Managing a High-Performance Knowledge Sharing Network - Essay Example

My Personal Knowledge Management Journey Since the beginning of time, man has been obsessed with the pursuit of knowledge. Progress would not have been possible without it, and man would still be stuck merely existing in a world filled with possibilities. However, it seems that searching for knowledge is a human calling. It has been said that “Knowledge is Power”. This means that if one knows something, then he is given a certain degree of power over those who do not. Knowledge, is defined by the dictionary as: “(1) the fact or condition of knowing something with familiarity gained through experience or association (2) acquaintance with or understanding of a science, art, or technique (3) the fact or condition of being aware of something or, (4) the range of ones information or understanding the fact or condition of having information or of being learned”. Scholar Barry Allen (1999) clarifies, having knowledge “is to have the privilege of making a statement pass among others as known or true…speech acts are dialogical, intersubjective exchanges with reciprocal effects on many speakers. Knowledge has its object (what is known) and its “other,” the person whom it is offered and received as knowledge, passing over the other as “truth” (Allen, 1999, p. 71). So it seems that knowledge generation goes through a process. A person engages in certain habits of thinking when faced with a certain problem. Costa & Kallick (2007) define a problem as any stimulus, question, task, phenomenon or discrepancy for which an explanation is not known immediately. That means, a certain amount of knowledge should be on hand to help him out or else, such knowledge must be available to him soon so as to be able to solve his problem. Costa and Kallick term certain behaviors or dispositions for such problem-solving as “habits of mind”. They qualify that a habit of mind is having the appropriate disposition toward behaving intelligently when confronted with problems which do not have answers as of yet, at least for the person concerned. When a person draws on his own habits of mind, he gains results which are more powerful, of higher quality and greater significance that if he does not use such habits. In my personal journey seeking for knowledge, I do get to engage in certain habits of mind as I go through the four dimensions of knowledge management, namely: the analytical, information, social and learning dimensions. In each dimension, I shall share what I have learned from others about each as well as how I go through each dimension, from my own personal analysis of my knowledge management. Analytical Dimension Wright (2007) identifies the competencies under the Analytical dimension of Knowledge management as the abilities to interpret and make sense of problems encountered, envision solutions, apply techniques and models to understand and address problems, create new options to redefine issues and contextualize system elements and complexity of problems. It is my understanding that this dimension is the one that helps an individual analyze certain situations to see if he has the necessary information and experience to deal with it, and if not, then it becomes an opportunity to find new solutions. Whatever approach is used to address the problem becomes a learning experience for the individual and will go a long way in his personal growth. My life in another country, far away from my family has forced me to strengthen this dimension of knowledge management in order to survive. Now that I had to live independently away from the accessible guidance and support of my parents, I learned to care for my needs and to overcome challenges along the way. My analytical skills have been basic and straightforward. Usually when I encounter a problem, I ask the simplest and most predictable questions - When and where did the problem happen? What are the reasons for the problem? Who are involved in this problem? I attempt to solve the problem right away before it becomes more complicated. However, when it does and I still have not solved it, then I turn to solutions from other people or from research. When I encounter a problem, I write down the scenario using keywords. This helps me create an image of the problem to work on. Then, it serves as a guide in my search and collection of information regarding the problem at hand. When I have gathered enough possible solutions, then I create an action plan to solve the problem. Initially, I do not see the big picture. I have a tendency to focus on providing solutions right away and need to spend more time seeing how it affects everything else. However, on hindsight, I get to see all the details. Indeed, it is usually clearer when everything is over and done with. Going back to my situation as a student abroad, I learned to adapt to different situations since I had to rely on myself. Thinking “out of the box” is one thing I have developed in terms of flexibility of thinking. I could not always insist on my way of thinking in others, but need to be flexible just so I can live and learn harmoniously with them. I have learned to accept that people may have different interpretations of concepts, some valid, and some not, but it is interesting to probe why they came up to such interpretations nonetheless. Somehow, the idea speaks to them in a way that makes sense to their own contexts. I am now open and flexible to various thinking styles. I have accepted this as part of creativity, which is a quality I am proud to possess. Creativity covers a wide range of definitions. According to J.P. Guilford, in its narrowest sense, creativity comprises “the abilities…characteristic of creative people…, which include such activities as inventing, designing, contriving, composing, and planning. People who exhibit these types of behavior to a marked degree are recognized as being creative.” (Guilford, 1950). Some other accepted definitions of Creativity are as follows: the ability to see things in new ways; boundary breaking and going beyond the information given; thinking unconventionally; making something unique or original; and combining unrelated things into something new (Schirrmacher, 1988). Torrance (1965), a proponent in creativity research, defines creativity as the “process of sensing problems or gaps in information, forming ideas or hypotheses and communicating the results.” Such definitions parallel Costa and Kallick’s view of flexibility in thinking. Information Dimension The competencies listed under the information dimension include sourcing high quality information and assessing the value of such information as useful or not. It also includes organizing information and making it accessible for future use, synthesizing information gathered and communicating it to others effectively (Wright, 2007). In sum, it comprises how one finds information and makes it useful in his life. McDevitt & Omrod (2004) identify the components of the information processing system as the central executive, the sensory register, the working memory and the long-term memory. The central executive, as the term implies is central in overseeing the flow of information throughout the system. It is like the main administrator which ensures that all systems are working well. It is in charge of planning, decision-making, self-regulation, and inhibition of unproductive thoughts and behaviors. The sensory register is the component of the memory which holds information gathered from the environment in raw form for a very brief period of time. The working memory is another component of the memory which enables people to dwell on the information and process it in a very short duration of time. It has a limited storage capacity. Finally, the long-term memory is still another component of the memory which holds the knowledge and skills gained by a person for a relatively long period of time. Unlike the working memory, the long term memory has unlimited storage capacity. Maximizing one’s information processing potentials entails critical as well as creative thinking skills. Oxman-Michelli (1991) regards creative thinking as thinking artistically and freely, being imaginative and spontaneous, original and intuitive while critical thinking is seen as logical, analytic and judgmental. As a creative thinker, one produces something new, an original creation or a novel take on an old issue. As a critical thinker, one evaluates the worth of the creative product according to explicit principles such as known aesthetic standards, rational criteria and other norms lived with at work (Oxman-Michelli, 1991) . Both require engagement in higher-order thinking. Being a long-time student, I have spent much time on research especially on topics that are new to me. I studied Special Education as an undergrad course and the information I learned from this, I tried to apply in my practice working with children with disabilities for 6 months. Most of what I have learned were stock knowledge in my head, and when it comes to real life, I realized they did not help a lot. With children with special needs, I had to be alert to their needs and sometimes theoretical information may not come in handy when faced with a child throwing a tantrum or one who is having a breakthrough like learning to play with other children. Still, I know the information I learned in those courses will be useful to me someday. Social Dimension Social dimension of knowledge management include finding people who can help an individual address problems and collaborate with him in searching for information and/or solutions. Developing and maintaining trust within certain networks formed in the pursuit of knowledge is essential. To do so, one needs to develop skills in asking the right questions as well as sharing knowledge with others (Wright, 2007). In order to succeed working as a team, organizations must be aware of relational power, or the give and take of power and knowledge. Hence, this would involve knowledge transfer from individuals who possess it to those who do not. For many activities, such as product development (Hansen, 1999) and diffusing best practices across the organization (Darr, Argote, & Epple, 1995), expertise must be transferred and shared among units. Indeed, companies that are more effective at knowledge transfer have been shown to have a greater likelihood of organizational survival and higher levels of productivity (Dart et al., 1995; Dyer & Nobeoka, 2000; Galbraith, 1990). In this age of social networking sites, finding people as sources of information is very convenient. I locate