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Clarity in Knowledge Communication

N
Nicole Bischof

Clartiy in Knowledge Communication Knowledge communication is an essential mechanism to facilitate intra- and inter-organizational knowledge transfer. In order to improve the efficiency of knowledge communi-cation, organizations need to pay particular attention to the clarity of conveyed knowledge in order not to create confusion, misunderstandings, or misapplication of knowledge. In this contribution, we show where and how the concept of clarity matters for knowledge management in general, and for knowledge communication in particular. We review and operationalize the clarity concept so that it can become the object of a systematic management effort. Further-more, we show ways of how clarity can be pro-actively and systematically managed. We have tested our conception of clarity in a survey on clarity in knowledge-focused presentations, and we present the results in this presentation.

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Clarity in Knowledge Communication IKNOW 揃 10th International Conference on Knowledge Management and Knowledge Technologies 13 September 2010 揃 Graz Nicole Bischof and Prof. Dr. Martin J. Eppler Institute for Media and Communications Management 揃 University of St.Gallen
Nicole Bischof I-KNOW 2010 Page 2 Agenda Introduction Theoretical Background Operationalizing Clarity Empirical Study Conclusion
Our Context for Clarity: Knowledge Communication Nicole Bischof I-KNOW 2010 Page 3 The process of knowledge communi cation is the activity of interactively conveying and coconstructing insights, assessments, experiences, or skills through verbal and nonverbal means1. 1 [Eppler 2007]
Why Knowledge Communication? Nicole Bischof I-KNOW 2010 Page 4 Knowledge communication is an essential mechanism to facilitate intra and interorganizational knowledge transfer, and clarity plays an important role.
How Clarity matters for Knowledge Management Nicole Bischof I-KNOW 2010 Page 5 single out key ideas Knowledge combine them to a realistic prototype Creation distinguishing the new from the old focus on the essential ideas Knowledge Distinguish and define ambiguous elements in knowledge Sharing clarify the origination context Clarification of original documentation context Knowledge Systematic ambiguity reduction Retention Increasing clarity by updating relating key terms Knowledge Adding context information to project documentation Application structuring the lessons learned clearly reducing ambiguous terms
Nicole Bischof I-KNOW 2010 Page 6 Agenda Introduction Theoretical Background Operationalizing Clarity Empirical Study Conclusion
Everything that can be said, can be said clearly. Wittgenstein
Nicole Bischof I-KNOW 2010 Page 8 The Concept Clarity has been Researched in Different Disciplines Clarity
Example: Hamburg comprehensibility model and Nicole Bischof I-KNOW 2010 Page 9 further elaboration by N. Groeben The contextdependent model of text understandability consists of four factors2, 3: Cognitive structure/content classification Semantic redundancy Stylistic simplicity Conceptual conflict 2 [Langer, Thun, Tausch 1974] 3 [Groeben 1982]
Nicole Bischof I-KNOW 2010 Page 10 Agenda Introduction Theoretical Background Operationalizing Clarity Empirical Study Conclusion
Our CLEAR Formula Nicole Bischof I-KNOW 2010 Page 11 C oncise Content Focus on the essential elements and show them in overview before going into details. Logical in the sense that elements build on one another in L ogical Structure sequence; accessible in the sense that it is selfevident and intuitive. With regard to the targeted audience, the reason for the E xplicit Context communication of that knowledge, and its urgency and importance. A mbiguity Low Interpretable in one way in order to avoid misunderstandings or misapplication. R esonance Fit the needs, preferences and foreknowledge of the audience, knowledge must be made actionable.
