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Katja Pook

[Person] [Project]

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Katja Pook (former Müller), Dr.

Short Vita

1972:

Born in Göttingen (Germany)

1992 - 1998:

Study of Psychology at the University of Heidelberg

1/1998:

Graduation in Psychology. Thesis: "Die normale Krankheit der Grenzfälle - eine empirische Untersuchung psychiatrischer Schuldfähigkeitsgutachten bei Delinquenten mit Persönlichkeitsstörung"

1998 - 2000:

Researcher in the EU-funded project ADVISOR (ADVanced Instruction Technology for Services ORganisations)

Nov 2000 - Feb 2002:

Ph.D. student of the VGK (with scholarship)

since Feb 2002:

Knowledge manager at Fiducia AG and Ph.D. student of the VGK

Contact

Phone: +49 - 721 - 4004 2938
FAX:
email: Katja.Pook@vgk.de
WWW: My homepage

Fiducia AG
Wachhausstr. 4
D-76227 Karlsruhe (Germany)

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Ph.D. Project

Topic: Process-oriented artefacts for corporate knowledge management

Supervisors: Prof. Peter Reimann (Heidelberg)

Start/End of the Ph.D. project: November 2000 - November 2002

Summary

Keywords: business process management, knowledge management, learning, systems theory, representational systems, artefacts, ontology, representational bias, organisational memory

Since, in the 80s, companies have shifted their organisational focus from structure to processes, business process management (BPM) is an important part of strategic planning. During the last decades, though, it is the subject of information and knowledge management (KM) and flexible organisational learning that dominates corporate development. Approaches to intertwine BPM and KM have started to arise recently, named as the main task of "third generation of knowledge management". Among the essential objectives of KM are development and maintenance of an Organisational Memory and provision of communication facilities for the exchange of experiences and expertise among employees in regionally distributed corporations.

This work integrates approaches of different research areas, such as systems theory (Bertalanffy, 1995; Maturana and Varela, 1987; Mingers, 1995, etc.), social construction of reality ("shared cognition" according to Resnick, Levine and Teasley, 1991; Thompson, Levine and Messick, 1999), psychology of new media (Alessi and Trollip, 1991, Schnotz, 1997; Seel and Winn, 1997; etc.), organisational psychology (e.g. Hatch, 1996; Morgan, 1997; Schreyögg and Sydow, 1997), organisational memory (Lehner, 2000), and knowledge management (Nonaka and Takeuchi, 1995; North, 1998; Probst, Raub and Romhardt, 1998; etc.). It draws a picture of the corporation as a social system and points out the role of representational artefacts for the constitution of an organisation, including a critical review of widely used concepts in knowledge management. Focus of interest is set on the role of artefacts in the communication of knowledge. Information and communication technology (ICT) solutions enhance and amplify the role of artefacts as the tangible units of technology-based knowledge exchange (Smith, 1994). Due to their ontological commitment and "representational bias" (Suthers, 1999), artefacts shape perspectives and align the understanding of corporate issues among employees (Glasersfeld, 1987; Salomon, 1979; Drakos, 1995; Guarino, 1998; Partridge, 2000; Smith, 2000; Sowa, 2000). This can be used intentionally for communicating a certain perspective. In companies, for example, artefacts which reflect the idea of flow are expected to foster a process-perspective among employees. There is a wide range of BPM tools available on the market, using standard flow charts or modified ones for graphical process representation. Many tools provide as well a comfortable modelling environment and the possibility to generate online handbooks of the organisation. The application area for this technology, though, has not been extended to information and learning reasons so far. This work sets off to conduct first exploratory studies to investigate empirically the benefit of BPM-typical process-based information environments for learning and experience management systems (EMS).

Empirical studies

In a European research and development project (ADVISOR), a BPM software (ADONIS®:) has be extended and optimised to be able to use BPM flow charts for information and learning purposes. Implementation took place in three insurance companies of different European countries; assessment included questionnaires (n=113) and interviews (n=13). Evaluation results of ADVISOR showed that the process-based HTML environment contributes to the salience of process orientation as a corporate value.
(a)ADVISOR provides an environment for self-responsible learning
(b)It is a valuable resource for the introduction of new employees, providing a good overview over tasks and topics.
(c)It facilitates communication among supervisors/instructors and new employees,
(d)It may enhance the sense of responsibility among employees by making responsibilities and the interdependencies of people's tasks more transparent.
(e)For providing a valuable resource for experienced employees, though, the system requires optimisation and intensive continuous maintenance.

Based on the ADVISOR project, the author reached beyond the application of the representational system for uni-directional information: Why should process models not be used for multi-directional communication of best practices and other task-oriented experiences?

