Rewriting the knowledge management rulebook… The story of “Glyma” for SharePoint

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“If Jeff ever leaves…”

I’m sure you have experienced the “Oh crap” feeling where you have a problem and Jeff is on vacation or unavailable. Jeff happens to be one of those people who’s worked at your organisation for years and has developed such a deep working knowledge of things, it seems like he has a sixth sense about everything that goes on. As a result, Jeff is one of the informal organisational “go to guys” – the calming influence amongst all the chaos. An oft cited refrain among staff is “If Jeff ever leaves, we are in trouble.”

In Microsoft’s case, this scenario is quite close to home. Jeff Teper, who has been an instrumental part of SharePoint’s evolution is moving to another area of Microsoft, leaving SharePoint behind. The implications of this are significant enough that I can literally hear Bjorn Furuknap’s howls of protest all the way from here in Perth.

So, what is Microsoft to do?

Enter the discipline of knowledge management to save the day. We have SharePoint, and with all of that metadata and search, we can ask Jeff to write down his knowledge “to get it out of his head.” After all, if we can capture this knowledge, we can then churn out an entire legion of Jeffs and Microsoft’s continued SharePoint success is assured, right?

Right???

There is only one slight problem with this incredibly common scenario that often underpins a SharePoint business case… the entire premise of “getting it out of your head” is seriously flawed. As such, knowledge management initiatives have never really lived up to expectations. While I will save a detailed explanation as to why this is so for another post, let me just say that Nonaka’s SECI model has a lot to answer for as it is based on a misinterpretation of what tacit knowledge is all about.

Tacit knowledge is expert knowledge that is often associated with intuition and cannot be transferred to others by writing it down. It is the “spider senses” that experts often seem to have when they look at a problem and see things that others do not. Little patterns, subtleties or anomalies that are invisible to the untrained eye. Accordingly, it is precisely this form of knowledge that is of the most value in organisations, yet is the hardest to codify and most vulnerable to knowledge drain. If tacit knowledge could truly be captured and codified in writing, then every project manager who has ever studied PMBOK would have flawless projects, because the body of knowledge is supposed to be all the codified wisdom of many project managers and the projects they have delivered. There would also be no need for Agile coaches, Microsoft’s SharePoint documentation should result in flawless SharePoint projects and reading Wictor’s blog would make you a SAML claims guru.

The truth of tacit knowledge is this: You cannot transfer it, but you acquire it. This is otherwise known as the journey of learning!

Accountants are presently scratching their heads trying to figure out how to measure tacit knowledge. They call it intellectual capital, and the reason it is important to them is that most of the value of organisations today is classified on the books as “intangibles”. According to the book Balanced Scorecard, a company’s physical assets accounted for 62% of its market value in 1982, 38% of its market value in 1992 and only 21% in 2003. This is in part a result of the global shift toward knowledge economies and the resulting rise in the value of intellectual capital. Intellectual capital is the sum total of the skills, knowledge and experience of staff and is critical to sustaining competitiveness, performance and ultimately shareholder value. Organisations must therefore not only protect, but extract maximum value from their intellectual capital.

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Now consider this. We are in an era where baby boomers are retiring, taking all of their hard-earned knowledge with them. This is often referred to as “the knowledge tsunami”, “the organisational brain drain” and the more nerdy “human capital flight”. The issue of human capital flight is a major risk area for organisations. Not only is the exodus of baby boomers an issue, but there are challenges around recruitment and retention of a younger, technologically savvy and mobile workforce with a different set of values and expectations. One of the most pressing management problems of the coming years is the question of how organisations can transfer the critical expertise and experience of their employees before that knowledge walks out the door.

The failed solutions…

After the knowledge management fad of the late 1990’s, a lot of organisations did come to realise that asking experts to “write it down” only worked in limited situations. As broadband came along, enabling the rise of rich media services like YouTube, a digital storytelling movement arose in the early 2000’s. Digital storytelling is the process by which people share stories and reflections while being captured on video.

Unfortunately though, digital storytelling had its own issues. Users were not prepared to sit through hours of footage of an expert explaining their craft or reflecting on a project. To address this, the material was commonly edited down to create much smaller mini-documentaries lasting a few minutes – often by media production companies, so the background music was always nice and inoffensive. But this approach also commonly failed. One reason for failure was well put by David Snowden when he saidInsight cannot be compressed”. While there was value in the edited videos, much of the rich value within the videos was lost. After all, how can one judge ahead of time what someone else finds insightful. The other problem with this approach was that people tended not to use them. There was little means for users to find out these videos existed, let alone watch them.

Our Aha moment

In 2007, my colleagues and I started using a sensemaking approach called Dialogue Mapping in Perth. Since that time, we have performed dialogue mapping across a wide range of public and private sector organisations in areas such as urban planning, strategic planning, process reengineering, organisational redesign and team alignment. If you have read my blog, you would be familiar with dialogue mapping, but just in case you are not, it looks like this…

Dialogue Mapping has proven to be very popular with clients because of its ability to make knowledge more explicit to participants. This increases the chances of collective breakthroughs in understanding. During one dialogue mapping session a few years back, a soon-to-be retiring, long serving employee relived a project from thirty years prior that he realised was relevant to the problem being discussed. This same employee was spending a considerable amount of time writing procedure manuals to capture his knowledge. No mention of this old project was made in the manuals he spent so much time writing, because there was no context to it when he was writing it down. In fact, if he had not been in the room at the time, the relevance of this obscure project would never have been known to other participants.

My immediate thought at the time when mapping this participant was “There is no way that he has written down what he just said”. My next thought was “Someone ought to give him a beer and film him talking. I can then map the video…”

This idea stuck with me and I told this story to my colleagues later that day. We concluded that the value of asking our retiring expert to write his “memoirs” was not making the best use of his limited time. The dialogue mapping session illustrated plainly that much valuable knowledge was not being captured in the manuals. As a result, we seriously started to consider the value of filming this employee discussing his reflections of all of the projects he had worked on as per the digital storytelling approach. However, rather than create ‘mini documentaries’, utilise the entire footage and instead, visually map the rationale using Dialogue Mapping techniques. In this scenario, the map serves as a navigation mechanism and the full video content is retained. By clicking on a particular node in the map, the video is played from the time that particular point was made. We drew a mock-up of the idea, which looked like the picture below.

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While thinking the idea would be original and cool to do, we also saw several strategic advantages to this approach…

  • It allows the user to quickly find the key points in the conversation that is of value to them, while presenting the entire rationale of the discussion at a glance.
  • It significantly reduces the codification burden on the person or group with the knowledge. They are not forced to put their thoughts into writing, which enables more effective use of their time
  • The map and video content can be linked to the in-built search and content aggregation features of SharePoint.
    • Users can enter a search from their intranet home page and retrieve not only traditional content such as documents, but now will also be able to review stories, reflections and anecdotes from past and present experts.
  • The dialogue mapping notation when stored in a database, also lends itself to more advanced forms of queries. Consider the following examples:
    • “I would like any ideas from lessons learnt discussions in the Calgary area”
    • “What pros or cons have been made about this particular building material?”
  • The applicability of the approach is wide.
    • Any knowledge related industry could take advantage of it easily because it fits into exiting information systems like SharePoint, rather than creating an additional information silo.

