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Knowledge Intensive Work in a Network of Counter-Terrorism Communities

2009· book-chapter· en· W2477529348 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueIGI Global eBooks · 2009
Typebook-chapter
Languageen
FieldBusiness, Management and Accounting
TopicCompetitive and Knowledge Intelligence
Canadian institutionsnot available
Fundersnot available
KeywordsPhenomenographyContext (archaeology)Public relationsTerrorismAmbiguityKnowledge managementWork (physics)Government (linguistics)Tacit knowledgePolitical scienceEngineering ethicsSociologyEngineeringPedagogyGeographyComputer science

Abstract

fetched live from OpenAlex

Knowledge management is often associated with the need for change and related shifts in ontologies, ways of knowing and ways of working. Combine the centuries-old debates about what defines knowledge with proposed paradigm shifts to become knowledge-oriented, focused on inter-relationships, and cognisant of the complex and voluntary nature of knowledge work, and there is bound to be controversy and ambiguity. However, knowledge management research and practice becomes more focused and less ambiguous when set in the context of an urgent need. This chapter describes a study of a Canadian public sector science initiative. The terrorist attacks of 9/11 catalyzed ripples of reflection and innovation over great distances. In Canada, the federal government initiated the Chemical, Biological, Radiological and Nuclear (CBRN) Research and Technology Initiative (CRTI) to enable learning and progress, using what is essentially a communities of practice model. CRTI established a knowledge management office, to help this network of communities generate, share and use tacit and explicit knowledge. Some aspects of the initiative were working better than others and I was asked to conduct research to explore how CRTI members understand their work in a complex, knowledge-rich environment. I collected data through interviews and observation, and used phenomenography: a qualitative methodology from Scandinavia, which reveals qualitatively different ways of understanding phenomena. Phenomenography is usually driven by the desire to improve something, rather than simply to deepen understanding. As part of the analysis, I used a model for understanding communities of practice that was developed by [then] Major Pete Kilner in his work with the internationally respected CompanyCommand community.Participants who understood their work as complex and unpredictable tended to emphasize connections and relationships, focused on learning more than doing, spontaneously referenced all aspects of Kilner’s model, saw knowledge as more of a flow than a thing, and were more satisfied with their individual and community effectiveness. This research had added value in that CRTI is considered successful and is being considered as a potential model for other science and technology work in the Canadian public service. The research has implications for knowledge-intensive work in complex environments and suggests that there is fertile ground for more qualitative research that integrates thinking from knowledge management and complexity thinking.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: Theoretical or conceptual
GenreCandidate signal: Other · Consensus signal: none
Teacher disagreement score0.930
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0010.001
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0010.001
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0000.001

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.036
GPT teacher head0.257
Teacher spread0.221 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it