knowledge management – Alice MacGillivray
Supporting Leadership & Knowledge Work Across Boundaries
Fri, 09 Oct 2015 01:34:34 +0000
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Women and Leadership
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Sun, 28 Jun 2015 23:52:08 +0000
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Do Men and Women See Leadership Differently? Generalization is risky. But we humans cannot resist searching for patterns. And there are interesting patterns around women and leadership and gender and leadership. Gender Some of you have already noticed that I said “men and women” in one paragraph and gender in the next. Gendered perspectives and […]
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Do Men and Women See Leadership Differently?
Generalization is risky. But we humans cannot resist searching for patterns. And there are interesting patterns around women and leadership and gender and leadership.
Gender
Some of you have already noticed that I said “men and women” in one paragraph and gender in the next. Gendered perspectives and approaches cross the boundaries of sex. Some men might use more feminine leadership approaches than others. Many would consider Margaret Thatcher’s style masculine. But in our society, such language can trigger negative emotions. So as I write about men and women, I acknowledge the layers of complexity: stereotypes, pressures and expectations, generalizations, and gender.
The Pyramid
When Henry Mintzberg did his groundbreaking study of [all male] executives in the late 60s, the pyramid metaphor was obvious. These executives expected information to be distilled and fed up through channels. They hoarded information. They—at the peaks of their pyramids—would make knowledgeable and sound decisions. The study isn’t recent, but is this concept current? Men still hold most power positions and the ubiquitous organization chart still looks like a pyramid. We still hear the phrase: “Knowledge is Power.”
The Hub or Web
When Sally Helgesen conducted a similar study of [all female] executives in the 90s, a more circular metaphor was obvious. These executives saw themselves in networks rather than at the tops of pyramids. They connected people and ideas in order to keep employees informed, so they could make knowledgeable and sound decisions. They regularly reached out beyond organizational boundaries. As one participant said: “A circle doesn’t box you in.” This study isn’t recent either, but is this concept current? There is a groundswell of thinking about networked, shared, distributed, and complex leadership. There is also a groundswell of mapping organizations as networks, to show the actual flows and connections beneath the official organization charts. We sometimes hear phrases such as: “Knowledge Shared is Power Squared.”
Other Studies
If you are reading this post, I expect many other studies and your own experiences are coming to mind. There is Deborah Tannen’s work about women engaging in “rapport talk,” and men in “report talk. “ An emerging scholar–Anne Litwin–has explored stresses in relationships between women when one is promoted. The woman promoted is often expected to emphasize hierarchy, whereas female employees expect her to use more egalitarian approaches. In a recent chapter, Litwin writes: “Women’s friendship rules are often at odds with workplace norms and can create confusion between women colleagues.”
Why Does This Matter?
Gender and leadership are rarely discussed openly and constructively in workplaces, especially in as they relate to one another. Yet, gendered differences in leadership matter for many reasons.
Some people are comfortable with hierarches and some with networks. When pushed blindly out of their comfort zones, motivation and productivity can drop.
Different contexts benefit from different approaches. Leading an emergency response doesn’t look like leading an effective public engagement strategy.
Work is becoming more complicated and more complex. Our familiar pyramids do not serve us as consistently as they used to. Edward Tufte suggests that the ongoing, upward distillation of information on PowerPoint slides at NASA directly contributed to the Challenger Disaster.
Others have described how segregated hierarchies of almost 20 intelligence organizations made 9/11 possible. Similar barriers hampered post-Katrina relief efforts.
Increasingly we realize we need diverse approaches and perspectives. When companies include women board members, they tend to be more successfull. An MIT study found that more women make teams smarter. How can we optimize the value of diversity if we only understand it superficially?
Perhaps Helgesen was ahead of her time when she coined the book title “The Female Advantage.” And perhaps we are evolving to the point where organizations will learn more about women’s approaches to leadership in order to thrive, innovate and better serve their customers or citizens.
