“Case Study in Online Knowledge Exchange Community: Entovation International Ltd.”
by Debra M. Amidon

In: Jack J. Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 101-114. 


Summarized by: Lucienne Venus
17 August 2001


 

Summary:

This case study describes how a professional network evolved and computer technology facilitated its development into a worldwide organization with a critical mass of people in both industrialized and developing nations. The case study was authored by the associate director of the external research program of Entovation International.

Entovation International’s business agenda was organizational learning, not technology development. The skills required for success were based on relationships, partnering, and strategic conversations. The “virtual Research and Development” is its global network of expertise. Over time, it developed a variety of management tools and techniques to structure and to arrange the dialogue among stakeholders, both internal and external to the firm. These stakeholders organized into a functional organization, which includes five interdependent components: strategy, operations, communications, information systems and knowledge exchange.

A systems organization schema, called the Holon, was developed to propose that everything is naturally both a whole and a part of something at the same time. The author applied the concept of nesting of networks to the creation, evolution, and growth of the network of knowledge professionals known as Entovation International. With advanced communication system technology, it has converted isolated individuals into a highly leveraged network of experts whose conversations are linked for accelerated learning and business leverage.

The structure of Entovation network can be described as a holonomy. It has five levels, providing different modes of interaction. Business partners are at the core and share the Entovation vision. Fellows are the world-class experts in the software for planning and strategy formulation. A global liaison represents Entovation in a particular country or region of the world, and an associate is formally registered in his or her area of strategic competence. The last category, colleagues, are those people who are interested in the knowledge movement in general.

Network growth has occurred in five phases:

  1. defining distinctive competencies (1993-1994)
  2. structuring the network (1995-1997)
  3. sharing the wealth (1998)
  4. transforming into an innovation system (1999)
  5. leveraging collective competence (2000 and beyond)
The network operates when clients tap the knowledge in the network by consulting first with the virtual chief knowledge officer (CKO). The current daily duties of the virtual CKO include adding individuals to the network on the basis of their interest and ability to make a contribution. There is also a need to maintain high personal visibility through public presentations at knowledge management conferences and to write articles in this field in order to promote the network’s growth.

As the network has evolved, the role of virtual CKO has changed as well. The role of the virtual CKO at each phase is described below:

Defining Distinctive Competencies – The role was one of research and crystallizing the various facets of the evolving knowledge profession.

Structuring the Network – The CKO’s role was to identify expertise from around the world, both those researching progressive methods and those practicing knowledge techniques with significant bottom-line results.

Sharing the Wealth – The author also served as the community conscience to maintain the code of values, ethics, and standards to emulate, including determining that several organizations were evaluating best practices. This role was one of researching and establishing standards of excellence.

Tranforming Into an Innovation System – The CKO maintains the expansion process into countries not yet represented on the organization’s map. There is significant interest from developing nations in Latin America, Asia, and the Middle East.

Leveraging Collective Competence – The CKO will continue to serve as the research generator through the multicompany-sponsored initiative to establish the Global Knowledge Innovation Infrastructure (GKII) to be launched with the Banff roundtable. After functioning as a successful global network for over five years, Entovation is ready to convert to a more formal organization structure with a bonafide international headquarters in the United States and with regional hubs in Latin America, Europe, Asia, North America, and elsewhere. The products and services, now in many languages, can be shared on a worldwide basis.


Lessons Learned

What went right?

  • People were ready for a positive, constructive change beyond downsizing.
  • There was an increasing receptivity to advancements of and experimentation with technology.
  • The quality of the intellectual capital, especially the collective wisdom was unsurpassed because many people are entering the field.
  • There ensued an inevitable realization in the value of knowledge innovation – innovation being the business.
  • By focusing on a target group of enthusiasts and early adapters, ENTOVATION created an impact.
What went wrong?
  • Operating as a virtual CKO – without a staff per se – makes it difficult to implement what needs to be done.
  • The volume of activity on the Web and the email was unexpected in terms of the activity on its own site and the increase in sites that provided the competition.
  • Building credibility as a virtual network is difficult in contrast to the established major consulting firms.
  • Managers are still seeking the quick fix and best practices, rather than understanding the fundamental changes required and the need to establish standards.
  • Reciprocity does not come easy because of a basic competitive work ethic.


To conclude, Entovation Network is one example of how a community of experts can respect one another’s competencies, learn from a diverse set of perspectives, and contribute to a common language and a shared vision.
 




Go to article:
  • Dede Bonner. “The Knowledge Management Challenge: New Roles and Responsibilities for Chief Knowledge Officers and Chief Learning Officers.” Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 3-19.
  • Adam Gersting, Bill Ives and Cindy Gordon.  “A Human Performance Approach to Knowledge Management: Andersen Consulting”. in: Jack J. Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 23-38.
  • Nick Milton.  “Managing Knowledge in an Oil Exploration Office”. in: Jack J. Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 39-53.
  • Verna J. Willis and Gary L. May. “Strategy and the Chief Learning Officer”. in: Jack J. Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 55-70.
  • Michael H. Mitchell and Nick Bontis. “Aligning Human Capital with Business Strategy”. in: Jack J. Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 73-86.
  • Case Study in Online Knowledge Exchange Community: Entovation International Ltd. (Debra M. Amidon. “Leading through Strategic Conversations”. in: Jack J. Phillips and Dede Bonner, editors. In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 101-114.
  • Gary Jusela and Nick Nissley. “Action Learning and Organizational Design”. in: Jack J. Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 133-145.
  • Lynne Hambleton.  “Supporting a Metamorphosis through Communities of Practice”. in: Jack J. Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 147-156.
  • Michael Horst adn Theresa Snavely. “Assuming the Role of CLO in a Hospital Setting”. In: Jack J. Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 189-203.
  • Ruth Ash and Maurice Persall: The School Principal as Chief Learning Officer: Seven Exemplary Schools” in: Jack J. Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 205- 220.
  • Robin Lackey and Richard Brehler: “Dismantling and Rebuilding Learning Processes” in: Jack J. Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 221-233.
  • Dave Snowden.  “Storytelling and other Organic Tools of Chief Knowledge Officers and Chief Learning Officers”. in: Jack J. Phillips and Dede Bonner (editors). In Action: Leading Knowledge Management and Learning. American Society for Training and Development, 2000.  pp. 237-252.