KMM

Knowledge Maturity Model

Grapes a Metaphor

If I ask Chotu how much time he will take to eat ten grapes, he will typically say a few minutes. If I ask the same question to his digestive system, then the answer maybe a few hours. The answer depends on who is answering and what eating means.

For Chotu, it is chewing, gulping, and relishing their taste. Chotu also rejects peduncles, cap stems that come with grapes. For his digestive system, chewing would mean breaking down and converting grapes into its ingredients, and gulping would mean incorporating them in blood, and rejection means excretion of the nonessentials.

As I see it, eating is of two types Deep and Shallow. Usually, what we call eating is in this context, Shallow Eating, and digestion is Deep Eating. Both are essential for survival.

When we intake Knowledge, we go through a similar process. The Shallow Eating part is akin to reading books, watching videos, attending seminars, among other things. The metaphorical grapes have gone inside our system. I would label this act of Shallow Eating as Knowledge Acquisition.

The longer story starts after Knowledge Acquisition. The digestive system in the Mind starts breaking, converting, and absorbing knowledge ingredients, adapting them into an existing body of Knowledge, taking the relevant, neglecting the irrelevant, and establishing connections, among other things. I would label this act of Deep Eating as Knowledge Assimilation.

The end goal of eating is nourishing and surviving; it is a means to an end. The food energy utilized for welfare is mission accomplished. Similarly, Knowledge Acquisition and Knowledge Assimilation must finally lead to Knowledge Application. Maturity in dealing with Knowledge leads to Value Creation, Product Creation and better Quality of life.

The process of Maturity starts with the awareness of these three aspects of Knowledge Handling. I have designed a Knowledge Maturity Model ( KMM ) to structure the method of Knowledge handling, its embodiment, and its utilization. Following paragraphs put forward a more formal introduction to KMM.

Introduction to KMM

I have observed that, when I deal with a Knowledge Entity, my relationship with it evolves. I have tried to map this evolution into three stages of maturity.

Knowledge Acquisition
Knowledge Assimilation
Knowledge Application

1. Knowledge Acquisition

Knowledge Acquisition is usually my first step in KMM ( Knowledge Maturity Model ). In this step, I capture knowledge from the environment and store it in my KnowledgeStore viz. my Mind. I acquire Knowledge through several modes like reading, listening, discussing, exploring, etc. Knowledge Acquisition makes me aware of and acquaints me with the Knowlege Entity.

2. Knowledge Assimilation

When the Knowledge I acquire gets organized into a format suitable for my Mind, it becomes available and usable in many different ways. A time comes when I believe that I have gained the "understanding" of the Knowledge Entity. When I reach this state in my relationship with the Knowledge Entity, I call it Knowledge Assimilation. I use several techniques to progress from Knowledge Acquisition Stage to Knowledge Assimilation Stage. In this stage, my acquaintance with Knowledge Entity progresses to friendship. The Knowledge Entity is now accessible and usable effortlessly.

3. Knowledge Application

When I start utilizing Assimilated Knowledge to solve real-world problems, I have begun Knowledge Application. Knowledge Application involves re-purposing of Knowledge in new dimensions and looking for opportunities to create new solutions. It also involves identifying the constraints presented by the application domains and overcoming them by adapting Knowledge. The relationship with the Knowledge Entity is now full of gratitude and respect.

As an empirical rule, I use my Assimilated Knowledge in at least three different scenarios before considering that I have reached the Knowledge Application Stage.

Scenario Based Learning

Although the stages shown above indicate a typical progression in an organized and controlled learning environment, it is far more convoluted in real life. I often find myself looking for some missing information while primarily contemplating a concept. Assimilation triggers Acquisition. It is also my regular experience that Assimilation strengthens while trying to Apply it. Application triggers Assimilation.

In Scenario-Based Learning, a person typically starts with an Application in mind and then tries to figure out Assimilation essential for Application and Acquisition necessary for Assimilation. If successful, the task at hand completes. However, The reuse of Knowledge gets narrowed to a set of similar scenarios. One instance of Scenario-Based Learning is Project Orientedness, and the other is Exam-Orientedness. The Learner may tend to leave out certain vital aspects of Knowledge Entity, thinking them irrelevant to the Scenario. Although an experienced counsel can still bring a much need structure to these endeavors.

Structured Learning

Structured-Learning, on the other hand, is controlled and organized to cover the most critical aspects of the Knowledge Entity. This approach has an upfront investment in time and effort, but if done correctly, it gives a significant Return on Investment. Knowledge gained is more reusable, cognitive, adaptable, and symbiotic.

Being in Education, I have to think a lot about how Structured-Learning can enhance the Knowledge Maturity Process. I have used these three levels as my measurement tool to check my standing in relationship with a given Knowledge Entity, I still use it, I recommend it to my students, and I would welcome you to try it out.

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