Creative approaches to building capability for Executive MBA's in Knowledge Driven Performance. Overview of award winning course that leverages knowledge assets to build sustainable strategy in real organisations.

1. actKM14
Learning through knowledge creation
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and application for value
Our role as knowledge leaders is to open minds not fill them
Dr Arthur Shelley
27th October 2014
“Knowing is not enough; we must apply.
Willing is not enough; we must do.”
Wolfgang von Goethe (1749 – 1832)

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What are our aims?
• Challenge how we approach knowledge education
• Share why participation in learning interactions is
core to knowledge creation and innovation
• Explore the impact of interactive learning
activities on participation and engagement
• Discuss how collaborative engagement
generates options
• Enhance performance in your environments
through knowledge application and creative learning
“Learning is not the product of teaching.
Learning is the product of the activity of learners.” John Holt Educator
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3. Context: What do Knowledge
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Workers need to know?
• How to “read” the environment
– physical, social, political and behavioural
• How to “make sense” of
emergent complex situations
• How to ask questions that matter
• How to engage people in aligned
conversations that matter
• When and how to Ask WHY
– Say yes AND no in context
– How to leverage existing knowledge
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4. How do we help build these?
• Interact to learn (face to face & virtual)
• Combine workplace & learning environments
• Practice to model, discover patterns and reflect
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on impacts
• Challenge theory to understand
• Adapt to contexts
• Focus on Outcomes AND Outputs
for sustainable benefits, long term
• Engage learners in their world for them
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5. Conversations that Matter
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Start with Why?
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7. Knowledge Driven Performance
35 topics, 35 perspectives - one connected conversation
Tacit Knowledge
Innovation
EDRM
Cloud Computing
Reflective Practice
Taxonomy
Knowledge Models
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Interdependent Emergence
“Wiki Conversation”
Sustainability
Capability Development
Data Mining
Community of Practice
Mentoring
Knowledge
Leadership
Learning Organisation
Codification
Complex Adaptive Systems
Projects
Sense Making
Folksonomy
Decision Making
Ethics
Culture
Succession
Induction
Knowledge Transfer
Whistleblowing
Design Thinking
Mental models
Big Data
Action Learning
Knowledge Audit
Knowledge Mapping
Personal Knowledge
Metrics
Security
Explicit Knowledge
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8. Characteristics required to perform well (in context)
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Build Future Capability
• Knowledge
• Knowing, understanding, experience
what & when
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• Skills
• Doing, technical output
how & where
• Abilities/Attributes
• Being, behaviours, attitudes
Social outcomes, why & who
Development

9. Design for optimal learning outcomes
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Topic Introduction:
Pre-reading: Narrative &
Powerpoint Slides Initial overview in context
Video Extract and/or
Case study
Questions and share
perspectives on content
Facilitated Dialogue
(Class or teleconference online)
Facilitator Feedback
Assessment Activities
Reflections on use of concepts in
workplace
Blooms Hierarchy
(adapted)
Knowledge (remember)
Understand (comprehend)
Apply (do)
Analysis
(critique, sense)
Synthesis/Evaluation
Create (adapt, new context)
Ongoing enhanced performance
Life-long
Capability Development
DESIGN NOTE:
Reading and
reflecting
BEFORE class
interactions
significantly
enhances learning
and capabilities
Shelley 2014
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acknowledged. Permission of the author required for commercial use.

10. Scaffolded Learning Ladder
8. Collaboration
& Reflection
“Who, What,
How, Why”
7. Ownership,
K-Flow &
Structure
12. Knowledge
Leadership
11. Influence &
Implementation
10. Collective
Learning
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1. Sustainable
Strategy
“Why”
2. Knowledge
Theories
“How”
3. Complexity
Models
“When”
4. Interdependent
Conversations
5. Capabilities
& People
6. Governance
& Process
“Who, How, When”
9. Tools,
Efficiency,
Effectiveness
“What, How,
Where”
Build
Foundations
Apply
Design
Connect
Reflect
Prioritise
Decide, Engage
“Who, What, How, Where”
“Why, Who, What, How, When, Where”
Lead others to sustainable success

11. Creative Learning Drives
Innovation and Performance
Thinking “learning” finishes with “school” is like
suggesting parenting finishes with childbirth!
“If we knew what we were doing,
it wouldn’t be research would it”
Albert Einstein
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Lifelong learning has evolved into lifestyle learning

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Personal Profiles
Social = Interactive Collaboration
Personal information obscured
in this presentation for privacy
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acknowledged. Permission of the author required for commercial use.

13. Wiki social learning interactions
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Reflection Cycles
What have
we learnt?
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Shelley 2011

15. Leverage diverse perspectives
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Your view IS filtered by YOU!
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16. Systems Thinking & Design Thinking
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Synergistic Partners
Morris & Williams 2012
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Triggered Discussion Forums
to leverage diversity of perspective
How are power, networking
and advocacy applied in
different cultures?
Use the images on the left to
explain how a General Manager
of Western culture more or less
likely to share power with you
and other subordinates than their
equivalent from Eastern culture?
Image source:
http://www.yangliudesign.com/
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18. Case evaluation to explore options
Highly successful
NASA executives
share a set of
common behaviours.
Discuss how behaviours
can be categorised into
elements & summarised
up into 5 key themes.
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Source: Morris & Williams, 2012

19. Video to motivate and challenge
Professor Teresa Amabile (Harvard Business School)
“The Progress Principle”
Most motivational aspect – “Doing meaningful work”
Most disengaging aspect – Bosses not knowing what is meaningful!
http://www.youtube.com/watch?v=XD6N8bsjOEE
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20. Visualisation to stimulate ideas
Problem solving, reasoning
Hearing, Language
Speech, Feeling
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Personality
FRONTAL LOBE
TEMPORAL LOBE
Constructed from
Google Images

