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© Arthur Shelley 2014 under Creative Commons License. Available for public use provided source is acknowledged. Permission of the author required for commercial use.
Learning through knowledge creation and application for value
Our role as knowledge leaders is to open minds not fill them
Dr Arthur Shelley27th October 2014
“Knowing is not enough; we must apply.Willing is not enough; we must do.”Wolfgang von Goethe (1749 – 1832)
actKM14
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What are our aims?• Challenge how we approach knowledge education
• Share why participation in learning interactions is core to knowledge creation and innovation
• Explore the impact of interactive learning activities on participation and engagement
• Discuss how collaborative engagement generates options
• Enhance performance in your environments through knowledge application and creative learning
“Learning is not the product of teaching. Learning is the product of the activity of learners.” John Holt Educator
© Arthur Shelley 2014 under Creative Commons License. Available for public use provided source is acknowledged. Permission of the author required for commercial use.
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Context: What do Knowledge Workers need to know?
• How to “read” the environment– physical, social, political and behavioural
• How to “make sense” of emergent complex situations
• How to ask questions that matter• How to engage people in aligned
conversations that matter• When and how to Ask WHY
– Say yes AND no in context– How to leverage existing knowledge
© Arthur Shelley 2014 under Creative Commons License. Available for public use
provided source is acknowledged. Permission of the author required for commercial use.
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How do we help build these?
• Interact to learn (face to face & virtual)• Combine workplace & learning environments• Practice to model, discover patterns and reflect
on impacts• Challenge theory to understand• Adapt to contexts• Focus on Outcomes AND Outputs
for sustainable benefits, long term• Engage learners in their world for them
© Arthur Shelley 2014 under Creative Commons License. Available for public use
provided source is acknowledged. Permission of the author required for commercial use.
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Conversations that Matter
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Start with Why?
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Interdependent Emergence “Wiki Conversation”
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Sustainability
Knowledge Leadership
Learning Organisation
Ethics
InnovationCapability Development
Culture
Decision MakingSuccession
Induction
Design Thinking
Complex Adaptive Systems
Action Learning
ProjectsSense Making
Reflective Practice
Personal Knowledge
Community of PracticeTacit Knowledge
Explicit Knowledge
Data Mining
Metrics
Mentoring
Knowledge Audit
Codification
SecurityKnowledge Mapping
Mental models
WhistleblowingKnowledge Transfer
Knowledge Driven Performance35 topics, 35 perspectives - one connected conversation
Big Data
Cloud Computing
Knowledge Models
EDRM
Taxonomy
Folksonomy
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Build Future Capability
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Characteristics required to perform well (in context)
• Knowledge• Knowing, understanding, experience
what & when
• Skills• Doing, technical output
how & where
• Abilities/Attributes• Being, behaviours, attitudes
Social outcomes, why & who
Outcomes
AssessmentActivities
Development
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Design for optimal learning outcomes
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Video Extract and/or Case study
Topic Introduction:Pre-reading: Narrative &
Powerpoint Slides Initial overview in contextQuestions and share
perspectives on content
Facilitated Dialogue(Class or teleconference online)
Facilitator Feedback
Assessment ActivitiesReflections on use of concepts in
workplace
Blooms Hierarchy(adapted)
Knowledge (remember)
Understand (comprehend)
Apply (do)
Analysis (critique, sense)
Synthesis/Evaluation
Create (adapt, new context)
Ongoing enhanced performance Life-long
Capability Development
DESIGN NOTE:Reading and
reflecting BEFORE class
interactions significantly
enhances learning and capabilities
Shelley 2014
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Scaffolded Learning Ladder
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1. Sustainable Strategy
“Why”
2. Knowledge Theories
“How”
3. Complexity Models
“When”
4. Interdependent Conversations
5. Capabilities & People
6. Governance & Process“Who, How, When”
7. Ownership, K-Flow & Structure
8. Collaboration & Reflection
“Who, What, How, Why”
9. Tools, Efficiency, Effectiveness
“What, How, Where”
10. Collective Learning
11. Influence & Implementation
12. Knowledge Leadership
Bu
ild
Fo
un
dat
ion
s
Apply Design
Connect
ReflectPrioritise
Decide, Engage
“Who, What, How, Where”
“Wh
y, Wh
o, W
hat, H
ow
, Wh
en, W
here”
Lead others to sustainable success
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Creative Learning Drives Innovation and Performance
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Lifelong learning has evolved into lifestyle learning
Thinking “learning” finishes with “school” is like suggesting parenting finishes with childbirth!
