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Pathology and Measurement of Effective Factors on Knowledge Management in Organizations

Soleyman Iranzadeh Islamic Azad university,Tabriz Branch

Tabriz, Iran e-mail: [email protected]

Farzam Chakherlouy Tabriz Business Training Center

Tabriz, Iran e-mail: [email protected]

Abstract— Pathology and measurement of factors effective on knowledge management (KM) in organizations is the aim of the present research activity. The main question of the present research was posed as follows: “How is the situation of knowledge management and its effective factors at Islamic Azad Universities of East Azarbaijan Province?” All staff and personnel of Islamic Azad University centers and its branches in E. Azarbaijan Province are subject of the present research activity. These staff and personnel were studied through the application of questionnaire. Eventually, recognition of extant situation in dimensions of commissioning prize (reward) system, adaptability of organizational environment, technology, culture, size of organization, values, norms and leadership through parametric statistics models especially student’s t-test. It was observed that commissioning prize and reward system is considered as the most important indicator which affects remarkably on Knowledge Management (KM) and size of organization leaves less effect on Knowledge Management (KM) as well.

Keywords- Knowledge Management (KM); Information Sharing; Prize and Reward System; Organizational Culture; Leadership;

I. INTRODUCTION Placing special emphasis on organizational knowledge

and data as strategic source is regarded as one of key factors which differentiate smart trade organization in 21st century. Unlike previous business and trade activities, factors of speed, competition, globalization, and resisting against fast environmental changes in today business environment are taken into consideration seriously.

Today organizations are in dire need of capturing, managing and taking advantage of knowledge for obtaining high productivity, gaining customers’ satisfaction, managing competition and taking effective steps for confronting with endless environmental changes more than ever. Knowledge management is considered as a systematic approach of creating, receiving, reorganizing, attaining and taking advantage of knowledge and learning in organization.

In training and educational organizations, knowledge management contributes to making decision, more flexibility, reducing work load, increasing productivity, creating new business opportunities, reducing cost and improving motivation among staff and personnel.

Knowledge management system is a synergy between the technology and social-structural mechanism [1] in which social or structural tools are used to support knowledge

management and the information and communication technologies are employed to assist in the knowledge management mechanism. By implementing knowledge management, an organization enjoys various benefits brought by sharing and leveraging on the knowledge exists among organization members. In fact, we now live in the knowledge society [2] where knowledge is considered an essential resource contributing to the success of an organization and knowledge generation and sharing is a valued part of the organizational culture [3].

To share knowledge in an LO, features that must be presence are: culture of open communication where people speak openly and honestly about important issues; where problems and errors are shared and conflicts are accepted as ways to solve problems. For example, the culture of open communication with a norm of speaking openly and honestly about important issues, the freedom to speak one’s mind including inquiry as well as a climate among members where problems and errors are shared and conflict are accepted as ways to solve problem ([4]; [5]; [6]; [7]). Additionally, the culture that encourage risk taking, acceptance of mistakes and absence of punishment for mistakes or failures ([8]; [9]; [10]); life long learning and boundaryless

environment; teamwork and collaboration and trust [11]; Rewards and promotions for employee who learn continuously and share knowledge with colleagues [12] are vital elements that support sharing knowledge in organizations.

At the present research activity, for studying effective factors on knowledge management and pathology of determination of knowledge management dimensions, the following seven aspects have been taken into consideration:

Commissioning reward system, Adaptability of organizational environment, Technology, Culture, Size of organization, Values and norms, Leadership of knowledge management The above mentioned aspects have been made in line

with combined model presented by Davis and Walter. Objectives of Research: The present research deals with main objective and seven

side aims which comes as follows: Main Objective

2010 International Conference on Education and Management Technology（ICEMT 2010）

391 978-1-4244-8618-2/10/$26.00 © 2010 IEEE

- Study of situation and determination of effective factors on knowledge management at Islamic Azad Universities of East Azarbaijan Province

Side Objectives Study of effect of organizational adaptability on

knowledge management at Islamic Azad Universities of E. Azarbaijan Province,

Study of effect of technology on knowledge management at Islamic Azad Universities of E. Azarbaijan Province,

