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Slide 1: Learning, Knowledge and Knowledge Management Part 1 : Introduction : The Knowledge Revolution Specially developed for HealthKnowledge by Martyn Laycock of managingtransitions.net and theknowledgecollege.net DECEMBER 2004 ? WISDOM knowledge information data “In today’s economy the most important resource is no longer labour, capital or land - it is knowledge.” PETER DRUCKER part I of a three-part series copyright: theknowledgecollege.net 2001-2004
Slide 2: INTRODUCTION “Towards the Knowledge Economy” “the revolution that is underway in Information and Knowledge is about to revolutionise education and healthcare” “In education and health care the emphasis will also shift from the T in IT to the I in IT, just as it is doing in business.” PETER DRUCKER, 1999 copyright: theknowledgecollege.net 2001-2004
Slide 3: INTRODUCTION Learning & Knowledge Management in the NHS NHS “We need to let go of out-of-date know-how and learn new know-how, new ways of doing things. We need to create change fast. We need to spread that change consistently throughout the NHS. And we need to ensure that change is lasting. Getting better at how we create, share and use knowledge and learning can help us to do that.” NHS NATIONAL ELECTRONIC LIBRARY FOR HEALTH, Website, Dec ‘04 http//:www.nelh.nhs.uk “NHSU is a new kind of learning organisation, providing learning and development opportunities for everyone working in health and social care. We want all staff to have the skills and knowledge they need to deliver the best possible patient care.” NHSU website : http://www.nhsu.nhs.uk copyright: theknowledgecollege.net 2001-2004
Slide 4: • • • • • • • • • • • • • • • • • Introducing the Knowledge Revolution Knowledge defined Intelligence and Brains The Knowledge Ladder The Knowledge Revolution Learning & Knowledge Management in NHS Learning & Learning Organisations Knowledge Dissemination – the impacts of the world-wide-web Module Agenda P A R T 1 P A R T 2 world wide web on-line learning Knowledge Management Knowledge Transfer/Knowledge Sharing Knowledge Workers – Collaboration as the DNA of Knowledge Management mobile communications “The shift from knowledge to knowledges has given knowledge the power to create a new society” PETER DRUCKER. Case Studies and Research Reports Strategies for the Knowledge Economy London: European Knowledge Centre Knowledge Distribution & Dissemination Wisdom A Look into the Future copyright: theknowledgecollege.net 2001-2004 P A R T 3 Post Capitalist Society, 1993
Slide 5: AGENDA : PART 1 • • • • • • Introducing the Knowledge Revolution Knowledge Defined Intelligence and Brains The Knowledge Ladder The Knowledge Revolution Learning & Knowledge Management in NHS “The traditional factors of production - land, labour and capital have not disappeared. But they have become secondary. They can be obtained and obtained easily provided there is knowledge. Knowledge is a utility, the new means to obtain social and economic results.” PETER DRUCKER “Knowledge Management’ in the NHS is still not well known or understood” NATIONAL ELECTRONIC LIBRARY FOR HEALTH Website December 2004 copyright: theknowledgecollege.net 2001-2004
Slide 6: The Knowledge Revolution Learning “Knowledge is becoming the only meaningful resource.” PETER DRUCKER, 2000 Knowledge Wisdom 1770-1880 1881-1960 1960-2000 1995 - ? SOCRATES PLATO ZEN TAO 4 Modern Revolutions : Industrial : Productivity : Management : Knowledge : PROTAGORAS CONFUCIUS HANDY GATES PAPOWS DRUCKER STEWART copyright: theknowledgecollege.net 2001-2004 BERNERS LEE BUZAN
Slide 7: Knowledge Defined know-ledge n. 1a awareness or familiarity gained by experience, b. a person’s range of information 2a a theoretical or practical understanding of a subject, language etc. 2b the sum of what is known DORLAND KINDERSLEY Illustrated Oxford Dictionary “Knowledge is what information becomes when it is connected to relevant ‘know how’ or ‘know why’, and thus supports and informs key decisions.” JEFF PAPOWS, CEO of Lotus/IBM Enterprise.com (1999) ‘in the know’ = well informed, having special knowledge copyright: theknowledgecollege.net 2001-2004
Slide 8: The Knowledge Ladder (1) DATA is organised/accessed to obtain specific (2) INFORMATION = data organised into manageable format (3) KNOWLEDGE is developed from using/applying Information. (4) WISDOM flows from the accumulated experience of applying and using Knowledge The Meaning Of Life ? developed by Martyn Laycock from a concept developed by Tony Knight and David Silk of Henley Management College, 1989 4. WISDOM “experience and knowledge together with the power of applying them” “the awareness or familiarity gained by experience, a person’s range of information, a theoretical or practical understanding of a subject, language etc. the sum of what is known” “data endowed with relevance, purpose & meaning” “facts given from which others may be inferred” copyright: theknowledgecollege.net 2001-2004 3. KNOWLEDGE 2. INFORMATION 1. DATA
