Knowledge/
Skill
Statement
Instructional
Area
Performance
Element
Performance
Indicator
Level
SCANS
21st Century
Skills
Objectives
Sample
Activity
Resources
Textbooks
Understands concepts, tools, and strategies used to explore, obtain, and develop in a business career
Professional Development
Achieve organizational goals to contribute to company growth.
Determine the nature of organizational goals (PD:254)
Specialist
Information 5-6; Systems 15; Basic Skills 1-2; Thinking Skills 12
Critical Thinking & Problem Solving 1, 2, 3 a. Discuss the functions of organizational goals (e.g., set a standard of performance, act as a basis for planning, influence organizational structure, help to develop employee commitment to the organization, etc.). b. Describe the focus of varying classifications of organizational goals (e.g., official/strategic goals, tactical/operative goals, operational goals, economic goals, cultural goals, order goals, product goals, consumer goals, secondary goals, etc.). c. Explain the relationship between a business mission, organizational goals, and objectives. d. Explain the importance of reviewing and revising organizational goals on a regular basis.
Invite a local business manager or owner to speak to the class about his/her business’s organizational goals, including official/strategic goals, tactical/operative goals, operational goals, economic goals, cultural goals, etc. In addition, s/he should engage the students in a conversation about the connections among the business’s mission, its organizational goals, and its objectives. Following the discussion, each student should write a short summary of the guest speaker’s presentation.
Daft, R.L., & Marcic, D. (2009). Understanding management: Instructor’s edition (6th ed.) [pp. 154-164]. Mason, OH: South-Western Cengage Learning.
DuBrin, A. (2009). Essentials of management: Instructor’s edition (8th ed.) [pp. 556-
557]. Mason, OH: South-Western Cengage Learning.
Gibson, J. L., Ivancevich, J. M., Donnelly, J.H., & Konopaske, R. (2003).
Organizations: Behavior, structure, processes (11th ed.) [pp. 19-20, 254, 256].
New York: McGraw-Hill/Irwin.
Griffin, R.W., & Moorhead, G. (2010). Organizational behavior: Managing people and organizations (9th ed.) [pp. 144-145]. Mason, OH: South-Western Cengage
Learning.
Ivancevich, J.M., Konopaske, R., & Matteson, M.T. (2008). Organizational behavior and management (8th ed.) [pp.126-128]. New York: McGraw-Hill Irwin.
Jones, G.R., & George, J.M. (2006). Contemporary management (4th ed.) [pp. 386-
387]. New York: McGraw-Hill/Irwin.
Rue, L.W., & Byars, L.L. (2005). Management: Skills and application (11th ed.) [pp.

Software/
Online
132-136]. New York: McGraw-Hill/Irwin.
Barnat, R. (1998-2007). Organizational goals. Retrieved May 16, 2011, from http://www.introduction-to-management.24xls.com/en104
Ferguson, T. (2007, July 12). Linking company goals to employee performance.
Retrieved May 16, 2011, from http://www.associatedcontent.com/article/309682/linking_company_goals_to_e mployee_performance.html?cat=35
Hardcastle, J. (2008, May 9). Social value is part of the organizational goals.
Retrieved May 16, 2011, from http://www.articleonlinedirectory.com/Art/5565/24/social-value-is-part-of-theorganizational-goals.html
Marler, L.E. (2011). Goals and goal setting. Retrieved May 16, 2011, from http://www.referenceforbusiness.com/management/Ex-Gov/Goals-and-Goal-
Setting.html
Reference for Business. (2011). Goals and goal setting. Retrieved May 16, 2011, from http://www.referenceforbusiness.com/management/Ex-Gov/Goals-and-
Goal-Setting.html
Wakeling, B. (1999-2011). Common business goals. Retrieved May 16, 2011, from http://www.ehow.com/list_6545721_common-business-goals.html
Y.S.H. (2008, October 3). The nature of organizational goals. Retrieved May 16,
2011, from http://www.associatedcontent.com/article/1059363/the_nature_of_organizationa l_goals.html?cat=3

