How escalating lessons can help burst knowledge bubbles

Any lesson learning system requires a method for escalating lessons. However escalated lessons may need to break through “knowledge bubbles”. How do we reconcile these two issues? Rainbow bubble by Lena on Flickr As we have often argued on this blog, the purpose of lesson learning is to drive change

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Shared by Nick Milton November 11, 2020

3 ways to estimate the value of lessons learned

Many organisations attempt to assign value to lessons in a lessons management system, and there are three ways you can do this.  A screen sub-panel from the lessons management hubshowing value assigned to lessons Assigning value to lesson-learning has three main advantages; It reassures the people using the system that

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Shared by Nick Milton June 24, 2020

How to learn like an ant

Social and organisational learning is so easy that even ants can do it, and we can learn from the principles they apply. Leafcutter ant trail by Jasper Nance on flickr If you look at an ant trail from the nest to a source of food, it is pretty direct. The food

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Shared by Nick Milton June 4, 2020

6 benefits of reflective team learning

I was reflecting recently after a major lessons capture exercise from a multi-million Euro project of the benefits of this sort of reflective team learning.  It struck me that there are actually 6 areas of benefit from this practice. Team reflection, by Loren Kernson Flickr Firstly, the team members learn themselves,

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Shared by Nick Milton June 2, 2020

KM and Hansei, where "no problem" becomes a problem

Effective learning within an organisation requires consistent and rigorous self-analysis, in order to pick up learning points and points of improvement. In Japan, this process is known as Hansei. Hansei, by Jim O’Neil, on Flickr Although alien to many in the west, Hansei is an important part of the Japanese

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Shared by Nick Milton March 4, 2020

Why a no-blame culture needs no-blame processes

We hear a lot about the importance of a “no-blame culture” in Lesson-learning, but a no-blame culture won’t work unless you have no-blame processes as well.  Image from wikimedia commons Learning lessons in an organisation requires a culture of openness, so that people are willing to explore honestly and openly

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Shared by Nick Milton February 14, 2020

Why "Knowledge for action" is better than "knowledge for storage"

Knowledge has to lead to action in order to add value.  call to action by Sean MacEntee on Flickr As the blogger Bill Wilson says (in the context of root cause analysis) “Learning without action is mere mental trickery, while action without learning is simply useless physical exercise”.  If knowledge management is to

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Shared by Nick Milton December 18, 2019

Why you should never leave your lessons in the project report

Probably the worst place to store project lessons is to leave them in the End of Project Report. Tombstone created using http://tombgen.appspot.com/ I know this is still the default approach for many project organisations, and 19% organisations who run KM programs still use this approach (according to our KM survey). However

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Shared by Nick Milton November 27, 2019

Lesson learning at NASA – video

From the AFAC lesson management forum last week, this video below from David Oberhettinger, NASA’s Jet Propulsion Lab, talking about lesson learning in their human and robotic space exploration program David makes some interesting points, such as the need to dedicate individuals for lessons capture (although NASA allows engineers to

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Shared by Nick Milton August 14, 2019