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Module 3: Knowledge Management System and Development

Knowledge Management System is defined as the process to manage knowledge in the organisation in
steps, beginning with ‘identification, validation, creation, acquisition, codification and transfer,
measurement,and creation of intellectual capital and converion of some into intellectual property to
meet the business strategy requirements and its implementation.
The purpose of KMS is to support decision making personnel and stake holders in the organisation
with the online ready access to the organisation’s knowledge resources. It has two phases, development
and management.

The KMS Design has two components: Knowledge Development and Knowledge Management
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We call the system dynamic because ‘knowledge’ is not a fixed entity; it continuously changes and
improves with application in business. Each phase of change or improvement is termed as a cycle.
Knowledge Development: Development (Creation and Consolidation)
• Identify the knowledge need supporting business strategy.
• Validate its relevance, applicability and adaptability to the organisation as a competitive advantage.
• Create knowledge by extracting, organising and giving some form to it.
• Acquire knowledge from internal and external sources.

Knowledge Management: Application (Store, Transfer, Share, Apply, Capitalise)

• Transfer it through network to users to use, share and enrich.
• Measure knowledge in value terms for its utility and performance.
• Validate it for its continuity in the organisation’s database and repositories.
• Create intellectual capital and convert some into intellectual property.

The distinguishing features of KMS are:

• Purpose It has a clear purpose to exist and grow. It has a place in the organisation due to its
justified business case.
• Context The system is required for knowledge creation, its organisation and its application in
solving business problems.
• Scope The scope of KMS includes the management of knowledge and its enabling IT infrastructure.
The scope of KMS is limited to the organisation and its business needs of knowledge.
• Processes KMS detail processes are identification, creation, capturing, acquisition, selection,
valuation, structuring, formalisation, visualisation, transfer, distribution, retention, maintenance,
refinement, revision, evolution, accessing and retrieval.
• Participants KMS users are knowledge workers with differing backgrounds and experiences. They
play their managerial role by involving as participants in knowledge networks and communities.
They are users as well as contributors to knowledge growth.
• Use KMS business use is made by communities, virtual organisations and societies to extract and
generate knowledge for business application.
• Design KMS design is open to change with changing needs of the business. It is flexible and caters
to the needs and capabilities of the users of knowledge.
• Drivers Business strategy, technology and competitive pressures are the drivers of KMS.

KNOWLEDGE MANAGEMENT SYSTEM: DEVELOPMENT CYCLE

1.Identify Knowledge

2.Validation of Knowledge

3. Create Knowledge

Identify Knowledge
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This is the first step in the system. It examines the present knowledge base to see if it is adequate or
new knowledge is to be searched to take the new strategy approach. The search for new knowledge
becomes imminent because the world around is changing or has changed.
The change in environment may call for a new set of competitive advantages to make it an ndisputable
differentiator from competition. The knowledge body is never static in business, and for the people in
the organisation.

The management focuses on five knowledge areas for developing business strategy creating a
competitive advantage.
• Customer knowledge
• Product and service knowledge
• Process knowledge
• People knowledge
• Technology knowledge

Validation of Knowledge

Validation of knowledge is the next step in KMS. The objective of this step is to confirm the relevance,
utility and application of knowledge to current problems of the business. In the first phase, we have
identified the different knowledge areas, entities to focused upon. This is an important step to justify
the business case for designing KMS and KMS initiative.
In the validation phase, identified knowledge cross checked with current problems, probable solutions,
future trends and the likely strategy approach required to move ahead. This cross check shortlists the
knowledge which KMS should pursue to gain and consolidate.

Create Knowledge

Creation of chosen knowledge is the next step. Identification and validation of knowledge. Creation
includes number of strategies. They are:

• If knowledge already exists outside the organisation, it needs procurement. It can be done by
purchasing from research bodies, paying consulting organisations to provide knowledge by capturing
through systematic methods, such as surveys, test exercises, simulation models and so on, building
alliances with the partners who possess it and are willing to share, and so on.

• If knowledge already exists within the organisation, it needs processing to gather, capture. The
organisation possesses knowledge and is also aware where it is stored in the information systems,files
and folders. A system is needed to process these sources of knowledge to produce it in the required
form, to store and share.

