1. Nonaka and Takeuchi's SECI model of knowledge conversion involves four modes: socialization, externalization, combination, and internalization. 2. In the context of lesson study, socialization involves teachers sharing tacit knowledge through collaborative lesson planning and observation. 3. Externalization is the process of articulating tacit teaching knowledge into explicit curriculum plans and methods. 4. Combination involves assembling new and existing explicit knowledge from lesson study into more usable teaching resources and practices. 5. Internalization occurs when teachers apply the newly developed explicit knowledge from lesson study into their own classroom teaching.

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3. Take 5!

4. Let’s see…

5. 1. Introduction to Knowledge
Management (KM)
-Types of Knowledge
-Classification of Knowledge
2.2. How does KM contribute to Schools
-Intellectual Capital
33.. Innovation in KM
-The Nonaka and Takeuchi Model
-The SECI Model and Japanese Lesson
Study
Course OutlineCourse Outline
4. Four modes of Knowledge Conversion.
-socialization, -externalization, -combination, -internalization
5. Innovation Leadership strategy in KM and Q&A Workshop.

6. To review essential concepts and practices of
Knowledge Management (KM) and explore the
feasibility of applying KM to school education to;
 address the nature of
knowledge and KM in applying
The Nonaka and Takeuchi’s
Knowledge Conversion in
schools to manage knowledge..
 to practice Innovation Leadership in KM to
address school culture, knowledge strategies &
processes, staff competencies and IT.

7. Knowledge Management (KM), is the next big
management trends in education now besides Business
Process Re-engineering (BPR), Organizational
Learning and Total Quality Management (TQM).
The key to organizational
success and survival
now, is about how to
build KM into the strategy
process in Organizations.

8. Much had been written about the philosophy, concepts
of knowledge and intellectual capital but not on;
 how to combine a
knowledge perspective
with established strategy
tools, or
 how to develop unique
knowledge-based sources
of sustainable competitive
advantage.

9. Take 5!

10. Nonaka and Takeuchi (1995) distinguish the

11. Explicit knowledge.
- readily articulated, codified, accessed and
verbalized.
It can be stored in certain
media.
Eg. of explicit knowledge,
- Information contained
in encyclopedias and
multi media.
-transmitted to others in formal, systematic language,
and can be removed from the original context.

12. It is developed from
direct experience and
action, communicated
through informal
conversation and shared
experience.
Tacit knowledge
- difficult to transfer to another person by means of
writing it down or verbalizing it.
- It has a personal quality, hard to formalize and
communicate.

13. Positivist Perspective of Knowledge
The classification of explicit and tacit knowledge is
based on the positivist and non-positivist
perspectives on the nature of knowledge (Vo 2012).
Positivist perspective
-knowledge as justified
true belief that can
certainly be achieved.
-a commodity, which “exists
prior to and independently
from the knowing subject”
Vo (2012)

14. Knowledge takes an explicit form to represent a
collection of objects and events in the world;
therefore, “it is possible to codify, store, and transmit
knowledge between people”
For example, know-what
is a form of explicit
knowledge that can be
explained by knowledge
workers to others.

15. -could be translated into actions to solve practical
problems and advance organizational practice.
(Tranfield and Starkey 1998).
This enable knowledge
workers to acquire, apply,
share, store and even
create knowledge.
Knowledge management is; management approach
or strategy to develop the organization through
managing knowledge resources..
Positivist Perspective of Knowledge characteristic

16. Although knowledge is situated in the historical,
social and cultural contexts of the schools,
it can be acquired
through participation
and created through
mutual engagement
in the process (Wenger
1998; Nicolini et al. 2003).

17. The phenomenon for capturing knowledge cannot
be separated from the knowledge process, but is
instead contextual.
Table A compares the
knowledge view from
the positivist and non-
positivist perspectives.

