KNOWLEDGE MANAGEMENT

1. ROLE OF EDUCATIONAL INSTITUTIONS IN KNOWLEDGE MANAGEMENT 29TH NOVEMBER, 2005 Prof.R.K.Vijayasarathy Director IFIM B-School, Bangalore

2. “THE FOCUS ON KNOWLEDGE MANAGEMENT IS ON ‘DOING THE RIGHT THING’ INSTEAD OF DOING THINGS RIGHT’. IT PROVIDES A FRAMEWORK WITHIN WHICH THE ORGANIZATION VIEWS ALL ITS PROCESSES AS KNOWLEDGE PROCESSES AND ALL BUSINESS PROCESSES INVOLVE CREATION, DISSEMINATION AND APPLICATION OF KNOWLEDGE TOWARDS ORGANIZATIONAL SUSTENANCE AND SURVIVAL”. - YOGESH MALHOTRA “KNOWLEDGE MANAGEMENT, KNOWLEDGE ORGANISATIONS & KNOWLEDGE WORKERS”.

3. KNOWLEDGE MANAGEMENT- EVOLUTION 2000 KNOWLEDGE MANAGEMENT KNOWLEDGE SHARING CULTURE ENTERPRISE INTEGRATION INTELLECTUAL CAPITA HARNESSING THE 90S LEARNING ORGANISATION MARKET VALUATION INFORMATION SYSTEMS INTRANETS/EXTRANETS RE-ENGINEERING THE 80S TQM DOWNSIZING THE 70S STRATEGIC PLANNING PORTFOLIO MANAGEMENT AUTOMATION THE 60S CENTRALIZATION & DECENTRALIZATION CONGLOMERATION THE 50S DIVERSIFICATION EDP QUANTITATIVE MANAGEMENT MANAGEMENT BY OBJECTIVES (MBO)

4. KNOWLEDGE MANAGEMENT- WHY NOW • VALUE OF KNOWLEDGE AND WEALTH CREATION • THE BRAINS BUSINESS • MINIMIZE EFFORT DUPLICATION • ENHANCED INNOVATION THROUGH LEVERAGING THE INTELLECTUAL CAPITAL. • THE OVERWHELMING REQUIREMENT FOR EFFICIENT KNOWLEDGE SHARING. • NEED FOR INCREASED SPEED AND THE EXISTING LATENLY OF KNOWLEDGE DISTRIBUTION.

5. ISSUES AND CHALLENGES INVOLVED IN THE ROLE OF EDUCATIONAL INSTITUTIONS IN KNOWLEDGE MANAGEMENT • A HISTORICAL PERSPECTIVE ON EDUCATION / KNOWLEDGE MANAGEMENT • A PARADIGM SHIFT FROM TECHNOLOGY-DRIVEN TO PROCESS-DRIVEN • FOCUS ON STATE-OF-THE-ART MODELS, PEDAGOGY, TOOLS AND TECHNIQUES FOR EFFECTIVE KNOWLEDGE MANAGEMENT. • SHIFT IN EMPHASIS FROM QUALITATIVE TO QUANTITATIVE FACTORS FOR ANALYSIS AND DECISION-MAKING.

6. KEY TASKS INVOLVED IN EDUCATION FOR KNOWLEDGE MANAGEMENT • A. MICRO-LEVEL MANAGEMENT OF TASKS: • COURSE STRUCTURING AND STUDY MATERIAL PREPARATION; • DISTRIBUTION AND PRESENTATION OF STUDY MATERIALS; • COMMUNICATION BETWEEN EDUCATIONAL ACTORS (STUDENT-FACULTY, STUDENT-STUDENT, STUDENTS-STUDENTS); • PERFORMING INSTRUCTIONAL ASSIGNMENTS, EITHER ALONE OR GROUP-BASED; • PERFORMANCE ASSESSMENT.

