Sharing Deep Smarts - Experience-based Knowledge (Downloadable version)

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SHARING Deep Smarts®—
EXPERIENCE-BASED KNOWLEDGE
1
Dorothy Leonard
Professor Emerita
Harvard Business School
Chief Advisor
Leonard-Barton Group

AGENDA
2
WHAT ARE DEEP SMARTS?
WHY SHOULD WE CARE ABOUT THEM?
HOW DO YOU IDENTIFY THEM?
HOW DO YOU TRANSFER THEM?
WHAT DOES SUCCESSFUL TRANSFER LOOK
LIKE?

Short definition of Deep Smarts
Deep Smarts®:
business-critical, experience-based knowledge
3

Number
of
Experiences
Range of Experiences
Common
RareRare
Distribution of Experiences That
Build Deep Smarts
4

Does
EXPERTISE
still matter?

What about “commoditization”
and A.I.?
• Qwest: To learn how to install and
fix equipment, employees must
“experience situations in the field.”
• Recreational Equipment: Clerks
have to spot the difference
between “transactional and
consultative” customers.
• Lawyer in Silicon Valley: What
clients don’t want to pay for is any
routine work.” What are they
willing to pay a premium for?
“Strategy, creativity, judgment and
empathy.”

Dimensions of
Deep Smarts™
Your Deep Smarts® Depend On:
Technical
Expertise
(know-how &
know-what)
Managerial and/or technical; superior
experience-based techniques & processes;
extraordinary factual knowledge
Pattern
Recognition
Swift recognition of a phenomenon,
situation, process that has been seen
before
System
Perspective
Knowing interdependencies; anticipating
consequences; understanding interactions
Indicators of Deep Smarts®
7

Indicators of Deep Smarts®
8
Additional
Dimensions of
Deep Smarts®
Your Deep Smarts® Depend On:
Diagnostics Distinguishing signal from noise, determining
what is important out of a lot of information
Judgment Rapid, wise decision-making; ability to
address issues without clear-cut answers
Networking Know – Who (inside and out the organization);
ability to tap into others’ expertise
Creativity Ability to deal with novelty; openness

AGENDA
9
Costs and Opportunities
LIKE?

Dropping the baton is expensive
10

And can be disastrous if too few
people have the critical
knowledge…
11
The Illustrated London News, May 15, 1915. P. 631.

Types of Loss/Cost when Deep Smarts are
not preserved
12
• Project delays (new products, testing,
implementation)
• New issues with vendors
• Errors of omission (or commission)
• Loss of clients (relationships)
• Necessity of bringing back retirees as
expensive consultants
• Staffing issues
• Burn-out of top talent
• Inability to respond quickly to client
requests
• Critical information unavailable
• Less effective communication with
upper management
• Loss of team momentum
CLIENTS
VENDORS
TEAM
MEMBERS
OTHER
EXPERTS
??

Deep Smarts also underlie
Opportunities
13
“What can we make that is sharp?” From steel printer bands
to woodworking tools (hacksaws) to kitchen equipment
(graters and zesters).

New Clients, New Markets
14
Zkano Organic
Fashion Socks

AGENDA
15
LIKE?

A 3-step Process to Preserving Our Deep Smarts
16
IDENTIFY &
FOCUS
Systematically
identify
knowledge to
preserve
TRANSFER
Match transfer
strategy to
needs, resources
EMBED
Integrate
knowledge
sharing into
organizational
processes
1 2 3

A 3-step Process to Preserving, Sharing and
Building Deep Smarts
17
ALIGN &
FOCUS
Systematically
identify
knowledge to
preserve
1
WHERE IS THE
GOLD?

