BMGT 305: KNOWLEDGE MANAGEMENT
Section 4072
University of Maryland University College
College Park, MD
Syllabus
Spring 2002
Term Starts:
January 29, 2002
Term Ends:
March 19, 2002
Session Location: College Park, CHE 2140
Instructor:
Claudine Weatherford, Ph.D.
17644 Raven Rocks Road
Bluemont, VA 20135
cwford@ravenrocks.com
www.ravenrocks.com
540-554-2362
9:00 a.m. – 8:00 p.m.
(If I’m out of my office, leave any length message. I will return your
message with 24 hours.)
703-777-8615 Fax
Course Description:
An introduction to the ways in which organizations create, identify, capture, and distribute
knowledge, i.e., knowledge management (KM). Topics include knowledge management
principles; new organizations and intellectual capital; integration of human resources, training
and development, information systems, and business units to implement knowledge management
strategies; and new roles and responsibilities for knowledge workers.
Course applications require PC, modem, and Internet service provider. This is a WebTychoenhanced course.
Welcome and Introduction
Welcome to BMGT 388C, Knowledge Management! I’m delighted to be your instructor for this
course. As a management and education consultant, I see knowledge management at work in a
variety of organizations all the time. Whether the organization is part of the private sector,
government, or higher education, the challenge of and need for managing information and
knowledge is a constant in our information-overloaded world. In fact, many organizations already
are managing knowledge—at least to some extent—and don’t even realize it!
My academic background combines social sciences with humanities. Armed with data collection
skills learned as an archaeologist and ethnographer, I went on to study American civilization,
Claudine Weatherford, Ph.D.
Raven Rocks Resources 
Knowledge Management
focusing on nineteenth and twentieth century culture, a period of intellectual fermentation and
major technological change. Over the last twenty-five years, I have worked as an administrator,
manager, and teacher. For the past decade, I’ve worked in management training and education. I
emerged from my studies and employment experiences with a keen interest in how people in
organizations learn, how work gets done, and why some organizations succeed and others fall
short. My interest in knowledge management relates to my focus on the future of human
resources, specifically increased productivity, work quality, job satisfaction, and organizational
learning.
Now let’s turn to the guts of the course. BMGT 305, Knowledge Management, is an introduction
to a relatively new discipline that focuses on the ways organizations learn to create, identify, and
capture knowledge, and, in turn, distribute that knowledge to the people who need it, when they
need it. Implemented successfully, knowledge management adds value and increases the bottom
line. This course consists of the five modules:
1. Knowledge Management Fundamentals
2. Knowledge Management and Organization Culture
3. Knowledge Workers: New Roles and Responsibilities
4. Identifying, Creating, Sharing and Measuring Knowledge
5. Knowledge Management Today and Tomorrow
A WebTycho classroom will be provided for BMGT 305.You will need a UMUC computer
account to access the classroom. To get an account (with a login ID and a password ID), call 800807-4862 or e-mail webtychosupport@umuc.edu. To take TOUR 101 and to access the BMGT
305 classroom, go to tychousa.umuc.edu. (See A Learner-Centered Environment below for more
details.)
During class time and online we’ll discuss key terms and concepts; historical background;
knowledge management benefits and principles; organizational culture and barriers to knowledge
management; the shift toward creating jobs designed to focus on managing knowledge;
knowledge creation, exchange, transfer and return on investment; and KM’s future as a discipline
and crucial component of the marketplace. The course assignments and in-class activities are a
blend of conceptual and theoretical readings and practical, how-to guidance oriented toward
managers interested in increasing their understanding of and skills for managing knowledge. Our
theme this term will be the relationship between knowledge, productivity and leadership.
Course Goals
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Establish a foundation of key terms and concepts, historical events and contributions,
organizational benefits, and guiding principles on which to build greater understanding of
knowledge management
Explore the relationship between knowledge management and organization leadership
models.
Increase recognition of the importance of organization culture to the success of knowledge
management
Provide historical and contemporary context for the evolution and role of knowledge workers
Increase information and understanding about knowledge transfer using low- and hightechnology strategies
Explore the future of knowledge management and its influence on our jobs, communities, and
society
Claudine Weatherford, Ph.D.
