According to Dixon (2009), the goal of knowledge management is to make use of the collective knowledge of an organization. Since knowledge is now socially developed, leaders should start by building social relationships.
In my opinion, leaders can build an environment where knowledge is shared by providing opportunities for organization members to build trusting relationships. In the teaching profession, one way to accomplish this is by providing opportunities for teachers and school staff to learn about each other on a personal level to start building trusting relationships. Davenport (2015) says that one reason knowledge management has failed is because people aren’t too interested in gathering new knowledge or sharing their knowledge. Perhaps people will be more interested in sharing and open to learn from colleagues they trust and know on a personal level.
Leader as facilitator
Jarche (2018) says organizations should play a facilitator role rather than a directive role in knowledge sharing by empowering individual employees to share knowledge and then collecting, managing, and recirculating it. Organizational leaders should provide employees with the opportunities to share their personal knowledge. Also they should have systems in place that can collect that knowledge for easy retrieval. At my school, we use google drive to collect school-related documents. I think the organization could be improved to allow for easy retrieval.
Leaders should not only listen to the experiences and perspectives of front-line workers, but must also act upon their suggestions, whenever possible and appropriate. In my experience, teachers often choose not to share suggestions, for example, because they feel they will not be taken into consideration.
In the time of “fake news,” it’s critical that leaders implement media literacy training. According to Rainie (2017), to some extent, 60 percent of people find it difficult to know whether the information they find online is trustworthy. This demonstrates the need for media literacy training. Here is a website with videos about resisting scientific misinformation. https://tumblehomebooks.org/services/resisting-scientific-misinformation/
While this is designed for younger learners, a similar short video set up could be used for adult learners and organizational members could be encouraged to bring in an article fake news or not to provide discussion opportunities.
Davenport, T. H. (2015, June 24). Whatever happened to knowledge management? The Wall Street Journal. file:///Users/gmoya/Downloads/Davenport%20WSJ%20Article.pdf
Dixon, N. (2009, May 2). Where Knowledge Management Has Been and Where It Is Going- Part One. Conversation matters. https://www.nancydixonblog.com/2009/05/where-knowledge-management-has-been-and-where-it-is-going-part-one.html
Jarche, H. (2018, July 9). Knowledge-sharing paradox redux. https://jarche.com/2018/07/knowledge-sharing-paradox-redux/
Rainie, L. (2017, June 15). Education in the age of fake news and disputed facts. Pew Research Center.https://www.slideshare.net/PewInternet/education-in-the-age-of-fake-news-and-disputed-facts
Tumblehome Books. (2021). Resisting scientific misinformation: Prepare your students to resist fake science. https://tumblehomebooks.org/services/resisting-scientific-misinformation/