Reference No: KLL-FO-ACAD-000 | Effectivity Date: August 3, 2020 | Revisions No.

: 00

VISION MISSION
A center of human development committed to the pursuit of wisdom, truth, Establish and maintain an academic environment promoting the pursuit of
justice, pride, dignity, and local/global competitiveness via a quality but excellence and the total development of its students as human beings,
affordable education for all qualified clients. with fear of God and love of country and fellowmen.

GOALS
Kolehiyo ng Lungsod ng Lipa aims to:
1. foster the spiritual, intellectual, social, moral, and creative life of its client via affordable but quality tertiary education;
2. provide the clients with reach and substantial, relevant, wide range of academic disciplines, expose them to varied curricular and co-curricular
experiences which nurture and enhance their personal dedications and commitments to social, moral, cultural, and economic transformations.
3. work with the government and the community and the pursuit of achieving national developmental goals; and
4. develop deserving and qualified clients with different skills of life existence and prepare them for local and global competitiveness

INTRODUCING KNOWLEDGE MANAGEMENT

Knowledge management is essentially about getting the right knowledge to the right
person at the right time. This in itself may not seem so complex, but it implies a strong tie
to corporate strategy, understanding of where and in what forms knowledge exists,
creating processes that span organizational functions, and ensuring that initiatives are
accepted and supported by organizational members. Knowledge management may also
include new knowledge creation, or it may solely focus on knowledge sharing, storage,
and refinement.

KNOWLEDGE, INFORMATION AND DATA

Defining Knowledge, Information, Data

Before one can begin to talk about knowledge management (KM), one must start by
clearly defining the meaning of the word "knowledge". It is important to understand what
constitutes knowledge and what falls under the category of information or data.
Unfortunately, this is a more difficult task than may be apparent at first. Within everyday
language, within specific fields, and even within the same disciplines, the word
"knowledge" often takes on a variety of meanings.

Perspectives on Knowledge, Information, Data

In everyday language we use knowledge all the time. Sometimes we mean knowhow,
while other times we are talking about wisdom. On many occasions we even use it to
refer to information. Part of the difficulty of defining knowledge arises from its relationship
to two other concepts, namely data and information. These two terms are often regarded
as lower denominations of knowledge, but the exact relationship varies greatly from one
example to another.
Within more technologically oriented disciplines- particularly involving information
systems- knowledge is often treated very similarly to information. It is seen as something
one can codify and transmit, and where IT plays a pivotal role in knowledge sharing. For
instance, the encyclopedia at fact-archive.com defines it as: "information that has a
purpose or use."
This kind of simplistic view of knowledge was particularly widespread during the 90s when
information technology became increasingly more common. However even today, some

Marawoy, Lipa City, Batangas 4217 | https://www.facebook.com/KLLOfficial/

KM systems are little more than information management systems using knowledge as a
virtual synonym for information.
To illustrate, Theirauf (1999) defines the three components as follows: data is the lowest
point, an unstructured collection of facts and figures; information is the next level, and it
is regarded as structured data; finally, knowledge is defined as "information about
information".
However, increasingly one sees definitions that treat knowledge as a more complex and
personal concept that incorporate more than just information. The Longman online
dictionary has one definition that begins to approach the way that knowledge is usually
regarded within KM. It states "the information, skills, and understanding that you have
gained through learning or experience." Although still closely associated with information,
concepts like skills, understanding, and experience begin to surface.

Defining Data, Information, and Knowledge

Data: Facts and figures which relay something specific, but which are not organized in
any way and which provide no further information regarding patterns, context, etc. I will
use the definition for data presented by Thierauf (1999): "unstructured facts and figures
that have the least impact on the typical manager."

Information: For data to become information, it must be contextualized, categorized,

calculated and condensed (Davenport & Prusak 2000). Information thus paints a bigger
picture; it is data with relevance and purpose (Bali et al 2009). It may convey a trend in
the environment, or perhaps indicate a pattern of sales for a given period of time.
Essentially information is found "in answers to questions that begin with such words as
who, what, where, when, and how many" (Ackoff 1999).
IT is usually invaluable in the capacity of turning data into information, particularly in larger
firms that generate large amounts of data across multiple departments and functions. The
human brain is mainly needed to assist in contextualization.

