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{Excerpt} To manage knowledge—in the sense of making explicit and systematic efforts to enable vital individual and collective knowledge resources to be identified, created, stored, shared, and used for benefit—learning organizations build adaptive and generative institutions, systems and processes, and functions across leadership, organization, technology, and learning dimensions. Only by doing so can they, irrespective of configuration, hope to enjoy the capacity to act effectively to achieve shared vision.

Concern for sound management of stocks and, increasingly, flows of knowledge is not a fad. To accomplish their missions, organizations must continually refresh their stocks of knowledge by being part of relevant flows of new knowledge. To this intent, communities (and networks) of practice have, since the mid-1990s, become an accepted part of organizational development. (In a mobile workforce,people are more likely to be aligned to their professional identity than to their organizational affiliation.) They are groups of like-minded, interacting people who filter, amplify, invest and provide, convene, build, and learn and facilitate to ensure more effective creation and sharing of knowledge in their domain. It is also recognized that a coordinating medium,or knowledge manager, is a key factor for managing knowledge in organizations, be that with reference to well-structured, ill-structured, or wicked problem solving. With decreasing bureaucracy and decentralization of operations, it makes sense to distribute leadership for organizational problem solving: the span of knowledge coordination should be as close as possible to relevant knowledge domains.


Suggested Citation

Serrat, O. (2010). Enriching knowledge management corrdination. Washington, DC: Asian Development Bank.

Required Publisher's Statement

This article was first published by the Asian Development Bank (