Getting help with knowledge creation

I am frequently asked for (or I seek) feedback on created knowledge with friends and colleagues. Thinking more about the Knowledge Creation phases of Develop Knowledge and Produce Knowledge described in recent blogs, what kind of contribution is sought and needed?

Scenario 1:  CV writing

My friend Mary needed to update her CV. She knew it didn’t contain the words, content or structure that she thought it should have to be effective and get her a new job. She was stuck on what changes to make. She asked me to look at her CV and suggest changes to the document.

Was my contribution sought in Develop or Produce Knowledge phase?

Answer: Produce Knowledge phase.

The help I believe she really needed was in the Develop Knowledge phase. She didn’t know what she wanted to say about herself; forget what words we’d use on the page! It was not the best use of our time or efforts to sit with the MS Word document and edit it.

She is, of course, the source of much of the knowledge (history of her work experience, her description of her skill, and her aspirations for the future, etc.) that could be communicated through the CV but it was raw knowledge, half-baked and forming. She was having trouble getting it out of her head and making sense of it before we could shape it into words that could be used to help her get a new job. Words that might make it into the CV, but also to her LinkedIn profile; what she would say in a cover letter; or at the interview; or in general conversation with people about the work she was seeking.

Scenario 2: Proposal development

Charles was a post-grad student who wanted to become a consultant. I was his business mentor and we had started a journey because he had a good idea for a strategy piece of work for potential clients. I was going to help him find his first client to get himself work experience. He had drafted a Business Proposal for a piece of work with a potential client and asked for my feedback to finalise it.

Was my contribution sought in Develop or Produce Knowledge phase?

Answer: Produce Knowledge phase.

The help I believe he really needed was in the Develop Knowledge Phase. Never having been a consultant before, he had been struggling to keep the content of the Strategy he would produce, out of a Proposal to be engaged to produce the Strategy.

He had lots he wanted to say, and he wanted to show he knew lots of useful stuff but it was not relevant to product nor purpose of the Business *Proposal*. The content may be relevant to later activity, perhaps for an analysis or report.

I chose to treat his draft as a Developed document. I didn’t think the content was fundamentally right, so I focused on the ideas for (re)Development and ignored doing any Producing critique.

Scenario 3: Memorandum of Understanding collaboration

I was asked by the CEO to prepare a Memorandum of Understanding (MoU) between our organisation and an external organisation, as a pre-Joint Venture document. Having never written one like this before, I asked the company lawyer for guidance. He provided a couple of templates, plus an example of a finished one. I took the finished one and deleted text that wasn’t relevant, and inserted rough notes for additional content. This was really rough – and not in legalese which he said he would fix once we got input from the other organisation about what they wanted in the Memo.

I sent the document with a mix of rough and finished text to external organisation, with the intent of being collaborative and simply putting in indicative text to get a collective sense of what the content of the document needed to be. I did this purposefully as I wanted them to have a sense that they were equally contributing to the nature of the content. (Side note: There is an argument that the Lower the Fidelity of a piece of work, the more others will take ownership, plus be prepared to revise and delete aspects rather than simply refine what is there, particularly when deleting is more valid than compromising.)

Was I asking them to contribute in Develop or Produce phases?

Answer: Develop Knowledge phase.

I was seeking feedback on a Developed document. However the external organization gave it to their legal counsel who treated it like Producing phase. They refined all my rough notes into legalese and added their own polished content. While they acted graciously, I sensed judgement that we hadn’t been ‘serious’ in the quality of the content we sent. It was clear we were operating with different intent in the review process. I wondered what kind of quality of collaboration we might have had if we both had a sense of different phases in the knowledge creation process.

The Emerging Role of Synthesiser

As I reflect on these experiences, I see the potential of a role and skill set for people who can bridge the gap between the Develop and Produce phases. Someone who can take half-baked content and shape it into a workable draft. A Synthesiser: A mix of a ghost-writer, investigator, interviewer, critic, editor.

Here’s my wish list of the skills and qualities of a Synthesiser:

  • Listening and asking questions
  • Reading
  • Thinking critically
  • Collecting the fragments
  • Processing
  • Digesting, musing and reflecting
  • Validating – with others; against a brief
  • Structuring thoughts; writing outlines
  • Researching for extra details
  • Organising, sorting and ordering
  • Connecting and linking
  • Presenting in synthesised organised form(s)
  • Having, using, and understanding a notation system that differentiates editorial review vs. content review.
  • Abducting – thinking about what is possible and may not be naturally indicated by the existing thought provided

In the three scenarios outlined above, the role of a Synthesiser would have helped shape all the pieces of content, such that they could be ready for the Produce phase. A Synthesiser could have bridged the gap between Develop and Produce phases by asking questions to elicit fresh thought, thinking critically, digest and ultimately offering a structured response to elevate the initial piece of work into something better and richer.

Learnings from reflection

When I am asked to review material now, I have a quick scoping conversation to gauge and set expectations about the nature of my contribution. I seek to best serve the person requesting help, so the framework of the two phases of knowledge creation is a useful reference for both to use to reach a mutually satisfying agreement.

 

Helen Palmer is Founder of RHX Group, a boutique agency that partners with people who want to make change in how they work with information and knowledge.  She thinks critically about knowledge work, and how to ensure knowledge isn’t wasted. She revels in making small changes that disrupt the way people think and what they do.

Play toy and hobby illustrates knowledge work

My husband has found a new love: nanoblocks It started out innocently – a single package to entertain a young guest. A few single packets later, he requested the ‘free build’ multipacks for his birthday. Loving spouse that I am, I acquiesced not aware of his emerging passion. Now there are custom patterns, stacks of boxes of block pieces, a shelf full of completed objects and entering competitions.

NanoblockDogs

Breed of Dogs, custom creations by Robert Heslan

What does this have to do with knowledge work? There’s a great parallel!

Inspiration for knowledge work analogy

There are two broad groups of nanoblockers: Those who get the model packs with a pattern and follow the instructions to create an artefact; and those who come up with their own creations without following a documented pattern, producing a facsimile of something in the world or a unique creation from their imagination.

This is a great analogy for differentiating knowledge workers from people who work with knowledge. Knowledge workers are a special class of workers. They can go beyond following the documented pattern or knowledge of others and create new knowledge.

