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 Knowledge Management 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, develop and 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 Knowledge Management 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 Government Department AIS

Knowledge Management Practitioners Group of Pretoria

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 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

Potential DefinitionThe possibility for the formation of a community exists. Fundamental functionConnection. 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.

Formation DefinitionThe members come together, form a community and set out its operating principles. Fundamental functionCapturing 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.

Commitment DefinitionThe community executes and improves its processes. Fundamental functionAccess 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.

Active DefinitionThe community understands and demonstrates benefits from knowledge sharing and the collective work of the community. Fundamental functionCollaboration. 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 – Adaptive DefinitionThe community adapts to changes in the environment Fundamental functionInnovation and generation Possible role of information specialist/librarian Mentor/teacher Facilitator Innovator

Scenario 2 – Disengage and Disperse DefinitionThe usefulness of the community for its members and supporting organization has been outlived, and its members move on Fundamental functionDisengagement Possible role of information specialist/librarian Facilitate Convene reunions Maintain directory

Conclusion