Validation of our CLEAR Formula for Application in Nicole Bischof I-KNOW 2010 Page 12 Managerial Practice 4 1 Case Study Literature (contact us) Review Experts Empirical Review Study 3 2
Nicole Bischof I-KNOW 2010 Page 13 Agenda Introduction Theoretical Background Operationalizing Clarity Empirical Study Conclusion
Empirical Study: Clarity in PowerPoint Nicole Bischof I-KNOW 2010 Page 14 Presentations Goal Validation of CLEAR Formula, Status and Improvement of Clarity in PowerPoint presentations Context Survey among academics who are familiar with knowledge intensive complex presentations Scope 41 quantitative and 6 qualitative Questions; Sum of 145 completed questionnaires
Sample Questions from our Survey Nicole Bischof I-KNOW 2010 Page 15 1 What are the most likely effects of a bad, unclear ppt presentation on you? 2 Which of the following factors have the most negative impact on clarity in ppt knowledge presentations? 3 What are the most important issues to consider when you communicate knowledge with a ppt presentation? 4 Which of the following mechanisms is most likely to increase the clarity of a ppt presentation?
1 Nicole Bischof I-KNOW 2010 Page 16 What are the most likely effects of a bad, unclear ppt presentation on you? Not likely at all Very likely You dont listen to what the presenter has to say. You dont believe the presenter. You forget the presentation content quickly. You get angry with the presenter. You perceive the topic as complex. You dont take the presentation/presenter seriously. No particular effect on you.
5 Empirical Evidence: Results from a Survey 2 In the section above we have argued that clarity in knowledge communication can be Nicole Bischof I-KNOW 2010 Page 17 Too much Text captured in a few vital characteristics that can be systematically applied or checked. This implies that clear communication can be (to a certain extend) learned, which has been on a single 際際滷 shown by several studies, e.g. with teachers and supervisors [Langer et al. 1974, 1989; Metcalf and Cruickshank 1991]. Our next ambition was to conduct a survey among academics who are familiar with knowledgeintense complex presentations. The purpose of our survey was to validate our CLEAR formula and to check whether the five components of clarity featured in our framework actually correspond with the needs and expectations of academic softwaresupported presentation modes. The survey on clarity in PowerPoint knowledge presentations consisted of 41 quan 86% titative questions and 6 qualitative questions. We have developed the questionnaire using a 5point Likertscale measuring either positive or negative response to different statements related to clarity in presentations, the effect of unclearness on the audi ence, issues to be considered when using PowerPoint and mechanisms to increase clarity. We have distributed the questionnaires manually with a short introduction regarding its purpose. The study was conducted at the University of St. Gallen and at theto C Refers University of Lugano. We have asked students and academics from different degree programs and nationalities about their views on clarity in knowledgeintensive, concise content complex PowerPoint presentation, something that they all had extensive experience in as CLEAR of students and course participants. Our sample consists of 14 3rd year Italian and Swiss bachelor students enrolled in a program in corporate communication, 94 master students from the University St. Gallen and Lugano, 12 PhD students with as well as 25 senior American and Canadian MBA students. Our final sample sums up to 145
2 Nicole Bischof I-KNOW 2010 Page 18 Unclear presentation structure 84% Refers to L logical structure of CLEAR
3 Nicole Bischof I-KNOW 2010 Page 19 What are the most important issues to consider when you communicate knowledge with a ppt presentation? Not important Very important C Your main message/goal Involving the audience L Having a clear structure/slide sequence Your speaking style The audiences prior knowledge and needs Having the right amount of slides Getting the timing right The wording of text on the slides Including good visualizations / graphics
4 Nicole Bischof I-KNOW 2010 Page 20 Which of the following mechanisms is most likely to increase the clarity of a ppt presentation? 86% Training the Presenter
Nicole Bischof I-KNOW 2010 Page 21 Agenda Introduction Theoretical Background Operationalizing Clarity Empirical Study Conclusion
Conclusion Nicole Bischof I-KNOW 2010 Page 22 Knowledge communication requires clarity. Clarity makes communication of complex managerial issues more precise, efficient, userfriendly, reduces misunderstandings. Clarity in knowledge communication can be analysed, managed, and trained (CLEAR formula). Measurement and emotional issues of the clarity concept are research gaps which should be explored further.