All workers may produce knowledge artefacts, i.e. a report, a presentation, a completed form, a completed process. However, knowledge workers produce artefacts with new knowledge. They actively grow and cultivate knowledge that becomes the valuable content in the artefacts.  The ‘newness’ may be insights, advice or recommendations, a method or a narrative.

The knowledge work of nanoblocks

Beyond using and crafting nanoblock creations, Husband has also got into ancillary knowledge creation activities: he’s joined a Community of Practice; he’s created new tools to assist his actions; and he’s sharing his new knowledge actively and regularly with others.

His passion spilled over first into making a Facebook page to show off his creations (check it out!): creations where he followed someone else’s pattern, and those he composed himself.  Likeminded people found him, and he found others so he joined with them in an online Community of other nanoblockers. In this community, he found himself actively involved in a robust discussion about the credit and recognition of knowledge work (aka IP). Without knowing him personally, you won’t appreciate how extraordinary that is – he’d be a hermit if he had his way!

To be able to share his knowledge creation work with the community, he found he needed a way to capture the knowledge in his head to mobilise and make it definitive for someone else to apply. First he took photographs of each stage of building an object (layer by layer).

But he found it difficult to show useful orientations for someone else to understand what to do and thus copy the build.  He wanted to present his knowledge in images not text; so people could look at images and copy them rather than read written instructions – which would have been very difficult to compose. So he investigated tools for visual creation, like CAD (computer aided design). He found a LEGO® specific one but not one for nanoblocks. And as nanoblocks have a different connection mechanism – the LEGO one just wouldn’t do. He spent the winter of 2014 painstakingly measuring and creating blocks in CAD to get a set of 33 blocks/images.  As a result he could create the set of pattern instructions in colour and multiple orientations very easily. And then he wrote about this process (including graphics) and shared that knowledge!

(For true knowledge workers, it’s not uncommon to creation new tools and methods to represent or curate the new knowledge being created. There is a double level of activity going on: doing the work, plus reflecting on and improving how to do the work.)

When he shared these pattern instructions with the community – they immediately saw the potential of using the images of individual blocks to develop a database/register of blocks.  In the database, meta-data could be captured for each block and enable a consistent reference to blocks, particularly when people were seeking special blocks to solve a particular build or design problem.

It’s an example of two Knowledge Creation phases

His approach to designing new nanoblock objects follows the Develop and Produce phase that I’ve written about in previous blog posts.

In the Develop Phase … He looked about in world for objects he wanted to copy or represent. He checked if a nanoblock pattern existed – often there wasn’t one suitable. So he chose to come up with his own design.  He would get his set of nanoblock containers out and see what shapes he had to play with. He would gather a likely volume of certain shapes he might need and start building.  Following a highly iterative process he gradually figure out the final size, colour, granularity of shape in detail with the blocks, and working components. Yep, these aren’t static objects; he’d graduated to creations with moving parts, e.g. Melbourne Southern Star Ferris wheel.  (His first pattern was an Eskimo dog – in different variations that became a family of adult and puppy dogs.)

At first knowledge creation was in his head and in the prototype the he produced so the idea could be refined, then tested/valued by others. Next he utilised photography to capture knowledge of the final version and the build stages, evolving quickly to using the CAD patterns … completing the Produce phase.

 The evolution

Now he rarely buys a ‘packet’ for a singular object unless it has a unique block or set of colours he can use to solve a design problem in his own creations. What started out as simply applying someone else’s knowledge, has turned into a knowledge production factory.

Recently the love affair went to a whole new level.  He’s written and published a story about how he got into nanoblocks. A complete stranger asked him to do this, and he agreed.  This from the man who says it’s a lot of work to put a few sentences into my birthday cards!

He’s entered some of his creations into competitions sponsored by the nanoblock toy production company. A very astute business decision by them to tap into the cognitive surplus of the nanoblock hobby world and get product ideas for low cost.

I wonder if there is such a thing as a nanoblock widow? At least I got great content to write this blog post. 😉

 

Helen Palmer is Founder of RHX Group, a boutique agency that partners with people who want to make change in how they work with information and knowledge.  She thinks critically about knowledge work, and how to ensure knowledge isnt wasted. She revels in making small changes that disrupt the way people think and what they do.

Two knowledge creation phases: Develop knowledge & Produce knowledge (Part 2)

In Part 1 of a two-part blog, I explained two separate but related phases in Knowledge Creation: Develop, where raw ideas are created as malleable knowledge elements; and Produce, where the knowledge is refined into polished deliverables to be valued and used by others.  In this blog, I go deeper into what my personal knowledge creation practice looks like in these two phases.

Develop Phase – what happens!

I observe and note things that capture my attention. I read or listen to inspired or intelligent people and think about what they are sharing. I talk with others in stimulating conversation. I sit with pen and paper and write what comes to me – a stream of consciousness. I reflect, and mix and merge form new thoughts and ideas. In this phase, much of my knowledge creation work is internal within me.  And while some of the thought is encoded in my notes, the bulk of the knowledge is not yet available or accessible by others. It is knowledge in tacit and implicit forms. Only when I start to encode my thoughts into symbols, or form them into concepts or models, can they can be tentatively explored in interaction with others.

Time spent in the Develop phase can be long – and that’s okay. It’s about quality, not speed. I like for my ideas to marinate and be iteratively explored. Albert Einstein had a analogous view about proportions of time in problem-solving: “If I had an hour to solve a problem, I’d spend 55 minutes thinking about the problem and five minutes thinking about solutions.”

