Towards a knowledge builders’

competence

SILVIOSTOPPOLONI

WITH ANTONIOOTTAIANO

SDR

If we are on the road to transform statistics in a symphony (from information to knowledge)and to allow users not only to understand

figures and to be confident with numeracy but also to be able to understand “where we are”…

Beyond the challenge for statisticians…

…there are challenges for organizations keen on putting knowledge at the center of their development…

…namely…

…informal learning…

web. web 2.0

Training

cooperative work

blogging

unconferencesstorytelling knowledge

management

wizard / videostreaming

networks /

community of

practiceunstructured

mentoring

20%

80%

…Reflexivity…Because…

1. Uncertainty requires to be more knowledge building than content reproducing

2. Critical learning often comes from adjusting to unforeseen circumstances that no planning could presuppose

…shortage of resources, which hit first training, learning and research…

IF THERE IS SHORTAGE OF RESOURCES, HOW TO CAPTURE AND NOT TO WASTE THE MOST IMPORTANT RESOURCE, NAMELY KNOWLEDGE, IN THE ORGANIZATIONS?

Two keywords to give an answer

• FUSION

• CONNECTIONS

Why ‘fusion’?

…“training is more and more becoming just one piece of a more complex project that also include information, collaboration, and support components”

[Rosenberg, M.J., 2006]

Learning stream for a successful change

To

info

rm

Give positive

feedback

To share the goals’ To train

Knowledge

sharing

To sustain th

e

lessons learned

To re

mind

To

assig

n

role

To s

usta

in th

e

cha

nge

over

com

ing

obs

tacl

es

Approch to the users – motivation –

Internal and organizational communication

Budgeted

training

Informal learning

Organizational communication

To sustain

the impact

and the application

work

learning

workflow LEARNING

CONNECTIONS

PEOPLE

INFORMATION

KNOWLEDGE

INTELLIGENCE

WHICH CONNECTIONS?…

PEOPLE

INFORMATION

KNOWLEDGE

INTELLIGENCE

COMMUNITY OF PRACTICE

COLLEAGUES GONE

‘OUTSIDE’

CROSSTRAINING

COMING SOON

EVENTS

WIKI-WRITING

WIKI- READING

TEACHERS

IN THE CLASSROOM GOOD PRACTICES THROUGH

BENCHLEARNING

We need enviroments where to engineer

fusion and connections……cutting across

structured training and informal learning

1. Physically (transform the workplace in a learning lab)

2. Organizationally and methodologically (transform the productive cycle in a learning environment) (design learning paths through connections – beyond classroom and beyond e-learning: TEL / mash up…)

3

4

5

6

2

1 OfficeDevices

7

8

Head

11

12

13

Unit’sLibrary

Coffe & water

LadiesGents

109

exit

exit

Meeting

table

blackboard

A PROPOSAL OF A LEARNSCAPE

• 1 approach (the voyage)

• 9 metaphors

1. Learning by orienteering

(Maps&Guides)

2. Learning by the classroom

(Greyhound)

3. Learning by the context

(Hamma’m)

4. Learning catching the occasion

(Last minute)

5. Learning through new offers

(Travel Agency)

6. Learning by websurfing

(Lonely navigator)

7. Learning ‘through’

(Adventure)

8. Learning step by step

(Refuges)

9. Learning by comparing&adapting

(Logbook)

Example 1

4steps4roles to let a newcomer enter a NSI

• Reading as students– Official documents– Descripted processes

• Interviewing mentors (as journalists) for– More-in-depth info– Capture of clues to

understand the organizational culture

• Wiki-Writing (as editorial staff)– to organize the captured

info– to practice a cooperative

work– to make a fine tuning of the

report

• Telling (as speakers)– to present the report with

the results of the learning path

– to share the captured info and knowledge

– to give clues for an emergent knowledge

Example 2: Knowledge sharingA little capture device…

Example 3

Good practices through Benchlearning

From bricklayers to learnscape architects