A Leader's Guide to KM - Girard - ICKE South Africa

www.sagology.com [email protected]

A LEADER’S GUIDE TO KNOWLEDGE MANAGEMENT 1

A Leader’s Guide to Knowledge Management

1

John P. Girard, Ph.D. [email protected]

JoAnn L. Girard

[email protected]

www.sagology.com

About Us

A Leader's Guide to Knowledge Management © 2011, John P. Girard, Ph.D.

2

Two Baby Boomers Gen Y Gen Z Gen Z Gen Y

About Sagology


3

Sagology is dedicated to connecMng people with people to facilitate collaboraMon, learning, and knowledge sharing through keynotes, workshops, and consulMng.

sagology [sāj-‐ol-‐uh-‐jee] -‐noun 1.  the study of organizaMonal wisdom in all its forms,

esp. with reference to technology, leadership, culture, process, and measurement

2.  the study of one venerated for experience, judgment, and wisdom.

Origin:

2008; Canadian English, from Middle English sage + -‐ology.

About You

1.  Name 2.  OrganizaMon 3.  PosiMon 4.  ExpectaMons

Our PerspecMve


4

Agenda

Part 1: Drawing on the Past 1.  Where is the Knowledge? 2.  Organize What? 3.  What Types of Knowledge Exist? Part 2: Leading Today’s Knowledge Workers 4.  Simples Ideas that Work in Complex Environments 5.  Do you Really Want to Know What you Know? 6.  Tools, TacMcs, and Techniques: Tried and Tested Part 3: Enhancing Future Performance 7.  Guiding OrganizaMons Into the Future 8.  The Future is Just a Day Away


5 Keys to Success

1.  ParMcipaMon 2.  Courtesy 3.  ConfidenMality 4.  Time L

DVD


6




7 Drawing on the Past

8

1.   Where is the Knowledge? 2.  Organize What? 3.  What Types of Knowledge

Exist?


9

Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in informaMon?

—T. S. Eliot, The Rock (1935)

A Leader's Guide to Knowledge Management © 2011, John P. Girard, Ph.D. A Leader's Guide to Knowledge Management © 2011, John P. Girard, Ph.D.

10

InformaMon Overload

Information Overload

Information overload occurs when the amount of input to a system exceeds its processing capacity.

(Speier et al, 1999, p. 338)

Information Overload

Information overload is that state in which available, and potentially useful, information is a hindrance rather than a help.

(Bawden, 2001, p. 6)

Personal Information Overload

A perception on the part of the individual (or observers of that person) that the flow of information associated with work tasks is greater than can be managed effectively.

(Wilson, 2001, p. 113)

Organizational Information Overload

A situation in which the extent of perceived information overload is sufficiently widespread within an organization as to reduce the overall effectiveness of management operations.

(Wilson, 2001, p. 113)

245+ academic papers on Information Overload 1972-2000 (Bawden, 2001)


11

The Cost?


12

The Problem – Enterprise DemenMa

2/3 of managers complained of Information overload (KPMG, 2000)

38% of the surveyed managers waste a substantial amount of time locating information (Wilson, 2001)

Managers “dwell on information that is entertaining but not informative, or easily available but not of high quality” (Linden, 2001, p.2)

43% of the managers delayed decisions because of too much information. (Wilson, 2001)

The number of books published annually has increased exponentially since the 16th century. At present, the prediction is that the number of books doubles every 33 years (Hanka & Fuka, 2000).

The total accumulated codified database of the world, which includes all books and all electronic files, doubles every seven years and some predict this will double twice a day by 2010 (Bontis, 2000).




13

What is the problem?