21. Humour: engage & trigger creativity
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In discussion forums
ask complex, emergent
questions with many
options, rather than give
defined answers...
Stimulate sense-making
to explore possibilities
and refine into priority
options to probe
opportunities to act…

22. KNOWledge SUCCESSion
• Future focused inclusive
strategic capability development
• Integrated approach for
innovation and risk mitigation
• Social learning in an open
constructive environment
• Interactive knowledge sharing
to stimulate “Conversations That
Matter” and trusted relationships
• Applicable to formal learning
environments and organisational
cultural development
Full book anticipated publication early 2015
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KNOWledge SUCCESSion:
An innovative strategy to achieve
optimal performance in
emergent complex environments
http://www.ikms.org/Globe-1ED/SitePages/KM%20and%20Organisational%20Roles.aspx

23. Leading Sustainable Outcomes
This AND that…
Us AND them…
You AND me…
ACTING IN CONTEXT
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You can't LISTEN with your mouth open
You can't LEARN with your mind closed
You can't LEAD without attention to BOTH
Creative, innovative learning environments
Social open interactions constructively challenging specific contexts…
leads to creative exploration of possibilities which…
generate new knowledge and sensemaking that…
provides richer insights …
stimulating innovation and growth…
enhancing performance and …
self perpetuating identity, trust and inclusiveness

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Reflection?
• Learning individuals collaborate to
stimulate learning organisations
and create new knowledge
• Knowledge creation aligned with
organisational goals, accelerates
innovation and engages people
• Sustained performance and
success are outcomes of leading
such an environment
• Approach applicable to workplaces
as much as education spaces
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25. I and the organisation have got some real benefits from the KDP unit…
… most importantly everyone is enjoying the interaction, so I know that
it will be a success for the long term.
I also learnt a great deal from reading all the students' posts and I'm in
deep admiration of some of the fine minds in this course.
Exec MBA, CEO SME (completed 11 courses)
I wanted to share that I have got a lot out of this semester. I've been
able to apply KM practice in the following ways…
I keep thinking about KM stuff all the time about how I can improve the
process, connectedness etc...
Exec MBA, National team leader medium business (completed half of the MBA)
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Participant Feedback
The genuine voice of quality assessment
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26. Overall Participant Engagement
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Group Assignment

27. Participant activity report
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Forum Engagement
Hits per user
Week of semester
Wiki
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Group Presentations

29. Comparing Approaches
Andragogy Pedagogy
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Learners are called “participants”
or “learners.”
Learners are called “students.”
Independent learning style. Dependent learning style.
Objectives are flexible. Objectives are predetermined and
inflexible
It is assumed that the learners
have experience to contribute.
It is assumed that the learners are
inexperienced and/or uninformed.
Active training methods are used. Passive training methods, such as
lecture, are used.
Learners influence timing & pace. Trainer controls timing and pace.
Participant involvement is vital. Participants contribute little to the
experience.
Learning is real-life problem-centered.
Learning is content-centered.
Participants are seen as primary
resources for ideas and examples.
Trainer is seen as the primary resource
who provides ideas and examples.
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30. Assumptions about adult learners
1. Self-concept: As a person matures their self-concept moves from one of
being a dependent personality toward one of being a self-directed human
being.
2. Experience: As a person matures he accumulates a growing reservoir of
experience that becomes an increasing resource for learning.
3. Readiness to learn. As a person matures his readiness to learn becomes
oriented increasingly to the developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective
changes from one of postponed application of knowledge to immediacy of
application, and accordingly his orientation toward learning shifts from one of
subject-centeredness to one of problem centredness.
5. Motivation to learn: As a person matures the motivation to learn is
internal
(Knowles 1984:12)
These assumptions should be highlighted in all workplaces
(learning contexts)
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31. Knowledge Initiatives & Strategy
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are Learning Projects
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References
Morris, LE & Williams, CR 2012, 'A behavioral framework for highly effective technical executives',
Team Performance Management, vol. 18, no. 3/4, pp. 210-30.
Schoemaker, PJ, Krupp, S & Howland, S 2013, 'Strategic Leadership: The Essential Skills', Harvard
Business Review, no. Jan-Feb, pp. 131-4.
Shelley, AW 2007 The Organizational Zoo, A survival guide to workplace behaviour. Aslan Publishing
Fairfield CT.
Shelley, AW 2009, Being a successful knowledge leader. North Sydney: Ark Group.
Shelley, AW 2011, Creative metaphor as a tool for stakeholder influence. In L. Bourne (Ed.), Advising
Upwards: A Framework for Understanding and Engaging Senior Management Stakeholders.
Aldershot, UK.: Gower Publishing Ltd.
Shelley, AW 2014, ‘Active learning innovations in knowledge management education generates higher
quality learning outcomes’. Journal of Entrepreneurship Management and Innovation, 10(1), 129-145.
Shelley, AW 2104, KNOWledge SUCCESSion. GLOBE 1(1) http://www.ikms.org/Globe-
1ED/SitePages/KM%20and%20Organisational%20Roles.aspx
Shelley AW Metaphorage Blog. Dialogues and insights into metaphor, behaviour and performance
http://www.organizationalzoo.com/blog/
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acknowledged. Permission of the author required for commercial use.

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Contact
Arthur Shelley
arthur@organizationalzoo.com
FREE behavioural profile
www.organizationalzoo.com/profiler
Insights into behaviours
www.organizationalzoo.com/blog
www.organizationalzoo.com/ZooTube
Consulting and mentoring
www.intelligentanswers.com.au
Ph +61 413 047 408
@Metaphorage
#OrgZoo
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acknowledged. Permission of the author required for commercial use.