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Innovative Approaches to Professional Development in the Knowledge Era

This paper discusses groundbreaking methodologies for professional development of knowledge workers, emphasizing the importance of continuous learning, adaptability, and effective management of skills. It explores the "knowing-learning-doing nexus," derived from interviews with knowledge workers and a comprehensive review of relevant literature. Key insights include the need for organizations to prioritize learning environments, encourage self-motivated skill upgrades, and facilitate networks that promote collaboration. These insights contribute to the evolving understanding of knowledge work and its implications for the future of workforce management.

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Innovative Approaches to Professional Development in the Knowledge Era

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  1. Knowledge Worker Work The knowing-learning-doing nexus Dr Kate Andrews Partner, Intellectual Capital BDO Kendalls kandrews@bdokendalls.com.au

  2. Overview • The Project Methodology • Insights • The knowing-learning-doing nexus: implications

  3. Project Methodology Knowledge Worker Interviews Review of Knowledge Literature ANTA-funded research 2003 New Models for PD that take into account how knowledge workers maintain and upgrade their skills Discussion Paper: Capabilities for the Knowledge Era Assumptions and Key Questions Commissioned Thought Pieces Expert 1 Expert 2 Expert 3 Expert4 Discussion Paper: Models for PD in the Knowledge Era

  4. Literature Review Distinguishing characteristics of the knowledge era: • Knowledge as a strategic variable • Time span of discretion • Complex relationships • Pervasive ICT

  5. Literature Review Knowledge Worker Capabilities • Problem-solving and sense-making • Pattern recognition to manage information overload • Productive, creative and committed to learning • Flexibility and tolerance for ambiguity

  6. Knowledge Worker Interviews Knowledge Worker Capabilities • Think deeply about their work and organisation in the broadest context • Scavenge for development opportunities – hyper-vigilant • Work with ambiguity and clarity: each is appropriate

  7. Knowledge Worker Interviews Maintaining and developing capability • Self-motivated learning • Exposure to new ideas • Learning by doing • Networking • Challenge • Consolidation of learning

  8. Thought Piece Prompts   The purpose of your paper is to describe groundbreaking approaches to professional development in the knowledge era. • Context: How will the world of knowledge be different in 2013? • Based on your theoretical perspective, present your two or three challenging / groundbreaking ideas for professional development of knowledge workers in 2013

  9. Thought Piece - Poell Put learning explicitly on the agendas of organisations and individual knowledge workers • Improving the knowledge worker’s learning repertoire • Improving the knowledge worker’s learning environment

  10. Thought Piece - Sveiby • Management of knowledge workers and their knowledge is very poor • HR’s contribution to knowledge worker development needs to be strengthened • Desperate need for physical spaces that promote knowledge flows

  11. Thought Piece - Woog • Knowledge is emergent rather than constructed • Insight, intuition and improvisation • Value insightful knowledge • Importance of communicative understanding • Others need to understand the patterns • Relationships as the critical factor • Design a richer learning environment

  12. Thought Piece: Granville • Focus on knowing – the activity of knowing • Conversations establish shared meanings • Generosity and trust • Knowledge workers as ‘designers’ – producing something new

  13. The Essence of Knowledge Work • Knowledge work is a new way of knowing • Outcomes are emergent expressions of originality supported by contextual understanding • Knowledge workers are designers, working with complexity, imprecision, ambiguity and potential conflict

  14. Implications for Managing Knowledge worker PD is multi-faceted and the integration of working and learning is definitional • Active learning and relationships • Challenge, novelty and conversations • Catalysts for intrinsic motivation

  15. Full Papers Working and Learning in Vocational Education and Training in the Knowledge Era • Review of selected knowledge-focussed literature • Capabilities for the knowledge era • Contemporary models for professional development in the knowledge era • Thought pieces responding to key prompts • Robert Poell (systems thinking); Karl-Erik Sveiby (knowledge management); Robert Woog (chaos and complexity); Ranulph Glanville (learning systems) • All at http://www.flexiblelearning.net.au/projects/pdfuture.htm#report

  16. Related Article Whicker, L.M. & Andrews, K.M. (2004). Human Resource Management in the knowledge economy. Asia-Pacific Journal of Human Resources 42, 2, 156 - 165

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