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‫ﻣﺪﯾﺮﯾﺖ داﻧﺶ‬ ‫)‪(Knowledge Management‬‬ ‫ﻣﻔﺎﻫﻴﻢ، ﺗﺠﺮﺑﻪﻫﺎ ﻭ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ‬ ‫ﺷﺮﻛﺖ ﻣﺸﺎﻭﺭﺍﻥ ﺗﻮﺳﻌﻪ ﺁﻳﻨﺪﻩ /ﮔﺮﻭﻩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﺗﻬﺮﺍﻥ. ﺗﺎﺑﺴﺘﺎﻥ ۵۸۳۱‬ ‫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.‬ ‫quot;ﺗﻮﺍﻧﮕﺮquot; 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 quot;ﺍﻃﻼﻋـﺎﺕ‬ ‫ﻭ ﺩﺍﻧﺶquot; ﻣﻮﺳﻮﻡ ﺷﺪﻩ ﺍﺳﺖ، ﻣﺰﻳﺖ ﺍﺻﻠﻲ ﺩﺭ quot;ﺳﺮﻣﺎﻳﻪ ﺩﺍﻧﺸﻲ١quot; ﻧﻬﻔﺘﻪ ﺍﺳﺖ. ﻫﻢ ﺍﻛﻨﻮﻥ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺷـﺮﻛﺖﻫـﺎﻱ‬ ‫ﺩﻧﻴﺎ، ﺑﺮﺗﺮﻱ ﺍﺻﻠﻲ ﺧﻮﺩ ﺭﺍ ﻧﻪ ﺩﺭ ﺩﺍﺭﺍﻳﻲﻫﺎﻱ ﺍﻧﺒﺎﺷﺘﻪ ﻧﺎﺷﻲ ﺍﺯ ﻛﺎﺭﺧﺎﻧﺠﺎﺕ ﻭ ﺣﺘﻲ ﺑﺎﺯﺍﺭ ﺑﺰﺭﮒ، ﺑﻠﻜﻪ ﺩﺭ quot;ﺩﺍﻧﺶ ﺩﺭ‬ ‫ﺟﺮﻳﺎﻥ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺧﻮﺩquot; ﻛﺴﺐ ﻧﻤﻮﺩﻩﺍﻧﺪ.‬ ‫ﻧﻤﻮﺩﺍﺭ ۱-۱ ﻧﺸﺎﻧﮕﺮ ﺣﻀﻮﺭ quot;ﻧﯿ ﺮوي ﻛﺎﺭquot;، quot;ﺳﺮﻣﺎﻳﻪquot;، quot;ﺯﻣﻴﻦquot; ﻭ quot;ﺩﺍﻧـﺶquot; ﺩﺭ ﺳـﻪ ﺍﻗﺘـﺼﺎﺩ ﻣـﺬﻛﻮﺭ ﻣـﻲﺑﺎﺷـﺪ.‬ ‫ﻫﻤﭽﻨﺎﻥ ﻛﻪ ﻣﻼﺣﻈﻪ ﻣﻲﺷﻮﺩ، ﺍﻗﺘﺼﺎﺩ ﺍﻣﺮﻭﺯ ﺁﻥ ﭼﻨﺎﻥ ﺑﺮ ﭘﺎﻳﻪ ﺩﺍﻧﺶ ﺷﻜﻞ ﮔﺮﻓﺘﻪ ﻛﻪ ﺍﺯ ﺁﻥ ﺑﻪ ﻋﻨـﻮﺍﻥ quot;ﺍﻗﺘـﺼﺎﺩ‬ ‫ﺩﺍﻧﺶ ﻣﺤﻮﺭ٢quot; ﻳﺎﺩ ﻣﻲﺷﻮﺩ.‬ ‫1‬ ‫‪Knowledge Capital‬‬ ‫2‬ ‫‪Knowledge Based Economy‬‬ ‫٢‬
‫ﺳﺮﻣﺎﻳﻪ‬ ‫ﺟﺎﻣﻌﻪ‬ ‫ﺻﻨﻌﺘﻲ‬ ‫ﺟﺎﻣﻌﻪ ﺩﺍﻧﺸﻲ‬ ‫ﻛﺎﺭ‬ ‫ﺩﺍﻧﺶ‬ ‫ﺟﺎﻣﻌﻪ‬ ‫ﻛﺸﺎﻭﺭﺯﻱ‬ ‫ﺯﻣﻴﻦ‬ ‫ﻧﻤﻮﺩﺍﺭ ۱-۱ ﺭﻭﻧﺪ ﺗﻌﻤﻴﻖ ﻭ ﻣﻴﺰﺍﻥ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻨﺎﺑﻊ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﺑﺴﺘﺮ ﺯﻣﺎﻥ‬ ‫ﻫﻤﭽﻨﻴﻦ ﻧﻤﻮﺩﺍﺭ ۱-۲، ﻣﻴﺰﺍﻥ ﺍﺷـﺘﻐﺎﻝ ﺩﺭ ﺷـﺎﺧﻪﻫـﺎﻱ ﺳـﻪ ﮔﺎﻧـﻪ quot;ﻛـﺸﺎﻭﺭﺯﻱquot;، quot;ﺻـﻨﻌﺖquot; و quot;ﺧ ﺪﻣﺎتquot; 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.‬ ‫٣‬
‫ﻧﻤﻮﺩﺍﺭ ۱-۲)ﺍﻟﻒ( ﻣﻴﺰﺍﻥ ﺍﻧﺒﺎﺷﺖ ﺩﺍﻧﺶ‬ ‫ﻧﻤﻮﺩﺍﺭ ۱-۲)ﺏ( ﺩﺭﺻﺪ ﺍﺷﺘﻐﺎﻝ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻗﺘﺼﺎﺩ‬ ‫ﻣﺴﺄﻟﻪ ﻭﻗﺘﻲ ﺭﻭﺷﻦﺗﺮﻣﻲﺷﻮﺩ ﻛﻪ ﺑﺪﺍﻧﻴﻢ ﺩﺭ ﺟﻬﺎﻥ ﺍﻣﺮﻭﺯ، ﺩﺭ ﺑﺮﺧﻲ ﺍﺯ ﺩﺍﻧﺶﻫﺎﻱ ﭘﺎﻳﻪ، ﺩﺭ ﻫـﺮ ۵/۵ ﺳـﺎﻝ، ﺩﺍﻧـﺶ‬ ‫ﺟﺪﻳﺪ ﺩﻭ ﺑﺮﺍﺑﺮ ﺩﺍﻧﺶ ﻛﻬﻨﻪ ﻇﻬﻮﺭ ﭘﻴﺪﺍ ﻣﻲﮐﻨﺪ ﻭ ﺩﺭ ﻫﺮ ﺭﻭﺯ ۳ ﻓﺮﻣﻮﻝ 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،‬ ‫٤‬
‫ﺧﺒﺮﮔﺎﻥ ﻭ ﻣﺪﻳﺮﺍﻥ ﺳﺎﺯﻣﺎﻧﻬﺎ ﭘﻴﺶ ﺍﺯ ﺍﻳﻦ ﺑﺎ ﺍﺻﻮﻝ ﺍﻳﻦ ﻣﻔﻬﻮﻡ ﻭ ﺭﻭﺵ ﺁﻥ )ﻭ ﻧﻪ ﻟﺰﻭﻣﺎﹰ ﺑﺤـﺚ ﻛﻼﺳـﻪﺑﻨـﺪﻱ ﺷـﺪﻩ‬ ‫ﺁﻥ( ﺁﺷﻨﺎ ﺑﻮﺩﻩﺍﻧﺪ.‬ ‫١-١ ﺁﻏﺎﺯ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﻛﺎﺭﻝ ﺍﺭﻳﻚ ﺳﻴﻮﺑﻲ١، ﺣﺴﺎﺑﺪﺍﺭ ﺳﻮﺋﺪﻱ، ﺩﺭ ﺩﻫﻪ ۰۹ ﻣﻴﻼﺩﻱ 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 ﻧـﺎﻣﻠﻤﻮﺱ٢«‬ ‫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 ﻋﻤﻠﻴﺎﺗﻲ٤، ﻣﻜﺎﻥﻳﺎﺑﻲ ﻭ ﺗﺨﺼﻴﺺ٥، ﻃﺮﺍﺣﻲ ﻛﺎﺭﺧﺎﻧﻪ٦، ﺗﻌﻤﻴـﺮﺍﺕ ﻭ ﻧﮕﻬـﺪﺍﺭﻱ، ﺑﻬـﺮﻩﻭﺭﻱ ﻣﺎﺷـﻴﻦ ﺁﻻﺕ،‬ ‫ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﻱ ﺗﻮﻟﻴﺪ ﻭ ... ﻫﻤﮕﻲ ﺩﺭ ﺟﻬﺖ ﻣﺪﻳﺮﻳﺖ ﺳﺮﻣﺎﻳﻪﻫـﺎﻱ ﻣﻠﻤـﻮﺱ ﺍﻳﺠـﺎﺩ ﺷـﺪﻩ ﺑـﻮﺩ. ﺍﻣـﺎ »ﺳـﺮﻣﺎﻳﻪﻫـﺎﻱ‬ ‫ﻧﺎﻣﻠﻤﻮﺱ«٧، ﺗﺎ ﺁﻥ ﺯﻣﺎﻥ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻗﺮﺍﺭ ﻧﮕﺮﻓﺘﻪ ﺑﻮﺩ.‬ ‫ﻓﻌﺎﻟﻴﺖ ﺳﻴﻮﺑﻲ ﻭ ﭘﺲ ﺍﺯ ﺁﻥ ﺑﻚ ﻣﻦ٨، ﻧﻮﻧﺎﻛﺎ٩، ﻭﻳﮓ٠١ ﻭ .. 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 ۱-۳ ﻧﺸﺎﻥﮔﺮ ﺗﻼﺵﻫﺎﻱ ﻋﻠﻤـﻲ‬ ‫ﭘﺲ ﺍﺯ ﺍﻳﻦ ﺩﻭﺭﻩ ﺍﺳﺖ.‬ ‫1‬ ‫‪. karl eric siveby‬‬ ‫2‬ ‫‪Intangible Assets‬‬ ‫3‬ ‫‪. tangible assets‬‬ ‫4‬ ‫‪. operational research‬‬ ‫5‬ ‫‪. location and allocation‬‬ ‫6‬ ‫‪. facility layout‬‬ ‫7‬ ‫‪. intangible assets‬‬ ‫8‬ ‫‪. beck man‬‬ ‫9‬ ‫‪. nonaka‬‬ ‫01‬ ‫‪. wiig‬‬ ‫٥‬
