The Chameleon Manager (New Skills Portfolio)

Project Skills

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So what is a Change Chameleon? Well, quite simply it is a pain in the neck! It keeps on changing its appearance but underneath it all of the lavish colours it remains a Chameleon! Have a little internal reflection and perhaps you can recognise one in your organisation. From an organisational perspective the Change Chameleon is evident when there are numerous tweaks to an organisation which never actually accomplish anything noticeable.

You will see the same teams ultimately delivering in the same way to the same performance standard they have always done. The Executive team will have been responsible for a number of previous failed change programmes although now they have an urgency and commitment to the need for yet another change. They will be absolutely convinced of the need for yet another change programme but typically falling into the same traps they have always fallen into.

It is fairly easy when you think about it. There are three key phases in Change Management to remember: The integration phase focuses teams to ensure that the change is actually being delivered in a controlled manner which will include a plethora of tools such as training, restructuring, new business processes and systems to make the change happen.

Perform This stage is the test of the change. Having clearly identified the need for change and the scope it is now time to start measuring its performance. I would suggest measuring it from month 2 or 3 to allow for the change to really start to bed in. The profiling of your thinking processes is done through linguistic analysis. This is a lot easier than it sounds. All you need is some paper and a highlighter pen.

By targeting the key words you prefer to use, you can identify the structure of your thinking process. Step 1 Write a short narrative no more than one side of A 4 in answer to the question: What is my approach to knowledge? Imagine you were talking to someone about your personal preferences. The important thing is to follow each step in order. Times are changing, you have to change with the times Tom. What are the steps l need to follow to generate these options? This will tell you about your current preferences. I keep asking my boss, what are the steps? You may like to rewrite the paragraphs a few more times using new filters, or just look at the options.

This will help you become more flexible in what you attend to. Here is an example to get you started: I have a process which I can teach them if they want to listen. They could choose to follow the steps in the order which I have generated them. They could do that. Times are changing, you could choose to change with the times Tom. I keep asking my boss, what are some steps?

What could I be doing differently? What are some steps I could follow to generate these options? We have also changed at least one other filter - see if you can spot it. What changes in your experience as you read this new paragraph? Remember that we are talking about the same thing, all we have changed is how we use words to describe the experience. No, because the words we choose to use reflect how we filter and manage knowledge. We need to be aware of the consequences of our word choices; effective knowledge skills are about understanding that there is more to words than the subject matter they convey.

Flexible perception The flexibility of your perception determines your ability to manage information and transform it into knowledge. We see this in more detail in Chapter 5. Using language in this flexible way can also pay huge dividends when you want to influence others.

Read Words that Change Minds by Shelle Rose Chervet for an application of this tool to influencing others in business. The perceptual filters list Each of the filters listed below represents a different way of handling our perceptions. We have included a question to help define how the filter is used, and a set of variations within each filter. These variations are the ways in which we can sort or organize that category. The words listed after each distinction are sample words to target in the language you use. For example, the evidence filter has three variations: If a particular variant dominates your description, you have a preference for, say, visual information.

At the same time you are likely to be reducing the impact of sound and touch information on your awareness. It is important that you write your paragraph before familiarizing yourself with this list. People normally process these filters unconsciously and by making them explicit you will find yourself using them much more flexibly. What sense do you prefer to use when knowledge processing? A 2 Seeing - see it in black and white, perspective, reflect, contrast.

Hearing - hear, same wavelength, harmonic understanding. How do you make decisions and implement changes in what you know? Difference - new, totally different, completely changed, unique, revolutionary. Similarity - same as, in common with, as you always do, like before. Where is your attention when gathering information?

Other - What do you think? How would you do it?

Mary said it is best, you. Data - I carried out a survey, the statistics suggested, research is clear that. What is your preference for attending to time? Present - use verbs in present tense, now, right now. Future - future tenses, imagine, towards, expectations. Do you see things in black and white, or as possibilities? Weak - could, may, an option would be. Do you justify your reason for action in terms of procedures or options? Options - break rules, opportunity, options, alternatives. What is the direction of your motivation to acquire knowledge?

