Organizational Development for Knowledge Management at Water ...

In Case Example #18, the USDA/Foreign Agricultural Service uses a market intelligence
information system to automatically create a comprehensive history for metrics and institutional
memory purposes. This system also supports the automated generation of success story
information. In Case Example #5, Natural Resources Canada developed an approach to
describe, measure, and manage their knowledge services. In Case Example #6, SHELL HP
measures success quantitatively through the continuous gathering of “incidental successes” and
whether results exceed expectation. Qualitative indicators (which are perceived as larger than
quantitative benefits) focus on optimizing people as an asset and breeding the challenge to
innovate.
Learning
If there was one core competency of an organization—and the people within the
organization—that could be culled out from others to ensure success, it is learning. Learning is
the process that creates new meaning from experience and new capabilities for action.
Strangely enough, while learning is critical to the life of individuals and the Utility, few people
have ever focused on learning how to learn.
Knowledge is the result of learning. To become a knowledge Utility means to become a
learning Utility. See Case Example #12 and Case Example #14. To put learning in
perspective, consider several closely related concepts: training, education, and what might be
called acquiring deep knowledge. All of these are forms of learning, each emphasizing a
different goal with varying processes used for each. Training deals with developing skills and
abilities that do not require abstract concepts or a great deal of experience. Training usually has
a narrow focus, and results that achieve a specific capability. Education is usually thought of as
a process of learning about things that provide the learner with a broad, balanced perspective
on the world and the ability to understand and deal with many areas of life. Deep learning refers
to the acquisition and understanding of highly abstract and complex concepts, systems and
information. For example, a deep knowledge of calculus would be the ability to solve calculus
problems which would include understanding the foundations of the theory, its limitations, and
domain of application. Deep knowledge is created by study, reflection, assimilation, practice,
problem-solving, and “living with the subject.” See the MQI research paper Learning and
Knowledge Management.
People learn best by doing. Action learning is a task-oriented group process that is useful for
approaching narrowly focused issues. Individual learning can be facilitated through the use of
new technologies such as podcasts, Wikipedia, and a school set up in Second Life. Group
learning approaches include retreats, brown bag lunches, speaker series and workshops.
Continuous learning (the creation of new ideas) and the ability to effectively (and often
quickly) act on those ideas is paramount in any organization involved in knowledge work.
Continuous learning is a daily routine for knowledge workers as new challenges require new
ideas, solutions and approaches. Various continuous learning approaches are used in Project
Study #3. In Case Example #19, the Office of Personnel Management develops an eLearning
environment. In Case Example #17, the use of pre, during and after action reviews produce a
continuous learning cycle.
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