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An Assessment of the Readiness for Knowledge Management in the Western Cape Department of Economic Affairs, Agriculture and Tourism
A Research Report
presented to
The Graduate School of Business
University of Cape Town
in partial fulfilment of the requirements for the
Masters of Business Administration Degree
by
Shanil Haricharan and Roland Moollan
November 2001
Supervisor: Mr Kurt April
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ACKNOWLEDGEMENTS
This report is not confidential. The Graduate School of Business may use it freely.
Our heartfelt thanks to our spouses, Hanne and Nichola, and baby Milan for their love support
and understanding.
We wish to thank Dr Harold Wesso, project sponsor, Alex van Breda, Nicollete Fielies, and
Lucinda Williams from the Department of Economic Affairs, Agriculture and Tourism for
their co-ordination of the research project in their department. We also thank the senior
managers who participated in the interviews, and all the staff members who completed the
questionnaire. We appreciate their time and valuable insights into this research.
We are grateful to Associate Professor Trevor Wegner for his valuable advice on the data
analysis.
We are greatly indebted to Kurt April for his insightful comments and guidance on the subject
of knowledge management.
We certify that this report is our own work and all references are accurately reported.
signed:
SHANIL HARICHARAN ROLAND WILLIAM MOOLLAN
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An Assessment of the Readiness for Knowledge Management in the Western Cape
Department of Economic Affairs, Agriculture and Tourism
ABSTRACT
The knowledge-intensive economy implies a need for faster adaptation to an accelerated
change in the environment of public policies and service delivery. The Department of
Economic Affairs, Agriculture and Tourism (DEAAT), in the Provincial Government:
Western Cape, is responsible for the implementation of the Cape Online programme, through
the creation of structures, systems and processes that support e-government.
This research report assesses the knowledge management processes – creation, sharing,
application and retention – in the DEAAT to determine its readiness for knowledge
management initiatives. The research findings indicate an overall moderate level of readiness
for knowledge management with the key inhibitors being the bureaucratic structure and
organisational culture. A framework for the implementation of knowledge management
6 THE INSTITUTIONAL CONTEXT........................................................................................ 37 INFORMATION TECHNOLOGY (IT): ENABLER OR DRIVER ................................................................................. 37
ALIGNMENT OF KNOWLEDGE MANAGEMENT WITH BUSINESS STRATEGY ........................................................ 39
COMMUNITIES OF PRACTICE ............................................................................................................................. 41
7 KNOWLEDGE MANAGEMENT IN THE PUBLIC SECTOR............................................ 42
8 RESEARCH METHODOLOGY.............................................................................................. 45 OBJECTIVES AND HYPOTHESIS.......................................................................................................................... 45
RESEARCH INSTRUMENTS: THEORETICAL UNDERPINNING ............................................................................... 46
SOURCES OF PRIMARY DATA............................................................................................................................ 49
SAMPLING PLAN 50
8.1.1 Sampling Unit Selection ................................................................................................................ 51
INHIBITORS TO KNOWLEDGE MANAGEMENT.................................................................................................... 64
10 ANALYSIS AND DISCUSSION............................................................................................... 65 CONCEPTUAL UNDERSTANDING OF KM............................................................................................................ 65
ALIGNMENT OF KNOWLEDGE MANAGEMENT WITH BUSINESS STRATEGY ........................................................ 66
KM PROCESSES IN THE DEAAT....................................................................................................................... 68
INFORMATION AND COMMUNICATIONS TECHNOLOGY...................................................................................... 74
INTER- AND INTRA- DEPARTMENTAL INFORMATION FLOWS............................................................................. 76
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11 KNOWLEDGE MANAGEMENT FRAMEWORK FOR THE DEAAT.............................. 78 CREATING AWARENESS .................................................................................................................................... 78
14 APPENDICES APPENDIX 1: SOUTH AFRICAN GOVERNMENT'S SUPPORT FOR ICT
APPENDIX 2: WESTERN CAPE PROVINCIAL GOVERNMENT'S POLICY OBJECTIVES
APPENDIX 3: TRADITIONS OF WEDTERN EPISTEMOLOGY
APPENDIX 4: THE KNOWLEDGE MANGEMENT DIAGNOSTIC QUESTIONNAIRE
APPENDIX 5: DEAAT SENIOR MANAGEMENT INTERVIEWS
APPENDIX 6: DATA FROM QUESTIONNAIRES
APPENDIX 7: BOX AND WISKER PLOTS OF QUESTIONNAIRE SCORES
APPENDIX 8: FACTOR ANALYSIS RESULTS
APPENDIX 9: SCREE PLOT
APPENDIX 10: CHI SQUARED STATISTICS
APPENDIX 11: THEMES EMERGING FROM THE FACTOR ANALYSIS
APPENDIX 12: FACTOR ANALYSIS FINDINGS ON THE QUESTIONS ON KNOWLEDGE
CREATION
APPENDIX 13: FACTOR ANALYSIS FINDINGS ON THE QUESTIONS ON KNOWLEDGE SHARING
APPENDIX 14: FACTOR ANALYSIS FINDINGS ON THE QUESTIONS ON KNOWLEDGE
APPLICATION
APPENDIX 15: FACTOR ANALYSIS FINDINGS ON THE QUESTIONS ON KNOWLEDGE
RETENTION
APPENDIX 16: INTERPRETATION OF THE KNOWLEDGE MANAGEMENT SCORES
APPENDIX 17: GUIDELINE FOR CREATING A KNOWLEDGE ASSET
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LIST OF TABLES
Page
TABLE 1: The transition from the industrial society to the knowledge society ......................4 TABLE 2: Readiness Guide Stages of e-government development.........................................13 TABLE 3: Two Types of knowledge .......................................................................................17 TABLE 4: Distinction between Information management and knowledge management .........32 TABLE 5: The plan from the random selection of a stratified sample.....................................44 TABLE 6: Staff number within the various branches ..............................................................45 TABLE 7: The translation of the Likert scales to the rating of the KM processes ..................47 TABLE 8: The response to the survey questionnaire...............................................................51 TABLE 9: The five major factors extracted from the raw data................................................55 TABLE 10: The theme for the factors associated with knowledge creation .............................55 TABLE 11: The theme for the factors associated with knowledge sharing ..............................56 TABLE 12: The theme for the factors associated with knowledge application ........................56 TABLE 13: The theme for the factors that is associated with knowledge retention .................56
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LIST OF FIGURES
Page
FIGURE 1: The benefits of participating in the networked world.............................................3 FIGURE 2: The facets of the Cape on line program..................................................................10 FIGURE 3: Logical peering network diagram for the Cape on line precint ..............................11 FIGURE 4: Framework for analysis ...........................................................................................24 FIGURE 5: Four modes of knowledge conversion....................................................................25 FIGURE 6: Knowledge sharing in organisations ......................................................................27 FIGURE 7: Classification of marketing research data..............................................................39 FIGURE 8: Profile percentage of responses according to job designation................................52 FIGURE 9: Profile percentages of the responses according to years of service........................52 FIGURE 10: The overall results of the Km processes for the DEAAT......................................53 FIGURE 11: The results for KM processes according to years of service & designation...........54 FIGURE 12: A proposed knowledge management framework for the DEAAT ........................72
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1 INTRODUCTION
In the new millennium, economic opportunities will increasingly lie in people and the
knowledge they have, rather than solely in capital or natural resources. Well-educated
societies, skilled labour forces and economic systems that facilitate the acquisition of
knowledge will achieve sustainable economic growth and development. This development
has profound consequences for societies everywhere.
To usher the Western Cape into the 21st century, the Provincial Government: Western Cape
(PGWC) published a White Paper that committed it to preparing the Western Cape for the
knowledge economy. It states that "to participate successfully in the knowledge economy,
firms will need to become increasingly adept at gaining and applying knowledge, as a vital
component of the continual improvement process they must engage in to stay ahead of their
competitors" (DEAAT, 2001a: 19). For its part, the PGWC has launched an ambitious e-
government programme, Cape Online, in its drive to provide interactive online service
delivery to its constituents
Through the 1990s, concepts and practices evolved that highlighted organisational knowledge
as a critical resource, though generally poorly managed. The assumption was that if more
effort were directed to manage the processes of knowledge creation, sharing, retention, and
application, then the result would be improved organisational performance. Several
disciplines have contributed theoretical insights into how knowledge could be managed:
philosophy, epistemology, economics, information science, sociology, and management.
There is a growing need for models, frameworks, methodologies that can help management to
understand the knowledge management (KM) challenges that apply to their contexts.
This research report will attempt to assess the Department of Economic Affairs, Agriculture
and Tourism’s (DEAAT) readiness for knowledge management initiatives in its position as a
key driver of e-government in the Western Cape. The result of this assessment could lead to
greater understanding of the level of knowledge management processes already present in the
Department and a discovery of the inhibitors to these processes.
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This research will contribute to the almost non-existent repository of empirical studies, within
the public sector in South Africa, on knowledge management. This research report, based on
empirical research, in the Department of Economic Affairs, Agriculture and Transport,
utilises a knowledge management diagnostic model, as a quantitative instrument, with the aim
of developing a KM framework. Descriptive data was also obtained from personal interviews
with top management in the DEAAT.
The authors examine responses to critical questions that underpin KM practice, such as: Does
the Department have an explicit definition of knowledge and KM? Are the knowledge
management processes of creation, sharing, application, and retention of knowledge, within
this department aligned to meeting its strategic objectives? What are the relationships and the
implications of leadership, organisational culture, information technology, business strategy,
and knowledge communities, on its knowledge management processes? How will the
DEAAT leverage its knowledge resources in implementing its e-government initiative, Cape
Online?
The answers to these questions come from understanding the nature and types of
organisational knowledge, the flow of knowledge within the organisation, and how new
knowledge is created and leveraged. The above questions highlight the importance of
assessing and understanding an organization's knowledge position, and its existing intellectual
resources. Such an understanding is needed for identifying the inhibitors to KM, and
formulating a knowledge management strategic framework.
The findings of this research indicate that is no common, explicit or accepted description of
knowledge or KM in the Department; their strategic objectives are not explicitly linked to any
knowledge management objectives; the first principal factor from the data analysis
highlighted the theme of organisational culture and interpersonal relationships; and the overall
diagnostic score indicated a moderate level of readiness for knowledge management. The key
inhibitors to KM are the bureaucratic structure and procedures, the command and control
management style, the organisational culture, and rapid technological changes.
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2 THE KNOWLEDGE ECONOMY AND E-GOVERNMENT
The journey toward becoming a knowledge-centric organisation begins with a discussion of
the new global knowledge world, a commitment from the top to use knowledge management
and achieve knowledge superiority, and a discussion of the benefits of being a knowledge-
centric organisation at the individual, organisational and enterprise levels.
The relatively knowledge-intensive service sector produces more than two-thirds of national
income in advanced economies (e.g., USA, Sweden, and Canada), and 57 percent of South
Africa's GDP. Other sectors, such as agriculture, mining and manufacturing are increasingly
dependent on the application of knowledge to increase production (DEAAT, 2001a).