How do you prefer to organize your knowledge? Global - general perspective, the overall aim, broadly, bold brush strokes The list is complete for our purposes, though there are many other categories in other applications of this framework e. James and Woodsmall, Remember, though, that no filter is right or wrong; they are all useful in some context. We have not introduced you to this tool in order to help you put yourself and others in a box.

This is always a danger with selfassessment. We want you to remember that just as you can choose the words you use so can you select the filters of your perception. Knowledge management initiatives Smart products are now being developed which contain knowledge inside them, e. Summary We have started our journey into honing your knowledge skills and set a context to help you understand why these skills are core to the manager of the next millennium. It is your ability to gather data accurately, put it together as useful information and transform it into the type of knowledge your organization can benefit from, that determines your effectiveness.

U W LI a z a H w a Knowledge does not exist in isolation and people have to apply what they know to their experience and get results for any knowledge to be of use.

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You and the skills you possess are the intellectual capital of your organization. A key concept we have introduced is that of expert knowledge managers, who can successfully integrate analytical and tacit skills. We have suggested that expertise is about using this combined logic, focused not on what is now, but on possible outcomes, when honing our knowledge skills. I 3 attitude to knowledge provide a good guide to our preferences. We need to be aware of the consequences of these word choices, and to open up other possibilities by applying different filters to our perceptions.

Learning review Some questions to help you review your learning from this chapter might be: If we are going to create useful repositories of knowledge and develop the knowing skills, then we need to be disciplined about the way in which we maintain our knowledge. Do not agonize for ages, just write down your immediate thoughts.

That is the entire activity for now. We will come back to this later in the chapter. But do not go any further until you have done it. If you do not find it too painful, you could even scribble it in the margin of this book. Knowledge is information that is relevant, actionable and likely to be partially tacit - not explicit or codified. This is distinguished from data uninterpreted facts and information data put to use by its inherent qualities of meaning and abstraction.

Instead, the essence of knowledge is embedded in social processes which can be shaped and enhanced so that individuals can grasp the essence through honed skills of knowing. Y In our search for a knowledge sound bite we were struck by the fact that dictionary definitions have a characteristic flavour, emphasizing that an application is essential for knowledge to be considered worthwhile. To take a very simple example from everyday life, we value much less the successful pub quiz player who has acquired many facts than the wise builder whose barn remains standing through storm and tempest.

The accumulation of knowledge as facts or truths does indeed impress us but knowledge of building and materials, put to use with skill built up over years, gains our admiration. That will take us away from concentrating too long on the storing and reorganizing of facts, data or information as a substitute for knowledge working. Despite our unwillingness to give a definition we feel much like the blind man who could recognize an elephant from its parts.

There are aspects of knowledge which need describing and we will do that immediately after some extra information on the nature of knowledge. Knowledge It is important to realize that you can think you know something, yet be wrong. The belief that the earth is flat is neither true nor justified. The phenomena by which we judge this are in the world: Knowledge stretches out beyond the knower and brings in the world.

Many, including most information technologists, have adopted a position that knowledge is just a representation of the world, as though knowledge were a mental map by which we guide ourselves. Then knowledge management would be about storing and manipulating facts on paper or encoded in a powerful computer, with occasional forays into the world to apply the knowledge. While this view does have a hold on the IT knowledge management world, we must make it clear that we mean something different by knowledge. While the truth of our beliefs is not something we decide, neither is it a matter of mapping reality.

And the truth of our beliefs is tightly coupled to the justifications we have for holding them. This notion of justification is central. When knowers know something, they do so because they are held or declared to know according to standards of justification which lay outside their knowledge. The processes and standards by which this justification is achieved are grounded in social exchanges and embedded in social behaviour.

If we view knowledge as a social product this way, we can see why the notion of knowledge management makes sense. The essence of knowledge is embedded in social processes which can be enhanced so that individuals can get a better grasp of it. W a X W n Z So, and we cannot emphasize this enough, the way forward is through knowledge skills and their enhancement.