Marawoy, Lipa City, Batangas 4217 | https://www.facebook.com/KLLOfficial/

Knowledge: Knowledge is closely linked to doing and implies know-how and
understanding. The knowledge possessed by each individual is a product of his
experience and encompasses the norms by which he evaluates new inputs from his
surroundings (Davenport & Prusak 2000). I will use the definition presented by Gamble
and Blackwell (2001), based closely on a previous definition by Davenport & Prusak:
"Knowledge is a fluid mix of framed experience, values, contextual information,
expert insight, and grounded intuition that provides an environment and framework
for evaluating and incorporating new experiences and information. It originates
and is applied in the mind of the knowers. In organizations it often becomes
embedded not only in documents or repositories, but also in organizational
routines, practices and norms."
In order for KM to succeed, one needs a deep understanding of what constitutes
knowledge. Now that we have set clear boundaries between knowledge, information, and
data, it is possible to go one step further and look at the forms in which knowledge exists
and the different ways that it can be accessed, shared, and combined.
The Different Types of Knowledge
Understanding the different forms that knowledge can exist in, and thereby being able to
distinguish between various types of knowledge, is an essential step for knowledge
management (KM). For example, it should be fairly evident that the knowledge captured
in a document would need to be managed (i.e. stored, retrieved, shared, changed, etc.)
in a totally different way than that gathered over the years by an expert craftsman.
Over the centuries many attempts have been made to classify knowledge, and different
fields have focused on different dimensions. This has resulted in numerous classifications
and distinctions based in philosophy and even religion.
Within business and KM, two types of knowledge are usually defined, namely explicit and
tacit knowledge. The former refers to codified knowledge, such as that found in
documents, while the latter refers to non-codified and often personal/experience-based
knowledge.
KM and organizational learning theory almost always take root in the interaction and
relationship between these two types of knowledge. This concept has been introduced
and developed by Nonaka in the 90's (e.g. Nonaka 1994) and remains a theoretical
cornerstone of this discipline. Botha et al (2008) point out that tacit and explicit knowledge
should be seen as a spectrum rather than as definitive points. Therefore, in practice, all
knowledge is a mixture of tacit and explicit elements rather than being one or the other.
However, in order to understand knowledge, it is important to define these theoretical
opposites.
Some researchers make a further distinction and talk of embedded knowledge. This way,
one differentiates between knowledge embodied in people and that embedded in
processes, organizational culture, routines, etc. (Horvath 2000). Gamble and Blackwell
(2001) use a scale consisting of represented-embodied embedded knowledge, where the
first two closely match the explicit-tacit.
Without question, the most important distinction within KM is between explicit and tacit
knowledge. However, the embedded dimension is a valuable addition, since the
managerial requirements for this type of knowledge are quite different.

Marawoy, Lipa City, Batangas 4217 | https://www.facebook.com/KLLOfficial/

Below, presented an overview of these three categories, as well as a short discussion on
the way knowledge management systems (KMS) can/cannot be used to manage them.

1. Explicit Knowledge
This type of knowledge is formalized and codified and is sometimes referred to as
know-what (Brown & Duguid 1998). It is therefore fairly easy to identify, store, and
retrieve (Wellman 2009). This is the type of knowledge most easily handled by
KMS, which are very effective at facilitating the storage, retrieval, and modification
of documents and texts.

From a managerial perspective, the greatest challenge with explicit knowledge is

similar to information. It involves ensuring that people have access to what they
need; that important knowledge is stored; and that the knowledge is reviewed,
updated, or discarded.

Many theoreticians regard explicit knowledge as being less important (e.g. Brown
& Duguid 1991, Cook & Brown 1999, Bukowitz & Williams 1999, etc.). It is
considered simpler in nature and cannot contain the rich experience-based
knowhow that can generate lasting competitive advantage.

