Case Study 5

1. What did the seeEYEsee Student Organization face the primary issues in the managing knowledge before the KM roadmap was developed?

    At ABC University, the seeEYEsee Student Organization faced a significant challenge related to leadership transitions. Each time a new leader stepped into the role, the organization struggled with the loss of vital knowledge, which created operational inefficiencies and undermined continuity. Prior to the development of a structured Knowledge Management (KM) roadmap, the student organization lacked an organized system to capture, store, and share important information, processes, and insights. As a result, when leadership changed, critical knowledge—especially tacit knowledge, or the unwritten know-how that is passed on through personal experience—would often be lost or forgotten. This knowledge loss was not only frustrating, but also detrimental to the organization’s long-term success. The problem of knowledge loss is a common issue faced by many organizations, particularly those without well-established knowledge management systems (Galan, 2023). In the case of the seeEYEsee Student Organization, the absence of such a system led to a cycle where each leadership transition caused the loss of key details, strategies, and best practices. As leaders departed, the organizational knowledge declined, which in turn resulted in a lack of continuity and efficiency (Galan, 2023). Repetitive mistakes were made, and opportunities for growth or improvement were missed. This erosion of organizational knowledge, especially informal knowledge that wasn't documented, diminished the organization’s ability to function smoothly and impacted its productivity (Iterators, 2023). 

    In addition to the loss of formal knowledge, the organization also struggled with the challenge of transferring tacit knowledge, which is particularly difficult to share. Since tacit knowledge is based on personal experience, intuition, and insight, it is often passed along through informal interactions or mentorship. Without a clear system in place, this type of knowledge could not be easily communicated to new leaders (Kucharska & Erickson, 2023). As a result, leaders often relied on trial and error or their own intuition, rather than on the collective wisdom of the organization. This created inefficiencies and made it harder for new leaders to build on past successes or avoid repeating past mistakes. 

    To address this ongoing issue, the KM roadmap was developed. The roadmap was designed to tackle the core challenges related to knowledge retention, particularly during leadership changes. The introduction of a formal knowledge management framework helped the organization create a structured process for capturing, organizing, and sharing critical knowledge. This not only will ensure that important insights will be retained but also, it will facilitate a smoother transition between leaders, as the new leadership could easily access the knowledge and resources accumulated by their predecessors. One of the first steps in the KM roadmap was the identification of key knowledge areas that were critical to the organization’s operations. These areas included best practices, processes, historical insights, and strategies for success. By identifying these knowledge areas, the organization could prioritize what needed to be documented and preserved. The development of standardized templates, documentation systems, and shared resources allowed leaders to formalize what was once tacit knowledge. This will make it easier for new leaders to understand the organization’s history and culture, without having to start from scratch.

    In addition, the KM roadmap emphasized the importance of regular communication and knowledge-sharing practices within the organization, may it be informal or formal. Structured meetings, workshops, and mentoring programs were established, where experienced leaders could share their insights and lessons learned with newer members. This helped bridge the gap between tacit and explicit knowledge, and ensured that valuable experience wasn’t lost with every leadership change. Furthermore, the implementation of a digital knowledge management platform allowed the organization to store and access knowledge remotely with the use of Google forms and other KM tools. The platform included a central repository for documents, reports, and guides that could be accessed by all members, ensuring that information was easily available when needed. This digital infrastructure was particularly helpful for maintaining continuity during leadership transitions, as it provided a centralized place for new leaders to find the information they needed to take charge effectively.

    By formalizing the way knowledge was managed and shared, the KM roadmap helped the organization face its knowledge retention issues head-on. It reduced the impact of leadership turnover, ensured that valuable experience and knowledge was preserved, and allowed for a more seamless transfer of knowledge between leaders. As a result, the organization became more resilient to leadership changes and better positioned for growth. The KM roadmap not only improved the organization’s day-to-day operations but also fostered a culture of knowledge-sharing and collaboration that would sustain the organization’s success for years to come. Therefore, the KM roadmap helped the seeEYEsee Student Organization create a system that supported both stability and growth, even in the face of leadership changes. By addressing the underlying issues of knowledge loss and tacit knowledge transfer, the organization was able to maintain continuity, increase productivity, and ensure that its effectiveness was not reduced by leadership turnover.

2. What part did culture play in the KM programs’ success, and how did the organization promote the culture of knowledge sharing?