Study of effect of prizes and reward system on knowledge management at Islamic Azad Universities of E. Azarbaijan Province,

Study of effect of culture on knowledge management at Islamic Azad Universities of E. Azarbaijan Province,

Study of effect of leadership on knowledge management at Islamic Azad Universities of E. Azarbaijan Province,

Study of effect of values and norms on knowledge management at Islamic Azad Universities of E. Azarbaijan Province,

Study of effect of size of organization on knowledge management at Islamic Azad Universities of E. Azarbaijan Province

Research Hypotheses Effect of organizational adaptability on knowledge

management at Islamic Azad Universities of East Azarbaijan Province is exceeding average rate.

Effect of technology on knowledge management at Islamic Azad Universities of East Azarbaijan Province is exceeding average rate.

Effect of commissioning reward and prize system on knowledge management at Islamic Azad Universities of East Azarbaijan Province is exceeding average rate.

Effect of organizational culture on knowledge management at Islamic Azad Universities of East Azarbaijan Province is exceeding average rate.

Effect of leadership on knowledge management at Islamic Azad Universities of East Azarbaijan Province is exceeding average rate.

Effect of values and norms on knowledge management at Islamic Azad Universities of East Azarbaijan Province is exceeding average rate.

Effect of size of organization on knowledge management at Islamic Azad Universities of East Azarbaijan Province is exceeding average rate.

II. MATERIALS AND METHODS

Subject, Sample and Sampling Method All staff and personnel (official and unofficial) of Islamic

Azad University centers of East Azarbaijan Province is subject of this research while sampling method is simple randomly.

In the beginning, 25-pair initial sample was selected and after calculation of average and responses’ criteria deviation, the number of statistical sample was set 82 persons based on sample volume formula.

Validity and Reliability, Measurement Tool For determination of validity of questionnaire, nominal

method was used. For determination of reliability of questionnaire, questionnaire was first distributed experimentally among 25 statistical sample individuals. After obtaining answer of each question, the questionnaires were studied separately. Consequently, percentage of response for each question was calculated. Firstly, percentage of obtained answers amounted to more than 90% of sample size. Secondly, most 25-member group answered questions posed at questionnaire. In addition to using theoretical basics, concept and validity of questionnaire was approved through the application of reformed views of answerers at the preliminary stage. Of course, after experimental execution of questionnaire, answers were studied through Cronbach’s � (Alpha) method (SPSS software package system). With the application of results obtained through Cronbach’s Alpha method, it was observed that reliability of questionnaire stood at more than 89% i.e. 0.897 percent. Hence, more confidence was obtained in line with determination of validity and reliability of questionnaire. Finally, validity and reliability of questionnaire was approved.

Data Analysis Method Student’s t-test was used for research hypotheses test in

such a way that rate of effect of each hypothesis was calculated separately.

In each of them with meaningful level of 0.05% (95% degree of confidence), we have argued for proving and/or dismissing hypotheses.

It should noted that research questionnaire is comprised of 48 questions at large in a way that each one of hypotheses research questions (from 1 to 6) contains seven (7) questions and 7th hypothesis contains six (6) questions of questionnaire according to Table 2.

Relative affluence of answerers to the questions of questionnaire is made according to Table 3. Results can be

presented descriptively for each of seven questions posed in the field of research.

: Effect of organizational adaptability on knowledge management at Islamic Azad Universities of East Azarbaijan Province is not exceeding average rate.

: Effect of organizational adaptability on knowledge management at Islamic Azad Universities of East Azarbaijan Province is exceeding average rate.


392

(0/05 ,82 ) =1.66

cal (0.05,82)( 10.110) ( 1.66)T T= > = Also, adaptability factor average stands at 3.7928 in view

of answerers which is more from the desired indicator of (Test Value=3).

Since meaningful level of the test is �=000, this rate is smaller than the least meaningful level (i.e. 0.05). The difference between the two proportions is remarkable and meaningful. Then, this difference can not be attributed to random and also can not be ignored. Consequently, assumption of with meaningful level of 0.05 is rejected

or refused while assumption of with assurance rate of 0.95 is admitted. This study with assurance level of 0.95 shows that 2.01 percent of staff and personnel considers adaptability as “never”, 11.98 percent consider it as “rarely”, 53.01 percent as “sometimes”, 33 percent as “ofteny” and 0 percent of staff and personnel of Islamic Azad University consider effect of organizational adaptability on knowledge management at Islamic Azad Universities of East Azarbaijan Province as “always”.