Raven Rocks Resources 
Knowledge Management
Course Objectives
After completing this course, you should be able to:
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Explain key KM terms and concepts
Summarize KM’s history
Discuss KM’s benefits and guiding principles
Analyze leadership models vis-à-vis managing knowledge
Explain the culture metaphor and its relationship to KM within organizations
Examine specific cultural issues critical to KM’s success
Determine when those issues become barriers to effective KM processes and what solutions
and interventions are appropriate
Explain the concept of today’s knowledge worker
Summarize the history of the rise of knowledge workers
Discuss new jobs, roles and responsibilities resulting from the New or Knowledge Economy
Examine the relationship between human capital (people) and technology in identifying,
creating, sharing information and knowledge
Suggest people-centered strategies and practices to enable knowledge identification, creation
and sharing
Suggest appropriate technology solutions to meet knowledge storage and transfer goals
Discuss the reason for and various types of KM measurement methods and applications
Discuss KM’s leading edge strategies, concepts and experts influencing future directions
Ponder KM’s current and future impact on individuals, organizations and society at large
Summary of Required Assignments
Type of Assignment
1. Internet Research
2. Mid-term Exam
3. Final Project
4. Final Exam
5. General Participation
Due Date
February 7; March 7
February 19
March 14
March 19
Throughout course term
Course Materials
“Creating an Informal Learning Organization,” [no author]. Harvard Management Update, No.
U0007A. Order @ http://www.hbsp.harvard.edu/subscriptions/hbr/index.html
“Knowledge-Worker Productivity: The Biggest Challenge,” by Peter F. Drucker. California
Management Review Reprint Series, Vol. 41, No. 2, Winter 1999.
Order @ http://www.hbsp.harvard.edu/subscriptions/hbr/index.html
“Looking Ahead: Implications of the Present,” by Peter F. Drucker, Esther Dyson, Charles
Handy, Paul Saffo and Peter M. Senge. Reprint 97503. Order @
http://www.hbsp.harvard.edu/subscriptions/hbr/index.html
“The State of the Notion: Knowledge Management in Practice, by Rudy Ruggles. California
Management Review Reprint Series, Vol. 40, No. 3, Spring 1998.
Order @ http://www.hbsp.harvard.edu/subscriptions/hbr/index.html
Claudine Weatherford, Ph.D.
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Knowledge Management
“What Managers Should Know about How Adults Learn,” by Edward Prewitt. Harvard
Management Update, No. U9701B. Order @
http://www.hbsp.harvard.edu/subscriptions/hbr/index.html
Working Knowledge: How Organizations Manage What They Know, by Thomas H. Davenport
and Larry Prusak. Boston: Harvard Business School Press, 2000.
Internet Readings:
See Assigned Internet Readings listed under the course modules in the Course Schedule section
below. Be prepared to discuss your answers to the questions provided. There are no graded
written assignments based on the Internet Readings; however, your contributions to class
discussions and activities and to online exchanges drawing from theses readings will count as part
of your General Participation grade, and will be very helpful when completing the Internet
Research Assignments described in detail under Course Assignments.
A Learner-Centered Environment
Participation in the face-to-face class sessions and online communication is very important. There
will be learning activities and small group and large group discussions conducted during every
class session. I urge you to attend all class sessions and participate fully because:
1) as adult learners, you can learn a great deal from one another about practice and
application,
2) exchange and dialog challenge and expand our knowledge and understanding of the
readings, and foster critical thinking, and
3) your grade partially depends on the regularity and degree of your participation. ;-)
Furthermore, your participation shows your ability to
• identify and relate pertinent information and ideas from the reading,
• identify and integrate relevant examples from your professional experiences and knowledge,
• identify and integrate useful Internet information,
• apply critical thinking skills and insights and
To maximize your opportunity to learn from one another and to extend your knowledge and
understanding of KM beyond the class sessions, you will have access to a BMGT 305 WebTycho
classroom. I expect to use the Announcements and Conferences links regularly. Check
Announcements at least weekly for reminders, changes, and status reports. Use Conferences for
class discussions, to ask questions of common interest, and to download the PowerPoint slides
used in every class session. While not mandatory, participation in conference discussions is a way
to enhance learning and contribute to your General Participation grade. Also, you can reach
fellow students and me via e-mail. When sending me e-mail, please designate the following in
the message subject line:
B305-[purpose of message]-[your name]
For example: B305-[org core values; or corp e-learng]-[Weatherfd]
Grades and comments are returned to you individually during class sessions or via e-mail or fax.
Course Schedule
MODULE 1—Knowledge Management Fundamentals
Claudine Weatherford, Ph.D.
