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??