This was the moment the vision for Glyma (pronounced “glimmer”) was born…

Enter Glyma…

Glyma (pronounced ‘glimmer’) is a software platform for ‘thought leaders’, knowledge workers, organisations, and other ‘knowledge economy participants’ to capture and trade their knowledge in a way that reduces effort but preserves rich context. It achieves this by providing a new way for users to visually capture and link their ideas with rich media such as video, documents and web sites. As Glyma is a very visually oriented environment, it’s easier to show Glyma rather than talk to it.

Ted

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What you’re looking at in the first image above are the concepts and knowledge that were captured from a TED talk on education augmented with additional information from Wikipedia. The second is a map that brings together the rationale from a number of SPC14 Vegas videos on the topic of Hybrid SharePoint deployments.

Glyma brings together different types of media, like geographical maps, video, audio, documents etc. and then “glues” them together by visualising the common concepts they exemplify. The idea is to reduce the burden on the expert for codifying their knowledge, while at the same time improving the opportunity for insight for those who are learning. Glyma is all about understanding context, gaining a deeper understanding of issues, and asking the right questions.

We see that depending on your focus area, Glyma offers multiple benefits.

For individuals…

As knowledge workers our task is to gather and learn information, sift through it all, and connect the dots between the relevant information. We create our knowledge by weaving together all this information. This takes place through reading articles, explaining on napkins, diagramming on whiteboards etc. But no one observes us reading, people throw away napkins, whiteboards are wiped clean for re-use. Our journey is too “disposable”, people only care about the “output” – that is until someone needs to understand our “quilt of information”.

Glyma provides end users with an environment to catalogue this journey. The techniques it incorporates helps knowledge workers with learning and “connecting the dots”, or as we know it synthesising. Not only does it help us with doing these two critical tasks, it then provides a way for us to get recognition for that work.

For teams…

Like the scenario I started this post with, we’ve all been on the giving and receiving end of it. That call to Jeff who has gone on holiday for a month prior to starting his promotion and now you need to know the background to solving an issue that has arisen on your watch. Whether you were the person under pressure at the office thinking, “Jeff has left me nothing of use!”, or you are Jeff trying to enjoy your new promotion thinking, “Why do they keep on calling me!”, it’s an uncomfortable situation for all involved.

Because Glyma provides a medium and techniques that aid and enhance the learning journey, it can then act as the project memory long after the project has completed and the team members have moved onto their next challenge. The context and the lessons it captures can then be searched and used both as a historical look at what has happened and, more importantly, as a tool for improving future projects.

For organisations…

As I said earlier, intangible assets now dominate the balance sheets of many organisations. Where in the past, we might have valued companies based on how many widgets they sold and how much they have in their inventory, nowadays intellectual capital is the key driver of value. Like any asset, organisations need to extract maximum value from intellectual capital and in doing so, avoid repeat mistakes, foster innovation and continue growth. Charles G. Sieloff summed this up well in the name of his paper, “if only HP knew what HP knows”.

As Glyma aids, enhances, and captures an individual’s learning journey, that journey can now be shared with others. With Glyma, learning is no longer a silo, it becomes a shared journey. Not only does it do this for individuals but it extends to group work so that the dynamics of a group’s learning is also captured. Continuous improvement of organisational processes and procedures is then possible with this captured knowledge. With Glyma, your knowledge assets are now tangible.

Lemme see it!

So after reading this post this far, I assume that you would like to take a look. Well as luck would have it, we put out a public Glyma site the other day that contains some of my own personal maps. The maps on the SP2013 apps model and hybrid SP2013 deployments in particular represent my own learning journey, so hopefully should help you if you want a synthesis of all the pros and cons of these issues. Be sure to check the videos on the getting started area of the site, and check the sample maps! Smile

glymasite

I hope you like what you see. I have a ton of maps to add to this site, and very soon we will be inviting others to curate their own maps. We are also running a closed beta, so if you want to see this in your organisation, go to the site and then register your interest.

All in all, I am super proud of my colleagues at Seven Sigma for being able to deliver on this vision. I hope that this becomes a valuable knowledge resource for the SharePoint community and that you all like it. I look forward to seeing how history judges this… we think Glyma is innovative, but we are biased! 🙂

 

Thanks for reading…

Paul Culmsee

www.glyma.co

www.hereticsguidebooks.com

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“Assumption is the mother of all f**k ups”

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My business partner, Chris Tomich, is the John Deacon of Seven Sigma.

In case you do not know who John Deacon is, he is the bass player from Queen who usually said very little publicly and didn’t write that many songs (and by songs I mean blog posts). But when Deacon finally did getting around to writing a song, they tended to be big – think Another One Bites the Dust, I Want To Break Free and Your My Best Friend.

Chris is like that, which is a pity for the SharePoint community because he outstanding SharePoint architect, software engineer and one of the best Dialogue Mappers on the planet. If he had the time to write on his learning and insight, the community would have a very valuable resource. So this is why I am pleased that he has started writing what will be a series of articles on how he utilises Dialogue Mapping in practice, which is guaranteed to be much less verbose than my own hyperbole but probably much more useful to many readers. The title of my post here is a direct quote from his first article, so do yourself a favour and have a read it if you want a different perspective on sense-making.

The article is called From Analyst to Sense-maker and can be found here:

http://mymemorysucks.wordpress.com/2014/01/07/from-analyst-to-sense-maker/#!

thanks for reading

 

Paul Culmsee

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www.hereticsguidebooks.com

p.s Now all I need to do is get my other Business Partner, mild mannered intellectual juggernaut known as Peter (Yoda) Chow to start writing Smile

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Rethinking SharePoint Maturity Part 4: The number of the beast…

This entry is part 4 of 5 in the series Maturity
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Hi all

This is part four of a series I am writing on my ideas about how the SharePoint community can revitalise how SharePoint maturity is understood and communicated. If this is your first time reading this series, then I urge you to go back and read the first three posts in the series because I covered a bit of ground to get to here. For those of you who will not do that, here is a super quick recap.

As part of doing some book research, I came across three distinct bodies of work that I think can help Microsoft and their customers better understand, foster and cultivate SharePoint maturity. To set the scene, I started this series by taking a few cheap potshots at the SharePoint 2010 governance poster that many people use as a guide to ensure they are doing SharePoint “right”. I highlighted some of the less obvious risks with it, by comparing it to a paint by numbers representation of the Mona Lisa. While people seem to understand implicitly that colouring in a Mona Lisa template will not make it a Mona Lisa (far from it), there same cannot be said for our SharePoint paint by numbers poster. The result is a skewed version how SharePoint ‘maturity’ is perceived, because this poster ignores some critical factors.

