Can the Convergence of Knowledge Management and Learning Skills be New Drive to Development Work in Africa?

Introduction: Trends of Knowledge Management and Learning interests in Africa

Compared to the concept of Knowledge Management (KM), in Africa, the title ‘Learning – Officer, Manager, Specialist’ is relatively new in the development field. In Kenya, employment adverts for Learning – Officer, Manager, Specialist, popped-up from 2017, and is anticipated to continue through 2020 and beyond. Equally, over time (from 2009 to 2019) as shown in Figure 1, online communities have gained interest in the phrase Learning – Officer, Manager, Specialist. This is unlike the drop (See Figure 2) in the attention given to Knowledge Management – Officer, Manager, Specialist. Interestingly, for now, there is a possible convergence of online discussions by professional communities (see Figure 3) that ‘tells a possible story’ that KM and Learning can be ‘symbiotic bedfellows’ in the development arena. This article attempts to build the agenda for a symbiotic relationship between KM and Learning. Hopefully, this article will provide scholars, donors, practitioners, and beneficiaries an opportunity to steer their development issues. It (the article) hypothesizes that the duo (KM and Learning) cannot fully optimize their results while operating as silos; I, therefore, advocate for a Learning Agenda for Knowledge Management (LAKMA) as a winning combination. The arguments herein are drawn from personal field experiences.

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The Learning Agenda for Knowledge Management Philosophy

The Learning Agenda for Knowledge Management (LAKMA) is based on the philosophy that learning is continuous[2] in an environment where knowledge (explicit, implicit or tacit)[3] gaps are objectively identified, measures designed, and knowledge artifacts[4] (information products) produced to facilitate meaningful learning. It transcends beyond actions and decisions undertaken by agents (staff, the organization, and aligned technology) to proposing a learning framework aimed at enhancing the quality of programming in the development arena, as detailed (below) in the seven-step approach. 

The Seven-Step Approach for the Learning Agenda for Knowledge Management Philosophy

The hypothesized LAKMA approach aims to establish and harnessing internal (within the development organization) and external (peer-to-peer) learning platforms where new knowledge on what works is generated and shared to effectively implement strategic purchasing and achieve health system outcomes. Anchored on the USAID’s concept[5] of Collaborating, Learning, Adapting and monitoring, as thematic areas or blocks, a seven-step approach is proposed.

Collaborating informs the identification of areas of shared interest among internal (within the development organization) and external (peer-to-peer) learning audiences. It also fronts the need for teamwork to make sense, reduce duplication of efforts, and share knowledge across sectoral and institutional boundaries. Learning focuses on systematic processes that enable the internal and external audience to utilize a variety of sources of information including data from monitoring, research, evaluations, analysis, and knowledge gained from experience. Adapting emphasizes the application of learning with adjustments, which help to respond to changes in context and new information to increase the impact of programming. Monitoring focuses on if the gained knowledge is applied to improve program outcomes. It helps focus the team on the intended results, assumptions needed to test to a theory of change, and the effect of learning on programming.

The seven-step approach:

Step 1:  Apply assessment findings to identify learning audience gaps - In a setting where the KM and Learning portfolio are separated, there is need to team up and operate as a joint force, to engage the learning audience (internal and external) to identify/assess and agree on an area[6] which provide amicable and authentic grounds for identifying learning gaps. Identification of learning gaps will gravitate around the vision and mission of the development organization/agency. The identified gaps should be clustered as Learning Chapters.

Step 2:  Conduct learning agenda-setting with learning audience - To create a LAKMA focus, each learning audience should identify an area in the Learning Chapter[7]. Program assumptions, both explicit and implicit, should be identified to help select priority learning questions. The pool of learning questions set should respond to at least one of the following: (i) solutions to problems encountered by the development organisation, (ii) explore assumptions in implementation solutions identified, (iii) test the organization’s theory of change, (iv) stimulate creativity and innovation aimed at responding to problems identified, and (v) contribute to the wider knowledge base on organizations objectives and results framework.

Step 3:  Implementation of action plans to facilitate collection of information for learning - The KM and Learning officers should work in tandem with identified presenters (monthly for internal audience and six months for external audience) to collect information on the learning question and prepare a presentation on the same.

Step 4:  Conduct monthly and semi-annual Knowledge Harvest Conferences - The conferences (monthly for internal and semi-annual for external audiences) should provide an opportunity to share learning outcomes by different audiences and should ensure learning points are consciously collectively agreed upon for integration to the development organization/agency activities. The conferences should also generate new or advice on continuity of the learning question.

