Knowledge

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Knowledge

• Tacit and Explicit Knowledge

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The Fragrance and Taste of Durian
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Human Knowledge (Polanyi, 1966)

• We can know more than we can tell (p.4)
• Classified into
• Explicit knowledge
• Tacit knowledge

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Explicit Knowledge

• Codified knowledge that can be expressed through
  formal language
• Generally captured in speech, written documents
  and databases.

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Tacit Knowledge

• Personal in nature
• Difficult to formalize and communicated
• Tacit knowledge involves (Nonaka, 1994)
• Cognitive elements mental models
  (Johnson-Laird, 1983) schemata, paradigms,
  beliefs and viewpoints that help us view the
  world
• Technical elements Concrete know-how, crafts
  and skills that are applied to specific contexts

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Tacit or Explicit

• Lecture Notes
• Beckham Executing a free kick
• Mom cooking rendang
• A recipe
• A car owners manual
• An F1 mechanic tuning an F1 car

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Learning

• Formal Schools, Colleges
• Informal Interactions, socialization
• Non-formal Community, NGO
• Incidental Action, doing

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Conclusion

• Two types of Knowledge
• Tacit personal, hidden.
• Explicit Verbalized, printed.
• Implications
• Teaching and learning

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Organization Learning

• Learning in Organizations

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Adult Education Perspective

• Organization Learning begins with individuals
• Act or process in acquiring behavioral,
  knowledge, skills and attitudes (Knowles and
  Swanson (1998)
• A process where human beings create and transform
  experiences into knowledge, skills, attitudes
  values, sense and emotions (Jarvis, 2001)
• A process of knowledge creation through
  technological learning to enable organizations
  build technological capabilities (Dutrenit, 2000)
• - repetition and experimentation so tasks are
  performed quicker and better and also
  identify new opportunities.

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Organization Learning

• Acquisition, application and mastery of new tools
  and methods toward rapid improvement of critical
  processes for the success of the organization.
  (Schneiderman, 2000)
• Organization members inquiring into a problematic
  situation on the organization behalf (Argyris and
  Schon, 1996).
• Looking at the organization as a culture and the
  juxtaposition of order and disorder that
  stimulates learning (Gilly, 1997)

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Learning Processes

• Adaptive Learning
• - Changes in reaction to changing environments
• Proactive Learning
• - Purposive changes in anticipation of the
  future
• Beck (1997)

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Learning Processes

• Intentional use of learning processes at
  individual, group and system level to
  continuously transform the organization to
  increase satisfaction of the stakeholders
• Involves four steps
• Widespread generation of ideas
• Integration of new/local information
• Collective interpretation of information into
  context
• Authority to take responsible action on
  interpreted meaning

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Evolution of Organizations (Hitt, 1995)
The Learning Organization
Peter Senge, 1990
The Performance-Based Organization
Peter Drucker, 1964
The Bureaucratic Organization
Max Webber, 1947
1900
1950
2000
1990
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The Five DisciplinesPeter Senge (1990)

• Systems Thinking
• Shared Vision
• Mental Model
• Personal Mastery
• Team Learning

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Learning Subsystems ModelMarquardt (1996)

People
People
Technology
Learning
Knowledge
Organization
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Technology in Learning Subsystems
Model(Marquardt, 1996)

• Support and integrated technological network, and
  information tools for learning experiences
• Technical process
• Systems
• Structure

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Parts of the System

• Integrated wholeness unified vision, mission
  and values
• Internal responsiveness awareness of internal
  needs and the ability to respond to these needs
• External responsiveness awareness of the
  environments need and the ability to respond to
  those needs

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Developing a learning agendaPeters (1996)

• 1 Learning about the participant's own job
• 2 Learning how to create alignment between
  culture and strategy
• 3 Learning about the future by exploring the
  value of techniques for scenario planning
• 4 Learning about the operating environment and
  the supply chain
• 5 Learning how to challenge existing schools of
  thinking and avoid myopia
• 6 Developing an organizational memory

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Issues of learning organization

• Majority report rare occurrence of sharing
  knowledge across boundaries
• Only about one-quarter report the reuse of
  knowledge across the company
• Only 10 percent say the have access to knowledge
  learned elsewhere

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Building a learning organization

• Structure
• - Build interpersonal network for learning and
  collaboration
• - Establish special roles to share knowledge
  across boundaries
• - Create electronic networks to support
  learning and tasks

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Building a learning organization

• Strategy
• - Communicate strategies and required
  competencies
• - Use knowledge strategies to guide
  organizations tasks

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Building a learning organization

• Processes
• - Include knowledge as organizations
  objectives
• - Link knowledge objectives to strategies
• - Equip employees with relevant information on
  strategies (eg. customer and competitor)

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Building a learning organization

• People
• - Employee contract should include competencies
  and knowledge sharing requirements
• - Knowledge sharing and development should be
  part of job responsibilities
• - Personal development include activities
  beyond formal learning

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Building a learning organization

• Rewards
• - Tangible rewards made available for knowledge
  sharing
• - Develop Group oriented incentives

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CONTOH

• UPM universiti terkemuka dalam bidang
  penyelidikan
• Systems Thinking Setiap bahagian akan berkerja
  kearah memudahkan penyelidikan dilaksanakan
• Shared Vision Warga UPM mendukung wawasan UPM
  sebagai pusat penyelidikan unggul
• Mental Model Semua warga bersedia mengamalkan
  inovasi dalam penyelidikan
• Personal Mastery Membentuk competence dalam
  penyelidikan
• Team Learning Bersama belajar dan membentuk
  pendekatan serta teknik baru penyelidikan.

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Learning Organization Action Imperatives (Watkins
and Marsick, 1996)
Provide strategic leadership for learning Connect
organization to its environment
Global
Empower people toward a collective vision Create
systems to capture and share learning
Organization
Continuous Learning And Change
Encourage Collaboration and Team Learning
Team
Promote enquiry and dialogue Create continuous
learning opportunities
Individuals