    After the implementation of the Knowledge Management (KM) roadmap, the seeEYEsee Student Organization realized the importance of fostering a culture of knowledge sharing to ensure the long-term success of their knowledge management efforts. One of the key strategies the organization adopted was organizing regular events that promoted greater interaction among members. These events were designed not only to facilitate social engagement but also to advocate for the practice of sharing knowledge across the group. The aim was to create an environment where every member's expertise was valued and actively shared, ensuring that crucial information was not confined to one individual but was distributed among the group. This initiative played a critical role in reducing knowledge loss, particularly in cases where members left the organization.

    Promoting a culture of knowledge sharing within the organization required a change in mindset. Knowledge sharing might have been seen as optional or even unnecessary, but with the introduction of the KM roadmap, this perception might change. The organization emphasized the value of capturing both tacit and explicit knowledge. Tacit knowledge, which includes personal insights, skills, and experiences, can be difficult to pass on but is crucial for organizational success. Without a formal knowledge sharing structure, such knowledge could easily be lost when a member left or moved on. By holding events that emphasized collaboration and open communication, the organization was able to create a more sustainable way to transfer this type of knowledge (Brown, 2024).

    As knowledge sharing became an integral part of the organization's culture, it was important to establish mechanisms that made the process easier and more accessible. These events were designed to encourage open dialogue and the exchange of ideas. Members were encouraged to share not just their successes but also their challenges, creating a space where learning from mistakes was valued. This transparency helped to create an atmosphere where sharing was seen as a form of mutual support, rather than competition. This aligns with the idea that organizations can enhance knowledge sharing by providing platforms for collaboration, as noted by Belin (2021). The culture of knowledge sharing also extended to the digital realm. The organization introduced a knowledge repository, which allowed members to store and access critical resources such as documents, guides, and lessons learned. By having a central place to store information, the organization ensured that members could easily access knowledge when needed, regardless of whether the original creator was still part of the team (Ashikuzzaman, 2024).  If the digital system was complemented by face-to-face interactions during the events, this will help to further strengthen the bonds between members and encourage more informal knowledge exchange.

    Moreover, these knowledge-sharing events helped to embed knowledge management into the daily routines of the organization. As members interacted with one another and contributed to discussions, the culture of knowledge sharing became more natural. It wasn't just a formal requirement but a core value that was recognized as essential for the organization's success. The leaders actively participated in these events, modeling the behavior they wished to promote. By demonstrating their own commitment to sharing knowledge, they set the tone for the rest of the group. The promotion of knowledge sharing also played a key role in increasing overall organizational effectiveness. As members shared their expertise, the collective knowledge base grew, leading to better decision-making, more innovative ideas, and greater efficiency in day-to-day operations (Ashikuzzaman, 2024). The organization saw the impact of this shift when they noticed a reduction in repeated mistakes and greater consistency in how tasks were completed.

    In conclusion, the cultural shift toward knowledge sharing played a pivotal role in the success of the KM program. Through the implementation of events that encouraged interaction and the sharing of knowledge, the organization created a more collaborative environment where expertise was valued and shared freely. This not only reduced knowledge loss during leadership transitions but also contributed to the organization's long-term sustainability and growth.

3. Why was the mentorship program so important for seamless leadership transition?

  The mentorship program played a crucial role in ensuring a seamless leadership transition, particularly in the context of retaining organizational knowledge and maintaining continuity. One of the key reasons it was so important was its ability to facilitate the transfer of both explicit and tacit knowledge from outgoing leaders to their successors. In many organizations, leadership changes often lead to a loss of valuable insights, strategies, and best practices developed over time. A well-structured mentorship program helps mitigate this risk by providing an organized, systematic approach to knowledge transfer.

    By involving mentees in the day-to-day activities of the organization, they gain hands-on experience and a deeper understanding of the processes and strategies that drive success. The mentorship relationship also enables the incoming leader to learn directly from the experiences and mistakes of their predecessor, which can be invaluable for avoiding past pitfalls and improving future decision-making. As highlighted in AIIM’s guide on knowledge sharing, such informal exchanges in mentorship allow the mentee to internalize the key concepts that might not be documented elsewhere, but are essential for effective leadership​ (Belin, 2021). Additionally, the mentorship program helps preserve the organizational culture and values. When a leader transitions out of an organization, the risk exists that the culture, vision, and values they promoted could be diluted or lost. Through mentorship, these core principles are passed down to the next generation of leaders, ensuring that the new leaders align with the organization's mission. Mentorship fosters a sense of community and belonging within the organization, which helps retain important cultural knowledge and ensures that the incoming leadership is grounded in the organization's core beliefs and objectives (Brown, 2024).