Pre-conference activities: The KM and Learning Officers and the presenters should take lead in guiding and coordinating the planning and implementation of the learning conference. Specifically, they should plan for the conference (propose dates, venue, inform participants, facilitate logistics), develop schedule for the event, prepare presentations and conference materials (that is, PowerPoint Presentations, Printouts, Posters, Video clips, Participants folders, among others) that facilitate learning, and ensure documentation of outputs.

Conference activities: The conference should establish a common understanding of the learning question under review, generate an understanding of the root causes of these successes and failures, and help identify specific actionable endorsements. Each presentation should strive to show the effort to build on and align with the development organization/agency’s effort, results, and objectives. To further deliver the content in amicable portions and for maximization of information retention, a mix of PowerPoint presentations, group discussions, market stalls, and videos among others is highly welcomed.

Step 5: Adaptation of change concepts - At the conference, participants should propose the most probable change idea(s). Using the Lloyd Provost’s[8] evaluating change ideas table, participants should review presentation on: What works and doesn’t, commonalities and differences, innovations, and areas that might need improvement. To wrap-up the conference, participants should settle on learning outcomes to adapt and propose the implementation process. They should also be guided through a sequel learning plan which should lead to the identification and prioritization of next-level learning questions. Thereafter, a spread strategy should be developed. It should seek to answer the following questions: What is the main learning outcome you have adopted? Why do you want to spread it? When do you want to spread it? Where will you spread it? Do you have resources to spread it? and How will you spread?

Step 6: Production of knowledge artifacts and beginning of another learning cycle - This should involve the process of curating new knowledge products (abstracts, posters, policy guides, thought leadership opinion pieces, among others). These products should be circulated as guided by the organization’s policies on internal and external sharing of information. A Characterization Framework[9] (for diffusion of accepted change ideas packed in knowledge artifacts) should be applied to allow a given product (artifact) to be described in terms of its interactions with the various elements of knowledge flows and their associated sub-types.

Step 7:   Monitoring access to and utilization of new knowledge products - A supporting monitoring system should advice on data management systems, that is, data collection, collation, analysis, and reporting. The monitoring system should provide feedback on access and utilization of the learning product and implementation of the adopted system/process. Specifically, it should seek to measure, among other indicators (a) Access by social media and website analytics – audience characterization will be helpful (age, location, interests, associations), (b) Utilization by citation and replication of products in conference and meetings by both internal and external audiences, and (c) Program implementation by outcome indicators.

Conclusion

As hypothesized, the application of LAKMA delivery process can sequentially involve the development of learning and adaptation approaches, development of learning agenda (questions) for the development organization (internal) and peer-to-peer (external), holding joint internal learning for development organization (monthly pause and learn sessions), and conducting peer-to-peer joint learning (semi-annual and or annual Learning for what I call the Knowledge Management Harvest Conferences). This is the Learning hub.

On a next level, LAKMA can help a development organization/agency to focus on the development of the process of adaptation proposed change concepts, production of knowledge artifacts which mark the introduction of new methods of doing business, dissemination of product(s) of the adapted change concept(s) which begins a new learning cycle and monitoring the adaptation process of new knowledge. This is the KM hub.

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To cite the write-up: Okaka, P. B. (2020). Can the Convergence of Knowledge Management and Learning Skills be New Drive to Development Work in Africa? Thought Leadership LinkedIn Article.

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[1] https://trends.google.com/trends/explore?cat=299&date=2009-02-12%202020-03-12&q=Learning%20Manager,Knowledge%20Management (for all graphs)

[2] https://iedunote.com/learning-continuous-process

[3] Introduction to Knowledge Management" www.unc.edu. University of North Carolina at Chapel Hill. Archived from the original on March 19, 2007. Retrieved 11 September 2014.

[4] https://realkm.com/2016/09/30/artifacts-knowledge-management-research/

[5] https://usaidlearninglab.org/faq/collaborating-learning-and-adapting-cla

[6] I do not consider this a rule, but guidance for entry into the thought process.

[7] Based on vision, mission and objectives of the development organization/agency.

[8] https://www.ihi.org/education/IHIOpenSchool/resources/Pages/Activities/Provost-HowDoVisualToolsHelpImprovement.aspx

[9] Brian N., Kurt W. January 1999, in support of The Introduction to Knowledge Management, George Washington University Course EMGT 298.T1, Spring 1999

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Cover image: https://mwfoxblog.wordpress.com/2018/05/10/knowledge-management-mb3/