What happens when the people that took over from the people that left leave?

Had a meeting with a potential client this morning.  Part of the conversation went like this:

Rupert: One of the key benefits of Knowledge Management (KM) is the retention of what you already know, so you don't lose that knowledge when employees leave.

Client: Actually, we already have KM here - we have a strategy, a framework, a system...we've got it all.

Rupert: That's great - how's it going for you?

Client: Actually, we've had a few problems.  We had this one guy who was leading it all and then he left.  But the lady that was shadowing him, she took over and then she left also....

Rupert: Right.

For a conversation about the benefits of knowledge retention and transfer or other KM services, please get in touch.

Seven things I learned in 2015

·        ‘Not invented here’ remains the default response of too many people in too many organisations to any initiative;
·        Leaders are more powerful than they themselves realise – not because of what they say but what they do, and how!
·        Initiatives survive and prosper when we first agree on the effect we wish to achieve, and then work backwards on how to do it;
·        Good knowledge management needs both the ‘push’ from those that have acquired knowledge and the ‘pull’ from those that need it;
·        ‘Lessons must be learned’ continues to be trotted out by the media, politicians, chief executives and football managers alike – almost all of whom do not know what it means or requires;
·        Brevity helps;
·        Time spent understanding the client’s needs and desires is seldom wasted.

What will 2016 bring??

What's a KM framework, I hear you ask? Well this little video will explain all....

For a chat about people, processes, technology and governance, please get in touch or visit the Knoco website.

Rain, drain, bucket and mud, KM clear it up

I bent forward into the drain, my shovel digging into the thick, smelly mud which squelched as I lifted it clear into the bucket.  The bucket, now almost full, stood as testament to the power of knowledge management.  With my back aching, the weak autumn sun made my brow’s sheen of sweat gleam; my breath clouded forth in the cold morning air and I steadied myself for another lunge into the now nearly empty drain.  I smiled grimly to myself, thinking, “Even this is not a lesson learned.”

Twenty-four hours earlier, I had attended a family service at my village church. Before the service began, I had noticed the unsightly mud that storms in the week had washed down the hill – it had blocked the grills sitting on top of each drain and large puddles had spread out across the car park, pavement and the footpath that leads into the church.  Members of the congregation – many of them visiting for a baptism and forming negative first impressions – gingerly tiptoed their way past the worst of the mess but few could avoid entering church without their smart footwear being spattered with small flecks of mud.

I sit on the committee that oversees the running of the church, with specific responsibility for its grounds – this usually involves asking volunteers to help with weeding, mowing the lawns, lopping or pruning trees, sweeping leaves etc.  I had made a point of arriving at church 30 minutes early, so as to clear any likely mess but, on arrival, it was clear that I could only do so much in the time available and that I would have to come back another time, better prepared [1].  A lesson learned, some might have said…and they would have been wrong.

So the following morning, I headed off to church again, armed with a broom, a hose, a rake, a bucket and a shovel.  First thing I noticed was that the tap in the churchyard was not threaded and so I couldn’t attach my hose to it.  I had to pause, head off to a hardware store and buy the necessary hose attachment [2].  Some 2 hours later, after lots of hosing, sweeping and shovelling, the main walkway into the churchyard was clean and tidy and the 2 main drains were empty [3], their muddy, smelly contents emptied into a bucket and thrown on the churchyard compost heap.

I then noticed that each of the 2 drains had the entrance of an underground pipe running between them.  I hosed it down from each end and noticed that whilst the water clearly ran from one into the other, it appeared to do so in the wrong direction.  To be clear, the drain closest to the Church (Drain A) had a pipe running from it, no doubt into a sewer deep underground; but the other drain (Drain B), whilst obviously meant to overflow into Drain A, could not do so because of the angle of the pipe running between them.

It therefore appears that, after heavy rainfall, instead of excess water and mud flowing out into the sewers below, such flotsam flows back into Drain B, from which it cannot escape.  Therefore, I will have to raise this with the local water company for them to inspect the drains [4] and, if necessary, correct the flow of water between them [5].

Now, I hear you ask, what on earth does any of this have to do with lessons learned, or knowledge management?  This insight into the travails of a rural parish church is all very well but how is it relevant to me in my law firm, battalion, hospital, laboratory, police station, shop, airport, oil rig, aircraft carrier or trading desk?

As some readers may recall, lessons first need to be identified, then the recommended actions have to be implemented before any learning can be said to have taken place.  (Regular readers of this blog will recall the 10 stages in the life of a lesson.) We’ll now show how my actions relate to lesson learning and readers may spot where their own lesson learning processes (if they have them) fall short.