Practices I follow in the Develop phase :

  • Be as free-form and raw as possible when documenting the emerging knowledge. Use rough forms to capture ideas: sticky notes; phrases (not sentences); and bullet points (not prose).
  • Outline ideas to frame emerging thoughts. If a template artefact is involved, I extract the outline decoupling it from its format and prescribed order. (Once knowledge is structured in a working outline, it can be more readily considered for various production formats.)
  • Use modular or elemental form. Having ‘parts’ allows reorganising and trying different connections and couplings. (It’s like what my aunt does when she’s quilting. She prepares her fabrics and squares so she can play with them to explore possible quilts products, all without having to stitch it together.) Such flexibility means I can test combinations for different situations or formats.  And with the non-diminishing characteristic of knowledge, from one batch of developed content, multiple products are possible!
  • Keep the content as raw as possible. The more finished the content is, the more difficult it is to cull or reorganised. It’s an emotional barrier rather than a functional barrier because of the perceived loss of effort invested in word smithing, polishing and refining. This refinement also tends to ‘fix’ the content making it harder to be repurposed or re-used. I remind myself I have permission in the Develop phase to stay loose, and be messy!
  • Seek old products (my own or others) to harvest for knowledge I can repurpose or reuse. I have to resist the temptation to Save As on finished products that I am re-purposing – I might unintentionally lock myself into a Production format too early or that is wrong fit.
  • Use non-production tools like MS OneNote, sticky notes and scrap recycled paper (it’s not clean and fresh on purpose) and pens/pencils. Learn more about how I use MS OneNote.  (I’ve got a colleague who’s working on a new tool for collaborative knowledge creation: TribalMind – it’s in beta so why not play with it and share your thoughts with the creator.)
  • Give myself permission to keep the knowledge close and not release it widely, if that’s what I feel comfortable with. Sometimes I have been accused of not sharing, of playing power games or being a perfectionist. I’m believe that knowledge in the Develop phase sometimes simply isn’t ready to be shared, and may not be sharable because it’s not yet in forms or symbols that others can access or read.
  • Set good expectations with collaborators about the kinds of input or ‘feedback’ that are acceptable in Develop phase (compared to Produce phase). Censorship or editorial judgement is not appropriate for Develop phase content. Appropriate treatment is critical thinking: Is this a good idea? Is there a better idea than what I’ve got? What knowledge is missing?

A challenge of the Develop phase is making some of the knowledge Mobile (across space and time) so others can collaborate. Mobile forms of knowledge start to take on the forms of particular genre, e.g. a blog, a report, a document. Then the knowledge starts to look like a Product or the thing that would come from the Produce phase. And things that look Product-like, attract Produce-like behaviour, e.g. a critique or proof reading.

Produce Phase – what happens!

In the Produce phase, I firm up the Developed thoughts for the purpose of making it of value to others. I turn words and images into finished product with an audience in mind and a defined purpose or context. These constraints filter which parts of raw and half-baked material will make it into a product that can exist apart from me. It becomes knowledge in an explicit form that can be readily accessed and used by others.

The time required to move through the Produce phase depends on the type and quantity of products – more than one product is possible for different audiences and purposes. Arguably, if the Develop phase was thorough, then Production can be quick. The Produce phase is about packaging the knowledge, and the quality of the package depends on the quality of its original content.

Practices I follow in Produce phase:

  • Use models about communication and learning styles to shape the nature and format of the finished product.
  • Get creative about the way I might package the knowledge. Check out some example’s to stimulate your thinking.
  • Use templates to quickly shift raw material to publication ready in the desired format. (For a workshop, I’d use a session plan.)
  • Test the draft product with the intended audience and their intended use/context. Use their critique to refine to a polished product.
  • Use production-specific tools and leverage their production-specific features. For example, word processer like MS Word and Styles, Table of Contents and Cross-referencing features; and Adobe Acrobat PDF creator which preserves hyperlinks and Table of Content/Outline features.
  • Engage a collaborator who writes in Plain English to rewrite raw content with a fresh perspective and a talent for simplification.

There are many examples of my Produced knowledge you can access and share, that were created to be of value for knowledge workers:

1. A tool to use in your day-to-day work: Making and applying an Activity-Time budget

This blog post is one Product that has come from creating this particular knowledge. There is also a Module in a Learning Programme and a stand-alone Workshop. And that knowledge creation is nested in a broader knowledge creation activity on the concept of ‘Practices for Effective and Productive Knowledge Workers’.

2. A concept to reset your mental paradigm about your and work: Self unLimited – A vocational adventure for the 21st century

This is a Product that has come from creating the ‘Self unLimited’ body of knowledge. [As at 2017  a Learning Program and a book have emerged. The journey over past five years has involved contexts that triggered thoughts about gaps or opportunities to redress with new developing content.]

Rubber Hits the Road

This blog you are reading now was written in two phases. The Develop phase started two years ago! I intentionally wrote some rough notes to start to capture and organise my thoughts. Then I shared the concept in conversation with different people. And as new insights or refined concepts occurred to me, I added to those notes. From time to time, I would re-read the notes. Then months passed as I waited to see if the tentative knowledge felt right, or a fresh realisation had emerged.

The Produce phase for this blog started two months ago and involved me and one other. In moving to Produce phase, I created headings and initially organised the content into a logical flow, dumping some parts altogether, and putting some parts aside for another blog (and its own Develop phase). Then I sent it to my friend who turned rough blocks of text into meaningful prose – simplifying meandering sentences and refining bullet points and phrases into polished succinct text as fit a ‘blog’ format. This friend was a ‘Synthesiser’ helping me with the Develop-phase-to-Produce-phase transition.  With a really excellent draft, I then played my final part as the author of the concept, to fine-tuning nuance and flow to arrive at a blog ready to publish.  And this is what you are now reading.

Phew! Knowledge creation work is hard work.

 

Helen Palmer is Principal Consultant at RHX Group. She thinks critically about knowledge work, and how to ensure knowledge isn’t wasted. She revels in making small changes that disrupt the way people think and what they do. With her colleagues at RHX Group, Helen helps teams get best value from their people and knowledge.

Two knowledge creation phases: Develop knowledge & Produce knowledge (Part 1)

In Knowledge Management, there are various lifecycles naming different stages in managing knowledge, like:
create > represent > share > utilise;
create > clarify > classify > communicate;
conceptualize > create > apply; and
create > share > retain.

See the common word? Create!

I’ve observed two different yet related phases within Knowledge Creation: I call them Develop and Produce. Appreciating the difference can help you collaborate more effectively with others; set more appropriate expectations with your clients or collaborators; and choose the best context and tools for doing knowledge creation work.

Part 1 of this two-part blog explains the idea of Develop and Produce knowledge phases. Part 2 shares practical examples of what I do and use in each of the two phases.

