Knowledge Brokering: creating links
between people for knowledge
Institute for Knowledge Mobilization
Facilitator: Peter Levesque
2014
© Peter Levesque 2007-2014
1
Workshop Format
• Facilitated
discussion
• Hands-on
activities
• Group
discussions
• Case studies
• Videos
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© Peter Levesque 2007-2014
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Workshop Agenda
Morning:
Afternoon:
Workshop objectives
Introductions
1. What is knowledge?
2. What is brokering?
3. What are you doing?
5.
–
Knowledge broker
exercise and discussion
4. Core skills of a
knowledge broker
5. What are people doing?
–
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Discussion of knowledge
broker stories
6.
7.
8.
9.
More what are people
doing
The growing role of
intermediaries
The care and feeding of
knowledge brokers
Tools and Methods
Lessons learned
– Failures
– Things to avoid
– Overcoming barriers
10. Monitoring and
Evaluation
© Peter Levesque 2007-2014
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Workshop Objectives
•
An operational understanding
of the role of the knowledge
broker.
•
How knowledge brokers are
being implemented as a role
within organizations.
•
•
2014
An understanding of the core
skills required of knowledge
brokers.
How to support the use of
knowledge brokers within
organizations
•
An understanding of the tools
and methods needed to support
knowledge brokering based on a
range of case studies.
•
How to identify and overcome
barriers to knowledge brokering.
•
How to monitor and evaluate
progress of the strategy.
•
Meet a group of peers that
become part of your community
of practice.
© Peter Levesque 2007-2014
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Introductions
• All about you:
– Who are you?
– Where do you
work?
– What are your
areas of interest?
– What do you hope
to learn from this
workshop?
2014
About me…
Here is my contact info:
Peter Levesque
Institute for Knowledge Mobilization
1 Rideau Street, Suite 700
Ottawa, ON, K1N 8S7
T: 613-552-2725
E: peter@knowledgemobilization.net
W: www.knowledgemobilization.net
T: @peterlevesque
© Peter Levesque 2007-2014
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Preparation for Follow-up
As you participate
in the workshop,
note the following:
2014
•
2 People: to follow-up
•
2 Ideas: that inspire or
intrigue you
•
2 Improvements: to
your work or work
environment
© Peter Levesque 2007-2014
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What is Knowledge: Definition
knowledge(know|ledge)
noun
1.
facts, information, and skills acquired through experience or
education; the theoretical or practical understanding of a subject:
–
–
–
–
–
2.
3.
a thirst for knowledge
her considerable knowledge of antiques
the sum of what is known:
•
the transmission of knowledge
information held on a computer system.
Philosophy true, justified belief; certain understanding, as opposed to opinion.
awareness or familiarity gained by experience of a fact or situation:
–
–
the programme had been developed without his knowledge
he denied all knowledge of the incidents
archaic sexual intercourse.
http://oxforddictionaries.com/definition/knowledge
2014
© Peter Levesque 2007-2014
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Is this Knowledge?
http://vimeo.com/8665381
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© Peter Levesque 2007-2014
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Busy new world
• Take a deep breath.
• Think about your work.
• What is your
relationship with data,
information, and
knowledge?
• What does it look like?
http://www.designfloat.com/blog/2011/03/30/moleskine-art-legendary-notebooks-cool-sketches/
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© Peter Levesque 2007-2014
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Does it look like this?
http://www.sohotastic.com/
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Or more like this?
http://www.spareroom.co.nz/2006/07/24/i-have-it-right-here//
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Or even like this?
http://carbon-based-ghg.blogspot.com/2009/11/rising-sea-levels-to-impact-waste.html//
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Exponential growth
http://www.tgdaily.com/hardware-features/42499-digital-content-doubles-every-18-months
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What about Research? (e.g. geology)
http://jrp.icaap.org/index.php/jrp/article/viewArticle/128/106
2000
1945
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Data to Info to Knowledge
• Data: 1, 8, 24, 27
• Information: Birth dates of my family.
• Knowledge: preferences for parties
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Hunting and Gathering
• Never in human history have we
hunted for so much data, information
and knowledge.
• Never in human history have we
gathered so much that is useful but
not used.
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Data is:
• Data is raw material for processing.
• Data relates to fact, event and
transactions.
