Peter Dalmaris, Eric Tsui, Bill Hall and Bob Smith
This paper aims to present research into the improvement of knowledge‐intensive business processes.
Abstract
Purpose
This paper aims to present research into the improvement of knowledge‐intensive business processes.
Design/methodology/approach
A literature review is conducted that indicates that a gap exists in the area of knowledge‐based business process improvement (KBPI). Sir Karl Popper's theory of objective knowledge is used as a conceptual basis for the design of a business process improvement (BPI) framework. Case studies are conducted to evaluate and further evolve the improvement framework in two different organisations.
Findings
Highlights the gap in the literature. Draws attention to the merits of KBPI. Reports on the design of an improvement framework for knowledge‐intensive business processes, and on the lessons learned from the conducted case studies.
Research limitations/implications
Practical and time constraints limit the scope of the case studies. General applicability can be inferred, but not tested, due to the small number of case studies.
Practical implications
A new practical way to achieve performance improvement, that utilises structured tools on intangible organisational assets. The framework can be applied by organisations that run knowledge‐intensive business processes.
Originality/value
This paper addresses a gap in the area of KBPI. It combines concepts from business process management with a robust theory of knowledge to design a practical improvement framework. The paper also contains interesting argumentation supporting the use of Karl Popper's epistemology in BPI and knowledge management.
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Abstract
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Lynne Hannay, Sonia Ben Jaafar and Lorna Earl
The purpose of this paper is to examine the work of district leadership of a large Canadian school district in becoming a learning organization over four years using knowledge…
Abstract
Purpose
The purpose of this paper is to examine the work of district leadership of a large Canadian school district in becoming a learning organization over four years using knowledge management practices.
Design/methodology/approach
A qualitative study conducted from 2000‐2004 using a naturalistic research paradigm with the underlying principles of grounded theory. Data were collected from a sample of six supervisory officers through individual and focus group interviews.
Findings
Using knowledge management practices, the senior leaders of a large school district organically developed a unified new amalgamated super‐district. They redefined their roles from managers to knowledge leaders in order to reshape the district into a learning organization that could positively respond to the continual changes being rained down on them.
Practical implications
This paper offers insights that are both theoretical and practical on how senior leaders transform their role from operational managers to knowledge leaders for school improvement. The conceptual framework proves valuable in understanding how change can work in practice.
Research limitations/implications
Although the study is limited by the specific context from which data were drawn, it offers useful lessons and direction for large districts undergoing major reforms.
Originality/value
This paper highlights the role of senior leadership as knowledge leaders managing a district towards becoming a learning organization via organic processes that promote knowledge flow.