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Being a Successful Knowledge Leader: What Knowledge Practitioners Need to Know to Make a Difference

Being a Successful Knowledge Leader:


What Knowledge Practitioners Need to
Know to Make a Difference
ARTHUR SHELLEY

ARTHUR SHELLEY

PUBLISHED BY IN ASSOCIATION WITH


Being a Successful Knowledge Leader:
What Knowledge Practitioners Need to
Know to Make a Difference
ARTHUR SHELLEY

PUBLISHED BY IN ASSOCIATION WITH


Contents

Executive Summary ...........................................................................................................VII

Introduction .......................................................................................................................IX

About the Author ............................................................................................................XVII

Acknowledgments ............................................................................................................XIX

Chapter 1: Capability Themes for Knowledge Success ........................................................ 1


Behavioural awareness .......................................................................................................... 1
Business orientation .............................................................................................................. 6
Strategic approach................................................................................................................ 9
Continuous open learner ..................................................................................................... 15
Adaptable mindset .............................................................................................................. 19
Reflective decision making ................................................................................................... 21
Collaborative leadership...................................................................................................... 23
Trusts and trustworthiness..................................................................................................... 27
Influential communication.................................................................................................... 30
Participative presence .......................................................................................................... 32
Change adept .................................................................................................................... 36
Project alignment ................................................................................................................ 37
Emotionally intelligent ......................................................................................................... 38
Sense-making, narrative and stories ..................................................................................... 40
Leveraging networks ............................................................................................................ 42
Future-focused .................................................................................................................... 44
Evolving processes .............................................................................................................. 45
Personalised relationships .................................................................................................... 47
Environmental evangelist ..................................................................................................... 48
Outcomes orientated .......................................................................................................... 51

Chapter 2: Capability Support Methods and Toolkits ......................................................... 57


Complexity ......................................................................................................................... 58
Projects as the driver of strategic change .............................................................................. 59
Change integration ............................................................................................................. 62
Role-plays .......................................................................................................................... 64
Constructive dialogue ......................................................................................................... 65

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Contents

Appreciative inquiry............................................................................................................. 65
Advocacy and inquiry .......................................................................................................... 66
Communities for ownership ................................................................................................. 68
Technology enablers............................................................................................................ 70
Behavioural profiling ........................................................................................................... 72
Monitoring progress and measuring success ......................................................................... 76
Guidelines for a knowledge-champion role .......................................................................... 77
Background and role purpose ........................................................................................ 77
Accountabilities ............................................................................................................. 78
Characteristics............................................................................................................... 78
Performance measures ................................................................................................... 79
Key relationships ........................................................................................................... 83
Knowledge profiles for succession planning and continuity management ................................. 83

Chapter 3: Application of Capabilities .............................................................................. 87


Leading knowledge-based change ....................................................................................... 87
Conversations that matter .................................................................................................... 89
Embedding knowledge practices .......................................................................................... 93
Relationship management.................................................................................................. 101
Knowledge transfer in projects ........................................................................................... 104
One small step for KM-kind … .......................................................................................... 107

Chapter 4: Getting Started on Making a Difference, Using the Knowledge Framework ... 111

Chapter 5: Leading Examples of Knowledge Capability Development ............................. 115


Case study 1: PB Australia Pacific .............................................................................. 116
Adding knowledge capabilities to existing programmes to enhance leadership ................. 116
Sharing knowledge ...................................................................................................... 117
Case study 2: Fluor Corporation ............................................................................... 119
Comprehensive approach to create a knowledge-sharing and learning environment ........ 119
Case study 3: MindTree............................................................................................. 122
Creatively embedding knowledge into the corporate ecosystem ...................................... 122
Case study 4: Cadbury.............................................................................................. 125
From pockets of excellence to connected networks in a new world .................................. 125
Succession planning and transition management ........................................................... 127
Behavioural aspect of knowledge leaders ...................................................................... 128
Virtual two-way mentoring ............................................................................................ 128
Case study 5: Tata Steel ............................................................................................ 129
Commitment over time to evolving knowledge maturity and performance ........................ 129
Case study 6: SIRF Knowledge Management Roundtable ........................................... 133
Learning outside the box .............................................................................................. 133
Case study 7: Australian Land and Water .................................................................. 135
Overcoming the tyrannies of distance to triumph with knowledge .................................... 135
Getting started on a regional knowledge strategy .......................................................... 136

