Let's now complete our exploration of five guiding principles of knowledge.
Guiding Principle 5: Today’s knowledge managers need to remain flexible, willing to adapt their approaches and adopt new perspectives/techniques
Epistemology has much to offer to today’s knowledge managers. It is interesting to note that the advice is varied. When considered together the solution appears to be adopting a flexible mindset and being willing to adapt one’s approach based on what epistemology teaches us from the past, as well as what we will learn in the future.
From the ancients, we gather suggestions for how to maximize knowledge acquired through the mind or body. Plato’s assertions suggest the need to provide opportunities for each individual’s innate knowledge to spring forth (360BC/1968). He argued that the relation between the knower and what is known is that the knower already possesses the knowledge or can acquire it through mental effort. Therefore, the role of the knowledge manager is to help individuals tap into what they know. Aristotle, on the other hand, argued that the knower has the ability to gather knowledge through mental processes applied to information (i.e., gathered via their senses) based on the world around us (350BC/1993). This gathered knowledge can then be used to increase what the knower knows. The implications of this for knowledge managers is to encourage searching and exploration to find explanations, applying each person’s ability to perceive and thus learn or acquire knowledge, using these perceptions to form memories which can then become experience, and maximizing this experience to create mastery of new skills or understanding. Overall, that means as a knowledge manager it would be important to utilize methods that will help individuals to explore, remember, and then amass experiences to achieve deeper levels of skill or understanding.
Even though Rousseau addressed the education of an adolescent in Emile, he brought forth many ideas that are followed today in the methods of experiential and discovery learning that work for children and adults alike. Rousseau’s gathering sea shells analogy (1762/1957, p. 134) also has a parallel to today’s Internet-based processes for gathering ideas and information. With the vast number of sources available today, ideas and information—just like Rousseau’s sea shells—run the risk of being gathered, tossed here and there as they fit our interests, and then being thrown away once we become overwhelmed. Thus conscious work must be done to ensure that ideas and information have the opportunity to be converted into knowledge before they are thrown away and lost.
Moving forward to the 20th century, Schwab (1971) asserts the need to apply multiple theories to get a more accurate understanding or assessment of a situation, and that people need to be taught how to critically consider and evaluate multiple theories. Schon’s (1987) teachings remind us that for a good learning environment in either academic or corporate institutions, the artist-practitioner needs to be able to convert his/her tacit knowledge into knowledge and activities that can be conveyed and then practiced or applied by students. The artist-practitioner also needs to share his/her experiences of theory in practice; the implication is that if the instructor lacks that experience, it would be helpful to bring in others as guest speakers to provide that and/or (in the case of adult learners) elicit students’ experience to aid in applying the theory. Belenky et al. (1986) cited the importance of trusted experts who can offer their experience and provide guidance when developing one’s subjective knowledge. “By sharing reactions and solutions ...by being given the opportunity to talk things over with a sympathetic, nonjudgmental person with similar experience... [one can see that one] has experience that may be valuable to others” (Belenky et al., 1986, p. 61). This, in essence, is similar to the concept of having a mentor to whom one can turn for reassurance and advice.
Our most recent knowledge experts provide additional recommendations for how today’s knowledge manager can maximize workplace knowledge sharing and learning. Drucker recommended that knowledge managers help facilitate how to best apply knowledge to produce business results (the improvement, exploitation, and innovation that he speaks of as the three kinds of new knowledge) in order “to make knowledge productive” (1993, pp. 185, 191). Senge argued that “the organizations that will truly excel in the future will be the organizations that discover how to tap people’s commitment and capacity to learn at all levels in an organization” (2006, p. 4). He encouraged knowledge managers to maximize the increased connection and networked nature of organizations, thus leading to “new capacity for continual learning, innovation, and adaptation” (Senge, 2006, p. xvi). He recommended companies create a structure that fosters learning and continuous improvement, encouraging the five disciplines and blending them into the organization’s culture. This could be done through developing a shared vision, providing opportunities for reflection, and aligning the reward system to encourage learning and sharing. Senge also encouraged working to create a positive learning environment and being willing to invest in the long-term and not be distracted by short-term gains; thus the implication for the knowledge manager is to help organizations balance their need for short-term results with the desire for sustainability and achievement of lasting and long-term goals. Nonaka and Takeuchi argued that to maximize the knowledge creation capability of an organization, the knowledge manager needs to provide opportunities for individual knowledge to be converted into organizational knowledge “through dialogue, discussion, experience sharing, and observation” (1995, p. 13). They also encouraged the involvement of all levels to create new knowledge—from front-line employees, to middle managers, to senior management (Nonaka & Takeuchi, 1995, p. 15). Furthermore, they asserted the value of using a rugby team approach to teamwork. This involves having overlapping project phases taken on by a multi-disciplinary team who has shared responsibility throughout the development process and takes turns in contributing what their specialization offers to the task at hand (Takeuchi & Nonaka, 1986).
Summary
Reflecting on the history of epistemological thought results in five guiding principles that can be applied to the modern disciplines of learning and knowledge management:
1. Knowledge involves aspects of both the mind (thinking) and the body (senses and experience).
2. Knowledge is acquired through a combination of methods.
3. Truth is subjective.
4. Learning is most effective when it involves elements of both practice/doing and theory/thinking.
5. Today’s knowledge managers need to remain flexible, willing to adapt their approaches and adopt new perspectives/techniques.
The implication is that today’s learning and knowledge management professionals need to use these principles to respect both thinking and experience, and to provide opportunities and methods in the workplace that maximize both the mind and body. Learning and knowledge management professionals are encouraged to model openness and discourage the tendency to seek ‘the’ right answer or truth; instead, they need to encourage the consideration of multiple perspectives and ensure different viewpoints are heard. Learning management professionals in particular need to build in ample opportunities for both theory and practice during workplace learning events. And, finally, learning and knowledge management professionals themselves must be lifelong learners possessing a long-term view. They need to educate themselves and stay current on the methods for effective learning plus knowledge acquisition, sharing, and creation. They must also be able to weigh these methods in light of an organization’s culture and business goals—being willing to recommend incremental solutions that will lead to accomplishing the long-term vision. They must also be flexible, willing to change their approach as needed and help the workforce realize that learning and knowledge is everyone’s job.
References
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Skinner, B. F. (1971). Chapter 1: A technology of behavior. In Beyond freedom and dignity. Retrieved August 25, 2007 from http://www.xanedu.com
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- Robin
Performance Associates, Inc.