Tim Bridges
Principal Engineer
DESIGN RATE
GYRO
ELECTRONICS
ASSEMBLY
Ability to design for reuse of
existing gyro parts and learn
their functions
Networking: Identify who to
speak with, interpersonal skill
Reach back to previous designers
and understand the way those
parts were designed, see if you can
truly reuse them
Ability to talk to people who
worked on the design for a
different/prior rocket who didn't
work on your program, who
didn't work for you and are not
compelled to help
Translate the old design into
terms that could be repurposed/
usable in the new design/parts
Assembly of parts that come
from an older rocket, reuse in a
different environment
Know, or ability to learn,
how the rocket
environment affects rate
gyro data (understanding
operating environment,
preparation launch and
flight of rocket)
Rate gyro: Monitoring the
amount of bending to control, so
that rocket does not interpret it
as a change of direction
Understand effects of noise and the ability
to separate signal from noise
Environmental effects on the metal
which you have to understand to
determine the signals
Understand the noise of the
rocket engine
How the change in temperature from
90 degrees to minus 293 with liquid
oxygen will shrink the metal
The bending of the rocket will
affect and stretch skin where the
rate gyro is mounted
Talk to the experts who know about
acoustics and thermal, and live in their
world, get them to tell you how it works,
understand it, so you can design it properly
Conversant with thermal engineers to
get temperature range for liquid
oxygen tank location
Understand tank surface
contraction and expansion pre
and during flight
Work with acoustics experts to get
vibration levels during launch
Integration of all the factors into
an operational design
Design the wire harnesses and tie
downs
Understand the space constraints
within a wiring tunnel
Interact with oxygen tank designer/
disciplines in order to avoid dangerous
or ineffective design decisions
Ask liquid oxygen tank designer to
leave enough thickness for you to
put a bolt in without penetrating the
skin and without sticking far out so
the tunnel doesn't fit
Get the liquid oxygen tank
design perimeters done early on
because the tank takes longer
than the rest of the wiring items
Understand the order in which the things
are manufactured to identify design
constraints downstream
Coordinate design solution with
thermal, structure, controls, and
manufacturing groups
Describe the design features to those
different technical specialists
Make sure the assumptions were
reviewed by other specialists
and are correct
Ability to speak on all the topics
Act as interpreter and synthesizer for
experts (thermal and structure)
Be sure to do due diligence - Avoid
erroneous/incomplete information
e.g. The wrong kind of stainless
steel can be innocently provide
Meeting is going well if you see:
Enthusiasm, friendship, they are
being drawn in
Change your communication
frame to fit that of your audience
MANAGE
PRODUCTION
Communication of
integrated thermal,
structural, electrical and
controls solution to Sr.
Leadership
Translating complex engineering concepts into
appropriate senior leader language
e.g. In a program critical
design review (CDR), had
to explain both
manufacture ability and
feasibility of design,
including all moving parts
Network with other specialties
Give advanced copies of briefings to
those other specialities, ask for
comments and feedback
Anticipate the concern of the senior
leader, if you know their background,
they have specialty in something,
research it, and know more in that
particular topic
Cues meeting is going well:
Attention, asking relevant
questions, tone of voice
Ability to actively engage next
generation designers for reuse
of device on next rocket
Ability to teach
Looking forward to a new design
and helping out when your
design is now history
Help them reuse parts of the old rocket
FUNCTIONAL
REQUIREMENTS
FOR A ROCKET
STABILITY GYRO
Converse with control systems
experts to determine needs for
rocket stability
Understand control system
stability design margins
EX 1: Undocumented knowledge, in
heads of older engineer
Drew
knowledge
out of him
Listen more than talk
Be smart enough to understand
Understanding power and
grounding needs
Understanding the electrical
interaction with the physical ground
strap during high vibration
e.g. Rubber isolators do
not conduct, so how do
you connect the
aluminum ground
across rubber isolators?
Environment drives unique
grounding requirements -
interaction between environment
and grounding (electrical) needs
Deep Smarts Schematic for TIM BRIDGES, TOP
AERONAUTICS ENGINEER (retired)