Limitations and Implications Nicole Bischof I-KNOW 2010 Page 23 Survey among academics only Limitations Focus of survey: PowerPoint presentations Practical Crucial topic in everyday managerial communication Implication Implementation through readytouse CLEAR formula Theoretical First time focus on Clarity in a management context Implication Review of the clarity concept in relevant literature Methodological Isolation of individual clarity factors (predictors, Implication consequences) Measurement of clarity as a methodological approach
Thank you for your attention! Nicole Bischof Head Project Complex to Clear Nicole.Bischof@unisg.ch

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Clarity in Knowledge Communication

  • 1. Clarity in Knowledge Communication IKNOW 揃 10th International Conference on Knowledge Management and Knowledge Technologies 13 September 2010 揃 Graz Nicole Bischof and Prof. Dr. Martin J. Eppler Institute for Media and Communications Management 揃 University of St.Gallen
  • 2. Nicole Bischof I-KNOW 2010 Page 2 Agenda Introduction Theoretical Background Operationalizing Clarity Empirical Study Conclusion
  • 3. Our Context for Clarity: Knowledge Communication Nicole Bischof I-KNOW 2010 Page 3 The process of knowledge communi cation is the activity of interactively conveying and coconstructing insights, assessments, experiences, or skills through verbal and nonverbal means1. 1 [Eppler 2007]
  • 4. Why Knowledge Communication? Nicole Bischof I-KNOW 2010 Page 4 Knowledge communication is an essential mechanism to facilitate intra and interorganizational knowledge transfer, and clarity plays an important role.
  • 5. How Clarity matters for Knowledge Management Nicole Bischof I-KNOW 2010 Page 5 single out key ideas Knowledge combine them to a realistic prototype Creation distinguishing the new from the old focus on the essential ideas Knowledge Distinguish and define ambiguous elements in knowledge Sharing clarify the origination context Clarification of original documentation context Knowledge Systematic ambiguity reduction Retention Increasing clarity by updating relating key terms Knowledge Adding context information to project documentation Application structuring the lessons learned clearly reducing ambiguous terms
  • 6. Nicole Bischof I-KNOW 2010 Page 6 Agenda Introduction Theoretical Background Operationalizing Clarity Empirical Study Conclusion
  • 7. Everything that can be said, can be said clearly. Wittgenstein
  • 8. Nicole Bischof I-KNOW 2010 Page 8 The Concept Clarity has been Researched in Different Disciplines Clarity
  • 9. Example: Hamburg comprehensibility model and Nicole Bischof I-KNOW 2010 Page 9 further elaboration by N. Groeben The contextdependent model of text understandability consists of four factors2, 3: Cognitive structure/content classification Semantic redundancy Stylistic simplicity Conceptual conflict 2 [Langer, Thun, Tausch 1974] 3 [Groeben 1982]
  • 10. Nicole Bischof I-KNOW 2010 Page 10 Agenda Introduction Theoretical Background Operationalizing Clarity Empirical Study Conclusion
  • 11. Our CLEAR Formula Nicole Bischof I-KNOW 2010 Page 11 C oncise Content Focus on the essential elements and show them in overview before going into details. Logical in the sense that elements build on one another in L ogical Structure sequence; accessible in the sense that it is selfevident and intuitive. With regard to the targeted audience, the reason for the E xplicit Context communication of that knowledge, and its urgency and importance. A mbiguity Low Interpretable in one way in order to avoid misunderstandings or misapplication. R esonance Fit the needs, preferences and foreknowledge of the audience, knowledge must be made actionable.
  • 12. Validation of our CLEAR Formula for Application in Nicole Bischof I-KNOW 2010 Page 12 Managerial Practice 4 1 Case Study Literature (contact us) Review Experts Empirical Review Study 3 2
  • 13. Nicole Bischof I-KNOW 2010 Page 13 Agenda Introduction Theoretical Background Operationalizing Clarity Empirical Study Conclusion
  • 14. Empirical Study: Clarity in PowerPoint Nicole Bischof I-KNOW 2010 Page 14 Presentations Goal Validation of CLEAR Formula, Status and Improvement of Clarity in PowerPoint presentations Context Survey among academics who are familiar with knowledge intensive complex presentations Scope 41 quantitative and 6 qualitative Questions; Sum of 145 completed questionnaires
  • 15. Sample Questions from our Survey Nicole Bischof I-KNOW 2010 Page 15 1 What are the most likely effects of a bad, unclear ppt presentation on you? 2 Which of the following factors have the most negative impact on clarity in ppt knowledge presentations? 3 What are the most important issues to consider when you communicate knowledge with a ppt presentation? 4 Which of the following mechanisms is most likely to increase the clarity of a ppt presentation?
