Proceedings of the 12th European Conference on Knowledge ...

Tony K. M. Lo and Patrick S.W. Fong
than effect, and behavioural learning <strong>the</strong>ories, which deny any role for subjective experience in
learning, ELT has a unique perspective on learning and development. It stresses <strong>the</strong> holistic model <strong>of</strong>
<strong>the</strong> learning process and a multi-linear model <strong>of</strong> adult development, both <strong>of</strong> which are consistent with
what we know about how people learn, grow, and develop (Kolb 1984). In ELT, learning is defined as
<strong>the</strong> process whereby knowledge is created through <strong>the</strong> transformation <strong>of</strong> experience and <strong>the</strong>
combination <strong>of</strong> grasping and transforming experience. The key is how to turn experience into learning.
4.2 Possible questions checklist on experience sharing
The prime objective here is to ask to what degree <strong>the</strong> content <strong>of</strong> <strong>the</strong> lessons learned has transferred
participants’ unique experience to <strong>the</strong> learners, ei<strong>the</strong>r directly or indirectly. In textual documents, while
words are naturally <strong>the</strong> major medium <strong>of</strong> experience sharing, pictures (if any) and <strong>the</strong> layouts <strong>of</strong> <strong>the</strong>
documents can achieve <strong>the</strong> purpose as well. As discussed above, experience is not limited to
emotions. Participants’ observations, understanding and judgments are also essential elements to
enable learners to share what <strong>the</strong> participants felt during <strong>the</strong> occurrence <strong>of</strong> <strong>the</strong> event. Here are some
possible questions to be asked.
Does <strong>the</strong> lesson tell you what <strong>the</strong> participants observed during <strong>the</strong> events?
Does <strong>the</strong> lesson convey <strong>the</strong> feelings <strong>of</strong> <strong>the</strong> participants?
Are participants’ immediate judgments made known in <strong>the</strong> lesson?
5. Reflective thinking
5.1 Learning through reflection
Reflection is involved in learning (Moon 2004). Being an active process <strong>of</strong> exploration and discovery,
reflection is <strong>the</strong> persistent and careful consideration <strong>of</strong> any belief or supposed form <strong>of</strong> knowledge.
Learners take control <strong>of</strong> <strong>the</strong>ir own learning with a deep approach by seeking an understanding <strong>of</strong> <strong>the</strong>
meaning and relating it to <strong>the</strong>ir previous experience (Boud 1985). Different frames <strong>of</strong> reference are
reviewed with new and meaningful ideas generated. Most lessons learned systems just focus on
which practices work or fail, but not on why <strong>the</strong>y work or fail. Julian (2008) recommends that
companies should ask more “why” questions so as to provide richer contextual information. Argyris et
al. (1985) argued that knowledge brings <strong>the</strong> chance <strong>of</strong> double-loop learning by triggering discussion <strong>of</strong>
conflicting issues. Learners need to be able to initiate deep reflection on strategic thinking after
reading <strong>the</strong> lesson learned documents. In <strong>the</strong> context <strong>of</strong> lessons learned, single-loop learning means
that learners try to seek feasible solutions, or operational change, for <strong>the</strong> existing problems in mind.
However, in double-loop learning, lessons learned inspire learners to reflect on <strong>the</strong> original frame <strong>of</strong>
problems, usually resulting in changes in organizations’ underlying norms, policies and objectives. It is
hard to overstate <strong>the</strong> significance <strong>of</strong> reflective thinking as a response to <strong>the</strong> present challenge and
strong demand for innovative ideas. Quality <strong>of</strong> knowledge can be reflected in employees’ ability to
make improvement on <strong>the</strong>ir tasks, discard old solutions and improvising new approaches (Erden et al
2009).
5.2 Possible questions checklist on reflective thinking
As explained, <strong>the</strong> knowledge quality <strong>of</strong> lessons learned depends on whe<strong>the</strong>r <strong>the</strong> content provides any
information leading to learners’ reflective thinking. The following questions are candidates for
evaluating <strong>the</strong> quality <strong>of</strong> <strong>the</strong> content.
Does <strong>the</strong> lesson give any reasons for <strong>the</strong> occurrence <strong>of</strong> <strong>the</strong> event?
Does <strong>the</strong> lesson mention alternatives and o<strong>the</strong>r possibilities? Does <strong>the</strong> lesson <strong>of</strong>fer multiple points
<strong>of</strong> view?
Does <strong>the</strong> lesson remind learners <strong>of</strong> <strong>the</strong> special conditions or exceptions where <strong>the</strong>
recommendations may not be applicable?
Does <strong>the</strong> lesson challenge any underlying assumptions?
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