• Knowledge does not exist, it needs a design of experiment to build. There is a possibility that the
identified knowledge does not exist in the organisation or not available from external sources. The only
alternative is to design an experiment around the subject of concern and conduct for a large sample
size, or for a reasonable time period, to generate input-output data. This data, on analysis,would
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provide a new insight in to the problem and, may throw up some guidelines on resolving the problem.
Hence, new knowledge is created.

1.Explain the phases of Knowledge Management System development Life Cycle

KNOWLEDGE MANAGEMENT SYSTEM: APPLICATION CYCLE

Knowledge transfer is the step taken when knowledge, knowledge objects are finalised for delivery to
users.The transfer takes knowledge to the user and stays with him for use by choice. Sharing is a step
where knowledge is at one location and access is given to authorised users for use as they like.
Knowledge transfer is done in a number of ways. Some prominent ways and mechanisms of knowledge
transfer are:
• Working together Internal consultants, personnel transfer, on-the-job training, hand holding,
informal visits and chats, mentoring.
• Communicating through formal channels E-mail, fax, telephone, video conferencing, E-manuals,
posting on knowledge portal.
• Creation of socialising opportunities Form communities of practice and interest, conduct
workshops and seminars, get togethers.
• Codifying knowledge for ease of transfer Make Rules, Policies, Build protocol, procedures,
models, programmes etc.
• Use data management technologies Develop knowledge bases, data warehouses, knowledge
repositories.

Knowledge, when created, goes to knowledge repositories and then is handled through transfer process.
In some cases, it is transferred from individual to teams. In case of tacit knowledge, the transfer is a
daily routine, though not systematic in the formal sense. Most of such transfers are at will and by
choice of the user and the person who possesses it. Knowledge also present in databases, warehouses,
books, programmes and so on, is also transferred to users.

One of the prerequisites to knowledge transfer is codification of knowledge which makes management
of knowledge efficient and effective. The code is of two types, the first identifies of the knowledge and
the other signifies its type, kind, domain and format. For example, if knowledge relates to customer
requirements and is explicitly expressed in relation matrix then relevant identifications keys are put
into the code.

Three entities are involved in the transfer of knowledge. They are source of knowledge repository and
the media holding it, methods of transfer and recipient, a user or knowledge worker. Figure 4.6 shows
the flow of knowledge transfer.
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CHALLENGES IN DEVELOPING KMS

The first challenge is organisation culture which has emerged over time.

The second challenge is creating faith in the paradigm shift from information to knowledge driven
processes.

The third challenge is ease of access to knowledge and its usage.

KMS LIFECYCLE
KMS lifecycle (KMSLC) is similar to Software Development Lifecycle (SDLC). KMS lifecycle deals
with identifying the requirements of knowledge and making a business case for such system. It
essentially finds the problems, challenges, issues in business and the knowledge required to solve them.
It also addresses the justification of KMS by identifying the benefits of such system. Then, it looks into
the organisation required to build such system. KMS lifecycle focuses on strategic planning and
justification for KMS development and the processes for building it. SDLC contains the following
steps—‘Need for the system, Requirement study, Feasibility study, Building RDD and SRS, High
levellogical design and architecture, Coding, Testing, User training, Implementation, and Maintenance.
KMSLC runs on similar lines as shown in Figure 4.10.
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KM SYSTEM ARCHITECTURE
The KMS architecture is factored into three main modules, identification, creation and delivery and
service.The knowledge workers responsible for these modules are experts in business management for
identification of knowledge, manager technocrats for creation, and handling of knowledge and
experienced knowledge workers for enrichment, service and maintenance of knowledge.
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KNOWLEDGE CONSTRUCTION ARCHITECTURE

Every organisation has knowledge concealed in files and folders, and also with the people who have
been with the organisation for long. People individually enrich their knowledge as their experience of
knowledge application increases over time. Knowledge is resident in many sources within the
organisation. Some knowledge is to be procured or acquired from outside the organisation.

Knowledge could be the creation of an individual. It could be within the team repeatedly engaged in
some activity. This knowledge is out of systematic collaborative activity of the team. The organisations
engaged in project activity have knowledge distributed in the team. The organisations, like L&T,
ONGC,real estate developing companies, ISRO, hotel chains and so on, are examples of organisations
possessing collective knowledge—held by individuals as tacit knowledge and in files and folders,
servers and databases as explicit knowledge. Knowledge held by the organisation needs to be created
systematically through KMS.
Figure 4.13 shows the model of knowledge creation cycle through KMS.
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IMPLEMENTATION OF KMS

Implementation phase is the last stage in KMS. At this stage, knowledge needs are identified and
validated by the knowledge team and management has agreed to go ahead as business case is justified.
The knowledge then is captured and coded and stored in the knowledge base resident on one server.
Implementation phase contains three main tasks—KMS deployment, review of KMS while in use and
maintenance.

