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Organizational memory (OM) (sometimes called institutional or corporate memory) is the accumulated body of data, information, and knowledge created in the course of an individual organization’s existence. Falling under the wider disciplinary umbrella of knowledge management, it has two repositories: an organization's archives, including its electronic data bases; and individuals’ memories. Kenneth Megill says corporate memory is information of value for re-use. He views corporate memory from the perspective of information services such as libraries, records management and archival management.〔Corporate Memory: Records and Information Management in the Knowledge Age. 2nd Edition. Munich: K.G. Saur/Thomson (2005). The book has two editions and was translated into Serbo-Croation: Korporativna Memorija. Upravljanje dokumentima i informacijama u doba znaja. Kenet A. Megil. Beograd: Narodna biblioteka Srbije (2007)〕 Organizational memory can only be applied if it can be accessed. To make use of it, organizations must have effective retrieval systems for their archives and good memory recall among the individuals that make up the organization. Its importance to an organization depends upon how well individuals can apply it, a discipline known as experiential learning or evidence-based practice. In the case of individuals’ memories, organizational memory’s veracity is invariably compromised by the inherent limitations of human memory. Individuals’ reluctance to admit to mistakes and difficulties compounds the problem. The actively encouraged flexible labor market has imposed an Alzheimer's-like corporate amnesia on organizations that creates an inability to benefit from hindsight.〔Corporate Amnesia, Butterworth Heinemann, 1998〕 ==The nature of organizational memory== Organizational memory is composed of: *Prior data and information *All internally generated documentation related to the organization's activities * *Intellectual property (patents, copyrights, trademarks, brands, registered design, trade secrets and processes whose ownership is granted to the company by law, licensing and partnering agreements) * *Details of events, products and individuals (including relationships with people in outside organizations and professional bodies), *Relevant published reference material *Institution-created knowledge Of these, institution-created knowledge is the most important. The three main facets of organizational memory are data, information, and knowledge. It is important to understand the differences between each of these. Data is a fact depicted as a figure or a statistic, while data in context—such as in a historical time frame—is information. By contrast, knowledge is interpretative and predictive. Its deductive character allows a person with knowledge to understand the ''implications'' of information, and act accordingly. The term has been defined variously by different experts: Alvin Goldman described it as ''justified true belief'';〔"Knowledge in a Social World", Oxford, Clarendon Press, 1999〕 Bruce Aune saw it as ''information in context'';〔"Knowledge, Mind, and Nature: An Introduction to Theory of Knowledge and the Philosophy of Mind", Random House, 1967〕 Verna Alee defined it as ''experience or information that can be communicated or shared'';〔"The Future of Knowledge: Increasing Prosperity through Value Networks", Butterworth-Heinemann, 2002〕 and Karl Wiig said it was ''a body of understanding and insights for interpreting and managing the world around us''.〔"A Knowledge Model for Situation-Handling". Knowledge Research Institute, Inc., 2003〕 The word ''knowledge'' comes from the Saxon word ''cnaw-lec''. The suffix ''lec'' has become, in modern English, ''-like''. So, ''knowledge'' means "''cnaw''-like", with ''cnaw'' meaning "emerge". Its best interpretation, then, is that it is an emergent phenomenon, an extension of existing erudition. Once knowledge is documented, it reverts to being information. New knowledge—what some academics call knowledge in action—is that which is either created incrementally, accidentally, or through innovation. Incremental knowledge is the product of prior experience that is already established and recognized—so-called "organic learning" that builds one experience on another (also known as ''existent'' or ''historical knowledge''). It is the most common form of learning. By way of a simple illustration, existent knowledge is the established awareness that, because it is hot, it is necessary to avoid sunburn and dehydration. Existent knowledge becomes new knowledge when (for example) a European on a summer vacation in Mexico, being used to wearing a cap on sunny days at home, decides to wear a sombrero. The second type of knowledge, accidental knowledge, happens unexpectedly—such as what happened in 1928 when a mold spore drifted onto a culture dish in the laboratory of Scottish research scientist Alexander Fleming while he was on a two-week holiday. It seeded a blue mold—penicillin—that killed off a harmful bacterium. The third type of knowledge, innovative knowledge, is the labor of genius, such as the work of Leonardo da Vinci—who, in the late 15th century, conceptualized cutting-edge ideas like the aeroplane, the parachute, cranes, submarines, tanks, water pumps, canals, and drills. Innovative knowledge encompasses the type of learning that leapfrogs the other types, and—in da Vinci’s case—was so advanced that it had to wait hundreds of years for incremental learning to catch up. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「organizational memory」の詳細全文を読む スポンサード リンク
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