Knowledge Management in the Public Sector Moment, Place, Relationship, Movement.
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Transcript of Knowledge Management in the Public Sector Moment, Place, Relationship, Movement.
Knowledge Knowledge Management in the Management in the
Public SectorPublic SectorMoment, Place, Relationship, Moment, Place, Relationship,
MovementMovement
MOMENT
RELATIONSHIP
MOVEMENT PLACE
IntroductionIntroduction• Part 1 Conceptualisation of a knowledge Part 1 Conceptualisation of a knowledge
systemsystem– Knowledge management or organisational Knowledge management or organisational
learninglearning– Knowledge system via moment, place, Knowledge system via moment, place,
relationship and movementrelationship and movement• Study of organisational learning within Study of organisational learning within
Waitemata District Health.Waitemata District Health.• What are the barriers and facilitators for What are the barriers and facilitators for
learning within a Public Sector organisation?learning within a Public Sector organisation?
MOMENT
RELATIONSHIP
MOVEMENT PLACE
What typically drives What typically drives processes in Public Sector processes in Public Sector
organisations?organisations?
Processes RulesSystemsStandard
operating procedures
Cognition
Single Loop Learning
MOMENT
RELATIONSHIP
MOVEMENT PLACE
What is organisational What is organisational learning and why engage in learning and why engage in
it?it?“A learning organisation is an organisation skilled in creating, acquiring, and transferring knowledge, and at modifying its behaviour to reflect new knowledge and insights” (Garvin, 1993)
•Organisational learning is unlikely to occur Organisational learning is unlikely to occur unless a reason is perceived.unless a reason is perceived.
– The importance of momentThe importance of moment– A tension or stress in the system that recognises a A tension or stress in the system that recognises a
need to improve.need to improve.
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Knowledge ManagementSystem
Is it Organisational Is it Organisational Learning or Knowledge Learning or Knowledge
Management?Management?
Processes
Cognition
Processes
Cognition
Organisational Learning
MOMENT
MOMENT
Transferring of Knowledge
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Organisational learning & Organisational learning & the importance of ‘Place’the importance of ‘Place’
Processes
Cognition
Processes
Cognition
Knowledge ManagementSystem
PLAN
ACTREFLECTIndividual Organisational Learning
MOMENT
DIALOGUE PLAN
ACTREFLECTGroup
PLACE
PLACE
MOMENT
RELATIONSHIP
MOVEMENT PLACE
The black hole of learning: The black hole of learning: Transference in Activity Transference in Activity systems of relationshipsystems of relationship
Processes
Cognition
Processes
Cognition
Knowledge ManagementSystem
PLAN
ACTREFLECTIndividual
DIALOGUE PLAN
ACTREFLECTGroup
PLACE
MOMENT
Transferring of Knowledge
RELATIONSHIP
Community
Tools & Signs
Rules & Procedures
Division of Labour
RELATIONSHIPIndividual OBJECT OUTCOMESense,
Meaning
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Object 3
MOVEMENT
The black hole of learning: The black hole of learning: Activity systems of Activity systems of
relationshiprelationship
Processes
Cognition
Processes
Cognition
Knowledge ManagementSystem
PLAN
ACTREFLECTIndividual
DIALOGUE PLAN
ACTREFLECTGroup
PLACE
MOMENT
RELATIONSHIP
Community
Tools & Signs
Rules & Procedures
Division of Labour
RELATIONSHIPIndividual OBJECT
Community
Tools & Signs
Rules & Procedure
s
Division of Labour
RELATIONSHIPIndividual OBJECT
Object 1 Object 1
Object 2 Object 2
Individual
MOVEMENT
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Exploring Organisational Exploring Organisational learning in WaitemataDHBlearning in WaitemataDHB
• 15 focus groups conducted throughout the organisation during 15 focus groups conducted throughout the organisation during 2003.2003.
• Discussion revolved around learning behaviours. Discussion revolved around learning behaviours.
• Statements generated in focus groups were distilled down to 80 Statements generated in focus groups were distilled down to 80 items for inclusion in the survey.items for inclusion in the survey.
• Items were measured on 2 scales. One measuring how typical the Items were measured on 2 scales. One measuring how typical the behaviour was perceived to be in WDHB and the other how behaviour was perceived to be in WDHB and the other how beneficial for learningbeneficial for learning
• Surveys sent out to 4860 employees in late November 2003. Half Surveys sent out to 4860 employees in late November 2003. Half responded to the typical scale and half to the beneficial scale.responded to the typical scale and half to the beneficial scale.
