5KNM I317001
CIPD Assessment Activity
Title of unit/s
Knowledge Management
Unit No/s
5KNM
Level
5
Credit value
3
Assessment method
Group presentation
Learning outcomes:
1
Understand what knowledge is, the different forms it can take and how it can be understood.
3
Be able to contribute to the generation of knowledge through the design of different learning
experiences and mechanisms.
Assessment brief/activity:
Assessment
Criteria
Working in a group of between 3 to 5 people you are required to produce and deliver
a presentation of maximum 20 minutes duration with a further 10 minutes for
questions.
The presentation and supporting documentation should:
1
Identify and evaluate different categories of knowledge, explain how knowledge
is generated, conceptualised and understood.
1.1, 1.2, 1.3
2
Explain how people acquire knowledge at work and what managers can do to
facilitate employee learning, referring to up to three different methods or ways
people can learn.
3.1
3
Identify the characteristics and differences of single and double loop
learning and give one example of each.
3.2
4
Identify the most effective ways or mechanisms knowledge can be shared in
organisations.
3.3
Evidence to be produced/required
A group presentation of maximum 20 minutes, with a further 10 minutes for questions.
Supporting documentation to include:
 a copy of the presentation slides
 an individual statement of a maximum of two A4 pages which reflects on how the content of
the presentation has met the identified assessment criteria and includes citation of
references.
Tutor assessment notes of the observed presentation. The content rather than the process of the
presentation is directly related to the assessment criteria.
National Assessment Bank – Intermediate level – Version 3 August 2012
5KNM I317001
Guidance for Assessors for 5KNM (LO 1 & 3)
This guidance is for assessors only and should not be handed out to candidates.
Individual contribution should be assessed using the CIPD skills observation checklist (SOC) or
similar, against the guidance below.
Candidates should relate academic concepts and theories and professional practice to the way
organisations operate, in a critical and informed way, and with reference to key texts, articles and
other publications and by using organisational examples for illustration. All sources must be supported
by citations presented in the format that the centre determines.
Activity 1
Candidates should identify and evaluate the different categories of
knowledge. Typically this should cover:
AC 1.1, 1.2, 1.3





An understanding of tacit and explicit knowledge.
Recognition that they are complimentary and that both types of
knowledge are essential for knowledge creation.
An awareness of how explicit knowledge is typically privileged and
prioritised over tacit knowledge; explicit knowledge typically being
characterised as objective with tacit knowledge by contrast being
assumed to be personal, subjective and context specific.
An understanding of the different levels of knowledge in
organisations , individual , team and organisational
An understanding of the role and importance of organisational
knowledge.
Candidates should be able to identify that knowledge is created through a
dynamic process and is experiential, created in different contexts and
across organisational boundaries.
Candidates should be able to explain how knowledge is conceptualised
and understood for example, knowledge as truth, as fact and as belief; the
objectivist and practice-based perspectives.
Question 2
Candidates should describe up to three key ways in which people learn at
work namely :
AC 3.1



Learning by formal training and education.
Learning through the use of interventions in work processes.
Learning that is embedded in and emerges from day to day work.
Groups may make reference to the learning process and refer to key
theories such as Honey & Mumford/Crossan & Zietsma.
Candidates should also describe ways in which managers can facilitate
employee learning. Typically this should include access to the following:
Networking; mentoring; project work and post project reviews; access to inhouse learning and external learning events (workshops, courses
conferences); coaching and action learning groups. A range of examples
are possible. Well described and justified examples are what is required.
Candidates should also be able to demonstrate an understanding of the
theory of the “Learning organisation” and draw on references to key
academic work in this area such as Peter Senge and (1990) and Mike
Pedlar (et al 1997).
National Assessment Bank – Intermediate level – Version 3 August 2012
5KNM I317001
Question 3
Candidates should describe the differing characteristics of single and
double loop learning:
AC 3.2
Single loop learning being concerned with finding the solution to a
technical or a practical problem (“know – how”); whereas double loop
learning is concerned with the underlying concepts, assumptions, values
and policies that have lead to the problem in the first place (“know –why”)
Candidates should give at least one example of each type of learning from
their own experience or from an organisation they are familiar with.
Question 4
Candidates should discuss two ways that knowledge is shared within
organisations:
AC 3.3
Typically these will include:





Providing exchange forums such as face to face and electronic
forums
Developing a knowledge sharing culture by valuing and rewarding
knowledge sharing
Implementing mentoring systems
Communities of practice
Within team networks and interdepartmental networks;
professional networks
Candidates may make reference to the fact that technology is only one of
many factors affecting the sharing of knowledge; creating an organisational
culture of trust and recognition are equally as important.
Groups may describe other examples from their own organisations or from
an organisation they are familiar with.
National Assessment Bank – Intermediate level – Version 3 August 2012