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Knowledge

Knowledge. Tacit and Explicit Knowledge. The Fragrance and Taste of Durian. Human Knowledge (Polanyi, 1966). “We can know more than we can tell” (p.4) Classified into Explicit knowledge Tacit knowledge. Explicit Knowledge. Codified knowledge that can be expressed through formal language

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Knowledge

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  1. Knowledge Tacit and Explicit Knowledge

  2. The Fragrance and Taste of Durian

  3. Human Knowledge (Polanyi, 1966) • “We can know more than we can tell” (p.4) • Classified into • Explicit knowledge • Tacit knowledge

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

  5. 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

  6. Tacit or Explicit Lecture Notes Beckham Executing a free kick Mom cooking rendang A recipe A car owner’s manual An F1 mechanic tuning an F1 car

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

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

  9. Organization Learning Learning in Organizations

  10. 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.

  11. 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)

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

  13. 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

  14. 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

  15. The Five DisciplinesPeter Senge (1990) • Systems Thinking • Shared Vision • Mental Model • Personal Mastery • Team Learning

  16. Learning Subsystems ModelMarquardt (1996) People People Learning Technology Knowledge Organization

  17. Technology in Learning Subsystems Model(Marquardt, 1996) Support and integrated technological network, and information tools for learning experiences Technical process Systems Structure

  18. 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 environment’s need and the ability to respond to those needs

  19. 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

  20. 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

  21. 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

  22. Building a learning organization • Strategy - Communicate strategies and required competencies - Use knowledge strategies to guide organization’s tasks

  23. Building a learning organization • Processes - Include knowledge as organization’s objectives - Link knowledge objectives to strategies - Equip employees with relevant information on strategies (eg. customer and competitor)

  24. 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

  25. Building a learning organization • Rewards - Tangible rewards made available for knowledge sharing - Develop Group oriented incentives

  26. 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.

  27. 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

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