What are some good educational systems for preschool?

What are some good studies about incentive systems for improving knowledge sharing in knowledge management systems?

• Nancy katz in The Weird Rules of Creativity [Katz, N. (2001) Getting the Most Out of Your Team. Harvard Business Review, 79, 1.] reports on studies into team behaviour, performance and compensation. Her research sought to identify: what reward structures supported   teaching behaviour, gave a motivation to learn, and/or encourgaged   collaboration within a team. Collaboration in teams is evident in how team members teach each other and learn from together to overcome problems faced by the team as a whole. However peoples’ behaviour may be conditioned in part by the reward structures of the organization. The Bolo experiment attempted to assess whether reward or compensation structures had an impact on people’s propensity to teach and their motivation to learn. Consequently what reward structures support teaching and learning? Alternatively, can compensation or reward structures corrode or undermine teamwork and collaboration? Many reward structures have cultural aspects (motivated by personal and professional beliefs and values) but compensation also plays a part. The right compensation scheme can at the very least impose or remove some of the obstacles to cooperation, collaboration and teaching/learning/creative processes taking place between team members. The research experiment was conducted under the following conditions; dispersed information, time pressures, easily evaluated performance, undifferentiated member roles, and the need for collaboration. The following compensation structures were employed and group performance assessed. The outcomes were as follows: Pay equality schemes (i.e. no pay/reward differentiation) were not good at motivating high performers or in encouraging high performers to mentor and improve low performers behaviour. Pay equity (i.e. pay people according to their expertise/experience) worked well whenever high performers could not simply carry the rest of the team, i.e. high performers still needed the beginner or low performer to get stuff done. Threshold schemes were associated with an increased likelihood of learning focused collaboration, specifically: Group thresholds motivated teaching behaviour by talented members by bringing greater rewards to the whole group. Individual thresholds also drove personal learning efforts, motivating low performers to learn and improve themselves. Ratio reward schemes (like a capping-equity arrangement)  encouraged anti-group behaviour by capping the link between performance and reward. They also resulted in excessive group and self surveillance as team mates became overly concerned about their performance relative to one another.

• Answer:

  Knowledge management systems refer to anykind of IT system that stores and retrieveshttp://www.logicaldoc.com/solutions/knowledge-management.html, improves collaboration, locatesknowledge sources, mines repositories for hidden knowledge, captures and usesknowledge, or in some other way enhances the KM process. If my explanationabove makes the definition of these systems seem vague, that is because thereis no consensus as to what constitutes a knowledge management system, much likethere is no consensus regarding KM. Furthermore, since KM is involved in allareas of the firm, drawing a line is very difficult. James Robertson(2007) goes as far as to argue that organizations should not even think interms of knowledge management systems. He argues that KM, though enhanced bytechnology, is not a technology discipline, and thinking in terms of knowledgemanagement systems leads to expectations of "silver bullet" solutions.Instead, the focus should be determining the functionality of the IT systemsthat are required for the specific activities and initiatives within the firm. I fully agree withhis reasoning. However, for the purpose of this site (intended to be useful forthose people that do search for terms like knowledge management systems), Iwill break these down into the following general categories (adapted from thework of Gupta and Sharma 2005, in Bali et al 2009): http://www.knowledge-management-tools.net/groupware.html & KM 2.0 http://www.knowledge-management-tools.net/intranet-and-extranet.html and extranet http://www.knowledge-management-tools.net/data-warehousing.html, http://www.knowledge-management-tools.net/data-warehousing.html, & OLAP http://www.knowledge-management-tools.net/decision-support-systems.html http://www.knowledge-management-tools.net/content-management-systems.html http://www.knowledge-management-tools.net/document-management-systems.html Artificial     intelligence tools Simulation     tools Semantic     networks