﺧﺘﻼﻑ ﻧﻈﺮﻫـﺎﻱ‬ ‫ﺟﺰﻳﻲ ﺩﺭ ﻣﻮﺭﺩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻭ ﻧﻴﺰ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﻧﻴﺎﺯﻫﺎﻳﺸﺎﻥ ﺍﺳﺖ‪.‬‬ ‫ﻧﻜﺘﻪ ﻣﻬﻢ ﺩﺭ ﺍﻧﺘﺨﺎﺏ ﻳﻚ ﺭﻭﺵ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ‪ ،‬ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﺭﻓﺘـﺎﺭ ﻛﻤ‪‬ـﻲ‬ ‫ﺳﺎﺯﻣﺎﻧﻬﺎﯼ ﺍﻳﺮﺍﻧﯽ‪ ،‬ﻣﻨﻌﻄﻒ ﺑﻮﺩﻥ ﻣﺤﺘﻮﺍﻱ ﺑﺮﻧﺎﻣﻪ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﻣﺘﻔﺎﻭﺕ‪ ،‬ﺑﻬﺮﻩﮔﻴﺮﻱ ﺍﺯ ﻣﺘـﺪﻫﺎﻱ ﭘﻴـﺎﺩﻩﺳـﺎﺯﻱ‬ ‫ﺷﺪﻩ ﻭ ﺗﺠﺎﺭﺏ ﺁﻧﻬﺎ‪ ،‬ﻭ ﻧﻬﺎﻳﺘﺎﹰ ﻣﺮﺣﻠﻪﺍﻱ ﺗﺪﺭﻳﺠﻲ ﺑﻮﺩﻥ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺍﺳﺖ‪.‬‬ ‫ﺑﺮ ﻫﻤﻴﻦ ﺍﺳﺎﺱ ﺭﻭﺵ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ ،‬ﺑﻪ ﺻﻮﺭﺗﻲ ﻛﻪ ﺩﺭ ﺍﺩﺍﻣﻪ ﻣﻲﺁﻳﺪ‪ ،‬ﻃﺮﺍﺣﻲ ﺷﺪﻩ ﻛﻪ ﺑﺎ ﺗﻮﺟـﻪ ﺑـﻪ‬ ‫ﻧﻤﻮﻧﻪﻫﺎﻱ ﺑﺮﺭﺳﻲ ﺷﺪﻩ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ ﻣﻲﺗﻮﺍﻧﺪ ﻣﻔﻴﺪ ﺑﺎﺷﺪ‪.‬‬ ‫‪٢٢‬‬

