1. How to become an effective knowledge manager Mark Reed

2. 1 What is knowledge?

3. Data Information Knowledge Wisdom Raw numbers & Useful data (that Information that is Constructive use facts has been analysed/ known by an of knowledge interpreted) individual/group (Matthews, 1997) Use of knowledge ...to achieve a common good (Sternberg, 2001)

4. Different ways of viewing and constructing knowledge...Universal truth generatedby reducing the world to its constituent parts to Knowledge as a social test hypotheses construction leading to multiple realities

5. Different types of knowledge... Knowledge TypeLocal Generalised/Universal Extent to which knowledge is locally generated/relevant versus universalInformal Formal Extent to which knowledge generated via formal, codified processesNovice Expert Extent to which those generating knowledge are regarded as expertsTacit Implicit Explicit Extent to which knowledge is(cannot be articulated) (not yet articulated) articulated and accessible to others (articulated) Extent to which knowledge isTraditional Scientific embedded in and reflects traditional cultural values/norms, or in the scientific method Raymond CM, Fazey I, Reed MS, Stringer LC, Robinson GM, Evely AC (2010) Integrating local and scientific knowledge for environmental management: From products to processes. Journal of Environmental Management 91: 1766-1777

6. Knowledge generation Producers Producers generate or co-generate knowledge together Knowledge Knowledge Transfer Know- ledge Exchange Different ways of Producers Users Producers Users Producers Users Storage Two-way flow of managing One-way flow of existing knowledge existing knowledge knowledge... Knowledge application Users Users apply knowledge gained through transfer or exchange and provide feedback to or become producers of knowledgeReed MS, Fazey I, Stringer LC, Raymond CM, Akhtar-Schuster M, Begni G, Bigas H, Brehm S,Briggs J, Bryce R, Buckmaster S, Chanda R, Davies J, Diez E, Essahli W, Evely A, Geeson N,Hartmann I, Holden J, Hubacek K, Ioris I, Kruger B, Laureano P, Phillipson J, Prell C, Quinn CH,Reeves AD, Seely M, Thomas R, van der Werff Ten Bosch MJ, Vergunst P, Wagner L (2011)Knowledge management for land degradation monitoring and assessment: an analysis ofcontemporary thinking. Land Degradation & Development

7. 2 Who managesknowledge?

8. Lecturers? Enabling students to gain new knowledge and put it in context

9. Researchers? Generating new knowledge, debating/sharing with their peers and communicating their findings

10. All of us

11. 3 How do you manageknowledge?

12. 3 How do you manageknowledge?

13. e.g. internet, apps, podcasts, books, journals, Accessing lectures/classes, discussion existing with peers knowledge Internalising and Sharing adapting knowledge e.g. Making it your A learning via tweets, blogs/articles, your own insights discussing, mind maps & process Prezis, trying it out (a bit like Kolb?) e.g. written records of how you made ite.g. asking questions (and your own (e.g.often discovering existing Generating tweets, blogs, preziknowledge), and where Storing etc.), (social?) newthere are no answers, knowledge bookmarks, audiodesigning research to knowledge notes, databases ofanswer them your reading

14. Our own knowledge A classs knowledge A communitys knowledge?The knowledge of communities of practice/interest at national and international scales? The knowledge necessary to implement and monitor international policy processes? All of the above?

15. 5 How? A role forsocial learning?

16. A change in understanding among individuals What is social learning (SL)? Beyond the SL individual/group scale to reach wider social Via social units or communities interactions/processes of practice within societyReed MS, Evely AC--, Cundill G, Fazey I, Glass J, Laing A, Newig J, Parrish B, PrellC, Raymond C, Stringer LC (2010) What is social learning? Ecology & Society 15 (4): r1.[online] URL: http://www.ecologyandsociety.org/vol15/iss4/resp1/

17. The promise of social learning... Transformative ideas, attitudes and behaviours that diffuse rapidly through peer-to-peer networks to affect social change across spatial scales Hype... or reality?

