Dubai invests $10bn in a "knowledge-based society"..

Saw this interesting full page advertisement describing one of the largest charitable donations in history in today's Times.  Sounds like a laudable goal...   We know what a learning organisation looks like - but what about a learning Kingdom?

10 Billion Dollars

His Highness Sheikh Mohammed Bin Rashid Al Maktoum announced the establishment of his foundation with an endowment of 10 billion dollars, focusing on human development in the region. The foundation will facilitate and promote knowledge creation and dissemination, and will nurture future leaders, providing them with equal opportunities with the aim of building a knowledge-based society.

Mohammed Bin Rashid Al Maktoum Foundation

www.mbrfoundation.ae

More background from bbc.co.uk here

Judgement day...

It's been a healthy last couple of weeks.I attended a "Patient Harm Conference" last week (provocative title, eh?) - organised by Tricordant, for the NHS and a number of health-related organisations all focused on improving patient safety. I had the privilege of hearing leadership speaker Alistair Mant discuss complex systems (using frogs and bicycles) the subject of Judgement (not in the biblical sense - that's another story!)

Alistair came out with a couple of quotes which made me think:

Judgement is what you do when you don't know (and can't know) what to do - and you know you need to do something fast!

Good judgement is based on experience; experience is based on bad judgement...

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I guess I'd better be the judge of that!

CQ + PQ > IQ

Whilst on holiday last week, I finally got around to finishing a book I'd started to read a while ago - The World is Flat, by Thomas Friedman. All 569 pages! I'd petered out earlier when Mr Friedman had turned his focus onto the consequences of the flat world on the US specifically.

Anyway - I'm glad I picked it up again, for the gems relating to "Curiosity Quotient".

To quote Thomas: "I have concluded that in a flat world, IQ- Intelligence Quotient - still matters, but CQ and PQ - Curioity Quotient and Passion Quotient - matter even more. I live by the equation CQ+PQ>IQ. Give me a kid with a passion to learn and a curiosity to discover and I will take him or her over a less passionate kid with a high IQ every day of the week."

It reminds me of a discussion we had in BP in the late 90's - do we recruit drillers who can learn, or learners who can drill?

With Friedman's focus on China and India, I was also struck by the telephone conversations I have been having with a client in Bangalore over the past few months. I have been conscious for a while of the intensity and detailed attention that I was receiving - feeling that every word I spoke, or had written in "Learning to Fly" was being unpacked, weighed, set in a new cultural context and applied with a fervour. It's that fervour - hunger to learn - that I have rarely experienced with clients in the UK and Western Europe in general who are more often inclined to display the book up on a shelf near their desk, and (I fear) leave it there. A kind of intellectual trophyism that I'm not entirely immune to myself.

So my mid-year resolution is to finish the books I've started, to see what else I've been missing out on. That 11 hour flight to Bangalore should be a good opportunity!

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In-know-vation

I was with the Henley KM Forum last week running a workshop with Christine Van Winkelen. I'm part of a project team looking at the relationship between knowledge management and innovation, and in particular, at the way in which KM practices can support innovation. A number of the members organisations conducted local research drawing out their innovation stories, which were scanned for recurrent themes. As a group, we then put some "flesh on the bones" and created a self-assessment tool (maturity model) , based on the combined experience of the room, plus an analysis of current research. I thought I'd share the high-level headings here:

Recognising/finding high-value opportunities to innovate, Re-using Knowledge, Internal collaboration, External Collaboration, Learning from Innovation activities, Building a learning organisation.

Next step is for the member organisations to self-assess and identify areas where they can share and learn from each other using the "River Diagram" approach - setting off a number of new conversations, and a whole lot of new learning...

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How to work better... (Fischli & Weiss)

We visited the Tate Modern just before Christmas, drawn by the family appeal of Carsten Höller's slides in the Turbine Hall - great fun! One thing which caught my eye was a 10 point manifesto by Fishli and Weiss (I'm sounding much more cultured here than I really am!) entitled "How to work better". As I continue to learn from my blogging experiences, I wonder whether you could substitute the word "blog" for "work" (and perhaps "challenge" for "change") in Fischli & Weiss's manifesto below, and end up with some principles which were relevant for "blogging better"?