7. KEY TASKS INVOLVED IN EDUCATION FOR KNOWLEDGE MANAGEMENT • B. MACRO-LEVEL MANAGEMENT OF TASKS: • ORGANISATION OF THE WHOLE EDUCATIONAL PROCESS; • ORGANISING AND MANAGING INFORMATION AND KNOWLEDGE FLOWS WITHIN THE EDUCATIONAL ORGANISATION; • KEEPING TRACK OF PERFORMANCE OF STUDENTS, FACULTY, COURSES, CURRICULUM, AND OF THE (ALLOCATION OF) AVAILABLE KNOWLEDGE RESOURCES; • MONITORING RESULTS IN TERMS OF GOALS AND STANDARDS; • DYNAMIC CHANGING OF THE EDUCATIONAL PROGRAM AS FEEDBACK TO DISCREPENCIES BETWEEN GOALS AND STANDARDS AND OBTAINED PERFORMANCE RESULTS.

8. PROCESS OF KNOWLEDGE & INFORMATION FLOW WITHIN THE EDUCATIONAL INSTITUTE WORK FLOW BUILD KNOWLEDGE ORGANISE & STORE KNOWLEDGE DISTRIBUTE & POOL KNOWLEDGE APPLY/USE KNOWLEDGE KNOWLEDGE FLOW INFORMATION FLOW

9. FOUR KEY DRIVERS AS KNOWLEDGE FLOWS FOR EFFECTIVE MANAGEMENT • BUILDING KNOWLEDGE • STORING KNOWLEDGE • DISTRIBUTING KNOWLEDGE • USING KNOWLEDGE

10. SIX SCENARIOS FOR THE FUTURE OF SCHOOLING THE STATUS QUO EXTRAPOLATED SCENARIO 1: ROBUST BUREAUCRATIC SCHOOL SYSTEMS SCENARIO 2: EXTENDING THE MARKET MODEL RE-SCHOOLING SCENARIO 3: SCHOOLS AS CORE SOCIAL CENTRES SCENARIO 4: SCHOOLS AS LEARNING FOCUSSED ORGANISATIONS. DE-SCHOOLING SCENARIO 5: LEARNER NETWORKS AND THE NETWORK SOCIETY SCENARIO 6: TEACHER EXODUS

11. THE RELEVANCE OF HIGHER EDUCATION • BEING POLITICALLY RESPONSIVE • BEING RESPONSIVE TO THE WORLD OF WORK • BEING RESPONSIVE TO OTHER LEVELS OF EDUCATION SYSTEM. • BEING RESPONSIVE TO CULTURE AND CULTURES. • BEING RESPONSIVE TO ALL • BEING RESPONSIVE EVERYWHERE AND ALL THE TIME. • BEING RESPONSIVE TO STUDENTS AND TEACHERS.

12. WHAT THE EDUCATIONAL INSTITUTIONS SHOULD DO TO MANAGE KNOWLEDGE • PLAN CLASSROOM INSTRUCTIONS IN A WAY THAT INCREASES INDIVIDUAL ATTENTION IN CRITICAL AREAS. • IDENTIFYING TRAINING NEEDS FOR FACULTY. • AIM TO DEVELOP COMPETENCE (OPPOSED TO AWARDING CERTIFICATES, WHICH CANNOT BE AN END IN ITSELF) • ENABLE STDUENTS TO LEARN IN A WAY THAT PROMOTES INTEREST IN LEARNING & CONTINUE LEARNING IN ENVIRONMENTS OTHER THAN THE INSTITUTE WHICH IMPARTS FORMAL EDUCATION. • INCENTIVES TO PROMOTE A LEARNING ORGANISATION.

13. KNOWLEDGE MANAGEMENT IN B-SCHOOLS • INCULCATING HIGH INTELLECTUAL LEVEL OF STUDENTS TO TRANSFER REPORTS AND INFORMATION GENERATED TO AN ONLINE LEARNING SYSTEM. • ROLE OF A WELL PLANNED AND MANAGED ALUMNI ASSOCIATION TO ADAPT TO AND INTRODUCE NEW TECHNIQUES OF PEDAGOGY.