    A seamless leadership transition is also facilitated by the guidance and emotional support provided during the mentorship process. Leadership roles often come with a unique set of pressures and challenges. Having a mentor who has already navigated these challenges can provide valuable advice, emotional reassurance, and practical solutions. This mentorship, therefore, not only aids in knowledge retention but also supports the mentee’s professional development, confidence, and readiness for the leadership role (Ryan, 2023). Moreover, the continuity facilitated by mentorship can lead to improved organizational performance. According to the Library & Information Science Education Network, effective knowledge sharing through mentorship results in higher efficiency, better decision-making, and more cohesive teamwork. When new leaders or even normal members understand the existing processes and can apply previous leaders' successful strategies, they are more likely to make informed decisions that align with the organization's long-term goals

    In conclusion, the mentorship program was indispensable for ensuring a smooth leadership transition because it enabled the transfer of critical knowledge, preserved organizational culture, and provided guidance that helped the incoming leaders adapt quickly. By fostering relationships based on shared experiences and open communication, mentorship not only mitigated the risks of leadership turnover but also contributed to the overall stability and growth of the organization.

4. What actions did the seeEYEsee leadership take to evaluate members’ existing knowledge management practices, and how did that help them create the roadmap?

  To assess the existing knowledge management (KM) practices within the seeEYEsee Student Organization, the leadership team, led by Mariejohn, took several steps to understand the current challenges and design an effective KM strategy. Their first approach was to conduct focus groups with the organization’s officers. These discussions aimed to uncover the problems students were facing with knowledge sharing and retention. Through these conversations, it became clear that students often worked in isolation and lacked awareness of other teams' activities. This resulted in important knowledge being lost, especially during leadership transitions. The organization had no central place to store key information like project reports, event schedules, or lessons learned, which meant each new leadership group had to start from scratch (Lakshmi, 2022). The issue wasn’t a lack of willingness to share knowledge, but rather the absence of systems and structures to facilitate knowledge sharing.

    Following the focus groups, Mariejohn’s team decided to survey the wider student body. This survey was designed to gather more specific information about the tools students were already using and how they were exchanging knowledge. The survey explored what platforms and methods were being employed for information sharing and identified any challenges students encountered in the process. The data gathered from the survey gave the leadership team a clearer understanding of students' preferences and existing practices, ensuring that the new KM strategy would align with their needs. The survey revealed that tools and systems in use were underutilized or disjointed, contributing to the silos of information. With this insight, the leadership team was able to create a KM plan that addressed both the technology and the organizational culture (Dalkir, 2005). From the evaluation process, the leadership identified several key areas that needed to be addressed in the KM plan. A significant issue was the absence of a centralized knowledge base. Without a single platform where information could be stored and accessed, the organization struggled to retain valuable knowledge across leadership cycles. In response, Mariejohn’s team created a Google form site, which would serve as a centralized repository for key documents, including project reports, event plans, and meeting recordings. This platform ensured that important information would be preserved and made accessible to new leaders, allowing them to build on previous work rather than starting from scratch each time a leadership transition occurred.

    In addition to the technological solutions, the focus groups and survey also revealed the importance of fostering a culture of knowledge sharing within the organization. Mariejohn recognized that simply implementing technology would not be enough; the organization also needed to promote a culture where sharing knowledge became a natural part of its operations. To address this, she introduced informal gatherings called “CICapehan”, where members could meet regularly to share ideas, experiences, and insights. These unstructured meetings helped break down the silos between teams and encouraged a more collaborative and open environment. By prioritizing knowledge exchange and learning from one another’s experiences, these gatherings played a vital role in building a culture of collaboration (Nonaka & Takeuchi, 1995). The insights from the focus groups and survey helped Mariejohn's team design a KM roadmap that combined both technological tools and cultural changes. By understanding the students’ current practices and preferences, the team was able to introduce user-friendly tools like Trello for task management and Google Forms for document storage, ensuring smooth adoption of the new KM system. Moreover, the feedback helped the leadership create processes for effective knowledge transfer during leadership changes. For example, they implemented a mentorship program where departing leaders could pass on important knowledge to incoming leaders. They also established a Leadership Transfer Day, during which outgoing leaders provided a detailed overview of their achievements, challenges, and lessons learned over the course of the year. These initiatives ensured that knowledge would be preserved and transferred effectively, even during transitions (Davenport & Prusak, 1998)

    In conclusion, the actions taken by the seeEYEsee leadership to evaluate the existing KM practices were crucial in developing a roadmap that addressed the organization's challenges. Through focus groups and surveys, the leadership gained valuable insights into the barriers to effective knowledge sharing and created a solution that integrated both technological tools and cultural initiatives. This comprehensive approach helped transform the organization into a more collaborative, engaged, and knowledge-driven community, where knowledge was preserved, shared, and applied to drive future success.

