The document discusses knowledge ecology, defined as the dynamic interacting elements involved in knowledge and capability building that contribute to the sustainable evolution of a community. It notes that knowledge ecology is a complex adaptive system. Key aspects include it being dynamic, evolutionary, resilient, focused on learning and capability building, and interconnected. The biggest challenge is objectively confronting what we know and how we approach learning, including identifying what impedes learning and changing.

1. Knowledge Ecology
Concept, Principles, and Challenges
Jay Hays
Professor of Leadership and Organisational Development

2. Jay Hays
Knowledge Economy—economic growth dependent on the
quantity, quality, and accessibility of information—promoting
and exploiting Intellectual Capital and Knowledge Management
to accelerate the pace of scientific and technological
advancement.
An economy focused on knowledge and information (intangible
assets), rather than material resources, production and
consumption.

3. Jay Hays
Observations
 Dubai is a material city, a glittering spectacle in the world
 Knowledge—as a capability—is not, yet, an internal
resource but a borrowed asset.
Both have significant implications.

4. Jay Hays
Knowledge Ecology (Ecosystem)—All of the dynamic
interdependent and interacting elements involved in knowledge
and capability-building, particularly learning, contributing to
robust, resilient viability and sustainable evolution of a
community, organisation, or society.
It is decidedly more difficult to define and measure knowledge
and learning than material assets.

5. A Great
Investment
in the Future
DIAC and
Knowledge Village

6. Jay Hays
Knowledge Ecology (Ecosystem)
Dynamic
Evolutionary
Resilient
Learning and Capability-Building
Sustainability
Interconnected

7. Unfortunately,
Knowledge can become obsolete, limiting,
and even counter-productive.
It is hard to know what we know that gets
in the way of knowing.

8. Learning is generally considered more important and
“renewable” than knowledge (hence expressions such as
lifelong or life-wide learning, and the importance placed
on “learning to learn”).
Unfortunately, learning has its own insidious nature.
Some “learning success strategies” paradoxically reduce
our openness and flexibility to learn and change.

9. Since learning can also limit us, we need to practice
“unlearning” and “relearning”, continually renewing what
we know and how we come to know, and critiquing and
enhancing our learning capabilities and strategies.

10. The biggest challenge is honestly and objectively
confronting what we know and believe and how
we approach the getting of truth.
This includes especially the identification of what
impedes us from learning and changing
 What counts as knowledge
 How we teach
 Who is considered expert / authority

11. Knowledge Ecology (Ecosystem)
Complex Adaptive System

12. A Complex Adaptive System consists of multiple
interacting organisms and their environment.
System complexity makes it difficult to fully
understand and predict; and the nature of the
enduring relationships amongst agents and the
environment complicates change (but, also,
what will work, where, and how).

