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SHANKARA international school OF MANAGEMENT

& RESEARCH
a
PROJECT REPORT ON

“A STUDY ON THE KNOWLEDGE MANAGEMENT AND

ITS IMPACT ON THE QUALITY OF SERVICE IN
EDUCATION SECTOR”

By
NIKHIL KUMAR JHA.

MBA SEMESTER II

INDEX
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Declaration……………………………………………………………
Declaration……………………………………………………………

Certificate …………………………………………………………….

Acknowledgement …………………………………………………. ….

Preface …………………………………………………………………..
…………………………………………………………………..

Introduction to the knowledge management…………………………

management…………………………..
..

 Knowledge Management…………………………………………

 Approaches to knowledge management…………………………..

 Why Knowledge Management …………………………………..

 Barriers for implementing Knowledge Management……………

 Challenges for HR professionals in the knowledge industry…..

Overview of Knowledge Process …………………………………

Research Work……………………….………………………….....
Work……………………….………………………….....

Introduction ……………………......................................................
……………………......................................................

 Objective …………….…………………………………….
 Nature of research study ………………………………….. ..

 Research Methodology ………………………………………

Literature review …………..………………………………………

…………..………………………………………

Justification of the topic selected ………………………………….

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Scope of the study ……………………………………………………

Utility ……………………………………………………………………..

Findings …………………………………………………………………

Hypothesis formulation………….……………………………………………..
formulation………….……………………………………………..

Conclusion…………………………………………………………………………..

Limitations …………………………………………………………………

Suggestion……………………………………………………………………

Appendices ………………………………………………………………

Bibliography ……………………………………………………………..

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Declaration

This project has been undertaken during the 2nd semester, after the Mid examination under the
guidance of (Faculty),SHANKARA INSTITUE OF MANAGEMENT AND
RESEARCH.JAIPUR.

Further I would like to declare that this project is my original work and has been prepared solely
for academic purpose.

It is understood that by this approval the undersigned do not necessarily endorse or approve any
statement made, opinion expressed or conclusion drawn therein but approve the Project only for
the purpose it is submitted. 

This project has not been presented in any seminar or submitted elsewhere for the award of any
degree or diploma.

Countersigned by

(Project guide)

SUBMITTED BY:

Nikhil kumar
jha

Certificate
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This is to certify that the project on

“A STUDY ON THE KNOWLEDGE MANAGEMENT AND ITS IMPACT ON THE
QUALITY OF SERVICE IN EDUCATION SECTOR”

Submitted by NIKHIL KUMAR JHA Enrolment number…………

during semester 2ND of the MBA Programme (Batch 2010- 2012)
embodies original work done by him.

Signature of the faculty supervisor

……………………………………...

Name:

Designation: Faculty teacher and Project Guide

Centre: SHANKARA INSTITUTE OF MANAGEMENT & RESEARCH

Acknowledgement
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Behind every study there stands myriad of people whose help and contribution make it
successful.

It has been a remarkable experience of satisfaction and pleasure for me to work out my project
under the supervision of the Project Guide Mr. Hitesh Tikyani (Faculty). I am really thankful to
them for their valuable guidance and co-operation during the project work.

I would like to thank Mrs. Ayushi Mam for her constant support and encouragement.

I have also benefited from discussions and would also take the opportunity to thank the persons
of the company for their valuable support and assistance whenever and wherever needed. A
cordial and encouraging environment made it very easier for me to complete the project.

So this acknowledgement is a humble attempt to earnestly thank him and all those who were
directly or indirectly involved in preparation of this project.

NIKHIL KUMAR JHA

Preface

Project report is a part of MBA curriculum, which a student has to undertake after the
completion of 1st Semester.
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Firstly it contains the overall introduction of knowledge management, the need of the KM.

Subsequently the project would concentrate only on the learning that is needed to be complied by
the HR department.

Eventually, it will discuss the sources from where the information has been gathered.

INTRODUCTION

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Knowledge is defined (Oxford English Dictionary) variously as (i) expertise, and skills
acquired by a person through experience or education; the theoretical or practical understanding
of a subject, (ii) what is known in a particular field or in total; facts and information or (iii)
awareness or familiarity gained by experience of a fact or situation. Philosophical debates in
general start with Plato's formulation of knowledge as "justified true belief". There is however no
single agreed definition of knowledge presently, or any prospect of one, and there remain
numerous competing theories.

Knowledge acquisition involves complex cognitive processes: perception, learning,

communication, association and reasoning. The term knowledge is also used to mean the
confident understanding of a subject with the ability to use it for a specific purpose.

Reliable knowledge

The knowledge based on the logical considerations and scientific calculations is known as
reliable knowledge. The degree of reliability is high regarding the information here, hence
known as reliable knowledge.

Communicating knowledge

Symbolic representations can be used to indicate meaning and can be thought of as a dynamic
process. Hence the transfer of the symbolic representation can be viewed as one ascription
process whereby knowledge can be transferred. Other forms of communication include imitation,
narrative exchange along with a range of other methods. There is no complete theory of
knowledge transfer or communication.

Situated knowledge

Situated knowledge is knowledge specific to a particular situation. Some methods of generating

knowledge, such as trial and error, or learning from experience, tend to create highly situational
knowledge. One of the main benefits of the scientific method is that the theories it generates are

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much less situational than knowledge gained by other methods. Situational knowledge is often
embedded in language, culture, or traditions.
Knowledge generated through experience is called knowledge "a posteriori", meaning
afterwards. The pure existence of a term like "a posteriori" means this also has a counterpart. In
this case that is knowledge "a priori", meaning before. The knowledge prior to any experience
means that there are certain "assumptions" that one takes for granted. For example if one is being
told about a chair it is clear to him that the chair is in space, that it is 3D. This knowledge is not
knowledge that one can "forget", even someone suffering from amnesia experiences the world in
3D.

Knowledge management

Knowledge management is a management theory which emerged in the 1990s. It seeks to

understand the way in which knowledge is created, used and shared within organizations. A
significant part of Knowledge Management theory and practice aligns two models:

(i) The DIKW model, which places data, information, knowledge and wisdom into an
increasingly useful pyramid.

