Organizational Development for Knowledge Management at Water ...

More documents

Recommendations

Info

Training Videos. (1) Support material for training sessions. (2) Self-contained training sessions for self-learning. Could be used on-line or down-loadable for just-in-time training. Offers opportunity to demonstrate concepts through visual scenarios. For example, a practitioners guide might be created to focus on a specific process. See: Project Study #4 (City of Moline Water Division, IL) Tool: Communications Plan H-17 ©2011 Water Research Foundation. ALL RIGHTS RESERVED.
RECOGNITION AND REWARDS Knowledge in Action Award. An annual award given out to those individuals who have leveraged the utility knowledge infrastructure, knowledge assets, expertise directory or best practices to deliver meaningful value to their project or business unit. Nominations for these awards can be submitted by anyone in the utility who can tell a story about how utility knowledge has been leveraged, either about themselves or others. Not Invented Here Award. Create a new award that promotes desired behaviors. For example, Texas Instruments created the NIHBIDIA Award (Not Invented Here But I Did It Anyway). These are awarded annually by senior leadership. Peer Recognition. Meaningful recognition can come from peers as well as leadership. Utility employees at all levels should be encouraged to acknowledge individual and organizational contributions on a personal level. If knowledge culled from the knowledgebase is useful to an employee’s work, that employee should reach out to the contributor and personally acknowledge the contribution. This doesn’t need to be formal. A simple phone call or email expressing appreciation works. Peer Nomination for Awards. Peer nomination for rewards can be especially valued. An example is a team of individuals contributing lessons learned on a particular project to the utility knowledgebase. A second team utilizes these lessons on a similar project, resulting in improved decision-making capability and improved results. The second team then nominates the first team for some kind of reward and recognition based on these results. Recognition by the Project Leader. The project leader should continuously promote and publicize individual and group or team contributions to organizational goals. Contributors can be recognized in newsletters, on web sites, at staff meeting, during special luncheons, and so forth. Recognition by Senior Leadership. Another mechanism for project leaders to recognize contributors is to inform senior leadership of success stories. This information should be accompanied by a request for a personal note of appreciation from senior leadership to the individuals or groups/teams commending their work and acknowledging how their contribution has made a difference to the mission of the utility. Utility Shared Knowledge Award. Develop an incentive program for the quarterly and yearly awarding of incentive awards (certificates, coins, small statues) for the shared knowledge voted by organizational members to be the most helpful to the organization. See: Case Example #3 (Hill and Knowlton) In Project Study #25 (Louisville Water Company, KY), the Utility is recognizing individuals and teams who contribute Process and Operational Improvements. H-18 ©2011 Water Research Foundation. ALL RIGHTS RESERVED.
Page 1:
Organizational Development for Know
Page 4 and 5:
About the Water Research Foundation
Page 6 and 7:
DISCLAIMER This study was jointly f
Page 8 and 9:
vi | Organizational Development for
Page 10 and 11:
viii | Organizational Development f
Page 12 and 13:
©2011 Water Research Foundation. A
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
xvi | Organizational Development fo
Page 20 and 21:
xviii | Organizational Development
Page 22 and 23:
xx | Organizational Development for
Page 24 and 25:
Page 26 and 27:
xxiv | Organizational Development f
Page 28 and 29:
xxvi | Organizational Development f
Page 30 and 31:
xxviii | Organizational Development
Page 32 and 33:
xxx | Organizational Development fo
Page 34 and 35:
2 | Organizational Development for
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
PART 1 INTRODUCTION BACKGROUND The
Page 132 and 133:
efore individuals were located who
Page 134 and 135:
Q3 and Q7 were dichotomous, request
Page 136 and 137:
