Contents Contents Before you begin Learning outcomes Competency standard How to use this book Assessment Developing employability skills Developing an evidence portfolio Resources v v v vii viii viii xii xiii Introduction: Managing an information or knowledge 1 management system Chapter 1: Organising learning to use an information or 3 knowledge management system 1.1 Identifying the learning needs of relevant personnel 4 1.2 Identifying and securing the resources required for learning activities 8 1.3 Organising and facilitating learning activities 12 1.4 Promoting and supporting the use of the system throughout the organisation 16 1.5 Monitoring and documenting the effectiveness of learning activities 20 In ACTION 23 Discussion topics 23 Chapter summary 23 Find out more 24 Checklist for Chapter 1 24 Assessment activity 1: Organising learning to use an information or 25 knowledge management system Record your employability skills 26 Chapter 2: Managing the use of the system 27 2.1 Monitoring the implementation of system policies and procedures for 28 compliance, effectiveness and efficiency 2.2 Addressing implementation issues and problems 32 2.3 Monitoring integration and alignment with data and information systems 37 2.4 Collecting information on the achievement of performance measures 39 2.5 Managing contingencies by accessing technical specialist help as required 42 In ACTION 44 Discussion topics 44 iii
BSBINM501A Manage an information or knowledge management system Chapter summary 45 Find out more 45 Checklist for Chapter 2 46 Assessment activity 2: Managing the use of the system 47 Record your employability skills 48 Chapter 3: Reviewing the use of the system 49 3.1 Analysing and reporting on the effectiveness of the system 50 3.2 Reviewing business and operational plans and determining the 52 effectiveness of the system 3.3 Recommending improvements to the system, policy or work practices 56 In ACTION 58 Discussion topics 59 Chapter summary 59 Find out more 60 Checklist for Chapter 3 60 Assessment activity 3: Reviewing the use the system 61 Record your employability skills 62 Final assessment: BSBINM501A Manage an information or 63 knowledge management system Employability skills 66 iv
Before you begin How to use this book This unit has been mapped to a Diploma level competency standard from the BSB07 Business Services Training Package. At this level, you are expected to meet the following learning outcomes: Demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas Analyse and plan approaches to technical problems or management requirements Transfer and apply theoretical concepts and/or technical or creative skills to a range of situations Evaluate information using it to forecast for planning or research purposes Take responsibility for own outputs in relation to broad quantity and quality parameters Take limited responsibility for the achievement of group outcomes A basic assumption for your learning is that you are able to relate the suggested activities in each learning activity to the day-to-day situation in your workplace. In particular you need to relate the various activities to what happens, or perhaps should happen in your organisation. If you are not in the workplace, your trainer will arrange access to an organisation or will provide a simulated environment. When reference is made to your organisation throughout this workbook, this is interpreted as meaning your workplace, the organisation you have formed an association with or the simulated environment. It is expected that you have access to appropriate documentation and resources normally used in the workplace. Make use of your own career and workplace experience in responding to the activities. Your training facilitator and, where possible, a workplace or other mentor are valuable human resources. Each chapter in this book contains the following: Learning content theory based on the elements and performance criteria of the units of competency. Learning consolidation questions practice tasks spaced throughout the chapter to reinforce the theory. Wherever possible the task questions should be applied to your own workplace. Supporting resources suggestions for extended research have been provided to learners via direction to additional resources/information, including relevant management models, textbooks, and websites. In ACTION case studies examples of a concept in action from real workplaces. Self-evaluation opportunities a chance for learners to evaluate whether they have the required skills and knowledge pertinent to the unit of competency. Theory reviews and case study assessments short and long answer review questions that cover all concepts and aspects discussed throughout the chapter, and can be used as a final assessment piece for the particular unit of competency. vii
Introduction: Managing an information or knowledge management system Introduction: Managing an information or knowledge management system Access to accumulated knowledge and experience assists the performance of staff and managers throughout an organisation. In recent years, the development of technically complex computerised systems has allowed access to a breadth and depth of data previously unimaginable with paper-based records. These developments have given rise to a plethora of new terminology including management or marketing information systems (MIS), customer information systems (CIS), customer relationship management systems (CRM) and knowledge banks or knowledge management systems (KMS). Regardless of the name or application, the purpose of information systems is to provide a central hub for personnel to input or access relevant business information to improve the effectiveness of decision-making and efficiency of operation and implementation. Of course, information systems started well before the proliferation of computers. Managers and entrepreneurs understood that corporate success depended on easy access to knowledge in areas such as: marketing and production customer relations and process management internal and external environmental conditions competitor activity and behaviour technological developments research and development. The introduction of technology has made it easier to collect, store, retrieve, analyse and present data in these areas. Managing an organisation s embedded knowledge The knowledge and experience of individuals adds value to a business and enables a competitive advantage. Members in one part of an organisation have knowledge that may be useful to someone in another part. Sharing this knowledge and making it easily accessible to those who need it is the key to successful knowledge management. 1
