ATP 6-01.1 Techniques For Effective Knowledge Management

ATP 6-01.1 (FM 6-01.
1)
Techniques for Effective Knowledge Management
MARCH 2015
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*ATP 6-01.1 (FM 6-01.1)

Headquarters
Department of the Army
Washington, DC, 6 March 2015
ATP
No. 6-01.1
Techniques for Effective Knowledge

Management
Contents
Page
PREFACE............................................................................................................... v
INTRODUCTION ................................................................................................... vi
Chapter 1
KNOWLEDGE MANAGEMENT SUPPORT TO THE ARMY ............................ 1-1

Knowledge Management .................................................................................... 1-1
Enable the Mission Command Warfighting Function ......................................... 1-5
Organizing the Mission Command System ........................................................ 1-8
Enabling the Operations Process ....................................................................... 1-9
Creating a Knowledge-Sharing Environment ................................................... 1-11
Chapter 2
ASSESSING KNOWLEDGE MANAGEMENT .................................................. 2-1

Assessment ........................................................................................................ 2-1
Knowledge Management Assessment Overview ............................................... 2-1
Performing the Knowledge Management Assessment ...................................... 2-3
Assessment Outcome and Recommendations ................................................ 2-13
Focus Areas for Assessment ........................................................................... 2-14
Scenario Illustrating Assessment ..................................................................... 2-14
Chapter 3
DESIGNING KNOWLEDGE MANAGEMENT SOLUTIONS ............................. 3-1

Design Overview ................................................................................................ 3-1
Solution Design For Common Problem Areas ................................................... 3-4
Scenario Illustrating Design Solutions .............................................................. 3-13
Chapter 4
DEVELOPING KNOWLEDGE MANAGEMENT SOLUTIONS.......................... 4-1

Overview ............................................................................................................. 4-1
Developing Solutions .......................................................................................... 4-1
Scenario Illustrating Solution Development........................................................ 4-2
Chapter 5
PILOTING KNOWLEDGE MANAGEMENT SOLUTIONS ................................ 5-1

Piloting Overview ................................................................................................ 5-1
Knowledge Management Piloting Techniques ................................................... 5-1
Distribution Restriction: Approved for public release; distribution is unlimited.

*This publication supersedes FM 6-01.1, dated 16 July 2012.
6 March 2015
ATP 6-01.1
Contents
Chapter 6
IMPLEMENTING KNOWLEDGE MANAGEMENT SOLUTIONS ...................... 6-1

Implementation OvervIew ................................................................................... 6-1
Implementation Steps ......................................................................................... 6-1
Implementation Plan ........................................................................................... 6-2
Documenting Solutions During Implementation .................................................. 6-3
Implementation to Assessment ........................................................................... 6-4
Appendix A
KNOWLEDGE MANAGEMENT ANNEX FORMAT FOR AN OPERATIONS ORDER

........................................................................................................................... A-1
Appendix B
KNOWLEDGE MANAGEMENT STANDARD OPERATING PROCEDURES.. B-1

Standard Operating Procedures Development .................................................. B-1
Appendix C
KNOWLEDGE MANAGEMENT TOOLS .......................................................... C-1

Knowledge Management Tools Selection ......................................................... C-1
Non-Digital Knowledge Management Tools ...................................................... C-1
Digital Knowledge Management Tools .............................................................. C-2
Mission Command Information Systems and Collaboration Tools .................... C-3
Appendix D
CONTENT MANAGEMENT .............................................................................. D-1

Content Management Tasks .............................................................................. D-1
Content Management Common Phrases .......................................................... D-3
Content Management Principles ........................................................................ D-3
Content Management Techniques ..................................................................... D-5
Appendix E
INTERVIEWING TECHNIQUES FOR KNOWLEDGE MANAGEMENT

ASSESSMENTS ................................................................................................ E-1
Purpose .............................................................................................................. E-1
Role of the Interviewer ....................................................................................... E-1
Prepare for the Interview .................................................................................... E-2
The Interview...................................................................................................... E-2
Appendix F
FACILITATING A PROFESSIONAL FORUM .................................................... F-1

Army Professional Forums .................................................................................. F-1
Appendix G
FOCUS AREAS FOR KNOWLEDGE MANAGEMENT ASSESSMENT .......... G-1

Standards Analysis ............................................................................................ G-1
Time Management ............................................................................................. G-1
Meeting Analysis ................................................................................................ G-2
Report Analysis .................................................................................................. G-5
Technical Systems Analysis .............................................................................. G-5
Content Management Analysis .......................................................................... G-6
Appendix H
KNOWLEDGE MANAGEMENT STRATEGY FORMAT (EXAMPLE) .............. H-1

GLOSSARY .......................................................................................... Glossary-1
REFERENCES.................................................................................. References-1
INDEX ......................................................................................................... Index-1
Figures
Figure 1-1. Knowledge management an iterative cycle ...................................................... 1-1
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ATP 6-01.1
6 March 2015
Contents
Figure 1-2. Flattening organizational staff processes .......................................................... 1-12

Figure 2-1. Example of knowledge management priorities chart ........................................... 2-9
Figure 2-2. Example of a concept map ................................................................................ 2-12
Figure 2-3. A way to convey key knowledge management mapping information ................ 2-13
Figure 4-1. Information system interface .............................................................................. 4-13
Figure 4-2. Flattening the network ........................................................................................ 4-14
Figure 4-3. Company Intelligence Support Team (CoIST) collaboration ............................. 4-14
Figure 6-1. Knowledge management process cycle .............................................................. 6-4
Figure C-1. Examples of Army professional forums .............................................................. C-2
Figure G-1. Example battle rhythm analysis ......................................................................... G-2
Tables
Table 1-1. The knowledge management process .................................................................. 1-2
Table 1-2. Inputs and outputs ................................................................................................. 1-2
Table 1-3. How knowledge management enhances decisionmaking .................................... 1-6
Table 2-1. Steps of assess key inputs and outputs ............................................................. 2-3
Table 2-2. A simple tool for collecting people, processes, tools, and organization data........ 2-5
Table 2-3. Gap analysis chart................................................................................................. 2-8
Table 2-4. Completed gap analysis chart for the initial assessment .................................... 2-17
Table 2-5. Completed gap analysis chart for the follow up assessment .............................. 2-19
Table 3-1. Steps of design - key inputs and outputs .............................................................. 3-3
Table 3-2. Example meeting agenda quad chart ................................................................... 3-6
Table 3-3. Example significant activities initial report ............................................................. 3-7
Table 3-4. Example of file naming convention (update graphic dates) ................................ 3-10
Table 4-1. Steps of develop key inputs and outputs ........................................................... 4-2
Table 4-2. Balancing the digital and analog components in the brigade combat team.......... 4-6
Table 4-3. Current division reports and proposed changes ................................................. 4-15
Table 5-1. Pilot steps and key inputs and outputs.................................................................. 5-2
Table 5-2. Assessment measures and variables ................................................................... 5-3
Table 6-1. Implement.............................................................................................................. 6-2
Table 6-2. Gaps to solutions tracker ...................................................................................... 6-3
Table D-1. Content management table ................................................................................. D-2
Table D-2. Content management techniques for individuals ................................................ D-5
Table D-3. Content management techniques for teams ....................................................... D-6
Table D-4. Content management techniques for organizations ............................................ D-6
Table E-1. Example interview questions ................................................................................E-2
Table E-2. Things to avoid when interviewing ........................................................................E-2
Table E-3. Tips for a successful interview ..............................................................................E-3
Table F-1. Daily tasks ............................................................................................................. F-3
Table F-2. Weekly tasks ......................................................................................................... F-4
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Contents
Table F-3. Monthly tasks ........................................................................................................ F-4

Table F-4. Quarterly tasks...................................................................................................... F-4
Table F-5. Performance metrics ............................................................................................ F-5
Table G-1. Example working group agenda .......................................................................... G-4
iv
ATP 6-01.1
6 March 2015
Preface
Publication ATP 6-01.1 provides doctrinal knowledge management guidance. It provides doctrine for the
organization and operations of the knowledge management section, and establishes the doctrinal principles,
techniques, and procedures necessary to effectively integrate knowledge management into the operations of
brigades and higher.
ATP 6-01.1 applies to knowledge management activities in Army headquarters from brigade through Army
Service component command (Brigade includes brigade combat teams (BCT), support brigades, functional
brigades, and multifunctional brigades).
Commanders, staffs, and subordinates ensure their decisions and actions comply with applicable U.S.,
international, and, in some cases, host-nation laws and regulations. Commanders at all levels ensure their
Soldiers operate in accordance with the law of war and the rules of engagement. (See Field Manual [FM} 2710).
The principal audience for ATP 6-01.1 is all members of the profession of arms. Commanders and staffs of
Army headquarters serving as joint task force or multinational headquarters should also refer to applicable joint
or multinational doctrine concerning the range of military operations and joint or multinational forces. Trainers
and educators throughout the Army will also use this manual.
ATP 6-01.1 uses joint terms where applicable. Selected joint and Army terms and definitions appear in both the
glossary and the text. Terms for which ATP 6-01.1 is the proponent publication (the authority) are marked with
an asterisk (*) in the glossary. Definitions for which ATP 6-01.1 is the proponent publication are boldfaced in
the text. For other definitions shown in the text, the term is italicized and the number of the proponent
publication follows the definition.
ATP 6-01.1 applies to the Active Army, Army National Guard/Army National Guard of the United States, and
United States Army Reserve unless otherwise stated.
The proponent of ATP 6-01.1 is Headquarters, U.S. Army Training and Doctrine Command. The preparing
agencies are the Combined Arms Doctrine Directorate and the Army Operational Knowledge Management
Proponent, both subordinate to the U.S. Army Combined Arms Center. Send written comments and
recommendations on DA Form 2028 (Recommended Changes to Publications and Blank Forms) to
Commander, U.S. Army Combined Arms Center and Fort Leavenworth, ATTN: ATZL-MCK-D (ATP 6-01.1),
300
McPherson
Avenue,
Fort
Leavenworth,
KS
66027-2337;
by
e-mail
to
usarmy.leavenworth.mccoe.mbx.cadd-org-mailbox@mail.mil; or submit an electronic DA Form 2028.
6 March 2015
ATP 6-01.1
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Introduction
The Army embraced knowledge management as a discipline in 2003. How the Army manages information
and facilitates the movement of knowledge has changed dramatically in recent years. This includes the
growth of knowledge management in the Army and refinement of associated technologyboth hardware
and software. Recognizing that the ability to efficiently manage knowledge is essential to effective mission
command, the Army authorized the Army Knowledge Management Qualification Course, with additional
skill identifier to prepare Soldiers for knowledge managements complex challenges. Knowledge
management sections at brigade through theater army headquarters now work with commanders and staffs
to help manage knowledge in their organizations; bridging the art of command and the science of control
through knowledge management.
What individuals and small elements know that could help others cannot be widely shared without the
means to share it. The volume of available information makes it difficult to identify and use relevant
information. knowledge management provides the means to efficiently share knowledge, thus enabling
shared understanding and learning in organizations. To do this, knowledge management creates, organizes,
applies, and transfers knowledge and information between authorized people. It seeks to align people,
processes, and toolsincluding information technologyin the organization to continuously capture,
maintain, and reuse key information and lessons learned to help units learn and adapt and improve mission
performance. Knowledge management enhances an organization's ability to detect and remove obstacles to
knowledge flow, thereby fostering mission success. Because collaboration is a key contributor to
knowledge management, it is imperative that everyone be involved in the process: from the generating
force, that trains and sustains the Soldier, to the Operating Force, which ensures Soldiers survive and thrive
every day in every circumstance or location.
The contributions of everyone are important because anyone may be the source of an idea that may become
the catalyst for a solution that accomplishes missions and saves lives. Though the focus of this document is
operations, knowledge management can be used by organizations and individuals to accomplish many
tasks.
This publication, and its successors, provides guidance on successfully implementing knowledge
management to Soldiers, as well as commanders and staff; in present and future operational environments.
ATP 6-01.1 has an introduction, six chapters, and Appendixes A through H. The introduction expands on
the manuals purpose and summarizes the doctrine it contains. Chapter 1 explains Knowledge management
to support the U. S. Army. Chapter 2 discusses the Knowledge management assessments. Chapter 3
discusses designing knowledge management solutions. Chapter 4 discusses developing knowledge
management solutions. Chapter 5 discusses piloting knowledge management solutions. Chapter 6 discusses
implementing knowledge management solutions. Appendix A provides a format for a knowledge
management annex. Appendix B contains information on knowledge management standard operating
procedures (SOP). Appendix C discusses knowledge management tools. Appendix D discusses techniques
for content management. Appendix E discusses interviewing techniques. Appendix F discusses techniques
for facilitation of a professional forum. Appendix G discusses focus areas for knowledge management
assessments. Appendix H provides a format for a knowledge strategy.
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vi
Chapter 1
Knowledge Management Support to the Army

This chapter provides an overview on how knowledge management supports the
Army. It begins with a brief overview of knowledge management foundations. It
describes how knowledge management enables the mission command warfighting
function and continues by describing how knowledge management helps
commanders in organizing the mission command system. It then describes how
knowledge management enables operations. The chapter concludes by describing
how every element of an organization contributes to a knowledge-sharing
organizational environment.
KNOWLEDGE MANAGEMENT
1-1. Knowledge management is the process of enabling knowledge flow to enhance shared understanding,
learning, and decisionmaking (ADRP 6-0). Knowledge flow is the ease of movement of knowledge in
organizations. Knowledge management uses a five-step process to create shared understanding. The steps
of knowledge management include:
Assess.
Design.
Develop.
Pilot.
Implement.
1-2. Each step of the knowledge management process is described throughout this manual. Figure 1-1
shows knowledge management as an iterative cycle.
Figure 1-1. Knowledge management an iterative cycle

1-3. Table 1-1 on page 1-2 shows the five steps of the knowledge management process.
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1-1
Chapter 1
Table 1-1. The knowledge management process

Key inputs
Step
Key outputs
Assess
See table 2-3
Knowledge management
strategy
Knowledge management map
Gap chart and priorities
BUB chart
Guidance from chief of staff
Design
Conceptualize
Refine
Prepare
action plan
Knowledge management action

plan
Develop
Confirm
Outline
Build
See table 4-1
Briefing to chief of staff (if

required)
More fully developed and
informed knowledge
management action plan
Pilot
Knowledge management action plan
Define
Describe
Analyze
Depict
See table 3-1
Plan
Prepare
Execute
Evaluate
See table 5-1
map
chart
BUB chart
Recommendations to chief
of staff
strategy
Unit organization and task

organization
Unit standard operating
procedures and policies
Commanders critical
information requirements
Results of interviews
Applicable military
decisionmaking process
Implement
Produce
Synchronize
Assess
See table 6-1
Implementation Plan
Pilot after action review

Go/no-go decision (chief of
staff)
Implementation plan
guidance
Approved implementation
plan that results in effective
knowledge management
solutions
1-4. Table 1-2 shows key inputs and outputs for each step.
Table 1-2. Inputs and outputs
Key inputs
1-2
Unit organization/task
organization
Unit/knowledge
management standard
operating procedures
and policies
Commanders critical
information
requirements
Results of interviews
Applicable military
decisionmaking
process output
Step
Step 1: assess
Key outputs
Define
Describe
Analyze
Depict
ATP 6-01.1
A knowledge
management map
Gap chart and
priorities chart
BUB chart
Recommendations
to chief of staff
Knowledge
management
strategy
6 March 2015
Table 1-2. Inputs and Outputs (continued)

Key inputs
Step
Key outputs
Knowledge
management strategy
A knowledge
management map
chart
BUB chart
Guidance from the
chief of staff
Step 2: design
Conceptualize
Refine
Prepare
Knowledge
management action
plan
Knowledge
management action
plan
Step 3: develop
Confirm
Outline
Build
Briefing to chief of
staff (if required)
More fully developed
and informed
knowledge
management action
plan
Knowledge
management action
plan
Step 4 pilot
Plan
Prepare
Execute
Evaluate
Produce
Synchronize
Assess
Implementation plan
Note: Depending on
unit requirements
and/or the operational
environment, the
implementation plan
may be expressed in
the form of a
knowledge
management annex to
the operation order.
Step 5:
implementation
Pilot after action

review
Go/no-go decision
Implementation plan
guidance
Approved
implementation plan
that results in
effective knowledge
management
solutions
TYPES OF KNOWLEDGE
1-5. Knowledge provides meaning or value for the operation. It is gained through study, experience,
practice, and human interaction and is the basis for expertise and skilled judgment. (See FM 6-22, Army
Leadership, for discussion on tactical knowledge, technical knowledge, joint knowledge and cultural and
geopolitical knowledge). In this manual, knowledge is differentiated into tacit knowledge and explicit
knowledge.
Tacit Knowledge
1-6. Tacit knowledge is what individuals know; a unique, personal store of knowledge gained from
life experiences, training, and networks of friends, acquaintances, and professional colleagues. It
includes learned nuances, subtleties, and workarounds. Intuition, mental agility, and response to crises
are also forms of tacit knowledge.
Explicit Knowledge
1-7. Explicit knowledge is codified or formally documented knowledge organized and transferred to
others through digital or non-digital means. Explicit knowledge has rules, limits, and precise
meanings. Examples include computer files, dictionaries, textbooks, and Army and joint doctrinal
publications.
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1-3
Chapter 1
KNOWLEDGE MANAGEMENT COMPONENTS