5. How did the organization convince the resistant students to accept the new KM tools and practices?

   To encourage students who were initially resistant, the seeEYEsee Student Organization implemented several strategies that effectively communicated the benefits of the new knowledge management (KM) tools and created a supportive environment for adoption. First, Mariejohn and her leadership team hosted training sessions that made the Google Forms site easier to navigate. By teaching students how to store and access information on the platform, they helped build familiarity and reduced apprehension about its perceived formality and complexity. This approach reflects how training can foster confidence and ease transitions, as studies show that clear guidance on new technologies reduces resistance by enhancing user competence (Forbes, 2024). To further support engagement, the organization focused on highlighting the career benefits of KM skills, which appealed to students’ long-term ambitions. Mariejohn emphasized that experience with KM tools would be valuable in future academic or professional settings. This framing was essential, as students are more likely to adopt tools that they see as relevant beyond their current context. Research confirms that aligning skills with career aspirations increases student motivation and willingness to adopt new practices (Dalkir, 2005).

    Positive reinforcement also played a role. Mariejohn’s team showcased success stories where the new tools directly benefited students, such as preventing redundant efforts and simplifying project completion. This celebration of early adopters and successful cases made students more aware of the practical advantages of KM tools, creating a culture of positive peer reinforcement. Studies indicate that seeing positive outcomes among peers can significantly influence others to adopt new practices (Filade et al., 2019). To encourage more students to engage with the new KM system, Mariejohn’s team fostered a peer-support approach, where students already familiar with the platform informally guided their peers. This setup allowed experienced users to offer insights and assistance, helping others navigate the system and making the transition more collaborative and less challenging for new users. By providing a peer-led support network, the organization reduced dependency on formal instruction, making the learning environment more relaxed and accessible. Peer-led initiatives like this can be highly effective, as students often feel more comfortable learning from one another (ISHCMC, 2024).

    Mariejohn and her team also created feedback sessions to gather input from students about their experiences with the KM tools. Through these sessions, students could express frustrations, suggest improvements, and feel that their voices were heard. This feedback loop allowed the organization to adjust the KM practices according to student preferences, a strategy supported by research showing that adaptability and responsiveness improve adoption rates (Davis, 1989). Finally, the monthly “CICapehan” sessions provided an informal setting where students could openly discuss their KM experiences, share tips, and exchange insights on effective knowledge sharing. These casual gatherings allowed students to engage with KM practices in a social, low-pressure environment. Informal spaces for knowledge-sharing have been shown to facilitate a sense of community and trust, making it easier for members to accept new tools and practices (Nonaka & Takeuchi, 1995).

    In conclusion, the seeEYEsee Student Organization successfully encouraged students to embrace the new KM tools by focusing on hands-on training, linking KM practices to future benefits, celebrating successes, leveraging peer support, gathering student feedback, and providing informal learning spaces. This approach highlights that changing attitudes toward new technologies often requires creating a supportive, adaptive environment that addresses both practical and social factors (Johnson et al., 2016).

6. Why did students respond better to unstructured knowledge-sharing events like CICapehan?

    Students responded better to unstructured knowledge-sharing events like CICapehan because these informal settings provided a comfortable environment where they could share experiences without the pressure of formality. In structured settings, students may feel constrained by the expectations of formal presentations or strict agendas, which can create anxiety and hinder open communication. Research shows that people tend to be more open and engaged in informal learning environments where they feel safe to share their ideas without fear of judgment or strict evaluation (Boud et al., 2013). In fact, when students can participate in relaxed, unstructured formats, they often feel more confident in contributing their thoughts and experiences.

    Additionally, informal knowledge-sharing allows for more fluid interaction between peers, enabling organic discussions where everyone can actively engage. This type of setting promotes a sense of community, which is critical for fostering collaboration and learning (Bratianu, 2018). According to a study, learning is often more effective in environments that emphasize collaboration and peer support, as students feel more connected to one another and are encouraged to learn from each other's experiences (Liu & Chen, 2020). The CICapehan gatherings likely provided this sense of community, making students more inclined to participate.

    Unstructured events also tend to minimize ranking or social ranking, which can be a barrier in more formal settings. In many traditional academic environments, students may feel intimidated by the authority of professors or senior leaders. However, during unstructured knowledge-sharing events, the exchange of information is more egalitarian, and participants are more likely to feel that their input is valued, regardless of their position or experience level (Wenger, 2013). This inclusivity is especially important in fostering a sense of belonging and encouraging students to contribute their ideas. Another factor is the social aspect of informal learning. Research shows that social interactions play a significant role in enhancing learning outcomes. When students engage in casual conversations with their peers, they not only share knowledge but also build relationships, which can improve their overall learning experience (Reeves, 2023). CICapehan, by fostering these social connections, likely helped students feel more comfortable in sharing knowledge and learning from one another in a relaxed atmosphere.

