Corrêa et al. (2017CORRÊA, Fábio; RIBEIRO, Jurema Suely de Araújo Nery; PINHEIRO, Marta Macedo Kerr. Aspectos da economia da informação: arquétipo conceitual econômico e social. Informação & Informação, v. 22, n. 1, p. 185-214, 2017.) |
Terra (2001TERRA, José Cláudio Cyrineu. Gestão do conhecimento: o grande desafio empresarial. 2ed. São Paulo: Negócio, 2001., 2005), Grotto (2002), Magalhães, Dalmau, Souza (2014) and MoscosoZea et al. (2016) |
Types of tacit and implicit knowledge treated as synonyms. |
Wong (2005WONG, Kuan Yew. A critical review of knowledge management frameworks. International Journal of Information Technology and Management, v. 4, n. 3, p. 269-289, 2005.) |
Lee and Yang (2000) |
Incomplete for not presenting the stages of application and use of knowledge, as well as the elements of culture and strategy. Limited scope and does not specify "how" to implement KM. |
Gore and Gore (1999) |
It presents few considerations about organizational needs, transfer of knowledge and measurement of results. Limited scope. |
Wiig (1997) |
Precisely oriented to large companies as it assumes plenty of human, financial, time, knowledge and experience. |
Holsapple and Joshi (2002) |
Insufficiency in describing "how" to implement KM. |
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Wiig, De Hoog and Van Der Spek (1997) |
Lack of sound guidelines leading to the initiation or implementation of KM. |
Jarrar (2002) |
Precisely oriented to large companies, as it enumerates several specific positions for KM. |
Apostolou et al. (2000), Mentzas (2001) and Mentzaset al. (2001) |
Precisely oriented to large companies, because it assumes the implementation of the KM in its completeness throughout the organization. |
McCampbell, Clare andGitters (1999) |
It presents technological focus, neglecting aspects such as culture, motivational factors, rewards and incentive systems. |
Rubenstein-Montano et al.(2001) |
Complex structure with extensive documentation. In addition, it presents the system of motivation and reward early in the strategy phase. |
Apostolou and Mentzas(1998) |
Absence of the phases of application and use of knowledge. |
Lai and Chu (2002) |
Precisely geared towards large companies. |
APQC (1999) |
It does not determine the types of knowledge to be managed by the model. |
Pons et al.(2014PONS, N. L. et al. Design of a knowledge management model for improving the development of computer projects' teams. Revista Espanola de Documentacion Cientifica, v.37, n. 2, 2014. DOI http://dx.doi.org/10.3989/redc.2014.2.1036. http://dx.doi.org/10.3989/redc.2014.2.10...
) |
Nonaka and Takeuchi (1995) |
It does not detail the activities, inputs, outputs, techniques and tools to be used in each process. |
Wiig (1994WIIG, Karl M. Knowledge management foundations: thinking about thinking-how people and organizations create, represents and use of knowledge. España. 1994.) |
It does not distinguish cognitive and real knowledge. |
Bridge (1999) |
It does not distinguish cognitive and real knowledge. |
Fivaz andPretorius (2015) |
Nonaka, Toyama and Konno (2000) |
Focus on knowledge creation, neglecting the rest of the KM cycle. |
Alavi, Wahab and Muhamad (2010) |
Although comprehensive, it does not detail the types of knowledge and mechanisms to be used in the process, as well as does not present KM activities. |
Holsapple and Jones (2005) |
KM activities are perceived as sequential and withoutfeedback and treats types of knowledge as similar. |
Kamhawi (2010) |
Focus on the activity of knowledge sharing and does not present the mechanisms for the KM. |
Diakoulakis et al. (2004) |
Different types of knowledge treated as analogues. |
García-Fernández (2015) |
Kim (1993) |
Focus on knowledge creation only by individuals. It does not show how knowledge can be stored and transferred. |
Nonaka and Takeuchi (1995) |
The creation of knowledge, from where |
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knowledge originates and how it can be applied within the organization, is not concentrated on encouraging conditions. |
Crossan, Lane and White (1999) |
It does not describe how to promote the exploration and implementation of knowledge. |
Senge (1990SENGE, Peter M. A quinta disciplina: arte e prática da organização que aprende. Best Seller, 1990.) |
It does not address how disciplines can be achieved. |