Characteristics of Two Knowledge Creation Phases

In Develop phase, the intent is to discover emergent ideas; formulate questions; and explore possibilities. In this phase, the knowledge creator is often internalising multiple sources of knowledge, then ‘gestating’ new knowledge. It can be difficult and may be unreasonable to have emotional distance and objectivity as the creator of knowledge during this phase.

In Produce phase, the intent is to refine and polish the knowledge to produce an output that can be used or experienced by others. In this phase, the knowledge creator externalises what they know (or are knowing), and applies contextual criteria to shape the knowledge into a product that fits a purpose and intended audience.

Here’s a table to compare and contrast the characteristics of the two phases.

Develop Phase Produce Phase
Partial form/unformed
Hunches
Half baked’
Questions
Unknown containers
Divergent
Creates value only for yourself or the internal team
Context agnostic
Discovery for serendipity
Emergent form and function
Undefined focus
Exploring
Rough
Ideation
Codified
Conclusions
Condensed, Crystallised
Answers
Constrained to container
Convergent
Creates value for others (external)
Contextual
Expression for accessibility
Defined form and function
Focused for an audience and purpose
Executing
Polished
Prototyping > Publishing

Develop Phase: Content without the pressure of form or style

In the Develop phase, it’s essential not to constrain knowledge creation activity by producing a draft of a final product. It’s best to decouple the emerging content from any potential style or form. Let the idea surface. Formatting comes later when making choices for the audience and the value you want them to gain.

In Steve Johnson’s video “Where good ideas come from“, he proposes that ideas are developed from slow hunches that take time to evolve and incubate, possibly even remaining dormant for several years. A great description of the Develop phase! Smaller hunches collide with other ideas and they potentially become breakthroughs. When this connectivity occurs, it offers new ways to involve other people who may have a ‘missing piece’ that will build or improve the original idea.

In the Develop phase, you might switch back and forth from a macro to micro perspective of the content. This allows for new ideas to emerge. You revisit where and how things connect together. You may find new ways to frame or connect things — without the pressure to sacrifice anything.  It’s an incubation, experimental period.  Anything goes!

Develop-phase content looks like scribbles, rough notes, good notes, drawings, collection of facts, bookmarked references or books, half-written paragraphs, outlines, disparate bullet points or lists. In Develop phase you are most likely to start with a blank page.

Produce Phase: Focus on generating value

In the Produce phase, the goal, as Seth Godin would put it, is “to ship”. Knowledge leaving the Develop phase can go out into the world to be used. This is the point where the knowledge acquires value. Value such as revenue; building or enhancing reputation; or enabling others to apply it in their context.

Produce-phase content looks like a blog, a book, a video, a workshop or course, a session plan for the workshop or course, a report, a video, a podcast, a presentation, a slide deck for a presentation.

If you start with a template or form, then you are already moving into the Produce phase; the context will be shaping the content. If you give something a name or title by which it is to be known, you are on the boundary or over the line into Produce phase. That’s analogous to giving a baby a name once it’s born or about to be born. (During the gestation of a baby, i.e. develop-phase, humans don’t tend to assign a name!)

The Produce phase transforms fuzzy knowledge into something is relevant to a person, purpose, place, or context. The context shapes the developed content.  As a produced piece of content, its now possible for the knowledge to be Mobile and Immutable (as John Seely Brown & Paul Duguid describe in their book “The Social Life of Information“, pp. 197-205).  Mobile because it’s now in a form that can stand apart from the knower, and circulate across people, time and space. Immutable because it’s been fixed into a form that can be relied upon to be consistent and re-usable.

Valuing the Develop Phase

Knowledge creation starts with the Develop phase. Often this is internal and invisible to others. Maybe that’s why it doesn’t get sufficient attention, or isn’t treated as having value in its own right. Content in the Develop phase may appear unordered, incomplete, nonsensical and tentative; and thus socially risky to show or involve others who may expect something more.

Once knowledge moves into the Produce phase, it’s much more difficult (and unlikely) to return to the Develop phase. Knowledge that becomes a Product tends to be resistant to being abandoned or destroyed, in favour of coming up with something fresh and better.

What does knowledge creation with the two phases look like?

The two phases of the knowledge creation activity are illustrated in the blog post, “Let others know – generating goodwill for your contacts“.

Iteration through phases

Knowledge creation may iterate through a series of Develop and Produce phases.

Image-D+P Phases Iterations

I wrote the blog post “Let others know – generating goodwill for your contacts” to test (and make visible) the theory. It was a Minimal Viable Product (MVP); a first release of the creation of ‘Develop-Produce Knowledge Phases’ knowledge during one of the iterations. And I expect more iterations as I find new Product opportunities (potential users with a need), or think of new or modified ideas to influence the raw in-development content.
Well, that’s the concept! Read Part 2 to see how I apply this.

 

Helen Palmer is Principal Consultant at RHX Group. She thinks critically about knowledge work, and how to ensure knowledge isn’t wasted. She revels in making small changes that disrupt the way people think and what they do. With her colleagues at RHX Group, Helen helps teams get best value from their people and knowledge.

Exposing the design behind a new-style resume

Late in 2013, guest author to this blog Christoph Hewlett shared his thoughts on using a knowledge product I created: a new style resume.

In response to requests for insights about the WHAT and WHY of the resume design, I provide the following details.

The basic design

Resume is four pages; no more, no less.
Each page has specific content:
Page 1 – Contact details, Description, List of Key Skills or capabilities
Page 2 – Portfolio: List of selected items of work experience
Page 3 – Testimonials: Excerpts of recommendations that relate to the Portfolio items
Page 4 – Qualifications: list of selected items; Work history: Job Title, Organisation, Dates for all your working life

The order of the content

There is a logic in why the content is laid out in a particular order.

Page 1 is the page likely to get the most attention from your reader. Therefore it needs the most important information: how to get in contact with you; what to remember about you (you description should be memorable!); and the set of capabilities that make you useful and desirable.