Enterprise DemenMa

OrganizaMonal Memory Loss

InformaMon Anxiety = +

Content to Intent – assumes we know what we knew

Content to Intent – assumes we can access content


14

The Components of the Problem

0

25

50

75

100

1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Year

Exe

cuti

ve P

op

ula

tio

n (

%)

Downsizing

0

25

50

75

100

1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Year

Acc

um

late

d C

od

ifie

d D

atab

ase

Information Explosion

Moore’s Law

0%

3%

5%

8%

10%

97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07Year

% o

f T

ota

l Ex

ec

uti

ve

Po

pu

lta

ion

Baby Boomers Retirements

Other Departures


15

The Total Problem

0

25

50

75

100

1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Year

Exe

cuti

ve P

op

ula

tio

n (

%)

0

25

50

75

100

Acc

um

ula

ted

Co

dif

ied

Dat

abas

e

Enterprise Dementia = Information Anxiety + Organizational Memory Loss

The Future

Ikujiro Nonaka

“In an economy where the only certainty is uncertainty, the only sure source of lasMng compeMMve advantage is knowledge.”

16


Discussion

�  Is overload an issue in your organizaMon? � Do you have examples of organizaMonal memory loss? � What are the knowledge challenges in your organizaMon?

17


Drawing on the Past

18

1.  Where is the Knowledge? 2.   Organize What? 3.  What Types of Knowledge

Exist?




19

FoundaMon or Too Busy


Knowledge Sharing – Nothing New?


20

Knowledge Management is the creation, transfer, and exchange of organizational knowledge to achieve a [competitive] advantage.

What Advantage? 21


History of KM: Academic PerspecMve

Michael Polanyi

1950s

Ikujiro Nonaka

1990s

Aristotle

c. 350 BC

Classification of

Knowledge

Aristotle

Carla O’Dell Sir Francis Bacon

17th Century

22


What is knowledge?

knowledge is "defined broadly to include information, data, communication and culture"

(p. 293)

Knowledge

Data

Information

Knowledge:

Concepts, experience, and insight that provide a framework for creating, evaluating and using information (p. 373).

23


The CogniSve Hierarchy

Knowledge

Information

Data

Ackoff’s Apex Wisdom

Understanding

Knowledge

Wisdom:

The collective and individual experiences of applying knowledge to the solution of problems (p. 373).

24




The difference . . . Data to Knowledge

October 27, 1917

Q1 - What time is it?

Q2 – Where are these people?

Q3 – Why is the boy smiling?

25


26

Data

Data

Davenport & Prusak (1998) define data “as a set of discrete, objec<ve facts about events” and they suggest, “in an organiza<onal context, data is most usefully described as structured records of transac<ons” (p. 2).


27

InformaMon

Data

InformaSon

Peter F. Drucker (1998) claims that "Informa)on is data endowed with relevance

and purpose"


28

Knowledge

Knowledge

Data

InformaSon

Authors Joseph and Jimmie Boyeu (2001) suggest "knowledge is easy to talk about but hard to define"

Types of Knowledge

Michael Polanyi

Easier to replicate

Leads to competency

Harder to articulate

Harder to transfer

Harder to steal Higher competitive

advantage

Contributes to efficiency

Easier to document and share

20%

80%

Explicit

Tacit Carla O’Dell

O’Dell, C. (2002, May). Knowledge Management New Generation. Presented at the APQC’s 7th Knowledge Conference, Washington, DC.

29


Exchange and Transfer of Knowledge

Socializ

ation Externalization

Interna

lization C

ombination

TACIT

EXPLIC

ITEXPLICIT

TACIT

Ikujiro Nonaka

30




The importance of sharing . . .

According to Computer Associates . . .

http://www.youtube.com/watch?v=lH39xjXaLW8

31


Discussion

�  Does your organizaMon recognize the difference between tacit and explicit knowledge?

�  If so, do you capture and codify tacit knowledge?

32


Drawing on the Past

33

1.  Where is the Knowledge? 2.  Organize What? 3.   What Types of Knowledge

Exist?


Enablers of KM 34


KM Models

Webber, F., Wunram, M., Kemp, J., Pudlatz., & Bredehorst, B. (2002). Standardisation in knowledge management – Towards a common KM framework in Europe. Proceedings of UNICOM Seminar Towards Common Approaches & Standards in KM. London.