Raven Rocks Resources 
Knowledge Management
Week 1 (Jan. 29-31)
Topics:
ƒ Introduction and overview
ƒ Key terms and definitions
ƒ The knowledge continuum (data, information, knowledge)
ƒ KM’s emergence and evolution
ƒ KM benefits
ƒ Guiding principles for managing knowledge
ƒ Leadership and KM
Assigned Text Readings:
Davenport and Prusak, pp. ix-51; Ruggles, pp. 80-81
Assigned Internet Readings:
www.km.gov
www.gartner.com
What are the goals and target audiences of each Website above? What specific kinds of KM
information and resources are available in each site? What did you learn about KM that you
didn’t know before?
Newslinks @
www.kmworld.com/newslinks
Subscribe to Newslinks, KM World’s online newsletter. Familiarize yourself with its contents and
keep an eye on the technology updates. Specific questions from this newsletter will be assigned
for Modules 4 and 5.
Collaborate Newsletter @
www.advanstar.com
Subscribe to Collaborate Newsletter, a bimonthly newsletter that focuses on key trends and events
influencing the e-collaboration and knowledge management marketplaces. Familiarize yourself
with the newsletter’s contents. Be sure to look at the case studies. Use this newsletter as a
resource throughout the course. It offers quick access to information on many of the topics we’ll
discuss throughout the term.
MODULE 2—Knowledge Management and Organization Culture
Week 2 (Feb. 5-7)
Topics:
ƒ Organization change
ƒ Trust
ƒ Organizational learning/learning organization: theory and interventions
Assigned Text Readings:
Davenport and Prusak, pp. 34-36, 38-39, 153-178; Prewitt, pp. 3-4.
Assigned Internet Readings:
“Overcoming the ‘Cultural Barriers’ to Sharing Knowledge,” by Richard McDermott and Carla
O’Dell @
Claudine Weatherford, Ph.D.
Raven Rocks Resources 
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www.apqc.org/free/articles/dispArticle.cfm?ProductID=661
What was the study’s central finding? Explain the difference between the visible and invisible
dimension of an organizational culture and how these dimensions relate to knowledge
management. Provide two examples of successful initiatives (one from each dimension) from the
article’s case studies.
“The Ecology of Leadership,” by Peter M. Senge @
http://www.pfdf.org/leaderbooks/L2L/fall96/senge.html
Imagine you have the opportunity to sit down with Peter Senge after reading his article on
leadership and organizational learning. What would you ask him that would help you better
understand how organizational learning really works on a practical level.
INTERNET RESEARCH ASSIGNMENT #1 DUE FEBRUARY 5
Video— February 7, Hornbake Library, Nonprint, 4th Floor, 8:30-10:00 pm
Learning in Action: General Electric
Week 3 (Feb. 12-14)
Topics:
ƒ Systems thinking
ƒ Collective learning
ƒ Managing knowledge overload
Assigned Text Readings:
“Creating an Informal Learning Organization,” p. 3-5.
Assigned Internet Readings:
American Society for Training and Development articles on e-learning @
www.learningcircuits.org
Pick any article on learning in the Website below. Explain how the ideas in the article could
enhance learning in your organization.
MODULE 3—Knowledge Workers: New Roles and Responsibilities
Week 4 (Feb. 19-21)
MIDTERM EXAMINATION—FEBRUARY 19
Assignments below due on February 21
Topics:
ƒ Historical background
ƒ Titles, expectations and responsibilities for the Knowledge Economy
ƒ Emerging titles and roles
Assigned Text Readings:
Drucker, pp. 79-94; Davenport and Prusak, pp. 107-122; Ruggles, pp. 86-89
Claudine Weatherford, Ph.D.
Raven Rocks Resources 
Knowledge Management
“Hot Career—Knowledge Manager” @
www.apqc.org/free/articles/dispArticle.cfm?ProductID=659
What are the three types of jobs well suite to evolve into knowledge manager positions? Assess
your skill set and identify an area (or potential area) related to the role of Knowledge Manager.
Explore the links offered in the article, plus others available through a search on the topic, to
learn more about this emerging career opportunity.