1-8. The five-step knowledge management process in figure 1-1 aligns people, processes, and tools in the
organization and culture for leaders and subordinates to collaborate and share understanding. The four
components of knowledge management include:
People.
Processes.
Tools.
Organization.
People
1-9. People are important to successful knowledge management. Knowledge has meaning only in a
human context. It includes individual experience, expertise, or insight. Leaders use tacit knowledge to
solve problems and make decisions. Leaders engage subordinates tacit knowledge to improve
organizational learning and enhance the units innovation and performance.
1-10. Knowledge managers connect people and build formal and informal networks to transfer
knowledge. Knowledge transfer is moving knowledge, including knowledge based on expertise or skilled
judgment, from one person to another. Knowledge managers find sources of knowledge, capture that
knowledge, and facilitate its transfer to those who need it.
Processes
1-11. The five-step knowledge management process aligns people, processes, and tools in the
organization and culture to create shared understanding. Knowledge management and its associated
activities are integrated into operations and all other staff and organizational processes. This integration
enables the transfer of knowledge between and among individuals and organizations. Knowledge transfer
occurs formally through established processes and procedures and informally through collaboration and
dialogue.
Tools
1-12. Knowledge management tools share and preserve knowledge. Various factors determine the tools
used including mission, availability, and determination of the simplest or most effective tool for the
required purpose. The tools are non-digital, digital, or used in combination. Non-digital tools include
transferring knowledge through manual, visual, or tactile means (Appendix C describes knowledge
management tools). Non-digital tools include:
Map boards.
Sand tables.
Butcher paper.
Sticky notes.
Bulletin boards.
White boards.
Black boards.
1-13. Digital tools include:
Information systems and the software, storage, inputs, processing, outputs, formats, content,
software, and capabilities provide tools that knowledge managers use.
Collaboration tools that include capabilities that make team development and collaboration
possible. Examples include chat, white-boarding, professional forums, communities of practice,
and virtual teaming.
Expertise-location tools that support finding subject matter experts.
Data analysis tools support data synthesis that identifies patterns and establishes relationships
among data elements.
1-4
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6 March 2015
Search-and-discover tools include search engines that look for topics, recommend similar topics
or authors, and show relationships to other topics.
Expertise-development tools include use simulations and experiential learning to support
developing experience, expertise, and judgment.
Organization
1-14. An organization is a matrix where people, processes, and tools function to integrate individual and
organizational knowledge and learning strategies. Individual knowledge includes acquired ideas, beliefs,
values, and knowledge. Knowledge management capabilities contribute to a learning organization.
Organizations such as staff, squads, and larger groups bring these attitudes, feelings, values, and
behaviors together. This creates a process facilitated by tools that characterize that group. These factors
are its organizational culture. Knowledge management practitioners know this dynamic and advise and
help organizations regarding knowledge solutions.
1-15. The culture of an organization provides the perspective by which information, goals, and
motivations are viewed. This allows rapport, knowledge sharing, and accurate interpretation to
understand and acquire a broad view of a situation. The commander and primary staff understand the
organization culture to affect organizational change.
ENABLE THE MISSION COMMAND WARFIGHTING FUNCTION

1-16. Executing the mission command staff task of perform knowledge management and information
management provides commanders the information and knowledge to create and maintain
understanding and make decisions. The staff studies the operational environment, identifies information
gaps, and helps the commander develop and answer information requirements. The staff performs
information management to organize and process collected data into information and applies analysis to
develop information into knowledge.
1-17. The commander is the central figure in mission command. Commanders drive operations through
understanding, visualizing, describing, directing, leading, and assessing operations. The staff supports the
commander by performing operations. Knowledge management is integral to commanders and staffs as
they perform these tasks. The knowledge management role in the commanders task of driving operations
is described in paragraph 1-54.
1-18. During operations, knowledge flows between individuals and organizations. Staffs manage this
exchange and use knowledge management practices to enable knowledge transfer. Knowledge transfer
occurs formally through processes and procedures and informally through collaboration and dialogue.
Army-wide knowledge management implementation enables the Army, through mission command, to
execute decisive action. Shared understanding creates adaptive learning organizations. This helps the
commander achieve a relative advantage on the battlefield.
1-19. Mission command establishes a mindset among leaders that the best understanding comes from a
balance of bottom-up and top-down understanding. The foundation of this understanding is an
individuals tacit knowledge acquired through operating an environment and circumstances. They share
their knowledge with other members of their unit. However, knowledge that remains only in the unit is
limited. Knowledge management aligns people, processes, and tools in the organization and culture to
capture and distribute this knowledge and understanding across the force through communities and
centers of excellence.
1-20. Knowledge management enables the mission command warfighting function by:
Supporting the commanders decisionmaking throughout operations.
Facilitating dialogue and interaction required for successful mission command through
collaborative tools and processes.
Facilitating the capture and transfer of tacit knowledge shared in the organization.
Facilitating the transfer of explicit knowledge shared in the organization.
Helping the staff provide timely and relevant information and knowledge.
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1-5
Chapter 1
Enabling adaptive learning organizations.

Supporting mission command warfighting function tasks.
1-21. The Signal Corps manages information. This enables knowledge management and provides
relevant information to the right person at the right place and at the right time. Signal personnel enable
knowledge management by:
Providing network architecture and the technological tools to support content management and
knowledge sharing.
Providing network operations and information management support, both through the signal staff
officer.
Serving in various positions in the knowledge management section. This includes providing
software developer capability support in knowledge management sections.
SUPPORTING COMMANDERS DECISIONMAKING

1-22. The knowledge management staff helps units implement processes and practices to provide
commanders with the knowledge and understanding to make decisions. Staffs use various information
and knowledge management practices to help commanders process information. They piece together
data and information and produce knowledge through analysis and evaluation. Staffs provide collective
knowledge to the commander. Commanders apply judgment to transform knowledge into understanding
(Table 1-3 shows how knowledge management enhances decisionmaking).
Table 1-3. How knowledge management enhances decisionmaking
Enabling the unit to focus and direct
Element
Examples
The right information
Commanders critical information requirements

Significant activity reports
Situation reports
Medical evacuation
Requests
To the right person
Commanders
Staffs
Action officers
At the right time
Latest time information of value

Battle rhythm
In the right form
Significant activities
Spot reports
Ground intelligence summaries
Size activity location unit time equipment
In the right place
Command posts
Boards
Battlefield update briefs
Commanders updates
Situation reports
In order to enable informed decisionmaking based on shared understanding
FACILITATING DIALOGUE AND INTERACTION

1-23. Knowledge management has many collaborative tools and processes to facilitate dialogue and
interaction. These include tools to help units perform and record virtual meetings, share documents and
presentations, brainstorm via white boarding; and collaborate through tools such as SharePoint and a
variety of Army professional forums, communities of purpose, and knowledge networks. The knowledge
1-6
ATP 6-01.1
6 March 2015
management working group enables collaboration in units, sets up processes and facilitates training so
organizations collaborate and interact. The resulting dialogue enhances critical and creative thinking
essential to successful mission command.
FACILITATING THE CAPTURE AND TRANSFER OF KNOWLEDGE

1-24. Knowledge is a transferable asset that grows with use and application. Linking sources of tacit
knowledge and encouraging interaction at all levels (individual to enterprise) helps the Army acquire and
share knowledge to support the mission. Knowledge management tools that facilitate collaboration and
the exchange of knowledge enable staffs to capture tacit knowledge. Tacit knowledge provides part of
the foundation for intuition. It is a component of knowledge commanders use to exercise mission
command. Commanders combine their tacit and explicit knowledge to visualize an operation or battle.
When commanders have tacit and explicit knowledge, their situational understanding improves and they
make more effective decisions. Effective knowledge management makes both tacit and explicit
knowledge from a wide range of sources available to those who need it and when they need it so they can
operate more effectively.
PROVIDING TIMELY AND RELEVANT INFORMATION AND KNOWLEDGE

1-25. Effective knowledge management identifies the information the unit needs and its importance.
Staffs use processes to produce information from data and analyze and evaluate that information to
produce knowledge. Staffs provide collective knowledge to commanders who apply experience and
judgment to transform that knowledge into understanding. Knowledge management, supported by
information management, helps do this more effectively. Information management helps staffs extract
relevant information from the vast amounts of data and available information so they can provide timely
and relevant information and analysis to help commanders build and maintain situational understanding.
Through analysis, staffs develop and provide knowledge to commanders by running estimates and
providing recommendations to help commanders understand situations, make and implement decisions,
control operations, collaborate with peers, and assess progress on the operation.
ENABLING ADAPTIVE AND LEARNING ORGANIZATIONS

1-26. Knowledge management helps Soldiers and organizations learn and adapt. The increased
collaboration and interaction between commanders and Soldiers across the force improves flexibility,
adaptability, and integration of the warfighting functions. Knowledge management connects leaders,
subordinates, and organizations and facilitates sharing and integration of information and knowledge. It
integrates informal and organizational learning strategies to foster learning. Together, these contribute to
developing adaptive learning organizations. Leaders who promote initiative and innovation foster
learning. It involves knowledge transfer during interaction and collaboration and leverages resources
inside and outside the organization. Organizations and Soldiers adapt faster than enemies and adversaries
when they foster learning.
SUPPORTING THE MISSION COMMAND WARFIGHTING FUNCTION TASKS

1-27. Commanders exercise mission command through the commander tasks and the staff supports the
commander in the exercise of mission command by performing the staff tasks. For commanders, creating
shared understanding through knowledge management is an important principle of mission command.
Staffs perform knowledge management as a part of mission command. The knowledge management staff
provides processes for shared understanding and supports the commanders tasks and staff tasks of the
mission command warfighting function. Other ways knowledge management supports mission command
include:
Enhancing collaboration among staff and subordinate commanders to develop the knowledge the
commander needs to make good decisions.
Establishing processes and means to collaborate across the organization and among unified
action partners.
Organizing knowledge for the commander.
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1-7
Chapter 1
Eliminating unnecessary information from relevant information.

Producing knowledge products to support activities such as informing and influencing audiences
or products based on answering the commanders critical information requirements.
Provide input on knowledge gaps to the assessment activity of operations.
ORGANIZING THE MISSION COMMAND SYSTEM

1-28. Commanders have a mission command system through the arrangement of personnel, networks
(both technical and social), information systems, processes and procedures, and facilities and equipment
that enable them to conduct operations. Commanders organize their mission command system to:
Support the commanders decisionmaking throughout operations.
Collect, create, and maintain relevant information and prepare knowledge products to support the
commanders and leaders understanding, visualization, and description.
Prepare and communicate leader strategy and directives.
Establish how commanders and leaders connect (formally and informally), communicate,
collaborate, and facilitate the functioning of teams.
1-29. To provide these four overlapping functions, commanders arrange the five components of their
mission command system:
Personnel (for example: staff members, trained systems operators, subordinate commanders and
leaders, and Soldiers who know their jobs and understand the commanders intent).
Networks, including informal and leader networks (e.g. Noncommissioned Officer Net and
Leader Net), technical networks (e.g. Joint World Wide Intelligence Communication Systems
and Non-classified Internet Protocol Router Network).
Information systems (e.g.: command post of the future [CPOF]; Tactical Ground Reporting
System (TIGR); and Combined Information Data Network Exchange [CIDNE]).
Processes and procedures such as significant activity reporting; battle update and assessment
briefs, and noncommissioned officer evaluation reporting process.
Facilities and equipment including command posts, platforms, operations centers, signal nodes,
and call for fire trainer.
1-30. The components of the mission command system and the components of knowledge management
(people, processes, tools, and organization) are similar. The two concepts and their components, although
separate and distinct, form a nested framework. Regardless of the framework used to describe it, the
terms mutually supporting and reinforcing, and it is in part through this logical consistency that shows
the importance of knowledge management to perform mission command.
1-31. The knowledge management officer, with the working group and section, helps commanders
organize the components of their mission command system by aligning people, processes, and tools in
the organizational structure and culture to optimize the integration and functioning of those components.
The knowledge management assessment provides a baseline to direct the organizations knowledge
management effort and help the commander organize the elements of the mission command system
(Chapter 2 describes the knowledge management assessment). To affect this alignment, knowledge
management personnel:
Works effectively with all personnel dedicated to mission command. These include deputy
commanders, executive officers (XO), command sergeants major, and staffs.
Understands the networks (both informal and technical).
Understands the information systems the unit uses and their limitations.
Has a clear understanding of the networks that comprise the mission command system.
Understand the processes the unit uses and how they relate to the information systems they
interact with (for example, significant activity status reporting with TIGR and how it feeds the
common operating picture).
Identify areas where facilities (such as command posts) obstruct communication and recommend
ways to improve their arrangement so people can share their information, ideas, and knowledge.
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1-32. The knowledge management officer considers the interaction of user audiences with the tools
available, level of training, and other factors to determine how to align people, processes, and tools to
integrate the components of the mission command system. The audience is internal, higher, subordinate,
lateral, joint, inter-governmental, multinational, or other. Each type of audience has different
requirements and connectivity. Considerations for these audiences include:
Tools they use to interact, collaborate, and share knowledge.
Networks they use to communicate.
Processes and procedures, commonalities and differences, and how to best integrate.
Organizational position match-up. For example, a civil-military operations center director
coordinates with personnel from the United Nations refugee agency that work in the area of
operations.
Personnel staff officer coordinates with personnel from host-nation security forces.
Classification of material and security clearances of personnel.
1-33. The knowledge management officer analyzes the information systems effectiveness. This analysis
is part of the knowledge management assessment. It:
Identifies the systems used to communicate in organizational elements (for example, subordinate,
internal, higher headquarters, lateral; echelon, Army Service component command, corps,
division, etc.).
Identifies how effective each system is in that category and echelon.
Prioritizes which information system provides primary, alternate, contingency, and emergency
(PACE) functions at an echelon (in coordination with G-6).
1-34. Based on this analysis, the knowledge management officer develops recommendations on better
ways to integrate their usage so the organization maximizes the capabilities of each system.
ENABLING THE OPERATIONS PROCESS

1-35. The Armys operational concept emphasizes the importance of operationsplan, prepare, execute,
and assessas the engine of mission command. Commanders drive operations and focus on the major
aspects of operations. Staffs conduct operations and help commanders plan, prepare, execute, and assess.
Knowledge management permeates operations, being both a specified staff task and an implied
commander task (ADRP 5-0 provides more detailed information about operations).
KNOWLEDGE MANAGEMENT AND PLANNING

1-36. Although knowledge management is part of all operations activities, its role in plan and assess
are the most visible (Chapter 2 describes knowledge management and assessment. FM 6-0 describes the
role of knowledge management and the other operations activities).
1-37. Army leaders employ three methodologies for planning. Commanders and staffs determine the
appropriate mix of these methodologies based on the scope of the problem, their familiarity with it, the
time available, and the staff available (see ADP 5-0 and ADRP 5-0). Methodologies that help
commanders and staffs plan include:
Army design methodology.
Military decisionmaking process.
Troop leading procedures.
Knowledge Management and Army Design Methodology

1-38. Commanders and their staffs use Army design methodology to help them with the conceptual
aspects of planning. Effective knowledge management helps commanders and their staffs apply critical
and creative thinking to understand, visualize, and describe unfamiliar problems and envision approaches
to solving them. The understanding developed through Army design methodology continues through
preparation and execution as continuous assessment and is communicated with staff and subordinates to
build shared understanding (ADP 5-0).
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Knowledge Management and the Military Decisionmaking Process

1-39. The Armys military decisionmaking process is an iterative planning methodology to understand
the situation and mission, develop a course of action, and produce an operation plan or order. (ADP 5-0).
Through the eight step process that leads to the development of a plan or order, the commander and staff
share understanding of the operational context and commanders intent. Knowledge management
practices applied to the military decisionmaking process helps Soldiers and organizations learn and adapt
as they plan and operate and validate assumptions.
1-40. Knowledge management contribution to the military decisionmaking process results in a
completed knowledge management annex in operation plans and orders.
Knowledge Management and Troop Leading Procedures

1-41. Troop leading procedures are a dynamic process used by small-unit leaders to analyze a mission,
develop a plan, and prepare for an operation (ADP 5-0). Knowledge management practices help smallunit leaders achieve and share understanding with members of their unit to optimize the mission analysis,
planning, and preparation for operations.
KNOWLEDGE MANAGEMENT AND OPERATIONS PRINCIPLES

1-42. The principles of operations include commanders who:
Drive the operations process.
Build and maintain situational understanding.
Apply critical and creative thinking.
Encourage collaboration and dialogue.
These principles highlight the important role of knowledge management. The relationship of knowledge
management to these principles is described in paragraphs 1-43 through 1-48.
Commanders Drive Operations

1-43. Commanders are the central figure in mission command. They drive operations through execution
of their tasks of understand, visualize, describe, direct, lead, and assess. The knowledge management
staff supports the commanders understanding and visualization by facilitating access to sources of
knowledge including those that support the staff to prepare running estimates for the commander.
Knowledge management collaboration tools help commanders share their own understanding as they
describe their visualization and direct actions of staff and subordinate commanders. Collaboration and
dialogue leads to shared understanding of the commanders intent and enables commanders to effectively
lead.
Build and Maintain Situational Understanding

1-44. Staffs perform knowledge management and information management to find relevant information
from large amounts of data and available information. They provide timely and relevant information and
analysis to help commanders build and maintain situational understanding. Through analysis, staffs
develop knowledge for commanders and run estimates and recommendations to help commanders
understand situations, make and implement decisions, control operations, and assess progress.
1-45. Knowledge management tools and processes facilitate the commanders situational understanding.
The staff executes knowledge management and information management to help a commanders
situational understanding, and makes and implements decisions, controls operations, and assesses
progress. Knowledge management enhances the staffs ability to help subordinate units (commanders and
staffs) and keep units and organizations outside the headquarters informed throughout an operation. This
requires connecting people and knowledge. Knowledge management transfers tacit knowledge between
individuals, teams, and units through collaboration.
1-46. The product of shared understanding is better decisionmaking at every level. Collaboration and
interaction help subordinate leaders understand the commanders guidance and intent. This enables them
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to make appropriate decisions when circumstances change. They communicate and reinforce the
commanders intent to Soldiers whose individual decisions and actions reflect their understanding of it.
Apply Critical and Creative Thinking

1-47. Collaboration and dialogue, as discussed in paragraph 1-46, helps with critical and creative
thinking as participants share knowledge and insights. They question each others assumptions and
exchange ideas. This exchange helps commanders and staffs understand situations, make decisions, and
direct action. When commanders encourage a collaborative environment where knowledge and ideas are
freely shared, the resulting creative thinking leads to new insights, novel approaches, fresh perspectives,
and new ways of to understand and conceive situations.
Encourage Collaboration and Dialogue

1-48. Knowledge management aligns people, processes, and tools in an organization to facilitate
collaboration and interaction between leaders and subordinates. Collaboration, dialogue, and other forms
of interaction occur with commander and staff, commander, and/or staff with subordinate commanders,
in working groups, during battle update briefings, in communities of purpose via Army professional
forums, centers of excellence or other means. Through collaboration and dialogue, participants share
their knowledge, perspectives, and understanding of a situation. This exchange increases shared
understanding of the enemy and the operational environment, problems to be solved, and approaches to
solving them. This exchange contributes to the overall Army knowledge base.
CREATING A KNOWLEDGE-SHARING ENVIRONMENT

1-49. In a knowledge-sharing environment, individual members of an organization share what they know
with others because they understand everyone will benefit. This environment facilitates knowledge
sharing by removing barriers to knowledge flow and using simple processes and procedures. This type of
environment facilitates both individual and organizational learning.
1-50. Commanders create positive command climates that foster mutual trust and understanding in their
command and with unified action partners. They establish a culture of collaboration. Successful
commanders invest time and effort to visit with Soldiers, subordinate leaders, and partners to understand
issues and concerns. Commanders and staffs build and maintain shared understanding in the force and
with unified action partners by collaborating during operations.
1-51. Leaders at all echelons encourage, teach, and promote an environment where Soldiers exchange
knowledge in and out of the chain of command. Those in knowledge management positions show other
leaders and Soldiers how to share knowledge and employ good knowledge management practices. This
enhances unit performance and helps individuals. Leaders set the example by sharing their own
knowledge, experience, and insight and pass on information of value to others (leader and soldier roles in
knowledge management are described in more detail in paragraphs 1-91 through 1-98).
THE KNOWLEDGE MANAGEMENT TEAM

1-52. The knowledge management team is an important component of a knowledge-sharing
environment. The team has personnel across the entire organization. Those personnel involved in
knowledge management and related activities that underpin the organizations mission command
processes comprise the knowledge management team. The exact composition varies depending upon
echelon and the commanders experience with knowledge management.
1-53. Everyone in the organization is responsible for aspects of knowledge management. Those with
specifically assigned or implied knowledge management responsibilities include:
The commander and subordinate commanders.
The chief of staff (COS)/XO.
Unit staff.
Knowledge management working group.
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Knowledge management representatives.

