KM 630 Course Overview

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KM 630 Course Overview

• Instructor Lynn Lampert

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Week 1

• Introduction to Course Ideas and Organization
  (syllabus, readings, assignments, goals)1)
  Define what is meant by knowledge management,
  organizational learning, and tacit knowledge.
• 2) Discuss the relationship between knowledge
  management and a learning organization.
• 3) Examine the role of instruction and/or
  training in complementing a learning
  organizations goals.
• 4) Discuss how generational differences
  determine and or change how organizations train
  knowledge workers.

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Week 1 readings

• Review Chapters 1 and 2 from Harvard Business
  Review on Knowledge Management. Boston Harvard
  Business School Press, 1998. (This includes The
  coming of the new organization / Peter F.
  Drucker The knowledge-creating company /
  Ikujiro Nonaka). (These readings were assigned in
  KM 610)El-Shamy, Susan. Training the Different
  Generations (Introduction, Chapters 1 and 2) in
  How to Design and Deliver Training for the New
  and Emerging Generations. New York John Wiley.
  2004. (Online Print Reserve)
• John J. Juliano. Gen-X and Gen-Y Teaching Them
  the Business How to Bridge the Age Gap between
  Older and Younger Workers in the Utility
  Industry. Public Utilities Fortnightly, June 2004
  82-85. (Online Reserve)
• Jennifer J. Salopek. The New Brain Drain TD
  59(6) Je 2005. (Online Reserve)Rossett, A.,
  Marshall, J. (1999). Signposts on the road to
  knowledge management. In K.P. Kuchinke (Ed.),
  Proceedings 1999 AHRD Conference Vol.1
  (pp.496-503.) (Online Reserve).
• Ives, W., Athey, Robin., and Jooste, Adrian
  (2004) New Tools to Link the Changing Workforce,
  KM Review 7(4), Sept/Oct. 28-31.Activity
  Assignment (if time) Subscription activation to
  Chief Learning Officer CLOmedia.com (free
  subscription).

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Week 2- Introduction to the Nature of
Information/Knowledge Information and Knowledge
Users/Organizations their Information Seeking
Behaviors

• Discuss the literature of user education and the
  information seeking process in order to learn
  about the information seeking behavior of users
  and its relationship to KM.
• Analyze the nature and definitions of information
  and knowledge.
• Identify terms frequently used in information
  seeking behavior research.
• Acquire an understanding about the importance of
  user education programs in various information
  settings corporations, education, libraries,
  museums etc.
• Students will discuss what instruction and
  training means in a knowledge management
  context.

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Week 2 Readings

• Buckland, Michael K. Information as thing.
  Journal of the American Society of Information
  Science 42(5), 1991, pages 351-360. (On Reserve)
• McInerney, C. (2002). Knowledge management and
  the dynamic nature of knowledge. Journal of the
  American Society for  Information Science
  53(12)1009-1018, 2002. (On Reserve)
• Kuhlthau, C. (1991). Inside the search process
  Information seeking from the user's
  perspective. Journal of the American Society
  for Information Science 42, 361-371. (On
  Reserve)
• Elizabeth Wolfe Morrison. Newcomer Information
  Seeking Exploring Types, Modes, Sources, and
  Outcomes. Academy of Management Journal, Vol. 36,
  No. 3 (Jun., 1993), 557-589. (On Reserve)
• Mueller, B., Sorini,G., Grossman, E.
  Information Seeking Behavior of Engineers in
  the Corporate Environment Implications for
  Information Delivery. (On Reserve)
• Kuhlthau, C. (1999).The Role of Experience in
  the Information Search Process of an Early Career
  Information Worker Perceptions of Uncertainty,
  Complexity, Construction and Sources Journal of
  the American Society for Information Science
  50(5), 399-412. (On Reserve)

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WEEK 3- Training Strategies and Instructional
Design Needs and KM/ Knowing Your Users/
Knowledge Profiling

• 1) Examine the skills and theory behind sound
  instructional design practices and competencies
  in knowledge management and other learning
  contexts.2) Explore the value of knowledge
  profiling/knowledge harvesting to form the basis
  of end user needs assessment in varied learning
  environments. 3) Identify methods of learning
  about users/workers information needs and
  knowledge transfer barriers.
• 4) Familiarize themselves with the literature of
  instructional design within KM and information
  technology settings.5) Investigate
  instructional models and methods appropriate to
  learning needs of various users and clientele
  (e.g., staff, professional colleagues, students,
  adult learners, seniors, children) 6) Gain the
  skills needed to design a presentation by
  creating a lesson plan/outline.