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Information is:
• Information is data that has been
processed in such a way as to be
meaningful to the person who
receives it.
• Information is any thing that is
communicated – IT IS INFORMATIVE.
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Knowledge is:
• Knowledge is result of perception and
learning and reasoning.
• Knowledge is social.
• Knowledge requires relationships.
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© Peter Levesque 2007-2014
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What is knowledge - discussion
• How is knowledge understood in your
organization?
• How do you support the creation of
knowledge – the social life of data
and information?
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© Peter Levesque 2007-2014
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What is Knowledge Brokering?
Knowledge brokering links researchers and decision makers,
facilitating their interaction so that they are able to better
understand each other's goals and professional culture,
influence each other's work, forge new partnerships, and
use research-based evidence. Brokering is ultimately about
supporting evidence-based decision-making in the
organization, management, and delivery of health services.
http://www.chsrf.ca/keys/glossary_e.php
2014
© Peter Levesque 2007-2014
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What is Knowledge Brokering?
Knowledge brokering is a dynamic activity that is the human force
behind knowledge exchange and adoption. It involves bringing
people together, helping to build links, identifying gaps and needs,
and sharing ideas. It allows information to be used to solve a
problem or lead to a better way of doing things. It also includes
assisting groups to communicate and understand each others’
abilities and needs, and assists with guiding people to sources of
research. This may include summarising and synthesising research
and policy into easily understood formats and transforming issues
into research questions. Knowledge brokering encourages the use
of research in planning and implementation and uses evaluation
activities to identify successes or improvements.
Source: Land and Water Australia http://www.lwa.gov.au/library
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Knowledge Brokers are key people in the
Knowledge Mobilization process
Knowledge mobilization is about ensuring that all citizens
benefit from publicly funded research. It can take many
forms, but the essential objective is to allow research
knowledge to flow both within the academic world, and
between academic researchers and the wider community.
By moving research knowledge into society, knowledge
mobilization increases its intellectual, economic, social and
cultural impact.
http://www.sshrc-crsh.gc.ca/society-societe/community-communite/index-eng.aspx
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Associated Terms:
Knowledge Transfer & Knowledge Exchange
“Knowledge transfer and exchange is collaborative problemsolving between researchers and decision-makers.”
Canadian Health Services Research Foundation
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Associated Terms:
Knowledge Translation
“Knowledge translation (KT) is defined as a dynamic
and iterative process that includes synthesis,
dissemination, exchange and ethically-sound
application of knowledge to improve the health of
Canadians, provide more effective health services and
products and strengthen the health care system.”
Canadian Institutes of Health Research
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Associated Terms:
Knowledge Translation
“This process takes place within a complex system of
interactions between researchers and knowledge
users which may vary in intensity, complexity and
level of engagement depending on the nature of the
research and the findings as well as the needs of the
particular knowledge user.”
Canadian Institutes of Health Research
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© Peter Levesque 2007-2014
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Many terms with similar meanings:
A strategy to create value from knowledge
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Knowledge Mobilization as a Value Chain
Programs
Policies
Priorities
Processes
Practice
Innovation
Supporting
Infrastructure
Initiatives
Value Creation
Now What:
Decisions,
Directions, Actions
So What:
Meaning,
Analysis, Interpretation
Products
Perspectives
Procedures
Possibilities
People Skills
Incentives to
Share between
Levels
What: Data, Information, Description, Stories
MULTIPLE INPUTS FROM RESEARCH, PRACTICE, EXPERIENCE, CULTURE
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Brief History of Knowledge Mobilization
3500 BCE
200 BCE
1450
1858
1950s
2014
• Cuneiform language
invented
• Parchment now available
• Johannes Gutenberg
brings functional
moveable type to Europe
• Trans-Atlantic telegraph
• Computers and
Knowledge Management
emerge
© Peter Levesque 2007-2014
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History of Knowledge Mobilization
Passive push
(until 1970s+)
• Dissemination via
traditional journals,
conferences
Push harder
(1990s+)
• Focus on implementation,
e.g. performance feedback
Partner & pull
(2000+)
• Linkage & exchange, e.g.
joint production
Greater role for knowledge brokers!
