valuing knowledge

I’ve just been reading a fabulous book called “knowledge management” by a couple of Kiwis, Carl Davidson and Philip Voss from Massey University.
I’m only half way through, but already two things have really struck me…

  1. the issue of valuing knowledge is amazingly complex, and not easily (of at all) captured within our traditional accounting systems. Davidson and Voss suggest that the capturing of narratives of what happens in our organisations is an essential first step towards valuing knowledge – I’m inclined to agree. They even point to some models that have been developed overseas, one called The Knowledge Capital Scoreboard, developed by Baruch Lev of the the NY School of Business and the other from the Swedish insurance company, Skandia, called The Navigator” that are well down the track of “accounting for knowledge” in an organisation. I’d love to see these strategies employed in some of the contexts I’m currently working in!
  2. Another chapter I really enjoyed for its thoroughness dealt with the oft-talked about taxonomy of data-information-knowledge-wisdom. Reminded me of a model that I drew up for lectures I gave at Christchurch College of Ed back in 1992 (View image) which I happened to ‘dust off’ the other day for an online course I’m running at present as a discussion starter. Funny how things go round…

REFERENCE: Davidson, C & Voss, P (2002) Knowledge Management – an introduction to creating competitive advantage from intellectual capitalTandem Press: Auckland

By wenmothd

Derek is regarded as one of NZ education’s foremost Future Focused thinkers, and is regularly asked to consult with schools, policy makers and government agencies regarding the future directions of NZ educational policy and practice.

2 replies on “valuing knowledge”

Thanks for the pointer to Davidson & Voss’ book. My bedtime reading for the last few weeks has been inspired by your blog! I’m constantly amazed at the number and diversity of applications people are rediscovering for storytelling. Steve Denning likened it to unravelling a never-ending thread.

Anyway I’ve blogged about it (http://home.clear.net.nz/pages/stephen.harlow/2004/07/talking-about-knowledge.html) and noted some KM workshops Steve Denning is holding in Wellington soon—might see you there!

Leave a Reply to Stephen HarlowCancel reply

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Refresh, Reconnect, Refocus is the perfect title for this professional development. It does just that. A fantastic retreat, space to think, relax and start to reconnect. Derek and Maurie deliver a balance of knowledge and questioning that gives you time to think about your leadership and where to next. Both facilitators have the experience, understanding, connection and passion for education, this has inspired me to really look at the why for me!

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RRR is a standout for quality professional learning for Principals. Having been an education PLD junkie for 40 years I have never before attended a programme that has challenged me as much because of its rigor, has satisfied me as much because of its depth or excited me as much because of realising my capacity to lead change. Derek and Maurie are truly inspiring pedagogical, authentic leadership experts who generously and expertly share their passion, wisdom and skills to help Principal's to focus on what is important in schools and be the best leader they can be.

Cindy Sullivan Principal, Kaipara College

Derek Wenmoth is brilliant. Derek connects powerful ideas forecasting the future of learning to re-imagine education and create resources for future-focused practices and policies to drive change. His work provides guidance and tools for shifting to new learning ecosystems through innovations with a focus on purpose, equity, learner agency, and lifelong learning. His work is comprehensive and brings together research and best practices to advance the future of teaching and learning.  His passion, commitment to innovation for equity and the range of practical, policy and strategic advice are exceptional.

Susan Patrick, CEO, Aurora Institute

I asked Derek to work with our teachers to reenergise our team back into our journey towards our vision after the two years of being in and out of 'Covid-ness'.  Teachers reported positively about the day with Derek, commenting on how affirmed they felt that our vision is future focused.  Teachers expressed excitement with their new learning towards the vision, and I've noticed a palpable energy since the day.  Derek also started preparing our thinking for hybrid learning, helping us all to feel a sense of creativity rather than uncertainty.  The leadership team is keen to see him return!

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Derek has supported, informed and inspired a core group of our teachers to be effective leads in our college for NPDL. Derek’s PLD is expertly targeted to our needs.

Marion Lumley | Deputy Principal |Ōtaki College

What a task we set Derek -  to facilitate a shared vision and strategy with our Board and the professional and admin teams (14 of us), during a Covid lockdown, using online technology. Derek’s expertise, skilled questioning, strategic facilitation and humour enabled us to work with creative energy for 6 hours using a range of well-timed online activities. He kept us focussed on creating and achieving a shared understanding of our future strategic plan.  Derek’s future focussed skills combined with an understanding of strategy and the education sector made our follow up conversations invaluable.  Furthermore, we will definitely look to engage Derek for future strategic planning work.

Sue Vaealiki, Chair of Stonefields Collaborative Trust 

Our Principal PLG has worked with Derek several times now, and will continue to do so. Derek is essentially a master facilitator/mentor...bringing the right level of challenge, new ideas & research to deepen your thinking, but it comes with the level of support needed to feel engaged, enriched and empowered after working with him.

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Derek is a highly knowledgeable and inspirational professional learning provider that has been guiding our staff in the development of New Pedagogies’ for Deep Learning. His ability to gauge where staff are at and use this to guide next steps has been critical in seeing staff buy into this processes and have a strong desire to build in their professional practice.

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