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Week 3 Readings

• Read Chapters 4 and 6 from Harvard Business
  Review on Knowledge Management. Boston Harvard
  Business School Press, 1998. (This includes
  Teaching Smart People How to Learn/ Chris
  Argyris and How to make experience your
  companys best teacher/Kleiner and Roth)Lucas,
  L and Ogilvie, DT. (2006) Things are not always
  what they seem How reputations, culture, and
  incentives influence knowledge transfer. The
  Learning Organization 13(1), 7-24
• Levin, D., Cross,R. and Abrams, L. (2001),
  Why should I trust you? Predictors of
  interpersonal trust in a knowledge transfer
  context, paper presented at the Academy of
  Management Meetings, Denver, CO. Available
  athttp//www.levin.rutgers.edu/research/trust-bui
  lding-paper.pdf Spector, Michael J (2002)
  Knowledge Management in Instructional Design.
  Eric Digest http//www.ericdigests.org/2003-1/desi
  gn.htmThellifsen, Torkild. (2004) Knowledge
  Profiling The Basis for Knowledge Organization.
  Library Trends. Vol. 52, No.3, Winter 2004,
  pp.507-514.

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Week 4 - Guest SpeakerOrganizational Learning
and Individual Learning

• Doctorate of Philosophy, Union Institute and
  University, Cincinnati, Ohio (Information Systems
  Design), 1988
• Certificate of Advanced Studies in Library and
  Information Science, University of Illinois at
  Urbana-Champaign, Urbana, Illinois, 1982
• Master of Arts, Goddard-Cambridge Graduate
  Program, Goddard College, Cambridge,
  Massachusetts (Womens Studies), 1977
• Master of Library Studies, Graduate School of
  Library and Information Studies, University of
  Hawaii-Manoa, Honolulu, Hawaii, 1972
• Bachelor of Arts with Honor, Hamline University,
  St. Paul, Minnesota (American Studies), 1971

• Human-Computer Interaction
• Information Literacy and Instruction
• Knowledge / IR Management
• Reference and Information Services
• Social / Community Informatics

Dr. Mary Sommerville
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Learning Outcomes Week 4

• 1) Examine the concept of organizational
  learning.
• 2) Discuss how organizational learning is tied to
  knowledge management.
• 3) Consider how organizational learning differs
  from individual learning.
• 4) Investigate how individual learning styles
  impact and organizations and knowledge workers
  successes.
• 5) Determine what defines a learning
  organization, what a learning organization learns
  about, and analyze why training programs should
  capitalize upon thevariety of present skills and
  learning styles typically found in team learning
  environments.

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Week 4 Readings

• Read Chapters 3 and 5 from Harvard Business
  Review on Knowledge Management. Boston Harvard
  Business School Press, 1998. (This includes
  Building a Learning Organization/ David A.
  Garvin and Putting Your Companys Whole Brain to
  Work/Leonard and Straus)
• Kock, N., McQueen, R.J and Baker, M. Learning and
  process improvement in knowledge organizations a
  critical analysis of four contemporary myths. The
  Learning Organization, 3(1), 31-41.Integrating
  Organizational Learning and Knowledge Management
  From an Interview with Peter Senge conducted by
  Lauren Keller Johnson. Leverage News and Ideas
  for the Organizational Learner. October 1999,
  No.34 2pp. (On Reserve)
• Kim, Daniel (1993) The Link between Individual
  and Organizational Learning. Sloan Management
  Review Fall 1993. 37-50. (On Reserve)
• Peters, John (1996) A Learning Organizations
  Syllabus. The Learning Organization 1996. 3 (1)
  4-10. (On Reserve)
• Friedman, V., Lipshitz, R Popper, M. (2005).
  The Mystification of Organizational Learning.
  Journal of Management Inquiry 14 (1) 19-30. (On
  Reserve)

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Week 5 Dr. Joan KaplowitzHow do we learn?
What are learning styles?