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Being a Successful Knowledge Leader

Case study 8: Unicorn Industries and NASA .............................................................. 137


Honesty and willingness to address long-term strategic challenges for
knowledge leaders ...................................................................................................... 137
Case study 9: Acquisition Solutions ........................................................................... 140
Leadership for knowledge at the point of application...................................................... 140
Guiding principles ....................................................................................................... 141
Examples of such roles................................................................................................. 142
Knowledge Convergence© enables the organisation to… ............................................ 144

Appendix ....................................................................................................................... 147


Practical activities to stimulate participation, conversation and actions................................... 147
List of activities.................................................................................................................. 147
A selection of useful blogs in knowledge-related fields ......................................................... 155
Useful online knowledge resources ..................................................................................... 155

Index ............................................................................................................................. 157

V
Executive Summary

SOME ORGANISATIONS have tremendous typically through multiple management


success with their knowledge-based disciplines. Acquiring the right mix of
programmes, while many struggle to experiences and capabilities is difficult,
demonstrate sustainable benefits from them. because it involves a wide scope of
The difference between these outcomes is experiences as well as depth of knowledge.
people with knowledge-leadership capabilities. Development of this unusual combination
This report explores the experiences, situations, typically involves a significant range of roles
education and behaviours knowledge and exposure to a diversity of situations,
leaders need to be successful, through twenty complemented by a great breadth of reading,
capability themes. It guides readers on how reflection and active participation in networks.
to create their own path through a career that Many of the comments and concepts in
will develop their capabilities, then enhance this publication may appear to be stating
successes fuelled by application of knowledge the obvious and, to some extent, this is true.
principles. Great knowledge leaders do not Leadership around knowledge and learning
grow on trees, they grow with and within is not ‘rocket science’. It involves application
organisations (and sometimes across them). of simple knowledge principles to create
Not just any organisation, only those that value from what is known, while building the
have the right fertile environment and strategic capabilities and the environment to foster
future focus of a learning organisation. productivity, competitive advantage and self-
The prevailing attitude found in these sustainability. Too few organisations have
organisations is to invest the time and efforts incorporated enough of these principles into
of the developing leader across a diversity normal practices to make a difference.
of experiences and engage them to reflect Very few organisations have
upon these to challenge their perspectives comprehensive knowledge programmes that
of the outcomes. They enable them to learn ensure best practices are applied across
from both successes and unexpected failures the entire organisation. The nine company
and how to adapt with the environment to case studies in the report highlight that
generate a foundation for future successes. organisations acknowledged as KM leaders,
Gradually, a new leader emerges, having built which have many excellent practices, do
strengths across all the capability themes, or not necessarily apply them in all parts of
at least knowing how to access these through the organisation. Knowledge leadership
their networks. is a journey of continuous improvement
Being a successful knowledge leader and learning. Each stage of development
requires a special set of professional becomes the foundation for next cycle of
capabilities, behaviours, attitudes and outcomes for the ever-evolving organisation
persistence that is developed over time and and the people within it.

VII
Executive Summary

Successful knowledge leaders continue


to find the opportunities for people to
work together and explore concepts and
activities that support the desired goals
of the business while developing critical
capabilities. They create an environment
that enables their people to make ‘safe-
fail’ decisions and adopt emergent
concepts. They engage people to become
involved in learning opportunities around
business-aligned projects. Participation in
these knowledge-rich interactions builds
capabilities and networks in a way the
employees at all levels feel they belong to
something significant and their efforts are
valued. They harvest the benefits as they
grow and share them with their stakeholders.
Successful knowledge leaders make a
difference by generating positive growth for
the future, living their beliefs and being true
to their values. They collaborate with others,
applying what they know to create value that
is manifested as productivity, innovation,
continuous improvement and developing
their successors as the next generation of
knowledge leaders.
Mahatma Gandhi said it well: “We must
become the change we want to see.”