: Effect of technology on knowledge management at Islamic Azad Universities of East Azarbaijan Province is not exceeding the average rate.

: Effect of technology on knowledge management at Islamic Azad Universities of East Azarbaijan Province is exceeding the average rate.

(0/05 ,82 ) = 2.95

cal (0.05,82)( 2.9536) ( 1.66)T T= > = Also, the average technology factor is 3.1805 in view of

answerers, the rate of which is more than the desired indicator (Test Value=3).

Since meaningful level of the test is �=.004, this rate is smaller than the least meaningful level of 0.05. Then, difference between two proportions is remarkable and meaningful. Hence, this difference can not be attributed to

random and also can not be ignored. Consequently, suppose of with meaningful level of 0.05 is dismissed while

suppose of with assurance rate of 0.95 is admitted. This study with confidence interval of 0.95 shows that 0 percent of staff and personnel of the university consider technology as “never”, 8.43 percent of them consider technology as “rarely”, 62.65 percent of them consider technology as “sometimes”, 26.51 percent of them consider technology as “often” while 2.41 percent of staff of Islamic Azad University consider effect of technology on knowledge management at Islamic Azad Universities of East Azarbaijan Province as “always”.

: Effect of commissioning reward and prizes system

on knowledge management at Islamic Azad Universities of East Azarbaijan Province is not exceeding the average rate.

: Effect of commissioning reward and prizes system on knowledge management at Islamic Azad Universities of East Azarbaijan Province is exceeding the average rate.

(0/05 ,82 ) =4.6450

cal (0.05,82)( 4.6450) ( 1.66)T T= > = Also, average of commissioning reward and prizes award

system factor stand at 3.4369 in view of answerers, the rate of which is exceeding the desired indicator of Test Value=3.

Since meaningful level of the test is �=.000, this rate is smaller than the least meaningful level of 0.05. Then, difference between two proportions is remarkable and meaningful.

Therefore, this difference can not be attributed to random and also can not ignore it. Consequently, suppose of with meaningful level of

0.05 is dismissed while suppose of with confidence interval of 0.95 is admitted. This study with confidence interval of 0.95 shows that 2 percent of staff and personnel consider prize and reward system as “never”, 7.22 percent consider reward system as “rarely”, 70.30 of them consider this system as “sometimes”, 16.77 percent of them consider it as “often” and 3.61 percent of staff and personnel of Islamic Azad University consider effect of commissioning reward system on knowledge management at Islamic Azad Universities of East Azarbaijan Province as “always”.

: Effect of organizational culture on knowledge management at Islamic Azad Universities of East Azarbaijan Province is not exceeding the average rate.


393

: Effect of organizational culture on knowledge management at Islamic Azad Universities of East Azarbaijan Province is exceeding the average rate.

(0/05 ,df ) = 5.158

cal (0.05,82)( 5.158) ( 1.66)T T= > = Also, the average factor of organizational culture stands

at 3.3313 in view of answerers, the rate of which is more than the desired indicator i.e. Test Value=3.

Since meaningful level of the test is �=.000, this rate is smaller than the least meaningful level of 0.05. Then, difference between the two proportions is remarkable and meaningful. Then, this difference can not be attributed to random and also can not be ignored. Consequently, suppose of with meaningful level of

0.05 is dismissed while suppose of with confidence interval of 0.95 is admitted. This study with confidence interval of 0.95 shows that 1.43 percent of staff consider organizational culture on knowledge management as “never”, 23.47 percent of them consider organizational culture on knowledge management as “rarely, 55.42 percent of them consider it as “sometimes”, 18.47 percent of them consider it as “often” and 1.20 percent of staff and personnel of Islamic Azad University consider effect of organizational culture on knowledge management at Islamic Azad Universities of East Azarbaijan Province as “always”.