For investigating acceptance, benefit and obstacles of this idea, two studies in a controlled setting were conducted, taking a close look at the roles of the creator of artefacts (author) and the recipient. Participants were mostly students from different careers, n=28 in the 1st study, n=30 in the 2nd. Since experiences cannot be expected to be as standardised as defined business processes, flow charts were used for representing action sequences with a low degree of routine. It was expected that the strict design rules of logical pictures (Schnotz, 1994; Weidenmann, 1994) with high level of constraints and high salience of the few elements that are graphically displayed, lead to the following: On the author's side, difficulties with the application of the process logic to non-routine areas were expected; on the learner's side, though, the graphical models should facilitate understanding of crucial aspects of the content presented. Areas of interest were the following: Adequacy and applicability of process models for the presentation of non-routine areas, problems in the use of flow charts and the inherent logic of processes for creating artefacts (without previous knowledge in process modelling), benefits of the process-oriented representation for the acquisition of (declarative) knowledge

Results of the two studies show the following:
(a)The representational system is well accepted by subjects, from the author's and the recipient's perspective.
(b)The authoring task, though it can be fulfilled already with a very short introduction to the software, requires training in the process logic.
(c)In a small task for declarative knowledge acquisition, different combinations of graphical and textual representation of the same content lead to equal learning effects.
(d)The graphical navigation environment, though, is perceived to help better to structure an unknown content to be learned than a text version.

All in all, it can be concluded that the investigated process-oriented graphical representation system is well accepted by users and provides much potential for efficient learning and knowledge exchange. Showing equal learning effects to textual representations, the system seems to support the structuring of content and facilitates a global view on complicated processes. In the corporate environment, it makes interdependencies transparent, and, thereby, fosters a sense of responsibility among employees. This can be of high importance for corporate practice and efficiency.

Since application of graphical process representation for information and learning issues in the corporate environment is new, the studies have been designed to provide first ideas about benefit and obstacles for practical application. They can, by no means, be considered an exhaustive investigation of the topic, but results indicate that the investigated process-based information environment can increase efficiency in knowledge acquisition, especially for content that is new to the learner, e.g. for new employees in the department. It also tends to support the understanding of interdependencies and process orientation. Further studies in real-life working settings may a) create a broader base for the foundation of expected effects and b) shed more light on the network of critical success factors. All in all, the results of this work indicate that the use of a BPM specific navigation environment for information and learning offers a valuable opportunity for companies to improve the introduction of new employees, to foster self-learning and process-orientation and to create process-based experience management systems.

References

Alessi, S. M. & Trollip, S. R., Eds. (1991). Computer-based instruction: Methods and development. Engelwood Cliffs, NJ: Prentice-Hall.

Bell, P., & Winn, W. (2000). Distributed Cognitions, by nature and by design. In D. H. Jonassen & S. M. Land (Eds.), Theoretical Foundations of Learning Environments (pp. 123-145). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Bertalanffy, L. v., Ed. (1995). General System Theory. Foundations, development, applications (revised, edition). New York: George Brazillier.

Drakos, N. (1995). Ontology as a sharable resource, [Paper]. Mahesh, Kavi. Available: http://crl.nmsu.edu/Research/Projects/mikro/htmls/essential.chars-htmls/node4.html [2001, 12-01].

Glasersfeld, E. v. (1987). Zeichen - Kommunikation - Sprache, Wissen, Sprache, Wirklichkeit (pp. 52-63). Braunschweig: Vieweg.

Guarino, N. (1998, 6.-8.06.1998). Formal ontology and information systems. Paper presented at the FOIS, Trento, Italy.

Hatch, M. J., Ed. (1996). Organization Theory. Modern symbolic and postmodern perspectives. New, York: Oxford University Press.

Lehner, F. (2000). Organizational memory. München: Carl Hanser.

Luhmann, N. (1988). Selbstreferentielle Systeme. In F. B. Simon (Hrsg.). Lebende Systeme, (S. 47-53). Berlin, Heidelberg: Springer.

Maturana, H. & Varela, F., Eds. (1987). Der Baum der Erkenntnis. Bern, München, Wien: Scherz.

Mingers, J. (1995). Self-producing systems. Implications and applications of autopoiesis. New York: Plenum Press.

Morgan, G. (1997). Images of organization. Thousand Oaks, CA: Sage.

Nonaka, I. & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York, Oxford: Oxford University Press.

North, K. (1998). Wissensorientierte Unternehmensführung. Wiesbaden: Gabler

Partridge, C. (2000). Business Objects: Re-engineering for re-use (2nd), [Electronic book]. Partridge, Chris. Available: http://wings.buffalo.edu/philosophy/ontology/  -> ontological engineering -> ontological foundations of knowledge engineering -> publications: Business objects ontology [2001, 12.01.].

Probst, G., Raub, S. & Romhardt, K. (1998). Wissen managen: Wie Unternehmen ihre wertvollste Ressource optimal nutzen. Frankfurt/Main, Wiesbaden, Frankfurter Allgemeine Zeitung & Gabler.

