KNOWLEDGE MANAGEMENT ASSIGNMENTS CRN 28180, SUMMER 2012, ASSIGNMENT TWO Contribution: 50% of the module grade Hand in Date: Tuesday 31st July before 4.00pm Word Limit: Between 2,000 and 2,500 words long including references. ASSESSMENT CONTENT: An essay or short paper, PRINTED DOUBLE-SIDED, in which you should select one topic that was taught on the knowledge management module, except tacit knowledge, that you find important to you (interesting or valuable) then discuss this topic as follows. Examples of topics include, but are not restricted to, Communities of Practice, Knowledge Management Software/Systems, Knowledge Sharing, Knowledge Cultures in Organisation. You may NOT select Tacit Knowledge since it was the topic for the first assignment. The following numbered phrases may be used as headings: §1. The Knowledge Management Topic that is Important. Name the topic. Then describe in your own words what makes up the topic and how it affects organisations and business. You may summarise what was given you in the module about this topic, but you will get more marks if you also summarise other material that you find in journals, books, etc. (approx 500 words) §2. Why This Topic Is Important. Two parts to this: » Explain and discuss why the topic is important in organisations and business. Cite references that discuss why it is important. » Explain and discuss why it is interesting or valuable to YOU. (approx 600 words) §3. Critical Analysis of the Topic. Critically analyse in what ways the practice and/or theory about this topic is good and bad, and the different kinds of benefits and dangers that are related to this topic. To understand what 'critical' means, please see below or refer to "http://www.basden.salford.ac.uk/courses/critical.txt". I recommend that to do this you use aspectual analysis as taught elsewhere on the course (specifically during the Key Issues in ISD module), focusing on the 'human aspects', namely from the analytic to faith/pistic aspect. The list of these aspects is appended below. However, if you do not feel confident to do this, or for any other reason you cannot or do not wish to make an aspectual analysis of this kind, then you may use any other method you wish to critically analyse. (approx 800 words) §4. How I Intend to Apply This Topic. Discuss in what ways you might apply this topic when you leave the University. (approx 300 words) §5. Conclusion (100 words) §6. References, as needed. Note: Some references are expected in §1 and §2. In §3, aspectual analysis does not require references, but if you provide any good ones you might receive extra marks. However, if you do not use aspectual analysis then references would be expected in §3. Total: 2000-2500 words. ASSESSMENT CRITERIA Your work will be assessed using the following criteria, but in addition, extra marks will be given for PRINTING DOUBLE-SIDED. Specifically, the following criteria will be applied to the items above, The proportion of marks per section is given, but might vary if, for example, a student makes an exceptionally good entry in one item. §1. The Knowledge Management Topic that is Important. 15-25 marks » Clear and deep understanding of the topic » Understanding of what others have theorized or believed about the topic » Quality of description and discussion of topic (understandable, succinct, but deep) » Critical attitude (questioning whether what was taught on the module, or what you find in literature material, is valid and giving good reasons why questioning it). §2. Why This Topic Is Important. 15-25 marks » Quality of reasons why the topic is important. » Understanding of ways in which this topic is important in the wider world. » A feeling or appreciation or excitement. §3. Critical Analysis of the Topic. 40 marks This is the section that gains most marks. » Understanding of how each aspect of the topic can be good or bad » Imagination in critical discussion » Ability to discuss aspects that are often overlooked » Ability to take a critical stance; see below and "http://www.basden.salford.ac.uk/courses/critical.txt" §4. How I Intend to Apply This Topic. 10-15 marks. » Practical understanding of topic » Imagination » Self-critique and self-understanding » General quality of this discussion §5. Conclusion 5-10 marks » Ability to understand and express how all the above links together » Understanding of how this is important in the wider world. §6. References, as needed. Extra marks. » Note: Good references are treated as a bonus, for which extra marks may be added, rather than a requirement, in this essay because, if you undertake aspectual analysis, then fewer references are expected then in Assignment 1. » Quality of references. For Printing Double-Sided: 2 extra marks. BEING CRITICAL Being critical does not mean being negative. Being critical means not taking for granted what you have read, but taking pains to find out » whether it makes sense or not, » whether it can be true or not, » whether it is good or not, » and whether these apply in different contexts. Being critical in this way does not necessarily dishonour the author of what has been said, but in fact honours them because it means you consider them worthy of the pains you have taken. In assignments and dissertations you are expected to be critical, which means to analyse something someone has said or written in terms of one or more of the above: » To analyse whether it makes sense or not, write down the argument that the author makes. See if there are any gaps in it, or even logical errors of incoherency. Example: Freud claimed, in one of his theories, that all beliefs are mere wish-fulfilment and therefore can be thought of as untrue. But his theory is one of his beliefs, so it must be one of his wish- fulfilments, so it can be taken as untrue. That is incoherent. See Clouser [2005, p.84, or 1991 edition in library, p.70] for more. » To analyse whether it can be true or not, write down what the author is trying to make the reader believe, then either find out what evidence the author gives for it, or work out what conditions need to be fulfilled for what they say to be true. Example: One of Freud's theories rest on evidence from one single case, in which suggestions were made to a child until the child agreed; that agreement was taken to prove the theory. » To analyse whether it is good or not, write down what the author is advocating, and the likely results of it, and discuss whether these are good or bad, beneficial or harmful. Example: Freud's theories were used by the tobacco industry in the 1920s to get women smoking. » To analyse whether these apply in different contexts, write down what cultural context the author is writing from and work out from this what they assume. Then imagine a very different context, and discuss whether the assumptions still hold. Example: Freud's theories were popular among the 1920s Western intelligencia, who sought an excuse for sexual promiscuity; they were not so relevant among other cultures of the world. There are three ways of doing these. First, if you are well-versed in philosophy, you can argue it yourself, but that is dangerous because you might overlook something. Second, find other writers that criticise the author you are analysing, rather than relying on your own arguments, and cite them. Third, use aspects: you can argue from the rationality or normativity of aspects. References Clouser R, (1991, 2005 2nd ed.), The Myth of Religious Neutrality; An Essay on the Hidden Role of Religious Belief in Theories, University of Notre Dame Press, Notre Dame, Indiana, USA. DOOYEWEERD'S ASPECTS » quantitative - to do with amount, counting of things » spatial - to do with space, spreading out in a continuous way » kinematic - to do with movement » physical - to do with energy, mass, forces, etc. » biotic / organic - to do with life functions » psychic / sensitive - to do with sensing, response, feeling, emotion » analytic - to do with distinction and clarity » formative - to do with our ability to shape things, concepts, organisations, etc., to do with achievement, goals, skills and techniques; and to do with technology and history » lingual - to do with symbolic signification: documentation, programming, etc. and providing the basis for communication » social - inter-personal relationships, roles in social institutions and structures, and respect between people » economic - to do with frugality, resources, and management of these, including of course money and time » aesthetic - to do with harmony (as in music), play, fun, interest, enjoyment, art, etc. » juridical - to do with 'what is due' to all, and legal rules and enforcement » ethical - to do with self-giving, generosity, going beyond what is due » faith / pistic - to do with beliefs, vision, commitment. Andrew Basden. 22 June 2012