Video— February 21, Hornbake Library, Nonprint, 4th Floor, 8:30-10:00 pm
Learning in Action: L.L. Bean
MODULE 4—Identifying, Creating, Sharing and Measuring Knowledge
Week 5 (Feb. 26-28)
Topics:
ƒ High touch KM strategies and practices
ƒ Enabling knowledge
ƒ High touch methods (storytelling, benchmarking, knowledge mapping)
Assigned Text Readings:
Davenport and Prusak, pp. 52-106, 167-169.
Assigned Internet Readings:
“Key Roles in the Success of Communities of Practice” @
www.apqc.org/free/articles/dispArticle.cfm?ProductID=1380
What are the key roles? How does the role of leader described in the article above relate to
Kouzes’ and Posner’s Leadership Challenge model discussed in Module 1?
Week 6 (Mar. 5-7)
Topics:
ƒ High tech KM tools of the trade (Internet, e-mail, intranets, videoconferencing, groupware,
best practices database, data-mining, enterprise information portals)
ƒ Measuring KM
Assigned Text Readings:
Davenport and Prusak, pp.123-153
Assigned Internet Readings:
www.kmworld.com/newslinks
Identify a KM technology application that could be beneficial to your current work, and explain
how and why.
“Measuring Intellectual Assets” @
http://www.montague.com/le/le1096.html
Name three techniques and briefly explain how they work. Assess each technique in terms of 1)
quantitative and 2) qualitative measuring potential.
Claudine Weatherford, Ph.D.
Raven Rocks Resources 
Knowledge Management
INTERNET RESEARCH ASSIGNMENT #2 DUE MARCH 7
Video— March 7, Hornbake Library, Nonprint, 4th Floor, 8:30-10:00 pm
Learning in Action: The Timken Company
MODULE 5—KM Today and Tomorrow
Week 7 (Mar. 12-14)
Topics:
ƒ Attention management
ƒ Idea factories/incubators
ƒ Customer relationship management (CRM)
ƒ KM and organizational learning of the future (KM and e-learning, learning management
systems, just-in-time learning, learning objects)
ƒ KM and life-long learning
ƒ From killer applications to killer existence
Assigned Text Readings:
Drucker, Dyson, Handy, Saffo and Senge: pp. 1-10
Assigned Internet Readings:
www.kmworld.com/newslinks
Identify a cutting edge KM technology application discussed in Newslinks that could be
beneficial to your work in the future. Explain how and why it would benefit you and your
organization. What roadblocks to its adoption by your organization do you foresee?
FINAL PROJECT DUE MARCH 14 (midnight)
Week 8 (Mar. 19)
FINAL EXAMINATION—MARCH 19
Course Assignments
I recommend that you take advantage of UMUC's Online Writing Center for additional help with
written assignments: www.umuc.edu/writingcenter.
1. Internet Research Assignments
Objectives:
ƒ To identify reliable, pertinent, and current information and knowledge about the course topics
ƒ To practice Internet research evaluation skills
You are required to submit two Internet research assignments. Each assignment should take you
roughly an hour to an hour and a half to prepare. Bring your assignment to class on the due date.
It will be reviewed and critiqued by a fellow student. You will have the opportunity to enhance
Claudine Weatherford, Ph.D.
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and hone the assignment before you submit it to me at the end of class. The first assignment will
focus on one of the following Module 2 topics (your choice):
ƒ Organization change
ƒ Trust
ƒ Organizational learning/learning organization: theory and interventions
The second assignment will focus on one of the following Module 4 topics (your choice):
ƒ High touch KM strategies and practices
ƒ High tech KM tools of the trade
ƒ Measuring KM
You are welcome to begin your research by using the links in the Internet sites listed under each
module’s reading assignments. Or you may wish to use a search engine, or recommendations
from a relevant listserv or fellow student. Most critical is that you use the criteria on the Internet
Evaluation Form at the end of this syllabus when searching for, selecting and annotating your
Internet site. Remember: these assignments are due by the end of class on the February 5 and
March 7.
Follow the instructions below:
1. Using the criteria, on the Internet Evaluation Form, identify pertinent pages from an
Internet site that includes worthwhile information and/or knowledge on the topic you
have selected.
2. Print the pages and staple them together
3. Write the following on the upper right corner of the first page:
a) your name,
b) course title (BMGT 305), and
c) topic (e.g., organization change, high tech KM tools).
4. Highlight text or graphics on the printout pages that satisfy each of the five evaluation
criteria, plus any two subcriteria under each criterion.
5. Label and annotate the printout’s highlighted areas by hand, noting the criterion and
subcriterion number from the Form. Include comments and questions in your annotations,
as appropriate, to reveal your effort to critically assess the site’s value to KM.
