Leading with Knowledge Organisational Wisdom is the Capital that keeps your organisation in front Last edit:07-Nov-2010 All material copyright Rudolf P.

Leading with Leading with KnowledgeKnowledge

Organisational Wisdom is the Organisational Wisdom is the CapitalCapital

that keeps your organisationthat keeps your organisation

in frontin front

Last edit:07-Nov-2010

All material copyright Rudolf P Muller, Leadership-ConneXion, partial reproduction must quote source. © 2010

1.1. Who has most processes ‘bedded down and Who has most processes ‘bedded down and documented’? 50%documented’? 50%

2.2. Who has an Information Technology Manager? 48%Who has an Information Technology Manager? 48%

3.3. Who has a Knowledge Management Manager? 10%Who has a Knowledge Management Manager? 10%

4.4. Who can clearly explain her/his organisational Who can clearly explain her/his organisational vision? 57%vision? 57%

5.5. Who has implemented some or all of the Zachman Who has implemented some or all of the Zachman Enterprise Enterprise Architecture Framework? 3%Architecture Framework? 3%

6.6. Who’s organisation has a business model that she/he Who’s organisation has a business model that she/he understands? 42%understands? 42%

7.7. Who thinks her/his organisation is innovative? 21%Who thinks her/his organisation is innovative? 21%

8.8. Who can explain in which way your organisation is Who can explain in which way your organisation is innovative? 21%innovative? 21%

9.9. Who does fully trust all staff members (above & Who does fully trust all staff members (above & below current below current level)? 6 %level)? 6 %

10.10. Who has a good personal reason not to disclose some Who has a good personal reason not to disclose some knowledge at her/his disposal? 57%knowledge at her/his disposal? 57%

Some questions to assess the Some questions to assess the audienceaudience

You only know what you don’t know

when

you need to know it

Axiom

The question is: How to The question is: How to harvest ‘it’?harvest ‘it’?

How top performing large company's life cycle is How top performing large company's life cycle is structuredstructured

The Pendulum Of Government Conjecture

Total Command & Control

Detailed Processes & Procedures to minute detail

Anarchy

No control, processes & procedures

First published 2003 R P Muller

Butterfly decision point

Butterfly transition point

Highest Efficiency

Area of ever

diminishing ROI

Highest Effectiveness

Area of ever

diminishing

effectiveness

After Peter Senge’s “Fifth Discipline”, ”Lessons from the Field”

Gaining these insights, what can be done to

move organisations towards improving

(and thus institutionalising {operationalising})

the body of knowledge vested in your organisation’s

people.

What is popular &/vs what What is popular &/vs what works?works?

• The Nonake modelThe Nonake model• The Cynefin Model of Know-How networksThe Cynefin Model of Know-How networks• The ASHEN (knowledge classification) The ASHEN (knowledge classification)

ModelModel• Knowledge Disclosure Points (KDP)Knowledge Disclosure Points (KDP)• KDP & ASHEN combinationKDP & ASHEN combination• Communities of Interest / Practice Communities of Interest / Practice

(CoI/CoP)(CoI/CoP)• Infrastructure requirementsInfrastructure requirements

The Nonake ModelThe Nonake Model

The Cynefin Model of Know-How The Cynefin Model of Know-How networksnetworks

KnownGoal based Universal

ExpertGoal based analytical

ComplexAccidental Eureka

ChaosStimulated Eureka

Cynefin: Common SenseMaking for Innovation

Learn

ing Tra

ining

Restricted

Accessible

TEACHING Broad Audience

LEARNING Small Audience

RESTRICTED Highly abstract

ACCESSIBLE Low or absence of abstract

Cynefni Model of Know-how networks

Enabling Network Experts

Sense Analyse Respond Networks such as Technical

Occupation Reference Groups and scenario planning groups with

known membership and objectives

Social Networks Probe, Sense Respond

Collaboration that is largely voluntary and based on existing relationships

and understanding the same language

Temporary Networks

Act Sense Respond Temporary networks for learning in

challenging or new know-how areas. This is where R & D groups

make the most discoveries.

Procedural Networks

Sense Categorise Respond Mainly information based

procedural development or best practice groups such as Support

Staff Groups

2 3

4 1

The ASHEN ModelThe ASHEN Model

David Snowden of the IBM Institute for Knowledge Management Knowledge Management July 2000 Vol 3 Issue 10 pp15-19

Artifact

Skill

Natural Talent

Experience

Heuristic

Artifacts are ‘things’, made by people, e.g. process, procedure, documents, tools

Skills are abilities that can be trained and measured (albeit there is a time delay to bereadily available)

Natural ability of people to deal intuitively with issues that cannot be learned (e.g.money dealers in banks). These operate largely on hunches and scant peripheralinformation. Talent cannot be trained. Risk management for loosing the talent is theonly recourse.

Experience is accumulated series of heuristics’ observable outcomes, i.e. ratio ofsuccesses to failures, triggers patterns in the right context.

