Organizational Development for Knowledge Management at Water ...

Chapter 8: The KM Toolkit | 69
Learning
If there was one core competency of an organization—and the people within the organization—that
could be culled out from others to ensure success, it is learning. Learning is the process
that creates new meaning from experience and new capabilities for action. Strangely enough,
while learning is critical to the life of individuals and the utility, few people have ever focused on
learning how to learn.
Knowledge is the result of learning. To become a knowledge utility means to become a
learning utility. To put learning in perspective, consider several closely related concepts: training,
education, and what might be called acquiring deep knowledge. All of these are forms of learning,
each emphasizing a different goal with varying processes used for each. Training deals with developing
skills and abilities that do not require abstract concepts or a great deal of experience. Training
usually has a narrow focus, and results that achieve a specific capability. Education is usually
thought of as a process of learning about things that provide the learner with a broad, balanced
perspective on the world and the ability to understand and deal with many areas of life. Deep learning
refers to the acquisition and understanding of highly abstract and complex concepts, systems
and information. For example, a deep knowledge of calculus would be the ability to solve calculus
problems which would include understanding the foundations of the theory, its limitations, and
domain of application. Deep knowledge is created by study, reflection, assimilation, practice,
problem-solving, and “living with the subject.”
People learn best by doing. Action learning is a task-oriented group process that is useful
for approaching narrowly focused issues. Individual learning can be facilitated through the use of
new technologies include podcasts, Wikipedia, and a school in Second Life (see Appendix H,
under Individual Learning.) Group learning approaches include retreats, brown bag lunches,
speaker series and workshops.
Continuous learning (the creation of new ideas) and the ability to effectively (and often
quickly) act on those ideas are paramount in any organization involved in knowledge work.
Continuous learning is a daily routine for knowledge workers as new challenges require new ideas,
solutions and approaches.
Resources Linked From the Sustaining Phase
• Tools: Action Learning, After Action Reviews, Mentoring, Learning How to Learn,
Storytelling
• Ideas: Communications Publications, Community Outreach, Group Learning,
Individual Learning, Knowledge Sharing, Cross-utility Collaboration, Media
Productions, Recognition and Rewards, Stakeholder Engagement
• Depth Resources: Creating a Knowledge-Sharing Culture (APQC report), DON
Metrics Guide, Learning and Knowledge Management (MQI paper), Regulatory
Perspectives for Drinking Water utilities (MQI report)
• White Papers: The Business Case for KM,
• Project Studies 3, 4, 24
• Case Examples 5, 6, 12, 14, 17, 18, 19
• Case Studies: DON Case Study
©2011 Water Research Foundation. ALL RIGHTS RESERVED.