Primitive Tools for Km

7/31/2019 Primitive Tools for Km

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Prof. Dr. M. A. Pasha

Dean

Faculty of Computing & Information Sciences


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Case StudyA case study is a documented detail of a project based

on actual events.

Reported in a structured format that brings out keyqualitative and quantitative information from theproject.

Case studies are often published with a broad

audience in mind Creates an opportunity for conversation, problem

analysis, and virtual decision-making.


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Case Study (Cont.)An effective case study:

Leaves important issues unresolved;

Allows for multiple levels of analysis; Captures a tension between courses of action;

Generates more questions than answers;

Fosters decision-making thinking.


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Case Study (Cont.) There are three basic steps in writing a case study:

research,

analysis, and reporting.

It is the case studys format which makes information

enduring, accessible, and far-reaching. (print oronline, internally or externally)

Case studys format depends on the purpose and theknowledge of the intended audience.


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Case Study (Cont.) Usually a case study are between 1000 and 1,500 words

long, and identifies a problem or situation, explainswhat was done to address the problem or situation,and finally highlight the results.

An effective case study always try to address equationswhere, who, what, when, how, why.


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Case Study (Cont.)Usually, following sections are including in a case study Summary Key learning (up front)

Background to the problem Main issues and problems in detail What was done in chronological order Outcomes and impact Material resources required

Human resources required Barriers and how were they overcome How could it be done better? Contact for further information


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Rapid Evidence Review A way of reviewing research and evidence on a particular

issue.

It looks at what has been done in a particular area and

records the main outcomes. Ensures that the project team has reviewed various aspects

of the new project to avoid duplication of efforts

Ensures that the project team has reviewed various aspects

of the new project before its start. RER helps project teamto avoids duplication of efforts and gives a firm foundationfor the new project.

Lives a firm foundation for the new project.


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How to conduct RER Gather the group of people you are hoping to get information from.

Ask them to write on paper ideas and examples of work that relateto the issue in hand.

Stick these examples on the wall around the room and arrange them

into themes. Group people according to the theme that contains their ideas or

example of work. Run breakout groups by theme. Use group discussions to test the

effectiveness of the practice. A facilitator should be present torecord the discussion. As each person in the group discusses their

work, the facilitator ensures that supporting evidence is recorded.This could include URLs, file paths, quotes, and contact details. Produce a report or document that summarizes the discussion and

outcomes. The findings should be published via the intranet, internet or as a

paper publication, for anyone to use in future projects.


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Knowledge Banks Online services and resources which hold information,

learning and support; giving members of theorganization the power to improve their efficiency &performance.

Enables users to find content quickly, while out-of-date information can be removed or updated easily.

Facilitate more efficient team working, enablingpeople to work collaboratively and share knowledge rather than operate inefficiently in isolation.


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Communities of Practice Social practice that links individuals together across

organizational boundaries and makes up the community -a group of professionals informally bound to one another .

Provides an environment (virtual and or face-to-face) thatconnects people and encourages the development andsharing of new ideas and strategies

Consists of members who interact with each other for pursuit of a common practice.

explore ways of working

identify common solutions

share good practice and ideas


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Communities of Practice Informal communities exist in some form in every

organization. The challenge is to support them so theycan create and share organizational knowledge.

Communities of practice are organic and self-organizing, and should ideally emerge naturally.


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How to run a community of

practice? Scope what do you want to achieve? Who are your

audience? What are the boundaries? Participants who can make a major contribution? Do

they share common needs and interests? Roles and responsibilities who are the experts, leaders,

champions, facilitators? Interest and involvement how will you attract interest?

How will you engage participants? How will you develop

your community? Creating and sharing knowledge how will you interact,learn and share?

Moving forward how will you add value? How will youevolve?


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Peer Assists Structured, facilitated meetings or workshops where individuals

are invited from other business units or other businesses, toshare their experience, insights, and knowledge with a team thathas requested help.

The most economic way of designing a project and avoidingerrors and mistakes based on others' experience and knowledge.

Saves time and money and creates strong links across teams andrelationships between people.

A peer assist targets a specific and significant business issue and

results in recommendations for improved approaches to theissue and new information areas to explore. It is worth using a Peer Assist when a team is facing a challenge,

where the knowledge and experience of others will really help,and when the potential benefits outweigh the costs of travel.