‫‪ ۱-۲‬ﻣﺮﺍﺣﻞ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺷﺎﻣﻞ ﺷﺶ ﻣﺮﺣﻠﻪ ﻣﻲ ﺑﺎﺷﺪ ﻛﻪ ﺍﺟﻤﺎﻻﹰ ﺩﺭ ﻧﻤﻮﺩﺍﺭ‪ ۱-۳‬ﻃﺮﺍﺣﻲ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﻫﻤﭽﻨﺎﻥ ﻛﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻲﺷﻮﺩ‪ ،‬ﻣﺮﺍﺣﻞ ﺩﺭ ﺁﻏﺎﺯ ﻓﻠﺶﻫﺎ ﻣﺸﺨﺺ ﺷﺪﻩﻧﺪ ﻭ ﻣﺴﺘﻄﻴﻞﻫﺎ ﺷـﺎﻣﻞ ﻧﺘـﺎﻳﺞ ﻫـﺮ ﺑﺨـﺶ‬ ‫ﺍﺟﺮﺍﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﺩﺍﻣﻪ ﺗﻮﺿﻴﺤﺎﺕ ﻛﻮﺗﺎﻫﻲ ﺩﺭﺑﺎﺭﻩ ﻫﺮ ﺑﺨﺶ ﻣﻲﺁﻳﺪ‪.‬‬ ‫‪ v‬ﺁﻣﻮﺯﺵ ﻣﻔﺎﻫﻴﻢ ﻭ ﺟﻠﺐ ﻧﻈﺮ ﻣﺪﻳﺮﺍﻥ‬ ‫ﺍﺟﺮﺍﻱ ﻫﺮ ﻃﺮﺡ ﺟﺎﻣﻌﻲ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﺍﺣﺘﻴﺎﺝ ﺑﻪ ﺟﻠﺐﻧﻈﺮ ﻣﺪﻳﺮﺍﻥ ﻭ ﻧﻴﺰ ﺁﻣﻮﺯﺵ ﻣﻔﺎﻫﻴﻢ ﻣﻮﺿﻮﻉ ﻃـﺮﺡ ﺩﺭ ﺳـﻄﺢ‬ ‫ﻛﺎﺭﺷﻨﺎﺳﻲ ﺭﺍ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﺧﺼﻮﺹ ﺁﻧﻜﻪ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ ،‬ﺑﺎﻳﺴﺘﻲ ﺗﻮﺳﻂ ﺧـﻮﺩ ﺍﻋـﻀﺎﻱ ﺳـﺎﺯﻣﺎﻥ ﺭﺍﻫﺒـﺮﻱ ﻭ ﻫـﺪﺍﻳﺖ‬ ‫ﺷﻮﺩ‪ .‬ﺑﻨﺎﺑﺮ ﺍﻳﻦ ﺩﺭ ﺍﺑﺘﺪﺍﻱ ﻃﺮﺡ ﺑﺎﻳـﺴﺘﻲ ﻛﺎﺭﮔـﺎﻩﻫـﺎﻱ ﺁﻣﻮﺯﺷـﻲ ﻣـﺸﺎﺭﻛﺘﻲ ﺩﺭ ﺟﻬـﺖ ﺟﻠـﺐﻧﻈـﺮ ﻭ ﺁﺷﻨﺎﺳـﺎﺯﻱ‬ ‫ﺗﺨﺼﺼﻲ ﺍﻋﻀﺎﻱ ﺳﺎﺯﻣﺎﻥ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﻛﺎﺭﮔﺎﻩﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺷـﺎﻣﻞ ﻣﻮﺿـﻮﻋﺎﺗﻲ ﻫﻤﭽـﻮﻥ ﻣـﻮﺍﺭﺩ ﺫﻳـﻞ‬ ‫ﻣﻲﺷﻮﺩ‪:‬‬ ‫ـ ﻣﻔﺎﻫﻴﻢ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ )ﻣﻘﺪﻣﺎﺗﻲ(‬ ‫ـ ﻣﻔﺎﻫﻴﻢ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ )ﭘﻴﺸﺮﻓﺘﻪ(‬ ‫ـ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻭ ‪IT‬‬ ‫ـ ﻓﺮﻫﻨﮓ ﺳﺎﺯﻣﺎﻧﻲ ﺗﺴﻬﻴﻢ ﺩﺍﻧﺶ‪ ،‬ﻫﺴﺖﻫﺎ ﻭ ﺑﺎﻳﺪﻫﺎ؟‬ ‫ـ ﭼﮕﻮﻧﻪ ﺳﻄﺢ ﺩﺍﻧﺸﻲ ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﺩﻫﻴﻢ؟‬ ‫ ﻣﺸﻜﻼﺕ ﺩﺍﻧﺸﻲ ﺳﺎﺯﻣﺎﻥ ﻣﺎ‬‫ـ ﺭﺍﻩ ﺣﻞﻫﺎﻱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﻣﺸﺎﺑﻪ‬

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‫ﺁﻣﻮﺯﺵ‬ ‫ﺍﺟﻤﺎﻉ ﻣﺪﻳﺮﺍﻥ ﻭ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ‪-‬‬ ‫ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺩﻳﺪ ﻛﻠﻲ‬

‫ﺍﺭﺯیﺎﺑﯽ ﺳﻄﺢ ﺩﺍﻧﺸﯽ ﺳﺎﺯﻣﺎﻥ‬ ‫ﺗﻌﻴﻴﻦ ﺟﺎﻳﮕﺎﻩ ﻭ ﺗﺤﻠﻴﻞ ﻧﻘﺎﻁ ﻗﻮﺕ ﻭ‬ ‫ﺿﻌﻒ‬

‫ﺗﺸﮑیﻞ ﺗیﻢ ﺩﺍﻧﺶ‬ ‫ﺗﺸﮑﻴﻞ ﺗﻴﻢ ﺩﺍﻧﺶ ﺩﺭ ﺳﻄﻮﺡ‬ ‫ﻣﺨﺘﻠﻒ ﺳﺎﺯﻣﺎﻥ‬

‫ﺗﺪﻭیﻦ ﭼﺸﻢﺍﻧﺪﺍﺯ ﺩﺍﻧﺶ ﻭ ﻃﺮﺡ‬ ‫ﭼﺸﻢﺍﻧﺪﺍﺯ‪ ،‬ﺍﺳﺘﺮﺍﺗﮋﻳﻬﺎ‪ ،‬ﺍﻳﻴﻦﻧﺎﻣﻪﻫﺎ‪،‬‬ ‫ﺗﺪﻭﻳﻦ ﺭﺍﻩ‪ ،‬ﺗﺤﻠﻴﻞ ﻫﺰﻳﻨﻪ‬