KM Pillars

European Framework

DON Balanced KM

Enablers of Transfer

KM Assessment Tool

Tech

nolo

gy

Lead

ersh

ip

Cul

ture

Infra

stru

ctur

e

Org

aniz

atio

n

Pro

cess

Mea

sure

s

Lear

ning

Con

tent

Bennet, A. & Kantner, J. (2001). Navigating the KM dimension, Next-Generation Knowledge Management: Enabling Business Processes. American Productivity & Quality Center.

Developed by Dr Stankosky and his team at George Washington University in 1999

35


A New View of Knowledge Management


36

LeadershipMeasurement

Process

Tech

nolo

gy Culture



A liule TLC goes a long way!


37

Leadership

• Transparency

• Vision and example

• Resources (including time) Technology

• Help or hinder

• Security issues

• Ease of access

• Tending toward free

Culture

• Need to Share vs Need to Know

• Privacy

• Content Creators


Process

Tech

nolo

gy Culture



38

Socializ


Interna

lization C

ombination

TACIT

EXPLIC

IT

EXPLICIT

TACIT


Process

Tech

nolo

gy Culture

Measurement

Remember: Measure the outcome, not the process

Stage 5

Institutionalize Knowledge

Management

Stage 4 Expand

and Support

Stage 3 Design and

Launch a KM Initiative

Stage 2 Develop a

Strategy

Stage 1 Get

Started

APQC Stages of KM

USAF 5-2-1

39


Enablers Part 2


40


41

0

1

2

3

4

5

Leaders

hip

Tech

nology

Culture

Proce

ss

Measu

remen

t

Mea

n

Leading Today’s Knowledge Workers

42

4.   Simples Ideas that Work in Complex Environments

5.  Do you Really Want to Know What you Know?

6.  Tools, TacMcs, and Techniques: Tried and Tested




Complex: A DefiniMon

“a group of obviously related units of which the degree and nature of the relaMonship is imperfectly known”

43




44

Socializ


Interna

lization C

ombination

TACIT

EXPLIC

IT

EXPLICIT

TACIT


Process

Tech

nolo

gy Culture

CreaMon and Transfer of Knowledge


45

Socializ


Interna

lization C

ombination

TACIT

EXPLIC

IT

EXPLICIT

TACIT

Combination • Formal Education (MBA)

• Policies

• Data mining Teradata, 1991 Wal-Mart, 2004

Internalization • Learning by doing

• Experience

• Values/Ethos

TYLENOL® crises of 1982 and 1986 A Leader's Guide to Knowledge Management © 2011, John P. Girard, Ph.D.

J&J Credo

www.jnj.com/our_company/our_credo/

Our Credo (Johnson & Johnson)

We believe our first responsibility is to the doctors, nurses and patients, to mothers and fathers and all others who use our products and services.

In meeting their needs everything we do must be of high quality. We must constantly strive to reduce our costs

in order to maintain reasonable prices. Customers' orders must be serviced promptly and accurately.

Our suppliers and distributors must have an opportunity to make a fair profit.

We are responsible to our employees, the men and women who work with us throughout the world.

Everyone must be considered as an individual. We must respect their dignity and recognize their merit.

They must have a sense of security in their jobs. Compensation must be fair and adequate,

and working conditions clean, orderly and safe. We must be mindful of ways to help our employees fulfill

their family responsibilities. Employees must feel free to make suggestions and complaints.

http://www.jnj.com/our_company/our_credo/

There must be equal opportunity for employment, development and advancement for those qualified.

We must provide competent management, and their actions must be just and ethical.

We are responsible to the communities in which we live and work and to the world community as well.

We must be good citizens – support good works and charities and bear our fair share of taxes.

We must encourage civic improvements and better health and education. We must maintain in good order

the property we are privileged to use, protecting the environment and natural resources.

Our final responsibility is to our stockholders. Business must make a sound profit. We must experiment with new ideas.

Research must be carried on, innovative programs developed and mistakes paid for.

New equipment must be purchased, new facilities provided and new products launched.

Reserves must be created to provide for adverse times. When we operate according to these principles,

the stockholders should realize a fair return.


