This paper presents how social media platforms and their components could be integrated into the KMS for the purpose of managing and sustaining Somali Indigenous knowledge (IK). The discovery of knowledge and its utilization is now fuelled by the advancement of technology, which connects users to external sources through using different platforms. The rapidly increasing use of SM and mobile technologies create opportunities to form knowledge networks that can facilitate the process of creating, preserving, and sharing knowledge and skills that are unique to communities in the Somali context. Somali society being an oral society with rich IK and other cultural practices lacked a framework in place to organize the existing knowledge in various methods. The paper refers to existing methodology E-learning and KM functions. This method first identifies functional similarities between SM, E-Learning, and KM systems and their interactions if they are properly integrated. The proposed framework consists of two functional parts; KM and SM. The KM part involves knowledge capturing, validation, formatting, storing, and distribution. SM part of the framework involves knowledge presentation, sharing, and application. Since the Somalis are said to be an oral society, this framework helps to capture and disseminate IK residing in knowledge holders.

This article aims to understand the role of tacit knowledge in call center organizations with the objective of understanding how call center representatives use tacit knowledge in their job roles and functions. Extant literature has focused on explicit knowledge but the research on tacit knowledge is still underdeveloped. The complexities and difficulties of the call center job role and the usage and transfer of knowledge is reviewed. Also, it takes into considerations past literature on tacit knowledge, how these respondents employ tacit knowledge in efficiently handling customers, responding to their queries, and engaging this form of knowledge in problem solving. The article concludes with discussion and implications for call center organizations and responders.

In this digital world, organisations are facing global competition as well as manpower pressures leading towards knowledge economy, which heavily impacts on their local and international businesses. The trend is to foster collaboration and knowledge sharing to cope with these problems. With the advancement of technologies and social engineering that can connect people in virtual world across time and distance, several organisations are embarking on knowledge management (KM) systems, implementing community of practice (CoP) approach. However, virtual communities are relatively new paradigms, and there are several challenges to their successful implementation from an organisation’s point of interest. There is lack of CoP implementation framework that can cater to today’s dynamic business and sustainability requirements. To fill the gap in literature, this paper develops a practical framework for a CoP implementation with a view to align KM strategy with business strategy of an organization. It explores the different steps of building, sharing and using tacit and explicit knowledge in CoPs by applying Wiig KM cycle. It proposes a practical CoP implementation framework that adopts the Benefits-Tools-Organisation-People-Process (BTOPP) model in addressing the key questions surrounding each of the BTOPP elements with a structured approach. Finally, it identifies key challenges such as organizational culture and performance measurements, and provides practical recommendations to overcome them for a successful CoP implementation.

In this paper I take the book by Michel Serres “Thumbelina” as the occasion for a reflection on the conceptual basis of knowledge management, as it was built by Ikujiro Noanka and co-workers. The direct access to knowledge that Thumbelina practices together with her peers is, in fact, for me, a god observation point to bring the reflection of Nonaka further, towards the discovery of a new understanding of knowledge and knowing processes. If the digital revolution is third step after writing and printing, in the soft changes in the relations between human beings and knowledge, then it poses in an urgent manner the problem to deepen our understanding of what knowledge and intelligence are and to change our practice at the education level and to design new digital tools to support our knowledge management processes.