Knowledge Management

Document Sample
Knowledge Management Powered By Docstoc
					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?
  Emails?
                Function?



Data?
               INFORMATION?
                                    Website?

               Procedure?

Newsletters?                Extranet?
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

 What’s the difference?



  Believing V Doing
     Value or Assumption?

Flexibility                  Demand-driven




                 Consensus
Capacity         Building
Building

                                  Reflection


               Learning
              Organisation
    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            Reflect




                                Adapt
People
     Outcome/Goal Setting


                    Activity   Outcome




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




                    Stage 1




 Strategy without
 Learning Agility
                    Outcome




                   Stage 2




Strategy without
Learning Agility
                   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


           E               O
       L           S       N
               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
       How do I know what’s important?
       Does it impact the following?

•   Goals
•   Objectives
•   Strategy
•   Approach
•   Roles
•   Responsibilities
            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

Pay attention to the ‘why’ of what
  you are doing, not the ‘what’
                                         Wisdom     ‘Know – When’



                                                         ‘Know – Why’
                                     Understanding



                                                                ‘Know – How’
                                       Knowledge


                                       Information                      ‘Know - Who’
                                     Tacit & Explicit


                                                                               ‘Know- What’
                                          Data
                                         Explicit
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


Action                  Reflect



         The Learning
         Organisation




Plan                    Adapt
“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

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:1
posted:8/29/2012
language:English
pages:31