18. Resides in knowledge
individuals’ minds and/or
Communities of practice
Social constructivism perspective
Definition
of
knowledge
A justified true belief
Possessed by people
“A collection of
representations
of the world, which is made
up of a number of objects
and events”
(Chiva and Alegre 2005, p. 53)
Socially constructed as a process
Created by people
Not as a representation, but as
constructing or creating acts
(Vo 2012)
“Neither universal nor abstract,
rather depends on context”
(Chiva and Alegre 2005, p. 58)
Existing
form
Visible, objective and rational
Explicit knowledge
Can be codified and stored
Unseen, subjective and experience
Based Tacit knowledge
Shared through communication
Location
of
knowledge
Locates at written and verbal
Information recorded in video,
audio, databases and
documents
PersonalizationKM
Strategies
Codification
Knowledge Positivist perspective

19. .
Knowledge Management in school is;
-a systematic and integrative process of coordinating
schools with activities to retrieve, use, share, create
and store knowledge, actionable information and
expertise of individuals and groups in pursuit of
organizational goals. (Cheng 2012; Rastogi 2000).

21. Take 5!
Relax &
Watch!

22. Knowledge Management processes support school
involving
The fundamental
principle of KM in school
is to;
‘manage knowledge as
a resource to fill the
existing knowledge gap
to improve school
performance’.
(Davenport and Prusak
1998).
innovation, individual learning, collective
learning and collaborative decision making.
2. How does KM contribute to Schools?

23. The processes consist of formulation stages,
implementation stages, and controlling stages with
a systematic strategic management approach.
KM currently
is a discipline
which is
growing very
fast..
KM landscape needed to be integrated with
strategic management process in Schools.

24. Knowledge Management maximizes school
effectiveness, productivity with sustainability,
in creating a mechanism
that measures, stores
and transforms
knowledge into
intellectual capital.
(Hatch and Dyer 2004).
It increases staff’s capability to solve problems and
organization’s ability to make improvements.
(Sallis and Jones 2002)

25. KM- concerns the socialization process, organizational
learning and reflection of knowledge.
IM- focuses on data processing, constructing computer
architectures and building taxonomies.
However, KM needs
to be built on
effective Information
Management, as it is
harder to manage.

26. KM provides insights and experiences through
socialization processes of information retrieval to
make decisions and carry out effective actions.
The socialization
process for knowledge
creation differentiates
KM from IM.
IM only function as
collecting and
distributing information.

28. -consists of other
things beyond know-
how, procedures,
lessons learned, and
all recognizable
repositories of
knowledge.
Intellectual Capital
-is individual or collective knowledge, that is used to
enhance the value of other types of capital.
(Casey 2010).

29. Intellectual Capital
-includes
reputation, brand
recognition, trust, and
other knowledge based
qualities that strengthens
professional competency
of staffs.
transforms the knowledge resources into intangible
values.
Intellectual Capital in Knowledge Management

30. Take 5!
Relax &
Watch!

31. Three disaggregated elements for exploring
Intellectual Capital and its value are the “tripartite
model”
They are the,
i. internal capital
ii. external capital &
Iii. human capital,
(Kelly 2004; Sveiby 2001;
Guthrie and Petty 2000).

33. The three components are interlinked, support
and reinforce each other in an Organization with;
shared sense of purpose
and
entrepreneurial spirit
focus on a high value on
agility, governs more by
carrot than stick.

34. What is Knowledge Management in Education?
KM in Education is a process of strategic planning
for sustainable development in;
school culture,
knowledge strategies
& processes,
staff competencies and
information technology
into the strategy process,
and describes the implementation affection
of Knowledge Management.

36. Since KM is concerned with simplifying and
improving the sharing, distributing, creating,
capturing and understanding of knowledge,
it serves as the process
of creating value from
school intangible assets
therefore, the
implementation of
knowledge strategies.
(Liebowitz and Megbolugbe 2003)
What is Value?

37. KM in schools can be conceptualized as strategic
management activities that support teachers to;
collect information or
make use of the
organization’s
knowledge
resource to carry
out their teaching
& tasks effectively.

38. These knowledge management practices can
help capture, codify and distribute knowledge in
school;
through the
application of I.T.
technologies or
human interaction so
that it can be shared
by all teachers.

41. Knowledge Management allow Teachers to
discuss school issues with Principals.
Teachers can reflect on &
review other’s and
develop further strategies
& plans for improving
school-based policy and
teaching effectiveness.
School policies can be adjusted in light of teacher
feedback for maximizing student learning.

