Knowledge Based Governance: Learning Governance and Leadership

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Learning leadership and learning governance can be used to enhance effective and ethical government

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Knowledge Based Governance: Learning Governance and Leadership

  1. 1. Knowledge Based Governance Turning the Kaleidoscope: From Data to Wisdom Through Learning Leadership Prof Erwin Schwella SPL Public Leadership Forum
  2. 2. The Destination and Road Map • Towards good municipal governance using action research and action learning • From data to information to knowledge and wisdom • From problems to purpose • Using evidence and experience towards learning leadership for performance • Democracy as an example of a learning organisation
  3. 3. The Destination and Road Map • Policies and service delivery based upon ideas and evidence, rather than on ideology and emotion • From partisan, parochial and populist politics, on the one hand to professional prudent policy-making and service delivery • Ideas- and evidence-based governance benefit from knowledge, learning and innovation
  4. 4. The Destination and Road Map • This then benefits democratic good governance for effective and ethical policy- making and service delivery • Effective and ethical governance requires: – processes to enhance organisation learning (OL), – knowledge management (KM) for change and – innovation
  5. 5. The Road Side Attractions • Build individual and institutional capacity to improve organisational performance. • In this process of knowledge-based learning for good governance, – action learning and – action research approaches • Indicated to improve local government performance
  6. 6. The Road Side Attractions • Action learning and action research – Governance practices are analysed in order to learn and to build capacity towards team and systems-based continuous quality improvement, – Pursued consciously and continuously – Use action learning as an educational strategy used in a group setting that seeks to: • generate learning from human interaction • arising from engagement in the solution of real-time (not simulated) work problems
  7. 7. • Action learning contributes to institutional capacity-building and improved performance by being: – Change oriented, embedded in action and intended to bring about improvement, or implement some worthwhile initiative. • In action learning, the action and the learning are integrated and not separated . Whilst participants introduce change, they learn. – Mindful, thoughtful and observant
  8. 8. • Action learning is critically reflective before, during and after the action on which the learning is based. • Pay attention to what happens, and analyse actions and the consequences • Mindfulness and critical reflection improves both the action and the learning. – Cyclic, involving a spiral of cycles of planning, action (implementing the plans, observing the results of the action, systematically reflecting on the result and then re-planning, further implementation, observing and then reflecting again).
  9. 9. • Qualitative, using natural language for the action and learning – Within an action learning program, understanding develops through informed and evidence-based discussion – The form of language is supportive and at the same time questioning – Robust and reflective learning dialogue enhancing action and learning • Participative, the deliberately intended result is real-time change and improvement.
  10. 10. • Action learning therefore relies on the participation and commitment of those affected by it. • Organisational learners are actively involved in the process, although the extent of participation may vary. • Greater participation can certainly yield richer and more comprehensive information, and more commitment to the action.
  11. 11. • The four leadership-learning-for-performance questions • Related to action and learning for continued performance improvement • Subsequently results in learning-based systemic individual, institutional learning and systems-based capacity building, are:
  12. 12. • What happened? – – Answer to this question results in a systematic descriptive qualitative and quantitative assessment of performance and performance trends based on empirical evidence – Results in the referred to assessment of relevance for the particular situation
  13. 13. • Why did this happen? - the answer to this question results in a diagnostic analysis based upon provisional explanations of actions and what these actions cause in terms of results related to increasing or decreasing performance
  14. 14. • What can I/we learn from this? – Lessons derived from answering this question relates to improved individual learning – Contributes to personal mastery, team learning and systems thinking – Challenging current mental models through deliberative empowerment and team learning
  15. 15. • How can the learning be used and built back into the system to improve the quality and performance of the system? – Answer to this question results in answers that enhance prognostic institutional capacity building for continuous performance improvement.
  16. 16. Arriving Home after Having been There and Back

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