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To shine a spotlight on areas not covered by the above poster, I introduced you to the work of JR Hackman, who’s pioneering work in the area of leadership and team development contains important lessons for SharePoint teams. Hackman urges people to stop trying to look life through simplistic cause and effect lens of “If you do Z, you will get Y” and instead focus on the conditions that enable or disable success. Hackman, in his examination of leadership and the performance of teams, listed six conditions that he felt led to better results if they were in place (none of which make much of an appearance on the above poster):

  1. A real team: Interdependence among members, clear boundaries distinguishing members from non-members and moderate stability of membership over time
  2. A compelling purpose: A purpose that is clear, challenging, and consequential. It energizes team members  and fully engages their talents
  3. Right people: People who had task expertise, self organised and skill in working collaboratively with others
  4. Clear norms of conduct: Team understands clearly what behaviours are, and are not, acceptable
  5. A supportive organisational context: The team has the resources it needs and the reward system provides recognition and positive consequences for excellent team performance
  6. Appropriate coaching: The right sort of coaching for the team was provided at the right time

I sometimes challenge agile development evangelists by saying “If Scrum was ‘the answer’ then there would be no need for Scrum coaches.” When you speak to good agile coaches, what they strive to do is create the sort of enabling conditions conducive to getting the best out of Agile – exactly what Hackman is urging us to do. Hackman’s insight is super important because It is incredibly common for people to say things like “now this will work for the right organisation…” or “this will work provided the right culture is there to support it,” but they do not elaborate further on what “right” actually is. Hackman challenges us to actually focus on the enabling conditions that underpinning a process, not the other way around.

To see if Hackman’s 6 conditions were applicable outside of his interest area of team development, I then examined the work done by the Wilder Research Group. This group published a book “Collaboration: What Makes It Work” which distilled the wisdom from 281 research studies on successful collaboration. Importantly for me, they looked at very different research than Hackman did, yet also broke it down to six quite similar focus areas:

  1. Membership characteristics: Skills, attributes and opinions of individuals as a collaborative group, as well as culture and capacity of orgs that form collaborative groups
  2. Purpose: The reasons for the collaborative effort, the result or vision being sought
  3. Process and structure: Management, decision making and operational systems of a collaborative context
  4. Communication: The channels used by partners to exchange information, keep each-other informed and convey opinions to influence
  5. Environment: Geo-location and social context where a collaborative group exists. While they can influence, they cannot control
  6. Resources: The financial and human input necessary to develop and sustain a collaborative group

Finally, I examined the work of Stephen Duffield, who took the Swiss Cheese model for risk management (which is popular in safety circles) and adapted it for organisational learning for projects. This is brilliant because the Swiss cheese model assumes that any one mitigation strategy has holes in it (hence the Swiss cheese metaphor). If you consider the SharePoint governance poster above as listing particular slices of cheese, then if you still have not met with the success you were hoping for, some important slices of cheese must be missing. So what are they?

To develop his project learning model (called SYLLK), Duffield distilled the wisdom over 500 papers on the topics of project lessons learned, knowledge management and risk management. Like above two research efforts, he also distilled it down to six key areas. Duffield’s slices of cheese were:

  1. Learning: Whether individuals on the team were skilled, had the right skills for their role and whether they were kept up-skilled
  2. Culture: What participants do, what role they fulfil, how an atmosphere of trust is developed in which people are encouraged, even rewarded for truth telling– but in which they are also clear about where the line must be drawn between acceptable and unacceptable behaviour”
  3. Social: How people relate to each-other, their interdependence and how they operate as a team
  4. Technology: Ensuring that technology and data supports outcomes and does not get in the way
  5. Process: Ensuring the appropriate protocols drive people’s behaviour and inform what they do (gate, checklists, etc.)
  6. Infrastructure: Environment (in terms of structure and facilities) that enable project outcomes

Why does all this stuff matter?

Now I am hoping this is not the case, but I would not be surprised that some readers have gotten to this point and are thinking “What the hell does all this have to do with SharePoint maturity?” (particularly if you have not read the 3 articles that preceded this one). So let’s address this one now…

Since 2009 I have taught a SharePoint Governance and Information Architecture class to BAs, PMs, CIOs, consultants, as well as developers and IT Pros. I’ve taught the class around the world and in every class I start by asking students to articulate what they feel is the hardest thing about SharePoint delivery. Take a look at the answers for yourself…

A Brisbane 2012 class said:

  • Explaining what SharePoint is
  • User uptake (“People do not like new things”)
  • Managing proliferation of SharePoint sites
  • Too much IT ownership (“Sick of IT people telling me that SP is the solution”)
  • Users don’t know what they want
  • Difficulties around SP ownership because of a lack of accountability

Not too many technical answers here it seems – in fact I am seeing connections to Hackman, Wilder and Duffield already. Looking at the seven points, they indicate we are missing some key enabling conditions like a compelling purpose, role clarity as well as the collaborative skills and attributes needed in the SharePoint team to address them (“User uptake” and “Difficulties around SP ownership because of a lack of accountability”). Perhaps we are also missing product skills (“proliferation of SharePoint sites”) and have an issue with process and structure, given the complaint of “too much IT ownership”.

Not convinced? For what it’s worth, Melbourne 2010 answered with:

  • Every project is “new” (“Traditional ASP.NET web site development is ‘same old same old’)
  • The solution is never the same as the initial design and the end client may not realise this. The implication is gaps between expectation and delivery
  • Stakeholders don’t know what they want (“First time around what they sign off on is not what they want “)
  • Projects launched as “IT projects” with no clear deliverable and no success indicators
  • Lack of visibility as to what other organisations are doing
  • Determining limits and boundaries (“Doing anything ‘practically’ in SharePoint is hard”).
  • Managing expectations around SharePoint.
    • Clients with no experience think it can do everything
    • Difficulties getting information from and translating into design, so it can be implemented
  • Legacy of bad implementations makes it hard to win the business owner
  • Lack of governance
    • Viral spread of unmanaged sites
    • No proper requirements of “why”
    • No-one managing it

… and if you want to move further afield, Singapore 2012 said:

  • Trying to deal with the sheer number of features
  • “A totally different kind of concept”
    • A little knowledge can be dangerous
    • If you start with the wrong footing, you end up messing it up
  • Trying to deal with “I need SharePoint”
  • SharePoint for an external web site was difficult to use. Unfriendly structure for a public facing website
  • Trying to get users to use it (Steep learning curve for users)
  • The need for “deep discussion” to ensure SharePoint is put in for the right reasons. Without this, the result is messy, disorganised portals
  • The gap between the business and IT results in a sub optimal deployment
  • Demonstrating value to the business (SharePoint installed, but its potential is not being realized)
  • Stakeholders not appreciating the implication of product versus platform
  • You are working across the entire business (The disconnect between management/coalface)
  • “Everything hurts with SharePoint”
  • Facilitating the discussion at the business level is hard when your background is IT

