Are Retweets just plain lazy? Twitter, sensemaking and adding value

Based on this video posted by the Archduke of Twitter, Stephen Fry, you’d think Twitter was a load of mindless guff posted by idiots who think we care about what they had for dinner.

But its so much more than that. It’s a huge library of knowledge, insight and information, whose value to others is constantly increased by the action of re-tweeting. Disagree? Think re-tweeting is just lazy? It actually creates value for your followers.

Sensemaking and personal knowledge management
I came across this post by Harold Jarche on Twitter which started me thinking... It applies a sensemaking approach to Twitter for personal knowledge management, or for any humans reading, keeping a handle on what you know and making sense of it.

Mostly it’s a post about how to manage interesting things you’ve found on Twitter – favorite them, review them, add to more context to them, and publish them in all their expanded glory . Jarche calls them Friday Finds

An example:

Tweet: @roundtrip – 10 ways the “world of work” will change in the next 10 years @Gartner_inc “non-routine” work = adaptive innovative

Additional information:

• De-routinization of work
• Work swarms
• Weak links
• Working with the collective
• Work sketch-ups
• Spontaneous work
• Simulation & experimentation
• Pattern sensitivity
• Hyperconnected
• My place

What I found interesting was the sensemaking model Jarche refers to, because they way he manages tweets, via his Friday Finds, adds value to the original tweet.

• Filtering (separating signal from noise, based on some criteria): Some filtering (if you consider that particular tweet in relation to the chaos on Twitter) has taken place, in terms of content and in terms of the concept of “following” being a filter.
• Validation (ensuring that information is reliable, current or supported by research): There may be some validation on an individual basis ie Jarche has validated the content of the tweet based on his personal knowledge of the person tweeting it.
• Synthesis (describing patterns, trends or flows in large amounts of information): Tweets grouped by theme would indicate synthesis – this is a more complex and time consuming activity which Jarche hasn’t undertaken
• Presentation (making information understandable through visualization or logical presentation): The way the tweets are presented makes them accessible and quick to understand
• Customization (describing information in context): Customisation means that the tweets, information fragments which give little context, are given a “boost” by adding more detail.

I’d argue that synthesis is probably higher in the value creation list of this model than presentation, but that’s just an aside.

What Jarche is doing, he is doing primarily for himself, but its adding value to the basic information contained in a tweet. This is librarianship if I ever saw it but it did make me think about the concept of re-tweeting.

Consider the tweet – you read it, find it interesting, you retweet it. Referring to the model above, some sensemaking has taken place. By retweeting, by virtue of passing on a tweet you’ve filtered out something useful from amongst the millions posted and personally validated it. Congratulations - you’ve just added value to the tweet for your followers.

Nothing is new under heaven
I intended to say something clever and thought provoking about Twitter retweets, but in researching this post I find that like all my good ideas, it’s been done already. Its been done here and here and here . Obviously there’s a counter argument, based more on the number of available characters than on the concept of ownership of information, but in the interests of balance, see it here .

According to Twiterlyzer, my influence type is Spider, A Spider has “a mid-sized network” and is socially connected. Clearly I am not a Source, one who communicates original ideas (I love labels as get-out clauses ;-) So I can feel no shame in repeating what someone else has said. I’m just adding value...

More Quotes on Knowledge

Because this post containing a few quotes on sharing has been hit so many times, I thought it about time to do another one.

Where previously I was looking for insights, using quotes to give me new authors and thinkers to consider in relation to my dissertation, this time the quotes I have chosen are those that resonate for me due to my experiences with knowledge and knowledge management. So here they are, and I make no apologies for including Peter Drucker more than once.

"The store of wisdom does not consist of hard coins which keep their shape as they pass from hand to hand; it consists of ideas and doctrines whose meanings change with the minds that entertain them."

John Plamenatz, political philosopher

"The more extensive a man's knowledge of what has been done, the greater will be his power of knowing what to do."