‫ﺍﺟﺮﺍﯼ ﻃﺮﺡ ﭘﺎیﻠﻮﺕ‬ ‫ﻃﺮﺡ ﭘﺎﻳﻠﻮﺕ‪ -‬ﺑﺎﺯﺧﻮﺭﺩ ﻃﺮﺡ‬

‫ﺍﺩﺍﻣﻪ ﻣﺴﺘﻘﻞ ﻭﺍﺣﺪ ﻣﺪیﺮیﺖ‬ ‫ﺷﮑﻞ ﮔﻴﺮﯼ ﻭﺍﺣﺪ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ -‬ﻣﺪﻳﺮﻳﺖ‬ ‫ﺩﺍﻧﺶ ﺑﻪ ﻋﻨﻮﺍﻥ ﻓﺮﻫﻨﮓ ﺳﺎﺯﻣﺎﻧﻨﯽ‬

‫ﺗﺒﺪیﻞ ﺷﺪﻥ ﺑﻪ ﺳﺎﺯﻣﺎﻥ ﺩﺍﻧﺶ‪-‬‬

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‫‪ v‬ﺍﺭﺯﻳﺎﺑﻲ ﺳﻄﺢ ﺩﺍﻧﺸﻲ ﺳﺎﺯﻣﺎﻥ‬ ‫ﭘﺲ ﺍﺯ ﺁﺷﻨﺎﻳﻲ ﻭ ﺟﻠﺐﻧﻈﺮ ﻣﺪﻳﺮﺍﻥ‪ ،‬ﻻﺯﻡ ﺍﺳﺖ ﻭﺿﻌﻴﺖ ﻣﻮﺟﻮﺩ ﺑﻪ ﺻﻮﺭﺗﻲ ﻛﺎﻣﻼﹰ ﺷﻔﺎﻑ ﻣـﻮﺭﺩ ﺑﺮﺭﺳـﻲ ﻗـﺮﺍﺭ‬ ‫ﮔﻴﺮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺭﺍﺳﺘﺎ ﭘﺮﺳﺶﻧﺎﻣﻪﻫﺎﻳﻲ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﻭ ﺩﺭ ﻣﻴﺎﻥ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﺗﻮﺯﻳـﻊ ﻣـﻲﺷـﻮﺩ ﻛـﻪ ﺑﺮﮔﺮﻓﺘـﻪ ﺍﺯ ﻧـﻮﻉ‬ ‫ﺳﺎﺯﻣﺎﻥ‪ ،‬ﭼﻚ ﻟﻴﺴﺖﻫﺎﻱ ﻣﺸﺎﺑﻪ ﻃﺮﺡ ﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ ،‬ﻭ ﻧﻴﺰ ﻣﻮﻗﻌﻴﺖ ﻛﻠﻲ ﺳـﺎﺯﻣﺎﻥ ﻣـﻲﺑﺎﺷـﺪ‪ .‬ﻧﺘـﺎﻳﺞ ﺍﻳـﻦ‬ ‫ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎ ﻭ ﻧﻴﺰ ﺍﻃﻼﻋﺎﺕ ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ ﻳـﻚ ﺳﻴـﺴﺘﻢ ﺩﻳﻨﺎﻣﻴـﻚ ﻛـﺎﻣﭙﻴﻮﺗﺮﻱ ﻭﺍﺭﺩ ﺷـﺪﻩ ﻭ ﻧﻤﻮﺩﺍﺭﻫـﺎﻱ ﺭﺷـﺪ‬ ‫ﺩﺍﻧﺶﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺳﺎﺯﻣﺎﻧﻲ )ﺑﺮ ﺍﺳﺎﺱ ﺁﺧﺮﻳﻦ ﻧﻈﺮﻳﻪﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ( ﺑﻪ ﻋﻨﻮﺍﻥ ﺧﺮﻭﺟﻲ ﺑﻪ ﺩﺳﺖ ﻣـﻲﺁﻳـﺪ‪.‬‬ ‫ﺑﺨﺸﻲ ﺍﺯ ﺳﻴﺴﺘﻢ ﺩﻳﻨﺎﻣﻴﻚ ﻛﻪ ﺑﻪ ﺷﺒﻴﻪﺳﺎﺯﻱ ﺳﻨﺎﺭﻳﻮﻱ ﺩﺍﻧﺶ ﺳﺎﺯﻣﺎﻧﻲ ﻣﻲﭘﺮﺩﺍﺯﺩ ﺩﺭ ﻧﻤﻮﺩﺍﺭ ‪ ۲-۳‬ﺁﻣـﺪﻩ ﺍﺳـﺖ‪.‬‬ ‫ﻫﻤﭽﻨﻴﻦ ﻧﻤﻮﻧﻪﻫﺎﻳﻲ ﺍﺯ ﻧﻤﻮﺩﺍﺭﻫﺎﻱ ﻣﻘﺎﻳﺴﻪﺍﻱ ﺩﺍﻧﺶﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﻧﻤـﻮﺩﺍﺭ ‪ ۳-۳‬ﺗﺮﺳـﻴﻢ ﺷـﺪﻩ ﺍﺳـﺖ‪.‬‬ ‫ﺍﻳﻦ ﻧﻤﻮﺩﺍﺭﻫﺎ ﻧﺸﺎﻧﮕﺮ‪ ،‬ﻭﺿﻌﻴﺖ ﻓﻌﻠﻲ ﺩﺍﻧﺸﻲ ﺳﺎﺯﻣﺎﻥ ﻭ ﻧﻴﺰ ﺁﻳﻨﺪﻩ ﺁﻥ ﺑﺎ ﺍﺩﺍﻣﻪ ﻭﺿﻊ ﻣﻮﺟﻮﺩ ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫ﺍﻳﻦ ﻧﻤﻮﺩﺍﺭﻫﺎ ﺗﻮﺳﻂ ﻣﺘﺨﺼﺼﺎﻥ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻭ ﻧﻴﺰ ﺩﺭ ﺟﻠﺴﺎﺕ ﻣﺸﺘﺮﻙ ﺑﺎ ﻣـﺪﻳﺮﺍﻥ ﺗﺤﻠﻴـﻞ ﺷـﺪﻩ ﻭ ﺑـﺎ ﻧﻘـﺎﻁ‬ ‫ﺿﻌﻒ ﻭ ﻗﻮﺕ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﺍﺑﻌﺎﺩ ﻣﺨﺘﻠﻒ ﺳﺎﺧﺘﺎﺭﻱ‪ ،‬ﺗﻜﻨﻮﻟﻮﮊﻳﻚ ﻭ ﺍﻧﺴﺎﻧﻲ ﺑﻪ ﻟﺤﺎﻅ ﺩﺍﻧﺶ ﻣﺸﺨﺺ ﻣﻲﺷﻮﺩ‪.‬‬ ‫‪discus sion group‬‬