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Roles of Knowledge Brokers: Appendix 1
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Roles of Knowledge Brokers
Informing
Linking Matchmaking
Focused
Strategic
Building
Collaboration Collaboration Institutions
Behaviour
Change
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© Peter Levesque 2007-2014
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Knowledge Broker Exercise
• Go to Appendix 2
• Match the product or service to the role
• Discuss your answers with your neighbour
• What else are you doing?
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Core skills of a knowledge broker
The role of the broker depends on the organization, but there is a
basic skill set:
• bring people together and facilitate their interaction;
• find research-based and other evidence to shape decisions;
• assess evidence, interpret it, and adapt it to circumstances;
• a knowledge of marketing, communication and the
industry/sector they work in; and
• identify emerging management and policy issues which
research could help to resolve.
http://www.chsrf.ca/migrated/pdf/Theory_and_Practice_e.pdf
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Core skills of a knowledge broker
• Personal Attributes
• Evidence Gathering Skills
• Critical Appraisal Skills
• Communication Skills
• Mediation Skills
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Core skills of a knowledge broker
Personal Attributes
Knowledge Brokers should be inquisitive, enthusiastic,
flexible, inspirational, imaginative, highly credible and
keenly interested in learning. They should be skilled
analysts, able to see the 'big picture' and be able to
readily identify links between ideas and pieces of
information.
http://www.canchild.ca/en/canchildresources/knowledgebrokering.asp
2014
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Core skills of a knowledge broker
Evidence Gathering Skills
Knowledge Brokers should be aware of the best sources
of synthesized evidence and original studies within their
content area and have focused expertise in searching
these sources for research evidence. They should also
be skilled in searching for less formal contextual
evidence such as policy documents and evaluation
reports. The ability to evaluate the effectiveness of
knowledge brokering activities is also a necessary skill
for an effective Knowledge Broker.
http://www.canchild.ca/en/canchildresources/knowledgebrokering.asp
2014
© Peter Levesque 2007-2014
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Core skills of a knowledge broker
Critical Appraisal Skills
Knowledge Brokers should be adept at appraising
evidence to evaluate its quality, importance, and
applicability to a particular context. In addition to
traditional critical appraisal skills, they should have
knowledge of the sector, the broader industry
environment, its key players and controversies - and use
this to gauge the applicability and adaptability of new
evidence to user contexts.
http://www.canchild.ca/en/canchildresources/knowledgebrokering.asp
2014
© Peter Levesque 2007-2014
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Core skills of a knowledge broker
Communication Skills
Knowledge Brokers should have strong oral and written
communication skills and use a variety of methods
targeted to the needs of the diverse stakeholders (e.g.,
researchers, practitioners, policy-makers, managers,
and customers/clients/consumers/citizens). They should
use active listening skills to gain insight into the
interests, issues and innovations of their network
members.
http://www.canchild.ca/en/canchildresources/knowledgebrokering.asp
2014
© Peter Levesque 2007-2014
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Core skills of a knowledge broker
Mediation Skills
To function as effective relationship builders,
Knowledge Brokers should be skilled mediators. They
assemble teams and foster collaboration amongst
individuals and groups who would not normally work
together. They reconcile misunderstandings, facilitate
the identification of shared goals, and negotiate
mutually beneficial roles for all group members.
http://www.canchild.ca/en/canchildresources/knowledgebrokering.asp
2014
© Peter Levesque 2007-2014
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Tasks of a Knowledge Broker
The tasks of a broker include:
• bringing people together to exchange information and work together;
• helping groups communicate and understand each other’s needs and
abilities;
• pushing for the use of research in planning and delivering services;
• monitoring and evaluating practices, to identify successes or needed
changes;
• transforming management issues into research questions;
• synthesizing and summarizing research and decision-maker priorities; and
• ‘navigating’ or guiding through sources of research.
http://www.chsrf.ca/migrated/pdf/Theory_and_Practice_e.pdf
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What are people doing?
Go to Appendix 4
– Read Story 1:
– Dr. Vicky Ward: The case of the accidental knowledge
broker
– Questions and Discussion
• What does Vicky mean when she says “it’s a complex
process?
• What is an expert?
• What are real-world settings?
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What are people doing?
Go to Appendix 4
– Read Story 2:
– Dr. Alex Bielak: From Science to Science Communication to
Knowledge Brokering
– Questions and Discussion
• Do you think knowledge brokers have a clear career
pathway?