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How to run a Peer Assist? Appoint a facilitator Select the participants choose participants who have diverseknowledge, skills, and experience.

Share information Socializing: create a good climate among participants.

Clarify Purpose: The host team explain the project and express thespecific needs, purpose, background and objectives and the expectedoutcome

Encourage the peers to ask questions and give feedback Analyze whats been heard: The visiting team further explores the

situation and identifies options to solve the problem. The host teamlistens carefully and the facilitator records these options.

Present the feedback and agree actions: The visiting team presents their final feedback. The host team is prepared to hear

something it did not expect. The host team commits to follow-up actions and to keeping the visiting team

updated. Together, they identify lessons learnt and further interested persons to share

with.


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Knowledge Caf Brings people together to have open, creative conversation

on topics of mutual interest.

It can be organized in a meeting or workshop format, but

the emphasis should be on flowing dialogue that allowspeople to share ideas and learn from each other.

It encourages people to explore issues that requirediscussion in order to build a consensus around an issue.

Knowledge caf are commonly used by organizationsworking in complex and changeable environments makingit hard to be informed of issues and the ideas andperspectives of colleagues and peers.


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How to run a knowledge caf? Preparation for a knowledge caf

Appoint a facilitator someone who can encourage participation. Identify a question relevant to those participating. Invite interested parties. Create a comfortable environment a caf layout, with a number of small tables, supplied

with tea and coffee, is one option. During a knowledge caf

Introduce the knowledge caf concept, any codes of conduct, and finally pose the question. Participants should arrange themselves into groups to discuss the question. Each participant in turn shares their knowledge and experience without interruption After each participant has shared, the group continues the discussion together. The groups should eventually reconvene to exchange ideas and findings these could be

captured electronically or on paper. After a knowledge caf:

The real value of a knowledge caf is what people take away with them in their heads, andthe new connections they have made with people. If recorded making sure to avoiddisrupting or influencing the conversation.

Remember, a knowledge caf is not a talking shop. Turn-taking is important. If everyone isencouraged to have their say, a natural and stimulating group discussion should evolve,and good ideas wont be long coming.


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Knowledge Market A knowledge market is a mechanism for distributing knowledgeresources. There are two views on knowledge and how knowledge markets

can function.

Legal construct of intellectual Treating knowledge as a public good and hence encouraging free

sharing of knowledge

Helps people to identify what they know and what they need toknow on a particular subject then connects them appropriately.

Can be facilitated online, via email or face-to-face. It can be usedin many situations, and is particularly useful when delegatingroles and responsibilities within a new project team.

It is highly dependent on the degree of trust betweenindividuals.


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How to run a knowledge

marketplace? Identify your knowledge requirements these could be

areas where you feel there are gaps in your knowledge. Identify your knowledge offers these would be areas

where you have knowledge and experience to share withothers.

Collect some basic information to starttheconnection and collection process, for example: name,

job title, organization, email address, topic. Thisinformation is then used to connect people to people and

the sharing process can begin. The sharing process couldsimply involve having a conversation. Or it could beexchanging business cards with people in who haveknowledge or experience of benefit to you.


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Gone Well/Not Gone Well A quick and useful tool to get candid feedback at the end of

an event or activity.

Allows all participants to say which aspects of an event or

activity worked and which didnt in an open and friendlyatmosphere.

It is a useful way to close a session and provides anopportunity to discuss the event.

It is especially useful in getting people to express morecritical comments in a relaxed way.

It also helps facilitators and organizers of events to gatherinformation that will help them do better next time.


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How to run a gone well/not gone

well? This is a facilitated session to get feedback and requires a

way to record the information which may be a flip chart ora computer.

The flip chart is divided down the middle into twocolumns: Gone well and Not gone well.

The facilitator asks the group to comment on anything todo with the event that went well or not so well.

All positive and negative comments are written into therespective columns.

This way the facilitators/organizers and participants sharetheir experiences which helps facilitators and organizers ofevents to gather information that may help them do betternext time.


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After Action Review An AAR provides a quick way of making an informed decision abouthow to approach the next action.