Benjamin Disraeli, statesman and literary figure

"Knowledge is the fundamental factor -- the major enabler -- of enterprise performance."

Karl M. Wiig, KM guru

"The basic economic resource - the means of production - is no longer capital, nor natural resources, nor labor. It is and will be knowledge."

Peter Drucker, genius

"Knowledge must come through action."

Sophocles, ancient Greek playwright

"Knowledge management will never work until corporations realize it's not about how you capture knowledge but how you create and leverage it."

Etienne Wenger, co-creator of the concept of Communities of Practice

"Sharing knowledge is not about giving people something,or getting something from them. That is only valid for information sharing. Sharing knowledge occurs when people are genuinely interested in helping one another develop new capacities for action; it is about creating learning processes."

Peter Senge, author of The Fifth Discipline

"Alchemists turned into chemists when they stopped keeping secrets.”

Eric Raymond, programmer and open-source software advocate

“In a knowledge-driven economy, talk is real work.”

Thomas H. Davenport and Laurence Prusak, KM gurus

"Knowledge is experience; everything else is information.”

Albert Einstein, genius physicist

“Knowledge is like money: to be of value it must circulate, and in circulating it can increase in quantity and, hopefully, in value.”

Louis L’Amour, author

"Knowledge without wisdom is a load of books on the back of an ass."

Japanese proverb

"There's no such thing as knowledge management; there are only knowledgeable people. Information only becomes knowledge in the hands of someone who knows what to do with it."

Peter Drucker, genius Management guru

"Any piece of knowledge I acquire today has a value at this moment exactly proportioned to my skill to deal with it. Tomorrow, when I know more, I recall that piece of knowledge and use it better."

Mark Van Doren, poet and critic

Social networking and knowledge sharing the NHS way

So, I've had a few months off, due to losing my spark and being distracted by a photo a day project on Flickr, Project 365. But now I'm back...

Today I took part in a fantastic event, organised by the NHS Health Informatics Faculty, on the Power and Perils of Social Networking which was downright inspiring, as much for the people who attended as for the realisation that there are others out there who think like me...which is always nice - I feel validated :-)

Four of us presented:
Rowan Purdy - ex-Knowledge manager for the CSIP (Care Services Improvement Partnership), now of Surepoint, a new knowledge consultancy
Rod Ward - freedom of information campaigner and blogger (see Rodspace and Informaticopia)
Paul Hodgkin of Patient Opinion (see this post on Headshift for a rather good write up of his work and thinking and here for their blog to which I contribute also)
And me....

Interestingly, and despite my concerns about the degree of crossover in terms of our talks, we all complemented and support one anothers perspectives. It was thoroughly enjoyable to not be the only maverick in the room...

There are several key points I touched on, which were reflected in the others presentations to some degree:

1) The way we communicate is changing, has changed in fact, and Web 2.0 means the internet is now, as well as being a paradise of shopping and porn, a very large, very complex conversation. Studies are beginning to show that we trust the opinions of our peers more than those of institutions, in retail, and in health. The consumer, and the patient, now has a voice, and it's getting louder. If we (the NHS) don't join the conversation, it will happen without us.

2) The NHS is hugely paternalistic. In fact, the UK is hugely paternalistic. We're told what we can and can't do to such a degree that we are being treated like errant children. Unsuprisingly, sometimes we behave that way. If the drive is towards a wellness rather than an illness model of care, then surely we should be able to make our own decisions, to be empowered to make our own choices, do our own research, live our own lives. Unfortunately, there's a conflict between what the government et al want us to do (self manage more) and the existing culture of health, which is often one of superiority and knowledge conservation, which hampers our efforts at self management. Informed and intelligent conversations are happening outside the NHS about patient care but these are not integrated into daily practice. Some clinicians still feel threatened when a patient turns up having researched their own condition...(I'd love to qualify that statement, but I've forgotten where I read it - so consider it an observation...).