Page 2 is a tailored list of things you have done, that show what you are capable of and which show you in your best light. This content differs than normal work history in a number of ways:
* You can include small items, e.g. An interesting blog post you wrote; a powerful introduction you facilitated; as well as large items, e.g. A project you managed.
* You can include old items, i.e. something you did 20 years ago, as well as recent items. Traditional resumes tend to drop off content that is not recent, i.e. last 5 years. This hides the fact that you have more experience that could be relevant or transferable than what you’ve done in the past 5 years.
* You can include extracurricular items that doesn’t have any place to go in the traditional resume because they aren’t related to a job, e.g. Social media activity; leadership in a professional association; or volunteer role.
* You can be specific and concrete, and mix activity with achievement or purpose – thus give more interesting and relevant information:
Compare “Managed large projects” with “Managed the ABC Project with $500K budget and team of 20 people, delivering on time and within budget.”
Compare “Made a blog” with “Designed, built and maintained professional blog with insights and inspiration for people  leading knowledge workers or doing knowledge work (https://rhxthinking.wordpress.com)”

Page 3 is content that provides ‘social proof’ about your experience and talents.
Some of the good things  said about you in the past, are still useful to your story even when you’ve lost contact with the person or they are not available to be a verbal referee.

Don’t leave your reader waiting to talk to referees to learn what others think about you! Provide this knowledge as soon as you can for the most positive effect.

Page 4 is the facts that need to be evident and can be checked out if necessary. This is typically not the content that is going to sway somebody towards favourably considering you – however, it’s due diligence that this information is available. The work history is downgraded content – this means presenting information in an order, where what you are capable of, is more important than the job titles you have held in organisations.

Content for the pages

A. Reuse content you have
For this new style of resume, you can reuse content from your traditional resume for Pages 1 and 4.

For Page 1 content, make sure you include ways to contact you in writing and in voice. If you have quality online profiles (e.g. LinkedIn), you could include a hyperlink.

Consider including a quality photograph.

Have a description that is more akin to a bio (though write it in first-person) and includes a sense of where you’ve been, where you are and where you’re going.  For good advice, see article ‘Does your resume tell your story?’

Be memorable; be interesting.

For Page 4 content, include Qualifications or Certifications rather than listing courses you have been on. If you wish to promote the fact that you are continuing to learn – then add that content under the Skills section or a relevant item or two in the Portfolio section.

Keep the list relevant to the audience, so be prepared to adjust this content each time you use the resume. For example, your First Aid Certification is probably not so relevant if you are applying for a Leadership role.

B. Gather and Create content you need
For this new style of resume, you probably don’t have content ready to include on Page 2 and Page 3.

For Page 2 content look back over your work life; use your old resume as a prompter and compose a list (a looong list!) of work experience items. For examples of items, see a copy of one of my resumes (MS Word DOC).

Organise the items under headings that relate directly to the audience of your resume. Where your audience is a recruitment panel or HR personnel filtering applications in response to a job advert, use the headings from the Position Description.

Include hyperlinks to online examples, or reference material relating to the items.

I keep my lists of content on pages within a MS One Note notebook, in the right typeface and font size for me to simply cut-n-paste the items into the resume when it is being constructed. Here’s a screenshot of a page in the context of a notebook.

Screenshot of Portfolio List in OneNote

For Page 3 content you’ve got old content to reuse, and new content to get:
a) Look through old letters of Reference and review Recommendations that have been posted online; extract short excerpts that are relevant to reuse.  Don’t be afraid to cull words – though be sure to use conventions that show if you have edited someone else’s quote.

b) Ask people for Recommendations. Ask people from your past to provide relevant content. When you are finishing up a job or project, ask people to compose you a Recommendation.

To get better quality recommendations, read this blog post.

Whether it’s old or new content, all recommendations should support what you have chosen to include in the Portfolio section on page 2.

Supplementing the resume

Your resume is a marketing document for a target audience. It isn’t a record of all the details of your work history – keep that worthy information somewhere else. I use a MS OneNote notebook to store items for the Portfolio page and Testimonial page, as well as results from assessments I’ve done, bios I’ve written for myself, and reflections about work I’ve done. The image above gives you a taste of my collection.

Just one resume?

Above is the advice for a single resume. It is entirely possible that you have a suite of resumes, tailored to a different theme or focus.  I have 6 basic resumes: 5 follow the format above for the themes of Change Management, Enterprise Business Analysis, Learning & Development, Leadership, Information Management. The sixth resume is an Academic resume and conforms to expectations of the structure and content for Academia.

For each resume theme, I change the following:
The Description on Page 1
The order of the Skills on Page 1 (put the most relevant first)
The Portfolio headings and items on Page 2
The Testimonials on Page 3

My resumes get used as an Appendix in a Tender, as an Introduction to an Agent, and as an Application for a Vacant Position. For each of these situations I change the content to best address the anticipated needs of the audience.

 

If you are inspired to use this new design, let me know how it goes. Please share with me any ideas you have to extend and enhance the design.

 

Helen Palmer is Principal Consultant at RHX Group. She thinks critically about knowledge work, and how to ensure knowledge isn’t wasted. She revels in making small changes that disrupt the way people think and what they do.  With her colleagues at RHX Group, Helen helps teams make better use of their people and knowledge.

 

Let others know – generating goodwill for your contacts

Knowledge work is often associated with Social Capital, that is, a collection of trusted meaningful relationships. One way to build social capital is to publicly value a person for the difference they have made with their talent, knowledge and character. It’s more than simple gratitude; it’s letting others know about the value of a person. There is much evidence that we respond strongly and easily to the ‘social proof’ from a trusted source about the quality of another person and their offering.

I recently overheard this intriguing phrase about networking: “I collect good people”. Putting your thoughts into tangible words makes visible the quality of the relationships in your collection of ‘good people’.

The What and How

Digital networking tools like LinkedIn make it easy for you to publish a recommendation. The common hurdle is knowing What to write and How to write it. Here is an approach to deftly leap that hurdle.

Step 1: Decide on a focus or theme

If you have the opportunity, ask the person you are writing about to indicate to you what focus they would most value in a recommendation. For example, they may be a great Project Manager and that’s what you thought you would focus on; however, they would most value a Recommendation about their Leadership capability.

Step 2: Write answers to the following questions.