So, back to the drains outside my church.  I identified 5 actions that needed to be implemented in order for any lesson to be ‘learned’ from this ecclesiastical flooding saga: these are highlighted in bold.  Here they are again, re-written as thought part of a lesson:

1. Cleaning up the drains area outside the church will take time and you will need the correct equipment.  Set aside at least 2 hours and bring the following: waterproof gloves; wellington boots; a large bucket; a wooden broom; a shovel; a rake; a hose (plus extensions, if necessary);
2. Check the tap to which you will be attaching the hose and buy an attachment to fit it before you begin work;
3. Use the rake and shovel to remove large clods of mud and leaves, then spray the cleared area with water, using the broom to clear away the surface water and remaining mud either into the bucket or into the drain if it is clear.  If the drains are full, remove and set aside the metal cover, then dig out the blocking mud and leaves into the bucket, before emptying it onto a compost heap or similar area away from the drains;
4. If the drains remain blocked, contact the local water company and request them to inspect them;
5. Pipes connecting drains must be angled correctly to ensure water flows between them and away into a sewer; drainage engineers should consult the local map of drains and sewers before installing a new connecting pipe.

You will note how the first 3 actions fall upon me; in an expanded form they could become part of a guidance document or knowledge asset, thereby embedding the knowledge gained from this experience.  Such a document should then be included along with any others relating to my role as overseer of the church grounds, so as to pass on this knowledge to a successor if/when I relinquish my role.

The final 2 actions are where this lesson needs to be ‘transferred’ or ‘elevated’ to an authority better equipped to deal with them.  Only when the connecting pipe has been angled correctly can this lesson be said to have been ‘learned’.

I hope I have shown that there is quite a bit to do when seeking to learn in a deliberate way and some might question the effort and time required. Then again, there are those that put up with living under a leaking roof, or sitting on a delayed train, or working on an unsafe oil rig, or indeed any of the many frustrations and frictions that persist from not managing knowledge properly.

For a conversation about knowledge management in general or learning lessons in particular, please get in touch or visit the Knoco website.

Who'd have though a bomber could be grounded by forgetting?

In stories about yesterday’s final flight of the Vulcan bomber, a small detail caught my eye. 

As reported in the Daily Telegraph, “The Vulcan To The Sky Trust, which brought the 55-year-old aircraft back to flight eight years ago, has accepted advice from supporting companies that they no longer have the expertise to keep it airworthy as engineers retire from the industry.” 

Perhaps it is not surprising that there are few people employed nowadays with the right knowledge to keep a now obsolete aircraft flying.  What is surprising however, is that for younger aircraft still in service, there remains this issue of experienced engineers retiring and the risk associated with that.

I have written before about Knowledge Retention and Transfer programmes and how companies are using them to address this risk.  What I haven’t stressed before is that even this initiative is a ‘sticking plaster’ solution.

A longer-term, enduring approach is one that does not let engineers get anywhere near retirement age with all that valuable knowledge locked inside their heads.  That knowledge is not theirs alone since it has been created and accumulated on their employers’ time and with the help of their colleagues.  It should be treated as such.

This means recognising that knowledge is an asset and developing knowledge management frameworks to manage it accordingly.

Come visit the Knoco website to find out more.

It’s always what we do that matters, not what we say (Part One)

We’re all individuals, keen to be treated as such but, put us in big groups and I’ll wager we’re most of us all the same. 
Why do I say this?

This weekend I was meeting a friend of a friend who had heard what I do for a living but wanted to know more; so I explained briefly what knowledge management is.  My new acquaintance asked me, “Do you enjoy what you do?” and I replied, “I love it.”  He asked me why and so I said, “Because what I do brings me directly into contact with the human condition.”

His frown showed I needed to explain what I meant and he seemed interested enough to hear my take on what.

“Because basically, no matter what we do for a living, where we live or how old we are…we’re pretty much all the same.  We want to be respected, to feel like we make a difference.  We want to be rewarded and we want security, as far as possible.  Most of us prefer to be popular than unpopular and we don’t like hurting other people, or even merely embarrassing them.  We want people to think well of us and most of us avoid conflict whenever possible.”