VIII
Introduction

SUCCESSFUL PEOPLE in knowledge the potential they believe should be there.


professions understand that delivering value Part of the problem is the inability to define
from knowledge is primarily about people specific tangible benefits in detail in advance
and their interactions. of the programme. Another reason is a lack
People interacting with other people of confidence or trust that these benefits will
to help, advise and collaborate; people be realised, and underestimating the value of
getting together to tell stories, share ideas intangible benefits. The inability to predefine
and discover mutual benefits through the specific benefits reduces executive support,
principles of reciprocity; people mentoring which in turn becomes a self-fulfilling
and conversing with other people, to prophesy of failure. In a complex world,
create better processes, innovate around it is not possible to know the exact details
opportunities, solve intractable problems of outcomes in advance. Generic benefit
and implement solutions. Through helping categories can be stated, but setting a rigid
others, ‘knowledge people’ build trusting plan to deliver specific measures is fraught
relationships and make a difference for with risk and could exclude the emergence
themselves, their colleagues and networks of unknown opportunities.
and their organisation as a whole. On Successful knowledge leaders understand
some occasions, the collaborative activities that acting in a complex world influences
of knowledge thought leaders make a what emerges and that the actions
difference much beyond their organisation, themselves become an inherent part of
as is occurring with the environmental the outcomes and learnings. Creation and
movement. Knowledge leaders and application of knowledge flows involve
knowledge workers proactively leverage stimulating interactions between the
their ever-extending networks to make better environment, the participants and a wide
quality decisions, improve outcomes, learn range of inputs and outputs (refer to page
together and even avoid pitfalls they did not 112, Figure 1). Such flows occur whether
know were possible, before serendipitous they are deliberately managed or not, but
conversations spontaneously emerged. the outcomes can be enhanced with well-
There is no doubt that sharing knowledge directed leadership. Successful leaders know
and collaborating to apply knowledge has how to stimulate the positive trends and to
the potential to generate value. A question disturb the undesirable trends to drive the
for many organisations is how to do this direction of the environment, rather than
effectively to optimise return on investment. being driven by it.
While some organisations have created Interactions between knowledgeable
significant value through knowledge-based people generate emergent outcomes that
programmes, many have struggled to reach cannot be reliably predicted and may not

IX
Introduction

be repeatable. Emergent concepts provide in which a defined path is appropriate do


opportunities, but harbour inherent risks exist in a simple, unchanging environment.
because they are untested. Management However, these situations are becoming
often preclude approval of initiatives with less common as the pace of change in our
this degree of uncertainty as they are modern world is rapidly accelerating. This
not prepared to support ‘risky projects.’ is where the success can be drawn from
Knowledge leaders who have strong the brink of failure with the right leadership
relationships with senior executives can capabilities. An adaptable and influential
influence them to support pilot programmes leader can find a balance of initiatives
around emergent concepts. Those that that generates sufficient short-term benefits
generate success with measurable benefits to placate stakeholders, while building
build confidence and secure the additional a foundation for long-term capability
support necessary to extend the programme. developments. They build the knowledge
As progress towards desired long-term goals strategy to enhance performance and align
continues to be achieved, new possibilities with organisational goals, rather than to
emerge which challenge priorities. This achieve isolated knowledge objectives.
triggers the adjustment of goals and the Successful leaders are sometimes
programme continues to evolve. Such are described as either lucky or naturally
the beginnings of many knowledge-based talented. No doubt everyone has benefited
programs. While they continue to generate from some good luck at times and perhaps
benefits and communicate their worth to from some bad luck at unfortunate
stakeholders, they survive. However, without moments. However, sustained success
a consistent flow of benefits their support over time is not the outcome of random
and the program slowly fade away. criteria – there is more to their success
One problemme is over-promising than this. One of the common features of
delivery of benefits in order to get initial a successful knowledge leader is to have a
support. When predefined early benefits wide scope of life experiences and a mixed
are not quickly realised, support is rapidly history of professional interests. Many end
withdrawn. Knowledge-based programmes up in knowledge management as a result
usually involve cultural elements and these of these capabilities rather than being
inevitably take years to achieve. Some deliberately developed for the role. Imagine
programmes sold as knowledge projects if the essence of these capabilities was
appear simple and quick, but are often combined into a development programme
more complex than assumed. For example, that specifically targeted knowledge leaders.
implementation of new software usually Would it be possible to create specialist
requires procedural and behavioural change knowledge leaders through a targeted
to be successful. The software is successfully programme incorporating these essential
made available, but without the necessary capabilities? Would such programmes be
cultural and procedural changes, it will useful for managers and leaders generally?
not be used as planned and the desired Do we want specialist ‘knowledge leaders’
benefits are not realised. When the tools and or do we want all leaders to proactively use
short-term benefits are the focus rather than knowledge to lead more effectively? Some
people, relationships and long-term benefits, thoughts on these questions are offered in
the programme is at risk of failure. Situations this publication.

