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Developing Guidelines for a Knowledge Management Policy to Enhance Knowledge Retention at the University of Zambia

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Developing Guidelines for a Knowledge Management Policy to Enhance Knowledge Retention at the University of Zambia View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Unisa Institutional Repository DEVELOPING GUIDELINES FOR A KNOWLEDGE MANAGEMENT POLICY TO ENHANCE KNOWLEDGE RETENTION AT THE UNIVERSITY OF ZAMBIA BY SITALI WAMUNDILA submitted in fulfilment of the requirements for the degree of MASTER OF ARTS in the subject INFORMATION SCIENCE at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF P. NGULUBE NOVEMBER 2008 DEDICATION To my wife Faith Moono-Wamundila who made a positive contribution to my dissertation through her understanding, patience and encouragement. i DECLARATION STUDENT NUMBER: 3649-715-0 I declare that Developing guidelines for a knowledge management policy to enhance knowledge retention at the University of Zambia is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. ............................................. ....................................... SIGNATURE DATE (MR S. WAMUNDILA) ii ACKNOWLEDGEMENTS This work would not have come to fruition without the devotion and dedication of selfless men and women whose desire for knowledge generation and advancement is greatly appreciated. Thus, many special thanks go to my supervisor Professor Patrick Ngulube who supervised and directed this dissertation. His wonderful guidance has greatly inspired me as I remain yearning for academic advancement in the near future. I am grateful for the guidance and supervision that my initial supervisors, Dr. Lorette Jacobs and Dr. Linda M. Cloete, gave in the conceptualisation of a researchable project. I am grateful for your belief in me. You gave me strength to carry on. I also thank all staff at the University of South Africa (UNISA), especially those in the Department of Information Science and the Library who assisted in one way or another in my studies. I am grateful to the University of South Africa for the financial assistance I received in the 2007 academic year through a bursary under the Financial Aid Bureau (FAB). I wish to thank all management and academic staff at UNZA for giving me an opportunity to interview them and for filling in the questionnaires. I am sincerely grateful to my family, especially my daughters and son (Faith, Inonge, Sitali Jr. and Limpo) for their understanding when I could not find much time to attend to their various social needs. iii ABSTRACT The purpose of this study was to investigate how knowledge retention may be enhanced at the University of Zambia (UNZA). A mixed research methodology was employed in the case study design. Data was collected using interviews and questionnaires. Purposive sampling was used to determine participants for the interviews while stratified random sampling was employed for the questionnaire respondents. Out of a population of 435 a sample of 205 was surveyed. The response rate was 60 %. Findings indicate that UNZA lacked a number of knowledge retention practices that can enable it to retain operational relevant knowledge. In view of these findings, the study concluded by recommending guidelines for the adoption of various knowledge retention practices that could be embedded into UNZA’s knowledge management policy. KEY TERMS: Knowledge management, knowledge retention, knowledge loss, knowledge assessment, knowledge acquisition, knowledge transfer, Knowledge management policy, attrition challenges, Knowledge documentation. iv TABLE OF CONTENTS Dedication.......................................................................................... i Declaration......................................................................................... ii Acknowledgements............................................................................ iii Abstract.............................................................................................. iv Table of Contents………………………..……………………………… v List of Tables……………………………………………………………. xvi List of Figures…………………………………………..………………. xvii List of Appendices……………………………………………………… xvii List of Acronyms……………………………………………………… xviii CHAPTER 1: INTRODUCTION AND BACKGROUND………………… 1 1.1 INTRODUCTION AND BACKGROUND………………………. 1 1.2 HISTORICAL CONTEXT.………....……………………....…..... 2 1.3 STATEMENT OF THE PROBLEM……………………………… 3 1.3.1 Problem Formulation.……………….…………………….. 5 1.3.2 Significance of the Problem…………….....……………. 10 1.4. PURPOSE OF THE RESEARCH.................………………….. 11 1.4.1 Research Objectives ……………..............……………… 11 1.4.2 Research Objectives, Questions and Possible Sources of Data…..................................................................... 12 1.4.3 Scope, Limitations and Exclusions…………………… 12 1.4.4 Significance of the Research………..