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Sep 10 2014

Help me visualise the pros and cons of hybrid SharePoint 2013…

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Like it or not, there is a tectonic shift going on in the IT industry right now, driven primarily by the availability of a huge variety of services hosted in the cloud. Over the last few years, organisations are increasingly procuring services that are not hosted locally, much to the chagrin of many an server hugging IT guy who understandably, sees various risks with entrusting your fate to someone else.

We all know that Microsoft had a big focus on trying to reach feature parity between on-premises SharePoint 2013 and Office365. In other words, with cloud computing as a centrepiece of their strategy, Microsoft’s SharePoint 2013 aim was for stuff that both works on premises, but also also works on Office 365 without too much modification. While SharePoint 2013 made significant inroads into meeting this goal (apps model developers might beg to differ), the big theme to really emerge was that feature parity was a relatively small part of the puzzle. What has happened since the release of SharePoint 2013, is that many organisations are much more interested in hybrid scenarios. That is, utilising on-premises SharePoint along with cloud hosted SharePoint and its associated capabilities like OneDrive and Office Web Applications.

So while it is great that SharePoint online can do the same things as on-prem, it all amounts to naught if they cannot integrate well together. Without decent integration, we are left with a lot of manual work to maintain what is effectively two separate SharePoint farms and we all know what excessive manual maintenance brings over time…

Microsoft to their credit have been quick to recognise that hybrid is where the real action is at, and have been addressing this emerging need with a ton of published material, as well as adding new hybrid functionality with service packs and related updates. But if you have read the material, you can attest that there is a lot of it and it spans many topic areas (authentication alone is a complex area in itself). In fact, the sheer volume and pace of material released by Microsoft show that hybrid is a huge and very complex topic, which begs a really critical question…

Where are we now at with hybrid? Is it a solid enough value proposition for organisations?

This is a question that a) I might be able to help you answer and b) you can probably help me answer…

Visualising complex topics…

A few months back, I started issue mapping all of the material I could get my hands on related to hybrid SharePoint deployments. If you are not aware, Issue mapping is a way of visualising rationale and I find it a brilliant personal learning tool. It allows me to read complex articles and boil them down to the core questions, answers, pros and cons of the various topics. The maps are easy to read for others, and they allow me to make my critical thinking visible. As a result, clients also like these maps because they provide a single integrated place where they can explore topics in an engaging, visual way, instead of working their way through complex whitepapers.

If you wish to jump straight in and have a look around, click here to access my map on Hybrid SharePoint 2013 deployments. You will need to sign in using a facebook or gmail ID to do so. But be sure to come back and read the rest of this post, as I need your help…

But for the rest of you, if you are wondering what my hybrid SharePoint map looks like, without jumping straight in, check out the screenshots below. The tool I am using is called Glyma (glimmer), which allows these maps to use developed and consumed using SharePoint itself. First up, we have a very simple map, showing the topic we are discussing.

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If you click the plus sign next to the “Hybrid SharePoint deployments” idea node, we can see that I mapped all of the various hybrid pros and cons I have come across in my readings and discussions. Given that hybrid SharePoint is a complex topic, there are lots of pros and cons as shown in the partial image below…

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Many of the pros and cons can be expanded further, which delves deeper into the topics. A single click expands one node level, and a double click expands the entire branch. To illustrate, consider the image below. One of the cons is around many of the search related caveats with hybrid that can easily trip people up. I have expanded the con node and the sub question below it.  Also notice hat one of the idea nodes has an attachment icon. I will get to that in a moment…

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As I mentioned above, one of the idea nodes titled “SPO search sometimes has delays on low long it takes for new content to appear in the index” has an attachment icon as well as more nodes below it. Let’s click that attachment icon and expand that node. It turns out that I picked this up when I read Chris O’Brien’s excellent article and so I have embedded his original article to that node. Now you can read the full detail of his article for yourself, as well as understand how his article fits into a broader context.

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It is not just written content either. If I move further up the map, you will see some nodes have video’s tagged to them. When Microsoft released the videos to 2014’s Vegas conference, I found all sorts of interesting nuggets of information that was not in the whitepapers. Below is an example of how I tagged one of the Vegas video’s to one of my nodes.

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A call to action…

SharePoint hybrid is a very complex topic and right now, has a lot of material scattered around the place. This map allows people, both technical and non technical, to grasp the issue in a more strategic, bigger picture way, while still providing the necessary detail to aid implementation.