18. With the growing use of social mediaplatforms, it is possible for new knowledge togo viral in seconds...

19. > 1 hour before Obamasnews conference, KeithUrbahn (Chief of Staff toDonald Rumsfeld, justover 1000 followers)tweeted the newsRe-posted 80 times infirst minute, over 300times within twominutes

20. Then picked up by NYTimes reporter, Brian Stelter (>50K followers)

21. By the time Obama addressed the nation at 23.30 EST, the news was being mentioned on Twitter 30,000 times per minute A number of others guessed the news earlier and were ignored impact is about credibility of source as much as it about connectednesshttp://blog.socialflow.com/post/5246404319/breaking-bin-laden-visualizing-the-power-of-a-single

22. But not everyone has access to knowledge in this way...

23. ...often those who needthe knowledge most

24. 6 Social learning atinternational scales

25. We need:1. Diverse, socially-connected media2. To institutionalise social learning

26. 1. Diverse, socially-connected media Adapted to different learning preferences Fully accessible, no matter how remote or disadvantaged the audience Keeping in mind that people learn best from other people, and that all learning is socially mediated

27. 2. Institutionalising social learning The incorporation of local knowledge and opinion in environmental decision-making is increasingly being institutionalised e.g. Aarhus Convention, WFD

28. But often operates in consultation or communication modes, so we need to institutionalise: Respect for different sources of knowledge, from local to scientific, to facilitate two-way exchange and (where relevant) integration of knowledges Social forms of communication that facilitate engagement with and adaptation of new knowledge to local contexts e.g. Web 2.0, effective engagement with local groups/associations

29. 7 Two short case studies

30. The Sustainable Uplands project Reed MS, Bonn A, Slee W, Beharry-Borg N, Birch J, Brown I, Burt TP, Chapman D, Chapman PJ, Clay G, Cornell SJ, Fraser EDG, Holden J, Hodgson JA, Hubacek K, Irvine B, Jin N, Kirkby MJ, Kunin WE, Moore O, Moseley D, Prell C, Quinn C, Redpath S, Reid C, Stagl S, Stringer LC, Termansen M, Thorp S, Towers W, Worrall F (2009) The future of the uplands. Land Use Policy 26S: S204 S216 Funded by The United Nations Convention to Combat Desertification (UNCCD) Reed MS, Buenemann, M, Atlhopheng J, Akhtar-Schuster M, Bachmann F, Bastin G, Bigas H, Chanda R, Dougill AJ, Essahli W, Evely AC, Fleskens L, Geeson N, Glass JH, Hessel R, Holden J, Ioris A, Kruger B, Liniger HP, Mphinyane W, Nainggolan D, Perkins J, Raymond CM, Ritsema CJ, Schwilch G, Sebego R, Seely M, Stringer LC, Thomas R, Twomlow S, Verzandvoort S (2011) Cross-scale monitoring and assessment of land degradation and sustainable land management: a methodological framework for knowledge management. Land Degradation & Development 22: 261-271 Funded by

31. Knowledge exchange with stakeholders: Co-generation of knowledge with small but representative groups of highly connected, influential stakeholders, selected via Social Network Analysis

32. You Tube and DVDs as requested by stakeholders concerned about the abstract nature of the GIS outputs wed suggested Articles in professional journals/magazines Newsletters Project websites

33. Policy briefs Presentations to policy makers, policy advisors and practitioner groups DEFRA placement Consultancy contracts

34. Public engagement: Twitter (now over 1400 followers) www.twitter.com/reluuplands Interactive website www.ouruplands.co.uk Schools resources (March 2012)

35. Arts: Song and music video by award-winning photography collective Jazz composition by Huw Warren Conceptual art by Dalziel & Scullion (hunting bag) Traditional story told by a storyteller and made into a childrens book

36. The first international environmental convention toexplicitly consider local as well as scientificknowledge, and involve CSOs in the process ofdeveloping and implementing policy

37. Now interested in developing a knowledgemanagement system to facilitate monitoring andassessment of land degradation from local (field)scales, to regional, national and international scales

38. For example in southern Africa: Land degradation indicators developed to combine local and scientific knowledge of early changes in rangeland function/condition in Botswana & Namibia Enable land managers to reliably monitor change themselves without external assistance

39. FIRM groups in Namibia integrating monitoring results to regional level where farmers can provide each other with support & advice and access help from extension services Results gathered by FIRM groups inform national land degradation monitoring & assessment

40. Potential for this model to be replicated elsewhere to provide an international picture of land degradation severity & extent, based on locally derived measurements that incorporate local knowledge? Being discussed at UNCCD 10th Conference of the Parties this week Already being used to evaluate all the UNs Global Environment Facility funded Sustainable Land Management projects

41. 8 Conclusion

42. We are all knowledge managers, and can probably get better at managing knowledge By becoming more effective knowledge managers, we can affect change far beyond our immediate sphere of influence

43. Contact Mark Reed Senior Lecturer, Centre for Planning & Environmental Management, School of Geosciences, University of Aberdeen m.reed@abdn.ac.uk www.twitter.com/lecmsr www.see.leeds.ac.uk/sustainableuplandsThanks to: Anna Evely, Ioan Fazey & Lindsay Stringer from Sustainable Uplands and DESIRE for helping develop these ideas