    Furthermore, the unstructured nature of CICapehan events allowed for flexibility in how knowledge was shared. Students could exchange ideas in a more dynamic and less rigid format, whether through discussions, stories, or collaborative problem-solving. This flexibility is often more appealing to students who might find formal, lecture-style formats stifling or difficult to engage with (Mayer & Alexander, 2017). The lack of strict guidelines or expectations gave students the autonomy to explore topics in a way that felt natural to them, which likely led to a greater willingness to participate and share their insights. Finally, the less structured format of CICapehan also enabled students to engage in more creative, spontaneous exchanges of ideas. Without the constraints of a formal structure, students could build upon each other’s ideas, ask follow-up questions, and explore new avenues of thought. This fluid, dynamic process of idea generation and sharing is often more stimulating and motivating for students than following a prescribed path (Brown & Duguid, 2002). The open-ended nature of CICapehan likely allowed students to approach knowledge-sharing in a way that felt more natural and engaging.

    In conclusion, students responded better to unstructured knowledge-sharing events like CICapehan because these informal settings allowed for more relaxed, open, and peer-driven exchanges of ideas. Without the constraints of formality, students felt more comfortable sharing their knowledge and experiences, which led to greater engagement and more productive discussions. This approach aligns with research that highlights the importance of social, collaborative, and flexible learning environments in promoting effective knowledge sharing (Wenger, 2013; Liu & Chen, 2020).

7. What observable improvements in student engagement and knowledge retention resulted from implementing the KM roadmap?

    The implementation of the Knowledge Management (KM) roadmap at the seeEYEsee Student Organization led to significant improvements in both student engagement and knowledge retention. These changes were observable in various aspects, particularly in the increased participation in knowledge-sharing events, more efficient leadership transitions, and enhanced accessibility to past project reports and strategies.

    First, one of the most striking improvements was the increase in student engagement. The implementation of the "CICapehan" informal monthly gatherings became a particularly successful initiative in fostering participation. These events were created to encourage casual discussions among students, creating a platform for them to share their experiences, exchange ideas, and discuss current initiatives. Unlike formal meetings, these events were less intimidating and allowed students to connect on a personal level, which significantly boosted their involvement. According to research, informal learning environments encourage higher participation and greater comfort among peers, as students feel less pressure and more openness to contribute (Kiener, 2014). This shift towards a more relaxed, peer-led form of learning helped students feel that their input was valued, regardless of their leadership position or experience. The result was higher attendance and a more active sharing of knowledge.

    Another improvement in student engagement came from the mentorship program introduced by Mariejohn and her team. The mentorship approach aimed at ensuring smooth transitions during leadership changes by pairing outgoing leaders with incoming ones. This approach not only transferred knowledge but also established a system of continuity, where new leaders were immediately familiar with ongoing projects, challenges, and opportunities. This decreased the disruption caused by turnover, as it ensured that knowledge did not leave with departing students. Mentorship has been shown to positively influence engagement by providing support and guidance (Kegan & Lahey, 2009), which was evident in the seeEYEsee Student Organization’s successful transition between leadership cycles.

    In terms of knowledge retention, the creation of a centralized digital knowledge base was a key step in preserving the organization's intellectual assets. The establishment of the Google form site as a repository for documents, project reports, schedules, and video recordings made it easier for current and future members to access important information. This knowledge base was particularly important because it allowed members to avoid starting from scratch with each new leadership cycle. Studies on knowledge management emphasize that creating accessible repositories is crucial for retaining knowledge and making it available to future users (Davenport & Prusak, 1998). By providing a single, organized platform for knowledge storage, the organization made it easier for students to build on previous work rather than reinvent it.

    Moreover, the standardization of formats for project reports and the development of a content calendar helped ensure that knowledge-sharing events occurred regularly, creating a consistent and predictable schedule. This predictability encouraged participation because students knew when to expect learning events, which helped reinforce the value of ongoing knowledge sharing. The systematic nature of these processes reinforced the sense of continuity, ensuring that lessons learned were easily communicated and understood by new members. One of the most notable outcomes was the improvement in collaboration and interdisciplinary projects. Before the implementation of the KM roadmap, students often worked in silos, unaware of what other teams were doing. The knowledge-sharing events, such as "CICapehan," helped break down these silos by fostering cross-team interactions. As a result, students were able to collaborate on multidisciplinary projects, combining their diverse experiences and knowledge to enhance the quality and originality of their work. This reflects the importance of creating an open environment where students from different backgrounds and expertise can come together to share insights and innovate (Nonaka & Takeuchi, 1995).