Derived from Johnson, Johnson and Funes, Knowing how and knowing that This is the most basic distinction to bear in mind. It is the difference between being able to excise a brain tumour and being able to give a lecture on special techniques of brain surgery to colleagues. It is not a matter of the complexity of the tasks, for both involve esoteric knowledge. The operation requires a high level of expertise. The description of the operation involves more than a simple recipe of the task to be done. There is an awful lot of neurology to understand as well. The distinction is not to be reduced to that between skills on the one hand and factual knowledge on the other, although these concepts do play a part.

It is easy to lose your knowhow through not practising your skills. For example, you might have become rusty at negotiating for resources but it would be relatively easy to update your knowledge of the current financial model of the company. They can be anything at all - riding a bike, making a meal, reading a book.

Against each give two scores out of ten reflecting your skill and your understanding. It is quite possible to be very good at something with very little understanding of it - you may be an excellent driver without the slightest ability to describe how a car works. Similarly you can be an armchair expert on music with no practical skill.

Y D 3 w 2 As a final part of the activity, think of a number of ways you might have to manage the knowledge you have. You might have to transfer it to someone else, or to make use of it in a different context, or combine two bits of knowledge to come up with a third. See if there is any relation between your scores and the ease with which you can manage that knowledge. There is no right or wrong answer, but the outcome is useful background when it comes to improving your personal knowledge skills.

Tacit and analytic knowledge This distinction can sound rather similar to the previous one. Tacit knowledge is knowledge that is inherently indescribable. All those familiar things that we cannot explain in normal words. Some examples are obvious: While some are better than others at using language and metaphor to put across such ideas, the descriptions lack the explicitness of analytic descriptions of other concepts.

Contrast a description of the new financial model with a description of that moment when you knew you had succeeded in getting your budget approved against all the odds. Tacit knowledge cannot be made explicit using rules or concept maps or other analytic descriptions. Unfortunately, much that is interesting has this quality. Many skills exercised by the expert plumber, martial arts expert or manager have an indefinable quality which we recognize but which the expert takes for granted.

These great skills were traditionally passed on to the next generation through some form of apprenticeship, usually involving much practice and learning from the great and good, yet the skill or knowledge never appears in a training manual. Tacit knowledge can seem like a holy grail, always desired but never quite captured.

There is no doubt that experts know more than novices but it is the refining and polishing of that knowledge through experience which turns them into experts. They do not just amass more and more knowledge. Their strength comes from knowing when to apply that knowledge and, just as significantly, when not to act. They know how to recover from mistakes without losing too much ground. They know the shortcuts and when to invoke them. W a X W n z a Notice at this point we make no distinction between physical and intellectual tasks. Of course an expert jewellery maker and an expert negotiator are doing very different things, but their expertise can still be seen as using knowledge and skills in particular contexts: Each has lots of tacit knowledge largely to do with applying skills.

Each has lots of explicit knowledge, about physical properties of metals or about group dynamics and finance. However, if you really want to know about jewellery-makingor negotiation you have to try and capture the expertise. This means thinking in terms of the context in which the knowledge exists. To put it really simply, in order to acquire usable knowledge, you need to understand the range of tasks done by the expert involved and what part various bits of knowledge play during execution of the task.

The purpose of this exercise is to help you understand what kind of knowledge is needed to perform routine tasks in your company. You have to plan for the impact of joining the European Monetary Union on your company, which supplies high-quality ceramics worldwide.

Ideally you can ask your staff to brief you with a report: Y v7 3 w z Then you can make a decision based on the predigested information. But even in this well-ordered world there will be a nagging doubt that some issue or detail which would have changed the picture might have been omitted. So you ask an assistant to give you some of the background knowledge which informed the report, You already know there are two trends that will directly influence your day-to-day trading: You ask the assistant to list all the tasks in the company which will be directly affected by the two trends, then to list the facts needed task by task.

Production of tap linings for domestic cold water supply We need to know: Tap linings - domestic supply Requirements: But even with this simplistic table you can appreciate how much effort will be required to gather the information. Spend five minutes constructing a table for another task on the list Task Maintaining catalogues of products We need to know. In the real world, once you have a map of the dimensions of the problem, you can determine whether such factual information is actually available, can be coaxed out of the company database or needs to be created for your purpose.