• Why do you think networks are important?
• How is knowledge brokering different than
communications?
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What are people doing?
Go to Appendix 4
– Read Story 3:
– Dr. Melanie Barwick: Tinker, Tailor, Soldier, Spy: Building
the Science, Practice, and Profession of Knowledge
Translation
– Questions and Discussion
• Why is training not a one-off endeavour?
• Why does knowledge brokering draw from many
disciplines?
• Why is change difficult?
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What are people doing?
Go to Appendix 4
– Read Story 4:
– Jonathan Green: “Me” as part of an innovative system
– Questions and Discussion
• Why are flexibility and adaptability important skills?
• How will change, change over time?
• Are knowledge brokers important for innovation?
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The growing role of intermediaries
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Case 1: Education
Cooper and Levin at the Ontario
institute for Studies in
Education (OISE) have adapted
the Lavis (2003) model for use
with intermediaries (knowledge
brokers) in moving Education
research into practice locations.
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Their approach:
•
Adapt Lavis KT Model
•
3 prong strategy
•
Provide selection of
tools
•
Show potential impacts
of activities
© Peter Levesque 2007-2014
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OISE/Levin Model of knowledge Mobilization
http://www.oise.utoronto.ca/rspe/Publications_Reports_Conferences/index.html
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Case 1: Education
5 Prong KT Organizing Framework
1.
MESSAGE: What should be transferred to decision makers? (p.223)
2.
TARGET AUDIENCE: To whom should research knowledge be
transferred? (p.224)
3.
MESSENGER: By whom should research knowledge be transferred?
(p.225)
4.
KT PROCESS: How should research knowledge be transferred? (p.226)
5.
EVALUATION: With what effect should research knowledge be
transferred? (p.227)
(Lavis et al., 2003)
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Case 1: Education
Strategy Approach
KM
Products
KM
Events
KM
Networks
(Cooper & Levin, 2010)
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Case 1: Education
KM PLAN Organized by Strategy
PRODUCTS
Research
Reports
Exec
Summ
Research
Snapshots
Policy
Briefs
Success
Stories
Multimedia
EVENTS
Panels &
Talks
Conference
Workshops
& Training
Sessions
Annual
Meetings
NETWORKS
Listserv,
RSS feeds
E-Bulletins
COPs
Social
Media
Online
Forum
MEDIA
Press
Release
Newspaper
Articles
Radio
TV
Blogs
(Cooper & Levin, 2010)
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Case 1: Education
(Cooper , 2011)
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Case Study 2: USA National Archives
Social media is about community and conversations. Our social
media strategy is based on six core values that will help
transform NARA. We focus on three main communities that we
are seeking to engage: our staff community, the government
community, and citizen archivists.
http://www.archives.gov/social-media/strategies/
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Case Study 2: USA National Archives
Our Core Values for Social Media
• Collaboration: Together as one NARA and as partners with the
public to accomplish our mission
• Leadership: Out in front among government agencies and cultural
institutions
• Initiative: An agency of leaders who are passionate, innovative,
and responsible
• Diversity: Making NARA a great place to work by respecting
diversity and all voices
• Community: Caring about and focusing on the government
community, citizen archivists, and each other
• Openness: Creating an open NARA with an authentic voice
http://www.archives.gov/social-media/strategies/
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Case Study 2: USA National Archives
Staff Community
• Empower staff to use social media tools to work effectively
• Develop a cadre of social media leaders at NARA, who are subject
matter experts with social media savvy
• Implement and encourage use of social media tools for collaboration
• Implement and encourage use of social media tools for professional
networking
• Implement and encourage use of social media tools for information
and status update sharing
http://www.archives.gov/social-media/strategies/
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Case Study 2: USA National Archives
Government Community
• Create spaces and platforms for conversations with the government
community
• Participate in online spaces and conversations that engage federal
records manager, declassification stakeholders, and citizens and
public interest groups with a focus on records access
• Develop and demonstrate best practices for social media records
management
• Implement best practices for e-records management at NARA
http://www.archives.gov/social-media/strategies/
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Case Study 2: USA National Archives
Citizen Archivists
•
Participate in online spaces where researchers, citizen archivists, and potential citizen
archivists spend time online
•
Make our resources and services more findable and sharable
•
Find, encourage, and recognize citizen archivists
•
Create opportunities and platforms for researchers and citizen archivists to help us
and for them to help each other
•
Turn our catalog into a social catalog and invite the public to contribute to the online
information available about our holdings
•
Find, encourage, and recognize the support of the Foundation for the National
Archives
http://www.archives.gov/social-media/strategies/
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Case 3: Seniors (Appendix 5)
The Seniors Health Research
Transfer Network (SHRTN)
created a collaborative with
other networks focused on
seniors health issues. They
have produced substantial
numbers of materials on
knowledge transfer and
exchange & knowledge
brokering.
