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Building knowledge capabilities : An organisational learning approach
Overview <ul><li>Knowledge enabling environments </li></ul><ul><li>Organisational learning framework </li></ul><ul><li>Res...
Knowledge enabling environments <ul><li>Knowledge vision </li></ul><ul><li>Community building </li></ul><ul><li>Support co...
Organisational learning framework <ul><li>Communities of practice – Wenger </li></ul><ul><li>Knowledge creation – Nonaka <...
Research in practice <ul><li>Two strategic learning projects: </li></ul><ul><li>Project 1: </li></ul><ul><li>Learning 2.0 ...
Research in practice <ul><ul><li>Project 2:  </li></ul></ul><ul><ul><li>Task threefold: </li></ul></ul><ul><ul><ul><li>Sum...
Methodology <ul><li>Six sigma problem solving process: </li></ul><ul><li>Affinity diagram: </li></ul><ul><ul><li>What are ...
Shared leadership <ul><li>Revised committee structure </li></ul><ul><li>New strategic continuous improvement teams </li></...
Shared leadership <ul><li>Master blog communication system </li></ul>
Social learning: A hybrid approach <ul><li>Technology does not convert information to knowledge </li></ul><ul><ul><li>Allo...
Social learning: A hybrid approach <ul><li>Face to face </li></ul><ul><li>Supported by technology </li></ul><ul><li>Result...
Concluding thoughts <ul><li>‘ Bottom up’ approach </li></ul><ul><li>Evidence of sustainable organisational learning </li><...
<ul><li>Zaana Howard </li></ul><ul><li>Information and Knowledge Manager </li></ul><ul><li>Lovell Chen Architects and Heri...
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Building knowledge capabilities: an organisational learning approach

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This grounded theory for developing contemporary learning organisations harvests insights from the knowledge management, systems sciences, and educational learning literatures. The resultant hybrid theoretical framework informs practical application, as reported in a case study that harnesses the accelerated information exchange possibilities enabled through web 2.0 social networking and peer production technologies. Through complementary organisational processes, “meaning making” is negotiated in formal face-to-face meetings supplemented by informal “boundary spanning” dialogue.

Knowledge management within this context envisions organisations as communities where knowledge, identity, and learning are situated. This framework acknowledges the social context of learning - i.e., that knowledge is acquired and understood through action, interaction, and sharing with others. It follows that social networks provide peer-to-peer enculturation through intentional exchange of tacit information made explicit. This, in turn, enables a dynamic process experienced as a continuous spiral that perpetually elevates collective understanding and enables knowledge creation.

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  • Transcript of "Building knowledge capabilities: an organisational learning approach"

    1. 1. Building knowledge capabilities : An organisational learning approach
    2. 2. Overview <ul><li>Knowledge enabling environments </li></ul><ul><li>Organisational learning framework </li></ul><ul><li>Research in practice: Dr. Martin Luther King, Jr. Library case study </li></ul><ul><li>Methodology </li></ul><ul><li>Shared leadership </li></ul><ul><li>Social learning: a hybrid approach </li></ul><ul><li>Concluding thoughts </li></ul>
    3. 3. Knowledge enabling environments <ul><li>Knowledge vision </li></ul><ul><li>Community building </li></ul><ul><li>Support collaboration </li></ul><ul><li>Create formal and informal interactions </li></ul><ul><li>For: </li></ul><ul><li>Knowledge creation </li></ul><ul><li>Organisational learning </li></ul>
    4. 4. Organisational learning framework <ul><li>Communities of practice – Wenger </li></ul><ul><li>Knowledge creation – Nonaka </li></ul><ul><li>Workplace information literacy - Bruce </li></ul>Nonaka SECI model (1991) Reflective evidence based practice process (Callahan & Howard, 2008)
    5. 5. Research in practice <ul><li>Two strategic learning projects: </li></ul><ul><li>Project 1: </li></ul><ul><li>Learning 2.0 course program </li></ul><ul><ul><li>Based on Helen Blower’s ‘23 things’ </li></ul></ul><ul><li>Technology application for organisational planning </li></ul><ul><ul><li>To improve decision making, problem solving and strategic planning </li></ul></ul>
    6. 6. Research in practice <ul><ul><li>Project 2: </li></ul></ul><ul><ul><li>Task threefold: </li></ul></ul><ul><ul><ul><li>Summarise current structures </li></ul></ul></ul><ul><ul><ul><li>Identify challenges and opportunities and </li></ul></ul></ul><ul><ul><ul><li>Assess communication tools </li></ul></ul></ul>
    7. 7. Methodology <ul><li>Six sigma problem solving process: </li></ul><ul><li>Affinity diagram: </li></ul><ul><ul><li>What are the issues and roadblocks between where we are now and where we need to be? </li></ul></ul><ul><li>Interrelationship Digraph </li></ul><ul><ul><li>Analysis of cause and effect relationships </li></ul></ul><ul><li>Affinity diagram: </li></ul><ul><ul><li>Countermeasures to address issues </li></ul></ul>
    8. 8. Shared leadership <ul><li>Revised committee structure </li></ul><ul><li>New strategic continuous improvement teams </li></ul><ul><li>With: </li></ul><ul><li>Clear authority </li></ul><ul><li>Renewed purpose </li></ul><ul><li>Work: </li></ul><ul><li>Face to face and virtually </li></ul>
    9. 9. Shared leadership <ul><li>Master blog communication system </li></ul>
    10. 10. Social learning: A hybrid approach <ul><li>Technology does not convert information to knowledge </li></ul><ul><ul><li>Allows sharing, conversance and creation across time and space </li></ul></ul><ul><ul><li>Local to become global </li></ul></ul>
    11. 11. Social learning: A hybrid approach <ul><li>Face to face </li></ul><ul><li>Supported by technology </li></ul><ul><li>Results in: </li></ul><ul><li>Informed workforce </li></ul><ul><li>Increased engagement </li></ul>
    12. 12. Concluding thoughts <ul><li>‘ Bottom up’ approach </li></ul><ul><li>Evidence of sustainable organisational learning </li></ul><ul><li>Increased professional confidence </li></ul><ul><ul><ul><li>(and increased workplace performance) </li></ul></ul></ul><ul><li>Learning their way to change </li></ul><ul><li>(collaboratively and individually) </li></ul>
    13. 13. <ul><li>Zaana Howard </li></ul><ul><li>Information and Knowledge Manager </li></ul><ul><li>Lovell Chen Architects and Heritage Consultants </li></ul><ul><li>Mary M. Somerville </li></ul><ul><li>University Librarian and Director </li></ul><ul><li>Auraria Library, University of Colorado Denver </li></ul><ul><li>© 2008 </li></ul>Thankyou
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