Roadmapping as a Knowledge Creation Process:
The PROLEARN Roadmap
Vana Kamtsiou
(NCSR Demokritos, Greece
vana@dat.demokritos.gr)
Ambjörn Naeve
(Royal Institute of Technology, Sweden
amb@nada.kth.se)
Lampros K. Stergioulas
(Brunel University, UK
Lampros.Stergioulas@brunel.ac.uk)
Tapio Koskinen
(Helsinki University of Technology, Finland
tapio.koskinen@dipoli.hut.fi)
Abstract: The paper presents a new approach to developing a roadmap
for technology-enhanced professional training. The new methodology views
roadmapping as a knowledge creation process and involves the key phases
of foresight analysis (identification of prevalent visions) and gap analysis.
A conceptual model of the roadmapping process as a knowledge creation exercise
is introduced and discussed.
Keywords: Technology enhanced professional learning, Foresight,
Roadmapping, ICT-based training, Knowledge Management
Categories: A.1,
K.3, K.4,
H
1 Introduction
This paper presents a new approach to developing a roadmap and its application
to the field of technology-enhanced professional learning, with particular
focus on the processes involved in creating a roadmap.
The presented work is part of the PROLEARN Network of Excellence, which
aims to provide a "looking-forward" technology roadmap for European
professional training (covering a span of the next 10 years) http://www.prolearn-project.org
The aim of this roadmap is to map out the desired future for technology-enhanced
professional learning (TEPL) in the form of prevalent visions in the community
at large. The roadmap will assess the maturity of current status, identify
current and emerging trends and capture desired future states of TEPL,
and perform a gap analysis of what is available today and what is missing
for achieving the future.
A roadmap is not a tool for predicting the future. It is rather a tool
for collaborative strategic planning, that enable us to make strategies
and take actions towards the desired future, with special emphasis on anticipating
changes in Technologies and new business opportunities.
It is a time based plan that defines were we are, where we want to go
and how to get there. The core purpose of the PROLEARN roadmap is to prepare
ourselves for the future and not for any future but for the future that
is most desirable for us. Thus our approach is proactive, i.e. "finding
the currents that lead you where you want to go", instead of the commonly
adopted reactive approach: "floating in the currents you are presently
in". Following this principle, our starting point is to invent the
future first and to "plan backwards" from there in order to link
up with today. However, one should bear in mind that everyone tries to
formulate their own desired future, and as a result of this no one will
have the exact desired future. This means that the end result will depend
heavily on negotiation and that the future reality will be shaped by the
ongoing interplay that will actually come about in the future.
Since roadmapping is mainly a tool for collaborative strategic planning,
it is important to have in place a value accumulating, ongoing roadmapping
process with a high potential for sustainability and to promote a knowledge
network of roadmapping that amplifies the efforts of various groups and
crystallizes them at European level. Our work adds value to Roadmapping
by creating a conceptual model of the roadmapping processes based on the
SECI spiral of Knowledge creation framework.
In our context, Roadmapping is both a learning activity and a knowledge
creation process for the community that builds the roadmap. The knowledge
creation process in roadmapping is a continuous process where individuals
and groups transcend their boundaries by acquiring a new context, a new
view of the subject domain, and new knowledge.
2 The Proposed Roadmapping Process and its implementation in foresight
analysis
The proposed PROLEARN roadmap aims to provide us in a first stage with
the information of where we are (current state) and were we want to go
(vision/foresight/desired future) and in a second stage, based on this
information, a plan which describes how we can get there (action plan).
The process includes the following stages (Figure 1):
Where we want to go? How to get there?
/Issue_1_3/roadmapping_as_a_knowledge/images/fig1.gif)
Figure 1: Roadmapping stages.
Vision: it is defined as an overall idea of what the people share
this idea wants to happen in the future. In case of PROLEARN it is embodied
and reflected on both the individuals and group activities and challenges.
It is usually tacit knowledge which has to be expressed and made explicit.
Explicit knowledge is formal and systematic and for this reason, it can
be easily communicated and shared.
