“shifting into knowledge manager” [email protected]

“Shifting into Knowledge Manager”

[email protected]

Management

Knowledge

Delivery Technology

Fusion

Week 11

Week 12

Week 13

Week 14

KMS ConceptLibrary and KMSPaper discussionSummary

Knowledge is intangible, dynamic, and difficult to measure, but without it no organization can survive.

Tacit: or unarticulated knowledge is more personal, experiential, context specific, and hard to formalize; is difficult to communicate or share with others; and is generally in the heads of individuals and teams.

Explicit: explicit knowledge can easily be written down and codified.

Many universities have combined their libraries and information technology departments to create ‘Information Services Departments’.

In the US, mergers are happening at small liberal colleges.

In China, Australia & the UK, mergers have happened in big universities.

Library and IT services report to the Chief Information Officer (CIO) / Vice-Principal / Deputy Vice-Chancellor for KM.

Sometimes the position of University Librarian (Director of Libraries) is eliminated.

New organization structures have been developed. But The blended model is said to have failed in research

universities in the US. (A. Foster, 2008). In Indonesia we have Digital library network that move

forward into knowledge repository.

Knowledge Commons

Declining book circulation figures: 40 percent of the library’s books have not been circulated in at least 10 years [? Xavier University, Ohio] (A. Foster, 2008).

In 2005 reported that 84% of students started research projects by retrieving information via a popular Web search engine (OCLC, 2005).

The library as a physical place has given way to the library on the web and collections are less book centred and more electronic (J. Lee & L. Ngatai, 2004).

KM is a recent phenomenon in HE with the first publication appearing in 1997 (Hafstad, 1997).

KM is increasingly emphasised under the Information Services umbrella.

KM promises to lead to better decision making capabilities, improve academic and administrative services, and reduce costs (Kidwell, Vander Linde, & Johnson, 2001).

Central purpose of KM: ‘transforming information and intellectual assets into enduring value’ (Kidwell et al., 2001).

For librarians, KM goes beyond the development of collections or cataloguing and classification.

KM is not just about buying books and journals for the clients. It is about helping clients access and transform information into knowledge.

KM incorporates the following disciplines/technologies:

Cognitive science: learning insights Cognitive science: learning insights gathering & transferring gathering & transferring knowledgeknowledge

Computer groupware: facilitates communication and sharing of ideasComputer groupware: facilitates communication and sharing of ideas Library and information science: Management of knowledge database Library and information science: Management of knowledge database

contentcontent Document management : making documents accessible Document management : making documents accessible Organisational science: management of informationOrganisational science: management of information Decision support system: provide information to support decision Decision support system: provide information to support decision

makingmaking Technical writings : technical communication Semantic network: Technical writings : technical communication Semantic network: Relational and object databasesRelational and object databases SimulationSimulation Network technologyNetwork technology Expert systems and AIExpert systems and AI

Source: Gamble, Paul R. & John Blackwell (2001). Knowledge Management: a state of the art guide. London: K.Page.

12Source: University of Edinburgh, Information Services, http://www.vp.is.ed.ac.uk/content/1/c4/07/16/ISOrganisationChartSectionsv8.pdf

IT Organizatio

n Infiltration!

!!

IT Organizatio

n Infiltration!

!!

13

Source: University of Ballarat, Australia – Student & Learning Support Portfolio, Information Service, http://www.ballarat.edu.au/is/orgchart.shtml

Think Again About ERPc

Think Again About ERPc

http://www.ballarat.edu.au/is/orgchart.shtml

KM has seen limited impact in the private sector due to over emphasis on technological hardware and software (Hammer, et al., 2004).

KM is not just another fad like total quality management (Ajiferuke, 2003).

KM is at least lasting longer than typical fads and, perhaps, is in the process of establishing itself as a new aspect of management (Ponzi & Koenig, (2002).

successful KM practitioners come from a wide variety of academic and professional backgrounds without any apparent common denominator (Tulloch, 2002).

14

Views from a survey by Ajiferuke (2003): KM is a new term for what information

professionals were already doing [50/50 split].

