Presentació del programa Compartim a la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology
Presentación del programa Compartim en la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Presentation of the program Compartim in 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Nova York, 10 d'octubre de 2008.
Avaluació participativa de les condicions i processos del treball dels tècnics. Seminari de Medi Obert de Justícia Juvenil
Centre d'Estudis Jurídics i Formació Especialitzada, 6 d'octubre de 2014
Taller Configuració d'entorns personals d'aprenentatge per a col·lectius professionals, a càrrec de Dolors Reig, que va tenir lloc al CEJFE el 22 de febrer de 2010.
Presentació del programa Compartim a la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology
Presentación del programa Compartim en la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Presentation of the program Compartim in 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Nova York, 10 d\'octubre de 2008.
Presentació del programa Compartim a la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology
Presentación del programa Compartim en la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Presentation of the program Compartim in 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Nova York, 10 d'octubre de 2008.
Avaluació participativa de les condicions i processos del treball dels tècnics. Seminari de Medi Obert de Justícia Juvenil
Centre d'Estudis Jurídics i Formació Especialitzada, 6 d'octubre de 2014
Taller Configuració d'entorns personals d'aprenentatge per a col·lectius professionals, a càrrec de Dolors Reig, que va tenir lloc al CEJFE el 22 de febrer de 2010.
Presentació del programa Compartim a la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology
Presentación del programa Compartim en la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Presentation of the program Compartim in 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Nova York, 10 d\'octubre de 2008.
Presentació del programa Compartim a la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology
Presentación del programa Compartim en la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Presentation of the program Compartim in 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Nova York, 10 d'octubre de 2008.
- 1 - Ivey Business Journal JanuaryFebruary 2004Debate a.docxgertrudebellgrove
- 1 - Ivey Business Journal January/February 2004
Debate about the utility of knowledge
management continues today. This author, a
recognized authority on the discipline, suggests
that as long as we adopt a good model for
managing knowledge, in this case, a doughnut,
its practice can give a company a decided
advantage.
By Etienne Wenger
Etienne Wenger is a consultant and researcher,
and the co-author of (with R. McDermott and W.
Snyder) Cultivating communities of practice: a
guide to managing knowledge. (Harvard Business
School Press, 2002).
The term "knowledge management" has had its
detractors. Some people have even claimed that it is an
oxymoron: when it comes to knowledge, they say, the
term management does not even apply. Others have
criticized the IT focus that the term suggests. Yet the
term also makes sense. If knowledge is a strategic asset,
then it has to be managed like any critical organizational
asset. It is too important to be left to chance.
In order to define itself, the field has spent a lot of
time trying to define knowledge. It has been important
to insist that knowledge is different from more
traditional organizational assets-and in particular,
different from mere information-which organizations
have learned to manage. This may have been a useful
exercise, but intuitively, everybody knows what
knowledge is. When you have it, you are likely to
understand situations and do the right thing; when you
don't, you are in trouble. More recently, the field has
come to realize the importance of "communities of
practice" as the social fabric of knowledge. Scientific
knowledge, for instance, is really the property of
Knowledge management as a doughnut:
Shaping your knowledge strategy through
communities of practice
communities, which decide what counts as relevant facts
and acceptable explanations of these facts. Knowing is
not merely an individual experience, but one of
exchanging and contributing to the knowledge of a
community. Knowledge from this perspective is what
our human communities have accumulated over time
to understand the world and act effectively in it.
The management side of the term "knowledge
management" has been less of a topic of discussion.
Yet I believe that it is as productive a term to investigate.
If by "manage" we mean to care for, grow, steward,
make more useful, then the term knowledge
management is rather apt. What form does such
management take? And who should be doing it? In this
article, I will argue that when it comes to knowledge,
management is a doughnut. This doughnut is illustrated
in Figure 1. And noting that the center of the doughnut
is empty, I will argue that knowledge management is
primarily the business of those who actually make the
dough -- the practitioners.
Some principles of knowledge management
Knowledge management requires the proper
organizational context. You need to have processes in
place to coordinate the management of knowledge and
integrate it into business process ...
- 1 - Ivey Business Journal JanuaryFebruary 2004Debate a.docxadkinspaige22
- 1 - Ivey Business Journal January/February 2004
Debate about the utility of knowledge
management continues today. This author, a
recognized authority on the discipline, suggests
that as long as we adopt a good model for
managing knowledge, in this case, a doughnut,
its practice can give a company a decided
advantage.
By Etienne Wenger
Etienne Wenger is a consultant and researcher,
and the co-author of (with R. McDermott and W.
Snyder) Cultivating communities of practice: a
guide to managing knowledge. (Harvard Business
School Press, 2002).
The term "knowledge management" has had its
detractors. Some people have even claimed that it is an
oxymoron: when it comes to knowledge, they say, the
term management does not even apply. Others have
criticized the IT focus that the term suggests. Yet the
term also makes sense. If knowledge is a strategic asset,
then it has to be managed like any critical organizational
asset. It is too important to be left to chance.