Figure 1: The Benefits of Participating in the Networked World Source: Readiness for the Networked World: A Guide for Developing Countries: Information Technology Group, Harvard University (2001).
• Increases convenience
and choice for consumers
• Extends market reach for
businesses and supports
fair return on goods and
services
• Allows new business
models to develop
New Opportunities
• Streamlines product and
service delivery
• Increases transparency of
operations
• Reduces transaction costs
Eliminates Barriers
Promotes Efficiency
• Provides access to
information to all on the
network
• Overcomes physical and
virtual isolation
• Permits individuals to
become better informed
of government policies
WHAT ARE THE BENFITS OF PARTICIPATING IN THE NETWORKED WORLD?
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To speed the transition from an industrial society, to a society based on the availability and
leverage of knowledge, it is necessary to change and adjust to the key drivers in our global
economy. Table 1 highlights the key changes and impacts on the government that this
change will drive. It represents the change drivers that the PGWC must undergo in order to
give effect to its policy pronouncements.
Industrial Society The Knowledge Society
Effects on the Market • National competition • Competition on price • Standardised products • Mass consumption • Separation of service &
manufacturing industries
• Global competition • Competition on quality • Customised products • Mass customisation • Integration of service &
manufacturing industries
Effects on production
and organisation
• Mass production • Focus on costs and short-
term gains • Job differentiation and
departmentalism • Seniority gives job security • Centralised and
hierarchical management structures
• Well-established routines
• Flexible production • Focus on innovation and
sustainability • Project work and team
work, and multi-skilling • Competence and
imagination gives job security
• Flatter and decentralised management structures
• Constant evolution of new routines and re-scripting of old routines
Effects on the means
of production
• Fixed capital as most important asset
• Manual work • IT as a supportive tool • Individual knowledge • Separated technologies and
infrastructures
• Human capital as most important asset
• Knowledge work • IT as an enabler • Sharing of knowledge • Integrated technologies
and infrastructures
Table 1: The Transition from the Industrial Society to the Knowledge Society: Key Drivers
Source: Adapted from the Department of Economic Affairs, Agriculture and Tourism. (Western Cape Knowledge Economy White Paper, 2001a)
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The knowledge economy therefore involves fundamentally new ways of working, new
management practices, new competencies amongst employees and a new role for government
and its regulatory agencies. So what does this mean for the public sector in South Africa?
The following challenges faces the government in its pursuit to manage knowledge and to
embrace e-government:
To integrate disparate kinds of knowledge from across functional and organisational
boundaries to create real innovations;
To integrate political and administrative knowledge to improve decision-making and
accountability;
To access and internalise non-traditional knowledge (particularly important where roles
are changing and the fundamental knowledge base is shifting and is displacing
foundational knowledge);
To integrate community knowledge into the production of local services;
To define the role of the provincial government in societal learning and knowledge
management for the region as a whole.
Using the main drivers of e-government - service to citizen and business, cost efficiencies,
economic development, and e-communities - activities and service delivery methods must be
reviewed and reshaped. This will allow the government to take advantage of both the
opportunities presented by the information and communication revolution, and to respond to
the changing demands on the Western Cape (such as the expansion of the service sector, its
demand of a workforce with high-level cognitive skills and continuous learning, and
entrepreneurship and innovation) as it seeks to compete in the knowledge economy of the 21st
Century.
Leaders in many developed countries have placed strong emphasis on the potential of e-
commerce to act as an engine of growth. However, it is only relatively recently that South
African government policy makers have begun to look at the potential of applying the tools
and techniques of e-commerce to the tasks of government. What is the national government's
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understanding of e-government? The E-Commerce Green Paper, published by the national
Department of Communication, defines e-government in more specific terms as “government
use of information communication technologies to offer citizens and businesses the
opportunity to interact and conduct business with government … It is about how government
organises itself; its administration, rules, regulations and frameworks set out to carry out
service delivery and to co-ordinate, communicate and integrate processes within itself”
(Department of Communications, 2001:101).
There are numerous success stories in e-government, with Singapore recognised as current best
practice. The US-based, North Carolina state portal is acknowledged as the best e-government
online portal. Great Britain, Australia, as well as Singapore represent examples of the e-
government provision of portals as a single point of entry, internally and externally, for services
from multiple departments. As governments adjust to the concept of a single point of entry,
they are beginning to rethink how they interact with constituents. Rather than organising the
user's experience around departmental or agency boundaries, they are breaking down these
boundaries to organise information and interactions around the user's needs, e.g., according to
“life events” (Harvard Policy Group, 2001).
Deloitte Research (2000) launched a comprehensive global research initiative in 250 state-level
government departments in Australia, Canada, New Zealand, the United Kingdom and the
United States, focusing on their e-government approaches to customer service. These
governments put more staff on the front lines and set up call centres and informational Web
sites. The most common results of these efforts have been easier customer access (experienced
by 83 percent of the governments), more public recognition of the department (63 percent) and
increases in the number of customers served (57 percent).
Studies by the Organisation for Economic Co-operation and Development's (OECD) Public
Management Committee (PUMA), and the comprehensive report by Accenture, the Markle
Foundation and the United Nations Development Programme (UNDP) (2001) show that
developing countries are making huge investments into ICT, implementing e-government
initiatives, and introducing knowledge management techniques in their public sector, with
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innovative examples, such as public kiosks for online transactions in obtaining a variety of
licences and the payment of rates and taxes in Vijayawada, a small town in India.
President Thabo Mbeki has explicitly supported the development of e-government (Sunday
Times, 28/10/01; Business Day, 23/10/01) as well as the wide adoption of information and
communication technology (ICT) in the country (Appendix 1) emphasising the priority of
this sector and the South African government's commitment to harness the potential of ICT's
for development, the President announced, in his State of the Nation address, on the 9th of
February 2001, the establishment of a Presidential Task Force on Information Society and
Development and a National Commission on the Information Society and Development
(ISD).
The Task Force is made up of some of the world's most influential IT leaders, including the
CEO of SAP AG Hasso Plattner, Hewlett-Packard CEO Carly Fiorina, and Rob Lloyd, Cisco
Systems's Europe and Africa President. The central focus of the Task Force is to assist the
SA government in developing an accelerated ISD strategic framework, identifying barriers
and constraints as well as critical resources required in the future. The first meeting of the
Task Force, held in October 2001, represented President Mbeki's first decisive step towards
developing a well co-ordinated ICT strategy.
A number of national government departments have been addressing the issue of the ICT
revolution. This includes the E-Commerce Green Paper published by the Department of
Communications, Electronic Government - The Digital Future IT Policy Framework by the
Department of Public Service and Administration as well as the White Paper on Science &
Technology by the Department of Arts, Culture, Science and Technology.
Furthermore, e-government is an application of the principles of Batho Pele (People First)
White Paper on Transforming Public Service Delivery (1997). The purpose of the Batho Pele
White Paper is to provide a policy framework and a practical implementation strategy for the
transformation of Public Sector delivery. Of the eight principles of Batho Pele, ‘providing
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more and better information’, and ‘increasing openness and transparency’ (DPSA, 1997: 19-
20) have major implications for e-government strategies.
However, e-government is much more than just another vehicle for government-citizen
interaction, and much broader than just e-commerce or e-business for government. The real
power of e-government lies in its transforming character, i.e., to harness information and
communication technology, adopt new approaches to human resources, re-engineer business
processes, in order to optimise the government’s performance in a knowledge-based
economy. For e-government efforts to be effective and sustainable, it is essential that strong
connections between the front- and the back offices be maintained. Otherwise, the front-end
showcases that mask internal chaos will lose its potential for better service delivery.
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THE CAPE ONLINE PROGRAMME
To prepare the people of the Western Cape for the knowledge economy of the 21st Century is
one of the PGWC provincial policy goals. The Department of Economic Affairs, Agriculture
and Tourism (DEAAT) is responsible for the implementation of the Cape Online programme,
which is expected to specifically address this goal, through the creation of structures, systems
and processes that support e-government. The DEAAT is focusing on the use of ICT to
improve the efficiency and effectiveness government services delivery, and to promote co-
operation and collaboration in the development and operation of ICT between all sectors.
The Knowledge Economy and E-Government (KEE-G) centre, currently in the establishment
phase, will give effect to the Cape Online strategy. This strategy has been designed as a result
of detailed investigation and research, during February-May 2001, into the opportunities that
exist for moving the PGWC forward into the knowledge economy. Currently, the PGWC has
68 000 employees, of which only 7% have access to email (DEAAT, 2001b).
The Cape Online Programme spans the entire PGWC, as well as national government
departments (e.g., Communications, Education, Trade and Industry), parastatals (e.g.,
Telkom) and organizations (e.g., UUNET, City of Cape Town, Wesgro, Bridges. For most
part, its customers would be the citizens in the Western Cape, staff members within the
PGWC, as well as other departments, and institutions to whom they provide a service.
The proposed internal core projects: Cape View, Cape Change, Cape Net, Cape Gateway, and
Cape Procure contribute toward the fulfilment of the requirements of the policy objectives of
the Province, both at the macro level and at the departmental level (Appendix 2).
Furthermore, its potential external role in the development of the ICT industry, supporting
online communities, such as Elsenburg, and ICT skills development is part of its strategy.
These facets of the Cape Online programme are illustrated in Figure 2 below.
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ICT SectorDevelopment
OnlineCommunities
Khanya,Elsenburg
ICT tertiaryskillsdevelopment
ICT forcommunities
CORE INTERNAL INITIATIVES
Cape Gateway
Cape Change Cape Net
Cape View
VISION: To develop an innovative environment that facilitates a competitive knowledge-based economy that uplifts the economy and enhances the quality of life for our people
MISSION: Enabling government to harness the capabilities of the Internet, to grow the appropriate use of ICT, increase internal efficiencies and provide a better service to its citizens as a pathway to e-Government
Externalinitiatives
Figure 2: Facets of the Cape Online ProgrammeSource: Adapted from the Department of Economic Affairs, Tourism and Agriculture. Cape OnlineProgramme Discussion Document Version 3. 2001b
The overall timeline for the Cape Online development projects are three years. This is an
approximate timeline, as projects will be constantly evaluated by the Knowledge Economy
and E-Government (KEE-G) Centre in the PGWC, against the targets set by the Cape Online
strategy and programme plan, as well as specific criteria to be established when appropriate.
A number of Cape Online projects will evolve into operational entities. On completion of the
first development cycle of these entities or products it will be considered by the KEE-G
Centre for adoption.
The PGWC has approved the business plan of Cape Gateway, one of the core projects. It
aims at creating an e-government portal where all users - citizens and business - will be able
to access all government information from a single point - a virtual and physical gateway to
the Cape. Currently an e-government portal template is under consideration by all the
departments in the PGWC. The launch of the portal is planned for the second half of 2002.
The government does not provide any online services at this point.
