I generally don't spend time trying to define knowledge and knowledge management. Such attempts can lead to long, unsatisfying, and ultimately useless debates. And I definitely avoid referring to a continuum of data, information, knowledge (and sometimes wisdom), often represented in the form of a pyramid. I don't find any value in this.I use this definition of knowledge, often attributed to Peter F. Drucker:The knowledge that we consider knowledge proves itself in action. What we now mean by knowledge is information in action, information focused on results.And this definition of knowledge m
Andrew Gerkens's insight:
Building and sharing knowledge at the speed of business is a key challenge facing organisations. Many people implementing 70:20;10 have a focus on knowledge (management), whether it is driven by capability, aging workforce, geographically dispersed workforce, dealing with complexity (performance support).
This post has some really useful definitions to help you think about what knowledge is and how it can continuously be built and shared to support performance
One of the assignments I've been undertaking in Harold Jarche's Personal Knowledge Mastery workshop (#PKM14) is about narrating your work. I've been working towards making an effort to increase my...
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A great image, story and personal example here that captures one of the key challenges to developing a culture of Working Out Loud. We need to make it safe for people to share their current work (in progress). This is a big culture shift and one we don't find easy. We're used to showing off the finished product, rather than the current WIP to reflect, make sense, share ideas, solve problems and create solutions with the support of others.
I’ve been fascinated with YouTube lately. And not for the reasons you might think. At times it looks like an overnight success, but it’s been around since 2005. And while that’s quite interesting, it’s not what has me fascinated. Young kids are making millions of dollars with their YouTube channels and that’s amazing as well. But …
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This is a really interesting post exploring reflective practice. The most exciting and valuable piece though, is the video embedded in the post, where a young film maker reflects on his development - from novice towards a much more skilled artist.
A really valuable article that highlights the different needs of workers as they progress through their careers. It also helps us to recognise the importance of continuous learning and in particular the 70:20 of the 70:20:10 framework.
This is a fantastic post. I love the idea of workers creating 'mastery goals', answering the question of 'how do I get better at what I do'. As people focus more on task based work, mastery goals are a better fit for developing capabilities. They are also a simple and practical way to make workplace learning intentional.
How can we get people more engaged, more productive, and happier at work? Is technology part of the problem -- and could it also be part of the solution? Dav...
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A fantastic summary of the changing nature of work and the opportunities for collaboration and sharing...
A great summary of the need for approaches to learning to change. Positions the need and opportunity for workplace learning and 70:20:10 and demonstrates the need for a strategic approach.
Performance (and capability) are outcomes and a range of factors contribute to building and sustaining them.
Here is the link to part two of the article, which includes a further link to download the full white paper:
Improving sales rep performance is the primary purpose of a sales manager. Or perhaps I should say, it should be. Yet, in some organizations, the endless meetings, CYA documentation, special
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A great example of how line leaders and workplace learning approaches can be used to improve worker performance, in this case sales reps. My favourite quote, 'Improving sales rep performance is the primary purpose of a sales manager'
Explores the reality of how registrants engage with MOOCs. People rarely 'complete' a MOOC, but may gain value through building their networks (social learning) and exploring the curated content (saves time/effort in searching the broader web).
Does this mean that MOOCs should adapt to suit the way most people use them, or should they keep their course structure with options to complete?
THE QUOTE: “If you read the research on how much people forget after training, it’s depressing. Do a search for the ‘Forgetting Curve’. Once we know something like this, we need to change our
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A great summary and extensive links exploring Ebbinghaus' Forgetting Curve and implications for learning. Reinforces that people improve performance through challenging experiences, opportunities to practice, rich conversations and space to reflect
The damage that the human body can survive these days is as awesome as it is horrible: crushing, burning, bombing, a burst blood vessel in the brain, a ruptured colon, a massive heart attack, rampaging infection. These conditions had once been uniformly fatal. Now survival is commonplace, and a large part of the credit goes to the irreplaceable component of medicine known as intensive care.