In order to define itself, the field has spent a lot of
time trying to define knowledge. It has been important
to insist that knowledge is different from more
traditional organizational assets-and in particular,
different from mere information-which organizations
have learned to manage. This may have been a useful
exercise, but intuitively, everybody knows what
knowledge is. When you have it, you are likely to
understand situations and do the right thing; when you
don't, you are in trouble. More recently, the field has
come to realize the importance of "communities of
practice" as the social fabric of knowledge. Scientific
knowledge, for instance, is really the property of
Knowledge management as a doughnut:
Shaping your knowledge strategy through
communities of practice
communities, which decide what counts as relevant facts
and acceptable explanations of these facts. Knowing is
not merely an individual experience, but one of
exchanging and contributing to the knowledge of a
community. Knowledge from this perspective is what
our human communities have accumulated over time
to understand the world and act effectively in it.
The management side of the term "knowledge
management" has been less of a topic of discussion.
Yet I believe that it is as productive a term to investigate.
If by "manage" we mean to care for, grow, steward,
make more useful, then the term knowledge
management is rather apt. What form does such
management take? And who should be doing it? In this
article, I will argue that when it comes to knowledge,
management is a doughnut. This doughnut is illustrated
in Figure 1. And noting that the center of the doughnut
is empty, I will argue that knowledge management is
primarily the business of those who actually make the
dough -- the practitioners.
Some principles of knowledge management
Knowledge management requires the proper
organizational context. You need to have processes in
place to coordinate the management of knowledge and
integrate it into business process.
Applying TQM in Social Projects -Children rights and youth participation as t...InterMedia Consulting
Is it possible to deliver a “Toyota-type” social service?
That is the question that led us to start a research on TQM, lean production methods and children participation. This article is the first article draft, intended to be a “provocative” piece of information that gathers without any kind of scientific design, data from different sources.
Finding The Voice of A Virtual Community of PracticeConnie White
Critical components for a successful Community of Practice (CoP) are that: 1) the community members have a space where their voice can be heard and that, (2) the proper technology is given to them to aid in this effort. We describe a Dynamic Delphi system under development which interprets the group’s voice in the creation of information during the initial start up phases when cultivating a CoP. Community members’ alternatives are explored, justified and debated over periods of time, and best reflect the group’s opinion at any moment in time where collective intelligence will be created from the interactions amongst group members. The system could handle a wide variety of types of decisions reflecting the diversity of goals given a CoP including emergency response actions, prediction markets, lobbying efforts, any sort of problem solving, making investment suggestions, etc. Pilot studies indicate that the group creates a greater number of better ideas. Ongoing studies are described, including applications to emergency management planning and response. They demonstrate that implementing a Dynamic Delphi system will prove conducive for building the initial repertoire of ideas, rules, policies or any other aspect of the community’s ‘voice’ that should be heard, in such a way that the individual voices are juxtaposed in harmony to create a single song.
Pay Essay. Ecole primaire publique Centre FISMESbdg8266a
Best Service to Pay for your Essay. Pay For Essay Online Affordable Prices amp; 24/7 Support - EssayVikings.com. How To Get Paid To Write Essays As An Online Essay Writer. Best Experience to Pay for Papers. Pay essay writing - College Homework Help and Online Tutoring.. Pay for Essay Online Written by Experts - Write On Deadline. Why Teachers Should be Paid More Essay Example StudyHippo.com. pay for essay review Guides And Reports. Pay For Essay - Quality Custom Writers. Pay essay - College Homework Help and Online Tutoring.. How to Get Paid to Write Essays and Term Papers Online - eMoneyIndeed. Pay essay writing - 24/7 Homework Help.. 018 Essay Example Pay Someone To Write My Thatsnotus. Why do students pay for essay writing service. Pay for essay writing in ireland Visual.ly. Review: Pay For Essay UK Closed UK Top Writers. Pay For A Paper. Pay Someone to Write My Research Paper. Paid Essay Writing - programintel. How to Pay For Essay Best Writers Online? - Musttor.com. Write Personal Essays and Get Paid: 16 Markets for Freelancers - Make a .... Pay for essay - College Homework Help and Online Tutoring.. Essay Pay Write, Pay someone to write an essay. I will pay for essay writing. PayPal is the faster, safer way to send .... dentrodabiblia: essay pay. Ecole primaire publique Centre FISMES. Pay for essay. Do My Homework.. Should College Athletes be Paid Essay Essay Example GraduateWay. College Essay Format: Simple Steps to Be Followed. Paid essay writers - The Oscillation Band. Critical essay: Essay pay. Pay write essay - College Homework Help and Online Tutoring.. Paid essay writers besthelpgetessay services. Paid essay writing service - College Homework Help and Online Tutoring. Pay Essay Pay Essay. Ecole primaire publique Centre FISMES
A Comprehensive Model of Organizational LearningAriful Saimon
Banking & Insurance
Assignment on: A Comprehensive Model of Organizational Learning
Submitted to
Lecture: Ms.Tasmia Tahlil
Department of Finance
Faculty of Business Administration
Premier University, Chittagong.
Group: B
Prepared By:
.
Md. Ariful Islam Saimon Chy
1022114412
Knowledge communication competency- ResumeRusi Marinov
Areas of communication competence:
Organizational communication;
Networks communication;
Public speech;
Technical writing;
Television production;
Web productions;
Generating ideas and shearing knowledge
Competences for democratic culture - Living together as equals in culturally ...Council of Europe (CoE)
Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe.
Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum.
The Council of Europe has produced a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies.
This brochure contains the executive summary of Competences for Democratic Culture for quick and easy reference. The full text is available in Council of Europe publication ISBN 978-92-871-8237-1.