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How did “social” get the black hat?
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Mon, 30 Sep 2013 20:36:35 +0000
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“Social” as Learning, Improving and Celebrating Some time ago, I sent out invitations to join an asynchronous five-day conversation about “Do it Yourself” (DIY) learning and how to support it. The event was in the CPsquare community: one of my online “homes.” Like all CPsquare activities, this event emerged from intersecting member interests; not from […]
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“Social” as Learning, Improving and Celebrating
Some time ago, I sent out invitations to join an asynchronous five-day conversation about “Do it Yourself” (DIY) learning and how to support it. The event was in the CPsquare community: one of my online “homes.” Like all CPsquare activities, this event emerged from intersecting member interests; not from a strategic plan and instructional design process. I wrote about this event as an example of social learning in the following blog post.
Based on past experience, people will probably participate from many parts of North America, and other continents as well. No one is being paid or getting credit or a certificate of completion. Many DIY learners find such things a bit foreign. Why do people participate? The bottom line in a community of practice is to learn and get better at something you do, such as supporting others’ learning.
Most of the invitations I sent out were to faculty and students in the Learning and Technology programs at Royal Roads University, where I am the program head. The responses I’ve received to date have included terms such as “excited” and “privileged.” These are people with a passion for learning.
The Lived Experience of Social Learning
Communities of practice often serve up unexpected surprises. A dozen years ago, I never would have thought I could become close friends and colleagues with people I had not met face-to-face. My evolution with these skills and perspective shifts came slowly but solidly. I have seen many examples where CPsquare members (choosing just one community) have become friends, co-presenters at conferences, co-authors, sources of support and help, and business partners. Perhaps students or faculty members from Royal Roads will find themselves at a European conference next year, presenting with someone they meet in the CPsquare event next month.
Is “Social” a Good Fit with Western Workplace Culture?
In North America, we have become experts at chopping things into tidy fragments. The black and white hats of 1950s Western movies still manifest in everything from politics to academia. In the workplace, social media use is a lightening rod for the black and white police. To begin with, “social” is a waste of time where heads-down is the mantrum for productivity. And we all know that social media are primarily used to share what one had for breakfast. Of course, I am writing this tongue-in-cheek. However, there are executives who embrace social media use and teachers who encourage students to keep the cell phones out to enlarge the network of classroom-based learning. These people understand that learning in a complex, interconnected world is fundamentally social. We reach out to our multiple networks for DIY learning about how to lead and respond in our unique contexts. Emilie Doolittle summarizes some related research in a blog post, showing that social networks can improve collaborative efforts, reduce costs, help people get just-in-time help, speed decision making, and retain employees.
A social network map, courtesy of Patti Anklam
Part of the problem with “social” is that it appears messy. It doesn’t seem easy to control or measure. And yet there are tools, which can give us a much more social view of how organizations work and how knowledge flows. When we look at the social network analysis (SNA) map to the left, we get a good sense of how people are interacting and learning. But it tells us almost nothing about where those managers/employees would sit on an organization chart. That can be either exciting or frightening.
Does your organization treat knowledge as a thing and learning as a pre-planned and isolated activity? If so, you might experiment by thoughtfully connecting some networks, and watch to see what happens. You might start to thinking about social learning and knowledge as flows, essential for decision making and innovation.
The image in this post is shared courtesy of Patti Anklam. The slider image is from Simon Cockell (Creative Commons).
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Women and Climate Change
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Fri, 13 Sep 2013 14:26:30 +0000
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I recall a curriculum re-development meeting several years ago in which the head of Aboriginal Education held up a piece of paper and attached a post-it note to the corner. He said something like: “You’re trying to take an existing system and tack on a bit of something new to make it all relevant to […]
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I recall a curriculum re-development meeting several years ago in which the head of Aboriginal Education held up a piece of paper and attached a post-it note to the corner. He said something like: “You’re trying to take an existing system and tack on a bit of something new to make it all relevant to Aboriginal students. We need major reform.”
