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Organizational Development for Knowledge Management at Water ...

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Chapter 4: Characteristics Th<strong>at</strong> Support <strong>Knowledge</strong> Sharing and Learning Organiz<strong>at</strong>ions | 31<br />

• Career development is the joint responsibility of the utility and every employee.<br />

• A teams’ responsibility transfers directly to every team member.<br />

• Trust and integrity are not useful characteristics, they are conditions of employment.<br />

Teams and Communities<br />

The knowledge network is the weaving together of people, whether through teams, communities<br />

of practice, one-on-one rel<strong>at</strong>ionships or through virtual social networking. For example,<br />

IBM has embraced the blogosphere, encouraging employees to particip<strong>at</strong>e in blogging, social web<br />

applic<strong>at</strong>ions (such as wikis) and networking, all emerging as important areas <strong>for</strong> engagement and<br />

learning.<br />

Task teams <strong>at</strong> various levels of the utility’s structure are a n<strong>at</strong>ural way th<strong>at</strong> work gets done.<br />

The structure of an organiz<strong>at</strong>ion encourages individuals with similar skills or similar focus areas to<br />

work closely together. There are ten items th<strong>at</strong> determine the capability of a team to do its job.<br />

These key success factors are: team leadership, shared vision/approach, team collabor<strong>at</strong>ion, empowerment,<br />

technology support, team learning, enterprise partnering, feedback, team co-loc<strong>at</strong>ion and<br />

team size.<br />

Communities of Practice are made up of people who actually work (practice) in a specific<br />

domain of knowledge. CoPs bring people together who face many of the same issues and opportunities.<br />

These communities are particularly effective in large organiz<strong>at</strong>ions (where people do not<br />

regularly interact) and across organiz<strong>at</strong>ions (where the sharing of ideas and lessons learned can<br />

prove extremely valuable). Communities can also be effectively employed <strong>for</strong> cross-utility collabor<strong>at</strong>ion.<br />

While the focus of CoPs is on value added, mutual exchange and continuous learning,<br />

participants often brainstorm and seek solutions to specific issues and problems <strong>for</strong>warded by<br />

community members. Thus, particip<strong>at</strong>ion and reliance on CoPs increases over time. This powerful<br />

<strong>for</strong>m of community can prove a continuing source of ideas and energy <strong>for</strong> long-term KM<br />

implement<strong>at</strong>ion.<br />

Communities of Interest (CoI) are groups of people who have a common interest in an area<br />

of knowledge. They are a community of learners who exchange ideas, develop rel<strong>at</strong>ionships and<br />

work towards furthering their knowledge and the applic<strong>at</strong>ion of the area of interest. A CoI can be<br />

used in support of a CoP.<br />

Work<strong>for</strong>ce Planning<br />

Because knowledge resides in people, work<strong>for</strong>ce planning becomes paramount to utility<br />

sustainability. For example, a Work<strong>for</strong>ce Str<strong>at</strong>egic Plan could include developing str<strong>at</strong>egies and<br />

specific plans <strong>for</strong> hiring, training, and professional development, with the goal to promote integr<strong>at</strong>ive<br />

competencies such as In<strong>for</strong>m<strong>at</strong>ion Literacy, Communic<strong>at</strong>ions Skills, Facilit<strong>at</strong>ion and Systems<br />

Thinking alongside functional competencies. A second example would be to conduct a gap analysis<br />

of the skill sets of the current utility and the desired utility, addressing the competencies necessary<br />

to achieve projected missions and str<strong>at</strong>egies and initi<strong>at</strong>ives to help <strong>at</strong>tract new personnel and<br />

sustain the capabilities to accomplish its mission. Future skills would also be embedded in<br />

on-going short and long-term educ<strong>at</strong>ion, training and learning initi<strong>at</strong>ives. A third example would<br />

be to develop a career p<strong>at</strong>h guide to provide individual guidance to employees in meeting the continuing<br />

challenges of technological change. <strong>Knowledge</strong> Retention and Succession Planning are<br />

integrally connected to Work<strong>for</strong>ce Planning.<br />

©2011 W<strong>at</strong>er Research Found<strong>at</strong>ion. ALL RIGHTS RESERVED.

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