Once again, if you start to distil the underlying themes behind the above answers, you can start to see how Hackman’s conditions are not met and how we are missing some of Duffield’s slices of cheese. So at this point if you are not convinced of the relevance of Hackman, Wilder and Duffield’s research by now, then I can confidently tell you two things…

  • 1) I am not the SharePoint consultant that you need!
  • 2) I am eventually going to become the SharePoint consultant you need! (You will see the light eventually Smile)

The number of the beast…

Hopefully by now I have given you an appreciation of Hackman, Wilder and Duffield’s work and its relevance to SharePoint maturity. All of them have made highly rigorous research efforts, each asking different questions and utilising different research. Those of you who are more superstitiously minded might feel that I am meddling with the forces of darkness here, given that each of the three distilled 6 themes – 666 Surprised smile

While there is no fire and brimstone nearby as I write this text, my next job was to indeed meddle with dark forces in the sense that I had to perform my own analysis of their work to draw out the commonalities and gaps. I figured that this would go a long way to laying the groundwork for gaps I see in SharePoint maturity. I won’t bore you with too much of the detail on this effort, except to say that I used Dialogue Mapping techniques to perform the synthesis. Below are a couple of screenshots illustrating the maps I built which give you a feel for what was done (click to enlarge)…

 

In a nutshell, I mapped out each authors six constructs and then mapped their behind the scenes detail. As expected, while some terminology differed somewhat , by in large there was a lot of commonality. I linked all the commonalities together in my maps and slowly, a new picture began to emerge…

Meddling with forces…

When you think about it, my synthesis of this research is not all that different from what SharePoint people do all the time when developing an information architecture to store organisational data in a meaningful and intuitive way. Just like when you have to determine an appropriate navigation structure for your SharePoint sites, with this work I had to first think about the basis for how I wanted to structure things.

First up, I found Duffield’s use of Swiss cheese model for risk inspiring and absolutely applicable for SharePoint maturity. The metaphor of holes in each slice of SharePoint governance “cheese” is vivid and confronting. The commonality in the answers I got to the above “What is the hardest thing about SharePoint?” question speaks to the fact that there are universally common missing slices of SharePoint governance cheese. I also felt strongly that there was huge potential for a clearer relationship between Hackman’s enabling conditions and Duffield’s lessons learnt. My logic was pretty basic here: Surely organisational lessons learnt (if actually learnt), should be enabling conditions next time around? It seemed to me that Hackman “conditions” and Duffield “lessons” are looking at the same thing, just from different points in time. So my intention was to develop my own Swiss cheese model using constructs (navigation labels if you will) that could be lessons learned focus areas as well as enabling conditions. That way one could truly gauge if lessons really had been learnt, because by definition they would be the enabling conditions to strive for next time around.

The other thing I was looking to do was to make things more actionable. Saying things like “have the right people”, “the right membership characteristics” or “the right culture” are not easily actionable because what exactly is “right” anyway? To that end, I think all of the authors suffered from creating constructs that were fine for their purposes, but were a bit wishy-washy when trying to be more directive and action-focused.

One particular anomaly I noticed when comparing the research was the lack of “purpose” as a construct in Duffield’s work. Hackman and Wilder both list “purpose” as one of their six factors, but Duffield’s SYLLK model makes no mention of purpose at all. I felt this needed to be addressed because lack of purpose is one of the classic symptoms of a wicked problem – a topic I have been writing about for years now. So for me, clarity of purpose is a very big slice of Swiss cheese!

I also felt that Hackman was a bit weak on some of the process/system areas. Duffield lists “process”, “technology” and “infrastructure” as key focus areas for lessons learnt on projects and the closest Hackman comes to that is “Supportive organizational context”. This is understandable when you remember that Hackman was talking only about teamwork in general. Nevertheless for our SharePoint context, I thought that Duffield was closer to the mark. Wilder turned out to be a bit in between – as they list “Process and structure” and “Resources” as two of their six areas.

There were other various things that influenced my synthesis as well, but none of them matter for this discussion. I guess you want to see the results no?

The CALL model

The result of this work is a model I have called the CALL model (Conditions to Actionable Lessons Learnt). Since this post is getting long, I will defer a detailed description of the model for the next article. But to whet your appetite, below is an image that shows what I ended up with. It adopts Duffield’s SYLLK model as its base, but highlights 8 enabling conditions (or learning areas), split across individual, team and organisation lines. Additionally, distinction is also made between the soft (people) factors and the harder (system) factors. The arrows are there to help convey the “defence in depth” idea of the Swiss cheese model.

If you go back to the start of this article and examine Hackman, Wilder and Duffield’s work, you will see all of them represented here, except I used more action focused labels. My contention is that these eight areas are what you should be considering when judging your organisation’s SharePoint maturity. The importance of considering these as enabling conditions, to be put in place right at the start cannot be underestimated. Going back to Hackman, here is what he said about the importance of enabling conditions for team performance (emphasis mine):

Let me go out on a limb and make rough estimates of the size of these effects. I propose that 60 per cent of the difference in how well a group eventually does is determined by the quality of the condition-setting prework the leader does. Thirty per cent is determined by how the initial launch of the group goes. And only 10 per cent is determined by what the leader does after the group is already underway with its work. This view stands in stark contrast to popular images of group leadership—the conductor waving a baton throughout a musical performance or an athletic coach shouting instructions from the sidelines during a game

I note that Hackman’s view doesn’t just stand in stark contrast to “popular images of group leadership” – it also stands in stark contrast to Microsoft’s SharePoint governance poster too!

Conclusion

Now I am sure that some of you are still trying to decipher the model above, or feel the urge to tell me that something is missing or that the labels for each of my slices of SharePoint maturity cheese don’t do it for you. In the next post I will spend more time going over the model and what each slice really means. Given the heritage of the source material that inspired it, I feel that it can be used in various SharePoint and non-SharePoint scenarios. So I will also spend some time talking about that.

Finally, I don’t know if any of you have noticed, but I didn’t actually develop this model just for SharePoint! In fact I have already used this model in various non-SharePoint ways too. We will also take a look at this…

thanks for reading

 

 

Paul Culmsee

www.hereticsguidebooks.com

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Rethinking SharePoint Maturity Part 3: Who moved my cheese?