“If we knew what we were doing, it wouldn’t be research would it”Albert Einstein
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Personal ProfilesSocial = Interactive Collaboration
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Personal information obscured in this presentation for privacy
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Wiki social learning interactions
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Reflection Cycles
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What have we learnt?
Shelley 2011
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Leverage diverse perspectivesYour view IS filtered by YOU!
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Systems Thinking & Design ThinkingSynergistic Partners
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Morris & Williams 2012
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Triggered Discussion Forumsto leverage diversity of perspective
How are power, networking and advocacy applied in different cultures?
Use the images on the left to explain how a General Manager of Western culture more or less likely to share power with you and other subordinates than their equivalent from Eastern culture?
Image source: http://www.yangliudesign.com/
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© Arthur Shelley 2014 under Creative Commons License. Available for public use
provided source is acknowledged. Permission of the author required for commercial use.
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Case evaluation to explore options
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Highly successful NASA executives share a set ofcommon behaviours.
Discuss how behaviours can be categorised into elements & summarised up into 5 key themes.
Source: Morris & Williams, 2012
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Video to motivate and challenge
Professor Teresa Amabile (Harvard Business School)“The Progress Principle”
Most motivational aspect – “Doing meaningful work”
Most disengaging aspect – Bosses not knowing what is meaningful!
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provided source is acknowledged. Permission of the author required for commercial use.
http://www.youtube.com/watch?v=XD6N8bsjOEE
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Visualisation to stimulate ideas
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Personality
FRONTAL LOBE
TEMPORAL LOBE
Hearing, LanguageSpeech, Feeling
Problem solving, reasoning
Constructed from Google Images
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Humour: engage & trigger creativity
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In discussion forumsask complex, emergent questions with many options, rather than give defined answers...
Stimulate sense-making to explore possibilities and refine into priority options to probe opportunities to act…
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KNOWledge SUCCESSion
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• Future focused inclusive strategic capability development
• Integrated approach for innovation and risk mitigation
• Social learning in an open constructive environment
• Interactive knowledge sharing to stimulate “Conversations That Matter” and trusted relationships
• Applicable to formal learning environments and organisational cultural development
KNOWledge SUCCESSion:An innovative strategy to achieve optimal performance in emergent complex environmentshttp://www.ikms.org/Globe-1ED/SitePages/KM%20and%20Organisational%20Roles.aspx
Full book anticipated publication early 2015
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Leading Sustainable Outcomes
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You can't LISTEN with your mouth openYou can't LEARN with your mind closedYou can't LEAD without attention to BOTH
Creative, innovative learning environmentsSocial open interactions constructively challenging specific contexts… leads to creative exploration of possibilities which… generate new knowledge and sensemaking that… provides richer insights … stimulating innovation and growth… enhancing performance and … self perpetuating identity, trust and inclusiveness
This AND that…Us AND them…You AND me…
ACTING IN CONTEXT
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Reflection?• Learning individuals collaborate to
stimulate learning organisations and create new knowledge
• Knowledge creation aligned with organisational goals, accelerates innovation and engages people
• Sustained performance and success are outcomes of leading such an environment
• Approach applicable to workplaces as much as education spaces
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provided source is acknowledged. Permission of the author required for commercial use.
