A Contribution to Knowledge Management through a Canadian Research Initiative

This paper describes how knowledge is considered to be an asset and that it has value and should be considered an integral part of asset management. In fact, all three levels of asset management, strategic, network/system wide and project/location specific, have knowledge explicitly or implicitly embedded in each activity. Knowledge is generally viewed as being in one of three basic types: (1) explicit knowledge, which is essentially documented information; (2) implicit knowledge, or “know how”; and (3) tacit knowledge, which is contained in the human subconscious (e.g., creative or innovative capabilities). Knowledge management has a variety of definitions. Essentially, it is a process for the effective utilization of available knowledge to produce results, both short term and/or long term. Organizational approaches to knowledge management generally consider explicit knowledge as having a lower value than implicit knowledge. The most valuable, arguably, is tacit knowledge, but it is also the most difficult to maintain and vulnerable to loss. One of the major pitfalls is the belief that a knowledge management system will build organizational culture. The reverse holds, where organizational culture must exist to achieve success. A Canadian research initiative which views knowledge management as a vital part of its success is the Centre for Pavement and Transportation Technology (CPATT). This Centre was made possible by an unprecedented $9 million funding package from Federal, Provincial, Municipal and private sector partners. It has articulated a vision focused on emerging and innovative technologies, a state-of-the-art research infrastructure, training and education, and sustainability in research capabilities, programs and partnerships. CPATT’s approach to knowledge management incorporates the following strategic elements: (1) identifying the activities of CPATT within explicit, implicit and tacit types of knowledge; (2) defining knowledge management (KM) and succession planning as synonymous; (3) establishing the key reasons for KM; (4) identifying the key components for proper KM; (5) establishing the cost-effectiveness of KM; (6) ongoing program of training and skills development for students and staff; and (7) developing measurable, key performance indicators for KM systems.

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