The role of metacognitive skills in learning to solve problems

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Christoph & Kruizinga, 2002). The KM model is based upon the model
of Wiig et al. (1997). This model is adapted by taking into account
practical experiences of experts in the field of KM. In figure 3.5 the KM
model is depicted. The model is embedded in KM Quest as a form of
support. Its role is to support a systematic approach to problem solving
of novices in the domain of KM. Although it is normative in nature, the
KM model is not such a straitjacket as is the task model in the study
of Mettes and Pilot (1980). In their study, it was obligatory to use the
task model to solve thermodynamics problems.
The KM model prescribes how to solve a monitoring-diagnosis problem.
The goal of a monitoring-diagnosis problem is to identify discrepancies
between an observed and a desired situation. Subsequently
one needs to identify the elements that need optimalisation in order to
achieve the desired situation. In KM Quest, players analyse the knowledge
household of Coltec with respect to the actual status of business
and knowledge indicators and the desired status. They then take action
in the form of implementing interventions that aim at optimising
properties of knowledge processes in order to reach the desired situation.
The KM model is situated at the task-level of the theoretical model
(see chapter 2, page 32). It concerns the method that specifies how to
solve a monitoring-diagnosis task. The model consists of four phases:
the FOCUS, ORGANISE, IMPLEMENT and MONITOR phase. Each of
these phases is decomposed in subtasks and activities. The activities are
executed at the object-level, they represent domain-specific activities. In
the appendix an example is presented how to use the KM model in order
to analyse a typical event.
3.3.1.1 The FOCUS phase
The FOCUS phase aims at providing contextual information about objectives
and current performances of the company. One of the first steps
in this phase is to decide where to focus. This focusing enables further
delineation of the problem area. Learners have to decide whether they
want to focus on knowledge departments, knowledge processes or the
event. In each ‘focus’ a link is established between organisational aims
(e.g. increasing market share by 2%) and knowledge management aims
(e.g. increasing the competence of employees working in the production
department).
When focusing on knowledge departments, relevant indicators for
these departments are proposed in the KM model. For example, when
focusing on the R&D department, relevant indicators to pay attention to
are: the company product quality index, or the number of new patents.
Next, properties of knowledge departments come into play. Teams can