them through my network list in the social network, Facebook and send them a message for any information I might need from them. This is the same for any other person with an email address or contact numbers with me. Technology has made communication with people in anyone’s network much easier with the click of a keyboard. The wonderful is that response rate is so much shorter than in the past. Once I send a message through the internet or mobile phone text, I can expect a response within minutes as opposed to the past when most communication go through the regular mail system. When working with others, I try my best to be a good team player. I try to do my assigned tasks well and on time, and welcome criticism in case some adjustments are necessary. I extend help to others as well as request help from them, if needed. I am able to engage in conversations with others ranging from the simplest and most basic information to more complicated topics. I am sensitive to various personalities and get intimidated by those with very strong ones, and the loud voices that go with it. I get nervous around people like those. In order for me to build and maintain smooth interpersonal relationships with others, I am humble enough to admit my mistakes and in turn, forgiving of others’. I am honest with each person I encounter. I learned that lifelong learning does not only include my own initiative but others’ as well. I likewise learn from them as I vicariously experience their own learning when they share it with me. My co-learners are not only my colleagues and customers in the industry, but everyone around me- my family, friends, etc. I know that people are valuable resources in my journey in lifelong learning. Learning Dimension Knowledge management is always linked to a learning dimension. This includes having the ability to sense patterns in things and situations, reflect on information and decisions, develop new knowledge, improve oneself and extend support to others by sharing knowledge (Wright, 2007) The term learning may be defined in a myriad of ways. “Learning is the act or process by which behavioral change, knowledge, skills and attitudes are acquired” (Boyd, Apps, et al., 1980, pp.100-101). In this definition, even animals have the capacity to learn, as acquisition of behavior has been known to be trained in animals. Malcolm Knowles (1980; 2007), known as the Father of Andragogy or adult education has formulated his own Andragogical Theory of Adult Learning as the art and science of helping adults learn. It is organized around the notion that adults learn best in informal, comfortable, flexible and nonthreatening settings. Andragogy is also differentiated from Pedagogy, which is childhood education, the kind most people grew up with. In the humanistic view, adult learners are assumed to be motivated to learn as they are more conscious of its benefits. They experience needs and interests that learning satisfies. Their orientation to learning is practical and centered on their own lives. Adults value experience as the richest resource of learning, that is why they have no hesitations learning something while they are engaged in a new experience. “Nearly all adult education is voluntary. Educational activities must meet the needs of as adult learners in order to survive”( Ellias & Merriam, 1980, p135). Adult learners have a deep need to direct their own learning, possessing a pride and learning style that suits their own personalities. As people mature, individual differences increase with age. Accepting these assumptions of how adults learn, Carl Rogers (1969), a humanistic psychologist further details the process of humanistic learning. He claims that the learner is personally involved in a holistic way. His or her feelings and cognitive aspects are deep into the learning experience. Even when the learning stimulus comes from an external source, the sense of discovery, of reaching out, of grasping and comprehending comes from within. Rogers also emphasizes that learning makes a difference in the behavior, attitudes, even the personality of the learner. This is consistent with the definition of learning presented earlier. The learner is aware whether his learning meets his personal need, whether it leads toward what he wants to know and whether “it illuminates the dark area of ignorance the individual is experiencing. The locus of evaluation resides definitely in the learner.” The essence of learning for the adult learner is meaning. When learning takes place, the element of meaning is built into the whole experience. Ellias and Merriman (1980) concur, “the truly humanistic teacher respects and utilizes the experiences and potentialities of students”(125). He gets his cues from his students in order for his class to be more productive. I have always been an advocate of lifelong learning. I am exhilarated by the fact that though I am already an adult, I remain to be a student of life. I get to apply the concepts and skills I have gained in my personal and professional life, which makes the learning more valuable for me. When my applications work out in my favor, then I become grateful for my learning and am encouraged to learn some more. With learning should come reflection. According to Osterman (1990), “reflection is the essential part of the