(ii) Nonaka's reformulation of Polanyi's distinction between tacit and explicit knowledge.
Both of these models are increasingly under challenge with different schools of thought
emerging which are more fully described and referenced in the main article.

An objective of mainstream knowledge management is to ensure that the right information is

delivered to the right person just in time, in order to take the most appropriate decision. In that
sense, knowledge management is not interested in managing knowledge per se, but to relate
knowledge and its usage. This leads to Organizational Memory Systems. More recent
developments have focused on managing networks (the flow of knowledge rather than
knowledge itself) and narrative forms of knowledge exchange.

Knowledge Management ('KM') comprises a range of practices used by organizations to

identify, create, represent, and distribute knowledge. It has been an established discipline since
1995 with a body of university courses and both professional and academic journals dedicated to
it. Most large companies have resources dedicated to Knowledge Management, often as a part of
'Information Technology' or 'Human Resource Management' departments, and sometimes
reporting directly to the head of the organization. As effectively managing information is a must
in any business, and knowledge and information are intertwined, Knowledge Management is a
multi-billion dollar worldwide market. HR has a key role in the KM movement. Key HR
processes- corporate education, performance management and nurturing culture, have a key role
in the development of the knowledge based enterprise.

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Sustainable competitive advantage a firm has come from what it “collectively knows,” how
effectively it uses what it knows and how readily it “acquires and uses new knowledge,” in short
by becoming a Knowledge Driven Organization. Knowledge Management (KM) provides an
enabling framework to derive this advantage. It helps institutionalize processes to fully leverage
the “collective knowledge” in an organization.
Knowledge management refers to all systematic activities for creation and sharing of knowledge
so that knowledge can be used for the success of the organization. KM processes provide a
framework for connecting people to people and people to information, to develop and share
distilled learning and best practices.

Approaches to Knowledge Management

There is a broad range of thought on Knowledge Management with no unanimous definition.

The approaches vary by author and school. Knowledge Management may be viewed from each
of the following perspectives:

 Techno-centric: A focus on technology, ideally those that enhance knowledge

sharing/growth.

 Organizational: How does the organization need to be designed to facilitate

knowledge processes? Which organizations work best with what processes?

 Ecological: Seeing the interaction of people, identity, knowledge and environmental

factors as a complex adaptive system.

In addition, as the discipline is maturing, there is an increasing presence of academic debates

within epistemology emerging in both the theory and practice of knowledge management.

Key concepts in Knowledge Management

Dimensions of knowledge

A key distinction made by the majority of knowledge management practitioners is Nonaka's

reformulation of Polanyi's distinction between tacit and explicit knowledge. The former is often
subconscious, internalized, and the individual may or may not be aware of what he or she knows
and how he or she accomplishes particular results. At the opposite end of the spectrum is
conscious or explicit knowledge -- knowledge that the individual holds explicitly and
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consciously in mental focus, and may communicate to others. In the popular form of the
distinction, tacit knowledge is what is in our heads, and explicit knowledge is what we have
codified.

Nonaka and Takeuchi (1995) argued that a successful KM program needs, on the one hand, to
convert internalized tacit knowledge into explicit codified knowledge in order to share it, but, on
the other hand, it also must permit individuals and groups to internalize and make personally
meaningful codified knowledge they have retrieved from the KM system. The focus upon
codification and management of explicit knowledge has allowed knowledge management
practitioners to appropriate prior work in information management, leading to the frequent
accusation that knowledge management is simply a repackaged form of information
management.

Another common framework for categorizing the dimensions of knowledge include embedded
knowledge (knowledge which has been incorporated into an artifact of some type, for example
an information system may have knowledge embedded into its design) and embodied knowledge
(representing knowledge as learned capability of the body’s nervous, chemical, and sensory
systems).

Knowledge access stages

Knowledge may be accessed at three stages: before, during, or after knowledge-related activities.
For example, individuals undertaking a new project for an organization might access information
resources to identify lessons learned for similar projects, access relevant information again
during the project implementation to seek advice on issues encountered, and access relevant
information afterwards for advice on after-project actions and review activities. Knowledge
management practitioners offer systems, repositories, and corporate processes to encourage and
formalize these activities with varying degrees of success.Similarly, knowledge may be accessed
before the project implementation, for example as the project team learns lessons during the
initial project analysis. Similarly, lessons learned during the project operation may be recorded,
and after-action reviews may lead to further insights and lessons being recorded for future
access. Note: In this context recording knowledge relates onlyto those aspects of knowledge
which can be codified as text, or drawings.

Different organizations have tried various knowledge capture incentives, including making
content submission mandatory and incorporating rewards into performance measurement plans.
There is considerable controversy over whether incentives work or not in this field and no firm
consensus has emerged.

Drivers of Knowledge Management

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There are a number of claims as to 'drivers', or motivations, leading to organizations undertaking

a knowledge management program. Perhaps first among these is to gain the competitive
advantage (in industry) and/or increased effectiveness that comes with improved or faster
learning and new knowledge creation. Knowledge management programs may lead to greater
innovation, better customer experiences, consistency in good practices and knowledge access
across a global organization, as well as many other benefits, and knowledge management
programs may be driven with these goals in mind.

Considerations driving a Knowledge Management program might include:

 making available increased knowledge content in the development and provision of

products and services

 achieving shorter new product development cycles

 facilitating and managing organizational innovation and learning

 leverage the expertise of people across the organization

 Benefiting from 'network effects' as the number of productive connections betweenemployees

in the organization increases and the quality of information shared increases, leading to greater
employee and team satisfaction

WHY KNOWLEDGE MANAGEMENT?

In this competitive knowledge economy, our most valuable asset is the knowledge asset. It is
often said that, in this economy it is not what “we own,” but what “we know”. That would give
us the competitive advantage. We must therefore, quickly learn the strategies and management
techniques of knowledge Age. In short, we must adopt practice of knowledge management to
strengthen our competitive advantage.

KM provides an enabling framework to leverage “collective knowledge.” When KM becomes

“the way we work, it helps us deliver on strategic priorities and business goals growth,
innovation, speed of response, quality of response, faster time to market, strengthen
organizational learning, protect functional and operational excellence in a dis-aggregated
organizational structure.