Slide 9: The Knowledge Ladder a practical healthcare example : Use Left Mouse or Arrow Right to progress 4. WISDOM patient should be admitted to hospital ASAP, treated for ‘flu’ the patient probably has a serious case of the ‘flu’ 3. KNOWLEDGE the combination of fever and tachycardia in the elderly can be life-threatening “fever” 2. INFORMATION “tachycardia” “elderly” = a temperature greater than 100 deg.; = a pulse greater than 100 , = someone with an age < 75 1. DATA Patient has a Temperature of 102F : Pulse 109 : Age 76 copyright: theknowledgecollege.net 2001-2004
Slide 10: The Intelligence Factor Intelligence n. the capacity for understanding, ability to perceive and comprehend meaning We are, as an evolutionary model, a mere 45,000 years old and we now stand on the brink of a revolution that will change the course of human development……. …..for the first time in the three and a half million year history of human intelligence, that very intelligence itself has realised that it can understand, analyse and nurture itself. By applying itself to itself it (Intelligence) can develop new ways of thinking that are far more flexible and powerful than the traditional modes of thought currently in use throughout the world. TONY BUZAN “The Mind-Map Book” “Forget buildings or machines, the real source of wealth is intelligence, applied intelligence.” CHARLES HANDY 1995 copyright: theknowledgecollege.net 2001-2004
Slide 11: The Human Brain The average human brain contains an estimated 10-15 billion brain cells (or neurons) - that’s over twice as many as there are people in the world! about 20,000 brain cells would fit onto the head of a small pin. Each of these 10-15 million brain cells looks like a super-octopus with a central body and tens, hundreds, or thousands of tentacles. Each brain cell contains a vast electrochemical complex and a powerful micro-data-processing and transmitting system. “The human brain is an enchanted loom where millions of flashing shuttles weave a dissolving pattern, always a meaningful pattern though never an abiding one, a shifting harmony of sub-patterns. It as if the Milky Way centred upon some cosmic dance.” SIR CHARLES SHERRINGTON “The 21st Century will become the ‘Century of the Brain’ ” TONY BUZAN. copyright: theknowledgecollege.net 2001-2004
Slide 12: Brain Facts brain n. an organ of soft nervous tissue contained in the skull of vertebrates, functioning as the co-ordinating centre of sensation and of intellectual and nervous activity The brain together with the spinal chord constitutes the central nervous system. It is responsible for monitoring and regulating unconscious and involuntary actions and reactions in the body. It is also the intellectual centre that allows thought, learning, memory and creativity. the human brain weighs about 3lbs (1.4kilos) (about 3% of average body-weight) but uses 25% of the blood and oxygen supplies neocortex (a 2-sided cerebrum, left and right brain) mammalian brain reptilian brain spinal cord KEY FACT “only 10% of the human brain is typically utilised” BBC Knowledge Channel copyright: theknowledgecollege.net 2001-2004
Slide 13: The Sheer Wonder of the Human Brain “Whoever, wherever you are, you are using to read these words the most beautiful, intricate, complex, mysterious object in the known universe: your brain.” TONY BUZAN Super Advanced Processing Unit brainpower n. mental ability or intelligence copyright: theknowledgecollege.net 2001-2004
Slide 14: Knowledge as a Source of Competitive Edge UK Government White Paper, December 1998: “In the global economy, capital is mobile, technology spreads quickly and goods can be made in low cost countries and shipped to developed markets. British business therefore has to compete by exploiting capabilities which competitors find hard to imitate. The UK’s distinctive capabilities are not raw materials, land or cheap labour. They must be our knowledge, skills and creativity. Crucially, this challenge is for all industries, not just new ones.” Knowledge Skills Creativity “the challenge is for all industries - not just new ones” copyright: theknowledgecollege.net 2001-2004
Slide 15: The Challenge of the “Knowledge Driven Economy” “All organisations in the UK, large and small, manufacturing and services, low and high-tech, urban and rural, need to: • marshall their knowledge and skills to satisfy customer • exploit market opportunities • meet society’s aspirations for a better environment” “to make the most of its capabilities, British business needs to combine its know-how with finance for investment and a flexible skilled workforce” Our Competitive Future - Building the Knowledge Driven Economy. London: Stationery Office, 1998 copyright: theknowledgecollege.net 2001-2004
Slide 16: How the Knowledge Revolution Is Impacting on Healthcare and Education change “the revolution that is underway in Information and Knowledge is about to revolutionise education and healthcare” PETER DRUCKER, 1999 Preventive & evidence-based healthcare copyright: theknowledgecollege.net 2001-2004 Home, remote & distance learning