The “Other” category included i
Page 138 and 139:
Q1-C Q1-D 120 100 80 60 40 20 0 101
Page 140 and 141:
Change Employees have to be certi
Page 142 and 143:
Question 4: Briefly list the opport
Page 144 and 145:
Relevant and affordable training C
Page 146 and 147:
Stay on pace with rate making proje
Page 148 and 149:
Question 7: How well do employees s
Page 150 and 151:
knowledge, silos, planning, workloa
Page 152 and 153:
Education level of many employees i
Page 154 and 155:
Mayor/ council with limited vision
Page 156 and 157:
How people become entrenched in doi
Page 158 and 159:
Willing leaders Management that is
Page 160 and 161:
Q14 How would you describe a succes
Page 162 and 163:
Time specific and did not develop s
Page 164 and 165:
The migration of long-tenured emplo
Page 166 and 167:
CORE PLANNING PROCESSES In the 4003
Page 168 and 169:
potential of current and future inf
Page 170 and 171:
Bring Employees into the Project By
Page 172 and 173:
SUCCESS FROM ANOTHER VIEWPOINT Proj
Page 174 and 175:
constraints can limit the ability f
Page 176 and 177:
causes them to have serious concern
Page 178 and 179:
# Subject Utility Size Estimated Co
Page 180 and 181:
# Subject Utility Size Estimated Co
Page 182 and 183:
Appendix B WaterRF 4003 Project Stu
Page 184 and 185:
Project Study # 2 Development of Op
Page 186 and 187:
Project Study # 4 Public Relations
Page 188 and 189:
Project Study # 6 Succession Planni
Page 190 and 191:
Project Study # 8 Adopting the SOP
Page 192 and 193:
Tualatin Valley Water District Work
Page 194 and 195:
Board Goals & TVWD Demographics Dro
Page 196 and 197:
Message to Employees The future of
Page 198 and 199:
Self Nomination • We asked employ
Page 200 and 201:
TVWD Expected Outcomes 1. Raise awa
Page 202 and 203:
process improvement, which has been
Page 204 and 205:
1.0 PURPOSE The purpose of a docume
Page 206 and 207:
• Ensuring the content of process
Page 208 and 209:
• T15-00002 is used as a high-lev
Page 210 and 211:
When the document is submitted for
Page 212 and 213:
1.15.4. Changing Process Owners Cha
Page 214 and 215:
EQUIPMENT AND TOOLS QBD Approved Pr
Page 216 and 217:
5.0 SAFETY REQUIREMENTS This sectio
Page 218 and 219:
Source/Standard Standards, codebook
Page 220 and 221:
REFERENCE DOCUMENTS £ All necessar
Page 222 and 223:
ATTACHMENTS £ There is a 1-to-1 ma
Page 224 and 225:
Begin Changing Existing Documents D
Page 226 and 227:
Project Study # 12 Using contract e
Page 228 and 229:
Project Study # 14 Converting from
Page 230 and 231:
Project Study # 16 Career Ladder Pr
Page 232 and 233:
Project Study # 18 Hired a private
Page 234 and 235:
Project Study # 20 On the Job Train
Page 236 and 237:
Benefits: Our retiree training prog
Page 238 and 239:
Project Study # 23 Louisville Water
Page 240 and 241:
Presented by: Carl Blanton INTRODUC
Page 242 and 243:
LOUISVILLE WATER COMPANY KNOWLEDGE
Page 244 and 245:
*(Source: Knowledge Retention: A gu
Page 246 and 247:
The most common techniques are thos
Page 248 and 249:
‣ Less is more - the goal is to d
Page 250 and 251:
Technical Knowledge to be retained:
Page 252 and 253:
6. What are the key lessons learned
Page 254 and 255:
Cost: No cost noted Benefits: Syste
Page 256 and 257:
CHECKLIST - WHAT ARE WE LOOKING FOR
Page 258 and 259:
Partnership Among Employees 1. Syst
Page 260 and 261:
Planning & Results 1. System Operat
Page 262 and 263:
Best Practices, Resources, Recommen
Page 264 and 265:
Natural Work Team Observation Check
Page 266 and 267:
Section 2 - Partnership Among Emplo
Page 268 and 269:
Section 2 - Partnership Among Emplo
Page 270 and 271:
Project Study # 25 LWC Process & Op
Page 272 and 273:
CUSTOMER SERVICE & PUBLIC INFORMATI
Page 274 and 275:
BUSINESS RISK 2 Process Improvement
Page 276 and 277:
5. Distribution Truck Cycle Count 6
Page 278 and 279:
Supplying Financial Resources 30 Pr
Page 280 and 281:
Infrastructure Planning 5 Process I
Page 282 and 283:
3. MDO Truck Inventory Controls (2
Page 284 and 285:
1. Federal Taxes on Bonus Checks (3
Page 286 and 287:
Supplying Human Resources & Labor R
Page 288 and 289:
LWC Process Improvement Business Sy
Page 290 and 291:
Improvement Operational Business Sy
Page 292 and 293:
188 Process/Operational Improvement
Page 294 and 295:
Project Study # 26 LWC Talent Resou
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
Page 304 and 305:
_____________________________ POC:
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 338 and 339:
(3) Idea Generation Once the root c
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
Page 370 and 371:
eduction, and total ownership cost.
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
Page 388 and 389:
Peer View Process Shared Space The
Page 390 and 391:
like items. The concepts are define
Page 392 and 393:
But how far should we go in listing
Page 394 and 395:
Ladder of Inference An approach for
Page 396 and 397:
Tools: Collaborative Problem Solvin
Page 398 and 399:
Step 1. Select Interview Candidates
Page 400 and 401:
Learning How to Learn 1 A process f
Page 402 and 403:
highlighting or underlining passage
Page 404 and 405:
I am particularly interested in the
Page 406 and 407:
Feedback from these two avenues sta
Page 408 and 409:
Mentoring A learning relationship b
Page 410 and 411:
Peer View Process A process for bui
Page 412 and 413:
“Follow the Flow Hmmm. Now how do
Page 414 and 415:
Relationship Building 1 Processes f
Page 416 and 417:
Expected Outcomes: Better understan
Page 418 and 419:
Fast is critical in the ever-increa
Page 420 and 421:
Sleep On It An approach for improvi
Page 422 and 423:
Information to build these networks
Page 424 and 425:
Storyboards An approach to sequenti
Page 426 and 427:
When well constructed, stories can
Page 428 and 429:
Success Stories A strong methodolog
Page 430 and 431:
The World Café A process for build
Page 432 and 433:
Wiki A web site or group of web pag
Page 434 and 435:
Appendix D Assessment Instrument Qu
Page 436 and 437:
VERY VERY LOW LOW MEDIUM HIGH HIGH
Page 438 and 439:
KNOWLEDGE MANAGEMENT TOOLKIT [INSER
Page 440 and 441:
implementation. If this limitation
Page 442 and 443:
and experience in order for the str
Page 444 and 445:
Q10-1: Selecting level 1 indicates
Page 446 and 447:
KM. It may be useful to review The
Page 448 and 449:
Resources. Relationship Network Man
Page 450 and 451:
Processes in the Executing phase of
Page 452 and 453:
Q23-2: Selecting level 2 indicates
Page 454 and 455:
the Tools section of the toolkit un
Page 456 and 457:
and Success” and the MQI paper
Page 458 and 459:
worthwhile to include team training
Page 460 and 461:
issue could require careful conside
Page 462 and 463:
Appendix E Knowledge Management Too
Page 464 and 465: Knowledge Management Knowledge Mana
Page 466 and 467: Knowledge and information managemen
Page 468 and 469: Introduction to the Instrument The
Page 470 and 471: Ensuring Leadership Commitment Deve
Page 472 and 473: outcomes. For example, if the desir
Page 474 and 475: Setting Objectives Connecting the D
Page 476 and 477: while also supporting ease of acces
Page 478 and 479: Every decision an individual makes
Page 480 and 481: Leading and Managing The Four Organ
Page 482 and 483: Problem-solving is one of the most
Page 484 and 485: The exit interview uses the intervi
Page 486 and 487: Nurturing Organizational Health Emb
Page 488 and 489: and to create new knowledge through
Page 490 and 491: Appendix F Business Case for Knowle
Page 492 and 493: for their division, department and
Page 494 and 495: Because each utility is different a
Page 496 and 497: Regulatory Perspectives for the Wat
Page 498 and 499: Appendix H Knowledge Management Too
Page 500 and 501: Inventories. The inventory is a det
Page 502 and 503: COMMUNICATIONS PUBLICATIONS Backgro
Page 504 and 505: COMMUNITY OUTREACH Contest. A proce
Page 506 and 507: CROSS-UTILITY COLLABORATION Inter-U
Page 508 and 509: INDIVIDUAL LEARNING Professional De
Page 510 and 511: KNOWLEDGE SHARING Ask, Learn, Share
Page 512 and 513: LEADERSHIP COMMITMENT VISIBILITY i
Page 516 and 517: REFERENCE MATERIALS FOR BUILDING SH
Page 518 and 519: eference for the same topic or issu
Page 520 and 521: You Tube. You Tube provides a publi
Page 522 and 523: Appendix I Knowledge Management Too
Page 524 and 525: Agency strategic resource to enhanc
Page 526 and 527: NASA (National Aeronautics and Spac
Page 528 and 529: Records 20 On the Job Training Sout
Page 530 and 531: Lehigh County Authority, Allentown,
Page 532 and 533: Resources Tools Ideas Project Studi
Page 534 and 535: White Papers The WaterRF 4003 Knowl
Page 537: 1P-2C-4003-04/11-FP 6666 West Quinc
show all

Organizational Development for Knowledge Management at Water ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?