‫ﻣﺪﯾﺮﯾﺖ داﻧﺶ‬

‫)‪(Knowledge Management‬‬
‫ﻣﻔﺎﻫﻴﻢ‪ ،‬ﺗﺠﺮﺑﻪﻫﺎ ﻭ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ‬

‫ﺷﺮﻛﺖ ﻣﺸﺎﻭﺭﺍﻥ ﺗﻮﺳﻌﻪ ﺁﻳﻨﺪﻩ ‪/‬ﮔﺮﻭﻩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬

‫ﺗﻬﺮﺍﻥ‪ .‬ﺗﺎﺑﺴﺘﺎﻥ ‪۱۳۸۵‬‬

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 ‫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.‬‬

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‫‪Knowledge Capital‬‬
‫‪2‬‬
‫‪Knowledge Based Economy‬‬

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 ‫ﺳﺮﻣﺎﻳﻪ‬

‫ﺟﺎﻣﻌﻪ‬
‫ﺻﻨﻌﺘﻲ‬

‫ﺟﺎﻣﻌﻪ ﺩﺍﻧﺸﻲ‬
‫ﻛﺎﺭ‬ ‫ﺩﺍﻧﺶ‬

‫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.‬‬

‫‪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
‫‪10‬‬
‫‪. wiig‬‬

‫‪٥‬‬
 ‫ﺭﻭﻳﺪﺍﺩ‬ ‫ﻃﺮﺡ ﮐﻨﻨﺪﻩ‬ ‫ﺳﺎﻝ‬
‫ﺗﺮﺍﺯﻧﺎﻣﻪ ﻧﺎﻣﺸﻬﻮﺩ‬ ‫ﺳﻴﻮﺑﻲ‪/‬ﮐﻮﻧﺮﺍﺩ‬ ‫‪١٩٨٦‬‬
‫ﺍﺑﺪﺍﻉ ﻣﻔﻬﻮﻡ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﻛﺎﺭﻝ ﻭﻳﮓ‬ ‫‪١٩٨٦‬‬

‫ﺷﺮﻭﻉ ﺗﻼﺷﻬﺎﻱ ﺩﺭﻭﻧﻲ ﺑﺮﺍﻱ ﺍﺩﺍﺭﻩ ﺭﺳﻤﻲ‬ ‫ﺷﺮﻛﺖﻫﺎﻱ ﻣﺸﺎﻭﺭ ﻣﺪﻳﺮﻳﺘﻲ‬ ‫‪١٩٨٩‬‬
‫ﺩﺍﻧﺶ‬ ‫ﺑﺰﺭﮒ‬
‫ﻳﻜﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦﻫﺎ ﺑﺮﺍﻱ ﺗﻜﻤﻴﻞ ﻣﺪﻳﺮﻳﺖ‬ ‫ﺍﺭﺯﺵ ﻭﺍﺗﺮﻫﺎﻭﺱ‬ ‫‪١٩٨٩‬‬
‫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 ‫‪١٩٩٣‬‬
‫ﻣﻮﺭﺩ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ )ﺍﺳﺎﺱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ(‬
‫ﻣﻨﺒﻊ ﺩﺍﻧﺶ‬ ‫ﭘﻴﺘﺮ ﺩﺭﺍﮐﺮ‬ ‫‪١٩٩٤‬‬
‫ﻧﺨﺴﺘﻴﻦ ﻛﻨﻔﺮﺍﻧﺲ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬ ‫ﺷﺒﻜﻪ ﺍﺭﺗﺒﺎﻃﻲ ﺩﺍﻧﺶ ﻣﺪﻳﺮﻳﺖ‬ ‫‪١٩٩٤‬‬
‫ﻧﺨﺴﺘﻴﻨﻲ ﻛﻪ ﺳﺮﻭﻳﺲﻫﺎﻱ ﺩﺍﻧﺶ ﻣﺪﻳﺮﻳﺖ ﺭﺍ‬ ‫ﺷﺮﻛﺖ ﺑﺰﺭﮒ ﻣﺸﺎﻭﺭﻩ‬ ‫‪١٩٩٤‬‬
‫ﺑﻪ ﻣﺸﺘﺮﻳﻬﺎ ﭘﻴﺸﻨﻬﺎﺩ ﻛﺮﺩ‬
‫ﺩﺍﻧﺶ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﻨﺒﻊ ﺑﻲﭘﺎﻳﺎﻥ‬ ‫ﺍﺳﺘﻨﻔﻮﺭﺩ ﭘﺎﻝ ﺭﻭﻣﺮ‬ ‫‪١٩٩٥‬‬
‫ﮐﺘﺎﺏ ﺷﺮﮐﺖ ﺩﺍﻧﺶﺁﻓﺮﻳﻦ‬ ‫ﻧﻮﻧﺎﮐﺎ ﻭ ﺗﺎﮐﻮﭼﻲ‬ ‫‪١٩٩٥‬‬
‫ﮐﺘﺎﺏ ﺳﺮﭼﺸﻤﻪﻫﺎﻱ ﺩﺍﻧﺶ‬ ‫ﺩﺭﻭﺗﻲ ﻟﺌﻮﻧﺎﺭﺩ ﺑﺎﺭﺗﻮﻥ‬ ‫‪١٩٩٥‬‬
‫ﺍﻧﻔﺠﺎﺭ ﭘﺮ ﺳﺮﻭﺻﺪﺍﻱ ﺍﻟﺤﺎﻗﻬﺎ ﻭ ﻓﻌﺎﻟﻴﺘﻬﺎ‬ ‫ﺍﻧﻮﺍﻉ ﺷﺮﻛﺘﻬﺎ ﻭ ﺷﻐﻠﻬﺎ‬ ‫‪١٩٩٦‬‬