CreaMon and Transfer of Knowledge


48

Socializ


Interna

lization C

ombination

TACIT

EXPLIC

IT

EXPLICIT

TACIT

Combination • Formal Education (MBA)

• Policies

• Data mining Teradata, 1991 Wal-Mart, 2004

Internalization • Learning by doing

• Experience

• Values/Ethos

TYLENOL® crises of 1982 and 1986

Externalization • After action review

• Lessons learned

• Metaphor

Socialization • Social spaces (Ba)

• Master/apprentice

• Storytelling




49

The Knowledge Edge – The UlMmate Goal

Knowledge

Information

Data

Knowledge Edge

Wisdom

Understanding

Knowledge

Know

ledge

Cre

ation

“With 3,600 stores in the United States and roughly 100 million customers walking through the doors each week, Wal-Mart has access to information about a broad slice of America . . . The data are gathered item by item at the checkout aisle, then recorded, mapped and updated by store, by state, by region . . . By its own account Wal-Mart has 460 terabytes of data.” ( 750,000 CDs 1 terabyte ~ 1,000,000 MB)

14 November 2004

Hurricane

CombinaMon: Not always good!


50

HMCS Toronto sails at the lead of the starburst formation as nuclear-powered USS George Washington aircraft carrier takes the center. HMCS Toronto is taking part in Operation Altair, joining the USS George Washington Aircraft Carrier Task Group to help monitor shipping in the Arabian Gulf region. By restricting the flow of weapons, drugs, and other illicit trade, HMCS Toronto and her crew are helping to end terrorism and bring long-term stability to the area. Credit: MCpl Colin Kelley, Formation Imaging Services Halifax

Something to consider . . .

“. . . there are known knowns; there are things we know that we know. There are known unknowns; that is to say there are things that we now know we don’t know. But there are also unknown unknowns — there are things that we do not know we don't know.”

51


Runner Up

"I think that gay marriage is something that should be

between a man and a woman."

52


Knowns and Unknowns

Unknown Knowns

Unknown Unknowns

Known Knowns

Known Unknowns

AKA Johari Window

53


Unknown unknowns

Somewhere on the West Coast

54





55

Knowns and Unknowns Exercise

Unknown Knowns

Unknown Unknowns

Known Knowns

Known Unknowns

1. Printer/Scanner 2. 3.

1. Data Mining 2. 3.

1. Competitive Intell 2. 3.

Axer AcMon Review

1.  What was planned?

2.  What happened?

3.  What is the delta?

4.  What do we do about it?

56



57

4.  Simples Ideas that Work in Complex Environments

5.   Do you Really Want to Know What you Know?

6.  Tools, TacMcs, and Techniques: Tried and Tested


58

OrganizaMonal Forgeyng (de Holan et al.) S

ourc

e of

Kno

wle

dge From

Existing Stock

Memory Decay Unlearning

Newly Innovated Failure to Capture Avoiding Bad

Habits

Accidental Intentional Mode of Forgetting

Figure 7. Forms of Organizational Forgetting (Adapted from de Holan et al.)


59

Energizing a NaMon


60

What do we know 40 years later?




61

What is the problem?

Enterprise DemenMa

OrganizaMonal Memory Loss

InformaMon Anxiety = +

Content to Intent – assumes we know what we knew

Content to Intent – assumes we can access content


62

OrganizaMonal Memory

OrganizaMonal memory is the body of knowledge, past, present, and future, necessary to achieve the strategic objecMves of an organizaMon. Enabled by technology, leadership, and culture, organizaMonal memories include repositories of ar)facts, communi)es of people, and organiza)onal knowledge sharing processes, which focus on achieving the organiza)onal vision.