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Being a Successful Knowledge Leader

Successful knowledge professionals „ What capabilities are critical for a person


generate productivity and innovation through to be successful and how do people
engaging resources in productive activities. come to acquire these?
They adeptly balance their approach
between facilitative and directive to convince This research focuses on organisations
stakeholders to invest resource time in their that have demonstrated successes through
activities. They innately know which style is developing the capabilities of their knowledge
appropriate to influence each stakeholder professionals and investigates the role of
and when to apply it to stimulate interest people capabilities in how this was achieved.
and investment in knowledge programmes. While it is not usually possible to simply
They encourage experimentation amongst reapply these learnings in other organisations,
adaptable people and facilitate interactions understanding how others have achieved
in a stimulating environment. Whilst success helps to assess what can be done in
coordinating these activities they harvest value other organisations and contexts.
from the interactions through knowledge- A key objective of this book is to
success cycles. The benefits from these provide a guide for knowledge practitioners,
investments are communicated back to the knowledge initiative leaders and those
stakeholders in a way that motivates them to interested in capability development, with a
reinvest in the knowledge programme and the pragmatic assessment of priority capabilities
success cycles continue. Knowledge-success useful for knowledge related contexts.
cycles become more efficient and effective Understanding and applying the capabilities
by deploying innovative support tools and summarised in this book will assist you on
processes to generate further outcomes and your journey towards being a successful
through stewarding appropriate relationships. knowledge leader by sharing with you, what
The leader aligns team motivation and knowledge practitioners need to know to
behaviour with the goals of the sponsoring make a difference.
parties to ensure their desired outcomes
remain targets of invested effort. Knowledge comets, meteors
The proposition that making a difference and meteorites
through knowledge management is Knowledge programmes can be like comets,
influenced more by people than other criteria in that people are excited to see them and
stimulates some questions useful for debate: many get excited about them. However,
despite the excitement, and this beautiful
„ Why are some people better at this mysterious object being held in awe, many
than others? intuitively understand it is something that
„ How do we find the more capable will gently pass by with little impact. Then,
people and motivate them to generate sometime in the distant future, when we
the biggest impacts from applying had almost completely forgotten about it,
knowledge management principles? it returns again to briefly inspire us. We
„ Is it possible to develop any person to be would love to know more about this mystical
a successful knowledge leader? heavenly object. It fascinates us in a strange,
„ How could you develop the capabilities comforting way and we are glad it is there,
of your people to become better at but we just do not quite get the relevance of
leading knowledge-based initiatives? how it will impact us in any way. A common