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Cape Net is a project with the goal to create a regional parastatal peering network or exchange
point (also referred to as a network precinct). This network would enable inter-government
organisational data exchange to bypass the commercial Internet networks. This project hopes
to see a capability within the government to develop and grow a viable precinct, which will
begin with parastatal organisations. Currently, there are discussions with the role players in
the ICT sector on the modalities of the network precinct.
SITA
PGWC
UUNET
InternetSolutionsDidata
Telkom
Unicity Tenet HEIST
CINX - Cape
Internet Exchange Point
Commercial Internet Provincial Govt. Peering Network Private Commercial Peering
Figure 3: Logical peering network diagram for the Cape Online Precinct
Source: Department of Economic Affairs, Tourism and Agriculture. Cape Online Programme Discussion Document Version 3. 2001b
As the government strives towards fulfilling its role in the building of the knowledge
economy, the internal and external changes in technology, structures, processes, and the
nature of day-to-day work will change. In order to facilitate the success of this process, it is
essential to educate, promote and adapt internal role players across the organisation.
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This requires the organisation to address both its own internal operations, as well as the way
in which its services are delivered to its customers. It is anticipated that the online projects at
the PGWC will have a high impact on all business processes, and the job descriptions of
every employee, especially from a skills perspective. Concern from the KEE-G and other
stakeholders are frequently expressed around the capacity of the organisation to manage the
necessary change.
To this end, Cape Change is a change management project that identifies aspects of PGWC
processes, procedures, mechanisms and structures that will need to change, both to bring into
effect e-government, and those that will become necessary as result of successful e-
government. The project aims to prepare management and administration, as well as all
employees, for the challenges of the networked economy. Aspects of this project will include
workshops, business process analysis, development and delivery of training, restructuring and
integration, organisational development, and one-on-one executive mentoring.
Even though this is considered a crucial underpinning project, that will determine the success
of the other projects, there is no indication that this project is being implemented. In realising
the Cape Change project, it will be important to develop consensus on the change processes
that are necessary in the short- and longer-term, and issues such as job roles, business
processes, education and training, should be addressed with a knowledge management
perspective in mind.
Using the Readiness for the Networked World Guide, designed by the Information
Technologies Group at Harvard University (2001), the PGWC points out that it is presently at
Stage 3 of e-government. Table 2 outlines the key elements for each stage of readiness. The
minimum necessary condition for the development of e-government is access to an adequate
network infrastructure. While the strategy focuses on the importance of citizens and
businesses having access, it acknowledges that it must start with the government itself.
The challenge facing the PGWC is to make the shift from its current inadequate Web site,
which provides modest information to an interactive website or portal that allows the public to
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conduct transactions, e.g., apply for permits, pay taxes, online. Furthermore, they will have to
make online services accessible to the majority of the population that have no access to online
facilities, through innovative initiatives such as public kiosks.
E-Government
Stag
e 1
No Governmental resources are online. There is no awareness of online government, and all dealings between government
and citizens or businesses are in person or paper-based. There is limited information available by phone.
Stag
e 2
A few governmental websites exist, providing basic information, often directed at
parties outside of the community. This information is static and infrequently updated. Some limited interaction with the government is possible by telephone or fax. The government distributes some information about services, procedures, rights and
responsibilities in hard copy.
Stag
e 3
Some governmental agencies post key information on websites, including directories
of services, hours of operation, and downloadable forms. Information is often not kept current and relevant. Transactions take place primarily in person, by fax or by telephone, though electronic
mail may expedite the process. The government manages relationships with some contractors and suppliers online or
with other electronic mediation.
Stag
e 4
All governmental agencies post key information on websites and some have
incorporated the Web into their strategy for interaction with the public. Interactive government websites allow the public to conduct transactions (e.g., apply
for permits, pay taxes) online. Much government procurement and many interactions with suppliers take place
online or with other electronic mediation. Table 2: Readiness Guide Stages of E-Government Development Source: Readiness for the Networked World: A Guide for Developing Countries: Information Technology Group, Harvard University (2001)
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3 PERSPECTIVES ON KNOWLEDGE
Knowledge is widely understood today as a necessary and sustainable source of effectiveness,
efficiency and competitiveness. In an era characterised by rapid change and uncertainty,
successful organisations are those that consistently create new knowledge, disseminate it
through the organisation and embody it in technologies, products and services. Thus
knowledge is displacing capital, natural resources and labour as the basic economic resource
(Drucker, 1995; Nonaka, and Takeuchi, 1995; Davenport, 1999).
In Western philosophy there has been a long tradition to separate the subject who knows from
the object that is known. René Descartes, the 17th century French philosopher and
mathematician, proposed the "Cartesian split" between subject and object, mind and body.
This tradition shaped the disciplines of economics, management and organisation theory,
which has affected managerial thinking about, and approaches to, knowledge for the past two
centuries (Nonaka and Takeuchi, 1995; Fitzgerald, 1995).
Consequently, any understanding of the diverse views of knowledge, as discussed in the
current management and organizational literature, necessitates charting the history of Western
epistemology, i.e., the philosophical enquiry of knowledge (Refer to Appendix 3). This will
enable us to uncover some assumptions about knowledge that underlie organizational
knowledge management.
Knowledge is a broad and abstract notion that has defined epistemological debate in Western
philosophy since the classical Greek era. There has been a long and substantial body of
reflection on the nature of knowledge dating from Aristotle and Plato. There are two
dominant epistemological traditions in Western philosophy: rationalism and empiricism,
which differ on the actual source of knowledge (Nonaka and Takeuchi, 1995). The debate
centred on three major problems: (a) the nature of knowledge, (b) the origin of knowledge,
and (c) the reliability of knowledge.
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The Cartesian dualism lies at the root of Western social sciences, including economics,
management and organisational theory. The modern epistemological tradition is
characterised by philosophies that have attempted to overcome the Cartesian dualism: from
Immanuel Kant and Chester Barnard to Edgar Schein and Peter Drucker.
The point is simply that there are many different types of knowledge and that harnessing,
developing and sharing the different kinds of knowledge require very different tools and
techniques. These different views of knowledge lead to different perceptions of knowledge
management.
Nonaka and Takeuchi (1995: 58) have defined knowledge as "a dynamic human process of
justifying personal belief toward the truth" that increases an entity’s capacity for effective
action. Karl Wigg (in Beckman, 1999: 1-6), one of KM's most prominent advocates, defines
knowledge as "consisting of truths and beliefs, perspectives and concepts, judgements and
expectations, methodologies and know-how." Then, knowledge may be viewed from several
perspectives (1) a state of mind, (2) an object, (3) a process, (4) a condition of having access
to information, or (5) a capability.
Quinn (in Beckman, 1999: 1-4) refer to knowledge as "declarative (know-about or knowledge
by acquaintance), procedural (know-how), causal (know-why), conditional (know-when), and
relational (know-with)." Some authors, most notably in IT literature, address the question of
defining knowledge by distinguishing among knowledge, information, and data. A
commonly held view with sundry minor variants is that data is raw numbers and facts,
information is processed data, and knowledge is authenticated information.
Tuomi (in Alavi and Leidner, 2001) argues that the often-assumed hierarchy from data to
knowledge is actually inverse: knowledge must exist before information can be formulated
and before data can be measured to form information. As such, "raw data" do not exist - the
thought or knowledge processes that led to its identification and collection have already
influenced even the most elementary piece of "data". Thus, knowledge exists which, when
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articulated, verbalized, and structured, becomes information which, when assigned a fixed
representation and standard interpretation, becomes data.
Central to Tuomi's argument is the fact that knowledge does not exist outside of an agent (a
knower): it is indelibly shaped by one's needs as well as one's initial stock of knowledge.
Knowledge is thus the result of cognitive processing triggered by the inflow of new stimuli.
Cognitive complexity is defined as the degree of differentiation of one's constructs system,
and the tendency to construe social behaviour in a multidimensional way. A more cognitively
complex individual has available a more versatile system for perceiving and processing
complex and ambiguous information better than less cognitively complex individuals
(Brooks, in April 2001). How does cognitive complexity aid knowledge creation? By
creatively and thoroughly analysing a situation or problem, they can develop creative ideas
and solutions; and, by considering different points of view, they can understand their
constituents, and related groups.
Information is converted to knowledge once it is processed in the mind of individuals and
knowledge becomes information once it is articulated and presented in the form of text,
graphics, words, or other symbolic forms. A significant implication of this view of knowledge
is that for individuals to arrive at the same understanding of data or information, they must
share a certain knowledge base.
Nonaka (1994) explicated two dimensions of knowledge in organisations: epistemological
(tacit and explicit) and ontological (individual, group, organisational, inter-organisational
levels). The origin of the concepts of tacit and explicit knowledge is from Michael Polanyi,
dating back to the 1960s. Rooted in action, experience, and involvement in a specific context,
the tacit knowledge is comprised of both cognitive and technical elements. The cognitive
element refers to an individual's mental models consisting of mental maps, beliefs, paradigms,
and viewpoints. The technical component consists of concrete know-how, crafts, and skills
that apply to a specific context.
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Explicit knowledge is articulated, codified, and communicated in symbolic form and/or
natural language. An example is an owner's manual accompanying the purchase of an
electronic product. The manual contains knowledge on the appropriate operation of the
product. Table 3 differentiates these two dimensions of knowledge.
An Assessment of the Readiness for Knowledge Management in the Western Cape Department of Economic Affairs, Agriculture and Tourism (DEAAT)
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49. Snowden, D. (1999), “The Principles and Practice of Knowledge Disclosure,” Knowledge IQ
Management, Vol. 1, No. 3, pp. 40-45.
50. Spender, J. C. (1996) "Organizational Knowledge, Learning, and Memory: Three Concepts in
Search of a Theory," Journal of Organizational Change Management, Vol. 9, No. 3, pp. 63-
78.
51. Stewart, T. (2001), “Intellectual Capital: Ten Years Later, How Far We've Come,” Fortune
(Asia), Vol. 143, No. 11, pp. 106 –107.
52. Skyrme, D.J. (1999), “Knowledge Networking: Creating the Collaborative Enterprise,”
Oxford: Butterworth-Heinemann.
53. Yu, D. and Hartman, C. (2000), " Washington's Knowledge Management Pioneer,"
Knowledge Management Review, Vol. 3, No. 1, pp. 14-18.
54. Wegner, T. (2000), "Research Methodology," Cape Town: UCT GSB.
55. Zimmermann, K.A. (1999), ' Knowledge Management in Government,' in J. Liebowitz (ed.),
Knowledge Management Handbook, Florida: CRC Press, pp. 16-1 - 16-10.
