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Harold Jarche's Library tagged knowledge   View Popular, Search in Google

23 Apr 13

If you’re in a similar situation, here are a couple of ideas about how you may lessen the (over-) reliance on a few individuals:<br /><br /> Create regular knowledge sharing sessions where the central/program team don’t act as ‘experts’, but as brokers<br /> Rotate the role of ‘chair’ for meetings so more people take ownership<br /> Make ‘site visits’ a part of the induction process to foster sideways collaboration<br /> Short exchanges of team members. Working along side someone else creates a stronger connection<br /> Peer reviews of major deliverables before ‘top down’ approvals<br /><br />Organisations should be acutely aware of the risk of relying on a few passionate souls. The first step to mitigate this risk is to map out exactly how reliant you are and on whom. Once you understand the exact gap you can put in place very targeted interventions to minimise the risk. Finally, map the relationship patterns at regular intervals to check the effectiveness of your interventions.

18 Feb 13

""What would it take, to get you to share more of your knowledge"

This was a question Shell asked in an internal survey, several years ago, in order to understand the incentives and barriers for knowledge sharing. The top 5 answers were as follows

More time 
More feedback on use of the knowledge 
Recognition from peers 
Knowing that it made an impact 
An easier way to do it 
Thank you from colleagues
What's missing from this list? Money, hard incentives, and directives from management. 

If you want people to share, then make it easy, free up some time from them, and give them feedback on the difference it made (including some "thank-you"s)"

05 Feb 13

"These elements, to a great or lesser degree, are present in the informal interaction among people doing the same work, as we saw in the copy repair example. But in a world where the community of practitioners is spread across the globe, and many practitioners work at locations out of the office, the development of judgment cannot not be left to chance and proximity. It must be designed and supported by the organization including: 1) experimentation that leads to learning, 2) treating failure as an opportunity for learning, 3) establishing a systematic process through which reflective conversation occurs about both team and individual actions, 4) and promoting communities of practice."

02 May 12

For me, it’s quite simple: knowledge is not tangible and is certainly not a commodity. And the noun ‘knowledge’ itself sometimes leads to delusional assumptions about what knowledge is. I find it more fruitful to think of knowledge as two different things:

Knowledge is a latent capacity that we call upon to combine information available with various insights we have from past experiences, and use it in a given context.
Knowledge is also the collection of insights that we have in ourselves, based on information, emotions and intuitions we have. It is in that collection of insights that we tap to use our ‘knowledge capacity’ or our ‘capacity to know’.

05 Oct 11

At Knoco, we use this principle all the time in Knowledge Management.

Rather than asking people to write down lessons, we discuss it as a team, and decide the lessons we want to teach others based on what we have learned.
When those lessons are captured, we hold a knowledge handover to allow the next level of teaching, and to get the next level of detail.
Rather than asking retiring experts to write down their best practices, we ask them to teach a younger employee, and ask that younger employee to do the documentation.

Without that teaching step, it can be hard to get to the real, detailed and valuable knowledge

04 Aug 11

The general principles of this rapid-learning ecology are pretty clear.
First, we probably have about the same number of smart people as we did twenty years ago, so what's making us all smarter is that we're on a network together.
Second, the network has evolved a culture in which there's nothing wrong with not knowing. So we ask. In public.
Third, we learn in public.
Fourth, learning need not be private act that occurs between a book and a person, or between a teacher and a student in a classroom. Learning that is done in public also adds to that public.
Fifth, show your work. Without the "show source" button on browsers, the ability to create HTML pages would have been left in the hands of HTML Professionals.
Sixth, sharing is learning is sharing. Holy crap but the increased particularity of our ownership demands about our ideas gets in the way of learning!
Knowledge once was developed among small networks of people. Now knowledge is the network.

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