mrp interim final

8/7/2019 mrp interim final

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A REPORT

ON

CHANGE IN PERFORMANCE BEFORE AND AFTER KNOWLEDGE

MANAGMENT

By

A report submitted in partial fulfillment of

The requirements of

MBA program of

IBS HYDERABAD


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AUTHORIZATION

This report is submitted in partial fulfillment of the requirement of MBA program of ICFAI Business

School, Hyderabad.

DEVENDER S. PATHANIA


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ACKNOWLEDGEMENTS

I would like to express my sincere appreciation and thank all those who have contributed greatly to

my learning experience during my management research project. I am deeply indebted to my faculty

guide, Prof. Nasina jigeesh, who gave me valuable guidelines and suggestions. I would also like to

express my gratitude to ICFAI Business School for including the management research project the

course curriculum, which enriched me in terms of experience and knowledge.

Lastly, I thank all those people who directly or indirectly supported me in my endeavor.

DEVENDER S. PATHANIA


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INDEX

PAGE NO.

1.EXECUTIVE SUMMARY 52.INTRODUCTION 63.MAIN TEXT 12

3.1 KNOWLEDGE MANAGENT BEFORE AND AFTER 13

3.2KEYS FOR REFLECTION 194.CONCLUSION 305.REFERNCES 31


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EXECUTIVE SUMMARY

The development of modern economy and changes of environment have promoted new

requirements to supply chain management, the ability of an enterprise to obtain, create, share,

spread and apply knowledge has become a key factor of determining its competence.

Knowledge is increasingly constraining the overall efficiency of supply chain management. The

accumulation of enterprise knowledge resources and improvement of knowledge innovation

are achieved mainly through two ways: the first one is independent knowledge innovation and

the other is external knowledge acquisition. Either of these two approaches has its advantages

and disadvantages and complements each other, enterprises can and should adopt both at the

same time, but for the majority of enterprises, should be taken to the later for the first. Since

most businesses is far from the principle part of knowledge innovation, and far from being the

knowledge creation (innovation) enterprises. These enterprises generate extremely limited

knowledge, or even the first application of new knowledge, more accurately; they are recipients

and demanders of knowledge rather than knowledge creators and providers. At present, KM

within enterprise has gained wide cognition and identity, many enterprises recognized the

knowledge capital as important assets, and apply KM within the enterprise to gain a

competitive advantage. With the development of market economy, these enterprises gradually

realized the limitations of knowledge assets and KM within enterprise, and put forward higher

requirements to KM, that is, the dissemination and sharing of knowledge within a greater

scope, to acquire knowledge from outside of the enterprise. Supply chain is a very important

and effective external knowledge and technological innovation source, share valuableknowledge with suppliers through organized networks can gain reliable competitive

advantages.

Supply chain is a natural alliance, its members share substantive information and they have an

integrated information-sharing platform, and they are closely related to their interest and

business. Besides, because of the characteristics of the supply chain itself, the knowledge of

member enterprises has great correlation. All of these provide a solid technology foundation

and management motivation for the exchange and sharing of knowledge among enterprises.

But from the current situation, the knowledge sharing in supply chain is not that easy as

imagined. In other words, enterprises in the supply chain cannot share knowledge smoothly.

This situation resulted from a variety of reasons; the most important one is the hardness of

accessing to knowledge. As there is no simple way to obtain knowledge, enterprises do not

know where to acquire the needed knowledge. In addition, some companies deliberately keep

away from their supplier in fear of their access to intelligence. This paper discusses the

knowledge flow and knowledge map of supply chain.


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INTRODUCTION

Organizations defined as social arrangements by means of which two or more persons pursue

collective goals are among the most significant structures through which society acts out its

economic and social life. Among these, development agencies spend billions of dollars every

year on thousands of interventions that aim to reduce poverty through innovation and societal

change. But what development results do they deliver? Not knowing whether or not a

development intervention actually made a difference, or not acting on the lessons of that

experience, does not just waste money: It denies the poor critical support to improve their

lives.

In development agencies, much data, information, and knowledge are needed by policy makers

to decide what resources to assign to what development interventions; by personnel tasked

with making decisions on impact, outcome, outputs, costs, financing, implementation, and

other key design features; and by agents faced day after day with the challenges ofimplementing the interventions. The knowledge base needed for good policymaking, design,

and implementation originates from many sources. Typically, development interventions

include monitoring and evaluation of inputs and outputs along the results chain, building

knowledge about processes and institutions, and providing evidence of accountability. The

knowledge generated from these is not a luxury.