I continually update this map as I learn more about this topic from various sources, and that is where you come in. If you have had to work around a curly issue, or if you have had a massive win with a hybrid deployment, get in touch and let me know about it. It can be a reference to an article, a skype conversation or anything, The Glyma system can accommodate many sources of information.

More importantly, would you like to help me curate the map on this topic? After all, things move fast the SharePoint community rarely stands still. So If you are up to speed on this topic or have expertise to share, get in touch with me. I can give you access to this map to help with its ongoing development. With the right meeting of the minds, this map could turn into an incredible valuable information resource to a great many people.

So get in touch if you want to put your expertise out there…

 

Thanks for reading

 

 

Paul Culmsee

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Jun 10 2014

A “Glyma” of an idea…

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Hiya

A while back Kailash recorded an interview with me (over beers of course) for a project on his blog. During that interview, he asked me to elaborate on the story behind Glyma which has now been uploaded to Youtube…

If you have played with Glyma or are interested in knowledge management, then the story behind the idea might be of interest, so check out this video…

Paul

www.glyma.co

www.hereticsguidebooks.com

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Jun 04 2014

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, in combination with the Glyma rationale 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 Talk on Education Glyma Map  image

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 make sure you try the search! Smile

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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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Jan 09 2014

“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

HGBP_Cover-236x300.jpg

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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Sep 02 2013

Rethinking SharePoint Maturity Part 5: From Conditions to Actionable Lessons Learnt

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Hi all

Welcome to part five of my quest to improve people’s awareness and understanding of what SharePoint maturity is really all about. For those new to this series of articles, we have traversed a bit of territory to get here, and during the journey there has been not a single SharePoint site column, content type or site collection in sight. In fact, I have not touched any of the topics that many would traditionally view as a sign of SharePoint maturity. Instead, I have been taking readers on a fun-filled journey examining three nerdy, yet highly interesting areas of research in team development, collaboration and organisational learning. Along the way we defaced the Mona Lisa, looked at SharePoint through holes in slices of Swiss Cheese and channelled the number of the beast.

After all that, we ended part 4, by arriving at this odd looking diagram below…

What you are looking at is something called the CALL model, which stands for “Conditions to Actionable Lessons Learnt”. I originally developed the model with Dialogue Mapping and knowledge management in mind – essentially to help my clients do a better job of integrating double loop learning into their projects. However, it soon became apparent that it was valuable in various SharePoint contexts too.

Single vs. double loop learning

In the previous paragraph I made a reference to “double loop learning” without explaining what it was, so let’s quickly make amends because it is interesting stuff. The idea of single and double loop learning has been around for close to 40 years – it was in 1974 when Chris Argyris came up with the idea. To explain, let’s bring back our trusty SharePoint 2010 governance poster that I trash-talked in the first and fourth articles…

If you have not seen this poster before, it represents what Microsoft believe to be the focus areas for SharePoint 2010 governance. Many people – consultants in particular – will take the information in this poster for granted and create SharePoint governance plans that try to cover off the various areas it suggests to be covered. Everyone will feel good because they have ticked all the boxes of this authoritative fountain of SharePoint wisdom.

Then, if SharePoint then fails to live up to expectations, many will look at the poster and wonder which areas they did not adequately cover. They will study the poster, search Google or Wikipedia for better definitions of the terms listed and then make another reattempt, trying to do an even better job of implementing the wisdom contained therein.

This my friends, is a shining example of single loop learning. Single loop learning, as described in this article “seems to be present when goals, values, frameworks and, to a significant extent, strategies are taken for granted. The emphasis is on techniques and making techniques more efficient.” In single loop learning, the fundamental premise of a course of action remains unchanged. All of the energy of learning is directed to making sure “we get it right this time.” In short, in a single loop learning scenario, repeated attempts are made at solving the same issue, but no-one questions the underlying premise of the strategy.

Now in case you haven’t noticed, I spent the first three posts of this series “questioning the underlying premise” of the above SharePoint governance poster. So in effect I’ve been introducing you to the notion of double loop learning already. Double-loop learning involves taking a deeper look at what is going on. In double-loop learning, having attempted to achieve a goal on different occasions, the goal itself may be modified, re-framed or rejected in the light of the experience gained in trying to achieve it. Think about it – double loop learning actually happened in organisations people would never say things like “well that’s always how we have done it here.”