Project Cycle and Causal Hypothesis _ Theory of Change.pptxGeorgeKabongah2
The project life cycle is the order of processes and phases used in delivering projects. It describes the high-level workflow of delivering a project and the steps you take to make things happen.
Aquesta recerca se centra en l’àmbit de la justícia juvenil, i s'hi analitzen els perfils dels infractors i el de les víctimes de delictes d’odi i discriminació. S’estudien els fets denunciats entre l’any 2014 i 2017 en els quals estaven implicats menors d’edat. S'hi fa un retrat tant de les característiques de l’infractor com les de la víctima.
Recerca presentada en el marc de la sessió d'investigació titulada "Delictes d'odi i discriminació: agressors i víctimes".
S'hi presenta un recull exhaustiu d’agrupacions que tenen l’ús de la violència com un dels trets propis que els identifica. L’estudi recull moltes dades externes i internes de cada grup violent, des de la ideologia que les impregna fins a les formes de vestir, les simbologies, els llenguatges, la música, etc. Recerca presentada en el marc de la sessió d'investigació titulada "Delictes d'odi i discriminació: agressors i víctimes". S'hi presenta un recull exhaustiu d'agrupacions que es caracteritzen per usar la violència i es donen dades externes i internes per reconèixer-les i entendre'n el funcionament.
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- 1 - Ivey Business Journal JanuaryFebruary 2004Debate a.docxgertrudebellgrove
- 1 - Ivey Business Journal January/February 2004
Debate about the utility of knowledge
management continues today. This author, a
recognized authority on the discipline, suggests
that as long as we adopt a good model for
managing knowledge, in this case, a doughnut,
its practice can give a company a decided
advantage.
By Etienne Wenger
Etienne Wenger is a consultant and researcher,
and the co-author of (with R. McDermott and W.
Snyder) Cultivating communities of practice: a
guide to managing knowledge. (Harvard Business
School Press, 2002).
The term "knowledge management" has had its
detractors. Some people have even claimed that it is an
oxymoron: when it comes to knowledge, they say, the
term management does not even apply. Others have
criticized the IT focus that the term suggests. Yet the
term also makes sense. If knowledge is a strategic asset,
then it has to be managed like any critical organizational
asset. It is too important to be left to chance.
In order to define itself, the field has spent a lot of
time trying to define knowledge. It has been important
to insist that knowledge is different from more
traditional organizational assets-and in particular,
different from mere information-which organizations
have learned to manage. This may have been a useful
exercise, but intuitively, everybody knows what
knowledge is. When you have it, you are likely to
understand situations and do the right thing; when you
don't, you are in trouble. More recently, the field has
come to realize the importance of "communities of
practice" as the social fabric of knowledge. Scientific
knowledge, for instance, is really the property of
Knowledge management as a doughnut:
Shaping your knowledge strategy through
communities of practice
communities, which decide what counts as relevant facts
and acceptable explanations of these facts. Knowing is
not merely an individual experience, but one of
exchanging and contributing to the knowledge of a
community. Knowledge from this perspective is what
our human communities have accumulated over time
to understand the world and act effectively in it.
The management side of the term "knowledge
management" has been less of a topic of discussion.
Yet I believe that it is as productive a term to investigate.
If by "manage" we mean to care for, grow, steward,
make more useful, then the term knowledge
management is rather apt. What form does such
management take? And who should be doing it? In this
article, I will argue that when it comes to knowledge,
management is a doughnut. This doughnut is illustrated
in Figure 1. And noting that the center of the doughnut
is empty, I will argue that knowledge management is
primarily the business of those who actually make the
dough -- the practitioners.
Some principles of knowledge management
Knowledge management requires the proper
organizational context. You need to have processes in
place to coordinate the management of knowledge and
integrate it into business process ...
- 1 - Ivey Business Journal JanuaryFebruary 2004Debate a.docxadkinspaige22
- 1 - Ivey Business Journal January/February 2004
Debate about the utility of knowledge
management continues today. This author, a
recognized authority on the discipline, suggests
that as long as we adopt a good model for
managing knowledge, in this case, a doughnut,
its practice can give a company a decided
advantage.
By Etienne Wenger
Etienne Wenger is a consultant and researcher,
and the co-author of (with R. McDermott and W.
Snyder) Cultivating communities of practice: a
guide to managing knowledge. (Harvard Business
School Press, 2002).
The term "knowledge management" has had its
detractors. Some people have even claimed that it is an
oxymoron: when it comes to knowledge, they say, the
term management does not even apply. Others have
criticized the IT focus that the term suggests. Yet the
term also makes sense. If knowledge is a strategic asset,
then it has to be managed like any critical organizational
asset. It is too important to be left to chance.
In order to define itself, the field has spent a lot of
time trying to define knowledge. It has been important
to insist that knowledge is different from more
traditional organizational assets-and in particular,
different from mere information-which organizations
have learned to manage. This may have been a useful
exercise, but intuitively, everybody knows what
knowledge is. When you have it, you are likely to
understand situations and do the right thing; when you
don't, you are in trouble. More recently, the field has
come to realize the importance of "communities of
practice" as the social fabric of knowledge. Scientific
knowledge, for instance, is really the property of
Knowledge management as a doughnut:
Shaping your knowledge strategy through
communities of practice
communities, which decide what counts as relevant facts
and acceptable explanations of these facts. Knowing is
not merely an individual experience, but one of
exchanging and contributing to the knowledge of a
community. Knowledge from this perspective is what
our human communities have accumulated over time
to understand the world and act effectively in it.