This entry is part 3 of 5 in the series Maturity
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Hi all

Welcome to part 3 in this series about rethinking what SharePoint “maturity” looks like. In the first post, I introduced the work of JR Hackman and his notion of trying to create enabling conditions, rather than attribute cause and effect. Hackman, in his examination of leadership and the performance of teams, listed six conditions that he felt led to better results if they were in place. Those conditions were:

  1. A real team: Interdependence among members, clear boundaries distinguishing members from non-members and moderate stability of membership over time
  2. A compelling purpose: A purpose that is clear, challenging, and consequential. It energizes team members  and fully engages their talents
  3. Right people: People who had task expertise, self organised and skill in working collaboratively with others
  4. Clear norms of conduct: Team understands clearly what behaviours are, and are not, acceptable
  5. A supportive organisational context: The team has the resources it needs and the reward system provides recognition and positive consequences for excellent team performance
  6. Appropriate coaching: The right sort of coaching for the team was provided at the right time

I then got interested in how applicable these conditions were to SharePoint projects. The first question I asked myself was “I wonder if Hackman’s conditions apply to collaboration itself, as opposed to teams.” To find out, I utilised some really interesting work done by the Wilder Research Group, that produced a book called “Collaboration: What Makes It Work.” This book distilled the wisdom from 281 research studies on collaborative case studies and their success or failure. They distilled things down to six focus areas (they ended up with the same number as Hackman). Their six were:

  1. Membership characteristics: (Skills, attributes and opinions of individuals as a collaborative group, as well as culture and capacity of orgs that form collaborative groups)
  2. Purpose: (The reasons for the collaborative effort, the result or vision being sought)
  3. Process and structure: (Management, decision making and operational systems of a collaborative context)
  4. Communication: (The channels used by partners to exchange information, keep each-other informed and convey opinions to influence)
  5. Environment: (Geo-location and social context where a collaborative group exists. While they can influence, they cannot control)
  6. Resources: (The financial and human input necessary to develop and sustain a collaborative group)

If you want the fuller detail of Hackman and Wilder, check the first and second posts respectively. But it should be clear from even a cursory look at the above lists, that there is a lot of overlap and common themes between these two research efforts and we can learn from them in our SharePoint work. I strongly believe that this sort of material constitutes a critical gap in a lot of the material out there on what it takes to have a successful SharePoint deployment and offers some excellent ideas in further developing ideas around SharePoint maturity. I started to develop a fairly comprehensive Dialogue Map of both of these research efforts so I could synthesise them to create my own set of “conditions” in the way Hackman describes. While I was doing this, I met a fellow via LinkedIn who opened my mind to further possibilities. Everybody, meet Stephen Duffield

Duffield’s SYLLK model for lessons learnt

I met Steve because we both shared a common interest in organisational knowledge management. In, fact Steve is working on his PhD in this area, focussing on addressing the pitiful record of organisations utilising lesson learnt practices on projects and then embedding them into organisational  culture and practices. If you have ever filled out a lessons learnt form, knowing full-well that it will disappear into a filing cabinet never to be seen again, Steve shares your frustration. For his PhD, he is tackling two research questions:

  1. What are the significant factors that negatively influence the capture, dissemination and application of lessons learned from completed projects within project-based organisations?
  2. Can a systemic knowledge model positively influence the capture, dissemination and application of project management lessons learned between project teams within the organisation?

Now if you think it was impressive that Wilder researched 281 studies on collaboration, Steve topped them by miles. His PhD literature review covered over 500+ papers on the topics of project lessons learned, knowledge management, risk management and the like. 500! Man, that’s crazy – all I can say to that is I am sure as hell glad he did it and I didn’t have to!

So what was the result of Duffield’s work? In a nutshell, he has developed a model called “Systemic Lessons Learned Knowledge” (SYLLK), which was influenced by the Swiss Cheese model for risk management, originally proposed by Dante Orlandella and James T. Reason.

Why SYLLK is important for SharePoint

imageBefore I explain Duffield’s SYLLK model, it is important I briefly explain the Swiss Cheese model for risk management that inspired him. The Swiss Cheese Model (see the image to the left) for risk management is commonly used in aviation and healthcare safety. It is based on the notion that systems have potential for failure in many areas and these are analogous to a stack of slices of Swiss cheese, where the holes in each slice are opportunities for a process to fail. Each of the slices are “defensive layers” and while an error may allow a problem to pass through a hole in one layer, in the next layer the holes are in different places, allowing the problem to be caught before its impact becomes severe.

The key to the Swiss Cheese Model is that it assumes that no single defence layer is sufficient to mitigate risk. It also implies that if risk mitigation strategies exist, yet all of the holes are lined up, this is an inherently flawed system. Why? because it would allow a problem to progress through all controls and adversely affect the organisation. Therefore, its use encourages a more balanced view of how risks are identified and managed.

So think about that for a second… SharePoint projects to this day remain difficult to get right. If you are on your third attempt at SharePoint, then by definition you’ve had previous failed SharePoint projects. The inference when applying the Swiss cheese model is that your delivery approach is inherently flawed and you have not sufficiently learnt from it. In other words, you were – and maybe still are – missing some important slices of cheese from your arsenal. From a SharePoint maturity perspective, we need to know what those missing slices are if we wish to raise the bar.

So the challenge I have for you is this: If you have had a failed or semi-failed SharePoint project or two under your belt, did you or others on your team ever say to yourself “We’ll get it right this time” and then find that the results never met expectations? If you did, then Duffield’s (and my) contention is you might have failed to truly understand the factors that caused the failure.

Back to Duffield…

This is where Duffield’s work gets super interesting. He realised that the original Swiss cheese “slices” that resolved around safety were inappropriate for a typical organisation managing their projects. Like the Wilder work on collaboration, Steve reviewed tons of literature and synthesised from it, what he thinks are the key slices of cheese that are required to enable not only mitigation of project risks, but also focus people on the critical areas that need to be examined to capture the full gamut of lessons learnt on projects.

So how many slices of cheese do you think Steve came up with? If you read the previous two posts then you can already guess at the answer. Six!

There really seems to be something special about the number 6! We have Hackman coming up with 6 conditions for high performing teams, Wilder’s 6 factors that make a difference in successful collaboration and Duffield’s 6 areas that are critical to organisational learning from projects! For the record, here are Duffield’s six areas (the first three are labelled as people factors and the second three are system factors):

  1. Learning: Whether individuals on the team are skilled, have the right skills for their role and whether they are kept up-skilled
  2. Culture: What participants do, what role they fulfil, how an atmosphere of trust is developed in which people are encouraged, even rewarded for truth telling– but in which they are also clear about where the line must be drawn between acceptable and unacceptable behaviour”
  3. Social: How people relate to each-other, their interdependence and how they operate as a team
  4. Technology: Ensuring that technology and data supports outcomes and does not get in the way
  5. Process: Ensuring the appropriate protocols drive people’s behaviour and inform what they do (gate, checklists, etc.)
  6. Infrastructure: Environment (in terms of structure and facilities) that enable project outcomes

Duffield has a diagram that illustrates the SYLLK model, showing how his six identified organisational elements of learning, culture, social, technology, process and infrastructure align as Swiss cheese slices. I have pasted it (with permission), below (click to enlarge).