The reflective conversation element in evaluation, in particular, is a foundation block of

organizational learning and concern for the effectiveness of the evaluation function and its

feedback mechanisms is pertinent: It is essential to transfer increased amounts of relevant and

high-quality knowledge into the hands of policy makers, designers, and implementers. This

report examines the setting of knowledge managment and underscores the role that they can

play to

y better position evaluation as a resource linked to policy, strategy, and operationalefforts

y share accountability, acknowledge risk, and reward adaptive learningy create more space and structure for learningy focus with more intent on different levels of learning

Success hangs on knowing what works: When we seize opportunities to learn, benefits can be

large and widespread.

A knowledge advantage is a sustainable advantage that provides increasing returns as it is used.

However, building a knowledge position is a long-term enterprise that requires foresight and

planning. In the knowledge-based economies that emerged in the mid- to late 1990s, the

organizations with the best chance to succeed and thrive are learning organizations that

generate, communicate, and leverage their intellectual assets. In The Fifth Discipline, Peter


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Senge labels them " organizations where people continually expand their capacity to create the

results they truly desire, where new and expansive patterns of thinking are nurtured, where

collective aspiration is set free, and where people are continually learning to see the whole

together." He catalogues their attributes as personal mastery, shared vision, mental models,

team learning, and systems thinking. Command of these lets them add generative learning toadaptive learning: They seldom make the same mistake twice. Organizational learning

promotes organizational health: As a result, organizational performance is high. Referring

further to Peter Senge, Figure 1 displays the core learning capabilities of organizations as a

three-legged stool a stool that would not stand if any of its three legs were missing. Figure 2

provides a matter-of-fact, multidisciplinary argument for why one might want to create a

learning organization.


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Other authors see learning organizations in different ways and the search for a single, all-

encompassing definition of the learning organization is attractive but frustrating. In the final

analysis, the most useful description is likely to be that which each organization develops for

itself: That should be a well-grounded, easy-to-apply definition. Box 1 suggests an alternative

way of looking at learning organizations, namely by considering what key characteristics might

be. An important feature to bear in mind is that for associated benefits to arise a learningorganization must be organized at five, sometimes overlapping levels:

y individual learning,y team learningy cross-functional learningy operational learningy strategic learning

Organizational LearningIn the final analysis, other definitions of learning organizations share more with Peter Senge's

than they disagree with but it should not be assumed that any type of organization can be a

learning organization. In a time of great change, only those with the requisite attributes will

excel. Every person has the capacity to learn, but the organizational structures and systems in

which each functions are not automatically conducive to reflection and engagement. There may

be psychological and social barriers to learning and change. Or, people may lack the knowledge

management tools with which to make sense of the circumstances they face. In this sense, the


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learning organization is an ideal towards which organizations must evolve by creating the

motive, means, and opportunities.

More recently, communities of practice have been associated with knowledge management as

organizations recognize their potential contributions to human and social capital as well as to

organizational performance. Communities of practice can drive strategy; spawn new ideas forproducts and services; transfer good practice and decrease the learning curve of new

employees; respond more rapidly to specific client needs requested or anticipated for certain

information; solve problems quickly; minimize organizational knowledge loss (both tacit and

explicit); reduce rework and prevent "reinvention of the wheel;" develop professional skills; and

help engage and retain talented individuals. Even with the help of community-oriented

technologies, however, harnessing them in support of organizational development is not easy.

Communities of practice benefit from cultivation, but their organic, spontaneous, and informal

nature makes them resistant to supervision and interference. Importantly, there is an

intimate connection between knowledge and activity, and knowledge workers have a strong

need to feel that their work contributes to the whole. To get communities of practice going,

leaders should

y identify potential communities that will enhance the organization's core competenciesy provide supportive infrastructurey use nontraditional methods to measure their value.

Organizational Culture

The principal competitive advantage of successful organizations is their culture. Its study is a

major constituent of organizational development that is the process through which an

organization develops the internal capacity to be the most effective it can be in its work and tosustain itself over the long term. Organizational culture may have been forged by the founder;

it may emerge over time as the organization faces challenges and obstacles; or it may be

created deliberately by management. It comprises the attitudes, experiences, beliefs, and

values of the organization, acquired through social learning, that control the way individuals

and groups in the organization interact with one another and with parties outside it. Standard

typologies include communal, networked, mercenary, and fragmented cultures. These are

determined by sundry factors that find expression in organizational structure, making structure

itself an important culture-bearing mechanism. The discourse on organizational culture can be

esoteric: Figure delineates ten components that, together, influence organizational culture.