14. INITIATIVES TO COPE WITH PRESENT CHALLENGES • CHARACTERISTICS OF THE KNOWLEDGE ECONOMY • THE ECONOMICS IS NOT OF SCARCITY, BUT RATHER OF ABUNDANCE. UNLIKE MOST RESOURCES THAT DEPLETE WHEN USED, INFORMATION AND KNOWLEDGE CAN BE SHARED. • THE EFFECT OF GEOGRAPHICAL DISPLACEMENT IS DIMINISHED. USING APPROPRIATE TECHNOLOGY AND METHODS, VIRTUAL MARKETPLACES AND VIRTUAL ORGANISATIONS CAN BE CREATED.

15. INITIATIVES TO COPE WITH PRESENT CHALLENGES • CHARACTERISTICS OF THE KNOWLEDGE ECONOMY • 3. LAWS, BARRIERS AND TAXES ARE DIFFICULT TO APPLY ON SOLELY A NATIONAL BASIS. KNOWLEDGE AND INFORMATION ‘LEAK’ TO WHERE DEMAND IS HIGHEST AND THE BARRIERS ARE LOWEST. • KNOWLEDGE ENHANCED PRODUCTS OR SERVICES CAN COMMAND PRICE PREMIUMS OVER COMPARABLE PRODUCTS WITH LOW EMBEDDED KNOWLEDGE OR KNOWLEDGE INTENSITY. • PRICING AND VALUE DEPENDS HEAVILY ON CONTEXT. THUS THE SAME INFORMATION OR KNOWLEDGE CAN HAVE VASTLY DIFFERENT VALUE TO DIFFERENT PEOPLE AT DIFFERENT TIMES.

16. INITIATIVES TO COPE WITH PRESENT CHALLENGES • B. IMPLICATIONS FOR POLICY MAKERS • TRADITIONAL MEASURES OF ECONOMIC SUCCESS MUST BE SUPPLEMENTED BY NEW ONES. • ECONOMIC DEVELOPMENT POLICY SHOULD FOCUS NOT ON CREATION OF JOBS, BUT RATHER ON INFRASTRUCTURE FOR SUSTAINABLE ‘KNOWLEDGE ENHANCEMENT’ THAT ACTS AS A MAGNET FOR KNOWLEDGE-BASED COMPANIES.

17. INITIATIVES TO COPE WITH PRESENT CHALLENGES • B. IMPLICATIONS FOR POLICY MAKERS • DEVELOPMENT OF POLICIES FOR EFFICIENT REGULATION AND TAXATION FOR INFORMATION & KNOWLEDGE TRADING AT INTERNATIONAL LEVEL AS WELL AS LOOKING TO FUTURE KNOWLEDGE-BASED INDUSTRIES RATHER THAN TRADITIONAL INDUSTRIES. • STIMULATION OF MARKET DEVELOPMENT THROUGH NEW FORMS OF COLLABORATION.

18. INITIATIVES TO COPE WITH PRESENT CHALLENGES • C. IMPLICATIONS FOR BUSINESS • RECOGNITION OF THE IMPORTANCE OF KNOWLEDGE TO THE ORGANISATIONAL BUSINESS BOTTOM LINE. • DESIGN AND DEVELOP NEW MEASURES OF ENHANCING CORPORATE PERFORMANCE BASED ON KNOWLEDGE. • SYSTEMATICALLY ENHANCE LEARNING AND KNOWLEDGE, THROUGH NEW ORGANISATIONAL STRUCTURE AND PROCESSES THAT IS TUNE WITH THE CHANGING GLOBAL ENVIRONMENT. • BUILDING A TECHNOLOGY INFRASTRUCTURE TO ENHANCE KNOWLEDGE CREATION AND SHARING. • TO FOSTER ORGANISATIONAL WIDE DISSEMINATION OF KNOWLEDGE THROUGH EFFECTIVE INTERNET/INTRANET BACKBONE ARCHITECTURE SETTING AND BUSINESS PRACTICES.

