Archives for category: 2.0

Yesterday’s #kmers chat focused on the topic Retaining the Knowledge of People Leaving your Organization.  Quite a bit of discussion around the topic, including questions about whether you should try to capture knowledge from those leaving, how you should do it, etc. etc.  Personally, I agree with V Mary Abraham (@vmaryabraham) when she says:

Ideally, move to system of #observable work. Then people disclose info & connections as they work & before they leave.

That way, the knowledge that is shared is in the context of a current action and not just information sitting in a repository somewhere.

This is a question that I – and many others – have wrestled with for many years now. Here is something I originally posted in Sep 2004 on the question. This is an unedited copy of that original post; I may come back later and give it a fresh coat.

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For many years now I’ve read about and been involved in discussions about the impending retirement of baby boomers, the effect this will have on institutional memory, and what can be done about it. Most of my interest in this at the time concerned the impact on the federal government workforce, which will be very hard hit since the retirement age is a bit lower than the populace in general.

Though I’ve not yet read it, the book Lost Knowledge by Dave DeLong addresses this problem in great detail (more on the book can be found here, here, and here). A snippet from the book’s website:

Dr. David DeLong, a research fellow at MIT’s AgeLab, has just created the first comprehensive framework to help leaders retain critical organizational knowledge despite an aging workforce and increased turnover among mid-career employees.

Like most discussions of the topic I’ve been involved in, the book seems to focus on the negative aspects of people leaving, and taking their knowledge with them. However, I have been reading James Surowiecki’s The Wisdom of Crowds and think that we may be missing out on an opportunity to actively reinvent the corporate knowledge as we try, probably in vain, to keep the old knowledge around.

Granted, there is some information and there are many processes that must be recorded and retained. This the basic infrastructure of how an organization functions. But if you simply take the knowledge of people who are leaving and transfer that to the people that are replacing them, you are effectively eliminating the value of the “new blood” coming into the organization. Or, in the words of Surowiecki, you are maintaining homogeneity at the expense of diversity.

Organizational memory, like human memory, can be a stubborn thing to change and often results in the this is how we’ve always done it syndrome. An excellent description of memory formation can be found in Tony Buzan’s The Mind Map Book (sorry for the lengthy quote, but it bears repeating in whole):

Every time you have a thought, the biochemical/electromagnetic resistance along the pathway carrying that thought is reduced. It is like trying to clear a path through a forest. The first time is a struggle because you have to fight your way through the undergrowth. The second time you travel that way will be easier because of the clearing you did on your first journey. The more times you travel that path, the less resistance ther will be, until, after many repetitions, you have a wide, smooth track which requires little or no clearing. A similar function occurs in your brain: the more you repeat patterns or maps of thought, the less resistance there is to them. Therefore, and of greater significance, repetition in itself increases the probability of repetition (original emphasis). In other words, the more times a ‘mental event’ happens, the more likely it is to happen again.

When you are trying to learn something, this is obviously a good thing. However, the very nature of this learning process makes it more difficult to learn something new, especially if it is very different (“off the beaten path”). By pointing new people down the paths of the people that are retiring, you are ensuring that the well known paths will continue to thrive and that it will be harder to create new paths through the forest.

That’s fine if your goal is to continue on the path you are on, but it brings to mind an old proverb I saw somewhere: If you don’t change the path you are on, you’ll end up where it takes you.

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Cognitive Surplus: Creativity and Generosity in a Connected AgeCognitive Surplus: Creativity and Generosity in a Connected Age by Clay Shirky

My rating: 5 of 5 stars

In his new book, Cognitive Surplus: Creativity and Generosity in a Connected Age, Clay Shirky covers some of the same ground as several other authors I’ve read this year. But even though some of the starting material may be the same – such as the Israeli day care story – Shirky tells a very different story, with a very different moral and outcome than those other books. (In case you’re wondering, the two that come immediately to mind are Dan Pink’s Drive and Seth Godin’s Linchpin.)

The upshot of the book is that in the last half of twentieth century people found themselves, in general, with a higher level of education and a larger amount of free time than at most any other time in history, while at the same time “accidents” of technology and policy created an environment of increased social isolation (think interstates, suburbs, and TV). On top of this physical isolation, there was technological isolation; the means simply did not exist for individuals to easily share their knowledge or their interests, and the ability to organize large groups around an interest was reserved for the well financed. This was the purview of the “professionals”.