42. KM helps capture and retain experienced teacher
knowledge in school and strengthen the novice
teacher’s knowledge through knowledge transfer in
administrative work and teaching.
KM strengthens the
knowledge-sharing culture
and build collegiality into
the school organization in
innovative teaching and
effective learning.

43. Take 5!
Relax &
Watch!

44. Collegiality
A work environment where
responsibility and authority is
shared equally by colleagues.
You know you work in a collegial
environment when your co-workers
smile at you, and you don't have to
hide from your supervisor.
In Japanese- Haibun

45. Data mining in student test scores, are conducted
to identify students’ strengths & weaknesses for
effective instructional design.

46. KM Systems cultivates practice on lesson study for
capturing, sharing, storing & creating pedagogical
knowledge and content knowledge.
It involves a group of
teachers meeting
regularly to work on
the; design,
 implementation,
 testing and
 improvement of
one or several
‘research lessons’

48. With professional development, a ‘one-stop service’
knowledge repository for student affairs can be built
that provides… teachers
and students
information on
student study
advancement and
career guidance, to
provide better
student guidance
and counseling.

49. Knowledge Management in school education is a
new concept; thus, we need a KM model to help us
conceptualize it;
..to a deeper
understanding
of how the
knowledge
process works
within the
school.
Nonaka and Takeuchi’s KM Model

50. Knowledge Management is regarded as the means to
manage rapid change within the organization.

51. Innovation means first different,
then better. It is a fundamentally
different way of doing things with
better, and different, outcomes.
Both the 'different' and the
'better' must be significant and
substantial.
What is Innovation?

52. “Innovation in education should be defined as
making it easier for teachers and students to
do the things THEY want to do.
These are the innovations that succeed, scale and sustain.”
– Rob Abel, USA
What is Innovation in Education?
Innovation in EducationInnovation in Education

53. Own as Principal the role of Innovator-in-Chief:
You can’t delegate innovation:
“Innovation distinguishes between a leader
and a follower’’
Steve Jobs.

54. The Nonaka and Takeuchi KM Model
The Nonaka and Takeuchi
KM model focuses on
knowledge spirals that
transforms tacit knowledge
into explicit knowledge and
back again.
This is the basis for innovation and learning, making
use of their skills and expertise to create knowledge
for innovation. Nonaka and Takeuchi (1995)

55. The fundamental theory is a knowledge
management system to;  convert tacit
knowledge
in the market and the
organization to
explicit knowledge,
and then
 to crystallize it into
an innovative
product.

56. It also re-conceptualize organizational design and
strategy in terms of of knowledge creation.
The Nonaka and
Takeuchi KM model is
basically a two-
dimensional matrix
of four scenarios of
tacit and explicit
knowledge interaction
or conversion.

57. ‘CHANGING
EDUCATION’
Take 5!

59. Nonaka and Takeuchi 4 modes KM model -SECI

60. Socialization
- process of creating common tacit knowledge
through shared experiences.

61. Externalization
- process of articulating tacit knowledge into explicit
knowledge as concepts and/or diagrams.

62. Combination-
- process of assembling new and existing explicit
knowledge into systemic knowledge, such as a new
curriculum implementation plan and teaching
methods.

63. Internalization-
- process of embodying explicit knowledge into tacit,
pedagogical knowledge such as having the “know-
how” to teach.

64. Knowledge
originates and
develops in
teachers
The school /
teachers
internalize
knowledge as
common practice
Teachers
share explicit
knowledge
The school /
other teachers
embed knowledge
in structural
capital
School
Context of
Nonaka and
Takeuchi’s
four modes
of
knowledge
conversion

65. The SECI model of Nonaka and Takeuchi in
knowledge transfer and creation process, revealed
that internal organizational knowledge flow
is obtained through
mutual interaction and
sharing by the members,
thereby
Knowledge
originates and
develops in
teachers
The school /
teachers internalize
knowledge as
common practice
Teachers
share explicit
knowledge
The school /
other teachers
embed knowledge
in structural
capital
strengthening
the organization and
the teaching skills of
individual members.

66. Knowledge
originates
and
develops in
teachers
The school /
teachers
internalize
knowledge as
common practice
Teachers
share
explicit
knowledge
The school /
other teachers
embed
knowledge
in structural
capital
Joia (2002), using the SECI model in the in-service
training of teachers in Brazilian schools,
found that only the
socialization process
(tacit to tacit
knowledge) gave
Teachers the skills
and expertise to do
their job well.