The management side of the term "knowledge
management" has been less of a topic of discussion.
Yet I believe that it is as productive a term to investigate.
If by "manage" we mean to care for, grow, steward,
make more useful, then the term knowledge
management is rather apt. What form does such
management take? And who should be doing it? In this
article, I will argue that when it comes to knowledge,
management is a doughnut. This doughnut is illustrated
in Figure 1. And noting that the center of the doughnut
is empty, I will argue that knowledge management is
primarily the business of those who actually make the
dough -- the practitioners.
Some principles of knowledge management
Knowledge management requires the proper
organizational context. You need to have processes in
place to coordinate the management of knowledge and
integrate it into business process.
Applying TQM in Social Projects -Children rights and youth participation as t...InterMedia Consulting
Is it possible to deliver a “Toyota-type” social service?
That is the question that led us to start a research on TQM, lean production methods and children participation. This article is the first article draft, intended to be a “provocative” piece of information that gathers without any kind of scientific design, data from different sources.
Finding The Voice of A Virtual Community of PracticeConnie White
Critical components for a successful Community of Practice (CoP) are that: 1) the community members have a space where their voice can be heard and that, (2) the proper technology is given to them to aid in this effort. We describe a Dynamic Delphi system under development which interprets the group’s voice in the creation of information during the initial start up phases when cultivating a CoP. Community members’ alternatives are explored, justified and debated over periods of time, and best reflect the group’s opinion at any moment in time where collective intelligence will be created from the interactions amongst group members. The system could handle a wide variety of types of decisions reflecting the diversity of goals given a CoP including emergency response actions, prediction markets, lobbying efforts, any sort of problem solving, making investment suggestions, etc. Pilot studies indicate that the group creates a greater number of better ideas. Ongoing studies are described, including applications to emergency management planning and response. They demonstrate that implementing a Dynamic Delphi system will prove conducive for building the initial repertoire of ideas, rules, policies or any other aspect of the community’s ‘voice’ that should be heard, in such a way that the individual voices are juxtaposed in harmony to create a single song.
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Best Service to Pay for your Essay. Pay For Essay Online Affordable Prices amp; 24/7 Support - EssayVikings.com. How To Get Paid To Write Essays As An Online Essay Writer. Best Experience to Pay for Papers. Pay essay writing - College Homework Help and Online Tutoring.. Pay for Essay Online Written by Experts - Write On Deadline. Why Teachers Should be Paid More Essay Example StudyHippo.com. pay for essay review Guides And Reports. Pay For Essay - Quality Custom Writers. Pay essay - College Homework Help and Online Tutoring.. How to Get Paid to Write Essays and Term Papers Online - eMoneyIndeed. Pay essay writing - 24/7 Homework Help.. 018 Essay Example Pay Someone To Write My Thatsnotus. Why do students pay for essay writing service. Pay for essay writing in ireland Visual.ly. Review: Pay For Essay UK Closed UK Top Writers. Pay For A Paper. Pay Someone to Write My Research Paper. Paid Essay Writing - programintel. How to Pay For Essay Best Writers Online? - Musttor.com. Write Personal Essays and Get Paid: 16 Markets for Freelancers - Make a .... Pay for essay - College Homework Help and Online Tutoring.. Essay Pay Write, Pay someone to write an essay. I will pay for essay writing. PayPal is the faster, safer way to send .... dentrodabiblia: essay pay. Ecole primaire publique Centre FISMES. Pay for essay. Do My Homework.. Should College Athletes be Paid Essay Essay Example GraduateWay. College Essay Format: Simple Steps to Be Followed. Paid essay writers - The Oscillation Band. Critical essay: Essay pay. Pay write essay - College Homework Help and Online Tutoring.. Paid essay writers besthelpgetessay services. Paid essay writing service - College Homework Help and Online Tutoring. Pay Essay Pay Essay. Ecole primaire publique Centre FISMES
A Comprehensive Model of Organizational LearningAriful Saimon
Banking & Insurance
Assignment on: A Comprehensive Model of Organizational Learning
Submitted to
Lecture: Ms.Tasmia Tahlil
Department of Finance
Faculty of Business Administration
Premier University, Chittagong.
Group: B
Prepared By:
.
Md. Ariful Islam Saimon Chy
1022114412
Knowledge communication competency- ResumeRusi Marinov
Areas of communication competence:
Organizational communication;
Networks communication;
Public speech;
Technical writing;
Television production;
Web productions;
Generating ideas and shearing knowledge
Competences for democratic culture - Living together as equals in culturally ...Council of Europe (CoE)
Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe.
Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum.
The Council of Europe has produced a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies.
This brochure contains the executive summary of Competences for Democratic Culture for quick and easy reference. The full text is available in Council of Europe publication ISBN 978-92-871-8237-1.