3) The NHS is a brand - it doesn't actually exist. There is no one controlling body. The DOH does this to some extent, but it isn't "The NHS". That is actually an enormous number of diffuse organisations. That said, how do you leverage social networks across the NHS? There are a multiplicity of sites and networks, all with different focuses (or should that be foci?) so inevitably, you get different business models which drive different types of networks, silos of sharing based on role, geography, culture, specialty, profession etc. It's incredibly complex but that shouldn't be a reason to ignore the fact that multidisciplinary working is so very important for the success of the NHS. So, I bit the bullet, and suggested that we try to join some of these diffuse sites together - possibly along the lines of Open ID, maybe Dataportability is the way to go, but someone somewhere needs to think about this on a national level. That's not to say that we should create yet another bureaucratic, hierarchical monstrosity, but that some leadership is needed, or some collaboration, but something...

Interestingly, this week, NHS Networks posted on their site a closure notice which states:

We regret to announce that, due to lack of funding, NHS
Networks will cease operations on 31 October 2008. More information

I spoke with the National Institute for Innovation and Improvement, who currently fund NHS Networks, and was told it isn't their core business, so they are no longer providing funding. Which begs the question, who would say the support and encouragement of networks in the NHS is their core business - I would suggest, it's the core business of every organisation in the NHS! But with so many targets and directives and changes and plans and strategies and measurements each and every one of these organisations has to adhere to, the basic requirement for people to learn from what they do is way way way down the list of priorities....

What can you do?

To see what was talked about at the event, you can read about it on Rod Ward's blog Informatacopia which he wrote (amazingly quickly) during the event.

A long one, but I feel better for a bit of a rant :-)

Dilbert on Knowledge Management II

The knowledge hoarder - that individual we all know and love...

Dilbert on Knowledge Management I

Funny...

What can blogging contribute to the training and development of project managers

UPDATE - 2nd Jan
A very nice person has just commented that the link to the dissertation is no longer working. I've put it instead on a wiki - here's the new link to my dissertation

Right, I've set up a website so that I can actually put my dissertation online and link to it - what a faff! I just wish blogger allowed you to upload documents, instead of only linking to them. Hey ho.

Apologies for the rather, er, basic site, and all the ads...it's a free site, you get what you pay for (or don't pay for) I guess. Avoid the advert popup nightmare by just going to the dissertation (see link below).

Abstract
This action research study examines the contribution a group blog can make to the training and development of project managers and indicates that blogging effectively supports knowledge sharing and learning.

Three cycles of research provided evidence that blogging has utility as a tool for informal learning, enabling the capture and dissemination of experience based knowledge. Project managers taking part in the study realised benefits such as access to previously unattainable knowledge and information, and increased exposure to alternative practice. The similarity of the context of the experiences, advice and guidance submitted to the blog and the project managers working context enabled effective learning transfer.

Postive reactions to anonymous posting indicated a culture which does not support the open sharing of mistakes and failures, preventing project managers to learn from and mitigate against these mistakes recurring. Anonymity provided a degree of protection to those concerned about possible repercussions from contributions but prevented the development of more productive collaborative relationships.

Participants were reluctant to post, a possible indication of an inability to identify good practice with value to others. Although interview responses indicated that the blog encouraged reflection on practice, further development of project manager’s skills in reflection may facilitate an increase in the sharing of tacit knowledge and good practice.

The need for management support was indicated throughout the study. The relative importance of learning must be raised to encourage the prioritisation of learning and managers need to show their support by allowing more time for participation on the blog. The management of the blog itself was received positively, indicating the need for facilitation and moderation, however the community responded negatively to over and under management indicating that a light touch is required when facilitating a group blog.

The study demonstrates therefore, that a group blog has considerable potential as a tool for informal learning and may be effectively used alongside formal training interventions. However, a well developed ability to reflect on practice along with an open, supportive culture of sharing are required to maximise the potential of blogging for learning and knowledge sharing.