• 1) Demonstrate an understanding of learning
  theory concepts.2) Identify various learning
  styles.3) Examine various teaching styles and
  delivery models that can be employed in user
  education programs 4) Acquire an understanding
  of the need for attention to diverse learners and
  populations in developing user education
  programs.

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Week 5 Readings

• Read Chapters 3 and 4 of Grassian, Esther S.
  and Joan R. Kaplowitz. Information Literacy
  Instruction Theory and Practice. New York
  Neal-Schuman, 2001.Chapter 3 A Brief Introduction
  to Learning Theory 33-56 Chapter 4 An Overview
  of Learning Styles 59-87.Read remaining
  chapters from Harvard Business Review on
  Knowledge Management. Boston Harvard Business
  School Press before week 8.
• Downing, J. (2004) Its easier to ask someone
  I know Call Center Technicians Adoption of
  Knowledge Management Tools Journal of Business
  Communication, 41(2) 166-91.
• Hall, Elaine and Mosley, David. (2005) Is there a
  role for learning styles in personalized
  education and training? International Journal of
  Lifelong Education, 21(3)213-255.

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Week 6 Maureen KennedyLead Systems Engineer -
Raytheon, PasadenaTechnical Services Division
Guest Lecturer

• Ms. Kennedy will provide insight into KM for
  NASA space flight navigators, including
  incorporating learning and capturing implicit
  knowledge from an aging workforce. I can also
  cite the example of the Patent Office, and its
  organizational challenges in the area of KM.

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Week 6 What we are doing..

• 1) Examine various methods of assessment that
  are currently in practice in both web-based
  learning and traditional settings. 2) Explore
  training and assessment methods used in both
  library and knowledge management team settings.
• 3) Compare the usages of knowledge audits
  and metamaps.
• 4) Analyze the KMAT assessment tool.
• 5) Explain the basic principles involved in
  conducting a needs assessment for planning a user
  education training session.6) Recognize
  appropriate examples of student learning outcomes
  and instructional program goals.

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Week 6 Readings

• Maier, David Moseley, James. (2004) The
  Knowledge Management Assessment Tool (KMAT) in
  2003 Annual Vol 1Training, Pfeiffer. 1-16.
• Simon Carpenter, Sarah Rudge. (2003). A self-help
  approach to knowledge management
  benchmarkingJournal of Knowledge Management
  (7)5 p. 82 (14 pages)
• Burnett Simon, Illingworth Lorraine and Webster
  Linda. Knowledge auditing and mapping a
  pragmatic approach. Knowledge and Process
  Management. 2004, Volume 11 Issue 1, pp 25-37
• Liebowitz Jay, et al. The knowledge audit.
  Knowledge and Process Management. 2000, Volume 7
  Issue 1, pp 3-10
• Nicholson, Paul and Johnson, Richard. (1999)
  MetaMaps Assessing understanding of large,
  complex or distributed knowledge domains.
  Education and Information Technologies    4(3)
  297-312.

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Week 7 Almost OverStorytelling and Group
Presentation/Planning

• 1) Define storytelling and its usage in KM
• 2) Discuss how knowledge-sharing takes place
  through the exchange of stories
• 3) Examine the advantages of using storytelling
  as a powerful KM tool to gain insight and gather
  valuable information
• 4) Investigate best practices for organizing and
  delivering training

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Readings Week 7

• Sole, Deborah and Wilson, Daniel. Storytelling in
  Organizations The Power and Traps of Using
  Stories to Share Knowledge in Organizations. (To
  be distributed)
• Swap, Walter Leonard, Dorothy Shields, Mimi
  Abrams, Lisa (2001) Using mentoring and
  storytelling to transfer knowledge in the
  workplace. Journal of Management Information
  Systems Summer 2001 18, 1, pp.95-114.
• Kahan, Seth and Blair, Madelyn (2003) Identifying
  Communities of Practice Through Storytelling
  available at http//www.sethkahan.com/Kahan_and_B
  lair_Identifying_COPs.pdf

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Presentations Assignments

• In-class/Seminar participation (10 of the final
  grade)
• This course will be conducted on a seminar
  basis, even during final group presentations.
  The effectiveness of the course depends on the
  participation of each member. You are expected
  to come to class prepared to discuss the required
  readings and to bring additional insights from
  your own reflections and professional and life
  experiences.