A.  What was the situation in which I experienced/engaged with PERSON-X?
B.  What did PERSON-X do to make a real difference?
C.  What was the result of what PERSON-X did? (What did I gain? What was the difference that was made?)
D. What do I really like about PERSON-X? (could be about style/approach, character, value, etc.)
E.   What would be my reason to recommend PERSON-X to others?

Step 3: Turn the answers into a short paragraph of prose.

a. Keep it short and smart
I choose to define a Recommendation as a very short piece of text (maximum 4-5 sentences; 80-100 words) that can be inserted into other documents. It is not a Reference Letter. It is succinct, targeted and typically only covers a small aspect of a person. A quality recommendation has depth rather than breadth.

b. Avoid writing the prose for your answers in the order of the questions.
For good advice about the order of what you say (i.e. the value of WHY before WHAT) listen to Simon Sinek talk about Golden Circles in his presentation at TEDx.
http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action

c. Make the sentences powerful and meaningful. Include adverbs and adjectives.
Here’s some samples.

WEAK = He gave good advice about what to do.
STRONG = He gave practical advice we could easily implement.

WEAK = She facilitated a workshop about X.
STRONG = She masterfully facilitated an enlightening workshop that shifted our thinking about X.

WEAK = He mentored me and now I see things differently.
STRONG = He mentored me sharing his expert knowledge and asking me challenging questions so I looked at things with a new perspective.

WEAK = She worked with our staff in many situations.
STRONG = She sensitively worked with different groups of staff adapting her communication style to best fit the situation.

WEAK = He always did good work.
STRONG = His work product was consistently of a high quality and his work style was professional.

d. Have a Thesaurus on hand; it helps to avoid reusing the same descriptive words.

Step 4: Share the recommendation (either publish online or send to person in a message)

Recommendations don’t have to be published in LinkedIn.
You might send the recommendation directly to the person with your permission for them to use the exact words (or a subset) in a cover letter, resume or selection criteria table, or in other promotional material.
You might send the recommendation in a message to a specific individual as part of making an introduction between two of your contacts.

Doing it for real

Here’s a real example, following Steps 2 and 3 above.

The Questions & Answers

A.  What was the situation in which I engaged with Emma?
Taking portrait photos for business use

B.  What did Emma do to make a real difference?
Listened to what we wanted and integrated that in her suggestions
Gave practical advice to prepare for the photos about location, timing of day, colours of clothes
Made us feel at ease during the shoot
Experimented with different poses

C.  What was the result of what Emma did?
High quality photos that we are proud to show
Ready-to-use images that have a relaxed professional vibe

D. What do I really like about Emma? (could be about style/approach, character, value, etc.)
Her relaxed nature in taking the shots
Her interesting ideas for different looks/poses

E.   What would be my reason to recommend Emma to others?
She provided an enjoyable experience to get great product
Great value for price

The Prose

 “Emma Smart artfully gave us an enjoyable experience as she took portrait photos for our business use. We are very proud to use the classy photos with a relaxed professional vibe. Such great photos are the result of a partnership with Emma in choosing location, time of day and poses plus her relaxed nature which put us at ease during the photo shoot.  It was an excellent investment to utilise Emma’s talent to get beautiful images.”
~ Helen Palmer, Director, RHX Group

Note: There are phrases in the prose that weren’t in the answers to the questions above. That’s a good thing! When writing the prose, I got additional inspiration about what to say and how to say it.

Get going

Don’t wait to be asked. Do it because you can.
Schedule 1 hour in the coming week to identify someone worthy and write them a recommendation.

 
Helen Palmer is Principal Consultant at RHX Group. She thinks critically about knowledge work, and how to ensure knowledge isn’t wasted. She revels in making small changes that disrupt the way people think and what they do.  With her colleagues at RHX Group, Helen helps teams make better use of their people and knowledge.

 

Creatively packaging knowledge

A common response to the risk of losing knowledge is to capture or document it.  This is a worthy activity. However, how often is what is captured or documented, actually read or used? One factor may be the format or medium used to present the knowledge. This blog presents some creative  ways you might package knowledge to make it appealing, and more importantly easy to digest and thus apply.

A selection

* Recipe metaphor

One expertise I have and use is in designing and leading the change process for an organisational change.  I like to employ creative ways of engaging with people in change to providing a meaningful experience while also addressing their wellbeing (physical, mental and emotional).  I redefined a ‘go-live preparation’ activity using the analogy of air travel.  In order to share the idea with other practitioners, I used the metaphor of a recipe to explain the essential elements and thus enable others to easily replicate and even adapt the idea for other contexts.

Sample ‘Fly away together – change activity’

* Game show presentation

When the opportunity arose to present a client case-study at a conference on ‘managing change (as a designed user experience)’ , I gave the conference participants their own user experience with a game-show format. I packaged the knowledge of the case study into 12 mini packages (1 slide, 3-4 min of talking points) that become elements of the game-show. The audience chose from the 12 about the aspects of the case study they were most interested in.

Sample ‘Managing change as a designed user experience’ [45 min audio with video of the slide deck]

* Graphical resume with timeline

Somebody has already down the work of curating a small collection of resumes to inspire doing things differently. A key idea is turning your chronological work history into a graphical timeline.

Samples ‘7 Cool Resumes Found on Pinterest’

* Graphical rich report of survey results

Kea New Zealand exists to connect ‘talented Kiwis and Friends of New Zealand’ around the world. (I’m a Kiwi!) One of their activities is to survey expatriates to understand their choices about living away from NZ and engaging with NZ from a distance.  The 2013 report of this survey is visually rich in graphics, colour and icons. How more compelling is this to read and understand than pages of prose, plain tables and bullet points?

Sample ‘Kea Every Kiwi Counts 2013 Report’

* Advice about better practice in an infographic

There are often arguments that if you want to motivate people to change their behaviour you need to offer social proof; or use facts and figures; or use colourful images. Here is an example combining all of these.

Sample ‘Taking Breaks at Work’

Other advice includes provide a compelling narrative (aka story); or a large dose of humour that might trigger awareness of a reality we haven’t been prepared to face – we are laughing at ourselves!