    In conclusion, the observable improvements in student engagement and knowledge retention after implementing the KM roadmap show the effectiveness of fostering a culture of knowledge sharing. By reducing barriers to knowledge access, promoting peer-led learning, and ensuring a continuous flow of information, the seeEYEsee Student Organization was able to enhance both the retention and application of knowledge, ultimately contributing to the organization's success.

8. In what ways did the enhanced knowledge management techniques enhance the caliber of student projects and teamwork?

    The implementation of enhanced knowledge management (KM) techniques significantly improved the quality of student projects and teamwork in the seeEYEsee Student Organization. These techniques introduced structured processes and collaborative tools, creating a sustainable framework that directly impacted project outcomes and team dynamics.

    One critical enhancement was the establishment of a centralized knowledge base. This repository allowed students to access historical project reports, event strategies, and documented lessons learned. By leveraging these resources, teams no longer started projects from scratch but built upon past successes. Research highlights that accessible shared knowledge promotes innovation and efficiency, enabling teams to focus on improvement rather than recreating existing processes (Nonaka & Takeuchi, 1995). This led to higher-caliber project deliverables, as students could integrate past insights into their strategies. The introduction of user-friendly tools like Trello for task management and Google Forms for document storage streamlined project execution. These platforms encouraged transparency, making it easier for members to track progress and align their contributions with team objectives. Structured tools reduce ambiguity in teamwork, ensuring that responsibilities are clearly defined and progress is measurable (Dalkir, 2017). Consequently, teams in the seeEYEsee Organization reported smoother workflows and a noticeable reduction in delays caused by miscommunication. The CICapehan sessions, casual monthly gatherings designed for experience-sharing, cultivated an informal yet impactful knowledge exchange culture. Students felt more comfortable sharing ideas and learning from one another in these settings, leading to better team synergy. Informal learning environments foster trust and collaboration, as they lower the barriers to participation and encourage peer-to-peer support (EEF, 2021). These sessions allowed multidisciplinary teams to collaborate more effectively, enhancing both the quality and originality of their work.

    The KM roadmap also addressed the frequent disruptions caused by leadership transitions. Through structured mentorship programs and Leadership Transfer Days, departing leaders passed on their expertise to incoming officers. Mentorship fosters a sense of continuity and ensures that new leaders have the necessary tools and context to succeed. Studies indicate that mentoring relationships improve organizational outcomes by enhancing team engagement and providing a steady knowledge flow (Kegan & Lahey, 2009). In the seeEYEsee Organization, these efforts led to well-prepared teams capable of maintaining and improving upon previous projects.

    The KM initiatives facilitated collaboration across different project teams. By breaking down silos and creating a culture of open information exchange, students worked together on interdisciplinary projects that were more innovative and impactful. Collaborative learning environments enable individuals to combine diverse expertise, resulting in more creative problem-solving and comprehensive solutions (Vygotsky & Cole, 1978).The organization's projects became more multifaceted, addressing challenges from a variety of perspectives. The results were evident in the first year of implementation. For instance, the organization retained 85% of its knowledge assets, significantly reducing time spent on repetitive tasks. Moreover, project quality improved as teams utilized previous insights and collaborated effectively. Participation in CICapehan sessions surged, reflecting students' growing engagement in informal knowledge-sharing practices. These improvements in engagement and knowledge utilization directly translated into superior project results and more cohesive teamwork.

    By adopting enhanced KM techniques, the seeEYEsee Student Organization experienced substantial improvements in the quality of student projects and teamwork. The integration of structured tools, informal learning opportunities, and robust mentorship programs fostered an environment where students could collaborate effectively and build upon past achievements. These outcomes demonstrate the power of well-implemented KM strategies in transforming organizational performance and student learning experiences.

9. How does the new knowledge management system improve the efficiency and smoothness of leadership transition

    The implementation of the new knowledge management (KM) system in the seeEYEsee Student Organization significantly improved the efficiency and smoothness of leadership transitions by addressing the core challenges of knowledge retention, communication, and mentoring. These enhancements ensured that new leaders were better prepared to build on past successes, avoiding the inefficiencies and knowledge losses that previously plagued the organization. The creation of a centralized knowledge base using a Google Form site provided an easily accessible and comprehensive platform for storing critical documents, such as project reports, event schedules, and videos of previous activities. This repository ensured that incoming leaders had access to institutional knowledge, helping them understand the organization’s history and workflows. Research suggests that effective KM systems reduce organizational inefficiencies by streamlining the retrieval of information and enabling continuity during transitions (Zaied et al., 2012). The Google Form site functioned as a shared institutional memory, allowing new leaders to avoid starting from scratch, thereby saving time and resources.