As a result, we – especially in the US – became a nation of consumers. Even as the technology has developed over the past decade or so to allow for broad sharing and easy organizing, Shirky says, we are only now coming to understand the implications and actually be ready to take advantage of the opportunities this technology presents. We are only now coming to appreciate what the “amateurs” can bring.

And this, in the end, is the point of the book: We have an abundance of opportunities available to us as a result of the technologies of social media (and all that entails), and it is our responsibility to take advantage of those opportunities.

A lot of thoughts rattling around my brain about this great book, more to come. In the mean time, check out Shirky talking about his ideas in this TEDx talk.

There are many ways to use Twitter, and at least as many ways to (try to) explain Twitter to people who haven’t yet given it a try. The one I’m most often faced with is from an “average Joe / Jane” that isn’t interested in knowing what someone is having for lunch or that they are changing a really nasty diaper. This is what I’ve come up with for them:

Twitter is a way to meet people. That’s it. What you do with it beyond that is entirely up to you.

Of course, this simple answer rarely convinces anyone, so I continue with something like this.

Think about the last time you went to a party, or out to a club. Chances are you went with a friend, or a group of friends, and didn’t know everyone there. But by the end of the night, you knew more people than before and maybe even made a connection on a personal or professional level with someone. Twitter is exactly the same, only different.

If you follow me on Twitter, you will get to see the conversations I’m involved in, and you can join in whenever you want. If you decide that the other person in the conversation is interesting enough to talk to without me around, you can follow them. You will then see who they talk to and what they talk about, and I guarantee that you will find someone that shares your deep interest in something.

The more conversations you get involved in, and the more you follow, the more you will see the different ways that you can use Twitter for whatever you want to use it for.

This is pretty much how my own use of Twitter has evolved. There are a gazillion ways to use it, and there are some uses that hold no interest for me. (I also don’t care to hear about that nasty diaper on Twitter – that’s what Facebook is for.) But I’ve found ways to use it that work for me, so can you.

You just have to start.

What is a friend?

Seems a simple enough question, but in this age of FaceBook, Twitter, and all the rest, the word itself is getting a lot of use. Use that some people say is not appropriate.

I got started thinking down this line a couple of weeks ago when I heard a reporter on NPR refer to a group of people as “friends, loosely“. I forget the exact context, but basically it was a face-to-face gathering of people from around the country who only “knew” (the reporter’s quotes, not mine) each other online. The implication, and obvious bias, from the reporter was that these people weren’t really friends.

I mean, think about it. How could they possibly be friends if they had never actually met, in person?

Never mind that these people shared a common passion, that they knew as much about each other as they did any other “real” friend, that they communicated with each other on an almost constant basis. They congratulate each other on anniversaries and birthdays, weddings and the birth of children and grandchildren. And when someone in the group needs help, or just someone to talk to, the rest of the group is there.

More recently I’ve heard the terms e-friend and i-friend. Do we really need those distinctions? Maybe they are useful, like college-friend or childhood-friend, to provide a little bit of context. In the end, though, I don’t think it matters where you met, or how you got to know each other.

A friend is a friend.

For many years I have wondered, “Why doesn’t every child in school have an IEP (individual education plan)?” I first wrote this question nearly 5 years ago. At the time I was content to let the question stand on its own, but over the years it has never been too far back in my mind.

Lately, the question has evolved in my mind to become, “What would school be like if every child had an IEP? Not because they are disabled, but because every child is different?” I think I’ve found an answer, thanks to an item shared by David Gurteen (@davidgurteen) that I found in my Google Reader feeds.

In Put the child in the centre, Robert Paterson gives some performance details from the Alice Byrne school – very impressive performance – and then goes on to describe what he sees as the key to this performance (emphasis mine):

At Alice Byrne each child has their own learning plan that is built with all the staff who are connected to that child, the parets and the child.  All have a part in this plan. Weekly the staff discuss each child and share what they observe. Alice Byrne has put the child in the centre. The family has been brought in as well.

As Robert says, any school can do it. It may not be easy for them to make the change, but it isn’t – shouldn’t be – about easy; it should be about better. (Sound familiar?)

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Brett's Waste Blog by G. Brett Miller is licensed under a Creative Commons Attribution-Share Alike 3.0 United States License. Based on a work at blog.gbrettmiller.com.

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