Girard, 2009

Memory Test*

* Developed by Nancy Dixon

63


Memory Test*

� Bed � Rest � Pajamas � Pillow � Snore

� Slumber � Night � Awake � Blanket � Dream

* Developed by Nancy Dixon

64



65

Broader Challenge = InformaMon Anxiety

Gartner Research’s Information Overload Survey concluded there are four information issues affecting competition: siloed information; too much information; unindexed information; and ineffective searching procedures (Linden et al, 2002)

Components of Information Anxiety: 1.  Not understanding information; 2.  Feeling overwhelmed by the amount

of information to be understood; 3.  Not knowing if certain information

exists; 4.  Not knowing where to find

information; and 5.  Knowing exactly where to find the

information, but not having the key to access it. (Wurman, 1989, p. 44)

Causes of Cognitive Overload: 1.  Too much information

supply; 2.  Too much information

demand; 3.  The need to deal with multi-

tasking and interruption; and 4.  Inadequate workplace

infrastructure to help reduce metacognition. (Kirsh, 2000)

Wurman (1989)

InformaMon Anxiety Exercise

Strongly Disagree

Disagree Neutral Agree Strongly Agree

1 2 3 4 5

How much do you agree/disagree with the following statements? 1 2 3 4 5

Q1. Your immediate supervisor asks you to compile a report that summarizes data into a more concise form. In this case, he asks you to collect the data for the past six months and to develop a one-‐page report.

A.  I would not understand informaMon required to complete tasks. ¡ ¡ ¡ ¡ ¡

B.  I would feel overwhelmed by the amount of informaMon to be understood. ¡ ¡ ¡ ¡ ¡

C.  I would not know if certain informaMon exists ¡ ¡ ¡ ¡ ¡

D.  I would not know where to find informaMon. ¡ ¡ ¡ ¡ ¡

E.  I would know exactly where to find the informaMon, but I would not have the key to access it. ¡ ¡ ¡ ¡ ¡

66




InformaMon Anxiety

18.51% 18.11%17.14% 16.54%

14.4%

0%2%4%6%8%

10%12%14%16%18%20%

Understanding%Informa9on%(A)%

Informa9on%Overload%(B)%

Knowing%Informa9on%Exists%(C)%%

Finding%Informa9on%(D)%

Accessing%Informa9on%(E)%

67


68

InformaMon Anxiety: A 400 year dilemma

Sir Francis Bacon, a pioneer in the quest to explain the relaMonship, looked to King Solomon’s biblical wriMngs for wisdom “That in spacious knowledge there is much contristaMon, and that he that increaseth knowledge increaseth anxiety” (1605/1915, p. 4). He countered King Solomon’s council by staMng “And for the second [referring to King Solomon’s prose], certain it is, there is no vexaMon or anxiety of mind which resulteth from knowledge otherwise than merely by accident”

Some four centuries axer Sir Francis challenged the ancient philosophy of King Solomon we appear closer to explaining this phenomenon

Sir Francis Bacon The

Advancement of Learning

Francis Bacon

17th Century


69

4.  Simples Ideas that Work in Complex Environments

5.  Do you Really Want to Know What you Know?

6.   Tools, Tac<cs, and Techniques: Tried and Tested


KM Strategies: Towards a Taxonomy

�  Michael Earl 2001, axer five-‐year study �  Genesis: confusion amongst execuMves �  Purpose: to help guide execuMves on choices to iniMate KM

�  Seven Schools: ¡  Systems School ¡  Cartographic ¡  Process ¡  Commercial ¡  OrganizaMonal ¡  SpaMal ¡  Strategic

Technocratic

Economic

Behavioral

70


Earl’s Strategies

Technocratic Economic School

Attribute

System Cartographic Engineering Commercial

Focus Technology Maps Processes Income

Aim Knowledge bases Knowledge directories Knowledge flows Knowledge assets

Philosophy Codification Connectivity Capability Commercialization

Behavioral School

Attribute

Organizational Spatial Strategic

Focus Networks Space Mindset

Aim Knowledge pooling Knowledge exchange

Knowledge capabilities

Philosophy Collaboration Contactivity Consciousness

71


Earl’s System School

“to capture specialist knowledge in knowledge bases which other specialist or qualified people can access”

http://www.pcmag.com/article2/0,4149,28792,00.asp

Focus

Technology

Aim Knowledge bases

Philosophy

CodificaMon

72





73

Earl’s Cartographic School

“to make sure knowledgeable people in the organizaMon are accessible to others for advice, consultaMon, or knowledge exchange”