• Factor analysis of replies resulted in 12 factors (themes) being Factor analysis of replies resulted in 12 factors (themes) being drawn out – all with acceptable levels of reliability.drawn out – all with acceptable levels of reliability.
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Twelve Learning Twelve Learning BehavioursBehavioursGroup Group
EnvironmentEnvironment Groups are well structured, facilitated and Groups are well structured, facilitated and individuals feel valued individuals feel valued
Organisational Organisational EnvironmentEnvironment The organisation has a collaborative culture in The organisation has a collaborative culture in
which ideas, opinions and learnings are shared and which ideas, opinions and learnings are shared and valuedvalued
Evidenced Evidenced based based healthcarehealthcare
Information is sought from internal and external Information is sought from internal and external sources and used when making decisionssources and used when making decisions
Reflective Reflective learninglearning Reflecting on own practice and engaging with Reflecting on own practice and engaging with
others to discuss and analyse ideasothers to discuss and analyse ideas Formal trainingFormal training Receiving training in its various forms ie formal Receiving training in its various forms ie formal
courses, conferences, coaching, input from courses, conferences, coaching, input from professional organisations, etc professional organisations, etc
Performance Performance feedbackfeedback Receive adequate, timely and helpful feedbackReceive adequate, timely and helpful feedback Social learningSocial learning Finding out how to do something by observing Finding out how to do something by observing
others, or listening them describe how they might others, or listening them describe how they might do it.do it.
Peer discussionPeer discussion Engaging in information sharing with colleaguesEngaging in information sharing with colleagues MistakesMistakes Being able to observe disciplinary processes and Being able to observe disciplinary processes and
reflecting upon trial and errorreflecting upon trial and error Informal Informal discussiondiscussion Talking with colleagues outside of formal forumsTalking with colleagues outside of formal forums Wider Wider organisational organisational lifelife
Engaging in organisational activities beyond the Engaging in organisational activities beyond the job demandsjob demands
Cross discipline Cross discipline workwork
Working with people from mixed professional and Working with people from mixed professional and sector backgroundssector backgrounds
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Beneficial Typical4.15
2.60
4.07
2.47r = .613
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehaviours
Group Environment (α = .871)•Supportive environment to question ideas
•Self evaluate work•People want to listen to others ideas•Groups are well facilitated•A safe environment to air views•Opinions are voiced•Groups have a clear purpose•Have enough time to do required work•Openness is encouraged in groups•Experience being valued by the organisation
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehavioursOrgn Environment (α = .908)
•Functional outcome will occur from a meeting
•WDHB’s environment accepts different views
•Employees listen to each other•Views are considered and respected•Employees share a similar physical location with colleagues
•Work groups have shared rules for communication
•Being aware of networking with external organisations
•Learning experiences are shared with others
•Experience a collaborative organisational environment
• Information is integrated into practice
Beneficial Typical
Group environment Organisational environment
4.15
2.60
4.07
2.47
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehavioursEvidence Based Healthcare
(α = .837)•Listen to the needs of the public•See results of internal and external auditing procedures
•See results of consumer satisfaction surveys
•Be informed of Ministry of Health directives
•Attend core business training•Be informed of budgeting processes•Be informed of patient complaints•Receive feedback after completing work project
•Examine how practice meets WDHB values
•Experience a culture at WDHB that supports learning
Beneficial Typical
Group environment Evidence based healthcare Organisational environment
4.15
2.60
4.07
2.47
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehaviours
Reflective Learning (α = .812)•Examine mistakes made•Have opportunities to teach others•Brainstorm ideas with others•Engage in constructive conversation with peers
•Reflect upon work-based behaviour•Receive positive comments from work colleagues
Beneficial Typical
Group environment Organisational environment Evidence based healthcare Reflective learning
4.15
2.60
4.07
2.47
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehaviours
Formal Training (α = .812)•Attend formal courses•Attend conferences annually•Receive coaching from others•Belong to a professional organisation•Receive on-the-job training•Attend study days annually•Courses use appropriate trainers
Beneficial Typical
Group environment Organisational environment Evidence based healthcare
Reflective learning Formal training
4.15
2.60
4.07
2.47
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehaviours
Performance Feedback (α = .760)
•Receive adequate feedback from supervision