An after action review (AAR) is a short, focused meeting for a team, bythe team, lasting less than half an hour and held after every identifiable

team event. AARs allow the team to address and optimize the way they work duringa project and to start building their collective operational knowledge.

They are the foundation for a knowledge culture in the work place. The spirit of an AAR is one of openness and learning it is not about

problem fixing or allocating blame. Lessons learned may be tacitly

shared on the spot by the individuals involved or explicitly documentedand shared with a wider audience. These questions help them to: review what has happened summarize new knowledge decide what action should be taken next


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How to run an after action

review?A suitable moment for an AAR is the end of a project

and each identifiable event within a project.

The size of an AAR may reach from two individualsconducting a ten minute AAR at the end of a shortmeeting to a day-long AAR.

Activities suitable for an AAR simply need to have:

a beginning an end,

an identifiable purpose and

some basis on which performance can be assessed.


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How to run an after action

review? It is structured as an informal brainstorming session to build consensus on the

following questions: What was supposed to happen? What actually happened? Why were the differences? What did we learn? What are the lessons for next time?

You may want to ask some more probing questions in these areas:

What did we set out to do? What were our objectives anddeliverables? What did we actually achieve?

What went well? What could have gone better? Why did it happenlike that?

What did we do? What would we do differently next time? Howdoes this affect the next stage?

What needs to be disseminated to whom and how?


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Steps in an AAR Invite the right people - appoint a facilitator - create the

right climate.

What was supposed to happen? Revisit the objectives and

deliverables of the project. What actually happened? What went well? Why? What

could have gone better? Share learning advice for thefuture.

Ensure that everyone feels fully heard before leaving themeeting.

Record and share important lessons learnt (paper orelectronically).


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Retrospective Review It is a knowledge-capturing event held at the end of a project, involvingas many members of the project team as possible.

An effective way to capture the knowledge before the team disbands. It is a structured and facilitated meeting which lasts from a couple of

hours to a couple of days. It is a means to build KM into your project management process. The

review ensures that you: retain learning from what has happened understand why it happened look at what went well, what needs improvement and what lessons

should inform future work It is commonly recommended that every major project should conclude

with a retrospective review. After Action Reviews (AAR) is a better technique for smaller projects

that require less detailed evaluation.


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How to run a retrospective

review? A retrospective review can be run in various formats. A common format: Preparation for a retrospective review appoint a facilitator invite all members of the team to participate collate and distribute documents relating to the project being discussed.

Duringa retrospective review

identify and review project objectives and deliverables identify and review the project plan and planned process discuss how success and lessons learned can be applied in the future discuss what could have gone better and how relay short summaries of main learning points to clarify understandings.

Post-retrospective review record findings in an appropriate format and circulate to all participants publish or store the main learning points and recommendations for future use formally close the retrospective review


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Knowledge Exchange Estimates suggest it takes at least six months before a

new recruit contributes effectively to the organization.

A knowledge exchange takes place when someone ismoving on from their current position.

It aims to recover unique and valuable informationfrom them before they leave.

It occurs between a knowledge holder and a facilitator.The facilitator is someone who is close to the leaverand can ensure the questioning is of sufficient depthand relevance.


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How to run a knowledge

exchange?The methodology has five steps: Two days prior to the KE, the knowledge holder receives a copy of the KEquestions.

The facilitator follows these questions as a guideline and focus on the four keyareas of work: General

key operational information people and people skills lessons learned and pattern recognition

Relationship mapping provides an overview of the relationships the knowledgeholder has with key contacts in the organization.

The facilitator must then decide the best way to package this knowledge for the

organization. This may include: drawing up instructional guidelines mapping business processes producing a list of useful contact information and relationships recording as audio or film some of the knowledge holders information.

The facilitator may then choose to upload this information onto the teamintranet, or save as a standalone file for future reference.


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Collegial Coaching It is a process in which two or more colleagues work

together for a specific, pre-determined purpose in orderthat professional performance can be improved as well as

validated. The purpose may be to reflect on current practices or to

expand, to refine, and build new skills. Collegial coaching can be utilized to share new ideas; to

teach one another; to conduct observations of meetings orworkshops; or to solve problems in the workplace.

Collegial coaching is non judgmental, and non evaluative. There are a variety of collegial coaching terms and models:

technical coaching, peer coaching, team coaching,cognitive coaching, and challenge coaching, etc.