This will suggest a plan for finding out the facts and will involve you in finding out more about the work practices and procedures which make up your tasks. The list of things to know or find out could be endless. Discipline your search by thinking about what level of explanation you need give at your proposal meeting. You need to have just a little bit more depth than you will present. This will save you from the deep embarrassment of revealing your limited understanding of economic and financial modelling in front of the accountants on the board.

And what do they do all day? They work at a knowledge level, applying knowledge to experience to make things happen - and along the way, acquiring more knowledge.

What is Kobo Super Points?

Here we can highlight some of their more rarefied skills. We agree with Nonaka 1 that knowledge workers make tacit things more explicit. They may attempt to turn tacit knowledge into analytic explicit knowledge, but are doomed to fail in such alchemy. However, along the way, they can be instrumental in creating an enquiring and sharing culture in the organization. They can make some things more explicit by producing a rational representation of tasks and concepts, avoiding the tendency to rework problems already solved.

They can capture some know-how, and describe it so that it can be disseminated more easily, preventing the worst excesses of corporate amnesia. They can make it practical to offload the dreary parts of making something happen to an automaton. Becoming an expert A clear and simple description of how we become experts is provided by Dreyfus and Dreyfus The following is a slightly simplified version.

W a X W The novice n 2 a The beginner learns to apply rules based on the obvious features of the situation. These rules are generally applied by rote. So a novice negotiator knows a lot of phrases with which to start a meeting, but may ignore subtle signals to get on with the meat of the discussion. He or she does not have the skill W a n W to move smoothly into the next stage. Without a good sense of the variety of attitudes and practices in meetings he or she acts without much reflection and if challenged will claim to be following a well-known rule of conversation.

The novice correctly follows the rule, but does not understand the context in which that rule can be appropriately applied. Advanced beginner After lots of experience the novice learns when and when not to apply the rules. The advanced beginner develops an ear for situations indicating when they should curtail pleasantries or shut up completely. The advanced beginner uses more clues, and follows more complex rules.

The advanced beginner learns from personal experience. Competent performer This is the stage where the complexity of the clues and the rules has overwhelmed performance: Now the competent performer, for sake of sanity, must employ some organizing principle. Perhaps he or she defines a goal and proceeds accordingly. They may plan on the basis of a small set of salient factors. They may categorize the situation as one of several types with achievable outcomes. So our competent negotiator can prepare well, identifying a hierarchy of desirable outcomes.

The competent performer recognizes the difference between ritual social behaviour and spontaneous, and can react appropriately.

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This is the level at which many of us stick. The proficient know their task but may appear to have an idiosyncratic approach which works. It is suggested that the influence of experience is at its highest now. Recent events exert a strong pull. But he or she is still an avid rule-follower. So the proficient performer will consciously apply rules in an analytic way. Our negotiator will appear very skilled and will be proud of that skill. The expert appears not to deliberate over decisions, he or she simply makes them.

The whole action appears fluent and coherent, unencumbered with plans or problem-solving. As with our natural skills of walking and talking we do not need to think about them in order to do them.

In fact, reflecting on our expert performance tends to degrade it initially. But an expert does reflect critically on performance and intuitions. This is characteristic of experts. When something untoward happens they may react instinctively or may stop and think over a particularly important decision.

It is easy to see this process in action with the skills of physical activity, reading and writing or musicianship. We tend to believe in the superior cognitive abilities of a mathematical genius. It is harder to recognize it in intellectual skills in the workplace. We often see the successful outcomes and may have an indefinable sense of having witnessed high levels of expertise, but the business expert does not seem to stand still long enough to be afforded full recognition.

What do the different stages of becoming an expert mean to you?

Why the CIO must become the Chameleon In Chief

You need to be aware of how to maintain your expertise. For career development, an audit of your level of expertise would help you target realistically. Could you reword it to fit what you now think? Your concept of knowledge is liable to change as you work through this book. The knowledge management process: Because it is seen as an asset, it has also been seen as a concern for senior management. Indeed, as a strategic asset, knowledge is a core management responsibility. In an increasingly complex, fluid world, it is pointless to rely on simple rules, re-creating past experience.