learning process because it results in making sense of or extracting meaning from the experience”. One should not just go through life as if everything comes as second nature. We need to think critically if what we are doing is truly meaningful and relevant or if we are just wasting our time on something insignificant. I constantly seek knowledge through work activities, workshops, lectures, various experiences, mentoring and training. Making sense of problems and searching for patterns to figure out solutions are completed by reviewing feedback I gather not only from research but from people around me. When I am deep in thought, I reflect on the tools I have – my ideas, opinions, experiences – everything from my own perspective, and try to identify the thinking processes I engaged in. If I allow myself to be analytical, I would put my personal perspectives on an objective frame of mind and critique it, rotate the ideas in my head inside-out to see if there are strong possibilities for solutions. I might even find new information there, when some old ideas are merged. I try to also become an instrument of learning for others when I share my experiences with them. I cannot see myself teaching them, as I know I have still a lot to learn, however when I share my experiences, I know they learn from me too. Results of the Diagnostic Assessment Taking Wright’s (2008) Diagnostic Assessment for knowledge workers, I have rated myself in the items under each knowledge management dimension and have gained a clearer vision of how I function as a knowledge worker. I shall now discuss the results before I present a knowledge management plan for myself. In the Analytical dimension, I realize that I consistently exhibit the following behaviours: I size up and make sense of any type of work activity (including routine and novel problems that I encounter.) I adjust and improvise on my actions if expected outcomes do not occur. I question assumptions and redefine issues in order to better understand problems. I view and understand situations from different perspectives, such as identifying future implications, underlying context, risk factors and variations from the past. It appears that I an very analytical in tackling problems. I approach it from various angles and think up of several possibilities for causes and effects. I am sensitive of the outcomes and flexible enough to adjust my behaviour in accordance to what is necessary at the time. The items I find myself exhibiting sometimes are the following: As I think about my work, the majority of my activities involve novel situations (defined as issues that are different from previous experiences) I quickly identify and visualize the best course of action to address a particular problem or issue. This shows that I am sometimes in awe of new experiences, and may be at a loss as to how to steer the experience towards an ideal situation. I rated myself lowest, as in display the following behaviour on rarely: I apply a range of analytical tools to support my problem solving activities. This means I lack the confidence in the utilization of my analytical abilities, even if it appears that I am an analytical knowledge worker. In terms of the information dimension, I rated myself as exhibiting the following behaviours consistently: I effectively search for information from a number of sources using different search techniques. I can accurately assess the quality and value of the information I encounter. I review my information and cull out dated, low value and duplicate materials. I demonstrate strong communication (speaking and writing) skills and can present ideas in a compelling fashion. My self-assessment shows that I have good information-seeking skills and that I know how and where to get the information I need and can discern its value. Having gathered enough data, I know how to communicate it to others so that they likewise learn from the new information themselves. Items I’ve rated myself as displaying only sometimes are the following: I use well developed browsing skills to find alternative sources of information. I have useful ways to manage personal information resources. I effectively assemble, edit, synthesize and summarize a large collection of information resources, I am able to manage information to prevent overload. I interpret these as having mediocre research and organisation skills. I can only take so much information and can get overwhelmed if I am barraged with too much. Also, my consideration for effectively assembling, editing, synthesizing and summarizing a large collection of information sources is the language used for such resources. Since I am bilingual, I am partial to my native tongue and am more effective with its use. If the information is laid out in my second language, it takes time before I can effectively manage the information. In the social dimension, I rated myself highly in the following behaviours: I am comfortable asking others for information and insights. I can effectively work on collaborative teams, including providing leadership, assuming different roles and building team cohesion. I expand my networks, including forming relationships with people outside of my organization and field of work. I am skilled at engaging others in discussions including working through difficult