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BARRIERS FOR IMPLEMENTING KNOWLEDGE

MANAGEMENT

Conceptual/mindset related issues:

We need to create a culture of sharing. Often knowledge is seen as power and in a competitive
environment there could be a tendency to hoard knowledge. Key to success of KM is creation of
knowledge sharing culture and elimination of organizational and cultural barriers for
communication. We should move from “hoarding of knowledge to gain power” to “sharing of
knowledge to gain power.”

Operational issues:

Time – The typical executive is already hard pressed for time. He has no time for an additional
initiative, if it is seen as a diversion from focus on immediate results. So, it is important to
integrate KM into existing business processes in the company and embed into workflow. KM
should not be seen as a separate initiative, but should be integrated into current workflow as a
more effective way to achieve business results.
The experience of practitioners of KM demonstrates that it succeeds only when we are able to
signal to employees, strong senior management endorsement for KM. Like all organizational
transformation processes, KM needs to be led by senior management.
Knowledge Management programs are typically tied to organizational objectives and are
intended to achieve specific outcomes, these can include, improved performance, competitive
advantage innovation, lessons learnt transfer (for example between projects) and the general
development of collaborative practices. One aspect of Knowledge Management, knowledge
transfer, has always existed in one form or
another. Examples include on-the-job peer discussions, formal apprenticeship, discussion

forums, corporate libraries, professional training and mentoring programs. However, with
computers becoming more widespread in the second half of the 20th century, specific
adaptations of technology such as knowledge bases, expert systems, and knowledge repositories
have been introduced to further simplify the process.
Knowledge Management programs attempt to manage the process of creation (or identification),
accumulation and application of knowledge across an organization. As such Knowledge
Management is frequently linked to the idea of the learning organization although neither
practice encompasses the other. Knowledge Management may be distinguished from
Organizational Learning by a greater focus on specific knowledge assets and the development
and cultivation of the channels through which knowledge flows. Frequent Knowledge
Management practices include:

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 enabling organizational practices, such as Communities of Practice and corporate

Yellow Page directories for accessing key personnel and expertise

 enabling technologies such as knowledge bases and expert systems, help desks, corporate
intranets and extranets, Content Management, wikis and Document Management

CHALLENGES FOR HR PROFESSIONALS IN THE

KNOWLEDGE INDUSTRY

“Coming together is a beginning; keeping together is progress; working together

is success”

The new millennium is here & this is definitely not a bad time for professionals to gear
themselves up and think about the future, their future! It is time to plan, envision, prioritize and
set goals for the new millennium.

The challenge is not just in terms of updating technologies but also in terms of keeping young
workforce motivated and challenged at all the time. This breed of young and energetic
individuals is challenging a lot of the time-tested theories of employee recruitment, staffing,
motivation and general HR practices. There are lots of challenges while recruiting these young
bloods. They are as under:

 Attract people with multidimensional experiences and skills.

 Infuse fresh blood in the organization.

 Develop a culture that attracts people.

How then do HR processes and practices impact the knowledge sharing in a

firm?

Some of the HR processes and practices that should be aligned to strengthen knowledge
management are as follows:

 Job rotations: Well-planned job (role) rotations across geographical locations and
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businesses in a firm help not only people development, but also provide an important
vehicle for transfer of knowledge and best practices, even though an organization cannot
obviously depend on this as the main source of knowledge transfer.

 Networked organization : A networked organization with people playing multiple roles,

being part of multiple teams- a vertical team (Business/category) as well a horizontal
team (functional/knowledge domain), is the way forward to effectively “leverage
collective knowledge” of an enterprise. HR should play a key role in developing such a
networked organization, through sponsorship and or facilitation of knowledge
communities, cutting across formal organizational silos.

 Training: Learning and knowledge are inter-linked. Knowledge strategies should

encompass learning initiatives and knowledge initiatives need to converge with
training program needs to focus on functional and business specific skill development
programs as well as competency development focused programs.

 Knowledge communities (Teams), as the owners and users of the knowledge, should play an
active role in developing suitable course material for the functional and business
specific courses.

 E – Learning is on line learning. It is made available through company web sites and even
through CD – ROMs. It allows the learner to enroll in to courses or programs of their choice and
acquire knowledge at their own pace at the place of their choice. Corporate online universities,
exclusive learning space to induct managers or develop future leaders, ongoing programs for
sales personnel and induction into new products and services are some of the e-learning
offerings, some of the companies are making available to their employees to develop themselves.
E- Learning provides the benefit of convenience—allows the learner to do the learning at his or
her pace, flexibility Learner
does not have to sacrifice a training program because of its clash with customer or personal visit,
and ease of learning. Experience in US / Europe seems to confirm that elearning also saves cost.
As of now Band width might pose some constraints, but with fast changing IT infrastructure,
even in India, this could offer interesting opportunities.

 Another very useful role HR could play is to capture stories of success and failures in the
company, archive them in the company training centre for reference for future. This would not
only support learning but could prevent repeat same mistakes.

 Culture Change: Leveraging collective knowledge is possible only when people value building
on each other’s ideas and sharing their insights. Much of this shaped by the culture of the
organization. In some cultures, where knowledge is seen as power, knowledge sharing may be
seen to be in conflict with individual’s personal interest. Therefore, institutionalization of
knowledge management requires HR to focus on the managing the culture change/mindset of the
people to strengthen collaborative team working and knowledge sharing.

How can we create a knowledge sharing culture?

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Realign incentive and reward program:

“People do not do what you tell them, but what you measure them for.” HR needs to institute a
system of rewards and recognition, training and performance development practices- activities
that reinforce the discipline of sharing, documenting knowledge and reuse of others ideas with
pride to achieve business goals.
People in business most often behave in a way that increases their career opportunities, reward
individual effort or task achievement. They reward something done in a crisis, but most incentive
programs do not reward avoiding a crisis. The best KM practitioners reward employees for
learning, sharing and collaborating.

APQC’s four-step knowledge management strategy for human resources

professionals follows.