THE LEARNING CONCEPT AND KNOWLEDGE MANAGEMENT SYSTEM

Learning is the process of bridging the gap between what are knows and what are should know. It is the
knowledge or skill acquired by studying theory or instructions. Learning enhances when knowledge
learnt is applied in operations and problem solving. The gap may be filled by additional data, more
contextual information and improved knowledge due to additional experience of using the knowledge
in different applications. Learning means finding new ideas, improved insight, discovering new
patterns, verification of hypothesis with additional knowledge and predicting future trends and
behaviour. It may be developed out of experience, by experiment of knowledge in problem resolution,
and by discovery while working on something. In KM application of collaborative working knowledge
and intelligence are very important. The learning tools and technologies required for knowledge driven
collaborative working are:
• Artificial intelligence
• Expert systems
• Data warehousing and mining
• Case based reasoning
• Intelligent agents
• Association rules
• Neural networks
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In all these tools and technologies, data is a primary input. Learning takes place when the data is
processed through these tools and technologies and using of data models. In order to use data directly,
visualisation of data is absolutely essential. Data visualisation brings clarity in data structure,
relationships and meaning. For example, retail trade business, monthly sales data of a product can be
structured by customer segments, by locations, by models, and so on. Each structuring throws more
light on sales and customer behaviour. The same sales data can be processed with a closely associated
product, like cheese or butter to bread. The associate relationship is learnt to reveal the correlation
between sale of bread vs sale of cheese or butter. These relations reveal a new meaning which may
probably have not been found earlier.

We can summarise the KM function delivery through KMS in a KM function delivery model as shown
in Figure 4.19.
The model specifies six enablers driving KMS, in which leadership drives the remaining drivers. The
results at KMS produces are five knowledge entities which, over a period gather high economic value
culminating into human, structural capital and Intellectual property. The organisation truly becomes a
learning organization whose brand equity increases, highly impacting the market value of the
organisation.

INTRODUCTION TO KM
Knowledge management (KM) comprises of a range of practices used in an organisation to identify,
create,represent, distribute and enable adoption of insights and experiences gathered during the course
of business management. Such insights and experiences comprise knowledge, either embodied in
individuals or embedded in organisational processes or practices. KM is all about creating knowledge
based employee competencies.

ESTABLISH A KNOWLEDGE STRATEGY FRAMEWORK

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A knowledge strategy framework describes the overall approach an organisation takes to align its
knowledge resources and capabilities to intellectual knowledge requirements of its proposed new
business strategy. The organisation needs to describe and evaluate its current and desired knowledge
strategy. The evaluation should centre on the area where knowledge needs to be enhanced and the
degree of benefits it offers to the organisation.
knowledge strategy framework specifies knowledge in terms of type and kind, rules, programme,
procedures, models and Heuristics, and its application.
VALIDATION OF KNOWLEDGE
Validation is the process which confirms the rightness and appropriateness of the identified knowledge
for framing business strategy and its implementation. If there are errors in knowledge, there will
usually be errors in performance of its application system. There are several reasons for knowledge to
be incorrect or improper,calling for its systematic validation

The expert(s) provide incomplete or incorrect knowledge.

• The knowledge team fails to correctly understand or code the expert’s knowledge.
• The knowledge team may fail to capture all instances of the underlying conditions.

There are two kinds of validation required on an identified knowledge: logical and semantic. Logical
validation checks how the rules and objects work together to reach logical conclusions, that all the
conclusions of the knowledge can be true at the same time. Logical validation also in the process
checks for completeness of knowledge.

The basic method for validating a knowledge item or element is:

• Ask a panel of experts, who created it, whether knowledge is true or false.
• Tally the true/false answers with all experts involved.
• Analyse these results statistically and conclude on the degree of confidence on the knowledge before
its application.