Section 5
Planning Guide Sheets
Page 5-3
Knowledge/
Skill
Statement
Instructional
Area
Performance
Element
Performance
Indicator
Level
SCANS
21st Century
Skills
Objectives
Sample
Activity
Resources
Textbooks
Understands concepts, tools, and strategies used to explore, obtain, and develop in a business career
Professional Development
Achieve organizational goals to contribute to company growth.
Ascertain employee’s role in meeting organizational goals (PD:255)
Specialist
Information 5-6; Systems 15; Basic Skills 1-2; Thinking Skills 12
Critical Thinking & Problem Solving 1, 2, 3; Social & Cross-Cultural Skills 1;
Productivity & Accountability 1 a. Explain the connection between employee performance expectations, recognition systems, and organizational goals. b. Discuss the importance of employees focusing their work efforts on activities that lead to organizational goal achievement. c. Explain the significance of teamwork, coordination, and cooperation in organizational goal achievement. d. Discuss benefits of involving employees in the development of organizational goals and objectives (e.g., better commitment to and understanding of goals and objectives). e. Discuss the employee’s role in the review of organizational goals and objectives.
Students should work together as a class to identify the organizational goals for a school-based enterprise. After doing so, the class should discuss specific actions that student employees can take to help the enterprise reach its organizational goals.
Capture the students’ ideas, and post them in the classroom or other appropriate location for school-based enterprise employees to see and read.
Daft, R.L., & Marcic, D. (2009). Understanding management: Instructor’s edition (6th ed.) [pp. 163-164, 170]. Mason, OH: South-Western Cengage Learning.
DuBrin , A. (2009). Essentials of management: Instructor’s edition (8th ed.) [pp. 383-
385, 546-547]. Mason, OH: South-Western Cengage Learning.
Gibson, J. L., Ivancevich, J. M., Donnelly, J.H., & Konopaske, R. (2003).
Organizations: Behavior, structure, processes (11th ed.) [p. 176]. New York:
McGraw-Hill/Irwin.
Griffin, R.W., & Moorhead, G. (2010). Organizational behavior: Managing people and organizations (9th ed.) [pp. 142-143]. Mason, OH: South-Western Cengage
Learning.
Ivancevich, J.M., Konopaske, R., & Matteson, M.T. (2008). Organizational behavior and management (8th ed.) [pp. 272-273]. New York: McGraw-Hill Irwin.
Rue, L.W., & Byars, L.L. (2005). Management: Skills and application (11th ed.) [pp.
257]. New York: McGraw-Hill/Irwin.

Section 5
Software/
Online
Planning Guide Sheets
Page 5-4
Aligning performance plans with organizational goals: OPM’s eight-step process.
(2005, September). Retrieved May 16, 2011, from http://www.opm.gov/hcaaf_resource_center/assets/Ropc_tool1.pdf
Ferguson, T. (2007, July 12). Linking company goals to employee performance.
Retrieved May 16, 2011, from http://www.associatedcontent.com/article/309682/linking_company_goals_to_e mployee_performance.html?cat=35
Halogen Software. (2011). Improve employee accountability for goals in your organization. Retrieved May 16, 2011, from http://www.halogensoftware.com/resources/reference-library/improvingemployee-accountability-for-goals.php
Heinz, M. (2010, May 13). 5 ways to align employees with your brand and business goals. Retrieved May 16, 2011, from http://www.focus.com/briefs/customerservice/five-ways-align-employees-your-brand-and-business-goals/
Hunt, A., & Oerth, J. (2009, May 18-21). Improving organizational performance through goal deployment. Retrieved May 16, 2011, from http://www.csmantech.org/Digests/2009/2009%20Papers/042.pdf
Success Factors. (2011). Goal management. Retrieved May 16, 2011, from http://www.successfactors.com/goal-management/small/
Success Factors. (2011). The incredible power of company wide goal alignment.
Retrieved May 16, 2011, from http://www.successfactors.com/articles/corporategoal-alignment/

Section 5
Planning Guide Sheets
Page 5-5
Knowledge/
Skill
Statement
Instructional
Area
Performance
Element
Performance
Indicator
Level
SCANS
21 st Century
Skills
Objectives
Sample
Activity
Resources
Textbooks
Understands the systems, strategies, and techniques used to collect, organize, analyze, and share information known in an organization
Knowledge Management
Acquire a foundational knowledge of knowledge management to understand its nature and scope.
Explain the nature of knowledge management (KM:001)
Specialist
Information 5; Systems 15; Basic Skills 1-2; Thinking Skills 12
Information Literacy 1; Communication & Collaboration 1; Productivity &
Accountability 1 a. Compare and contrast the concepts of knowledge and information. b. Distinguish between tacit and explicit knowledge. c. Explain the purposes of knowledge management. d. Identify benefits associated with knowledge management. e. Explain reasons for increased interest in knowledge management. f. Differentiate between knowledge management and information management. g. Describe activities involved in knowledge management. h. Discuss how knowledge management shapes a customer’s experience with a company. i. Describe how knowledge management can be used to increase employee productivity and satisfaction. j. Explain insights that executives can obtain from knowledge management. k. Discuss success factors associated with knowledge management. l. Describe challenges/issues associated with knowledge management.
Review and present the Knowledge Management Briefing (pp. 5-74 to 5-76) to students in a lecture or discussion format.
Ask students to work in groups of three to determine tacit and explicit knowledge associated with a school-based enterprise. Tell each group to determine what advantages there would be to capturing that knowledge, as well as what challenges or issues might be associated with capturing the knowledge from individual employees. The class should compare the different groups’ ideas and determine what knowledge is most essential for the school-based enterprise managers to capture and record.
Bovée, C. L., Thill, J. V., & Mescon, M. H. (2007). Excellence in business (3 rd ed.)
[p. 145]. Upper Saddle River, NJ: Pearson Prentice Hall.
Daft, R.L., & Marcic, D. (2009). Understanding management: Instructor’s edition
(6 th ed.) [pp. 29, 235-236]. Mason, OH: South-Western Cengage Learning.
DuBrin, A. (2009). Essentials of management: Instructor’s edition (8 th ed.) [p. 420].
Mason, OH: South-Western Cengage Learning.
DuBrin, A. (2010). Leadership: Research findings, practice, and skills (6 th ed.) [pp.
395, 398-403]. Mason, OH: South-Western Cengage Learning.