1. Identify -- Determine what knowledge is critical for the success of the enterprise.

2. Capture -- Collect critical knowledge using techniques such as interviews and best
practices submissions.

3. Retain -- Store the captured knowledge in a format where it can be easily retrieved for use at a
later time.

4. Transfer -- Transfer through training, apprenticeships, mentoring, and other

AN OVERVIEW OF KNOWLEDGE PROCESSES

The key knowledge management processes are:

 Linking people to people in teams through formal/informal structures, for them to effectively
share knowledge.

A community of Practice (CoP) is one such useful structure. In large organizations with
geographical spread, multiple business units, businesses, organizational silos are likely to
constrain effective knowledge of the enterprise. Communities of practice (knowledge
communities or teams) formed around core competencies of the company help overcome this
constraint.

A CoP is a team of people who are practitioners of a well-defined knowledge domain

(Packaging, engineering, sales etc.) who come together to capture, create and share relevant
knowledge, in pursuit of business excellence. Such a team is empowered to develop and deliver
relevant training programs to build the capability in the knowledge domain.
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 Linking people to information/knowledge repositories/best practices.

Intranets with efficient search engines provide an effective way to connect people to knowledge
repositories.

History of knowledge management

KM efforts have a long history, to include on-the-job discussions, formal apprenticeship,
discussion forums, corporate libraries, professional training and mentoring programs. More
recently, with increased use of computers in the second half of the 20th century, specific
adaptations of technologies such as knowledge bases, expert systems, knowledge repositories,
group decision support systems, intranets, and computer supported cooperative work have been
introduced to further enhance such efforts

In 1999, the term personal knowledge management was introduced which refers to the
management of knowledge at the individual level

In terms of the enterprise, early collections of case studies recognized the importance of
knowledge management dimensions of strategy, process, and measurement Morey, Maybury &
Thuraisingham 2002). Key lessons learned included: people, and the cultures that influence their
behaviors, are the single most critical resource for successful knowledge creation, dissemination,
and application; cognitive, social, and organizational learning processes are essential to the
success of a knowledge management strategy; and measurement, benchmarking, and incentives
are essential to accelerate the learning process and to drive cultural change. In short, knowledge
management programs can yield impressive benefits to individuals and organizations if they are
purposeful, concrete, and action-oriented.

More recently with the advent of the Web, the concept of Knowledge Management has evolved
towards a vision more based on people participation and emergence. This line of evolution is
termed Enterprise . However, there is an ongoing debate and discussions (Lakhani & McAfee
2007) as to whether Enterprise 2.0 is just a fad that does not bring anything new or useful or
whether it is, indeed, the future of knowledge management
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Dimensions

Different frameworks for distinguishing between knowledge exist. One proposed framework for
categorizing the dimensions of knowledge distinguishes between tacit knowledge and explicit
knowledge. Tacit knowledge represents internalized knowledge that an individual may not be
consciously aware of, such as how he or she accomplishes particular tasks. At the opposite end
of the spectrum, explicit knowledge represents knowledge that the individual holds consciously
in mental focus, in a form that can easily be communicated to others.[9] (Alavi & Leidner 2001).
Similarly, Hayes and Walsham (2003) describe content and relational perspectives of knowledge
and knowledge management as two fundamentally different epistemological perspectives. The
content perspective suggest that knowledge is easily stored because it may be codified, while the
relational perspective recognizes the contextual and relational aspects of knowledge which can
make knowledge difficult to share outside of the specific location where the knowledge is
develope[10]

The Knowledge Spiral as described by Nonaka & Takeuchi.

Early research suggested that a successful KM effort needs to convert internalized tacit
knowledge into explicit knowledge in order to share it, but the same effort must also permit
individuals to internalize and make personally meaningful any codified knowledge retrieved
from the KM effort. Subsequent research into KM suggested that a distinction between tacit
knowledge and explicit knowledge represented an oversimplification and that the notion of
explicit knowledge is self-contradictory. Specifically, for knowledge to be made explicit, it must
be translated into information (i.e., symbols outside of our heads) (Serenko & Bontis 2004).
Later on, Ikujiro Nonaka proposed a model (SECI for Socialization, Externalization,
Combination, Internalization) which considers a spiraling knowledge process interaction
between explicit knowledge and tacit knowledge (Nonaka & Takeuchi 1995). In this model,
knowledge follows a cycle in which implicit knowledge is 'extracted' to become explicit
knowledge, and explicit knowledge is 're-internalized' into implicit knowledge. More recently,
together with Georg von Krogh, Nonaka returned to his earlier work in an attempt to move the
debate about knowledge conversion forwards (Nonaka & von Krogh 2009).

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A second proposed framework for categorizing the dimensions of knowledge distinguishes

between embedded knowledge of a system outside of a human individual (e.g., an information
system may have knowledge embedded into its design) and embodied knowledge representing a
learned capability of a human body’s nervous and endocrine systems (Senesce).

A third proposed framework for categorizing the dimensions of knowledge distinguishes

between the exploratory creation of "new knowledge" (i.e., innovation) vs. the transfer or
exploitation of "established knowledge" within a group, organization, or community.
Collaborative environments such as communities of practice or the use of social computing tools
can be used for both knowledge creation and transfer[11]

Strategies

Knowledge may be accessed at three stages: before, during, or after KM-related activities.
Different organizations have tried various knowledge capture incentives, including making
content submission mandatory and incorporating rewards into performance measurement plans.
Considerable controversy exists over whether incentives work or not in this field and no
consensus has emerged.

One strategy to KM involves actively managing knowledge (push strategy). In such an instance,
individuals strive to explicitly encode their knowledge into a shared knowledge repository, such
as a database, as well as retrieving knowledge they need that other individuals have provided to
the repository.[12] This is also commonly known as the Codification approach to KM.

Another strategy to KM involves individuals making knowledge requests of experts associated

with a particular subject on an ad hoc basis (pull strategy). In such an instance, expert
individual(s) can provide their insights to the particular person or people needing this (Snowden
2002). This is also commonly known as the Personalization approach to KM.