I am often reminded of that meeting when I watch the development of metrics to measure success. They tend to be developed by those in power in the contexts of what they understand: a very human process.
What do we measure when we think about climate change? Our first inclinations may be to look to scientific studies and data about carbon emissions, temperatures, or melting ice. Those measure are important, but should quite different measures come to mind quickly as well?
In a recent interview with the 1 Million Women Campaign, Pasang Dolma Sherpa emphasized that women have played key roles in sustainable natural resources management, livelihoods, and transfer of knowledge to the new generations. It is interesting to see relationships, knowledge and knowledge transfer implicit in this statement. We know these things are important, and appear to be particularly important to women, but how often do we see them in lists of metrics?
I met Pasang when she participated in a park system leadership development program I facilitated with the Canadian Parks Council. She was part of the 2008 cohort (pictured here sharing insights from her global work) and we have kept in touch since as she continues he quiet and powerful activism around Indigenous peoples, women and sustainability. Do you know women—or are you a woman—passionate about reducing our impacts on the planet? If so, you might enjoy the full interview with Pasang and the 1 million women campaign in progress.
As a P.S., here is an article from Nepal about Pasang’s work with climate change.
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Beware the Black Box
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Thu, 05 Sep 2013 14:26:33 +0000
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Have you ever observed people watching old, working machinery at a fall fair or antique museum? It doesn’t seem to matter what it is: an antique tractor or steam engine or oil derrick or stone-ground flour mill: people are intrigued. Why? My guess is that in our modern world, we almost never see how things work; it […]
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Have you ever observed people watching old, working machinery at a fall fair or antique museum? It doesn’t seem to matter what it is: an antique tractor or steam engine or oil derrick or stone-ground flour mill: people are intrigued. Why? My guess is that in our modern world, we almost never see how things work; it is an absolute novelty to see the belt turn the axle, which turns the wheels. I took this picture at the Courtenay fall fair on Vancouver Island where spectators lined up along the dirt paths to watch the proud owners drive by.
We use the term “black box” when we understand something of an item’s input and output, but we cannot see what happens inside: the box hides mysteries created by experts. Our modern world is full of black boxes. I often wonder if the benefits they bring camouflage downsides. Do we stop trying to understand things? Are we less inspired to improve things? Do we leave more things in the hands of “experts” because we aren’t confident in our contributions? Do we miss out on the joy of regular, modest, maintenance and improvement accomplishments our ancestors felt? We don’t even have to go back to our ancestors. I used to own an old Volkswagen Beetle, the only car I could ever repair, thanks to the visible engine parts and my VW repair manual for the “Compleat Idiot.”
And if I’m on to something here, does this black box syndrome translate to the workplace? “Don’t question that: the engineers developed it.” “A lot of work has gone into that strategic plan: wise not to question it.” Or what about our personal and community lives: “Why? Because my doctor said it was a good idea.”
Next time you’re at a fall fair, pause to really look at that old steam engine or tractor or threshing machine. Is there something deeper we could learn and teach our children?
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Successful Knowledge Leadership
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Tue, 27 Aug 2013 18:54:12 +0000
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Should leadership for pro football, preschool, and open source software development look the same? Of course not. And leadership for knowledge-intensive work shouldn’t look like leadership for assembly lines. The Ark Group has just-published a new report: Successful Knowledge Leadership: Principles and Practice in which I authored the chapter: Knowledge Leadership on the Edge. The executive […]
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Should leadership for pro football, preschool, and open source software development look the same? Of course not. And leadership for knowledge-intensive work shouldn’t look like leadership for assembly lines. The Ark Group has just-published a new report: Successful Knowledge Leadership: Principles and Practice in which I authored the chapter: Knowledge Leadership on the Edge.