Section 5
Software/
Online
Planning Guide Sheets
Page 5-6
Gibson, J. L., Ivancevich, J. M., Donnelly, J.H., & Konopaske, R. (2003).
Organizations: Behavior, structure, processes (11 th ed.) [pp. 51, 488]. New
York: McGraw-Hill/Irwin.
Gitman, L. J., & McDaniel, C. (2008). The future of business: The essentials (3 rd ed.) [p. 455]. Mason, OH; Thomson/South-Western.
Jones, G.R., & George, J.M. (2006). Contemporary management (4 th ed.) [p. 339].
New York: McGraw-Hill/Irwin.
Pride, W. M., Hughes, R. J., & Kapoor, J. R. (2008). Business (9 th ed.) [p. 555].
Boston: Houghton Mifflin.
Bellinger, G. (2004). Knowledge management: Emerging perspectives.
Retrieved
May 17, 2011, from http://www.systems-thinking.org/kmgmt/kmgmt.htm
Denning, S. (2006). Seventeen myths of knowledge management. Retrieved May
17, 2011, from http://www.stevedenning.com/slides/17MythsOfKM.pdf
Hresko, T. (2003, July 21). What knowledge management isn’t.
Retrieved May 17,
2011, from http://www.destinationcrm.com/Articles/ReadArticle.aspx?ArticleID=48310
McKeen, J.D.; & Staples, D.S. (2001, December). Knowledge managers: Who they are and what they do.
Retrieved May 17, 2011, from http://www.providersedge.com/docs/km_articles/Knowledge_Managers_-
_Who_They_Are_and_What_They_Do.pdf
Skyrme, D.J. (2003). Making sense of an oxymoron. Retrieved May 17, 2011, from http://www.skyrme.com/insights/22km.htm
Terra, J.C., & Angeloni, T. (n.d.). Understanding the difference between
Information management and knowledge management. Retrieved May 17,
2011, from http://www.providersedge.com/docs/km_articles/Understanding_the_Differenc e_Between_IM_and_KM.pdf

Section 5
Topic
Key Points
Briefing: Knowledge Management
Page 5-7
Knowledge Management
Compare and contrast the concepts of knowledge and information.

Knowledge: An intangible combination of human experiences, values, intuitions, and understandings that provide structure for interpreting and reacting to new experiences and information o Created, carried, conveyed, and used by people o Difficult to manage because it resides in individuals’ minds

Information: Organized facts or data that can be easily identified, distributed, and managed
Distinguish between tacit and explicit knowledge.

Tacit knowledge: Knowledge that is known by an individual but is difficult to transfer to others either verbally or in writing

Explicit knowledge: Knowledge that can be easily communicated to others and/or captured and stored in some type of document or database
Explain the purposes of knowledge management.

To retrieve knowledge created by others in the organization

To create and contribute new organizational knowledge

To more effectively share knowledge with those who need it

To use shared knowledge to become more innovative
Identify benefits associated with knowledge management.

Improved customer service

Faster problem solving

Reduced costs

Increased customer satisfaction and retention

Increased employee satisfaction and retention

More rapid adaptation to market changes
Explain reasons for increased interest in knowledge management.

Globalization and competition: Companies can use knowledge to help them gain a competitive advantage in the marketplace.

Enhanced value: Companies can use knowledge to enhance the value and price of their products (e.g., an upscale hotel chain that offers personalized service based on each customer’s individual preferences).

Restructuring and downsizing: Companies can capture experienced employees’ knowledge before restructuring and/or downsizing their labor force.