Identifying discernible elements of culture allows organizations to determine features that can

be managed to help implement and sustain constructive organizational change. But just as

none of the ten components in the figure shapes organizational culture on its own, none can

individually support desired improvements.


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Organizational culture varies more than any other corporate asset, including large and tangible

information and communications technology infrastructure. It is said to be strong where

employees respond to stimuli because of their alignment with it. Conversely, it is said to be

weak where there is little alignment, and control is exercised with administrative orders.Regardless, if an organization is to succeed and thrive knowledge culture it must develop to

help it deal with its external environment. But organizational culture is hard to change in the

best circumstances: Employees need time to get used to new ways of organizing. Defensive

routines pollute the system, more often than not unwittingly, and undermine it. The dynamics

of culture change must be considered an evolutionary process at individual, group,

organizational, and interorganizational levels, to be facilitated by psychologically attentive

leaders who do not underestimate the value of selection, socialization, and leadership. People

cannot share knowledge if they do not speak a common language: And so there is a serious, oft-

ignored need to root learning in human resource policies and strategies.

Observers recognize a correlation between the orientation of organizational culture and organizational

learning. Indeed, the inability to change organizational behavior is repeatedly cited as the biggest

hindrance to knowledge management. For this reason, even if the need to take a hard look at

an organization's culture extends the time required to prepare knowledge management

initiatives, the benefits from doing so are likely to tell. Organizations that are more successful in


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implementing knowledge management initiatives embody both operations-oriented attributes

and people-oriented attributes. Typically, a learning culture is an organizational environment

that enables, encourages, values, rewards, and uses the learning of its members, both

individually and collectively. But many cultural factors inhibit knowledge transfer. The box

below lists the most common frictions and suggests ways to overcome them. Most importantly,when sharing knowledge, the method must always suit the culture as that affects how people

think, feel, and act.


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MAIN TEXT

In the age of competence, one must learn before, during, and after the event. Knowledge

solutions lie in the areas of strategy development, Management techniques, Collaboration

mechanisms, knowledge sharing and learning, and knowledge capture and storage.

Advances in Information Technologies have transformed the way organisations interact with

each other, and with their customers. Customers and organisations have become more

demanding, desiring customised products and services that are made to their precise needs, at

comparatively lower costs, and within time-compressed environments. Organisations have

accepted and recognised that in the dynamic modern day business environment, knowledge is

the prime resource for providing an organisation with a sustainable competitive advantage.

Consequently, to enable organisations to respond to this dynamic environment, new

management paradigms such as Knowledge Management (KM) and Supply Chain Management

(SCM) have developed.

This text presents both theoretical and empirical research into the value of KM in SCM, and

how supply chain partners can use Information Technologies (IT) to improve organizational

performance and gain strategic advantage in market-driven supply chains. It discusses the

impact of information technology on SCM and in particular offers insights' on how the

synergistic interaction between advances in the internet, database technologies and GPS

technologies has led to the emergence of web-based multimedia SCM systems. Finally, this text

concludes with a summary of how advances in IT are likely to have an impact on SCM in the

future.

The Age of Competence

Competence is the state or quality of being adequately or well qualified to deliver a specific

task, action, or function successfully. It is also a specific range of knowledge, skills, or behaviors

utilized to improve performance. Today, sustainable competitive advantage derives from

strenuous efforts to identify, cultivate, and exploit an organizations core competencies, the

tangible fruits of which are composite packages of products and services that anticipate and

meet demand. Core competencies are integrated and harmonized abilities that provide

potential access to markets; create and deliver value to audiences, clients, and partners there;

and are difficult for competitors to imitate. They depend on relentless design of strategic

architecture, deployment of competence carriers, and commitment to collaborate across silos.They are the product of collective learning.


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Learning Before, During, and After

Knowledge is what you learn from experience before, during, and after the event. Since it is

both a thing and a flow, the best way to manage knowledge is to cater at all times to the

environment in which it can be identified, created, stored, shared, and used. Leadership,

organization, technology, and learning that engender knowledge-enriched solutions are central

to that.

Knowledge Solutions

But what are the tools, methods, and approaches for learning. The aim of ours is to build

competencies in the areas of strategy development, management techniques, collaboration

mechanisms, knowledge sharing and learning, and knowledge capture and storage, all of them

essential to knowledge management and learning. Because documentation can be

cumbersome, these Knowledge Solutions offer cheat sheets that simplify access and

reference to the series.