There are several ways to validate knowledge. Check whether:

• Knowledge is sourced from a standards document in the domain. For example, IEEE standards. The
assumption in this case is that standards are based on valid knowledge.
• Identified knowledge areas and knowledge elements within are obtained from genuine experts and
specialists, and the knowledge workers recognize them so.
• Knowledge is validated with most recognised current expert and is reviewed with other experts.
• Develop knowledge Models and test them to validate. It validates model as well as knowledge
elements within the model.

The following steps detail the validation process of knowledge.

• Present the knowledge model to outside experts.

• Collect all questions, comments and objections to knowledge and the model.
• Make corrections, where necessary.
• Verify the knowledge, whether it is complete and correct for the intended purpose.
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• Give the test of knowledge to the outside expert to validate and to determine the extent of agreement
on each of the Knowledge elements.
• Check whether knowledge application and source are consistent to each other.

VALIDATION OF KNOWLEDGE THROUGH KNOWLEDGE MODELS

Knowledge models are used as proof of correction of knowledge. Therefore, it is important to validate
knowledge models with domain experts. A knowledge model represents the total knowledge identified
and coded in the model for further processing. The ability and competence to construct a knowledge
model would decide its validation capability.

KNOWLEDGE CREATION

Knowledge Creation Model

In the Knowledge Creating Company, there is a theory put forward as to how knowledge is created.
The basic idea is that knowledge takes one of two forms, tacit knowledge (in peoples’ heads) and
explicit knowledge (in documents, web pages, etc). A single piece of knowledge would move between
these two forms and create ‘new’ knowledge on the way. Generally, knowledge moves in a circle from
tacit to tacit, tacit to explicit, explicit to explicit and explicit to tacit.

Socialisation Tacit knowledge can be shared in a process known as socialisation where knowledge is
learned directly from another person, through working with him in some way.

Externalisation The knowledge which the engineer has termed tacit knowledge. This knowledge is
then externalised when put into words or in some other form. It is now explicit knowledge.

Combination There are cases where explicit knowledge undergoes a combination process that creates
new explicit knowledge, for example, joining databases or search engines that link data together,
hyperlinked documents, etc.

Internalisation Explicit knowledge is converted to tacit knowledge when someone learns from that
knowledge. This is known as internalisation and suffers from the format that explicit knowledge is in.

There are three models of Knowledge Management developed from three different sectors of society at
different times. The OODA Loop Model (for Observe, Orient, Decide and Act), a concept applied to
the combat operations process, often at tactical, operational tactical and grand strategic level in the
military, is adapted today by commercial operations. It was created by military strategist and US Air
Force Colonel, John Boyd, in the 1960s.

The SECI Model (Socialisation, Externalisation, Combination and Internalisation) was developed
in 1991 by Professor Ikujiro Nonaka of Japan Institute of Science and Technology, and the
organizational Knowledge Creation and Management Framework was proposed in 2004 by Harri
Oinas-Kukkonen of the University of Oulu, Finland and Stanford University, USA. The model is called
the Oinas-Kukkonen Model.
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OODA Loop Model

According to John Boyd, this decision making process within the person’s mind can be classified into a
Process Loop. This means that a human being can learn and come up with his best decision using a
single Process Loop. He called this as OODA Loop, which is derived from, Observe, Orient, Decide
and Act (OODA) Process Loop.

• Observe
John Boyd Theory contends that the very first step to this process is for the person to observe the
variables around him. These variables can be events and information that the person notices around
him. He notes it in order to the preposition his thinking to the next phase of the process, which is
orientation.

• Orient
After noticing the various informations around him, the learner now positions himself by taking
into account his own previous knowledge, culture and traditions, and new information. The learner
then analyses the new information versus his own previous knowledge, and connects them through
synthesis. This is the phase where the learner understands what is going on around him. At this point,
the learner has not created new knowledge, but readies himself for the next phase of the process,
which is to decide.

• Decide
At this point, the learner has gained significant level of understanding regarding the new information
around him, he now understands what is going on and prepares himself to adapt towards the new
situation. So, the next step is to decide, based on his new experience, if he is going to make the new
experience a part of his new knowledge. Should the learner decide to neglect the new experience, his
next process is to go back into the observation phase and restart the process. If the learner accepts the
new experience as part of his new knowledge, he is now prepared to demonstrate his new learning to
his environment.

