Describe about the Manage an Information or Knowledge Management System.
The NGC witnessed success in various regions of its operations in recent few years. NGC provides a wide range of education opportunities, which are flexible in nature for both local as well as international students. It provides an assortment of college curriculums to students and ensures superior academic along with social achievements with excellence of staff and students. This knowledge management plan aims to develop a framework that would help the NGC to enable staff to remain seamlessly connected with information when it requires and uses the same to enrich academic excellence. The objective behind this measure is to develop a holistic approach with respect to the approach of management of information created and/or used by staff and students of the NGC.
The purpose behind developing knowledge management approach in the NGC is to leverage the knowledge assets, enrich the learning and teaching approach, and improvise administration. The following outcomes are expected to be attained through knowledge management:
Source: (Dhamdhere, 2015)
Knowledge management in the context of curriculum development based on industry interfacing as well as electives facilitates developing quality educational programs and thereby leveraging suitable practices. The approach allows to deliver better counseling to the students and to select course suitable as regards to their field of interest which would enrich service quality and satisfaction among the students (Amy, 2005).
In the current developing society, to ensure sustained effective performance, updating of management of knowledge is inevitable in the educational sector. Implementation of knowledge management approach in the context of the NGC is likely to facilitate better access of affordable educational solution, along with raising knowledge, different curriculum integration, better administration, and HR utilization, sharing of knowledge, flexibility and collaboration among other benefits. In the knowledge management plan of NGC, following aspects of knowledge will be considered:
Source: (Ramanigopal, 2012)
Including research development aspect in knowledge management, will likely to enhance staff and students responsiveness as well as competitiveness in the research field. The approach allows improving time management and better understanding of industry specific understanding. Following this approach of knowledge management, students can be able to demonstrate their key learning form the educational protocol and provide interdisciplinary opportunities to inline their abilities as per the industry standards (Tremblay, Lalancette & Roseveare, 2012).
NGC curriculum developed in accordance with industry interface allows to provide stakeholder with effective administration services in the field of teaching as well as learning with advancement of technology and business environment. The knowledge can be effectively shared only through designing and building up interdisciplinary approaches which are beyond the limited departmental boundaries (Ramanigopal, 2012).
Alumni services approach of the knowledge management dimension could be another effective approach, as it allows gathering of past students in the colleges wherein they can reflect their success stories and link the development services provided by the NGC to follower students (Ramanigopal, 2012). Student services of placement allow facilitating knowledge sharing in the form of counseling to the stakeholders and support career placement in proper direction (Ramanigopal, 2012). Administration services can be an integral approach in the knowledge management perspective in NGC, which can be implemented through enriching library management that can give access of wider information to the stakeholders of educational domain. The access of library facilities allows stakeholders to review of academic and non-academic resources on their fields of interest and facilitate in enriching learning efforts. In addition, strategic planning for adopting change measures will facilitate sharing of knowledge of related internal and/or external information with respect to lowering the redundant efforts (Mathew, 2010).
In educational domain, explicit knowledge is reflected to be tangible knowledge whereas tacit knowledge is termed to be intangible knowledge. Academic knowledge is elaborated in formal language, printed form and uses predetermined syllabus or formats to spread knowledge. On the other hand, intangible knowledge is reflected to base on personal experiences and sharing of knowledge through altruistic mode along with networking. Tangible knowledge propagates through motivating stakeholders to attain specific goals. Intangible knowledge is promoted through following leadership and visionary approach (Smith, 2001).
To induce knowledge management into the real practice, assessment of abilities of staff will play an important role. Certain employees’ inculcate superior abilities to accept changes whereas others may resist changes mainly because of their inabilities. In this regard, Training Need Assessment (TNA) will be conducted to raise the competencies of staff in the area where they are lagging. The NGC employees training needs will be ascertained through adopting the following measures:
Source: (Barbazette, 2005)
The staff with the less knowledge regarding procedures of adopting knowledge management practice will undergo training sessions including lectures, which will allow sharing of similar information amid staff. After acquiring a brief understanding of the concerned practices, workshops will be conducted to raise their level of understanding and confidence of staff. To conduct training, experts will be hired with superior understanding of measures that NGC are expected to implement. Along with formal approach of training, staff will also be provided autonomy of clarifying their confusions with the experts, supervisors and/or other staff in informal manner. The training program will also include computer-based technologies to raise the understanding of staff regarding knowledge management practices and their applications (Sampson et al., 2014). Correspondingly, with respect to the knowledge needs, staff must increase their level of competencies with the passage of time along with ascertaining advancement in terms of technological know-how (Huddlestone & Pike, 2016). Thus, evaluation of training needs will be conducted for the staff after 6 months to ensure that they are able to remain competitive enough to suffice stakeholders’ knowledge requirement. To oversee the entire process, Knowledge Management Advisory Group will be created who will remain responsible for assessing and arranging training needs of staff.