Other knowledge management strategies and instruments for companies include:

 rewards (as a means of motivating for knowledge sharing)

 storytelling (as a means of transferring tacit knowledge)
 cross-project learning
 after action reviews
 knowledge mapping (a map of knowledge repositories within a company
accessible by all)
 communities of practice
 expert directories (to enable knowledge seeker to reach to the experts)

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 best practice transfer

 knowledge fairs
 competence management (systematic evaluation and planning of
competences of individual organization members)
 proximity & architecture (the physical situation of employees can be either
conducive or obstructive to knowledge sharing)
 master-apprentice relationship
 collaborative technologies (groupware, etc.)
 knowledge repositories (databases, bookmarking engines, etc.)
 measuring and reporting intellectual capital (a way of making explicit
knowledge for companies)
 knowledge brokers (some organizational members take on responsibility
for a specific "field" and act as first reference on whom to talk about a
specific subject)
 social software (wikis, social bookmarking, blogs, etc.)

Motivations

A number of claims exist as to the motivations leading organizations to undertake a

KM effort.[]Typical considerations driving a KM effort include:

 Making available increased knowledge content in the development and

provision of products and services
 Achieving shorter new product development cycles
 Facilitating and managing innovation and organizational learning
 Leveraging the expertise of people across the organization
 Increasing network connectivity between internal and external individuals
 Managing business environments and allowing employees to obtain
relevant insights and ideas appropriate to their work

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 Solving intractable or wicked problems

 Managing intellectual capital and intellectual assets in the workforce (such
as the expertise and know-how possessed by key individuals)

Debate exists whether KM is more than a passing fad, though increasing amount of research in
this field may hopefully help to answer this question, as well as create consensus on what
elements of KM help determine the success or failure of such efforts (Wilson 2002).[14]

Technologies

1. Early KM technologies included online corporate yellow pages as expertise locators and
document management systems. Combined with the early development of collaborative
technologies (in particular Lotus Notes), KM technologies expanded in the mid-1990s.
Subsequent KM efforts leveraged semantic technologies for search and retrieval and the
development of e-learning tools for communities of practice[15] (Capozzi 2007).
Knowledge management systems can thus be categorized as falling into one or more of
the following groups: Groupware, document management systems, expert systems,
semantic networks, relational and object oriented databases, simulation tools, and
artificial intelligence[16]

More recently, development of social computing tools (such as bookmarks, blogs, and wikis)
have allowed more unstructured, self-governing or ecosystem approaches to the transfer, capture
and creation of knowledge, including the development of new forms of communities, networks,
or matrixed organizations. However such tools for the most part are still based on text and code,
and thus represent explicit knowledge transfer. These tools face challenges in distilling
meaningful re-usable knowledge and ensuring that their content is transmissible through diverse
channels [17](Andrus 2005).

Software tools in knowledge management are a collection of technologies and are not necessarily
acquired as a single software solution. Furthermore, these knowledge management software tools
have the advantage of using the organization existing information technology infrastructure.
Organizations and business decision makers spend a great deal of resources and make significant
investments in the latest technology, systems and infrastructure to support knowledge
management. It is imperative that these investments are validated properly, made wisely and that
the most appropriate technologies and software tools are selected or combined to facilitate
knowledge management.

Knowledge management has also become a cornerstone in emerging business strategies such as
Service Lifecycle Management (SLM) with companies increasingly turning to software vendors
to enhance their efficiency in industries including, but not limited to, the aviation industry.[18]

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INTRODUCTION

OBJECTIVES

There are four main objectives of the study as follows:

1. To analyze the status of KM in the educational sector and to check the competency of the
employees.

2. To assess the perception of employees on the basis of job profile towards KM

3. To practice research methodology as a student

4. To Analyze the Impact of KM on the performance of the employee in educational sector

5.To analyze the culture of the educational sector

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RESEARCH DESIGN / METHODOLOGY

Purpose of the study:

 The main purpose of this study is to provide a theoretical and analytical view of training
and particularly the role knowledge management practices in educational sector and their
effectiveness.

 To investigate the Knowledge Management system in educational sector, in particular the

existence of the system, knowledge sources, impact, and difficulties

 To investigate whether the employee of the educational sector are learning or not

 The main purpose of this part is to investigate whether or not the educational sector have
a Knowledge Management System.

The Significance of the Study:

The study will broaden our understanding the affect of Knowledge management – how
organisations track, measure, share and make use of intangible assets such as an employee’s
ability to think fast in a crisis – is increasingly important in a fast-changing

knowledge society. Organisations have always managed knowledge, even if they did not use the
term knowledge management. For example, a person experienced in operating or repairing a
particular machine could pass their knowledge on to newcomers.
Evidence shows that organisations are increasingly paying attention to their systems of
knowledge management to ensure that they are capturing, sharing and using productive
knowledge within their organisations to enhance learning and improve performance.

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Methodology:

Keeping the requirements in mind, I will use a longitudinal research design because data will be
gathered after the great struggle of two months. The organizational research process adopted in
the present study consisted of the following stages:-

Research method

Survey method

Types of Research

Data source:

Primary data is used to for the analysis and drawing conclusion.

Secondary data is used for the study of overall organizations.

Research tool:

Questionnaire and informal personal interview

Questionnaire Design

The questionnaire will be framed for the research study is a structured questionnaire in
which all the questions will be predetermined before conducting the survey. The
form of question is of both closed and open type.

Contact method:

All the respondents are personally interviewed.

Sampling plan:

Sampling area: Dehradun city

Sampling size: 10 institutes and 50 employee

Sampling method: stratified random sampling method

Research design: Exploratory as well as descriptive research

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Statiscal tool: I will apply statistical tool according to sample observation

LITERATURE REVIEW

A lot has been done in the field of knowledge management in corporate sectors for enhancing
marketing or to understand the psychology of buyers. But in educational research, the concepts
of knowledge management are yet to be exploited. The components of pedagogy, listed above,
generate and accumulate data with completion of each academic cycle.

 This accumulated data may not be sufficient to obtain knowledge that can improve decision
support system. Still, the quantum is sufficient to understand the learners, learning styles and
learning environments. Unfortunately, distance education institutions are not exploring the
possibilities of using the available datasets as is done in commercial sector. The patterns,
associations, or relationships among all these data can provide information for better functioning
of ODLIs by converting the datasets into knowledge about past patterns and future trends.

