This is not about that solitaire game you play surreptitiously when you should be filling out expense reports. And, it’s not about office politics or power struggles. Games at work is serious business and they offer interesting possibilities for law firm knowledge management and lawyer professional development.
A press report about the recent acquisition by Reed Hastings (NetFlix CEO) and Charter Fund of DreamBox Learning got me thinking about the potential positive impact of breaking out of the rather contained way many law firms approach knowledge management and professional development. DreamBox Learning allows children to “learn at play” by offering hundred of lessons via online games. These lessons currently teach math concepts. Over time, the company intends to extend their offerings to cover a variety of other subjects. Each child playing the game first selects an avatar and then dives into the game. According to DreamBox CEO and Co-Founder, Lou Grey:
`The kids can go off on a million different paths, depending on their own pace of learning,’ Gray said. `We give them individual hints and can track their progress.’
Imagine what mandatory continuing legal education would look like if we took it out of the classroom or conference room and put it online in a game. Imagine if we were to compensate associates on the basis of knowledge and skills acquired during a training game and then used in an actual client engagement? The associate’s knowledge and skill acquisition could be measured and tracked objectively via the game rather than just subjectively via the sketchy written review provided long after the fact by the associate’s supervising partner. Imagine if we could use the tracking data to deliver to a lawyer specific knowledge resources that are pitched to their level of expertise. In other words, a junior associate might receive introductory materials covering the subjects that were new to them, while a partner might receive a bullet-point list highlighting key policy or judgment issues that usually arise in a particular type of transaction.
The idea of dynamically adapting the resource to the user is a powerful one:
DreamBox Learning has been successful in part because it designed its software to be adaptive. That means when kindergarten through third graders play the online math games, the software tracks their progress and adjust the game to match the difficulty of the lessons based on each child’s scores.
Is this something we could try in a law firm? Or, are law firms too serious for even serious games?
[Photo Credit: libraryman]
LegalTech 2009 is over and we’re exhausted. There’s something absolutely draining about all those inputs, all those people talking at you, and all those little plastic toys. It’s enough to make even extroverts like me run screaming from the conference hotel.
It will, undoubtedly, take us a few days to process what we saw and what we learned. We have the quick notes we tweeted from the various sessions to remind us, but we don’t yet know if they will prove to be invaluable or completely ephemeral. In addition, some hardier souls (like David Hobbie and Kelly Talcott) have already published their blogs on various sessions. I’m in awe of their ability to synthesize information so quickly and grateful that we have the benefit of their views.
For me there is something about the learning process that requires a period of quiet reflection in order to consolidate the disparate bits of information I’ve picked up. And when I’ve been drinking from an information firehose as I was at LegalTech, it takes even longer. Starting tomorrow, I’m going to indulge in a little quiet reflection and when I emerge, I hope I’ll have something sensible to say about what I learned at LegalTech.
Before I hibernate, I would like to thank the good folks on the LegalTech Advisory Board and at Incisive Media for organizing a conference rich in possibilities and opportunities. I was glad to have a chance to participate both as a speaker and a blogger. Best of all, LegalTech provided a wonderful lab for demonstrating how we interact with and learn from each other. The multi-layered interchanges that bounced between the conference rooms, the Twittersphere, the Blogosphere and the hallways made for a very rich learning environment. Thank you to everyone in New York and online who made this possible.
[Photo Credit: cobalt123, Creative Commons license]
KM4Dev recently featured Dare to Share’s Knowledge Management Toolkit. Beginning in April 2007 and running until December 2008, Dare to Share will highlight one proven KM and/or learning technique per month. Thus far, they have focused on:
– After Action Review
– Collegial Coaching
– Yellow Pages
– Good Practice
– Knowledge Fair
– Exit Interview
– Experience Capitalization
– Peer Assist
For each technique there is a definition, followed by a brief description of how to implement the technique. Dare to Share also provides a link to a much longer discussion of the approach for readers who want to delve deeper.
Not every one of these techniques will work for you or your organization. Even still, this is a great resource if you’re looking for new ways to expand knowledge sharing and learning with your colleagues.
Knowledge management efforts that focus solely on deploying technology to deliver content efficiently are missing a vital element: they don’t provide the means of helping the knowledge worker learn collaboratively from the experiences of colleagues. In other words, they don’t create or exploit natural learning processes within an organization that lead to the adoption of best practices and lasting cultural change.
A 2007 study sponsored by the Swedish Agency for Development Evaluation, entitled “Knowledge and Learning in Aid Organizations” noted that
Although the main focus remains on the development of technology for the effective handling of data, the recognition that knowledge transfer involves extended interpretation processes rather than simple information communication has led to a certain rapprochement between the knowledge management and learning organization fields. Knowledge management initiatives are increasingly seen as parts of larger organizational strategies aimed at creating climates and cultures that facilitate sharing and collective learning from experience (Pedler et al. 1991).
[I found this study courtesy of KM4Dev, a great website offering knowledge management resources for development professionals.]
What are some ways of exploiting the synergies between KM and learning (or training/professional development)? In the law firm context, ensuring that the firm’s professional development materials are included in the knowledge management collection is a good start. More importantly, no new best practices guide or model document should be distributed solely by e-mail. It is far preferable to tie the launch of the new KM content to a specific training session where participants can talk with the authors and each other about the document. The resulting interaction broadens and deepens the opportunities for learning and cultural change. Then periodically, sponsor a session at which lawyers can review current practices or model documents to see if they still reflect the best of the firm’s experience and judgment. Each session reinforces the learning and cultural change that should be the desired outcome of knowledge management efforts. And, along the way, the firm also creates lawyers who produce higher quality work product more efficiently.
Purposefully marrying formal training opportunities to knowledge management content is a great way of leveraging both and creating something that is greater than the sum of its parts.