Knowledge Management Process and its impact

to employee’s work performance

Submitted by:

Cervas, Jann krissa P.

Corpuz, Vanessa B.

De Vera, Joanne C.

Ilagan Emelia L.

Negru, Floresa R.

Palima, Ruby Ann H.

Pedrigosa, Ginuel Veronica C.

Submitted to:

Dr. Ellen R. Cernias

 Chapter I

Introduction

Knowledge management process is a relatively new discipline and therefore has a short

history. As a conscious discipline, it developed from the various published work of academics

and pioneers such as Peter Drucker in the 1970s, Karl-Erik Sveiby in the late 1980s, and Nonaka

and Takeuchi in the 1990s. It began when the concept of a “knowledge company” was introduced

in published literature. The 1970s The early development of knowledge management came as a

result of the work of a number of management theorists and practitioners. Among these early

works were the papers published by Peter Drucker and Paul Strassman. In these papers they

observed the growing importance of information and explicit knowledge as valuable assets of

organizations. The work of Peter Senge, on the other hand, focused on the “learning

organization” and emphasized the cultural dimension of managing knowledge. Other

management experts and practitioners like Chris Argyris, Christoper Bartlett and Dorothy

Leonard-Barton of Harvard Business School contributed significantly to the development of the

theory of knowledge management and the growth of its practice by examining in their various

works and publications the many facets of managing knowledge. In 1995, Leonard-Barton’s book

Wellsprings of Knowledge – Building and Sustaining Sources of Innovation was published by the

Harvard Business School. In this book, she documented her case study of Chaparral Steel, a

company which had an effective knowledge management strategy in place since the mid-1970s.

The pioneering studies made in the late 1970s by Everett Rogers at Stanford on the diffusion of

innovation and by Thomas Allen at MIT on information and technology transfer were largely

responsible for the current understanding of how knowledge is produced, used and diffused

within organizations. This growing recognition of the importance of organizational knowledge

led to an increasing concern over how to deal with exponential increases in the amount of

available knowledge and the complexity of products and processes. It was at this point that the

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computer technology, which in the first place contributed heavily to the great abundance of

information, started to become part of the solution in a variety of ways.

Knowledge management processes are series of activities an organization put in place for

the facilitation and use of knowledge. The management of knowledge is a continuous process in

which one form of knowledge is transformed into the other. Knowledge management processes

support the conversion of tacit knowledge to explicit knowledge and explicit to tacit.

There are two main perspectives of study on the KM process. The first, referred to in this

article as flow based on organizational development, focuses on increasing the knowledge storage

and reuse of the knowledge repository (Gonzalez et al., 2014). In this perspective, KM refers to

the development of methods, tools, techniques and organizational values that promote the flow of

knowledge between individuals and the retrieval, processing, and use of this knowledge in

improving and innovating activities (Yang, 2010). The second important area, called process-

based flow, has as its main interest the study of the contribution of Information Technology (IT)

as a mechanism to stimulate the creativity of individuals to develop new values to the business

(Teece, 2007). This way, organizations need to prepare themselves internally so that knowledge

can circulate among individuals and, in addition, be used in actions that result in some kind of

improvement.

It can be define as all of the activities that are conducted on knowledge by relative

authorities individually and collectively inside and outside the organization. Process in

knowledge management refer to all essential and sub activities on knowledge with the nature of

said processes differing from one organization to another.

Knowledge Management system acts as bridge between diverse functions of the

organization, in the process of creating knowledge and making knowledgeable resources as part

in knowledge sharing activities. The important essence of knowledge management system is that

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knowledge should be retrievable as and when required irrespective of geographical constraints.

This fusion of knowledge formation and dispersion, enable business performance and economic

growth in an economy. A proper knowledge management system is required to formulate

appropriate tactical action plans to nurture knowledge management environment (Creation,

Sharing and Use). In the current scheme of highly connected world, internal practices are not the

only once that matter, at times they are not even most prominent. The mode and the agility with

knowledge is shared across has growing prominence in the modern times. Management of

incoming and outgoing knowledge flows has to be treated on par with internal knowledge flows.

The strategies of knowledge management in organizations can be varied and intricate. It

can be noted that all the real world features cannot be replicated in a simulation model at least in

social sciences. As part of the strategy of effective knowledge management system is diffusion

blocking- In this strategy the organization can take up a process or strategy aimed to blocked the

dissemination of knowledge once the same has been abstracted and codified. The other aspect is

level of structuring at which they want to use the available knowledge makes it easier to share

and collaborate but has its own negative aspects of knowledge leakage or loss and hence it

becomes difficult to bring out value from it.

Organization to enhance capabilities have started understanding that knowledge

management as a concept is no more just a “good to have a concept” but is visualized as a key

activity and covers most of the enterprises initiatives. Organizations priorities and strategies

interconnect or lock these with their goal or key result areas to manage intellectual or logical and

the knowledge processes that is aligned. The evolution of knowledge management system has

proved that knowledge is the major force behind the economics of ideas and can see more

importance in creation of knowledge, discovery, organization, application and realization and will

continue to be main focus for most of the organizations as part of developing the existing

knowledge management system or implementation of knowledge management system.

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 Knowledge Management should not be implemented in an organization as acts of

compliance and discipline but should be integrated with day to day activities of employees.

Knowledge management should be typically integrated with organizational goals like

performance improvement, competitive edge, innovative practices and best practices identified

within in projects, and the general enhancement of knowledge through collaborative approach.

Knowledge management has always been treated as part of learning activity or learning group

even though neither two of the activities has eve encompassed the other. Knowledge

management as an initiative has to be or may be separately identified from learning activity by

having a greater focus on identified knowledge assets by ways and means of platform through

which the development and cultivation of knowledge would take place. It is in this context that

enterprise content management and document management system have achieved their

significance as part of knowledge management. The development of knowledge management as

an active practice in business has its roots in the solutions for handling and managing information

and content.

Background of the Study

Knowledge management is changing along with the change in critical success factors in

organizations. The paper considers selected aspects of the evolution of knowledge management,

its usage rate in companies, and inevitable connection between knowledge management and

technologies, while the importance of knowledge itself is not questioned, as it is considered very

important. It is widely accepted that our society has entered a knowledge era, mainly due to

tremendous advances in the technology; hence the knowledge society is “embodiment of

knowledge in our daily lives and activities as well as active management of knowledge resources

not limited to IT support” (Zhang, 2008, 2). According to Wiig (1997), knowledge management

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is to “understand, focus on and manage systematic, explicit and deliberate knowledge building,

renewal and application” since the purpose of KM is, in general “to maximize the enterprise’s

knowledge-related effectiveness and returns from its knowledge assets and to renew them

constantly” (Wiig, 1997, 1). McElroy (2010) has described knowledge management as a field

closely connected to innovation management and organizational learning (McElroy, 2010, xxiii).

