Knowledge balance sheet.is an instrument for structured identification, representation and development of intellectual capital.

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Intellectual capital: Mapping employee and work group attributes

 

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Author(s):

E. Carson (University of South Australia, Australia)

R. Ranzijn (University of South Australia, Australia)

A. Winefield (University of South Australia, Australia)

H. Marsden (University of South Australia, Australia)

Citation:

E. Carson, R. Ranzijn, A. Winefield, H. Marsden, (2004) "Intellectual capital: Mapping employee and work group attributes", Journal of Intellectual Capital, Vol. 5 Iss: 3, pp.443 - 463

DOI

http://dx.doi.org/10.1108/14691930410550390

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The fulltext of this document has been downloaded 3155 times since 2006

Abstract:

This paper aims to extend the understanding of human and structural capital as key components of intellectual capital by refining their definitions and outlining their relationships. It argues that psychology and sociology can further develop the understanding of intellectual capital despite having not previously been sufficiently recognised as relevant to the debate. The paper draws on these disciplinary areas to develop a model that specifies subsets of human and structural capital, of intellectual capital and the relationship between them, as a basis for a more comprehensive definition and effective measurement of it across a range of industries and firms. Finally, it argues that it is important for employers to determine how to capture human capital and convert it into structural capital so that it is not lost in times of rapid restructuring and high staff turnover.A knowledge balance sheet is an instrument for structured identification, representation and development of intellectual capital. It shows the connections between organizational goals, business processes, intellectual capital and business success. It is able to reveal the mutual influence between the factors of success and the most efficient investment levers, specifies the strategic direction for knowledge management processes and checks the degree to which they have been implemented.[1][2]

 

Two views Edit

 

View from the

 

outside as a reporting instrument: stakeholders obtain reliable data on the intangible assets and on the future-fitness of the enterprise.

inside as a management instrument: the measurement and assessment of the intellectual capital can be systematically controlled, developed and reflected upon.

Benefits Edit

 

uncovering weak spots and potentials for maximizing business success

transparency

cost/benefit ratio of knowledge development

communication with shareholders

organizational development

capital acquisition

cooperation

customer orientation

understanding of interrelationships

synergies with existing mgmt. systems (QM, risk mgmt.)

Indirect benefits Edit

gathering and definition of intellectual capital allows clearer communication

employees understand their company better

process optimization and innovation

increased attractiveness for employees and cooperation partners

Prerequisites Edit

 

Management systems should already be utilized

Management (openness, willingness to talk/engage dialog, recognition)

openness for employees

anxiety-free corporate culture

documented and communicated business strategy

Criticism Edit

 

Lack of generally recognized system

generally not verified by auditors

connection between knowledge balance sheet and future revenue opportunities difficult to verify

may exacerbate the asymmetry of knowledge between management and outside stakeholders

possible misuse as a marketing instrument

See also

 

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IISD

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Key Message

There is real power in collaboration, but it is not always easy. Individuals, institutions and sectors need to understand better how to work together to make a difference in the world.

 

Team

 

· Leslie Paas

Associate

· Pauline Gerrard

Project Manager

 

Networks & Partnerships

Bridging the gap between research, policy and action

 

What's New in Networks & Partnerships?

Performance Improvement and Assessment of Collaboration: Starting points for networks and communities of practice

IISD's Global Connectivity program has worked for over a decade on research and capacity building for performance assessment and improvement of collaboration. At the heart of collaborative undertakings are people and institutions choosing to work together for a greater good. We have taken on the challenge of learning about improving performance and assessing collaboration in order to help partnerships partner, alliances ally, and networks work. The following paper presents approaches to performance improvement and assessment of groups of individuals working together in networks and communities of practice (CoPs).

Seeds of Knowledge

Seeds of Knowledge presents 24 case studies from 17 countries on grassroots solutions to the impacts of climate change.