Slide 17: Shifts in the delivery of Education and Healthcare in the 21st Century From : Drucker PF. Management Challenges for the 21st Century. Oxford: Butterworth-Heinemann, 1999; pp 101-102. PROGRESSIVE SLIDE – PLEASE WAIT • • • • • It is generally accepted now that education technology is due for profound changes : (“e” and “blended” learning are beginning to impact) the centre of gravity in higher education may shift to the continuing professional education of adults during their entire working lives this in turn is likely to move off campus and into a lot of new places: the home, the car or commuter train, the workplace, the church basement or school auditorium (note especially home & workplace!) In health care a similar conceptual shift is likely to lead from health care being defined as the ‘fight against disease’ to being defined as the ‘maintenance of physical and mental functioning’, (an emphasis on self-care) Neither of the traditional health care providers - the hospital and the general practice physician - may survive this change, and certainly not in their present form or function. (The comments in green are ours) copyright: theknowledgecollege.net 2001-2004
Slide 18: The Importance of Learning & Knowledge in the “New NHS” PROGRESSIVE SLIDE – PLEASE WAIT “The NHS is going through a period of defining change. Modernisation of the NHS and the delivery of the NHS Plan constitute the biggest health care project in the world. Our success will be judged by both the speed with which we can deliver real improvements to patient services and by the lasting impact we make on the health and health services in this country. In order to achieve this we need to find new ways of doing things, to generate new ideas, to try new things, to learn from each other and share what we have learnt with each other, to put into practice what we have learnt and then learn further from our experiences - and to keep on doing that. We need to let go of out-of-date know-how and learn new know-how, new ways of doing things. We need to create change fast. We need to spread that change consistently throughout the NHS. And we need to ensure that change is lasting. Getting better at how we create, share and use knowledge and learning can help us to do that.” NATIONAL ELECTRONIC LIBRARY FOR HEALTH : http://www.nelh.nhs.uk copyright: theknowledgecollege.net 2001-2004
Slide 19: Learning/Knowledge Management where the NHS is at in 2004 : Introducing the NHS UNIVERSITY (NHS-U): “NHS-U is a new kind of learning organisation, providing learning and development opportunities for everyone working in health and social care. We want all staff to have the skills and knowledge they need to deliver the best possible patient care.” “Working together, Learning together”, 2001 http://www.nhsu.ac.uk “The NHS is clearly making some progress in exploring and implementing knowledge management principles and practices. However we are very much at the early stages. As is often the case in an organisation the size of the NHS, progress is being made in pockets rather than across the board.” NATIONAL ELECTRONIC LIBRARY FOR HEALTH, 2004 copyright: theknowledgecollege.net 2001-2004
Slide 20: The NHS and Learning/Knowledge Management Developing the “NHS-U” : • • “NHSU's strategic plan sets out our objectives between now and 2008” “NHSU's core strategies are to: – create a high quality learning environment – to provide learning opportunities for everyone in health and social care – to lead research into learning needs and outcomes.” “We will achieve this by working with our partners, and constantly evaluating everything we do.” “NHSU is a new kind of learning organisation, providing learning and development opportunities for everyone working in health and social care. We want all staff to have the skills and knowledge they need to deliver the best possible patient care.” NHSU web-site Dec 2004-Jan 2005 • • • http://www.nhsu.nhs.uk copyright: theknowledgecollege.net 2001-2004
Slide 21: Learning and Knowledge in the “New NHS ” "It is only by testing ideas, learning what works best and sharing our knowledge that we will really make things better for our patients." "We will know we have succeeded when knowledge about an improvement developed anywhere in the system rapidly becomes common knowledge and is actually used everywhere". David Fillingham, Chief Executive, NHS Modernisation Agency copyright: theknowledgecollege.net 2001-2004
Slide 22: Learning, Knowledge and Knowledge Management PART 1 “In today’s economy the most important resource is no longer labour, capital or land - it is knowledge.” PETER DRUCKER In PART II : The Information Revolution, learning, the Learning Revolution, learning organisations, the Knowledge Revolution, the knowledgebased economy, the microchip and PCBs, the Internet final slide part I copyright: theknowledgecollege.net 2001-2004