    MarieJohn and her team implemented structured leadership handover processes, such as the annual "Leadership Transfer Day." During this event, outgoing leaders presented detailed summaries of the year's achievements, challenges, and lessons learned. This practice ensured that crucial insights were not lost and provided an opportunity for incoming leaders to ask questions and gain context. According to a study, structured knowledge transfer practices enhance organizational stability by minimizing disruptions caused by personnel changes (Rousseau & Neuman, 2018). The Leadership Transfer Day created a formalized yet interactive setting that facilitated the seamless exchange of information between outgoing and incoming leaders. The introduction of an official mentorship program paired outgoing leaders with incoming ones to facilitate knowledge sharing, guidance, and hands-on learning. Mentorship programs are widely recognized for their ability to accelerate leadership readiness by providing personalized support and fostering a sense of continuity (Kram, 1985). In the seeEYEsee Student Organization, mentors acted as bridges between leadership generations, helping incoming leaders navigate organizational challenges and leverage established practices. This approach not only preserved knowledge but also improved leadership confidence and adaptability.

    The adoption of tools like Trello for task management and standardized project report formats streamlined administrative processes. These tools helped incoming leaders quickly familiarize themselves with ongoing initiatives and track team progress. Studies highlight the importance of digital tools in facilitating effective collaboration and decision-making in leadership transitions (Aldawood et al., 2019). Additionally, the use of a content calendar ensured that key organizational milestones and events were not overlooked, contributing to operational consistency. By promoting a culture of collaboration through initiatives like CICapehan and unstructured knowledge-sharing events, the KM system encouraged trust and openness among leaders and members. These events provided informal opportunities for outgoing leaders to share practical insights and for incoming leaders to seek advice. Research on collaborative learning environments underscores their role in building trust and fostering effective teamwork (EEF, 2021).

    The seeEYEsee Student Organization's new KM system transformed leadership transitions by addressing knowledge retention, improving communication, and fostering a culture of mentorship and collaboration. By combining structured processes with accessible tools and a supportive environment, the system empowered incoming leaders to seamlessly continue the organization’s mission and build on its accomplishments. These improvements not only ensured operational efficiency but also set a strong foundation for future growth and innovation.

10. How could other student organizations at ABC University replicate the success of seeEYEsee?

     To replicate the success of the seeEYEsee Student Organization, other groups at ABC University can adopt several key strategies that foster knowledge management (KM), collaboration, and continuous learning. One of the core aspects of seeEYEsee's success was its focus on creating a structured knowledge-sharing system that allowed information to flow seamlessly across leadership transitions. This strategy can be replicated by ensuring that future leaders have access to critical documents, project reports, and insights from previous leadership cycles.

    The first step is to establish a centralized knowledge base. This could be done through a digital platform that allows all members to upload and access documents, meeting minutes, and project reports. SeeEYEsee's adoption of Google Forms as a central knowledge repository worked because it gave all members, both new and old, easy access to crucial organizational data. Research has shown that centralized systems improve efficiency by ensuring that knowledge is easily retrievable, thus preventing the loss of valuable information during leadership changes (Tryon, 2012). By providing a clear, accessible system for knowledge storage, other student organizations can streamline their operations and avoid the inefficiencies associated with starting from scratch every time leadership shifts.

    Additionally, fostering a culture of knowledge sharing is vital. In seeEYEsee's case, informal knowledge-sharing events like "CICapehan" helped create a relaxed, collaborative environment where students felt more comfortable sharing insights and ideas. These gatherings also helped to break down barriers between different groups, promoting interdisciplinary collaboration. Research has shown that informal learning environments are highly effective in encouraging participation and collaboration among peers, as students feel less pressure and more openness to contribute (Jin et al., 2022). Other student organizations can replicate this success by creating similar informal spaces where members can meet casually, discuss ideas, and share experiences without the formality of structured meetings. These types of environments have been shown to build trust, enhance peer-to-peer learning, and foster stronger working relationships (Brown & Duguid, 2002).

    Another key element of seeEYEsee's success was the implementation of mentorship programs to smooth leadership transitions. By establishing formal mentorship relationships, departing leaders were able to pass on their knowledge to incoming leaders, ensuring continuity and preventing the loss of institutional knowledge. This approach is supported by research on organizational change, which suggests that structured mentorship programs reduce the negative impact of leadership turnover by fostering a more seamless transition (Fleig, 2009). Other organizations can implement similar mentorship structures to support new leaders, ensuring that they are not overwhelmed by the responsibilities of their roles and have the necessary resources to succeed.

