Forums & Workshops at ICKM 2016

Forum „Wissensbilanz“ as a strategic instrument for learning organizations

Manfred Bornemann
For further information contact the organizer

In this Forum, we would like to discuss current developments on Intellectual Capital. IC is much more than an idea that emerged in the late 90ies in Scandinavia (Edvinsson, Sveiby, Roos, Mouritsen, Johanson) and quickly was adopted in Austria as “Wissensbilanz”. Regarding internal benefits, it is a powerful approach to structure strategy formulation and implementation and to support organizational change. Externally, the communication opportunities support to address future employees and to inform customers as well as increase transparency for capital markets.

Fast progress in the realm of science organizations (AIT, universities and applied research) supported industry adoption and – with the help of generous funding for initial guidelines and software tool by the German and Austrian Government and the EU Commission to name only a small selection – created a large and diverse community of users, method developers and researchers, who drive the agenda and global progress.

This forum will start with a small panel of experts who share some of their experiences and current work with Intellectual Capital and Learning Organizations in the public and private sector. Workshop participants are encouraged to contribute to these inputs with their own ideas in short (max. 3-minute) pitches that should be followed up by short general reflection and open discussion.

The objective of this two to three hours long forum is to exchange ideas, create a shared understanding of the current “edge of research and application of Intellectual Capital” and form new (weak) ties between diverse fields of research. One option as tangible output of the attendees might be a roadmap of the management challenges of Intellectual Capital and IC Reporting. Therefore, in the forum we suggest to build on conceptual essentials and encourage participants to advance the state of the art:

Knowledge Management Education: Five Ws and One H

Meliha Handzic, John Edwards, Sandra Moffett, Alexeis Garcia-Perez, Aino Kianto and Ettore Bolisani
For further information contact the organizer

This panel will discuss key aspects of knowledge management (KM) education in response to challenges posed by the necessity to improve KM as a discipline and an established professional field. Through panelists’ thought-provoking presentations and interactions with the audience, the discussion will address KM education from the starting why, what, who, where and when perspectives to the end result and understanding of how to approach KM education in the future.

Designing knowledge intensive events

Lukas Zenk, Thomas Fundneider and Markus Peschl
For further information contact the organizer

A huge number of events are now offered worldwide to exchange and generate knowledge, and they come in many different shapes and sizes: conferences, conventions, and other formats all try to meet the expectations of their target audiences. While they all differ in their detail and scope, on a deeper level they also contain specific core activities like presenting or exchanging knowledge. In essence, it is these activities that sum up what participants really want if they attend a knowledge-intensive event.
Usually, it is left to organizers to design events that really matter for their specific target groups to exchange knowledge. In this workshop we will demonstrate a new process to design knowledge-intensive events and conferences, using the next ICKM conference as a demonstration.

KM Competence Development with Flipped Classroom

Barbara Geyer-Hayden
For further information contact the organizer

In this forum, we would like to discuss current developments on teaching Knowledge Management with Flipped Classroom. We will start by briefly introducing the Flipped Classroom concept. And then show some good and not so good practices in the field of Knowledge Management and a Force Field Analysis.
One clear trend in the literature [1,2] on which there is significant consensus is the inclusion of the Flipped Classroom Model in universities, which actually follows the general trend in education. The term “Flipped Classroom” was popularized by the teachers Bergmann and Sams [3] for High Schools. Prior to that the term “The Inverted Classroom” was used for students at Miami University. “Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa” [4].

The students learn the theory outside the classroom. For example with videos, podcasts, e-books or collaborating with peers. The time in the lesson is then used to practice the content for example, with discussions, project-based learning or other in-class activities. Flipped classroom should be driven by decisions to change teaching methods. It is therefore ideal to teach knowledge management content.  If the participants of the workshop have teaching experience they have most likely worked with Flipped Classroom elements. In the second part of the workshop, we will share with you our experiences with flipping an activity, class, period, or course in the field of Knowledge Management. Workshop participants are encouraged to contribute their experiences.