6. Bring your annotated Internet site pages to class on the due date.
7. In class, pick a partner to look at your evaluation (annotations) and give you feedback
using the Internet Feedback Form at the end of your syllabus. In turn, you will provide
feedback to your partner on their Internet Research. Be sure the Feedback Forms for both
you and your partner are completed.
8. Fine tune and enhance your assignment based on your discussion with you partner.
9. Submit your final Internet Research assignment and the attending Internet Feedback
Form at the end of class on the due date.
Grading Criteria and Points—Total of 20
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1. Address all five criterion, plus any two subcriteria. (5 points)
2. Show evidence of critical thought and assessment in annotations (10 points)
3. Include at least one suggestion for improving the Internet site. (5 points)
Midterm Examination
Claudine Weatherford, Ph.D.
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Knowledge Management
The midterm examination is worth 100 points. Course material (readings, lectures, and
discussions) from Modules 1 and 2 will be covered. The exam will include identification, short
answer, and essay questions. A brief exam review will be held the week before.
3. Final Project
Objectives:
ƒ To hone and enhance Internet research skills
ƒ To identify and apply critical thinking skills uniquely suited for a KM environment
ƒ To gain practical, transferable KM skills useful in the real world
You are required to submit a Final Project, designed to build real world KM skills. The Final
Project is worth 50 points. Leadership in knowledge-intensive organizations is the underlying
theme. This project consists of a job “application portfolio” prepared by you as if you were an
applicant for the Chief Knowledge Officer position described under “CKO Wanted!” Your
portfolio will include four components:
‰ 1) Cover letter (maximum one page)
‰ 2) Resume (maximum two pages)
‰ 3) Outline of your interview strategy, intended to help you prep for the interview (maximum
two pages)
‰ 4) List of resources, to include a minimum of six reliable, relevant sources, at least two of
which must be a Website that provides germane, well founded, and sound information
(maximum one page)
Although the Final Project is not a typical research and writing assignment, keep in mind that you
may find valuable tips at UMUC's Online Writing Center and Effective Writing Program helpful:
http://www.umuc.edu/writingcenter and www.umuc.edu/prog/ugp/ewp/ewp.html.
Final Projects will be submitted by midnight on March 14. There will be a class discussion about
what you learned about KM and leadership from the Final Project.
Acceptable Delivery Format
• Rich Text File (be sure formatting preserved) or HTML
• Hardy copy via fax 703 777-8615 (include your fax number, if you want the corrected
assignment returned)
Unacceptable Delivery Format
• MS Word
• WordPerfect
• USPS mail
CKO Wanted!
PlatinumGold (PG) is a growing pre-IPO financial software company, dedicated to creating
cutting-edge, customizable solutions to support e-business and e-government financial services
needs. Our products are competitively priced and include expert customer support. PG recognizes
the importance of the company’s intellectual capital and need to design, develop and implement
enterprise-wide knowledge-transfer to ensure continued growth and a greater market share. While
presently a leader in the domestic financial software market, PG will become a global—and more
Claudine Weatherford, Ph.D.
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of a virtual—organization within the next year. PG is seeking an qualified, energetic, and
experienced leader to fill a new position, Chief Knowledge Officer.
This person will lead PG’s knowledge management initiative by
• mapping current knowledge assets
• identifying knowledge gaps
• creating and implementing knowledge-building and codification processes and
procedures
• serving as a proactive source of critical input to the company’s knowledge creation and
use, overseeing and facilitating improved knowledge processes of business development,
information technology, sales and customer service, and personnel
• redesigning (where necessary), implementing and guiding the company’s information and
knowledge infrastructure, such as decentralized libraries and research and development
efforts, expanding computer databases, human networks, and other knowledge-oriented
resources
• negotiating contracts and managing relationships with external vendors and partners (for
example, academic institutions or database companies)
• measuring the value of knowledge (quantitatively as well as qualitatively)
• managing the company’s knowledge managers, establishing professional standards and
monitoring their career growth
• selling the value of knowledge and convincing all company employees of the critical
need to learn from and to share knowledge
Qualifications
• Advanced degree in business or related field
• At least five years of experience in financial services
• Knowledge of software development and business processes preferred
• Evidence of leadership in a similar work environment
Grading Criteria for Final Project
Address each of the following in your Final Project—50 total points:
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1) Complete four tasks below using clear, logical, cogent, cohesive, well organized, and
correct spelling and grammar. Consider your Project to be a concise, yet substantive, polished
portfolio.