Sharing of best practices: Companies can capture knowledge from their most successful employees, share that knowledge with other employees, and apply the knowledge in other business situations.

Successful innovation: By capturing and sharing prior knowledge, companies can use their prior knowledge to help them create new, better products in shorter periods of time.

Section 5
Briefing: Knowledge Management
Page 5-8
Differentiate between knowledge management and information management.

Knowledge management: The process of creating, identifying, collecting, organizing, sharing, and using knowledge and knowledge sources for the benefit of the organization o Requires human interaction and communication o Provides context for knowledge/information

Information management: The process of accessing, processing, maintaining, evaluating, and disseminating facts or data for the purpose of assisting business decision-making o Does not involve the creation of information o Can technically be carried out without human involvement
Describe activities involved in knowledge management.

Selecting a knowledge leader/manager

Creating knowledge teams

Developing knowledge bases, including directories, manuals, and best practices

Developing an enterprise intranet portal that provides access to knowledge

Setting up knowledge centers/networks of knowledge workers that aid in the flow of knowledge

Developing knowledge sharing mechanisms that encourage knowledge sharing

Managing intellectual assets
Discuss how knowledge management shapes a customer’s experience with a company.

Knowledge management can create positive customer experiences.
Knowledge management helps companies to: o Better identify and satisfy customer needs o Provide customers easy access to needed information (especially online) o Use accurate, appropriate information to answer customer questions and solve customer problems o Gather feedback from customers to determine the quality of information and information sources (knowledge contributors)
Describe how knowledge management can be used to increase employee productivity and satisfaction.

Knowledge management makes it possible for employees to access information and solutions quickly and effectively so that they can answer customer questions and handle customer problems effectively.

It is important to remember that knowledge management processes should not be added burdens for employees; instead, knowledge management processes should be in corporated into employees’ current tasks.
o Employees should be able to access necessary information and knowledge without deviating from their typical activities.
o Knowledge management systems should gather employees’ contributions to organizational knowledge directly from the employees’ regular activities and records, rather than requiring employees to record their newfound knowledge separately.

Companies should recognize and reward employees who contribute useful

Section 5
Briefing: Knowledge Management
Page 5-9 knowledge to their organizations. Employees who are recognized and rewarded for their efforts are often happier employees. And, happier employees are often more loyal, productive employees.
Explain insights that executives can obtain from knowledge management.

Executives can use knowledge management to determine: o Trends in customer satisfaction o Market changes and developments o Weaknesses in the organization’s knowledge base o The value of knowledge contributed to the organization’s knowledge base by different individuals o The efficiency and effectiveness of internal processes (e.g., support, development, and sales)
Discuss success factors associated with knowledge management.

A knowledge leader/manager who spearheads the knowledge management effort

Top executives who actively support knowledge sharing and management

A clear value proposition that emphasizes the benefits of knowledge sharing and management

A vision and goals for knowledge management

An organizational culture that values innovation, learning, and knowledge sharing

Technology that supports and facilitates knowledge sharing and management

Specific, routine knowledge sharing/management processes
Describe challenges/issues associated with knowledge management.

An organizational culture that may value knowledge but does not value the sharing of knowledge

Lack of time to devote to knowledge management
 Unwillingness to “learn from outsiders or expose internal operations to customers”

Lack of focus on the overall creation of knowledge; too much focus on minute details

Inability to understand the long-term nature and benefits of knowledge management

Unwillingness of different departments/individuals to share knowledge with each other

A reward structure that focuses on financial measures and not on the creation of knowledge