‫ﺭﻭﻳﺪﺍﺩ‬ ‫ﻃﺮﺡ ﮐﻨﻨﺪﻩ‬ ‫ﺳﺎﻝ‬ ‫ﺗﺮﺍﺯﻧﺎﻣﻪ ﻧﺎﻣﺸﻬﻮﺩ‬ ‫ﺳﻴﻮﺑﻲ/ﮐﻮﻧﺮﺍﺩ‬ ‫٦٨٩١‬ ‫ﺍﺑﺪﺍﻉ ﻣﻔﻬﻮﻡ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﻛﺎﺭﻝ ﻭﻳﮓ‬ ‫٦٨٩١‬ ‫ﺷﺮﻭﻉ ﺗﻼﺷﻬﺎﻱ ﺩﺭﻭﻧﻲ ﺑﺮﺍﻱ ﺍﺩﺍﺭﻩ ﺭﺳﻤﻲ‬ ‫ﺷﺮﻛﺖﻫﺎﻱ ﻣﺸﺎﻭﺭ ﻣﺪﻳﺮﻳﺘﻲ‬ ‫٩٨٩١‬ ‫ﺩﺍﻧﺶ‬ ‫ﺑﺰﺭﮒ‬ ‫ﻳﻜﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦﻫﺎ ﺑﺮﺍﻱ ﺗﻜﻤﻴﻞ ﻣﺪﻳﺮﻳﺖ‬ ‫ﺍﺭﺯﺵ ﻭﺍﺗﺮﻫﺎﻭﺱ‬ ‫٩٨٩١‬ ‫ﺩﺍﻧﺶ ﺩﺭ ﺍﺳﺘﺮﺍﺗﮋﻱ ﺗﺠﺎﺭﻱﺍﺵ‬ ‫ﻳﻜﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦ ﻣﻘﺎﻻﺕ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ‬ ‫ﺑﺎﺯﺑﻴﻨﻲ ﺗﺠﺎﺭﻱ ﻫﺎﺭﻭﺍﺭﺩ‬ ‫١٩٩١‬ ‫ﻣﻮﺭﺩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫)ﻧﻮﻧﺎﮐﺎ ﻭ ﺗﺎﻛﻮﭼﻲ(‬ ‫ﺍﻫﻤﻴﺖ ﺑﻪ ﺳﺮﻣﺎﻳﻪ ﻓﮑﺮﻱ‬ ‫ﺗﺎﻡ ﺍﺳﺘﻮﺍﺭﺕ‬ ‫۱۹۹۱‬ ‫ﻳﻜﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ‬ ‫ﻛﺎﺭﻝ ﻭﻳﮓ‬ ‫٣٩٩١‬ ‫ﻣﻮﺭﺩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ )ﺍﺳﺎﺱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ(‬ ‫ﻣﻨﺒﻊ ﺩﺍﻧﺶ‬ ‫ﭘﻴﺘﺮ ﺩﺭﺍﮐﺮ‬ ‫٤٩٩١‬ ‫ﻧﺨﺴﺘﻴﻦ ﻛﻨﻔﺮﺍﻧﺲ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﺷﺒﻜﻪ ﺍﺭﺗﺒﺎﻃﻲ ﺩﺍﻧﺶ ﻣﺪﻳﺮﻳﺖ‬ ‫٤٩٩١‬ ‫ﻧﺨﺴﺘﻴﻨﻲ ﻛﻪ ﺳﺮﻭﻳﺲﻫﺎﻱ ﺩﺍﻧﺶ ﻣﺪﻳﺮﻳﺖ ﺭﺍ‬ ‫ﺷﺮﻛﺖ ﺑﺰﺭﮒ ﻣﺸﺎﻭﺭﻩ‬ ‫٤٩٩١‬ ‫ﺑﻪ ﻣﺸﺘﺮﻳﻬﺎ ﭘﻴﺸﻨﻬﺎﺩ ﻛﺮﺩ‬ ‫ﺩﺍﻧﺶ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﻨﺒﻊ ﺑﻲﭘﺎﻳﺎﻥ‬ ‫ﺍﺳﺘﻨﻔﻮﺭﺩ ﭘﺎﻝ ﺭﻭﻣﺮ‬ ‫٥٩٩١‬ ‫ﮐﺘﺎﺏ ﺷﺮﮐﺖ ﺩﺍﻧﺶﺁﻓﺮﻳﻦ‬ ‫ﻧﻮﻧﺎﮐﺎ ﻭ ﺗﺎﮐﻮﭼﻲ‬ ‫٥٩٩١‬ ‫ﮐﺘﺎﺏ ﺳﺮﭼﺸﻤﻪﻫﺎﻱ ﺩﺍﻧﺶ‬ ‫ﺩﺭﻭﺗﻲ ﻟﺌﻮﻧﺎﺭﺩ ﺑﺎﺭﺗﻮﻥ‬ ‫٥٩٩١‬ ‫ﺍﻧﻔﺠﺎﺭ ﭘﺮ ﺳﺮﻭﺻﺪﺍﻱ ﺍﻟﺤﺎﻗﻬﺎ ﻭ ﻓﻌﺎﻟﻴﺘﻬﺎ‬ ‫ﺍﻧﻮﺍﻉ ﺷﺮﻛﺘﻬﺎ ﻭ ﺷﻐﻠﻬﺎ‬ ‫٦٩٩١‬ ‫ﻧﻤﻮﺩﺍﺭ ۱-۳ ﺗﻼﺷﻬﺎﻱ ﻋﻠﻤﻲ ﺩﺭ ﺟﻬﺖ ﺗﻮﺳﻌﻪ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫١-٢ ﺩﺍﻧﺶ، 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 ﻣﺘﺨﺼﺼﻴﻦ١، ﺩﺍﻧﺶ ﺭﺍ ﺑﻪ ﭼﻬﺎﺭﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻣﻲﮐﻨﻨﺪ.‬ ‫‪knowed1 Lundval‬‬ ‫٦‬
‫۱- ﺩﺍﻧﺶ ﭼﻪﭼﻴﺰﻱ )‪(Know What‬‬ ‫۲- ﺩﺍﻧﺶ ﭼﺮﺍﻳﻲ )‪(Know Why‬‬ ‫۳- ﺩﺍﻧﺶ ﭼﮕﻮﻧﮕﻲ )‪(Know How‬‬ ‫۴- ﺩﺍﻧﺶ ﭼﻪﮐﺴﻲ )‪(Know Who‬‬ ‫ﻣﺜﻼ ﺩﺭ ﺧﺼﻮﺹ ﻣﻮﺿﻮﻋﻲ ﻣﺎﻧﻨﺪ quot;ﺯﻟﺰﻟﻪquot;، 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 ﺁﺷﮑﺎﺭ١ ﻳﺎ ﺩﺍﻧﺶ ﮐﺪﺷﺪﻩ٢ ﻣﻲﻧﺎﻣﻨﺪ. 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 ﺿﻤﻨﻲ٣ ﻣﻲﻧﺎﻣﻨﺪ.‬ ‫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 ‫1‬ ‫‪Explicit Knowledge‬‬ ‫2‬ ‫‪Codified Knowledge‬‬ ‫3‬ ‫‪Tacit Knowledge‬‬ ‫٧‬
‫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:‬ ‫ﺁﻳﺎ ﻣﺎ ﺩﺍﻧﺶﻭﺭﺍﻥ ﺳﺎﺯﻣﺎﻥ ﺧﻮﺩ ﺭﺍ ﻣﻲﺷﻨﺎﺳﻴﻢ؟ ﺁﻳﺎ ﻣﻲﺩﺍﻧـﻴﻢ ﭘﺎﺳـﺦ ﻳـﻚ ﻣـﺸﻜﻞ ﺳـﺎﺯﻣﺎﻧﻲ ﺭﺍ ﭼـﻪ‬ ‫‪v‬‬ ‫ﻛﺴﺎﻧﻲ ﻣﻲﺩﺍﻧﻨﺪ؟‬ ‫ﺁﻳﺎ ﻣﺎ ﻣﻲﺩﺍﻧﻴﻢ ﺍﺭﺯﺵ ﺗﺠﺮﺑﻴﺎﺕ ﺍﻧﺪﻭﺧﺘﻪ ﺷﺪﻩ ﺩﺭ ﺫﻫﻦ ﭘﺮﺳﻨﻞﻣﺎﻥ ﭼﻘﺪﺭ ﺍﺳﺖ؟ ﺁﻳﺎ ﻣﻲﺩﺍﻧﻴﻢ ﭼﻘﺪﺭ‬ ‫‪v‬‬ ‫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؟‬ ‫‪v‬‬ ‫ﺁﻳﺎ ﻣﻲﺩﺍﻧﻴﻢ ﺭﻗﺒﺎﻱ ﻣﺎ ﺩﺭ ﺁﻳﻨﺪﻩ ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﻪ ﭼﻪ ﺩﺍﻧﺸﻲ ﺩﺳﺖ ﭘﻴﺪﺍ ﻛﻨﻨﺪ؟ ﺁﻳﺎ ﺑﺮﺍﻱ ﺭﺳـﻴﺪﻥ ﺑـﻪ‬ ‫‪v‬‬ ‫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؟‬ ‫‪v‬‬ ‫ﭼﻘﺪﺭ ﺍﺯ ﺍﺭﺯﺵ ﻛﺎﻻ ﻳﺎ ﺧﺪﻣﺎﺕ ﺗﻮﻟﻴﺪﻱ ﻣﺎ ﺭﺍ ﺩﺍﻧﺶ ﺗﺸﻜﻴﻞ ﻣﻲﺩﻫﺪ؟‬ ‫‪v‬‬ ‫ﺍﺭﺯﺵ ﺩﺍﻧﺸﻲ ﻛﻪ ﺩﺭ ﻃﻮﻝ ﻳﻚ ﭘﺮﻭﮊﻩ ﻳﺎ ﻳﻚ ﺳﺎﻝ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺗﻮﻟﻴﺪ ﻣﻲﺷﻮﺩ ﭼﻘﺪﺭ ﺍﺳـﺖ؟ ﺁﻳـﺎ ﺍﻳـﻦ‬ ‫‪v‬‬ ‫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؟‬ ‫‪v‬‬ ‫ﺁﻳﺎ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﻣﺎ ﺷﻌﺎﺭ »ﺩﺍﻧﺶ ﻗﺪﺭﺕ ﺍﺳﺖ« ﺣﺎﻛﻢ ﺍﺳﺖ ﻳﺎ ﺷﻌﺎﺭ »ﺗﺒﺎﺩﻝ ﺩﺍﻧﺶ ﻗﺪﺭﺕ ﺍﺳﺖ«؟‬ ‫‪v‬‬ ‫ﺁﻳﺎ ﺍﺯ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺣﺪﺍﻛﺜﺮ ﺍﺳﺘﻔﺎﺩﻩ ﺭﺍ ﻣﻲﻛﻨﻴﻢ؟ ﺁﻳﺎ ﻭﺟﻮﺩ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋـﺎﺗﻲ ﺻـﺮﻓﺎﹰ‬ ‫‪v‬‬ ‫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؟‬ ‫‪v‬‬ ‫ﺁﻳﺎ ﺟﺎﻳﮕﺎﻫﻤﺎﻥ ﺭﺍ ﻣﻲﺗﻮﺍﻧﻴﻢ ﺣﻔﻆ ﻛﻨﻴﻢ؟‬ ‫‪v‬‬ ‫ﺁﻳﺎ ﻣﻲﺗﻮﺍﻧﻴﻢ quot;ﺑﺴﺘﻪ ﺩﺍﻧﺸﻲِ ﺧﻮﺩquot; ﺭﺍ ﺑﻔﺮﻭﺷﻴﻢ؟ ﺑـﺴﺘﻪ ﺩﺍﻧـﺸﻲ ﺷـﺮﻛﺖ ﺭﻗﻴـﺐ ﺭﺍ ﭼﻘـﺪﺭ ﺣﺎﺿـﺮﻳﻢ‬ ‫‪v‬‬ ‫ﺑﺨﺮﻳﻢ؟‬ ‫ﺁﻳﺎ ﺍﻋﻀﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺍﺯ ﺍﻋﺘﻼﻱ ﺳﻄﺢ ﺩﺍﻧﺶ ﺧﻮﺩ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺧﺮﺳﻨﺪﻧﺪ؟‬ ‫‪v‬‬ ‫٨‬