• Act
After deciding the best course of action to the given situation, the learner quickly moves into putting
that decision into action. This is the time that the learner demonstrates his understanding of the given
situation to the best of his ability and knowledge confirmed so far.
However, the action may depend on how the learner has oriented to the variables or information fed
to him through interaction. Therefore, he may act, depending on the level of his understanding, to the
new knowledge constructed within his mind.

Commentary of Methusael Cebrian on the SECI Model

According to Professor Ikujiro Nonaka, knowledge creation is a spiraling process of interactions

between explicit and tacit knowledge. The interactions between the explicit and tacit knowledge lead to
the creation of new knowledge. The combination of the two categories makes it possible to
conceptualise four conversion patterns.
Nonaka also suggests a different approach which facilitates the knowledge conversion for his SECI
Knowledge Creation Model.
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• Socialisation
This mode enables the conversion of tacit knowledge through interaction between individuals. One
important point to note here is that an individual can acquire tacit knowledge without language.
Apprentices work with their mentors and learn craftsmanship, not through language but by observation,
imitation and practice. In a business setting, on-the-job training uses the same principle.
The key to acquiring tacit knowledge is experience. Without some form of shared experience, it is
extremely difficult for people to share each other’s thinking process.
Tacit knowledge is exchanged through joint activities, such as being together, spending time, and
living in the same environment, rather than through written or verbal instructions. In practice,
socialisation involves capturing knowledge through physical proximity. The process of acquiring
knowledge is largely supported through direct interaction with people.

• Externalisation

Externalisation requires the expression of tacit knowledge and its translation into comprehensible
forms
that can be understood by others. In philosophical terms, the individual transcends the inner and outer
boundaries of the self. During the externalisation stage of the knowledge creation process, individual
commits to the group, and thus becomes one with the group. The sum of the individual’s intentions
and ideas fuse and become integrated with the group’s mental world. In practice, externalisation
is supported by two key factors. First, the articulation of tacit knowledge, that is, the conversion
of tacit into explicit knowledge, involves techniques that help to express one’s ideas or images as
words, concepts, Figureurative language (such as metaphors, analogies or narratives) and visuals.
Dialogues, listening and contributing to the benefit of all participants, strongly support externalisation.
The second factor involves translating tacit knowledge of people into readily understandable
forms. This may require deductive/inductive reasoning or creative inference (abduction).

Combination

Combination involves the conversion of explicit knowledge into more complex sets of explicit
knowledge. In this stage, the key issues are communication and diffusion processes and the
systemisation of knowledge. Here, new knowledge generated in the externalisation stage transcends
the ground in analogues or digital signals.
In practice, the combination phase relies on three processes.
Capturing and integrating new explicit knowledge is essential. This might involve collecting
externalised knowledge (e.g. public data) from inside or outside the organisation and the combining
such data.
Second, dissemination of explicit knowledge is based on the process of transfering this form of
knowledge directly by using presentations or meetings. Here, new knowledge is spread among the
organisational members.
Third, editing or processing of explicit knowledge makes it more usable (e.g. documents, such as
plans, reports, market data).
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In the combination process, justification – the basis for agreement – takes place and allows the
organisation to take practical concrete steps.
Knowledge conversion involves the process of social processes to combine different bodies of explicit
knowledge held by individuals.
The reconfigureuring of existing information through sorting, adding, re-categorising and
re-contextualizing of explicit knowledge can lead to new knowledge. This process of creating explicit
knowledge from explicit knowledge is referred to as combination.

• Internalisation

Internalisation of newly created knowledge is the conversion of explicit knowledge into the
organisation’s tacit knowledge. This requires the individual to identify the knowledge relevant for
one’s self within the organisational knowledge. That again requires finding one’s self in a larger
entity. Learning by doing, training and exercises allows the individual to access the knowledge realm
of the group and the entire organisation.
In practice, internalisation relies on two dimensions:
First, explicit knowledge has to be embodied in action and practice. Thus, the process of internalising
explicit knowledge actualises concepts or methods about strategy, tactics, innovation or improvement.
For example, training programmes in larger organisations help the trainees to understand the
organisation and themselves in the whole.
Second, there is a process of embodying explicit knowledge by using simulations or experiments
to trigger learning by doing processes. New concepts or methods can thus be learned in virtual
situation.

Oinas-Kukkonen Model

According to Harri Oinas-Kukkonen, there are four phases or sub-processes in the knowledge
creation process.