67. The SECI model is a descriptive theory that,
outlines the conversions between tacit and explicit
knowledge and vise versa.
5. The SECI Model and Japanese Lesson Study
This illustrates the
tacit nature of teacher
knowledge which is to
be transferred via
social learning.

68. A core feature of Japan's system of professional
learning is “lesson study”. Jugyou kenkyuu,
It is a collaborative
inquiry cycles that
revolve around
planning,
observation, and
analysis of live
instruction.
The heart of the
inquiry cycle is a
“research
lesson”

69. The focus of the ‘research lesson’ - teacher-generated
problem, goal or vision

70. The concrete steps of a lesson study which are thought
to lead to increased professional knowledge and skills
are;
.
1 Defining and
research problem.
2 Plan the
lesson.
3 Teach and
observe the lesson
4 Evaluate lesson
and
reflect its effect.
5 Revisit the
lesson.
6 Teach and
observe the
revised lesson.
7 Evaluate and
reflect a second
time
8 Sharing the
results.
lesson study for
increased
professional
knowledge and skills
(Stigler and Hiebert 1999, pp. 112–115):

71. Adaptations of any imported innovations often have
a life of their own.
Thus, attempts to
adapt the
practice of
Jugyou kenkyuu
vary widely
across countries
but the steps are
the same.

72. Nonaka and Takeuchi’s four modes conversion
model explains how teachers share their tacit and
explicit knowledge through Lesson Study.
Lesson study.
-an action research and
professional development
activity in which Teachers
collaborate to create
effective lessons and
examine their practice.
(Fernandez 2002; Lewis 2002).

73. Take 5!

75. Combination
- a process of converting explicit knowledge into
a more usable form.
- involves the combination of teachers’ own
conceptual understanding of subject knowledge and
how it was dealt in the past.

76. The combination of explicit knowledge allows
teachers to design learning activities that will tackle
student learning difficulties.

77. Internalization
- process of understanding and absorbing explicit
knowledge, turning it into tacit knowledge.
Tacit knowledge is action
through doing or through
simulations.
Enactment of the lesson
plan is an internalization
process that transfers
school and team explicit
knowledge.

78. As teachers apply the knowledge shared in the
lesson planning in their teaching practices,
the explicit knowledge
is being internalized to
become the teachers’
personal knowledge
(Kolb 1984).

79. Socialization
-transfers tacit knowledge from one person to tacit
knowledge in another. A process between individuals.
Knowledge is captured
by direct interaction and
sharing experience with
individuals outside and
inside an organization.

80. Take 5!
Relax &
Watch!

81. Teachers reflect on the lesson and suggest
improvements immediately after the lesson
A second teacher will revise
the lesson plan, with the
post-test results, and teach
the revised lesson to
another class.

82. Repeat process until all teachers have taught the
lesson to their respective classes.
Teaching practice
articulates pedagogic
knowledge to a practical
teaching task to enhance
student problem-solving
ability.

83. Tacit knowledge is situated in a lesson study
committee, and it is acquired through participation.
Tacit knowledge is
continually reproduced and
negotiated in lesson planning,
teaching and the post-lesson
conference , extracted
through discussion and
collaboration.
Nicolini et al. (2003).

84. Externalization
-process for making tacit knowledge explicit, conducted
through an evaluation meeting as the final stage.
This involves data
triangulation of the
test scores, student
interview data, and
video analysis,
to find a relationship between how teachers handled
the subject and what the students learned.

85. The teachers will suggest further improvements
and revise the lesson design for future reference.
They conduct a public
presentation to turn their
tacit knowledge into
transferable explicit
knowledge.
They reflect on what they
have learned through the
lesson study.
(Nonaka and Takeuchi 1995).

86. The whole experience is written up as a case
report, which becomes a transferable and shared
inventory of the school.
The pedagogical content
knowledge is coded in the
form of a teaching
manual, meeting records
and the case report.
The application of the SECI model to schools is
illustrated by the lesson study.