: Effect of leadership style on knowledge

management at Islamic Azad Universities of East Azarbaijan Province is not exceeding the average rate.

: Effect of leadership on knowledge management at Islamic Azad Universities in exceeding the average rate.

(0/05 ,82 ) = 2.746

cal (0.05,82)( 2.746) ( 1.66)T T= > =

Also, average leadership factor stands at 3.5714 in view of answerers, the rate of which is more than the desired indicator (Test Value=3).

Since meaningful level of the test is �=.005, this rate is smaller than meaningful level of 0.05. Then, difference between two proportions is remarkable and meaningful.

Therefore, this difference can not be attributed to random and also can not be ignored. Consequently, suppose of with meaningful level of

0.05 is dismissed while suppose of with confidence interval of 0.95 is admitted. This study with assurance interval of 0.95 percent shows that 3.26 percent of staff considers leadership style method on knowledge management as “never”, 16.98 percent of them consider it as “rarely”, 59.85 percent of them consider it as “sometimes”, 18.84 percent of them consider it as “often”, 1.07 percent of staff of Islamic Azad University considers leadership effect on knowledge management at Islamic Azad Universities of East Azarbaijan Province as “always”.

:Effect of values and norms on knowledge management at Islamic Azad Universities of East Azarbaijan

Province is not exceeding the average rate.

: Effect of values and norms on knowledge management at Islamic Azad Universities of East Azarbaijan

Province is exceeding the average rate.

(0/05 ,82 ) = 3.645

cal (0.05,82)( 3.645) ( 1.66)T T= > = Also, average of values and norms factor stands at 3.1813

in view of answerers, the rate of which is more than the desired indicator of Test Value=3.

Since meaningful level of the test is �=.007, this rate is smaller than the least meaningful level of 0.05. Then, difference between two proportions is remarkable and meaningful.

Therefore, this difference can not be attributed to random and also can not be ignored. Consequently, suppose of with meaningful level of

0.05 is dismissed while suppose of with confidence

degree of 0.95 is admitted. This study with confidence interval of 0.95 shows that 1.34 percent of staff of the university considers values and norms on knowledge management as “never”, 18.76 of them consider it as “rarely”, 65.21 percent of them consider it as “sometimes”,


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10.43 percent of them consider it as “often”, and 4.26 percent of staff of Islamic Azad University consider effect of values and norms on knowledge management at Islamic Azad Universities of East Azarbaijan Province as “always”.

: Effect of size of organization on knowledge

management at Islamic Azad Universities of East Azarbaijan Province is not exceeding the average rate.

: Effect of size of organization on knowledge management at Islamic Azad Universities of East Azarbaijan Province is exceeding the average rate.

(0/05 , 82 ) = 3.8705

cal (0.05,82)( 3.8705) ( 1.66)T T= > = Also, average of organization size factor stands at 3.6475

in view of answerers, the rate of which is more than the desired indicator of Value Test=3. Since meaningful level of the test is �=.001, this rate is smaller than the least meaningful level. Then, difference between the two proportions is meaningful and remarkable. Therefore, the difference can not be attributed to random and can not be ignored. Consequently, suppose of with meaningful

level of 0.05 is dismissed and suppose of with confidence degree of 0.95 is admitted. This study with confidence interval of 0.95 shows that 0.76 percent of staff considers size of organization in knowledge management as “never”, 23.12 percent of them considers it as “rarely”, 49.53 percent of them consider it as “sometimes”, 24.82 percent of them consider it as “often” and 1.77 percent of staff of Islamic Azad University considers size of organization on knowledge management at Islamic Azad Universities of East Azarbaijan Province as “always”.

III. DISCUSSION AND CONCLUSION In Knowledge Age which knowledge is regarded as the

most significant asset of any organization and society, knowledge management is main duty of the organizations which intend to be turned into learners’ organizations.

Organizations, except taking systematic efforts into consideration, will not achieve success for reorganizing and witnessing invisible assets of organization and improving culture of consecutive learning as well as facilitating knowledge in competing for survival.

We should bear in mind that managing knowledge and effective factors on it will play paramount role in competing organizations and pioneering them.