Information management is just another aspect of KM, i.e. information management involves management of explicit knowledge (e.g. documents) while KM involves the management of both explicit knowledge and tacit knowledge.

Unanimous agreement that information professionals have important roles to play in KM programs.

KM is the systematic management and use of the knowledge in an organisation to increase responsiveness and innovation. It is different from information management in its concern with sharing and mapping the information and experience of many individuals towards the betterment of an organisation, rather than information remaining with different individuals working separately towards the same goal (R. Eden 2004).

17

Action

Knowledge

Information

Data

Source: Metcalfe, A. S. (2006). Knowledge Management and Higher Education – A Critical Analysis. p.27

Information Dissemination

Information Dissemination

Research

Reports

Minutes/policies/Decision

Student Informati

on

Financial Reports

Corporate Informatio

n

Organisation of Information(Taxonomy)

Digital Lib. Content

Information Repackaging and Consolidation

Knowledge Transformation

Generating new knowledge. Accessing valuable knowledge from outside

sources. Using accessible knowledge in decision making. Embedding knowledge in processes, products

and/ or services. Representing knowledge in documents,

databases, and software. Facilitating knowledge growth through culture

and incentives. Transferring existing knowledge into other parts

of the organisation. Measuring the value of knowledge assets and/or

impact of knowledge management (Cortada, J., Woods, J. 2000).

33

Go to 'Office/My Account' from the main menu to modify user account information and/or Go to 'Office/My Account' from the main menu to modify user account information and/or Group Memberships. The information entered here will appear in the Contacts area, and is Group Memberships. The information entered here will appear in the Contacts area, and is used for group membership processing and listserv subscriptions.used for group membership processing and listserv subscriptions.

Internal tacit knowledge - embedded in the minds of individuals, gained through working experience, including research, teaching, and operational activities. Senior and experienced employees as well as university teachers and researchers have a sound knowledge of work procedures, rules and regulations, etc.

Internal explicit knowledge - reports, guidelines, course syllabi, theses, databases, minutes of meetings and any type of tangible knowledge containers generated within the university. University employees who provide support functions generate significant explicit knowledge in different areas such as student services, international relations, enrolment management, computer services, research support, physical plant, among others

External explicit knowledge - tangible material in the form of books, journals, reports, CD/ROMs and any other media, produced outside the university. This type of information and knowledge is generally available in the university library system

External tacit knowledge - personnel external to the university with expertise knowledge, i.e. service personnel, subject experts, and any other person who provides expertise to the university (P. Wijetunge, 2002)

External Tacit Knowledge

Internal Tacit Knowledge

External Explicit Knowledge

Internal

Explicit

Knowledge

37Source: Wijetunge, P. (2002). International J. of Educational Development, v.22, p.90.

Key Area Institutional process/services

Knowledge Content (data, information, knowledge)

Research; Teaching & Learning;

Curriculum development process;

Student and alumni services;

Administrative services; Strategic

planning

Processes Encourage the sharing of knowledge through the use of an intrinsic reward.

Organization of knowledge Knowledge Management Team

Information and communication technology (ICT)

To process and manipulate knowledge more effectively – Intranet and Internet.

38Source: Habbel et al. (1998) Knowledge - critical capital of modern organisation.

Knowledge Content & organisation of information & knowledge: Historically the librarians/information professional have been

knowledge managers. They have information content domain expertise, as well as

knowledge and expertise in knowledge transfer. Mostly manage external explicit knowledge and some internal

explicit knowledge. Enhance transferable skills including information retrieval and

information fluency skills.

External Tacit Knowledge

Internal Tacit

Knowledge

External Explicit Knowledge

Internal

Explicit

Knowledge

39

Information and Communication Technology (ICT): Proxy access to electronic resources for on-campus

and remote users, internal and remote database support, library’s digital content management system, library system e.g. Millennium, resource discovery tools (link resolver, meta-data & federated search services).

Institutional repositories as knowledge base which includes internal explicit knowledge items (theses, reports, guidelines, minutes of meetings).

Library IT extended/supported by the university IT.

