KM+self-assessment

//Where are we?//
 * KM self-assessment**

The KM self-assessment method was originally developed by Geoff Parcell and Chris Collison (authors of //Learning to fly// and //No More Consultants//). This method provides you with a global picture of where you stand in terms of KM/KS. It can be the basis for planning work on KM, assessing it, reviewing priorities, etc. It identifies strengths and weaknesses. If done in conjuction with other entities (field presences, sections, divisions), it can indicate where you can learn from others. You can consider this as a strategic internal benchmarking exercise, where you will detect performance gaps in some areas and discover good practices in others.
 * What it is**


 * When to use it**

- to assess where you stand on knowledge management (as a starting point for work on KM or as an evaluation tool to assess progress) - to help you prioritise areas where you want to progress in KM - to identify where you can learn from others to help you progressing in some KM areas

This method can be applied individually or in groups. Groups have the double advantage of collective thinking and allow for the application of the second phase of the exercise, the river diagram. The description that follows assumes that the exercise is undertaken in group/s
 * How it is applied**

The method revolves around 5 questions: 1. Can we identify the issue? 2. Do we know our internal capability? 3. Does anyone do this well internally? 4. Do we know who is good at it externally? 5. Having identified who does it well, are they available to help us, either by sharing what they know or by implementing it?


 * Phase 1 -** **Knowledge based benchmarking. Towards a self-assessment exercise.**

- In the image above you can see 7 areas of knowledge management (innovation, leadership and support, building a learning organization, etc.). - Ask the group/s to evaluate each area across a maturity continuum (from level 1 to 5). - Discuss what level of capability your group is currently at. Give everybody a voice. - Explore differences in views by asking for examples. What are you seeing when you say we are at level 4? Get all perspectives and then agree a level. - What would it take to be at a higher level (e.g. from level 2 to 4)? - Once you have agreed a level for each of the seven areas, select two to improve. This forces you to prioritize. Consider which will have the biggest impact and what you can realistically achieve with the resources you have. - For each prioritised area, decide on what level you you want to be in 12 months (e.g. on innovation you may want to move from level 1 to level 2; on building a learning organization from level 2 to 4).


 * Phase 2 - Visualizing the results. Towards the river diagram**

According to 'Learning to Fly', one of the most effective ways to stimulate a learning and knowledge sharing environment is to visualize the results of phase 1. This is the river diagram.

You can download the Excel sheet to build the river diagram here:

Once you have inserted the data of phase 1 in the Excel sheet, you will see a KM portrait coming up. The diagram portrays a range of scores in the seven areas. If several groups did phase 1, each group will be able to compare differences and spot areas where one group is weak (level 1 or 2) while others are strong (level 4 or 5) and viceversa. The river diagram visualises the areas in which one group can help others to improve because it is doing well in that specific aspect while in other areas it might need improvement helped by other groups, which are performing better. When the river is narrow there are more equalities among groups (which, it is recalled, represent sections, field presences, divisions, etc.). It means that most groups have similar scores in the different areas. In this case, opportunities to learn from each other are fewer because all are at the same level. Where the river is wide, on the other hand, there is mix of competencies, resources and knowledge. It means that some groups score high in an area while others low. In this case, opportunities to exchange and learn from each other are bigger. Often people are surprised to see how strengths and weaknesses can differ from one another. What is important is that everyone has something to share and to learn.


 * Phase 3 - Looking ahead** **and assess progress periodically**

Doing the self-assessment and the river diagram creates a common ground for dialogue and reflection. It is a good starting point to decide where to focus your resources and what methods and technologies of this toolkit can help you best achieving your goals. You may have identified field presences, divisions and colleagues that can help you in doing so.

You can repeat this exercise periodically, every 6-10 months, to assess progress (and possible setbacks), visualize how you are moving in the table and establish new goals for the months to come.

- introduction of the method, objectives and division in groups (10 minutes) - group discussion based on the KM-matrix (60 minutes) - debriefing of the different groups (20 minutes) - river diagram exercise and debriefing (30 minutes)
 * Timing** (approximately 2 hours)

- copies of KM matrix - laptop for each group where they can see the riverdiagram exercise - flipchart for each group - pencils and markers
 * What you will need**


 * Where to learn more**

KS toolkit: [] Geoff Parcel: [|www.practicalkm.com] Chris Collison: [|www.chriscollison.com]

//"I found the KM self-assessment useful as it helps to identify what exactly is missing and where steps are most urgently needed. We should repeat it once in a while to ensure that we are making progress." (Birgit Kainz)//