The executive summary states:
The report contains advice from respected knowledge management (KM) experts and some of the top KM influencers. Each contributor shares their advice on different aspects of knowledge leadership…Successful knowledge leaders encourage people to learn, to work together, and to support the desired goals of the business.
Here are some insights from the report:
Arthur Shelley of Intelligent Answers and RMIT University reminds readers that: “knowledge leadership can happen from any part of the organisation.”
Athanasios Karagrounas, head of information and knowledge management with the IOC, writes that: “Many organisations have realised not only that managing knowledge is important, but actually that it is their core business…”
Dave Snowden of Cognitive Edge emphasizes “the shift from fail-safe design to safe-to-fail experimentation.”
Stan Garfield of Deloitte Global Services advises: “As soon as you have a potentially good idea for a people, process, or technology innovation, try it out as soon as possible.”
Kate Pugh of Columbia University and AlignConsulting and her co-author Glynys Thomas write about: “overcoming hoarding, not-invented here, and working with ever-elusive tacit knowledge.”
The report includes frameworks and models, tips and case studies. Note that you can use code KC-R1 until end of Aug for a £50 discount.
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Epistemological Integrity
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Sat, 02 Jun 2012 13:21:03 +0000
Yes, it is a weighty title, but I have searched for a term for years, and this is the best I’ve come up with. Most of us design learning opportunities. They might span an hour in a boardroom, months in a university environment, or years with children. Almost all workplace training I have seen for […]
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Yes, it is a weighty title, but I have searched for a term for years, and this is the best I’ve come up with.
Most of us design learning opportunities. They might span an hour in a boardroom, months in a university environment, or years with children. Almost all workplace training I have seen for such design is rigid. There are frameworks, models and steps one follows to be effective. We see this same rigidity in efforts to define information, knowledge and learning. We superimpose value judgements. Wisdom is better than knowledge. Knowledge is better than information. It is better to think critically than to memorize, and so on.
These conclusions are devoid of context. Personally, if I ever need CPR, I hope the first aid attendant has memorized the steps. If I ask advice about a complex challenge, I hope to hear questions rooted in wisdom.
Some of my work several years ago as a program director at Royal Roads University may be an example of epistemological integrity. As part of an MA degree, we offered back-to-back distance courses. One (which a lawyer taught) was about intellectual property (IP) and intellectual capital. The other (which I taught) was about communities of practice.
The designs–within this single degree program–were intentionally different because much of the thinking in those fields is very different. There were common threads, such as group conversations, assessment by learning outcome, and application of learning to workplace challenges. However, the IP course had a lot of relatively black and white factual material about things such as copyright law and trademarks. Assignments were tied to specific topics. The instructor—Dawn Wattie—often communicated correct answers to things based on legal precedents. Learning in this course involved building one’s knowledge base in specific fields. The communities of practice had more of a constructivist bias. There was specific learning theory content in the first two weeks, but then it opened up dramatically. Learners chose their own learning outcomes, designed their own projects, chose individuals or groups with whom to work (or not) and worked in different platforms and venues. They spent a large part of the course experiencing a community of practice-like environment and making sense of the sorts of learning opportunities they could find or create there.
Formal learning institutions are under pressure to be efficient, accountable and to recruit and retain students for tuition revenue. And students are sometimes anxious about a lack of firm structure, especially if they came through highly structured educational processes in the past, or if they pay tuition by the term or year for however long it takes to graduate. Yes, the CPR course should be efficient. But don’t we need more people who can think in different ways and respect the value of different ways of knowing to tackle the complex challenges of our world?
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Resisting pressure to fragment
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Sat, 12 May 2012 11:51:47 +0000
Are you a systems thinker? Do you regularly encounter pressure to fragment? Do you get questions like “But what is your area of specialization?” Or comments like “But that project was never intended to include THAT.” I do. So–even though I rarely write blog posts–I started a new blog: www.IslandHealth.Info It’s explicitly about things like […]
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Are you a systems thinker? Do you regularly encounter pressure to fragment? Do you get questions like “But what is your area of specialization?” Or comments like “But that project was never intended to include THAT.” I do.