Duffield states that the SYLLK model represents “the various organisational systems that collectively form the overall behaviour of the organisation. The various modes of social and cultural learning, along with the organisational processes, infrastructure and technology that support them.” Notice in the above diagram how the holes in each slice are not lined up when the project arrow moves right to left. This makes sense because the whole point of the model is the idea of “defence in depth.” But then the holes are aligned when moving from left to right. This is because each slice of cheese need to be aligned to enable the feedback loop – the effective dissemination and application of the identified lessons.

Conclusion

The notion of the Swiss cheese model for mitigating risk makes a heck of a lot of sense for SharePoint projects, given that

  • a) there is a myriad of technical and non technical factors that have to be aligned for sustained SharePoint success, and
  • b) SharePoint success remains persistently illusive for many organisations.

What Duffield has done with the SYLLK model is to take the Swiss Cheese model out of the cloistered confines of safety management and into organisational learning through projects. This is huge in my opinion, and creates a platform for lots of innovative approaches around the capture and use of organisational learning, all the while framing it around the key project management task of identifying and mitigating risk. From a SharePoint maturity perspective, it gives us a very powerful approach to see various aspects of SharePoint project delivery in a whole new light, giving focus to aspects that are often not given due consideration.

Like the Wilder model, I love the fact that Duffield has done such a systematic and rigorous review of literature and I also love the fact that his area of research is quite distinct from Hackman (conditions that enable team efficacy) and the Wilder team (factors influencing successful collaboration). When you think about it, each of the three research efforts focuses on distinct areas of the life-cycle of a project. Hackman looks at the enabling conditions required before you commence a project and what needs to be maintained. Wilder appears to focus more on what is happening during a project, by examining what successful collaboration looks like. Duffield then looks at the result of a project in terms of the lessons learnt and how this can shape future projects (which brings us back to Hackman’s enabling conditions).

While all that is interesting and valuable, the honest truth is that I liked the fact that all three of these efforts all ended up with six “things”. It seemed preordained for me to “munge” them together to see what they collectively tell us about SharePoint maturity.

… and that’s precisely what I did. In the next post we will examine the results.

 

Thanks for reading

 

Paul Culmsee

www.hereticsguidebooks.com

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Rethinking SharePoint Maturity Part 2: What Makes Collaboration Work

This entry is part 2 of 5 in the series Maturity
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Welcome to part 2 about my research efforts that has led me to thinking a little differently in how we understand and measure SharePoint and organisational “maturity”. In the first post, I gave a glimpse into the work of JR Hackman, who had presented some really interesting ideas about what leads to outstanding team performance. In case you have not read the first post (damn you!), Hackman presented the notion that trying in vain to come up with the causes of team efficacy was a rather dumb idea and instead, looking at the conditions that enable great teams was a much more productive approach.

This notion of conditions over causes is really important to understand, because we all routinely get suckered into conversations about whether one process, approach or model is objectively “better” than another. This sort of discussion frustrates me and I usually find it all rather pointless because it all but ignores the underlying conditions that enabled or disabled things. As a result, we misattribute success or failure of SharePoint to how we used methods, processes and models, rather than focus on what really matters – the conditions under which those methods, processes and models operated.

Now Hackman was not looking at SharePoint projects when he came to this realisation. He was looking at leadership and the performance of teams in general. He synthesised his years of research work down to six conditions that he felt led to better results if they were in place. Those conditions are:

  1. A real team: Interdependence among members, clear boundaries distinguishing members from non-members and moderate stability of membership over time
  2. A compelling purpose: A purpose that is clear, challenging, and consequential. It energizes team members  and fully engages their talents
  3. Right people: People who had task expertise, self organised and skill in working collaboratively with others
  4. Clear norms of conduct: Team understands clearly what behaviours are, and are not, acceptable
  5. A supportive organisational context: The team has the resources it needs and the reward system provides recognition and positive consequences for excellent team performance
  6. Appropriate coaching: The right sort of coaching for the team was provided at the right time

So I very much bought into Hackman’s conditions over causes argument, but wasn’t sure whether his six conditions were directly applicable to SharePoint projects. To find out, I got lucky, coming across some really great work on the subject of collaboration by the Wilder Research Group.

Collaboration: What Makes it Work

Earlier this year, I  bought a crapload of books on the topic of collaboration. One of them had the rather long title of “Collaboration: What Makes It Work, 2nd Edition: A Review Of Research Literature On Factors Influencing Successful Collaboration” written by Paul W. Mattessich, Marta Murray-Close, Barbara R. Morrisey and published by the Wilder Research Group.

This book is quite short – just over 100 pages, but it packs a heavy punch nevertheless. The core question asked in this book was “What makes the difference between your collaboration’s failure or success?” and it sought to answer the question by providing an in-depth review of lots (and lots and lots) of academic research on collaboration. In all, the authors examined more than 281 research studies on collaborative initiatives (and their success or failure) and synthesised them. I love these sort of meta-analysis studies, because I am lazy and its terrific when someone else has done the rigorous hard work!

Why Wilder matters for SharePoint

The intent of the report is to help readers expand their thinking about ways to help projects succeed, gain background information before beginning a collaboration, compare their situation with others, determine collaboration strategy including necessary ingredients, uncover and resolve trouble spots. It also provides a tool called the “The Collaboration Factors Inventory which allows you to self-assess how your collaboration is doing against the success factors they came up with. Examples are also provided of how organizations have used the inventory as well as a case study illustrating how one collaboration assessed itself and how it  used the results to take action to improve its success.

Thus, it should be fairly obvious why this particular work should be of interest to SharePoint practitioners. After all, improving collaboration in organisations and teams is one of the core value propositions that underpins SharePoint and has done so for years now. Under the guise of “governance”, we do lots of work and produce processes (and usually lots of documentation) in the hope that we have put in the necessary plumbing for collaboration to take root and blossom. So when someone has taken the time to distil the learnings from 281 research efforts into collaborative success, there is bound to be valuable takeaways to be had for us SharePoint peeps – especially if our organisations have bought heavily into “social” features of the product.

Now while that all sounds good, there is another less obvious, but cooler reason to be interested in this book – especially given my examination of Hackman in part 1. The Wilder team found a total of 20 factors that were identified as “ingredients” for successful collaboration and guess how many categories they distilled them down to?

Six! – precisely the same number of conditions that Hackman distilled for great team performance. So, wouldn’t it be interesting to see how much overlap there is between what Hackman says are the six conditions for great teams versus Wilder’s six “differences” between collaboration failure and success?