How to Work Better

Dissent from Snowden...

The little Peer Assist animation I blogged recently has become a subject of discussion in the Coognitive Edge blog. I've responsed in the discussion there, but my comment hasn't come out of quarantine yet (it's my first one on the cognitive edge, so I guess I'm being screened), so I'll pick up the thread here for now.

Dave Snowden (whose intellect I respect) makes a few points in his post - an assertion (provocatively distorted) about the nature of the peer assist process, and a comment  about the way in which simple methods can be turned into recipes (which I entirely agree with), all sugar-coated with a back-handed compliment.

It's been frustrating to watch the comments build whilst beng unable to respond myself, but interesting to see the way in which the thread has developed.  In many ways, it makes the case for Peer Asists better than I could argue it!

The critical distinction that is missing in Dave's assertion and most of the responses which follow, (and this is where Peer Assists are different to the activities that competent managers have been doing naturally for years) is that Peer Assists are primarily designed to share experience - not advice or opinions. (To give credit to the red facilitator in the animation - she does state that people "offer suggestions based on personal experience". Nancy Dixon echos this in Common Knowledge, where she details the origins of the approach in BP)

Sure, you can get up from your desk and wander around the office picking up advice and opinions. You can Google for them too. But that's not the same as setting up a short meeting in which people only share suggestions based on personal experience. It's all too natural to shake up a cocktail of opinions, advice, and experience together without checking the ingredients. The Peer Assist process is unnatural insofar as it limits input to personal experience only. And that's where the facilitator, whether red, blue or green, adds value.

So to return to the thread in Cognitive Edge blog - we can see a number of Opinions about what Peer Assists might be, but very little voiced Experience from people who have participated or facilitated one.  Rather than exploring the topic openly from the standpoint of experience, there is a natural tendency by some (and perhaps an element of group-think - curmudgeonliness is more contagious than appreciativeness) to deconstruct and conform the approach to elements other models.  "Oh a Peer Assist is just ..."  "x + y + z = peer assist"

My suggestion is - try one out!  Use as much of the recipe as you need for the context of your organisation (thanks Bill Kaplan).  For BP's highly facilitative culture where most teams included someone with good facilitation skills, the process needed very little guidance.  To quote from Nancy Dixon's Common Knowledge:  "BP wisely chose to offer it as a simple idea without specifying rules or lengthy "how-to" steps."  In other cultures and contexts - perhaps those for whom the animation was designed - there may be more of a need to provide a recipe. 

As I said in my reponse on Cognitive Edge, I suggest watching the animation with a large half-full glass of wine in one hand. Curmudgeonliness just fades away. 

NB. Don't try it with a half-empty glass though - somehow it's just not the same.

The Genius Test

My 10 year old daughter caught me with this one this morning, it comes from the "Girl's Book of How to be the Best at Everything" (I don't know where she gets her competitive spirit from!). Here's the test. Ask a friend to count the number of Fs in the following text:

FINISHED FILES ARE THE

RESULT OF YEARS OF SCIENTIFIC

STUDY COMBINED WITH THE

EXPERIENCE OF YEARS

What did you get? I got three.

My younger daughter, aged 6 found all six.

I'm claiming being half-asleep as my defence, but the truth is that I was actually trying quite hard!

It's interesting how by jumping ahead to where we think the answers lie - in the more complex areas (longer words) - we subconsciously ignore the familiar (those three "ofs", in case you are still trying to find them!). My six year old is still young enough to give equal weight to every word, so she got it right and jumped up and down on our bed laughing at me, declaring herself to be the family Genius! I'll get even with her later...

It's hard to unlearn how to screen things out, isn't it? I wonder how much insight and learning passes us by in business because it's "cloaked in familiarity"?