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APPENDIX 16 FACTORS EMERGING FROM THE ANLAYSIS OF THE KNOWLEDGE MANAGEMENT PROCESSES 5 Principal Factors were extracted from the data for the questions related to CREATION of knowledge. The Factor Loadings (Eigenvalues) are provided in Appendix 12 The importance factors decrease from F1 to F5
Scores for the Individual Branches
Factor Variable (Question Numbers)
Emergent Theme around the questions
Average score
for the DEAAT
bp pm ca tr
F1 2,4,5 Mentorship and engaging in repositories of knowledge
F3 1 culture and team work 3 3 3 3 3 F4 10 mindshift towards
regarding people as assets 4 4 4 4 4
F5 8,9 access to knowledge 3 3 3 4 4 3 Principal Factors were extracted from the data for the questions related to SHARING of knowledge. The Factor Loadings (Eigenvalues) are provided in Appendix 13 The importance factors decrease from F1 to F3
Scores for the Individual Branches
Factor Variable (Question Numbers)
Emergent Theme around the questions
Average score
for the DEAAT
bp pm ca tr
F1 16,24 interpersonal exchange and value of diversity of ideas 3 3 3 3 3
F3 23,30 support for teamwork and synergy 3 3 3 3 3
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4 Principal Factors were extracted from the data for the questions related to APPLICATION of knowledge. The Factor Loadings (Eigenvalues) are provided in Appendix 14 The importance factors decrease from F1 to F4
Scores for the Individual Branches
Factor Variable (Question Numbers)
Emergent Theme around the questions
Average score
for the DEAAT
bp pm ca tr
F1 33,43 value of individual contributions, teamwork 3 4 3 3 3
F2 32,35,36 allowance for creativity of thought, environment 3 3 2 3 3
F3 37,38 flexibility, promotes the generation of ideas 3 3 2 3 3
F4 31 no hierarchical barriers 3 3 3 3 4 4 Principal Factors were extracted from the data for the questions related to RETENTION of knowledge. The Factor Loadings (Eigenvalues) are provided in Appendix 15 The importance factors decrease from F1 to F4
Scores for the Individual Branches
Factor Variable (Question Numbers)
Emergent Theme around the questions
Average score for
the DEAAT
bp pm ca tr
F1 53,56,57 recognises the importance of tacit knowledge 3 2 2 3 3
F2 47,48,60 access to tools that facilitate retention of knowledge 3 3 4 3 4
F3 58 focus on core competencies 3 3 2 3 3 F4 51,55 easy retrieval of information 3 3 2 3 3
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Eigenvalues (stats_new.sta)Extraction: Principal components
APPENDIX 11 FACTORS EMERGING FROM THE FACTOR ANLAYSIS 16 Principal Factors were extracted from the data. The Factor Loadings (Eigenvalues) are provided in Appendix 9 The importance of the factors decrease from F1 to F16 Factor Variable
(Question Numbers)
Emergent Theme around the questions
Average score
DEAAT bp pm ca tr
F1 33,44,43 organisational culture:
interpersonal relationships; socialisation
3 3 3 3 3
F2 4,5,2 Knowledge specialists,
Updated repositories, People focused technology training
3 3 3 3 4
F3 47,48 information and systems management 3 3 4 3 3
F4 50 people management:
treating them as assets rather than costs
3 3 2 3 3
F5 13,15,58 management of core
processes and measurement of knowledge needs
3 3 2 3 3
F6 60 accessibility to a PC 4 4 4 4 4
F7 16 application of new skills from outside 3 4 2 3 4
F12 28 knowledge behaviour built into appraisal 3 3 1 3 3
F13 11 leadership recognition of the importance of KM 3 3 2 3 3
F14 40 creative (playful) problem-
solving environment
3 3 2 3 3
F15 53 documentation of tacit knowledge 2 2 2 3 3
F16 7 availability of information management systems 4 3 3 4 4
bp = Business Promotion and Tourism ca = Corporate Affairs pm = Property Management and Works tr = Transport and Infrastructure
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FACTORS USED FOR THE COMPARISON OF RESPONSES 10 The 16 Principal Factors were extracted from the data were used to assess the scores for the categorised responses, i.e., according to Years of Service (four levels) and Designation (three levels).
Years of Service Designation Factor
Emergent Theme around
the questions
Ave score
for the DEAAT
<3
4-10
11-15
>15
SenMgt
SenTec Ad
Gen Ad Oth
F1 organisational culture:
interpersonal relationships; socialisation
3 3 3 2 3 3 3 3
F2
Knowledge specialists, Updated repositories,
People focused technology training
3 3 3 3 4 4 3 3
F3 information and systems management 3 3 3 4 3 3 3 3
F4 people management:
treating them as assets rather than costs
3 3 2 2 3 3 3 3
F5
management of core processes and
measurement of knowledge needs
3 3 3 3 3 3 3 3
F6 accessibility to a PC 4 4 4 4 4 4 4 4
F7 application of new skills from outside 3 3 4 3 4 4 3 3
Chi-square df pPearson Chi-square 6.134743 df=8 p=.63214M-L Chi-square 7.054074 df=8 p=.53081Conclusion: No evidence to suggest an association between Designation and Q47
at the 95% confidence level
Summary Frequency Table (stats_new.sta)Table: EXP(4) x Q47(5)
The Eigenvalues flattens rapidly out after Factor 5, implying that these factors are of less significance. Factors 1 to 5 have high loadings implying that they form key themes that emerge from the data. Factor One, has the highest Eigenvalue and therefore explains most of the variation of the responses.
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Eigenvalues (stats_new.sta)Extraction: Principal componentsFACTOR % total Cumul. Cumul.
Interview 1 Mr. P Beets, Director, Transport Administration
[Q1] What do you understand by knowledge management?
KM is not different from the current policies of getting know-how and transferral of that knowledge downward in cascade fashion.
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management?
refer to [Q1]
[Q3] Are your strategic objectives aligned with your knowledge management objectives? Knowledge management would facilitate the achievement of the branch’s strategic objectives.
[Q4] Do your employees have skills to transform data into meaningful information? There are two extremes to knowledge: those with the experiential knowledge but no qualifications and the newly qualified who have no experiential knowledge. There is a need to accelerate the process to be effective. Employees have the ability to transform data into meaningful information but a considerable portion is purely functional.
[Q5] What role does the knowledge, which is present within your branch or function play in creating the department’s organization competencies? Education and training enjoys a good status. Personnel are being developed to become more client service oriented
[Q6] Have you already made your own analysis of the existing knowledge and knowledge processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch? The branch has recently undergone a skills audit and a SWOT analysis. The six directors within the branch are measured on a quarterly basis
[Q7] In which areas of knowledge management is your branch particularly strong? The use and application of knowledge are the branches strong points.
[Q8] Where do you see the nuclei of knowledge management in your department?
There are nuclei of knowledge that lies mainly in the line function of the particular department.
[Q9] Who are the promoters or champions of knowledge management? There are a number of individuals who champion the management of knowledge within the branch.
[Q10] What or who are the inhibitors of knowledge management? There are many knowledgeable people in the branch however the newly appointed staff do not have the skills. The years following the transition saw many experienced personnel leave the department either for better job opportunities or taking the package. The exodus had a detrimental effect on the department and it had to re-build itself. Management is of the opinion that the branch is still suffering.
[Q11] In which knowledge management processes (creation, sharing, application or retention/retrieval) do you see your main problems?
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Creation and sharing of knowledge are perceived to be the main problems in the admin section.
[Q12] Do you know the internal experts in your department and can you contact them easily? Experts within the department are easily contactable.
[Q13] Do you know what projects are in progress in your department at the moment? Management has good information of current major projects within the DEAAT.
[Q14] What information and communications technologies are available to support the different knowledge management processes? The web, posters, flyersand the internet provide good communication (or KM) mechanisms.
[Q15] What are your main ways of acquiring knowledge and which channels do you use often? Channels frequently used for acquisition of knowledge include tertiary institutions (for more formal training); internal occupational training
[Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so? Some employees will be willing to share their tacit knowledge. Others will not be so willing. Some feel intimidated if they share too much of their knowledge – they will eventually lose power and status and will no longer be needed for their knowledge. There is a culture whereby one uses their own knowledge for their own purposes only.
[Q17] Do you have best practices for the core processes in your department? There are operating procedures in place that helps minimise the reliance on tacit knowledge
Interview 2 Mr. J Slabbert, Chief Director, Property Management [Q1] What do you understand by knowledge management?
Knowledge management is inherent in the various line functions and is not necessarily a separate management issue.
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management? There is no formal policy.
[Q3] Are your strategic objectives aligned with your knowledge management objectives? There are no explicit knowledge management objectives but it would facilitate the achievement of the branch’s strategic objectives.
[Q4] Do your employees have skills to transform data into meaningful information? Yes they do but probably not to the same degree throughout all levels.
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[Q5] What role does the knowledge, which is present within your branch or function play in
creating the department’s organization competencies? It is very important.
[Q6] Have you already made your own analysis of the existing knowledge and knowledge processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch? The process whereby the knowledge levels are determined is by the skills audit that was conducted in the year 2000.
[Q7] In which areas of knowledge management is your branch particularly strong? The main strength is the retention of staff with inherent knowledge. There is a good corporate culture within the department.
[Q8] Where do you see the nuclei of knowledge management in your department? There is a nucleus of knowledge within the branch. When knowledgeable people leave the branch there is an anticipated drop in level of service delivery or strategic objectives.
[Q9] Who are the promoters or champions of knowledge management? There are a few individuals who champion the pursuit of knowledge within the branch.
[Q10] What or who are the inhibitors of knowledge management? There is a need for more effective communication mechanisms. Inter-departmental co-operation is a weak point. There is a major lack of communication between certain branches and this is an area for improvement.
[Q11] In which knowledge management processes (creation, sharing, application or retention/retrieval) do you see your main problems? Creation and sharing of knowledge are the main issues in this branch.
[Q12] Do you know the internal experts in your department and can you contact them easily?
Yes, the experts within the department are known.
[Q13] Do you know what projects are in progress in your department at the moment? Yes, management attends regular forum meetings where such issues are discussed.
[Q14] What information and communications technologies are available to support the different knowledge management processes? Existing technology used to support knowledge management include the internet, media, journals and reports. Video recordings of presentations may help in spreading messages as well as concise newsletters.
[Q15] What are your main ways of acquiring knowledge and which channels do you use often?
E-mail is a convenient mechanism of exchange but some still do not acknowledge e-mail messages as being official.
[Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious
and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so? Management stressed the importance of making tacit knowledge explicit and this is achieved mainly by reporting procedures in the line management functions. Meetings are a good mechanism but this method is sometimes not convenient from a logistical perspective.
[Q17] Do you have best practices for the core processes in your department?
There are operating procedures in place.
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Interview 3 Mr J Koeglenberg, Director, Motor Transport / Garage [Q1] What do you understand by knowledge management?
Management has heard of knowledge management – perceives it to be the knowledge a manager has and how s/he filters it down to the subordinates.
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management? There is no formal policy. There are no knowledge goals set for the department but how does one do this?
[Q3] Are your strategic objectives aligned with your knowledge management objectives? Management agrees that knowledge management will help reach its department’s strategic objectives.
[Q4] Do your employees have skills to transform data into meaningful information? The impression is that the staff capabilities need to be enhanced.
