Knowledge Management Within An Organization

There are many problems in the American public education system today. Some of those include the quality of teachers, who have no real passion for the job, and are only allowed to remain in the position because of tenure privileges. Another issue is the state budgets that are allowed for public schools, with some states investing billions of dollars, and others prioritizing it lower on the list. In hot debate today is standardized testing, and the negative effect that it has on high school education, with the limits it places on teachers and what they have time to teach in the classrooms.

State departments of education must be able to build capacity within their state by providing districts the essentials for developing a clear vision of what their schools’ futures entail, and the necessary components of professional development for leadership and teachers to create their own goals at the local level. Once this is accomplished, states need to hold the districts and local levels accountable, including themselves.

Every project generates project knowledge that is new knowledge or existing knowledge. However, that project knowledge is not always fully captured, transferred, and disseminated during a project. Due to the nature of projects, this implies a short-term period, limited resources, and multiple procedures. It makes project participants adapt rapidly to new project contexts. There are two mainly obstacles for organizational learning. First, project members do not have enough time to participating in sharing and disseminating activities because the project team members are totally engaged with project tasks (Hanisch et al., 2009). Then, the replacement of key team

Due to financial issues, any districts hardest hit had no choice but to move around resources to make up the difference in their actual spending and funds provided by the state due to the Class Size Reduction (CSRe) experiment in California. While accountability was not intended to so strongly influence what

Students are expected to become well educated, self-thinking, and creative citizens. When teachers are expected to teach to a state guided curriculum students are limited to the standards and content of knowledge. Students are all given the same multiple choice test, on the same day, at the same time. Students are not given a chance to show their depth of knowledge.

State Mandated test has a negative impact on teachers and their careers . Seventy two percent of “teachers felt moderate to extreme pressure from their school and administrators to improve

The Union High School district was having extremely high staff turnover. This was more prominent with regards to new teachers. The resources for the district were declining throughout. Teacher absences were at a 20% increase from the past three years. Overall, the school district was receiving an increase in complaints from faculty and support staff dealing with many issues. District leaders knew that they needed to take appropriate steps to solve this issue.

Future school leaders are expected to understand, address, and solve problems they will encounter (Copland 2000). School leaders must also be able to anticipate a problem before it happens. Problems that school leaders are faced with can be identified as routine, structured, or ill-structures problems. Routine and structured problems are the familiar issues that leaders face, ill -structured problems are more complex. Ill-structured problems are more complex and lack clarity and present numerous obstacles. The ill-structured are the situations that are unforeseen and cannot be anticipated. The Interstate School Leader Licensure Consortium or ISLLC has developed six standards that provide a foundation for thinking about ill-structured problems.

Schools are facing major issues due to several reasons discussed by superintendents and principals. These issues hinder the learning curriculum standards set by the government. The No Child Left Behind Act is a mandate set forth by the federal government. “The major focus of No Child Left Behind is to close student achievement gaps by providing all children with a fair, equal, and significant opportunity to obtain a high-quality education.” But they still face a dilemma, they need talented leaders to meet the challenges of schools and districts. In order to fulfill the Act set forth by the government, these talented leaders are essential for schools in order to fulfill the “promise of excellence and opportunity for all children”. There are numerous issues discussed that have been found to have the most impact on school and district improvement. The first is money and mandates, not to my surprise. Insufficient funding is the biggest challenge faced by superintendents and principals. Even when the money is there, the mandates pose a problem. It’s like a circle of issues that they cannot get out of. There

Local control of school districts has proven to have mixed results. Local control allows districts to experiment and keeps problems from one district affecting another. At the same time however, local control keeps good ideas from spreading quickly. Local districts have produced a diverse range of possible solutions to the problems that public schools face. Unfortunately, the huge amount of diversity that is present from district to district has also made progress harder to measure.

Callahan used the Crescendo Charter School in Los Angeles to illustrate the pressures that administrators and teachers often face regarding school improvement ratings and student test scores. After reading the article, I was shocked and appalled at the actions of the executive administrator and founder John Allen and those who carried out his orders. On the other hand, I felt a glimmer of hope when I read some of the teachers reported the unethical behaviors and decisions of their colleagues. As an educator, I know the orders and expectations from administrators can be overwhelming and debilitating. In the past, I have seen colleagues get harassed or borderline bullied because of students’ performance on practice test. Unfortunately, teachers are being judge, labeled and terminated as a result of student performance. According to USA Today (2010), Michelle Rhee, Former Chancellor of DCPS terminated 241 teachers deemed ineffective and deemed

This knowledge management strategy was developed to identify and address communications issues within the WOTB in order to improve the knowledge sharing, not only within the organization, but the classroom and the BN as a whole. Additionally, once the information capturing and sharing is at an efficient level, KMO will work on developing an information sharing asset to maximize the student feedback and ensure curriculum meets doctrinal

Previously working for a Title I Public Inter-City School, the two major controls used where: bureaucratic and budgetary. Bateman, Snell, and Konopaske (2016) defined bureaucratic control system as a way to measure progress towards set performance goals, and if/when necessary using corrective measures to ensure performance goals. Public schools must comply with all state statutes governing education and all state administrative regulations, such as contractual obligations (removal of ten-year teacher contract and standardized test 10 Ready Test). Comply with Federal administrative agencies relations, for example, No Child Left behind and national changes to standardized testing. Policies and procedure established

McKinsey & Company was founded in 1926 as the Accounting and Engineering Advisors and it grew rapidly. The case describes the steps taken by McKinsey & Company to transform the firm into "snowball makers" and "snowball throwers."

Within the Army organizations of today knowledge management plays a huge role in the dissemination of information to the unit and it’s soldiers. This is no different for the aviation unit in which I operate. This information can be found in FM 6-01.1, Knowledge Management Operations. It defines knowledge management as the process of enabling knowledge flow to enhance shared understanding, learning, and decision-making. But when the unit was surveyed about their understanding of knowledge management the results were surprising.