Knowledge Management - GeSCI

Knowledge Management

Cultivating a Learning
Organisation



Be constantly receptive to new
knowledge; view ourselves as life
-
long
learners
–

the Beginner’s Mind is an
essential ingredient of success.

Part I



What is Knowledge
Management?

Reports?

Extranet?

Emails?

Data?

Website?

Newsletters?

INFORMATION?

Function?

Procedure?


Everyone uses the term yet there is no
definitive definition of knowledge
management because there is no
definitive definition of knowledge!

Where is its source?



Knowledge Management is in the
Culture
,
Mindsets
,
Behaviour

of an organisation.



What does it need to be?


Effective

Management of Knowledge is
more than a value; it is more than a belief, to
be really effective it must be an
organisational
ASSUMPTION
!

Where lies the Significance?

Because if we fail to understand knowledge in
all its facets, then there is a danger that in
doing so we miss out on the most valuable
aspects of knowledge management and end up
delivering a
system
-
driven solution
, rather
than a
cultural shift

towards
sharing

and
learning

from
experience
.

Values v Assumptions













Believing V Doing

What’s the difference?


Value or Assumption?

Flexibility

Demand
-
driven


Learning
Organisation

Capacity
Building

Reflection

Consensus
Building

Why is the distinction Important?

It points to the gap in Knowledge Management

Because If we’ve never:


1.
Defined ‘It’

2.
Broken it down into its parts

3.
Worked out the value it brings to our Mission


To improve the Quality of Teaching and Learning






Then……




We cannot apply it






Part II





The Sum of its parts


Flexibility


Adaptability

Learning Agility

Environments

People


Reflect


Adapt

Outcome/Goal Setting



There is nothing so useless as doing efficiently
what should not be done at all!


Outcome


Activity

Outcome

Strategy without
Learning Agility


Stage 1

Outcome

Strategy without
Learning Agility


Stage 2

Outcome

Strategy with
Learning Agility

Reflection



The significant problems we face cannot
be solved at the same level of thinking
we were at when we created them.

Albert Einstein

Barriers to Progress

N

E

S

L

O

S

S



If I’m given 6 hours to cut down a tree

I spend 5 of them sharpening my axe!

Part III





Putting it into Context

Taking Stock

•
Goals

•
Objectives

•
Strategy

•
Approach

•
Roles

•
Responsibilities

How do I know what’s important?

Does it impact the following?

What V Why

It is not enough to be busy, so are the
ants. The real question is what are you so
busy about?

Thoreau

Levels of Learning




Understanding


Knowledge

Information


Tacit & Explicit

Data

Explicit

Wisdom

‘Know
–

When’

‘Know
–

Why’

‘Know
–

How’

‘Know
-

What’

‘Know
-

Who’

Pay attention to the ‘why’ of what
you are doing, not the ‘what’

Harnessing Knowledge

Tacit experience and information

Turned into knowledge that is useable

Knowledge is used to innovate

Knowledge is embedded in GeSCI’s services


Value is added to GeSCI’s services as a result

Current Behaviour

GeSCI’s KM is informal and tacit
-
heavy

How can we transform it?


Examples:

•
Educationist Group

•
Trip Reports


Facts, figures and external reports do not
capture the organisational tacit knowledge
that is invaluable to GeSCI as a facilitator of
change.
Subtlety
,
sensitivity

and
awareness
must be finely
-
tuned. This knowledge is
tacit and must be elicited internally
.

Part IV














Piecing it all together


A Knowledge Management
Framework

The Big Picture

Reflect

Adapt

Plan

Action

The Learning
Organisation

“Go to the people,

Live among them,

Learn from them.

Start with what they know,

Build on what they have.

But of the best leaders,

When their task is accomplished,

Their work is done,

The people will remark,

“We have done it ourselves
.”

Ancient Eastern Saying