‫‪education‬‬

‫‪experience documentation‬‬

‫‪+‬‬ ‫‪initial value of tacit ind.‬‬

‫‪+‬‬

‫‪+‬‬

‫‪tacit ind.‬‬

‫‪initial value of explicit ind.‬‬

‫‪rate4‬‬ ‫‬‫‪adjustment time4‬‬

‫‪explicit ind.‬‬ ‫‪rate 1‬‬ ‫‪-‬‬

‫‪+‬‬ ‫‪+‬‬ ‫‪initial value of explicit org.‬‬

‫‪adjustment time1‬‬

‫‪+‬‬

‫‪explicit org.‬‬ ‫‪rate 2‬‬

‫‪initial value of tacit org.‬‬ ‫‪adjustment time3‬‬

‫‬‫‪adjustment time2‬‬

‫‪tacit org.‬‬

‫‬‫‪rate 3‬‬

‫ﻧﻤﻮﺩﺍﺭ ‪ ۲-۳‬ﺷﺒﻴﻪﺳﺎﺯﻱ ﺳﻨﺎﺭﻳﻮﻱ ﺩﺍﻧﺶ ﺳﺎﺯﻣﺎﻧﻲ‬ ‫‪٢٥‬‬

‫ﻧﻤﻮﺩﺍﺭ ‪ ۳-۳‬ﻧﻤﻮﺩﺍﺭ ﻣﻘﺎﻳﺴﻪﺍﻱ ﺩﺍﻧﺶﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺳﺎﺯﻣﺎﻥ‬ ‫ﺑﺮﻧﺎﻣﻪ ﺷﺒﻴﻪﺳﺎﺯﻱ ﻣﺬﻛﻮﺭ ﺍﻣﻜﺎﻥ ﺷﺒﻴﻪﺳﺎﺯﻱ ﺳﻨﺎﺭﻳﻮﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺩﺍﻧﺸﻲ ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﺑﺎ ﺩﺭ ﭘﻴﺶ ﮔﺮﻓﺘﻦ ﺭﻭﻳﻪﻫﺎﻱ‬ ‫ﮔﻮﻧﺎﮔﻮﻥ ﻣﺪﻳﺮﻳﺘﻲ ﺭﺍ ﺩﺍﺭﺩ ﻭ ﻟﺬﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﺍﺑﺰﺍﺭﻱ ﻣﻨﺎﺳﺐ ﺩﺭ ﺩﺳﺖ ﻣﺪﻳﺮﺍﻥ ﺟﻬﺖ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺗﺼﻤﻴﻢﮔﻴﺮﻱ ﻋﻤـﻞ‬ ‫ﻣﻲﻧﻤﺎﻳﺪ‪.‬‬ ‫‪ v‬ﺗﺸﻜﻴﻞ ﺗﻴﻢ ﺩﺍﻧﺶ‬ ‫ﭘﺲ ﺍﺯ ﺍﺭﺯﻳﺎﺑﻲ ﻣﺘﺨﺼﺼﺎﻥ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻭ ﻣﺪﻳﺮﺍﻥ ﺳﺎﺯﻣﺎﻥ ﻭ ﺑﺮﮔﺰﻳﺪﻥ ﺳﻨﺎﺭﻳﻮﻱ ﻣﻄﻠﻮﺏ ﻭ ﮔﺎﻡ ﺩﺍﻧﺸﻲ ﺑﻌـﺪﻱ‪،‬‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻴﺎﺯﻫﺎﻱ ﺳﻨﺎﺭﻳﻮﻱ ﭘﻴﺶﺭﻭ‪ ،‬ﺗﻴﻢﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧـﺶ ﺩﺭ ﺳـﻄﻮﺡ ﻣﺨﺘﻠـﻒ ﺳـﺎﺯﻣﺎﻥ ﺍﺯ ﻣﻴـﺎﻥ ﺍﻋـﻀﺎﻱ‬ ‫ﺳﺎﺯﻣﺎﻥ ﺍﻧﺘﺨﺎﺏ ﻣﻲﺷﻮﻧﺪ‪ .‬ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﺩﺭ ﻛﻨﺎﺭ ﺍﻣﻮﺭ ﭘﻴﺸﻴﻦ ﺧﻮﺩ‪ ،‬ﻭﻇﺎﻳﻒ ﺟﺪﻳﺪﻱ ﺭﺍ )ﻛﻪ ﺍﻟﺒﺘـﻪ ﺑـﻪ ﻟﺤـﺎﻅ ﺯﻣـﺎﻧﻲ‬ ‫ﺍﻳﺠﺎﺩ ﻣﺸﻜﻞ ﻧﻤﻲﻛﻨﺪ( ﺑﺮ ﻋﻬﺪﻩ ﻣﻲﮔﻴﺮﻧﺪ‪.‬‬ ‫‪ v‬ﺗﺪﻭﻳﻦ ﭼﺸﻢﺍﻧﺪﺍﺯ ﺩﺍﻧﺶ‬ ‫ﺑﺮ ﺍﺳﺎﺱ ﺳﻨﺎﺭﻳﻮﻱ ﻣﻘﺒﻮﻝ ﭼﺸﻢﺍﻧﺪﺍﺯ ﺩﺍﻧﺸﻲ ﺳﺎﺯﻣﺎﻥ‪ ١‬ﺗﺮﺳﻴﻢ ﻭ ﺑﺮ ﻣﺒﻨﺎﻱ ﺁﻥ ﺑﺮﻧﺎﻣﻪ ﺍﺳﺘﺮﺍﺗﮋﻳﻚ ﺩﺍﻧـﺸﻲ ﻣﺒﺘﻨـﻲ‬ ‫ﺑﺮ ﻧﻘﺎﻁ ﻗﻮﺕ ﻭ ﺿﻌﻒ ﺳﺎﺯﻣﺎﻥ ﺑﻪ ﻟﺤﺎﻅ ﺩﺍﻧﺶ ﻣﺸﺨﺺ ﻣﻲﺷﻮﺩ‪.‬‬