So–even though I rarely write blog posts–I started a new blog: www.IslandHealth.Info It’s explicitly about things like healthy food consumption; not about leadership and knowledge work. So I was amused today when I came across a blog post by one of my favourite social media connections: Luis Suarez (@elsua). In this post, he writes: “One of those folks I have been truly admiring for a long while is JP Rangaswami a.k.a. @jobsworth”
Luis embeds a March 2012 TED salon presentation by JP Rangaswami in this post. It is well worth 8 minutes of your time if you care about work in a knowledge era and appreciate the power of metaphor. This TED talk explores the idea: “what would happen differently in your life if you saw information the way you saw food.” It left me both inspired, and feeling sheepish about my decision to publicly fragment spheres of thinking, which this authentic thinker has integrated so beautifully and provocatively.
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What do you watch for?
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Sun, 15 Apr 2012 19:07:48 +0000
In organizations, we strive for specificity and certainty. Set a goal, carve into objectives, document metrics, and watch for progress. We know what we find, but what do we miss? Since moving to the country, I have adopted a different approach in my personal life (or perhaps I’m simply more aware of it now). For […]
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In organizations, we strive for specificity and certainty. Set a goal, carve into objectives, document metrics, and watch for progress. We know what we find, but what do we miss?
Since moving to the country, I have adopted a different approach in my personal life (or perhaps I’m simply more aware of it now). For example, my economical three-cylinder Daihatsu flatbed stalled the other day and refused to restart. This happened at the end of a driveway with an ocean view. At first I was totally focused on the problem. Then I decided to ignore the truck (which I later realized was flooded), and watch the ocean. I thought “something interesting is bound to happen.” And within minutes, an otter climbed out of the water onto a protruding rock, groomed its fur, and slipped back into the ocean.
This morning, I set up chairs on the new boardwalk that surrounds our pond. I sat in each of them to see if I liked their orientation. Then I settled into one, thinking “I bet I will see something interesting.” This time, within seconds, a hummingbird came to the pond. In the winter “clean-up” we had missed a couple of cattails, and the hummingbird went straight to these raggedy tops. She probed them just as hummingbirds probe flowers, but she was gathering a huge beak-full of fluff for her nest.
So I thought back to work in organizations…what lessons are there? In all my years of work in the public sector, two people stood out as leaders who inspired me and supported me in doing my best. As I think back on it, they both had this “watch for interesting things” approach. Of course they had to work with business plans and the like, but they were extraordinary observers, listeners, and synthesists. They were not afraid to try the unexpected. They understood use of complexity theory in leadership without ever using those terms.
In your work as an organizational leader (formal or informal; internal or external), what do you watch for?
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KM as Hierarchical?
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Thu, 27 Oct 2011 09:03:04 +0000
Yesterday I tweeted that authors of a blog post about knowledge management had managed to push my buttons. I assume that in writing their piece they researched through a number of sources. Perhaps they read the “knowledge management” literature driven by software vendors that many of us dismissed in the 90s. If the relationships […]
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Yesterday I tweeted that authors of a blog post about knowledge management had managed to push my buttons. I assume that in writing their piece they researched through a number of sources. Perhaps they read the “knowledge management” literature driven by software vendors that many of us dismissed in the 90s.
If the relationships amongst social media and knowledge management interest you, read their post and the evolving list of comments. My comments follow.
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I’m rarely at a loss for words, but am not even sure where to begin. I’ll keep it to 5 brief comments.
1) There is no mention of knowledge management as complex, comprehensive work that can be a touchstone for a range of activities and tools, some of which may have nothing to do with technologies and some of which may fit hand and glove with social media.