2014
Their approach:
•
Develop mutual understanding
of goals and cultures.
•
Collaborate with knowledge
users and producers to identify
issues and problems.
•
Facilitate the identification,
assessment, interpretation,
and translation of evidence
•
Facilitate the management of
information and synthesis of
knowledge
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Other: Leeds Knowledge Brokering Model
http://www.leeds.ac.uk/lihs/psychiatry/kt/docs/Knowledge%20Brokering%20Final%20report.pdf
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Other: SECI Model
http://knowledgeandmanagement.wordpress.com/seci-model-nonaka-takeuchi/
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The care and feeding of knowledge brokers
• To thrive, brokering needs a supportive organization — one
where there is a collaborative environment, sufficient resources
for the job, processes to identify and capture knowledge
generated by both employees and outside parties, and a desire
to build intellectual capital
• People doing knowledge brokering need support; joint activities
and a national network will build commitment to brokering and
keep crucial energy from being wasted reinventing wheels.
• Management must “understand the level and nature of
resources” brokers require to do the job well (Earl and Scott
1999), but without recognition the function won’t be
encouraged or properly supported and can’t be evaluated.
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The care and feeding of knowledge brokers
• According to the literature review, a supportive organization is
prepared to “create and leverage intellectual capital” (AlBanna, 1999).
Its working atmosphere is collaborative, and it has the necessary
technology and human assets to allow knowledge to be developed and
exploited. Smith (2001) says “supportive, interactive learning
environments built on trust, openness and collective ownership
definitely encourage knowledge acquisition and sharing.”
• Supportive organizations are also prepared to give a free hand to
knowledge brokers to do their work, recognizing that “valuable human
and knowledge resources will be wasted unless management openly
accepts and supports efforts to gather, sort, transform, record and
share knowledge” (Smith, 2001).
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The care and feeding of knowledge brokers
• A supportive organization also trusts its brokers; Feldman and
colleagues (2001) note that brokers are necessary in the first
place because of a lack of trust among people who work
together. In a supportive organization, brokers are not seen as
an add-on or a burden, because management understands that
by encouraging the use of evidence in decisions, they make the
whole organization more efficient. Brokers will regularize
knowledge transfer, from building relationships with the
research community to checking for best practices to ensuring
that knowledge is put into use.
CHSRF: THE THEORY AND PRACTICE OF KNOWLEDGE BROKERING IN CANADA’S HEALTH SYSTEM
2014
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The care and feeding of knowledge brokers
Knowledge brokering can be done by:
• people called “knowledge brokers”;
• organizations, agencies and networks; and
• by persons integrating brokering into their existing role
• Knowledge brokering occurs in the context of networks,
projects, programs, issues and organizations
• Knowledge brokering can reside and move across domains
including: research project-based; network-based; field /
program-based; topic / issue-based; and organization-based
SHRTN: CANADIAN KNOWLEDGE BROKERING literature review
2014
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The care and feeding of knowledge brokers
• Knowledge brokering is a relationship building process that
takes time, as it requires significant informal and formal
conversations to build iterations of a solution
• Knowledge brokering as a facilitation strategy can address
barriers to collaboration and partnerships by facilitating
opportunities for reciprocity
SHRTN: CANADIAN KNOWLEDGE BROKERING literature review
2014
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The care and feeding of knowledge brokers
• Factors essential to knowledge brokering success include:
• Formal external and internal supports and resources
(embeddedness)
• Opportunities for sustained, intensive engagement with
stakeholders
• Formal acknowledgement of the role to moderate
fragmentation of responsibility and actions (legitimacy)
• Facilitating stakeholders capacity to actively engage in the
knowledge translation process;
• person’s knowledge brokering cannot do so alone
SHRTN: CANADIAN KNOWLEDGE BROKERING literature review
2014
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Failures & Barriers
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1.