FUNCTIONAL
REQUIREMENTS
FOR A ROCKET
STABILITY GYRO
ntrol systems
ne needs for
ng power and
DESIGN RATE
GYRO
ELECTRONICS
ASSEMBLY
Ability to design for
reuse of existing gyro
parts and learn their
functions
Networking: Identify who to
speak with, interpersonal skill
Reach back to previous designers
and understand the way those
parts were designed, see if you can
truly reuse them
Ability to talk to people who
worked on the design for a
different/prior rocket who
didn't work on your program,
who didn't work for you and
are not compelled to help
Translate the old design into
terms that could be
repurposed/usable in the new
design/parts
Assembly of parts that come
from an older rocket, reuse in
a different environment
Know, or ability to learn,
how the rocket
environment affects rate
gyro data (understanding
operating environment,
preparation launch and
flight of rocket)
Rate gyro: Monitoring the amount of
bending to control, so that rocket does
not interpret it as a change of direction
Understand effects of noise
and the ability to separate
signal from noise
Environmental effects on the metal
which you have to understand to
determine the signals
Understand the noise of the
rocket engine
How the change in
temperature from 90 degrees
to minus 293 with liquid
oxygen will shrink the metal
The bending of the rocket will
affect and stretch skin where
the rate gyro is mounted
Talk to the experts who know about
acoustics and thermal, and live in their
world, get them to tell you how it works,
understand it, so you can design it properly
Conversant with thermal engineers
to get temperature range for liquid
oxygen tank location
Understand tank surface
contraction and expansion
pre and during flight
Work with acoustics experts to get
vibration levels during launch
Integration of all the factors
into an operational design
Design the wire
harnesses and
tie downs
Understand the space constraints
within a wiring tunnel
Interact with oxygen tank designer/
disciplines in order to avoid dangerous
or ineffective design decisions
Ask liquid oxygen tank designer to
leave enough thickness for you to
put a bolt in without penetrating the
skin and without sticking far out so
the tunnel doesn't fit
Get the liquid oxygen tank
design perimeters done early
on because the tank takes
longer than the rest of the
wiring items
Understand the order in
which the things are manufac-
tured to identify design
constraints downstream
Coordinate design
solution with
thermal, structure,
controls, and
manufacturing groups
Describe the design features to those
different technical specialists
Make sure the assumptions
were reviewed by other
specialists and are correct
Ability to speak on all the topics
Act as interpreter and synthesizer for
experts (thermal and structure)
Be sure to do due diligence - Avoid
erroneous/incomplete information
e.g. The wrong kind of
stainless steel can be
innocently provided
Meeting is going well if you
see: Enthusiasm, friendship,
they are being drawn in
Change your communication frame to
fit that of your audience
Drill down: Abilities, Skills

d
es
CLIENT RELATIONSHIPS
Talk our client's
language
Understanding medical terms Used medical dictionaries
Understanding medical procedures
Ex: Patient needs
to lie on their left
side due to design
of the room
Gaining physician's confidence
Understand how
they make money
Understand their business structure
Design - buildings/spaces may
not be sized correctly
Be careful not to
overbuild
Control your cost
Staffing
Understand flow of staff; incorrect
design can increase costs
Ex: Outpatient center: typical
discharge - nurse takes the
patient outside and it takes her
15 minutes because of where the
surgery center is located, if you
place the surgery center right
near the front door, the nurse is
only out for 5 minutes
Understand what is
important to our clients
Be aware of implications of
design on costs
Respond quickly to clients Ex: Return phone calls same day
How to solve problem for clients
Being able to adjudicate
What are the absolute must-
haves in design in terms of
regulations
Knowing the rules and what
rules can be bent
Knowing what certain
regulatory agencies
look for, how to get
around it
Ex: Renovating
a grocery store
to become an
outpatient
surgery center
Ex: Healthcare is regulated,
codes are conflicting/not clear
with different people enforcing it
Ex: Client needs more capacity,
so they think they need a bigger
building - Boulder comes in and
Explanation of Icons
Specialized skill/knowledge
Example/story; notes on additional page
Critical to company
Rules of thumb
What a learner should do
What a learner should not do
Existing document
Relevant experience

AGENDA
21
LIKE?