MISCONCEPTION OF LIBRARIAN’S ROLEMISCONCEPTION OF LIBRARIAN’S ROLE

i.i. Buy books Buy books Bookshop function Bookshop function

ii.ii. Catalog books Catalog books Describe book Describe book Primary School Primary School functionfunction

iii.iii. Lend Books Lend Books Chop & stamp Chop & stamp Post-office function Post-office function

iv.iv. Preserve books Preserve books Get rid of silver fish Get rid of silver fish Pest Control Pest Control functionfunction

INFORMATIONSERVICES

(CORE BUSINESS)

INFORMATIONSERVICES

(CORE BUSINESS)

COLLECTION DEVELOPMENT

Commercial databasesLocal Content



ORGANISATIONOF INFORMATION Classification

Indexing Taxonomy Metadata

ORGANISATIONOF INFORMATION Classification

Indexing Taxonomy Metadata

ACCESSi. Loans Services

ii. Current Awareness

ACCESSi. Loans Services

ii. Current Awareness

DELIVERYi. Lib. Integrated Systemii. LMSiii. Portal

DELIVERYi. Lib. Integrated Systemii. LMSiii. Portal

USER EDUCATION(Information LiteracyPrograms : UG & PG)

USER EDUCATION(Information LiteracyPrograms : UG & PG)

INFORMATION AUDITUser Needs Analysis

Customer Satisfactionanalysis



LIBRARIANS’ WORK PROCESSES LIBRARIANS’ WORK PROCESSES

(i) Commercial databases

• Books (print & e-Books)

• Journals & e-journals

• Internet

PROCESSES• Selection• Acquisition• Evaluation

COMPETENCIES• Selection skills• Evaluation skills• ICT skills (Acquisitions Module) • Subject Knowledge

(ii) Local Content • Exam papers• Conference papers• Management reports• Circulars• Theses



(ii) Classification Library of Congress Classification

Scheme

Subject analysis

General to specificEg. HD30 General work managementHD30.2 Electronic data processing HD30.212 Multimedia system in

management HD30.2122 Virtual reality HD30.213 Multimedia Information

Systems

(i) CataloguingCataloguing: Describe physical characteristics of books/articles/etc.

Author, Title, imprint, collation,

ORGANISATIONOF INFORMATION

(Cognitive Input)

Services:• Loans (incl. ILL)• Current awareness (Portal)• Preservation/Conservation

PROCESSES

(i) Planning & Managing Circulation system (eg.Loans/ILL)Putting items in the hands of those who need them

(ii) Planning and managing Current awareness programcommunicate with clients via “alerting” program

via push information/customisation /update

(iii) Planning and Managing Preservation / Conservation programs incl. training

COMPETENCIES• Planning skills• Communication skills• Repackaging skills

via

ACCESS

(i) INTEGRATED LIBRARY MANAGEMENT SYSTEM (ILMS)

(ii) LEARNING MANAGEMENT SYSTEM (LMS)

(iii) PORTAL

USING SINGLE-SIGN-ON PORTAL SYSYTEM

COMPETENCIES

• ICT skills• Management

skills

PROCESS Managing Monitoring & evaluating system Report writing functions

via

DELIVERYi. Library Integrated Management System (ILMS)ii. LMSiii. Portal

INFORMATION LITERACYINFORMATION LITERACY

(i) Information Skills program(ii) Advanced Information Skills

program

PROCESS1. Develop learning modules2. Strategising delivery3. Monitor program 4. Enhance program

COMPETENCIES• Planning and developing learning

modules (module writing skills)• Presentation skills• Information retrieval skills• Information repackaging and

consolidation skills• Communication skills• ICT skills

USER EDUCATION(Information Literacy)

User needs analysisCustomer satisfaction analysis

COMPETENCIES• Research skills• Analytical thinking skills• Management skills

(accountability)

A systematic examination of information use, resources and flows, with a verification by reference to both people and existing documents in order to establish the

extent to which they are contributing to an organization’s objectives

ASLIB

PROCESSES

Data gatheringData analysisReport writingImplementation of recommendationsPlanning and developing information audit plans



KM processes: The required paradigm shift is for

librarians/information professional to become facilitators/content managers of institutional communities of practice, as well as identified processes/services:

create knowledge repositories, portals, “hubs” of information in identified areas of institutional processes to enhance quality and efficiency (tacit and explicit knowledge).

engage in knowledge networks and discussions (tacit knowledge).

use knowledge management as a way to expand the library’s role to areas such as administration or support services where libraries have had little impact in the past (T. Townley (2001).

