1、 1 外文翻译 原文 Knowledge Management, Human Resource Management, and Higher Education: A Theoretical Material Source: EBSCO Author: Peggy D. Brewer orientation and socialization programs; performance appraisal and reward and compensation systems; an open, trusting culture; and careful selection of inform
2、ation technology are offered as practices for fostering effective KM. ONeill and Adya (2007) suggested that increasing employees willingness to share knowledge may very well depend on the perceived equity of rewards associated with knowledge sharing. Successful cultivation of a knowledge sharing env
3、ironment also requires an understanding of the important cultural values of individuals and the organization. These cultural values can determine willingness to cultivate knowledge sharing behaviors (Kok, 2006). It should be noted, also, that cultural values tend to vary between, and even within, co
4、untries. Beginning with the HRM activities of strategic human resource planning, recruiting, and selecting, it may be assumed that organizations are specifically targeting general business and industry knowledge as well as specific area and task knowledge with regard to HR. Generally, this involves
5、explicit KM targets. Universities using Blooms Revised Taxonomy would be interested in developing educational programs and majors while setting and measuring student learning objectives relative to the factual, conceptual, procedural, and meta cognitive knowledge needed for students to acquire the k
6、nowledge sought by organizations. HRM activities involving orientation, socialization, training, and development, as well as performance appraisals, would target tacit knowledge (e.g., organizational mission, goals, culture, specific jobs) as well as increases in explicit and general business and in
7、dustry knowledge. Realizing that knowledge needed by human resources to successfully progress through their careers in organizations requires a commitment to continuous learning, university curricula need to provide students with opportunities to acquire, explore, and apply advanced and in-depth fac
8、tual, conceptual, procedural, and meta cognitive knowledge and tools to increase and improve their knowledge dimensions beyond graduation. Finally, the HR activities involving rewards, outplacement, succession planning, and terminations cause organizations to be concerned about retaining and replaci
9、ng 4 knowledge workers. Designing reward and compensation systems to include monetary and nonmonetary, tangible and intangible, and intrinsic and extrinsic rewards is a necessary ingredient of maximizing the development and administrative goals of performance appraisal systems to maintain and improv
10、e knowledge workers. Both tacit and explicit knowledge is targeted for examination, improvement, and rewards. Terminations, outplacement, and succession planning HR activities require strategies to capture and retain knowledge housed in departing human resources. Managers need to be equipped with me
11、ta cognitive knowledge that includes strategic knowledge, conditional and contextual knowledge about cognitive tasks, and knowledge of self to appropriately deal with potential knowledge gapsin their organizations and in themselves. Business educational programs, therefore, necessarily need to focus
12、 on cognition in addition to other knowledge dimensions in designing and assessing programs/student learning goals. Organizationsbusiness and educationalmust focus on creating and developing knowledge workers that can succeed and excel in a competitive, global environment. Therefore, HRM activities