 

These solutions come at a critical time. As never before, the world is in a race against time to act on climate change or else face cataclysmic natural disasters. We have already seen extreme weather events, including heat waves, droughts and flooding. While vulnerability to climate change poses risks to all communities, the impacts are likely to be tilted against many of the world's poorest regions, which have the least economic, institutional and technical ability to adapt and cope.

 

The Frontiers of Networked Governance

The paper suggests that a combination of stakeholder analysis and social network analysis can be useful in assessing the network structures and practices that may facilitate a networked governance process. We explain the efficacy of networked governance as a factor of both problem complexity (network heterogeneity) and social capital. For problems harbouring a given level of complexity, the higher the level of social capital within an identified governance network, the more autonomy and self-organization may be conducive to achieving problem-solving functions, and thus governance goals. To safeguard social capital and help ensure an effective process, it is important to select networked governance strategies based on the level of self-steering or active steering that they imply. Where social capital is incommensurate with problem complexity, it may be necessary to employ governance strategies that are more highly modulated by governance authorities situated within a centralized problem-solving process. We also describe the methods by which network participants may experience the creation of social capital through collaborative visioning and creating shared value, two parallel and intertwined processes that foster shared visions and strategic alignment within the group, and thus enhance the ability of the group to achieve collectively desirable outcomes.

 

Achieving sustainable development requires collaboration among sectors and institutions and the participation of all stakeholders and individuals. However, there are many different ways people and organizations can work together to share knowledge, to advocate and to take action. In our view, there are three major types of collaboration:

 

1. Collaborative, horizontal decision-making processes, which are coming to be understood as “networked governance”;

 

2. Collaborations of institutions for research and implementation (best understood as “partnerships” or “alliances”); and

 

3. Collaborations of individuals seeking knowledge and support for individual or collective action (also known as communities of practice, social networks, knowledge networks, campaigns, and so forth).

 

The following sections explore these distinctions in more detail, and provide guidance on strengthening collaboration.

 

Content

 

Networked Governance

 

Networked governance can be defined as the interconnectedness of independent units of authority and power,[1] whether individual, community, state, or corporate. This section explores our view of networked governance, the importance of building social capital, and the relationship between collaborative processes and governance for sustainable development.

Concepts and Principles for Collaboration

This section presents our foundation work on models, definitions and principles, and reviews IISD’s own approach to partnership.

 

 

Management and Sustainability of Collaborative Enterprises

 

This section covers a wide range of operational issues, including a special focus on social and environmental entrepreneurs, their contributions to economic and social development and the place of collaboration in their work.

 

 

Influence, Impact, Engagement and Communications

 

Whether we are working on our own, through our institutions or in networks and partnerships, we need to understand how to have influence, how to engage others and how to communicate our knowledge and advice. This section includes IISD’s short online course on how to have impact.

 

Evaluation and Consulting Services

 

Standard program evaluation methodologies may not be sufficient to assess collaboration among institutions and individuals. Based on our research, we provide planning and evaluation services to those seeking to improve their performance.

Acknowledgements

 

From 2007 to 2012, much of this work was conducted with the support of the International Development Research Centre. The work on social and environmental entrepreneurship has been carried out in partnership with The SEED Initiative, a partnership of the United Nations Environment Programme (UNEP), the United Nations Development Programme (UNDP) and the International Union for Conservation of Nature (IUCN).

 

For more information about IISD's networks, partnerships and communications research and consulting, please contact Heather Creech, Director, Global Connectivity.

 

[1] Kennedy School of Government.

 

Key Publication

 

 

Sustainability of International Development Networks: Review of IDRC Experience (1995–2005)

 

» Terri Willard, Heather Creech, IISD, 2006.

Canada's International Development Research Centre (IDRC) has 35 years of experience in developing and sustaining international networks. In the fast-changing global context of the past 10 years, it has found that sustainability means that a network continues to function until it achieves its goals, or until its members are no longer willing or able to continue, or until it becomes irrelevant. Sustainability thus has four dimensions: time, relationships, resources and relevance. In order to be sustainable across these dimensions, network members and coordinators must cooperate in establishment of mechanisms to enable strategic management, internal management, external management and financial management. Most importantly, however, members and coordinators must possess adaptive capacity that enables them to recognize the need for change and to respond appropriately to it. More...