Expressed future state: instantiation of the vision in a formal
and systematic way. The ideas that represent the future state are expressed
and crystallized in concrete vision statements in order to able to define
concrete challenges that can make this future state reality. Challenges
are ambitious goals that are difficult to achieve but necessary in order
to realize the vision statements. "The underline concepts, their contexts
and their relationships should be also analysed and articulated and modelled"
Gap analysis: for each vision statement the needed critical capabilities
will be derived and a GAP analysis between the current state of the art
(what is available now) and the desired future state (what is needed for
the future) will be carried out.
Actions: based on the gap analysis results, a portfolio of short-,
mid- and long-term actions and recommendations will be produced.
In Figure 1, the first two stages comprise the Foresight
phase (outputs: Vision statements and Expressed future state) and the last
two stages comprise the Planning phase (outputs: Critical capabilities
and Recommended actions). Thus the overall methodology is segmented into
two phases:
Phase 1 — Foresight: Scenario-building and Vision statements.
In this phase, the future scenarios and the shared visions are identified
and effectively the framework is set up for the subsequent gap analysis.
Scenarios will be used as one of the means to derive and define the visions,
in terms of the core concepts, the influential factors and alternative
directions.
Phase 2 — Planning: Gap analysis, Critical capabilities, and Recommended
actions. In this phase, the critical elements for achieving the vision
statements will be identified and a Gap Analysis of what is available and
what is missing (but necessary for the future vision) will be performed.
The needed critical capabilities will be derived from the visions, and
the gap analysis between the current state of the art and the future "desired"
state will be carried out. The comparison with the current state of the
art will determine as to what extent current R&D and business practices
match the desired future states. At this stage, a roadmap will be derived
for each vision. Each roadmap will address a single vision and will provide
specific guidelines and tasks for the evolution of the related concepts,
a time frame and R&D recommendations, and requirements pertinent to
the specific vision. Inter-dependencies with other derived roadmaps will
also be mapped and discussed.
In our context, roadmapping is a knowledge creating process that spirals
outwards from the core partners of the PROLEARN Network (individuals, groups,
the whole Network) via the Networks associated partners, to the entire
scientific community and industry. Therefore, it is both a learning activity
and a knowledge creation process for the community that builds the roadmap.
We have modelled this knowledge creation process using the general SECI
process framework (figure 2), known as the "SECI Spiral" [Kamtsiou
2005a].
/Issue_1_3/roadmapping_as_a_knowledge/images/fig2.jpg)
Figure 2: The SECI spiral of knowledge creation [source A.
Naeve (2005)]
According to Nonaka [Nonaka, 2003, 2000,
1998, 1995, 1994]
the key to knowledge creation lies in the following four SECI modes of
knowledge conversion, which occur when tacit knowledge and explicit knowledge
interact with each other:
Socialization (sharing tacit knowledge): The process of sharing
experiences (tacit knowledge), thereby creating new tacit knowledge.
Externalization (converting tacit knowledge into explicit knowledge):
The process of articulation and conversion of tacit knowledge into explicit
knowledge.
Combination (Systematic combining of explicit knowledge): The
process of restructuring and aggregating explicit knowledge into new explicit
knowledge.
Internalization (Internalizing new knowledge as tacit knowledge by
the organization): The process of reflecting on explicit knowledge
and embodying explicit knowledge into tacit knowledge.
Because tacit knowledge includes mental models and beliefs in addition
to know-how, moving from tacit to the explicit is really a process of articulating
one's vision of the world — what it is and what it ought to be. [Nonaka,
2003]
Our roadmapping process framework (Figure 3) is
derived from the general SECI process framework [Nonaka,
2003, 2000,] by replacing the triplet of social
entities {Individual, Group, and Organization} with {Core Partners, Associate
Partners, and Scientific Community & Industry}.
/Issue_1_3/roadmapping_as_a_knowledge/images/fig3.gif)
Figure 3: The SECI Spiral model of knowledge creation (as
adapted for use in the PROLEARN context).
During the Socialization process, networking activities and community
building tools are important. Face to face meetings, various workshops,
and virtual meetings have been organized in order to bring together the
wider community of the PROLEARN network on a common contextual platform
and tap into their collective experience and knowledge. Prolearn teams
play a central role in this knowledge creation process of building the
roadmap because they provide the shared context where the team members
can interact with each other and engage themselves in common projects and
activities on which effective reflection depends. This provides a new individual
understanding of the relevant concepts and their relationship.