[Q5] What role does the knowledge, which is present within your branch or function play in creating the department’s organization competencies? Transport plays a major role in the functioning of other departments. It cannot blame other departments for the inefficient provision of transport. It does not itself have a direct role in the delivery of service to the citizens of the Western Cape.
[Q6] Have you already made your own analysis of the existing knowledge and knowledge processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch? A knowledge management assessment has not been conducted it the department but there is a keen interest for it.
[Q7] In which areas of knowledge management is your branch particularly strong? The department is particularly strong in sharing of information and knowledge. There is a firmly held management belief that sharing enables and empowers the more that 100 employees to accomplish their tasks.
[Q8] Where do you see the nuclei of knowledge management in your department? There is a nucleus of knowledge. There is a requirement to build on computer literacy. Staff are willing to share knowledge but there is a reliance on the people with existing knowledge.
[Q9] Who are the promoters or champions of knowledge management? There are no current champions of knowledge management – it is inherent in the structure. There is a need for a formalised approach to knowledge management.
[Q10] What or who are the inhibitors of knowledge management?
There is a cross spectrum of employees and no evidence of social inhibitors to knowledge management. Most staff are young and there is not much loss of knowledge due to retirement. The present working environment is such that staff do not have time to prepare – one of the inhibitors to knowledge management. Staff continually find themselves ‘fire-fighting’.
[Q11] In which knowledge management processes (creation, sharing, application or retention/retrieval) do you see your main problems? The introduction of new ideas is a problem even with those developed internally. As with affirmative action, the introduction of new recruits there is an initial lack of knowledge as they were not previously exposed to or engaged with the processes. Work goals have to be met by the more experienced staff. Knowledge issues presents itself in the form of the job specifications – more experienced people are required.
[Q12] Do you know the internal experts in your department and can you contact them easily?
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The internal experts within the branch are known. There is potential to harm the operational effectiveness if these people leave the organisation.
[Q13] Do you know what projects are in progress in your department at the moment?
There is no structured process of knowledge management but there are management meetings held on a 6-weekly basis. There is a perception that if held monthly attendance is likely to drop.
Not all the projects within the DEAAT are known – but there is an interest. This type of information generally takes time to filter through (approximately 3 months to become aware).
[Q14] What information and communications technologies are available to support the
different knowledge management processes?
There are faster ways of communicating such as a concise regularly distributed newsletter. IT infrastructure needs to be improved to enhance the speed of the present applications. People will accept changes as long as they run effectively.
[Q15] What are your main ways of acquiring knowledge and which channels do you use often?
Current ways of acquiring knowledge is via presentations that subsequently are transferred to lower staff levels
[Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious
and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so? Staff will be willing to share their tacit knowledge if asked to. There is a perception that people have moved away from becoming experts and are more willing to share their knowledge. There is an emphasis on teamwork because of the nature of the work. Documentation can be more concise an in the form of work instructions.
[Q17] Do you have best practices for the core processes in your department?
Staff are aware of the branch’s core processes. Staff are taken on workshops where they are exposed to the functioning of other departments via presentations. This also happens on an inter- departmental level. A framework for knowledge management is needed. There is a strong synergy and vision within the DEAAT.
Interview 4 Mr S Snyman, Director, Property Planning & Development [Q1] What do you understand by knowledge management?
Management has rubbed shoulders with knowledge management but believes it to be inherent in the current structures built up over a number of years
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management?
There is no present policy that covers knowledge management in the department. [Q3] Are your strategic objectives aligned with your knowledge management objectives?
It is believed that knowledge management will enable the branch to achieve it strategic objectives. Strategic objectives are not necessarily aligned with the knowledge management processes in that databases are not shared among departments. Each has its own separate system.
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[Q4] Do your employees have skills to transform data into meaningful information? Yes.
[Q5] What role does the knowledge, which is present within your branch or function play in creating the department’s organization competencies?
The type of work requires specialised knowledge. [Q6] Have you already made your own analysis of the existing knowledge and knowledge
processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch? refer to [Q2]
[Q7] In which areas of knowledge management is your branch particularly strong?
The department is strong in the application of knowledge. The type of knowledge required by this department cannot be taught over a relatively short period.
[Q8] Where do you see the nuclei of knowledge management in your department?
There are nuclei of knowledge that are being managed indirectly without any formalised management approach.
[Q9] Who are the promoters or champions of knowledge management?
There are a few (about 3) knowledge champions within the department (including the interviewee).
[Q10] What or who are the inhibitors of knowledge management?
The transfer of knowledge is inhibited by the bureaucratic structure of the organisation. Communication lines are poorly designed and the messages cannot be effectively because of ‘red-tape’ issues.
[Q11] In which knowledge management processes (creation, sharing, application or retention/retrieval) do you see your main problems? refer to [Q3]
[Q12] Do you know the internal experts in your department and can you contact them easily?
Yes. [Q13] Do you know what projects are in progress in your department at the moment?
Management is aware of the high profile projects within the DEAAT but within the Property Management branch all the progress on projects taking place are known. The on-goings in certain branches are only sometimes read about in the newspaper.
[Q14] What information and communications technologies are available to support the
different knowledge management processes? Internet, e-mail, media, journals and reports, meetings, presentations, etc.
[Q15] What are your main ways of acquiring knowledge and which channels do you use often?
Routes for gaining knowledge are mostly external to the organisation.
[Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so? There is a cultural problem within the organisation, that colleagues withhold knowledge especially in the areas outside of one’s own knowledge base.
[Q17] Do you have best practices for the core processes in your department?
There are SOPs.
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Interview 5 Mr B Veldman, Chief Director, Infrastructure [Q1] What do you understand by knowledge management?
It was previously understood that intellectual and knowledge-based assets are the staff and processes, meetings, management systems and interactions.
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management? Knowledge pools are formalised and inherent in the processes. Knowledge is taken into account when drawing up the strategy for the branch. There is the perception that knowledge management is making too much of something that is not special.
[Q3] Are your strategic objectives aligned with your knowledge management objectives?
The department cannot perform without tapping into knowledge (via experience and intellect). Therefore, enhancement of knowledge management will facilitate the achievement of the branch’s strategic objectives.
[Q4] Do your employees have skills to transform data into meaningful information?
Yes. [Q5] What role does the knowledge, which is present within your branch or function play in
creating the department’s organization competencies? There is a loss of knowledge when on leaves and getting skilled staff in the public
sector is not easy. [Q6] Have you already made your own analysis of the existing knowledge and knowledge
processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch? ?
[Q7] In which areas of knowledge management is your branch particularly strong?
Processes are shared constantly and there is strength in retention of knowledge. Staff always discuss and debate strategies. The branch is very much execution based and output-driven. The branch is doing well in terms of sharing knowledge.
[Q8] Where do you see the nuclei of knowledge management in your department?
There is a nucleus of knowledge and the branch is currently working on creation of knowledge.
[Q9] Who are the promoters or champions of knowledge management?
Knowledge champions are inherent in the systems.
[Q10] What or who are the inhibitors of knowledge management? Environmental factors play a part in the inhibition of knowledge management. Examples include economic issues such as the inability to remunerate skilled staff with salaries competitive to the private sector. Affirmative action also has a role to play and impinges on the business.
[Q11] In which knowledge management processes (creation, sharing, application or retention/retrieval) do you see your main problems? The issues are normal inefficiencies (time taken to do things) and the bureaucratic structure.
[Q12] Do you know the internal experts in your department and can you contact them easily?
Yes.
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[Q13] Do you know what projects are in progress in your department at the moment?
The branch is very knowledge centric and it is essential to the type of work conducted. Inter-departmental co-operation could improve. There are mechanisms in place and there are efforts towards achieving this. Senior managers know the projects the other branches but should improve the transfer of this information down the hierarchy. There are senior management meetings where strategies are discussed and everyone has the opportunity to present their views and help one another.
[Q14] What information and communications technologies are available to support the different knowledge management processes? Internet, e-mail, media, journals and reports, meetings, presentations, etc.
[Q15] What are your main ways of acquiring knowledge and which channels do you use often?
Knowledge is acquired through continuous education. Basic formal education is a pre-requisite, but there are other established mechanisms for on-going training such as fact-finding missions overseas etc. Internal training is more in the form of knowledge transfer from more experienced staff.
[Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so? Tacit knowledge will be shared if staff are asked as one cannot function if knowledge is not used consciously.
[Q17] Do you have best practices for the core processes in your department?
Standard operating procedures are in place but any individual that leaves will be missed. However, the branch continues to function but with a lot more effort.
Interview 6 Mr B J du Plessis, Director, Personnel and Administration
[Q1] What do you understand by knowledge management?
Knowledge management is inherent in the processes. .
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management? Although all branches may not be aware, there are policies to support the information technology and operations plans, but there is no policy in place yet for information.
[Q3] Are your strategic objectives aligned with your knowledge management objectives? The strategic objectives are aligned with those of knowledge management goals but it is not formalised. There is room for improvement in this area. Knowledge is taken into account when strategies are discussed – there main objective being to satisfy the internal clients by streamlining their application of knowledge.
[Q4] Do your employees have skills to transform data into meaningful information?
Although an analysis of the existing knowledge has not been conducted it was perceived that not all employees have the ability to transform data into meaningful information. Whilst more senior staff are the able, there are portions of the clerical staff that do not have the ability.
[Q5] What role does the knowledge, which is present within your branch or function play in
creating the department’s organization competencies? There is a loss of knowledge when on leaves and getting skilled staff in the public
sector is not easy.
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[Q6] Have you already made your own analysis of the existing knowledge and knowledge processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch? refer to [Q4]
[Q7] In which areas of knowledge management is your branch particularly strong?
Areas in which the department is particularly strong are in the retention and application of knowledge.
[Q8] Where do you see the nuclei of knowledge management in your department?
There are nuclei of knowledge within the department, with each section having at least one or two databases that can be used for knowledge management purposes.
[Q9] Who are the promoters or champions of knowledge management? There are at least 3 people that can be identified as knowledge champions within the department
[Q10] What or who are the inhibitors of knowledge management?
Inhibitors to knowledge management include the short times allowed to reach deadlines. There is not enough staff to meet the demands of the DEAAT.
[Q11] In which knowledge management processes (creation, sharing, application or retention/retrieval) do you see your main problems? Issues that have implications on knowledge management include budget constraints, centralisation of IT, the bureaucratic nature of the DEAAT and lack of management support. The main problems occur in the areas of creation and application of knowledge. IT resources are not always accessible.
[Q12] Do you know the internal experts in your department and can you contact them easily?
Yes. [Q13] Do you know what projects are in progress in your department at the moment?
Even though the projects in other branches are known via established forums, interdepartmental co-operation is a problem.
[Q14] What information and communications technologies are available to support the
different knowledge management processes? There is a wide range of supporting technologies available to support the knowledge management processes, namely, PCs, the internet, databases, the intranet etc.
[Q15] What are your main ways of acquiring knowledge and which channels do you use often?
The main means of acquiring knowledge is via current literature and working groups [Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious
and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so? There are ways in which tacit knowledge can be made explicit for example there are standard operating procedures for all types of jobs. Manuals and handbooks have been set-up. It is believed that staff will be willing to share their knowledge if asked.