Therefore, in order for knowledge management to achieve success, companies have to create “a

set of roles and skills to do the work of capturing, distributing and using knowledge” (Davenport

& Prusak, 2000, 107). Davenport et al. (2000, 107) also argued that everyone in an organization

should be engaged in knowledge management. Knowledge management is thus much more than

just managing information, i.e. getting the right information to the right people at the right time,

since its very essence is social, and keeping its social context in future might be crucial (Dalkir,

2005, 319). It can be concluded that there is no unique, widely accepted definition of knowledge

management. Although knowledge management was not popularized until the last two decades of

the 20th century, transmitting and managing knowledge stretch back into distant history. Because,

as Wiig observed, “historically, knowledge has always been managed, at least implicitly” (Wiig,

as cited in Dalkir, 2005, 5. Jashapara (2004) has noted that “the oral tradition and the use of

human memory to store knowledge” is among the oldest forms of managing knowledge, whereas

the oral transfer of knowledge included transmitting messages such as news, dreams, or various

interpretations, tales, sayings, etc. (Jashapara, 2004, 18). Knowledge was then kept through

writing – it was firstly recorded on clay tablets (the Sumerians) which were eventually arranged

properly, forming first libraries. Various recording mediums were used for transmission and

storage of knowledge. However, storing and distributing knowledge changed radically with the

advent of print, followed by noticeable rise in the size of libraries, initiation of computers,

advancement of computer technology, telecommunications and the world wide web, which was

“at the heart of this knowledge explosion” (Jashapara, 2004, 19-26). Having in mind the shift of

economic focus, Wiig argued that the importance of knowledge management is actually a result

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of economic, industrial and cultural developments. He noted that “adding competitive value to

products and services by application of direct or embedded human expertise - knowledge” is a

change worth mentioning, since it differs so much from creating value that depends on natural

resources or operational efficiency (Wiig, 1997, 5). Dalkir (2005) explained that the primary

„technology“ for knowledge transfer included people themselves, since people have devised

different ways of sharing knowledge. He pointed out that some form of narrative repository“ was

present for a long time (knowledge was shared during the meetings, seminars, etc.) and important

individuals were, what Denning (2000) called the living repositories of distilled experience in the

life of the community“, e.g. the traditional healer or the midwife in the village (as cited in Dalkir,

2005, 12 ). It is widely accepted that knowledge management, as a process, consists of a number

of activities. There are at least four basic processes, those of creating, storing/retrieving,

transferring and applying knowledge, which could further be subdivided (Alavi & Leidner, 2001,

114).

Statement of the Problem

The purpose of this study is to find out the impact of knowledge management process on

the to employee’s work performance.

This study answers the following questions:

1. What is the demographic profile of the respondent in terms of?

1.1 Sex

1.2 Age

1.3 Position

2. What are the factors that affect the impact of knowledge management process in the

performance of the respondent in terms of:

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 2.1 Organized Information

2.2 Deploying Knowledge

2.3 Selecting Knowledge

2.4 Systematic Process

2.5 Disseminating Information

3. Is there a significant difference on the impact of knowledge management process on the

respondents work performance base on profile?

Hypothesis

Ho1- There is no significant difference to employees work performance.

Ho2 There is a significant difference in selecting knowledge in terms of age and position

regarding on employees work performance.

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Conceptual Framework

This study is based on the employee’s work performance of DepEd Manila respondents.

Input Process Output

1. What is the demographic

profile of the respondents?

1.1 Gender

1.2 Age

1.3 Position Level of employee’s

work performance
2. What are the factors that
affect the impact of
knowledge management
 Very Satisfied
 Questionnaire
process in the performance  Satisfied
 Survey
of the respondents in terms  Neutral
of:  Statistical
 Dissatisfied
Method
2.1 Organized Information  Very
 Descriptive
Dissatisfied
2.2 Deploying Knowledge Method
2.3 Selecting Knowledge

2.4 Systematic Process

2.5 Disseminating
Information

3. Is there a significant
difference on the impact of
knowledge management
process on the respondents
work performance base on
profile?

Figure 1.1

Figure 1.1 Illustrate the conceptual Framework of the study.

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Scope and Limitation

This study focuses on knowledge management process and it’s impacts to the employee’s

work performance and will be gathering information from a total of 50 respondents at the

Department of Education-Manila Division Office, located at People’s Park A J, Antonio Villegas

St. Ermita, Manila.

This study will not cover other problems that are not related to Organized Information,

Deploying Knowledge, Selecting Knowledge, Systematic Process and Disseminating

Information. The other factors which is not related are not within the scope of this study.

The study would be done through the utilization of questionnaires to the respondents as a

survey and reference by their strategy. The researchers will be able to know the knowledge

management and it’s impact to employee’s work performance.

Significance of the Study

The study of knowledge Management Process and its impact to the employee’s work

performance (Department of Education Manila) employee’s be a paradigm in the following

sector:

To the Researcher- This study will help them to have a wider perception when it comes to the

employees work performance.

To the Department Education Manila- This study will help them to be aware on the level of

their hired employees and it’s work performance.

To the future Researcher- This study will help them to understand the importance of

employee’s work perform.

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Definition of Terms

Knowledge management (KM)

Is the process of creating, sharing, using and managing the knowledge and information of

an organization. It refers to a multidisciplinary approach to achieving organizational objectives by

making the best use of knowledge.

Systematic process

Systematic process is often closely associated with critical thinking. In general the

application of a systematic process is regarded as a means of management aimed at reducing the

number and severity of mistakes, errors and failures due to either human or technological

functions involved.

Organized information

The idea is that there are five ways to organize all information. In the end it’s about

answering the user’s question in a clear way. Avoid organizing information just for the sake of

making pretty graphs that don’t contain answers.

Deploying knowledge

In summary, “deploying Knowledge Management” means launching or updating one's

KM Program, which includes tools, content, culture and governance.

Disseminating Information

means to spread information, knowledge, opinions widely. Semi - derives from the Latin

word for seed; the idea with disseminate is that information travels like seeds sown by a farmer.

Think about a teacher distributing a hand out at the beginning of a class.

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Selecting knowledge

For ensuring the successful implementation of knowledge management, here raises a

critical issue of how companies can better evaluate and select a favorable knowledge

management strategy before that implementation. However, selecting a proper knowledge

management strategy is a kind of multiple criteria decision-making (MCDM) problem required to

consider a large number of complex factors.

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 Chapter II

Review on Related Literature

This chapter presents a review of Knowledge Management Process which are deemed

relevant to a better understanding of the study. Knowledge Management Process is something of

a fad in modern business press and it addresses key issues that can lead to success within

organizations. It addresses how organizations are able to manage the knowledge embedded in its

systems and contained in the heads of its employees.