I thought so too…

Back to the Wilder team…

So what are the factors that make a difference in successful collaboration identified by Wilder? Below are their twenty ingredients, divided into the aforementioned six categories…

  • 1. Membership characteristics: (Skills, attributes and opinions of individuals as a collaborative group, as well as culture and capacity of orgs that form collaborative groups)
    • – Mutual respect, understanding and trust: Members of the collaborative group share an understanding and respect for each other and their respective organizations: how they operate, their cultural norms and values, limitations, and expectations.
    • – Appropriate cross section of members: To the extent that they are needed, the collaborative group includes representatives from each segment of the community who will be affected by its activities.
    • – Members see collaboration as in their self interest: Collaborating partners believe that they will benefit from their involvement in the collaboration and that the advantages of membership will offset costs such as loss of autonomy and turf.
    • – Ability to compromise: Collaborating partners are able to compromise, since the many decisions within a collaborative effort cannot possibly fit the preferences of every member perfectly.
  • 2. Purpose: (The reasons for the collaborative effort, the result or vision being sought)
    • – Concrete, attainable goals and objectives: Goals and objectives of the collaborative group are clear to all partners, and can realistically be attained.
    • – Shared vision: Collaborating partners have the same vision, with clearly agreed-upon mission, objectives, and strategy. The shared vision may exist at the outset of collaboration, or the partners may develop a vision as they work together.
    • – Unique purpose: The mission and goals or approach of the collaborative group differ, at least in part, from the mission and goals or approach of the member organizations.
  • 3. Process and structure: (Management, decision making and operational systems of a collaborative context)
    • – Members that share a stake in both process and outcome: Members of a collaborative group feel “ownership” of both the way the group works and the results or product of its work.
    • – Multiple layers of participation: Every level (upper management, middle management, operations) within each partner organisation has at least some representation and ongoing involvement in the collaborative initiative
    • – Flexibility: The collaborative group remains open to varied ways of organising itself and accomplishing its work
    • – Development of clear roles and policy guidelines: The collaborating partners clearly understand their roles, rights, and responsibilities, and they understand how to carry out those responsibilities.
    • – Adaptability: The collaborative group has the ability to sustain itself in the midst of major changes, even if it needs to change some major goals, members, etc., in order to deal with changing conditions.
    • – Appropriate pace of development: The structure, resources, and activities of the collaborative group change over time to meet the needs of the group without overwhelming its capacity, at each point throughout the initiative.
  • 4. Communication: (The channels used by partners to exchange information, keep each-other informed and convey opinions to influence)
    • – Open and frequent communication: Collaborative group members interact often, update one another, discuss issues openly, and convey all necessary information to one another and to people outside the group.
    • – Established informal relationships and communication links: In addition to formal channels of communication, members establish personal connections — producing a better, more informed, and cohesive group working on a common project.
  • 5. Environment: (Geo-location and social context where a collaborative group exists. While they can influence, they cannot control)
    • – History of collaboration or cooperation in the community: A history of collaboration or cooperation exists in the community and offers the potential collaborative partners an understanding of the roles and expectations required in collaboration and enables them to trust the process
    • – Collaborative group seen as a legitimate leader in the community: The collaborative group (and by implication, the agencies in the group) is perceived within the community as reliable and competent—at least related to the goals and activities it intends to accomplish.
    • – Favourable political and social climate: Political leaders, opinion-makers, persons who control resources, and the general public support (or at least do not oppose) the mission of the collaborative group
  • 6. Resources: (The financial and human input necessary to develop and sustain a collaborative group)
    • – Sufficient funds, staff, materials and time: The collaborative group has an adequate, consistent financial base, along with the staff and materials needed to support its operations. It allows sufficient time to achieve its goals and includes time to nurture the collaboration.
    • – Skilled leadership: The individual who provides leadership for the collaborative group has organizing and interpersonal skills, and carries out the role with fairness. Because of these characteristics (and others), the leader is granted respect or “legitimacy” by the collaborative partners.

Now that you have seen Wilders six factors that influence successful collaboration, think about where you focus on your SharePoint projects in the name or guide of “governance”. How many of these factors did you consider when you started on your quest to use SharePoint for improved collaboration? Which of these really scream out at you as something worth pursuing? Go back in time and with hindsight, imagine if you had considered these and acted on it… Would it had led to better outcomes?

Conclusion

I have previously stated that collaboration is a classic SharePoint platitude, and chasing goals like “improved collaboration” are a sure fire way to create elaborate SharePoint solutions that miss the mark. Thus, this work by Wilder is a crucial resource in helping organisations determine what collaboration means to them. Furthermore, anyone interested in assessing SharePoint “readiness” (whatever your interpretation of readiness), would be well served to think about how they can incorporate the Wilder work into their readiness or maturity models. After all, how many other meta analyses of 281 studies on the topic have been done, eh?

Consider also that the Wilder team asked themselves a different question than Hackman. While Hackman framed his question around “What are the enabling conditions?” the Wilder team asked “What makes the difference?” This more broader question posed by the Wilder team explains a lot about their results. Some of their collaboration success factors can be seen as potential enabling conditions as Hackman described, whereas others are a more retrospective look on what successful collaboration looks like during and after collaboration has taken place. Consider also Hackman and the Wilder team used very different areas of research to come up with their answers. Wilder examined 281 case studies on successful collaboration, whereas Hackman used decades of research in teamwork and leadership. While research on collaboration might seem related to teamwork and leadership, in the world of academic research, you are talking about completely different bodies of knowledge.

Nevertheless, if you compare Hackman’s six conditions to Wilder’s six collaboration factors, there are more overlaps than there are differences. This I find exciting because it tells me that these independent research efforts are coalescing around the same themes. But I am going to defer a detailed examination of them both in context till a future post, because as I started to synthesise Hackman and Wilder together, I came across a third area of research that also led to some important insights – perhaps the most important ones of all… the work of PhD candidate Stephen Duffield in the area of risk and organisational learning on projects.

That my friends, is the topic of the next post…

 

 

Thanks for reading

Paul Culmsee

www.hereticsguidebooks.com

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Powerful questions part 3: The “I told you so” question

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Hi all

I just recorded the third video on the topic of powerful questions. The purpose of this series of videos is to help facilitators, project managers, business analysts and SharePoint peeps ask better questions of their stakeholders. The first video introduced the platitude buster question and the second video unveiled the key focus area question. Both are hugely important – especially for SharePoint projects and any SharePoint governance efforts because failure to answer these two will positively kill your project. This 3rd powerful question is related to risk perception and how you can frame questions to get a much better sense of what the real risks are in projects or problems. In this video, I made the contention that asking “What are the risks” is not a great way to identify and subsequently manage risks. The inference for SharePoint people here is that if you think you have done your job by creating a risks and issues list (ala Project Server) and asking for people to fill it in, I am here to tell you that there is much more to the story…

Don’t believe me? Then watch the video. 

Like the previous post, I suggest you watch this video in full screen. Enjoy!