[Q17] Do you have best practices for the core processes in your department?
There are established best practices there is close collaboration amongst the nine provincial departments. Communities of practice have also been established which allows for the sharing of information. These are also supported by the code of conduct of the DEAAT.
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Interview 7 Mr J Paulse, Director, Agricultural Training [Q1] What do you understand by knowledge management?
Management’s broad understanding of knowledge management is the acquisition and transfer of knowledge and then to create systems to implement this knowledge. .
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management? Since agriculture is one of the economic drivers of the province it is imperative that the players receive a high standard of training as possible. There is no explicit knowledge management policy.
[Q3] Are your strategic objectives aligned with your knowledge management objectives?
There is no explicit knowledge management policy. The current strategy revolves around the transfer of agricultural knowledge to the greater Western Cape area and the rest of Africa. To do this one has to use different systems, e.g., previous focus was on one-to-one training, but now there is a shift towards e-learning to make the knowledge base more accessible.
[Q4] Do your employees have skills to transform data into meaningful information?
The employees do, to a large extent (due to the nature of the work), have the ability to transform data into meaningful information.
[Q5] What role does the knowledge, which is present within your branch or function play in
creating the department’s organization competencies? It is vital to the functioning of the branch. [Q6] Have you already made your own analysis of the existing knowledge and knowledge
processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch? There is continuous evaluation of staff via regular skills audits. There are work bodies that are in collaboration with other educational institutions such as the University of Stellenbosch and Cape Technikon. The students also give feedback on the course content and lecturer’s performance.
[Q7] In which areas of knowledge management is your branch particularly strong?
Strengths in the department include the sharing and application of knowledge. [Q8] Where do you see the nuclei of knowledge management in your department?
The lecturers are specialists in their respective fields. [Q9] Who are the promoters or champions of knowledge management?
It is perceived that the lecturing staff are more inclined than the lower level instructors to champion knowledge management initiatives. There may also be differences in the motivation to manage knowledge, with the staff in more popular/competitive fields of study being more inclined to do so.
[Q10] What or who are the inhibitors of knowledge management?
Salaries are not competitive enough to keep certain expertise – the availability of knowledge in specific fields is market driven. The department has to rely on flexible work structures such as contract employment, consultancy work etc. Inhibitors to knowledge management include funding, technology changing at a faster rate and cultural problems where there will be unconscious resistance, such as, the move towards e-learning (would mean more work effort) and the move from Afrikaans to English medium.
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[Q11] In which knowledge management processes (creation, sharing, application or retention/retrieval) do you see your main problems? The main problems with knowledge management lie in the areas of creation and retention.
[Q12] Do you know the internal experts in your department and can you contact them easily?
The internal experts are known and can be contacted easily.
[Q13] Do you know what projects are in progress in your department at the moment?
The major projects in the department and other branches are known. This information is fed back via the management forums. These sessions are useful as the sharing of ideas creates synergy. However, there is lots of room for improvement in the area of inter-departmental co-operation. Within the Agricultural department the co-operation is good.
[Q14] What information and communications technologies are available to support the
different knowledge management processes? The technologies used to support knowledge management processes include printed format, e-mail, internet.
[Q15] What are your main ways of acquiring knowledge and which channels do you use often?
There are several ways in which knowledge is acquired, namely, via meetings, direct sharing, professional bodies, communities of practice, overseas seminars, associations, internet and intranet. Electronic communication is preferred for the facilitation of knowledge transfer.
[Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so? Management felt that the staff would be willing to share their tacit knowledge if asked
to do so.
[Q17] Do you have best practices for the core processes in your department? The department also has standard operating procedures in place to facilitate knowledge transfer.
Interview 8 Dr Laurine Platzky, Deputy Director General, Business Promotion and
Tourism [Q1] What do you understand by knowledge management?
Knowledge management is building a systematic, reliable, qualitative, intuitive, an evaluation - point in direction of decision-making, iteration. Systematic means the approach to acquiring and processing various factors of the environment for strategic intervention
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management?
Not really. Conventional systems, communications systems exist. Networking informally is not a strength in government. Needs skills and systems. Not explicit.
[Q3] Are your strategic objectives aligned with your knowledge management objectives? Implicitly yes. The strategic objective "to ensure the effective marketing of tourism, trade and investment opportunities globally" – we are doing this practically. There are no knowledge management objectives in this branch
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[Q4] Do your employees have skills to transform data into meaningful information?
Yes. Most of them do have the skills.
[Q5] What role does the knowledge, which is present within your branch or function play in creating the department’s organization competencies? Big role - not explicit. Paradigms are different in different branches. The organisational competencies - policy making, legislative, programmatic: implementation of policy, financing and budget, communications and linking with other government spheres.
[Q6] Have you already made your own analysis of the existing knowledge and knowledge processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch? No.
[Q7] In which areas of knowledge management is your branch particularly strong?
Networking. [Q8] Where do you see the nuclei of knowledge management in your department?
Branch management meeting and monthly evaluation meeting and strategic review.
[Q9] Who are the promoters or champions of knowledge management? All management is champions.
[Q10] What or who are the inhibitors of knowledge management?
The inhibitors are bureaucratic procedures.
[Q11] In which knowledge management processes (creation, sharing, application or retention/retrieval) do you see your main problems? Creation - surplus of influence, well networked - good. Sharing is a problem - turf protection, who is expert? Application – varies with confidence and experience. Retrieval - kept best staff. The intranet is not useful. Took six weeks for white paper to be published on the intranet.
[Q12] Do you know the internal experts in your department and can you contact them easily?
Yes. [Q13] Do you know what projects are in progress in your department at the moment?
Yes.
[Q14] What information and communications technologies are available to support the different knowledge management processes? ICT - website, intranet – is a disaster, it could be better. E-mail works well. IT support is uneven.
[Q15] What are your main ways of acquiring knowledge and which channels do you use often? There are problems with the time it takes to access written reports.
[Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious
and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so? Yes. Outside branch lacking.
[Q17] Do you have best practices for the core processes in your department?
Have written up some of it. Time and resources lacking - not documented. Cape gateway - support needed.
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Interview 9 Francois Joubert, Director: Works (Education) [Q1] What do you understand by knowledge management?
Knowledge management - confusing it with experience, knowledge is not experience. There is no mechanism to record and transfer, when people leave they leave with their knowledge. This creates a huge vacuum as new people take a long time to get knowledge. In government specific knowledge is required.
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management?
No. We don't know how to manage knowledge [Q3] Are your strategic objectives aligned with your knowledge management objectives?
Knowledge objectives do not appear in our strategic objectives. It is not part of human resources management nor information management.
[Q4] Do your employees have skills to transform data into meaningful information?
Yes
[Q5] What role does the knowledge, which is present within your branch or function play in
creating the department’s organization competencies? In a bureaucracy we breakdown all activities, we are like a machine….no thinking is required, do not allow creativity and initiative. Architects and engineers are expected to be creative…expect a fair level of knowledge to do the work. We employ only people with experience…following a rigid recruitment and selection process.
[Q6] Have you already made your own analysis of the existing knowledge and knowledge
processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch? A skills audit was done last year. I do not know the outcome. There is no conscious effort.
[Q7] In which areas of knowledge management is your branch particularly strong?
The needs of school children, outcome based education, school buildings and environment.
[Q8] Where do you see the nuclei of knowledge management in your department? Do not know.
[Q9] Who are the promoters or champions of knowledge management? Do not know
[Q10] What or who are the inhibitors of knowledge management?
Learning not documented. In crisis management mode…no time to even record basic data. No time for research or collection of statistics, in acquiring new knowledge. We are reacting to crises and get a little input, no active process to acquire better solutions. I surveyed my staff and asked them to respond to the question: "Are you happy with your job?" 37% answered yes. I suppose that this would tell you how many of my staff is productive, evidently there is a correlation between job satisfaction and productivity.
[Q11] In which knowledge management processes (creation, sharing, application or retention/retrieval) do you see your main problems?
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Due to the ringfencing of responsibilities one does not know what is happening in other departments. We are in competition with other directors, so we do not share. Bureaucracies make everything routine for management purposes…machine bureaucracy…can control larger quantities of activities.
[Q12] Do you know the internal experts in your department and can you contact them easily? Yes. cannot contact them easily
[Q13] Do you know what projects are in progress in your department at the moment? No, due to the ring-fencing.
[Q14] What information and communications technologies are available to support the
different knowledge management processes? Intranet, e-mail, e-works
[Q15] What are your main ways of acquiring knowledge and which channels do you use often? refer to [Q14]
[Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so? I think staff will be willing to share knowledge.
[Q17] Do you have best practices for the core processes in your department? There are no best practices recorded, it is in our heads. Cape Gateway and e-government: I don’t know what they are doing. I know they have a shop, and are setting up web pages, they do not affect my work. Most staff do not know who they are. I would like to use web-based technology for projects. E-Government should start with schools and hospitals. It is not involved in areas that affect ordinary people…no external focus.
Interview 10 Richard Petersen, Deputy Director General: Property Management & Works
[Q1] What do you understand by knowledge management?
Is KM another fad? What is KM…we have been managing knowledge without it been called KM. We had the BPR fad, is this the new one? Technology will assist in making knowledge accessible. In government we have a lot of information locked in files…paper-based…not accessible. Yes, maybe web-based is an option, though the right people should have access
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management? Not explicit, no formal policy.
[Q3] Are your strategic objectives aligned with your knowledge management objectives?
No [Q4] Do your employees have skills to transform data into meaningful information?
Yes. [Q5] What role does the knowledge, which is present within your branch or function play in
creating the department’s organization competencies? Has a crucial role in this Branch as we have many projects to manage
[Q6] Have you already made your own analysis of the existing knowledge and knowledge
processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch?
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No. [Q7] In which areas of knowledge management is your branch particularly strong?
For sharing we have a range of communications systems and structures. When it comes to use the line functions have strategies and interactions. With retention the decisions or policy are on file. These may not be communicated…there are no best practices, that one could package as case studies and place it on the intranet
[Q8] Where do you see the nuclei of knowledge management in your department? refer to [Q2]
[Q9] Who are the promoters or champions of knowledge management?
refer to [Q2]
[Q10] What or who are the inhibitors of knowledge management? The inhibitors are bureaucratic procedures.
[Q11] In which knowledge management processes (creation, sharing, application or
retention/retrieval) do you see your main problems? There is a lack of policy resources in government. We also need systems that allow easy access.
[Q12] Do you know the internal experts in your department and can you contact them easily?
- [Q13] Do you know what projects are in progress in your department at the moment? - [Q14] What information and communications technologies are available to support the
different knowledge management processes? -
[Q15] What are your main ways of acquiring knowledge and which channels do you use often? - [Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious
and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so? -
[Q17] Do you have best practices for the core processes in your department? E-government and Cape Gateway: the concept is good. Need to update information electronically, computerise business processes…move away from manual processes.