2) If knowledge management is top-down, why does so much good work happen under the radar (ideally later infused into organizations)? And–by definition–if participation in a group is prescribed it is not a community of practice.
3) Who came up with the idea that all or most “knowledge” is stored in KM efforts? Most good KM leaders and consultants perpetually steer clients away from misguided repository-heavy tactics. Solid research has taught us for decades that people go to people when they need to learn, problem-solve, and share and generate knowledge. Loved it when M. Rumizen called communities of practice the “Killer Apps” of KM.
4) What are the traditional KM techniques referenced in the post? When our advisory board designed an MA in KM over a decade ago, we put focus on leadership for engagement and shifts away from mechanistic thinking, communities of practice, narrative, story, peer assists, action reviews, social network analysis, used of social media such as wikis for collaborative work, and–yes–a small amount of emphasis on repositories for essential information, ideally with links to stories, videos, resource people etc.
5) If knowledge management were as hierarchical, mechanical and simple as implied in this post, we wouldn’t still be wrestling with the big change leadership issues (and related terminology) that comes with rethinking how organizations work. Social media use is a brilliant example of what these changes can look like. Part of the chaos comes from the as-yet-unresolved collision of past and future models of work. I think back to Karl Wiig (one of the “traditional” KM founders) and his description of KM as a social movement.
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CoP & Projects: A Toxic mix?
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Sun, 14 Aug 2011 12:16:40 +0000
I’ve been exchanging tweets with Matthew Loxton about whether communities of practice (CoP) and projects are a good fit. He’s sceptical; I suggested it can work, depending on context and on definitions of a project. I haven’t written specifically about this before, so thought it was worth sharing preliminary thoughts in a blog post. First, […]
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I’ve been exchanging tweets with Matthew Loxton about whether communities of practice (CoP) and projects are a good fit. He’s sceptical; I suggested it can work, depending on context and on definitions of a project. I haven’t written specifically about this before, so thought it was worth sharing preliminary thoughts in a blog post.
First, I think Matthew is correct to be cautious for at least four reasons. 1) The fuel for CoP is passion for a topic, and sometimes the grunt work needed for projects can eat away at that all-important passion. 2) In my experience, many executives don’t know how to manage (or more appropriately, not manage) CoP. So any activities that make the communities look like more familiar animals—such as project teams—can put the distinctive nature of these groups at risk. 3) As the flip side of the same coin, the community might begin to equate its work with deliverables rather than good communication, support, inspiration, learning and improved practice. 4) Project work could put a community into a form of direct competition with other workplace groups. This could be a lose/lose. Fabulous results could result in unproductive tensions; poor results could erode hard won support for the CoP.
When I commented on projects being potentially valuable, I realized I was drawing a fuzzy line between two types of communities of practice: intra- and inter-organizational. I’ve seen the latter have a whole lot more freedom, diversity, longevity and sometimes creativity. This isn’t always true, but the distinction is worth thinking about. Executives don’t quite know what to do with inter-organizational communities, if they even know about them. They clearly cannot control them. If they come to see value in these groups, they might treat their member employees as intriguing internal consultants on loan, capable of bringing project benefits back into the organization.
As examples of successful project work, consider early days of CompanyCommand, when the “failed” project of the good practice guide was replaced—again on a volunteer basis—with the launching and development of the community itself. For years it crossed organizations, but had enough momentum to continue as an intra-organizational community of company commanders (who were always the intended beneficiaries). Another example is Canada’s counter-terrorism network of communities—CRTI—about which I have written in the past. Community members came from many federal government departments as well as from a range of first responder organizations. Some of the project work was funded through a proposal process.
I also commented about the definitions of project work. We usually think of projects as intimately tied to organizational goals (and my comments above are in that context). However, I have seen communities of practice take on learning-related projects. CPsquare (I’m fortunate to have a great vantage point by being in the leadership group) does this quite regularly.
I welcome other perspectives on Matthew’s question.
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