Heuristics are the ‘rules of thumb’, the outcome of an experience, it is the mainrepository of knowledge that is largely un-articulated (difficult or too vague to describe)

Knowledge Disclosure Points (KDP)

A. Maher (insert pic) published this diagram in 2002 as part of her paper “Wheel of Wisdom”

Communities of InterestCommunities of Interest

• A group of A group of people interested in sharing sharing information and discussing information and discussing a particular topic that interests them. that interests them.

• Members are not necessarily experts nor Members are not necessarily experts nor practitioners of the topic subject to the CoI. practitioners of the topic subject to the CoI.

• The purpose of the CoI is to provide a place The purpose of the CoI is to provide a place where people who share a common interest where people who share a common interest can go and exchange information, ask can go and exchange information, ask questions, and express their opinions about questions, and express their opinions about the topic. Details may not be actual or correct.the topic. Details may not be actual or correct.

• Membership in a CoI is not dependent upon Membership in a CoI is not dependent upon expertise - participants only need to be expertise - participants only need to be interested in the subject. interested in the subject.

Communities of PractiseCommunities of PractiseA A group of people who are practitioners and share group of people who are practitioners and share

an interest, a craft, and/or a professionan interest, a craft, and/or a profession. Such group . Such group evolves naturally because of the members' common evolves naturally because of the members' common interest in a particular domain or area, or it can be interest in a particular domain or area, or it can be created specifically with the goal of gaining knowledge created specifically with the goal of gaining knowledge related to their field. It is through the process of related to their field. It is through the process of sharing information and experiences with the group sharing information and experiences with the group that the members learn from each other, and have an that the members learn from each other, and have an opportunity to develop themselves personally and opportunity to develop themselves personally and professionally (Lave & Wenger 1991). CoPs can exist professionally (Lave & Wenger 1991). CoPs can exist online, such as within discussion boards and online, such as within discussion boards and newsgroups, or in real life, such as in a lunchroom at newsgroups, or in real life, such as in a lunchroom at work, in a field setting, on a factory floor, or elsewhere work, in a field setting, on a factory floor, or elsewhere in the environment.in the environment.

While Lave and Wenger coined the term in the 1990s, While Lave and Wenger coined the term in the 1990s, this this type of learning practice has existed for as long as type of learning practice has existed for as long as people have been learningpeople have been learning and sharing their and sharing their experiences through storytelling.experiences through storytelling.

Communities of practice and knowledge managementCommunities of practice and knowledge managementWasko and Faraj (2000) describe three kinds of knowledge: "knowledge as object", "knowledge embedded within individuals", and "knowledge embedded in a community". Communities of Practice have become associated with finding, sharing, transferring, and archiving knowledge, as well as making explicit "expertise", or tacit knowledge. Tacit knowledge is considered to be those valuable context-based experiences that can not easily be captured, codified and stored (Davenport & Prusak 2000), also (Hildreth & Kimble 2002).Because knowledge management is seen "primarily as a problem of capturing, organizing, and retrieving information, evoking notions of databases, documents, query languages, and data mining" (Thomas, Kellogg & Erickson 2001), the community of practice, collectively and individually, is considered a rich potential source of helpful information in the form of actual experiences; in other words, best practices1).Thus, for knowledge management, a community of practice is a major source of content and context that - if codified, documented and archived - can be accessed for later use.

Design the community to evolve naturally - The nature of a CoP is The nature of a CoP is dynamicdynamic.

Create opportunities for open dialog within and with outside perspectives - While the members and their knowledge are the CoP's most valuable resource, it is also beneficial to look outside of the CoP to understand the different possibilities for achieving their learning goals.

Welcome and allow different levels of participation 1) The core group who participate intensely in the community through

discussions and projects. This group typically takes on leadership roles in guiding the group

2) The active group who attend and participate regularly. 3) The peripheral group who, while they are passive participants in the

community, still learn from their level of involvement. Typically represents the majority of the community.

Develop both public and private community spaces - While CoP's typically operate in public spaces where all members share, discuss and explore ideas, they should also offer private exchanges.

Focus on the value of the community - CoP's should create opportunities for participants to explicitly discuss the value and productivity of their participation in the group.

Combine familiarity and excitement - CoP's should offer the expected learning opportunities as part of their structure

Find and nurture a regular rhythm for the community - CoP's should coordinate a thriving cycle of activities. The pace should maintain an anticipated level of engagement to sustain the vibrancy of the community, yet not be so fast-paced that it becomes unwieldy and overwhelming in its intensity. (Wenger, McDermott & Snyder 2002)

Knowledge Management supporting ICT infrastructure must:

. be designed for fast and easy input without impacting staff’s ongoing work

. be designed to intelligently ‘know’ what cues to give, depending on the way staff needs them

. be able to accept sound without adding to the preparation time for input. be able to accept and deliver multimedia and streaming

media to staff as and when required. be able to deliver knowledge-items, information and data in

push-mode, knowing the role requirements of staff. be able to automatically establish relationship between knowledge items based on existing organisational taxonomies. provide active prompting on input of usage of non-standard terms . be guided by a well-designed organisational search-strategy. provide real and un-real time chat and / or voice communication

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