Knowledge Management Systems of London Taxi - Case Study Example

Knowledge Management Systems Organisational Case Study Analysis and Design London Taxi Executive Summary The Transport of London or TfL need to increase the standard for London cab drivers and reduce the time and cost of skills and knowledge development. However, the traditional licensing system appears to be the major barrier in rapid knowledge acquisition as memorising 320 routes, 25,000 streets, 20,000 landmarks, and other points of interest is never easy for an average person. TfL therefore need to adopt a knowledge management model such as Burowitz and William’s KM Process Framework that support acquisition, use, contribution, and maintenance of knowledge through technologies. TfL should also consider different KM tools and techniques such as handheld mobile devices that can assist cab drivers in their on-the-job information needs. Table of Contents Contents 1 Introduction/Background 3 2 Key Issues from Knowledge Needs Analysis 4 3 Methodology 5 4 Knowledge System Design 6 4.1 Review of KMS Models and Techniques 6 4.2 Analysis of Case Study 8 4.3 Possible Intervention 9 4.4 KM Design Using Bukowitz & Williams Knowledge Management Process Framework 10 4.4.1 Get 10 4.4.2 Use 10 4.4.3 Learn 10 4.4.4 Contribute 10 4.4.5 Assess 10 4.4.6 Build and Sustain 11 4.4.7 Divest 11 5 Recommendations 11 6 Conclusion 12 7 References/Bibliography 12 1 Introduction/Background In 2012, Transport for London (TfL) was looking to increase the standard required of applicants across all components of the skills, knowledge and experience required to become a London cab driver. It was also seeking to ease barriers by reducing the time and cost required to develop skills and knowledge, and reduce the incidence of exploitation of immigrants. In the 2012 interview with John Mason, director of London Taxi and Private Hire, which is part of Transport for London, suggest that taxi drivers in London need to pass the “The Knowledge” test before they can get a badge. This knowledge according to is familiarity with routes, landmarks, theatres, polices stations, and other points of interest. For instance, Green Badge drivers must acquire knowledge of 320 routes, 25,000 streets, and 20,000 landmarks while the Yellow Badge drivers must learn 30 to 51 runs, streets, landmarks, and other places of interest. However, acquiring such knowledge takes years and some applicants according to the report took 11 years to pass the test . 2 Key Issues from Knowledge Needs Analysis Since development of knowledge of routes and points of interest take an average of 2 to 5 years , becoming a London taxi driver is both costly and time consuming. The difficulty faced by potential cab drivers may not only limit the market for such work but may become opportunity for some organisations selling guides to exploit potential student cab drivers who want to learn the runs and pickup points in the shortest possible time. For instance, a Blue Book containing 320 runs will cost a potential student cab driver ₤15 while ₤24.99 for a full set of runs, maps, list of embassies, restaurants, police stations, and other point of interest cost . Transport for London’s objectives such as improving standard for London cab driver, reducing time and cost of training, and reducing incidence of exploitation of immigrants cannot be achieved without an effective knowledge system that can make cab drivers learn fast and efficiently in a short period of time. The actors in this knowledge situation are: a. Potential or Student Cab Drivers b. Transport of London Management c. Passengers or Customers The knowledge required to maintain standard, knowledge and skills are: No. Knowledge required Sources of this knowledge 1 320 basic routes Blue Book/ Driving around with scooter for 2 years or more 2 20,000 landmarks Blue Book/ Driving around with scooter for 2 years or more 3 25,000 streets Blue Book/ Driving around with scooter for 2 years or more 4 Various points of interest within 6 mile radius of Charing Cross Blue Book/ Driving around with scooter for 2 years or more 3 Methodology Bukowitz & Williams’ Knowledge Management Model or the KM Process Framework consist of seven major components: Get, Use, Learn, Contribute, Assess, Build, and Sustain, and Divest. As shown below, the Learn and Contribute processes belongs to the tactical side of the model and triggered by specific opportunity and demand . In contrast, the Build and Sustain, and Divest are on the strategic side and a continuing process. Figure 1 - Bukowitz & Williams (1999) Knowledge Management Framework The “Get” process benefits from the use of technologies that provides opportunity to develop and hold large amount of information thus Bukowitz and Williams 1999 as cited in provided five sub-processes. These include Articulation (people describing their needs), Awareness (knowing where to find the information), Access (actual processing of information), Guidance (expert guidance), and Completeness (development of knowledge infrastructure) – in order to facilitate retrieval of correct information. The “Use” process is about using information efficiently while “Learn” process refers to learning from past experiences. The “Contribute” process on the other hand is where members of the organisation contribute their knowledge acquired from previous process or knowledge sharing. The ”Assess” process is where the organisation develop monitoring and evaluation procedures in it order to assess its competencies in managing knowledge assets. The “Build and Sustain” process ensure growth and renewal of knowledge while “Divest” enable non-critical knowledge diversion to reduce cost of ownership and maintenance . 4 Knowledge System Design 4.1 Review of KMS Models and Techniques There are various definitions of Knowledge Management but according and , KM is generally recognised as a formal process that captures knowledge for the organisation by its engaging people, processes, and technology. For this reason, some Knowledge Management models were developed such as the Knowledge Management Process Framework by Bukowitz& Williams (1999) as cited in consisting of several important knowledge management activities. The first process according to in this model is the “get” process where searching for knowledge is done to solve problems and make effective decisions. The second process is about awareness where people get to know where to look to find the information while the third is access, which is referring to the process where members of the organisation actively acquire the information through technologies. Another KMS model is the Knowledge Management Matrix developed by which is a table with knowledge types on one axis (embedded, embodied, represented) and knowledge processes on the other axis (sense, organise, socialise, and internalised). Another is knowledge management process consisting of knowing, generating, finding, selecting, keeping, measuring, managing, valuing, and protecting knowledge . There are also several KM tools and techniques developed throughout the years such as Web-based KM tools based on intranets, groupware, and corporate portals. Another are handheld wireless devices in workflows developed by Keen & Mackintosh in 2001 as cited in in order to provide access to intellectual assets