Knowledge management section (when assigned).
The Commander and Subordinate Commanders

1-54. Commanders are the formal knowledge leaders in their units. Commanders provide clear intent,
set policies, establish procedures, and make decisions. Their support and involvement is important for a
knowledge management program. They establish a command climate that encourages a culture of
collaboration that fosters shared understanding through both the informal and formal leaders and
networks.
1-55. Commanders encourage and leverage knowledge lines that are omni-directional in Army
organizations. This is vertical and hierarchical. Flattening organizational staff processes makes
knowledge transfer faster and more efficient (Figure 1-2 shows a flatter staff process where knowledge is
transferred more efficiently). Commanders at all echelons understand the difference between the transfer
of reports and information in the hierarchical chain of command and the transfer of knowledge among
people and organizations based on function and relationship.
1-56. Subordinate commanders support and execute higher commanders vision and intent, including
supporting and contributing to shared understanding. They understand the interrelationships between
people, processes and tools and how they help their units and higher echelon organizations work better,
smarter, and faster.
Figure 1-2. Flattening organizational staff processes
Chief of Staff or Executive Officer

1-57. The COS or XO is the senior knowledge management officer in the organization and advises the
commander on knowledge management policy. The COS/XO is responsible for directing the activities of
each staff section and subordinate unit to capture and disseminate organizational knowledge.
1-58. The COS/XO provides leadership, enforcement, and a mission command focus. The COS/XO
supervises the knowledge management officer in developing knowledge management and integrating
those activities into the plans, operations, and training of the unit. The COS/XO also:
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Integrates a knowledge capture plan that supports all plans and orders, tactical standard
operating procedures (SOP), command and staff updates, capture of lessons learned, after action
reviews, and other activities that capture knowledge.
Provides direction to the knowledge management officer.
Provides staff authority to the actions of the knowledge management working group. The
COS/XO may chair the group or designate the knowledge management officer to do so.
Focuses on reducing organizational costs and administrative redundancy while increasing the
opportunities to share knowledge vertically and horizontally.
Unit Staff
1-59. The unit staff is integral to the success of knowledge management. Their understanding and
support of knowledge management enables it to function effectively; therefore, knowledge managers
communicate, coordinate, and seek staff input and educates staff members on knowledge management
practices. All staff members collaborate, interact, share knowledge, and ensure they understand the
commanders intent (and other key knowledge and information) and share it with their subordinates.
1-60. Staffs perform knowledge management under mission command. Staffs use information and
knowledge management to provide commanders the information needed to create and maintain their
understanding and make effective decisions. Every staff element and subordinate command shares the
responsibility of implementing and integrating knowledge management activities into their organizations.
1-61. The COS/XO must integrate staff expertise to optimize effectiveness. Effective staff integration
brings functional experts together from across the staff and outside organizations to support the
commanders ability to make sound decisions (FM 6-0 describes the duties of all coordinating and
special staff officers).
1-62. Knowledge management responsibilities common to all staff members include:
Ensuring their portion of the Army battle command system provides timely, relevant, accurate
data to the common operational picture.
Continuously updating information for the commanders battle update brief, battle update
assessment and/or the commanders dashboard for real-time organizational awareness.
Continuously assessing processes and looking for ways to eliminate gaps in information flow.
Collaborating with other staff elements to share knowledge.
Creating and managing information according to established SOPs.
Ensuring content is accessible through existing knowledge and information systems.
Ensuring content is stored and managed in a structure that is easy to understand and facilitates
easy search and retrieval of information and files.
Incorporating blogs, discussion boards, document libraries, surveys and polls, and databases
(asynchronous tools) into the daily work environment to improve cross organizational
collaboration.
Implementing audio, web, and video conferencing, chat, instant messaging, white boarding, and
application-sharing capabilities to improve synchronous communication.
Developing a working relationship with similar staff sections from other organizations to
improve horizontal knowledge sharing.
Performing comprehensive after action reviews and capturing observations, insights, and lessons
learned to add to the Armys institutional knowledge base.
Providing input through the knowledge management working group or knowledge management
section to the commands knowledge management plan and activities as it affects their section.
Creating an atmosphere of innovation and creativity in the section, focused on identifying and
publicizing best practices; tactics, techniques, and procedures; and lessons learned.
Training their personnel on procedures that support effective knowledge management; including
the use of SharePoint, communities of purpose, information systems, and other knowledge
management tools both digital and non-digital.
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Enabling subordinate headquarters by being responsive to their knowledge needs and supporting
their efforts to integrate knowledge management.
Utilizing social and informal leader networks (for example MilSuite) to collaborate.
Developing, following, and enforcing the staff section SOPs.
Ensuring content is easily accessible by other staffs and the commander.
Ensuring file structure and naming conventions are easily understood.
Establishing and enforcing content management in their staff section.
1-63. Although all staff members perform knowledge management as a mission command task, the
operations staff officer and the signal staff officer play critical roles in knowledge management.
Operations Staff Officer

1-64. The operations staff officer is the principal staff officer responsible for training, operations and
plans and integrates and synchronizes the operation as a whole for the commander. The operations staff
officer has the broadest area of operations of all staff sections. With regard to knowledge management,
the operations staff officer:
Ensures knowledge management is integrated into the plans, operations, and training of the unit.
Coordinates the after action review and lessons learned effort with the Center for Army Lessons
Learned.
Ensures that knowledge produced in the unit is captured and sorted for retrieval.
Works with the knowledge management officer and signal staff officer to verify that databases
and other information sources are integrated to eliminate stovepipes and improve organizational
knowledge sharing.
Ensures that training plans address proficiency and efficient use of all applicable information
systems and networks of the mission command system.
Establishes requirements for information to be included in the unit common operational picture.
Integrates training requirements stemming from knowledge management solutions into the
overall training plan.
Signal Staff Officer

1-65. The signal staff officer provides the knowledge and expertise to develop the technology
architecture of mission command system and focuses on technical aspects to support knowledge
management. The signal staff officer provides input to the organizations knowledge management plan
and develops and implements information management policies and procedures with the knowledge
management officer. The signal staff officer ensures adequate support for knowledge management from
other signal staff personnel, such as the network operations officer, who provides expertise and support
for knowledge management initiatives requiring the use of information systems, network
communications, or computer operations. This includes developing the PACE plan to ensure
communication redundancy.
Knowledge Management Working Group

1-66. The knowledge management working group eliminates obstructions to knowledge flow and
contributes to shared understanding. The knowledge management working group is the organizations
primary means of implementing knowledge management. The working group is how the knowledge
management officer assesses and improves the transfer of knowledge in the organization. It also helps the
COS/XO improve knowledge flow. How the groups ability mitigates bottlenecks and improves mission
command determine success.
1-67. The knowledge management officer facilitates the working group, although the COS/XO chairs the
group. This working group includes a representative from each of the major staff sections (knowledge
management representative duties are described in paragraphs 1-70 through 1-73). Meetings are
according to the units operational tempo and integrated into the organizations existing battle rhythm.
This promotes regular attendance and improves the groups productivity.
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1-68. Since the knowledge management working groups duties involve analyzing knowledge gaps
throughout the organization, inviting a wider representation from time to time to take part in the working
group provides a broader perspective to guide further investigation and problem-solving.
1-69. Considerations when establishing a knowledge management working group include:
Commanders intent and COS/XO guidance for the knowledge management program.
Determining who is responsible for what information to address knowledge flow issues.
How the organization is structured and the challenges and benefits that structure presents to the
integration of knowledge in the organization.
How cross-functional teams (such as the current operations cell) function and how they affect
knowledge flow in the organization.
1-70. The knowledge management working groups members understand knowledge management, what
it can do for their section, and what it can do for the organization as a whole. They must understand that
knowledge management is not specifically digital tools, but how people work with the most appropriate
tools to enhance shared understanding. The analysis they perform during knowledge management
identifies the appropriate tools (analog, digital, and others) for the organizations decisionmaking
processes (Appendix G discusses focus areas for performing assessments).
1-71. The knowledge management working groups responsibilities and expectations are established
early. This includes participants, report procedures, and priorities, with guidance and input from the
COS/XO. This information is shared with the entire staff in an initial report or similar document.
Knowledge Management Representatives

1-72. Knowledge management representatives are staff section personnel designated as the agent of the
staff principal to coordinate with the knowledge management staff section. They are usually the first
responders to knowledge management issues and are well-versed in their organizations collaborative
processes. They have technical skills or special training in knowledge management and want to improve
the organization and be creative and critical thinkers.
1-73. Knowledge management representatives are agents of the commander or staff principal to
coordinate knowledge management efforts in each primary staff section or at the company level.
Operationally focused and specialists in their own warfighting function, these representatives understand
the collaborative processes of their sections. If the organization has a knowledge management section,
the knowledge management representatives work closely with it to mitigate any gaps that prevent
information and knowledge transfer. These representatives are located in all organizations from company
level to Army major commands.
1-74. Knowledge management representatives implement approved changes and improvements in their
staff section or organization. Knowledge management representative functions do not include updating
the information management systems or updating the collaborative sites; however, if their primary duties
include updating these systems, they would normally continue to do so. In either case, knowledge
management representatives understand how content is managed and understand the requirements for
effective collaborative sites.
1-75. There are three main areas where knowledge management representatives contribute to
implementing knowledge management in their organizations to include advocacy, support, and
knowledge-brokering.
Advocacy
1-76. Advocacy includes spreading the knowledge management message and educating and emphasizing
the importance of sound knowledge management practices. For example, they demonstrate to co-workers
how to share knowledge using available knowledge management tools. Some advocacy actions include:
Transmitting communications from the knowledge management officer to their section.
Encouraging and setting the example in knowledge-sharing and learning.
Leading knowledge management awareness training at staff section professional development.
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Collecting and sharing feedback from the staff section to the knowledge management officer,
section, and working group.
Support
1-77. In their support role, knowledge management representatives attend knowledge management
meetings and seek out projects and processes to streamline and automate. They help identify gaps in the
processes used in their staff section. In addition to representing knowledge management initiatives to
their staff sections, they provide their own staff sections perspective to the section and enable them to
understand the needs of the organization. Knowledge management representatives are internal staff
section representatives for knowledge management initiatives. Support actions include:
Identifying gaps in staff element processes.
Acting as liaison between the knowledge management officer/section and their staff section.
Planning, coordinating, and delegating knowledge management activities for their staff section.
Providing feedback to staff section leaders on the impact of knowledge management initiatives.
Providing suggestions for new knowledge management initiatives or improvements.
Providing knowledge management-specific training.
Knowledge Brokering
1-78. As knowledge brokers, knowledge management representatives link their colleagues to knowledge
and information sources outside their immediate context. Specific ways knowledge management
representatives act as a knowledge broker include:
Facilitating knowledge sharing during meetings, activities, and operations.
Networking with other knowledge management representatives and building contacts with
experts.
Responding quickly to staff section requests for support with timely push to the knowledge
management officer and section.
Identifying major knowledge and information needs and gaps in the staff section.
1-79. Key attributes for a knowledge management representative to be successful include a willingness
to learn, excellent communication skills, and ability to overcome resistance to change. Knowledge
management representatives influence others to be open to knowledge management initiatives and
implement new processes and tools.
Knowledge Management Section

1-80. The knowledge management section (when assigned) provides advice and recommendations to
commanders regarding how knowledge management improves shared understanding throughout the
organization, including that of other staff sections. Commanders direct the implementation of knowledge
management improvements per priorities, considering the recommendations of the knowledge
management officer and with consultation from the staff.
1-81. Knowledge management section members advise the units staff on knowledge management and
tools. These help the staff to manage explicit and tacit knowledge. The section uses available tools to
help the unit create and apply knowledge management. The knowledge management section supports
unit learning before, during, and after operations and helps the staff develop and disseminate techniques
and activities that create or transfer knowledge gained from operations. The knowledge management
section enhances mission command by helping organizations integrate information systems into the
headquarters in a manner consistent with best knowledge management practices and operational
requirements.
1-82. The knowledge management section builds and sustains knowledge architecture to connect people
and help them to collaborate and rapidly share techniques, procedures; operational observations, insights,
lessons, and knowledge products. Elements of this architecture include a knowledge management
working group (people); unit knowledge processes critical to operations (e.g. situation reports
[SITREP]); SOPs that detail unit collaboration methods (e.g. SharePoint and Defense Connect Online
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[DCO]); other sources of knowledge (e.g. Centers of Excellence); and knowledge management
representatives in all subordinate units (organization).
1-83. Knowledge networks are an important part of knowledge architecture. These include social
networks like MilBook, interpersonal networks like knowledge management working groups, and
technical networks like the Secure Internet Protocol Router network. Commanders, staff, and leaders
establish social and interpersonal networks, while the signal staff officer establishes the technical
network architecture. The knowledge management officer and the knowledge management section
facilitate collaboration among each of these networks and help connect subject matter experts to enable
individual and organizational learning.
1-84. The knowledge management sections responsibilities include:
Executing the five steps of the knowledge management process.
Identifying and resolving knowledge gaps.
Providing a core team to resolve knowledge management issues. This team forms the basis of
the multi-functional knowledge management working group drawn from all staff sections.
Advising the commander and staff on knowledge management solutions.
Developing techniques and procedures to support unit learning throughout all force pools of
Army force generation (ARFORGEN).
Advising the unit on using knowledge management processes and tools.
Coordinating with external knowledge sources to make available to the organization.
Developing and modifying SOPs for knowledge management.
Analyzing newly recommended information technology for knowledge management utility and
recommend acceptance and integration by signal staff as appropriate.
Coordinating with the signal staff officer for technical network, database, and other support.
Ensuring after action reviews are collected, documented, and disseminated internally and
externally as required.
1-85. In forming a knowledge management section, commanders determine who among their staff meets
the requirements of people, processes, tools, and organization and how they overlap. Commanders
identify those individuals who:
Best understand the organizations people and their operational and training requirements (skills
often resident in operations officers and non-commissioned officers).
Have a solid understanding of the processes used to transfer knowledge in the organization.
Know of subject matter experts on the information systems that support the mission command
systems and processes of the organization (warfighting function master gunner).
Understand the available tools, including information systems and how they are networked.
1-86. Section member duties and responsibilities depend on Soldiers assigned to the section. Not every
echelon has a knowledge management section and its composition may vary. The number of personnel
determines how many functions the section can accomplish. Not all positions described here are
authorized or required at a given echelon.
1-87. The knowledge management section may contain the following positions:
Knowledge management officer.
Assistant knowledge management officer.
Knowledge management noncommissioned officer.
Content management specialists.
Knowledge Management Officer

1-88. The knowledge management officer directs the knowledge management section. He or she reports
to the COS/XO and advises the commander and staff on knowledge management. The knowledge
management officer ensures the knowledge management process and procedures are understood in the
unit. He or she demonstrates how these processes and procedures improve efficiency and shared
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understanding during training and enhance operational effectiveness during operations, especially in
time-constrained environments. During operations, the knowledge management officer moves with the
commander, or remains in the command post, as required (FM 6-0 provides additional information about
knowledge management officer duties and responsibilities). Responsibilities include:
Creating an organizational knowledge network and metrics for evaluating its effectiveness.
Developing knowledge management techniques, policies, and procedures and ensuring
command-wide dissemination.
Advising the commander and staff on integrating knowledge management practices throughout
the organization.
Writing the knowledge management annex to plans and orders and updating as necessary.
Performing staff planning and coordination of knowledge management functions and activities
to improve shared understanding, learning, and decisionmaking.
Leading efforts to identify gaps in organizational processes.
Leading the staff in assessing unit knowledge processes.
Synchronizing knowledge management functions and activities with higher commands and
subordinate commands.
Monitoring emerging knowledge management trends for incorporation into unit operations.
Directing knowledge management working group efforts and facilitating its meetings.
Assistant Knowledge Management Officer

1-89. The assistant knowledge management officer ensures section members understand the knowledge
management process and tools. They understand the major processes used in the unit and the functions of
the information systems that support those processes. Assistant knowledge management officers help the
operations officer and signal staff officer map the processes and information systems that produce the
common operational picture. The assistant knowledge management officer reports to the knowledge
management office. Responsibilities include:
Initiating, coordinating for, and maintaining a virtual right-seat ride capability.
Understanding the supporting information systems and knowing the subject-matter experts that
support those systems.
Coordinating with battle captain and operations section to clearly understand how the operations
process applies to units battle rhythm.
Executing knowledge management policies and plans in the knowledge management section.
Developing, organizing and supervising implementation of the units content management effort.
Assisting the staff in knowledge analysis to answer commanders critical information
requirements.
Seeking techniques to incorporate effective knowledge transfer and learning techniques into
organizational learning.
Mapping the units knowledge management network.
Developing metrics for evaluating knowledge management effectiveness.
Identifying operationally relevant trends, observations, insights, and lessons; and significant
actions.
Ensuring efficient processes for directing requests for information.
Coordinating with the signal staff officer to ensure connectivity to relevant information systems
and networks.
Overseeing knowledge management-related roles and responsibilities as directed by the
knowledge management officer.
Establishing procedures to monitor the appropriateness of a units content.
Developing the units knowledge management training and certification program.
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Knowledge Management Noncommissioned Officer

1-90. As the senior enlisted member of the knowledge management section, the knowledge management
noncommissioned officer advises the knowledge management officer on ways to facilitate knowledgesharing in the staff; improving knowledge transfer, knowledge tools and processes; and other knowledge
management matters. Knowledge management noncommissioned officer s help integrate knowledge
management training concepts into the units individual and collective mission-essential tasks. They
oversee knowledge management training certification programs. Responsibilities include:
Assisting staff sections organize the command posts layout to best facilitate staff interaction.
Coordinating appropriate audiovisual displays of the common operational picture and other
operationally relevant knowledge management products in command posts and other areas.
Monitoring collaboration sites and knowledge networks and advising staff on relevant content.
Addressing knowledge management aspects of operations security in coordination with the
protection staff section.
Collaborating with unit command sergeants major, battle staff noncommissioned officers, staff
section noncommissioned officers in charge, network and information systems subject matter
experts, and mission command system subject matter experts, to gain a clear understanding of
critical processes in the mission command system.
Advising on designing briefings and text documents.
Helping design templates and formats for recurring knowledge products to increase
standardization and reduce redundancy.
Participating in the knowledge management working group.
Ensuring the units content management plan meets requirements and is implemented across the
unit.
Reviewing the units file management techniques and directing adjustments as needed.
Remaining abreast of current and future trends in knowledge management and content
management and integrating them into unit operations as needed.
Supervising training in knowledge transfer procedures.
Serving as the units expert for knowledge management tool and system training, design, and
use.
Coordinating with the operations officer and signal staff officer to incorporate knowledge
management tools, systems, and information system architecture into the common operational
picture input design and display.
Coordinating with signal staff officer technical teams to identify and implement knowledge
management initiatives.
Ensuring after action reviews from previous events is considered in any new missions.
Content Management Specialist