Although this is changing to some limited degree, KM initiatives driven by

technology have often had the flaw of focusing almost exclusively on this type of
knowledge. As discussed previously, in fields such as IT there is often a lack of a
more sophisticated definition. This has therefore created many products labeled
as KM systems, which in actual fact are/were nothing more than information and
explicit knowledge management software.

Explicit knowledge is found in: databases, memos, notes, documents, etc. (Botha
et al. 2008)

2. Tacit Knowledge
This type of knowledge was originally defined by Polanyi in 1966. It is sometimes
referred to as know-how (Brown & Duguid 1998) and refers to intuitive, hard to
define knowledge that is largely experience based. Because of this, tacit
knowledge is often context dependent and personal in nature. It is hard to
communicate and deeply rooted in action, commitment, and involvement (Nonaka
1994).

Tacit knowledge is also regarded as being the most valuable source of knowledge,
and the most likely to lead to breakthroughs in the organization (Wellman 2009).
Gamble & Blackwell (2001) link the lack of focus on tacit knowledge directly to the
reduced capability for innovation and sustained competitiveness.

KMS have a very hard time handling this type of knowledge. An IT system relies
on codification, which is something that is difficult/impossible for the tacit
knowledge holder.

Marawoy, Lipa City, Batangas 4217 | https://www.facebook.com/KLLOfficial/

 Using a reference by Polanyi (1966), imagine trying to write an article that would
accurately convey how one reads facial expressions. It should be quite apparent
that it would be near impossible to convey our intuitive understanding gathered
from years of experience and practice. Virtually all practitioners rely on this type of
knowledge. An IT specialist for example will troubleshoot a problem based on his
experience and intuition. It would be very difficult for him to codify his knowledge
into a document that could convey his know-how to a beginner. This is one reason
why experience in a particular field is so highly regarded in the job market.

The exact extent to which IT systems can aid in the transfer and enhancement of
tacit knowledge is a rather complicated discussion. For now, suffice it to say that
successful KM initiatives must place a very strong emphasis on the tacit
dimension, focusing on the people and processes involved, and using IT in a
supporting role.

Tacit knowledge is found in: the minds of human stakeholders. It includes cultural
beliefs, values, attitudes, mental models, etc. as well as skills, capabilities and
expertise (Botha et al 2008). On this site, I will generally limit tacit knowledge to
knowledge embodied in people and refer separately to embedded knowledge (as
defined below), whenever making this distinction is relevant.

3. Embedded Knowledge

Embedded knowledge refers to the knowledge that is locked in processes,

products, culture, routines, artifacts, or structures (Horvath 2000, Gamble &
Blackwell 2001). Knowledge is embedded either formally, such as through a
management initiative to formalize a certain beneficial routine, or informally as the
organization uses and applies the other two knowledge types.
The challenges in managing embedded knowledge vary considerably and will
often differ from embodied tacit knowledge. Culture and routines can be both
difficult to understand and hard to change. Formalized routines on the other hand
may be easier to implement and management can actively try to embed the fruits
of lessons learned directly into procedures, routines, and products.

Marawoy, Lipa City, Batangas 4217 | https://www.facebook.com/KLLOfficial/

 IT's role in this context is somewhat limited but it does have some useful
applications. Broadly speaking, IT can be used to help map organizational
knowledge areas; as a tool in reverse engineering of products (thus trying to
uncover hidden embedded knowledge); or as a supporting mechanism for
processes and cultures. However, it has also been argued that IT can have a
disruptive influence on culture and processes, particularly if implemented
improperly.

Due to the difficulty in effectively managing embedded knowledge, firms that

succeed may enjoy a significant competitive advantage.

Embedded knowledge is found in: rules, processes, manuals, organizational

culture, codes of conduct, ethics, products, etc. It is important to note, that while
embedded knowledge can exist in explicit sources (i.e. a rule can be written in a
manual), the knowledge itself is not explicit, i.e. it is not immediately apparent why
doing something this way is beneficial to the organization.

SOURCE: Knowledge Management System and Practices: A Theoretical and Practical Guide for Knowledge Management in Your
Organization by Emil Hajric

Marawoy, Lipa City, Batangas 4217 | https://www.facebook.com/KLLOfficial/