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Aquesta recerca se centra en l’àmbit de la justícia juvenil, i s'hi analitzen els perfils dels infractors i el de les víctimes de delictes d’odi i discriminació. S’estudien els fets denunciats entre l’any 2014 i 2017 en els quals estaven implicats menors d’edat. S'hi fa un retrat tant de les característiques de l’infractor com les de la víctima.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Survey of Techniques for Maximizing LLM Performance.pptx
Presentació "Success Factors of Communities of Practice in Public Administration: the Case of Catalonia’s Government"
1. Success Factors of Communities of Practice in Public Administration: the Case of Catalonia’s
Government
Dr. Mario Pérez-Montoro1, Jesús Martínez2
1
Department of Information Science, University of Barcelona, Spain
2
Center for Legal Studies and Specialist Training, Justice Department, Generalitat, Government of
Catalonia
perez-montoro@ub.edu
jmm@gencat.net
Abstract: Over the last three years a Knowledge Management project has been implemented in the
area of Justice Administration in the government of Catalonia (Generalitat de Catalunya). From the
outset, this project has been organised around one of the methodological tools most widely used in
these types of initiatives: communities of practice. As has occurred in many similar experiences, the
introduction, the smooth running and even the very survival of these communities of practice has
come up against a number of cultural, technological and organisational barriers endemic to public
administration. Based on a detailed analysis of this project, this paper aims to identify and make
inferences about the conditions which need to be taken into account to guarantee the success of
communities as a methodological strategy in Knowledge Management when applied to the field of
public administration. The main results produced by this study are focused on four different areas.
Firstly, on the one hand, a checklist has been designed which allows rapid identification, within the
different types of public institutions, of those entities where the professional or working groups are
found that can bring together more guarantees of success in the formation of stable and productive
communities of practice. Secondly, a model has been drawn from this work that aims to depict the
standard life cycle which communities of practice go through in the area of public administration.
Thirdly, for each of these phases that constitutes the life cycle model a series of indicators has been
identified (grouped into three broad categories: use, impact and quality) which allow us to classify
specific communities of practice within this development model. Fourth and lastly, critical success
factors have been identified which can guarantee the smooth running and survival of the communities
of practice in the field of public administration.
Keywords: Communities of practice, Knowledge Management, Public Administration, Knowledge
Creation and Sharing, Collaborative Environments, Knowledge Technologies, Information
Management.
1. Introduction
In the information and knowledge society, organisations, especially public ones, are depositories of
large quantities of information and knowledge which is underused. The organisational structures, as
well as the pre-established organisational culture, do not enable knowledge to be properly
disseminated throughout the organisation and be effectively exploited to formulate public policy and
decisions. Many of the shortcomings of public management derive from the lack of spaces for the
sharing of information and practices, and which encourage collaborative work. Improving this situation
requires the introduction of innovations in the way we organise public administration.
With this in mind, over the last three years a Knowledge Management project is being implemented in
the area of Justice Administration in the government of Catalonia (Generalitat de Catalunya). The
project involves 14 communities of practice, 27 working groups and more than 2000 people.
From the outset, this project has been organised around one of the methodological tools most widely
used in these types of initiatives: communities of practice (CoP). As has occurred in many similar
experiences, the introduction, the smooth running and even the very survival of these communities of
practice has come up against a number of cultural, technological and organisational barriers endemic
to public administration. Based on a detailed analysis of this project, this paper aims to identify and
make inferences about the conditions which need to be taken into account to guarantee the success
of communities as a methodological strategy in Knowledge Management when applied to the field of
public administration. The main results produced by this study are focused on four different areas.
Firstly, on the one hand, a checklist has been designed which allows rapid identification, within the
different types of public institutions, of those entities where the professional or working groups are
found that can bring together more guarantees of success in the formation of stable and productive
communities of practice. Secondly, a model has been drawn from this work that aims to depict the
standard life cycle which communities of practice go through in the area of public administration.
1
2. Thirdly, for each of these phases that constitutes the life cycle model a series of indicators has been
identified (grouped into three broad categories: use, impact and quality) which allow us to classify
specific communities of practice within this development model. Fourth and lastly, critical success
factors have been identified which can guarantee the smooth running and survival of the communities
of practice in the field of public administration.
2. Communities of Practice in Public Administration
In specialist literature, public administration is usually characterised as a range of organisations which
are very similar and homogenous in their structure and operation, but in practice the reality of the
groups and sub groups comprising it is much more complex. This complexity is so acute that within
what we know as public administration there are different organisational structures than condition and
influence, on the basis of their own characteristics, the achievement of their own objectives.
Based on the experience of setting up communities of practice, presented herein, it was possible to
design a model making it possible to rapidly distinguish from among the different types of public
organizations those units including professional or working groups having more guarantee of success,
in order to create stable and productive communities of practice. In this context, the term
“Communities of Practice” refers to groups of people that form to share what they know, to learn from
one another regarding some aspects of their work and to provide a sociocultural context for that work.
This particular model provides a multi faceted classification of units capable of hosting these CoP.
This classification is, in turn, formed by the addition of various classifications or facets. Specifically,
these classifications or facets are the following: the size and specialisation of the professional
grouping, the level of obsolescence of the professional knowledge being managed, the level of
organisational hierarchies and level of involvement of information technologies and communication in
carrying out work. Each of these classifications or facets parallels the others and is at the same
semantic level. Each unit is classified by the entirety of these classifications or facets.
Classification deriving from the size and specialisation of the professional grouping is highly
significant. There is a high level of job specialisation within public administrations. This specification
affects most professional groupings. In the last instance, the size of the professional group affects its
level of specialisation and the level of demand for its services. In our experience in the setting up of
communities of practice, we have to distinguish between professional groups of less than 100 (small),
professional groups of more than 100 professionals (large), and we hypothesise that the smallest
professional groups will tend to be more productive and more easily establish communities of
practice.