Various resources will be required for inducing the knowledge management practice in NGC including physical, HR and financial assets. HR resources will include the staff of NGC and will be the key resources in the knowledge management practice in which the organization will involve. They are guided to adopt the knowledge management practice and develop superior platform for stakeholders to gain knowledge from the organisation’s service. The physical resources include arrangement of all the resources including wide ranges of books, journals, theses and study materials to develop the library facility, wherein the staff members of the organisation and the students are able to acquire knowledge beyond the classroom environment. Apparently, other key resources in knowledge management involve the arrangement of financial resources that assist to enrich the organisational knowledge services. The cost will require for conducting Research and Development (R&D) to evaluate the mechanisms and strategic actions for increasing the prospect of knowledge sharing. The cost will involve developing alumni services and placement cell and reforming the administrative services, which will allow to provide better platform of interaction to the stakeholders to enrich knowledge sharing (Dhamdhere, 2015; Thitithananon & Klaewthanong, 2007).
The paper-based and electronic media will be the key resource media that will be required in promoting knowledge sharing among the staff members and students. Paper-based resource media will be used to provide relevant information to the staff during their training for developing knowledge management practice. The electronic media will be adopted mainly to develop the online educational curriculum of NGC and the alumni services to enrich knowledge sharing platform for all the involved stakeholders. By using electronic media platform, students will be able to locate the major sources to enrich their knowledge and develop knowledge sharing platform across the organisational boundaries (National Collaborating Centre for Methods and Tools, 2011).
The technical constituencies that are likely to face in adaptation of knowledge management practice include alteration in the educational curriculum, which require its rescheduling. The staff members and the students may also face difficulty in adaptation of electronic platform of knowledge sharing. Another possible issue that will arise is the security related concerns in the system. Moreover, there is uncertainty about the effectiveness of KMS regarding that improper bandwidth and IT literacy among staff, which create difficulty and once the system put into practice, it will be difficult to alter, as it involve high cost (Herrmann, 2011). The technical specialists include the experts called for developing knowledge management practice and the administrative staff of the organization.
In the process of implementation of knowledge management practice into the organization, the concerns regarding organizational culture and managerial unease are expected to rise. The change management is likely to be the major concern in system implementation, as their will be high possibility that staff will resist volunteer knowledge. Lack of knowledge among the staff regarding the system is likely to obstruct its implementation. The managerial difficulty regarding delegation of responsibilities to appropriate and qualified staff will be another problem in system implementation. To deal with these difficult conditions, staff and other involve stakeholders will be motivated by suggesting them with the benefits in adaption of system into practice (Alavi & Leidner, 1999).
The possible issues that the organization might face in implementation of knowledge management practice would be the improper team, coordination issues among knowledge management team and staff and low familiarity. To evade such challenging issues, inducement of leadership environment will be put into action, which would allow employees to guide regarding benefits of the system. The cultural framework will also be reformulated with due emphasis on involvement, transparency and developing shared vision among the participants. Additionally, training measures will also be worked as necessary measure focus on enriching skills, which will contribute in effective implementation of knowledge management practice (Arntzen & Ndlela, 2009).
In the process of implementing knowledge management practice in NGC, system integration is the mechanism to integrate all subsystems together. The data and information in the system will be aligned with developing databases and network systems in a secured manner. The expertise personal and the project team members will be liable for coordinating and monitoring the process of implementation of knowledge management. The project members monitor system integration with the use of coding process along with a detail classification of progress and errors (Dhamdhere, 2015).
Monitoring and evaluating the system will be duly accepted as a vital aspect of knowledge management and its implementation. It helps to ensure that the system implementation process steadily moves in accordance with the plan. The progress of the system in enriching knowledge will be the key attribute to be monitored during the system implementation. The success will be measured by evaluating whether the activities conducted is in accordance to the planned schedule. The expert using paper-based media will codify the progress of activities involved in system implementation. If the activities identified to be conducting in accordance to the scheduled way, it will be inferred that the system is implemented in accordance with the schedule (Akhavan, Atashgah & Adalti, 2010). Pre-testing of the KMS will be conducted to evaluate whether system facilitates to integrate and spread knowledge to the stakeholders.