and human expertise anytime anywhere. Based on the principle that the most effective way to learn is to communicate with peers, KM tools and techniques such knowledge network, professional network, peer assist, knowledge cafe, knowledge marketplace, and others were developed to connect people more effectively . The knowledge networks according to belongs to CoP or Community of Practice where network of individuals with common problems or interest explore and identify common solutions, share best practices and ideas, and pool resources for specific area of knowledge. Peer assist on the other hand provides the opportunity to gain knowledge from experts in or outside the group, reuse, and reapply that knowledge and experience. Similarly, the knowledge cafe enables a group of people to have an informal learning through dialogue where each person has a responsibility to contribute. A good example of this technique is RCT or Randomised Coffee Trials that is actually encouraging collaboration and work related conversations through random coffee meeting with members of the organisation . In contrast, the knowledge marketplace requires matching of knowledge requirement such as people connecting with someone with expertise or people connecting to relevant documents . Micro-volunteering is another KM technique using internet-connected devices to engage people in helping others in terms of ideas and knowledge . 4.2 Analysis of Case Study Analysis of the Transport of London’s knowledge requirements for cab drivers suggest that the main problem is the fact that TfL is trying develop knowledge through traditional means without technology. For instance, instead of employing satellite navigation system, potential cab drivers need to drive around London and expected to memorise landmarks and points of interest and later given basic written exam and oral test where they need to describe the shortest routes between these points . Consequently, since memorising around 320 basic routes, 25,000 streets takes time, it will take minimum of 2 years for an average person to acquire the knowledge . Moreover, although the purpose is to ensure the highest possible standard , the TfL’s “The Knowledge” test appears an unnecessary costly investment. According to , the London Taxi driver licensing system is exhausting and time consuming non-computer-based knowledge dissemination that started way back in 1851. The continued use of this extensive learning process despite advent of sophisticated GPS devices according to and , is in the belief that humans can do better in terms of service. In terms of knowledge management, TfL’s approach to knowledge management seems focused on the narrow view that knowledge are objects that can be captured, stored, and retrieved when required. The approach therefore neglect the importance knowledge creation and sharing and the role of information and communication technology in enhancing knowledge management effort . According to , knowledge sharing is key to the effectiveness of an organisations knowledge management effort. For instance, tacit knowledge in an organisation can be captured, shared and built through the learners themselves who analyse and contribute solutions for workplace knowledge needs. 4.3 Possible Intervention Since the problem is to reduce the time consumed, cost of training, and minimise incidence of immigrants’ exploitation, the intervention should focus on improving the process of learning. For instance, driving around with a scooter for more than two years and covering thousands of miles just to imprint the patterns of navigation in potential can drivers seems unreasonable at times when sophisticated navigation technology is already available . In improving the situation, TfL should allow use of navigation systems in combination with the Blue Book and other training requirements such as appropriate passenger interaction and familiarity with points of interest. Use of navigation technology in transport systems according to can provide London taxi drivers with travelling paths according to passenger request in real time. It can help create a more efficient operational system for fleet management . 4.4 KM Design Using Bukowitz & Williams Knowledge Management Process Framework 4.4.1 Get TfL members articulate their information needs to do their work effectively. They should be aware and conduct an active search for specific information by either technology or available guiding documents such as the Blue Book. 4.4.2 Use TfL members must use the information effectively and apply it rapidly to their situation. This would require morphing of organisation and creative thinking to improve communication and knowledge flows . 4.4.3 Learn TfL members should learn from experiences and create value by generating new knowledge out of these experiences . 4.4.4 Contribute TfL members who successfully “Use” and “Learn” new knowledge should contribute by making their knowledge available to others. These include sharing best practices, sharing of lessons learned from repeated mistakes . 4.4.5 Assess TfL management should develop means of monitoring and evaluating its competencies in terms of knowledge management. These include evaluation of human, customer, and organisational capital and identification of mission critical knowledge requirements . 4.4.6 Build and Sustain These include strategic activities to ensure growth and renewal of knowledge. These include “direction” or channelling organisational resources in ways that replenish and create knowledge, “connection” through cooperation and partnership, “recognition” or recognising the value embedded in knowledge , and “reciprocity” or supporting the beneficial relationship between members and the organisation through policies, procedures, and norms . 4.4.7 Divest TfL management should recognise the knowledge-based assets that no longer serve the purpose of its objectives. These assets must be divested to reduce cost of ownership and maintenance . 5 Recommendations In resolving TfL’s training problems and improving knowledge development, this report recommended the following strategies. a. TfL’s should cease application of licensing system based on traditional means which seems to be the root of costly and time consuming knowledge acquisition. b. TfL should consider use of available KMS tools and techniques such as handheld wireless devices or navigation systems to reduce training time for cab drivers. 6 Conclusion Analysis of the case study suggest that TfL’s current knowledge management approach do not consider technology such as satellite navigation systems as an alternative to “The Knowledge” test. For this reason, the cost and time consumed by potential or student cab drivers in training and acquiring knowledge to maintain TfL standard is significantly higher and longer respectively. The KM designed for TfL, which is based on the Burkowitz and William’s KM Process Framework can help the company reduce the cost of training and time consumed in the knowledge acquisition process mainly because it allows acquisition of knowledge through technology such as GPS. The design also ensure generation of new knowledge, knowledge sharing, assessment of competencies, growth and renewal of knowledge, and divestment of non-critical knowledge-based assets. 7 References/Bibliography Read More