Page 212 -

Knowledge Application 195

Table 6.2
(continued)
Internalizing values Examples:
(characterization): Shows self-reliance when working independently
Has a value system that controls Cooperates during group activities (displays
their behavior; the behavior is teamwork)
pervasive, consistent, predictable, Uses an objective approach in problem solving
and most importantly, Displays a professional commitment to ethical
characteristic of the practice on a daily basis
learner;instructional objectives Revises judgments and changes behavior in light of
are concerned with the student ’ s new evidence
general patterns of adjustment Values people for who they are, not how they look
(personal, social, emotional) Keywords
Acts, discriminates, displays, infl uences, listens,
modifi es, performs, practices, proposes, qualifi es,
questions, revises, serves, solves, verifi es
Source: Adapted from Bloom 1956.

she must not only be skilled in the selection of team members to be included in the
proposal but also be able to repackage their resumes in the form that has been shown
to be the best based on past successes. Another example, using the affective domain
Bloom taxonomy, once again can make use of this best practice but this time address
the best way to judge whether candidates who meet the technical skill requirements
also possess the appropriate “ soft skills ” such as being a good team player, having a
collaborative approach to work, and not being prone to knowledge hoarding or claim-
ing individual credit for group work.
The Bloom taxonomy provides a good basis for the assessment of knowledge appli-
cation. All too often in KM, simply having accessed content is taken to mean that
knowledge workers are using (and reusing) this content. It is far more useful to assess
the impact that the knowledge residing in the knowledge base has had on learning,
understanding, and “ buying in ” to a new way of doing things. It is only through
changes in behavior that knowledge use can be inferred and the taxonomy provides
a more detailed framework to evaluate the extent to which knowledge has been inter-
nalized (using the Nonaka and Takeuchi, 1995, model). For example, at the lower
cognitive skill levels, simply being aware that knowledge exists within the organiza-
tion is easily observed when knowledge workers are able to locate the content within
a knowledge repository. Access is typically tracked using log fi le statistics, which are
similar to the number of hits or visitors that a web site has attracted. Knowledge
application, however, requires that knowledge workers have attained much higher
levels of comprehension such as analysis, synthesis, and evaluation. It is only at these