‫‪ 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 ‫١‬ ‫ﺍﻗﺪﺍﻡ ﺑﻪ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺟﻨﺒﻪﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺁﻥ ﻧﻤﻮﺩﻩﺍﻧﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﻫﻤﻴﻦ ﭘﻴﺎﺩﻩﺳـﺎﺯﻱﻫـﺎ ﺑـﻪ ﻋﻨـﻮﺍﻥ ﻣﻮﺭﺩﮐـﺎﻭﻱ‬ ‫ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺩﺍﻧﺸﮕﺎﻫﻴﺎﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ.‬ ‫ﺧﻮﺷﺒﺨﺘﺎﻧﻪ ﺍﻳﻦ ﻋﻠﻢ ﺑﺴﻴﺎﺭ ﺟﻮﺍﻥ ﺍﺳﺖ ﻭ ﻭﺭﻭﺩ ﺷﺮﻛﺖﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ ﺑﻪ ﺍﻳﻦ ﻋﺮﺻﻪ ﻣﻲﺗﻮﺍﻧـﺪ ﺑﺎﻋـﺚ ﺭﺷـﺪ ﺳـﺮﻳﻊ ﻭ‬ ‫ﺗﺒﺪﻳﻞ ﺷﺪﻥ ﺁﻧﻬﺎ ﺑﻪ quot;ﺷﺮﻛﺖﻫﺎﻱ ﺩﺍﻧﺶ ﻣﺤﻮﺭquot; 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 , ‪ MRP‬ﺩﺭﻓﻮﺭﺩ ﻭ .. ﺍﺯ ﺍﻳﻦ ﺩﺳﺖ ﻣﺜﺎﻝﻫﺎ ﻫﺴﺘﻨﺪ.‬ ‫1‬ ‫‪. case studie‬‬ ‫2‬ ‫‪. Just In Time‬‬ ‫٩‬
‫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.‬ ‫١-٣ ﻣﺪﻳﺮﻳﺖ 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 ‫ﺩﺍﻧﺶ‬ ‫ﺳﻄﻞ ﺁﺷﻐﺎﻝ‬ ‫ﺧﻠﻖ ﺩﺍﻧﺶ‬ ‫ﺫﺧﻴﺮﻩ ﺷﺪﻩ‬ ‫ﺩﺍﻧﺶ‬ ‫ﻓﺮﺍﻣﻮﺷﻲ ﻓﻌﺎﻝ ﺩﺍﻧﺶ‬ ‫ﺍﻧﺘﺨﺎﺏ ﺩﺍﻧﺶ‬ ‫ﺩﺍﻧﺶ ﺑﻪ‬ ‫ﺩﺭﺩﺑﺨﻮﺭ‬ ‫٠١‬
‫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 ۵ ﻓﺮﺁﻳﻨﺪ )ﺧﻠﻖ، ﮐﺴﺐ، ﺫﺧﻴﺮﻩﺳﺎﺯﻱ، ﺑﻪ ﺍﺷﺘﺮﺍﮎﮔﺬﺍﺭﻱ ﻭ ﺍﺳﺘﻔﺎﺩﻩ( ﺭﺍ ﻣـﺪﻳﺮﻳﺖ ﻣـﻲ‬ ‫ﮐﻨﺪ، ﺳﺎﺯﻣﺎﻧﻲ ﺩﺍﻧﺸﻲ ﻳﺎ ﺩﺍﻧﺶﻣﺤﻮﺭ١ ﺍﺳﺖ. 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 ﺩﺍﻧﺶﮐﺎﺭ٢، ﺍﻃﻼﻕ 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.‬ ‫1‬ ‫‪Knowledge Based Organizations‬‬ ‫2‬ ‫‪Knowledge Worker‬‬ ‫١١‬
‫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 ۱-۵ ﺳﺎﺣﺘﻬﺎﻱ 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.‬ ‫٢١‬
‫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.‬ ‫۲-۱ ﻣﺪﻳﺮﻳﺖ 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.‬ ‫٣١‬
‫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 ﻓﻜـﺮﻱ١ ﻭ‬ ‫ﺁﻳﻨﺪﻩ ﻧﮕﺎﺭﻳﻬﺎﻱ ﺗﻜﻨﻮﻟﻮﮊﻳﮑﻲ ﻭ ﺩﺍﻧﺸﻲ٢ ﻣﻲﺑﺎﺷﺪ. ﺍﻳﻦ ﻛﺎﺭ ﺑﻪ ﻭﺳﻴﻠﻪ ﺣﻀﻮﺭ ﺗﻴﻢ ﺩﺍﻧـﺶ ﺩﺭ ﺍﻳـﻦ ﺑﺮﻧﺎﻣـﻪﺭﻳـﺰﻱﻫـﺎ‬ ‫ﻣﻤﻜﻦ ﻣﻲ ﮔﺮﺩﺩ.‬ ‫٣‬ ‫ﺷﻜﻞ ﺩﻫﻲ ﮔﺮﻭﻩﻫﺎﻱ ﺩﺍﻧﺸﻲ‬ ‫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 ﺳﺎﺯﻣﺎﻥ٥ ﺑﺮ ﻋﻬﺪﻩ ﺍﻳﻦ ﮔﺮﻭﻩﻫﺎ ﻣﻲ ﺑﺎﺷﺪ.‬ ‫1‬ ‫‪.Intellectual Assets‬‬ ‫2‬ ‫‪Knowledge And Technology Foresighting‬‬ ‫3‬ ‫‪.Knowledge Teams‬‬ ‫4‬ ‫‪.Chief Knowledge Officer‬‬ ‫5‬ ‫‪Knowledge Management Protocols‬‬ ‫٤١‬
‫ﻧﻈﺎﻡ ﭘﺎﺩﺍﺵﺩﻫﻲ ﻭ ﺩﺳﺘﻤﺰﺩ ﻣﺒﺘﻨﻲ ﺑﺮ ﺩﺍﻧﺶ‬ ‫ﺑﺨﺸﻲ ﺍﺯ ﻧﻈﺎﻡﻫﺎﻱ ﺟﺒﺮﺍﻥ ﺩﺳﺘﻤﺰﺩ١ ﻣﻲﺗﻮﺍﻧﺪ 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 ﺍﻧﺴﺎﻧﻲ٢ ، ﺗﺮﺍﺯﻧﺎﻣﻪ ﺳﺮﻣﺎﻳﻪ ﻓﻜـﺮﻱ٣ ، ﻣﺘـﺪﻫﺎﻱ ﺍﻧـﺪﺍﺯﻩﮔﻴـﺮﻱ ﻧﻘـﺶ ﺩﺍﻧـﺶ ﺩﺭ ﺍﺭﺯﺵ‬ ‫ﺍﻓﺰﻭﺩﻩ، ﺳﻴﺴﺘﻢﻫﺎﻱ ﺩﻳﻨﺎﻣﻴﻚ ﺍﺭﺯﻳﺎﺑﻲ ﺩﺍﻧﺶ٤ ﺑﺎﻋﺚ 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.‬ ‫1‬ ‫‪.Compensation Reward‬‬ ‫2‬ ‫‪.Human Resource Statement‬‬ ‫3‬ ‫‪.Intellectual Capital Statement‬‬ ‫4‬ ‫‪.Dynamic Knowledge Assessing Systems‬‬ ‫٥١‬
‫ﺟﻌﺒﻪ ۱: ﺗﺠﺮﺑﻪ ﻫﺎﻱ ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺷﺮﻛﺘﻬﺎ )ﺳﺎﺯﻣﺎﻥ(‬ ‫ﺷﺮﻛﺖ ‪ HP‬ﺑﺎ ﺑﻴﺶ ﺍﺯ ۰۰۰۲۱۱ ﻛﺎﺭﻣﻨﺪ، ﺑﺎ ﺩﺍﺷﺘﻦ ﺟﻤﻌﻴﺖ ﺍﻧﺒﻮﻫﻲ ﺍﺯ ﺧﺒﺮﮔﺎﻥ ﻣﺘﺨﺼﺺ، ﺩﺭ ﺳـﺎﻝ‬ ‫۵۹۹۱ﺗﺼﻤﻴﻢ ﺑﻪ ﺁﻏﺎﺯ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﮔﺮﻓـﺖ. ﺑـﺮ ﺍﻳـﻦ ﺍﺳـﺎﺱ ۰۲ ﭘـﺮﻭﮊﻩ 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، ۰۰۳ 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 ﺑﺮﻭﻧﺴﭙﺎﺭﻱ١ ﻣﻲﻛﻨﻨﺪ 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 ‫ﻣﺠﺎﺯﻱ٢ ﺭﺍ 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 ‫ﻧﻬﺎﺩﻳﻨ ـﻪ ﺷ ـﺪﻩ« ، »ﺗﻜﻨﻮﻟ ـﻮﮊﻱ ﺳ ـﺎﺯﻣﺎﻧﻲ« ، »ﺍﺭﺗﺒ ـﺎﻁ ﺑ ـﺎ ﻣ ـﺸﺘﺮﻱ« ، »ﻣﻬ ـﺎﺭﺕﻫ ـﺎﻱ ﺣﺮﻓ ـﻪﺍﻱ«،‬ ‫ـ‬ ‫ـ‬ ‫ـ‬ ‫ـ ـ ـ‬ ‫ـ‬ ‫ـ‬ ‫ـ ـ‬ ‫ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻱ ﻭ ﺳﻨﺠﺶ ﺷﺪ.‬ ‫1‬ ‫‪.Outsource‬‬ ‫2‬ ‫‪.Virtual Knowledge Teams‬‬ ‫٦١‬
