More than Knowing

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More than Knowing

• At Mercy College
• Karin Gilbert Michelle Cotter

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Why knowledge management?

• Knowledge is a fluid mix of framed experience,
  values, contextual information, and expert
  insight that provides a framework for evaluating
  and incorporating new experiences and
  information. It often becomes embedded not only
  in documents or repositories but also in
  organisational routines, processes, practices and
  norms.
• (Davenport and Prusak, 1998)

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The theories

• Intellectual capital approach (relies heavily on
  technological infrastructure)
• Knowledge category (explicit, tacit, cultural)
• Social constructionist approach (communities of
  practice feature)

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Definition

• Knowledge Construction
• Knowledge Dissemination
• Knowledge Use
• Knowledge Embodiment
• Demerest 1997

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Philosophical Approach

• Learning Organisation
• Are adaptive
• Continually enhance their capacity to change /
  adapt
• Develop collective as well as individual learning
• Use the results of learning to achieve better
  results

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Learning Culture

• Future, external orientation
• Free exchange and flow of information
• Commitment to learning, personal development
• Valuing people ideas, creativity and
  imaginative capabilities
• Climate of openness and trust
• Learning from experience

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What is most relevant for the learning
organisation?

• Tacit, explicit and cultural knowledge
• Explicit topic documentation, operations
  manuals, policies
• Administrative practices codified in manuals,
  reports, policies
• Communities of practice- faculty meetings, heads
  of learning or curriculum committee meetings,
  both explicit and tacit

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Knowledge sharing

• Individual, organisational, cross organisation
  and culture
• Organisations must foster knowledge giving as
  well as knowledge seeking
• Fullan
  2002
• Knowledge sharing with moral purpose
• What are the crucial factors we need to consider
  for this to happen?

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Key Management Process

• Strategic scenario planning
• PESTLE or Learning Environment Analysis
• Capability planning
• Team and organization development
• Performance measurement
• Reward and recognition systems

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Cultural change

• Leadership
• Learning and teaching (curriculum)
• Technological infrastructure
• Professional learning

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Visualising Structures Communication Flow

• Charting the fit of people and roles within a
  team
• eg. Faculty Coordinators Committee Team
  Structure 2004
• Acknowledging responsibilities
• Identifying support needs

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Learning and teaching

• Capturing and storing essential curriculum
  knowledge, including innovations and teaching
  strategies.
• Focus on improving student learning outcomes,
  using data to help staff monitor teaching
  strategies and techniques
• Focus here is on more explicit knowledge

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Macro and Micro Level Innovation

• Intranet
• Eg. First there was the tree .. Then there was
  MyDesktop and then MyClasses .. .. Now ..
• Network Structure
• Common structures
• Hyperlinking
• File management system

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Professional Learning

• How well and how willingly do we share what we
  know?
• How do we facilitate this exchange?
• Focus here is on tacit knowledge
• Communities of practice ideal

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Professional Learning

• Whole school plan (project management plan)
• In-house delivery show casing what is already
  done that promotes deep learning
• Review and reflection on professional learning
  experiences

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Knowledge Sharing Framework
Catholic school Organizational Learning Increased
capacity of every member Improving Student
Learning Outcomes
Registered Schools Board (RSB) Individual
Networks Government Regulations
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The organisation

• Transparency and accountability
• Learning and teaching
• Curriculum referenced documentation
• School organisation via mydesktop, (policies and
  practices)
• MyClasses learning environment, portals for
  sharing best practices

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Professional learning

• Eg Leadership meetings, staff meetings, Heads of
  learning meetings, Faculty meetings, subject team
  level meetings
• Mentoring, (formally between POLS online forum,
  leadership contribute) WOW
• Professional learning seminars, all staff
  participate
• Formal POL development

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Where are we headed?

• School improvement agenda
• Evaluation
• How well are we meeting our goals and objectives?
• How successful are our strategies?
• Evidence collated
• Future - ?

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Force Field Analysis

• Identify the focus / goal / evidence of
  achievement
• Invite the relevant voices
• Connect to external factors / internal practices
• Make room for the why nots early on
• Address procedures and actions to enable action

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Other tools

• Learning environment scan
• Hedgehog

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Activity
Activity
Activity
Task / Objective Name
Activity
Activity
Activity
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Individually

• Teacher librarian models sharing of knowledge
• Catalogue
• Curriculum referenced information literacy
• Library webpages
• Pathfinders
• Collaborative planning
• Professional development

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Pilot project

• Make knowledge management a goal
• Work towards your own pilot project
• Submit a proposal to leadership (examples)
• Facilitating resources better throughout the
  school using online platforms
• Establish best practices portal, could be in
  MyClasses
• Make your operations manual an online document

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Communities of practice

• Community joint discussions, building
  relationships
• The practice members are practioners
• Developing shared repertoire of resources, and
  experiences, manages explicit, tacit and dynamic
  aspects of knowledge creation sharing

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• Creates a direct link between learning and
  performance
• Doesnt have to be limited by formal structures
• Allows us to manage knowledge strategically
• Operate internally and externally