Table 1: Classified professional groupings
Need for constant Non Small size professional Direct link with ICTs to
innovation and hierarchical grouping carry out work
knowledge structure
Psychologists x x x
Legal experts x x
Professors x
Art instructors x x
Prison educators
Youth Justice x x
Professionals
Youth Justice Mediators x x
Youth Justice Educators
Youth Justice legal x x x
advisors
Legal librarians x x x x
Legal registrars x x x x
Language teachers x x
Classification deriving from the level of obsolescence of professional knowledge is based on the need
for rapid updating of the knowledge managed by the professional grouping, due to its high
obsolescence level. In our case, it is psychologists and jurists in the penal sector or legal advisors
which are examples of professional groups which require their knowledge to be permanently updated
if they are to carry out their work. At the other end of the scale are professional groupings that do not
require constant updating of knowledge to carry out their work. Of note among these are, for example,
art instructors or social workers.
3. Classification deriving from the level of organisational hierarchy is based on the disjunction existing
between hierarchical organisational structures and non hierarchical (flat) structures with greater
autonomy. One of the variables that best identifies the Administration is the existence of professional
groups with highly pronounced hierarchical structures and a low level of autonomy (such as, for
example, prison officers or policemen) compared with other groupings, such as professors or
librarians, where there is less of a hierarchy, and they have greater autonomy in the execution of the
work.
Finally, we can see classification deriving from the level of involvement of information and
communication technologies (ICTs). One of the distinctive elements of modern public administration
resides in the level of involvement of ICT in carrying out work. Beyond the usual computer tools,
which are necessary for all professional groupings, there are specialist jobs that cannot be carried out
without specific computer applications. This is the case, for example, with librarians and legal
registrars. On the other hand, other groupings can carry out their work without needing them, such as,
for example, educators or social workers.
Table 1 presents combinations of these four classifications, with the professional groupings in which
communities of practice have been set up. It can be seen that the combinations cover all possibilities:
from professional groupings that meet the four ideal conditions (registrars) to groupings that meet very
few of these conditions (professors).
3. Life cycle of communities of practice
Communities of practice (CoP) have become one of the methodologies most successfully
implemented to develop knowledge management projects in organisations.
However, the concept of CoP has come a long way since it was developed in the 90s. It was E.
Wegner (1998, 2003) the most influential author who inspired a specific methodological way of
working that is today to be found in most applied experiences. Later, the mass use of technology lead
to a change in previous approaches, enabling new configuration methods and expanding their scope,
breaking down previously solid barriers such as time and space. Certainly, exploitation of technology
has multiplied expectations as to the benefits that can be gleaned from communities as a tool for
productivity and learning.
In any event, and although expectations are high, communities of practice do not always take root in
the same way within an organisation. Some do so with notable success while others, unfortunately,
disappear without meeting most of their initial expectations.
Table 2: Development of a community of practice within the context of public administration
First Stage Proto-Community - Group of enthusiastic people
of Practice - No action for knowledge transfer
Second Stage Developing Community - Genuine Community of Practice
of Practice - Actions for knowledge transfer
- Exchanges of information normally presence based and do
not correspond to a pre-fixed schedule
Third Stage Consolidated Community - Leader or moderator with a range of responsibilities
of Practice - Members with role in discussions and a shared schedule of
presence based meetings
- Computer system for discussions and exchanges through
virtual strategies
Fourth Stage Mature Community - Community highly consolidated, invisible and integrated into
of Practice the day to day processes
- Organization acts as a large community of practice
- Community of practice becomes an important part of the
organization’s DNA
If we concentrate our focus on the first group of CoP, which worked, it is possible to draw certain
conclusions in respect of the behaviour and evolution of same within public organisations.
Specifically, on the basis of our experience and research, it is possible to extract a model which seeks
4. to presents the standard life cycle of communities of practice within the context of public
administration. This is a pattern of evolution, more or less general, which tends to exemplify CoPs in
this special type of context.
According to this model, the natural and standard development of a community of practice within the
context of public administration follows these stages: it starts out by identifying itself as a nascent or
seed community, then it becomes a developing community, then it enters a consolidation phase and,
finally, becomes a mature community of practice (table 2 and 3).
Strictly speaking, in the first stage, when it is a nascent or seed community of practice, it is hard to
consider this group of persons as a genuine community of practice. They are rather a proto-
community of practice. They are a grouping of enthusiastic people concerned by the problems that
arise in their work on a day to day basis, and seek to find responses in the habits of their own
colleagues, but do not take any hard action for this knowledge to be transferred between them. They
do not act in this respect, but in their attitude can be found the seed that will later become a
community of practice.
This group of persons, supported by a series of specific cultural and organisational factors, pass to
the second stage, forming a developing community of practice. At this moment we can start talking
about a genuine CoP. In this second stage the range of people making up this community begin to act
as a group and start sharing problems and solutions deriving from their own day to day habits. In this
stage, we start seeing the elevation of a leader or internal monitor who leads the discussions tabled
between them, but exchanges of information are normally presence based and do not correspond to a
pre-fixed schedule.