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Participant FeedbackThe genuine voice of quality assessment
© Arthur Shelley 2014 under Creative Commons License. Available for public use
provided source is acknowledged. Permission of the author required for commercial use.
I and the organisation have got some real benefits from the KDP unit… … most importantly everyone is enjoying the interaction, so I know that it will be a success for the long term. I also learnt a great deal from reading all the students' posts and I'm in deep admiration of some of the fine minds in this course.Exec MBA, CEO SME (completed 11 courses)
I wanted to share that I have got a lot out of this semester. I've been able to apply KM practice in the following ways…I keep thinking about KM stuff all the time about how I can improve the process, connectedness etc... Exec MBA, National team leader medium business (completed half of the MBA)
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Overall Participant Engagement
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Group Assignment
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Participant activity report
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Forum Engagement
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Hits
per
use
r
Week of semester
Wiki
Gro
up P
rese
ntat
ions
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Andragogy PedagogyLearners are called “participants”or “learners.”
Learners are called “students.”
Independent learning style. Dependent learning style.Objectives are flexible. Objectives are predetermined and
inflexibleIt is assumed that the learners have experience to contribute.
It is assumed that the learners are inexperienced and/or uninformed.
Active training methods are used. Passive training methods, such as lecture, are used.
Learners influence timing & pace. Trainer controls timing and pace.
Participant involvement is vital. Participants contribute little to the experience.
Learning is real-life problem-centered.
Learning is content-centered.
Participants are seen as primary resources for ideas and examples.
Trainer is seen as the primary resource who provides ideas and examples.
Comparing Approaches
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Assumptions about adult learners
1. Self-concept: As a person matures their self-concept moves from one of being a dependent personality toward one of being a self-directed human being.
2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.
5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12)
These assumptions should be highlighted in all workplaces (learning contexts)
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© Arthur Shelley 2014 under Creative Commons License. Available for public use provided source is acknowledged. Permission of the author required for commercial use.
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Knowledge Initiatives & Strategyare Learning Projects
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ReferencesMorris, LE & Williams, CR 2012, 'A behavioral framework for highly effective technical executives', Team Performance Management, vol. 18, no. 3/4, pp. 210-30.
Schoemaker, PJ, Krupp, S & Howland, S 2013, 'Strategic Leadership: The Essential Skills', Harvard Business Review, no. Jan-Feb, pp. 131-4.
Shelley, AW 2007 The Organizational Zoo, A survival guide to workplace behaviour. Aslan Publishing Fairfield CT.
Shelley, AW 2009, Being a successful knowledge leader. North Sydney: Ark Group.
Shelley, AW 2011, Creative metaphor as a tool for stakeholder influence. In L. Bourne (Ed.), Advising Upwards: A Framework for Understanding and Engaging Senior Management Stakeholders. Aldershot, UK.: Gower Publishing Ltd.
Shelley, AW 2014, ‘Active learning innovations in knowledge management education generates higher quality learning outcomes’. Journal of Entrepreneurship Management and Innovation, 10(1), 129-145.
Shelley, AW 2104, KNOWledge SUCCESSion. GLOBE 1(1) http://www.ikms.org/Globe-1ED/SitePages/KM%20and%20Organisational%20Roles.aspx
Shelley AW Metaphorage Blog. Dialogues and insights into metaphor, behaviour and performancehttp://www.organizationalzoo.com/blog/
© Arthur Shelley 2014 under Creative Commons License. Available for public use
provided source is acknowledged. Permission of the author required for commercial use.
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Contact
Arthur [email protected]
FREE behavioural profilewww.organizationalzoo.com/profiler
Insights into behaviourswww.organizationalzoo.com/blog www.organizationalzoo.com/ZooTube
Consulting and mentoringwww.intelligentanswers.com.au
Ph +61 413 047 408 @Metaphorage#OrgZoo
© Arthur Shelley 2014 under Creative Commons License. Available for public use provided source is acknowledged. Permission of the author required for commercial use.