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Collegial Coaching (Cont.)There are five Functions of successful Collegial Coaching: Companionship: Talk about success and failure with a new

approach.

Feedback: Give each other objective, non-evaluative feedback. Analysis: Help each other extend the control over a new

approach.

Adaptation: Work together to fit an approach to the specialneeds of an assignment.

Support: Provide needed support.


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What collegial coachingis and

isnt It is professional, not social dialogue It is observation based It is not an evaluation tool It is developmental It is not a competition It is supportive It is confidential It is based on individual growth

It is voluntary It is founded on trust


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Benefits of Collegial Coaching Help to develop Personal development plan Reduce isolation among leaders Establish collaborative norms Build a shared knowledge base Enable leaders to give and receive ideas Share successful practices

Transfer training to the workplace Encourage reflective practice More cohesive organizational culture Accelerate leadership development Enhanced sense of professional skill Increased ability to analyze their own way of working Better understanding of what we know about best practices

Wider repertoire of professional skills Deeper sense of efficacy Stronger professional ties with colleagues More cohesive organizational culture and working climate


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How to do a Collegial

Coaching? Collect the cases of your team mates Select the case to be checked according to the interest, importance, urgency. Distribute roles Expose the case and formulate a clear question the coaching should focus on. Coaches should restrict to what they really need to know. Open a dialogue among the coaches. The dialogue may relate to:

the facts you perceived during the exposure of the case

what have you perceived regarding the way the case has been exposed the own feelings you had during the presentation what you perceive as the core challenge

In the second part they might share: Their hypotheses and fantasies about the case Questions they would clarify if they would be concerned Information they feel important to know if they would be concerned Experience they gathered in a similar case

Possible solutions they would go for. The presenter of the case states what elements of the dialogue attracted his interest and what wasmost meaningful to him.

The presenter states what will be the next steps he is going to do The group reflects about the process and shares learning insights.


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Yellow Pages Traditional organizational structures tend to isolate people and their

knowledge The organizational constructs implicitly require knowledge to be

aligned and kept within their boundaries In case of any issue, people working in these organization usually do

not know who to talk to, work with or ask for help An important way of tapping into organizational knowledge is to know

whom to contact to learn what they know, particularly their contextualand tacit knowledge. Staff Yellow Pages or directory allow toaccomplish this

An organizational yellow pagesis a tool to help people to find othersin their organization who have the knowledge and expertise they needfor a particular task or project.


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What to include in a YP Name Job title Department or team A brief job description and/or description of what is currently being worked on and what

has been worked on in the past Relevant professional qualifications An uploaded CV Areas of knowledge and expertise (selected from a pre-defined list of subjects/terms;

people might also rank their knowledge, for example from extensive to workingknowledge to basic)

Main areas of interest Key contacts both internal and external Membership of communities of practice or other knowledge networks Personal profile Photograph Contact information.


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How to go about it? Be clear about your aims: What purpose will the yellow pages serve? Create ownership with the people contributing to, and using, the

system. Balance formal with informal information. Personal information and a

photograph help in building contacts.

Include name, job title, team, job description, current projects,professional qualifications, CV, areas of knowledge and expertise, areasof interest, key contacts (internal and external), membership ofknowledge networks or CoPs, contact information.

Organize entries for ease of loading and retrieval. Keep it up-to-date.

Encouraging use make marketing efforts to create peoples curiosity.


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SWOT SWOT analysis is a strategic planning tool used to evaluate theStrengths, Weaknesses, Opportunities, and Threats involved in aproject or in any other situation of an organization requiring a decisionin pursuit of an objective.

A SWOT session also is a means of obtaining information fromparticipants.

The compulsory first step in SWOT analysis is a definition of the targetgoal. The goal must be unambiguous and approved by all participantsin the SWOT analysis process.

Failure to identify a goal leads to wastage of time, resources andfinances of the organization.


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SWOT (Cont.) Once the goal has been identified, SWOTs are listed.SWOTs are: Strengths: characteristics of the organization those are

useful to attain the goal(s). Weaknesses: characteristics of the organization those are

destructive to achieving the goal(s). Opportunities: external circumstances those are supportive

to realize the goal(s). Threats: external circumstances those are destructive to

achieving the goal(s).


