By Judy Payne, Dr Steve Simister and Eileen J Roden

1. WHAT’S NEW IN
KNOWLEDGE MANAGEMENT?
Judy Payne @judypayne linkedin.com/in/judypayne
Dr Steve Simister Henley Business School stephen.simister@henley.ac.uk
Eileen J Roden eileen.roden@chalk.house
LEAPING INTO PRACTICE

2. PLAN
10.30 -10.50 Overview of what’s new in
KM and KM principles
mashup
Judy Payne
10.50 -11.00 KM through the project
lifecycle
Steve Simister
11.00 -11.10 Portfolio-wide KM Eileen J Roden
11.10 - 11.20 The KM context: what
really matters in project
work
Judy Payne

3. May 2019November 2018 May 2019
NEW!

5. KM-SPECIFIC REQUIREMENTS INTHE
STANDARD
Human interaction
Representation
Combination
Internalisation and learning
knowledge conveyance
and transformation
knowledge development KM enablers
KM culture
Acquiring new knowledge
Applying current knowledge
Retaining current knowledge
Handling outdated or invalid knowledge
Human capital
Processes
Technology and infrastructure
Governance
KM culture

8. USINGTHETHREE PUBLICATIONS
As a guide to the essential elements of KM in any organisation.
As an informal checklist.What’s missing?
For internal or external audit.
For certification (in theory…)
For deeper understanding of KM.
For deeper understanding of KM in project work.
As a guide to building KM into a single project.
As a guide to building KM into portfolios.
For understanding of key project management concepts.
As a reference to the project management body of knowledge.
As a taxonomy – a shared language for project management.
For the fundamentals basics of KM in project work.

9. KM PRINCIPLES
MASHUP
Judy Payne

10. PRINCIPLE #1: BE CLEAR ABOUTWHAT
YOUWANTTO ACHIEVEWITH KM
Knowledge itself has no inherent value. It is valuable only when it
contributes positively to something that matters to an
organisation, project or other entity – for example to goals,
performance or solving problems. KM is a way of unlocking the
potential value of knowledge by making sure knowledge
contributes to the things that matter. KM is a means, not an end.
It follows that we should be clear about what we eant to achieve
with KM – and that we should assess the value KM adds by
focusing on its impact: the effect it has on things that matter.
In the standard:Guiding principles b) Value and c) Focus

11. TWOWAYS KM ADDSVALUE
create new
knowledge
use existing
knowledge
nature of work
brainstorming ideas for a new product
generating project options
understanding project outputs
following a project plan
using guidance documents
repeat projects
© Judy Payne, Steve Simister and Eileen Roden, 2019

12. PRINCIPLE #2: DEVELOPWORKING
DEFINITIONSOF KNOWLEDGEAND KM
Knowledge is intangible and complex. It is created by and exists in
people. It can be tacit and difficult to express (e.g. insights) or
explicit and easy to express (e.g. a formula).
There are many different perspectives and definitions of
knowledge and KM.To avoid confusion, we recommend that
organisations develop working definitions for knowledge and for
KM to create a shared understanding of what the terms mean for
them.
In the standard: Guiding principle a) Nature of knowledge and d)
Adaptive

13. THREE PERSPECTIVES
‘THING’
THINKING
‘KNOWING’
THINKING
‘DOING’
THINKING
knowledge is:
a resource that can
be captured and
shared
a process of knowing
that happens when
people interact
the part of knowing
that comes only
from practical
experience
approach to
KM:
capture knowledge
and disseminate it
encourage people to
build relationships,
networks and trust
bring people from
different disciplines
and backgrounds
together to solve
problems
© Judy Payne, Steve Simister and Eileen Roden, 2019

14. PRINCIPLE #3: BE CLEAR ABOUTTHE
DIFFERENCE BETWEEN KM AND IM
One of the main sources of confusion in KM is the difference
between KM and IM.The confusion arises because knowledge is
often codified to make it easy to share. Once knowledge is
codified, it is subject to IM processes such as storage and retrieval.
It is also part of KM, where the focus is on ensuring shared
understanding , good decisions and effective action.
On its own, codifying and sharing (e.g. in documents) is IM, not
KM. IM can be used to support KM.
In the standard:Guiding principle e) Shared understanding; Annex
B Relationship between knowledge management and adjacent
disciplines

15. THREE PERSPECTIVES
‘THING’
THINKING
‘KNOWING’
THINKING
‘DOING’
THINKING
knowledge is:
a resource that can
be captured and
shared
a process of knowing
that happens when
people interact
the part of knowing
that comes only
from practical
experience
approach to
KM:
capture knowledge
and disseminate it
encourage people to
build relationships,
networks and trust
bring people from
different disciplines
and backgrounds
together to solve
problems
information management knowledge management
© Judy Payne, Steve Simister and Eileen Roden, 2019

16. PRINCIPLE #4: CREATE DIFFERENTWORKING
ENVIRONMENTS FOR DIFFERENT KINDS OF
KNOWLEDGE WORK
Knowledge is intangible, so cannot be managed directly. KM is
concerned with creating a working environment that encourages
people to create, share and use knowledge. Culture is a key part of
the working environment.
Work focused on using existing knowledge is most effective in an
environment of standard processes, control and order. Work
focused on creating new knowledge requires an environment of
shared purpose, autonomy and trust.
Project work includes the use of existing knowledge and the
creation of new knowledge.The way projects and knowledge are
managed strongly influences the working environment.
In the standard:Guiding principles f) Environment and g) Culture