13、and program and curricula development activities must focus on instilling, improving, and evaluating knowledge, skills, and abilities of human assets. Business organizations must identify the knowledge dimensions necessary to create and sustain a competitive advantage, as educational institutions mu
14、st identify the corresponding knowledge dimensions necessary to provide quality instructional programs that develop students into knowledge workers. Additionally, both types of organizations need people committed to lifelong learning in order to sustain and improve their knowledge bases. The interfa
15、ce between what businesses need and what business programs at universities provide may best be illustrated by the knowledge targets of both. By focusing on the knowledge dimensions of factual, conceptual, procedural, and meta cognitive knowledge as measured by the process dimensions from remembering
16、, understanding, applying, evaluating, and creating, business programs are likely providing business organizations with the knowledge workers they need as well as providing a tangible means for measuring assurance of learning in the students they produce. Before the benefits of a model that incorpor
17、ates KM, HRM, and Blooms Revised Taxonomy can be fully assessed, results from the university included in this study and other universities need to be gathered and analyzed. We recommend, and 5 expect to see, HRM courses to be especially focused on the three model elements. Regardless of whether Bloo
18、ms Taxonomy is used for planning and assessment purposes, we urge universities to recognize the importance of incorporating KM tenets into the business curriculum. These tenets seem to correspond well to the human resource asset management concepts in organizations. 译文 知识管理 ,人力资源管理和高等教育 :一个理论模型 资料来源
19、： EBSCO 数据库 作者： 克里斯汀 .妙法 ； Ruston 尽管知识管理的重要 性已经被写了很多 ，组织和重要的人力资源管理活动面对的挑战包括保证知识的收购与转让。 更高的商业教育在承担培养学生知识管理和人力资源的组织机构中扮演着重要的角色 ， 对组织来说这个角色也是十分必要的。作者分析了知识管理、人力资源管理、和典型的为有认证的商业教育计 划所设定的知识学习之间的关系。作者提出了一个理论模型 ， 说明这些关系是可能重叠的。该模型提出了一种知识管理、组织中人力资源管理活动和为评价规划教育理想而设定的花开修订理论的关系。 知识管理已经在商业产业和教育界日益成为一个感兴趣的主题。通过组织培
20、养过程、组织、分享知识 知识管理 (KM) 导致一个可持续的竞争优势的来源 (海特 定位程序 ； 绩效考核和奖励和补偿系统 ； 一个开放、信任和认真的选择文化 ;信息技术的实践 ,。奥尼尔和安迪亚 (2007)建议增加员工分享知识愿意也很有可能在很大程度上取决于报酬相关知识共享知觉公平。成功的培养一个知识共享环境也需要了解个人和组织重要的文化价值观。这些文化价值观能够确定培养知识分享意愿的行为 (角 ， 2006)。同时 ,它应该注意每每变化之间 的文化价值 ， 甚至是国家的文化价值。 从人力资源管理活动对战略 人力资源规划、招募和选择的角度来看 ， 它可以被认定在组织是特殊的、对于人力资源是
21、针对一般商业及工业知识以及特定的区域和任务知识来说 ， 这涉及到明确知识管理的目标。使用布卢姆的修订大学分类是否有兴趣发展教育课程和专业设置和测量时学生的学习目标相对于事实的 ， 概念 ,程序 ,学习与元认知知识需要学生英语学习的知识寻求的组织。人力资源管理活动涉及定位、社会化、培训和发展 ,以及绩效评估 ,将目标隐性知识 (例如 ， 组织的使命、目标、文化、特定工作 )以及增加在显性激励和一般 的商业和工业的知识。意识到知识所需要的人力资源对他们的职业生涯中成功地进步需要通过组织承诺不断学习 ,大学课程需要给学生提供机会获取、开发和推广先进的广泛和7 深入的概念、程序上的现实知识 ， 学习与
22、元认知知识和工具 ,加强和改进他们的知识超出一般的毕业水平。 最后 ,人力资源活动 ， 奖励人才、持续计划和终端计划使组织关心留住并让知识工人取代别的工人。奖励和报酬制度设计的货币和非货币 ， 包括有形、无形的内、外在奖励是一个必要的组成部分，维护和改进知识工人的绩效评价系统使得发展和使行政目标最大化。这两个显性和隐性知识是有针对性 的进行检查、改进和奖励。裁员转职 ， 终端、人力资源活动的要求和继任计划策略 ,可以捕捉并保存知识。经理需要配备原始的认知知识 ， 包括策略性知识 ， 有条件和语境知识的认知任务 ， 自我的知识妥善处理和潜在的组织和个人的知识 ， 对自己要有信心。商业教育计划 ,
23、因此 ,必然需要集中精力的认知以及其他的知识的维度上设计和评估程序 /学生的学习目标。 商业组织和必须教育专注于电子时代在竞争激烈、全球环境中能否开发和发展知识工人的成功性。 因此 ,人力资源管理活动和程序、课程开发活动必须集中精力、改进和评价灌输知识、技能和能力的人力资源。商 业组织必须确认知识维度 ,必须创建并维持竞争优势 ， 作为教育机构必须找出相应的知识维度必要提供品质教学节目 ,能培养学生是成为知识工人。另外 ,两种类型的组织致力于终身学习的需要 ,为了维持和提高自己的知识库。 共同之处在于任何需要界面的商业活动大学里的知识都可以提供最好的方法。所关注的 ， 主要集中在知识维度的事实、概念、程序、认知知识通过测量过程维度从记忆、理解、运用、评估与创造、商业活动有可能提供商业组织与知识，工人的需要以及提供切实的保证手段测量学生 ,产生学习效果。 无论是否盛开分类法 的目的 是用 来规划还是评估 ， 我 们敦促大学认识知识管理进入商业课程的重要性。在组织中有符合这些基本人力资源资产管理基本原理的概念。
