Corporate Memory
Records and Information Management in the Knowledge Age
2nd Edition
Published on 25. August 2005
XII, 143 pages
978-3-598-44011-3 (ISBN)
Description
"Corporate memory", das Gedächtnis eines Unternehmens, ist jener Korpus an Informationen, den eine Organisation zum Zwecke der Wiederverwendung aufbewahren muss. Er enthält aktuelle und historische Daten, die im Dienste einer effizienten Organisation erhalten und angemessen verwaltet werden müssen. Der vorliegende Titel wendet sich an Schriftgutverwalter und Archivare, die für alle Aspekte des Informationsaustausches innerhalb einer Organisation verantwortlich sind. Er stellt die aktuellsten Methoden und Ansätze umfassend dar und diskutiert darüber hinaus die Übernahme eines internationalen Standards für die Schriftgutverwaltung.
More details
Edition
2. Ausgabe
Language
English
Place of publication
Berlin/Boston
Germany
Publishing group
De Gruyter
Target group
Professional and scholarly
US School Grade: College Graduate Student
Edition type
Revised edition
File size
0,49 MB
ISBN-13
978-3-598-44011-3 (9783598440113)
Schweitzer Classification
Other editions
Additional editions
Book
05/2005
2nd Edition
De Gruyter Saur
€149.95
Shipment within 7-9 days
Person
Content
1 - Contents [Seite 7]
2 - Introduction [Seite 13]
3 - CHAPTER ONE. Empowerment [Seite 17]
4 - CHAPTER TWO. The memory problem [Seite 23]
5 - CHAPTER THREE. The corporate memory and Records Management [Seite 35]
6 - CHAPTER FOUR. The document as a verb [Seite 45]
7 - CHAPTER FIVE. Valuing documents [Seite 53]
8 - CHAPTER SIX. The corporate memory manager [Seite 67]
9 - CHAPTER SEVEN. The technologies [Seite 85]
10 - CHAPTER EIGHT. Performance Centered Learning [Seite 101]
11 - CHAPTER NINE. Workflow [Seite 107]
12 - CHAPTER TEN. Improvements [Seite 117]
13 - CHAPTER ELEVEN. Making it happen [Seite 125]
14 - For Further Information [Seite 137]
15 - Appendix: ISO Standard [Seite 147]
16 - Glossary [Seite 149]
17 - Index [Seite 153]
2 - Introduction [Seite 13]
3 - CHAPTER ONE. Empowerment [Seite 17]
4 - CHAPTER TWO. The memory problem [Seite 23]
5 - CHAPTER THREE. The corporate memory and Records Management [Seite 35]
6 - CHAPTER FOUR. The document as a verb [Seite 45]
7 - CHAPTER FIVE. Valuing documents [Seite 53]
8 - CHAPTER SIX. The corporate memory manager [Seite 67]
9 - CHAPTER SEVEN. The technologies [Seite 85]
10 - CHAPTER EIGHT. Performance Centered Learning [Seite 101]
11 - CHAPTER NINE. Workflow [Seite 107]
12 - CHAPTER TEN. Improvements [Seite 117]
13 - CHAPTER ELEVEN. Making it happen [Seite 125]
14 - For Further Information [Seite 137]
15 - Appendix: ISO Standard [Seite 147]
16 - Glossary [Seite 149]
17 - Index [Seite 153]
CHAPTER EIGHT (S. 89-90)
Performance Centered
Learning In order to develop a corporate memory system it is necessary to introduce new technologies into the organization and teach the staff how to use existing technologies more effectively. More than traditional training is required: learning in a technological environment is becoming more and more important as traditional training turns out to be expensive and, often, transitory. Organizations are beginning to look at various ways to solve the problem of introducing technology into the workplace.
Our goal must continue to be to integrate information whenever possible and make it accessible to those who need it. Traditional training Too often, when new technologies are introduced the workflow is changed to meet the requirements of the software. A software package is identified, purchased and introduced into the organization. Trainers are then hired to teach the software application. In the traditional training environment, a trainer who is familiar with the new technology is brought in to teach staff how it can be used. However, the trainer is not usually familiar with the work situation and generally leaves its specific application up to the students.