 

Our Knowledge

 

» Themes

Adaptation and Risk Reduction

Climate Change and Energy

Economics and SD

Education, Learning and Leadership

Environment, Conflict and Peacebuilding

Gender Equity

Governance for Sustainable Development

Internet and Technology

International Trade

Investment and Sustainable Development

Measurement and Assessment

Natural and Social Capital (NASCap)

Natural Resources

Networks & Partnerships

Procurement & Public Private Partnerships

Sustainable Finance

Sustainable Markets

» Initiatives

Community-based Risk Screening Tool – Adaptation and Livelihoods (CRiSTAL)

Global Subsidies Initiative (GSI)

IISD Foresight Group

Partnership for Procurement and Green Growth

The Sustainable Commodity Initiative (SCI)

Sustainability Leadership Innovation Centre (SLIC)

Water Innovation Centre (WIC)ㅡㅡㅡ

 

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지식, 지혜, 지성

 

지식은 자기 살기 편하고, 지혜는 관계가 편하고, 지성은 자신이 사회와 만나는 눈 높이이다.

 

지식이 있으나 지혜롭지 못하면 의도를 미처 깨닫지 못해서 어리석음으로 흐르기 쉽상이고,

지식은 없으나 지혜로우면 의도를 미리 깨닫기 때문에 선한 방향으로 가게 된다.

 

지식을 자신이 습득하고, 지혜를 펼치면 그것은 사회와 자신이 만나서 지성으로 표출 되기 때문에,

그것은 개인과 다수의 만남이라고 할 수 있다. 그것이 지성인이 되는 것이고, 그것의 쌓임은 집단지성이라고 할 수 있다.

그래서 지식은 반드시 지혜를 의지하여 표현되어야 한다.

즉 지식은 자기 머리이고, 지성은 자기의 바깥에 있는 집단지성이라고 생각하면 된다.

지혜가 지식과 지성 그 양쪽을 조율한다.

 

지성이 제어하는 지혜에 앞서고, 제어하는 지혜가 소비하는 지식에 앞선다.

 

사람이 지식이 없어도 지혜로우면 선한 사람이 되나, 사람이 지식도 없고 지혜도 없으면 바보가 된다.

사람이 지식은 있고 지혜가 없으면 지식을 쓸 줄을 모르기 때문에 반드시 어리석은 방향으로 흐르게 된다.

 

그래서 지식과 지혜는 반드시 만나야 하며, 그 만남이 사회와 만나는 눈 높이가 되기 때문에 지성을 이룰 수 있다.

지성으로 가려면 지식과 지혜가 있어야 한다.

 

지식이 없고 지혜만 있다면 그것은 크게 발전하지 못한다. 더이상 충원되고 공급되는 것이 없기 때문이다.

닫혀있는 지성으로 흐르기에 곧 완전한 지성이라고 할 수 없다. 이것은 경험의 쌓임일 뿐 지성으로 축척되기는 어렵다.

더 올라가기에는 한계가 있는 것이라고 할 수 있을 것이다.

그렇게 되면 그것이 곧 그 사회의 한계로 나타나게 된다.

더 나아가지를 못하는 것이다.

 

지식이 있고 지혜가 없다면 이 역시 지성은 크게 발전하지 못한다.

어느 한 방향으로 편중될 위험이 있어서, 그것은 위험한 폭탄을 안고 사는 것과 같다고 볼 수 있을 것이다.

지혜에 의지함 없는 지식의 폭주는 그 사회를 위험하게 만들 수 있다. 반지성이다.

 

그래서 지식은 반드시 지혜를 의지해야 하며, 지식과 지혜의 만남은 더 큰 지성을 이루기에

인간이 지성인이 될 수 있는 이유가 거기에 있다.

지성은 혼자서는 나타나지 않는다. 반드시 무리지어야 지성이라는 실체가 나타나게 된다.

그래서 사회는 반드시 지성의 방향에서 흘러야 한다.