A. Foreign

Nonaka and Takeuchi introduced the SECI model (Nonaka & Takeuchi 1996) which has

become the cornerstone of knowledge creation and transfer theory. The Nonaka and Takeuchi

model is one of the knowledge management model that can be used in the knowledge creation

and conversion. Knowledge management models itself are the approach to manage knowledge

from people and process of an organization. Each organization usually capture, codify, or render

tangible and intangible knowledge in the shape that we know as tacit or explicit knowledge. Tacit

knowledge is the kind of knowledge which is not written and used only by verbalizing the

knowledge. This can lead to difficulties of acceptance for other people because there is no written

information that can be used or read over in a long time, only the person who knows about the

knowledge can keep it, but it will remain in the mind. In other words, explicit knowledge is the

reverse explanation of tacit knowledge. Explicit knowledge is the written type of knowledge that

can be used over by other people, but not all knowledge is transferred in a written way. Therefore,

The Nonaka and Takeuchi model is one of the model that can represent the conversion of

knowledge, whether it is from tacit to explicit or the other way around there are four types of

conversion of tacit and explicit knowledge Socialization: it is the process of conversion from tacit

to tacit knowledge. As we know, tacit is the unwritten type of knowledge. The most common

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example is training or sharing face to face. In training or sharing, the knowledge conversion is

more natural because it is one of the typical social interactions. From doing this knowledge

sharing or training, the knowledge will remain in the participant’s mind, rather than noted

elsewhere. This type is more to the process of acquiring it by experiencing the knowledge

transmission. Externalization: this type is conversing from tacit to explicit knowledge. From the

unwritten knowledge, it is conversed to a written knowledge. The example is from someone who

has a knowledge and starting to write a book to share the knowledge to many other people, so the

knowledge can be tangible and permanent. Combination: the next type is conversing from explicit

to other explicit knowledge. This type can be interpreted to process of combining explicit

knowledge form many sources and finally make a new form of explicit knowledge. The common

example is when we are making a report or analysis. We search or gather explicit information

about the transactions to make a financial report. Socialization: it is the process of conversion

from tacit to tacit knowledge. As we know, tacit is the unwritten type of knowledge. The most

common example is training or sharing face to face. In training or sharing, the knowledge

conversion is more natural because it is one of the typical social interactions. From doing this

knowledge sharing or training, the knowledge will remain in the participant’s mind, rather than

noted elsewhere. This type is more to the process of acquiring it by experiencing the knowledge

transmission. Externalization: this type is conversing from tacit to explicit knowledge. From the

unwritten knowledge, it is conversed to a written knowledge. The example is from someone who

has a knowledge and starting to write a book to share the knowledge to many other people, so the

knowledge can be tangible and permanent. Combination: the next type is conversing from explicit

to other explicit knowledge. This type can be interpreted to process of combining explicit

knowledge form many sources and finally make a new form of explicit knowledge. The common

example is when we are making a report or analysis. We search or gather explicit information

about the transactions to make a financial report. Internalization: it is the conversion from explicit

to tacit knowledge. For this type, the knowledge is shaped in a written type first, then along with

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the time goes by, the knowledge will spread and become a tacit knowledge. An example for this

is in an organization. Organization always has a written rules for the company, but as the time

goes by, the rules spread by the employee itself to the other employee and the rules become tacit

knowledge because they already have the rules on their own mind.

Karl Wiig, proposed his KM model in 1993 with the claim that knowledge will be useful

and valuable only if it is organized and synchronized. According to Wiig, the ultimate purpose of

KM is “to make the organization intelligent-acting by facilitating the creation, accumulation,

deployment, and use of quality knowledge.” Through his KM cycle, WIIG attempts to show how

knowledge is built and used by individuals and organizations. The 4 stages of WIIG’s model are:

Building knowledge: from external and internal knowledge sources covering both tacit and

explicit knowledge. Holding knowledge: Storing the information in specific and easily retrievable

physical formats and in people through training. Pooling knowledge: Using appropriate KM

systems to ensure cross-talk between pools or groups of experts. Applying knowledge: Here the

use of knowledge is in changing or improving the work processes so that new knowledge is

automatically embedded. Some of the defining characteristics of the Wiig model are

Completeness: Whether tacit or explicit there are several sources of knowledge, each with

incomplete information. When building knowledge for the organization the completeness of this

knowledge is an important step to utilization. Connectedness: To understand the big picture and

realize how knowledge may be used it is important that different parcels of knowledge are

interconnected. This helps pull out related information quickly and assimilate in decision making.

Congruency: This is the alignment between facts and figures, concepts and content to the

organization’s objectives and the utility will be directly proportional to how the knowledge

becomes a crutch for problem-solving. Purpose and Perspective: Capturing knowledge with a

particular perspective is to look at the elements that may be required in future for a particular

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purpose. This would enable us to glean information from a particular point of view and increase

relevancy to the user.

MEYER AND ZACK 1996 Knowledge Management The model put forward by Meyer and Zack

defines the various stages of a KM cycle emphasising the “refinery”. The stages of information

collection to conversion into usable knowledge have been enumerated as; acquisition, refinement,

storage and retrieval, distribution and presentation or use. Each of these stages is networked using

pure logic in order to facilitate analysis of the knowledge repository and clear mapping of each of

the stages of the KM cycle. Let’s look at these stages a little more closely: Acquisition of Data or

Information At the information, stage focus is given to the quality and accuracy of the

information. This in the context of where our materials come from and what specifications they

carry can range from, scope, breadth, depth, credibility, accuracy, timeliness, relevance, cost,

exclusivity etc. Imagine buying wheat flour for making biscuits in your factory. You have many

vendors of wheat flour and each has given you a different specification and price for the same

flour and delivery schedule. It would be impossible to compare and come to a purchase decision

even if quality and delivery schedules are the same. In this case, the data capture needs to ensure

the information is standardised and only comparable data which is important for biscuit

manufacturing is captured in a standard format. In acquisition, the guiding principle is “Garbage

In Garbage Out” which means people have to be trained to get first time right, whatever

information they put into the system to get analysable data downstream. Refinement After

acquiring information, it has to be stored, but all information cannot be stored. First, the

information has to be converted to knowledge packets. This helps storage and retrieval to become

easy in the future. This process of conversion of information to knowledge packets is called

refinement. There can be many types of refinement applied to the information depending on the

requirements of the organisation like: Physical, e.g., migrating from one medium or location or

software to another. Logical, e.g., restructuring the information into preset formats, indexing and

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integrating this information into a larger group of information to be used later. Cleaning, e.g.,

getting rid of redundant information or duplication or even removing unnecessary parts of the

entire information package. Standardization, e.g., tailoring all information into predefined

templates in order to make comparisons easier and improving the usability of the information.

Storage and Retrieval The repository of information nowadays tends to be in the form of

customized software, but traditional businesses still store files, folders and other printed and

written information. This information will be used downstream during the stages of product

creation, e.g., information required for recipe and label creation, packaging, and claim elements,

etc. Distribution Here the various recipients of the information are defined, and the mode in

which they may receive this information is also defined, e.g., mails, prints, dossiers, etc. The

timing and frequency at which they are to receive this information and even form or language

may need to be specified. Presentation This is the final step where the hitherto fore considered

“information”, is going to take the shape of “knowledge”. Presentation of the information,

depending on the complexities of the organization, has to consider the recipient. Each recipient

will have particular needs for different parts of the information whole. Tailoring and packaging

the information for each group of recipients increases productivity. Feedback is generated from

the final users of this knowledge in order to continuously improve the repository and eliminate

redundant information or add new elements to the information capture. The Meyer and Zack

model is considered one of the best models having an end-to-end scope and covering the entire

organization giving a complete picture of all the elements of a robust KM model.

BUKOWITZ and WILLIAMS (2000) Model This model is basically a management

framework that outlines “how organizations generate, maintain and expand a strategically correct

stock of knowledge to create value”. All types of knowledge are recognized by this framework

and may include information databases, information technologies, communication infrastructure,

organizational intelligence, skills, and know-how latent at certain function etc. The schematic

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diagram above shows the “Get”, “Use”, “Learn” and “Contribute” stages. These stages are linked

to the strategic need of the organization. Get Stage: Specific information required to make

decisions, solve problems, or required to create new products or services, is sought or procured.