  • 16. 1 Nicole Bischof I-KNOW 2010 Page 16 What are the most likely effects of a bad, unclear ppt presentation on you? Not likely at all Very likely You dont listen to what the presenter has to say. You dont believe the presenter. You forget the presentation content quickly. You get angry with the presenter. You perceive the topic as complex. You dont take the presentation/presenter seriously. No particular effect on you.
  • 17. 5 Empirical Evidence: Results from a Survey 2 In the section above we have argued that clarity in knowledge communication can be Nicole Bischof I-KNOW 2010 Page 17 Too much Text captured in a few vital characteristics that can be systematically applied or checked. This implies that clear communication can be (to a certain extend) learned, which has been on a single 際際滷 shown by several studies, e.g. with teachers and supervisors [Langer et al. 1974, 1989; Metcalf and Cruickshank 1991]. Our next ambition was to conduct a survey among academics who are familiar with knowledgeintense complex presentations. The purpose of our survey was to validate our CLEAR formula and to check whether the five components of clarity featured in our framework actually correspond with the needs and expectations of academic softwaresupported presentation modes. The survey on clarity in PowerPoint knowledge presentations consisted of 41 quan 86% titative questions and 6 qualitative questions. We have developed the questionnaire using a 5point Likertscale measuring either positive or negative response to different statements related to clarity in presentations, the effect of unclearness on the audi ence, issues to be considered when using PowerPoint and mechanisms to increase clarity. We have distributed the questionnaires manually with a short introduction regarding its purpose. The study was conducted at the University of St. Gallen and at theto C Refers University of Lugano. We have asked students and academics from different degree programs and nationalities about their views on clarity in knowledgeintensive, concise content complex PowerPoint presentation, something that they all had extensive experience in as CLEAR of students and course participants. Our sample consists of 14 3rd year Italian and Swiss bachelor students enrolled in a program in corporate communication, 94 master students from the University St. Gallen and Lugano, 12 PhD students with as well as 25 senior American and Canadian MBA students. Our final sample sums up to 145
  • 18. 2 Nicole Bischof I-KNOW 2010 Page 18 Unclear presentation structure 84% Refers to L logical structure of CLEAR
  • 19. 3 Nicole Bischof I-KNOW 2010 Page 19 What are the most important issues to consider when you communicate knowledge with a ppt presentation? Not important Very important C Your main message/goal Involving the audience L Having a clear structure/slide sequence Your speaking style The audiences prior knowledge and needs Having the right amount of slides Getting the timing right The wording of text on the slides Including good visualizations / graphics
  • 20. 4 Nicole Bischof I-KNOW 2010 Page 20 Which of the following mechanisms is most likely to increase the clarity of a ppt presentation? 86% Training the Presenter
  • 21. Nicole Bischof I-KNOW 2010 Page 21 Agenda Introduction Theoretical Background Operationalizing Clarity Empirical Study Conclusion
  • 22. Conclusion Nicole Bischof I-KNOW 2010 Page 22 Knowledge communication requires clarity. Clarity makes communication of complex managerial issues more precise, efficient, userfriendly, reduces misunderstandings. Clarity in knowledge communication can be analysed, managed, and trained (CLEAR formula). Measurement and emotional issues of the clarity concept are research gaps which should be explored further.
  • 23. Limitations and Implications Nicole Bischof I-KNOW 2010 Page 23 Survey among academics only Limitations Focus of survey: PowerPoint presentations Practical Crucial topic in everyday managerial communication Implication Implementation through readytouse CLEAR formula Theoretical First time focus on Clarity in a management context Implication Review of the clarity concept in relevant literature Methodological Isolation of individual clarity factors (predictors, Implication consequences) Measurement of clarity as a methodological approach
  • 24. Thank you for your attention! Nicole Bischof Head Project Complex to Clear Nicole.Bischof@unisg.ch