Click here for the full dissertation

Networked knowledge and Connectivism

I came across an interesting post from Susie Vesper this morning. Having listened to George Siemen's presentation on Connectivism and Web 2.0 in Education, she considers what Siemen's says about our tendency to subscribe only to those sites which reflect our own positions. Although her online research reflects this, she finds that many of her colleagues do NOT share her fascination with technology for education.

This resonanted with me - I know how she feels. I am constantly debating the utility of trusting in networks as a strategy for creating and utilising knowledge with colleagues whose standpoint is that knowledge is created THEN disseminated. The notion that knowledge is continually created, refreshed, developed, through social interaction, action and evaluation, appears alien.

My greatest difficulty is not getting frustated - how can they not see this is the case! (I know, we're all different...). My second greatest difficulty is creating a lucid, valid argument which will enable us to reach a position from which we can move forward and make use of the knowledge we all have.

What I need is a way to articulate my argument in a persuasive manner using language which they can relate to, an analogy that demonstrates the evolving nature of networked knowledge, something more concrete? Resources I've found useful to date have been from David Skyrme, who believes

"...information and communications technology is a powerful enabler of prosperity and well-being at all levels - individuals, organisations and society as a whole."

A sentiment I agree with wholeheartedly. After all, without new technologies, we'd all still be banging rocks together.

His Knowledge Networking insight has a practical focus, and I'm reading his book Knowledge Networking: Creating the Collaborative Enterprise. The book has its own update website, which keeps the content bang up to date.

Hopefully, I'll get some tips on explaining and selling the principles of Connectivism to colleagues so we can really take advantage of the huge amount of knowledge there is walking around in my organisation.

It's NOT fluffy - misconceptions about knowledge management

If one more person says "you do the fluffy stuff" when talking about the human element of knowledge management I'm going to scream...

Why is it, that anything to do with people is termed "fluffy". It makes it sound all kittens, pink and soft. It's not. People are interesting, complex, and above all, very very difficult to fathom. They are multifacted self directed objects, with their own thoughts, motivations, likes, dislikes, habits and beliefs. How on earth can dealing with or understanding them be "fluffy".

Knowledge managers who do not think codification and storage of knowledge is the way to go are not the only people who have this ridiculous label. Anyone working in training and development, social work, psychology, will all have been told they "do that fluffy stuff".

In terms of knowledge management, when we talk about communities, and networks, we are talking about the way people really learn. Numerous studies have demonstrated that we learn most of what we know about how to do our jobs by talking to one another, by communicating our experiences with others. However, this is seen as "fluffy" - because it isn't quantifiable? Because we can't see the knowledge being shared? It doesn't mean it's not happening...and that we may be able to harness/cultivate it for positive gain.

There are still people who believe that collecting "knowledge" is the way to go in knowledge mangement, that a database full of documents, a spreadsheet of comments, is what is needed. I would argue that this is not knowledge, but information. Information devoid of context, knowledge reduced in complexity, is of little use in comparison with a conversation or story giving depth and clarity. As Jay Cross so succinctly put it in his book Informal Learning,

"You can no more capture true knowledge in a repository that you can trap lightening in a box". (p64)

So what is so "fluffy" about people sharing knowledge without storing it in a repository...maybe "fluffy" is a euphemism for "I don't understand what you are talking about so I'll give it a name which makes it seem easy and harmless".

Then again, if "fluffy" really means complex, difficult to understand, but vital if we're going to share knowledge effectively, then I'm happy.

Rant over...

Knowledge sharing quote

Another knowledge sharing quote...quite an incentive!

"Share your knowledge. It's a way to achieve immortality."

Dalai Lama

Capability building – where Enterprise 2.0 plays a part

This somewhat ranty post was born of a conversation about the difficulty of evidencing ROI for training and development - the particular conversation didn't include Enterpise 2.0, but it should have, so I've included it anyway.

So...

The argument for a holistic view of learning which incorporates formal training, informal learning, knowledge sharing AND Enterprise 2.0
(forgive me the simplicity - this is a rant remember).