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SWOT (Cont.) If the goal seems to be achievable, the SWOTs are used

as starting point to the creation of possible strategiesin the light of following four questions:

How can we utilize each Strength?

How can we overcome each Weakness?

How can we make use of each Opportunity?

How can we protect us against each Threat?


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How to go about it? Make sure that the goals pursued are clear to all participants Build the SWOT grid (past/future; positive/negative) Fill the SWOT grid respecting this order :

Strengths Weaknesses Opportunities Threats

Ensure that all experiences are taken seriously Have the individual actors comment on their contributions and clarify

comprehension questions Record common aspects first and discuss contradictory opinions later


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Storytelling Storytelling is used in organizations as a communicationtool to share knowledge with inspiration.

In the context of knowledge management, storytelling hasbeen used as a powerful way to share and transferknowledge, especially experiential and tacit knowledge.

Storytelling has a strong power to share ones experienceand lessons learned since effective stories can convey richcontexts along with contents.


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Why use storytelling? Transfer tacit part of knowledge: it conveys much richercontexts through stories than other means of KM

Nurture good human relationship: the action alsoconveys significant volume of the storytellers personalinformation through the story itself, facial expressions,tone of voice, gesture, etc.

Bring out passion of audiences: good storytelling canchange peoples mindset and behavior to share and createmore knowledge than before.


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How to use storytelling? Identify key area of knowledge you wish to transfer

and share in your organization.

Find the right person who has rich experience and ask

him/her to tell the story. Market the storytelling session to candidate

participants.

Hold the session

Leverage the output of the storytelling session.


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Knowledge Fair Knowledge fair is an event designed to showcaseinformation about an organization or a topic.

It includes methods such as speakers, demonstrations,booths displaying information, exhibition boards,

workshops, videos, informal corners, open space, etc. Recommended when there is a lot of information to share

with a lot of people and participants need a broaderperspective, as well as an opportunity to interact on a one-to-one basis on specific topics.


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Knowledge Fair Aims to Provide opportunities for multiple parties to broadcasttheir achievements, exhibit their products, and market newprograms to donors, policymakers, other institutes andpotential partners.

Facilitate face to face networking and promote South-North exchange on common agendas.

Help people benefit from each other's experiences. Stimulate interest in future collaboration and the

development of new programs.


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Making Knowledge Fair

Successful Before the Fair, define the concept of the Fair and what

could be understood as indicators of success or failure.

For evaluation prepare a questionnaire for visitors andan interview scheme for some key visitors,stakeholders and organizers.

Analyze the responses and interpret the meaning of

final results.


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Exit Interview Exit interviews, have evolved from feedback interviews withemployees leaving the organization

From the employer's perspective, the primary aim of the exitinterview is to learn reasons for the person's departure, on the

basis that criticism is a helpful driver for organizationalimprovement. Exit interviews are also an opportunity for the organization to

enable transfer of knowledge and experience from the departingemployee to a successor or replacement.

Exit interviews help to support an organization's proper HRpractices.


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Exit Interview (Cont.) The results and analysis of exit interviews provide

relevant and useful data directly into training needsanalysis and training planning processes.

Exit interviews provide valuable information as to howto improve recruitment and induction of newemployees.

Exit interviews provide direct indications as to how to

improve staff retention.


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How to conduct and exit

interview? Start early. Plan the exit handover with replacing staff. Identify persons that might benefit from the captured knowledge. Check their

interest. Make sure explicit knowledge captured throughout the whole working period is

accessible. Check for relevant additional aspects to be captured now.

For tacit knowledge, review the key tasks of the person leaving. Ask about howto go about those tasks and the needed knowledge.

Ask for a 'walk through' to identify success stories and success factors,problems and pitfalls.

Identify knowledge sources (persons, networks). The best exit interview happens during an overlap between the leaving and the

replacing person.


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Mentoring Mentoring is a key process for knowledge management.

Mentoring is usually defined as a professional relationship in which anexperienced person (the mentor) assists another (the mentoree) in developingspecific skills and knowledge that will enhance the less-experienced personsprofessional and personal growth.

It is important to note that mentoring and coaching are not the same. Amentor may coach, but a coach is not a mentor.

Mentoring is relational, while coaching is functional.