17. DIFFERENTWORKING
ENVIRONMENTS
create new
knowledge
use existing
knowledge
nature of work
standard processes
control
order
shared purpose
autonomy
trust
© Judy Payne, Steve Simister and Eileen Roden, 2019

18. PRINCIPLE #5: FOCUS ONTHE BIG KM PICTURE
RATHERTHANTHE DETAILEDTOOLS AND
TECHNIQUES
KM is much more than adding a few activities to project work.
When planning KM activities, consider the bigger KM picture.
More important than specific tools and techniques are KM roles
and responsibilities, knowledge structures such as standard
terminology and policies, and the high level characteristics of
different KM practices.
In the standard:Guiding principle e) Shared understanding

19. CHARACTERISTICS OF KM PRACTICES
SUPPLY DRIVEN
Initiated by a desire or requirement to impart
knowledge, often at a defined point in a
project
Populating a lessons learned database,
conference presentations
DEMAND DRIVEN
Initiated by a need for knowledge, often a
request for advice or need to creat knowledge
Peer assist sessions, access to subject matter
experts for advice
ABOVETHE FLOW
Takes people away from everyday work
Attending a conference, writing an article
INTHE FLOW
Built in to everyday work
Daily project meetings, open collaboration
platforms
LOW COMMUNICATION RICHNESS
Typically asynchronous practices that connect
people to information
Email, shared drives
HIGH COMMUNICATION RICHNESS
Typically synchronous practices that connect
people to other people
Face-to-face workshops, online meetings with
multiple communication tools
LOW INTERACTION
Little or no opportunity for people to interact
Lectures, one-way webinars
HIGH INTERACTION
People encouraged to contribute and interact
Facilitated workshops, brainstorming sessions
© Judy Payne, Steve Simister and Eileen Roden, 2019

20. PRINCIPLE #6: EXPERIMENT, USE
FEEDBACK AND ADAPT
KM is complex and can be difficult to get right first time. Using
feedback generated by experimentation helps you adapt KM
activities to make sure they are effective – and develops your
understanding of KM principles and your KM context.
In the standard: Guiding principle h) Iterative

21. KM AS AN ITERATIVE AND
ADAPTIVE PROCESS
© Judy Payne, Steve Simister and Eileen Roden, 2019

22. PRINCIPLE #7: BEWARE OF
ELEPHANTTRAPS
1. Failing to appreciate the strategic value-adding purpose and
importance of KM
2. Failing to create shared understanding of knowledge and KM
3. Confusing KM with IM or bundling them together without
distinguishing between the two
4. Focusing on KM activities without considering the working
environments that support different kinds of knowledge work
5. Losing sight of the KM wood by focusing on the KM trees
6. Being impatient or falling into habitual project management
process thinking without using feedback to find out what
works in practice
© Judy Payne, Steve Simister and Eileen Roden, 2019

23. KMTHROUGHTHE
PROJECT LIFECYCLE
Steve Simister

24. KM CONTEXT –THE SINGLE PROJECT
• A core feature of a project is its lifecycle, the stages it goes
through as it progress from beginning to end.
• KM needs to be embedded throughout the project
lifecycle.
• Each project stage has different KM purposes, so need
tailored KM activities to suit the characteristics of that
stage.
• Ensuring KM is planned into each stage from the outset
means the right people are involved from the outset.
• Knowledge boundaries exist mainly at stage gates as the
project passes from one stage to another. The most
significant boundary is at handover and closeout.
24

25. KMTHROUGHTHE PROJECT LIFECYCLE
25
Strategic
need Initiation Planning Execution
Handover
and closure
Benefits
realisation
Plan future KM (working
environment and activities)
DO KM (working environment and activities)
Figure 4.2 KM through the project life cycle. In: Payne, J., Roden, E. & Simister, S. (2019) Managing knowledge in project environments. Abingdon:
Routledge
Potential knowledge boundaries
25
© Judy Payne, Steve Simister and Eileen Roden, 2019

26. KM CONSIDERATIONS
• In the early stages emphasis is on understanding of need and
how project will fulfil this, ensuring the project is founded on
solid organisational requirements. KM should be built into the
business case and project management plans as part of the
‘plan future KM’.
• In later stages plans are put into place during execution.
Typically people involved in these stages will have had limited
involvement in earlier stages. An appropriate working
environment will support KM here e.g. a workshop rather than
email exchange.
• KM planning can reduce but not remove Knowledge
boundaries. The major Knowledge boundary is at handover as
the project team handover the project to the operational
team.
26

27. PORTFOLIO-WIDE KM
Eileen Roden

28. PORTFOLIO WIDE KM
Portfolio-levelPMO
Business as usual
Project
Project
Project
Project Project
Sub-
Project
Sub-
Project
Programme
Programme
Project Project
Portfolio
Strategic
objectives
and
targets
Strategic
knowledge
needs
knowledge flow
contribution
liaison
© Judy Payne, Steve Simister and Eileen Roden, 2019

29. DRIVERS FOR PORTFOLIO-WIDE KM
Big Failure
Big Success
Systemic Issues
?

30. INTRODUCING PORTFOLIO-WIDE KM
The Business Case
Barriers
Approach

31. THE KM CONTEXT:WHAT
REALLY MATTERS
Judy Payne

32. THE KM CONTEXT
project delivery method
governance and assurance
knowledge boundaries
culture
knowledge perspective
physical and virtual
environments
KM practices
KM roles & responsibilities
KM structures
strategic KM purpose
project type
KM objectives and outcomes
strategic knowledge needs
© Judy Payne, Steve Simister and Eileen Roden, 2019