‰ a) Cover letter (maximum one page)
‰ b) Resume (maximum two pages)
‰ c) Interview strategy outline (maximum two pages)
‰ major pluses and minuses of the job
‰ major challenges to successful accomplishments
‰ between-the-lines insights and perceptions you gleaned from the job ad and
why you think these perceptions are valid
‰ practice questions you anticipate being asked and a brief note about your
planned responses, questions you would ask before and during the interview
‰ d) Works Cited or Bibliography (maximum one page)
(5 points)
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2) Present evidence of ability to
Claudine Weatherford, Ph.D.
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Knowledge Management
a) identify, examine and assess organizational readiness to implement knowledge
management strategies and systems, and
‰ b) persuade senior executives and employees of your understanding of successful
knowledge management strategies and methods.
‰ c) exhibit leadership qualities appropriate for PG environment
(15 points)
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3) Show originality, thoughtful preparation, and strategic reasoning based on knowledge
management reading assignments and outside research. (5 points)
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4) Include evidence of reading and research on the management responsibilities of CKOs
and their leadership role in and importance to managing organizational knowledge. (15
points)
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5) Provide research references:
‰ a) Research and cite a minimum of six pertinent references in the Works Cited or
Bibliography. At least two references must be Web sites that provide germane, wellfounded, and sound information. Use full citation. For example:
Stewart, Thomas. Intellectual Capital: The New Wealth of Organizations. A
Currency Book/Doubleday, New York: 1999.
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b) Integrate at least one idea, or example of data or information from the bibliography
into each task—i.e., cover letter, resume, interview outline—for a mininum of four total
references. Use parenthetical citations within the text. For example:
As director of information systems for the past five years, I have discovered that
my company's success depends on my understanding of the role knowledge plays
not just within the "information sector" but also within the entire economy
(Stewart, p.10).
(10 points)
You may be asked to talk briefly about what you learned from researching and writing your Final
Project during the March 14 class session.
4. Final Examination
The final examination is worth 100 points. Course material (readings, lectures, and discussions)
from Modules 3 through 5 readings and lectures will be covered. Key information from Modules
1 and 2 may be included if it is determined that gaps in understanding still exist after the midterm
exam. The final exam will include identification, short answer, and essay questions. A brief exam
review will be held the week before.
5. General Participation
General Participation is worth up to 10 points. Consider this form of participation as “critical
thinking at large.” Because I expect you—especially given the course subject—to actively and
regularly exchange information with your fellow students and me, you will be awarded up to 10
points for your contributions. There will be many opportunities for participating in class and
online: for example, listening to or reading students’ questions; critiquing Internet Research
Assignments; commenting on students’ ideas; sharing your KM research experiences; or offering
your interpretation of theoretical constructs.
Claudine Weatherford, Ph.D.
Raven Rocks Resources 
Knowledge Management
Grading Information
Points determine grades. There are a total of 300 possible points for course assignments. The
point breakdown and total points for each assignment follow:
Assignments
Internet Research
Mid-term Exam
Final Project
Final Exam
General Participation
Possible Points
40
100
50
100
10
Percentage of Grade
13%
32%
20%
32%
3%
Letter grades (A, B, C, and so forth) for assignments and for the final course grade will be based
on a percentage of points awarded: that is, 100% -90% is an “A,” 80% - 89% is a “B,” 70% - 79%
is a “C,” 60% - 69% is a “D,” and 59% and less is a “F.” Grades and comments are returned to
you individually during class sessions or via e-mail or fax.
Late Assignment Policy
I frown on late assignments and your grade is lowered when due dates are not taken seriously.
Assignment grades may be decreased 10% for every day the assignment is late. This stated, the
most important thing is to stay in touch with me. I understand that unanticipated emergencies
occur and will be happy to consider due date extensions on a case-by-case basis, when
supportable and justified. When granted, extended date approvals must be sought before the
assigned due date.
Academic Policies
Be sure to read UMUC’s Academic Policies described in the WebTycho Syllabus link.
Rev. 12/13/01
Claudine Weatherford, Ph.D.