Sample ‘How to lead a creative Life’

* Graphic recording of group conversation

One master of the art of graphic recording is Lynne Cazaly. She offers a worthwhile and recommended learning sessions called ‘Catch-It’. Learn how to visually think and record the conversation of a group in real-time. Rather than read about this – experience it!

Sample ‘Video showing graphic recording by Lynne’ (1:45 min)

Recommended reading

These references in my collection have been a source of inspiration and practical guidance to me in creatively packaging knowledge. .

I hope this selection has got your creative juices humming. As a knowledge worker we often create knowledge products – let’s find and use ways to do this innovatively.  I hope you will share other examples you have created or have seen.

Helen Palmer is Principal Consultant at RHX Group. She thinks critically about knowledge work and how to ensure knowledge isn’t wasted. She revels in tackling the big processes of change and learning, so that ideas become impact. With her colleagues at RHX Group, Helen helps teams make better use of their people, knowledge and information.

Image credit: Microsoft Online Clipart

Using Notebooks to create and capture my knowledge

Notebooking enables me to be knowledge-savvy in my work. I am not alone in this vital practice.

Notebooking was a key part of the generative practices of knowledge masters Da Vinci, Edison and Picasso. In modern times, ‘Mythbuster’ Adam Savage is also a prolific notebook keeper. Unlike Da Vinci, Edison and Picasso, he uses digital notebooking. Adam acknowledges that the practice of putting his thoughts and ideas down in list form is pivotal to his work practice.

I write down things I know in digital notebooks because I want to remember them.  I want to revisit what I know, observed or reflected upon maybe months or years after I wrote these down. This is because I want to shape and play with my thoughts, to make sense of them or get a new angle on an idea.

Writing helps me to identify what I know and what I don’t know. Some of my knowledge is half-baked or incomplete and sometimes I write questions to trigger further thinking.

Ideas ordering – keeping the mind clear with notebooking

Writing down ideas is a way to create ordered patterns of what’s going on in mind.

Author Mihaly Csikszentmihalyi argues in his book Flow: Psychology of Optimal Experience that the process of writing creates meaning from the information we receive:

“It is never a waste to write for intrinsic reasons. First of all writing gives the mind a disciplined means of expression. It allows one to record events and experiences so they can be easily recalled, and relived in the future. It is a way to analyse and understand experiences, a self-communication that brings order to them.”

Some of what I know is tacit and writing helps to expose this and find deeper meaning. This is particularly true if I have an audience or function in mind, for example; to inform, educate, or persuade others.

My notebooks are for personal knowledge use. I use them for personal knowledge rather than shared knowledge because they:

  • Are a private and precious space – I’m not exposed as I muse
  • Include content in the Development phase rather than Production phase
  • Record what gets my attention
  • Hold my deep and emerging observations about work issues
  • Reveal connections I’m making with what I know and what I’m observing
  • Help cultivate knowledge within me

Into the digital space – keeping electronic notebooks

I’ve kept physical notebooks for over 30 years. A few years ago I went electronic and implemented MS OneNote to support my notebooking practice.

Image-Electronic Notebook page

I made the shift because I desired features that hardcopy notebooks couldn’t provide. These included:

  • Input via hand writing, typing or drawing
  • Multi-colour content
  • Text, graphics, audio, and printouts held altogether
  • Search by word
  • Ordered and tagged for meaning
  • Copied for preservation
  • Easy to edit cleanly (erase text, or move text about on page)

There have been many advantages and benefits emerge from having an electronic tool for my notebooking activity. These include:

  • Merging personal and professional – my poetry notebook sits alongside my business notebooks
  • Less mass and more volume – I can keep adding notebooks and notebook content without a gain in physical weight
  • Re-editing and adding layers of annotation – content isn’t fixed so I can change or annotate it, I can insert new things between old things
  • Greater connectivity of content – I can use hyperlink feature to make and retain connections between pages
  • Better order and organisation – I can set up an order and reorder it as necessary, so the order keeps up with my current thinking
  • Quick and easy discovery – I can search by words, even those that are handwritten rather than typed
  • Multiple copies in synch – I reduce the risk of loss because I can have a copy with me as well as in the home or office
  • Sharing with others – I can allow others access to read and contribute

Learn about how I setup my electronic notebook

In the book Innovate like Edison, author Michael Gleb defined ‘keeping a notebook’ as one of 25 competencies in developing an innovation practice like the prolific innovator, Thomas Edison. Edison kept approximately 2,500 notebooks some of which survive to this day.

And famous inventor’s notebooks can survive to appreciate in other ways: one of Da Vinci’s notebooks was sold for $40 million to Bill Gates.

I wonder if my notebooks will survive a long passage of time. Whether a future someone will ‘dust’ them off, discovering something noteworthy or inspirational which will generate new knowledge for them and the world. Do I dare to hope it is so?

Helen Palmer is Principal Consultant at RHX Group. She thinks critically about knowledge work, and how to ensure knowledge isn’t wasted. She revels in tackling the big processes of change and learning, so that ideas become impact. With her colleagues at RHX Group, Helen helps teams make better use of their people, knowledge and information.

Planning and guiding Professional Enrichment

To plan how I might develop into a more satisfied and effective knowledge worker, I asked: What would enrich my professional life?

My first responses were predictable: knowledge, skill, experience, and resources. With deeper reflection, I also saw the role of relationships, collaborations, energy (mental and emotional), attention, awareness, perspectives, and discipline. These all contribute to my value and viability as a knowledge worker.

Traditionally, purposeful action to develop oneself professionally starts with a Professional Development Plan. I already had one of those, but the traditional content didn’t strike the right chord for my values of knowledge work, and valuing knowledge work and knowledge workers.

So in the tradition of reusing knowledge, I did a conceptual Save As, and made some changes to transcend the concept. Enter, the ‘Professional Enrichment Plan’.

Planning for Professional Enrichment (PE)

The purpose of actively enriching one’s Professional life is to
– have a positive affirming work experience
– improve the quality and quantity of knowledge work
– nurture the person (the ‘engine’) that does knowledge work
– enhance an individual’s professional value and practice

What’s Professional Enrichment about?