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Performance Support is a huge opportunity for L&D to add value - supporting workers to solve problems at the point of need. This is a really valuable article. PS can come in electronic form, embedded in systems, but it can also be knowing who the go-to people are, or as discussed in this article a checklist or aide memoir. HUGE potential in all industries.
I find it interesting that many workers consider getting better at their job different to or separate from learning.Perhaps this stems from ingrained perceptions that learning is connected to training events managed by the learning function. The fact that L&D continues to talk about 'learners' and 'learning' only serves to reinforce these perceptions.We need to talk less about learning and more about working and performance and things like readiness, challenges, problems and effectivenessWhat things are making it difficult to do your work? What capabilities are critical to your strategy?
Andrew Gerkens's insight:
A piece I shared via LinkedIn to link 70:20:10 with mastery, performance improvement and effectiveness, shifting the conversation away from 'learning'. Most people know learning is important, but will say they are too busy working or solving problems. If L&D can lead the conversation by talking about work, problems, challenges etc. we have a much greater chance of getting a foot in the door.
Traditional approaches to knowledge attempted to 'manage' it. With the advent of collaboration tools (I prefer this term to social), workers can be empowered to build and share knowledge in real time. Many organisations are implementing 70:20:10 to improve knowledge sharing to support a range of organisational outcomes, including the need to capture knowledge from an aging workforce.
The workplace in the digital age is undergoing transformation. Wirearchy is at the heart of this transformation.You may not yet be familiar with the term, but you are very likely already experiencing wirearchy to some degree. Jon Husband created the term over ten years ago and defined wirearchy as: “a dynamic two-way flow of power and authority, based on knowledge, trust, credibility and a focus on results, enabled by interconnected people and technology”.I have conducted research on the internal digital work environments of organizations for nine years, starting in 2006. Each yea
Knowledge plays an important role in the productivity and prosperity of economies, organizations, and individuals. Even so, research on learning has primarily focused on the role of doing (experience) in fostering progress over time. To compare the effectiveness of different sources of learning, the authors take a micro approach and study learning at the individual level. They argue that learning from direct experience can be more effective if coupled with reflection—that is, the intentional attempt to synthesize, abstract, and articulate the key lessons taught by experience. Using a mixed-method approach that combines laboratory experiments and a field study in a large business process outsourcing company in India, they find support for this prediction. Further, they find that the effect of reflection on learning is mediated by greater perceived ability to achieve a goal (i.e., self-efficacy). Together, these results reveal reflection to be a powerful mechanism behind learning, confirming the words of American philosopher, psychologist, and educational reformer John Dewey: We do not learn from experience ... we learn from reflecting on experience.
When it comes to the future of work and collaboration I've worked with and researched hundreds of companies. Collaboration is indeed a top priority for many business leaders but knowing what makes organizations successful can be a tricky thing. After all no two companies are like and their strategies and [...]
Andrew Gerkens's insight:
Jacob Morgan's book, 'The future of Work' is brilliant. It paints such a clear picture of where we are headed and what we need to build and do to enable/support/leverage it.
Will MOOCs and traditional VET morph into more targeted and modular development solutions? Some interesting points about the self-interest of MOOCs and the disconnect between them, and workplace/individual needs.
The article speaks as if it is a revolution, however I'm more inclined to see it as evolution.
To some, the three words above represent a personal learning philosophy of sharing what you’re doing and how you’re doing it. To others, it’s more reflective, sharing what you’ve done and how you d...
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Working out Loud is Learning out Loud is Sharing your Work is Showing your Work
Sometimes the best approaches to revamp an organization’s culture come from the employee level, rather than edicts issued by senior executives.
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This example shows how informal learning can be intentional, aligned and impactful. Although a social learning solution (the '20' in 70:20:10), the peer coaching example is also highly experiential, with reflective practice and performance support (both elements of the '70' in 70:20:10) embedded in the approach.
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Clearly defines knowledge and knowledge management.