本文選題：知識管理 + 知識共享��； 參考：《內(nèi)蒙古師范大學》2012年碩士論文

【摘要】：知識管理起源于企業(yè)組織，但在知識經(jīng)濟時代“知識工作者”已成為組織成員的主要組成部分，在各種組織中實施知識管理都勢在必行。相比于其他組織，高校是知識創(chuàng)新的主要場所，知識擁有量大，這集中體現(xiàn)在高校教師和研究生兩個群體中，因此本文選取在校碩士研究生作為研究對象，考察他們在平時的學習和研究中的知識共享現(xiàn)狀，并就存在的問題提出筆者的看法。 本文首先運用知識管理的經(jīng)典理論以及來自當今學術界和組織管理者的不同觀點對知識管理的基本概念進行論述，并討論知識管理的內(nèi)涵，揭示出技術至上的“第一代知識管理”已成為過去，知識管理思想已經(jīng)進入以人為本的“第二代知識管理”時期。接著對知識共享的基本理論和研究生進行知識共享的意義進行論述。結合各方對知識共享不同角度的理解，筆者認為“學習觀點”符合知識共享精神和本質(zhì)，知識共享并不等同于知識傳遞，核心在于幫助他人學習和發(fā)展其能力。知識共享的行為和效果會受到多種因素的影響，包括組織文化、組織結構、共享雙方以及知識本身等因素。對知識共享過程最經(jīng)典的詮釋當屬野中郁次郎提出的“SECI”模型，它描述了顯性知識和隱性知識如何在共享雙方之間轉移和轉化。從以上相關理論和實踐可以看出在研究生中倡導進行知識共享具有重要意義，這不僅是改變研究生知識價值觀，樹立開放共享態(tài)度的有效手段，也是提高研究生學習和研究效率，同時增加高校知識存量，提高高校組織和研究生個人競爭力的重要途徑。 本文之后對高校在讀研究生進行了知識共享現(xiàn)狀的問卷調(diào)查，問題涉及知識共享的意愿、行為、途徑和障礙四方面，得到的結果基本符合預期，即研究生在知識共享意愿和行為上都趨于中性，態(tài)度并不積極，共享途徑的選擇也偏重于知識傳遞，并且人際信任等組織文化因素和共享途徑成為了阻礙研究生知識共享的主要因素。這些現(xiàn)象體現(xiàn)出研究生知識共享的問題在于保守的知識價值觀和信任度不高的人際關系，以及簡單的將知識傳遞當做知識共享，，而并不能幫助他人獲得真正解決問題的方法和能力。究其原因，中國傳統(tǒng)的中庸、私德等不積極的元素對知識共享環(huán)境具有很大程度的影響，使得研究生在知識價值觀和共享行為上表現(xiàn)都不積極。 針對調(diào)查分析得到的問題，可以從以下幾個方面改善研究生知識共享的現(xiàn)狀。促進知識共享需從改善研究生的人際關系，建立積極的知識共享文化入手，通過加強人際信任并采取合理的激勵措施，改變知識價值觀，提高知識共享行為的頻率和有效性。其次應建設、發(fā)掘和推廣更多的知識共享途徑和工具，包括支持顯性知識共享的網(wǎng)絡工具，以及促進隱性知識共享的各種形式的公共討論。為保證知識共享的順利進行，還需要平衡知識共享和知識產(chǎn)權的關系，對知識產(chǎn)權的充分保護也是促進研究生知識共享的因素之一。在倡導知識共享的同時，還需合理調(diào)整激勵措施等促進手段，抑制知識共享的負效應。
[Abstract]:Knowledge management originated from enterprise organization, but in the era of knowledge economy "knowledge workers" has become the main component of organization members. It is imperative to implement knowledge management in various organizations. Compared to other organizations, colleges and universities are the main place of knowledge innovation and have a large amount of knowledge, which is embodied in university teachers and graduate students two. In this group, this article selects the graduate students as the research object, and investigates their knowledge sharing status in the ordinary study and research, and puts forward the author's views on the existing problems.
This paper first discusses the basic concepts of knowledge management and discusses the basic concepts of knowledge management, and discusses the connotation of knowledge management, and reveals that "the first generation of knowledge management" has become the past, and the idea of knowledge management has entered the "first" "first" "first" "first" "first". The two generation of knowledge management period. Then it discusses the basic theory of knowledge sharing and the meaning of knowledge sharing for graduate students. Combining the understanding of knowledge sharing in different angles, the author believes that "learning viewpoint" is in line with the spirit and essence of knowledge sharing. Knowledge sharing is not equal to knowledge transfer, and the core is to help others to learn. The behavior and effect of knowledge sharing will be influenced by many factors, including organizational culture, organizational structure, sharing of both sides and knowledge itself. The most classical interpretation of knowledge sharing process is the "SECI" model proposed by Nonaka Fujiro, which describes how explicit knowledge and tacit knowledge are shared by both parties. From the theory and practice above, it can be seen that it is of great significance to promote knowledge sharing in graduate students, which is not only an effective means to change the values of the graduate knowledge, to establish an open and shared attitude, but also to improve the efficiency of the graduate students' learning and research, and to increase the stock of knowledge in Colleges and universities and improve the organization of colleges and universities. An important approach to the competitiveness of the graduate students.
After this paper, a questionnaire survey on the status quo of knowledge sharing in college students is carried out. The problem involves four aspects: willingness, behavior, way and obstacle of knowledge sharing. The results obtained are basically consistent with expectations, that is, the graduate students tend to be neutral in knowledge sharing will and behavior, and the degree of state is not positive, and the choice of sharing ways is also more important than knowledge. Transmission, and interpersonal trust and other organizational cultural factors and sharing ways have become the main obstacles to the knowledge sharing of postgraduate students. These phenomena show that the problem of graduate knowledge sharing lies in the conservative knowledge values and low trust relationships, as well as the simple knowledge sharing as knowledge sharing, which can not help him. People get a real solution to the problem and the ability to solve the problem. The reason is that the traditional Chinese mediocre, private morality and other non active elements have a great influence on the knowledge sharing environment, so that the postgraduates are not active in the knowledge values and sharing behavior.
In view of the problems obtained by the investigation and analysis, we can improve the present situation of the graduate students' knowledge sharing from the following aspects. The promotion of knowledge sharing should start with the improvement of the interpersonal relationship of the graduate students and the establishment of a positive knowledge sharing culture. By strengthening the interpersonal trust and taking reasonable incentives, the knowledge values are changed and the knowledge sharing behavior is improved. Frequency and effectiveness. Secondly, we should build, explore and popularize more ways and tools for sharing knowledge, including network tools that support explicit knowledge sharing, and various forms of public discussion to promote the sharing of tacit knowledge. In order to ensure the smooth progress of knowledge sharing, the relationship between knowledge sharing and intellectual property rights should be balanced, and intellectual property rights should be balanced. Full protection is also one of the factors to promote the knowledge sharing of graduate students. While advocating knowledge sharing, it is necessary to adjust the incentives and other measures to restrain the negative effect of knowledge sharing.

【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G643

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本文編號：1852559