1. Knowledge Management in the Public Sector Moment, Place, Relationship, Movement

2. MOMENT RELATIONSHIP MOVEMENT PLACE Introduction Part 1 Conceptualisation of a knowledge systemPart 1 Conceptualisation of a knowledge system –Knowledge management or organisational learning –Knowledge system via moment, place, relationship and movement Study of organisational learning within Waitemata District Health.Study of organisational learning within Waitemata District Health. What are the barriers and facilitators for learning within a Public Sector organisation?What are the barriers and facilitators for learning within a Public Sector organisation?

3. MOMENT RELATIONSHIP MOVEMENT PLACE What typically drives processes in Public Sector organisations? Processes  Rules  Systems  Standard operating procedures Cognition Single Loop Learning

4. MOMENT RELATIONSHIP MOVEMENT PLACE What is organisational learning and why engage in 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 unless a reason is perceived.Organisational learning is unlikely to occur unless a reason is perceived. –The importance of moment –A tension or stress in the system that recognises a need to improve.

5. MOMENT RELATIONSHIP MOVEMENT PLACE Knowledge Management System Is it Organisational Learning or Knowledge Management? Processes Cognition Processes Cognition Organisational Learning MOMENT Transferring of Knowledge

6. MOMENT RELATIONSHIP MOVEMENT PLACE Organisational learning & the importance of ‘Place’ Processes Cognition Processes Cognition Knowledge Management System PLAN ACT REFLECT Individual Organisational Learning MOMENT DIALOGUE PLAN ACT REFLECT Group PLACE

7. MOMENT RELATIONSHIP MOVEMENT PLACE The black hole of learning: Transference in Activity systems of relationship Processes Cognition Processes Cognition Knowledge Management System PLAN ACT REFLECT Individual DIALOGUE PLAN ACT REFLECT Group PLACE MOMENT Transferring of Knowledge RELATIONSHIP Community Tools & Signs Rules & Procedures Division of Labour RELATIONSHIP Individual OBJECT OUTCOME Sense, Meaning

8. MOMENT RELATIONSHIP MOVEMENT PLACE Object 3 MOVEMENT The black hole of learning: Activity systems of relationship Processes Cognition Processes Cognition Knowledge Management System PLAN ACT REFLECT Individual DIALOGUE PLAN ACT REFLECT Group PLACE MOMENT RELATIONSHIP Community Tools & Signs Rules & Procedures Division of Labour RELATIONSHIP Individual OBJECT Community Tools & Signs Rules & Procedures Division of Labour RELATIONSHIP Individual OBJECT Object 1 Object 2 Individual MOVEMENT

9. MOMENT RELATIONSHIP MOVEMENT PLACE Exploring Organisational learning in WaitemataDHB 15 focus groups conducted throughout the organisation during 2003.15 focus groups conducted throughout the organisation during 2003. Discussion revolved around learning behaviours.Discussion revolved around learning behaviours. Statements generated in focus groups were distilled down to 80 items for inclusion in the survey.Statements generated in focus groups were distilled down to 80 items for inclusion in the survey. Items were measured on 2 scales. One measuring how typical the behaviour was perceived to be in WDHB and the other how beneficial for learningItems were measured on 2 scales. One measuring how typical the behaviour was perceived to be in WDHB and the other how beneficial for learning Surveys sent out to 4860 employees in late November 2003. Half responded to the typical scale and half to the beneficial scale.Surveys sent out to 4860 employees in late November 2003. Half responded to the typical scale and half to the beneficial scale. Factor analysis of replies resulted in 12 factors (themes) being drawn out – all with acceptable levels of reliability.Factor analysis of replies resulted in 12 factors (themes) being drawn out – all with acceptable levels of reliability.

10. MOMENT RELATIONSHIP MOVEMENT PLACE Twelve Learning Behaviours Group Environment Groups are well structured, facilitated and individuals feel valued Organisational Environment The organisation has a collaborative culture in which ideas, opinions and learnings are shared and valued Evidenced based healthcare Information is sought from internal and external sources and used when making decisions Reflective learning Reflecting on own practice and engaging with others to discuss and analyse ideas Formal training Receiving training in its various forms ie formal courses, conferences, coaching, input from professional organisations, etc Performance feedback Receive adequate, timely and helpful feedback Social learning Finding out how to do something by observing others, or listening them describe how they might do it. Peer discussion Engaging in information sharing with colleagues Mistakes Being able to observe disciplinary processes and reflecting upon trial and error Informal discussion Talking with colleagues outside of formal forums Wider organisational life Engaging in organisational activities beyond the job demands Cross discipline work Working with people from mixed professional and sector backgrounds

11. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours 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

12. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours Orgn 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

13. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours Evidence 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

14. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours 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

15. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours 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

16. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours 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

17. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours 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

18. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours Peer discussion (α =.633) Engage in the journal club Colleagues give presentations to one another Experience issues being clarified through structured discussion

19. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours Mistakes (α =.686) Observe the disciplinary processes Work by reflecting upon trial and error Be involved in crises in which need to learn quickly

20. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours Informal discussion (α =.740) Talk to colleagues in hallways Engage in informal chats with colleagues Debate issues with colleagues

21. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours Wider organisational life (α =.600) Hear positive stories about WDHB Attend award ceremonies Attend work based social events

22. MOMENT RELATIONSHIP MOVEMENT PLACE Typical vs. Beneficial Behaviours Cross discipline work (α =.668) Challenge work-based conventions Talk to people outside my sector Work with a multidisciplinary peer group

23. MOMENT RELATIONSHIP MOVEMENT PLACE Transference barriers and facilitators MomentMoment –Mistake making behaviour not rated highly –Limited value seen in informal discussion –Evidence based data not widely distributed PlacePlace –Group environment seen to be problematic –Performance feedback seen to be wanting –Bullying –Few skilled at facilitation –Discuss in relation to moment, place, relationship, movement. RelationshipRelationship –Little importance placed on social interaction –Different professional groups place different levels of importance on learning strategies. Barriers discuss activity system stuff MovementMovement –No formal mechanism to move knowledge through system once created

24. MOMENT RELATIONSHIP MOVEMENT PLACE Implications Importance of recognising ‘moments’ as opportunities to engage in organisational learning.Importance of recognising ‘moments’ as opportunities to engage in organisational learning. How to create ‘place’ in which learning can be teased apart and moved through a systemHow to create ‘place’ in which learning can be teased apart and moved through a system Performance feedback needs to be regular for a knowledge system to effectively functionPerformance feedback needs to be regular for a knowledge system to effectively function Organisations need skilled group facilitators for knowledge to be developedOrganisations need skilled group facilitators for knowledge to be developed

25. MOMENT RELATIONSHIP MOVEMENT PLACE A thought to leave you with If public sector organisations are driven by policies, rules, and standard operating procedures then what is stopping the development of such drivers for organisational learning principles and strategies??If public sector organisations are driven by policies, rules, and standard operating procedures then what is stopping the development of such drivers for organisational learning principles and strategies??