1-91. Content management specialists are experts on content management and retrieval. They ensure
knowledge is available to Soldiers when they need it. These specialists help the signal staff section
manage digital content with tools that exchange explicit knowledge, collaborate, and connect with
subject matter experts across the organization and the Army. They implement content management in the
four task areas of creating, organizing, applying, and transferring knowledge. Each task area is associated
with steps of knowledge management. Responsibilities include:
Supporting implementation of the units knowledge management policies and procedures.
Searching for and capturing observations, insights, and lessons from other units and individuals
via non-secure and secure internet protocol router networks and forums, as related to content
management.
Facilitating knowledge transfer between units, Soldiers, and leaders.
Reviewing the units file management techniques and directing adjustments as needed.
Developing comprehensive document naming conventions, data-tagging policies, and data
organization for the unit consistent with Army policies.
6 March 2015
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Chapter 1
Training staff members to organize and obtain explicit knowledge stored in knowledge
networks, databases, and information systems.
Helping review databases and web sites to determine the security and relevance of content.
Helping the knowledge management noncommissioned officer design briefings, documents,
templates, and other knowledge products.
Helping the knowledge management officer and the assistant provide expertise and training in
using knowledge management tools, processes, and systems.
Helping the battle staff noncommissioned officer and battle captain exercise content
management specifically in the mission command system.
Understanding current and future trends in knowledge management and content management.
Coordinating with the signal staff (through the knowledge management officer) on incorporating
current standards to improve information search and retrieval across various data sources.
Coordinating with signal staff for information assurance and information security matters as
related to content management.
Supervising and performing knowledge management training including content management
procedures.
1-92. In some situations, the knowledge management section is augmented with civilian contractors.
These personnel become integral contributors to knowledge management efforts and expanding the
capabilities of the knowledge management section by performing such duties as mission command
system integrators or developers.
LEADERS
1-93. Leaders drive knowledge management and determine how successful a program will be. Leaders
embrace and enforce knowledge management standards. They support efforts of the knowledge
management section, knowledge management representatives, and knowledge management working
group. Lastly, they support knowledge management training and activities such as performing
assessments and enforcing content management.
1-94. Leaders understand the tools and processes in their section and mentor subordinates. They
understand the commanders intent to communicate that intent and the commanders critical information
requirements to their subordinates.
1-95. Leaders set the example by sharing their own knowledge with others. Leaders support their
commanders and establish a culture of collaboration and contribute to collaborative efforts through the
use of informal networking, collaboration sites such as SharePoint or DCO and Army forums such as S3/XO net or Noncommissioned Officer Net. Leaders know understanding comes from the bottom-up, not
the top-down, and are open to ideas, innovations, and insights that come from the lowest echelons.
Leaders empower their subordinates by ensuring they can access knowledge resources of all types and
know how to use them. Leaders build trust in subordinates.
1-96. Leaders develop teams that share knowledge to carry out the commanders intent. They effectively
collaborate with each other and with those outside the team that affect their ability to execute their
mission. Leaders understand knowledge management so they can effectively support their teams ability
to collaborate effectively. The trust and respect in teams facilitates knowledge sharing in the team.
Leaders show Soldiers the value of applying the knowledge management components (people, processes,
tools, and organization) to collaborate and share what they know and the consequences of failing to share
knowledge.
1-97. Teams execute collective tasks to accomplish their mission. Army leaders collaborate with
subordinate, lateral, and higher elements to ensure they gain knowledge and understanding as possible.
They collaborate with other leaders to share their knowledge, increase their own knowledge and apply
that knowledge to make their teams better.
1-98. As they build their own teams, leaders support their higher commanders team building tasks. This
brings together teams that work toward a common goal with unity of purpose, even in the absence of
unity of command.
1-20
ATP 6-01.1
6 March 2015
1-99. Leaders recognize that shared understanding is critical to act according to the commanders intent
and to complete a mission. Leaders perform or support activities to facilitate the creation and transfer of
knowledge, such as after action reviews, post-mission debriefings, and rapid dissemination of knowledge
and information.
SOLDIERS
1-100. Soldiers are an integral component of a knowledge-sharing environment and every Soldier
understands and practices knowledge management. This enables Army commands at every level to be
learning organizations. Soldiers perform knowledge management as part of daily business. Specifically,
all Soldiers:
Understand their expertise is valuable if shared with other Soldiers, organizations, and the Army.
Understand critical processes used in their section.
Share what they know with others.
Be proficient on critical individual and unit information systems such as SharePoint and CPOF.
Learn before, during, and after operations.
Know how to use search-and-discover and expertise-location tools to find knowledge and
information they need.
Know the capabilities and how to use tools and systems available to them.
Know proper reporting procedures.
Participate in post-mission debriefings and after action reviews.
Know how to access additional knowledge resources, such as those found in the Center for
Army Lessons Learned and centers of excellence.
Know the commanders critical information requirements.
Share lessons learned.
6 March 2015
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1-21
Chapter 2
Assessing Knowledge Management

Assessment is the first step of knowledge management. This chapter begins by
describing assessment as a continuous activity of operations and knowledge
managements role in it. It then provides an overview of knowledge management
assessment. The chapter continues by describing step by step how to perform
knowledge management assessment and assessment outcomes and recommendations.
It then presents seven areas that are common focus areas of assessment. The chapter
concludes with an illustrative scenario to show how a new knowledge management
officer learns about the organization and performs knowledge management
assessment in certain areas.
ASSESSMENT
2-1. Assessment is the determination of the progress toward accomplishing a task, creating a condition, or
achieving an objective (JP 3-0). Together with the other operations process activities of plan, prepare, and
execute, continuous assessment is one of the major mission command activities performed during
operations. Assessment precedes and guides the other activities of the operations process. Assessment
involves comparing forecasted outcomes with actual events to determine the overall effectiveness of force
employment. It also involves continuously monitoring and evaluating the operational environment to
determine what changes affect the conduct of operations. Assessment helps commanders determine
progress toward a desired end state, achieving objectives, and performing tasks.
2-2. All staff sections assess progress; it is not the purview of any one staff section or command post cell.
Each staff section assesses the operation from its area of expertise. However, these staff sections coordinate
and integrate their individual assessments and associated recommendations across the warfighting functions
to produce comprehensive assessments for the commander, particularly in protracted operations. They do
this in the assessment working group (see ADRP 5-0 for more information). The knowledge management
staff assesses ongoing activities and the overall operation from a knowledge management perspective;
informing the broader assessment activities of the operations process.
2-3. During operations, commanders and staffs assess the situation to understand current conditions and
determine how the operation is progressing. In the context of the Army operations process, assessment
includes, but is not limited to, these three activities:
Monitoring the current situation to collect relevant information.
Evaluating progress toward desired end state conditions, objectives, and tasks.
Recommending or directing action for improvement (see ADRP 5-0 for more information on the
three assessment activities of the operations process).
KNOWLEDGE MANAGEMENT ASSESSMENT OVERVIEW

2-4. Assessment, as the first step of the knowledge management process, analyzes the units knowledge
needs and establishes approaches that improve shared understanding, decisionmaking, and organizational
learning. Knowledge improves unit performance. Knowledge management assessment involves monitoring
unit performance to evaluate how the unit manages time and information and what is considered critical for
its leaders to make decisions. The knowledge management staff assesses how knowledge and information
move through the organization, noting the interaction of the people, processes, and tools involved.
2-5. During operations, the knowledge management staff focuses on the operation and monitors
operations and unit performance to determine how knowledge management helps the organization learn
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Chapter 2
and improve. Understanding the units operations and insights provide focus for performing knowledge
management assessment. Commanders guidance and priorities guide the knowledge management staff in
determining how to best support the organization.
2-6. The assessment helps the staff to understand current and desired conditions. It examines all four
knowledge management components of people, processes, tools, and organizationin the context of the
organizations mission. The assessment also gives a baseline of the organizations current knowledge
management status by depicting the connections between them. The knowledge management assessment
accomplishes the following:
Graphically depicts the organizations knowledge management status.
Identifies impediments to knowledge flow in the organization and with unified action partners.
Identifies knowledge and performance gaps and determines their causes or contributing factors.
Assesses the impact each gap has on the organization.
Determines measures of effectiveness and priorities for addressing the gaps.
Provides the basis for recommendations to close identified knowledge gaps and reduce
impediments to knowledge transfer.
2-7. The knowledge management officer helps the knowledge management working group perform the
assessment. The officers leverage staff expertise and collaborate with stakeholders to inform the analysis
and create recommendations. Knowledge management representatives from various staff sections
contribute insight in their functional specialties. Content management specialists, if assigned, provide
analysis in this key area. The operations sections expertise in mission command processes and the signal
staff sections expertise in network operations and information management are also important
contributors.
2-8. In performing the assessment, the working group examines a variety of sources, including but not
limited to:
Commanders guidance and intent.
Commanders critical information requirements.
Orders and task organization.
After action reviews.
Post-mission debriefs; particularly leader-focused debriefs.
Lessons learned development.
Leader interviews (see Appendix E for interviewing techniques).
Subject matter experts on information systems.
2-9. Depending upon factors such as time and personnel available, the operational tempo, the
commanders guidance, and areas identified as priorities to assess, the knowledge management assessment
may be deliberate or abbreviated.
DELIBERATE
2-10. A deliberate knowledge management assessment identifies all people, process, and tools and places
them in their context for entire organization. It is ideally suited for establishing or standing up a new
organization.
ABBREVIATED
2-11. Abbreviated knowledge management assessments are focused on needs or identified problems. The
commander or executive officer (XO)/chief of staff (COS) directs an assessment focused on those
identified areas. This type of assessment focuses on a single topic, unit, process, or tool. A rapid knowledge
management assessment is done when a performance gap has been identified, to determine if a knowledgebased solution will improve performance (paragraphs 2-28 through 2-30 describe performance gaps and
their analysis).
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ATP 6-01.1
6 March 2015
PERFORMING THE KNOWLEDGE MANAGEMENT ASSESSMENT

2-12. A knowledge management assessment has four steps:
Step 1: Define the organization and its environment; people, processes, tools, and organization.
Step 2: Describe the organizations internal and external linkages and dependencies.
Step 3: Analyze the organization and evaluate its knowledge and performance and the gaps in its
knowledge and performance.
Step 4: Depict the connectivity and alignment of the organizations knowledge management
components in easily understood graphical representations.
2-13. The steps are not executed in isolation. Relationships and dependencies are identified at every step.
Depicting the organization begins early and helps the knowledge management working group visualize
what they define, describe, and analyze (Table 2-1 shows the knowledge management assessment steps and
its key inputs and outputs). Each step is described in paragraphs 2-14-2-42.
Table 2-1. Steps of assess key inputs and outputs
Step 1: Assess
Purpose: to accurately capture the current arrangement of people, processes, technology, and organization
including knowledge management gaps, across the organization.
Inputs derived from multiple sources as needed.
Outputs from assess form the basis of inputs for design.

Key inputs
Steps
Unit organization and task

organization
Unit and knowledge management
standard operating procedures
Commanders critical information
requirements
Unit policies
Results of key personnel
interviews
Military decisionmaking process
(as applicable)
Define
Draft knowledge management

map
Describe
Key outputs
Refined knowledge management

map
6 March 2015
Draft knowledge
management map
depicting the initial
arrangement of
people, processes,
technology, and
organization
Refined knowledge
management map
depicting a more
informed
arrangement of
people, processes,
technology, and
organization
Draft gap chart

depicting shortfalls
in people,
processes,
technology, and
organization
Draft recommended
priorities chart based
on commanders
critical information
requirements, PIR,
and initial guidance
Define the
organization and its
PPTO environment
Describe the
organizations internal
and external linkages
and dependencies
Analyze
Analyze the
organizations
knowledge
throughput
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2-3
Chapter 2
Table 2-1. Steps of assess key inputs and outputs (continued)

Step 1: Assess
Purpose: to accurately capture the current arrangement of people, processes, technology, and organization
including knowledge management gaps, across the organization.
Inputs derived from multiple sources as needed.
Outputs from assess form the basis of inputs for design.

Key inputs
Steps
Depict
Refined knowledge management

map
Draft gap chart
Draft recommended priorities
chart
Key outputs
Depict the
organizational
knowledge matrix
Assessment update
to chief of staff
Approved
knowledge
management
strategy that
includes the
knowledge
management map
gaps and priorities
chart
BUB chart
DEFINE
2-14. The first step of a knowledge management assessment is to define the organization and its
environment with the ongoing mission and activities of the organization (Table 2-1 shows a simple tool to
collect data on the knowledge management components).
People
2-15. The knowledge management working group identifies individuals with key knowledge management
roles in the organization. These are individuals in positions important to the movement of knowledge and
information through the organization. They include the commander, command sergeant major, coordinating
and special staff, subordinate commanders, and staffs. It may also include others, such as liaison officers
and those who communicate with unified action partners. It can also include individuals outside the
organization, such as the ambassador, agency head, or others. It also includes training level of key
personnel on critical tools (see the tools section below).
Processes
2-16. The knowledge management working group identifies all knowledge-based operational processes in
the organization (i.e. orders process, targeting cycle, intelligence preparation of the battlefield, battle update
briefs and assessments, reporting, and others).
Tools
2-17. The knowledge management working group identifies all knowledge systems (digital and nondigital) of the organization. This includes non-organic systems that feed directly into the organizations
knowledge processes. These include, but are not limited to, the common operational picture, the
components of the mission command system, external networks and linkages with unified action partners.
Organization
2-18. The first step is to define the organization and its environment including people, processes, tools, and
organization. The knowledge management working group defines its organization in terms of the higher
echelon, subordinate units, elements, and components of the organization. For example, a brigade combat
team (BCT) knowledge management working group will define its organization for all levels, from
company to division.
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ATP 6-01.1
6 March 2015
2-19. To adequately define the organization and its environment, the knowledge management working
group monitors the current situation and progress toward accomplishing objectives. It seeks to gather the
tools and data needed to perform knowledge management assessments. These include, but are not limited
to:
The higher headquarters plan or order, including the knowledge management and assessment
annexes if available.
Post-deployment after action reviews and reports.
Access to subject matter experts, both internal and external to the unit.
If replacing a unit in an operational area (relief in place/transfer of authority), any current
knowledge management assessments, and assessment results.
Relevant assessment results (classified or open-source) produced by civilian and military
organizations.
The identification of potential data sources, including academic institutions and civilian subject
matter experts.
Table 2-2. A simple tool for collecting people, processes, tools, and organization data
People
Processes
Tools
Organization
Physical
Location
Virtual
Location
DESCRIBE
2-20. The second step is to describe the organizations internal and external linkages and dependencies.
This includes:
Defining and describing linkages between key individuals in the organization (i.e. direct and
indirect, superior and subordinate, regular and intermittent, formal and informal).
Defining and describing linkages and dependencies between all subordinate units, elements, and
components of the organization.
Subdividing and grouping logical subordinate components by warfighting function, task
organization, or geographic location.
Defining and describing linkages and dependencies between the knowledge-based operational
processes in the organization.
Defining and describing significant characteristics and linkages and dependencies between the
knowledge systems and their associated organizational data bases.
ANALYZE
2-21. The third step is to analyze and evaluate the organizations knowledge flow. Knowledge flow is the
ability of knowledge to move freely throughout the organization. This evaluation is at the heart of the
assessment process. Initially, this step examines the frequency and volume of knowledge flow between
each of the key individuals, units, elements, processes, and systems defined and described in the first two
steps (define and describe). It identifies interruptions and bottlenecksfactors impeding effective
knowledge transfer. This analysis provides a baseline of the units current knowledge matrix. Its results are
shown in the next step (depict); and also inform a critical part of analysis that examines knowledge links
to unit performance called gap analysis.
2-22. Based on its analysis, the knowledge management working group determines the priority in which
identified problems should be addressed (determining priorities is addressed in paragraphs 2-40 and 2-41).
Gap Analysis
2-23. Gap analysis identifies shortfalls in knowledge and shortfalls in unit performance, analyzes the
linkage, and determines how knowledge-based solutions help fill the gaps. The knowledge management
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2-5
Chapter 2
staffs primary concern is to remedy the knowledge shortfalls that affect the units performance and ability
to accomplish its missions.
2-24. The knowledge management working group uses various methods to gather information and
feedback to inform its analysis. These include facilitated discussions, interviews (one-on-one or small
group), observations, feedback from working groups, and surveys. The knowledge management working
group plans and prepares these activities with great care to avoid wasting the time of those involved and to
ensure that it collects the information it needs.
2-25. Gap analysis considers knowledge gaps and performance gaps, current state, and desired state.
Fundamentally, assessment is about measuring progress toward the desired end state; therefore, the
knowledge management working group determines the current situation and desired states of knowledge
flow in the organization.
Knowledge Gaps
2-26. Knowledge gaps are the difference between what the force performs at the desired effectiveness and
what it knows now. Knowledge gaps:
Are linked to the factors that impede knowledge transfer (interruptions and bottlenecks).
Occur when there are disconnects between what an organization knows and what it must know
to accomplish its mission.
Adversely affect unit performance.
2-27. The outcome of knowledge gap analysis is recommended processes and procedures to improve
knowledge transfer and close the knowledge gaps.
Performance Gaps
2-28. The staff analyzes relevant information collected through monitoring to evaluate the operations
progress. This reveals performance gaps. Performance gap analysis compares actual, current performance
against potential or required performance. The gaps between current and potential performance is targeted
to improve overall unit effectiveness.
2-29. The performance gap analysis determines tasks that the force cannot perform now but that it
performs to reach the desired state. Some of the tasks are not clear at this point because of knowledge gaps,
but this provides a general sense of what the force needs to perform at the desired level.
2-30. The performance gap analysis determines where knowledge-based solutions are needed to improve
unit performance.
Current State
2-31. Gap analysis begins with an assessment of the units current state. The primary sources of the current
state analysis are monitoring and facilitated discussions and/or interviews. Facilitated discussions and/or
interviews identify gaps as perceived by key leaders. The knowledge management officer seeks feedback
on the types of knowledge that leaders believe they need the most or have difficulty obtaining and discusses
the different types of approaches available to correct the gaps. The facilitated discussions or interviews
return to the question, If we are successful, what will you know, have, or be able to do?
2-32. These discussions include:
Strengths, weaknesses, opportunities, and threats.
Social and information networks, feedback mechanisms, communication, collaboration,
knowledge flow, and technologies used.
Organizational structures, culture, and other areas as necessary.
Desired State
2-33. Desired state analysis identifies and describes the organizations desired state. Much of this is
defined by doctrine and institutional requirements; but other elements are tied to a commanders vision or
2-6
ATP 6-01.1
6 March 2015
other requirements specific to the organization. The goal is to answer the question, What must our
organization do that it cannot currently do? The answers to this question are the performance gaps to
address to reach the units desired end state.
2-34. Desired state analysis understands the impact of the future operational environment and how it
impacts the vision and goals and envisioned changes in:
Stakeholders.
Organizational structure.
Social and information networks.
Feedback mechanisms.
Communication and collaboration.
How knowledge and information move in the organization.
How change occurs in the organization.
Why the organization needs to change.
2-35. The discussion identifies the major knowledge management activities the organization performs as
part of its future state. This thematic approach helps leaders and staff organize and focus. Naming activities
is flexible and reflects what the organization believes it is or needs to do. There are usually multiple gaps in
each activity. Examples of knowledge activities are:
Knowledge transfer.
Content management.
Collaboration over social networks.
Use of collaborative technologies.
Team development.
Staff processes and oversight.
Expertise development.
Integration of knowledge management into learning.
Battle drills.
Pre-combat checks.
Section training.
File management.
Battle/commander update briefs/assessments.
Reporting.
Use of expertise development tools.
Gap Analysis Steps