I see a lot of single loop learning in SharePoint land, and I want to help people break out of their existing framing of the issue – compassionately, of course Smile

Enter the CALL Model

So getting back to my CALL model, I propose it as a multi-purpose tool that can be used for various SharePoint related stuff. It is based on the Swiss cheese risk management model; a metaphor which suggests most strategies have gaps that create risk. These gaps are analogous to holes in slices of Swiss cheese. In terms of the SharePoint governance poster, think of each of the areas it suggests to be covered as slices of cheese. This key to this model is that it assumes that no single defence layer is sufficient to mitigate risk. It also implies that if risk mitigation strategies are set up with all the holes lined up, there is a systematic flaw, since it would allow a problem to progress all the way through to adversely affect the organisation. Accordingly, the Swiss cheese model encourages a more balanced view of how risk is managed.

You can think of the CALL model as a SharePoint optimised Swiss cheese model. CALL extends the Swiss cheese model by incorporating cutting edge research in enabling team performance (Hackman), collaboration (Wilder) and knowledge management (Duffield). It outlines 8 actionable areas (Swiss cheese slices) that operate at the individual, team and organisation levels. These focus areas can be thought of as enabling conditions that mitigate risk, as well as focus areas for identification and application of lessons learnt. In other words, my contention is that for SharePoint maturity, you should strive to create these 8 conditions and then consider them when evaluating project performance.

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The image above is another drawing of the model minus the pretty colours I used earlier. In this version, I am showing the path of a SharePoint project flows through these 8 areas. Note how the arrow from left to right deviates because we are seeking to use them to mitigate risk via defence in depth. But when it comes to applying learnings from a project (arrow now moves from right to left to close the loop), the flow is designed to be smooth and unencumbered to ensure that the opportunity for double loop learning takes place.

Here is a description of each of the 8 focus areas:

Skills and expertise

This focus area is concerned with ensuring individuals are selected with the right skills and task expertise to perform their role in delivery and operation of services. In SharePoint this is critical because of the technical depth and breadth of the product. Want to deploy SharePoint 2013 request routing in dedicated mode? Go see Spence so he can tell you not to. Want to learn how the new WOPI protocol works with Office Web Apps? Sign a cheque for Wictor to help you.

Skills is closely associated with high IQ. In other words, specialist skills require smart, dedicated people. Therefore this also incorporates ensuring staff have appropriate qualifications and certifications, that education, training and ongoing development practices are properly targeted, and that individuals are willing to learn new skills and be proactive in keeping themselves up-skilled. (In other words, all of the hallmarks of those brilliantly talented people who completed the now defunct Microsoft Certified Masters program).

Collaborative Maturity

Ever heard of the term “dumb smart guy”? Usually it is someone who is intellectually smart, but has all the emotional maturity (EQ) of a potato. Collaborative maturity is all about ensuring that individuals have skills in working collaboratively with others. It signifies a willingness to listen, empathy, mutual respect, understanding and trust. Collaboratively mature people have a tolerance for ambiguity and have the ability to engage in genuine dialogue to reach compromise. Collaboratively mature people also see collaboration in their self-interest and foster develop deep ties with colleagues in order to work interdependently.

Being in the IT industry, I’m not sure if this person actually exists, but hey – this description gives us all something to aspire to!

Role clarity

Role clarity is concerned that the role of each team member is understood by everyone within the team and it is clear how much authority is vested within each role. This in turn provides task clarity, fosters interdependency among a team and reduces process loss. (Process loss is difficulty in knowing who is doing what and how it is done). Where roles are clear and understood, team members are appropriately appointed to tasks according to their capacity (see “skills and expertise” above) and character (see “collaborative maturity” above).

Goal clarity

Goal clarity relates to purpose, direction and goal alignment between members of a team is essential for good team performance. A compelling purpose energizes team members, orients them toward their collective objective, fully engages their talents and motivates them to resolve conflicts. A compelling purpose should be underpinned by concrete, attainable goals and objectives, both short and long term. Knowing where you are heading focuses the team’s energy in directive meaningful activity. This also helps build team efficacy, which is the belief within teams of their ability to solve problems and deliver great solutions. On the other hand, lack of goal clarify is one of the classic symptoms of wicked problems.

Participation safety and decision influence

Ever been on a project that’s taking on water, but nobody seems to be willing to listen? Ever had any critically important topics not discussed because they are simply taboo and unmentionable? It is not fun – and little breakthrough thinking or innovation can exist without participation safety and decision influence. When a team has a high level of participation safety, members feel safe to share ideas, raise unpopular views or opinions, or speak their truth to one another. This reduces groupthink and social loafing, encourages breakthrough and can lead a collaborative team and a collaborative organisational culture. There are countless case studies of major disasters (such as the Deepwater Horizon Oil Spill), where a culture of “only tell me the good news” prevented critical information from being raised that could have averted the issue. In fact ‘communication’ (or lack of it) is probably the most commonly cited project failure factor.