13. Community Expectations for Greater
Democracy and Empowerment
Dealt with Constructively
Successful Attempts
Opportunities to Exercise and
Develop Skills and Confidence
Workplace Demands for Greater
Democracy and Empowerment
Workplace Acquiescence for Greater
Democracy and Empowerment
Skills and Confidence
Failed Attempts
Demands for Greater
Productivity and Efficiency
Flattening
and
Downsizing
Training,
Development,
and Support
(-)
(+)
+/-
(+)
Morale, Stress,
and Fatigue,
Agitation +/-
(+)
(a)
(b)
(c)
(e)
(g)
(d)
(f)
(i)
(l)
(n)
(h)
(j)
(k)
Quality and
Productivity
(m)
(+)
Dynamics of Workplace
Empowerment and Democratisation
Dialogue and Exploration of
Outcomes and Strategies
Understanding of
Goals and Measures
Acceptance of
Goals and Measures
Classroom
Performance
Achievement of
Desired Outcomes
Intrinsic
Reward
Motivation
to Achieve
Assessment
Planning
Skill-Building Confidence
in Self
Knowledge
of Process
Education in Performance
Process and Environment
Confidence
in Process
Process
Facility
Use of
Process
TRUST
Classroom Performance Improvement EnvironmentClassroom Performance Improvement Environment
Extrinsic Reward
and Recognition
Dialogue about
Performance
Skills Assessment
Professional
Development
Plan
Training
Coaching
Direction
Rewards and
Recognition
Challenging Work
Performance Feedback
Performance Targets
Continuous Improvement
Recruitment
and Retention
Induction
(Quality)
Values
Knowledge Management
Employer
of Choice
MIS
Vision
Behaviours
Individual
Performance
Evaluation
Work Variety
Knowledge
and Skill
Organisational Performance
Mission
Strategy
Key
Objectives
Motivation
Voice
of the
Customer
Employee
Voice
Voice of the
Marketplace
& Technology
Team Spirit
PERFORMANCE ENVIRONMENT
Performance
Management System
Performance
Motivation
Rewards
R+ for Participation
Task
Competence
Self-Confidence
Goal Clarity
Resources
Training and
Professional
Development
Task Design /
Work Structure / Participation
Acceptance
Trust
Understanding
Coaching
Opportunities to
Exercise and
Develop Skills
Confidence in
the Process
Achievement of
Desired Outcomes
Accountability
Leadership Promotion,
Commitment, and
Involvement
Compelling
Vision
Purpose
Priorities
Skills
Assessment
Commitment
Executive
Sponsorship and
Commitment
Imperative
Compelling
Vision
Risk
Objectives
School / Dept
Promotion and
Commitment
Value
Acceptance
Credibility
Program
Delivery
Understanding
Participation
Reinforcers
Provider
Performance
Motivation
Involvement
Quality
Strategy
Dedication
of Resources
Opportunities:
• Career Advancement
• Networking / Social
• Intellectual
• Rewards
• Recognition
• Incentives
The System and Dynamics
of Campus Change
Play
Understand
Needs
History
Vision
PurposeListening
Dialogue
Communication
Resources
OwnershipInfluence
Responsiveness
Image
Accountability
Professional
Development
New Knowledge
Confidence
Feedback
Reflection
Performance
Expertise
Information
Service
Provision
Roles and
Responsibilities
Support
Priorities
Alignment
Shared
Values 1
2
3
4
5
6
7
8
9
11
13
15
1618
Research
17
22
Expectations
Networks
30
Goals
Collaboration
#
?
?14
23
21
20
24
25
19
26
12
29
27
10
28
?
?
Leadership Dynamics in Organisations - 1
Clarity /
Compelling
Vision Values
(What’s Important)
Understanding
of System
Gap
Focused Effort
What we need to do;
What we need to have
Action
Motivation
(Ambition)
Accountability
Experience
Reflection
Emphasis on Learning
and Development
Self-Awareness
What Works;
What Doesn’t
(learning)
Ability /
Competence
Training, Education, and
Professional Development
Confidence
Performance
Achievement
Success
TrustOpportunity
(Sought / Granted)
Purpose
Quick-Fix Availability /
Immediate Gratification
(-)
(+)
(-)
(-)
(-)
(+)
(+)
(+)
(+)
(+)
(+)
(+)
(+)
(+)
(+)
(+)
(+)
(-)
(+)
(+)
(+)
Motivation
5
Initiative
6
Resourcefulness
7
Autonomy /
Independence
Skills and
Knowledge
89
Confidence
Opportunity
to Engage
12
Boredom
1
Lassitude,
Apathy, Inertia,
Passivity 2
Self-Efficacy
11
4
“Arousal”
Frustration, Irritability
Restlessness 3
(+)
(+)
10
Teacher Choice
Discrete Content Discrete tests
Discrete Thinking
Inability or unwillingness
to solve complex problems
Unhappiness
and frustration
“Satisfaction”
evaluations
Societal
and global
problems
Demands for simple,
reducible approaches
Expectations
for simplicity and
reducibility
Pressures
and
Rewards
Teacher-
centred
Student
passivity and
dependence
Inability or unwillingness
to initiate or innovate
+
Poor performance
in the workplace
+
met +
unmet -
Examples of Socioecological Systems

14. Complex Adaptive System
Agents of a CAS act in concert / behave in a
unified way, learning in and adjusting intel-
ligently and proactively to changes in the
environment (not merely reacting).
This implies that they are self-directing
and show initiative.

15. Trying to cultivate a
new kind of learner
Creative,
Constructive,
Contributing

16. It’s a culture
change
Them and
Us
A paradigm
shift

17. To do that,
To create learners
Who will learn differently and champion
and enable the knowledge ecology
We have to change
the way we educate

18. A key research challenge is to
investigate how we can do this
more effectively

19. Dr Joe Hays (Jay)
Professor of Leadership and Organisational Development
Institute of Management Technology
Dubai International Academic City (DIAC)
P.O. Box 345006
Dubai, United Arab Emirates
joe@imtdubai.ac.ae
Tel +971 4 4227244 (Professor Doctor Joe Hays) X118
Mob +971 (0) 529 303 805
jay.hays3
Institutional Webpage: http://www.imtdubai.ac.ae/dr-joe-martin-hays/
LinkedIn Page:
https://www.linkedin.com/in/jay-hays-743abb2b?trk=nav_responsive_tab_profile_pic
Leadership and Wisdom Site: http://jayhays.weebly.com/