22
IDENTIFY &
FOCUS
Systematically
identify
knowledge to
preserve
TRANSFER
Match transfer
strategy to
needs, resources
1 2

Client Team at work: Expert,
Nextpert and Coach
23

Not ALL Knowledge is
Worth Transferring
Commonly
known
decision rules

Goldilocks “rule” for selecting
Nextperts: mind the gap!
25
Nextpert has:
• Basic, foundational knowledge
in domain
• Receptors: enough experience to
learn effectively (7-15 yrs
experience).
• Interest in gaining expertise
• Willingness to learn and invest in
knowledge sharing process

Client Team at work: Expert, Nextpert and Coach
26
Knowledge-sharing Coach has:
• High credibility in the organization, both with the Experts and with
management
• Proven ability to get things done in this organization
• Interest in knowledge transfer, and willingness to learn about transfer
techniques, pitfalls
• Some mentoring, teaching, coaching experience
• Has technical expertise—but not in the same area as the Expert
• Interpersonal communication skills
• Ability to subordinate their own egos, i.e., no need to impress

Greatest Value to the Organization:
its competitive advantages
27
LOTS OF
DEEP
SMARTS
Explicit
Knowledge
Not Directly Retrievable Tacit Knowledge
Retrievable Tacit Knowledge
Implicit Knowledge

Not only WHO has the knowledge but
what FORM is it in?
Explicit
Knowledge
Not Directly Retrievable Tacit Knowledge
Retrievable Tacit Knowledge
© Dorothy Leonard and Walter Swap, 1999
28
Written and electronic
records; Memos; Reports
Not yet written down;
Often not yet articulated
Unarticulated: Skills;
know-how; “intuition,”
unconscious behaviors
Implicit Knowledge

None or little Months/Years
Overlap Time for Source(s) and Receiver(s)
Explicit
Knowledge
Sources &
Interview
Multiple Interviews
(may include 360º, Tool J2)
OPPTY™:
Structured
Knowledge
Mentoring
Nature of
Knowledge
to be
Transferred
Mostly
Explicit
Mostly
Tacit
Mostly
Implicit
Selecting Knowledge Sharing Techniques

Modes of Knowledge Transfer:
Which Best Enable Learning?
• Learning by Doing
• Guided Experience (OPPTY™ Activities):
• Observation
• Practice
• Partnering (including Joint Problem-solving)
• Taking ResponsibilitY
• Discovery (cases, problem sets, simulations)
• Smart Questioning (Interviews & capture)
• Stories with relevance (Examples; lessons learned)
• Presentations/Lectures (Used almost not at all in
this program)
Active
Learning
Passive
Reception
Increasing
Growth of
Deep
Smarts®
30

Learning Activity: Mini-experiences
in OPPTY™
Guided Experience (OPPTY™ Learning Activities set up in
Action Plan):
• Guided Observation
• E.G.: Meetings, Diagnosing problems, Creating proposals, designs, plans,
• Guided Practice
• E.G.: Taking part in meetings, presentations, drafting proposals, designs
• Guided Partnering (including Joint Problem-solving)
• E.G.: Co-developing designs, construction plans, presentations, papers
• Take ResponsibilitY
• Nextperts will take over some aspect of the Expert’s work. What Nextperts take
over and when will be laid out in the Action Plan
31

AGENDA
32
LIKE?

Making Transfer Progress Visible in
the Near Term
• Experts’ assessment (Using Tool Q)
• Activities (OPPTY™ Action Plan: interviews, mini-
experiences)
• Goal achievement (short term, long term)
• Implicit and Tacit to Explicit (Learning Logs)
• Reports to upper mgmt. (Progress Reports)
• Knowledge Transfer Deliverables
33

OPPTY™ Action Plan: Immediate Learning
Goals & Activities (Partial Example)
ULTIMATE GOAL (FROM AGREEMENT):
At the end of 6 months, MV will learn the multi-disciplinary aspects of transit
facilities, will be able to recognize facilities needs and will familiarize himself with
key terms, players and clients on the local transit industry . In 18 months, MV will
take major role in a transit-related project.
SPECIFIC IMMEDIATE
LEARNING GOALS
IMMEDIATE ACTIVITIES
WITHIN NEXT TWO-FOUR WEEKS
NEED FOR WHAT
ADDITIONAL
LEARNING
ACTIVITIES?
Gain additional exposure
to transit stations and
station’s needs
 Attend industry conferences and
presentations
 Visit a nearby rail station with
Expert; observe; take notes.
 Review State Commuter Rail
Guidelines & Standards Manual
 Review Planning for Transit-
Friendly Land Use Handbook by
State
Interview Expert
on specific topics
found in standards
and handbooks
reviewed.
34