2-36. The steps to perform gap analysis include:
Step1: Analyze the current state; what the force knows now and what it does now (For example:
know the situation report (SITREP) formats; know how to operate the radio; and submit
SITREPs by radio.)
Step 2: Compare the current state to the desired state and know what the force knows and what it
does. For example, know how to use information systems (e.g. command post of the future
[CPOF], how to enter SITREP information into systems, and how systems integrate and submit
SITREPs.
Step 3: Identify the knowledge gap between what the force knows now and what it needs to
know. What it needs to know will enable it to do what it needs to do (e.g. staff and Soldiers do
not know the capabilities of or how to use the digital information systems).
Step 4: Identify the performance gap between what is missing in what the force can do now and
what it needs to do (e.g. the staff and Soldiers cannot submit SITREPs or other reports using the
digital information systems; they cannot integrate the systems to take advantage of their full
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Chapter 2
capabilities; or they must be able to perform these things to populate the common operational
picture with accurate, updated information).
Step 5: Analyze how the force learns and innovates now and enables it to perform in its current
state. (e.g. communications training is performed in sections/subordinate units for new
personnel).
Step 6: Analyze how the force learns and innovates to do what it needs to do. (e.g. perform
centralized refresher training on the digital systems and perform collective training with battle
drills with the digital systems).
Step 7: Determine the types of improvements that can help close the gaps. (e.g. unit-wide
training for all new personnel who will use the digital systems, regularly scheduled refresher
training, and battle drills on the systems in collective training events).
2-37. Identify contributing factors for each gap. Contributing factors are those things in the operational
environment that cause or contribute to knowledge or performance gaps. Common contributing factors
include:
Lack of a common operational picture across the organization.
Lack of understanding of the commanders intent.
Use of multiple calendars instead of a common, synchronized calendar.
Soldiers unable to find information they need.
Content management misunderstood or not practiced (no naming conventions, multiple
documents posting in different formats, or associated problems).
Collaborative tools absent, misused, or misunderstood are viewed as a hindrance.
E-mail used as a primary collaborative tool and often used to convey complex messages better
communicated face-to-face.
Opportunities for face-to-face interaction to exchange knowledge are missed or mismanaged.
Too many meetings and many meetings are not well-organized and are without right attendees.
General meeting mismanagement.
Knowledge lost with personnel turnover and lack of effective handoff to transfer knowledge to
incoming personnel.
2-38. The gap analysis chart is a useful tool to show knowledge and performance gaps. The completed gap
analysis chart, which shows the analysis results, becomes the product of gap analysis. The gap analysis
chart identifies performance and knowledge gaps, matches them with knowledge management components,
indicates actions to bridge the gaps and suggests priorities (Table 2-3 shows an example of the gap analysis
chart).
Table 2-3. Gap analysis chart
Gap analysis
Operational
issue
Knowledge management strategy

input
Performance
gap
Knowledge
gap
Priority
Knowledge
management
component
P
Interagency
coordination
and
cooperation
Assigning
responsibilities
for the
interagency
requests
Insufficient
interagency
interface
coordinatio
n. No LNO.
Document
reviewers
75%
accuracy
rate
Information
sharing with
Department
of Defense
2-8
Accessibility of
Department of
Defense
DoD
information
not being
retrieved
ATP 6-01.1
Proposed
required action
New policy
Rewrite policy
New analytics
through data
mining
Review process
Policy and portals

for access
New policy and

network
Proposed solution
6 March 2015
Table 2-3. Gap analysis chart (continued)

Gap analysis
Operational
issue

input
Performance
gap
Knowledge
gap
Priority
Knowledge
management
component
P
Naming
convention
Documents
hard to find:
files lack
organization
No naming
convention
P
X
Proposed solution
Proposed
required action
Establish
universal naming
convention
Information
assurance
policy
PPTO people, processes, technology, and organization
2-39. To assess progress toward the desired state, the knowledge management working group develops
assessment measures. This progress is measured during the pilot step of the knowledge management
process (Assessment measures are described in Chapter 5).
Determining Priorities
2-40. The knowledge management working group seeks input from stakeholders to determine and
recommend priorities of effort for the next step in the knowledge management process. This designs
solutions to improve knowledge transfer and bridge the identified gaps. A useful tool is the knowledge
management priorities chart. The knowledge management working group builds the knowledge
management priorities chart based on results of preceding assessment steps.
2-41. Figure 2-1 shows areas that need improvement and shows impact and effort along a continuum. The
knowledge management officer shows this to key leaders to seek their input on where the priority efforts
should be among the identified knowledge management issues. The goal is to obtain key leader consensus
on priorities. The knowledge management officer includes recommendations for priorities in briefing the
recommended approach and methodology to the COS/XO for decision (Figure 2-1 shows an example
knowledge management priorities chart).
Figure 2-1. Example of knowledge management priorities chart
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Chapter 2
DEPICT
2-42. The fourth step shows the organization. This is done through knowledge management mapping,
which identifies and categorizes knowledge assets found in organizations.
Knowledge Management Maps

2-43. Knowledge management maps are a graphic representation or map of the organization. Knowledge
management maps are either concept maps or knowledge maps. Both types are helpful tools in assessment.
Knowledge management maps are roadmaps to locate the information, resources, knowledge centers, and
other knowledge assets and pathways. Concept maps and knowledge maps are different because concept
maps provide the how and the why. Knowledge maps provide the what and the where.
2-44. Knowledge management mapping begins early during assessment and continues throughout
assessment. The maps become important tools to inform current state analysis. Knowledge management
maps display the organizations current knowledge management status by identifying and placing in
context with one another the people, processes, and tools.
2-45. Concept maps and knowledge maps are as simple as hand-drawn matrices on a white board or as
complex as those developed through the use of specialized knowledge mapping software applications.
Fully developed knowledge management maps allow for critical pathways and gaps to be identified
quickly. Knowledge management maps help organizations to become aware of what they know, where that
knowledge is created, and how it flows throughout the organization. These maps help knowledge
management practitioners visualize linkages and relationships between the components in the context of the
organization and the operational environment and recognize critical information and knowledge. These
maps also help recognize knowledge dependencies and identify knowledge gaps and bottlenecks. The
knowledge management working group analyzes and identifies knowledge gaps.
Elements of Knowledge Management Maps

2-46. Concept maps and knowledge maps have these elements in common:
The over-arching categories or major headings which can be one or more categories under a
major heading.
The paths or the channels along which information or knowledge moves or the link a category
has with its supporting or connected parts. Paths indicate directional, bi-directional, or multidirectional linkage.
Connecting verb or phrase or term(s) used to show the link and between one or more categories
or elements of the concept.
Gaps to show the delta between what the unit should know (can know) and what it does know.
Knowledge or information that is required to fill a void in the concept or knowledge map.
Concept Maps
2-47. A concept map shows information or knowledge created. It provides additional information and/or
knowledge. Concept maps show relationships between different components or processes. A concept map
provides an illustration of relationships between different components or processes to:
Aid in design of structures.
Link roles and relationships.
Diagnose issues or gaps.
Communicate complex ideas and relationships.
Transfer the results of ideas.
2-48. Concept maps are used to:
Convey complex ideas in an easily understood format (critical path analysis).
Show the as is and to be concepts of a problem and resolution (knowledge management
assessment).
Find critical information quickly (operations order deconstruction).
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ATP 6-01.1
6 March 2015
Illustrate relationships between different components or processes.

Improve decisionmaking and problem solving (after action review storyboards).
Find key sources of knowledge creation.
Identify the knowledge gaps and bottlenecks.
Provide an inventory and evaluation of intellectual assets (nodal analysis).
Highlight islands of expertise (spider diagram).
Develop interviews.
Develop lessons learned process and methodology.
Provide a visual of the network analysis.
2-49. Concept maps do the following:

Have a subject, make a statement, or answer a question.
Connect elements and subelements with a verb or phrase.
Provide a logical progression of ideas and pathways.
Show available knowledge (facts).
Show the paths of knowledge flow.
Show gaps in knowledge and in knowledge flow.
Include nonstandard symbols in a legend.
Knowledge Maps
2-50. A knowledge map shows identified knowledge assets. These maps categorize the association of
knowledge assets in their organizationpeople, processes, content, and tools. Knowledge maps provide an
assessment of existing or required knowledge and information in the following categories:
What does the individual need to know?
Where does this knowledge come from?
Who owns it or has it?
Is the knowledge tacit or explicit?
Is the knowledge routine or non-routine?
What issues does it address?
2-51. Essential elements of a knowledge map (similar to a concept map) include:
Identify what processes the knowledge map enables.
Identify stakeholders and parties of interest.
Identify what systems are used to store the knowledge.
Determine what knowledge is available.
Determine where that knowledge resides.
Determine best means of capturing knowledge.
Show the knowledges location (relational).
Make knowledge maps available to the right people in established security constraints.
Building a Concept or Knowledge Map

2-52. Building a concept map or a knowledge map takes place in five phases.
Brainstorming phase: write down all items the working group thinks are important.
Organizing phase: create groups and subgroups.
Layout phase: arrange elements that represent collective understanding and interrelationships.
Linking phase: this is an action verb. Use lines with arrows to connect and show the
relationships between connecting items.
Finalization phase: convert the map into a permanent form. Incorporate the knowledge map into
the concept map where and if appropriate.
6 March 2015
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2-11
Chapter 2
2-53. The map must be revisited and revised to reflect changes in the knowledge management components
of people, processes, and tools in the organizational context (Figure 2-2 on page 2-12 shows an example of
a concept map). The knowledge management working group should be used to develop knowledge maps.
Figure 2-2. Example of a concept map
Components of Knowledge Managmement Maps

2-54. The components of any knowledge management map are the four components of knowledge
management: people, processes, tools, and organization. These components show a variety of ways
depending upon the tools and time available. These components illustrate the paths where knowledge
moves in the organization. A missing or interrupted path indicates a gap in knowledge flow.
People
2-55. People represent organizational entities. They can be individuals, such as commander, COS, or
ambassador, or they can be units or organizations, such as patrol, platoon, company, staff section, or
working group. People are further differentiated by warfighting function.
Processes
2-56. Processes are the staff processes and the operational processes performed by the unit and its
subordinate elements. Processes are lines that connect tools and people. Dependent processes, where an
event or action is dependent upon a preceding event or action, are distinguished with bold lines.
Intermittent paths, which occur at irregular intervals, are distinguished with dotted lines. These process
pathways illustrate connections between elements. The process paths reveal unexpected connections
offering useful insights into organizational processes.
Tools
2-57. Tools are the organizational processes and organizational tools used to capture and flow knowledge.
Examples are processes such as after action review, intelligence preparation of the battlefield, or shift
change briefings. Tools are also the actual digital or analog tools used to capture and transfer knowledge.
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6 March 2015
Organization
2-58. The organization refers to both the formal organizational structure of the military unit assessed and
the knowledge flow visualized through the knowledge management map.
Briefing Tools
2-59. Because concept maps and knowledge maps are used by knowledge management professionals,
briefing tools show key information from the concept maps or knowledge maps. The knowledge
management officer develops other products to show its key information into presentations such as the
battle update brief or assessment. Most importantly, these products show the interruptions and bottlenecks
that impede effective knowledge transfer. The tool or tools depends on how the commander prefers to
receive information (Figure 2-3 shows an example of a stoplight briefing tool).
Figure 2-3. A way to convey key knowledge management mapping information
ASSESSMENT OUTCOME AND RECOMMENDATIONS

2-60. The knowledge management officer delivers the assessment report and briefs the COS or XO on
assessment results. The assessment report includes the results of gap analysis, key leader consensus on
priorities of effort, the unit knowledge map, and graphical depictions to summarize the units knowledge
status as appropriate. The report and briefing recommend broad actions for improvement as a knowledge
management strategy. The COS or XO approves or modifies the knowledge strategy as needed and signs
the approved document. The knowledge management strategy aligns efforts across the four components.
The approved strategy is ready to be further developed into an action plan during the design step of the
knowledge management process which is discussed in chapter 3.
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Chapter 2
FOCUS AREAS FOR ASSESSMENT

2-61. The areas shown below are central to how information and knowledge move in organizations and are
common areas where organizations encounter problems. These areas are the focus of knowledge
management assessments (Appendix G describes the analysis performed for each of these areas during
assessment and Chapter 3 describes design actions for each):
Standards.
Time management.
Meeting management.
Reporting.
Technical systems.
Content management.
SCENARIO ILLUSTRATING ASSESSMENT

2-62. Captain Smith, a new knowledge management officer, arrived in the 22nd BCT during the reset force
pool of Army force generation (ARFORGEN). Captain Smith outlined what she needed to accomplish in
the first 30 days and developed the plan for the knowledge management components of people, processes,
tools, and organization. It included four types of actions:
Actions to improve her own understanding of knowledge management (for example, additional
training).
Actions to develop her understanding of the units knowledge processes (for example, working
groups, meetings, and use of SharePoint and how the unit shares information and knowledge).
People she wanted to meet and what she would like to discuss with them (for example, meet
with the XO and discuss the battle rhythm with the command sergeant major to gain perspective
about the organizational culture).
Actions to initiate as soon as possible.
2-63. To help determine what she needed to accomplish, Captain Smith considered:
The existing knowledge management teamthe other personnel on the staff including the
knowledge management representatives and included their ideas and suggestions to improve the
plan.
An initial intent statement to provide an immediate understanding of what she intended the
knowledge management team to accomplish. Their efforts must be fully synchronized with the
initial plan.
The need to be flexible, since she would likely find it necessary to alter the plan as she learned
more about the organization.
The need to gain the support of the units chain-of-command. Not just the commander and XO
but also subordinate commanders and primary staff officers.
The need to establish the knowledge management working group and train the knowledge
management representatives as soon as possible.
The need to achieve early successes and knowing that the faster knowledge management could
prove its value to the unit, the more support she could count on for new initiatives.
2-64. To help her understand her new unit, Captain Smith obtained the following documents and
information:
Tactical standard operating procedures (SOP).
Commanders critical information requirements.
Knowledge management SOPs.
The order with the knowledge management annex for recently completed deployment.
Observations, insights, and lessons learned from the recent deployment.
Commanders policies and intent.
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6 March 2015
2-65. These sources revealed that knowledge management in the unit was not well established or
developed. The knowledge management annex for the last deployment was information management. The
observations, insights, and lessons learned from the deployment indicated that knowledge management had
improved to some extent during the deployment but it seemed ad hoc. The knowledge management officer
during the deployment had not been school-trained. The effectiveness of the knowledge management
working group appeared very limited. Only two of its members were still in the unit. The BCT knowledge
management SOPs focused on information management and was not consistent across echelons. Some
subordinate units had no knowledge management SOPs.
INITIAL OBSERVATIONS
2-66. Captain Smith observed the knowledge management practices taking place during the units ongoing
activities in the Reset force pool. Knowledge sharing was not part of the organizational culture. Information
moved vertically through traditional hierarchical channels. There was little cross-talk or mechanisms for
this to occur, except during weekly staff meetings. During these meetings, staff sections were surprised at
what other staff sections reported. She began sketching a concept map of the organization to depict her
initial observations about how knowledge moved through the BCT.
2-67. The signal staff section, in charge of information management and network operations, appeared
organized and competent. Captain Smith listened and participated at the weekly staff meetings and
understood the units battle rhythm and how information and knowledge transfer took place.
2-68. Captain Smith took these actions:
Met with the commander, XO, and command sergeant major.
Met with staff principals.
Met with signal staff and information management officer to seek their views on respective roles
and functionality of the signal staff, information management, and knowledge management.
Met with the battalion knowledge management officers.
Obtained XO support to identify knowledge management representatives and establish the
knowledge management working group.
Obtained slots for knowledge management representatives to attend the knowledge management
qualification course.
Convened the first meeting of the knowledge management working group.
2-69. Throughout this process, Captain Smith sought feedback from the chain of command and staff about
knowledge management issues and asked questions such as:
Is there critical information you are having trouble accessing?
Is the staff providing the necessary decisionmaking information?
Are there reports that dont make sense or are not clear?
2-70. There were three consistent themes: one was the lack of adequate SOPs. Most of those she
interviewed said that good knowledge management SOPs would go a long way toward solving many of
their issues. A second theme was that too much time was being wasted in meetings and many of the
meetings provided nothing of value. The third theme was that no one talked to each other. Every staff
section seemed to be an entity unto itself. Also, the relationship between the staff and subordinate
commanders were not positive and communication between them was often adversarial.
2-71. Captain Smith briefed the XO on her observations. The XO agreed that the current organizational
culture and possibly the physical environment seemed to inhibit free and open knowledge-sharing among
staff members.
2-72. The XO directed Captain Smith to perform a knowledge management assessment of 22 BCT with
particular attention to three areas:
Standardizing knowledge management practices in the BCT.
Making meetings more efficient and less time-consuming.
Improving communication and knowledge-sharing among staff and between staff and
subordinate commanders.
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Chapter 2
2-73. Captain Smith began the assessment with a knowledge management working group meeting.
Although some members were now in the knowledge management qualification course, those that were
present would have an opportunity for on-the-job training by performing assessments.
2-74. Captain Smith explained the four step process the knowledge management working group would use
to perform the knowledge management assessment: define, describe, analyze, and depict. She explained
that although this was an abbreviated assessment, they would use it as a starting point to begin defining,
describing, and depicting the entire BCT; is completed before the BCT deploys again. Although the BCT
was currently in a garrison environment in the Reset force pool of ARFORGEN, this would not be the case
for long. She also made sure they understood that their assessment must lead to recommendations for broad
actions to take for correcting problems such as a knowledge management strategy. This is further refined
into an action plan during the design step of the knowledge management process. The knowledge strategy
must also recommend priorities of effort for designing and developing.
2-75. For the initial assessment, Captain Smith and the knowledge management working group focused on
one area at a time: standards, meeting management, and improving communication and knowledge-sharing.
2-76. To inform their assessment, they performed interviews and surveys and facilitated meetings. Captain
Smith did the following to determine what needed to go into the SOPs:
Interviewed the commander about how he wanted to receive information and how he wanted it
displayed on the digital dashboard.
Learned about the commanders mission command system.
Talked to the signal staff about the technical networks and information systems.
Studied the observations, insights, and lessons learned from the units deployment.
Studied how content was managed.
2-77. As they assessed each area, they followed the four knowledge management assessment steps.
2-78. The define and describe steps provided the context for each of the three areas of emphasis. They
examined each of the knowledge management components in context with the ongoing mission and
activities of the organization. They built a word picture of the BCT for each of the three areas assessed.
Together, the knowledge management working group began developing a knowledge map and continued
developing the concept map already begun by Captain Smith. These knowledge management maps helped
the knowledge management working group to visualize what they were also describing in words. As they
continued building the concept map and knowledge map, the knowledge gaps became apparent. The maps,
together with briefing tools to present its key information succinctly, would be finalized during the depict
step.
2-79. During the analyze step, the knowledge management working group analyzed gaps, current state,
and desired state for standards, meeting management, and how knowledge was sharedincluding the
communications gapsbetween staff and subordinate commanders. The knowledge management working
groups members provided valuable insight into the BCTs problems in each area and ideas on
improvements. The concept maps and knowledge maps they built helped them to see where and how
knowledge was linked to unit performance.
2-80. Captain Smith viewed the knowledge-sharing issue as an area they could improve relatively quickly
and gain a win for knowledge management. As Captain Smith and the knowledge management working
group worked together to perform analysis in each area, they evaluated how freely knowledge was able to
move throughout the organization; examining the frequency and volume of knowledge flow between key
individuals, units, elements, processes, and systems defined and described in the first two steps. They
sought to find the interruptions and bottlenecks that impeded knowledge transfer.
2-81. In performing gap analysis, they analyzed the current state and the desired state for standards,
meetings, and knowledge-sharing. They used the gap analysis chart as a tool to help visualize the
knowledge and performance gaps. To gather information and insight, they performed interviews, surveys,
and facilitated meetings with leaders throughout the BCT. The completed gap chart provided a record of
the issues and potential broad actions to resolve the problems (Table 2-4 shows the completed gap analysis
chart).
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6 March 2015
2-82. The knowledge management working group used the knowledge management priorities chart to
depict the problems that needed to be remedied; with an estimate of the effort level it would take to remedy
each problem and the impact it would make on the organization. They showed this to key leaders to gain
their input and consensus on priorities for subsequent design and development efforts.
Table 2-4. Completed gap analysis chart for the initial assessment
Gap analysis
strategy input
Operational
issue
Performance
gap
Knowledge gap
Priority
Knowledge
management
component
P
Lack of
standard
knowledge
management
practices
across the
brigade combat
team
Inconsistent
reporting
Communities of
practice not
accurate or up
to date
Hard to find
content
Outdated
content mixed
with current
No consistent
naming
protocol
Too many
meetings with
no apparent
results or
purpose to
some
Staff behind in
essential work
and meetings
do not result
in action
Proposed
required
action
Revise and
rewrite
standard
operating
procedures
to address
these and
other
needed
areas
Knowledge
management
working
group
collaborates
to rewrite
standard
operating
procedures
Determine
content
management
standards
Not trained on
systems
Users dont
know where to
find information
or place
information
Training
and
certification
on
information
systems
and
collaboratio
n tools
Dont know how