He nodded along and then said, “So?”  So I continued, “So, when faced with a situation that we fear will put these things at risk, we all do the same thing.  We minimise embarrassment for ourselves and others; we avoid awkwardness and far prefer choppy waters to be smoothed than stirred up even more.  We mostly tell people what we think they want to hear or, at the very least, will pull our punches so as not to make things any worse.  In short, we won’t tell anyone what we really think or how we really feel unless we feel 100% safe and secure and whoever feels like that at work?”

Again, he asked, “So?” “So…if we are ever going to improve anything, if we are ever going to learn from the past and make the future better, we need to know all that there is to know about whatever problem we face.  We need people to be honest, which means we need to let them feel it’s okay to be honest, which means they mustn’t fear demotion or the sack if they tell the truth, or even just embarrassment for offering a different point of view.  That takes time and effort and real, brace leadership from those at the top.  They need to show by what they do and say that they value integrity and honesty and moral courage because otherwise all they’ll get, indeed all that most organisations get is defensiveness, dishonesty and fear.”

I pulled out a pen and piece of paper and drew this picture of 2 stick-men with ‘speech bubbles’ representing their conversation and ‘thought clouds’ above each man’s head.  “Most problems in the world are down to poor communication, with people either unable, or downright refusing, to express what they think and feel. This is because they’re unsure what they think or feel or because they know all too well what they think or feel but are uncomfortable with sharing that with others.  Now, we tell each other the things in the speech bubbles and yet everything we do is shaped by what is in the thought clouds. Getting people to share those inner thoughts and feelings is at the heart of what knowledge management and organisational learning is all about.  It’s incredibly difficult and, quite frankly, a thankless task but, when it works, if only briefly, it’s very rewarding.”

He smiled and bought me a pint.

To be continued….

KM down on the farm - or, have tent and KM, will camp!

A few weeks ago I went camping in Dorset with my family and that of my brother. He and his wife have been camping a few times and have a lot of the necessary gear.  My wife and I have not, so we borrowed loads of bits and pieces from a friend – I wasn’t going to spend a small fortune on the latest tent technology only to be informed that we would not be camping again.

As things turned out, the week was a great success, despite the pouring rain for much of it.  Furthermore, the whole experience proved a useful vehicle for demonstrating the value of knowledge management.  A few examples:

Knowledge is most useful when recent and relevant – I served for over 10 years as an officer in the British Army and have spent more than my fair share of nights outdoors, under canvas, under trees and under nothing else but the stars.  Now, some of my experience was, and will always be, useful for a domestic camping trip but I will be the first to admit that my brother’s more recent and directly relevant experience was far more useful.  This should be borne in mind when planning a Peer Assist, for example.  Having him on hand when it came to erecting and collapsing our tent proved invaluable and, whilst both operations were time-consuming, they’d have taken far longer had I not had his knowledge on hand or, worse still, had I wanted to ‘do it all myself’;

• Lessons are not learned until you change something – throughout the week, we all noticed things that either did not go as well as we had hoped (e.g. an inflatable mattress with even the slightest hole in it will leave you lying on the cold ground come morning) or far surpassed our expectations (e.g. portable ‘fire pits’ (i.e. the inner metal rim of a lorry wheel) are excellent and well worth the small charge to hire them).  When this happened, someone would invariably sing out, “Ha, a lesson learned!” only for me to boringly respond, “No, a lesson identified. It’ll only be learned if we change things next time round.”
• Clothing and equipment lists can be valuable knowledge assets – this first time camping as a family was a bit of a leap in the dark as we weren’t 100% sure what we needed and ended up with far more stuff than necessary.  I need to create a list based on: what we used and was invaluable; what we had with us but never used and what we lacked but would really like to have with us next time around.  The problem is, I’ve not yet created this list and already my memory is fading, demonstrating my next point, namely:
• Wait too long to capture knowledge and its gone – when we got back from our trip: tired, in need of a decent shower and still just about on speaking terms with one another, the last thing I wanted to do was sit down and write up the lessons of our trip.  But I should have done it there and then because with every passing day my recollections become less reliable and I run the risk of filling in the gaps with rubbish, as sometimes happens when project lessons capture sessions are held far too long after the project is finished.  Perhaps I’m being harsh, most projects don’t capture lessons at all so some late and inaccurate ones might be better than nothing.

So there we are: camping holidays – not for everyone but as a way of demonstrating how KM helps us save time, stay dry and have fun, they’re great.

Now, I wonder if I can book a beach holiday in the Caribbean on the company, just to compare and contrast….

For a conversation about KM, Peer Assists, lessons learned (or otherwise) and Knowledge Assets, do contact me direct or visit the Knoco website.