‫۲-۲ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺁﻳﻴﻨﻪ ﻓﻨﺎﻭﺭﻱ‬ ‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺳﺎﻝﻫﺎﻱ ﺍﺧﻴﺮ، ﭘﻴﺸﺮﻓﺖﻫﺎﻱ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﻧﻤﻮﺩﻩ ﺍﺳﺖ. ﺷﻜﻞﮔﻴﺮﻱ ﺳﻴﺴﺘﻢﻫـﺎﻱ ﻣـﺪﻳﺮﻳﺖ‬ ‫ﺍﻃﻼﻋﺎﺕ١، ﺳﻴﺴﺘﻢﻫﺎﻱ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ٢ ﻭ ﺳﻴﺴﺘﻤﻬﺎﻱ ﺑﻬﺮﻩﻣﻨﺪ ﺍﺯ ﻗﺎﺑﻠﻴـﺖ ﻫـﻮﺵ ﻣـﺼﻨﻮﻋﻲ٣ ﺑﺎﻋـﺚ‬ ‫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 ‫2‬ ‫‪.Managing suppart systems‬‬ ‫3‬ ‫‪.Artificial intelligence‬‬ ‫٧١‬
‫١‬ ‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺒﺎﺩﻝ ﺍﻃﻼﻋﺎﺕ ﻭ ﮔﺮﻭﻩﻫﺎﻱ ﻣﺠﺎﺯﻱ‬ ‫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. ﺩﺭﮔﺎﻩﻫﺎ٢ ﻭ 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 ﺩﺍﻧﺶ٣ ﺑﺎ 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 ‫٨١‬
‫ﺟﻌﺒﻪ ۲: ﺗﺠﺮﺑﻪﻫﺎﻱ 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 ۰۰۰,۰۳ ﻓﺮﺁﻳﻨﺪ ﺗﻜﻨﻴﻜﻲ ﺧﻠﻖ ﺷﺪﻩ ﺗﻮﺳﻂ ﺧﺒﺮﮔﺎﻥ، ﺁﻏﺎﺯ ﺑﻪ ﻛﺎﺭ ﻛﺮﺩ ﻭ ﻣﺎﻫﺎﻧـﻪ‬ ‫ﺑﻴﻦ ۰۰۵ ﺗﺎ ۰۰۲۱ ﻓﺮﺁﻳﻨﺪ 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 ﺩﺍﻧﺶ١ ﻣﻌﺮﻓﻲ ﺷﺪﻩ ﻭ ﻧﻘﺸﻪﻫﺎﻱ ﺩﺍﻧﺶ ﺷﺒﻜﻪﺍﻱ ﺑﺎ‬ ‫ﻫﺪﻑ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺩﺍﻧﺶﻫﺎﻱ ﺗﺼﻔﻴﻪ ﺷﺪﻩ٢، ﺷﻜﻞ 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.‬ ‫ﺷ ـﺮﻛﺖﻫــﺎﻱ ‪ ،Xerox‬ﺩﺍﺭﻭﺳ ـﺎﺯﻱ‪) Prector & Gamble ,Lilly‬ﻟ ـﻮﺍﺯﻡ ﺑﻬﺪﺍﺷــﺘﻲ ﻭ ﺷــﻮﻳﻨﺪﻩ(،‬ ‫ـ‬ ‫ـ‬ ‫ـ‬ ‫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.‬ ‫1‬ ‫‪.Knowledge traps‬‬ ‫2‬ ‫‪.White spots‬‬ ‫٩١‬
‫۳-۳ ﻣﺪﻳﺮﻳﺖ 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 ﺿﻤﻨﻲ١ ﺩﺭ 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.‬ ‫1‬ ‫‪.Tacit knowledge‬‬ ‫٠٢‬
‫ﺟﻌﺒﻪ۳: ﺗﺠﺮﺑﻪ ﻫﺎﻱ ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺷﺮﻛﺖﻫﺎ )ﺍﻧﺴﺎﻥ(‬ ‫ﻧﻤﻮﺩﺍﺭﻫﺎﻱ ﻣﺆﺳﺴﻪ ‪) delphi‬ﻧﻤﻮﺩﺍﺭ۲-۱( ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ﻧﺘﺎﻳﺞ ﺑﺮﺭﺳﻲ ﺷﺮﻛﺖﻫﺎﻱ ﺁﻣﺮﻳﻜـﺎﻳﻲ ﺍﺳـﺖ. ﻧﻤـﻮﺩﺍﺭ‬ ‫۲-۱-ﺍﻟﻒ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ﻣﻴﺰﺍﻥ ﺩﺍﻧﺶﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ. ﻫﻤﺎﻧﻄﻮﺭ ﻛﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻲﺷـﻮﺩ ﺑﺨـﺶ ﻋﻤـﺪﻩﺍﻱ ﺍﺯ‬ ‫ﺩﺍﻧﺶﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﺫﻫﻦ ﻛﺎﺭﻛﻨﺎﻥ١ ﻭﺟﻮﺩ ﺩﺍﺭﺩ. ﻧﻤﻮﺩﺍﺭ ۲-۱-ﺏ 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 ﺳـﺆﺍﻝ ﺭﺍ ﺍﺑـﻼﻍ ﻧﻤـﻮﺩ. ﺍﻭﻟـﻴﻦ ﺳـﺆﺍﻝ ?‪how to win‬‬ ‫ـ‬ ‫)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، ۰۰۰,۱۱ ﺭﻭﺵ ﺟﺪﻳـﺪ ﺩﺭ ﻳـﻚ ﭘﺎﻳﮕـﺎﻩ‬ ‫ﺟﻤﻊﺁﻭﺭﻱ ﺷﺪ.‬ ‫آﻣﻮزش ﺣﯿ ﻦ‬ ‫دﯾﮕﺮ ﻣﻮارد‬ ‫اﺳﻨﺎد اﻟﻜ ﺘﺮوﻧﯿﻜﻲ‬ ‫ﺧﺪﻣﺖ‬ ‫%5‬ ‫اﺳﻨﺎد ﻛﺎﻏﺬي‬ ‫%71‬ ‫%52‬ ‫%23‬ ‫ﺗﺠﺎرب ﺷﺨﺼ ﻲ‬ ‫آﻣﻮزش رﺳ ﻤﻲ‬ ‫%25‬ ‫ﭘﺎﯾﮕ ﺎه داده‬ ‫%42‬ ‫ﭘﺎﯾﮕ ﺎه داده‬ ‫%51‬ ‫ذھﻨﯿﺖ ﻛﺎرﻛﻨﺎن‬ ‫ﺳﺎﺧﺖ ﯾﺎﻓﺘﮫ‬ ‫%82‬ ‫%2‬ ‫ﻧﻤﻮﺩﺍﺭ ۲-۱ )ﺏ( ﻣﺒﻨﺎﻱ ﻓﻌﺎﻟﻴﺖ ﺩﺍﻧﺸﻜﺎﺭﺍﻥ‬ ‫ﻧﻤﻮﺩﺍﺭ ۲-۱ )ﺍﻟﻒ( ﺗﻮﺯﻳﻊ ﺩﺍﻧﺸﻬﺎ ﺩﺭ ﺩﺭﻭﻥ ﺳﺎﺯﻣﺎﻥ‬ ‫1‬ ‫‪.Employees brain‬‬ ‫١٢‬
‫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
مديريت دانش
مديريت دانش
مديريت دانش
مديريت دانش
مديريت دانش

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Tendances (9)