Team working and communication skills: required for collaboration within an organisation.

Communication and team networking skills: required for the sharing and transfer of knowledge.

Ability to analyze business processes. Ability to understand the knowledge processes within

the business processes that are required for knowledge generation/creation.

Ability to use information technologies. Document management skills - for managing explicit

knowledge (Ajiferuke, 2003).

ISSUES ARISING FROM KM

New resources New resources implicit, explicit (live implicit, explicit (live data)data)

New target audience (university New target audience (university management, academic management, management, academic management, marketing/business management)marketing/business management)

New activities (marketing, New activities (marketing, internationalisation, AI, policy making, internationalisation, AI, policy making, decision making, etc)decision making, etc)

NEED FOR NEW COMPETENCIES?NEED FOR NEW COMPETENCIES?

KNOWLEDGE KNOWLEDGE MANAGEMENTMANAGEMENT

FIND ITGET ITEVALUATE ITCOMPILE ITUNDERSTAND ITANALYSE ITDISSEMINATE ITACT ON ITMAINTAIN/COMBINE/

UPDATE

ACTIVITIES

• Identifying sources (ext. /int.)

• Gathering & collecting (resources)

• Selection/Evaluation• Organise &

Consolidate• Interpretation • Analyse & evaluate• Disseminate to right

people• Implement • Update

ISSUESISSUES

• Organisation-wide, not library-based

• Subject knowledge (interpret, analysis, evaluate, etc.

• Integration and consolidation of information (reporting of information)

• Knowledge transformation

Source: Stapleton, James J. (2003). Executive’s Guide To KM: the last competitiveAdvantage. London, J. Wiley.

What competencies to develop?What competencies to develop? Information retrieval & processing Information retrieval & processing Taxonomy – develop/applyTaxonomy – develop/apply KM technology (beyond ILS/Internet)KM technology (beyond ILS/Internet) Information repackaging & consolidation Information repackaging & consolidation

What approach to use?What approach to use? Expert collaborationExpert collaboration Interactive portal modulesInteractive portal modules

What strategies to adopt?What strategies to adopt? Develop competencies for virtual management cultureDevelop competencies for virtual management culture

INFORMATION INFORMATION MANAGEMENT MANAGEMENT PROCESSES PROCESSES (LIBRARIAN)(LIBRARIAN)

User needs analysisUser needs analysis Acquisitions of Acquisitions of

information/ information/ resources resources

Organisation of Organisation of informationinformation

Delivery via servicesDelivery via services Delivery via systemsDelivery via systems Access via Access via

information literacyinformation literacy Information auditInformation audit

ACTIVITIESACTIVITIES

Data Data gathering/analysisgathering/analysis

Selection/evaluationSelection/evaluation Indexing/classificationIndexing/classification Loans, references, Loans, references,

research, etc.research, etc. Integrated library Integrated library

systemssystems MyLMS, MyPortalMyLMS, MyPortal Auditing Services = Auditing Services =

User needsUser needs

COMPETENCIESCOMPETENCIES

Research data Research data gathering/analysisgathering/analysis

Analytical thinkingAnalytical thinking Selection/evaluationSelection/evaluation ICTICT Subject classification Subject classification

(read, understand, (read, understand, analyse)analyse)

Information Information retrieval/processingretrieval/processing


FIND ITFIND IT GET ITGET IT EVALUATE ITEVALUATE IT COMPILE ITCOMPILE IT UNDERSTAND ITUNDERSTAND IT× ANALYSE ITANALYSE IT× DISSEMINATE ITDISSEMINATE IT× ACT ON ITACT ON IT MAINTAIN/MAINTAIN/

COMBINE/COMBINE/UPDATEUPDATE

ACTIVITIESACTIVITIES

Identifying sources (ext. Identifying sources (ext. /int.)/int.)