Interview 11 Daryl Jacobs, Chief Director: Corporate Services [Q1] What do you understand by knowledge management?
The application of information in a particular environment or context…application is the key to understanding knowledge in the Department, e.g., legislation
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management?
No. [Q3] Are your strategic objectives aligned with your knowledge management objectives?
No [Q4] Do your employees have skills to transform data into meaningful information?
Yes, in human resources, finances and legal.
[Q5] What role does the knowledge, which is present within your branch or function play in creating the department’s organization competencies? There is an enormous amount of information generated, there are many White Papers and 1legislation form central government and this province. These are hardly
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understood by individuals in particular Division. I have doubts whether top management understand all this information, they are bulky documents. They need to be shorter and simpler. All of it is paper-based, and it increases in quantity all the time…there is an information overload, who reads these documents? Executive summaries may help.
[Q6] Have you already made your own analysis of the existing knowledge and knowledge
processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch? Not in a systematic way. We have done a skills audit.
[Q7] In which areas of knowledge management is your branch particularly strong?
In HR and Legal [Q8] Where do you see the nuclei of knowledge management in your department? Most branches have specialist capabilities.
[Q9] Who are the promoters or champions of knowledge management?
Don’t know the champions, most likely the senior managers.
[Q10] What or who are the inhibitors of knowledge management?
The overflow of documentation such as legislation, etc. The structure of the department shows the control mindset. The pilot study on motor vehicle registration is a far cry from doing things electronically. There are benefits from transacting electronically. There are questions on the integrity of the IT systems. 70% of Department staff are roadworkers and farmworkers with no access to a computer.
[Q11] In which knowledge management processes (creation, sharing, application or
retention/retrieval) do you see your main problems? There is little feedback from line Departments. There is a fortnightly meeting of top management where only Corporate Services reports, there are no reports from the other Branches. We have strategic planning twice a year where all the Branches get information.
[Q12] Do you know the internal experts in your department and can you contact them easily?
-
[Q13] Do you know what projects are in progress in your department at the moment? The strategic HR function have meetings with other Branches to get to know what they do. Not all the projects but we are finding out.
[Q14] What information and communications technologies are available to support the
different knowledge management processes? With regard to ICT we have intranet and a web site. Groupwise is extensively used. We have data warehousing system for our documents. The Corpus system is a weakness - cannot link to the internet
[Q15] What are your main ways of acquiring knowledge and which channels do you use often? -
[Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so?
-
[Q17] Do you have best practices for the core processes in your department? Cape Gateway: need a mindshift from serving the needs of the Department to serving the needs of the client. Province (PGWC) is not ready at management level as the hierarchy is a limiting factor, top management is derived from civil servants
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who have been schooled in the old ways of managing. User based approach will not be accepted by management..
Interview 12 D. Adolph, Director: Economic Development [Q1] What do you understand by knowledge management?
Knowledge management is a big challenge for government…need good, reliable procedures in place and targeted knowledge. Whether IT or manual way. Instruments may be blockage, especially in the rural and Black township areas. There is a need to understand technology. For example in a library there is a need for the human capacity, security, infrastructure and access, people have to be literate
[Q2] Does your branch have a policy, strategy, goal, etc., for knowledge management? Not explicit. Information flow a problem.
[Q3] Are your strategic objectives aligned with your knowledge management objectives? No
[Q4] Do your employees have skills to transform data into meaningful information?
Yes. [Q5] What role does the knowledge, which is present within your branch or function play in
creating the department’s organization competencies? Need to create database from which information can be drawn. For this skills are needed, programmes, prepare people for the knowledge economy
[Q6] Have you already made your own analysis of the existing knowledge and knowledge
processes (i.e., identifying, acquiring, developing, sharing, retaining, and retrieving knowledge) in your branch?
[Q7] In which areas of knowledge management is your branch particularly strong?
[Q8] Where do you see the nuclei of knowledge management in your department? - [Q9] Who are the promoters or champions of knowledge management?
- [Q10] What or who are the inhibitors of knowledge management?
Need to change the internal communications such as the route forms. People is the problem. One half does not know what the other half are doing. So you will have problems with a call centre as the referral system will not work. We have eight databases in the provincial government and they don't talk to each other
[Q11] In which knowledge management processes (creation, sharing, application or retention/retrieval) do you see your main problems? Creation - reactive, not proactive in identifying knowledge needs, no dedicated staff. Transfer - learning not documented. Document tracking system not working. Need some transformation in sharing as "Departmentalism" exists. Have shared schedule file that works well. Need multiskilling. Tradition of government is to police, not outcome based, need change of attitude and management style .
[Q12] Do you know the internal experts in your department and can you contact them easily? -
[Q13] Do you know what projects are in progress in your department at the moment?
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- [Q14] What information and communications technologies are available to support the
different knowledge management processes? With regard to ICT we have intranet and a web site. Groupwise is extensively used. We have data warehousing system for our documents. The Corpus system is a weakness - cannot link to the internet
[Q15] What are your main ways of acquiring knowledge and which channels do you use often? [Q16] Are there ways to make tacit knowledge (i.e., knowledge in people’s heads) conscious
and explicit and do you believe that employees would be willing to share their knowledge if asked? If not, why do think so? -
[Q17] Do you have best practices for the core processes in your department?
Cape Gateway: People do not understand it. We have a PowerPoint presentation and had a roadshow to all the Departments. We need to give meaning to the White Paper on Knowledge Economy, practical level. The Economic Development Committee is the driver. We are looking at other Departments key objectives to align them.
Interview 13 Japie van Heerden. Deputy Director General: Transport (Infrastructure)
(Has been in the position for three months. We had a general discussion which focused on the need for training).
There is no problem with a bureaucracy. What is needed is a change in attitude or mindset. When I joined government thirty years ago as an engineer I received training. I think this is missing at the moment, so new employees without experience cannot be employed. There is a need for training courses and I have a budget for this. We are not utilising our knowledge correctly. We need a transfer of skills with the private sector. I agree that we need to capture the lessons learnt in our projects.
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Knowledge Management Diagnostic
1
SURVEY QUESTIONNAIRE
An Assessment of the Readiness of the Western Cape Department of Economic Affairs, Agriculture and Tourism (DEAAT) for the Knowledge Economy
WHAT IS KNOWLEDGE MANAGEMENT? • It is the process by which the organisation generates wealth from its intellectual or
knowledge-based assets (Bukowitz & Williams, 1999) • It is the explicit and systematic management of vital knowledge and its associated
processes of creation, storage, retrieval, transfer, and application, in pursuit of organisational objectives (Skyrme, 1999)
Purpose of the Questionnaire: To obtain the opinions of staff throughout the DEAAT regarding its knowledge
management processes (creating, sharing, application and storage/retrieval of knowledge).
Confidentiality: Please note that the information obtained from respondents is solely for research
purposes and will at all times be treated as confidential. INSTRUCTIONS:
• There are no correct or incorrect answers. Decide to what degree each of the following statements describes your Branch or Department best.
• Select one of the following: STRONGLY AGREE, AGREE, SO-SO, DISAGREE, STRONGLY DISAGREE for each statement by making a tick in the appropriate box.
Example:
KNOWLEDGE MANAGEMENT DIAGNOSTIC
STR
ON
GLY
DIS
AG
REE
DIS
AG
REE
SO-S
O
AG
REE
STR
ON
GLY
AG
REE
1 Groups and individuals routinely share information about their expertise
√
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Knowledge Management Diagnostic
2
Please tick the appropriate box At which Branch do you work?
Transport
Business Promotion &
Tourism
Property Management &
Works
Agriculture
Corporate
Affairs
Knowledge Economy &
E-Government What is your Job Designation?
Deputy Director General, Chief Director, Director
Assistant Director, Deputy Director
Senior Admin, Technical
General Admin or Other
How long have you worked in your Branch/Department?
< 3 years
4 – 10 years
11 –15 years
>15 years
KNOWLEDGE MANAGEMENT DIAGNOSTIC
STR
ON
GLY
DIS
AG
REE
DIS
AG
REE
SO-S
O
AG
REE
STR
ON
GLY
AG
REE
1. Groups and individuals routinely share information about their expertise
2. Training on new systems focuses on how these technologies can be used to improve the quality and efficiency of how people work.
3. Specific individuals identify, collect, classify, summarise and disseminate organisational knowledge.
4. Experts play a role in identifying important information for other users
5. The electronic and physical places where we store our knowledge contain the best information available on a wide range of critical topics.
6. When people are given the task of searching for information they are able to fulfil the request.
7. The organisation has created electronic (e.g. Intranet) and paper-based tools which direct people to available resources.
8. We have established ways for people to document and share information.
9. People can search for information across a wide variety of applications and databases
10. We recognise that knowledge is part of our asset base.
11. Members of the senior management team frequently talk about knowledge management when reporting on the state of the organisation.
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Knowledge Management Diagnostic
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KNOWLEDGE MANAGEMENT DIAGNOSTIC
STR
ON
GLY
DIS
AG
REE
DIS
AG
REE
SO-S
O
AG
REE
STR
ON
GLY
AG
REE
12. We have developed a framework that links knowledge management activities to strategic outcomes.
13. Senior management assesses what knowledge needs to be developed when it allocates resources.
14. Assessment of knowledge-based assets is part of our overall organisational performance measurement process.
15. We have mapped the process flow of knowledge management activities.
16. People apply what they learn outside the organisation to their work.
17. Teams engage in off-site learning experiences to find better ways of working together.
18. Reflecting on lessons learned from work experiences is an established practice in our organisation.
19. When people finish projects, they generally take the time to meet with their team and analyse what went wrong and what could have been done better.
20. Our learning process often includes gathering feedback from customers.
21. People admit when they fail.
22. People apply the ideas they developed in past work situations to their current work.
23. Our organisation supports group activities that promote mutual learning.
24. We treat disagreement as an opportunity to learn from one another.
25. Dedicated roles, such as knowledge manager or knowledge co-ordinator, support the knowledge-sharing process.
26. People in our organisation would say that sharing knowledge does not diminish the individual's value to the organisation.
27. We link people across traditional organisational units and functional groups to promote knowledge sharing.
28. Knowledge-sharing behaviour is built into the performance appraisal system.
29. Our organisation looks for ways to remove barriers to knowledge sharing.
30. People can identify others in the organisation that might benefit from their knowledge.
31. Our reporting relationships do not interfere with people(other than our direct line manager) getting the information they need.
32. We seriously consider what others might call crazy or outrageous ideas as part of our problem-solving process.
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Knowledge Management Diagnostic
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KNOWLEDGE MANAGEMENT DIAGNOSTIC
STR
ON
GLY
DIS
AG
REE
DIS
AG
REE
SO-S
O
AG
REE
STR
ON
GLY
AG
REE
33. Most people speak up if they have an opinion or idea to offer.
34. We give all promising ideas thorough consideration, no matter whom they come from.
35. We make a point of not structuring some of our meetings because it helps us think more creatively about problem solving.
36. Involving our customers in the process of creating and developing new products and services is a well-established practice in our organisation.
