A knowledge development lifecycle for reflective practice

Reflective practice is valuable because of its potential for continuous improvement through feedback and learning. Conventional models of knowledge practice however do not explicitly include reflection as part of the practice, nor locate it in a developmental cycle. They focus on modelling in a knowledge plane which itself is contextualised by active knowing processes, and ignore the influence of power in their activity models. Further, many models focus on either an artefact or a process view, resulting from a conceptual disconnect between knowledge and knowing, and failure to relate passive to active views. Using the idea of higher order loops that govern knowledge development processes, in this paper we propose a conceptualisation of a reflective Knowledge Development Life Cycle (KDLC). This explicitly includes the investigator and the organisation itself as dynamic components of a systemic process and is suited to either a constructivist or realist epistemological stance. We describe the stages required in the KDLC and discuss their significance. Finally we show how incorporation of reflection into process enables dynamic interplay between the knowing and the knowledge in the organisation

Learning to learn: A case for developing Small Firm Owner/Managers

Purpose: The paper seeks to contribute to the management development debate by providing insight on the dynamics of organisational learning and human interaction in the SME firm. The paper sets out to consider how a practice based perspective of knowledge is useful in this regard. Design/methodology/approach: The paper is theoretical in its intent and adopts a social constructionist view of knowledge and learning. Using qualitative analysis the paper establishes a review of the current literature by highlighting the centrality of knowledge and learning. Findings: Literature has suggested that critical aspects of learning within the SME firm are based around contextualised action, critical reflection and social interaction. A limited number of studies account for how practice is configured and influenced, in terms of value, uniqueness and scope of what is known, and how these influences can vary depending upon the contexts in which knowledge is being used, and potentially used. Practical Implications: There is a strong recognition in many of the empirical studies of learning and its use in the SME firm, that knowledge is gained through practice as opposed to formal instruction. What current research does not reflect is the changing nature of knowledge research in the wider organisational community, which has focused its attention towards the situated nature of knowledgeable activity or knowing in practice. Originality/Value: The paper argues that learning through practice, with its focus on real world issues and lived experiences, which are contextually embedded in the owner-manager's environment, may provide a better means of successfully developing practitioner focused owner/managers

When situativity meets objectivity in peer-production of knowledge:the case of the WikiRate platform

PurposeThe purpose of this paper is to further the debate on Knowledge Artefacts (KAs), by presenting the design of WikiRate, a Collective Awareness platform whose goal is to support a wider public contributing to the generation of knowledge on environmental, social and governance (ESG) performance of companies.Design/methodology/approachThe material presented in the paper comes from the first-hand experience of the authors as part of the WikiRate design team. This material is reflexively discussed using concepts from the field of science and technology studies.FindingsUsing the concept of the “funnel of interest”, the authors discuss how the design of a KA like WikiRate relies on the designers’ capacity to translate general statements into particular design solutions. The authors also show how this funnelling helps understanding the interplay between situativity and objectivity in a KA. The authors show how WikiRate is a peer-production platform based on situativity, which requires a robust level of objectivity for producing reliable knowledge about the ESG performance of companies.Originality/valueThis paper furthers the debate on KAs. It presents a relevant design example and offers in the discussion a set of design and community building recommendations to practitioners

The Noetic Prism

Definitions of ‘knowledge’ and its relationships with ‘data’ and ‘information’ are varied, inconsistent and often contradictory. In particular the traditional hierarchy of data-information-knowledge and its various revisions do not stand up to close scrutiny. We suggest that the problem lies in a flawed analysis that sees data, information and knowledge as separable concepts that are transformed into one another through processing. We propose instead that we can describe collectively all of the materials of computation as ‘noetica’, and that the terms data, information and knowledge can be reconceptualised as late-binding, purpose-determined aspects of the same body of material. Changes in complexity of noetica occur due to value-adding through the imposition of three different principles: increase in aggregation (granularity), increase in set relatedness (shape), and increase in contextualisation through the formation of networks (scope). We present a new model in which granularity, shape and scope are seen as the three vertices of a triangular prism, and show that all value-adding through computation can be seen as movement within the prism space. We show how the conceptual framework of the noetic prism provides a new and comprehensive analysis of the foundations of computing and information systems, and how it can provide a fresh analysis of many of the common problems in the management of intellectual resources

Information technology as boundary object for transformational learning

Collaborative work is considered as a way to improve productivity and value generation in construction. However, recent research demonstrates that socio-cognitive factors related to fragmentation of specialized knowledge may hinder team performance. New methods based on theories of practice are emerging in Computer Supported Collaborative Work and organisational learning to break these knowledge boundaries, facilitating knowledge sharing and the generation of new knowledge through transformational learning. According to these theories, objects used in professional practice play a key role in mediating interactions. Rules and methods related to these practices are also embedded in these objects. Therefore changing collaborative patterns demand reconfiguring objects that are at the boundary between specialized practices, namely boundary objects. This research is unique in presenting an IT strategy in which technology is used as a boundary object to facilitate transformational learning in collaborative design work