The Role of Knowledge Management in Decision Making and Education

Name 1
Knowledge Management
Student’s Name
University
Date
Lecturer
Course

Name 2
Knowledge Management
Decision making
The first decision that I made is the career choice that I have chosen today. The choice
was based on gathering course data from the Australian government career information website
(Australian Government 2018, p. 2). This site offers data and information for young people to
understand different opportunities that exist. This informed my knowledge on the course that I
needed to take, lack of this information will have led me to pick any career that may fail to
satisfy my passion.
The second choice that I made was the college that I was going to join to accomplish my
career goals. This choice was influence by information from the Australian government website
where career information and the type of universities that offer such courses are posted
(Australian Government 2018, p. 2). The role of this information was to use the data to make the
best choice that meets my needs, lack of the information will have made me to pick any
university that could have made education difficult for me due to the nature of the programs
offered.
The third choice is the kind of organization that I would like to work for once I finish
college. My organization of choice is Mars Australia, which has the best employee management
strategies by the end of 2017 (Cooper 2017, p. 3). The resource offers data on Australian firms
and their performance on employee related issues. The information offers people knowledge on
the expectations that they gain from a particular organization if they join. This data allows
students to make the right choices for organizations that they aspire to join after college. Lack of
such information can lead to an opportunity in any organization that fails to meet the job
expectations of the individual.
Another decision is my personal reading plan that I have adopted during my free time.
This decision was based on reading strategies employed from learning. These strategies offer
information on how to plan reading work and allocate time resources on each task based on the

Name 3
strength of each of them. The data collected here improves my planning ability through an
increased knowledge allocation of resources.
The last decision is the consideration I made last week when my friends asked me to go
out to the club at night with them. I chose not to attend the club because there had been reported
issues on violence and crime in clubs recently. The issues have been published on newspapers,
television and even social media on the dangers of hanging out in some areas. The data openly
exists on social media and other news channels to keep Australians informed on the current
crime rates in their localities. Lack of knowledge on information will have influenced the choice
that I make without considering the risky factors that relate to the existing trends in the locality.
Decision making is an integral element of life that human beings go through every day.
As humans facts carry more weight than instincts, thus when making decisions, people base on
the use of instincts to determine the choice that they make and how that choice meets their best
desire or leads to a better outcome. In the five decisions that I made above, knowledge through
data collection plays an important role in analyzing the outcome of each situation before
adopting one that meets all the conditions (McNamara, et al. 2009 p. 12). This reduces
ignorance, poor impulse control, and overconfidence which will all lead to poor decisions. Prior
information that I had about the situations informed the decision that I took since I could easily
make comparisons between the options that I had to determine the best decision that satisfies my
needs. Using data to make decisions reduces the use of instincts or impulse which are non-factual
feelings about a situation. In such cases, the pros and cons of each option are not weighed since
there are no gathered facts that can inform decision making.
Question two: Knowledge Management
Knowledge management is the process of collecting and processing inform to create,
disseminate and utilize the knowledge to fulfil organizational objectives. This process adds value
and increases productivity within the organization (Sroka & Cygler 2014, p. 629). Schools are
established on the basis of share knowledge where educators pass knowledge to learners through
a process of learning. Managing of such knowledge can increase learning outcomes that is

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measured through improved grades. Information technologies exist to make life easier and
improve the learning process by increasing access to information at all times (Cha et al. 2015, p.
4). Information technology is used to increase knowledge management through providing
adequate communication channels between teachers and students to discuss issues that affect
education, receive and review feedback from others and develop strategies for improving the
school based on the data (Zyngier 2010, p. 4). Such strategies allow data mining on student
scores and identify trends in performance teachers can identify strengths and weaknesses in the
student and develop strategies for addressing these challenges.
Most Australian schools have technology enriched environments that allow students to
achieve higher learning outcome. Thomson (2015, p.4) suggests that the Melbourne declaration
requires schools to enable ICT resources to learners as a way of increasing access to a wide
range of resources in the learning environment. James Ruse Agricultural High School is one of
the schools that have embraced the role of ICT in knowledge management (James Ruse
Agricultural High school 2017, p. 2). The school uses ICT to construct knowledge and add value
to learning through creating new ideas and products for learners. ICT is used in knowledge
management to improve the schools education philosophy of offering a dynamic curriculum that
meets the standards of the twenty first century through integration of ICT in learning processes.
The school uses the collaborative knowledge management framework through the
knowledge conversion process that allows collecting and sharing information between different
levels in the school. The process uses four models of socialization, externalization, combination
and internalization (Nonaka, et al. 2000, p. 11). This knowledge is created through a spiral
process that expands both horizontally and vertically across the school. Knowledge obtained is
shared via the school internet network where employees, teachers and management have their
own places of entering the system to sieve information. The system is designed in four layers of
data acquisition, data analysis, search layer, content analysis layer and user interface layer that
allow gathering and sharing information across the platform. The design of the system allows
combination of different components of the collaborative framework to group tasks with their
explanatory key words.