Use Stage: Here this information is combined in various ways by individuals or groups in order to

make the information usable, e.g. for innovation or renovation. Learn Stage: Whenever

knowledge is used in a business environment, regardless of success or failure of the venture, new

knowledge is generated. In order that the same mistakes are not repeated and to use the new

knowledge to improve competitive advantage, integration of this new knowledge back into the

system is fostered. Contribute stage: Here the employee contributions are sought in order to

continually update database and repositories. This is one of the ways of documenting tacit

knowledge. Conclusion Modeling

in KM is the science of pictorially depicting the KM framework that shows the integration and

inter-relationships between various elements in a lucid manner. Models broadly try to capture all

the different processes within an organization, the unique knowledge requirements of each of

them and facilitate a system of acquiring and storing this knowledge to enable continuous

learning and improvement in the functioning of the organization. A knowledge management

framework is one which captures all the relevant aspects of KM with appropriate detail. As

organizational needs vary, each model must choose its key focus areas and areas of redundancies

so as not to waste time and resources in capturing irrelevant data.

McElroy (2003) McElroy outlines a knowledge life cycle that consists of the processes of

knowledge production and knowledge integration, with a series of feedback loops to

organizational memory, beliefs, and claims and the business-processing environment. Problem

claim formulation is an attempt to learn and state the specific nature of the detected knowledge

gap. Knowledge claim formulation acts as a response to approved problem claims via information

acquisition and individual and group learning. New knowledge claims are tested and examined

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through knowledge claim evaluation processes. Evaluation of knowledge claims results in

surviving knowledge claims that will be integrated as new organizational knowledge or

falsified/undecided knowledge claims. Experience gained from the application of knowledge in

the organizational knowledge base leads to new claims and resulting beliefs, triggering the cycle

to begin all over again. In knowledge production, the primary processes are individual and group

learning. Knowledge claim formulation, information acquisition; codified knowledge claim and

knowledge claim evaluation. These knowledge production processes can be briefed as −

Individual and group learning marks the first step in organizational learning. Knowledge claim

validation includes codification at an organizational level. A formalized procedure is essential for

the receipt and codification of individual and group innovations. Information addition is the

process by which an organization deliberately or serendipitously acquires knowledge claims or

information produced by others, usually external to the company. This stage plays a basic role in

formulating new knowledge claims at the organizational level. Knowledge integration is the

process by which an organization announces new knowledge claims to its operating environment

and retires old ones. It includes all knowledge transmission such as teaching, knowledge sharing,

and other social activities that either connects an understanding of previously produced

organizational knowledge to knowledge workers or accommodate newly minted knowledge. One

of the advantages of the McElroy cycle is the clear description of how knowledge is examined

and a conscious decision is made as to whether or not it will be included into the organizational

memory. The authorization of knowledge is a step that clearly differentiates knowledge

management from document management. The KM cycle aims at processes to identify

knowledge content that is of value to the organization and its employee.

B. Local

As a knowledge organization, the role of the Knowledge Management at the PPP Center

is critical in harnessing past lessons and supporting the current work of the Center as well as its

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Government stakeholders. As such, Knowledge Management is a key strategy to manage

information, processes, people and technology more efficiently especially in a multi-stakeholder

environment. With a great demand for transparency and accountability from the government, the

PPP Center took into arms the creation of the Knowledge Management Division (KMD) that acts

as the lead unit in helping to promote the country’s PPP agenda and in strengthening technical

assistance for Implementing Agencies’ communication plans, implementation and their PPP

activities. Part of KMD’s strategy is to mainstream Knowledge Management in the PPP program

through providing support for knowledge needs of decision-makers/policy makers in governance

and policy, providing new platforms, tools and knowledge products to promote learning and

innovation for capacity development, promoting knowledge support during project facilitations,

promoting knowledge support during project monitoring and evaluation and promoting access

and utilization of the PPP knowledge base. Aside from technical assistance, the KMD is also the

communication arm of the PPP Center. One of its main functions is to amplify the presence of the

Center and the PPP program to the public and its stakeholders and uphold the image of the

Center. From available PPP project data, KMD gathers and produces up-to-date information on

the PPP program and projects and disseminates them to different media platforms like print

(brochures, flyers, information kits) for local and international event promotions, broadcast media

(TV and radio guestings) and online content (website, social media, infographics). The latter,

being supported by the Management Information System (MIS) Division in managing the content

of the website – timely update of the project pipeline, bid bulletins, events, media releases and

infographics that are vital content for its stakeholders. KMD also takes into social media readily

accessible information initiated by the Center and actively does live updates about PPP events

and projects. And also as part of the communication’s mandate is to establish and sustain

relationships with media practitioners and key opinion makers in broadcast, print and online

media through press briefings and event coordination. With the vision of being a knowledge

organization, the PPP Center also created the PPP Knowledge Hub whereby KMD is in charge of

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establishing, maintaining and promoting PPP knowledge products and PPP related materials such

as project finance, risk management and economic reports. It is an essential component of the

PPP program to which it acts as the central repository for PPP information and documentation.

And lastly, the KMD is also at the frontline of the Center providing assistance to walk-in clients,

phone/email inquiries, researchers and organizes study visits for international parties who would

like to know more about the Center and the PPP program. (Anthony Guttierez 1998).

The heterogeneity of knowledge management research raises important questions about

the degree of integration across disciplines and the extent to which a truly cumulative body of

knowledge is emerging. For instance, theoretical foundations of organizational learning and

knowledge management range from the psychological emphasis on cognition to the focus of

economics on market structure and competition to the sociological orientation toward social

structure. As research continues to advance in each of the discipline-based subfields of

organizational learning and knowledge management, it becomes increasingly important to

consider the extent of integration across these separate traditions. Without addressing the question

of integration, we run the risk of propagating a highly fractionated view of organizational

learning and knowledge management. Moreover, a limited appreciation of the links across

disciplinary perspectives can prove to be inefficient as researchers fail to take advantage of ideas

produced in other areas and simply "rediscover" what is known already. In the remainder of this

paper, we address the following questions to assess the state of integration of knowledge

accumulated across the different disciplines. Are there points of convergence in the field? If so,

do we see stable and consistent findings from one discipline that are replicated or reinforced by

findings from other disciplines? Are researchers from different disciplines investigating unrelated

aspects of organizational learning and knowledge management or are they treading the same

ground? What are the current themes emerging from recent research? Given the size and diversity

of the literature, a comprehensive review is beyond the scope of a single paper (for a recent

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review, Linda Argote 1999). the work appearing in this special issue and other representative

work in the field to create a framework for organizing the literature based on the relative

positioning of work along two critical dimensions: knowledge management outcomes (knowledge

creation, retention, and transfer) and properties of the knowledge management context (properties

of units, properties of the relationships between units, and properties of knowledge). Knowledge

creation occurs when new knowledge is generated in organizations. Knowledge retention

involves embedding knowledge in a repository so that it exhibits some persistence over time.

