knowledge management cultivating a learning organisation
TRANSCRIPT
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Knowledge Management
Cultivating a Learning Organisation
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Be constantly receptive to new knowledge; view ourselves as life-long
learners – the Beginner’s Mind is an essential ingredient of success.
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Part I
What is Knowledge Management?
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Reports?
Extranet?
Emails?
Data?
Website?
Newsletters?
INFORMATION?
Function?
Procedure?
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Everyone uses the term yet there is no definitive definition of knowledge management because there is no definitive definition of knowledge!
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Where is its source?
Knowledge Management is in the Culture, Mindsets, Behaviour of an organisation.
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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!
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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.
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Values v Assumptions
Believing V Doing
What’s the difference?
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Value or Assumption?
Flexibility Demand-driven
Learning Organisation
Capacity Building
Reflection
Consensus Building
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Why is the distinction Important?
It points to the gap in Knowledge ManagementBecause If we’ve never:
1. Defined ‘It’2. Broken it down into its parts3. Worked out the value it brings to our Mission
To improve the Quality of Teaching and LearningThen……
We cannot apply it
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Part II
The Sum of its parts
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Flexibility
Adaptability Learning Agility
Environments
People
Reflect
Adapt
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Outcome/Goal Setting
There is nothing so useless as doing efficiently what should not be done at all!
Outcome Activity
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Outcome
Strategy without Learning Agility
Stage 1
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Outcome
Strategy without Learning Agility
Stage 2
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Outcome
Strategy with Learning Agility
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Reflection
The significant problems we face cannot be solved at the same level of thinking we were at when we created them.
Albert Einstein
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Barriers to Progress
NE
SLO
SS
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If I’m given 6 hours to cut down a tree
I spend 5 of them sharpening my axe!
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Part III
Putting it into Context
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Taking Stock
• Goals
• Objectives
• Strategy
• Approach
• Roles
• Responsibilities
How do I know what’s important?
Does it impact the following?
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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
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Levels of Learning
Understanding
Knowledge
Information Tacit & Explicit
DataExplicit
Wisdom ‘Know – When’
‘Know – Why’
‘Know – How’
‘Know- What’
‘Know - Who’
Pay attention to the ‘why’ of what you are doing, not the ‘what’
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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
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Current Behaviour
GeSCI’s KM is informal and tacit-heavy
How can we transform it?
Examples:
• Educationist Group
• Trip Reports
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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.
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Part IV
Piecing it all together
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A Knowledge Management Framework
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The Big Picture
Reflect
AdaptPlan
Action
The Learning Organisation
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“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