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Introduction

sentiment seems to prevail: as long as it their world and they remain comfortable in
does not interfere with my plans, I am happy the knowledge that no sustainable change
to take a little time out to observe it pass by. will be generated.
It provides a little curiosity, brightens one’s What if knowledge initiatives were more
outlook for a short period and provides like meteorites? What if they descended from
a topic for idle social chats over coffee. the heights with a great fanfare and brilliance
A short interlude to contemplate things and impacted Earth, creating a permanent
bigger than our immediate world (or cubicle change? Perhaps even rocking it sufficiently
perhaps) before we rush back to yesterday’s to change its path or environment? The
overdue milestones. first image that comes to mind with such
Some may invest a little time to a scenario is total disaster! We fear
understand the basic structure of the comet, uncontrolled mayhem and mass destruction
although we do not really know why, there of the world as we know it. Although this
does not seem to be any immediate benefit is the most probable outcome with an
in knowing such trivia. It seems there is this uncontrolled large meteorite, it is not the only
mini mass hysteria in the community about possible outcome. There are small meteorites
it and they got caught up in it for a while that make it to the Earth’s surface with only
(always knowing of course, that this is a a minor impact, as they are so diminished
temporary distraction that will soon traverse by the time they land. However, there are
the attention span of colleagues and as such options between these extremes that offer
offers no threat). An interesting aside for a benefits for knowledge programmes.
while, now what is next… From a knowledge initiative perspective,
Some knowledge initiatives are more the desired outcome is a manageable
like meteors than comets, in that they come compromise between these possibilities.
closer to our small world. They enter the One where the meteorite makes a huge
Earth’s gravitational pull from out of the and exciting display as it descends in a
darkness, with great speed and a flash of controlled manner to make an impact, but
bright light; they hurtle towards us in a vain generates a productive change rather than
attempt to change the face of our world. being a random destructive force. Imagine
However, they do not have the mass and creating a programme that divides the
momentum to make an impact on the meteorite mass into smaller controllable
Earth, whose own mass, momentum, and pieces, each generating their own display
atmosphere simply burn out the meteor and impact; a constant shower of meteorites
and relegate it to vapour and dust before that collectively generate greater awareness,
it can make any impact. Again, people are and each making a small positive difference.
excited to see the brief display and they chat With time, the collective differences of these
about how cool it was to watch, but few ever impacts become significant. People can’t
engage directly with it in any way. Generally help noticing these numerous displays over
they read about it in newsletters and remain a longer period and observing outcomes
in their comfort zone with the knowledge that on an ongoing basis. They realise this is not
meteors are harmless and will not impact one big (potentially disastrous) impact they
them. The protective atmosphere around cannot control, but a series of useful positive
them will always prevent such a small object contributions, which assist them to change
(programme) from making any real mark on the environment over time. They become

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Being a Successful Knowledge Leader

more aware of the next event and what it show (positive awareness programme) and
will do. They want to be part of the action a series of positive impacts (success stories)
as it happens. They start looking forward to over time. They start to expect to an ongoing
the bright displays and impacts and prepare programme of light shows and impacts
for the benefits they will deliver. A meteorite and begin to participate more positively in
shower [a series of small success stories them. With continued investment over time,
from knowledge-based initiatives] helps to a self-sustaining programme is created that
generate the right balance of awareness, becomes part of the way the organisation
anticipation and focus on outcomes and operates and which delivers continuous
benefits, while reducing fear of change. improvements in communication, profitability,
Describing desired changes in advance creativity, innovation and ultimately
helps people to engage with the knowledge organisational performance.
programme and should be communicated
in a targeted way. However, it is essential Building capabilities
to provide some flexibility in outcomes to Building capabilities is a multi-faceted
enable emergent ideas to mature. This journey, not a single event. The more
also provides the adaptability to take diverse the experiences and events in
advantage of innovation opportunities and the journey, the stronger the capabilities
reflective learning throughout the ‘meteorite generated. Capability is further enhanced
shower’. One of the most significant if each experience is reflected upon as a
advantages of an aligned but flexible learning opportunity and discussed with
programme, like a meteorite shower, is the others to hear different perspectives and
ability to take advantage of unforeseen interpretations. Without reflecting, it is
opportunities (and preparedness to manage possible to simply breeze through life, learn
unpredicted negative outcomes). Ideally, little and never build greater capabilities.
stakeholders will build a sense of comfort For reflective practitioners, everything they
and confidence over time, without exerting do, read, participate in or watch provides
unreasonable control. This represents a the opportunity to improve their capabilities.
type of unpredictable predictability, in which For them, life itself is a series of learning
you understand the overall directions and activities, whether they are personal,
outcomes, but not the specific details or professional or social. Is it just the way they
exact timing of each future event or output. are? Alternatively, have they actively taken
Another advantage of the meteorite decisions to be this way?
shower approach is to spread investment It is easy to confuse capability with
across a range of smaller activities and capacity as many people use the terms
start to generate some outcomes earlier. interchangeably. The Oxford Dictionary
Rather than investing all resources in defines ‘capability’ with words like ‘ability’,
one big impact, a number of smaller ‘fitness’, ‘power’ or ‘faculty’. It reflects
(more manageable and better-scheduled) having the necessary skills and competencies
meteorites each creating separate, but to perform an act or deliver to a standard.
aligned, impacts provides more opportunities The Oxford defines ‘capacity’ using phrases
to create both planned and unpredictable and words such as the power to receive or
benefits. These can engage a wider audience contain, cubic content, function or character.
and stakeholders get to see an ongoing light By these definitions, both capability and