During the Externalization process, this new "know-how"
is articulated and expressed via a constant dialogue where teams pool their
information and examine it from different angles, thus integrating their
diverse individual perspectives into a new collective perspective.
During the combination process, the resulting "seed"
knowledge is modeled and conceptualized and thus is easily communicated
to external groups in order to synthesize information from many different
sources and bring in different perspectives and contexts. In that way,
an increased collective understanding is achieved where the actual concepts
and their contexts are reinvented and extended by others. The principle
is to find what we agree on, what we disagree on and presenting it in a
way that we all agree on. [Naeve, 2005]
To this end, the micro and macro dimensions interact with each other,
and changes occur at both the micro and the macro level. Thus the existing
visions of the core partners of the PROLEARN network (micro) influence
and at the same time are influenced by the environment (macro) with
which the network interacts.
In the later Phase 2, the critical elements for achieving the vision
statements will be identified and a gap analysis of what is available and
what is missing (needed for the future) will be performed. The necessary
goals, requirements and tasks will be analysed and specified and will be
put in a timescale framework. The results from GAP Analysis will be further
analyzed and a portfolio of short term, mid term and long term actions
and recommendations will be produced.
PROLEARN roadmapping is not a linear process and more cycles of the
SECI Spiral will follow. Figure 4 provides a more in
depth view of the spiralling "express future state" process which
transcends individual views and experiences to form collective knowledge
at a macro level (definition of desired future state — shared vision).
/Issue_1_3/roadmapping_as_a_knowledge/images/fig4.jpg)
Figure 4: Express future state
During externalization processes, awareness is raised of the
key issues involved in TEPL, and the implicit concepts and ideas originated
during the socialization process were expressed. Individual views and visions
were expressed via scenarios produced by PROLEARN partners, and by other
experts and initiatives, and also through brainstorming sessions where
individual visions were discussed and extended. These activities provided
with a good indication of what TEPL means to different stakeholders in
a variety of professional situations. Desktop research and online surveys
are also used during this phase. The aim was to create seed visions that
can be used as input for starting a dialogue with external groups. The
next step is to start a dialogue with external experts and industry stakeholders
in order to synthesize and combine knowledge. In this activity, it is important
to bring together people with different expertise and scientific backgrounds.
A symposium with researchers, academics, industry experts and policy makers
was organized where the seed visions were discussed and extended by others.
Interviews with companies, forums and virtual communities are also set
up in order to test, validate and update the vision statements.
During the combination process, the outcomes of the dialogues
are analyzed in order to clearly systematize concepts, identify trends
and factors influencing those concepts and analyze their relationships.
During this phase we use conceptual modeling tools. The different context
maps are studied and the final vision statements are derived. The resulting
knowledge is formulated and presented using the Conzilla browser tool.
[Naeve, 2006]
3 A conceptual model of the roadmapping process
3.1 Modelling the roadmapping process as a knowledge creation process
In order to develop a value-accumulating, ongoing roadmapping process
with a high potential for sustainability, PROLEARN employs modelling techniques
to identify the essential concepts and their complex relationships in various
contexts and to visualize them in a way that can be communicated to and
extended by various stakeholder groups. A conceptual model of the roadmapping
process has been developed. For this purpose the Conzilla concept browser
was adapted for roadmapping process modelling and a first version is already
available [Halfsa, 2003], [Kamtsiou, 2005b]. This model
is available as a web-based "electronic document" in the form
of a Java applet.
The work is underpinned by a structured information architecture that
is called a Knowledge Manifold [Naeve, 2001a, 2001b]
developed by KMR group. A Knowledge Manifold supports a number of different
strategies for the suppression and presentation of information. It consists
of a number of linked information landscapes (contexts), where one can
navigate, search for, annotate and present all kinds of electronically
stored information. A Knowledge Manifold is constructed by conceptual modelling
of a specific knowledge domain in order to capture its underlying thought
patterns in the form of context-maps. Conzilla [Palmer,
2005] is a concept browser used during the roadmapping work, which
aims to be an effective collaboration environment for knowledge management
as well as a flexible interface for editing and presenting the roadmap
outcomes in a web-based environment. Conzilla simplifies organization and
presentation of electronically transmitted information by making it possible
to investigate concepts without loosing overview of their context. Conzilla
presents a selection of concept and concept-relations in a context with
help of context-maps. Apart from their graphical presentation, concepts,
concept-relations and context-maps can be described by metadata. Metadata
is used to simplify understanding, clarify contexts or make agreements
more explicit.