to name
documents
Meetings are
redundant with
no clear
outcomes and
poor scheduling
Proposed
solution
Require a
seven
minute drill
for
meetings
Require
quad
charge with
key
information
Prepare and
conduct
training in
selected
content
management
topics (do
this during
RESET)
XO
emphasis
Eliminate
supply and
maintenance
meeting
Combine into
sustainment
working
group
Create
weekly
meeting
schedule
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Chapter 2
Table 2-4. Completed gap analysis chart for the initial assessment (continued)
Gap analysis
Operational
issue
Lack of
knowledge
sharing across
the brigade
combat team
including staff
to staff; staff to
sub
commanders
and staff.
strategy input
Performance
gap
Collaborative
effort
degraded.
Analysis and
planning
degraded.
Trust is
eroded.
Knowledge gap
Leader
acceptance of
collaboration
tools with
training in tools
Priority
Knowledge
management
component
P
Proposed
solution
Proposed
required
action
Change to
organizatio
nal culture
and
structure.
Physical
changes to
organizatio
nal
structure
Conduct
events
(brownbag
lunch) and
trust building
Remove
physical
barriers to
communicati
on. Conduct
professional
development
for officers
and noncommissione
d officers. It
will take a
series of
actions to
change the
culture and
will not be
immediate.
2-83. The knowledge management working group finalized the concept map and knowledge map in the
depict step of assessment. The knowledge map depicted the SOPs as a tool that helped enable knowledge
flow through the organization. Meetings were depicted as processes and as part of the battle rhythm. The
knowledge map depicted the interruptions and bottlenecks to knowledge transfer that resulted from the lack
of communication and knowledge-sharing in the staff and between BCT staff and subordinate commanders.
2-84. After the knowledge management working group completed the four assessment steps, Captain
Smith submitted the assessment report and briefed the XO. She used a stoplight briefing tool to show
some of the key information. She recommended a knowledge management plan with broad actions needed
to mitigate the problems identified. She also used the priorities chart to recommend priorities of action for
the subsequent design step of the knowledge management process. The XO advised Captain Smith to start
looking at how to improve knowledge flow in the BCTs upcoming collective training events and
incorporate that into the strategy. Once Captain Smith completed this, the XO approved and signed the
knowledge management strategy. He directed Captain Smith to proceed with designing solutions.
ASSESSMENT CONTINUES
2-85. The knowledge management working group continued to build the knowledge map and concept map
to consider the changes to task organization and unified action partners in the upcoming collective training
event.
2-86. The unit, now in the train/ready force pool, underwent a series of collective training events, including
a combat training center rotation to prepare for upcoming operational deployment. Although knowledge
management practices throughout the unit had improved considerably, these practices revealed the
following knowledge and information management shortcomings:
The common operational picture did not contribute to shared understanding during movement or
when troops were in contact with the enemy.
The targeting cell was not getting necessary information in time to successfully attack targets.
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6 March 2015
Reporting from some subordinate units was inadequate, did not follow consistent formats, and
lacked key information needed for decisions.
The commander was unable to track use of key assets.
Leaders and Soldiers had problems finding the information they needed.
The staff had problems collaborating with the other unified action partners in the scenario.
2-87. The working group reviewed and expanded its work to define, describe, and analyze and focused on
the training issues. It continued to develop the knowledge management map to make it reflect the changes.
2-88. The knowledge management working group used the gap analysis chart and interviews, surveys, and
facilitated meetings to assess the current and desired state of each of the issues identified during collective
training (Table 2-5 shows the gap analysis chart they used in analyzing the knowledge issues that came to
light during collective training). Captain Smith used the knowledge management priorities chart to brief
key leaders and determine priorities to address issues. She adjusted the recommended priorities on the gap
analysis chart to reflect leader consensus before briefing the XO on the working group recommendations.
Table 2-5. Completed gap analysis chart for the follow up assessment
Gap analysis
strategy input
Operational
issue
Performance
gap
Knowledge
gap
Priority
Knowledge
management
component
P
Communitie
s of practice
degraded,
Not able to
keep up to
date when
command
post was on
the move or
during
contact with
the enemy
Command
post and
sub-units
cant
synchronize
actions
effectively.
Use of
analog (nondigital)
systems
Targeting is
not meeting
objectives.
It is behind
the decision
cycle
Targeting
working
group not
receiving
intel on time
to act on
targets
effectively
Battle
rhythm. Intel
not available
when
needed.
Assets
(aviation/un
manned
aerial
systems) not
available
when
needed or
come at the
last minute
with no prep
time
Tracking
system
inadequate
Unity of effort
lacking. No
synergy/sync
hronization
No
collaborative
means/knowl
edge of other
efforts
Commande
r cannot
track key
assets.
Mission
planning
impeded.
Lack of
collaboratio
n among
unified
action
partners
Proposed
solution
Proposed
required
action
Develop and use

analog systems
when command
post is on the
move
Training on
analog
systems.
Reschedule intel
working group.
Meets before
targeting working
group.
Effect on other
parts of battle
rhythm to
include
analyze and
monitor.
Consolidate
asset reporting.
Using existing
systems
Establish/enfo
rce the policy
on reporting
assets.
Provide
training on
systems and
reporting
standards
Ways/means to
collaborate and
coordinate
efforts
Identify and
locate
partners.
Communicate
and establish
collaborative
means.
PPTO people, processes, technology and organization
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Chapter 2
2-89. The knowledge management working group completed the assessments. Captain Smith briefed the
commander and XO. Following the briefing, the commander provided guidance on his priorities. The XO
approved the strategy and provided suggestions to Captain Smith about how to incorporate some of the
commanders guidance into it. He directed the knowledge management working group to continue work
and design solutions (Chapter 3 will continue the scenario for designing solutions).
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Chapter 3
Designing Knowledge Management Solutions

This chapter provides information about the second step of the knowledge
management processdesigning solutions for problem areas identified during the
assessment. It begins with an overview of the design step and continues by describing
solutions to the common problem areas of standards, time management, meetings,
reporting, technical systems, and content management. The chapter concludes with
an illustrative scenario. The scenario provides examples of designing solutions to
address issues that assessment of an organization might identify and of problems
encountered during major collective training events before deployment.
DESIGN OVERVIEW
3-1. In the context of the knowledge management process, design is identifying and tailoring solutions to
close and mitigate the gaps or problems identified during assessment. This could be refinements of existing
processes or tools; training and educating people; changes to organizational structure or culture; and
aligning all of these to achieve the best results with a viable solution. It starts with the approved knowledge
management strategy from the assessment step and through the three-step process described below, results
in an action plan with a methodology, a way to evaluate results of the solutions that will later be piloted,
and a timeline. Design focuses on the knowledge management products and processes to improve
knowledge flowthe free movement of knowledge and information.
COLLABORATIVE NATURE OF DESIGN

3-2. Knowledge management is collaborative by nature. The knowledge management working group
collaborates with experts and unit members with insight into the nature of the units needs to determine
how to approach the design step. For example, unit leaders provide their perspective on types of social
networks (both formal and informal) that helps them in different situations. Soldiers describe what they
need to find out about their jobs and confronting challenges. Individuals provide their expertise as required.
The knowledge management working group leverages the experience of staff members, leaders, and
Soldiers so they understand the organizations needs and can design solutions that best align the people,
processes, and tools with the organizational culture. Much of this information and insight is gained from
facilitated meetings, interviews, and surveys performed during the assessment step. The working group
reviews the proposed designs with stakeholders. This collaborative process enables the working group to
align the people, processes, and tools in the organizational culture so that the solution meets the needs of
the unit.
CONSIDERATIONS FOR DESIGNING KNOWLEDGE MANAGEMENT SOLUTIONS

3-3. Foremost in the considerations is that knowledge management is human-centric. All knowledge
transfer and collaboration occurs between individual human beings and not units. This is true whether the
interaction occurs online, telephone, radio, e-mail, or face-to-face. Although solutions consist of
combinations of people, processes, and tools in the organizational structure and cultureit always takes
people to implement.
3-4. In designing solutions, the knowledge management working group asks what approach will best
create shared understanding to improve the units mission command performance. This maintains focus on
the knowledge management objective to get the right information, to the right people, in the right format, at
the right time, and to arrive at the right decision.
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Chapter 3
3-5. The design step ensures that solutions:

Fit the problem(s) identified and will remedy the problem.
Are satisfactory to stakeholders and do not increase their workload.
Can be developed, piloted, and implemented within the resource constraints of the organization
with the means available and a reasonable level of effort.
Continuing to be effective over time in meeting its purpose. Often this quality is a result of
meeting the first three criteria. Also, designing training to accompany solutions helps solutions
to meet this characteristic.
3-6. Other design considerations include:
Taking advantage of existing processes, tools, networks and systems rather than wasting time
designing new ones if existing systems can fill the knowledge or performance gap through
standardization or training.
Designing solutions to be simple. Never use a complex process or technique when a simpler one
will work.
Drawing upon expertise from across the staff and higher, lower, adjacent formations, and centers
of excellence to design potential knowledge solutions.
Tailoring solutions to the organization. Although there may be common elements in many
solutions, one size does not fit all. The knowledge management working group must keep
several things in mind:
Existing systems or established processes that can fit the need.
The needs of the units leadership.
The needs of the units staff.
The needs of Soldiers who are not leaders or staff. All individuals need enough knowledge
and experience to be able to successfully complete a mission, task, or function.
Training, education, and mentoring that will pilot and implement the solution.
Resource limitations that define what can practically be accomplished.

3-7. The knowledge management working group ensures that potential solutions are supportable in terms
of resources, including:
The time required and available to design, develop, pilot, and implement the solution.
The personnel involved to design, develop, pilot, and implement the solution.
Monetary cost and if the organizations budget supports the design, piloting, and implementation
of the solution (budgeting).
Capability of implementing the solution or if an alternative should be considered (organizational
capabilities).
The technology required and if non-technical means are better suited as a solution.
The expertise required and available to design, pilot, and implement the solution.
DESIGN STEPS
3-8. Knowledge management design consists of three steps:
Conceptualize an organizational approach to mitigate the gaps in the knowledge management
components: people, processes, tools, and organization.
Refine the details of the ways to solve the problem and the means available.
Prepare an action plan to guide the development step (Table 3-1 on page 3-3 shows the three
design steps, and its key inputs/outputs).
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6 March 2015
Table 3-1. Steps of design - key inputs and outputs

Key inputs
Step 2: Design
Key outputs
Purpose: To produce an actionable plan from which viable knowledge management solutions can be built.
Inputs for design derived largely from outputs of assess.
Outputs from design form the basis of inputs for develop.

Approved knowledge management
strategy that includes knowledge
management map and gaps and
priorities charts
BUB chart
(These are just examples)
The main ideas in terms of organizational
approaches.
Conceptualize
Conceptualize an
organizational approach to
mitigate the people,
processes, technology, and
organization gaps
Refine
Refine the problem in terms
of the organization and its
people, processes,
technology, and
organization environment
Identified approaches (ways)

Resources available (means)
Draft action plan that includes
methodology, timeline, resources,
responsibilities, and assessment
measures
Prepare
Prepare the knowledge
management action plan
The main ideas that inform design of

detailed organizational approaches:
Meeting management
Time management
Reporting solutions
Technical systems
Detailed ways and means to close
knowledge management gaps (for
example, the knowledge management
working group begins developing specific
methodology (ways) to achieve the
desired result).
List of resources required
Tentative timeline
Tentative identification of who

performs the actions
Assessment measures
Update to chief of staff (as required)
Approved action plan that includes
methodology, resources required,
timeline, responsibilities, and
assessment measures
Conceptualize
3-9. An approach takes the broad actions presented in the knowledge management strategy and develops
the main ideas for a set of actions that target one or more of the knowledge management components. The
gap analysis chart used during assessment initially matched identified problems to people, processes, tools,
and organization and indicated corresponding very broad approaches. The knowledge management strategy
further described the approaches; identifying ends, ways, and means. For design, conceptualizing the
approach provides a blueprint of the actions needed aligning this with corresponding people, processes,
tools, and organization. For example, if problems are identified in reporting, the approach provides actions
to target processes and tools used in reporting and targets people by developing training to overcome
shortfalls.
3-10. An approach could be as complex as designing a knowledge network or as simple as redesigning
reports to provide the information the commander needs for decisionmaking. It is tailored to the units
needs and addresses problems.
Refine
3-11. The knowledge management working group refines the precise nature of the problem in terms of the
people, processes, and tools in the organizational context. The knowledge management working group
refines the approach into a methodologyways and meansto correct the problems. This describes the
actions to take step by step, establishes a tentative timeline, and identifies resources required to solve the
problem. It also develops assessment measures (measures of performance, measures of effectiveness, and
indicators), and tentatively identifies what staff section (or other entity) is responsible for actions.
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Chapter 3
Prepare
3-12. Based upon the refined approach, the knowledge management officer prepares an action plan. The
action plan assigns or recommends responsibilities. This is done for design but later for the remaining steps
of the knowledge management process (develop, pilot, and implement). The chief of staff (COS) or
executive officer (XO) reviews and approves or modifies the action plan. In areas where the knowledge
management officer does not have authority to assign responsibilities, the COS or XO approves and signs
the action plan. For example, the knowledge management officer cannot task the other staff sections to help
design or develop solutions or task personnel from subordinate units to prepare and perform training that is
part of the knowledge solution. The approved action plan includes:
Methodology.
Resources required.
Timeline.
Responsibilities.
Assessment measures.
SOLUTION DESIGN FOR COMMON PROBLEM AREAS