The findings of the present research show that organizational factors and its seven-category dimensions are regarded as factors effective on knowledge management. But, degree of this interaction is weak in some of dimensions. Maybe, reason of such weak efficiency can be defined as follows: knowledge management has not found its main status in some organizations.

However, with due observance to the results of this research, if strategy of organizations is witnessed based on acculturation and increase of knowledge sharing comprehension, attaining ideal objective of knowledge management i.e. wisdom will be materialized through fulfilling the following proposed measures as soon as possible.

1) Offering necessary training services for taking

advantage of technology. 2) Establishing group discussion strategies based on

intranet. 3) Paving suitable way and providing budget for

deployment of technology infrastructures. 4) Establishing relation based on confidence among staff

and personnel. 5) Providing necessary ground for discussion with regard

to work policy of organization for individuals.

REFERENCES [1] I. Becerra-Fernandez, and J. M. Stevenson, “Knowledge management

systems and solutions for the school principal as chief learning officer,” Education, vol. 121, pp. 508–518, 2001.

[2] P. F. Drucker, “The age of social transformation,” Atlantic Monthly, vol. 274, pp. 53–80, November 1994.

[3] S. A. Santo, “Knowledge management: An imperative for schools of education,” Technol. Trends, vol. 49, pp. 42–49, November–December 2005.

[4] S. H. Appelbaum, and W. Reichart, “How to Measure an Organization's Learning Ability: A Learning Orientation: Part I,” J. of. Workplace. Learning, vol. 9, pp. 225–239, 1997.

[5] A. DiBella, “Gearing Up to Become a Learning Organization,” J. for. Qua. &. Part, vol. 20, pp. 12–15, 1997..

[6] D. Elliott, D. Smith, and M. McGuinness, “Exploring the Failure To Learn: Crises and the Barriers to Learning,” Rev. of. Business, vol. 21, pp. 17–24, 2000.

[7] P. M. Senge, “The leader's new work: Building Learning Organization,” Sloan. Mng. Rev, vol. 32, pp. 7–23, 1990.

[8] P.K. Ahmed, A. Y. E. Loh, and M. Zairi, “Cultures for Continuous

Improvement and Learning,” Tot. Quality. Mng, vol. 10, July 1999, pp. 426–434, doi: 10.1080/0954412997361.

[9] J. Liedtka, “Linking Competitive Advantage with Communities of Practice,” J. of. Mng. Inquiry, vol. 8, pp. 5–16, March l 1999.

[10] D. Ulrich. and M. A. Van Glinow, “High-impact Learning: Building and Diffusing Learning Capability,” Org. Dynamic, vol. 22, pp. 52–66, September 1993.

[11] S. L. Pan. and H. Scarborough, “Knowledge Management in Practice: An Exploratory Case Study,” Technol. Analysis. And. Str. Mng, vol. 11, September 1999, pp. 259–274, doi: 10.1080/095373299107401.

[12] D. Miller, R. A. Eisenstart, and N. Foote, “Strategy from the Inside Out : Building Capability-Creating Organizations,” California. Mng. Rev, vol. 44, pp. 37–54, April 2002.


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TABLE I. CALCULATION RELATED TO RELIABILITY OF QUESTIONNAIRE

Mean Std. Deviation N

Mark of even questions of each answerer 3.4567 0.21416 25 Mark of odd questions of each answerer 3.0851 0.203219 25

TABLE II. NO. OF APPROPRIATED QUESTIONS TO EACH ONE OF QUESTIONNAIRE’S QUESTIONS

No. of Research Questions

Brief Titles of Research Questions No. of Appropriated Questions in Questionnaire

1 Effect of culture on knowledge management 1-7 2 Effect of values and norms on management 8-14 3 Effect of technology on knowledge management 15-21 4 Effect of leadership style on knowledge management 22-28 5 Effect of commissioning prizes and reward system on

knowledge management 29-35

6 Effect of adaptability on knowledge management 36-42 7 Effect of size of organization on knowledge management 43-48

TABLE III. RELATIVE AFFLUENCE DISTRIBUTION OF ANSWERERS TO RESEARCH QUESTIONS

Classes Percentage of Affluence of Research Questions Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7