Gathering & collecting Gathering & collecting (resources)(resources)

Selection/EvaluationSelection/EvaluationOrganise & ConsolidateOrganise & ConsolidateInterpretation Interpretation Analyse & evaluateAnalyse & evaluateDisseminate to right Disseminate to right

peoplepeopleImplement Implement UpdateUpdate

Source: Stapleton, James J. (2003). Executive’s Guide To KM: the Last CompetitiveAdvantage. London, J. Wiley.

LIBRARIANS’ LIBRARIANS’ COMPETENCIESCOMPETENCIES

Research (data Research (data gathering/analysis)gathering/analysis)




Knowledge ManagersKnowledge Managers

Research (data Research (data gathering/analysis)gathering/analysis)

Analytical thinkingAnalytical thinking Selection/evaluationSelection/evaluation ICT (ILMS)ICT (ILMS) TaxonomyTaxonomy Information Information

retrieval/processingretrieval/processing Subject knowledge Subject knowledge

(Training)(Training) ICT (Delivery ICT (Delivery

architecture)architecture) Expertise in Developing Expertise in Developing

TACIT Knowledge TACIT Knowledge DatabasesDatabases

Developing expertise Developing expertise in K-Transformation in K-Transformation processprocess

Information managersInformation managers

Research data Research data gathering/analysisgathering/analysis





FIND ITFIND IT GET ITGET IT EVALUATE ITEVALUATE IT COMPILE ITCOMPILE IT UNDERSTAND ITUNDERSTAND IT× ANALYSE ITANALYSE IT× DISSEMINATE ITDISSEMINATE IT× ACT ON ITACT ON IT MAINTAIN/MAINTAIN/

COMBINE/UPDATECOMBINE/UPDATE

KNOWLEDGE MANAGEMENT PROCESSES FROM USERKNOWLEDGE MANAGEMENT PROCESSES FROM USERVIEWPOINTVIEWPOINT

1)1) FIND ITFIND IT2)2) GET ITGET IT3)3) EVALUATE ITEVALUATE IT4)4) COMPILE ITCOMPILE IT5)5) UNDERSTAND ITUNDERSTAND IT6)6) ANALYSE ITANALYSE IT7)7) DISSEMINATE ITDISSEMINATE IT8)8) ACT ON ITACT ON IT9)9) MAINTAIN/COMBINE/UPDATEMAINTAIN/COMBINE/UPDATE

KM is organisation based not library based. The digital library is part of the delivery and access infrastructure.

.

Research (data gathering/analysis)Research (data gathering/analysis) Analytical thinkingAnalytical thinking Selection/evaluationSelection/evaluation ICT (ILMS)ICT (ILMS) TaxonomyTaxonomy Information retrieval/processingInformation retrieval/processing Subject knowledge (Training)Subject knowledge (Training) ICT (Delivery architecture)ICT (Delivery architecture) Expertise in Developing TACIT Knowledge Expertise in Developing TACIT Knowledge

DatabasesDatabases Developing expertise in K-Transformation processDeveloping expertise in K-Transformation process

. Awareness Awareness Role of libraries, Librarians Role of libraries, Librarians Association and Library SchoolAssociation and Library School

Training Training In service and continuing In service and continuing educationeducation

Education Education Responsibility of library school Responsibility of library school to review curricula and academic programsto review curricula and academic programs

HOW TO DEVELOP COMPETENCIES?

Sharipah Hanon Bidin and Dato DR. Zaiton Osman ,Identifying core competencies for KM at OUM: the library perspective.

Felix N Ubogu, Knowledge Management (KM) in Higher Education: The Role of Librarians/Information Professionals,University of the Witwatersrand, Johannesburg

Jay Liebowitz, Knowledge Management (Knowledge Sharing): A Quick Tutorial and A Look at KM Activities at GSFC, Knowledge Management Officer, NASA Goddard.

“shifting into knowledge manager” [email protected]

Documents

information science

explicit knowledge

knowledge manager

unarticulated knowledge

knowledge commons

knowledge repository

information services

ideas library