‫‪.Knowledge Vision‬‬

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‫ﭘﺲ ﺍﺯ ﺁﻥ ﺁﻳﻴﻦﻧﺎﻣﻪﻫﺎﻳﻲ ﺩﺭ ﺟﻬﺖ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺑﺨﺸﻲ ﺍﺯ ﺳﺎﺯﻣﺎﻥ ﻃﺮﺍﺣﻲ ﻭ ﺍﺑـﻼﻍ ﻣـﻲﺷـﻮﺩ‪.‬‬ ‫)‪ (KM Protocols‬ﻃﺮﺡ ﻣـﺪﻳﺮﻳﺖ ﺩﺍﻧـﺶ ﺩﺭ ﺍﺑﺘـﺪﺍ ﺑﺎﻳـﺴﺘﻲ ﺩﺭ ﺣﻴﻄـﻪﺍﻱ ﻛﻮﭼـﻚ ﺑـﻪ ﻋﻨـﻮﺍﻥ ﻃـﺮﺡ ﭘـﺎﻳﻠﻮﺕ‬ ‫ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺷﻮﺩ‪ .‬ﺑﻨﺎﺑﺮ ﺍﻳﻦ ﻛﻞ ﺍﻣﻮﺭ ﻓﻮﻕ ﺩﺭ ﻫﻤﻴﻦ ﺑﺨﺶ ﻃﺮﺍﺣﻲ ﻣﻲﺷﻮﺩ‪.‬‬ ‫‪ v‬ﺍﺟﺮﺍﻱ ﻃﺮﺡ ﭘﺎﻳﻠﻮﺕ‬ ‫ﺑﺨﺸﻲ ﺍﺯ ﺳﺎﺯﻣﺎﻥ ﻛﻪ ﺑﻪ ﻋﻨﻮﺍﻥ ﻃﺮﺡ ﭘﺎﻳﻠﻮﺕ ﻣﻮﺭﺩ ﺗﺼﻮﻳﺐ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ‪ ،‬ﻣﻮﺭﺩ ﺗﺤﻠﻴﻞ ﻣﺠﺪﺩ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﻭ ﺑـﺮ‬ ‫ﺍﺳﺎﺱ ﻧﺘﺎﻳﺞ ﺗﺤﻠﻴﻞ ﺑﺎ ﻫﻤﺎﻥ ﺭﻭﺵ ﻫﺎﻱ ﻗﺒﻠﻲ ﻭ ﺑﺎ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻧﺘﺎﻳﺞ ﺑﻪ ﺩﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﻛﻞ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﺭﻭﺵﻫـﺎ ﻭ‬ ‫ﺭﺍﻩﺣﻞﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﻪ ﺣﻮﺯﻩ ﺳﺎﺧﺘﺎﺭ‪ ،‬ﺗﻜﻨﻮﻟﻮﮊﻱ ﻭ ﺍﻧﺴﺎﻥ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ ﻫﻤﭽﻨـﻴﻦ ﺍﻳـﻦ‬ ‫ﺭﺍﻩ ﺣﻞ ﻫﺎ‪ ،‬ﺗﺤﻠﻴﻞ ﻫﺰﻳﻨﻪ ﺷﺪﻩ ﻭ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﺘﺪ ﮔﻮﻧﺎﮔﻮﻥ ﻳﺎﻓﺘﻦ ﺟﻮﺍﺏ ﺑﻬﻴﻨﻪ )ﻣـﺮﺟﺢ( ﺑـﺎ ﺗﻮﺟـﻪ ﺑـﻪ ﻧﻈـﺮﺍﺕ‬ ‫ﻣﺪﻳﺮﺍﻥ ﻭ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ‪ ،‬ﺭﺍﻩ ﺣﻞﻫﺎﻳﻲ ﻣﺼﻮﺏ ﺗﻌﻴﻴﻦ ﻣﻲﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺭﺍﻩ ﺣﻞﻫﺎ ﺫﻳﻞ ﻃﺮﺡ ﭘﺎﻳﻠﻮﺕ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﻭ ﺍﺟﺮﺍ‬ ‫ﻣﻲﺷﻮﺩ‪.