   Finally, technology can play a crucial role in facilitating effective knowledge management. SeeEYEsee used Trello and Google Forms to manage tasks, track progress, and store documents. These tools can be easily adapted to other student organizations, helping them keep track of ongoing projects and providing a centralized location for important information. Using technology for project management not only improves efficiency but also encourages accountability and transparency within the team (Vorecol Editorial Team, 2024). By incorporating user-friendly digital tools into their workflows, student organizations can enhance communication, task tracking, and overall project management.

    In conclusion, to replicate seeEYEsee's success, other student organizations at ABC University should focus on creating a centralized knowledge base, fostering a culture of knowledge sharing, implementing mentorship programs, and utilizing technology to streamline communication and task management. These practices will help ensure smoother leadership transitions, enhance collaboration, and ultimately improve the effectiveness and continuity of the organization.

11. How can the organization innovate in knowledge management as it grows and evolves?

    To sustain innovation in knowledge management (KM) as the seeEYEsee organization evolves, a flexible approach integrating cutting-edge technologies, adaptive strategies, and a focus on collaboration can be transformative. This approach will ensure relevance, efficiency, and long-term value in managing the organization’s knowledge base. As seeEYEsee scales, the adoption of AI and machine learning can streamline KM practices. AI tools automate the tagging, categorizing, and retrieving of documents, reducing search time and facilitating better access to knowledge. Integrating cloud-based platforms like Microsoft Teams or Slack enhances real-time collaboration, enabling efficient teamwork regardless of location. Furthermore, using data analytics can provide insights into usage patterns, helping identify areas where the knowledge base can be improved or expanded. This data-driven approach allows the KM system to evolve based on actual user needs, optimizing efficiency and effectiveness (Nonaka & Takeuchi, 1995).

    Continuous improvement of KM systems benefits from user feedback. Regular surveys, suggestion forums, and town halls can identify gaps in the system, allowing for adjustments that enhance usability. Involving students in shaping KM practices creates a sense of ownership, helping to build a system that reflects real user preferences and is easy to navigate. By integrating user feedback, seeEYEsee can foster an inclusive KM environment where knowledge tools meet evolving student needs (Dalkir, 2017). To increase engagement with the KM system, gamification strategies can be powerful. Awarding badges for contributions, participation in knowledge-sharing events, or completing specific tasks within the KM system can foster motivation and active involvement. Gamification has been shown to increase engagement by making KM activities more interactive and enjoyable, creating a positive user experience that encourages consistent use and participation (Huotari & Hamari, 2016). As seeEYEsee expands, creating a culture that values knowledge sharing is essential. Training all members on the importance of KM and the role it plays in supporting organizational goals can embed KM principles within the organization. Hosting workshops, peer-learning sessions, and mentoring programs can reinforce these values, while also providing opportunities to practice sharing knowledge within a structured setting. Establishing a culture of knowledge sharing helps create an environment where continuous learning and collaboration are prioritized (Zamiri & Esmaeili, 2024).

    In larger organizations, cross-functional teams that include members from diverse backgrounds encourage creative solutions and unique insights. This approach can lead to richer knowledge creation by combining perspectives across disciplines (Endmonson & Harvey, 2018). By implementing cross-functional teams, seeEYEsee can strengthen the scope and depth of its knowledge base, increasing both the variety and quality of its collective insights. As the organization’s objectives shift, its KM practices must align with new priorities. Regular reviews of the KM system to ensure it supports strategic goals is essential (Krzyzanowski, 2024). For example, if seeEYEsee begins engaging in community outreach, the KM system should adapt to include external stakeholder knowledge and new content relevant to outreach efforts. Adapting to new organizational goals ensures that KM remains an asset as seeEYEsee grows. Remaining adaptable to future advancements is essential for KM innovation. Providing regular training on emerging KM trends and technologies equips members with the skills necessary to navigate and implement these changes effectively (Garrido-Moreno et al., 2024). Partnerships with other organizations can also expose seeEYEsee to best practices and new perspectives on KM, enriching its system with innovative approaches and making it more adaptable.

    By strategically combining technology adoption, feedback integration, gamification, cross-functional teamwork, alignment with strategic goals, and preparation for future changes, seeEYEsee can continue innovating in KM as it grows. This dynamic approach ensures that KM remains an evolving, valuable tool for collaboration, knowledge retention, and organizational success.

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