learning as knowledge creation and application for value

1

© 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

2

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


3

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.

4

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



5

Conversations that Matter


6

Start with Why?



7

Interdependent Emergence “Wiki Conversation”



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

8

Build Future Capability



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

9

Design for optimal learning outcomes

9

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


10

Scaffolded Learning Ladder



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

11

Creative Learning Drives Innovation and Performance



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

12

Personal ProfilesSocial = Interactive Collaboration



Personal information obscured in this presentation for privacy

13

Wiki social learning interactions



14

Reflection Cycles



What have we learnt?

Shelley 2011

15

Leverage diverse perspectivesYour view IS filtered by YOU!


16

Systems Thinking & Design ThinkingSynergistic Partners



Morris & Williams 2012

17

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/

17



18

Case evaluation to explore options



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

19

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!



http://www.youtube.com/watch?v=XD6N8bsjOEE

http://www.youtube.com/watch?v=XD6N8bsjOEE

20

Visualisation to stimulate ideas



Personality

FRONTAL LOBE

TEMPORAL LOBE

Hearing, LanguageSpeech, Feeling

Problem solving, reasoning

Constructed from Google Images

21

Humour: engage & trigger creativity



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…

22

KNOWledge SUCCESSion



• 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

http://www.ikms.org/Globe-1ED/SitePages/KM%20and%20Organisational%20Roles.aspx


23

Leading Sustainable Outcomes



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

24

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



25

Participant FeedbackThe genuine voice of quality assessment



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)

26

Overall Participant Engagement



Group Assignment

27

Participant activity report



28

Forum Engagement



Hits

per

use

r

Week of semester

Wiki

Gro

up P

rese

ntat

ions

2929

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


30

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)

30


31

Knowledge Initiatives & Strategyare Learning Projects



32

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/





http://www.organizationalzoo.com/blog/

http://www.organizationalzoo.com/blog/

33

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


mailto:[email protected]

http://www.organizationalzoo.com/profiler

http://www.organizationalzoo.com/blog

http://www.organizationalzoo.com/ZooTube

http://www.intelligentanswers.com.au/

learning as knowledge creation and application for value

Education