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TABLE: KNOWLEDGE SOLUTIONS BEFORE, DURING AND AFTER


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KEYS FOR REFLECTION

1.COLLABRATION MECHANISMS

When working with others, efforts sometimes turn out to be less than the sum of the parts. Too

often, not enough attention is paid to facilitating effective collaborative practices. The right

collaboration mechanisms, properly used by the right people at the right time, can strengthen

relationships and put shared thinking to good use.

The Five Competencies Framework lists collaboration mechanisms as key to knowledge

management and describes the conditions of an organization as it acquires and masters this

competency. These conditions include:

Level 1 Knowledge hoarders seem to be rewarded.There are little cross-cutting collaboration.Silos (hierarchical categories) are hard to break down.Asking for help is considered to be a weakness rather than

strength.

Level 2 Ad hoc personal networking to achieve objectives is used byindividual staff members who know one another. This is

increasingly recognized as vital to the organization

Level 3 Staff uses networks and working groups to achieve results.Peer help peers across organizational boundaries.Formal collaboration mechanisms are created and recognized.

Level 4 Networks are organized around business needs and are framed bya governance document.

Relevant management tools for collaboration are in place andwell used. External parties are included in some networks.

Level 5 Collaboration is a defining principle across ADB.Networks have clearly defined roles and responsibilities and

tangible deliverables, and conduct annual meetings.


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Collaborative Tools

Explains how to harness the power of collaborative minds to innovate, cocreate, and cut costs;

describes how to actualize the thinking potential of teams, and arrange concepts, themes or

tasks under a central topic.

y Collaborating with Wikisy Drawing Mind Mapsy Wearing Six Thinking Hats

Communities of Practice and Learning Alliances

Gives insights on how to build a community of like-minded, interacting people to ensure more

effective creation and sharing of knowledge, how to help them report better, and what

collaboration mechanisms can decentralize the span of their knowledge coordination; discusses

why strategic alliances should manage the partnership, not just the agreement, and how social

neuroscience fosters more comprehensive theories on human behavior.

y Building Trust in the Workplacey Distributing Leadershipy Exercising Servant Leadershipy Leading in the Workplace

Leadership

Defines the new concept of leadership in the public sector; explains how to build trust in the

workplace and distribute leadership; promotes supporting people who choose to serve first,

then lead, as a way of expanding service to individuals and the organization.

y Building Trust in the Workplacey Distributing Leadershipy Exercising Servant Leadershipy Leading in the Workplace


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Social Innovations

Discerns how one can facilitate positive change in organizations and generate good ideas that

meet pressing needs and improve people's lives.

y Appreciative Inquiryy Sparking Social Innovations

Teamwork

Discusses how to bridge organizational silos, develop successful teams, enable small groups to

work on complicated problems, intensity mutual influence in organizations, and manage a

group whose members are in different locations, time zones, or work for different

organizations; explains how corporate values can guide behavior and decision-making.

y Action Learningy Bridging Organizational Silosy Informal Authority in the Workplacey Managing Virtual Teamsy A Primer on Corporate Valuesy Working in Teams


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2.STRATEGY DEVELOPMENT

A strategy is a long-term plan of action designed to achieve a particular goal. As a competency

critical to promoting knowledge management and learning, strategy development relates to

how an organization looks at its stocks and flows of knowledge in a strategic manner.

The Five Competencies Framework lists strategy development as its first component and

describes the conditions of an organization as it acquires and masters this competency. These

conditions include:

Level 1 Isolated staff with a passion for knowledge management beginto talk about how important and difficult it is.

Level 2 Many staff say that sharing knowledge is important to theorganization's.

A few staff use knowledge management tools to learn andshare.

Level 3 There are ongoing discussions about developing a knowledgemanagement strategy.

A few job descriptions include knowledge capture, sharing, anddistillation.

A broad range of knowledge management tools are usedacross the organization.

Level 4 Discussions of the organization's knowledge products andservices are frequent.

A knowledge management strategy exists, but is notembedded in the organization's business plans.

A set of knowledge management tools is available andunderstood by most staff.

Level 5The organization's knowledge products and services are clearlyidentified.Knowledge management is embedded in the organization's

business plans.

A set of knowledge management tools is available and wellcommunication, and the capacity to apply them is

strengthened actively.