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مديريت دانش

  • 1. ‫ﻣﺪﯾﺮﯾﺖ داﻧﺶ‬ ‫)‪(Knowledge Management‬‬ ‫ﻣﻔﺎﻫﻴﻢ، ﺗﺠﺮﺑﻪﻫﺎ ﻭ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ‬ ‫ﺷﺮﻛﺖ ﻣﺸﺎﻭﺭﺍﻥ ﺗﻮﺳﻌﻪ ﺁﻳﻨﺪﻩ /ﮔﺮﻭﻩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﺗﻬﺮﺍﻥ. ﺗﺎﺑﺴﺘﺎﻥ ۵۸۳۱‬ ‫١‬
  • 2. ‫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.‬ ‫quot;ﺗﻮﺍﻧﮕﺮquot; 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 quot;ﺍﻃﻼﻋـﺎﺕ‬ ‫ﻭ ﺩﺍﻧﺶquot; ﻣﻮﺳﻮﻡ ﺷﺪﻩ ﺍﺳﺖ، ﻣﺰﻳﺖ ﺍﺻﻠﻲ ﺩﺭ quot;ﺳﺮﻣﺎﻳﻪ ﺩﺍﻧﺸﻲ١quot; ﻧﻬﻔﺘﻪ ﺍﺳﺖ. ﻫﻢ ﺍﻛﻨﻮﻥ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺷـﺮﻛﺖﻫـﺎﻱ‬ ‫ﺩﻧﻴﺎ، ﺑﺮﺗﺮﻱ ﺍﺻﻠﻲ ﺧﻮﺩ ﺭﺍ ﻧﻪ ﺩﺭ ﺩﺍﺭﺍﻳﻲﻫﺎﻱ ﺍﻧﺒﺎﺷﺘﻪ ﻧﺎﺷﻲ ﺍﺯ ﻛﺎﺭﺧﺎﻧﺠﺎﺕ ﻭ ﺣﺘﻲ ﺑﺎﺯﺍﺭ ﺑﺰﺭﮒ، ﺑﻠﻜﻪ ﺩﺭ quot;ﺩﺍﻧﺶ ﺩﺭ‬ ‫ﺟﺮﻳﺎﻥ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺧﻮﺩquot; ﻛﺴﺐ ﻧﻤﻮﺩﻩﺍﻧﺪ.‬ ‫ﻧﻤﻮﺩﺍﺭ ۱-۱ ﻧﺸﺎﻧﮕﺮ ﺣﻀﻮﺭ quot;ﻧﯿ ﺮوي ﻛﺎﺭquot;، quot;ﺳﺮﻣﺎﻳﻪquot;، quot;ﺯﻣﻴﻦquot; ﻭ quot;ﺩﺍﻧـﺶquot; ﺩﺭ ﺳـﻪ ﺍﻗﺘـﺼﺎﺩ ﻣـﺬﻛﻮﺭ ﻣـﻲﺑﺎﺷـﺪ.‬ ‫ﻫﻤﭽﻨﺎﻥ ﻛﻪ ﻣﻼﺣﻈﻪ ﻣﻲﺷﻮﺩ، ﺍﻗﺘﺼﺎﺩ ﺍﻣﺮﻭﺯ ﺁﻥ ﭼﻨﺎﻥ ﺑﺮ ﭘﺎﻳﻪ ﺩﺍﻧﺶ ﺷﻜﻞ ﮔﺮﻓﺘﻪ ﻛﻪ ﺍﺯ ﺁﻥ ﺑﻪ ﻋﻨـﻮﺍﻥ quot;ﺍﻗﺘـﺼﺎﺩ‬ ‫ﺩﺍﻧﺶ ﻣﺤﻮﺭ٢quot; ﻳﺎﺩ ﻣﻲﺷﻮﺩ.‬ ‫1‬ ‫‪Knowledge Capital‬‬ ‫2‬ ‫‪Knowledge Based Economy‬‬ ‫٢‬
  • 3. ‫ﺳﺮﻣﺎﻳﻪ‬ ‫ﺟﺎﻣﻌﻪ‬ ‫ﺻﻨﻌﺘﻲ‬ ‫ﺟﺎﻣﻌﻪ ﺩﺍﻧﺸﻲ‬ ‫ﻛﺎﺭ‬ ‫ﺩﺍﻧﺶ‬ ‫ﺟﺎﻣﻌﻪ‬ ‫ﻛﺸﺎﻭﺭﺯﻱ‬ ‫ﺯﻣﻴﻦ‬ ‫ﻧﻤﻮﺩﺍﺭ ۱-۱ ﺭﻭﻧﺪ ﺗﻌﻤﻴﻖ ﻭ ﻣﻴﺰﺍﻥ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻨﺎﺑﻊ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﺑﺴﺘﺮ ﺯﻣﺎﻥ‬ ‫ﻫﻤﭽﻨﻴﻦ ﻧﻤﻮﺩﺍﺭ ۱-۲، ﻣﻴﺰﺍﻥ ﺍﺷـﺘﻐﺎﻝ ﺩﺭ ﺷـﺎﺧﻪﻫـﺎﻱ ﺳـﻪ ﮔﺎﻧـﻪ quot;ﻛـﺸﺎﻭﺭﺯﻱquot;، quot;ﺻـﻨﻌﺖquot; و quot;ﺧ ﺪﻣﺎتquot; 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.‬ ‫٣‬
  • 4. ‫ﻧﻤﻮﺩﺍﺭ ۱-۲)ﺍﻟﻒ( ﻣﻴﺰﺍﻥ ﺍﻧﺒﺎﺷﺖ ﺩﺍﻧﺶ‬ ‫ﻧﻤﻮﺩﺍﺭ ۱-۲)ﺏ( ﺩﺭﺻﺪ ﺍﺷﺘﻐﺎﻝ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻗﺘﺼﺎﺩ‬ ‫ﻣﺴﺄﻟﻪ ﻭﻗﺘﻲ ﺭﻭﺷﻦﺗﺮﻣﻲﺷﻮﺩ ﻛﻪ ﺑﺪﺍﻧﻴﻢ ﺩﺭ ﺟﻬﺎﻥ ﺍﻣﺮﻭﺯ، ﺩﺭ ﺑﺮﺧﻲ ﺍﺯ ﺩﺍﻧﺶﻫﺎﻱ ﭘﺎﻳﻪ، ﺩﺭ ﻫـﺮ ۵/۵ ﺳـﺎﻝ، ﺩﺍﻧـﺶ‬ ‫ﺟﺪﻳﺪ ﺩﻭ ﺑﺮﺍﺑﺮ ﺩﺍﻧﺶ ﻛﻬﻨﻪ ﻇﻬﻮﺭ ﭘﻴﺪﺍ ﻣﻲﮐﻨﺪ ﻭ ﺩﺭ ﻫﺮ ﺭﻭﺯ ۳ ﻓﺮﻣﻮﻝ 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،‬ ‫٤‬
  • 5. ‫ﺧﺒﺮﮔﺎﻥ ﻭ ﻣﺪﻳﺮﺍﻥ ﺳﺎﺯﻣﺎﻧﻬﺎ ﭘﻴﺶ ﺍﺯ ﺍﻳﻦ ﺑﺎ ﺍﺻﻮﻝ ﺍﻳﻦ ﻣﻔﻬﻮﻡ ﻭ ﺭﻭﺵ ﺁﻥ )ﻭ ﻧﻪ ﻟﺰﻭﻣﺎﹰ ﺑﺤـﺚ ﻛﻼﺳـﻪﺑﻨـﺪﻱ ﺷـﺪﻩ‬ ‫ﺁﻥ( ﺁﺷﻨﺎ ﺑﻮﺩﻩﺍﻧﺪ.‬ ‫١-١ ﺁﻏﺎﺯ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﻛﺎﺭﻝ ﺍﺭﻳﻚ ﺳﻴﻮﺑﻲ١، ﺣﺴﺎﺑﺪﺍﺭ ﺳﻮﺋﺪﻱ، ﺩﺭ ﺩﻫﻪ ۰۹ ﻣﻴﻼﺩﻱ 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 ﻧـﺎﻣﻠﻤﻮﺱ٢«‬ ‫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 ﻋﻤﻠﻴﺎﺗﻲ٤، ﻣﻜﺎﻥﻳﺎﺑﻲ ﻭ ﺗﺨﺼﻴﺺ٥، ﻃﺮﺍﺣﻲ ﻛﺎﺭﺧﺎﻧﻪ٦، ﺗﻌﻤﻴـﺮﺍﺕ ﻭ ﻧﮕﻬـﺪﺍﺭﻱ، ﺑﻬـﺮﻩﻭﺭﻱ ﻣﺎﺷـﻴﻦ ﺁﻻﺕ،‬ ‫ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﻱ ﺗﻮﻟﻴﺪ ﻭ ... ﻫﻤﮕﻲ ﺩﺭ ﺟﻬﺖ ﻣﺪﻳﺮﻳﺖ ﺳﺮﻣﺎﻳﻪﻫـﺎﻱ ﻣﻠﻤـﻮﺱ ﺍﻳﺠـﺎﺩ ﺷـﺪﻩ ﺑـﻮﺩ. ﺍﻣـﺎ »ﺳـﺮﻣﺎﻳﻪﻫـﺎﻱ‬ ‫ﻧﺎﻣﻠﻤﻮﺱ«٧، ﺗﺎ ﺁﻥ ﺯﻣﺎﻥ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻗﺮﺍﺭ ﻧﮕﺮﻓﺘﻪ ﺑﻮﺩ.‬ ‫ﻓﻌﺎﻟﻴﺖ ﺳﻴﻮﺑﻲ ﻭ ﭘﺲ ﺍﺯ ﺁﻥ ﺑﻚ ﻣﻦ٨، ﻧﻮﻧﺎﻛﺎ٩، ﻭﻳﮓ٠١ ﻭ .. 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 ۱-۳ ﻧﺸﺎﻥﮔﺮ ﺗﻼﺵﻫﺎﻱ ﻋﻠﻤـﻲ‬ ‫ﭘﺲ ﺍﺯ ﺍﻳﻦ ﺩﻭﺭﻩ ﺍﺳﺖ.‬ ‫1‬ ‫‪. karl eric siveby‬‬ ‫2‬ ‫‪Intangible Assets‬‬ ‫3‬ ‫‪. tangible assets‬‬ ‫4‬ ‫‪. operational research‬‬ ‫5‬ ‫‪. location and allocation‬‬ ‫6‬ ‫‪. facility layout‬‬ ‫7‬ ‫‪. intangible assets‬‬ ‫8‬ ‫‪. beck man‬‬ ‫9‬ ‫‪. nonaka‬‬ ‫01‬ ‫‪. wiig‬‬ ‫٥‬
