Knowledge Management System

1. “Shifting into Knowledge Manager” panjiws@gmail.com Knowledge Management System

2. Our Roadmap Management Week 11 Knowledge Week 12 Delivery Technology Week 13 Fusion Week 14

3. Agenda • KMS Concept • Library and KMS • Paper discussion • Summary

4. Two Kinds of Knowledge • 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.

5. International trend? • 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.

6. Blurring of Traditional Boundaries? • Knowledge Commons

7. 24-hr CLM Lab Upper Level Commerce Library (Managed by University Central Network Services)

8. Blurring of Traditional Boundaries? • 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).

9. Knowledge Management (KM) • 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).

10. 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.

11. KM incorporates the following disciplines/technologies: • Cognitive science: learning insights  gathering & transferring knowledge • Computer groupware: facilitates communication and sharing of ideas • Library and information science: Management of knowledge database content • Document management : making documents accessible • Organisational science: management of information • Decision support system: provide information to support decision making • Technical writings : technical communication Semantic network: • Relational and object databases • Simulation • Network technology • Expert systems and AI Source: Gamble, Paul R. & John Blackwell (2001). Knowledge Management: a state of the art guide. London: K.Page.

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

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

14. Some conflicting perceptions of KM • 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).

15. Terminology/View on KM (1) 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.

16. Terminology/View on KM (2) • 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. The data-information-knowledge-action cycle Action Knowledge Information Data Source: Metcalfe, A. S. (2006). Knowledge Management and Higher Education – A Critical Analysis. p.27

18. CONTENT CREATION Knowledge Transformation Information Dissemination Information Repackaging and Consolidation Organisation of Information (Taxonomy) Corporate Information Digital Lib. Content Research Reports Student Information Financial Reports Minutes/ policies/ Decision

19. Categories of Knowledge-focused activities • 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).

20. Sample KMS Product

21. PBMA KMS (http://pbma.hq.nasa.gov)

22. Online Community via PBMA

23. Capturing and Disseminating GSFC Knowledge

24. LLIS Welcome Page (“Push” Feature)

25. Webcasts of Colloquia

26. myGoddard (http://myGoddard.gsfc.nasa.gov)

27. myExperts

29. Collaboratives: KMS TopicsExcerpt from Business Case/Redesign page as an example

30. Calendar

33. My Account 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 used for group membership processing and listserv subscriptions.

34. Knowledge in the HE institution • 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)

35. IPB KMS

36. KMS IPB (2)

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

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

39. Role of Librarians/Information Professionals (1) 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.

40. Role of Librarians/Information Professionals (2) 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.

41. MISCONCEPTION OF LIBRARIAN’S ROLE Buy books  Bookshop function Catalog books  Describe book  Primary School function Lend Books  Chop & stamp  Post-office function Preserve books  Get rid of silver fish  Pest Control function

42. LIBRARIANS’ WORK PROCESSES COLLECTION DEVELOPMENT Commercial databases Local Content INFORMATION AUDIT User Needs Analysis Customer Satisfaction analysis ORGANISATIONOF INFORMATION Classification Indexing Taxonomy Metadata INFORMATIONSERVICES(CORE BUSINESS) USER EDUCATION (Information Literacy Programs : UG & PG) ACCESS i. Loans Services ii. Current Awareness DELIVERY i. Lib. Integrated System ii. LMS iii. Portal

43. COLLECTION DEVELOPMENT Commercial databases Local Content • (i) Commercial databases • Books (print & e-Books) • Journals & e-journals • Internet • (ii) Local Content • Exam papers • Conference papers • Management reports • Circulars • Theses • PROCESSES • Selection • Acquisition • Evaluation • COMPETENCIES • Selection skills • Evaluation skills • ICT skills (Acquisitions Module) • Subject Knowledge

44. ORGANISATIONOF INFORMATION (Cognitive Input) (ii) Classification Library of Congress Classification Scheme Subject analysis General to specific Eg. HD30 General work management HD30.2 Electronic data processing HD30.212 Multimedia system in management HD30.2122 Virtual reality HD30.213 Multimedia Information Systems (i) Cataloguing Cataloguing: Describe physical characteristics of books/articles/etc. Author, Title, imprint, collation,

45. ACCESS • Services: • Loans (incl. ILL) • Current awareness (Portal) • Preservation/Conservation via 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 program communicate with clients via “alerting” program viapush information/customisation /update (iii) Planning and Managing Preservation / Conservation programs incl. training • COMPETENCIES • Planning skills • Communication skills • Repackaging skills

46. DELIVERY • Library Integrated • Management System (ILMS) • ii. LMS • iii. Portal • INTEGRATED LIBRARY MANAGEMENT SYSTEM (ILMS) • LEARNING MANAGEMENT SYSTEM (LMS) • PORTAL via USING SINGLE-SIGN-ON PORTAL SYSYTEM • COMPETENCIES • ICT skills • Management skills • PROCESS • Managing • Monitoring & evaluating system • Report writing functions

47. INFORMATION LITERACY • Information Skills program • Advanced Information Skills program USER EDUCATION (Information Literacy) • COMPETENCIES • Planning and developing learning modules (module writing skills) • Presentation skills • Information retrieval skills • Information repackaging and consolidation skills • Communication skills • ICT skills • PROCESS • Develop learning modules • Strategising delivery • Monitor program • Enhance program

48. INFORMATION AUDIT User Needs Analysis Customer Satisfaction analysis User needs analysis Customer satisfaction analysis • COMPETENCIES • Research skills • Analytical thinking skills • Management skills (accountability) • PROCESSES • Data gathering • Data analysis • Report writing • Implementation of recommendations • Planning and developing information audit plans 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

49. Role of Librarians/Information Professionals (3) 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).

50. Skills required by Librarians/Information Professionals for KM • 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).