Apart from transferring tacit knowledge and retaining expertise within theorganization, it can help the mentee to become a recognized and acceptedmember of the community, by passing on corporate vision and values andimproving his grasp of corporate networking (Clutterbuck 2001).


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Benefits of Mentoring Enhancing strategic business initiatives Encouraging retention

Reducing turnover costs

Improving productivity Breaking down the "silo" mentality that hinders cooperation

among company departments or divisions.

Elevating knowledge transfer from just getting information andto retaining the practical experience and wisdom gained from

long-term employees. Enhancing professional development.


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characteristics of an ideal

mentor: Personal expertise Familiarity with the organization: its procedures, culture, etc. Desire to teach/guide Ability to motivate Ability to allow for personal development of the mentee: Must accept different

approaches and offer his/her own advice as an alternative not a mandate. Commitment: time, resources, persistence, etc. Skilled communicator Ability to remain professional Self-aware and self-critical Ability to foster trust


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Mentors Functions Teaches the mentoree about a specific issue

Coaches the mentoree on a particular skill

Facilitates the mentorees growth by sharing resources and

networks Challenges the mentoree to move beyond his or her

comfort zone

Creates a safe learning environment for taking risks

Focuses on the mentorees total development


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How to go about it? Check the mentoring concept (as a part of the knowledge management) ofyour organization: What are accepted standards?

Determine the goals of the mentoring process. Define the beneficiary'sexpectations and preferred learning styles, and reveal the mentor's concept.

Choose the right mentor. Experience, knowledge and skills are one thing a

fine relationship between mentor and beneficiary the other. Your boss mightnot be the best mentor for you. Develop a mentoring plan. Include moments for emergencies. Define objectives for each meeting. Focus on the beneficiary's situation and

questions, not on the mentor's experience. Give up the mentoring when you feel strong enough.


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VisualizationVisualization is a means to make presentations and

discussions, and thus sharing of information andknowledge more efficient and effective. The spoken

word is supported by a visual representation (text,pictures, graphics, etc.).


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Benefits of Visualization helps to stay focused on the point under discussion, makes the content easier to remember,

forces the speaker to prepare his/her input in advance

using precise and concrete arguments, reduces emotional implications in a heated discussion,

serves as documentation by recording statements, ideas,results and to-do lists.


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Rules of Visualization Write legibly! Check font size, density, contrast; block lettering,distance between letters and words.

Use colours restrictively! Let posters speak for themselves! Put an attractive title on top or in the

centre. Structure your poster to guide the eye (titles, paragraphs,bullets, boxes, mind-map format, etc.). Take the reading direction intoaccount (top to bottom or from centre outwards). Be aware of thesaying: "If the eye is not attracted, the feet will pass by."

Use a simple language. Avoid abbreviations. Install technical equipment before the meeting! Check if it is running

properly. Verify the legibility of the visualization.


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Briefing and Debriefing Briefings are used to update consultants and other

staff with newest contextual information, debriefingsto inform decision makers about specific situations,

findings of evaluations or studies and respectiverecommendations.


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A briefing note should be short: one or two pages, and always as short as possible; concise: a short document isn't necessarily concise; use

every word efficiently; clear: keep it simple and to the point; always keep your

reader firmly in mind; reliable: the information in a briefing note must be

accurate, sound and dependable; readable: use plain language and design your briefing note

for maximum readability.


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Sections of a briefing Issue: A concise statement of the purpose, proposal or problem. Background: The details the reader needs in order to

understand what follows. Current Status: Description of who is involved, what is

happening now, etc. Key Considerations: A summary of important facts and

considerations. Options: Including the pros and cons of each, or what will

happen next.

Conclusion and/or Recommendations: Clear, direct andsubstantiated by the facts put forward.


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Brainstorming Brainstorming makes it possible to quickly and with aminimum effort widen ones horizon about availableexperiences, ideas and opinions.

Brainstorming sessions are useful for solving problems,

making product innovations, improving communicationpatterns, optimizing customer services, schedulingprojects, budgeting, etc.

This method, is used especially at the beginning of ameeting or workshop in order to gain an overview of the

available experiences or ideas to be built upon.


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How to go about it? Introduce a brainstorming question both orally and in writing onchart paper. Set time limits.

