Posts Tagged ‘Lessons’

Lessons Learned from the Trenches – 1

November 29, 2009

Laura Moore presents .. … Knowledge Management Institute km


Knowledge Management – Lessons Learned and How To Identify Them

November 12, 2009

Many organizations use the term "lessons learned" to the manner in which they are to avoid repeating mistakes, or ensure that they are on the successes, but a lesson can only be used if they have successfully identified and initial to describe captured. Even in "learning organizations", may lack the commitment to knowledge management and sharing, well-learned process for identifying lessons rigor or depth. Too often, until the end of teaching as a "maternityand apple pie "statements, and dusty at the end of the reports on the shelves (or its electronic equivalent).

The following guidelines are taken from the book "Learning to Fly – Practical knowledge management from leading and learning organizations drawn" (Chris Collison and Geoff Parcell), and took ten most important steps to facilitate a review of "lessons learned" to.

1 Go to the meeting. Hold a face-to-face meeting as soon as possible after the project ends, rather than in weeksMonths.

2 Load the right people. The project director will participate, as well as key members of project teams. If a similar project is already underway, there is great value in the new project team visited – a "customer" for the knowledge society

3 Appointment of mediator. Identify a facilitator who is not closely involved in the project. The moderator should be someone who can ask questions of an independent but non-threatening position. This is not a test, it is aInvestment!

4 Revisit the objectives and outcomes of the project. Questions: "What did we set out to do?" and "what we have achieved?"

5 Continue through the project step by step. Re-plan the project and identify any deviation from the plan. Where were the delays and what was ahead of schedule? What has changed and why?

6 questions? What went well? Questions: "What were the successful steps towards achieving your goal?" and "what is really good about the project?"

Ask a "why?" Questionseveral times. This is important, and you will get to the root of the land. Do not take the initial response at face value. People often do not even know what the real reason behind the success or failure. Can mean your role, they lead to a journey of discovery (without regression to their childhood!).

7 Find out why these aspects went well, and press the learning as advice or guidance for the future. This is a crucial point. Try to avoid teaching in a scholarly expressionpassive, past, such as:
"Foxtrot project completed earlier than planned because the project team remained in-tact during the planning and execution stages.

The classes are much more accessible to others if it is expressed as:

Ensure "On the time-critical projects that the project team through the planning and execution phases of the project is consistent. This will eliminate a learning curve aspects of the acquisition on the new staff".

As the mediator,Identify feelings and press for the facts.
Questions: "What are repeatable, have successful processes that we use?" And you, how do we ensure future projects go just as well or even better? "

8 questions: "What could be better?" Questions: "What were the aspects that you supply be stopped?" Identify the stumbling blocks and pitfalls, so that in future the question "what would you project for future teams will be based on your experiences will be avoided here?"

9 Ask ensure that participantsleave, recognizing their feelings. Ask for "patterns of ten" and "What would do it ten for you?" Access to remaining questions.

10 records of the meeting. Use quotation marks to express the depth of feelings. Press the recommendations as clearly, measurably and unambiguously as possible, explained with the help of the guideline format under paragraph 7. Take a picture of the project teams and ensure that you record contact information (e-mail and phone) to follow-up conversations easy for everyoneReading, he learned lessons.
Make sure you spread the ascription to the participants to comment and get the permission before the release of concrete offers a larger scale.


Identifying and recording lessons is quite easy to describe, for the simple sequence of steps and over a certain level of facilitation skills. Of course, the identification of teaching is only part of a knowledge management cycle; teachings, and the guidelines that spawn them,have no intrinsic value. The benefits come from ensuring that the lessons are being applied – is another story!