19. CHALLENGES BEFORE THE EDUCATIONAL INSTITUTIONS • A SUCCESSFUL KNOWLEDGE MANAGEMENT IMPLEMENTATION FOR ORGANISATIONAL LEARNING • WELL DEVELOPED CORE COMPETENCIES THAT SERVES AS LAUNCH POINTS FOR NEW PROGRAMS. • AN ATTITUDE THAT SUPPORTS CONTINUOUS IN THE PROGRAM’S VALUE ADDED CHAIN. • THE ABILITY TO FUNDAMENTALLY RENEW OR REVITALISE BASED ON NEED.

20. KNOWLEDGE MANAGEMENT COMPONENTS KMS Organizational Components Technology Components Knowledge Processes

21. HR INITIATIVES • WHAT DETERMINES THE CHARACTERISTICS OF A GOOD LEARNING ORGANISATION? • IDENTIFIABLE STAGES: • KNOWLEDGE ACQUISITION: DEALS WITH THE DEVELOPMENT OR CREATION OF SKILLS, INSIGHTS & RELATIONSHIP. • KNOWLEDGE SHARING : INVOLVES THE DISSEMINATION OF THE LEARNINGS THROUGHOUT THE ORGANISATION. • KNOWLEDGE UTILISATION : PROVIDES THE INTEGRATION OF LEARNING SO BROADLY AVAILABLE AND CAN BE GENERATED TO NEW SITUATIONS.

22. HR INITIATIVES • NEED TO MEASURE THE EFFECTIVENESS FOR ORGANISATIONAL KNOWLEDGE • A. AWAKENING STAGE: INSPIRING OTHERS TO JOIN IN THE EXPLORATION OF MANAGING KNOWLEDGE • B. ACTIONABLE PHASE : FORMULATING AND CONSIDERATION OF KM APPLICABILITY IN THE ACADEMIC DELIVERY AND PROCESSES. • MEASURES TO BE EXECUTED: • PROGRESS MEASUREMENT • GAP MEASUREMENT • BENCHMARKING • ORGANISATIONAL CULTURE MEASUREMENT

23. HR INITIATIVES • NEED TO MEASURE THE EFFECTIVENESS FOR ORGANISATIONAL KNOWLEDGE • BUSINESS VALUE MEASUREMENT • KNOWLEDGE RETENTION • CULTURAL IMPACT MEASUREMENT • PERFORMANCE REVIEW • SUPPORT PHASE • INDIVIDUAL CONNECTIVITY • INTERNAL PROCESS EFFICIENCY AND EFFECTIVENESS • INDIVIDUAL AND GROUP INNOVATION AND LEARNING.

24. CONCLUSION • MORE INTERACTION BETWEEN CORPORATES AND ACADEMIC INSTITUTIONS IS AN IMPERATIVE NEED. • EDUCATIONAL INSTITUTIONS NEED TO ACTIVELY ENGAGE CORPORATES, TO DEVELOP INTERNSHIP POSITIONS IN KM AND BRING PRACTITIONERS TO THE CLASSROOM SETTING IN ORDER TO INTEGRATE THEORY WITH PRACTICE IN THE FIELD OF KM. • THE NEED OF THE HOUR IS IN EFFECTIVELY CULTIVATING KNOWLEDGE.

25. CONCLUSION • PROVIDE CLIMATE FOR AUGMENTATION OF ORGANISATIONAL KNOWLEDGE CAPITAL THROUGH CREATION OF SYSTEMS AND PROCESSES IN: • KNOWLEDGE CREATION • KNOWLEDGE ACQUISITION/CAPTURE • KNOWLEDGE ORGANISATION • KNOWLEDGE SHARING • KNOWLEDGE RENEWAL • EDUCATIONAL INSTITUTIONS MUST DEVELOP AND SHARE CROSS-ORGANISATIONAL SKILLS AND MAINTAIN A HIGH-LEVEL OF SELF-AWARENESS THROUGH INTERNAL RESOURCES, ACADEMIC PROCESSES, SKILLS ETC.

26. THANK YOU