 Sridharan & Kinshuk (2002) tried to find alternative ways of using knowledge
management tools to support learners to leverage their learning. They tried to investigate
what knowledge base structure is appropriate for the knowledge management in learning
situation.
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 Kidwell et al (2000) asserted that if knowledge management tools are applied effectively, they
could result in “better decision-making capabilities, reduced product development cycle time (for
example, curriculum development and research), improved academic and administrative
services, and reduced costs”.there is tremendous value to higher education institutions that
develop initiatives to share knowledge to achieve business objectives”. Since educational
institutes are also not spared from the global competition, it is essential that they sustain their
competitive edge.

 Liao S.-h. (2003) classified KM technologies in seven categories: KM framework, knowledge-

based systems (KBS), data mining (DM), information and communication technology (ICT),
artificial intelligence (AI)/expert systems (ES), database technology (DT), and modeling,
together with their applications on different research and problem domains. Knowledge
management technologies and applications—literature review from 1995 to 2002”,  Expert
Systems with Applications 25 (2003) 155–164.

It is time that new approaches, like data mining and knowledge discovery open new avenues in
distance education for understanding the phenomenon and more importantly in devising methods
which will ensure better teaching and learning process. The table below depicts the possible
application areas of Knowledge Management and Data Mining in Distance Education.

 Heinrichs J. H., Lim J.S. (2003) “Integrating web-based data mining tools with business
models for knowledge management”, Decision Support Systems 35 (2003). postulated
three unique prerequisites for sustaining competitive edge. According to them, these are
good human resource, good learning culture and the use of information technology tools
for effective knowledge management

 Khare, Pankaj, Saxena, Anurag and Garg Suresh (2003) Knowledge Discoveries on Performance
of IGNOU Science Graduates through Data Mining, Indian Journal of Open
Learning.Knowledge Discoveries on Student Support Network in Distance Education:
“Collaboration is the Key”, Paper presented at 17th Annual Conference of Asian Association of
Open Universities, Bangkok, Thailand, 12-14 November 2003.

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 Khare, Pankaj, Saxena, Anurag and Garg Suresh (2004) Performance Analysis of
IGNOU Science Students in Theory Courses through Data Mining, Indian Journal of
Open Learning,

 Davenport (1999) relates KM activities with some intermediate activities that affect financial
results. Progress in KM activities affects the project performance measurements, indicators of the
capacity of employees to carry out tasks related to knowledge, and finally, the generation of
ideas and innovations.

 Firestone (2001) proposes an intuitive approach to clarify the relation between KM,
corporate objectives and benefits. He suggests an abstract model called ‘‘benefit global
estimation’’. In this model, Firestone (2001) explain that in order to estimate the benefit
of a KM program, the conceptual perspective is needed, including the using the right
tools and approaches. Besides that, in order to relate KM programs and firm performance,
the previous analysis of corporate objectives and business processes is required which in
this situation; KM is business processes that can help firms reach their goals. Knowledge
management can be seen in two perspectives which are in term of technology and approach.
The technological knowledge results as the collection of pieces of information and knowledge
owned by a variety of parties, and then requires, to be developed, the combination of external
learning processes (e.g. learning by imitation and learning by interaction) with internal

 (According to Cohen, W.M. and Levinthal, D.A. (1990), absorptive capacity is an ability of a
firm to recognize the value of new external information, assimilate it, and apply it to commercial
ends is critical to its innovative capabilities. It’s a function of the firm’s prior knowledge. It is
depends on transfers of knowledge across environmental boundaries and across subunits. The
gatekeepers help transfer info across boundaries and more gatekeepers are needed in turbulent
environments to increase reception of new ideas.

JUSTIFICATION OF THE TOPIC SELECTED

The topic was selected after a through analysis of the scope of the project, as Performance and
the effect of KM on the employee and human resources management. An organization depends
on its people and processes.

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When change occurs within your institution, people need help shifting from familiar habits to the
new behaviors. We build comfortable patterns in our daily routine as we seek stability and
familiarity. Sometimes we linger with these routines longer than we should, even when a better
or easier solution available.

SCOPE OF STUDY

The study was collected at the institutions, Dehradun and the data regarding KM was collected
from the employee and based on their guidelines. The data collected is purely in the form of
primary type. Questionnaires were done to carry out the survey.

UTILITY

The project scope is to carry out a through analysis of the effects of the KM on the employee’s
performance in the institutions. As the data was collected from the primary source and the cross
evaluation done by the peers, supervisors and the employees himself and henceforth the validity
and the actual usage is justified.

Findings

Graph showing the age of respondents:

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age 20-25 26-30 31-35 36-40 41-45 46-50 50&above

No. of 0 0 0 1 3 18 28
employees

no.of employee

0,1,0%
2% 3, 6%
20-25
26-30
31-35
18, 36% 36-40
28, 56% 41-45
46-50
50&above

Graph showing the years of experience of the respondents

Year 0-5 6-15 16-25 26-30 30&above

No. of 0 1 17 20 12
employee

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no.of employee

0, 0%

12, 24% 1, 2%
17, 34% 0-5
15-Jun
16-25
26-30
30&above
20, 40%

QUESTIONS

1. Do you feel you are doing the job according to your job profile?

Answer Yes no Cant say

No. of employee 45 5 0

no.of employee

5, 10% 0, 0%

yes
no
cant say

45, 90%

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Inferences: From the above table and chart we can say that 90% of the respondents agrees that
they are doing the job according to their job profile while the 10% disagree.

2. Do you finish every work assigned to you within the time limit?

Answer always sometimes never

No.of employee 42 8 0

no.of employee

sometimes, 8, never, 0, 0%
16%
always
sometimes
never

always, 42, 84%

Inferences: From the above table and chart we can say that 84% of respondents always finishes
every work assigned to them within the time limit, while 16% sometime complete their work in
time.

3. Do you require the guidance from your superior?

Answer always sometimes never

No.of employee 1 45 4

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NO OF EMPLOYEE

,1,0%
2%
4, 8%
ALWAYS
NO
NEVER
45, 90%

Inferences: From the above table and chart it is clear that 90% of respondents sometimes need
guidance from their superiors while 8% never need any guidance from their superior.