OPPTY™ Action Plan Example
(Time and details compressed)
Ultimate Goal:
Become
Go-to Technical
Expert on
Reciprocating
Engine Technology
Time
Frame
24 mos
ACTIONS:
Observation
PROGRESS
CHECK &
FORWARD
PLANNING
ACTIONS:
Practice
PROGRESS
CHECK &
FORWARD
PLANNING
ACTIONS:
Partner
PROGRESS
CHECK &
FORWARD
PLANNING
ACTIONS:
Take
Responsibil
-ity
Immediate Goal:
Meet colleagues
in reciprocating
engine
technology; learn
current issues in
the field.
2 mos
Attend U.S.
government
agency working
group with
Expert, who
represents
Company
Review LOG
notes with
Expert
Intermediate
Goal:
Understand
cutting edge in
this technology
6 mos
Identify
aspects of
work you
could do
yourself with
supervision
Evaluate ideas
from inventors
working on
reciprocating
engine
technology
Discuss with
Expert; Seek
feedback on
OPPTY™
Learning Log
entries.
Intermediate
Goal:
Start establishing
reputation as an
expert in
reciprocating
engines
12 mos
Teach Engine
Performance
B-Course at
Internal
University
Use
Monitoring
Progress
Tool; re-
evaluate
goals and
timing
35

Learning Log: one for each
interview or activity
1. Who? (Names & also roles if relevant); When? (Date)
What? (Situation, Interview Topic, Issue addressed,
“mini-experience” Activity) Why? (What is the purpose
of the interaction—what are you trying to learn?)
2. Record & Reflect (Notes)
3. Review with Expert (additions, revisions; clarifications)
4. Implications/Analysis (Lessons Learned, key points)
5. Possible KTDs (Describe & suggest recipients)
36

Progress Reports (to Sr. Mgmt)
EXPERT: NEXTPERT: COACH:
ULTIMATE GOAL:
IMMEDIATE GOAL(S) EXAMPLES OF
ACTIVITIES
STATUS OF PROGRESS
INTERMEDIATE
GOAL(S)
EXAMPLES OF
ACTIVITIES
STATUS OF PROGRESS
PROPOSED/DRAFTED
KNOWLEDGE
TRANSFER
DELIVERABLE(S)
DESCRIPTION RECIPIENT(S) OF
KNOWLEDGE
TRANSFER
DELIVERABLE
37

Challenge: What’s wrong with this
picture?
38
Source: Shepley Bulfinch
Nourishment/Formula Prep
1. Inappropriate mix of uses (staff and
family nourishment, formula prep,
meds storage)
2. Lack of privacy / concentration
space for formula prep, meds
3. ADA access to icemaker for family
use
4. Splash guard afterthought
5. Floor bubble near sink – is there a
leak from sink or ice maker?
6. Where is the trash (dirty cups left
on ice maker)? Where do I place
used paper towels, gloves?

Translation of Diagnosis & Pattern
Recognition
Sr. Vice President of Sales, Beer Company
Implicit Knowledge: discern patterns
in a retail operation
indicating how well a distributor is
functioning on behalf of producer
39
EXPLICIT
KNOWLEDGE:
Checklist of
CUES

40
IDENTIFY &
FOCUS
Systematically
identify
knowledge to
preserve
TRANSFER
Match transfer
strategy to
needs, resources
EMBED
Integrate
knowledge
sharing into
organizational
processes
1 2 3

Creating an Internal KT Capability
41
Selection
Instructors/
KM Process
leaders
License
Instructor
Guide
LBG-led
Program
Internal Knowledge Transfer
Capability
Knowledge Transfer
embedded in Succession
Planning, On-boarding, etc.
Online
Training