Knowledge transfer is evident when experience acquired in one unit affects another. These

outcomes are related. For example, for an organization to transfer knowledge, the knowledge

must be retained. Attempts to transfer knowledge can lead to the creation of new knowledge. For

example, Almeda, (2003) show how new knowledge, in the form of patents, is generated when

knowledge transfers across organizations through personnel movement. Despite the diversity of

research on knowledge management, theoretical explanations can be organized according to three

properties of the context within which knowledge management occurs: Properties of units (e.g.,

an individual, a group, or an organization), properties of the relationships between units, and

properties of the knowledge itself.

Knowledge is increasingly being recognized as the new strategic imperative of organizations. The

most established paradigm is that knowledge is power. Therefore, one has to hoard it, keep it to

oneself to maintain an advantage. The common attitude of most people is to hold on to one’s

knowledge since it is what makes him or her an asset to the organization. Today, knowledge is

still considered power – an enormous power in fact – but the understanding has changed

considerably, particularly from the perspective of organizations. The new paradigm is that within

the organization knowledge must be shared in order for it to grow. It has been shown that the

organization that shares knowledge among its management and staff grows stronger and becomes

more competitive. This is the core of knowledge management – the sharing of knowledge. There

21 | P a g e
is no universally accepted definition of knowledge management. But there are numerous

definitions proffered by experts. Put very simply, knowledge management is the conversion of

tacit knowledge into explicit knowledge and sharing it within the organization. Putting it more

technically and accurately, knowledge management is the process through which organizations

generate value from their intellectual and knowledge- based assets. Defined in this manner, it

becomes apparent that knowledge management is concerned with the process of identifying,

acquiring, distributing and maintaining knowledge that is essential to the organization. If one

considers knowledge management in the broadest context, then there are multifarious definitions

of knowledge management. All these definitions hint at the same idea but each one focuses on a

particular aspect of knowledge management (Table 2.1). For example, a results-oriented

definition may state that knowledge management is “to have the right knowledge at the right

place, at the right time in the right format.” On the other hand, aprocess-oriented definition may

describe knowledge management as “the systematic management of processes by which

knowledge is identified, created, gathered, shared and applied.” And a technology-oriented

definition may present a formula for knowledge management as “business intelligence +

collaboration + search engines + intelligent agents.” Knowledge management is based on the

fundamental concept that one of the most valuable assets of an organization is the experience and

expertise that reside in the heads of its officers, managers and employees. In order to derive the

maximum benefit from this intellectual capital, ways and means must be devised to manage this

knowledge, capture it and share it with others, particularly the coworkers. If executed and

implemented in a proper manner, knowledge management is expected to create a more

collaborative environment, cut down on duplication of effort and encourage knowledge sharing.

In the process, there will be considerable savings in terms of time and money. However, in most

organizations, employees are reluctant to share their knowledge freely. In fact they feel that their

special knowledge is the very reason why they are important to the company and why the

company keeps them employed. By keeping the knowledge to themselves, they become valuable

22 | P a g e
to the company resulting in employment security. But such an attitude of hoarding knowledge

leads to duplication of work, turf wars, inefficiencies and high costs. One of the biggest

challenges, therefore, to successfully implementing KM is to properly address the cultural change

issues. The KM efforts must be focused on this aspect of organizational change and must develop

programs to reach out to individuals involved. The programs must include, among others,

advocacy, communications, training, policies and procedures, and incentives. They must also

include knowledge proficiencies, a comprehensive measurement system, and the creation of an

organizational team to lead and support the knowledge management effort. The leadership of an

organization must be combined with a culture based on sharing. From an economic point of view,

knowledge management should be considered not as expenditure but as an investment in the

efficiency and competitiveness of an organization. (Filemon Uriarte Jr. 2008).

The Department of Health is one of the line departments or ministries of the Philippine

government, with more than 1,400 employees in the central office, about 700 employees in at-

tached agencies, nearly 5,000 employees in the regions, and more than 21,000 employees in

specialized and retained hospitals. It is responsible for health policy, health regulations and

standards, and operation of specialized hospitals. Health operations were devolved to local gov-

ernments by the Local Government Code of 1991, except for some specialized and retained

hospitals. In summer of 2000, Crispinita Valdez, the director of Information Management

Services (IMS) embarked on a study tour on the health information infrastructure in Canada and

the USA. Upon her return she brought with her brochures and other information materials on

what was then the new trend in Health Canada: knowledge management (KM). She was quite

surprised to learn that the IMS Division’s functions were already KM components. She suggested

that the IMS Division be renamed the knowledge and document management division (KDMD),

but the proposed name was rejected by DBM because they had never heard of knowledge

management. They wanted the unit called electronic data processing (EDP). However, EDP was

23 | P a g e
not acceptable to the DOH. The DOH repeatedly submitted justifications as to why it should be

named KDMD. After six months, the DBM finally approved the name of the new division as the

Knowledge Management Division under the leadership of Ms. Charity L. Tan. This was the first

KM unit in the Philippine government. KM at the DOH was created prior to the KM Systems

Bureau of the Philippine House of Representatives, which was set up in September 2001, and also

prior to the Development Academy of the Philippines’ (DAP) Center for Knowledge

Management, which was set up in 2002. The three IMS divisions at the DOH—the systems and

software development division, the database and network management division, and the

knowledge and document management division (Figure 1)—deal with software, hardware, and

content, respectively. Thus, the archives and the DOH Library are under the document

management division, which was subsequently re- named the knowledge management division

(KMD). From 2001 to 2005, the KMD computerized the DOH library, preserved and digitized

permanent records and archives, established the administrative issuance billboard, and developed

and maintained the DOH Internet and intranet websites. The first community of practice (CoP)

was established long before the KM division came into being, in 1998, when the health

information technology professionals (HITPRO) was registered with the Philippine Securities and

Exchange Commission (SEC). HITPRO is an e-com- munity of ICT professionals whose

members come from the DOH central office and from the DOH regional offices (called centers

for health development or CHDs). HITPRO members meet every year in an event called ICT

Update, participate in trainings, and exchange knowledge and the latest developments via their

own Yahoo e-group. In 2005, IMS obtained funding from WHO-Philippines to develop a KM

framework for DOH. In early March, Ms. Charity Tan contacted a KM service provider,

CCLFI.Philippines, for possible collaboration. The project involved the development of a KM

strategy and resulted in KM programs and an action plan, to guide the development of a DOH

KM system aligned with DOH goals and mandates, and a training program, which involved the

participation of and the nurturing of a sense of community among the members of a KM team,

24 | P a g e
composed of internal ICT/KM champions from various DOH units. The project formally began

on 6 July 2005. It was very apparent that KM had a champion in the person of Ms. Tan. She is

supported by WHO-Philippines program officer Ms. Lucille Nievera, who also has a strong

interest in KM. The close proximity of the WHO-Philippines office to the office of Ms. Tan may

have contributed to the close coordination between the two. However, it was important that more

potential champions throughout DOH be identified and invited to join the KM team being

formed. (Dr. Serafin Talisayon 2008).