Once this group of people begins to obtain and apply in their day to day habits the benefits of the
knowledge they have obtained from their participation in the group, as well as receiving adequate
institutional support, they enter into the third phase, which we can call a consolidated community of
practice. In this third phase, the leader or moderator is clearly assigned a range of responsibilities, the
members have assumed the role they are to play in discussions, they have a shared schedule of
presence based meetings and, also, they have an adequate computer system so they can continue
their discussions and exchanges through virtual strategies. In this phase, the obtention of results and
the quality of same significantly strengthen the proper functioning of the community and, in turn, they
act as a clear factor of organisational cohesion.
Table 3: Professional groupings in Community of Practice’s stages
Proto-Community Developing Consolidated Community Mature
of Practice Community of of Practice Community of
Practice Practice
Psychologists x
Legal experts x
Professors x
Art instructors x
Prison educators x
Youth Justice Professionals x
Youth Justice Mediators x
Youth Justice Educators x
Youth Justice legal advisors x
Legal librarians x
Legal registrars x
Language teachers x
The final stage that normally typifies CoPs in the context of public administration is maturity. In the
same way as nascent or seed communities or practice, strictly speaking a mature community of
practice cannot be considered a genuine community of practice. In this last stage, the community
itself, being highly consolidated, becomes invisible and integrates into the day to day processes of the
administration. We are now no longer faced with a disincorporated and referenced group of people
who discuss and create knowledge products, to then return to being a community having a concrete
form, rather in this phase it is the organisation itself that acts as a large community of practice and, in
the day to day development of its processes it naturally integrates the strategies derived from
communities of practice. To put it one way, the community of practice is no longer an internal group of
reference in the organisation, but has diluted and become an important part of the DNA of the
organisation itself.
5. 4. Indicators for the classification of communities
As we have just seen, there is a model which seeks to look at the standard life cycle of most
successful communities of practice in the context of public administration.
Along the same lines, for each stage making up this life cycle of communities, it is possible to identify
a range of characteristics and indicators that enable us to visualise and identify the evolutionary stage
of a specific community of practice within this model of the development of four stages. These
characteristics or indicators focus on the following aspects: characteristics of the professional
grouping, collaborative work process and production of knowledge, institutional facilitators and
external support elements.
Let’s begin by characterising the first of these evolutionary stages: the phase of being a nascent or
seed community of practice. On the one hand, the main characteristics that define the professional
grouping are a high level of institutional commitment among its members, a concern for the problems
that arise on a daily basis in respect of their work, and the prior existence of proposals for innovation
and improvement made to governing bodies. On the other hand, in respect of the collaborative work
process and production of knowledge, it is important to highlight the value placed on collaborative
work, a desire to find responses in the habits of their own colleagues, but a lack of coordination so
that this exchange of knowledge can occur between them, and an absence of collective production of
knowledge. Within the scope of institutional facilitators, these are characterised mainly by an absence
of workplace or institutional conflict. Finally, in terms of external support elements we should highlight
the lack of a leader or moderator who can articulate the whole process of creation and dissemination
of collective knowledge.
Let's now move on to the second stage: the developing practice community. On the one hand, the
main characteristics that define the professional grouping are still a high level of institutional
commitment among its members, a concern for the problems that arise on a daily basis in respect of
their work, and the prior existence of proposals for innovation and improvement made to governing
bodies. To these characteristics should be added an adequate level (greater than 15% of the total
professional grouping) of members directly involved in the CoPs. On the other hand, in respect of the
collaborative work process and production of knowledge, it is important to highlight the value placed
on collaborative work, a desire to find responses in the habits of their own colleagues, and
coordination so that this exchange of knowledge can occur between them, and nascent production
and dissemination of collective knowledge. Within the scope of institutional facilitators, these are also
characterised by an absence of workplace or institutional conflict, but, also, by having a formalised
and internal incentives policy and by the holding of knowledge exchange meetings, usually presence
based and not corresponding to a pre-established schedule. Finally, in terms of external support
elements we should highlight the existence of a leader or moderator who can articulate the whole
process of creation and dissemination of collective knowledge.
In the third phase, that of the consolidated community of practice, there are several changes in
respect of certain indicators. On the one hand, the main characteristics that define a professional
group are basically the same as those that define a community of practice under construction. On the
other hand, in terms of the collaborative work process and the production of knowledge, the most
notable changes focus on a consolidation of the production and dissemination to the professional
grouping of the knowledge products created, and the application of the knowledge to the organisation.
Within the scope of institutional facilitators, progress focuses on the provision of a formalised
incentives policy distributed throughout the entire organisation, the holding of presence based
meetings for the exchange of knowledge, according to a pre-established schedule, and the provision
of a virtual environment to facilitate the creation and dissemination of collective knowledge. Finally, in
terms of external support elements we should highlight the existence of a leader or moderator who
can articulate the whole process of creation and dissemination of collective knowledge, and the
presence of an external facilitator within CoPs. This facilitator can act either as a methodological
expert and group leader or as an expert in the actual topic on which the community of practice is
working.
Finally, in the mature phase, the community of practice has characteristics which are extremely similar
to those found in the consolidation phase. The main difference in this final stage is that factors related
to the professional grouping, the collaborative work process and production of knowledge, institutional
facilitators and external support elements are all integrated, as a matter of course, within the culture
and operating processes managed by the organisation itself.
6. 5. Success Factors
Contrary to first impressions, communities of practice do not usually function better and become a
good strategy for the creation and dissemination of knowledge when they are developed at the
margins of any type of organisational intervention into same.