4. Do you feel you need training to perform your work?

answer yes no Cant say

No. of employee 14 36 0
no.of employee

0, 0%

14, 28%

yes
no
cant say

36, 72%

Inferences: From the above table and chart we can say that 28% of respondents agrees that the
type of work they were performing at the time of their joining and today is the same while 72%
respondents disagree to the statement.

5. Does knowledge management helpful in individual’s career development?

answer yes no Cant say

42 1 7

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no.of employee

7, 14%

1, 2%

yes
no
cant say

42, 84%

Inferences: From above its clear that 84% believes that knowledge management is helpful in
individual’s career development while only 2% disagreed to the statement.

6. Does IT play a part in sharing knowledge in this organization?

answer yes no Cant say

No.of employee 46 1 2

no.of employee

2, 4%
1, 2%

yes
no
cant say

46, 94%

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Inferences: From the above table and chart we can say that 94% of the respondents agrees that
IT plays a part in sharing knowledge while 2% disagreed and 4% didn’t answered.

7. How knowledge is shared among different departments of this organization?

answer Formal meeting Informal meeting

No.of employee 42 17

0, 0%

answer
no.of employee

42, 100%

Inferences: Looking to above graph it can be said that 42 respondents feel that knowledge is
shared among different departments through formal meetings whereas 17 says that informal
meetings is the way to share knowledge.

8. Do you undertake additional personal efforts to enhance your knowledge level

and improve your competency?

Answer invariable frequently rarely never

No.of 13 36 1 1
employee

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no.of employee

1, 2%
1, 2%
13, 25%

invariable
frequently
rarely
never

36, 71%

Inferences: From above its clear that 13 employees invariably undertake additional personal
efforts to enhance their knowledge level and improve their competency, 36 take frequently, 1
take rarely and 1 never take any personal efforts to enhance their knowledge level and improve
their competency.

9. KM plays a significant role in improving the quality of service

Answer Strongly agree agree disagree Strongly

disagree

No of employee 26 20 0 0

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0, 0%

answer
no.of employee

26, 100%

Inferences: From the above table and graph 26 employees strongly agreed that KM plays a
significant role in organizational development and 20 respondents agreed to the above statement.

10. With the exception of Information Technology and Electronic Document Preparation, please
indicate the subject with the highest percentage of students who produce assignments using ICT
related tools and resources. Specify Subject:___________________________________

0-25% 26%-50% 51%-75% 76%-100%

Word 2 20 15 13
processor

Spreadsheet 15 7 5 23

Database 0 16 12 22

PowerPoint 2 20 5 23

publisher 14 10 15 11

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0-25%

0, 0% 2, 6%

Databases
14, 42%
Word processor
Spreadsheet
PowerPoint
15, 46%
Publisher

2, 6%

Inferences: From above its clear that 15 student are using spreadsheet for their assignment .And
very less student uses database.

11. Please indicate your view on the usefulness of the computer (including
Internet Access) at the following locations:

Not needed Of limited value valuable essential

In a Computer 15 12 3 20
Lab
In class room 12 15 10 13

At teachers home 14 6 10 20

At student home 7 5 23 15

In community 10 17 14 9
library

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Not needed

10, 17%
15, 26%
In a Computer Lab
7, 12% In class room
At teachers home
At student home
In community library
12, 21%
14, 24%

Inferences: From the above table and graph computer lab is used 26 % to enhance the work
skills of the employees. At home computers are used very less by the employee i.e. 12%

HYPOTHESIS FORMULATION
Hypothesis # 1:-

This research shows the relation between the knowledge management and its impact on
the competency level of employee in the educational institutions

Ho: There is no relationship between knowledge management and effect on competency

of employees.

H1: There is relationship between knowledge management and effect on competency of

employees.

Hypothesis # 2:-

This research shows the relationship between knowledge management and its impact on
performance of employee.

Ho: There is no relationship between knowledge management and its impact on

performance of employee.

H1: There is relationship between knowledge management and its impact on performance
of employee.

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conclusion
 Employee of institutions believe that they are doing the job according to their
job profile. They finish every work assigned to them within the time limit, which
shows that they are competent, though many of them need guidance from their
superiors sometimes.

 Few believe that they need training to perform their job which is contradicting
to their competency level, since the type of type of work they were performing at
the time of their joining and today have changed.

 Many admitted that competency mapping helps them to do manpower planning.

 Knowledge is critical for this organization

 Formal meetings are the major sources of knowledge in this organization

informal meeting and chats are also alternative for knowledge sharing.

 An excellent IT infrastructure exists in this organization. E-mail and intranet is

the major source of sharing knowledge in the company as far as IT is concerned.
Electronic media plays a significant role in networking of knowledge in this
organization.

 Knowledge is exploited to the adequate extent in this organization. Majority of

employees frequently undertakes additional personal efforts to enhance their
knowledge level as quest for knowledge is there in the employees.
 Though employees frequently share their learning with their colleagues after
attending seminars or training but it is in a non regular manner through informal
chats. It is not institutionalized but can be structured in a proper manner as scope is
there.
 Some of the major cultural barriers are “Indifference of people towards
developmental processes”, and “Lack of open mindedness”.

 Major outcomes out of the implementation of Knowledge Management can be

Improving quality, Improving delivery, Better decision making, Intellectual
property rights management and cost reduction etc.

 “Lack of understanding of KM and its benefits.” and “Lack of top management

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commitment to KM” are the biggest hurdle in effective implementation of KM in

company. Majority of employees believe that the organizational culture is
supportive to KM and Critical technical knowledge is given more preference in
your organization.

 Majority of employees agree with Knowledge created is being captured in their

organization up to some extent.

LIMITATIONS
Limitations are the constraints that are being faced through the study. These
were certain hindrances that hindered the progress of the study. Every study faces
certain limitations that are the obstacles faced during the study but as the
management thesis is yet to be made the true limitations are not found. But there
are few limitations that can be judged in advance .they are given below:

1. Time Constraints:
Time constraint or the time limit is the main problem faced in making the
Thesis. Any thesis would require a long time period for the thorough study
but we are restricted to a time foundation.

2. Restricted Area:
Another problem is that our study or the survey area is limited to the
boundaries of Dehradun. As we have the collage schedule also running and
we have been given two months time to complete this we are able to cover
Dehradun only.

