Organizational Development for Knowledge Management at Water ...

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(3) Idea Generation Once the root cause is identified, it is time to generate possible solutions. This is the time to be really creative. One useful way to generate a storm of ideas with a group is Brainstorming. But before generating ideas, try some creativity exercises. Von Oech's offers some good exercises to get the creative juices flowing. For example, when generating ideas, avoid mental locks. See Ladder of Inference. The following are common mental locks and possible techniques to overcome them. Mental Lock Consider There is often more than one right answer. Excessive logical thinking can short-circuit your creative process. Be curious and look for surprises. Challenge the rules. (Dick Nicolosi, Philosopher: "Slaying sacred cows makes great steaks‖.) Ask what if questions. Use them as stepping-stones. Use play to fertilize your thinking. Make a game of it. Specialization limits you. Develop an explorer's attitude. Leave your own turf. Foolish thinking can get you out of a rut. Too much specificity can stifle your imagination. Don't be afraid to fail. (Grace Hopper, Inventor and Naval Officer: "A ship in port is safe, but that's not what ships are built for‖.) Believe in the worth of your ideas. You don't have time not to. (4) Solution Selection The goal at this point is to narrow the list of ideas into feasible, creative, and win-win alternatives. By using an objective, criterion-based method to select ideas, you will coincidentally make the decision-making process much easier in that you have defined the terms for reaching consensus. The process therefore becomes one that is fact-based and less emotionally charged. Establishing objective criteria is similar to judging a sporting event. Olympic judges use consistent, objective criteria to evaluate the performance of athletes to select winners. In addition to establishing criteria, you may want to prioritize criteria. For example, some criteria may be mandatory while others are optional. Another technique is to set acceptable ranges. For example, if an idea meets less than 80 percent of the criteria, it will be removed from the running. If a clear winner does not emerge, identify the best and worst outcomes for each idea and/or the pros and cons of each idea. An additional step might be to validate the practice with stakeholders or peers. For a final check, ask yourself the following questions: Is the best practice, or alternative, based upon good, sound reasoning and data? Were the right people involved in the problem solving process? Following this roadmap will serve to create new knowledge that can improve not only your own job but also the overall performance of your utility. Other tools that can be utilized in the Collaborative Problem Solving Forum include the causal loop diagram and force field analysis. The Causal Loop Diagram is a process for representing the cause and effect relationships among variables. Force Field Analysis is a C-31 ©2011 Water Research Foundation. ALL RIGHTS RESERVED.
mechanism for assessing and dealing with the various forces that aid or hinder the implementation of a program or project. In Case Example #22, the US Forest Service considers systematic problem solving as one of six tasks critical for organizational learning. Expected Outcomes: Improved problem resolution. Team members learning how to solve problems. Reduced probability of generating poor quality solutions. See: Case Example #5 (Natural Resources Canada) Case Example #22 (US Forest Service) Tools: Action Learning Best Practices Brainstorming Causal Loop Diagram Facilitation Force Field Analysis Ladder of Inference Prioritization Matrix Sleep On It Storyboard Ideas: Group Learning ____________________________ Reference: Von Oech, R. (1998). A Kick in the Seat of the Pants: Using your Explorer, Artist, Judge, and Warrior to be More Creative. New York, NY: Harper Perennial. C-32 ©2011 Water Research Foundation. ALL RIGHTS RESERVED.