3.2 Functional description of the Conzilla concept browser
The Conzilla tool [Naeve, 2006] developed for the
conceptual modeling of the Roadmapping Process is web-based and can be
found at http://www.conzilla.org/demo/RM.html
. Figure 5 shows the screen view that first appears
when the applet Conzilla is started. This screen shows a Conzilla context
map called "Roadmapping metalevel".
/Issue_1_3/roadmapping_as_a_knowledge/images/fig5.jpg)
Figure 5: The Roadmapping Metalevel concept map of the Conzilla
browser
The Conzilla browser also supports regular hyperlinks, which provide
the possibility to link a concept or concept-relation to another context
map (known as a detailed map). By selecting different Conzilla maps,
it can take the user to other maps of roadmapping processes (Figure
6).
/Issue_1_3/roadmapping_as_a_knowledge/images/fig6.jpg)
Figure 6: View of Roadmapping processes in the Conzilla tool
By selecting the "Prolearn core vision" map and activating
the "Surf" option, the user can view all the context-maps where
the concept "Prolearn core vision" appears. This is called the
(contextual) neighborhood of this concept. Selecting "Vision statement
1" brings up the corresponding context map (as shown in Figures 7,8).
/Issue_1_3/roadmapping_as_a_knowledge/images/fig8.jpg)
Figure 7: Contextual neighbourhood of a concept (example
of "Core Vision")
/Issue_1_3/roadmapping_as_a_knowledge/images/fig8.jpg)
Figure 8: An example of a concept map (Vision statement 1)
4 Discussion
Technology Roadmapping has become a widely used technique during the
past decade form the perspectives of both individual companies and entire
industries. However, a standard definition of technology roadmapping does
not exist, and an examination of roadmaps that have been created indicates
that there is considerable diversity among practitioners as to what constitutes
a roadmap and the roadmapping techniques employed. [Kamtsiou 2005b]. Roadmapping
is usually a subjective exercise that balances possible futures with likely
and advantageous futures. [Kapel 2001].
The recent, generation of foresight is characterized by increasing recognition
that "one future or another will be born out of the interaction between
the various actors present and their plans" [Godet
1989], and the foresight process itself can change future events. PROLEARN
adopts a normative approach found in the industry and science/technology
roadmaps not addressing what will be, but rather what could be and what
should be, from the perspective of the authors.
Our approach adds value to roadmapping by a) refining and enhancing
existing roadmapping methodologies; b) creating a conceptual model of the
roadmapping processes; c) applying the SECI spiral of Knowledge creation
framework which helps in developing a value accumulating roadmapping process
which is dynamic and has high potential for sustainability and at the same
time promotes a knowledge network of roadmapping that amplifies the efforts
of various groups and crystallizes them at a European level.
A model for Knowledge creation is needed since roadmapping constitutes
a learning process for the interested community and also serves as a communication
platform for the involved group. The SECI spiral knowledge creation framework
was utilized for this purpose. Similarly to organizational knowledge creation,
the Roadmapping process could be seen as a spiralling process that amplifies
and systematically combines the knowledge created within the PROLEARN network
of core and associated partners and that of other external groups and crystallizes
it as part of an enhanced knowledge network focusing on TEPL. Of paramount
importance is to build and maintain places of interaction (ba) and support
them with the appropriate tools for bringing together different groups
who share similar goals, in order for them to interact and create new Knowledge
together. As a result, existing visions that are embedded both in the ideas,
plans, activities and challenges of PROLEARN partners transcend the boundaries
of PROLEARN and through this spiralling interaction a more collective understanding
is achieved.
In parallel, PROLEARN roadmapping applies existing tools for conceptual
modelling in order to be able to identify the essential concepts and their
complex relationships in various contexts, and to visualize them in a way
that can be communicated to end elaborated by various stakeholder groups.
This process involves conceptual calibration that consists of three different
activities: 1) agreeing on what we agree on, 2) agreeing on what we don't
agree on and 3) documenting 1 and 2 in a way that we agree on.
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