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Presentations Assignments

• Writing/ Exercise Prompts/ Online Discussion (10
  of the final grade)Students will be expected to
  write two formal responses from selected
  questions assigned to course readings (1-2
  pages). The questions will be posted on
  Blackboard starting with the reading assignments
  for Week 2 of class.If needed, students may
  also be assigned to help lead online discussions
  on assigned topics (based on the reading) in the
  chat function of Blackboard. By leading the
  discussion you would monitor the Blackboard
  discussion thread and report on the interaction
  prior to the class (week) the reading was
  assigned within.

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Group Presentation Project (40 of the grade)

• Students will work in their cohort teams to
  prepare a group presentation. Students are
  expected to design an instructional session or
  training tool to effectively meet the KM learning
  needs of their audience using the cohort case
  study models redistributed at orientation and
  present this to the class.
• The presentation is expected to take 30 - 40
  minutes in duration. The topics for the
  presentation must be approved by the instructor
  prior to the presentation. You will design the
  session to teach a skill or tool or convey
  knowledge that includes interaction time with
  your students or team (e.g., question period
  exercise, etc.). You may also choose to present a
  solution to the case study as a consulting group
  would. Your verbal presentation should be at
  least 15-20 minutes in length, with 10-15 minutes
  devoted to in-class activities, question/answer
  period, etc. Be sure to use appropriate visual
  aids. You may also consider this project as a
  mock launch of a KM learning initiative to
  improve the problems your group identifies in the
  case study you were assigned.

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Assessment Piece of Group Presentation

• Along with the presentation the group is
  expected to create an evaluation instrument (10
  of group project grade) that the class and
  instructor will use to evaluate the overall group
  presentation. Remember, this exercise will be
  completed by your classmates (peer evaluators).
  Make copies for all members of the audience (plus
  an extra copy to submit for marking purposes).
  The exercise or test may be paper-based or
  electronic (e.g., website). This may be a tool
  designed to both clarify evaluate the groups
  objective in the presentation.

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Paper 7-10 pages

• Seminar/Case Study Paper of approximately
  7-10 pages (40 of the final grade), DUE (July
  19th, 2006). Using one of the KM Cohort case
  studies (listed below) that you have been
  assigned, write a 7-10 page paper (minimum)
  analyzing and proposing one or more solutions/KM
  Learning Strategies focusing on the
  learning/educational needs of the
  organization/issue presented.
• When discussing one of the case studies
  designed for the KM cohort program you must
  consider audience, organizational culture,
  learning styles, the organizations current
  training/learning programs (if they exist) while
  also discussing whether technology and assessment
  measures could help to solve the issues the
  organization faces. Remember that you should
  use the case study as a consultant would
  therefore you may and should cite from the study
  and develop solutions based on the information
  presented by the author. You are also encouraged
  to draw insights and present evidence of your
  proposals merits by citing course reading and/or
  appropriate additional readings and/or
  documentation.

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APA Format

• NOTE You are required to also demonstrate an
  understanding of course readings and discussions
  in this paper. Irrespective of your case study,
  you must use APA style consistently and correctly
  when citing both external literature and course
  reading and electronic sources. If you are
  unsure about how to use this academic style, go
  to http//owl.english.purdue.edu/handouts/researc
  h/index.html OR http//www.apastyle.org

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Remember Your Case Studies

• KM Cohort Case studies 1) Help Me
  Corporation Developing and Information and KM
  Strategy2) The Knowledge Audit at ORG3) The
  Institute Knowledge Management at Work

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Optional Supplemental Course Texts for Written
Assignments Above

• Denning, Stephen (2001) The Springboard How
  Storytelling Ignites Action in Knowledge-Era
  Organizations Boston Butterworth-Heinemann,
  2000. (On reserve)
• Rheingold, Howard. Smart Mobs The Next Social
  Revolution (2002) New York Perseus Books Group.
  (On reserve)

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Contact Information

• INSTRUCTOR Lynn Lampert
• OFFICE Oviatt Library 327 until 7/1
• OFFICE HOURS 4-5 W, Additional hours by
  appointment.
• PHONE [phone]
• E-MAIL lynn.lampert_at_csun.edu