If you want someone to be able to do the job you pay them to do, they need to know how to do what they’re doing, or you’re paying out for no reason.

To get more than a return on current skills levels, to improve the skill base, or just to keep up with changes, you need to invest in people. This needs to be via formal training (the what) and informal training (focusing on the how).

Definition of formal training in this instance is directed, structured training, primarily classroom based, where a set curriculum is followed as required by the job function. For instance

• Methodology training ie Prince2, MSP, ITIL
• Principles training ie mentoring, negotiating, facilitating, dealing with difficult people,
• Application/tool based training ie MS office, autoCAD, procurement system
  

This can be related to learning to drive – you learn to drive a car (methodology), pass your test, (certification), but you only learn to drive by doing it (practice).

According to the Institute for Research on Learning, formal training accounts for only 20 percent of on the job learning (Jay Cross 2006 “The Low-Hanging Fruit Is Tasty”, - or see informal learning, the other 80%). If this is true, understanding the other 80 percent, the practice, and cultivating informal learning to improve this practice in the most effective way, must benefit the workforce.

Cheetham and Chivers also support this, they state that

"…much of the learning required to attain full professional competence actually takes place after the completion of formal training. This conclusion highlights the critical importance of informal learning. However, the results also suggest that different individuals find different kinds of experience formative, and this should caution against being too prescriptive in respect of “best practice” learning methods.”

Cheetham and Chivers 2001

Therefore broadly speaking, professionals learn a degree of what they do from formal training, but the majority of their skills, knowledge and behaviour is learnt informally.

Any investment in the development of capability therefore needs to consider informal learning to a high degree, if what is discovered in formal training is to be translated into practice and improved competence, to gain a return on investment.

Formal training related to relevant situations
As Knowles and others have identified, adults learn most effectively when what they are learning relates to their environment. Training which relates to learners particular experiences is therefore vital if what is learnt is transferred into their work. This can be done by using case studies with direct relevance to the job of the learner – ie using case studies from that company to train Prince2.

Knowledge management
Sharing knowledge about how an issue was mitigated or a risk avoided reduces the likelihood of costly mistakes. Sharing experience which was in some way successful helps to improve competence. For instance, knowing that post go-live support can be reduced by 6 days by investing time up front to understand and communicate exactly who will do what in a business process is a valuable experience which, if shared, saves 6 days expenditure and improves the likelihood of change being accepted.

Knowledge sharing is therefore a vital component of learning about a role, and thus, increasing competence. Networks and communities of pratice, both offline and online, can help to share this knowledge.

Enterprise 2.0
Blogs, wikis, podcasts, RSS feeds, instant messaging, online conferencing, all these tools facilitate collaboration, reflection, sharing, and ultimately, learning, all important for the development of competence and capability required to achieve business objectives.

Mentoring and Coaching
Mentoring also is a way of enabling people to share experience and good practice, and to increase competence, and serves to help people develop their skills in the areas they need to develop, when they need to develop it – just in time learning.

Professional Development Networks
Professional development networks, workshops and masterclasses improve practice by enabling individuals in those networks to dictate the content of workshops when they need them, keeping work current and allowing individuals to share experiences and knowledge.

In conclusion...

You need both training and development to facilitate learning and to improve competency. You need both formal and informal learning initiatives, which incorporates knowledge sharing activity, to support people in their roles in achieving your business objectives.

Critical reflection, knowledge sharing and the learning cycle

Having more or less given up on the concept of tacit knowledge, in terms of completely failing to discover a way of identifying demonstrations of tacit knowledge in blog postings, I've been examining reflection as an alternative route to identifying knowledge with value for the development and improvement of pratice.

In doing so, I remembered the good old learning cycle, developed by Kolb and utilised by Honey and Mumford in their work on learning styles...

Going back to Kolb, I started thinking about his learning cycle in terms of a community of practice, particulary in relation to the concrete experience element. How do people get to know about the experiences of others? Through sharing reflection.

