Advertisement

Supporting Personal Knowledge Management for Sustainable Development and Decent Work

  • Marek PodgórnyEmail author
Chapter
Part of the Lifelong Learning Book Series book series (LLLB, volume 23)

Abstract

The concept of sustainable development entails viewing social, economic and environmental issues as equally important. Among social issues attention is given to education, which in our times is supposed to provide valuable and relevant knowledge. Besides the concept of knowledge society, this is another argument for the significance of knowledge in the contemporary world. This is particularly recognized in the idea of personal knowledge management, which appreciates employees’ individual knowledge resources and makes them a key component of the organization’s intellectual capital, thereby strengthening the employees’ position and enhancing their prospects of decent treatment at the workplace. At the same time, with the concept of personal knowledge management effectively implemented, responsibility for knowledge is, even more than before, transferred onto employees themselves, who find themselves obligated to develop it further. Delegating responsibility onto employees seems to be a key factor in the success and, in a long-term perspective, effectiveness of the entire process. Consequently, it is urgent to support employees in managing their own knowledge to prevent them from feeling left to their own devices and afford them an opportunity to develop necessary skills in this respect. Coaching sessions seem to be good candidates for such supporting interventions.

Keywords

Personal knowledge management Development support Coaching Life desikgn 

References

  1. Barbazette, J. (2005). The trainer’s journey to competence: Tools, assessments, and models. San Francisco: Pfeiffer.Google Scholar
  2. Beck, U. (1992). Risk society: Towards a new modernity (M. Ritter, Trans.). London/Thousand Oaks, CA/New Delhi, India: Sage Publications.Google Scholar
  3. Beck, U., Giddens, A., & Lash, S. (1994). Reflexive modernization: Politics, tradition and aesthetics in the modern social order. Stanford, CA: Stanford University Press.Google Scholar
  4. Buber, M. (2004). I and Thou (R. G. Smith, Trans.). London/New York: Continuum.Google Scholar
  5. Davenport, T. H., & Prusak, L. (1998). Working knowledge: How organizations manage what they know. Boston: Harvard Business School Press.Google Scholar
  6. Frand, J., & Hixon, C. (1999). Personal knowledge management: Who, what, why, when, how? Retrieved October 10, 2014. http://www.anderson.ucla.edu/faculty/jason.frand/researcher/speeches/PKM.htm
  7. Gidden, A. (1991). Modernity and self-identity: Self and society in the late modern age. Stanford, CA: Stanford University Press.Google Scholar
  8. Gladstone, B. (2004). Zarządzanie wiedzą [From know how to knowledge: The essential guide to understanding and implementing knowledge management] (H. Debatory Trans.). Warszawa, Poland: Wydawnictwo PETIT.Google Scholar
  9. Golinowska, S. (2004). Raport o rozwoju społecznym Polska 2004: W trosce o pracę [Work concerns: Poland 2004, a report on social development]. Warszawa, Poland: UNDP. Retrieved October 10, 2017. http://www.unic.un.org.pl/nhdr/nhdr2004/nhdr2004_pl.pdf
  10. Hamilton-Jones, J. K. (2000). Supporting tomorrow's managers: Coca Cola in-house degree programme. Education and Training, 42, 461–468.CrossRefGoogle Scholar
  11. Hargrove, R. (2008). Masterful coaching. San Francisco: Jossey-Bass.Google Scholar
  12. ILO. (2016). Decent work. Retrieved October 10, 2017. http://www.ilo.org/global/topics/decent-work/lang--en/index.htm
  13. Jarvis, P. (2001). Learning in later life. An introduction for educators and carers. London: Kogan Page.Google Scholar
  14. Jarvis, P. (2009). Learning to be a person in socjety. New York: Routledge.Google Scholar
  15. Jashapara, A. (2006). Zarządzanie wiedzą. Zintegrowane podejście [Knowledge management: An integrated approach] (J. Sawicki Trans.). Warszawa, Poland: PWE.Google Scholar
  16. Jaskóła, J. (2007). Wewnątrzjęzykowe kryterium prawdy świata ujmowanego [The intralinguistic criterion of truth of the apprehended world]. In A. Pacewicz (Ed.), Kolokwia platońskie [Plato’s colloquies]. Wrocław, Poland: Instytut Filozofii Uniwersytetu Wrocławskiego.Google Scholar
  17. Kargulowa, A. (2016). Discourses of counsellogy: Toward an anthropology of counselling. Kraków, Poland: Societas Vistulana.Google Scholar
  18. Karwowski, W. (2004). Zarządzanie wiedzą [Knowledge management]. Bezpieczeństwo Pracy. Nauka i Praktyka, 11, 11–14.Google Scholar
