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
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