LBG Tools for Your Use (each template has
detailed instructions)
DDS: DEEP SMARTS SCHEMATIC (GENERATED BEFORE THE KICK OFF)
TOOL A: ROLE DESCRIPTIONS
TOOL B: FREQUENTLY ASKED QUESTIONS
TOOL C: EXPERT’S LIST OF PROJECTS/PRIMARY RESPONSIBILITIES
TOOL D: IDENTIFYING CRITICAL KNOWLEDGE AT RISK TOOL
TOOL E: SURVEY OF COMPANY CULTURE FOR KNOWLEDGE-SHARING
TOOL F: ULTIMATE KNOWLEDGE TRANSFER GOAL AND AGREEMENT AMONG MANAGERS & TRIAD
TOOL G: ANALYSIS OF DEEP SMARTS SCHEMATIC
TOOL H: RELATIONSHIP/PROFESSIONAL NETWORK TOOL
TOOL I: INTERVIEW TIPS
TOOL J1: INTERVIEW WITH EXPERT: EXPLORING SPECIFIC DEEP SMARTS
TOOL J2: KNOWLEDGE ELICITATION: PEER INTERVIEWS ABOUT EXPERTS’ DEEP SMARTS (360 INTERVIEWS)
TOOL K: INTERVIEW LEARNING LOG
TOOL L: OPPTY™ ACTION PLAN: IMMEDIATE LEARNING GOALS AND ACTIVITIES TOOL
TOOL M: OPPTY™ ACTION PLAN: INTERMEDIATE LEARNING GOALS AND ACTIVITIES
TOOL N: OPPTY™ LEARNING LOG TOOL
TOOL O: POSSIBLE KNOWLEDGE TRANSFER DELIVERABLES
TOOL P: PROGRESS REPORT TOOL
TOOL Q: MONITORING PROGRESS: DETERMINING STATUS OF GOAL ACHIEVEMENT
TOOL R: KNOWLEDGE-SHARING COACH OBSERVATION TOOL
TOOL S: KNOWLEDGE-SHARING COACH CHECKLIST
TOOL T: KNOWLEDGE-SHARING COACH DIAGNOSTIC
TOOL U: KNOWLEDGE ELICITATION: EXPLICIT KNOWLEDGE SOURCES TOOL
TOOL V: KNOWLEDGE ELICITATION: SPECIFIC PROJECT/PRODUCT LINE HISTORY (IN-DEPTH) TOOL
TOOL W: KNOWLEDGE ELICITATION: SOLVING COMPLEX TECHNICAL PROBLEMS TOOL
TOOL X: KNOWLEDGE ELICITATION: PROJECT LEADERSHIP TOOL
TOOL Y: KNOWLEDGE ELICITATION: ORGANIZATIONAL KNOWLEDGE
TOOL Z: KNOWLEDGE ELICITATION: WORKING WITH CUSTOMERS TOOL
42

Instructor Guide: Table of Contents
43
Tab 1: Instructor Guide and Resources
 Instructor Guide and Checklists
 Deep Smarts® Schematic Protocol
 Executive Overview of Blended Program
Tab 2: Other Roles’ Checklists and
Resources
 Program Director Checklist and Emails
 Event Coordinator Checklist
 Technology Liaison Checklist
 SharePoint Setup Guide
Tab 3: Curriculum, Assignments & Emails
 Curriculum & Assignments
 Assignment-based Emails
Tab 4: Kick Off Meeting
 Slides and Instructor Notes
Tab 5: Workshop
 Slides and Instructor Notes
 Participant Workbook
Tab 6: Tools
• Instructions and Templates
• Examples of tools filled in

A 3-step Process to Knowledge Sharing
44
IDENTIFY &
FOCUS
Systematically
identify
knowledge to
preserve
TRANSFER
Match transfer
strategy to
needs, resources
EMBED
Integrate
knowledge
sharing into
organizational
processes
1 2 3

Sharing Deep Smarts - Experience-based Knowledge (Downloadable version)

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