At the master program “Knowledge Management” at the University of Applied Sciences Burgenland the Flipped Classroom Model is part of the entire study program [5]. Based on this experience and accompanying studies we can report on various Flipped Classroom examples of teaching Knowledge Management.
In the third and last part of the workshop, we will conduct a Forced Field Analysis. The Force Field Analysis is a way to evaluate the forces that affect change, which can affect our organizations. This workshop method is about exploring the viability of change in an open-minded way [6]. In this workshop, we will analyze the forces for and against flipped classroom.

At the end of the workshop, the participants will be familiar with the concept of the flipped classroom, will have got to know several scenarios in the field of Knowledge Management and worked out the reasons for and against the introduction.


  1. Gallagher S, Garrett G. Disruptive Education: Technology Enabled Universities. The United States Studies Centre at The University of Sydney; 2013. Retrieved from:
  2. Johnson L, Adams Becker S., Estrada V, Freeman A. NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium; 2015. Retrieved from:
  3. Bergmann J, Sams A. Flip Your Classroom: Reach Every Student in Every Class Every Day. Alexandria, Va.: The Association for Supervision and Curriculum Development; 2012.
  4. Lage MJ, Platt GJ, Treglia M. Inverting the classroom. A gateway to creating an inclusive learning environment. In: The journalofeconomiceducation; 2000, 31 (1), p. 30–43.
  5. Geyer-Hayden B. Entwicklung eines ICM-Einführungsmodells für einen Fachhochschulstudiengang, In: Das InvertedClassroom Modell. Begleitbandzur 5. Konferenz “Inverted Classroom and Beyond” 2016; p. 71-76.
  6. Gray D, Brown S, Macanufo J. Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers. Sebastopol: O’Reilly; 2010.

“wien mags wissen” – The Knowledge Management Of The City Of Vienna

Anabela Horta, Isabella Mader and Patricia Schultz
For further information contact the organizer

The Knowledge Management initiative of the Vienna City Administration aims to increase efficiency and to promote a culture of knowledge sharing. The project followed a community-driven approach from the beginning of strategy development through to the rollout process. The deliverables were a Knowledge Management Strategy comprising a Knowledge Governance, a Toolbox and a Self-Check with a Tool Selection Wizard.
Roll-outs are supported by a constantly growing Community of Practise (CoP) and experiences are shared with other municipalities.

Externalizing Deep Knowledge

Matthias Bauer
For further information contact the organizer

The knowledge of managers, co-workers and customers is highly individual and keeps changing permanently. In this workshop, we will introduce a KM approach which economically maps the individual wealth of experience of mangers, co-workers and customers. At the same time, the approach also makes (implicit) knowledge of different stakeholder groups usable in KPI for strategic corporate management. As a result (implicit) knowledge of the stakeholder groups becomes measurable between different groups and times.

Project-based (organizational) Learning

Supporting knowledge creation, documentation, and reuse in semi-structured processes
Christian Stary, Florian Krenn, Dominik Wachholder
Detailed Content
For further information contact the organizer

Target Group
This workshop is for knowledge managers, organization developers, and knowledge workers, i.e., stakeholders analyzing or organizing information and learning processes, and planning, designing or executing knowledge-intensive tasks.

Problem Tackled
Project-based learning is one way to develop organizations and to organize knowledge work. In service industries but also in the field of manufacturing, workers and managers increasingly get involved in learning and knowledge creation processes. Such knowledge creation processes are often semi-structured and do not follow a rigid sequence which complicates knowledge management support both methodologically and technologically. Consequently, supporting the documentation of results and learnings in highly dynamic, semi-structured processes and developments is an urgent need, as more and more ideas are emerging and an increasing number of stakeholders get involved.

Approach Demonstrated and Discussed
In this workshop a comprehensive method for facilitating knowledge creation, documentation, and reuse in semi-structured knowledge-intensive processes will be introduced. A novel platform for the integration of collaboration tools and functions essential for supporting such processes will be demonstrated.

Workshop Takeaways

  • Understand and implement a system that makes knowledge work and organizational development in terms of projects explicit.
  • Acknowledge the potential of combining self-regulated and situated learning with modeling and executing semi-structured processes.
  • Discover how to arrange and provide the right ideas, insights, work items, and learnings for the right stakeholder at the right time.