3-13. The areas in paragraphs 3-153-62 are central to how information and knowledge move in
organizations and also where organizations encounter problems. When analysis of any of these areas during
the assessment step reveals problems, the knowledge management working group collaborates to find the
best solutions (Chapter 2 introduced these areas and Appendix G describes each one in terms of
assessment):
Standards.
Time management.
Meetings.
Reporting.
Technical systems.
Content management.
3-14. Designing solutions for each of these areas is described in paragraphs 3-15 3-62. The text discusses
each of the areas in terms of its own characteristics without breaking it into the three design steps.
STANDARDS
3-15. Analysis performed during the assessment step reveals that knowledge and information is not
reaching those who need it, or when they need it, because the unit does not follow standard knowledge
management practices. It may reveal that there is no common standard for knowledge management in the
organization.
3-16. In designing standards solutions, the knowledge management working group considers the
commanders guidance, policy letters, plans/orders, and SOPs, and other sources that establish and adhere
to knowledge management standard practices. The working group corrects inconsistencies and ensures the
SOP defines the organizations objectives (e.g. developing shared understanding) and procedures and
incorporates all elements of knowledge management. The solution is tailored to the organizations needs
but there are items to address in any knowledge management SOP. These include:
Responsibilities, roles, and duties of the knowledge management officer and section.
Responsibilities and procedures for the knowledge management working group and knowledge
management representatives.
Knowledge management in the organizations battle rhythm, and meeting procedures.
Proper content management that makes content visible, accessible, understandable, reliable, and
responsive to Soldiers (see content management solutions in paragraphs 3-41-3-49).
Use of SharePoint, e-mail, and other collaboration methods and digital systems (the standard
operating procedures [SOP] addresses each digital system).
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Procedures for changing the SOPs and planned, periodic updates (at least annually, more often in
the early stages of an organizations knowledge management program), to ensure it remains
relevant to the operations process.
TIME MANAGEMENT
3-17. Time management solutions make the organizations battle rhythm efficient and productive.
Analyzing one sequence of activities at a time provides greater insight than attempting to view the entire
organizational battle rhythm. This enables the design to incorporate solutions specific to that aspect of the
battle rhythm. These could be piloted incrementally, adjusted as needed, and implemented with minimal
disruption.
3-18. Battle rhythm changes affect the entire organization and should be approved by the COS or XO.
Make changes to the battle rhythm incrementally to alleviate disruption in routines, identify how the
changes affect other battle rhythm events, and to ensure the battle rhythm remains nested with that of
higher headquarters. Battle rhythm changes that improve shared understanding and require less time for the
same work will demonstrate the usefulness of the knowledge management program and garner further
support.
3-19. The time management design incorporates aspects of meeting management solutions, ensuring every
meeting is nested in the battle rhythm and eliminating those that can be combined with other meetings or
are otherwise unnecessary.
3-20. The time management solution ensures:
The units battle rhythm is nested with higher events.
Changes to the battle rhythm allow subordinate units time to adjust and establish their routine.
The battle rhythm is tailored to match events on the ground and the intensity of the engagement
or operation.
The battle rhythm provides time between routine events to allow for leaders and staffs to plan
and consider information and knowledge garnered.
MEETINGS
3-21. Meeting management is important to proper time management. Designing a solution to improve
meeting management takes the battle rhythm into account. An overarching goal for meeting management is
ensuring that the right people are in the right place for the right reasons. Meeting management requires
careful analysis of both individual meetings and a broader analysis of their sequencing and scheduling. The
analysis of existing conditions and broad steps to improve them takes place during the assessment step. The
design step requires the knowledge management working group to focus on ways to improve meeting
management and set priorities. The knowledge management working group works closely with the COS or
XO to design suitable solutions to improve meeting management.
3-22. Designing a solution to improve meeting management ensures that meetings have a purpose, agenda,
participant roster, and expected inputs and outputs. The solution includes the following objectives:
Making individual meetings more productive and as short as possible.
Eliminating duplicative meetingsi.e. meetings that serve the same purpose as other meetings.
Determine what is important and combine or eliminate altogether.
Sequencing meetings logically so that what is learned, developed, and accomplished in previous
meetings informs and assists subsequent meetings.
Synchronizing meetings with other meetings and events in the organizations battle rhythm.
Facilitating lateral communication with working groups or boards that have the staff
representation needed to accomplish the purpose and foster shared understanding.
Ensuring meetings facilitate parallel planning when appropriate.
Eliminating arbitrary changes to meetings.
3-23. The meeting agenda quad chart accomplishes the objectives shown in paragraph 3-22. Appendix G
discusses the meeting agenda quad chart. Table 3-2 on page 3-6 shows an example quad chart.
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3-24. Because meeting management impacts battle rhythm, the same considerations apply. To avoid
unexpected negative effects from changes to the battle rhythm, the priorities are:
Improve the productiveness of individual meetings.
Eliminate unnecessary meetings including duplicative meetings (where redundancy is not
required).
Sequence and synchronize meetings for meeting outcomes to be available and useful for
subsequent activities.
3-25. Ongoing monitoring and assessment reveals how meetings are better sequenced and synchronized.
Changes made incrementally are less disruptive and meet less resistance.
Table 3-2. Example meeting agenda quad chart
Meeting name:
Frequency, duration, and location:
Chair and members:
Requirements for the current week
Requirements over the next 30 days
Requirements over the next 60 days
Significant issues
REPORTING
3-26. Designing adequate reporting solutions starts with precise assessment of the problems. It also
requires collaboration between the knowledge management, operations, signal staff sections, and
sometimes other staff sections. Reporting issues fall into different fields of expertise. The knowledge
management working group designs reporting solutions that efficiently disseminate the information
contained in reports to people who need it and ensure reporting effectively provides the information to
support decisionmaking.
3-27. The types of reporting issues in the purview of knowledge management are those related to mission
command factors (decentralized operations, level of understanding of task, purpose, and commanders
intent, collection focus, standardization, and efficient information movement and analysis), and training
factors. These factors include Soldiers understanding of the different tools and systems, their ability to use
them to their potential, proper use of reporting procedures, and understanding what needs to be reported.
Standardization in Reporting
3-28. A lack of standardization causes reporting problems, especially when report SOPs are not standard
across the organization. The standards analysis performed during the assessment step identifies the
shortcomings in the SOP, which the designed solution addresses. The main body addresses all the types and
categories of reports required including frequency, method, format, reporting channels, priorities, and other
pertinent information. Different annexes describe the different information systems and their use and
ideally provide examples of how to use them for different reporting requirements. If adequacy or
standardization of the SOP is one of the issues, the knowledge management staff collaborates with the
operations and signal staff section to design the solution.
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Standardized Templates and Forms for Common Reports

3-29. Standardizing templates and formats for common reports makes them easier to prepare, understand,
and ensures all required information is included. A significant activities report (SIGACT) is a typical
common report. There are often three types of SIGACT reports; initial, update, and final. An example of an
initial SIGACT report format is shown in Table 3-3 on page 3-7.
Table 3-3. Example significant activities initial report
WHO: 2/7/2 IA
WHAT: IED ATTACK
WHEN: 30 1200 JUN 09
WHERE: 38SLF 12345 12345 (EAST MOSUL)
HN REPORT
AT 30 1200 JUN 09, A 2/7/2 IA MOUNTED PATROL WAS ATTACKED WITH AN IED AT 38 SLF 12345 12345
3-30. Unit SOPs provide detailed instructions with examples of all the types of reports required.
Instructions include, as a minimum:
Type of report.
Who must submit the report?
How often the report is submitted (daily, weekly, upon occurrence, no later than time, etc.).
To whom the report is submitted.
Method used to submit the report.
Report format.
Example: unit intelligence summary/graphic intelligence summary.
a. Subordinate unit: Submit daily unit Intelligence Summary 0800 hours daily to brigade
combat team (BCT) S-2.
b. Method: Post on IRONHORSE Web Portal (Secure Internet Protocol Router network) in
the S-2 folder.
Format: Subordinate units are authorized to submit their intelligence summary (INTSUM)
in their respective unit format.
3-31. Other mission command factors that affect reporting require collaboration with the operations staff
section and/or intelligence staff section and the information management staff to design a solution. For
example, if information becomes bottlenecked or does not move efficiently to its intended destination this
makes subsequent analysis inefficient and impedes the timely provision of relevant information to
commanders. When assessment reveals poorly integrated systems (typically depicted on a concept map),
designing a solution focuses on prioritizing the use of the different information systems and improving their
capabilities to complement one another.
3-32. Lack of integration of different systems is encountered in multinational operations and sometimes
between different Services. Assessment reveals any incompatibility between systems and known fixes such
as hard copy data transfer if what is initially identified as a reporting issue will fall more under designing
technical systems solutions.
3-33. Training factors require collaboration to identify the type of training required, the best means of
delivery, and the design of a training program. A frequent training-related problem is lack of understanding
of the full capabilities of the different information systems. Design reporting solutions includes a training
component.
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Chapter 3
3-34. Because of its nature and wide variety of reporting problems that assessment reveals, design
solutions to improve reporting is a multidiscipline endeavor. The knowledge management working group,
with its representation from the different staff sections, performs much of the design work.
TECHNICAL SYSTEMS
3-35. The result of technical systems analysis during the assess step, which provides operational and
functional analysis of the technical systems supporting knowledge management, indicates a need to design
a customized digital status chart or improve the existing one. These digital dashboards provide an easy-toread, real-time user interface to show a graphical representation of the organizations current status and
historical trends of key performance indicators to enable rapid and informed decisionmaking.
Digital Dashboards
3-36. Digital dashboards include tools to analyze how the organization performs knowledge management.
These dashboards analyze the knowledge management process to enable knowledge flow and shared
understanding, learning, and decisionmaking. Typically, changes to digital dashboards are indicated when
the commander or a staff principal cannot quickly find critical information, or when command information
requirements change.
3-37. The knowledge management working group knows the type of knowledge and information the
commander considers important to making decisions. The staff gains this insight from the commanders
critical information requirements, guidance, intent and description of the mission. This could be an issue
that the COS brings to the attention of the knowledge management officer for an abbreviated assessment.
The knowledge management working group responds to this by adjusting what the commander receives
and how it is displayed.
3-38. How information and knowledge is provided and presented is based on how the commander prefers
to receive and process it. The knowledge management officer seeks the best way to align the people,
processes, and tools (helping the commander organize the mission command system) to present what the
commander needs to knowreliably, accurately, and on timewith minimal effort.
System Integration
3-39. Existing systems are checked to ensure they are capable of supporting whatever process the unit
performs. If not, the first design solution determines if existing system are redesigned to support the
existing process. If they cannot, the knowledge management staff collaborates with the signal staff section
to design a new means to meet user requirements while protecting the network. Both designs, existing and
new, must be accomplished before the system is connected to the technical network. Designing solutions
for the use of new information systems requires the staff to:
Identify where the information system communicates in each category (e. g. subordinate,
internal, higher headquarters, lateral, etc.) in its echelon (brigade, division, corps, Army Service
component command).
Determine how effective each system is in that echelon and category.
Determine the systems priority primary, alternate, contingency, emergency (PACE) among the
other information systems used at an echelon.
If the system has a certificate of net-worthiness.
3-40. For establishing PACE priorities, all information systems are placed in context with other
information systems used at echelons using the following criteria:
Justification. For example, a justification for primary is that the system is available
immediately, reliable, and provides visibility to adjacent and higher units.
Who needs to receive the report? (operations officer, company intelligence support team, and
others. Refers to the report sent via the new information system).
Information required to be included in the report.
Standardized reporting times.
How to send the report (e.g. e-mail as a contingency because chat is down).
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Permissions required.
Data entry point.
Other pertinent information.
CONTENT MANAGEMENT
3-41. Content management problems are among the most frequent problems that organizations encounter.
Knowledge management staffs above brigade are assigned content management specialists. At brigade and
below, the knowledge management officer collaborates with the signal staff to design content management
solutions. Content management specialists are the units experts on content management storage and
retrieval. They ensure knowledge is available to Soldiers and leaders when and where they need it. They
are required to help manage digital content with tools that exchange explicit knowledge, collaborate, and
connect with subject matter experts across the organization.
3-42. Successful content management solutions adhere to the content management principles. These
summarize the characteristics of successful content management efforts. The content management
principles are:
Make knowledge products visible, accessible, understandable, and reliable.
Support data interoperability.
Be responsive to Soldiers (Appendix D describes the content management principles).
3-43. Each section has its own content manager responsible for subsequent implementation and execution
of the content management plan. The section content manager assists in designing and piloting content
management solutions.
3-44. The knowledge management working group has to design a solution for one or more content
management functions under any of the four content management task areas of create, organize, apply, and
transfer because of a rapid or abbreviated assessment. Designing content management solutions includes
(see Appendix D):
Determining a common language for the organization.
Determining where content is located.
Determining who created the content and version controls.
Determining who is responsible for updating or deleting it; the format (structured or
unstructured), and the file types (defined by their file extension).
Determining who uses the content and for what purpose.
Determining where in the PACE the content is staged.
3-45. To accomplish these things, content managers perform interviews with the commander, subordinate
leadership, primary and special staff, noncommissioned officers, and functional area subject matter experts,
and Soldiers. Content managers determine what content must be created and managed on all networks.
They use surveys, a detailed audit, or a content map to perform the inventory. In joint and multinational
environments, multiple networks are considered (for example, Combined Enterprise Regional Exchange
System; International Security Assistance Force Net; Joint Warfighting Interoperability Demonstrations).
Content managers work with the signal staff section to help mitigate and manage classified spillage.
3-46. Designing content management solutions includes determining the essential sources of knowledge
and those located outside the unit (i.e. centers of excellence). The knowledge management working group
identifies content needed, when it is needed, the desired format, and how it must be made available for the
unit to accomplish its mission. This involves determining where and how content will be created,
organized, applied, and transferred. Tasks that support content management include:
Determining who manages the documents.
Determining what technology is available to manage content.
Determining roles and access rights and classifications for content.
3-47. The knowledge management working group confirms physical security control measures, operations
security, classified documents, and dissemination in coordination with the operations security and
information assurance officers.
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Chapter 3
3-48. A content management plan defines standards, processes, and roles for the organization as a whole
including the staff sections and subordinate organizations. The plan includes training requirements on those
processes and standards for the entire organization. Standardized practices allow knowledge sharing and
makes knowledge integration routine. Designing a solution to content management issues ensures that
content management in the organization includes, as a minimum:
A file-naming standard or taxonomy.
Standardized procedures for collecting, storing, or sharing the content.
A common acronym list.
Document tagging to ease in searching for relevant content.
Standardized templates and forms for common reports are useful for recording information with
minimal effort.
Archiving procedures for dealing with obsolescent or out of date content.
Permissions and Access policies to various types of content.
Handling, Sharing, and Storage of content containing personally identifiable information.
File-Naming Standards
3-49. A standardized naming convention for files is essential to proper content management. If six months
of a weekly report has 24 different names, the files are hard to find and use. However, with a standardized
nomenclature, they are easy to find, and more efficient to use. Naming convention standards support data
identification or retrieval (Table 3-4 shows an example of a file naming convention).
Table 3-4. Example of file naming convention (update graphic dates)
Report
Individualized report names
Taxonomic report names
Status report, Jan 12
STATREP 2012-11-01.doxc
1AD_Status_Report_2015_Jan.docx
Status report, Feb 12
Report, Status, 2012, Feb, 11.doc
1AD_Status_Report_2015_Feb.docx
Status report, Mar 12
Sullivans Report for Mar12.docx
1AD_Status_Report_2015_Mar.docx
Status report Apr 12
COS Monthly Status Report.docx
1AD_Status_Report_2015_Apr.docx
Status report, May 12
SITREP 05112012..txt
1AD_Status_Report_2015_May.docx
Status report, Jun 12
MyReport v12 w/notes.pdf
1AD_Status_Report_2015_Jun.docx
Content Management in the Mission Command Information System

3-50. Content management is crucial when developing the common operational picture in the various
mission command information systems, specifically command post of the future (CPOF). Content
management standards are established to address mission command system issues such as privileges,
permissions, and proper use of stickies, pasteboard, icons, drawings, frames and overlays.
Standardized Procedures for Storing or Sharing Content

3-51. Designing standardized procedures for storing or sharing content provides an effective information
filing storage and retrieval system that uses standard file naming conventions. The design builds around the
units web portal (Microsoft SharePoint is currently the Armys enterprise environment for storing and
sharing knowledge and information).
3-52. A sound design solution for standardizing procedures for storing or sharing content improves
organizational information flow and allows easier access to a common information and provides the
following benefits:
Reduce the undisciplined and disorganized use of shared drives and e-mail with attachments as
primary means of sharing important information.
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Provide a more organized, disciplined collaborative environment that allows users to:
Share common calendars.
Create wikis for standardizing SOPs and operation orders.
Develop collaboration tools with viewer commenting abilities.
Customize workflows to improve business processes.
Create various views of the same data set for different audiences.
Design informational dashboards to improve situational awareness.
3-53. The content management standard for storing or sharing content includes:
One specified location for all types of content used by the organization.
Identification of the content creator.
Identification of the person, office, or proponent responsible for updating the content.
Identification of the person, office, or proponent responsible for deleting content.
Identification of a structured or unstructured format for content management.
Identification of file types.
Identification of the content purpose.
Identification and responsibility for metadata.
3-54. Taxonomy or structure facilitates content discovery and retrieval. It facilitates user understanding by:
Being easy to read and understand.
Using common terms when determining categories for organizing content.
Using doctrinal terms and including doctrinal language where applicable.
3-55. The design ensures that the method used to ensure proper access to content includes:
User roles, user controls, and permissions.
Rules on file size protect networks and information systems.
A cyber-security policy secures content while allowing access by authorized users.
Effective naming conventions.
Effective use of metadata.
Effective use of versioning.
3-56. Compatibility and access procedures maximize the availability of content for users regardless of
location, access to networks, or information systems. For example, to ensure compatibility, a software
version is specified to ensure compatibility for all users. To ensure access procedures, for example; because
of limited bandwidth a large file is broken into smaller pieces to facilitate access to users; a slide library is a
good tool for this. Content managers ensure that all files types used by the section/organization are
supported by the various information systems.
Web Portal Standards

3-57. Standards for the units web portals include:
Rules that enforce sorting content based on relevancy and importance. For example, after login,
a policy requiring no more than one click from the unit's homepage to access information
identified as the most relevant and important (sometimes called "Tier 1" information). The oneclick rule for Tier 1 information applies to unit SOPs, battle drills, battle rhythm, links to webbased services required for use to support the unit's operations process, current orders and
fragmentary orders, and the commanders critical information requirements.
Current contact information for key personnel is considered one level below the most relevant
and important. This is also known as two-click rule or "Tier 2" information, and must be
included on each staff section and subordinate unit page.
All battle rhythm events/meetings have a "digital home" on the web portal that includes:
Critical information regarding meeting/event such as the purpose, who chairs, attendees
required, and agenda (Example: quad charts).
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Chapter 3
Current inputs and outputs.

Archive of past meetings.
Meeting notes or executive summary of most recent meeting, when applicable.
3-58. All subordinate unit portal sites follow the structure established by the higher headquarters to
streamline access to information.
Training
3-59. Designing solutions to improve standardizing procedures involves training users. Designing the
training solution includes context because every unit/section will use the tool differently and have its own
challenges. The gap analysis performed during assessment identifies gaps in capabilities of the different
elements in the organization and proposes broad approaches to fill those gaps. Design focuses even more
closely in building solution sets which include training specific to the unit using the tools.
3-60. The knowledge management officer has a close working relationship with the information
management/assurance officer or information systems managers and digital systems engineers and/or field
service representatives when developing solutions for mission command information system (MCIS) gaps
and must know the electronic challenges that hinder knowledge and information flow. The knowledge
management officer collaborates and coordinates with the unit training team, web portal administrators, and
web developers to develop a training plan that meets the requirements of each staff section or subordinate
command.
3-61. Ensure that the content management training program includes required elements of the analysis,
design, development, implementation, and evaluation training model (analysis, design, development,
implementation, and evaluation).
Analysis.
How often training is required?
What training is required (task, conditions, standards)?
Who requires training?