Raven Rocks Resources 
Knowledge Management
INTERNET EVALUATION FORM
BMGT 305—Knowledge Management
The purpose of this form is to provide a research tool (check list) for critically evaluating the quality,
accuracy, and currency of Internet sites. Use this form when selecting and annotating Internet sites as
required by Internet Research Assignments 1 and 2.
Criterion #1—Authority
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A. Who sponsors the creation and maintenance of the site?
B. What’s the purpose of the sponsoring organization?
C. Is there a way to verify the legitimacy of the site’s sponsor? (Phone number or address to get
more information?)
D. Who wrote the specific material you consider useful? Are his/her qualifications clearly stated?
Criterion #2—Accuracy
‰ A. Are sources for factual information given so they can be verified?
‰ B. Is there indication of who is taking responsibility for the accuracy of the information?
‰ C. If statistical data is used in graphs, tables, or charts, are they clearly labeled and referenced?
‰ D. Are there detectable errors?
Criterion #3—Objectivity
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A. Is the information in the site (or individual pages) provided as a public service?
B. What approximate percentage of the site is devoted to advertising and what is its purpose
(announce, sell, increase membership)?
C. Are there other indications of bias?
Criterion #4—Currency
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A. Do dates appear in the site indicating
‰ 1. When the site was created?
‰ 2. When specific pages were added to the site?
‰ 3. When the site or pages were edited, revised, or updated?
B. Are they other indications or signs that material has been updated?
C. Is there material (theories, principles, historical facts, etc.) that could be excluded from a
currency criterion?
D. Are the links “live,” up-to-date, and germane to the subject?
Criterion #5—Coverage and Accessibility
‰ A. Is the site completed or still under construction?
‰ B. Is there evidence or signs of omissions?
‰ C. Is the subject covered adequately?
‰ D. Are pages and frames printable?
This Form was adopted from Evaluating Internet Resources, www.umuc.edu/library/guides/evaluate.html.
Claudine Weatherford, Ph.D.
Raven Rocks Resources 
Knowledge Management
INTERNET FEEDBACK FORM
BMGT 305—Knowledge Management
Internet Assignment:
#1 F
#2 F
Name of student submitting annotation:___________________________________________________
Name of student providing feedback:_____________________________________________________
Instructions:
1. Pick a partner.
2. Complete the Form’s blanks above.
3. Examine your partner’s Internet Research Assignment, checking off criteria addressed, identifying missing
criteria (five criteria and two subcritieria under each criterion are required), asking for clarification when
needed, suggesting constructive revisions and refinements.
4. Allow your partner to consider your suggestions and make revisions.
5. Update Feedback Form’s checklist to reflect your partner’s revisions.
6. Exchange roles and ask your partner to provide feedback on your Internet Research Assignment following
steps 2 through 5.
7. Clip your Assignment and Feedback Form together and submit at the end of the class session.
Criterion #1—Authority
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‰
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A.
B.
C.
D.
Who sponsors the creation and maintenance of the site?
What’s the purpose of the sponsoring organization?
Is there a way to verify the legitimacy of the site’s sponsor? (Phone number or address to get more information?)
Who wrote the specific material you consider useful? Are his/her qualifications clearly stated?
Criterion #2—Accuracy
A. Are sources for factual information given so they can be verified?
B. Is there indication of who is taking responsibility for the accuracy of the information?
C. If statistical data is used in graphs, tables, or charts, are they clearly labeled and referenced?
D. Are there detectable errors?
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Criterion #3—Objectivity
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A. Is the information in the site (or individual pages) provided as a public service?
B. What approximate percentage of the site is devoted to advertising and what is its purpose (announce, sell, increase
membership)?
C. Are there other indications of bias?
Criterion #4—Currency
‰
A.
Do dates appear in the site indicating
1. When the site was created?
2. When specific pages were added to the site?
3. When the site or pages were edited, revised, or updated?
Are they other indications or signs that material has been updated?
Is there material (theories, principles, historical facts, etc.) that could be excluded from a currency criterion?
Are the links “live,” up-to-date, and germane to the subject?
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‰
‰
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B.
C.
D.
Criterion #5—Coverage and Accessibility
A. Is the site completed or still under construction?
B. Is there evidence or signs of omissions?
C. Is the subject covered adequately?
D. Are pages and frames printable?
‰
‰
‰
‰
This Form was adopted from Evaluating Internet Resources, www.umuc.edu/library/guides/evaluate.html.
Claudine Weatherford, Ph.D.
Raven Rocks Resources 
Knowledge Management