Never 2.01 0 2 1.43 3.26 1.34 0.76 Rarely 11.98 8.43 7.22 23.47 16.98 18.76 23.12

Sometimes 53.01 62.65 70.30 55.42 59.85 65.21 49.53 Often 33.00 26.51 16.87 18.48 18.84 10.43 24.82

Always 0 2.41 3.61 1.20 1.07 4.26 1.77 Total 100 100 100 100 100 100 100

TABLE IV. 1ST HYPOTHESIS TEST, RESULTS OF STUDY OF ORGANIZATIONAL ADAPTABILITY DATA THROUGH THE APPLICATION OF STUDENT’S T-TEST

One-Sample Statistics

N Mean Std. Deviation Std. Error Mean

organizational adaptability

83 3.7928 0.63116 0.06928

One-Sample Test

Test Value = 3

t df Sig. (2-tailed) Mean Difference

95% Confidence Interval of the

Difference

Lower Upper

organizational adaptability

10.110 82 .000 0.69277 0.5550 0.8306

Cronbach's Alpha

Cronbach's Alpha Based on

Standardized Items

N of Items

.897 .897 2


396

TABLE V. 2ND HYPOTHESIS TEST

RESULTS OF STUDY OF TECHNOLOGY DATA THROUGH THE APPLICATION OF STUDENT T-TEST



Effect of technology 83 3.1805 0.57576 0.06320

One-Sample Test

Test Value = 3



Difference

Lower Upper

Effect of technology 2.9536 82 .004 0.18554 0. 598 0.3113

TABLE VI. 3RD HYPOTHESIS TEST, RESULTS OF STUDY OF DATA ON COMMISSIONING PRIZES AND REWARD SYSTEM THROUGH THE APPLICATION OF STUDENT T-TEST



reward and prizes system 83 3.4369 0.48565 0.05331

One-Sample Test

Test Value = 3



Difference

Lower Upper

reward and prizes system 4.6450 82 .000 0.23695 0. 1309 0.3430

TABLE VII. 4TH HYPOTHESIS TEST – RESULTS OF STUDY OF DATA OF ORGANIZATIONAL CULTURE THROUGH THE APPLICATION OF STUDENT T-TEST



organizational culture 83 3.3313 0.58521 0.6424

One-Sample Test

Test Value = 3



Difference


397

Lower Upper

organizational culture 5.158 82 .000 0.33133 0. 2035 0.4591

TABLE VIII. 5TH HYPOTHESIS TEST – RESULTS OF STUDY OF DATA OF LEADERSHIP STYLE THROUGH THE APPLICATION OF STUDENT T-TEST



leadership style 83 3.5714 0.9342 0.9636

One-Sample Test

Test Value = 3



Difference

Lower Upper

leadership style 2.746 82 .005 0.40254 0. 12035 0.68091

TABLE IX. 6TH HYPOTHESIS TEST – STUDY OF DATA OF VALUES AND NORMS THROUGH THE APPLICATION OF STUDENT T-TEST



values and norms 83 3.1813 0.8654 0.08465

One-Sample Test

Test Value = 3



Difference

Lower Upper

values and norms 3.645 82 .007 0.5464 0. 14667 0.78571

TABLE X. 7TH HYPOTHESIS TEST – RESULTS OF STUDY OF DATA OF ORGANIZATION SIZE THROUGH THE APPLICATION OF STUDENT T-TEST



size of organization 83 3.6475 0.7446 0.07554

One-Sample Test

Test Value = 3


398



Difference

Lower Upper

size of organization 3.8705 82 .001 0.4778 0. 13245 0.62453

TABLE XI. SITUATION OF HYPOTHESIS

No. Hypothesis Test Type Meaningful Level Hypothesis Situation 1 Hypothesis (1) Student’s T-Test 0.05 Admission 2 Hypothesis (2) Student’s T-Test 0.05 Admission 3 Hypothesis (3) Student’s T-Test 0.05 Admission 4 Hypothesis (4) Student’s T-Test 0.05 Admission 5 Hypothesis (5) Student’s T-Test 0.05 Admission 6 Hypothesis (6) Student’s T-Test 0.05 Admission 7 Hypothesis (7) Student’s T-Test 0.05 Admission


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