Knowledge is a key organizational resource and the DSWD realizes that it should be

managed effectively. There is a need to access, share and exchange these knowledge to ensure

that the goals of the Department will be achieved. In the journey toward its vision of a society

where the poor, vulnerable and disadvantaged are empowered for an improved quality of life, the

Department has clearly and purposively committed establish the basic knowledge-driven

infrastructures. For instance, by 2030 it will have become the world's standard for the delivery of

coordinated social services and social protection for poverty reduction. By 2022, it will have

become the hub for best practice, learning exchange and growth programs in the Asia Pacific

Region through its knowledge and resource/learning center and centers of excellence which are

set to be attained at the ASEAN level in 2016. Consequently by 2011, it will have successfully

led in the adoption of a national government convergence framework and effectively streamlined

internal processes. All of these inexorably point to the DSWD in becoming a learning

organization. Toward this end, the capability of the Department for knowledge management must

be enhanced. There is need to harmonize and systematize the processing of knowledge.

Practically every Office, Bureau or Services in the Department has knowledge to create, share,

and store. These are often not adequately documented or stored systematically. There have been

rich experiences under various programs that have remained only in the minds of knowledge

holders. Thus, it will be an advantage to extract these knowledge and translate them into quality

25 | P a g e
knowledge products for use of employees and partners of the Department. On the other hand, the

employees must also be encouraged to share knowledge and produce new ones so they can

respond to the ever-changing needs of partners and constituents. The barriers to knowledge

sharing have to be addressed so that the people will trust and be empowered to continue to learn,

share knowledge, and produce faster, smarter and better services to the clients. Therefore, a more

comprehensive and appropriate approach in managing knowledge in the Department is in order. It

should be one that is able to capture and distribute important existing knowledge and at the same

time, one that is able to accelerate the production of new knowledge by enhancing the conditions

in which innovation and creativity naturally occur. This approach will enable the DSWD to

continuously learn from its experiences, think creatively, adapt to new demands and social

practices, and produce innovations in its service. The ultimate goal of the DSWD"s Knowledge

Management Framework is to enhance the institutional capacity of the Department for an

effective action in carrying out its mission and achieving its vision. The DSWD's concept of

knowledge management is a process of creating an environment wherein people's experience and

wisdom on social protection and social welfare programs delivery are valued; and where internal

processes are structured to support social welfare policy makers, program managers and service

providers in creating, sharing, and using knowledge The framework provides directions on how

to conduct and implement knowledge management in the Department. It describes the

relationships and interdependence of KM inputs and KM processes to obtain the KM outputs.

Knowledge, enabled by the leadership, the organization and the technology, is fed into a

transformation process consisting of Knowledge Production, Knowledge Validation, and

Knowledge Integration to produce outputs that are of value to the Department and its

stakeholders. Viewed as a system, the framework is greater than the sum of its parts. A change in

one part affects the entire system. A lack of change in one part still affects the entire system.

Therefore, the KM framework shall always be referred to in ensuring a balanced view and

integration of the various components of the Department's knowledge management system. or so

26 | P a g e
many years, different government and non-government agencies has been formulating,

implementing and evaluating internal processes, programs and services. Different policies and

standards were also set, but as we go further and grow bigger, we just can’t run out of

innovations. These innovations, social technologies and other initiatives need to be documented

for different purposes. This kind of documentation is now being introduced as Knowledge

Management (KM). The idea of KM is not to keep the details for ourselves but for the public to

know how we are doing what we do. Why? – For possible replication and who knows, it could

also be for legislation. (Reiner Grospe 2018).

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter includes a comprehensive description of the research design, respondents of

the study, instrument used in the data gathering, procedure and statistical method used.

Research Design

The study used the descriptive method since the research was concern about the factors

that affect the impact of knowledge management process in the performance of the respondents,

the researcher considered the descriptive method as the most appropriate to use.

Descriptive research is conclusive in nature as opposed to exploratory. This means that

descriptive research gathers quantifiable information that can be used for statistical inference on

your target audience through data analysis (Rick Penwarden, July 2014).

Descriptive studies are those with substantial structure, specific hypothesis to be tested,

or research question to be answered. These research design also describe phenomena associated

with the subject population or to estimate promotions of the population that have certain

characteristic.

The goal of the descriptive method is to learn about something as it already exists without

causing any changes to it.

Sample and Sampling Technique

This study was conducted at the Department of Education – Manila Division Office,

located at People’s Park A.J, Antonio Villegas Street Ermita Manila for the period August-

November 2019.

28 | P a g e
 Focusing on the Department of Education employees, a total respondents of 50 consisting

of 11 males and 39 females were invited to participate. Since the Human Resource department

and Accounting department were targeted, respondents are of different age, gender and position.

According to Rachel Harter (2013), Random sampling refers to a variety of selection

techniques in which sample members are selected by chance, but with a known probability of

selection. Most social science and business surveys rely on random sampling techniques for the

selection of survey participants or sample units.

A Random sampling method was used to determine the participants in this study. This

technique was employed to ensure a fairly equal representation of the variables for the study.

Table A present the distribution of the respondent.

Table A
Distribution of the respondents
Department of Male Female Total
Education Employees
Respondents 11 39 50
Total 11 39 50

Research Instrument

The instrument used was a survey questionnaire to gather the relevant data. The draft of the

questionnaire was formulated based on the researcher’s readings, previous study, and professional

literature, publish and unpublished thesis which is relevant to the studies. It contains two main

parts. Part I was used to draw out the respondent’s demographic profile such as age, gender, and

position. Part II contains questions about the factors that affect the impact of knowledge

management process in the performance of the respondent in terms of Organized Information,

Deploying Knowledge, Selecting Knowledge, Systematic Process and Disseminating

Information.

29 | P a g e
Data Gathering Procedure

In collecting data, the researchers had a consultation with their business research adviser

to give insights for the formulation of the study. The researchers formulated a questionnaire from

past studies and the distribution of questionnaire was conducted upon the written approval of the

business research adviser. Then the research data will be tallied according to sequence of the

problem

Research Statistical Tools

After gathering the questionnaires from the participants the researchers get the frequency

and percentage of the demographic profile of the participants. The researchers use descriptive and

correlation statistical measures such as person correlation and coefficient. All the statistical data

were tabulated and analyzed for interrelation and presentation of research finding. Specifically,

frequency and percentage.

Data Analysis

The data gathered after the survey were organized and classified based form the research

assigned and the problems formulated. The answers for each question are tallied, tabulated and

computed; Interpretation and analysis are then followed.

Weighted Mean is average computed by giving different weights to sum of the

individual values. If all the weights are equal, then the weighted means generally behave in a

similar approach to arithmetic means, they do have a few computer instinctive properties.

30 | P a g e
Weighted Mean Formula

The weighted mean for given set of non-negative data {X1, X2, X3 ... Xn} with non-negative

weights {W1, W1 ,+W2, W3… Wn}

X= W1 X1 + W2 X2 + … + Wn Xn / W1+ W2 + … Wn

Where:

X is repeating value

W is the number of occurrence of x (weight)

X is the weighted mean

The collection of tools employs the study of methods and procedures used for gathering,

organizing, and analyzing data to understand theory of Probability and Statistics. The set of ideas

which is intended to offer the way for making scientific implication from such resulting

summarized data.

LIKERT SCALE

5 Very Satisfied

4 Satisfied

3 Neutral

4 Dissatisfied

5 Very Dissatisfied

31 | P a g e
ANOVA FORMULA

Numerically, one way Anova is a generalization of the two sample t-test. The F statistic compares

the variability between the groups to the variability within the groups:

32 | P a g e
 CHAPTER IV

PRESENTATION, ANALYSIS

This chapter deals with the presentation, analysis and interpretation of data gathered in

relation with the specific problems formulated.