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Organizational Development for Know
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About the Water Research Foundation
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DISCLAIMER This study was jointly f
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©2011 Water Research Foundation. A
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PART 1 INTRODUCTION BACKGROUND The
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efore individuals were located who
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Q3 and Q7 were dichotomous, request
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The “Other” category included i
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Q1-C Q1-D 120 100 80 60 40 20 0 101
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Change Employees have to be certi
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Question 4: Briefly list the opport
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Relevant and affordable training C
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Stay on pace with rate making proje
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Question 7: How well do employees s
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knowledge, silos, planning, workloa
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Education level of many employees i
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Mayor/ council with limited vision
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How people become entrenched in doi
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Willing leaders Management that is
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Q14 How would you describe a succes
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Time specific and did not develop s
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The migration of long-tenured emplo
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CORE PLANNING PROCESSES In the 4003
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potential of current and future inf
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Bring Employees into the Project By
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SUCCESS FROM ANOTHER VIEWPOINT Proj
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constraints can limit the ability f
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causes them to have serious concern
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# Subject Utility Size Estimated Co
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# Subject Utility Size Estimated Co
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Appendix B WaterRF 4003 Project Stu
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Project Study # 2 Development of Op
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Project Study # 4 Public Relations
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Project Study # 6 Succession Planni
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Project Study # 8 Adopting the SOP
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Tualatin Valley Water District Work
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Board Goals & TVWD Demographics Dro
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Message to Employees The future of
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Self Nomination • We asked employ
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TVWD Expected Outcomes 1. Raise awa
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process improvement, which has been
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1.0 PURPOSE The purpose of a docume
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• Ensuring the content of process
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• T15-00002 is used as a high-lev
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When the document is submitted for
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1.15.4. Changing Process Owners Cha
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EQUIPMENT AND TOOLS QBD Approved Pr
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5.0 SAFETY REQUIREMENTS This sectio
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Source/Standard Standards, codebook
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REFERENCE DOCUMENTS £ All necessar
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ATTACHMENTS £ There is a 1-to-1 ma
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Begin Changing Existing Documents D
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Project Study # 12 Using contract e
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Project Study # 14 Converting from
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Project Study # 16 Career Ladder Pr
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Project Study # 18 Hired a private
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Project Study # 20 On the Job Train
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Benefits: Our retiree training prog
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Project Study # 23 Louisville Water
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Presented by: Carl Blanton INTRODUC
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LOUISVILLE WATER COMPANY KNOWLEDGE
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*(Source: Knowledge Retention: A gu
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The most common techniques are thos
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‣ Less is more - the goal is to d
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Technical Knowledge to be retained:
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6. What are the key lessons learned
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Cost: No cost noted Benefits: Syste
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CHECKLIST - WHAT ARE WE LOOKING FOR
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Partnership Among Employees 1. Syst
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Planning & Results 1. System Operat
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Best Practices, Resources, Recommen
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Natural Work Team Observation Check
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Section 2 - Partnership Among Emplo
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Section 2 - Partnership Among Emplo
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Project Study # 25 LWC Process & Op
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CUSTOMER SERVICE & PUBLIC INFORMATI
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BUSINESS RISK 2 Process Improvement
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5. Distribution Truck Cycle Count 6
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Supplying Financial Resources 30 Pr
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Infrastructure Planning 5 Process I
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3. MDO Truck Inventory Controls (2
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1. Federal Taxes on Bonus Checks (3
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Supplying Human Resources & Labor R
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Page 296 and 297: Content in their Talent Resource Fo
Page 298 and 299: WATER COMPANY 2008 INDIVIDUAL DEVEL
Page 300 and 301: Project Study # 29 The Directions P
Page 302 and 303: In recognition for the Alliance’s
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Page 306 and 307: Project Study # 33 Sharepoint for S
Page 308 and 309: Appendix C Knowledge Management Too
Page 310 and 311: Introduce the practice of reflectio
Page 312 and 313: Ideas: Group Learning Individual Le
Page 314 and 315: 3. Find the First Cut Affinity Alth
Page 316 and 317: After Action Review A group process
Page 318 and 319: Appreciative Inquiry 3 An approach
Page 320 and 321: Ba Spaces Collaborative spaces desi
Page 322 and 323: Prepare for your meetings and excha
Page 324 and 325: All of this information provides th
Page 326 and 327: Brain Writing 4 A process to help g
Page 328 and 329: Brainstorming A process for enhanci
Page 330 and 331: Case Study An approach to learning
Page 332 and 333: Causal Loop Diagram 5 A process for
Page 334 and 335: 6. Distinguishing between perceived
Page 336 and 337: Collaborative Problem Solving Forum
Page 340 and 341: Communications Plan A method for li
Page 342 and 343: Case Example #16 (Virginia Departme
Page 344 and 345: Community of Practice A group of in
Page 346 and 347: Concept Mapping A technique for map
Page 348 and 349: Step 2: The Right-Hand Column (what
Page 350 and 351: Specifically, document repositories
Page 352 and 353: Expected Outcomes: Better decisions
Page 354 and 355: findings; dialogues from a panel di
Page 356 and 357: Facilitation A process for leading
Page 358 and 359: quietly muttered under his breath a
Page 360 and 361: 1. At the top of the T, write the i
Page 362 and 363: Initially broad: "Tell me about..."
