Organizational Development for Knowledge Management at Water ...

instill this information in long-term memory. Second, the stars force the reader to evaluate
its importance as seen from the reader’s interest and knowledge, causing active thinking as
well as emotional aspects of the material to be considered. While the material in the book is
passive, the reader’s mind and knowledge has been engaged to improve learning, that is,
the creation of understanding, meaning and knowledge. Another useful trick is to challenge
the book’s author(s) in appropriate places and write out why the reader disagrees. This
prompts an internal dialogue with oneself by asking questions and searching memory and
pulling tacit knowledge from the unconscious. See Learning How to Learn.
See:
Project Studies as indicated below.
Project Study #3 (City of Moline, IL) demonstrates various activities to ensure
continuous learning.
Project Study #7 (Columbus Water Works, GA) and Project Study #27 (Louisville Water
Company, KY) share approaches to training and development, including the use of
individual development plans.
In Project Study #8 (London County Sanitation Authority, Dulles, VA) standard
operating procedures are developed to use in training.
A career ladder program is detailed in Project Study #16 (Waterford Township Water,
MI) to enable employees to take advanced certification tests.
In Project Study #20 (Southeast Morris County MUA, New Jersey), the Utility offers onthe-job
training in support of taking the licensing exam to become a certified operator.
In Project Study #22 (Seattle Public Utilities, WA), the Utility has developed an
organizational learning system focused on interactive topic areas.
Project Study #29 (Seattle Public Utilities, WA) describes a formal mentoring program
to build relationships and develop leadership competencies.
Tools: Action Learning
Dialogue
Learning How to Learn
Mentoring
Picture Map
Storytelling
eLearning Strategy
Additional Resource:
MQI paper on KM, Learning and the Knowledge Worker
H-12
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