37. People would describe our organisation as flexible rather than rigid.
38. Our workspace is designed to promote the flow of ideas between work groups.
39. People in our organisation can use the information they get to improve their work.
40. We use approaches that people would call playful as part of our problem-solving process.
41. We actively collaborate with other spheres of government when we need information.
42. We treat information as an open resource that flows freely to all corners of our organisation.
43. We value the contribution of ideas of everyone in our organisation.
44. We often meet away from our offices in relaxed settings to discuss work-related issues.
45. The hierarchy in our organisation is not a barrier to the flow of ideas and information.
46. We routinely ask ourselves how we can leverage our knowledge into other areas.
47. Our IT systems connect us to information sources we need to do our work.
48. Our IT systems promote the formation of different networks of people.
49. Our managers include knowledge management in their business plans.
50. Our organisation treats people like assets rather than costs.
51. We find ourselves increasingly teaming up with other organisations in strategic networks or partnerships to bring innovative products/services to our customers.
52. We view information technology as a tool to help us get our work done.
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Knowledge Management Diagnostic
5
KNOWLEDGE MANAGEMENT DIAGNOSTIC
STR
ON
GLY
DIS
AG
REE
DIS
AG
REE
SO-S
O
AG
REE
STR
ON
GLY
AG
REE
53. People who leave the organisation are given the opportunity to document their tacit (stored in their head) knowledge.
54. We have a formal policy that ensures we share technology and ideas across unit or departmental border.
55. It is easy to retrieve documents from their electronic or physical storage spaces.
56. We apprentice our people to other organisations to determine if we need to acquire new skills or expertise
57. We form alliances with organisations that complement our skills sets as an alternative to doing everything ourselves.
58. We outsource skills and expertise that do not support our core competencies
59. Before people are retrenched, our organisation try to determine if their skills and expertise can be used elsewhere.
60. Most people in our organisation have access to a personal computer.
If you have any queries please contact: Nicolette Fielies Knowledge Management and E-Government Provincial Administration: Western Cape Tel: (021) 483 4141 Email: [email protected]
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APPENDIX 3 – Traditions of Western Epistemology
TRADITIONS OF WESTERN EPISTEMOLOGY
RATIONALISM EMPIRICISM
Knowledge can be obtained deductively by reasoning through mental constructs: concepts, Laws or theories, e.g. mathematics
A priori knowledge No need to justify by sensory experience
Knowledge can be obtained inductively from sensory experiences, e.g. experimental science.
No a priori knowledge Only source of knowledge is sensory
perception Plato: theory of "idea" or "form";
influenced by Socrates
Aristotle: "Idea" or "form" cannot be isolated from physical object
CONTINENTAL RATIONALISM BRITISH EMPIRICISM Rene Descartes: Ultimate truth - deduced onfrom the real existence of a 'thinking self'
John Locke: Only experience can provide the mind with ideas
Immanuel Kant: Transcendental Idealism Philosophy Knowledge only arises when both the logical thinking of rationalism and sensory experiences of empiricism work together.
Georg Hegel: Knowledge begins with sensory perception, which becomes more subjective and
rational through a dialectic purification of the senses, until the self-knowledge stage. Karl Marx: Perception is an interaction between the knower (subject) and the known (object)
In the pursuit of knowledge, both subject and object are in a continual and dialectic process of mutual adaptation.
PHENOMENOLOGY: Philosophical inquiry into the human consciousness of self and other objects. Knowledge is obtained through reflection. Edmund Hussert: Importance of conscious, direct experience Martin Heidigger: Being in the world and having to do with something
EXISTENTIALISM: Jean Paul Satre: If we want to know the world, we must act toward an end.
ANALYTICAL PHILOSOPHY: Ludwig Wiltgenstein: focus on language with which people describe phenomen
PRAGMATISM: American philosophical tradition William James John Dewey
SYNTHESIS
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An interactive relationship between human beings and the world by means of human action, experiment and experience.
JAPANESE INTELLECTUAL TRADITION: Buddhism, Confucianism Oneness of humanity and nature Oneness of body and mind Oneness of self and other
SCIENTIFIC VIEW OF KNOWLEDGE HUMANISTIC VIEW OF KNOWLEDGE Frederick Taylor (1911) Scientific Management: formalises
worker’s experience and tacit skills into objective and scientific knowledge
Mechanistic rationality
George Mayo (1920/30s) “Hawthorn effects”- Social factors
and interpersonal skills improved productivity
Human factors
CHESTER BARNARD: (1930s)
• Knowledge consists of logical, linguistic content, and behavioural non-linguistic. • Leaders create values, beliefs and ideas to maintain the knowledge system. • Importance of behavioural knowledge in management processes
HERBERT SIMON • 1945- Barnard was criticised for
pre-occupation with strategic factors.
• View of organisation as an “information processing machine”
• Formalised information and knowledge by disregarding behavioural knowledge.
GARBAGE CAN MODEL • Cohen, March and Olsen (1972) • Irrational and ambiguous nature of
human problem-solving and decision-making
SENSEMAKING • Karl Weick (1969) • “Reality is an on-going accomplishment
that emerges from efforts to create order and make retrospective sense of what occurs”
SCIENCE OF STRATEGY • Boston Consulting Group (1960s) • Similar to Taylorism • Business strategy concerned with
total cost • Strategy planning techniques
PIMS project
ORGANISATIONAL CULTURE • Schein (1985): sharing of values • Viewed the organisation as a shared
meaning system.
SYNTHESIS
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• Michael Porter – Five Forces Model
SYNTHESIS OF SCIENTIFIC AND HUMANISTIC APPROACHES
KNOWLEDGE SOCIETY
ORGANISATIONAL LEARNING
RESOURCE-BASED VIEW TO STRATEGY
Peter Drucker (1960s) Knowledge work/workers
1990s - Most important challenge – to build systematic practices for managing self –transformation
Organisations abandon the obsolete knowledge and learn to create new knowledge
Recognise the importance of tacit knowledge (apprenticeship and experience)
Argyrise & Schon (1978) Single and double loop
learning Peter Senge – adaptive
and generative learning 5 disciplines Systems thinking Personal mastery Mental models Shared vision Team learning
(Trying to overcome Cartesian Dualism)
Competencies, capabilities, skills or strategic assets as source of strategic competitive advantage
Rooted in Edith Penrose (1959 – Theory of the Firm)
Stalk, Evans, Shulman (1992) – capabilities based competition
Heterogeneity – unique cluster of resources and capabilities
Internal resource focus rather than external industry focus.
SYNTHESIS
APPENDIX 2 – The Western Cape Provincial Government’s Policy Objectives
Provincial Vision
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PPG 5 To empower the poor people of our Province through the provision of basic services.
Vision for the Western Cape Economy
The Learning Cape
The Cape of Good Hope for all
PPG 1 To contribute to the creation of a safer environment for our people. PPG 2 To create an enabling environment for economic growth.
PPG 4 To contain the spread of HIV AIDS and Tuberculosis.PPG 3 To prepare the people of the Western Cape for the knowledge economy of the 21st century.
Provincial Policy Goals
The improvement of the quality of life for all the people of the Province
The Enterprising Cape The International Cape
PPG 6 To improve the quality and accessibility of services provided by the Provincial Government. PPG 7 To protect, enhance and promote the total environment for the optimal development of our people. PPG 8 To maintain and improve the physical infrastructure required for the development of this Province.
PPG 9 To bind the Province, as the gateway to Africa, ever stronger to the country and the continent.
To make the Western Cape the most successful, innovative and competitive economic region in Southern Africa, with a world renowned reputation for its knowledge base, the creativity and enterprise of its people, the attractions of its
infrastructure and natural environment, and the quality of life of all of those who live and work here.
The Four Pillars supporting the vision for the Western Cape Economy
Strategic Imperatives
World class infrastructure and business environment
One of the most attractive places for investors and touristsStrategy for export promotion
Quality marketing
Putting the Western Cape in the fast lane of the information and communication super-highway
Policy objectives
Selected Strategic Initiatives
Use ICT revolution to enable everyone to access and use information to maximum benefit and to conduct business more cost effectively
Use ICT to improve the efficient and effective delivery of government services
Raise awareness on the vital role of Information and Communications Technology (ICT) in the economy
Develop and expand ICT infrastructure to world class standard
Establish an electronic precint in the Cape Town CBDEstablish the CAPE GATEWAY single access point to
government information resources and servicesCreate the CAPE - ON - LINE network of websites
Integrate with existing websites
Promote co-operation and collaboration in the development and operation of ICT between all sectors
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APPENDIX 1 – The South African Government’s Support for ICT
Mbeki all ears as world’s IT gurus gather to lend Africa support source: Sunday Times, Business Times section, 28 October, 2001 State ‘can use IT to uplift quality of life’ source: Business Day, 23 October, 2001
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APPENDIX 17 Guideline for Creating a Knowledge Asset The following guideline was adapted with permission from Carol Gorelick of Solutions for Information and Management Services, New York. 1) Define Scope
a. What is the subject? What will it cover? It needs to cover a specific and not
too broad function or business activity.
b. What will the content include?
c. What do you need to know to do your business (job)?
d. What is the biggest issue facing you?
e. Do you need to know processes, techniques, people, or reasons for doing
something, legal or regulatory requirements?
f. Do you need to know who, what, why and/or how?
g. Why are you doing this? What can or would happen if you DO NOT capture
the knowledge?
2) Create a Community of Practice
The COP plays several roles:
a. Takes ownership of the knowledge asset.
b. Source of the knowledge
c. Users of knowledge in the future
d. People who ensure the information/knowledge is accurate and up to date
3) Collect existing material
Interviews with key people
Important documents and artefacts
Lessons learned
4) Describe the context for the knowledge asset
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Background
Purpose
Benefits
Relevance
5) Develop general practices describing your job or the process you are addressing
Go through the history (the records of previous work) and/or people’s
experience and try to find the common knowledge. Different people will have
seen certain approaches work at certain times. Are there general guidelines
that you can derive? This is a creativity and value-adding step but it is a
challenge. You are taking what may be a mass of material and distilling it to
something useful to anyone interested in this function.
6) Develop a checklist for a user of the knowledge asset
What questions should the user be asking you?
What information does the user need to gather?
What steps does the user need to take?
Create the checklist either as a list of questions, a template describing steps
(e.g., how to write project descriptions), or one-line recommendations (e.g.,
safety tips).
Add stories, quotes and examples to the checklist to make it come alive.
Include a library of related documents and links for users to get more detailed
information. Include pictures, if applicable. Include a list of people who have
more knowledge and can be a source of advice to users. Include contact
information, a picture and a link to a personal web page for each.
7) Provide information about the KA owner
The person who wrote the practices
Include contact information, photo and email link. You can use the label
“Who can help?”
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8) Provide date when KA was created or updated
9) Validate the content with community members.
Does it reflect knowledge and experience?
Will it be useful to a new user?
Do you have anything to add?
10) Put the knowledge Asset into an appropriate medium or vehicle for distribution