Knowledge Topography of My Group

In the management of knowledge each individual has its advantages and disadvantages in every field of science. To find out what knowledge is in our group, we create a table that describes the topographical knowledge of expertise of each member, in this case in the field of information technology

Table 1 : Knowledge Topography

NamaAnggota	Coding	Analyst	Networking	Database
Ahmad Melani	1	1	1	1
Deni Aditiya	2	2	1	1
Husin Bin Mohamad	1	1	2	1
Ardita Putra Pratomo	1	1	1	1

Descriptions:

• 0: Don’t Understand
• 1: Understand
• 2: Can Implement
• 3: Expert / Advanced

 

Within each group we asked each other, the group is a container for each group to mensharing knowledge. Relationship in the following Advisory.

Figure 1 – Advisory Relationship from Member of Group

Descriptions:

1.   :  Has a dependence on other members.
2.   :  Have the mutual dependence between the individual and members.

 

In sharing the knowledge of each individual not only to share knowledge within the group but also the classroom environment and outside the classroom environment. The following Knowledge Map that describes the relationship between the group with the outside environment in the classroom and sharing knowledge.

Figure 2 –  Knowledge Map Between Group, Class and Outside of Classroom

My Knowledge Topography

Based on interviews in the class about the knowledge topography, creates a table that contains an assessment of basic knowledge about information systems. Assessment of this knowledge consists of several categories of knowledge that has been learned by the student of information system. Categories of knowledge being assessed are: knowledge of coding, analysis, networking and database. The assessment table can be seen in table 1:

Table 1 – The knowledge topography of Ahmad Melani

Description of table:

• Score 0 (red) shows that the students do not understand
• Score 1 (yellow) shows that the students understand
• Score 2 (green) shows that the students are able to implement
• Score 3 (blue) shows that the student has the expertise

Resume Chapter 4 – Conceptualizing Knowledge Emergence

1.   Gatekeepers, Information, Stars, and Boundary Spanners

The seminal work was that of Thomas J. Allen of MIT [Allen and Cohen, 1969, Allen,T., 1977] who conducted a number of studies relating to information flow in industrial and corporate R&D laboratories. Allen coined the term ‘Gatekeeper’ to describe the information flow stars that he discovered, the heavily connected nodes in the information flow pattern. The reason that he chose that term was that much of the development and project work that he investigated was classified military work, where there seemed to be something of a paradox, how was a team to be successful if it didn’t effectively connect with the world of information outside the organization? But how did it do that in a classified and communication restricted environment? What he discovered was that the information stars, the sociometric stars, were the answer to that paradox; they were the information channels through which external information reached the project team. That role was so crucial in the contexts that Allen typically investigated what he termed his sociometric stars “Gatekeepers.

 

2.   Research Productivity and Knowledge

The ‘Gatekeepers, Information Stars & Boundary Spanner’ tradition is very consistent with a substantial body of work studying research productivity. Koenig,M. [1992a], for example, in the context of the U.S. pharmaceutical industry, studied the relationship between research productivity and the information environment in which that research was conducted. The productivity measure was, at base, simply the number of approved new drugs (new drug applications or NDAs) per millions of dollars of R&D budget. This measure, however, was refined by weighting the NDAs in regard to: 1) whether or not the Food and Drug Administration (FDA) judged the drug to be an “important therapeutic advance,” 2) the chemical novelty of the drug, and 3) the filing company’s patent position in regard to the drug, an indicator of where the bulk of the research was done. The study is compelling because of the high face validity of the measure of success, the successful introduction of new pharmaceutical agents, since that is what pharmaceutical companies are about after all, and because of the statistical robustness of the results, a consequence of the fact that the more successful companies were found to be not just twenty or thirty percent more productive than the not so successful companies, they were two or three hundred percent more productive.

Resume Chapter 6 – Knowledge Management in Practice

Knowledge management or knowledge sharing manifest themselves in many ways in the workplace; that may include ordinary events, such as facilitated meetings or informal conversations or more complex interactions that require information and communication technology.