How to find out what the real risks are…
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Introduction to Dialogue Mapping class in Melbourne June 13-14

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Hi all

We have all felt the pain of a meeting or workshop where no-one is engaged, the conversation is being dominated by the loudest or everyone is mired in a tangle of complexity and there is no sense of progress. Not only is it incredibly frustrating for participants, but it is really inefficient in terms of time and effort, reduced collaboration and can lead to really poor project outcomes.

The big idea behind the technique of Dialogue Mapping is to address this problem. Dialogue Mapping is an approach where a project manager or business analyst acts as a facilitator while visually mapping the conversation of a group onto a projected display. This approach reduces repetition by acknowledging contributions, unpacks implicit assumptions and leads to much better alignment and understanding among a group.

For SharePoint projects, this is a must and I have been using the technique for years now. Other SharePoint luminaries like Michal Pisarek, Ruven Gotz and Andrew Woodward also use the approach, and Ruven even dedicated a chapter to Dialogue Mapping in his brilliant Information Architecture book.

In Melbourne, I am going to be running a 2 day Introduction to Dialogue Mapping class to teach this technique. There are only 10 places available and this is one of the few public classes I will be running this year. So if you are attending the Australian SharePoint conference, or live near Melbourne and deal with collaborative problem solving, stakeholder engagement or business analysis, this is a great opportunity to come and learn this excellent problem solving technique.

Hope to see you there!

Paul

   

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An Organisational Psychologist is keynoting a SharePoint conference? What the…

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Collaborate

Yup you heard right. I am particularly excited for the Melbourne SharePoint conference in June because I get to unleash “Dr Neil” onto the SharePoint world. Neil (who’s full name is Neil Preston) is an Organisational Psychologist who I have been working with for several years now in all sorts of novel and innovative projects. He’s not a SharePoint guy at  all – but that doesn’t matter for reasons that will soon become clear…

I spent January 2013 on holiday in New Zealand and caught up with Debbie Ireland in her home town of Tauranga. We talked about the state of SharePoint conferences around the world and mused about what we could do to raise the bar, particularly with the Melbourne SharePoint conference in June 2013. Both of us felt that over the last few years, the key SharePoint message of “It’s all about business outcomes” was now:

  1. well understood by the SharePoint community; and
  2. getting a little stale

So the challenge for Debbie and I – and for that matter, all of us in the SharePoint community – is how to go beyond the paradigm of “It’s not about SharePoint, it’s about the business”, and ask ourselves the new questions that might lead to new SharePoint powered innovations.

The theme that emerged from our conversation was collaboration. After all, one of the most common justifications for making an investment in SharePoint is improved collaboration within organisations. Of course, collaboration, like SharePoint itself, means different things to different people and is conflated in many different ways. So we thought that it is about time that we unpacked this phenomena of collaboration that everyone seeks but can’t define. This led to a conversation about what a SharePoint conference would look like if it had the theme of collaboration at its core. Who would ideal to speak at it and what should the topics be?

As Debbie and I started to think more about this theme, I realised that there was one person who absolutely had to speak at this event. Dr Neil Preston. Neil is a world expert on collaboration, and his many insights that have had a huge influence on me personally and shaped my approach to SharePoint delivery. If you like what you read on this blog, or in my book, then chances are that those ideas came from conversations with Neil.

Debbie then suggested that we get Neil to keynote the conference to which he graciously accepted. So I am absolutely stoked that attendees of the Melbourne SharePoint conference will have the opportunity to learn from Neil. I can guarantee you that no SharePoint conference in the world has ever had a keynote speaker with his particular set of skills. Thus, I urge anyone with more than a passing interest in developing a more collaborative culture in their organisations should come to the conference to learn from him.

Then, in one of those serendipitous moments, a few weeks later I was in the US and met an amazing schoolteacher named Louis Zulli Jnr who presented a case study on how he enabled 16-19 year old students to develop SharePoint solutions that would be the envy of many consultancies. As I listened to him speak, I realised that he was the living embodiment of the collaborative maturity stuff that Neil Preston preaches and I asked Debbie about bringing him to Melbourne to speak as well.

So there you have it. On June 11, you get to hear from one of the most brilliant people I have ever met who’s understanding of collaboration and collaborative maturity is second to none. You also get to hear an inspiring case study of what how the incredible potential of enthusiastic and engaged students can enable SharePoint to do amazing things.

That is not all either – we have Craig Brown (of betterprojects.net and LAST conference fame) introducing Innovation Games and we also have John Denegate from collaborative governance specialists Twyfords, speaking on the curse of the expert.

So don’t miss this event – I think it will be amazing. In the next blog post I will write about the 2 day post-conference workshops

 

Thanks for reading

Paul Culmsee

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Powerful questions part 2: The key focus area question

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I just recorded the second video on the topic of powerful questions. These powerful questions are the result of the years I’ve spent dialogue mapping many different groups of people on many different problems. As time has gone on, I’ve learnt a lot about collaborative problem solving, and concluded that some questions tend to lead to breakthrough more than others.

In the previous video, I introduced you to the platitude buster question. This time around, I have recorded a video on one of the best questions you can ask in any form of strategy development meeting – the key focus area question. For all you SharePoint types, I always use this question during SharePoint governance planning and when drawing up a project charter, but it is equally effective when working with an executive team who are working out their short and long term strategies.

Like the previous post, I suggest you watch this video in full screen. Enjoy!

How to eke out key focus areas from a discussion

Thanks for reading

Paul Culmsee

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Powerful questions part 1: The platitude buster question

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Hi all

I’ve been a little busy lately so haven’t had sufficient time to write many articles. This will likely continue for a while as I’m also planning the next heretical book with Kailash.

But the other day on a whim, I decided to record a short video on the topic of powerful questions. As I do more and more facilitation, strategic planning and team development work, I am constantly learning about the patterns of group conversation. This has helped me develop insights into the sort of questions that have the potential to cut through complexity to achieve breakthroughs in complex situations. I call these questions “powerful” for that reason.

It should be noted that a powerful question is not necessarily the question itself, but sometimes the the way a question is asked. To that end, in this first video, I take you through the best way I know to cut through organisational platitudes. Platitudes are phrases that often sound impressive and authoritative, ultimately hide the fact that there is not a lot of substance underneath them. While its easy to cite a blatant example like “best practice organisational excellence,” most of the time platitudes are used unconsciously and in much more subtle and dangerous ways. In fact often people ask questions or conduct workshops in such a way that actually encourage platitude answers.

So how do I bust or disarm a platitude? Watch this video to find out! Smile

How to disarm a platitude with one question…

Now I plan to do a few of these videos, with each building on the last with a new powerful question. Also, I will utilise Compendium and Dialogue Mapping techniques, so you also get a better idea of the sort of non SharePoint work that myself and my colleagues get to perform. So please let me know what you think of the clip. (oh – before I forget, I strongly suggest you watch the video in full screen)

Thanks for reading

Paul Culmsee

www.hereticsguidebooks.com

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