‫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

‫‪٦‬‬
 ‫‪ -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

‫‪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 "ﺑﺴﺘﻪ ﺩﺍﻧﺸﻲِ ﺧﻮﺩ" ﺭﺍ ﺑﻔﺮﻭﺷﻴﻢ؟ ﺑـﺴﺘﻪ ﺩﺍﻧـﺸﻲ ﺷـﺮﻛﺖ ﺭﻗﻴـﺐ ﺭﺍ ﭼﻘـﺪﺭ ﺣﺎﺿـﺮﻳﻢ‬ ‫‪v‬‬
‫ﺑﺨﺮﻳﻢ؟‬
‫ﺁﻳﺎ ﺍﻋﻀﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺍﺯ ﺍﻋﺘﻼﻱ ﺳﻄﺢ ﺩﺍﻧﺶ ﺧﻮﺩ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺧﺮﺳﻨﺪﻧﺪ؟‬ ‫‪v‬‬

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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
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‫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 "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.‬‬

‫‪1‬‬
‫‪. case studie‬‬
‫‪2‬‬
‫‪. Just In Time‬‬

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‫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

‫ﺩﺍﻧﺶ‬ ‫ﺳﻄﻞ ﺁﺷﻐﺎﻝ‬

‫ﺧﻠﻖ ﺩﺍﻧﺶ‬ ‫ﺫﺧﻴﺮﻩ ﺷﺪﻩ‬ ‫ﺩﺍﻧﺶ‬
‫ﻓﺮﺍﻣﻮﺷﻲ ﻓﻌﺎﻝ ﺩﺍﻧﺶ‬

‫ﺍﻧﺘﺨﺎﺏ ﺩﺍﻧﺶ‬

‫ﺩﺍﻧﺶ ﺑﻪ‬
‫ﺩﺭﺩﺑﺨﻮﺭ‬
‫‪١٠‬‬
‫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.‬‬

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‫‪Knowledge Based Organizations‬‬
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‫‪Knowledge Worker‬‬

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‫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.‬‬

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‫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.‬‬

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‫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 ﺳﺎﺯﻣﺎﻥ‪ ٥‬ﺑﺮ ﻋﻬﺪﻩ ﺍﻳﻦ ﮔﺮﻭﻩﻫﺎ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬

‫‪1‬‬
‫‪.Intellectual Assets‬‬
‫‪2‬‬
‫‪Knowledge And Technology Foresighting‬‬
‫‪3‬‬
‫‪.Knowledge Teams‬‬
‫‪4‬‬
‫‪.Chief Knowledge Officer‬‬
‫‪5‬‬
‫‪Knowledge Management Protocols‬‬

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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.‬‬

‫‪1‬‬
‫‪.Compensation Reward‬‬
‫‪2‬‬
‫‪.Human Resource Statement‬‬
‫‪3‬‬
‫‪.Intellectual Capital Statement‬‬
‫‪4‬‬
‫‪.Dynamic Knowledge Assessing Systems‬‬

‫‪١٥‬‬
 ‫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.‬‬

‫‪1‬‬
‫‪.Outsource‬‬
‫‪2‬‬
‫‪.Virtual Knowledge Teams‬‬

‫‪١٦‬‬
 ‫‪ 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
‫‪2‬‬
‫‪.Managing suppart systems‬‬
‫‪3‬‬
‫‪.Artificial intelligence‬‬

‫‪١٧‬‬
 ‫‪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 .‬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

‫‪١٨‬‬
 ‫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.‬‬

‫‪1‬‬
‫‪.Knowledge traps‬‬
‫‪2‬‬
‫‪.White spots‬‬

‫‪١٩‬‬
 ‫‪ 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.‬‬

‫‪1‬‬
‫‪.Tacit knowledge‬‬

‫‪٢٠‬‬
 ‫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.‬‬

‫آﻣﻮزش ﺣﯿ ﻦ‬ ‫دﯾﮕﺮ ﻣﻮارد‬ ‫اﺳﻨﺎد اﻟﻜ ﺘﺮوﻧﯿﻜﻲ‬

‫ﺧﺪﻣﺖ‬ ‫‪5%‬‬ ‫اﺳﻨﺎد ﻛﺎﻏﺬي‬
‫‪17%‬‬ ‫‪25%‬‬
‫‪32%‬‬

‫ﺗﺠﺎرب ﺷﺨﺼ ﻲ‬
‫آﻣﻮزش رﺳ ﻤﻲ‬ ‫‪52%‬‬ ‫ﭘﺎﯾﮕ ﺎه داده‬
‫‪24%‬‬ ‫ﭘﺎﯾﮕ ﺎه داده‬ ‫‪15%‬‬ ‫ذھﻨﯿﺖ ﻛﺎرﻛﻨﺎن‬
‫ﺳﺎﺧﺖ ﯾﺎﻓﺘﮫ‬ ‫‪28%‬‬
‫‪2%‬‬

‫ﻧﻤﻮﺩﺍﺭ ‪) ۱-۲‬ﺏ( ﻣﺒﻨﺎﻱ ﻓﻌﺎﻟﻴﺖ ﺩﺍﻧﺸﻜﺎﺭﺍﻥ‬ ‫ﻧﻤﻮﺩﺍﺭ ‪) ۱-۲‬ﺍﻟﻒ( ﺗﻮﺯﻳﻊ ﺩﺍﻧﺸﻬﺎ ﺩﺭ ﺩﺭﻭﻥ ﺳﺎﺯﻣﺎﻥ‬

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‫‪.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.‬‬

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 ‫‪ 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 ﻣﺎ‬
‫ـ 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-‬‬

‫‪٢٤‬‬
 ‫‪ 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.‬‬
‫‪rate4‬‬ ‫‪initial value of explicit ind.‬‬
‫‪-‬‬

‫‪adjustment time4‬‬
‫‪explicit ind.‬‬
‫‪rate 1‬‬
‫‪-‬‬ ‫‪+‬‬
‫‪+‬‬
‫‪adjustment time1‬‬ ‫‪initial value of explicit org.‬‬

‫‪+‬‬ ‫‪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.‬‬

‫‪1‬‬
‫‪.Knowledge Vision‬‬

‫‪٢٦‬‬
‫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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