The performance measures will tend to evaluate the effectiveness and measure the critical success factors that will involve in determining the progress. In performance measure of the system, information regarding the schedule and progress of different activities involved in the system implementation will be documented. The performance measure will be conducted in both qualitative and quantitative terms, the members involved in system implementation will be surveyed regarding the process and the assessment will be conducted about the impact of the activity (Faisst & Resatsch, 2004). The KPIs in the system implementation will include coordination among the members of the project team, time, cost involvement, communication and significance in knowledge sharing.
System effectiveness can be determined by ascertaining whether the activities are functioning in a coordinated as well as integrated manner and the resources are in accordance with the planning process of the project. It will also be evaluated that whether experts and knowledge users can develop relationship in the system. The reporting will be done based on the following criteria:
Source: (Akhavan, Hosnavi & Adalati, 2010)
The business level goal and objective behind implementation of KMS will provide opportunity for sharing knowledge and related information with different stakeholders. The strategic plan of NGC focuses on developing KMS within the organisation and operational goal will be to provide broad and extensive enterprise knowledge to the stakeholders. System contribution to meet these business, operational and strategic plans will be determined by reviewing the system effectiveness in facilitating knowledge sharing and evaluate whether staff and students can use the system appropriately (Akhavan, Hosnavi & Adalati, 2010).
Recommendations are advisory measures that need to be considered in designing, implementing and developing successful KMS. Following recommendations are made concerning KMS implementation in NGC:
Source: (Akhavan, Hosnavi & Adalati, 2010)
The uncertain problems arise would be resolved by building the approach of working in a coordinated manner reporting the problem situation when it arises. Besides, the recommended measures would be submitted to higher authorities based on formal e-mail conversation.
References
Akhavan, P, Atashgah, R H & Adalti, M S 2010, ‘Essential issues in knowledge management system implementation: Lessons from Iranian IT based companies’, Management International Conference, pp. 24-27.
Alavi, M & Leidner, D 1999, ‘Knowledge management systems: Issues, challenges, and benefits’, Communications of the Association for Information Systems, vol. 1, pp. 2-37.
Amy, M 2005, Knowledge management and higher education: A critical analysis, Idea Group Inc (IGI), US.
Arntzen, A A B & Ndlela, M N 2009, ‘Success factors in implementing knowledge based systems’, Electronic Journal of Knowledge Management, vol. 7, Iss. 2, pp. 211-218.
Barbazette, J 2005, Training needs assessment: Methods, tools, and techniques, John Wiley & Sons, US.
Dhamdhere, S N 2015, ‘Importance of knowledge management in the higher educational institutes’, Turkish Online Journal of Distance Education, vol. 16, no. 1, pp. 162-183.
Faisst, U & Resatsch, F 2004, ‘Measuring the performance of knowledge management initiatives’, Berlin University of the Arts, pp. 1-27.
Herrmann, N 2011, Barriers for an efficient management of knowledge, Article, viewed 21 July 2016, <https://www.community-of-knowledge.de/beitrag/barriers-for-an-efficient-management-of-knowledge/>
Huddlestone, J & Pike, J 2016, Team and collective training needs analysis: Defining requirements and specifying training systems, Ashgate Publishing, New York.
Mathew, V 2010, ‘Service delivery through knowledge management in higher education’, Journal of Knowledge Management Practice, vol. 11, no. 3, pp. 1-14.
National Collaborating Centre for Methods and Tools, 2011, Resources for a knowledge management strategy, Resource, viewed 20 July 2016, <https://www.nccmt.ca/registry/resource/pdf/111.pdf>
Ramanigopal, C 2012, ‘Knowledge management strategies in higher education’, International Journal of Advanced Research in Management (IJARM), vol. 3, iss. 1, pp. 20-29.
Sampson, D G, Ifenthaler, D, Spector, J M & Isaias, P 2014, Digital systems for open access to formal and informal learning, Springer, US.
Smith, E A 2001, ‘The role of tacit and explicit knowledge in the workplace’, Journal of Knowledge Management, vol. 5, no. 4, pp. 311-321.
Thitithananon, P & Klaewthanong, T 2007, ‘Knowledge management is a perfect education development tool: Is Thailand’s higher education really ready to embrace it?’, Journal of Knowledge Management Practice, vol. 8, no. 2, pp. 111-120.
Tremblay, K, Lalancette, D & Roseveare, D 2012, ‘Assessment of higher education learning outcomes feasibility study report’, OECD, pp. 1-269.
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