There is also often a time lapse - sometimes very long - between training and the actual implementation of a technology. The introduction of new technology enables changes in the work process, so that much of what has already been learned becomes obsolete once the technology is fully implemented. Users are normally left on their own, with generic documentation and access to a help desk, and often make use of only a small percentage of the capabilities of the technology. However, there is a better way to introduce technology to an organization.
Learning
The trouble with traditional training is that it does not enable the user to learn about the product over time, and to take control of the technology. The technology, not the user, determines how it is used. The power of modern technology, however, is only fully unleashed when the user masters it and uses it in new and unexpected ways. Learning how to use technology must be based on an understanding that people learn in a context over time. Learning is a student's activity, training and education are often done from the viewpoint of the instructor. An organization needs to become a learning organization - one in which the acquisition of new skills and knowledge is a normal part of life.
Learning, like any other activity, takes time and commitment, and in this chapter we will discuss how an organization can develop the type of learning environment that is necessary to implement a corporate memory system. Implementing a corporate memory management system with adequate computer search and retrieval technologies requires significant changes in work processes and thought processes.
The workflow of the organization will change over time. Such changes should not be required by the software but should arise out of new possibilities for improved customer service. In other words, information systems should support business activities, not create new work. Staff will need to learn new ways of doing business. Learning is best done in context: 'just-in-time learning' that is available when and where a new skill is needed. Much more is needed than simply training to use a tool. Computer technology is used by workers at all levels of an organization and frequently changes the way in which tasks are done.
Performance Centered
Learning In order to develop a corporate memory system it is necessary to introduce new technologies into the organization and teach the staff how to use existing technologies more effectively. More than traditional training is required: learning in a technological environment is becoming more and more important as traditional training turns out to be expensive and, often, transitory. Organizations are beginning to look at various ways to solve the problem of introducing technology into the workplace.
Our goal must continue to be to integrate information whenever possible and make it accessible to those who need it. Traditional training Too often, when new technologies are introduced the workflow is changed to meet the requirements of the software. A software package is identified, purchased and introduced into the organization. Trainers are then hired to teach the software application. In the traditional training environment, a trainer who is familiar with the new technology is brought in to teach staff how it can be used. However, the trainer is not usually familiar with the work situation and generally leaves its specific application up to the students.
There is also often a time lapse - sometimes very long - between training and the actual implementation of a technology. The introduction of new technology enables changes in the work process, so that much of what has already been learned becomes obsolete once the technology is fully implemented. Users are normally left on their own, with generic documentation and access to a help desk, and often make use of only a small percentage of the capabilities of the technology. However, there is a better way to introduce technology to an organization.
Learning
The trouble with traditional training is that it does not enable the user to learn about the product over time, and to take control of the technology. The technology, not the user, determines how it is used. The power of modern technology, however, is only fully unleashed when the user masters it and uses it in new and unexpected ways. Learning how to use technology must be based on an understanding that people learn in a context over time. Learning is a student's activity, training and education are often done from the viewpoint of the instructor. An organization needs to become a learning organization - one in which the acquisition of new skills and knowledge is a normal part of life.
Learning, like any other activity, takes time and commitment, and in this chapter we will discuss how an organization can develop the type of learning environment that is necessary to implement a corporate memory system. Implementing a corporate memory management system with adequate computer search and retrieval technologies requires significant changes in work processes and thought processes.
The workflow of the organization will change over time. Such changes should not be required by the software but should arise out of new possibilities for improved customer service. In other words, information systems should support business activities, not create new work. Staff will need to learn new ways of doing business. Learning is best done in context: 'just-in-time learning' that is available when and where a new skill is needed. Much more is needed than simply training to use a tool. Computer technology is used by workers at all levels of an organization and frequently changes the way in which tasks are done.
