Fa World´s

1 Question Asking and Answering
Question asking and answering is a foundational process by which what people know tacitly becomes expressed, and hence, externalized as knowledge. [Searle, J., 1969] that amongst others categorizes question asking as a form of a speech act.Quigley and Debons [1999] adopted a similar stance that considers information as texts that primarily answer ‘informative’ questions such as who, when, what, or where while knowledge is considered as texts that answer more ‘explanatory’ or ‘meaning related’ questions such as why or how.

2 Posting Content to Repositories
Contributing content such as lessons-learned, project experiences, and success stories is another approach to knowledge sharing.The capturing of best practice has often been highlighted as a form
of externalized knowledge.
Nick et al. [2001], noting the importance of learning by experience, point out that experience bases can be developed using case-based reasoning as the underlying concept. However, they also note that experience repositories require continuous maintenance and updating in order to handle continuous streams of experience.
Selvin and Buckingham [2002] describe a tool, Compendium, that claims to support rapid knowledge construction.They ground their claim on an empirical case study of its use in a corporate contingency planning situation by demonstrating the creation of knowledge content in a real time ‘on-the-fly’mode of content authoring, complemented by collaborative validation.

3 (re)Using Knowledge
Desouza et al. [2006] assert that the decision to consume knowledge can be framed as a problem of risk evaluation, with perceived complexity and relative advantage being identified as factors relating to intentions to “consume” knowledge.
McMahon et al. [2004], studying teamwork involving engineering design, suggest that both codification and personalization approaches to knowledge reuse are relevant. They recognize the notion of information value, allowing for the matching of information to the knowledge needs of the user. They propose that good representations of both information characteristics and user characteristics are essential.

4 Knowledge - Based Decision Making
In general, decision making involves identifying alternatives, projecting probabilities and outcomes of alternatives, and evaluating outcomes according to known preferences and implications for stakeholders.
information flows are a central process that bridges knowledge creation and decision making activity. Information flows continuously between sense making, knowledge creating, and decision making, so that the outcome of information use in one mode provides the elaborated context and the expanded resources for
information use in the other modes [Choo, C., 2002].

• finding or uncovering knowledge [Ehrlich, K., 2003, Learn, L., 2002, Zack,M., 1999], 
• sharing knowledge [Ackerman et al., 2003], 
• and the development of new knowledge [Argyris and Schon, 1978, 1996,Baumard, P., 1999,Harvard Business Review, 1998].

• Explicit: information or knowledge that is set out in tangible form.
• Implicit: information or knowledge that is not set out in tangible form, but could be.
• Tacit: information or knowledge that one would have extreme difficulty operationally setting out in tangible form.

The literature has discussed organizational knowledge both as a resource [Grant, R., 1996] and a process of learning [Argyris and Schon, 1978, Senge, P., 1990], often emphasizing one aspect over the other.


3.1 KNOWLEDGE AS RESOURCE AND PROCESS
Baumard, P. [1999] proposes looking at knowledge in organizations along two dimensions: tacit-explicit versus individual-collective. He defines four quadrants in which knowledge types are situated: tacit individual (intuitiveness), tacit-collective (social practice), explicit-individual (expertise), and, explicit collective (rules). Grounding the use of the quadrants in observations of exemplar case-study organizations, Baumard suggests that the creation of organizational knowledge can be tracked by locating actors’ responses (knowing) within the appropriate quadrants of the matrix


3.2 INTERACTIONS FOR KNOWLEDGE CREATION
While knowledge itself may be perceived as a resource, its creation occurs through human interactions, whether physical or virtual. For example, for knowledge to emerge from within a group, interactions that occur among its members shape the knowledge that emerges from the mutual engagement and participation of the group members. Those with a communication and interaction perspective have argued that through discourse and dialectics, individuals shape and re-shape the thought processes of others, eventually leading to a situation of negotiated or mutually co-constructed reasoning for action and knowledge [von Krogh et al.,1998]


3.3 ACTIVITY AS CONTEXT
Instead of examining knowledge Blackler, F. [1995] and others propose that attention should focus on systems through which knowing and doing are achieved. By suggesting an alternative stance of knowing as mediated, situated, provisional, pragmatic, and contested, as opposed to a more classic view of knowledge as embodied, embrained, encultured, and encoded, Blackler recognizes that knowledge permeates activity systems within the organization. Building on Engeström, Y. [1999] general model of socially distributed activity systems, Blackler, F. [1995] proposes that knowledge can be observed as emerging out of the tensions that arise within an organization’s activity systems, that is, among individuals and their communities, their environment (rules and regulations), and the instruments and resources that mediate their activities.