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Behavior and Change

Discusses how a strategy can focus on group relationships with appreciation of their distinctive

ideas, beliefs, values, and knowledge; explains how an organization can utilize stories of

significant change to monitor and evaluate performance; presents tips on how to shift fromchanges in state to changes in behaviors; and shows how to anchor behavior and change on an

understanding of livelihoods and appreciation of factors that constrain or enhance them.

y Culture Theoryy The Most Significant Change Techniquey Outcome Mappingy The Sustainable Livelihoods Approach

Emergence and Scenario Thinking

Presents pointers on balancing between strategizing and learning modes of thinking, and helps

discern whether an organization's strategy is emergent and the outcome of human-centered,

prototype-driven process for exploration of new ideas.

y Design Thinkingy From Strategy to Practicey Reading the Future

Institutional Capacity and Participation

Explains how a strategy can promote participation at requisite levels.

y Building Institutional Capacity for Development

Knowledge Assets

Describes how knowledge audits can enrich an organization's knowledge management strategy;

checks if the organization reviews, evaluates, prioritizes, sequences, manages, redirects, andif


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necessaryeven cancel strategic initiatives; and reviews approaches to dissemination of

knowledge assets.

y Auditing Knowledgey Enhancing Knowledge Management Strategiesy Linking Research to Practice

Marketing

Discusses how marketing techniques can transform communications with stakeholders,

improve performance, and change the behaviors of individuals or groups.

y The Future of Social Marketingy Marketing in the Public Sector

Organizational Learning

Pinpoints how a strategy can support and energize organization, people, knowledge, and

technology for learning; proposes integration of evaluation results to support policy, strategy,

and operational changes; and gives tip on how to distinguish roadblocks to make them part of

the solution instead of the problem.

y Building a Learning Organizationy Learning Lessons with Knowledge Auditsy Overcoming Roadblocks to Learningy Seeking Feedback on Learning for Change

Partnerships and Networks of Practice

Asks if an organization's strategy leverages partnerships and recognizes their drivers of success

and failure; assesses social networks and the actors and relationships between them.

y Creating and Running Partnershipsy Social Network Analysis


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3.KNOWLEDGE SHARING AND LEARNING

Building knowledge requires two-way communications that take place simply and effectively,

and drawing upon the lessons from past experiences to improve future initiatives.

The Five Competencies Framework lists knowledge sharing and learning as key to knowledge



Level 1 Staff are conscious of the need to learn from what they do but arerarely given time.

Sharing is for the benefit of specific working groups.Level 2 Individual staff members learn before doing and program review

sessions.

They sometimes capture what they learn for the purpose of sharingbut few colleagues access it in practice.

Level 3 Staff can easily find out what ADB knows. Examples of knowledgesharing and knowledge use are highlighted and recognized.

Peers help peers across ADB's organizational boundaries.Level 4 Learning before, during, and after is the way things are done in the

organization.

Beneficiaries and partners participate in review sessions.External knowledge plays a role in shaping program or project

processing and administration.

Level 5 Prompts for learning are built into the organization's businessprocesses.

Staff routinely finds out who knows what, inside and outside theorganization, and talk to them.

A common language, templates, and guidelines support effectiveknowledge management.


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Creativity, Innovation, and Learning

Explains the forms and functions of networks of practice, how models for learning and change

can be leveraged to reflect on the overall system of an organization, how organizations can

demonstrate commitment to learning, how stimulants and obstacles to creativity can drive orimpede enterprise, and how the public sector can put social media to work.

y Building Networks of Practicey Dimensions of the Learning Organizationy Drawing Learning Chartersy Harnessing Creativity and Innovation in the Workplacey Social Media and the Public Sector

Learning and Development

Discusses the five functions of managers towards learning and development, ways to improve

e-learning interventions in the workplace, and how coaching and mentoring can empower

employees.

y E-Learning and the Workplacey Coaching and Mentoringy Learning and Development for Management

Learning Lessons

Covers a ranges of tools and approaches to facilitate learning, from asking effective questions

to conducting after-action reviews, retrospects, retreats, peer assists, evaluation, and

storytelling; explores ways of dealing with failures and sharing successes or good practices.

y Asking Effective Questionsy Conducting After-Action Reviews and Retrospectsy Conducting Successful Retreatsy Conducting Peer Assistsy Embracing Failurey Identifying and Sharing Good Practicesy Learning from Evaluationy Storytelling


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Dissemination

Gives tips on how to turn an ordinary presentation into a lively and engaging event, makewriting easier and easily understandable, enrich policy research, and disseminate research

findings; promotes the view that dissemination is the interactive process of communicating

knowledge to target audiences.

y Conducting Effective Presentationsy Disseminating Knowledge Productsy Enriching Policy with Researchy Posting Research Onliney Using Plain English


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4.KNOWLEDGE CAPTURE AND STORAGE

Knowledge leaks in various ways at various times. Taking advantage of the wide array of

techniques availablefrom traditional information management such as shared drives to

modern techniques such as weblogswill ensure that essential knowledge is kept within the

organization.