© 2008 John P. Girard, Ph.D. ([email protected]) 73

“ExperMse locaMon systems replace the second-‐generaMon technique of yellow pages making connecMons between people and communiMes” (Dave Snowden)

Focus

Maps

Aim Knowledge directories

Philosophy

ConnecMvity

Earl’s Engineering School

Engineering school focuses on.: 1.  “performance of business processes can be enhanced by providing operaMng personnel with knowledge relevant to their task”

2.  “management processes are inherently more knowledge-‐intensive than business processes”

FDA

Focus

Processes

Aim Knowledge Flows

Philosophy

Capability

74


Earl’s Economic School

“it is overtly and explicitly concerned with both protecMng and exploiMng a firm's knowledge or intellectual assets to produce revenue streams”

Focus

Income

Aim Knowledge Assets

Philosophy

Commercial-‐ izaMon

Dow Vice President Richard Gross stated Dow was able to reduce their patent holdings by over 10,000 resulMng in a saving of $40 million in five years.

75


Earl’s OrganizaMonal School

“the use of organizaMonal structures, or networks to share or pool knowledge”

Focus

Networks

Aim Knowledge Pooling

Philosophy

CollaboraMon

Facing the drawdown of the B-‐2 project, the company decided it would be necessary to “maintain profiles of staff who could be used for future B-‐2 projects” (APQC)

76


Earl’s SpaMal School

“a design for emergence philosophy of knowledge management . . . it centers on the use of space or spaMal designs to facilitate knowledge exchange”

Focus

Space

Aim Knowledge Exchange

Philosophy

ContacMvity

Meeting Environment Supporting Socialization

M E S S

Ba Bar

77


Earl’s Strategic School

“sees knowledge management as a dimension of compeMMve strategy”

Focus

Mindset

Aim Knowledge CapabiliMes

Philosophy

Consciousness

78




Which School?

Technocratic Economic School

Attribute

System Cartographic Engineering Commercial

Focus Technology Maps Processes Income

Aim Knowledge bases Knowledge directories Knowledge flows Knowledge assets

Philosophy Codification Connectivity Capability Commercialization

Behavioral School

Attribute

Organizational Spatial Strategic

Focus Networks Space Mindset

Aim Knowledge pooling Knowledge exchange

Knowledge capabilities

Philosophy Collaboration Contactivity Consciousness

79


One View

0

1

2

3

4

Organ

izatio

nal

Engineerin

g

System

Strateg

ic

Cartograp

hic

Spatial

Commercial

Mea

n

80


Enhancing Future Performance

81

7.   Guiding Organiza<ons Into the Future

8.  The Future is Just a Day Away


Knowledge Management

Information Management

Data Management

Artificial Intelligence

Expertise Locator

Records Management

Document Management

Database Management

Data Warehouse

Data Integration

Virtual Collaboration

Group Ware

Taxonomies

Ontologies

Enterprise Portal

Content Management

After Action Review

Forms Management

Search Engine

Web Portal

Storytelling

Subject Classification

Communities of

Practice

* Developed by Denise Charbonneau (TBS) and Dr. John Girard

InterrelaMonship of DM, IM, KM* 82


Stonecuuer or Cathedral Builder?


83

John Constable. Salisbury Cathedral, from the Meadows. 1831. Oil on canvas. Private collection, on loan to the National Gallery, London, UK.

Storytelling by Steve Denning

Purpose of Story �  Sparking acMon �  CommunicaMng who you are �  Transmiyng values �  Fostering collaboraMon �  Taming the grapevine �  Sharing knowledge �  Leading people into the future

www.stevedenning.com/SIN-136-HBR-publishes-Telling-Tales.html

84




HBR May 2004

In June of 1995, a health worker in a Sny town in Zambia went to the Web site of the Centers for Disease Control and got the answer to a quesSon about the treatment for malaria. Remember that this was in Zambia, one of the poorest countries in the world, and it happened in a Sny place 600 kilometers from the capital city. But the most striking thing about this picture, at least for us, is that the World Bank isn't in it. Despite our know-‐how on all kinds of poverty related issues, that knowledge isn‘t available to the millions of people who could use It. Imagine if it were. Think what an organizaSon we could become.