‬‬ ‫ﺩﺭ ﺣﻴﻦ ﻣﺮﺍﺣﻞ ﺍﺟﺮﺍ ﻭ ﭘﺲ ﺁﻥ‪ ،‬ﻧﺘﺎﻳﺞ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﮔـﺰﺍﺭﺵﺩﻫـﻲ ﻣـﻲﺷـﻮﺩ ﻭ ﺩﺭ ﻧﻬﺎﻳـﺖ ﮔـﺰﺍﺭﺵ ﺑـﻪ‬ ‫ﻣﺪﻳﺮﺍﻥ‪ ،‬ﺟﻬﺖ ﺗﺼﺤﻴﺢ ﺭﻭﻧﺪ ﻭ ﺍﺭﺯﻳﺎﺑﻲ ﻋﻤﻠﻜﺮﺩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺍﺭﺍﻳﻪ ﻣﻲﺷﻮﺩ‪.‬‬ ‫‪ v‬ﺍﺩﺍﻣﻪ ﻣﺴﺘﻘﻞ ﻭﺍﺣﺪ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﺩﺭ ﺻﻮﺭﺕ ﻣﻘﺒﻮﻝ ﺑﻮﺩﻥ ﻃﺮﺡ ﭘﺎﻳﻠﻮﺕ‪ ،‬ﻃﺮﺡ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺍﻧﺶ ﺩﺭ ﻓﺮﺁﻳﻨﺪﻱ ﻣﺮﺣﻠﻪﺍﻱ‪ ،‬ﺩﺭ ﺑﺨﺶﻫﺎﻱ‬ ‫ﺩﻳﮕﺮ ﺳﺎﺯﻣﺎﻥ ﭘﻴﺎﺩﻩ ﻣﻲﺷﻮﺩ‪.‬‬ ‫ﺍﻟﺒﺘﻪ ﺩﺭ ﺍﻳﻦ ﺑﺨﺶ ﺷﻜﻞ ﮔﻴﺮﻱ ﻭﺍﺣﺪ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺍﻟﺰﺍﻣﻲ ﺍﺳﺖ ﻭ ﺍﻳﻦ ﺑﺨـﺶ ﺑﺎﻳـﺴﺘﻲ ﺑـﻪ ﻋﻨـﻮﺍﻥ‬ ‫ﺑﺨﺸﻲ ﺍﺯ ﭼﺎﺭﺕ ﺳﺎﺯﻣﺎﻧﻲ ﺷﻨﺎﺧﺘﻪ ﺷﻮﺩ‪.‬‬ ‫ﺍﻳﻦ ﻭﺍﺣﺪ ﺍﺯ ﺍﻳﻦ ﭘﺲ‪ ،‬ﺻﺮﻓﺎﹰ ﺑﺎ ﺩﺭﻳﺎﻓﺖ ﺗﻮﺻﻴﻪﻫﺎﻳﻲ ﺍﺯ ﻣﺸﺎﻭﺭ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺑﻪ ﺻﻮﺭﺕ ﻣﺴﺘﻘﻞ ﺑـﻪ ﭘﻴـﺎﺩﻩﺳـﺎﺯﻱ‬ ‫ﻛﺎﻣﻞ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﻣﻲﭘﺮﺩﺍﺯﺩ‪.‬‬ ‫ﺍﺩﺍﻣﻪ ﻣﻮﻓﻘﻴﺖﺁﻣﻴﺰ ﺍﻳﻦ ﺭﻭﻧﺪ ﺑﺎﻋﺚ ﻫﻢﺁﻭﺍﻳﻲ ﺳﺎﺯﻣﺎﻥ ﺑﺎ ﺗﺤﻮﻻﺕ ﺩﺍﻧﺶ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺟﻬﺎﻧﻲ ﻭ ﺣﻔﻆ ﺭﻗﺎﺑﺖﭘـﺬﻳﺮﻱ ﻭ‬ ‫ﺧﻠﻖ ﺑﺎﺯﺍﺭﻫﺎﻱ ﺟﺪﻳﺪ ﻭ ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﻣﺒﺪﻝ ﺷﺪﻥ ﺳﺎﺯﻣﺎﻥ ﺑﻪ ﻳﻚ ﺷﺮﻛﺖ ﺩﺍﻧﺶ ﻣﺤﻮﺭ ﻣﻲﺷﻮﺩ‪.‬‬

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