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Linking Reflective Learning and Knowledge Maturing in Organizations

Presentation at ARTEL 2013, co-located with ECTEL 2013, Paphos, Cyprus

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Linking Reflective Learning
and Knowledge Maturing in
Organizations
ARTEL Workshop 2013, Paphos, Cyprus
Birgit Krogstie, Andreas Schmidt,
Christine Kunzmann, John Krogstie, Simone Mora
Motivation
 Reflection is a key activity for workplace learning
 Current approaches to understanding and supporting
reflection focus on the individual and the team level
 It remains challenging how reflection is embedded into
organizational knowledge development
http://spironto.de 2Sep 2013
Knowledge Maturing
 Knowledge Maturing is a promising perspective on
explaining knowledge development across the scopes of
the individual, the team, and the organizational level
 It also clearly differentiates between artefacts and the
knowledge they (try to) represent
 Goal:
 Linking individual and team reflection perspectives
developed within MIRROR
 with the knowledge maturing model (originally developed
in MATURE, now further developed in LAYERS)
3Sep 2013
Knowledge Maturing
http://spironto.de 4Sep 2013
http://spironto.de 5Sep 2013
Propositions
1. Expertise moderates knowledge maturing through
reflection
2. The maturity of knowledge used in reflection moderates
the reflection process
3. Discrepancies between knowledge elements trigger
reflection and thereby affect knowledge maturing
http://spironto.de 6Sep 2013

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Linking Reflective Learning and Knowledge Maturing in Organizations

  • 1. Linking Reflective Learning and Knowledge Maturing in Organizations ARTEL Workshop 2013, Paphos, Cyprus Birgit Krogstie, Andreas Schmidt, Christine Kunzmann, John Krogstie, Simone Mora
  • 2. Motivation  Reflection is a key activity for workplace learning  Current approaches to understanding and supporting reflection focus on the individual and the team level  It remains challenging how reflection is embedded into organizational knowledge development http://spironto.de 2Sep 2013
  • 3. Knowledge Maturing  Knowledge Maturing is a promising perspective on explaining knowledge development across the scopes of the individual, the team, and the organizational level  It also clearly differentiates between artefacts and the knowledge they (try to) represent  Goal:  Linking individual and team reflection perspectives developed within MIRROR  with the knowledge maturing model (originally developed in MATURE, now further developed in LAYERS) 3Sep 2013
  • 6. Propositions 1. Expertise moderates knowledge maturing through reflection 2. The maturity of knowledge used in reflection moderates the reflection process 3. Discrepancies between knowledge elements trigger reflection and thereby affect knowledge maturing http://spironto.de 6Sep 2013
  • 7. Examples  Examples of reflective learning in two care homes  Rose Garden Care Home  Two days observations  Three in-depth interviews with carers  Care principles are explicit in a flower-model of care  Community Care Home  Semi-structured interview  Prior contact to the care home  Characterized by high degree of stability http://spironto.de 7Sep 2013
  • 8. 1. Expertise and Knowledge Maturing  Relationship to care principles in the Rose Garden Care Home  Carer 1: (new to the care home)  learns care principles by heart to be prepared for management inquiries  seeking to learn from others how to apply them  Carer 3: (senior carer)  aware of trade-offs and conflicts in practice  debates with management, thereby actively contributing to developing the collective knowledge about „doing the right thing“ further 8Sep 2013
  • 9. 2. Maturity and Reflection  Community Care Home  Relevance of documentation requirement is a recurring topic for reflection, which is unproductive Legal requirements presented as standardized knowledge on good care But: this view is not shared  Problem: Artefact (legal requirements) mixes two different purposes and associate knowledge maturity: delivering good care and compliance Pretended maturity indicates non-changeability  Rose Garden Care Home  Care principles as mature knowledge  Scaffolds everyday practice, and provides a shared point of reference 9Sep 2013
  • 10. 3. Discrepancies  Individual – collective knowledge  Senior nurse observes new carers and reflects about her strategies for onboarding them  Artefact – collective knowledge  Care plan vs. (collective) knowledge about a resident  Reflection leads to changes of the care plan  Another example  Documentation requirements (what needs to be documented)  Vs. Knowledge what is useful 10Sep 2013
  • 11. Implications for design  Example: Note taking app for carers in the Rose Garden care home that is using the care model as a conceptual anchor  Prop. 1: Introduce different levels of contribution  Beginners: learning care principles  Experienced: linking experiences to discover discrepancies  Prop. 2: Allow for promotion of notes to higher level of maturity  Prop. 3: Allow for explicit between experiences, collective knowledge (care model) and artefacts to discover discrepancies  Add additional aspects such as personhood, time, consent 11Sep 2013
  • 12. Conclusions  Knowledge Maturing is a useful framework to embed reflection models into the overall organizational knowledge development  Propositions  Individual expertise influences the quality of reflection processes.  The maturity of knowledge involved in reflection sessions influences reflection processes.  Discrepancies between individual & collective knowledge as well as artefacts are triggers for reflection.  Combinations of these perspective can enrich both reflection models and models of organizational knowledge development 12Sep 2013
  • 13. Team  Birgit Kroegstie, NTNU, Norway birgitkr@idi.ntnu.no  Andreas P. Schmidt, Karlsruhe University of Applied Sciences, Germany andreas_peter.schmidt@hs-karlsruhe.de  Christine Kunzmann, Pontydysgu, UK kontakt@christine-kunzmann.de  John Krogstie, NTNU, Norway krogstie@idi.ntnu.no  Simone Mora, NTNU, Norway simonem@idi.ntnu.no http://spironto.de 13Sep 2013