  • 6. ‫ﺭﻭﻳﺪﺍﺩ‬ ‫ﻃﺮﺡ ﮐﻨﻨﺪﻩ‬ ‫ﺳﺎﻝ‬ ‫ﺗﺮﺍﺯﻧﺎﻣﻪ ﻧﺎﻣﺸﻬﻮﺩ‬ ‫ﺳﻴﻮﺑﻲ/ﮐﻮﻧﺮﺍﺩ‬ ‫٦٨٩١‬ ‫ﺍﺑﺪﺍﻉ ﻣﻔﻬﻮﻡ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﻛﺎﺭﻝ ﻭﻳﮓ‬ ‫٦٨٩١‬ ‫ﺷﺮﻭﻉ ﺗﻼﺷﻬﺎﻱ ﺩﺭﻭﻧﻲ ﺑﺮﺍﻱ ﺍﺩﺍﺭﻩ ﺭﺳﻤﻲ‬ ‫ﺷﺮﻛﺖﻫﺎﻱ ﻣﺸﺎﻭﺭ ﻣﺪﻳﺮﻳﺘﻲ‬ ‫٩٨٩١‬ ‫ﺩﺍﻧﺶ‬ ‫ﺑﺰﺭﮒ‬ ‫ﻳﻜﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦﻫﺎ ﺑﺮﺍﻱ ﺗﻜﻤﻴﻞ ﻣﺪﻳﺮﻳﺖ‬ ‫ﺍﺭﺯﺵ ﻭﺍﺗﺮﻫﺎﻭﺱ‬ ‫٩٨٩١‬ ‫ﺩﺍﻧﺶ ﺩﺭ ﺍﺳﺘﺮﺍﺗﮋﻱ ﺗﺠﺎﺭﻱﺍﺵ‬ ‫ﻳﻜﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦ ﻣﻘﺎﻻﺕ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ‬ ‫ﺑﺎﺯﺑﻴﻨﻲ ﺗﺠﺎﺭﻱ ﻫﺎﺭﻭﺍﺭﺩ‬ ‫١٩٩١‬ ‫ﻣﻮﺭﺩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫)ﻧﻮﻧﺎﮐﺎ ﻭ ﺗﺎﻛﻮﭼﻲ(‬ ‫ﺍﻫﻤﻴﺖ ﺑﻪ ﺳﺮﻣﺎﻳﻪ ﻓﮑﺮﻱ‬ ‫ﺗﺎﻡ ﺍﺳﺘﻮﺍﺭﺕ‬ ‫۱۹۹۱‬ ‫ﻳﻜﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ‬ ‫ﻛﺎﺭﻝ ﻭﻳﮓ‬ ‫٣٩٩١‬ ‫ﻣﻮﺭﺩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ )ﺍﺳﺎﺱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ(‬ ‫ﻣﻨﺒﻊ ﺩﺍﻧﺶ‬ ‫ﭘﻴﺘﺮ ﺩﺭﺍﮐﺮ‬ ‫٤٩٩١‬ ‫ﻧﺨﺴﺘﻴﻦ ﻛﻨﻔﺮﺍﻧﺲ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﺷﺒﻜﻪ ﺍﺭﺗﺒﺎﻃﻲ ﺩﺍﻧﺶ ﻣﺪﻳﺮﻳﺖ‬ ‫٤٩٩١‬ ‫ﻧﺨﺴﺘﻴﻨﻲ ﻛﻪ ﺳﺮﻭﻳﺲﻫﺎﻱ ﺩﺍﻧﺶ ﻣﺪﻳﺮﻳﺖ ﺭﺍ‬ ‫ﺷﺮﻛﺖ ﺑﺰﺭﮒ ﻣﺸﺎﻭﺭﻩ‬ ‫٤٩٩١‬ ‫ﺑﻪ ﻣﺸﺘﺮﻳﻬﺎ ﭘﻴﺸﻨﻬﺎﺩ ﻛﺮﺩ‬ ‫ﺩﺍﻧﺶ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﻨﺒﻊ ﺑﻲﭘﺎﻳﺎﻥ‬ ‫ﺍﺳﺘﻨﻔﻮﺭﺩ ﭘﺎﻝ ﺭﻭﻣﺮ‬ ‫٥٩٩١‬ ‫ﮐﺘﺎﺏ ﺷﺮﮐﺖ ﺩﺍﻧﺶﺁﻓﺮﻳﻦ‬ ‫ﻧﻮﻧﺎﮐﺎ ﻭ ﺗﺎﮐﻮﭼﻲ‬ ‫٥٩٩١‬ ‫ﮐﺘﺎﺏ ﺳﺮﭼﺸﻤﻪﻫﺎﻱ ﺩﺍﻧﺶ‬ ‫ﺩﺭﻭﺗﻲ ﻟﺌﻮﻧﺎﺭﺩ ﺑﺎﺭﺗﻮﻥ‬ ‫٥٩٩١‬ ‫ﺍﻧﻔﺠﺎﺭ ﭘﺮ ﺳﺮﻭﺻﺪﺍﻱ ﺍﻟﺤﺎﻗﻬﺎ ﻭ ﻓﻌﺎﻟﻴﺘﻬﺎ‬ ‫ﺍﻧﻮﺍﻉ ﺷﺮﻛﺘﻬﺎ ﻭ ﺷﻐﻠﻬﺎ‬ ‫٦٩٩١‬ ‫ﻧﻤﻮﺩﺍﺭ ۱-۳ ﺗﻼﺷﻬﺎﻱ ﻋﻠﻤﻲ ﺩﺭ ﺟﻬﺖ ﺗﻮﺳﻌﻪ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫١-٢ ﺩﺍﻧﺶ، 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 ﻣﺘﺨﺼﺼﻴﻦ١، ﺩﺍﻧﺶ ﺭﺍ ﺑﻪ ﭼﻬﺎﺭﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻣﻲﮐﻨﻨﺪ.‬ ‫‪knowed1 Lundval‬‬ ‫٦‬
  • 7. ‫۱- ﺩﺍﻧﺶ ﭼﻪﭼﻴﺰﻱ )‪(Know What‬‬ ‫۲- ﺩﺍﻧﺶ ﭼﺮﺍﻳﻲ )‪(Know Why‬‬ ‫۳- ﺩﺍﻧﺶ ﭼﮕﻮﻧﮕﻲ )‪(Know How‬‬ ‫۴- ﺩﺍﻧﺶ ﭼﻪﮐﺴﻲ )‪(Know Who‬‬ ‫ﻣﺜﻼ ﺩﺭ ﺧﺼﻮﺹ ﻣﻮﺿﻮﻋﻲ ﻣﺎﻧﻨﺪ quot;ﺯﻟﺰﻟﻪquot;، 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 ﺁﺷﮑﺎﺭ١ ﻳﺎ ﺩﺍﻧﺶ ﮐﺪﺷﺪﻩ٢ ﻣﻲﻧﺎﻣﻨﺪ. 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 ﺿﻤﻨﻲ٣ ﻣﻲﻧﺎﻣﻨﺪ.‬ ‫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 ‫1‬ ‫‪Explicit Knowledge‬‬ ‫2‬ ‫‪Codified Knowledge‬‬ ‫3‬ ‫‪Tacit Knowledge‬‬ ‫٧‬
  • 8. ‫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:‬ ‫ﺁﻳﺎ ﻣﺎ ﺩﺍﻧﺶﻭﺭﺍﻥ ﺳﺎﺯﻣﺎﻥ ﺧﻮﺩ ﺭﺍ ﻣﻲﺷﻨﺎﺳﻴﻢ؟ ﺁﻳﺎ ﻣﻲﺩﺍﻧـﻴﻢ ﭘﺎﺳـﺦ ﻳـﻚ ﻣـﺸﻜﻞ ﺳـﺎﺯﻣﺎﻧﻲ ﺭﺍ ﭼـﻪ‬ ‫‪v‬‬ ‫ﻛﺴﺎﻧﻲ ﻣﻲﺩﺍﻧﻨﺪ؟‬ ‫ﺁﻳﺎ ﻣﺎ ﻣﻲﺩﺍﻧﻴﻢ ﺍﺭﺯﺵ ﺗﺠﺮﺑﻴﺎﺕ ﺍﻧﺪﻭﺧﺘﻪ ﺷﺪﻩ ﺩﺭ ﺫﻫﻦ ﭘﺮﺳﻨﻞﻣﺎﻥ ﭼﻘﺪﺭ ﺍﺳﺖ؟ ﺁﻳﺎ ﻣﻲﺩﺍﻧﻴﻢ ﭼﻘﺪﺭ‬ ‫‪v‬‬ ‫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؟‬ ‫‪v‬‬ ‫ﺁﻳﺎ ﻣﻲﺩﺍﻧﻴﻢ ﺭﻗﺒﺎﻱ ﻣﺎ ﺩﺭ ﺁﻳﻨﺪﻩ ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﻪ ﭼﻪ ﺩﺍﻧﺸﻲ ﺩﺳﺖ ﭘﻴﺪﺍ ﻛﻨﻨﺪ؟ ﺁﻳﺎ ﺑﺮﺍﻱ ﺭﺳـﻴﺪﻥ ﺑـﻪ‬ ‫‪v‬‬ ‫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؟‬ ‫‪v‬‬ ‫ﭼﻘﺪﺭ ﺍﺯ ﺍﺭﺯﺵ ﻛﺎﻻ ﻳﺎ ﺧﺪﻣﺎﺕ ﺗﻮﻟﻴﺪﻱ ﻣﺎ ﺭﺍ ﺩﺍﻧﺶ ﺗﺸﻜﻴﻞ ﻣﻲﺩﻫﺪ؟‬ ‫‪v‬‬ ‫ﺍﺭﺯﺵ ﺩﺍﻧﺸﻲ ﻛﻪ ﺩﺭ ﻃﻮﻝ ﻳﻚ ﭘﺮﻭﮊﻩ ﻳﺎ ﻳﻚ ﺳﺎﻝ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺗﻮﻟﻴﺪ ﻣﻲﺷﻮﺩ ﭼﻘﺪﺭ ﺍﺳـﺖ؟ ﺁﻳـﺎ ﺍﻳـﻦ‬ ‫‪v‬‬ ‫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؟‬ ‫‪v‬‬ ‫ﺁﻳﺎ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﻣﺎ ﺷﻌﺎﺭ »ﺩﺍﻧﺶ ﻗﺪﺭﺕ ﺍﺳﺖ« ﺣﺎﻛﻢ ﺍﺳﺖ ﻳﺎ ﺷﻌﺎﺭ »ﺗﺒﺎﺩﻝ ﺩﺍﻧﺶ ﻗﺪﺭﺕ ﺍﺳﺖ«؟‬ ‫‪v‬‬ ‫ﺁﻳﺎ ﺍﺯ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺣﺪﺍﻛﺜﺮ ﺍﺳﺘﻔﺎﺩﻩ ﺭﺍ ﻣﻲﻛﻨﻴﻢ؟ ﺁﻳﺎ ﻭﺟﻮﺩ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋـﺎﺗﻲ ﺻـﺮﻓﺎﹰ‬ ‫‪v‬‬ ‫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؟‬ ‫‪v‬‬ ‫ﺁﻳﺎ ﺟﺎﻳﮕﺎﻫﻤﺎﻥ ﺭﺍ ﻣﻲﺗﻮﺍﻧﻴﻢ ﺣﻔﻆ ﻛﻨﻴﻢ؟‬ ‫‪v‬‬ ‫ﺁﻳﺎ ﻣﻲﺗﻮﺍﻧﻴﻢ quot;ﺑﺴﺘﻪ ﺩﺍﻧﺸﻲِ ﺧﻮﺩquot; ﺭﺍ ﺑﻔﺮﻭﺷﻴﻢ؟ ﺑـﺴﺘﻪ ﺩﺍﻧـﺸﻲ ﺷـﺮﻛﺖ ﺭﻗﻴـﺐ ﺭﺍ ﭼﻘـﺪﺭ ﺣﺎﺿـﺮﻳﻢ‬ ‫‪v‬‬ ‫ﺑﺨﺮﻳﻢ؟‬ ‫ﺁﻳﺎ ﺍﻋﻀﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺍﺯ ﺍﻋﺘﻼﻱ ﺳﻄﺢ ﺩﺍﻧﺶ ﺧﻮﺩ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺧﺮﺳﻨﺪﻧﺪ؟‬ ‫‪v‬‬ ‫٨‬