그 사회의 지성의 척도가 곧 우리의 수준이 되기 때문이다.

지성은 곧 나란 존재의 지식과 지혜 외에 내 바깥에 큰 협력자를 둔 것과 같다고 생각하면 된다.

나 이외의 타인들의 지식과 지혜를 소통하면 되는 것이기에 소통의 방법을 알아야 한다.

그래서 바른 지성은 호환될 수 있고,소통할 수 있고, 공유할 수 있고, 보편적 가치를 추구하고, 시대정신을 타고 흘러가는 인격이라고 할 수 있다.

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Intellectual Networks

 

 

By Jane Everson

Published in History Today Volume 62 Issue 9 September 2012

Jane Everson highlights the social networks of the Italian academies, the first of their kind in Renaissance Europe.

 

A gathering of scientists on the frotispiece to Dell' Elixir Vitae by Donato d'Eremita, Naples, 1624. Copyright British Library Board. Click to view full image.

 

Their members were literati and men of erudition, all of them completely idle intellectually, and ready to write in verse or prose on any subject, however frivolous, for their amusement. … The names of these academies and academicians sound strangely in our ears today: the Impastato [the Doughy one], the Raggirato [the Swindled one], the Propagginato [the Propagated one], the Smarrito [the Lost and Strayed], and the like. And the members recited their talks, or as they called them, their ‘prattlings’ on salads, on cakes, on hypochondria … they sang of the vulgarest things and often the dirtiest.

Thus wrote Francesco de Sanctis, the 19th-century literary critic, whose scorn for the academies would matter little if it were not that his monumental History of Italian Literature continues to influence the Italian school curriculum and intellectual opinion. Ironically de Sanctis was a victim of the very playfulness that he regarded as alien to learning, but which, in the Renaissance, was inextricably linked to the pursuit of knowledge, as the oft-quoted tag serio ludere (serious play) reminds us.

 

De Sanctis’ hostile and mistaken ideas derived from his failure to detect the playful satire of a much earlier critic of the academies, Anton Francesco Doni (1513-74), whose satire on them is contained in his revised Libraria (1557). The work exemplifies perfectly the combination of serious scholarship and playfulness that characterised the academies. Doni does discuss those for which there is a sound historical record, but he also invents others for satirical purposes, such as the Accademia degli Ortolani (the Academy of the Kitchen Gardeners), whose members have nicknames like Porro (Leek), Cipolla (Onion) and Cocomero (Watermelon), which de Sanctis later interpreted as fact. Doni concludes his survey by asserting that academicians ‘gather together wherever they fancy – in every region, city, castle, town or private house; they are innumerable and discuss countless topics and are reputed above all other professions; to date no way has been found to repress them.’

 

The historical reality of the academies of the Renaissance is, however, different from the jaundiced views of de Sanctis and the playful satire of Doni, though until very recently it is their views which have predominated. Current research is now opening up the multifaceted and fascinating world of the academies and their intellectual interests, revealing their complex pan-European networks and the way in which they functioned as the Renaissance equivalent of modern social media.

 

The idea of the academy goes back to ancient Greece and the Platonic Academy in Athens. The idea began to be revived in 15th-century Florence, but the first formally constituted academies emerged in Siena in the 1520s. The earliest for which records of members, debates and publications survive is that of the Intronati – and straightaway the playful dimension of the academies is emphasised. Intronati means ‘dazed’ or ‘struck dumb’ and in taking this name members sought to emphasise their openness to new ideas, to be struck dumb by intellectual discoveries or original thought. They chose for their academy an emblem which also exemplified this, a gourd or mortar surrounded by two pestles and the explanatory motto Meliora latent (the best lies hidden). They gave themselves nicknames that further illustrated that fundamental aim, such as il Frastagliato (the Shattered one). The idea caught on and soon, as Doni complains, academies popped up in every town and city worthy of the name throughout the peninsula. Members were drawn from all social classes – including artisans like the Rozzi of Siena – and multiple membership of several academies by one individual was common. Galileo, for example, was a member of academies in Padua, Florence and Rome. Rivalry between Tuscan cities stimulated the foundation of an academy in Florence, the Umidi, whose members, not surprisingly, gave themselves nicknames of different types of fish. Though not all academies took punning names the idea was so attractive that it persisted into the 17th century, giving rise in Bologna to the Accademia dei Gelati [the Frozen ones], based around a double pun. Their frozen state is a playful contradiction, since they are far from intellectually frozen. Their emblem, a wood of frozen trees, seems literal, but the motto, nec longum tempus, reveals that their frozen state will not last for long. Members took nicknames relating either to the cold, frozen immobile world of winter – il Rinchiuso (shut in to keep warm) – or to the sense of renewal brought about by the spring – il Rifiorito (flowering afresh) – and gave themselves amusing individual emblems like that of L’Inesperto (a snowball rolling downhill and about to engulf the Hapless one).