Page 364 and 365: What documents do you keep on your
Page 366 and 367: Knowledge Audit 8 An inquiry into w
Page 368 and 369: KnowledgeBase Roadmap 9 A framework
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Page 372 and 373: Work Product: ―As-Is‖ model and
Page 374 and 375: Training can be accomplished within
Page 376 and 377: Estimate effort in ongoing maintena
Page 378 and 379: In the virtual application, the imp
Page 380 and 381: In Project Study #23, a KM action p
Page 382 and 383: KMO interviews organization members
Page 384 and 385: As an example of knowledge mapping,
Page 386 and 387: Knowledge Mapping Sample Questions
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Peer View Process Shared Space The
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like items. The concepts are define
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But how far should we go in listing
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Ladder of Inference An approach for
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Tools: Collaborative Problem Solvin
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Step 1. Select Interview Candidates
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Learning How to Learn 1 A process f
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highlighting or underlining passage
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I am particularly interested in the
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Feedback from these two avenues sta
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Mentoring A learning relationship b
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Peer View Process A process for bui
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“Follow the Flow Hmmm. Now how do
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Relationship Building 1 Processes f
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Expected Outcomes: Better understan
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Fast is critical in the ever-increa
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Sleep On It An approach for improvi
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Information to build these networks
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Storyboards An approach to sequenti
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When well constructed, stories can
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Success Stories A strong methodolog
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The World Café A process for build
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Wiki A web site or group of web pag
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Appendix D Assessment Instrument Qu
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VERY VERY LOW LOW MEDIUM HIGH HIGH
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KNOWLEDGE MANAGEMENT TOOLKIT [INSER
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implementation. If this limitation
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and experience in order for the str
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Q10-1: Selecting level 1 indicates
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KM. It may be useful to review The
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Resources. Relationship Network Man
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Processes in the Executing phase of
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Q23-2: Selecting level 2 indicates
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the Tools section of the toolkit un
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and Success” and the MQI paper
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worthwhile to include team training
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issue could require careful conside
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Appendix E Knowledge Management Too
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Knowledge Management Knowledge Mana
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Knowledge and information managemen
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Introduction to the Instrument The
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Ensuring Leadership Commitment Deve
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outcomes. For example, if the desir
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Setting Objectives Connecting the D
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while also supporting ease of acces
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Every decision an individual makes
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Leading and Managing The Four Organ
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Problem-solving is one of the most
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The exit interview uses the intervi
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Nurturing Organizational Health Emb
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and to create new knowledge through
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Appendix F Business Case for Knowle
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for their division, department and
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Because each utility is different a
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Regulatory Perspectives for the Wat
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Appendix H Knowledge Management Too
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Inventories. The inventory is a det
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COMMUNICATIONS PUBLICATIONS Backgro
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COMMUNITY OUTREACH Contest. A proce
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CROSS-UTILITY COLLABORATION Inter-U
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INDIVIDUAL LEARNING Professional De
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KNOWLEDGE SHARING Ask, Learn, Share
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LEADERSHIP COMMITMENT VISIBILITY i
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Training Videos. (1) Support materi
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REFERENCE MATERIALS FOR BUILDING SH
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eference for the same topic or issu
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You Tube. You Tube provides a publi
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Appendix I Knowledge Management Too
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Agency strategic resource to enhanc
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NASA (National Aeronautics and Spac
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Records 20 On the Job Training Sout
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Lehigh County Authority, Allentown,
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Resources Tools Ideas Project Studi
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White Papers The WaterRF 4003 Knowl
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1P-2C-4003-04/11-FP 6666 West Quinc
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