85


WriMng the Future

�  Snowden’s (2002: 3) ‘we can always know more than we can tell, and we will always tell more than we can write down.’

However, Snowden (2002:3) suggests:

�  I can speak in five minutes what it will otherwise take me two weeks to get round to spend a couple of hours wriSng it down. The process of wriSng something down is reflecSve knowledge; it involves both adding and taking away from the actual experience or original thought. ReflecSve knowledge has high value, but is Sme consuming and involves loss of control over its subsequent use.

86



Guiding Government Leaders into the Future

Ø  excite change in a very large bureaucraMc organizaMon

Ø  Five years in the future Ø  Balance of real and

imaginary

CriMcal Success Factors:

Ø  Look of the story Ø  Believable Ø  ExecuMve Support

For complete stories see: www.johngirard.net

87


88

Guiding Faculty into the Future

Ø  excite change in a small mid-‐west university

Ø  Mock interview with Dean Ø  Balance of real and

imaginary

CriMcal Success Factors:

Ø  Real Dean Ø  RealisMc Journal Ø  “Now I get it”



89

Students into the Future

Ø  Low compleMon rate Ø  Look – student paper Ø  Geographically separated

students Ø  Moral boost needed

CriMcal Success Factor:

Ø  It worked!


Enhancing Future Performance

90

7.  Guiding OrganizaMons Into the Future

8.   The Future is Just a Day Away





91

The Knowledge Edge – The UlMmate Goal

Knowledge

InformaSon

Data

Knowledge Edge

Wisdom

Understanding

Knowledge

Knowledge CreaMon

Do you know your customers?


92

“A social trend in which people use technologies to get the things they need from each other, rather than from tradiMonal insMtuMons like corporaMons.”

groundswell.forrester.com

The Social Technographics™ Ladder


93

Inac<ves neither create nor consume social content of any kind

Spectators consume social content including blogs, user-‐generated video, podcasts, forums, or reviews

Joiners connect in social networks like MySpace and Facebook

Collectors organize content for themselves or others using RSS feeds, tags, and voMng sites like Digg.com

Cri<cs respond to content from others. They post reviews, comment on blogs, parMcipate in forums, and edit wiki arMcles.

Creators make social content go. They write blogs or upload video, music, or text.

Creators

Cri<cs

Collectors

Joiners

Spectators

Inac<ves



94 Creators

Cri<cs

Collectors

Joiners

Spectators

Inac<ves

US 55+ 12% 28% 12% 26% 64% 30%

US 18-‐24 46% 50% 38% 85% 89% 3%

US 35-‐44 23% 34% 20% 54% 73% 17%

2009 24% 37% 21% 51% 73% 18%

2007 18% 25% 12% 25% 48% 44%

US Adults



95 Creators

Cri<cs

Collectors

Joiners

Spectators

Inac<ves

Aus 55+ 14% 23% 6% 29% 47% 38%

Aus 18-‐24 34% 38% 20% 74% 82% 5%

Aus 35-‐44 20% 28% 13% 46% 63% 23%

2009 23% 31% 14% 50% 64% 22%

2007 11% 23% 5% 14% 38% 56%

Australian Adults



96 Creators

Cri<cs

Collectors

Joiners

Spectators

Inac<ves

2009 49% 46% 19% 48% 76% 9%

2007 38% 27% 14% 41% 39% 36%

South Korea Adults 2007 22% 36% 6% 22% 70% 26%

Japanese Adults 2009 34% 30% 11% 26% 69% 23%




97

Global Top Internet Sites (Reach)

1.  Google 50% 2.  Facebook 43% 3.  YouTube 32% 4.  Yahoo! 24% 5.  Wikipedia 15% 6.  Blogger 13% 7.  Baidu 11% 8.  MSN 11% 9.  Twiuer 11% 10.  QQ 7%

hup://www.alexa.com/topsites/

1.  Google.co.za 2.  Facebook 3.  Google 4.  YouTube 5.  Yahoo! 6.  Bidorbuy 7.  Guntree 8.  Wikipedia 9.  News24 10.  LinkedIn