Having said all that, while participation safety is critical, the ideas that team members put forward need to influence the direction and outcome of the team. A manager who says “my door is always open”, but then ignores feedback creates dissonance among team members because what is espoused is not practiced. The simple facts of the matter is that a key element for peak performance is to provide an environment safe enough for team members to speak their truths, to be rewarded for doing so and for truth telling to actually influence direction.

Enabling Technology

Technology underpins all aspects of organisational systems and projects and provides the means to generate leaps in performance and capabilities of users, as more broadly, team and organisational productivity. Technology at its best facilitates the delivery of timely, relevant information for decision making, co-ordination and collaboration. Thus it is critical that technology does not get in the way of delivering value. How often have you worked on a project when you have been forced to use technologies that stifle productivity, create frustration and reduce collaboration between team members? How often has that technology been SharePoint?

Enabling Process

How often have you said to yourself “I can’t believe I have to follow this braindead process.” Process is the glue that provides the rules of behaviour in delivering on goals and like technology, underpins all aspects of organisational systems and projects and is a key part of performance and productivity. It is critical that process, like technology, is always driven by purpose and that it does not get in the way of delivering value. Inappropriate process can make a huge difference in how team members interact with stakeholders and each-other.

Enabling Resources

Enabling resources is concerned with the financial, material and human input necessary to develop and sustain delivery of services. Put simply, even the best teams with the most compelling direction can falter if they are under-resourced. It is critical that sufficient funds, staff, materials and time are provided to get the job done.

Applications for the CALL model

The CALL model can be used in many ways, given its heritage of Hackman, Wilder and Duffield. Examples include:

  • A model for performing SharePoint governance health check/assessment
  • A model for assessing the makeup of a SharePoint team
  • A model for assessing the complexity of a proposed SharePoint solution
  • A model for assessing departmental readiness for SharePoint
  • A model for developing SharePoint Business Continuity planning

It is worthwhile noting that Hackman developed a team performance instrument called a Team Diagnostic Survey based around his 6 enabling conditions. Since the CALL model is so closely aligned to Hackman, it should also be able to be used in a similar fashion. The same goes for the Wilder research on collaboration, that developed an instrument called the Collaboration Factors Inventory.

So given the source material, the CALL model also has applicability in the areas of:

  • An set of enabling conditions to establish to develop high performing teams
  • An set of enabling conditions to successful collaborative delivery of projects
  • A focus area for the identification of risks (and opportunities) on organisational initiatives
  • A framework for the systematic capture of project lessons learnt
  • A framework for assessing change and other organisational initiatives
  • A governance maturity model
  • A knowledge management and organisational learning maturity model

Conclusion

The CALL model reflects a synthesis of three highly rigorous research efforts. All three seemed to gel really well when they were put into the melting pot and I was pleased with the result. In the next post, I will show you how I have used the CALL model when developing a SharePoint Business Continuity Strategy for a client. I’ll also talk about how I have used it in lessons learnt workshops.

Thanks for reading

 

Paul Culmsee

www.hereticsguidebooks.com

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Aug 26 2013

Rethinking SharePoint Maturity Part 3: Who moved my cheese?

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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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Aug 21 2013

Rethinking SharePoint Maturity Part 2: What Makes Collaboration Work

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Hi all

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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Aug 19 2013

Rethinking SharePoint Maturity Part 1: Conditions Over Causes

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Hi all

I have been hitting the books lately, doing various bits of research, all related to plans for a new book.  While most of that research would not be of too much interest to readers, some of it turned out to be quite profound and has significant implications for anybody interested in SharePoint governance/maturity/readiness, as well as risk management, organisational learning, knowledge management and team development. So if you are spending your days delving deep into the bowels of the SharePoint 2013 apps model, oAuth and Azure Service Busses, then maybe this article is not for you. However if you manage or are responsible for people or projects that delve deep into the bowels of the SharePoint in areas like the apps model, oAuth and Azure Service Busses, then I strongly suggest you read on. Continue reading “Rethinking SharePoint Maturity Part 1: Conditions Over Causes”

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May 22 2013

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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May 04 2013

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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