  19. Lethbridge, T. C. (1994). Practical techniques for organizing and measuring knowledge. Univ. Diss. University of Ottawa, Ottawa.Google Scholar
  20. Law, H., Ireland, S., & Hussain, Z. (2010). Psychologia coachingu [The psychology of coaching, mentoring and learning] (G. Skoczylas Trans.). Warszawa, Poland: PWN.Google Scholar
  21. Malewski, M. (2010). Od nauczania do uczenia się: O paradygmatycznej zmianie w andragogice [From teaching to learning: On the paradigmatic change in adult education]. Wrocław, Poland: Wydawnictwo Naukowe DSW.Google Scholar
  22. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.Google Scholar
  23. Mezirow, J. (2009). Transformative learning theory. In J. Mezirow & E. W. Taylor (Eds.), Transformative learning in practise: Insights from community, workplace, and higher education. San Francisco: Jossey-Bass.Google Scholar
  24. Nizińska, A. (2008). Między nauczaniem a uczeniem się: Edukacyjne światy andragogów praktyków [Between teaching and learning: Educational worlds of adult education practitioners]. Wrocław, Poland: Wydawnictwo Naukowe DSW.Google Scholar
  25. Nonaka, I., & Konno, N. (1998). The concept of ‘Ba’: Building a foundation for knowledge creation. California Management Review, 40(3), 40–54.CrossRefGoogle Scholar
  26. Nonaka, I., & Takeuchi, H. (2007). The knowledge creating company: How Japanese companies create the dynamics of innovation. New York: Oxford University Press.Google Scholar
  27. Ostrowska, U. (2017). Fenomen pracy ludzkiej z perspektywy aksjologicznej [Human work in an axiological perspective]. In R. Gerlach & R. Tomaszewska-Lipiec (Eds.), Wokół podstawowych zagadnień pedagogiki pracy [Fundamental issues in pedagogy of work] (pp. 138–155). Bydgoszcz, Poland: Wyd. Uniw. Kaziemierza Wielkiego.Google Scholar
  28. Pilipczuk, P. (2012). Współczesna mitologia coachingu [Coaching’s modern mythology]. Gliwice, Poland: Onepress.Google Scholar
  29. Podgórny, M. (2012). Coaching – nowa przestrzeń w edukacji dorosłych [Coaching as a news pace in adult education]. In W. Jakubowski (Ed.), Kultura jako przestrzeń edukacyjna [Culture as an educational space] (pp. 63–75). Kraków, Poland: Oficyna Wydawnicza Impuls.Google Scholar
  30. Savickas, M. L., Nota, L., Rossier, J., Dauwalder, J.-P., Duarte, M. E., Guichard, J., & Van Vianen, A. E. M. (2009). Life designing: A paradigm for career construction in the 21st century. Journal of Vocational Behavior, 75(3), 239–250.CrossRefGoogle Scholar
  31. Sidor-Rządkowska, M. (Ed.) (2009). Coaching: Teoria, praktyka, studia przypadków [Coaching: Theory, practice, case studies]. Warszawa, Poland: Wyd. Wolters Kluwer.Google Scholar
  32. Smedley, J. (2009). Modelling personal knowledge management. OR Insight, 22(4), 221–233.CrossRefGoogle Scholar
  33. Smółka, P. (Ed.). (2009). Coaching: Inspiracje z perspektywy nauki, praktyki i klientów [Coaching: Inspirations from science, practice and clients]. Gliwice, Poland: Wyd. Helion.Google Scholar
  34. Standing, G. (2002). Beyond the new paternalism: Basic security as equality. London: Verso.Google Scholar
  35. Standing, G. (2011). The precariat: The new dangerous class. London/New York: Bloomsbury Academic.Google Scholar
  36. Starr, J. (2008). The coaching manual: The definitive guide to the process, principles and skills of personal coaching. Harlow, UK: Pearson Education Ltd..Google Scholar
  37. Szacki, J. (2005). Alienacja [Alienation]. In H. Kubiak et al. (Eds.), Encyklopedia Socjologii. Suplement [The encyclopaedia of sociology: A supplement]. Warszawa, Poland: Oficyna Naukowa.Google Scholar
  38. UNESCO. (2014). Learning and teaching for development: 2013/2014 education for all global monitoring report. Paris: UNESCO.Google Scholar
  39. United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. New York: United Nations.Google Scholar
  40. Vickers, A., & Bavister, S. (2007). Coaching [Coaching] (M. Kowalczyk, Trasns.). Gliwice: Wyd Helion.Google Scholar
  41. White, D. (Ed.). (2002). Knowledge mapping & management. London: IRM Press.Google Scholar
  42. Whitmore, J. (2011). Coaching for performance. London/Boston: Nicholas Brealey Publishing.Google Scholar
  43. Zaleska, H. (2011). Literatura: Subiektywny wybór publikacji o coachingu [The literature: A subjective selection of publications on coaching]. Retrieved May 9, 2014. http://www.izbacoachingu.pl
  44. Zhang, Z. (2009). Personalising organisational knowledge and organisationalising personal knowledge. New York: School of Business and Economics, State University of New York at Plattsburgh.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.University of WrocławWroclawPoland

Personalised recommendations