  • 9. ‫‪ 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 ‫١‬ ‫ﺍﻗﺪﺍﻡ ﺑﻪ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺟﻨﺒﻪﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺁﻥ ﻧﻤﻮﺩﻩﺍﻧﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﻫﻤﻴﻦ ﭘﻴﺎﺩﻩﺳـﺎﺯﻱﻫـﺎ ﺑـﻪ ﻋﻨـﻮﺍﻥ ﻣﻮﺭﺩﮐـﺎﻭﻱ‬ ‫ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺩﺍﻧﺸﮕﺎﻫﻴﺎﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ.‬ ‫ﺧﻮﺷﺒﺨﺘﺎﻧﻪ ﺍﻳﻦ ﻋﻠﻢ ﺑﺴﻴﺎﺭ ﺟﻮﺍﻥ ﺍﺳﺖ ﻭ ﻭﺭﻭﺩ ﺷﺮﻛﺖﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ ﺑﻪ ﺍﻳﻦ ﻋﺮﺻﻪ ﻣﻲﺗﻮﺍﻧـﺪ ﺑﺎﻋـﺚ ﺭﺷـﺪ ﺳـﺮﻳﻊ ﻭ‬ ‫ﺗﺒﺪﻳﻞ ﺷﺪﻥ ﺁﻧﻬﺎ ﺑﻪ quot;ﺷﺮﻛﺖﻫﺎﻱ ﺩﺍﻧﺶ ﻣﺤﻮﺭquot; 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 , ‪ MRP‬ﺩﺭﻓﻮﺭﺩ ﻭ .. ﺍﺯ ﺍﻳﻦ ﺩﺳﺖ ﻣﺜﺎﻝﻫﺎ ﻫﺴﺘﻨﺪ.‬ ‫1‬ ‫‪. case studie‬‬ ‫2‬ ‫‪. Just In Time‬‬ ‫٩‬
  • 10. ‫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.‬ ‫١-٣ ﻣﺪﻳﺮﻳﺖ 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 ‫ﺩﺍﻧﺶ‬ ‫ﺳﻄﻞ ﺁﺷﻐﺎﻝ‬ ‫ﺧﻠﻖ ﺩﺍﻧﺶ‬ ‫ﺫﺧﻴﺮﻩ ﺷﺪﻩ‬ ‫ﺩﺍﻧﺶ‬ ‫ﻓﺮﺍﻣﻮﺷﻲ ﻓﻌﺎﻝ ﺩﺍﻧﺶ‬ ‫ﺍﻧﺘﺨﺎﺏ ﺩﺍﻧﺶ‬ ‫ﺩﺍﻧﺶ ﺑﻪ‬ ‫ﺩﺭﺩﺑﺨﻮﺭ‬ ‫٠١‬
  • 11. ‫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 ۵ ﻓﺮﺁﻳﻨﺪ )ﺧﻠﻖ، ﮐﺴﺐ، ﺫﺧﻴﺮﻩﺳﺎﺯﻱ، ﺑﻪ ﺍﺷﺘﺮﺍﮎﮔﺬﺍﺭﻱ ﻭ ﺍﺳﺘﻔﺎﺩﻩ( ﺭﺍ ﻣـﺪﻳﺮﻳﺖ ﻣـﻲ‬ ‫ﮐﻨﺪ، ﺳﺎﺯﻣﺎﻧﻲ ﺩﺍﻧﺸﻲ ﻳﺎ ﺩﺍﻧﺶﻣﺤﻮﺭ١ ﺍﺳﺖ. 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 ﺩﺍﻧﺶﮐﺎﺭ٢، ﺍﻃﻼﻕ 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.‬ ‫1‬ ‫‪Knowledge Based Organizations‬‬ ‫2‬ ‫‪Knowledge Worker‬‬ ‫١١‬
  • 12. ‫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 ۱-۵ ﺳﺎﺣﺘﻬﺎﻱ 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.‬ ‫٢١‬
  • 13. ‫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.‬ ‫۲-۱ ﻣﺪﻳﺮﻳﺖ 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.‬ ‫٣١‬
  • 14. ‫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 ﻓﻜـﺮﻱ١ ﻭ‬ ‫ﺁﻳﻨﺪﻩ ﻧﮕﺎﺭﻳﻬﺎﻱ ﺗﻜﻨﻮﻟﻮﮊﻳﮑﻲ ﻭ ﺩﺍﻧﺸﻲ٢ ﻣﻲﺑﺎﺷﺪ. ﺍﻳﻦ ﻛﺎﺭ ﺑﻪ ﻭﺳﻴﻠﻪ ﺣﻀﻮﺭ ﺗﻴﻢ ﺩﺍﻧـﺶ ﺩﺭ ﺍﻳـﻦ ﺑﺮﻧﺎﻣـﻪﺭﻳـﺰﻱﻫـﺎ‬ ‫ﻣﻤﻜﻦ ﻣﻲ ﮔﺮﺩﺩ.‬ ‫٣‬ ‫ﺷﻜﻞ ﺩﻫﻲ ﮔﺮﻭﻩﻫﺎﻱ ﺩﺍﻧﺸﻲ‬ ‫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 ﺳﺎﺯﻣﺎﻥ٥ ﺑﺮ ﻋﻬﺪﻩ ﺍﻳﻦ ﮔﺮﻭﻩﻫﺎ ﻣﻲ ﺑﺎﺷﺪ.‬ ‫1‬ ‫‪.Intellectual Assets‬‬ ‫2‬ ‫‪Knowledge And Technology Foresighting‬‬ ‫3‬ ‫‪.Knowledge Teams‬‬ ‫4‬ ‫‪.Chief Knowledge Officer‬‬ ‫5‬ ‫‪Knowledge Management Protocols‬‬ ‫٤١‬
  • 15. ‫ﻧﻈﺎﻡ ﭘﺎﺩﺍﺵﺩﻫﻲ ﻭ ﺩﺳﺘﻤﺰﺩ ﻣﺒﺘﻨﻲ ﺑﺮ ﺩﺍﻧﺶ‬ ‫ﺑﺨﺸﻲ ﺍﺯ ﻧﻈﺎﻡﻫﺎﻱ ﺟﺒﺮﺍﻥ ﺩﺳﺘﻤﺰﺩ١ ﻣﻲﺗﻮﺍﻧﺪ 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 ﺍﻧﺴﺎﻧﻲ٢ ، ﺗﺮﺍﺯﻧﺎﻣﻪ ﺳﺮﻣﺎﻳﻪ ﻓﻜـﺮﻱ٣ ، ﻣﺘـﺪﻫﺎﻱ ﺍﻧـﺪﺍﺯﻩﮔﻴـﺮﻱ ﻧﻘـﺶ ﺩﺍﻧـﺶ ﺩﺭ ﺍﺭﺯﺵ‬ ‫ﺍﻓﺰﻭﺩﻩ، ﺳﻴﺴﺘﻢﻫﺎﻱ ﺩﻳﻨﺎﻣﻴﻚ ﺍﺭﺯﻳﺎﺑﻲ ﺩﺍﻧﺶ٤ ﺑﺎﻋﺚ 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.‬ ‫1‬ ‫‪.Compensation Reward‬‬ ‫2‬ ‫‪.Human Resource Statement‬‬ ‫3‬ ‫‪.Intellectual Capital Statement‬‬ ‫4‬ ‫‪.Dynamic Knowledge Assessing Systems‬‬ ‫٥١‬