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3. Possibility of Sampling Error:

There can be the possibility or chance of any sampling error. This can be one
of the Limitations of the study.

4. Ignorance:
Another problem that was faced was the ignorance of the people. People
ignore giving data required for the study in reference to the organization

SUGGESTIONS
 In this organization competency mapping must be regularly done in order to
check the competency level of the employees.

 Since many of the employees are performing different jobs to what they were
doing at the time of their joining they need training to perform the new work
allotted them.

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 There is an acute need of a structured knowledge management system in order

to preserve and maintain the knowledge status in the company. In order to move in
a unified path for leveraging the knowledge, it is important to link these nodes of
knowledge in structured form of “Knowledge Management”.

 Different sources of knowledge acquisition must be encouraged among the

employees.

 Linkages of one’s Key Result Area with Knowledge Management

implementation should be done.

 There is need for the support from the top management since it is considered a
major hurdle in effective knowledge management implementation and the
employees must also be made aware of importance of knowledge management
system.

 For sure and systematic implementation of KM, organization should explore

possibility of implementation of KM through some certified (accrediting) agency.

 As there is an excellent IT network in this organization so it should be utilized

efficiently for KM implementation through usage of some standard KM
applications (soft wares).

 Some motivation should be given to the employees so that they take interest in
knowledge enhancement and management.
BIBLIOGRAPHY

 http://www.anu.edu.au/careers,2008.
 www.google.com
 www.wikipedia.com

 Addicott, Rachael; McGivern, Gerry; Ferlie, Ewan (2006). "Networks, Organizational

Learning and Knowledge Management: NHS Cancer Networks". Public Money &
Management 26 (2): 87–94. doi:10.1111/j.1467-9302.2006.00506.x.
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=889992.

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 Alavi, Maryam; Leidner, Dorothy E. (2001). "Review: Knowledge Management and

Knowledge Management Systems: Conceptual Foundations and Research Issues". MIS
Quarterly 25 (1): 107–136. doi:10.2307/3250961. http://web.njit.edu/~jerry/CIS-
677/Articles/Alavi-MISQ-2001.pdf.

 Andrus, D. Calvin (2005). "The Wiki and the Blog: Toward a Complex Adaptive
Intelligence Community". Studies in Intelligence 49 (3). http://ssrn.com/abstract=755904.

 Bontis, Nick; Choo, Chun Wei (2002). The Strategic Management of Intellectual Capital
and Organizational Knowledge. New York:Oxford University Press. ISBN 019513866X.
http://choo.fis.toronto.edu/OUP/.

 Capozzi, Marla M. (2007). "Knowledge Management Architectures Beyond

Technology". First Monday 12 (6).
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/1871/1754.
 http://foba.lakeheadu.ca/serenko/papers/Serenko_Bontis_JKM_MetaAnalysis_Published.
pdf.

ANNEXURE
A QUESIONNAIRE ON STUDY OF KNOWLEDGE MANAGEMENT

PERSONAL INFORMATION

 Department…………………………………………………

 Designation: ……………………………………………….

 Gender: ……………………………………………………

 Age:

20-25 ( )
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26-30 ( )

31-35 ( )

36-40 ( )

41-45 ( )

46-50 ( )

50 & above ( )

EDUCATIONAL QUALIFICATION:

stream graduate Post graduate doctorate

Science
Commerce
Arts
Engineering
Management
research

QUESTIONS

1. Do you feel you are doing the job according to your job profile?

 Yes [ ]

 No [ ]

 Can’t Say [ ]

2. Do you finish every work assigned to you within the time limit?

 Always [ ]

 Sometimes [ ]
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 Never [ ]

3. Do you require the guidance from your superior?

 Always [ ]

 Sometimes [ ]

 Never [ ]

4. Do you feel you need training to perform your work?

 Yes [ ]

 No [ ]

 Can’t Say [ ]

5. Do you feel the type of work you were performing at the time of your
joining and today is the same?

 Yes [ ]

 No [ ]

 Can’t Say [ ]

6. Does knowledge management helps you to do manpower planning?

 Yes [ ]

 No [ ]

 Can’t Say [ ]

7. Knowledge is critical for your kind of organization?

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 Yes [ ]

 No [ ]

 Can’t Say [ ]

8. What are the sources of knowledge in this organization?

 Reports and journals [ ]

 Meetings and group discussions [ ]

 Experience of the incidence sharing [ ]

 Others [ ]

9. How knowledge is shared among different departments of this institute?

 Formal meetings [ ]

 Informal meetings/chat [ ]

10. What is the current status of knowledge management in your organization?

 Not in existence at all [ ]

 Nascent stage [ ]

 Introduction stage [ ]

 Growth stage [ ]

11. Does IT play a part in sharing knowledge in this organization?

 Yes [ ]

 No [ ]

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 Can’t Say [ ]

12. Do you undertake additional personal efforts to enhance your knowledge

level and improve your competency?

 Invariably [ ]

 Frequently [ ]

 Rarely [ ]

 Never [ ]

13. Do you share your learning with your colleagues?

 Invariably [ ]

 Frequently [ ]

 Rarely [ ]

 Never [ ]

14. Which one is the biggest cultural barrier in knowledge management in

organization?

 ‘I am in position’ attitude [ ]

 Indifference of people towards developmental processes [ ]

 Lack of significance and recognition to ‘knowledge sharing’ [ ]

 Lack of open mindedness [ ]

15. How significant is the role that effective KM can play in achieving the best
result w.r.t the following in company?
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 Improving competitive advantage 1 2 3 4 5

 Innovations 1 2 3 4 5

 Employee development. 1 2 3 4 5

 Better decision-making. 1 2 3 4 5

 Faster response to key business issues. 1 2 3 4 5

16. What is the biggest hurdle in effective implementation of KM in

organization?

 Changing people’s behavior from knowledge hoarding to knowledge

sharing. [ ]

 Lack of understanding of KM and its benefits. [ ]

 Justifying the use of scarce resources for KM. [ ]

 Lack of top management commitment to KM. [ ]

 Overcoming technological limitations. [ ]

 Attracting & retaining talented people. [ ]

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