Attempting to apply information technology to tacit
knowledge (what is in your head and not yet codified).
Explicit knowledge that is codified is most susceptible to the
application of information technology. (Complexity)
2.
Forgetting that knowledge brokering initiatives must relate
knowledge to people’s day jobs. (Incentives)
3.
Management says they want it, but everything they do is
opposed to it. (Culture)
4.
The Field of Dreams trap: “Don’t assume that if you build it,
they will come.” There was no incentive for anyone to invest
time and energy to solve other people’s problems.
(Infrastructure)
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Failures & Barriers
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5.
Expecting new technology and reengineering of processes to
produce a collaborative, sharing culture, where the
organization’s greatest need was not new technology but a
culture modification program to prepare for a KMb initiative.
(Culture)
6.
Failure to understand the organization’s willingness to change
and to manage people’s expectations appropriately.
(Incentives)
7.
No process to monitor the quality of contributions.
(Management)
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Failures & Barriers
8.
The knowledge question is not pertinent to practice.
(Incentives)
9.
The knowledge is not timely. (Common purpose - Culture)
10. The knowledge is not communicated in ways relevant to
users. (Culture – Communication)
11. Management pressures trump the use of evidence in
decision-making. (Incentives – Culture)
12. Others?
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Unknowns
•
Who should organize the knowledge brokering process and how
can it be institutionalized?
•
How important are attributes of the knowledge brokering (person
or agency) to the success of knowledge translation interventions?
•
Who should be involved in each part of knowledge translation?
•
In what settings and among different health care professionals is
knowledge brokering most effective?
•
Is the combination of knowledge skills brokering different across
settings and among different health care decision makers?
•
How can we ensure the next important health policy question be
facilitated by knowledge brokering?
SHRTN: CANADIAN KNOWLEDGE BROKERING literature review
2014
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Unknowns
•
What is the optimal preparation and training of KBs.
•
What are the knowledge brokering characteristics most closely associated with
knowledge brokering effectiveness?
•
What combination of knowledge brokering activities is associated with optimal
evidence-informed decisions-making outcomes?
•
Is there an optimal dose for knowledge brokering?
•
What are effective strategies to promote participant engagement in the
knowledge translation process?
•
Is there a critical level of engagement between the organization and a person
knowledge brokering that is associated with changing organizational culture?
•
How can people knowledge brokering traverse institutions with different
values and cultures?
SHRTN: CANADIAN KNOWLEDGE BROKERING literature review
2014
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Monitoring & Evaluation
Read Appendix 6:
Measures of Assessment:
• More easily measured:
–
–
–
–
–
2014
Media coverage
Web site user stats
Publication orders
Feedback forms
Invitations to speak
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Monitoring & Evaluation
• Less easily measured:
– Level of community interest & awareness of the issue
– Level of political awareness & support: are you on the
“agenda”?
– Are new policies or practices adopted?
– Is funding increased or decreased?
– Is there a measurable change in behavior, e.g. improved
health outcomes; fewer traffic accidents. Or not?
•
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Importance of “Buzz”
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Monitoring & Evaluation
• Less developed area of practice – emerging
– Example: Skinner, K. Developing a Tool to Measure Knowledge
Exchange Outcomes, The Canadian Journal of Program Evaluation Vol.
22 No. 1 Pages 49–73
2014
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Monitoring & Evaluation
•
2014
Example: Skinner, K. Developing a Tool to Measure Knowledge Exchange
Outcomes, The Canadian Journal of Program Evaluation Vol. 22 No. 1 Pages
49–73
© Peter Levesque 2007-2014
77
Monitoring & Evaluation
•
2014
Example: Review and Conceptualization of Impacts of Research/Creation in
the Fine Arts
© Peter Levesque 2007-2014
78
Monitoring & Evaluation
•
2014
Example: VA National Center for Patient Safety – Health care Failure Mode
and Effect Analysis (HFMEA) Appendix 7
© Peter Levesque 2007-2014
79
Thank you – Merci
Final Questions and Discussion
2014
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