Post on 14-Dec-2015
If we are on the road to transform statistics in a symphony (from information to knowledge)and to allow users not only to understand
figures and to be confident with numeracy but also to be able to understand “where we are”…
Beyond the challenge for statisticians…
…there are challenges for organizations keen on putting knowledge at the center of their development…
…namely…
…informal learning…
web. web 2.0
Training
cooperative work
blogging
unconferencesstorytelling knowledge
management
wizard / videostreaming
networks /
community of
practiceunstructured
mentoring
20%
80%
…Reflexivity…Because…
1. Uncertainty requires to be more knowledge building than content reproducing
2. Critical learning often comes from adjusting to unforeseen circumstances that no planning could presuppose
IF THERE IS SHORTAGE OF RESOURCES, HOW TO CAPTURE AND NOT TO WASTE THE MOST IMPORTANT RESOURCE, NAMELY KNOWLEDGE, IN THE ORGANIZATIONS?
Why ‘fusion’?
…“training is more and more becoming just one piece of a more complex project that also include information, collaboration, and support components”
[Rosenberg, M.J., 2006]
Learning stream for a successful change
To
info
rm
Give positive
feedback
To share the goals’ To train
Knowledge
sharing
To sustain th
e
lessons learned
To re
mind
To
assig
n
role
To s
usta
in th
e
cha
nge
over
com
ing
obs
tacl
es
Approch to the users – motivation –
Internal and organizational communication
Budgeted
training
Informal learning
Organizational communication
To sustain
the impact
and the application
WHICH CONNECTIONS?…
PEOPLE
INFORMATION
KNOWLEDGE
INTELLIGENCE
COMMUNITY OF PRACTICE
COLLEAGUES GONE
‘OUTSIDE’
CROSSTRAINING
COMING SOON
EVENTS
WIKI-WRITING
WIKI- READING
TEACHERS
IN THE CLASSROOM GOOD PRACTICES THROUGH
BENCHLEARNING
We need enviroments where to engineer
fusion and connections……cutting across
structured training and informal learning
1. Physically (transform the workplace in a learning lab)
2. Organizationally and methodologically (transform the productive cycle in a learning environment) (design learning paths through connections – beyond classroom and beyond e-learning: TEL / mash up…)
3
4
5
6
2
1 OfficeDevices
7
8
Head
11
12
13
Unit’sLibrary
Coffe & water
LadiesGents
109
exit
exit
Meeting
table
blackboard
1. Learning by orienteering
(Maps&Guides)
2. Learning by the classroom
(Greyhound)
3. Learning by the context
(Hamma’m)
4. Learning catching the occasion
(Last minute)
5. Learning through new offers
(Travel Agency)
6. Learning by websurfing
(Lonely navigator)
7. Learning ‘through’
(Adventure)
8. Learning step by step
(Refuges)
9. Learning by comparing&adapting
(Logbook)
Example 1
4steps4roles to let a newcomer enter a NSI
• Reading as students– Official documents– Descripted processes
• Interviewing mentors (as journalists) for– More-in-depth info– Capture of clues to
understand the organizational culture
• Wiki-Writing (as editorial staff)– to organize the captured
info– to practice a cooperative
work– to make a fine tuning of the
report
• Telling (as speakers)– to present the report with
the results of the learning path
– to share the captured info and knowledge
– to give clues for an emergent knowledge