There is a need for living knowledge, which takes in the current actions of competitors and partners. This enables managers to take intuitive leaps, based on experience but not constrained by it. We define knowledge management as the systematic and active development of ways to create, use, learn and share knowledge for a strategic purpose. The knowledge management life cycle Woodward 1 characterizes knowledge engineering activity as having three phases. This cycle is adapted from general engineering design for the specialist design of software to support knowledge working. We can borrow and adapt it for our purposes, to gain clarity about what knowledge working should involve.

In key words we could represent these phases as: In the first phase the decisions are made about the scope of our knowledge requirements, for example choosing whether to look at the marketing of the new product or at ways of networking. Phase two is the detailed and iterative process of acquiring the knowledge, starting with identifying who holds the knowledge in the organization. This phase includes the design of any support systems required.

In the third phase we go live by involving the relevant members of the organization. Processes involved It is helpful to look at the processes involved as part of a knowledge management exercise. This is a phase one activity, setting up expectations and establishing needs and commitment to the initiative. Most knowledge management initiatives will suffer from the usual amount of scepticism. Perhaps most damaging will be the nagging doubt that this is a ploy to deskill or reduce the size of the workforce. The advent of expert systems, claiming to represent expertise, raises significant concern.

Perhaps the antidote is to mention that software systems rarely put anyone out of a job but create many in the servicing of the resulting data processing activity in companies. This is a phase two activity and is the most difficult. To perform it effectively, the knowledge worker needs to tap into the knowledge of experts.

This is not trivial, but techniques have been developed to make it more practical; these are covered in Chapter 3. This activity permeates the whole cycle, but is most intense in phase two. This is the activity which the knowledge management software vendors would have you believe constitutes the entirety of knowledge management.

This occurs early in phase three of the cycle. If the approach taken in phase two was highly dependent on information technology, this activity will also tend to make heavy use of it. The sharing and transferring will be couched in terms like accessing and interacting with an electronic h o w l edge library. This, of course, is the whole point of the exercise; that the knowledge is reapplied in another context. It is unlikely the organization will arrive at this point without the support of information technology, but the instrument of change is not the technology itself.

It is the point at which skills and expertise in knowledge management and the innovative ability of the individual come to the fore again. Imagine that your company is to be split in two: In fact, consider the smallest unit of your company where this is practical to make the exercise speedy. In this fantasy land you may ignore the reality of financial imperatives! But how to start? You have two types of resource: The temptation is to start by detailing the knowledge of handy experts, hoping that the accumulation of the descriptions of their expertise will give you a handle on the knowledge assets of the company.

Save that for phase two. A list of personnel grades or job descriptions will do as a starter set of categories of personnel. Resist the temptation to list what the individuals might know, instead concentrate on how they operate. For each category of personnel, list: Where do these workers obtain the seal of approval for their knowledge the quality assurance process, their qualifications - the knowledge standard for justification.

For example, many an engineering company is also excellent at project management. You should now have enough information to make a plausible, if rather lightweight, argument for splitting the company on grounds of expertise. Summary 0 0 0 0 0 0 Knowledge is more than just a map of concepts. Useful concepts for characterizing knowledge are: Expertise is knowledge applied in context and this is the greatest asset. Knowledge working is the application of current knowledge to generate more knowledge in a given context. Expertise has several stages as characterized by Dreyfus and Dreyfus.

The knowledge management process is made up of several subprocesses: Learning review Some questions to help you review your learning from this chapter might include: In this chapter we will concentrate on simple techniques for gathering knowledge from human sources. Many of the approaches in this chapter and the next will also serve you well when extracting knowledge from written sources, but the human source is the most difficult and the most rewarding.

We are going to assume that there is an area or topic of which you are largely ignorant and that you have a purpose for the knowledge you will acquire. These are all examples where your first inclination would be to ask someone to explain. When you are doing this you are exploiting your language ability in a conversational setting. You are already an expert at talking, so why do you need to self-consciously consider these well-honed skills? Because normal conversation is rarely knowledge-bearing in the explicit way you want it to be here.