• Comprehension

The author contends that learning begins with comprehension. He defines it as a process of surveying
and interacting with the external environment, integrating the resulting intelligence with other project
knowledge on an ongoing basis in order to identify problems, needs and opportunities; embodying
explicit knowledge in tacit knowledge, learning by doing, re-experiencing. At this stage, the learner
surveys the environment around him and interacts with it internally.

• Communication

The Oinas-Kukkonen Model says that, communication is a process of sharing experiences

between people and thereby creating tacit knowledge in the form of mental models and technical
skills. It produces dialog records, which emphasise the needs and opportunities, integrating
the dialog along with resulting decisions with other project knowledge on an ongoing basis.
At this stage, the learner gains new information through communication with other people, this
results in creation of tacit knowledge that is shared by the people around the learner.
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• Conceptualisation

According to the Oinas-Kukkonen Model, conceptualisation is a collective reflection process

articulating tacit knowledge to form explicit concepts and systemising the concepts into a knowledge
system. It produces knowledge products of a project team, which form a more or less comprehensive
picture of the project in hand, and are iteratively and collaboratively developed; may include
proposals, specifications, descriptions, work breakdown structures, milestones, timelines, staffing,
facility requirements, budgets, etc.; rarely a one-shot effort.

• Collaboration

With new explicit knowledge, the learners are now ready to work together into putting their
conceptualised information together, using teamwork, and demonstrate the new knowledge they have
successfully created. All of this revolves around, and is a product of, collective intelligence of the
learners involved.
In other words, the learners now create their own product, thereby converting their developed tacit
knowledge into explicit knowledge. The learners can effectively concretise their understanding in a
piece of paper or project.

ACQUISITION OF KNOWLEDGE

Knowledge acquisition is the process of extracting, structuring and organising knowledge from one
source,usually human experts, files, folders and databases of the integrated enterprise system. Some
authors on this subject also call knowledge acquisition as knowledge elicitation. There are three main
topic areas central to knowledge acquisition that require consideration. They are:

• First, the business domain and problem domain within must be evaluated to determine if the type of
knowledge is suitable for developing into knowledge components to build knowledge strategy for
supporting the desired business strategy.

• Second, the source of expertise must be identified and evaluated to ensure that the specific level of
knowledge required by the organisation to build its competitive knowledge structure is present.

• Third, if the major source of expertise is a person, and/or various storage media, the specific
knowledge acquisition techniques and participants need to be identified to involve into knowledge
initiative.
KNOWLEDGE ACQUISITION TECHNIQUES (KAT)
Knowledge Acquisition Techniques (KAT) can be classified in many ways. One common way is by the
manner (direct/indirect) the knowledge team obtain knowledge from the domain experts. Direct
methods involve direct interaction through questioning with domain experts on how they do their job.
The domain experts have to be reasonably articulate and willing to share information and knowledge to
with the knowledge team. The knowledge is difficult to express for the experts as, over a period, the
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problem resolution or task execution becomes automatic. Indirect methods/techniques are used in order
to obtain knowledge that cannot be easily expressed directly.

Two ways of classifying KATs are discussed here. One classifies by how knowledge team interacts
with the domain expert. Another classifies them by what type of knowledge is obtained from experts.
Other factors that influence the choice of KAT are the amount of domain knowledge required by the
knowledge engineer, and the effort required to analyse the data, information and knowledge given by
the expert.

There are several knowledge acquisition techniques each is unique and has a useful role to play in the
exercise of knowledge acquisition. The techniques are classified on two parameters, techniques which
require direct or indirect human interaction and the second parameter is type of knowledge being
obtained from the expert.

These techniques are classified in the following manner.

KAT by Human Interaction

Knowledge Team made of Knowledge engineers can choose any one of the KATs mentioned below.
But the interaction with experts may be direct or indirect based on the choice of KAT made by the
team. Interviewing, Case Study, Understanding Protocols, Critiquing, Role Playing, Simulation,
Prototyping, Teach Back, Observation, Goal Related, List Related, Knowledge Construct Elicitation,
Sorting and Laddering, Document Analysis.

KAT by Knowledge Type

Besides being grouped into direct and indirect categories, KAT methods can also be grouped by the
type of knowledge obtained. The knowledge types are Procedures, Problem Solving Strategy,
Goals/Sub goals, Classification, Dependencies/Relationships, and Evaluation.