Specifically, this study will answer the following questions:

Sub Problem 1. What is the demographic profile of the respondents in terms of:

1.1 Sex

1.2 Age

1.3 Position

Table 1. Demographic Profile of the Respondents

1.1 Sex
Table 1.1
The frequency and percentages distribution of the respondents in terms of Gender.

Category Frequency Percentage

Male 12 24%
Female 38 76%
Total 50 100%

Table 1.1 showed the frequency and percentage of respondents based on their gender.

According to the demographic profile 24% of the respondents are male and 76% are female for

the total of 100%

33 | P a g e
1.2 Age

Table 1.2
The frequency and percentage distribution of the respondents in terms of age.

Age Range Frequency Percentage

18-22 years old 3 6%

23-27 years old 6 12%

28-32 years old 6 12%

33-37 years old 6 12%

38-Above years old 29 58%

Total 50 100%

Table 1.2 Showed the frequency and percentage respondents based on their age.

According to the demographic profile 6% of the respondents are 18-22 years old, 12% of the

respondents are 23-27 years old, 12% of the respondents are 28-32 years old, 12% of the

respondents are 33-37 years old, and 58% of the respondents are 37-above years old.

34 | P a g e
1.3 Position

Table 1.3

The frequency and percentage distribution of the participants in terms of position.

Position Frequency Percentage

Admin Assistant I 6 12%

Admin Assistant II 16 32%

Admin Assistant III 17 34%

Admin Officer I 3 6%

Admin Officer II 2 4%

Admin Aide III 1 2.0%

Admin Aide VI 1 2.0%

Master Teacher I 1 2.0%

Clerk II 1 2.0%

Total 50 100%

Table 1.3 Showed the frequency and percentage of the respondents based on their

position. According to the findings 12% of the respondents are Admin Assistant I, 32% of

the respondents are Admin Assistant II, 34% of the respondents are Admin Assistant III, 6%

of the respondents are Admin Officer I, 4% of the respondents are Admin Officer II, 2.0% of

the respondents are Admin Aide III, 2.0% of the respondents are Admin Aide VI, 2.0% of

the respondents are Master Teacher I, and 2.0% of the respondent are Clerk II.

35 | P a g e
Sub Problem 2. Factors that affect the impact of knowledge management process in the

performance of the respondents in terms of:

Table 2.1 Factors that affect knowledge management process in terms of:

Organized Information

Weighted
Verbal Interpretation
Indicator Mean

1. Using computer software tool in examining 4.42 Very satisfied

monthly report.
2. Filing the documents alphabetically and Very satisfied
4.56
numerically arrangement.
3. Restoring files in the computer desk. 4.44 Very satisfied

4. Record keeping through record books. 4.50 Very satisfied

5. Coordinating all activities via the information

4.5 Very satisfied
compiled and distributed

Over all Mean 4.48

Very satisfied

The table 2.1 Shows the factors that affect the knowledge management process in terms of
organized information with a weighted mean of 4.48 and interpreted as very satisfied.

In Item No.1: Using computer software tool in examining monthly report- has a weighted mean

of 4.42, interpreted as very satisfied.

In Item No.2: Filing the documents alphabetically and numerically arrangement- has a weighted

mean of 4.56, interpreted as very satisfied.

In Item No.3: Restoring files in the computer desk –has a weighted mean of 4.44, interpreted as

very satisfied.

36 | P a g e
In Item No.4: Record keeping through record books –has a weighted mean of 4.50, interpreted as

very satisfied.

In Item No.5: Coordinating all activities via the information compiled and distributed –has a

weighted mean of 4.5, interpreted as very satisfied.

Table 2.2 Factors that affect knowledge management process in terms of:

Deploying Knowledge

Weighted
Indicator Verbal Interpretation
Mean
6. Usage of computer makes it easier to
4.68 Very Satisfied
complete the tasks
7. Socializing with co-workers can
4.60 Very Satisfied
result harmony inside the workplace
8. People should be treated with respect
and appreciation regardless of race, 4.74 Very Satisfied

gender and position

9. Diversity awareness training inside
4.66 Very Satisfied
the company is effective
10. Company’s environment is supportive
of different opinions, styles, and 4.58 Very Satisfied

perceptions

Over all Mean 4.65 Very Satisfied

The table 2.2 Shows the factors that affect the knowledge management process in terms of
deploying knowledge with a weighted mean of 4.65 and interpreted as very satisfied.

In Item No.6: Usage of computer makes it easier to complete the tasks – has a weighted mean of

4.68, interpreted as very satisfied.

37 | P a g e
In Item No.7: Socializing with co-workers can result harmony inside the workplace – has a

weighted mean 4.60, interpreted as very satisfied.

In Item No.8: People should be treated with respect and appreciation regardless of race, gender

and position – has a weighted mean of 4.74, interpreted as very satisfied.

In Item No.9: Diversity awareness training inside the company is effective –has a weighted mean

of 4.66, interpreted as very satisfied.

In Item No.10: Company’s environment is supportive of different opinions, styles, and

perceptions – has a weighted mean of 4.58, interpreted as very satisfied.

Table 2.3 Factors that affect knowledge management process in terms of:

Selecting Knowledge

Weighted
Indicator Verbal Interpretation
Mean

11. Write down an information related to

4.52 Very Satisfied
your job
12. Synchronize content with real-life job
4.54 Very Satisfied
roles and responsibilities
13. Align learning outcomes to business
4.42 Very Satisfied
goals
14. Chunk content and eliminate the
4.32 Satisfied
clutter
15. Take part to other seminars
4.38 Very Satisfied

Over All Mean 4.44 Very Satisfied

The table 2.3 Shows the factors that affect the knowledge management process in terms of
selecting knowledge with a weighted mean of 4.44 and interpreted as very satisfied.

38 | P a g e
In Item No.11: Write down an information related to your job – has a weighted mean of 4.52,

interpreted as very satisfied.

In Item No.12: Synchronize content with real-life job roles and responsibilities – has a weighted

mean of 4.54, interpreted as very satisfied.

In Item No.13: Align learning outcomes to business goals – has a weighted mean of 4.42,

interpreted as very satisfied.

In Item No.14: Chunk content and eliminate the clutter – has a weighted mean of 4.32,

interpreted as satisfied.

In Item No.15: Take part to other seminars – has a weighted mean of 4.38, interpreted as very

satisfied.

Table 2.4 Factors that affect knowledge management process in terms of:

Systematic Process

Weighted
Indicator Verbal Interpretation
Mean

16. Prepare employees for future

4.24 Satisfied
assignments
17. Upgrade skills to adopt the modern
4.38 Very Satisfied
technology
18. To minimize operational errors
4..28 Very Satisfied
alternative planning should be done
19. Prepare back up plan
4.4 Very Satisfied
20. Making a process flow chart
4.42 Very Satisfied

Over All Mean 4.35 Very Satisfied

39 | P a g e
 The table 2.4 Shows the factors that affect the knowledge management process in terms of
systematic process with a weighted mean of 4.35 and interpreted as very satisfied.

In Item No.16: Prepare employees for future assignments – has a weighted mean of 4.24,

interpreted as satisfied.