Our research has enabled us to conclude that, in a very special way, in the context of public
administration, it is necessary to take a range of organisational decisions and actions to be able to
guarantee the proper running and survival of communities of practice in this type of organisational
context. These organisational decisions and actions are factors of success in designing and
implementing an adequate network of communities in a public organisation.
To present these factors of success, we will group them into two main categories: reactive (or pull)
factors of success and proactive (or push) factors of success. Reactive (pull) factors of success are
organisational decisions and interventions not implemented within the CoP, but aimed at
accompanying it and supporting the proper development and operation of CoP. Proactive factors of
success (push) are, on the other hand, organisational decisions and actions implemented within the
CoP and designed to encourage the proper development and operation of the community of practice.
Let’s begin by presenting the reactive (pull) factors of success that we can extract from our analysis.
Among this special type of factors of success, we should highlight the following. Firstly, it is important
to encourage the setting up of a CoP only in those situations where there was previously a grouping
of enthusiasts in terms of the community project, and that within this grouping there is a culture of
sharing and exchange, and, above all, that there is no type of workplace conflict, present or future.
This latter condition is one of the most important factors in support of the adequate development of
the community. And, secondly, on the other hand, there need to be certain institutional commitments
in support of the correct evolution of the community itself. Among these, as well as providing the CoP
with internal information systems (in particular the library) there should be, on the part of the
organisation’s management, a commitment to validate the results of the community, an annual
analysis of these results and internal and external dissemination of these products and the analysis.
An important element of this dissemination is the planning of regular best practices workshops. These
workshops are aimed at disseminating and transferring to the entire professional grouping the new
knowledge available. They also usually include an opening session by an external expert, and are
used to detect proposals on new knowledge to be developed in the future within the community. They
are scheduled at the end of each cycle of the knowledge management process, and are usually held
once a year.
Now, to finish off, let’s present the proactive (push) factors of success that we have been able to
extract from our analysis.
The first group of factors of success focuses on strategic aspects. In this respect, for example, to
guarantee the proper development of CoP it is necessary to ensure that the objectives pursued by the
community are in line with the organisation itself. On the other hand, institutional support to guarantee
fulfilment of goals is also vital.
The second group of push factors shows us that to guarantee the success of a community of practice
it is necessary to implement, at least initially, two important measures. On the one hand, it is vital to
have the participation of an external expert who introduces and consolidates a discussion
methodology that guarantees the creation and capture of knowledge. On the other, it is important at
this stage to schedule physical meetings, and not rely exclusively on online work. Physical meetings
at the outset guarantee cohesion and provide the mechanisms to allow for subsequent online work.
The possibility of virtual work does not automatically generate new knowledge. Only in those
communities where there was already cohesion and shared interests does online work provide
interesting results.
The third group of factors is related to training. On the basis of our experience, we have detected that
it is critical and necessary to train members of communities on two fronts: information literacy and
communication techniques. Without this training, the moderator and members of the community may
not properly make use of the potential of the virtual platform.
Finally, the fourth group of factors of success focuses on the human resources available to
communities. In this respect, on the one hand, we have highlighted the need to implement an
incentives policy. Particularly in public administrations, it is necessary to introduce a public and
transparent incentives policy to help the project succeed. On the other hand, it is highly counter-
productive to force a person to participate in the community without having detected in them a certain
amount of enthusiasm in this respect, and putting up moderators who are not totally signed up to the
project. Finally it is also vital to demarcate the responsibilities of each member of the organisation,
and try and obtain as a result a specific, useful and dynamic knowledge product.
7. 6. Conclusions
From the experience of this project we have been able to extract a range of interesting conclusions
and learnt a series of lessons, easy to extrapolate to most community of practice projects
implemented in the context of public administration.
The first of these conclusions relates to the model life cycle of a CoP, and in particular to its final
stage: maturity. We should recognise that in our project we have not detected any mature community
of practice. The lack of this type of community has a clear explanation. Integrating the functioning of
communities of practice into the very processes of the organisation requires significant changes in
cultures and values. And, particularly in public administrations, the introduction of these changes is
particularly slow.
The second shows that to guarantee the success of a community of practice, it should be established
in groups which are free from labour conflicts or pending internal promotion processes. Our
experience leads us to state that the failure to respect this condition necessarily means the
community will fail.
The third leads us to again insist on the obligatory nature, at least in the initial phase, of the
participation of an external expert to train members of the community in the methodological aspects
necessary for it to operate correctly. Along the same lines, we should state that without training in
information literacy and communication techniques, the results to be obtained from the community are
clearly reduced.
The fourth focuses on the need for physical meetings and the existence of an incentives policy. Due
to its special characteristics, in public administration it is necessary to introduce physical meetings
(not only virtual) and a public and transparent incentives policy to help the project succeed.
Finally, we should also highlight a significant event with which to conclude our project. The setting up
of communities is causing a dual beneficial effect within public administrations. On the one hand, the
professional groupings which make them up are homogenising. Progressively, on the basis of the
creation and dissemination of the new knowledge deriving from these communities, the members of
these groupings have more standardised and better quality daily habits. On the other, due to the
development of communities of practice, an increase in the institutional commitment of its members
and a better perception of the internal logic of the organisation is being detected. In this context,
people, when sharing knowledge, acquire a better and greater understanding of the majority of
processes and strategies occurring within the organisation, leading to, in this way, a better perception
of same and one’s personal positioning within the organisational framework.
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