 

The suggestion that the academies had no serious or worthwhile activities is misleading. The range of topics debated within academies, which later found their way into the publications of these institutions, is vast: virtually every discipline, from astronomy and astrology to zoology, is included in the publications of one or other academy. The earliest academies, like the Intronati, were mainly interested in literature and culture. They were responsible for composing, producing and promoting drama and comic theatre, but they were also deeply involved in debates of a sociological nature – on the education of women and their place in society, for instance. Indeed women sometimes became members of academies and might even play an important role in academy publications, as can be seen from the women working as engravers for academies in Naples. The Accademia della Crusca (meaning chaff or bran), which grew out of earlier Florentine academies, spearheaded the debates about correct Italian, provoking heated exchanges in late 16th-century Italy, culminating in the first comprehensive dictionary of the Italian (or indeed any European) language, published 400 years ago this year, in 1612. This dictionary standardised educated, written Italian, providing the basis for cultural unity in place of the political unity that remained unrealised for centuries thereafter.

 

The Accademia della Crusca still flourishes today, as does one of the earliest academies with scientific interests, the Lincei (the lynx-eyed) in Rome. In addition to Galileo, whose work on sunspots was published in 1613 under the auspices of this academy, the Lincei included a number of foreigners in its membership, often as what came to be called ‘corresponding members’. Indeed one of the most fascinating aspects to emerge from our research is the multinational nature of membership almost from the outset. In Padua the Accademia dei Ricovrati (those who have recovered their wits) included a considerable number of foreign members. Several of these, like the Patin family, were political exiles from France and on taking up residence in Padua the daughters of the family joined the academy, too. Others came into contact with the academy through studying at the university there. The Oziosi (the Leisured ones) in Naples had a notable Spanish presence, since many of the leading members of the viceroy’s court joined this prestigious academy and contributed to its debates on both arts and sciences. During his residence in Italy in 1638-39 John Milton would have come into close contact with the Oziosi, while lodging with its president, Giambattista Manso. When such foreign members returned home they carried with them the idea of the academy, as well as the various discoveries, publications and ideas developed there. Thus when the Royal Society was established in London in 1660 it was modelled, directly or indirectly, on the Italian academies and from the start was in correspondence with them, receiving and reviewing publications in its Transactions. Networking and the communication of ideas lay at the heart of the idea of the academies, reminiscent of modern social media.

 

Our project is devoted to making newly accessible to a global audience the publications of the academies held in the British Library. The library’s collections of books printed in Italy is virtually unrivalled. Here are to be found, catalogued in a dedicated database, the major publications of the Italian academies, their discussions and debates, scientific experiments and discoveries, and here de Sanctis’ scathing comment can be properly tested and refuted. The members of academies were indeed literati and men and women of erudition. They did indeed write on many subjects, but they were far from idle intellectually, and the topics they treated were those at the forefront of early modern science and culture.

 

Jane Everson is principal investigator of the AHRC collaborative research project The Italian Academies 1525-1700: The First Intellectual Networks of Early Modern Europe. For more information visit http://www.italianacademies.org

More by Jane Everson

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