BSBINM501A Manage an information or knowledge management system 1.4 Promoting and supporting the use of the system throughout the organisation A common trait among Australian workers is resistance to change. But business is becoming more globalised due to the comparative ease of competing in foreign markets and the availability of cheaper labour and materials. From a marketing perspective, this is great news. It means managers have the ability to source from and sell to a wide variety of target markets. From a change averse perspective, this is unsettling. It means change is more frequent and competitive advantages last for a shorter time than in previous generations. The value of immediate, relevant data and knowledge is therefore higher now than in previous years. Keeping those within the organisation motivated to not only use the information provided, but add to the knowledge base, is an evolving and important area of management. Introducing the system When a new system is introduced into your workplace it is generally greeted with scepticism, with comments such as, Why is this going to be better than what we already use? or I know what I m doing with the current system, it works fine. As a manager introducing a new system you need to promote it to the workforce and have mechanisms in place (such as training) to support the users initially through the implementation phase and then throughout the life of the system. Methods of introduction depend upon the intended users, but could include the following. notice board advisory (manual or electronic) change management plan (usually released in the form of a letter to staff from a senior manager) media release to promote the company and gain loyalty collaborative action planning to gain buy-in from department heads and other staff specific meetings. Any significant change should not be announced without warning of an impending reason for the change. This has two benefits: it reduces the resistance to the change when it is announced, and it can generate ideas from the workforce that may not have been considered previously. Selling the system to the users The conventional approach to introducing an information system is for managers to identify an off-the-shelf system or engage system analysts to build a proprietary system. The system is then presented to the users through presentations, demonstrations and training. Unless the presentation is very well-designed and engages the users, this approach can enhance the negativity towards change as some users may feel this new system is being forced upon them. 16
Chapter 1: Organising learning to use an information or knowledge management system In ACTION Fordom motor company has just re-tooled its production line and needs to train its managers in the new technology. The managers are from several different departments and have very different education and experience levels. Two of the managers are from Japan and have English as their second language. To meet the challenge, owner Peter Fordom ensured his training manager designed the learning activities to make certain that all the managers get adequate training in the new system. The training manager employed an interpreter for those managers whose language skills may have inhibited their learning and he included practical tasks to enable those who learn kinaesthetically. Feedback from the managers was also included in the training as it was rolled out across each department. This improved the knowledge system of the organisation and increased the level of participation of all of the managers. The result was quick, clear and effective. The lesson for organisations embarking upon any training is to clearly understand the nuances of the individuals and to ensure essential training is prioritised for efficient implementation. Discussion topics Learners in a classroom can form a discussion group or have a debate. Those in the workplace might like to brainstorm these ideas with their colleagues. If you are learning independently, you might like to set up a chat room with other learners or ask a friend for their opinion. Would an increase in profit in the months following the implementation of a KMS training system indicate the training has been successful? Why? We do a lot of training at work but it seems like it s the same material over and over. What needs to be done to keep the information current and relevant? How would you monitor the information that is being learned? The management are always telling us we must attend the training but it is held in the mornings and I work the evening shift on the help desk. How could managers better ensure all employees have the same access to training? What methods would you use to help facilitate this? Chapter summary The learning needs of relevant personnel are recognised by using training needs analysis and competency mapping. Identifying and securing the resources needed for learner activities requires specific learner information, a training plan, and a justifiable proposal to the relevant manager, where appropriate. The external use of an organisation s KMS can be controlled by the application of legislative or contractual measures. Organising and facilitating learning activities for a KMS requires knowledge of the group dynamics or individual training needs as well as legislative requirements. Promoting the use of the system can be through formal targeted marketing of key groups or informal meetings. Monitoring and recording the effectiveness of the learning activities involves the creation of procedures and policies to maintain consistency and baselines for improvement. 23