Social Media AcMon Plan


98

Lead

Listen

Learn


99

Why Mauers


100

> 800 million acMve users

> 400 million login daily

>350 million acMve mobile

users

130 friends is average

2 billion posts are liked per

day

250 million photos up per

day

Average user connected to 80 pages

75% of users outside USA

MarkeMng @ Facebook


101

Million+ Fans 1.  Coca-‐Cola 2.  Starbucks 3.  Disney 4.  Victoria's Secret 5.  iTunes 6.  Vitaminwater 7.  YouTube 8.  Chick-‐fil-‐A 9.  Red Bull 10. T.G.I. Friday’s

http://www.thebigmoney.com/slideshow/big-money-facebook-50-0


102

According to Facebook

Personal or OrganizaMonal

�  4,123,980 Facebook users live in South Africa (age 18 or older)

�  2,064,220 Facebook users live in Johannesburg (age 18 and older)

�  59,100 users live in East London



A Leader's Guide to Knowledge Management © 2011, John P. Girard, Ph.D. 103

Wikipedia is driven by a global community of more than 150,000 volunteers—all dedicated to sharing knowledge freely. Over almost eight years, these volunteers have contributed more than 11 million arMcles in 265 languages. More than 275 million people come to our website every month to access informaMon, free of charge and free of adverMsing.

Consider Crowdsourcing


104

Crowdsourcing is the act of taking a job tradiMonally performed by a designated agent (usually an employee) and outsourcing it to an undefined, generally large group of people in the form of an open call.

http://www.youtube.com/watch?v=TCM7w11Ultk

Crowdsourcing


105

http://www.youtube.com/watch?v=TCM7w11Ultk

The GeneraMon Game


106

Digital NaMve or Digital Immigrant?


107


108

Are You Ready?

hup://socialnomics.net/




109

Are You Ready? Five Themes


110

Know Your Environment

Understand the Groundswell

Consider Crowdsourcing

People Know Best

Listen, Learn, Lead

Five Things for Tomorrow


111

Google

Facebook

YouTube

Blog

Wikipedia

A Leader’s Guide to Knowledge Management

112

John P. Girard, Ph.D. [email protected]

JoAnn L. Girard

[email protected]

www.sagology.com


113

Decision-‐making Exercise

When you think of the how you make day-‐to-‐day decisions, how much do you agree/disagree with the following statements?

1 2 3 4 5

1. Experience is really the best teacher. ¡ ¡ ¡ ¡ ¡ 2. My gut feelings on important job decisions are usually on target. ¡ ¡ ¡ ¡ ¡ 3. When I face a new important decision I study up on it but then follow my own

common sense. ¡ ¡ ¡ ¡ ¡

4. When in doubt on an important job decision, I tend to go with my intuiMon. ¡ ¡ ¡ ¡ ¡ 5. Relying too much on facts and figures oxen results in bad or unrealisMc

decisions. ¡ ¡ ¡ ¡ ¡

6. I am usually right when I use common sense in job decision-‐making. ¡ ¡ ¡ ¡ ¡ 7. I have found that relying on my common sense rather than formal data such

as reports, arMcles, and presentaMons is a beuer way to make a job decision. ¡ ¡ ¡ ¡ ¡

8. I feel I have good insight and easily figure important decisions. ¡ ¡ ¡ ¡ ¡ 9. I feel I have a vast store of useful informaMon I can draw on when making

important job decisions. ¡ ¡ ¡ ¡ ¡


114

Purchasing Managers




115

Government Middle Managers


116

Comparison

Q5 -‐ Relying too much on facts and figures oxen results in bad or unrealisMc decisions. Q7 -‐ I have found that relying on my common sense rather than formal data such as reports, arMcles, and presentaMons is a beuer way to make a job decision.

Q6 -‐ I am usually right when I use common sense in job decision-‐making. Q8 -‐ I feel I have good insight and easily figure important decisions. Q9 -‐ I feel I have a vast store of useful informaMon I can draw on when making important job decisions.