 

Km in Practice – Processes

1.   Finding Information and knowledge

Finding information and knowledge refers to processes that allow organizations to make sense and make use of data, information, and knowledge objects that may be present but are not codified, analyzed, nor accessible to members. Knowledge exists in all organizations, but all knowledge may not be explicit. Knowledge objects or artifacts are entities that represent knowledge existing within organizational members [McInerney, C., 2002]. A long-time employee may have a deep understanding of processes and guidelines, but he or she may never have written them down or compiled them in a document like a procedural manual.

2.   Sharing Information and knowledge

Sharing of information for knowledge development is the most traditional collection of processes, easily understood, but often overlooked in a systematic knowledge management program. Sharing refers to the willingness and ability of the knowledgeable to share what they know to help others expand their own learning and knowing. Teaching and learning activities, such as online universities in industry, mentoring programs, apprenticeships, and training programs all serve as opportunities for individuals to share knowledge

3.   Development of knowledge

Knowledge development takes place when individuals work to create new understandings, innovations, and a synthesis of what is known already together with newly acquired information or knowledge. Although individuals can intentionally develop their own knowledge through seeking opportunities to be creative and learn, the development of knowledge is often a social process. Meetings, teleconferences, planning sessions, knowledge cafes, and team think tank sessions all serve to help workers develop knowledge together.

Resume Chapter 5 – Knowledge “Acts”

Question Asking and Answering

Question asking and answering the basic process of expressing tacit knowledge. And hence, externalized as knowledge. Hirschheim et al. [1995] describe types of speech acts that pertain to aspects of either Knowledge Management (KM), or Information Management (IM). For example, Boahene and Ditsa [2003] suggest that Information Management systems target a base of expressive speech acts by mainly supporting the recall of meaning-attribution while Knowledge Management systems target regulative and constantive speech acts primarily to support the organization and management of dynamic complexity. They reason that IM addresses questions such as ‘Where,’ ‘Who,’ ‘When,’ and ‘What,’ while KM targets problems involving dynamic complexity, addressing solutions to questions such as ‘How’ and ‘Why.’ Quigley and Debons [1999] adopted a similar stance that considers information as texts that primarily answer ‘informative’ questions such as who, when, what, or where while knowledge is considered as texts that answer more ‘explanatory’ or ‘meaning related’ questions such as why or how.

Posting Content to Repositories

Contributing content such as lessons-learned, project experiences, and success stories is another approach to knowledge sharing. O’Dell and Jackson [1998] point out the importance of frameworks for classifying information. For example, they note that Chevron and other groups organize information in their best practice databases using the Process Classification Framework developed by APQC (American Productivity and Quality Council) and Arthur Andersen. Through such a framework, subunits can talk with each other more effectively via a common vocabulary. Nick et al. [2001], noting the importance of learning by experience, point out that experience bases can be developed using case-based reasoning as the underlying concept. However, they also note that experience repositories require continuous maintenance and updating in order to handle continuous streams of experience.

Iran Nuclear Crisis

Figure 1 – Iran wants peace firmly against nuclear energy

Western intervention against Iran related to its controversial nuclear program had a warm conversation at this time. Western countries argue that Iran’s nuclear program is the biggest security threat in the world today.

On 18 November 2011, IAEA (International Association of Atomyc Energy) announced that Iran violates the NPT (Nuclear Non Proliferation Treaty) because it has developed nuclear weapons. This triggered an embargo by the international community against Iran. Especially after Iran attacked the British embassy, many member countries of the European Union (eg: UK) broke off diplomatic relations with Iran.

Iran is the second largest oil producer after Saudi Arabia, among the 12 member states of the Organization of the Petroleum Exporting Countries (OPEC). Production capacity of about 3.5 million barrels per day. Iran is also a country that has the third largest oil reserves after Saudi Arabia and Venezuela, which is 151 billion barrels. Many of Iran’s oil imported by China, India, and Japan. China 10%, India 11% and Japan 6%. European countries like Italy also imports oil from Iran so great that 13% of total imports of each country from Iran. In fact, Greece imports 34% of Iranian oil, and France 4.5% of total imports of oil country.

If the import of Iranian oil embargoed, Iran would close the Strait of Hormuz, oil prices will rebound double from the current price of U.S. $ 100 per barrel. Higher oil prices are very favorable oil producing countries, but for oil importing countries such as Indonesia, the rise in oil is hazardous. Moreover, the subsidies of fuel oil (BBM) is large.