•Be rewarded for doing the right thing•Receive helpful performance reviews•Get feedback on practice from a supervisor
•Be partnered with a more experienced employee
Beneficial Typical
Group environment Organisational environment Evidence based healthcare
Reflective learning Formal training Performance feedback
4.15
2.60
4.07
2.47
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehaviours
Social learning (α = .767)•Finding someone who knows how to do what I want to do
•Observe others and then try to do it myself
•Share evidence with others of how things have worked
Beneficial Typical
Group environment Organisational environment Evidence based healthcare Reflective learning
Formal training Performance feedback Social learning
4.15
2.60
4.07
2.47
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehaviours
Peer discussion (α = .633)•Engage in the journal club•Colleagues give presentations to one another
•Experience issues being clarified through structured discussion
Beneficial Typical
Group environment Organisational environment Evidence based healthcare Reflective learning
Formal training Performance feedback Social learning Peer discussion
4.15
2.60
4.07
2.47
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehaviours
Mistakes (α = .686)•Observe the disciplinary processes•Work by reflecting upon trial and error•Be involved in crises in which need to learn quickly
Beneficial Typical
Group environment Organisational environment Evidence based healthcareReflective learning Formal training Performance feedbackSocial learning Peer discussion mistakes
4.15
2.60
4.07
2.47
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehaviours
Informal discussion (α = .740)•Talk to colleagues in hallways•Engage in informal chats with colleagues
•Debate issues with colleagues
Beneficial Typical
Group environment Organisational environment Evidence based healthcare Reflective learningFormal training Performance feedback Social learning Peer discussionmistakes Informal discussion
4.15
2.60
4.07
2.47
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehaviours
Wider organisational life (α = .600)
•Hear positive stories about WDHB•Attend award ceremonies•Attend work based social events
Beneficial Typical
Group environment Organisational environment Evidence based healthcare Reflective learningFormal training Performance feedback Social learning Peer discussionmistakes Informal discussion Wider organsiational life
4.15
2.60
4.07
2.47
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Typical vs. Beneficial Typical vs. Beneficial BehavioursBehaviours
Cross discipline work (α = .668)
•Challenge work-based conventions•Talk to people outside my sector•Work with a multidisciplinary peer group
Beneficial Typical
Group environment Organisational environment Evidence based healthcare Reflective learningFormal training Performance feedback Social learning Peer discussionmistakes Informal discussion Wider organsiational life Cross discipline work
4.15
2.60
4.07
2.47
MOMENT
RELATIONSHIP
MOVEMENT PLACE
Transference barriers and Transference barriers and facilitatorsfacilitators• MomentMoment
– Mistake making behaviour not rated highlyMistake making behaviour not rated highly– Limited value seen in informal discussionLimited value seen in informal discussion– Evidence based data not widely distributedEvidence based data not widely distributed
• PlacePlace– Group environment seen to be problematicGroup environment seen to be problematic– Performance feedback seen to be wantingPerformance feedback seen to be wanting– BullyingBullying– Few skilled at facilitationFew skilled at facilitation– Discuss in relation to moment, place, relationship, movement.Discuss in relation to moment, place, relationship, movement.
• Relationship Relationship – Little importance placed on social interactionLittle importance placed on social interaction– Different professional groups place different levels of Different professional groups place different levels of
importance on learning strategies. Barriers discuss activity importance on learning strategies. Barriers discuss activity system stuffsystem stuff
• MovementMovement– No formal mechanism to move knowledge through system once No formal mechanism to move knowledge through system once
createdcreated
MOMENT
RELATIONSHIP
MOVEMENT PLACE
ImplicationsImplications• Importance of recognising ‘moments’ as Importance of recognising ‘moments’ as
opportunities to engage in organisational opportunities to engage in organisational learning.learning.
• How to create ‘place’ in which learning can How to create ‘place’ in which learning can be teased apart and moved through a be teased apart and moved through a systemsystem
• Performance feedback needs to be regular Performance feedback needs to be regular for a knowledge system to effectively for a knowledge system to effectively functionfunction
• Organisations need skilled group Organisations need skilled group facilitators for knowledge to be developedfacilitators for knowledge to be developed
MOMENT
RELATIONSHIP
MOVEMENT PLACE
A thought to leave you A thought to leave you withwith
• If public sector organisations are If public sector organisations are driven by policies, rules, and driven by policies, rules, and standard operating procedures then standard operating procedures then what is stopping the development of what is stopping the development of such drivers for organisational such drivers for organisational learning principles and strategies??learning principles and strategies??