Building a Theoretical Foundation for a Learning-Oriented Knowledge Management System

ABSTRACT This article proposes a theoretical foundation for the design of a learning-oriented knowledge management system and contributes to knowledge management theory by conceptualizing a learning-oriented knowledge management system (LOKMS) following the approach to design theory espoused by Walls, Widmeyer, and El Sawy (1992). Open systems theory, Churchman 's (1971) theory of inquiring systems, and Simon's (1960) intelligence-designchoice model are integrated to form a kernel theory for the LOKMS. A system architecture consisting of eleven basic modules is developed based on an analysis of Churchman's five fundamental inquirers and a synthesis of the basic elements into an LOKMS model that supports knowledge management and the decision-making process. This foundation may be used by future researchers to test not only the integrity of design theory, but also the effectiveness of all or parts of the conceptualized system. Implementation of this knowledge management system should provide an organization with enhanced organizational memory through active information discovery and organizational learning, and should contribute to both the theory and practice of knowledge management. INTRODUCTION Knowledge management and organizational learning are common streams of research, both from a practical viewpoint (Bolloju, Khalifa, and Turban 2002, Churchman 1971, Davenport and Prusak 1998, DiBella and Nevis 1998, King, Marks, and McCoy 2002, Markus, Majchrzak, and Gasser 2002, Tiwana 2001, von Bertalanffy 1950) and from a research viewpoint (Alavi 2000, Alavi and Leidner 1999, Barney 1986, Simon 1957, Simon et al. 1987). Organizations have adopted knowledge management and organizational learning as concepts that may help them align themselves within a new competitive environment. A recent article by Zhang and Faerman (2003) indicates that although organizational learning has been primarily a management issue and knowledge management is often considered an information technology issue, the two disciplines are beginning to merge with a mutual understanding of knowledge and its origins. However, it appears that neither has offered a comprehensive foundation on which to build (Zhang and Faerman 2003). Few researchers have attempted to establish a theoretical framework for knowledge management systems. An exception to this is recent work by Bolloju, Khalifa, and Turban (2002) on the integration of knowledge management into enterprise decision support systems. This work is based on the knowledge spiral theory advanced by Nonaka (1991, 1994, 1998) and Nonaka and Takeuchi (1995). Research in the design of knowledge management systems with a theoretical foundation is also generally lacking, yet the practitioners in a recent study (King, Marks, and McCoy 2002) consider proper design and development of the system to be one of the most important issues facing knowledge management today. This research addresses the practitioners' concerns by conceptualizing a knowledge management system on a theoretical foundation and by using design theory (Walls, Widmeyer, and El Sawy 1992) as a focus mechanism. An interdependency of knowledge management and organizational learning is apparent in much of the literature (Alavi 2000, DiBella and Nevis 1998, Simon 1957, von Bertalanffy 1950). Thus, a knowledge management system must both manage and expand organizational memory. A knowledge management system with a strong organizational learning foundation is believed to increase an organization's potential for effective action (Alavi 2000, Davenport and Prusak 1998, Grant 1996, Pfeffer and Sutton 1999). A learning foundation is one that facilitates organizational knowledge creation. This learning is dependent on a dynamic, yet accurate organizational memory that is easily accessible and contains multiple perspectives. Additionally, learning systems must provide for information acquisition and sharing, as well as knowledge transfer and integration. …