To get a better understanding of how conversation is used we need to explore some of its social aspects. Conversations have structure and rules which we acknowledge unconsciously and invoke effortlessly. For example, there is the issue of turn-taking: You have seen the office bore ignoring turn-taking and knowingly exploiting the social convention that ending a conversation has to be by mutual consent, which he or she will not give. These and many other well-learned conversational skills are already in your repertoire, but unreflective application could lead you into danger.

If, intent on securing the knowledge, you do not allow for the normal niceties of human communication you will leave your source feeling used and exhausted. K 2 3 3 w 2 Talking to people purposefully There is a huge literature on interviewing subjects in experiments or surveys. Much of what concerns those researchers is the rigour and scientific integrity of the data they collect. Luckily we are spared such attention to procedure, for a little interviewer bias will do no real harm. But if you have any doubt about your impact as an interviewer, arrange to be videotaped in conversation.

Nothing will give you so much insight into your personal foibles and characteristic body language. If you do not like what you see, then learn to adopt a less vivid persona - just for interviews. But some awareness of the range of styles of interviewing available to you is helpful. An armchair activity follows. Look out for programmes with interviews. For about ten minutes tally the types of questions asked as: Then spend ten minutes watching how the interviewer, using language or other signals: If you tape the interview, watch the opening and closing sequence and see if you can spot the techniques used to move into and eventually out of the main body of the interview: It is well worth seeking out an opportunity to watch a child being interviewed.

Children are particularly skilled at giving a line of response that they believe is being requested, so this is a good place to watch for interviewers giving clues unwittingly. Having tried Activity 3. We will start by looking at the sort of questions you should use, but first there are two tips to bear in mind whenever interviewing: Identifying your questions 3 w z Blithely, we said that you should be very clear about the issues and questions you wish to explore. But, we hear you mutter, if I knew the issues I would already have the knowledge and would not need to ask. It is never that simple.

All you will have at the beginning is an idea of the eventual destination for the knowledge you will seek. The easiest way to start is to list some of the issues you wish to explore, but express those issues in question format. Tony, sole proprietor of Tacky Toys Ltd. Bill must quickly demonstrate his ability to understand Tacky Toys. He knows he must provide a thorough analysis of the company with some recommendations that Tony has already thought of and a few surprises.

So he wants answers to questions like: How many staff are involved in distribution? What is this business for? Who are its customers? What are the forces for political or social reform which will influence the business? Is there a cycle of activity in this business? What local forces affect the annual cycle? How can the employees work better?

But Bill needs straight answers to all of these and more. Asking these questions directly will stimulate answers, but their usefulness and straightness will vary. If you doubt this, ask a few colleagues to try answering the first question about your own business without looking up the company mission statement. The answers will differ in tone, content and level of interpretation.

So will it be with all questions that require anything other than a yesho answer. Unlike many participants in normal conversation, you really are interested in the answers. You need to think about the kind of answer you will get even though you may have no idea of its content. In your analysis it should soon become obvious that there is no one-to-one relationship between questions and answers. You could economize on effort by using one cleverly designed question to bring out several levels of answer, data, process and values for example.

To make the best of the interview you will need to develop the skill of handling the variety of answers without visibly losing the thread of the discussion. Here we have suggested that you start developing this skill through thinking about the range of answers you might get to an incomplete, naive list of questions. Then you can allow this exploratory process to guide you in sorting out a coherent list of initial questions.

You can continue to deepen this skill when we explore the skills of knowing in Chapter 6. A coherent and complete set of questions 4 We cannot do this for you as the coherence will be specific to your area and heavily influenced by the purpose for your knowledge. However, we can offer some guidelines: Your initial questions will have to be rather general, but not vague.

Questions on detail will follow naturally. You will not be open to new topics or issues being suggested by your informant unless you reflect upon what has been communicated. It is surprising how often the informant makes quite strong suggestions of items of importance which the interviewer appears to ignore. Unless you listen to the talk or reflect long and hard on the notes taken you too will miss those ideas that would never have occurred to you. A useful question structure after Spradley, James Spradley offers a comprehensive list of questions, and much advice, for anthropological research.

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