Invite participants to respond with as many ideas or suggestionsas possible, ideally in concise words.

Refuse any comment on participants' contributions. Emphasizethat all ideas are equally valid. Record each response on cards or chart paper. Group same and related ideas in clusters. Ask "What is missing?" Prioritize and analyze the results. Make participants feel the

value added of the brainstorming in a bigger context. Decide onfurther steps.


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Open Space A self-organizing practice that allows all kinds of people inany kind of organization to create inspired meetings andevents.

It brings forth fast and well-documented results. Participants of an open space event create and manage

their own agenda of parallel working sessions around acentral theme of strategic importance.

Open Space can be used to work with groups of 5 to 1000people, for events of two hours to several days.


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How to go about an Open Space

event? Select a for discussion in a positive way Invite all stakeholders Prepare the workplace with a free space and writing materials in the

centre , a blank agenda wall (posting of issues and ideas for discussionor work) and a news wall (reporting back from sub-groups)

Explain theme and process of the event and invite people to write downwhat is of heart and meaning

Open the marketplace offers are put on the agenda wall, let peoplesign up and have them work independently

Make closing round to collect and share highlights

Mail out report created to all participants


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Knowledge Map A tool for presenting what knowledge resides where and fordemonstrating the patterns of knowledge flow (access, distribution,learning).

It is the first step in creating an inventory of knowledge &developing/improving the processes of knowledge sharing.

It shows people in an organization where to go when they needexpertise.

Helps to understand what knowledge is essential or at risk to be lostand thus needs to be reused or secured.

Empower organizations to develop new models for improvingknowledge sharing.

Promote research activities to see the impact of knowledge. The most common way of presenting a knowledge map is a simple

graph with typically 60- 100 nodes representing knowledgerepositories/sources and connections representing the flow ofknowledge (in a physical or mental sense).


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How to go about a Knowledge

Map? In a series of interviews ask people to provide

information about the knowledge in the concerneddomain

Let them rate the importance for the company, thedifficulty to replace it, whether it is acquired mainlyfrom study or practice and the proportion of staff inthe knowledge area who would also know about it.

Plot the results on a knowledge map.

Analyze the knowledge map and integrate the resultsin a knowledge management strategy


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Knowledge Network A Knowledge Network consists of a group of people whoprovide each other with and share implicit and explicitknowledge and skills and develop them further.

This happens through a variety of channels and differentkinds of contacts: specific one to one interactions viaEmail, Phone and Skype or in conferences and otherevents, or unspecific interactions amongst a larger groupthrough forum discussions, documents, profiles and

ratings that are put on the net, or through informationcarriers such as e.g. newsletters.

The benefit of a network increases more thanproportionally with the number of persons involved in it.


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Key Points Informal participation and organization

No hierarchic structures

The larger a network, the more important a motivatedfacilitator who stimulates and accompanies activitiesstriving for active interactions and involvement of all

A minimal budget that allows to conduct the above

mentioned activities and facilitation in a professionalway

Integrate and make use of already existing networks asbest as possible


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Lessons Learnt The formulation of lessons is the collection, validation, consolidationand finally documentation of experiences, developments, hints,mistakes and risks found during a project.

Drawing lessons learnt makes sense at the end of any project, activityand work phase.

Doing so not only gives credit to the efforts made it also leads to avaluable selection of information that can be useful in the planningand preparation of new endeavours.

The analysis of a series of lessons learnt in a sequence of projects canyield ideas for improving the project management in an organization ingeneral.

Lessons learnt are drawn first and foremost at an individual level. In ateam these (often diametrically different) individual lessons can beconsolidated into lessons learnt of the team. Likewise lessons learnt of

various teams can be consolidated and made useful for the wholeorganization.


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How to go about it? Clarify (a) for what area lessons learnt are to be drawn, (b)who (else) could have an interest in these lessons.

Definethe system boundaries (project, area of activity,action-learning).

Then formulate guiding questions corresponding to theabove.

Collect (individual) answers to these questions and anyother spontaneous idea.

Consolidate individual lessons into shared lessons (team,organization).

Describe the lessons learnt (and the surrounding setting)in an attractive and well-structured way

Make lessons learnt accessible to all interested persons.