Iran diplomatically declared not to develop nuclear weapons, but secretly continued to try to compress the uranium and nuclear weapons research. At least 4 times the United Nations has issued a decision embargo against Iran due to compression of uranium, the international community continues to call for the hazard posed by Iran’s nuclear weapons development.

Resume Chapter 1 : Introduction of Knowledge Management

What is KM?

Three classic definitions of Knowledge management:

Knowledge management is the process of capturing, distributing, and effectively using knowledge. [Davenport,T. 1994].

Knowledge management is A discipline that promotes an integrated approach to identifying, capturing, evaluating, retrieving, and sharing all of an enterprise’s information assets. These assets may include databases, documents, policies, procedures, and previously uncaptured expertise and experience in individual workers. [Duhon, 1998].

Knowledge management is an effort to increase useful knowledge within the organization. [McInerney, C. 2002].

 

The Internet Emerges

The emergence of the Internet is very influential in KM. Internet could be used to link an organization together. It is becoming an important innovation for knowledge development.

 

The Stages of KM Development

In observing the development of KM as practiced, described, and discussed at professional meetings, conferences, and trade shows, one can observe three clear stages.

• Stage One

The initial stage of KM was driven primarily by information technology, or IT. Organizations, particularly the large international consulting organizations, realized that their stock in trade was information and knowledge.

• Stage Two

The second stage of KM can be described simply as adding the recognition of the importance of the human and cultural dimensions. The recognition that building KM systems alone is not sufficient and can easily lead to quick and embarrassing failure if human factors are not sufficiently taken into account.

• Stage Three

The third stage was the awareness of the importance of content, and, in particular, an awareness of the importance of the retrievability and, therefore, of the importance of the arrangement, description, and structure of that content. The hallmark phrases emerging for the third stage are content management (or enterprise content management) and taxonomies. In 2006, a two-day long “Taxonomy Boot Camp” was added to the KM World conference. KM World is both a journal and a website devoted to Knowledge Management concepts, practices, and events.

• Stage Four (Additional)

Perhaps a fourth stage of KM may be emerging, although the delineation of this fourth stage is not nearly as clear as for the previous stages. This stage can be characterized by the awareness of the importance of information and knowledge external to the organization.

 

Source :

Knowledge Management (KM) Processes in Organizations: Theoretical Foundations and Practice

Claire R. McInerney and Michael E. D. Koenig

Resume Chapter 2 : Background Bibliographic Analysis

Ponzi observed that “knowledge management is one emerging discipline that remains strong and does not appear to be fading”[Ponzi, L., 2004, p. 9]. Ponzi and Koenig [2002] were able to project early on that KM was either an unusually broad-shouldered business enthusiasm or a rather permanent development. It can be seen from the number of knowledge management articles published by year.

Figure 1: Knowledge Management Growth. Number of KM articles published by year.

 

The significance of the KM growth pattern becomes much more apparent when one compares it with the pattern of other major business enthusiasms of recent years. Below (Figure 2) are the literature growth patterns of three of those major business enthusiasms. Quality Circles, Business Process Engineering, and Total Quality Management all show an almost identical pattern of approximately five years of dramatic, exponential, growth, then they peak and fall off to near nothing almost as quickly. different when compared with the growth of knowledge management in the years 1994 – 1999 experienced a consistent increase.

Figure 2: Literature graphs for “Quality Circles,” “TotalQuality Management,” and “Business Process Reengineering.”

(a) based on Abrahamson, 1996; (b) based on Ponzi and Koenig, 2002; (c) based on Ponzi and Koenig, 2002.

 

In general, the number of dissertations focusing on some aspect of knowledge management rises gradually until 2006 and has remained steady with about 100 theses produced each year in English with, however, a decline in 2008 and 2009.

Figure 3: Doctoral Dissertations and Masters Theses written with ‘Knowledge Management’ in the Title, Abstract or KeyWord Fields 1996–2009.

 

In education, a very rapid increase of knowledge management in the journal article that is devoted to education, but soon declined. This may be related to the function of the fact that knowledge management is corporatist in the emphasis of the organization.