BSBINM501A Manage an information or knowledge management system Find out more Resource Attorney-General s Department Freedom of information www.ag.gov.au/www/agd/agd.nsf/ Page/Freedom_of_Information National Training Information Service www.ntis.gov.au/ Field www.field.org.au/resources/atp/ appendix4.html Department of Education, Employment and Workplace Relations www.deewr.gov.au/pages/default.aspx Why it is useful This is an Australian Government site for freedom of information legislation and the application for businesses. This is the entry site only; links from this site will provide further information. This website lists the various nationally recognised training packages currently available. It can help with the development of competency mapping. This website provides a useful reference for training terminology commonly used in business. Autralian Government workplace relations and training website, which contains multiple useful links associated with regulations, employer training schemes and traineeships. Checklist for Chapter 1 Tick the box when you can do the following. Identify the learning needs of relevant personnel Identify and secure the resources required for learning activities Organise and facilitate learning activities Promote and support the use of the system throughout the organisation Monitor and document the effectiveness of learning activities 24
Chapter 2: Managing the use of the system Example Tina worked in the HR department of Global Sales. She was contacted by another organisation s legal department with regard to one of Global s former employees. The request was for the employment records of this individual. After consulting the policies and procedures handbook Tina discovered that due to the privacy laws regarding an individual s personal information she was unable to comply with the request. Upon informing the other organisation that she was unable to comply, Tina was told that they had a subpoena and she was required to give them the file by law. Tina handed over the file. As part of her recording and documenting process, Tina recorded the incident in the daily log. After reviewing the daily log, Tina s supervisor wrote up a gap analysis for the incident, which highlighted training on privacy laws and guidelines. Practice task 6 Consider an incident that has occurred, or may occur, in an organisation where information from the KMS couldn t be retrieved for some reason. This may be a customer enquiry, legal request, managerial request or personal reason. Using the incident report template below, record the incident, actions and recommendations you would make. Submit this to your trainer for feedback. Date Incident Consequence Reported by Action taken Date modified Modified by Job title Signed 31
Chapter 3: Reviewing the use of the system Assessment activity 3: Reviewing the use of the system The following table maps the assessment activity for this chapter against the performance criteria of Element 3 in BSBINM501A Manage an information or knowledge management system. The activity has been designed for all learners to complete. Part Element Performance criteria A 3 3.1, 3.2 B 3 3.3 Part A: Theory revision and application 1. 2. 3. 4. 5. If information is one of modern businesses most important resources, what advantages can good quality information provide to your organisation? What are some of the benefits of the information or knowledge management systems in your organisation or an organisation you are familiar with? What are some of the potential drawbacks that can be associated with it? What are some critical points to consider while assessing the effectiveness of a knowledge or information management systems? Using the areas of economy, accessibility, safety and environment, identify some measures you could apply to your organisation s KMS. Identify what type of KMS your organisation uses, either demand- or supply-side. Using the AAR model, develop a list of strengths and weaknesses and report your recommendations for improvement. Business planning and operational planning should include the control and monitoring of the information systems of an organisation. Research and identify some of the performance measures used in your organisation for the monitoring of information systems. Prepare a report for your KMS manager. In your answer, identify gaps between system performance and planned objectives. If the objectives are not clear, suggest improvements. Part B: Case study Read the case study then complete the task that follows. Case study Westcon s information system was managed by the same records officer for almost forty years. Because it had been working well for this period the company felt no need to update as more and more computer technology became available. The records officer retired and Westcon was unable to find a suitable replacement; this resulted in chaos. Westcon had suffered a critical knowledge system failure. Some of the outcomes included reduced cost effectiveness, increased workload for staff, and reduced effectiveness of information and data analysis. The firm was at a standstill. Westcon closed its doors for two weeks, upgraded to computer technology and employed a group of specialists in data retrieval. It was both costly and time-consuming. 61
Final assessment: BSBINM501A Manage an information or knowledge management system Final assessment: BSBINM501A Manage an information or knowledge management system To be assessed as competent in BSBINM501A Manage an information or knowledge management system, you must provide evidence of the specified essential knowledge and skills. Details of the essential knowledge and skills can be found in the Before you begin section of this workbook. Assessment mapping The following table maps this final assessment activity against the elements and performance criteria of BSBINM501A Manage an information or knowledge management system. Part Element Performance criteria A All All B All All C All All Detailed mapping of this workbook against the methods of assessment, the elements, the performance criteria and essential skills and knowledge is available in the Aspire Trainer s and assessor s guide for this unit. The following activity forms part of your assessment of competence. You may also need to provide various workplace documents or third-party reports. Your trainer will give you guidance in this area. The following activity has been designed for all learners to complete. Part A: Essential skills The following skills have been identified as essential for this unit of competency: Analytical and problem-solving skills to ensure the system is working in accordance with organisational expectations and to deal with contingencies Technology skills to work with and manage the use of the information or knowledge management system You need to demonstrate your ability to apply these skills in your work. The following list provides some strategies you might use to demonstrate your competence in these essential skill areas. Provide written reports reviewing and evaluating information or knowledge management systems. Respond to direct questions. 63