Resnick, L. B., Levine, J. M., & Teasley, S. D. (Eds.). (1991). Perspectives on socially shared cognition. Washington, DC, USA: American Psychological Association.

Salomon, G. (1979). Media and symbol systems as related to cognition and learning. Journal of Educational Psychology, 71(2), 131-148.

Schnotz. (1994). Wissenserwerb mit logischen Bildern. In B. Weidenmann (Ed.), Wissenserwerb mit Bildern (pp. 95-147). Göttingen: Huber.

Schnotz, W. (1997). Wissenserwerb mit Diagrammen und Texten. In L. J. Issing & P. Klimsa (Hrsg.), Information und Lernen mit Multimedia, (S. 86-105). Weinheim: PVU.

Schreyögg, G. & Sydow, J., Eds. (1997). Gestaltung von Organisationsgrenzen. Serie: Managementforschung 7. Berlin: de Gruyter.

Seel, N. M. & Winn, W. D. (1997). Research on media and learning: distributed cognition and semiotics. In R. D. Tennyson, F. Schott, N. Seel & S. Dijkstra (Hrsg.), Instructional design: International perspectives, (S. 293-326). Mahwah/NJ: Lawrence Erlbaum.

Smith, B. (2000). Ontology: Philosophical and computational, [Paper]. Available: http://wings.buffalo.edu/philosophy/faculty/smith/articles/ontologies.htm [2001, 12.01.].

Smith, J. B. (1994). Collective Intelligence in computer-based Collaboration. Hillsdale, New Jersey: Lawrence Erlbaum Associates.

Sowa, J. F. (2000). Ontology, metadata, and semiotics. In B. Ganter & W. Mineau (Eds.), Conceptual structures: Logical, linguistic, and computational issues (pp. 55-81). Berlin: Springer.

Suthers, D. D. (1999, Dec 11-15, 1999). Effects of alternative representations of evidential relations on collaborative learning discourse. Paper presented at the 3rd Conference on Computer Supported Collaborative Learning, Stanford, USA.

Thompson, L. L., Levine, J. M., & Messick, D. M. (1999). Shared cognition in organizations: The management of knowledge. Mayway, N.J, London: Erlbaum Associates.

Weidenmann, B. (1994). Informierende Bilder, Wissenserwerb mit Bildern (pp. 9-58). Göttingen: Huber.

Publications

Reimann, P., Müller, K. & Starkloff, P. (2000). Kognitiv kompatibel? Wissensmanagement: Brückenschlag zwischen Technik und Psyche. c't 2000, 4, 274-281.

Müller, K. (1997). Die normale Krankheit der Grenzfälle - eine empirische Untersuchung psychiatrischer Schuldfähigkeitsgutachten bei Delinquenten mit Persönlichkeitsstörung. Unveröffentlichte Diplomarbeit, Ruprecht-Karls-Universität Heidelberg.

Starkloff, P. & Pook, K. (2001). Process-Integrated Learning: The ADVISOR Approach for Corporate Development. In: K.-D. Althoff, R.L. Feldmann & W. Müller (Eds.). Advances in learning software organizations. Berlin/Heidelberg: Springer, 152-162. - Proceedings of the 3rd International Workshop on Learning Software Organisations 2001 (LSO 01), Sep 13-14, Kaiserslautern, Germany.

Pook, K. & Starkloff, S. (2001). Geschäftsprozesse und Wissensmanagement - Vom Umgang mit erfolgskritischem Fachwissen. Wissensmanagement, 4, 25-28.

Presentations

Müller, K., Scheurer, H., Six, A., Schmidt-Degenhardt, M. & Kröber, H.-L. (1996). Diskriminierende Faktoren für die Empfehlung von Schuldfähigkeit, Dekulpation und Exkulpation bei Persönlichkeitsstörungen in forensischen Gutachten der Psychiatrischen Universitätsklinik Heidelberg. Forensische Herbsttagung, Munich (Germany).

Starkloff, P. & Müller, K. (2000). Learn to know your business with ADVISOR. Online Educa, 6th International Conference on Technology Supported Learning & Training. Nov 30 - Dec 01, Berlin, Germany.
Published in the Online Educa Berlin 2000, Book of Abstracts. Bonn: International WHERE + HOW. pp. 118-121.

Müller, K. & Starkloff, P. (2000). Integration von Geschäftsprozessmodellierung und Weiterbildung. Ein Erfahrungsbericht. 3rd AMLL Workshop, Oct 12, SAP University, Rot, Germany.

[Top of Page] [Person] [Project] hier steht der Text, damit diese Seite auf auf Netscape nicht soooooooo schlecht aussieht, sondern irgendwie im Rahmen bleibt.... Katja Pook

Last update: 24 Mar 2006
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