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Contents
Preface 
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ixChapter 1: Using Organizational Memory to Improve Productivity . . . 1Chapter 2: Experiential Learning: Just How Bad Are We?. . . . . . . . . . 35Chapter 3: EBM’s 6-Stage Learning Cycle . . . . . . . . . . . . . . . . . . . . . 43Chapter 4: How the Experiential Learning Baton Was Passed . . . . . . . 61Postscript: Two Trillion-Dollar Examples That Illustrate the Point . . . 67 Appendix: Checkbooks and Boxing Gloves: The Author’s Story . . . . . 81
References 
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Index 
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
 
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Preface
The urgency of the productivity challenge is great. The country that does this first willdominate the twenty-first century economically.—Peter Drucker
It might not appear so but knowledge management (KM) is still a rela-tively new field, first launched on an enthusiastic academic and business world out of a small Boston conference in 1993. Predicated on the belatedrealization of the premium value of knowledge, the gathering of a hand-ful of academics and practitioners came about because of two overlappingdevelopments in the way business had changed: globalization, which hadbrought great complexity to the marketplace, and the ubiquitous com-puter. Attendees thought the latter could help the former.Since then, universities have started courses on the subject, journalshave grown up around it, and many large organizations have invested init. It is a multi-billion-dollar market, often seen as a must-have and then,after the installation of some very expensive digital machinery, missap-plied as just document management in place of hard-copy file storage.By the serious practitioners, it is linked to human resource managementand incorporated with processes such as The Learning Organization, theinformation age, continuous improvement, transactive memory systems,knowledge transfer, action learning, and after-action reviews, among oth-ers. Typically techno-centric through electronic data systems, its employ-ment is sometimes tied to organizational objectives, such as improvedperformance, competitive advantage, innovation, the examination of cor-porate culture, and developmental processes, but its practice is still un-certain—just like its multiple definitions. In universities, academics aremostly validating and teaching early theory, whereas out in industry andcommerce, serious practitioners (of which there are still relatively few) areat sixes and sevens with the concept and its practice. In truth, knowledgemanagement is still an immature discipline, begging for a bigger and bet-ter role. Academics know it is important; the chests of money they are
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