Section 5
Planning Guide Sheets
Page 5-10
Knowledge/
Skill
Statement
Instructional
Area
Performance
Element
Performance
Indicator
Level
SCANS
21 st Century
Skills
Objectives
Sample
Activity
Resources
Textbooks
Understands the systems, strategies, and techniques used to collect, organize, analyze, and share information known in an organization
Knowledge Management
Acquire a foundational knowledge of knowledge management to understand its nature and scope.
Discuss the role of ethics in knowledge management (KM:002)
Specialist
Information 5; Systems 15; Basic Skills 1-2; Thinking Skills 12
Information Literacy 2; Communication & Collaboration 1; Critical Thinking &
Problem Solving 3 a. Define the term intellectual capital. b. Identify reasons why employees’ self-interest results in employees not sharing tacit knowledge with others in the workplace. c. Describe the role of coworker trust in employees’ willingness to share tacit knowledge. d. Discuss the relationship betwee n company culture and employees’ willingness to share tacit knowledge. e. Explain how knowledge management can aid businesses in avoiding ethical issues/risks (e.g., sensing the possibility of issues/risks, systematic reporting of problems, recognizing ethical violations, opening communication between employees and management, capturing lessons learned, etc.).
Tell students that they are to develop a plan for capturing their school-based enterprise’s employees’ tacit knowledge on the Tacitly Yours handout found on page 5-79. The plan should also address ways to overcome employees’ reluctance to share their tacit knowledge.
Beatty, J. F., & Samuelson, S. S. (2008). Essentials of business law (3 rd ed.) [pp.
276-277, 803-805]. Mason, OH: Thomson/South-Western.
Daft, R.L., & Marcic, D. (2009). Understanding management: Instructor’s edition
(6 th ed.) [pp. 235-236]. Mason, OH: South-Western Cengage Learning.
DuBrin, A. (2009). Essentials of management: Instructor’s edition (8 th ed.) [pp. 419-
420]. Mason, OH: South-Western Cengage Learning.
DuBrin, A. (2010). Leadership: Research findings, practice, and skills (6 th ed.) [pp.
400-401]. Mason, OH: South-Western Cengage Learning.
Ebert, R. J., & Griffin, R. W. (2007). Business essentials (6 th ed.) [p. 415]. Upper
Saddle River, NJ: Pearson Prentice Hall.
Griffin, R.W., & Moorhead, G. (2010). Organizational behavior: Managing people and organizations (9 th ed.) [pp. 45-46]. Mason, OH: South-Western Cengage
Learning.
Ivancevich, J.M., Konopaske, R., & Matteson, M.T. (2008). Organizational behavior and management (8 th ed.) [pp. 324-326]. New York: McGraw-Hill
Irwin.

Section 5
Planning Guide Sheets
Page 5-11
Magazines/
Journals
Software/
Online
Lin, C.P. (2007). To share or not to share: Modeling tacit knowledge sharing, its mediators and antecedents in Journal of Business Ethics. Vol. 70, pp. 411-
428.
Neef, D. (2005). Managing corporate risk through better knowledge management in The Learning Organization. Vol. 12, Issue 2, pp. 112-124.
Wang, Chih-Chien (2004, September). The influence of ethical and self-interest concerns on knowledge sharing intentions among managers: An empirical study in International Journal of Management. Vol 21, Issue 3, pp 370-380.
Bogue, R.L. (2006, September 19). Convert tacit knowledge into explicit knowledge to ensure better application development. Retrieved May 17,
2011, from http://articles.techrepublic.com.com/5100-10878_11-6117372.html
Denning, S. (2009). What is intellectual capital? Retrieved May 17, 2011, from http://www.stevedenning.com/Knowledge-Management/what-is-intellectualcapital.aspx
Holowetzki, A. (2002, December). The relationship between knowledge management and organizational culture: An examination of cultural factors that support the flow and management within an organization . Retrieved May
17, 2011, from http://aim.uoregon.edu/research/pdfs/Holowetzki2002.pdf
Hurley, T.A., & Green, C.W. (2005, January). Knowledge management and the nonprofit industry: A within and between approach. Retrieved June 28, 2010, from http://www.tlainc.com/articl79.htm
Providers Edge. (n.d.). Creating the right company culture in your organisation so that knowledge management can work . Retrieved May 17, 2011, from http://www.providersedge.com/docs/km_articles/KM_and_Corporate_Culture.
pdf

Handout: Tacitly Yours
Is what you learn in your classes the only knowledge you acquire in high school? Of course not! What you learn in your classes is considered explicit knowledge: knowledge that can be written down, given to others, and understood by the receiver of the info rmation. You’ve also acquired tacit knowledge: knowledge that isn’t always known explicitly and cannot be easily transferred to others. You’ve learned the in’s and out’s of being a high-school student. In some cases, you’ve learned to apply your mathematic al skills and to speak a foreign language. These types of knowledge aren’t easily explained or transferred to others. In work situations, employees have been reluctant to share their tacit knowledge for fear of being replaced if someone else knows what they know about a job. Businesses, however, recognize that managing tacit knowledge can help them keep from making the same mistakes over and over and also from “reinventing the wheel.” Those benefits convert to time and effort saved. In other words, this imp acts a business’s bottom line.
Your schoolbased enterprise’s employees acquire both explicit and tacit knowledge. How could you capture that knowledge so that it could benefit the school-based enterprise (SBE) in the future? Your activity, now, is to develop a plan that you can use to capture that tacit knowledge. As you’re developing your plan, keep in mind that you’re looking for knowledge that will benefit the SBE—that makes a difference. You also need to think of ways to overcome employees’ reluctance to share their knowledge.

Handout: Tacitly Yours