Can be seen from the figure below:

Figure 4: The Number of KM Articles in the Education Literature.

 

Source :

Knowledge Management (KM) Processes in Organizations: Theoretical Foundations and Practice

Claire R. McInerney and Michael E. D. Koenig

Resume Chapter 3 : Theorizing Knowledge in Organizations

Knowledge in organizations is used as a resource [Grant, R., 1996] and a process of learning [Argyris and Schon, 1978, Senge, P., 1990]. In the resource view, knowledge is conceptualized as an object in the majority of formal documents or artifacts online that is approved to be organized and manipulated. In the resource view, largely emphasizes the emergent nature of knowledge that is often embedded within a person or within organizational routines, activities, and outcomes, or arises from the interplay of persons and existing information or knowledge.

 

Knowledge as Resource and Process

Through the resource perspective, knowledge becomes the most fundamental resource in the organization. If a firm applying a knowledge of the operations, the company has its own competitive advantage compared with other companies. and is, accordingly, regarded as a strategic resource of the firm in need of management attention. On the other hand, through the process view, organizations are thought of as information processing and knowledge generating systems [Grant, R., 1996]. In the course of innovation and production of goods and services, information and knowledge are regarded as central inputs to organizational processes.

There are two dimensions of knowledge in organizations [Baumard, P. 1999] :

• Tacit-explicit
• Individual-collective.

He defines four quadrants in which knowledge types are situated:

• Tacit-individual (intuitiveness),
• Tacit-collective (social practice),
• Explicit-individual (expertise) and,
• Explicit-collective (rules).

 

Interactions for Knowledge Creation

Nonaka and Takeuchi [1995] argues that knowledge creation as a process of socialization which is based on the need for direct social interaction. SECI (Socialization, Externalization, Combination, Internalization) is one of those theories that explain that knowledge comes from within a person’s own knowledge and then flows to a more explicit condition that can be shared socially with others. If viewed through these ebbs and flows of thought, , knowledge creation takes on a very dynamic character, always changing, always synthesizing.

 

Activity as Context

Blackler, F. [1995] argues that knowledge emerging from the tensions that arise in the organizational activity system, that is, between individuals and their communities, their environment (rules and regulations), and the instruments and resources that mediate their activity.

 

Source :

Knowledge Management (KM) Processes in Organizations: Theoretical Foundations and Practice

Claire R. McInerney and Michael E. D. Koenig

Computer Network Hardware

Some Important Hardware Media in Building a Network:

1.  Cable (Coaxial cable, Twisted Pair cable, Fiber optic)

Figure 1 – Coaxial cable

Figure 2 – Unshielded Twisted Pair (UTP) cable

Figure 3 – Fiber optic

2.  Network Interface Card (Network Adapter)

Network Interface Card is a computer network hardware (form: circuit board) that provides network communication capabilities to and from the client computer.

Figure 4 – Network Interface Card

3.  LAN Tester

Figure 5 – LAN Tester

4.  Hub and Switch (Concentrator)

Hub and Switch role in receiving and forwarding the incoming data, strengthen the electrical signal, and disseminate data to all devices in computer networks.

The characteristics of the concentrator:

• Usually consist of 8, 12, or 24 port RJ-45
• Use a star topology
• Use a special application is the application that set the management port.

Figure 6 – Hub and Switch (Concentrator)

5.  Router

A Router is capable of transmitting data / information from one network to another are different, the router is almost the same as the bridge, although no smarter than the bridge, but the router software development today has begun to reach even beyond the demands of technology that is expected.

Figure 7 – Router

6.  Repeater and Bridge

The main function of a repeater is to amplify the signal by receiving a signal from one segment of the LAN cable and then retransmit the same power with the original signal on the cable segment to another. In this way the distance between the cable becomes longer.
Bridge functions as a repeater function but the bridge is more flexible and more intelligent than the repeater. Bridge can connect networks using different methods of transmission. For example, a bridge can connect the baseband Ethernet with Ethernet broadband.

Figure 8 – Repeater

Figure 9 – Bridge

Source :

Syafrizal Melwin, 2005, Pengantar Jaringan Komputer, Yogyakarta, Andi.