What or Whom do Knowledge-Managers Manage?

Knowledge-management has a long history in the work place enacted variously as apprenticeship, corporate libraries, and professional training programs. As an academic topic, it first appeared after Nonaka's (1991) paper. Western authors on knowledge-management generally treat "knowledge" and "information" as some kind of a commodity. "Knowledge" and "information" are thought to be acquired and transferred like other commodities. The paper argues that the use of verbs has value over nouns. It is more useful to refer to processes of becoming more knowledgeable and better informed than simply use the nouns forms. This paper's thesis is: "a consistent change of using verbs to refer to processes will open some new vistas in research on knowledge-management." The paper will also discuss ways to conceive of learning and communicating. In these discussions it will argue risking a misleading view on communicating by using the nouns "knowledge" and "information". The paper will further discuss how this will avoid the risk of developing phlogiston like theories. Then the paper will turn to two approaches of what it means to become more knowledgeable at the individual level. One way is direct and the other by indirect experience. The latter uses language. Next the paper will address the transition from individual learning to innovative companies. This will start from how people observe and interact as they learn and how this can be disseminated and applied within companies. In this context the question of "What and whom do knowledge-managers manage?" will be taken up. Knowledge-managers generally will direct creativity by asking questions. The paper will then reflect on Nonaka's "spiral of knowledge". Then the paper will turn to problem formulation and solution. Next it will address some supporting factors and obstacles to reflecting creatively, both for individuals and companies. The paper will end with some conclusions in which it will review new vistas indicated in the text.