In addition to traditional content like Attending training courses, or Being mentored, PE is:

  • Activities that have no inherent professional productive value, or no clear goal or specific destination. e.g. Exploratory, experimental activities like tinkering; Social activities like chairing social club.
  • Meaning! Activities about making meaning, having meaning, and sharing meaning in the professional space. Meaning is the source of our beliefs and actions.
  • Conditions and opportunities to generate serendipitous encounters and discoveries.
  • Creative activities that replenish mojo and energy as part of my professional schedule, e.g. Attending art or music exhibitions; Decorating my workspace; Playing golf
  • Mental rest, and change of scenery within the professional schedule.  e.g. Honouring digital and professional Sabbaths; Working from surprising locations like  art gallery or park.
  • Activity and schedules that best honour own temperament and strengths, e.g. Planning in morning, executing at beginning of the week; Partnering up to draw upon other’s expertise
  • Nurturing self holistically in all aspects (body, mind, soul and spirit), e.g. Meditation before and after challenging meetings
  • Activities that are difficult or not possible to measure yet have intangible value , e.g. Cultivating meaningful relationships; Mentoring colleagues
  • Accessing a diversity of resources for inspiration, insights and information, e.g. Blogs, social media, podcasts, seminars, books, newspapers

Professional Enrichment Method

The objective of developing and executing the Plan is to enrich work with purposeful activity in acquiring, cultivating and sharing knowledge, experience and perspectives.

1. Create – Reflect what enrichment and growth you want; Define some activities to achieve this; Document these in the Plan

The Plan is emergent and dynamic. Entries to the document are made pre and post activity as they are a mix of the ‘planned’ and ‘serendipitous’.

2. Use – Draw on the Plan to determine regular and ad hoc activity to schedule; Do the Activity; Reorient self to the Plan, when professional life seems to be chaotic and without order.

Treat the plan as a declaration of intention to act.  For me, scheduling PE activities happens on a weekly or monthly basis, when planning how to spend the PE time allotted in my Activity-Time budget.

3. Update – Review the content of the Plan and make updates (change the purpose or activity; Add to the activity; Refine the measures);  Record progress in the Plan

Professional Enrichment Plan – Template

The main content of the plan is formatted as a table with the headings: Purpose (WHY), Content (WHAT), Activity (HOW), Measures/Evidence (HOW MUCH) and Status (HOW FAR).

Purpose
The reason for some purposeful action; the outcome of acting.
Verbs to describe purpose include Gain, Lose, Enhance, Be, Experience, Sustain, Create, Extend, Produce, Contribute, Prepare, etc

Content
A short description of the content area for which you seek enrichment.

Activity
Actions that will achieve the purpose.
Examples include watching podcasts, attending seminars, writing blogs, following blogs/tweets, corresponding, reflecting, playing, meeting others, experimenting, attending meetings/seminars/courses, reading books, establishing and building relationships

Measures/evidence
Whatever is meaningful evidence to track and evaluate progress.
General measures might include:
Quantity – Count of the number of knowledge products created, knowledge events completed, etc.
Quality – Estimate of the degree of fitness for purpose
Impact – Estimate of the degree of difference achieved (gap between before and after)

Status
Whatever is meaningful comment about your progress to date.

Sample Content
Here’s a extract from my real plan: Professional Enrichment Plan Extract.

May you have a more enriching professional life!

Helen Palmer is Principal Consultant at RHX Group. She thinks critically about knowledge work, and how to ensure knowledge isn’t wasted. She revels in tackling the big processes of change and learning so that ideas become impact. With her colleagues at RHX Group, Helen helps teams make better use of their people, knowledge and information.

Extend your vocabulary and appreciate words

I love language. I love linguistics. I genuinely get a kick out of Etymology (the study of the origins of words and how meaning has changed over time), Morphology (the study of the forms of words, prefixes etc) and Semantics (the study of the meanings of words and phrases).

A high school teacher told my parents I had an extensive vocabulary; a result attributed to a voracious reading habit.  In Plain English – I know a lot of words because I read a lot. Easy to argue the last sentence was easier to comprehend than its predecessor – but was it as satisfying to read?

I’m all for Plain English used in reading material where I have to make a decision, or provide requested information. But when I’m seeking insight, inspiration or influence (that’s Alliteration!), I’m intellectually delighted to be stimulated by well chosen novel words.

I want to promote discovering and using non-Plain English words to
a) appreciate the great invention of the alphabet which gives us the ability to store knowledge in non-verbal form, and
b) exercise your mental muscle – that great engine of knowledge creation and storage.

In English, from a mere 26 characters, humanity has formed hundreds of thousands of words. The Oxford English Dictionary is a collection of more than 600,000 words. What creativity!  What possibility for expression!

One website has collated the 500 most commonly used English words http://www.world-english.org/english500.htm. The small subset indicates we can write and share knowledge with less than 1% of the entire collection.

To the matter of exercising your mental muscle, let’s follow the inspiration of my high school English teacher who regularly stimulated interest in new and unusual words. I still recall two words she introduced:
Cacophony – harsh, inharmonious collection of sound
Onomatopoeia – words that imitate the sounds associated with the actions or objects they refer to

In one book I recently read, I came across eight words to extend my vocabulary (list below).

Three I have never heard of before, and had to look up in the dictionary:
Purblind – lacking in vision, insight or understanding
Pentimento – a visible trace of earlier painting beneath the paint on a canvas
Sacristan – a person in charge of the sacristy and ceremonial equipment

Two I had come across and had some sense of their meaning but not enough to explain to someone else:
Verisimilitude – The quality of appearing to be true or real
Eschew -To avoid, to shun

Three I could explain to others  and intend to use more creatively in everyday conversation:
Ominous – sense that something bad or unpleasant is about to happen
Loquacious – very talkative
Rancour – feeling of deep and bitter anger or ill-will

Two suggestions for you:
1. Sign up for Oxford English Dictionary’s Word of Day (http://www.oed.com/ ) to begin extending your vocabulary.
2. Find a buddy to share and practice your new words with. Start a competition for the most interesting finds!

 

Helen Palmer is Principal Consultant at RHX Group. She thinks critically about knowledge work, and how to ensure knowledge isn’t wasted. She revels in tackling the big processes of change and learning so that ideas become impact. With her colleagues at RHX Group, Helen helps teams make better use of their people, knowledge and information.