In Item No.17: Upgrade skills to adopt the modern technology – has a weighted mean of 4.38,

interpreted as very satisfied.

In Item No.18: To minimize operational errors alternative planning should be done – has a

weighted mean of 4.28, interpreted as very satisfied.

In Item No.19: Prepare back up plan – has a weighted mean of 4.4, interpreted as very satisfied.

In Item No.20: Making a process flow chart – has a weighted mean of 4.42, interpreted as very

satisfied.

Table 2.5 Factors that affect knowledge management process in terms of:

Disseminating Information

Weighted
Indicator Verbal Interpretation
Mean
21. Using static visual in distributing
4.32 Satisfied
information
22. Using AV (Audio Visual) method 4.36 Very Satisfied
23. Sending information through e-mail 4.40 Very Satisfied
24. Conducting a seminar or orientation 4.44 Very Satisfied
25. Posting a memorandum
4.60 Very Satisfied

Over All Mean 4.42 Very Satisfied

The table 2.5 Shows the factors that affect the knowledge management process in terms of
disseminating information with a weighted mean of 4.42 and interpreted as very satisfied.

40 | P a g e
In Item No.21: Using static visual in distributing information – has a weighted mean of 4.32,

interpreted as satisfied

In Item No.22: Using AV (Audio Visual) method – has a weighted mean of 4.36, interpreted as

very satisfied

In Item No.23: Sending information through e-mail – has a weighted mean of 4.40, interpreted as

very satisfied.

In Item No.24: Conducting a seminar or orientation – has a weighted mean of 4.44, interpreted

as vey satisfied.

In Item No.25: Posting a memorandum – has a weighted mean of 4.60, interpreted as very

satisfied.

Sub Problem 3. Is there a significant difference on the impact of knowledge management

process on the respondents work performance base on profile?

Table 3.1

A. Organized Information

Profile F df p - value Decision

Age 0.94 49 0.50 Accept Ho

Sex 0.82 49 0.50 Accept Ho

Position in the company 0.52 49 0.85 Accept Ho

In Organized Information there is no significant difference in terms of Age, Sex and Position

when it comes to employees work performance. Therefore the hypothesis is Accepted.

41 | P a g e
 B. Deploying
Knowledge
Profile F Df p - value Decision

Age 1.72 49 0.14 Accept Ho

Sex 0.61 49 0.72 Accept Ho

Position in the company 0.88 49 0.52 Accept Ho

In Deploying Knowledge there is no significant difference in terms of Age, Sex and Position

when it comes to employees work performance. Therefore the hypothesis is Accepted.

C. Selecting
Knowledge

Profile F Df p - value Decision

Age 2.29 49 0.04 Reject Ho

Sex 1.59 49 0.16 Accept Ho

Position in the company 3.63 49 0.003 Reject Ho

In Selecting Knowledge there is a significant difference between Age and Position when it comes

to employees work performance. Therefore the hypothesis is Rejected.

D. Systematic Process
Profile F Df p - value Decision

Age 0.62 49 0.79 Accept Ho

Sex 1.01 49 0.46 Accept Ho

Position in the company 1.32 49 0.260 Accept Ho

In Systematic Process there is no significant difference between Age, Sex and Position when it

comes to employees work performance. Therefore the hypothesis is Accepted.

42 | P a g e
E. Disseminating Information
Profile F Df p - value Decision

Age 1.81 49 0.10 Accept Ho

Sex 1.47 49 0.19 Accept Ho

Position in the company 0.80 49 0.62 Accept Ho

In Disseminating Information there is no significant difference between Age, Sex and Position

when it comes to employees work performance. Therefore the hypothesis is Accepted.

43 | P a g e
 Chapter V

Discussion

This chapter presents the summary of the principal findings, conclusion formulated and

the recommendation made from the analysis and interpretation of the data gathered.

Summary of Findings

1. In Table 1.1 showed the frequency and distribution of the respondents according to their

sex. There are 12 out of 50 or 24% are male and the remaining 38 or 76% are female. In

Table 1.2 showed the frequency percentage distribution of the respondents according to

their age; There are 3 out of 50 or 6% were age 18-22 years old, 6 or 12% were age 23-27

years old, 6 or 12% were age 28-32 years old, 6 or 12% were age 33-37 years old, and 29

or 58% were 38-Above years old. In Table 1.3 showed the frequency percentage

distribution of the respondents according to their position; Out of 50 respondents, 6 or

12% are Admin Assistant I, 16 or 32% are Admin assistant II, 17 or 34% are Admin

Assistant III, 2 or 4% are Admin Officer I, 5 or 10% are Admin Officer II, 1 or 2.0% are

Admin Aide III, 1 or 2.0% are Admin Aide VI, 1 or 2.0% are master teacher I, and 1 or

2.0% are Clerk II.

2. In table 2.1 showed the factors that affect knowledge management process in terms of

Organized Information with over all weighted mean of 4.48 and interpreted as Very

Satisfied. In Table 2.2 showed the factors that affecting the knowledge management

process in terms of Deploying Knowledge with over all weighted mean of 4.65 and

interpreted as Very Satisfied. In Table 2.3 showed the factors that affect the knowledge

management process in terms of Selecting Knowledge with over all weighted mean of

4.44 and interpreted as Very Satisfied. In Table 2.4 showed the factors that affect

knowledge management process in terms of Systematic Process with over all mean of

44 | P a g e
 4.35 interpreted as Very Satisfied. In Table 2.5 showed the factors that affect knowledge

management process in terms of Disseminating Information with over all weighted mean

of 4.42.

3. The significant difference on the impact of knowledge management process on the

respondents work performance. In Organized Information there is no significant

difference in terms of Age, Sex and Position when it comes to employees work

performance. Therefore the hypothesis is Accepted. In Deploying Knowledge there is no

significant difference in terms of Age, Sex and Position when it comes to employees

work performance. Therefore the hypothesis is Accepted. In Selecting Knowledge there

is a significant difference between Age and Position when it comes to employees work

performance. Therefore the hypothesis is Rejected. In Systematic Process there is no

significant difference between Age, Sex and Position when it comes to employees work

performance. Therefore the hypothesis is Accepted. In Disseminating Information there is

no significant difference between Age, Sex and Position when it comes to employees

work performance. Therefore the hypothesis is Accepted.

Conclusion

1. The researchers therefore conclude that most of the employees in DepEd Manila are on

their late thirties and majority of the employees are female.

2. Organized Information, Deploying Knowledge, Selecting Knowledge, Systematic

Process, Disseminating Information are the factors that affect the impact of knowledge

Management Process in the performance of the respondents, four of these factors are

accepted and interpreted as very satisfied by the respondents except selecting knowledge.

3. There is a significant difference on employees work performance of respondents in terms

of selecting knowledge when it comes to age and position in the company.

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Recommendation

Based on the findings and conclusion the following recommendation are offered:

1. The researchers recommend that employee’s work performance shouldn’t be determined

by their sex and age. As long as the employee is capable and reliable for the job, fair

opportunity to prove employee’s capability should be given by the company.

2. The researchers recommend that the respondents should participate in seminars or

program that will help the employee’s job performance.

3. The researchers recommend to make a computer program that contains information and

transcribed videos from the seminar conducted by Department of Education to be able to

recap knowledge.

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