CoPs in Information Service Organisations: a wild goose

chase?

Paper Presentation by Johann van Wyk at the

HICSA Meeting held on 2 November 2005

Introduction

• Knowledge:Tacit or Explicit• Knowledge Management• Learning Organisation• Communities of Practice (CoPs)• Stages in the development of CoPs• CoPs in an Academic Library: Case

Study: Academic Information Service, University of Pretoria

Knowledge

• Explicit knowledge

• Tacit knowledge

Communities of Practice

KnowledgeManagement

Learning Organisations

Knowledge Management

• Definition:

- Utilisation and exploitation of all knowledge assets of organisation

- Including all its info and its human experience and expertise

- Ensure sustainability and competitive advantage

KM Definition (Cont.)

- Utilises its culture, processes and infrastructure to

- Create, identify, capture, share, use & re-use knowledge

- Adding optimal value to client’s knowledge base

Learning organisations

• Definition:

“An organisation that can identify, developand utilize its tacit and explicit knowledge capabilities, enabling the organisation to expand its capacity to learn and grow, and to modify its behaviour to reflect new knowledge and insights, and in doing so to improve its performance and success”.

Communities of Practice (CoPs)• Background:- Social groups: e.g. Drinking clubs, Roman

Collegia, Guilds, Caste System in India, regiments, old-boy-networks, peer groups and gangs.

- Academic groups: e.g. Royal Society, American Philosophical Society

- Informal Academic Groups: Invisible Colleges- Xerox: Communities of Professionals- Jean Lave and Etienne Wenger

What is a Community of Practice?

“A Community of Practice is a network of people emerging spontaneously, and held together by informal relationships and common purpose, that share common knowledge or a specific domain, expertise and tools, and learn from one another”.

Communities of Practice

KnowledgeManagement

Learning Organisations

Capturing knowledge through CoPs

• Storytelling

• Role-play/scenarios

Capturing knowledge through CoPs (Cont.)

• Knowledge Mapping

orgnet.com

Case Study: Academic Information Service (AIS), University of Pretoria,

South Africa

• Background• Respondents• Method: Literature study and Interviews

CoPs identified in the AIS

Cross Organisational CoPs

CoP

Academic department at

other University

Academic Department

Other library

GovernmentDepartment

AIS

Knowledge Management Practitioners Group of Pretoria

• http://www.kmpg.org

GCATS (GAELIC Cataloguers)

Maritime Archaeology Group

Maritime Archaeology

Lecturer

Researchers from

Cape Town

Students

Information Specialist

Virtual Group on Water Research

Virtual Group on Architecture

African Goats Group

Internal CoPs in the AIS

Information Specialists Group

Humanities

Natural & Agric.

Sciences and

Engineering

Economic and

Management Sciences

Law

Groenkloof (Education)

Theology & Sociological

Sciences

Medical Sciences

Veterinary sciences

General

Information

Specialists Group

Digital Repositories Group

Informal Network for E-Information Experts

Stages in development of a CoP

Results

Role of Management

Time to participate

Workload

Rewards or Incentives

New Members

Size of the CoP

• Ideal size: 15 – 20 members

Trust

Coordination or Facilitation role in the CoP

Formal v Informal

Information Technology

• E-mail and Listservs

• Telephone and Teleconferencing

• Web Pages

• Virtual Workspaces on Portals, e.g. InfoPortal of UP

Conclusion

• Are CoPs in Information Service Organisations a wild goose chase?

Stages in development of a CoP

PotentialDefinition The possibility for the formation

of a community exists.

Fundamental function Connection.

Possible role of information specialist/librarian

 

Identify suitable candidates to join;

Market CoP to potential members;

Identify existing communities;

Sell CoP to management for support;

Conduct interviews and facilitate group dialogue;

Act as Community Champion or coach a Community champion.

FormationDefinition The members come together,

form a community and set out its operating principles.

Fundamental function Capturing memory, context creation and structuring.

Possible role of information specialist/librarian

 

Act as facilitator;

Set up, facilitate and document informal meetings;

Map knowledge flows and knowledge relationships;

Build group identity by setting up a homepage or designing a virtual workspace.

CommitmentDefinition The community executes and

improves its processes.

Fundamental function Access and learning.

Possible role of information specialist/librarian

 

Design knowledge capture and documentation systems;

Design, convene and facilitate seminars and conferences;

Develop support strategies for the group learning agenda.

ActiveDefinition The community understands and

demonstrates benefits from knowledge sharing and the collective work of the community.

Fundamental function Collaboration.

Possible role of information specialist/librarian

 

Encourage members to stay committed;

Make online links to members' papers;

Publish stories on individuals or communities in newsletters or other corporate-wide publications;

Address organizational issues that are helping or hindering activity;

Help negotiate role of CoP in organizational decision-making;

Forge linkages with other groups and communities.

Scenario 1 – AdaptiveDefinition The community adapts to

changes in the environment

Fundamental function Innovation and generation

Possible role of information specialist/librarian

 

Mentor/teacher

Facilitator

Innovator

Scenario 2 – Disengage and DisperseDefinition The usefulness of the community

for its members and supporting organization has been outlived, and its members move on

Fundamental function Disengagement

Possible role of information specialist/librarian

 

Facilitate

Convene reunions

Maintain directory

Conclusion