  • 16. ‫ﺟﻌﺒﻪ ۱: ﺗﺠﺮﺑﻪ ﻫﺎﻱ ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺷﺮﻛﺘﻬﺎ )ﺳﺎﺯﻣﺎﻥ(‬ ‫ﺷﺮﻛﺖ ‪ HP‬ﺑﺎ ﺑﻴﺶ ﺍﺯ ۰۰۰۲۱۱ ﻛﺎﺭﻣﻨﺪ، ﺑﺎ ﺩﺍﺷﺘﻦ ﺟﻤﻌﻴﺖ ﺍﻧﺒﻮﻫﻲ ﺍﺯ ﺧﺒﺮﮔﺎﻥ ﻣﺘﺨﺼﺺ، ﺩﺭ ﺳـﺎﻝ‬ ‫۵۹۹۱ﺗﺼﻤﻴﻢ ﺑﻪ ﺁﻏﺎﺯ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﮔﺮﻓـﺖ. ﺑـﺮ ﺍﻳـﻦ ﺍﺳـﺎﺱ ۰۲ ﭘـﺮﻭﮊﻩ 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، ۰۰۳ 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 ﺑﺮﻭﻧﺴﭙﺎﺭﻱ١ ﻣﻲﻛﻨﻨﺪ 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 ‫ﻣﺠﺎﺯﻱ٢ ﺭﺍ 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 ‫ﻧﻬﺎﺩﻳﻨ ـﻪ ﺷ ـﺪﻩ« ، »ﺗﻜﻨﻮﻟ ـﻮﮊﻱ ﺳ ـﺎﺯﻣﺎﻧﻲ« ، »ﺍﺭﺗﺒ ـﺎﻁ ﺑ ـﺎ ﻣ ـﺸﺘﺮﻱ« ، »ﻣﻬ ـﺎﺭﺕﻫ ـﺎﻱ ﺣﺮﻓ ـﻪﺍﻱ«،‬ ‫ـ‬ ‫ـ‬ ‫ـ‬ ‫ـ ـ ـ‬ ‫ـ‬ ‫ـ‬ ‫ـ ـ‬ ‫ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻱ ﻭ ﺳﻨﺠﺶ ﺷﺪ.‬ ‫1‬ ‫‪.Outsource‬‬ ‫2‬ ‫‪.Virtual Knowledge Teams‬‬ ‫٦١‬
  • 17. ‫۲-۲ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺁﻳﻴﻨﻪ ﻓﻨﺎﻭﺭﻱ‬ ‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺳﺎﻝﻫﺎﻱ ﺍﺧﻴﺮ، ﭘﻴﺸﺮﻓﺖﻫﺎﻱ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﻧﻤﻮﺩﻩ ﺍﺳﺖ. ﺷﻜﻞﮔﻴﺮﻱ ﺳﻴﺴﺘﻢﻫـﺎﻱ ﻣـﺪﻳﺮﻳﺖ‬ ‫ﺍﻃﻼﻋﺎﺕ١، ﺳﻴﺴﺘﻢﻫﺎﻱ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ٢ ﻭ ﺳﻴﺴﺘﻤﻬﺎﻱ ﺑﻬﺮﻩﻣﻨﺪ ﺍﺯ ﻗﺎﺑﻠﻴـﺖ ﻫـﻮﺵ ﻣـﺼﻨﻮﻋﻲ٣ ﺑﺎﻋـﺚ‬ ‫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 ‫2‬ ‫‪.Managing suppart systems‬‬ ‫3‬ ‫‪.Artificial intelligence‬‬ ‫٧١‬
  • 18. ‫١‬ ‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺒﺎﺩﻝ ﺍﻃﻼﻋﺎﺕ ﻭ ﮔﺮﻭﻩﻫﺎﻱ ﻣﺠﺎﺯﻱ‬ ‫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. ﺩﺭﮔﺎﻩﻫﺎ٢ ﻭ 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 ﺩﺍﻧﺶ٣ ﺑﺎ 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 ‫٨١‬
  • 19. ‫ﺟﻌﺒﻪ ۲: ﺗﺠﺮﺑﻪﻫﺎﻱ 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 ۰۰۰,۰۳ ﻓﺮﺁﻳﻨﺪ ﺗﻜﻨﻴﻜﻲ ﺧﻠﻖ ﺷﺪﻩ ﺗﻮﺳﻂ ﺧﺒﺮﮔﺎﻥ، ﺁﻏﺎﺯ ﺑﻪ ﻛﺎﺭ ﻛﺮﺩ ﻭ ﻣﺎﻫﺎﻧـﻪ‬ ‫ﺑﻴﻦ ۰۰۵ ﺗﺎ ۰۰۲۱ ﻓﺮﺁﻳﻨﺪ 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 ﺩﺍﻧﺶ١ ﻣﻌﺮﻓﻲ ﺷﺪﻩ ﻭ ﻧﻘﺸﻪﻫﺎﻱ ﺩﺍﻧﺶ ﺷﺒﻜﻪﺍﻱ ﺑﺎ‬ ‫ﻫﺪﻑ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺩﺍﻧﺶﻫﺎﻱ ﺗﺼﻔﻴﻪ ﺷﺪﻩ٢، ﺷﻜﻞ 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.‬ ‫ﺷ ـﺮﻛﺖﻫــﺎﻱ ‪ ،Xerox‬ﺩﺍﺭﻭﺳ ـﺎﺯﻱ‪) Prector & Gamble ,Lilly‬ﻟ ـﻮﺍﺯﻡ ﺑﻬﺪﺍﺷــﺘﻲ ﻭ ﺷــﻮﻳﻨﺪﻩ(،‬ ‫ـ‬ ‫ـ‬ ‫ـ‬ ‫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.‬ ‫1‬ ‫‪.Knowledge traps‬‬ ‫2‬ ‫‪.White spots‬‬ ‫٩١‬
  • 20. ‫۳-۳ ﻣﺪﻳﺮﻳﺖ 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 ﺿﻤﻨﻲ١ ﺩﺭ 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.‬ ‫1‬ ‫‪.Tacit knowledge‬‬ ‫٠٢‬
  • 21. ‫ﺟﻌﺒﻪ۳: ﺗﺠﺮﺑﻪ ﻫﺎﻱ ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺷﺮﻛﺖﻫﺎ )ﺍﻧﺴﺎﻥ(‬ ‫ﻧﻤﻮﺩﺍﺭﻫﺎﻱ ﻣﺆﺳﺴﻪ ‪) delphi‬ﻧﻤﻮﺩﺍﺭ۲-۱( ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ﻧﺘﺎﻳﺞ ﺑﺮﺭﺳﻲ ﺷﺮﻛﺖﻫﺎﻱ ﺁﻣﺮﻳﻜـﺎﻳﻲ ﺍﺳـﺖ. ﻧﻤـﻮﺩﺍﺭ‬ ‫۲-۱-ﺍﻟﻒ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ﻣﻴﺰﺍﻥ ﺩﺍﻧﺶﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ. ﻫﻤﺎﻧﻄﻮﺭ ﻛﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻲﺷـﻮﺩ ﺑﺨـﺶ ﻋﻤـﺪﻩﺍﻱ ﺍﺯ‬ ‫ﺩﺍﻧﺶﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﺫﻫﻦ ﻛﺎﺭﻛﻨﺎﻥ١ ﻭﺟﻮﺩ ﺩﺍﺭﺩ. ﻧﻤﻮﺩﺍﺭ ۲-۱-ﺏ 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 ﺳـﺆﺍﻝ ﺭﺍ ﺍﺑـﻼﻍ ﻧﻤـﻮﺩ. ﺍﻭﻟـﻴﻦ ﺳـﺆﺍﻝ ?‪how to win‬‬ ‫ـ‬ ‫)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، ۰۰۰,۱۱ ﺭﻭﺵ ﺟﺪﻳـﺪ ﺩﺭ ﻳـﻚ ﭘﺎﻳﮕـﺎﻩ‬ ‫ﺟﻤﻊﺁﻭﺭﻱ ﺷﺪ.‬ ‫آﻣﻮزش ﺣﯿ ﻦ‬ ‫دﯾﮕﺮ ﻣﻮارد‬ ‫اﺳﻨﺎد اﻟﻜ ﺘﺮوﻧﯿﻜﻲ‬ ‫ﺧﺪﻣﺖ‬ ‫%5‬ ‫اﺳﻨﺎد ﻛﺎﻏﺬي‬ ‫%71‬ ‫%52‬ ‫%23‬ ‫ﺗﺠﺎرب ﺷﺨﺼ ﻲ‬ ‫آﻣﻮزش رﺳ ﻤﻲ‬ ‫%25‬ ‫ﭘﺎﯾﮕ ﺎه داده‬ ‫%42‬ ‫ﭘﺎﯾﮕ ﺎه داده‬ ‫%51‬ ‫ذھﻨﯿﺖ ﻛﺎرﻛﻨﺎن‬ ‫ﺳﺎﺧﺖ ﯾﺎﻓﺘﮫ‬ ‫%82‬ ‫%2‬ ‫ﻧﻤﻮﺩﺍﺭ ۲-۱ )ﺏ( ﻣﺒﻨﺎﻱ ﻓﻌﺎﻟﻴﺖ ﺩﺍﻧﺸﻜﺎﺭﺍﻥ‬ ‫ﻧﻤﻮﺩﺍﺭ ۲-۱ )ﺍﻟﻒ( ﺗﻮﺯﻳﻊ ﺩﺍﻧﺸﻬﺎ ﺩﺭ ﺩﺭﻭﻥ ﺳﺎﺯﻣﺎﻥ‬ ‫1‬ ‫‪.Employees brain‬‬ ‫١٢‬
  • 22. ‫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