Exploring the Relationship Between Knowledge and Fiction (Part 1: A Review of Past Experience)

 

This is the first post in a “Knowledge and Fiction Series”.

Part 1: A Review of Past Experience

Over the years, I have explored the interplay between knowledge and fiction from several angles. I am glad my blog and other unpublished notes allow me to easily revisit these themes before I dive in again with fresh insights.

Around 2008-2009, I was reading a lot of  didactic fiction and business novels: Didactic fiction involves using storytelling to convey practical lessons in a way that engages the reader and encourages critical thinking rather than following a prescriptive path. I wrote one full novel in this genre. It was called “Learning Log”, with a subtitle that read “A Knowledge Management Novel”. I wrote an accompanying White Paper, “Integrating Didactic Fiction in Structured Training."  The format was an experimental TiddlyWiki, my favorite Personal Knowledge Management tool. Here are some related blog posts showing a clear concentration around the same timeframe.

• Fiction with a Mission (2008)
• Didactic... in a Good Way (2009)
• Didactic Fiction (2009)
• The End (June 2009)

I have also explored storytelling as a method for knowledge sharing, which revolves around using narrative as a tool for organizational learning. A lot has been written about that, but my own interest in it was accelerated with Steve Denning's book, The Springboard: How Storytelling Ignites Action in Knowledge-Era Organizations (2001) and later his business novel, Squirrel, Inc: A Fable of Leadership Through Storytelling (2004).  This second book aligned even more with my interest in didactic fiction.  Here are a couple of blog posts along those lines:

• The Springboard (2017)
• KM Chats (2011)

As an educator, I have dabbled in the use of fictional case studies for teaching. This involved crafting imaginary scenarios to deepen the reader or student’s understanding of a situation and sharpen critical thinking and problem-solving skills. Perhaps it is a subcategory of storytelling for knowledge sharing.  I mostly remember the  hand-drawn picture of a country I had named Kamala (nothing to do with politics) but I found much more in my files.  I found a small note attached to the case study itself that reads “GREATEST CRAZY IDEA” and then “Filed under Things that flopped” (see photos below). 

Now that I reread the few pages I kept, it seems it was my first ambitious effort to combine teaching or some form of knowledge transfer with fiction. And yet, I was not teaching or doing Knowledge Management work at the time. I would call that a fascinating creative flop because I still believe in what I was trying to do. I am not sure I even tried to sell it to my supervisor at the time. I was just having fun. This was, however, related to another recurring theme in my work: Technology. It was Information and Communication Technologies (ICTs) then and it is Artificial Intelligence (AI) now.  There is a date on the document that accompanies the map, so I know that is where my brain was in 2006. 

Documentation of some crazy, perhaps creative, early work (2006 and 2009). The fact that I bothered to keep these paper copies in sleeves in a binder full of "important" documents suggests I was proud of those efforts and wanted to be reminded of the fun I had working on them. 

For teaching purposes, it is better to rely on case studies based on real “stories”.  I learned a lot about that in my NASA years.  Still, short fictional scenarios can be useful. In the context of my KM class at George Mason University in the Fall of 2024, I experimented with short fictional scenarios created with the help of generative AI and experienced some of the pitfalls of using AI for more creative work.

And then, on and off during my career in international development, I explored the fiction of international development, which is all about examining development themes through a narrative lens. This deserves a lot more attention because of the depth of issues that could be explored.  The theme that re-emerges today in the context of my current fiction work revolves around the telling of the story: “Whose story is it?  Whose experience?  Whose knowledge?  Who is telling the story?”  This last question is critical because as I start putting down some initial words for the novel, I need to settle on a Point of View (POV).  Here is a 2009 blog post related to the Fiction of Development.

Next, I will write about how my approach is evolving and my current and near-future focus.

Case Studies

The Office of the Chief Knowledge Officer (OCKO) at NASA's Goddard Space Flight Center - where I work - makes extensive use of case studies to facilitate knowledge sharing across missions. These are case studies developed by the OCKO team based on real missions, including some that have not yet launched. The case studies tend to focus on project management rather than technical issues. The technologies and engineering challenges may be complex, and the science questions being asked may be difficult to understand for the average person, but the project management challenges are not that simple either.

The case studies have also been initially written with a specific audience in mind (project managers and their deputies) and with a specific purpose in mind (for use in the context of facilitated workshops). A "case" can be presented in different versions depending on the time allocated in the workshop and the purpose of the use of that case. For example, a short version of a case (one page) can be used as a teaser to introduce a group to case studies before they are presented with a longer case.

In the past few days, I've also come to realize that the younger generation of engineers and future NASA project managers would also greatly benefit from these case studies. Whereas the discussion question for groups of project managers tends to be "What would you do as the PM for this project?", the discussion question for future PMs needs to be adjusted to their current roles. I'm not sure whether the entire case study would need to be rewritten. I've also come to realize that there are dangers in rewriting case studies. The more they are rewritten to suit a particular purpose, the greater the danger of straying away from the real story. The best approach might be to keep the case unchanged but to adjust the facilitation and trigger question that starts the discussions around the case.

Multimedia Case Studies - NASA

NASA's APPEL (Academy of Program/Project & Engineering Leadership) project develops case studies that "illustrate the kinds of decisions and dilemmas managers face every day, and as such provide an effective learning tool for project management. Due to the dynamic and complex environment of projects, a great deal of project management knowledge is tacit and hard to formalize. A case study captures the complex nature of a project and identifies key decision points, allowing the reader an inside look at the project from a practitioner's point of view."

This is what I want to do when I grow up. I want to create case studies based on projects, case studies that capture the complexity of real-life projects.

You don't truly learn project lessons unless you've lived through the project (and paid attention to what was going on). Alternatively, you can "re-live" the project through a well-documented case study. That's what case teaching tries to achieve in business schools, laws schools and many other places of learning. So, why are we not using this approach as much in international development?

The most powerful training I have ever attended was scenario-based. Training scenarios based in real-life situations allow you to internalize what you may have learned in a lecture setting or a manual. The most powerful job interview I have ever had the pleasure of participating in was scenario-based. Is there any better way to test someone's ability to perform the job than to ask them how they would handle some of the job's most demanding tasks? Why don't we train project managers with case studies? The answer is that we don't have that many good case studies. We write success stories to demonstrate that we've done well, not case studies to learn and share what we've learned.

Part of the challenge is that we are not comfortable discussing ongoing or completed projects in anything other than the "success story" mode. We're not comfortable talking about what went wrong and what could have been done better.

Another challenge is that completed projects are in the past. We've moved on to other projects and we're not that interested in retrospective analysis. At best, we've perhaps integrated some lessons learned from a project into the design of the next project. The lessons learned essentially stay within the team and are not shared more broadly within the organization or externally.

Try the NEAR Case Study.