The Five Competencies Framework lists knowledge capture and storage as key to knowledge



Level 1 Individual staff members take the time to capture lessons but do soin a confusing variety of formats.

Most staff do not contribute to knowledge products and services,and few search them.

No exit interviews and few handovers take place.Level 2 A few working groups capture lessons learned after a program or

project and look for knowledge before starting a program or

project.

There is potential access to much knowledge, but it is not wellsummarized.

Level 3 Networks take responsibility for knowledge management and storeit in one location in a common format. Some knowledge is

summarized for easy access by others.

Searching knowledge products and services before embarking on aprogram or project is encouraged, as is sharing lessons afterwards.

Exit interviews and handovers become common currency.Level 4 Key knowledge is kept current and easily accessible.

An individual staff member acts as the guardian of each knowledgeasset, and encourages people to contribute. Many do.

Level 5 Networks act as guardians of knowledge products and services.Knowledge is easy to access and retrieve.Selected knowledge products and services are sent to potential

users in a systematic and coherent manner.

High priority knowledge products and services have multiplemanagers who are responsible for updating, summarizing, and

synthesizing them.

Exit interviews and handovers are used systematically.


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Knowledge Harvesting

Explains the common concepts of knowledge management; gives insights on how to harvest

and showcase knowledge, build useful staff directories, conduct exit interviews, and study

critical incidents to solve practical problems.

y Conducting Exit Interviewsy Glossary of Knowledge Managementy The Critical Incident Techniquey Harvesting Knowledgey Showcasing Knowledgey Staff Profile Pagesy Taxonomies for Development

Reporting

Describes how feedback presents and disseminates information to improve performance;

presents feedback mechanisms that promote learning before, during, and after.

y Assessing the Effectiveness of Assistance in Capacity Development Monthly ProgressNotes

Technology Platforms

Explains how groups can discuss electronically areas of interest and review different opinions

and information surrounding a topic.

y Writing Weblogs


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CONCLUSION

Knowledge Management (KM) is an effective approach being adopted by world-class

organizations. One of the challenges involves effective globalization of the knowledge based

supply chains. Global supply chains are more complex and involve multiple autonomous playersglobally located with varying background and SCM exposures. Knowledge management can

offer improved global integration, knowledge implications, wide applicability and knowledge

sharing (rather than information) etc. There is growing need for developing KM based supply

chains and their demo models to promote the benefits of knowledge sharing and knowledge

advancements.

In the global competition, the fast changing nature of the customer demands warrants

consideration for the formation of knowledge integration between partners. A knowledge

based view of the supply chain is necessary to understand the requirement of the organizations

in the value chain partnership and vis--vis the firm capability. The development of knowledgebased supply chain depends on the nature of knowledge flow in the entire chain. Timely sharing

of decision knowledge amongst the chain partners can be very useful. However this requires

change in managerial mindsets. Thus there is a need to develop demo models that can

encourage chain managers towards collaborative knowledge sharing in the supply chains.

We suggest efforts to improve effective KM based supply chain thinking that aims to promote

collaborative knowledge sharing for performance improvements in modern enterprise systems.

In our view the evolution of KM guided SCM systems involve focusing on proactive knowledge

management strategies.


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REFERENCES

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2.Porter, M.E. (1985), Competitive Advantage, Free Press, New York, NY.

3.Malhotra, Y. (1998), ``Knowledge management for the new world of business'',Asian Strategy Leadership Institute Review, Vol. 6.

4.Lee, H.L. (2000), Creating value through supply chain integration, Supply ChainManagement Review, Vol. 14.

5.Han, J. K., Kim, N., & Srivastava, R. K. (1998). Market orientation and

organizational performance: Is innovation a missing link? Journal of Marketing.

6.Warkentin, M., Bapna, R. and Sugumaran, V. (2000), ``The role of masscustomization in enhancing supply chain relationships in B2C e-commerce

markets'', Journal of Electronic Commerce Research.

7.Malhotra, Y. (1998), ``Knowledge management for the new world of business'',Asian Strategy Leadership Institute Review.

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