To share experieince, one must have to some extent thought about it. In thinking about knowledge sharing, I've linked what Boud would call Returning to Experience to the 1st stage of Kolb's learning cycle, as this descriptive stage of reflection does not involve a critique, but is merely a description of what happened. To some extent, if we avoid the philosophical debate around knowledge, we can call this, or at least liken it, to explicit knowlege.

Moving onto the next stage of Kolb's cycle, critical reflection, we are considering the emotions and outcomes associated with the experience. This sounds to me something like tacit knowledge...and it's these elements of the experience that hold the utility of the practice - the stuff that we really should be sharing.

If critical reflection can be utilised by a group, they can more effectively validate any reflection, both at the descriptive level, but more usefully, at the abstract conceptulisation and active experimentation stages. This is a powerful medium for testing new outcomes and learning as a group from the experiences of individuals. Each individual thus gains more from the critical reflection of one person than that person alone.

Ideally then, the group learns more individually due to the groups multiple conceptualisations, experiements, reflections and experiences.

Unfortunately, this implies that we must

• Learn to reflect, descriptively and critically, in terms of repeatable processes and procedures and potential new practice
• Learn to articluate those reflections, by writing, conversation, networking
• Learn to read, listen to, review and analyse those reflections in terms of our own practice
• Learn to collaborate in our abstract conceptualisation
• Learn to collaborate in our testing of hypotheses generate by our abstract conceptualisation

It's never simple is it...

Quotes on sharing

In an attempt to really impress the academics and gain valuable brownie points for my dissertation by reading both deeply AND broadly, I developed a cunning plan for finding authors outside of the immediate learning, knowledge sharing, knowledge management type literature - check out some quotes on learning, sharing, knowledge etc.

This cunning plan is based on the premise that if they've been quoted talking about something, maybe they know something about it.

It's working, I just have to keep focused and not find out everything there is to know about the politics of Barbados or the principles of environmentalism...

Must...control...inquisitive...nature...

Here's some good sharing quotes - seems only right to share them...

Great leadership does not mean running away from reality. Sometimes the hard truths might just demoralize the company, but at other times sharing difficulties can inspire people to take action that will make the situation better.

John Kotter, Change expert

Often, we are too slow to recognize how much and in what ways we can assist each other through sharing such expertise and knowledge.

Owen Arthur, Prime Minister of Barbados

In today's environment, hoarding knowledge ultimately erodes your power. If you know something very important, the way to get power is by actually sharing it.

Joseph Badaracco, Business Ethics specialist

The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's, smile at someone and receive a smile in return, are to me continual spiritual exercises.

Leo.F. Buscaglia, he was really into Love

If a child is to keep his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in.

Rachel Carson, Environmentalist

You are forgiven for your happiness and your successes only if you generously consent to share them.

Albert Camus, genius existentialist philosopher

Blogging for knowledge sharing and learning

As I’m in the midst of a research project on the usefulness of blogging for learning and knowledge sharing, it seemed remiss of me not to actually have a blog in which to discuss it.

With a sample of only 14 people, only 9 of which even log on, it’s becoming apparent that developing an internal group blog isn’t that easy. Barriers abound

“I don’t know what to write”
“Who owns the site – are they monitoring what I’m doing? Is this really assessing how much time I spend working and how much I spend on the Internet”
“If I ask questions, I’ll look like I don’t know what I’m doing”

These are just a few reasons I’ve been given for not posting. People are happy to read, happy to comment even, but not happy to post. What began as an attempt to develop an online community has mutated into an examination of why people are reticent. I don’t know if that’s the nature of my own organisation, or of the workforce in general, I suspect it’s the latter. I’m not in a position to research the entire workforce, but then again, am I?

If I ask the question, what prevents people for blogging in a closed, safe, internal environment, will I get any answers?

The only way to know is to ask, so I am…in your experience, what prevents people for blogging in a closed, safe, internal environment?