Government Learning Concept (3)
Dr. Alaa Jarrad
Garad@alaagarad.com
October 25 2022
Today’s article completes the remaining stages of the government learning ladder, and we start with the fourth stage, i.e. internal reflection. What is meant by reflection here is reflection, reflection and analysis on the learning event. At this stage, individuals involved in the government process being studied or the learning situation are invited, and they Together, whether in person or from a distance, by reviewing the outcome of the third stage, and reviewing what they have personally learned so far, with an attempt to analyze the reasons, and it is expected that there will be knowledge production from this stage, where the “learners” or learning ambassadors try to develop a theoretical framework that can be used later .
As for the fifth stage (external reflection), in which other co-workers from other projects or departments are invited to dialogue with them, and to transfer the knowledge that has been extracted to these colleagues in a smooth manner, without lectures or presentations, but merely a dialogue between the two teams, provided that colleagues From other departments to ask questions for further understanding, as well as to ensure that the acquired knowledge is valid, and indeed reflects the situation in the government institution, and the desired benefit here is to confirm tacit knowledge, which has now turned into explicit knowledge, as well as transfer it to other colleagues, which helps and speeds up the application of the learning ladder across the organization as a whole.
We then move on to the sixth stage (re-imagining), and as evidenced by the title of the stage, here the process of learning is re-imagined, and re-designed according to the knowledge reached about that process, so that it becomes free of errors, and builds on the avoidance of previous mistakes, This new design is developed by the Learning Ambassadors team, and new knowledge replaces previous knowledge.
We move to the seventh stage, which is transformation, in which the new knowledge and design resulting from the previous stage are transformed into action plans accompanied by performance indicators and measures, with defining work responsibilities, and the role of each individual or department in the new process, thus transforming explicit knowledge into the stage of implementation and readiness to replace policies and previous actions.
I have tried briefly to explain the ladder of government learning in its eight stages, according to what was stated in the World Bank report, and in my opinion, this project has taken its time and obtained the necessary funding, so it worked in an ideal environment in which all standards and learning possibilities were applied, but I imagine that this situation It does not represent the actual practice accurately, as there is a need to speed up the learning process, and shorten those steps. The decision maker may not be helped by the long wait, so I will present in the next article a more agile scenario that acts as an accelerator for the government learning process.
@Alaa_Garad
Garad@alaagarad.com
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Garad@alaagarad.com