or contentious issues. These behaviours manifest that I can be an outgoing person. I am not afraid to learn from others and welcome new additions to my network. I work well with people and am able to communicate well with them on various issues. With regards to social behaviours I only sometimes display with regards to knowledge management, they are as follows: I identify new contacts who have specialized knowledge or can refer me to others who do I actively participate in high-trust, close networks and use these contacts as important knowledge resources. These may mean I may not be very selective with the people I approach for information and do not determine their expertise in the area I am researching on. The final dimension on learning made me realize my different strengths and weaknesses as a lifelong learner. The following behaviours garnered my highest points: I seek new experiences, in breadth (in my field and in other areas) and depth (being more focused and specialized) in order to improve my ability to make sense and see the patterns in the problems I encounter.) I capture my thoughts and ideas (using notes, diaries or other personal information tools.) It shows that I am eager to learn new things, exercise my thinking and problem-solving skills and document whatever new learning I gain with notes and other information storage strategies. This item, I only rated my behavioural frequency as sometimes: I engage in conscious and thoughtful reflection, including questioning my problem solving approaches Although I am an eager learner, I do not consistently reflect on my new learnings and the actions I perform with it. The learning behaviours I only display rarely are the following: I have a personal learning plan and regularly review and update my plan. I spend time coaching, mentoring and developing others. I realize from these that as an effective knowledge worker, I should be more serious in planning my learning and in giving back to others what I have gained from such learning by coaching or mentoring them. Engaging in the diagnostic assessment and going through the whole exercise in personal knowledge management, I have developed more self-awareness, and have an idea of my strengths and weaknesses as a learner. Thus, I have designed my own simple PKM plan, as follows: Objectives Actions Outcomes Timelines Analytical Exercising higher-order thinking skills Watch the news or find a controversial issue and think of it from all angles Broadening one’s perspectives on things at least twice a week Information Broadening information base Collect articles and other informational material on various topics of interest and file them categorically in different folders for easy access Having available and accessible files on hand More convenience in accessing necessary files at least once a week within the following months/ more rigorous research when necessary. Social Expanding social network Create categories of information needed in career and personal life and sort all social contacts under the category they belong. Enter their contact information and encode in a database Locate people in social networking sites that may be helpful sources of information. Add them as contacts and maintain frequent communication with them. Come up with a neat chart of contact persons for easy reference. Note down important numbers and print chart then tack it on a board beside the telephone or computer Social network is expanded, meaning there are more opportunities for social encounters for different purposes Immediate and ongoing Learning Pursue deeper and further learning pursue other interests Surf and browse on various topics related to work Attend seminars and conferences Enroll in more subjects to deepen learning Engage in an interesting hobby Buy books or magazines on area of interest Indulge in various life experiences Keep files of interesting articles Echo new knowledge learned from seminars to colleagues Earn another degree at university Be open to opportunities to learn more Be interested and interesting! when opportunity presents itself during free times and on weekends and vacation time References Allen, B. (1999) Power/Knowledge. 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The modern practice of adult education: From pedagogy to andragogy. New York: Cambridge Books. Knowles, M., Holton, E., & Swanson, R. A. (2007). The Adult Learner, Sixth Edition. New York: Butterworth-Heinemann McDevitt, T.M. & Ormrod, J.E. (2004) Child Development: Educating and Working with Children and Adolescents, Second Edition. Pearson Education, Inc. Osterman, K. F. "Reflective Practice: A New Agenda for Education." Education And Urban Society 22, no. 2 (February 1990) pp. 133-152. Oxman-Michelli, W. (1991) “Critical Thinking as Creativity”, Institute for Critical Thinking, Resource Publication, Series 4 No. 5 Rogers, C.R.. (1969). Freedom to learn: a view of what education might become. Columbus, OH, Charles E. Merrill. Schirrmacher, R.(1988) Art and creative development for young children N.Y.: Delmar Publishers, Inc. Torrance, E.P.(1965) Rewarding creative behavior. N.J.: Prentice Hall. Wright, K. (2007) Personal Knowledge Management Planning Guide. Knowledge Resources Inc. Wright, K. (2008) PKM Diagnostic Assessment. Knowledge Resources Inc. Read More