…………………. 13 1.5 KEY CONCEPTS.......……………………………………...…….. 14 1.5.1 Information………………………………………………… 14 1.5.2 Information Management……………………………….. 15 v 1.5.3 Knowledge………………………………………………… 15 1.5.4 Explicit Knowledge………………………………………… 16 1.5.5 Tacit Knowledge………………………………………….. 16 1.5.6 Knowledge Assessment…………………………………. 17 1.5.7 Knowledge Acquisition………………………………….. 17 1.5.8 Knowledge Transfer…………………………………….. 18 1.5.9 Knowledge Retention…………………………………… 19 1.5.10 Knowledge Management………………………………. 19 1.6 RESEARCH APPROACH AND DESIGN …………………..… 20 1.6.1 Research Approach………………………………………. 20 1.6.2 Research Design…………………………………………. 22 1.6.3 Data Collection Methods………………………………… 22 1.6.3.1 Document/Literature Review…............... 23 1.6.3.2 Interviews…………………….................... 23 1.6.3.3 Questionnaire........................................... 24 1.6.4 Unit of Analysis….........….....………………………….... 25 1.6.5 Study Case...................................................................... 25 1.6.6 Sampling Procedure and Study Sample…………….. 25 1.7 ORGANISATION OF THE DISSERTATION...……..……………….... 26 1.8 SUMMARY OF CHAPTER ONE……..…………………………… 27 CHAPTER 2: A SITUATION ANALYSIS OF THE COMPONENTS, DRIVERS, POLICIES AND STRATEGIES FOR KNOWLEDGE RETENTION IN SELECTED UNIVERSITIES AND OTHER INSTITUTIONS………………………………………….. 28 2.1 INTRODUCTION……………………………………………………… 28 2.2 THE VALUE OF KNOWLEDGE……………………………………. 28 2.3 APPROACHES TO KNOWLEDGE MANAGEMENT…………… 31 vi 2.4 THE COMPONENTS OF KNOWLEDGE RETENTION................. 33 2.5 KNOWLEDGE ASSESSMENT……………………………………… 34 2.5.1 Organisational Capabilities Assessment…………………… 35 2.5.2 Workforce Planning…………………………………..……….. 36 2.5.3 Knowledge Auditing…………………………………….......... 39 2.6 KNOWLEDGE ACQUISITION………………………………………. 42 2.6.1 Knowledge Acquisition Techniques………………………… 45 2.6.1.1 Recruitment…………………………….. … 46 2.6.1.2 Training and Development…………….…. 46 2.6.1.3 Intuitive, Incidental Retrospective and Prospective………………………………… 48 2.6.1.4 Interviews (Protocol Generation)............... 49 2.6.1.5 Card Sorting………........…………..……… 49 2.6.1.6 Protocol Analysis…........…………………. 50 2.6.1.7 Observation…...................……………….. 50 2.6.1.8 Brainstorming........………………………… 50 2.6.1.9 Expert Systems, Subject Matter Experts and After Action Reviews…………………………… 51 2.7 KNOWLEDGE TRANSFER........................................................... 51 2.7.1 Succession Planning........................................................... 53 2.7.2 Community of Practice (CoP)…………..……………..…….. 54 2.7.3 Knowledge Repositories through Documentation…………. 54 2.7.4 Mentoring……………………………………………………… 55 2.7.5 Coaching……………………………………………………… 57 2.7.6 Phased Retirement…………………………………….……. 58 2.7.7 Job Rotation……………………………………………….. 59 2.7.8 Story Telling…………………………………………………. 59 2.7.9 Orientation…………………………………………………. 59 vii 4.1.3 Summary of Tools, Methods and Techniques for Knowledge Assessment, Acquisition and Transfer…………………… 60 2.8 DRIVERS FOR THE RETENTION AND MANAGEMENT OF KNOWLEDGE..............................................................………. 62 2.8.1 The Significance of Changing Workforce Demographics and Profiles….....................................….. 63 2.8.1.1 Builders/Traditionalists……………………. 64 2.8.1.2 The Baby Boomer Generation……………. 64 2.8.1.3 The Generation X………………………..….. 66 2.8.1.4 The Generation Y………………………..….. 67 2.8.2 The Implications of Employee Mobility and Turnover ….. 69 2.8.3 The Lack of Knowledge Documentation………………….. 72 2.9 KNOWLEDGE RETENTION IN UNIVERSITIES…………………. 74 2.9.1 Managing the University and the Role of Knowledge Management in University Operations…………………. 74 2.9.1.1 The Role of Knowledge Management in University Management and Administration… 76 2.9.1.2 Knowledge Management in Teaching and Learning…………………………………………. 76 2.9.1.3 Knowledge Management and Research…….. 77 2.9.1.4 Knowledge Management and Distance Education……………………………………… 78 2.9.1.5 Knowledge Management in University Libraries………………………………………. 78 2.10 THE NEED TO RETAIN UNIVERSITY KNOWLEDGE……………. 78 2.10.1 Knowledge Retention and Management in Institutions of Higher Learning: International Overview.……………………. 79 viii 2.10.2 Knowledge Retention and Management in African Institutions of Higher Learning………………………..…. 81 2.11 THE KNOWLEDGE MANAGEMENT POLICY……………………. 83 2.12 EXAMPLES OF ADOPTED KNOWLEDGE MANAGEMENT POLICIES AND STRATEGIES ADOPTED BY SELECTED ORGANISATIONS…………………………………. 86 2.12.1 Examples of Corporate Knowledge Management Policies and Strategies………………………………….…. 86 2.12.1.1 The Asian Development Bank……………… 86 2.12.1.2 The United States Department of the Interior, Bureau of Land Management……………….. 88 2.12.1.3 International Fund for Agricultural Development (IFAD)………………………. 89 2.12.2 Examples of Knowledge Management Policies and Strategies Adopted in Higher Learning Institutions………… 90 2.12.2.1 The
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