87. Pedagogical knowledge is created by building a
knowledge-sharing platform or knowledge
management system using the SECI model
School leaders should
nurture a set of conditions
that support and sustain
the knowledge creation
process.
e.g. create an organizational learning culture, develop
teacher PKM competency, cultivate professional
learning community, and institutionalize a knowledge
management system.

88. KM is a management perspective and not as a set
of tools and methods to leverage knowledge.
(Takeuchi and Nonaka’s 2004)
KM is the heart of what
management has to do
in a fast-changing,
complex and uncertain
world.
Since knowledge creation is the heart of today’s
knowledge management society, SECI model will serve
as the universal model for management at large.

89. Take 5!
Relax &
Watch!

90. . KM strategy is a plan that describes how to manage
its information and knowledge better for the benefit of
that organization and its stakeholders.
5. Innovation Leadership strategy in Knowledge Management
The primary purpose is to guide
executives on choices to initiate
KM projects according to;
 goals,
organizational character,
 technological,
behavioral, or
economic biases..

91. .

92. 5. Innovation Leadership as strategy in KM
- an organization overall approach to align its
knowledge resources and capabilities for enhancing
organizational performance.
KM strategies can be divided
into two categories:
1. Codification for
knowledge storing;
2. Interpersonal interactive
knowledge sharing
(Hansen et al. 1999; Zack 1999).

93. A most powerful
learning and innovative-
mind developing activity
has been, visiting other
schools shadowing
students, and blogging
my observations.
Take initiative as Principal to observe closely
what other schools are doing, from across many
educational sectors: K-12 and post-secondary,
private, public, charter, etc.

95. In such instances, individuals strive to explicitly
encode their knowledge into a shared knowledge
repository,
such as a database,
and also retrieve
knowledge they need,
which other individuals
have added to the
repository.
These strategies usually apply IT to facilitate the processes
of knowledge retrieval, storage and utilization.

96. Interpersonal interactive knowledge sharing emphasis
the use of dialogue through social networks, including
occupational groups and teams, and knowledge can be
obtained in this way from experienced and skilled people.
(Swan et al.2000).
In such instances,
individuals can provide
their insights to the
particular person or
people in need of them
(Snowden 2002).

97. It helps to share knowledge through person-to-
person contact. This strategy attempts to acquire
internal and opportunistic knowledge and share it
informally (Jordan and Jones 1997).
It involves the
knowledge
processes of
retrieval, sharing
and utilization

98. In School Education, knowledge management;
KM provides a platform for teachers to discuss different
teaching ideas & to post resources for student learning.
 retains expertise of experienced
teachers,
 increases effectiveness in teaching
and learning performance,
 supports development of a
knowledge community in schools
and
 fosters culture of learning
(Leung 2010)

99.  leadership and
change management,
 strategies and goals,
 organizational learning,
 technical support,
 school culture and trust
among teachers.
Leung (2010)
Critical factors affecting Knowledge Management in
school contexts are;

100. Effective knowledge
strategies for building school
intellectual capital are
knowledge sharing via
interpersonal interaction,
rather than the codification
strategies for knowledge
storing. (Zack 1999)
Successful KM in a school involves aspects such as
accessibility of IT, strong leadership, cultural influences,
organizational structure and human characteristics.

101. Decision Making and Organizational Learning is
another emphasized KM strategies.
Personal strategies are
highly correlated with
positive Knowledge
Management
environments in
schools.
Personal strategies also tend to influence the
knowledge culture within schools .

102. The quality of data kept within schools, and the
extent to which decision making in schools is
information driven.
Personal strategies
can manipulate the
way people seek and
tolerate new
knowledge, and how
ideas are valued and
used. Abdul Hamid (2008)

103. Higher levels of personal knowledge result in a
stronger quality decision making process in schools.
This strengthens
strategies of
seeking, receiving,
analyzing, using,
storing, retrieving
and disseminating
information.

104. Take 5!

105. 1. Enumerate your skills &
experiences.
2. How do you intend to share /
transfer your knowledge & skills to
others? (Identify the mode you use
from the SECI model of the four
modes of knowledge conversion).
3. How are you going to codify/store
these knowledge for others to
retrieve and use.
Discuss and submit your answers.

106. Be Blessed!