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Good Practices The sharing of good practices This often begins with common practices such as instruction

manuals or how to guidelines. The next step from there is toidentify and share good practices.

The essence of identifying and sharing good practices is to learnfrom others and to re-use knowledge.

The biggest benefit consists in well developed processes basedon accumulated experience.

Most good practice programs combine two key elements: explicitknowledge such as a good practices database and methods forsharing tacit knowledge such as communities of practice

The best way of sharing good practices is on the job and socommunities and personal contact with others who have usedthe good practice is a key to success.


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How to go about it? Identify users' requirements. Identify good practices worth being shared.

Document good practices (title and short abstract,

profile of the good practice, context, description ofprocesses and steps, lessons learned, and links toresources and key people).

Validate good practices with convincing results in a

new context. Disseminate and apply good practices.

Develop a supporting infrastructure.


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Balanced Scorecard (BSC) It is a strategic planning and management system that enables anorganization to put its strategy into action.

It helps the organization to align all its activities to its vision andstrategic goals, to improve its internal and external communication andto monitor organizational performance against these same strategic

goals. The core piece of the system is a matrix, the so-called balanced

scorecard. This matrix depicts the strategic goals that are split intoobjectives for four dimensions of an organization. It also includes theconcrete activities necessary to fulfill the objectives, the expectedresults of the same as well as the related assigned responsibilities.

BSC not only looks at the organization from a financial perspective, butalso includes other perspectives such as personnel, learning andgrowth, business processes and customer satisfaction.

It therefore yields an integrated, balanced picture of an organizationand makes it easy to observe/steer organizational performance.

H t b t B l d


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How to go about a Balanced

Scorecard? Formulate mission, vision and strategic goal of the organization Develop the balanced scorecard matrix

Break down the strategic goal into objectives and concreteactivities within the relevant dimensions (e.g. customer view,

internal business processes, learning, growth and innovation,finances).

Come up with and select strategic initiatives/activities (goal,action, indicator)

Club initiatives into strategic projects.

Implement strategic projects (clear assignment of responsibilities!). Communicate the planned activities and results by means of a

reporting scorecard.

Organize the learning process reflection, adaption and newprojects.


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Experience Capitalization In an experience capitalization, key stakeholders transformindividual and institutional experience and knowledge intocapital that can be used in future.

Experience capitalization is future oriented and aims at achange in collective institutional practice. Its focus may beon strategic orientation, basic concepts, or operationalactivities. Small experience capitalizations needs hours ordays; more complex ones may last weeks or even months.

Experience capitalization is made up of learning processesthat prepare change. Its output is lessons learnt, and goodpractices; its outcome is induced changes; a redesignedpractice fulfils its purpose.


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How to go about itThere is no standard procedure for experience capitalization.Precise aims, clear questions and a deliberate openness tochange are prerequisite for useful results that are easy toput into practice. The usual phases in an experience

capitalization are: Needs assessment:Aims, benefits, readiness for change, etc. Planning:Aims in detail, fields of observation, process,

duration, roles, resources, instruments, etc. Implementation: Stakeholders (ownership), process

management, documents, synthesis, validation of outputs,etc. Practice change: Decisions, planning and monitoring of the

changed practice, impact analysis, etc.


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Group Facilitation Facilitation is the art of guiding the discussion process in agroup. The facilitator is responsible for the planning andimplementation of an appropriate process; the concernedgroup is responsible for the content by contributing

expertise. Facilitation aims at being economical (goal oriented and

time efficient) and at ensuring the well-being of allinvolved participants (giving room to all voices in a group,establishing an atmosphere of listening to each other, and

striving for decisions that are supported and owned by all). Conditions for successful facilitation are: commitment foropenness and sharing, benefits for all, and respect for thefacilitator based on his / her competence, neutrality,independence and credibility.


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What is most important? Negotiate your mandate with the owner of the event. Firstget clarity about the expected results, and then choose theappropriate methods.

Successful facilitation begins with preparation. Make sure,

the program meets the expectations of the owner and theconcerned group. Limit yourself to what is feasible. If needed, re-negotiate

your mandate. At the start of every event, make a clear agreement with the

participants (objective, program, time frame, roles, andprocedure). Stick to your role (process manager) and respect the role of

the participants (experts of content).

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