Knowledge Management Integrating Organizational Learning in a Military Context: The 3M Model

By Viviane Farias, Jonice Oliveira and Jano Souza.

Published by The Organization Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Our work constructs a conceptual model, called the 3M Model, for organizational performance based on the benefits and influences of corporate universities in organizational knowledge management view. We focus on the identification and ranking of expertise in a military context by evaluating the potential of organizational learning, its issues and barriers related to the military environment. The 3M Model provides three strategic visions (Motive, Model and Moment Visions) that should be considered to assist in the creation and evolution of corporate universities in the military context: the Motive Vision (alignment of corporate learning to military strategies), the Model Vision (operational approach to organizational education and leadership) and the Moment Vision (the dynamics of the real-time environment). Based on the research of organizational knowledge management process, we use the conceptual model 3M to provide a path for the integration of these visions to attain high performance by organizational learning strategies and corporate universities initiatives. From the organizational perspective, an integrated knowledge-transformation framework (such as 3M Model) provides structured diffusion of knowledge that consists of processes for evaluating, acquiring, organizing, enabling, transferring, and by making use of implicit features to improve retrieval results and create knowledge in a military organization. On the other hand, identification of semantic autonomy, that is, the possibility of choosing the most appropriate conceptualization of what is locally known (for example, through the creation of knowledge maps, contexts, ontologies, etc.) and identification of critical knowledge areas guides adequate specification of information needs required by decision makers at all levels.

Keywords: Organizational Learning, Corporate Universities, Organizational Performance, Knowledge Management Process

International Journal of Knowledge, Culture and Change Management, Volume 9, Issue 1, pp.111-124. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.387MB).

Viviane Farias

M.Sc and Lieutenant of Brazilian Navy, COPPE/UFRJ - Computer Science, Graduate School of Engineering, Federal University of Rio de Janeiro and Brazilian Navy, Rio de Janeiro, Rio de Janeiro, Brazil

Viviane Cunha Farias da Costa, MSc. I'm a M.Sc student in Federal University of Rio de Janeiro and Lieutenant of Brazilian Navy. My areas of interest are Knowledge Management, Organizational Learning and knowledge management processes in Military Context.

Jonice Oliveira

Professor, Computing Institute, State University of Rio de Janeiro, Rio de Janeiro, Rio de Janeiro, Brazil

My name is Jonice Oliveira and I got my B.Sc. degree in Computer Science in 2001 at Federal University of Rio de Janeiro (UFRJ), and the M.Sc. degree in 2003, at the Department of Computer and Systems Engineering (PESC) on Graduate School and Research in Engineering (COPPE). I hold my Ph.D. in 2007 (in the same department where I got my M.Sc. degree), and now I am a professor of State University of Rio de Janeiro (UERJ).

Prof. Jano Souza

Professor, PhD, COPPE/UFRJ, Graduate School of Engineering, Federal University of Rio de Janeiro, Rio de Janeiro, Rio de Janeiro, Brazil

Jano Moreira de Souza is a Professor of Computer Science at the Graduate School of Engineering (COPPE) and Mathematics Institute of the Federal University of Rio de Janeiro (UFRJ) (Brazil). His area of specialization is Databases, and he is involved in research in fields, such as CSCW, Decision Support Systems, Knowledge Management and GIS. Professor De Souza received his bachelor’s degree in Mechanical Engineering (1974) and his master’s degree (1978) in System Engineering from the Federal University of Rio de Janeiro (Brazil), and his PhD in Information Systems (1986) from the University of East Anglia (England).

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