This is a proposal to use 3D Virtual Worlds to capture tacit knowledge and support a culture of innovation in a problem solving context.
Innovation is closely linked with the creation of new knowledge in an organization. (Chang & Lee 2008.) There are two types of knowledge developed in an organization as defined by Nonaka (1991), explicit and tacit. Explicit knowledge refers to the type of knowledge that is documented in an organization such as operating procedures, company policies, training presentations, flow diagrams and spreadsheets. In contrast, tacit knowledge is the experiential learning in the heads of the employees that is not easily documented.  For example a master troubleshooter can quickly diagnosis a problem but might have a difficult time explaining the process to a junior mechanic. Wayne Gretzky, when asked about his abilities in hockey stated, “A good hockey player plays where the puck is. A great hockey player plays where the puck is going to be.†That ability to be where the puck is going to be is a form of tacit knowledge.
The development and sharing of tacit knowledge is a critical component to stimulating innovation. (Nonaka 1991.) Tacit knowledge generally must be passed from one person to another as a cognitive apprenticeship through demonstration, practice and feedback from the expert. To support the sharing and gathering of tacit knowledge in the organization and stimulate an environment of innovation, it is proposed that a 3D multi-user virtual environment (MUVE) be developed to challenge teams to enter and solve problems much like a team works on a challenge in a mulit-player online game (Dieterle & Clarke). Teams will be provided with several problem solving tools as well as a knowledge repository to search and retrieve explicit knowledge.
Leonard & Strauss (1997) suggest that innovation requires teams where the members come from diverse cognitive backgrounds to create what they call “creative abrasion.” Creative abrasion is analogous to what happens in an atomic particle accelerator. To discover something new, physicists attempt to smash atomic particles into one another. If physicists were to gently rest one particle against another, very little happens. For this initiative it is proposed that team members come from various parts of the organization with cognitively diverse backgrounds. Cognitive diversity refers to the way in which one solves a problem. For example, two individuals could have the same skills and knowledge in chemistry or biology but approach problem solving in either an analytical or creative style. (Leonard & Strauss 1997.)
In referring to reasons why knowledge management initiatives generally are not a success, Kondo (2006) points out that the success should not be measured in the technology alone but in the people using the technology. As a result we will measure two metrics of success in this knowledge management initiative. First we will measure the successful implementation of the technology solution ensuring that it is delivered within budget and that user testing demonstrates that the requirements gathered in the first phase of the project are met. However we will also return to our voice of customer data gathering tools to explore how people in the organization are benefiting from the technology.
The overall goal of the initiative is to demonstrate the value in capturing the tacit knowledge demonstrated during the problem solving sessions to increase innovation in the organization. In addition the initiative is expected to decrease the cycle time of collaborative problem solving. We will conduct follow up interviews with management to evaluate whether the knowledge captured in the 3D virtual collaboration environment have influenced their strategic decision making and contributed to the innovation level for the organization.
References:
Chang, S., & Lee, M. (2008). The linkage between knowledge accumulation capability and organizational innovation. Journal of Knowledge Management, 12(1), 3-20.
Dieterle, E., & Clarke, J. (in press). Multi-user virtual environments for teaching and learning. In M. Pagani (Ed.),Encyclopedia of multimedia technology and networking (2nd ed). Hershey, PA: Idea Group, Inc.
Kondo, F. (2006). Five steps to a successful knowledge management initiative. In ITworld | IT news, technology analysis and how-to resources. Retrieved from http://www.itworld.com/print/10599
Leonard, D., & Staus, S. (1997). Putting your Whole Company’s Brain to Work. Harvard Business Review, 75(4), 110-121.
Nonaka, I. (1991). The Knowledge-Creating Company. Harvard Business Review, 69(6), 96-104.