XIII
Introduction

capacity are important in knowledge servers. A document-management process


programmes. It is essential to build the can be more capable of generating quality
capability (competency, knowledge, fitness report outcomes by embedding a peer-
and faculty) of your resources, but also to review step before documents are loaded.
have the capacity (volume and content) of The capacity of this same process can be
resources to be able to deliver outputs and increased by spreading the review workload
outcomes within the timeframes required. across a larger group of experts or passing
Typical errors in generating knowledge responsibility for the review process to a
strategies are to build in what you have the community of experts.
capability of doing, but not the capacity, This book focuses on people capabilities.
or vice versa. Both problems create In this context, the competencies, skills and
unreasonable expectations about what behaviours that enable an individual, group
benefits can be delivered and when they will or organisation to deliver an activity, output
be realised. For the purposes of this report, or outcome. It explores what capabilities are
think about capability as being what you significant to knowledge-based programmes,
have the ability or competency to do, and how they can continue to be developed over
capacity as the level of resources you have time and why this is important.
to deliver within the planned timeframes.
Organisations have inherent capacities and Context
some of these can be increased through The purpose of this book is to provide a
automation. However, the capabilities of an guide for those wishing to make a difference,
organisation is usually far more dependent by becoming more capable of leading
on the knowledge and experience levels of organisational initiatives through better
the people the organisation has influence leverage of knowledge. Without some context,
over. Capability is a design and development the messages, intent or processes contained
issue. Capacity is a prioritisation and here may be misunderstood or misinterpreted.
resource availability issue. Both can be Some people are always happy to argue ad
supplemented by outsourcing. However, infinitum about some terms and definitions
outsourcing capabilities creates knowledge just for the sake of argument. For this reason,
issues and risks in the long term that the author has minimised the inclusion
outsourcing capacity usually does not. of definitions, especially as there is a vast
Capability and capacity can be applied volume of different opinions in the literature
to people, processes or tools. A person can and plenty of debate in online forums, blogs
be made more capable by educating them and wikis about the terms used in this book.
or providing them with some challenging Interpretation is left to the reader within
experiences. Their capacity can be increased their context and experiences. It would be
by enhancing their physical fitness so they impossible to include all perspectives and be
can achieve more physical work in a given presumptuous enough to provide a personal
time. A portal can be made more capable definition as this would just add fuel to the
by configuring additional software options, debate and distract readers form the purpose
such as enabling wiki or blog functionality. of the book. There are plenty of opportunities
The portal capacity can be increased by to participate in such debates (if one is
increasing the bandwidth of the intranet inclined) and as such this book does not
network or by adding storage space to the attempt to cover them here.

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Being a Successful Knowledge Leader

Despite the statement above, it is useful does the credibility of the programme and the
to have some context for the reader to level of support and participation. Without a
interpret the information in the way it is flow of benefits, the programme slowly loses
intended, for the sake of clarity. Some points momentum and people migrate their mind
of clarification to reinforce a specific context space towards programmes from which they
have been provided where this is deemed receive a greater return for the investment of
to be useful. This does not suppose there is their time and efforts.
only one way to interpret this information,
as it will be used in different ways by
different people. The author is interested
to hear other perspectives of how this
information can be applied, where it can
be improved from a practical perspective.
Such constructive dialogue is an essential
interaction for learning and building
capability, so the book can contribute to
these, but is not intended to answer them.
A useful operational guideline for a
knowledge practitioner is:

What can be done to create value by


leveraging what is collectively known to
collaboratively create new foundations for
future opportunities?

This keeps the scope broad and flexible


and requires decisions and actions, as well
as interactions between people to apply
knowledge to create improvements for the
future. Although we need to learn from the
past, we should not be preoccupied by it
as the future context limits what is directly
applicable. Comprehensive programmes
involve creating new knowledge as well as
reusing existing knowledge, increasing the
capabilities of people, improving infrastructure
and tools and defining better practice
processes by embedding knowledge principles
in them. Ultimately, a successful knowledge
leader will select priority areas based on
what most effectively builds productive
relationships and generates a balance of
medium and long-term benefits, both tangible
and intangible. As benefits begin to flow, so

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