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also creates an environment that makes it easier to build communication networks
between employees who do not normally work together but would generate value
from exchanging information ( Earl and Scott 1999 ). The CKO works with formal and
informal communication networks and supports communities of practice or groups
of experts who could learn from knowledge exchange ( Stewart 1998 ).
Davenport and Prusak (1997) argue that these organizational changes will neces-
sarily require changes to the information technology structure, since IT is the key
enabler in leveraging intellectual capital. Having fostered a sharing culture, the CKO
uses IT to create a structured means of knowledge exchange, and as a way of generat-
ing opportunities to connect workers together across organizational units and geog-
raphies. The CKO designs ways for workers to present and receive knowledge and is
responsible for developing and maintaining an information infrastructure to harness
the collective knowledge of the organization.
While working to foster a cooperative culture and creating mechanisms to exchange
knowledge, the CKO keeps a sharp eye on the rewards of these endeavors. The results
of KM activities must translate into real business value. In business ventures, the
bottom line is the measure of success to an organization. The CKO evaluates the return
on investment before making cultural and design decisions and proceeding with KM
initiatives. A fi nal function for many CKOs is that of manager to a team of knowledge
professionals. Although not all CKOs have a team, Earl and Scott (1999) found that
most have a small staff of three to twelve specialists working under their supervision.
In addition to leading the management of intellectual capital in an organization, the
CKO must therefore also supervise the work and careers of their employees.
Some KM executives have the title of chief learning offi cer (CLO). There is a journal
dedicated to this new role, called chief learning offi cer (http://www.clomedia.com/).
Like CKOs, most chief learning offi cers are fi rst-generation incumbents. They typically
started their jobs less than three years ago and did so without clearly defi ned roles,
responsibilities, or daily activities. Chief knowledge offi cer positions are typically
created to leverage knowledge into tangible business benefi ts. Likewise, CLO positions
are designed to leverage learning through the culture of an organization, the type of
knowledge and learning it wants to emphasize, and how technologically focused it is.
Unlike CKOs, the roots for most chief learning offi cer positions are in human
resources, organization development, or sales and marketing (Bonner 2000). Most
incumbent CLOs have strong backgrounds in learning strategies and a strong orienta-
tion toward setting and reaching business goals. They have been selected from such
positions as director of training or vice president of sales and marketing. CLOs are
committed to the strategic integration of organizational and individual learning at all