Design:
When the training takes place.
Where the training takes place.
Delivery methodology.
Instructional methodology.
Expected training outcomes.
Description of the assessment methodology.
Resource requirements.
Development:
Training plans written according to training development capability standards.
Validate training tests.
Identify delivery methodology.
Identify instructional methodology.
Describe instructor train up.

Implementation:
Right people attend training.
Maintain training records.

Evaluation:
Formative evaluation (evaluation of a course of training or instruction that typically takes

place during its development or improvement).
Summative evaluation (evaluation or judgments about a course made at its conclusion).
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Archiving Procedures
3-62. To reduce information overload, archiving moves outdated and irrelevant content from active to
inactive status based on rules and policies. This is a task under organize together with labeling and
identifying. Labeling takes content thats no longer relevant, archives it, and keeps it separate from current
knowledge products. Identifying involves determining whether to archive or dispose of content. Content
owners do this by reviewing content that exceeds a specified date or does not meet usage benchmarks.
Based on this review, they determine whether regulations require retaining the content or if it can be
destroyed (AR 25-400-2, Army Records Information System, provides detailed information of records
management and archiving).
3-63. The knowledge management working group determines workflow for the content. Tasks that support
this include:
Determining if documents are needed by a larger audience.
Determining if the unit or organization needs different mark-up language capabilities.
Determining a timetable for content validity.
SCENARIO ILLUSTRATING DESIGN SOLUTIONS

3-64. This scenario is continued from chapter 2. Based on the XOs guidance following the initial
assessment of the organization, Captain Smith, the knowledge management officer, worked with the
knowledge management working group to design solutions to:
Improve adherence to common knowledge management standards across the organization.
Improve the efficiency and productivity of meetings and reduce time spent in meetings.
Improve communication and knowledge sharing among the staff and with the staff and
subordinate commanders.
3-65. For each of the design areas, Captain Smith, together with the knowledge management working
group, reviewed the approved knowledge management strategy which outlined broad actions to take to
design a solution. They also reviewed the knowledge management component people, processes, tools, and
organization factors identified with each problem.
3-66. To perform design for each area, they refined the strategy including actions to target people,
processes, tools, and organization. As they continued work, they refined the approach into a step-by-step
way and means to solve each problem. In doing this they identified sequence of actions such as who would
be responsible for actions; what equipment, facilities, or particular expertise they would need; how much
time would be required; who were target audiences for training; and other details.
3-67. Based upon the refinement, they drafted an action plan looking as far forward in the knowledge
management process as possible. The brigade combat team (BCT) XO reviewed the action plan, directed
some modifications, and approved it. The XOs involvement and the approved action plan helps Captain
Smith cooperate and assist other staff sections and subordinate elements while she carried out the
knowledge management process.
PROPOSED DESIGN FOR STANDARDS SOLUTIONS

3-68. The solution designed to ensure a common knowledge management standard across the organization
focused on the knowledge management SOPs. It would require rewriting the SOPs and ensuring that every
subordinate unit had its own knowledge management SOP with the same standards. The major areas the
new knowledge management SOPs would cover include: (Appendix B provides an example knowledge
management SOP):
Individual and collective responsibilities, roles and duties of the knowledge management officer,
information management officer, and knowledge management section (if assigned).
Responsibilities and procedures for the knowledge management working group and knowledge
management representatives.
Unit battle rhythm and meeting procedures.
Information systems integration.
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Chapter 3
Knowledge products, content management, file taxonomy, and meta-data requirements.

Knowledge management tools: use of SharePoint, other collaboration methods, and digital
systems.
3-69. The solution also specified and assigned responsibilities for training in the following areas:
Knowledge management representative training.
Portal management and use of SharePoint.
Naming conventions and file management.
Information systems.
Collaboration tools and methods.
3-70. The solution designed to make the brigade combat teams (BCT) meetings more productive and
reduce the time staff members spent in meetings included the following actions (working groups and
boards would also include frequency of the meetings and composition including the chair and attendees):
Each meeting must have six critical elements:
Have a clear, stated purpose.
Have an agenda.
Identify personnel required to attend.
Identify the required inputs.
Identify the expected deliverables or outputs.
A posted meeting agenda quad chart provides information about the meeting.
3-71. Other design solutions for meetings include:
Elimination of several meetings.
Combining/consolidating some meetings with others that had essentially the same purpose.
Reducing the need for meetings by making all staff section running estimate results available on
the unit SharePoint portal instead of shared drives.
The sequencing of meetings was readjusted based on outputs of some meetings being needed for
inputs of others.
Teaching staff members how to use the portal for posting and retrieving information.
Establish ground rules for all meetings (including boards and working groups) that go into the
SOP briefed to the entire staff and enforced by the COS.
All meetings have a digital home on the unit web portal that includes critical information
about the meeting such as:
Critical information regarding meeting/event such as the purpose, who chairs, attendees
required, and agenda (e. g. quad charts).

3-72. All subordinate unit portal sites follow the structure established by the higher headquarters to
streamline access to information.
PROPOSED DESIGN TO IMPROVE KNOWLEDGE-SHARING ACROSS THE ORGANIZATION

3-73. The solution designed to improve knowledge-sharing focused on three things:
Changing the organizational culture by eliminating insularity of staff sections and distrust and
hostility between staff and subordinate commanders and staff.
Changing the organizational structure by removing some physical impediments to human
interaction.
Providing a way to digitally share staff running estimates across the entire organization
including a forum for questions and other input.
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3-74. To begin changing the organizational culture, the BCT in the continuing scenario took advantage of
the current garrison environment, with an off-site brown-bag luncheon as the initial venue. The luncheon
would have a speaker and small group facilitators and provide time for socializing and small group effort in
solving a problem. Seating would be pre-arranged to put people together who did not normally work
together. The purpose was to allow people to get to know others outside their own section and lay the
foundation for building trust. A follow-up event was also proposed whose nature was to be determined
based on the after action review for the initial event.
3-75. An officer and noncommissioned officer professional development class on knowledge management
would also occur with one of these other events.
3-76. To address the organizational structure, the design solution proposed physical changes by removing
some of the partitions that separated staff sections. It also brought some staff sections back into closer
proximity to the others since discovering they had originally moved because of remodeling and remained in
their temporary areas after the project was completed.
3-77. The proposal for digitally sharing information shared the meeting management design solution to
post results of staff running estimates on the unit digital portal. This includes a digital forum to allow other
sections and subordinate commanders and staff to post questions or provide input. Ground rules were
established for this forum.
3-78. The unit was now in the train-ready force pool of Army force generation (ARFORGEN).
Following the units combat training center rotation and mission rehearsal exercises, the knowledge
management working group performed an abbreviated assessment of problem areas identified during
collective training events and design solutions to them. Those problems identified were:
The common operational picture was not effective for shared understanding during movement or
when troops were in contact with the enemy.
The targeting working group was not getting the information it needed to provide targeting
information to the joint targeting board including lethal and nonlethal effects.
Reporting from some subordinate units was inadequate and did not follow consistent formats
and lacked key information needed for decisions.
The commander was unable to track use and availability of key assets such as aviation and
unmanned aircraft system platforms.
Leaders and Soldiers had problems finding the information they needed.
The staff had difficulty collaborating with the other unified action partners in the scenario.
Problem 1: Common Operational Picture

3-79. The common operational picture was not effective in contributing to shared understanding during
movement or when troops were in contact with the enemy. The major contributing factor was that the use
of digital systems degraded under less than ideal conditions. The commanders guidance included the
following:
The BCT has to provide the link between subordinate units that have upper tactical
internet access and the ones that do not. Our headquarters has to manage the flow of
information to, from, and between subordinate units using both the upper and lower
tactical internet simultaneously. This is important because we dont want to forfeit the
benefits gained by sharing information and knowledge using the upper tactical internet
whenever one or more battalion task forces lose access for a period of time. I want our
knowledge and information management plan to articulate the processes and procedures
required to make this happen. This includes the SOP and PACE plan which provide unit
specific standards on reporting requirements, formats, and selecting the method for
reporting.
3-80. The knowledge management working groups design for improving the common operational picture
while on the move and/or in contact with the enemy depended on reorganizing the mission command
system to be more responsive to changing conditions. The designing the solution required collaboration
with the signal staff section.
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3-81. The command post must be able to do the following:

Maintain continuous communications with higher and adjacent units. This requires the BCT to
effectively use and protect the information systems and networks on the upper tactical internet.
Share information with subordinate units using both upper and lower tactical internet systems;
providing the link between units with upper tactical internet and those without it.
Maintain a digital common operational picture using the mission command information system
with an analog back up and on the move capability.
Maintain a parallel and collaborative planning capability with higher and subordinate units.
3-82. Subordinate echelons must be able to:
Maintain continuous lower tactical internet communication with higher headquarters and
subordinate units.
Establish and maintain upper tactical internet communications when the main command post is
stationary.
Maintain a digital common operational picture using the mission command information system
with an analog back up and on the move capability.
Maintain a parallel and collaborative planning capability.
Plan and collaborate internally as well as with higher unit staff.
3-83. The design solution took the following factors into consideration:
The command post will not always operate from a fixed site with reliable access to the upper
tactical internet.
The command post will displace and be operational while on the move.
Not all echelons will have the same networks and information systems available, or the same
mission requirements, at the same time.
Not all echelons will have continuous and reliable connectivity to the upper tactical internet.
The need to capture and share information on the common operational picture will continue even
if the main command post is forced to reposition unexpectedly or if digital systems are
unavailable due to enemy action, weather, equipment failure, or human error.
3-84. The knowledge management working group designed a solution that proposed the following
approach:
Develop and enforce reporting standards that are common across systems placing these
standards into the SOP.
Develop a PACE plan that accounts for all warfighting functions and access to the upper tactical
internet.
Balance the digital and analog components to the common operational picture.
Develop individual and collective training for proficiency in using unaccustomed analog
elements in the command post;
Track and enforce MCIS training through the Mission Command Digital Mater Gunners Course
(and the Mission Command Systems Integration Course; which can be accessed through the
Army Training Requirements and Resources System.)
Problem 2: Timely Information for the Targeting Working Group

3-85. During a recent training event, the targeting working group was not getting the information it needed
in time to provide targeting recommendations to the targeting board so the targets were not successfully
attacked. This included lethal and nonlethal effects. The knowledge management working group analyzed
the sequence of meetings whose outputs were required to develop and submit targeting information to the
targeting board.
3-86. The problem with lethal effects was fairly straightforward, and the knowledge management working
group proposed the following solution:
Adjust the sequence of meetings, so the intelligence working group and the fires working group
meet before the targeting working group with time to provide their outputs.
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The intelligence and fires working group post their outputs on the unit digital portal.
The intelligence and fires representatives in the targeting working group provide the outputs of
their respective working group meetings.
3-87. For the non-lethal effects problem, the knowledge management working group proposed the
following solution:
Civil affairs and military information support operations (MISO) have representatives in the
targeting working group to provide information concerning their capabilities.
Civil affairs and MISO information to support lethal effects.
Civil affairs and MISO representatives provide information from their perspective to the
intelligence working group and the operations coordination meeting; including local conditions
observed; attitudes of the local populace/leadership; effects of their operations, estimate of what
activities would achieve desired results.
Civil affairs and MISO post ongoing operations, and other pertinent information, onto the unit
digital portal SharePoint site.
Problem 3: Inadequate Reporting

3-88. Reporting from some subordinate units was inadequate; did not follow consistent formats and lacked
key information needed for decisions. The assessment revealed three issues: (1) some subordinate units had
not incorporated the changes in the SOPs which covered reporting procedures and provided formats; (2)
some operators were not proficient in using the digital information systems; (3) some leaders (officers and
noncommissioned officers) at subordinate units did not understand the capabilities of the information
systems at their echelons.
3-89. The knowledge management working group proposed the following solutions:
Knowledge management representatives provide oversight and assistance as needed in
incorporating changes and making sure all subordinate units had the revised SOPs.
The commander/XO provides command emphasis at weekly command and staff meeting.
The signal staff section and knowledge management representatives develop and provide
training to individual operators of information systems.
The digital system engineers and field service representatives used as subject matter experts
regarding information systems.
Knowledge management representatives develop and provide officer and noncommissioned
officer professional development classes to officers and noncommissioned officers on the
information systems used at the unit.
Knowledge management officers along with digital master gunners and signal staff section
develops a certification program for the information systems.
Problem 4: Difficulty Tracking Key Assets

3-90. The commander was unable to track use and availability of key assets; specifically, aviation and
unmanned aircraft system platforms. The knowledge management working group proposed the following
solution:
Centralizing storage of status presentations and establishing a single format for entering report
information.
Posting a SharePoint portal page for status briefings, consisting of centralized document library
with controlled access.
Designing a customized data entry template to capture either the appropriate information or
information that described that resource or data set.
Standardizing the data used to identify status presentations to increase search speed and reduce
how much unusable information is produced.
Enabling staff members to answer information requirements by entering information into the
database instead of sending e-mail messages.
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3-91. Entering data into a shared database in a standard format will facilitate its processing into knowledge
expressed as a standard report. The database will make the most current information available immediately
to answer the commanders critical information requirements (friendly force information requirements.)
Problem 5: Leaders and Soldiers Ability to Find Needed Information

3-92. Leaders and Soldiers were unable to find information they needed in a timely manner. During and
before the collective training events; particularly the combat training center rotation, individuals seeking
information in these areas:
Could not access subject matter expertise online.
Could not collaborate easily with peers who may have faced similar issues.
Had difficulty finding archived documents on the topics they were seeking. Also, documents
found were sometimes outdated.
Accessing Subject Matter Expertise
3-93. Assessment had indicated that the portalthe organizations home pagedid not provide links for
reachback to subject matter experts. To resolve this, the knowledge management working group proposed
to improve and update the organizations own knowledge center on its home page by:
Adding/updating links to knowledge networks (i.e. communities of practice), Army Training
Network, and professional forums.
Adding a link to connect directly with the Center for Army Lessons Learned.
Enabling a search by topic; providing links to subject matter experts and their content.
Collaboration with Peers
3-94. Assessment showed that the organization did not collaborate with peers to share experiences to help
one another solve problems. Likewise, the unit portal did not have easy to access links to Army
professional forums or communities of practice that would enable Army-wide collaboration on issues. To
resolve this, the knowledge management working group proposed the following solutions:
Ensuring the organizations portal (home page) included easy-to-access links to collaborative
Army professional forums and communities of practice.
Improving the organizations own existing unit forum by designating a facilitator and keeping it
up to date with information of interest and establishing the means to rapidly disseminate
information following operations.
Establishing a leader forum in the units forum to enable collaboration among leaders of all
echelons. This would have links with Army-wide leader forums.
Establishing a Soldier forum in the units forum to enable input from and collaboration among
Soldiers to resolve common problems encountered.
Developing and providing a tutorial on using the newly designed unit portal.
Difficulty Finding Archived Documents
3-95. Assessment showed that the root causes of the difficulty in finding documents were content
management problems to include the organizing function and the common practice of using unit databases
to store files instead of the SharePoint site on the unit portal. The design to resolve these problems
included:
Following established rules and policies for archiving; moving outdated and irrelevant
documents from active to inactive status; and archiving outdated content to ensure its separation
from current knowledge products.
Labeling documents and other knowledge products correctly based on their use, creation, and
characteristics.
Identifying content to archive or destroy. This requires subject matter experts to review content
that exceeded a specified date or did not meet usage benchmarks.
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Ensuring SharePoints proper organization and usage in maintaining and providing ready access
to documents and other knowledge products.
Using the knowledge management representatives to train their sections to use of SharePoint to
post content. This training would address reducing the use of unit databases for document
storage and proper use of e-mail and refer to documents on SharePoint instead of large e-mail
attachments.
Ensuring metadata was being added to aid in searching for relevant information.
Problem 6: Collaboration with Unified Action Partners

3-96. The staff had difficulty collaborating with the other unified action partners in the scenario.
Assessment showed there was no established means, other than e-mail and face-to-face meetings, to
collaborate. It also indicated a lack of understanding about the roles and capabilities of the unified action
partners. The knowledge management working group proposed a solution including the following actions:
Finding out which unified action partners were operating in the projected area of operations.
Including the unified action partners on the knowledge management map.
Establishing and building relationships with unified action partners in the area of operations.
Identifying the networks, systems, and primary and alternate means available to communicate
and collaborate with the different unified action partners.
Developing the means to quickly field an online community of purpose for interagency teams
and working groups. This included providing training as required.
Identifying the security problems and working with the security manager to resolve them.
Providing for quick dissemination to all stakeholders of knowledge gained and other pertinent
information resulting from any form of collaboration among unified action partners.
Practicing effective meeting management with unified action partners to ensure most effective
use of time spent in meetings. Identify the different unified action partners expected to be
operating in the future operational area, once known.
Educating leaders and Soldiers about unified action partners (and vice versa).
Preparing information sheets about U.S. governmental agencies, international organizations,

and non-governmental organizations; focusing on those that could be expected to be operating in
the future operational area.
Performing officer and noncommissioned officer professional development classes on the

role of other instruments of national power (diplomatic, informational, and economic) in
military/multi-agency operations.
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Chapter 4
Developing Knowledge Management Solutions

This chapter provides the guidelines for developing knowledge management
solutions. Following the overview, it provides steps to developing solutions. The
chapter then continues the illustrative scenario from the previous two chapters to
provide examples of developing solutions to fill commonly encountered knowledge
and performance gaps. The scenario in this chapter focuses on a brigade combat team
(BCT) transitioning from train-ready to available force pool of Army force generation
(ARFORGEN) as it prepares for upcoming deployment. The scenario is continued
from the previous chapter, and highlights two knowledge and performance gaps.
OVERVIEW
4-1. The develop step of the knowledge management process builds the solutions derived from the
assessment and design steps. The knowledge management officer communicates regularly with the chief of
staff (COS)/XO to verify if the solutions as designed are on the right track to fill the knowledge and
performance gaps. Continuous assessment also reveals if any changes are necessary before actual
development begins. Development is a detailed, step-by-step building process that should result in a
completed solution, ready to be tested and validated in the pilot step. It typically requires close
collaboration between the knowledge management working group, the signal staff, and information
management personnel.
4-2. When there is more than one solution under development, the working group identifies where there
are areas of crossover (for example, between meeting management and time management; standards and
reporting; and others as applicable), to coordinate efforts and avoid unnecessary redundancy. Close
coordination is particularly valuable in the development of training that typically must accompany new
solutions. The knowledge management officer also confirms priorities to ensure the correct focus of
development efforts.
DEVELOPING SOLUTIONS
4-3. The following steps to developing solutions will help ensure the solution developed will be adequate
and ready to pilot (Table 4-1 on page 4-2 shows the develop steps and the key inputs and outputs).
Confirm unit priorities, commanders critical information requirements, and unit status.
Outline each action required to build the solution.
Build the solution.
CONFIRM
4-4. The knowledge management working group confirms the priorities of effort for development with
the COS and XO. Priorities may have changed based on the units current situation. Each solution for
development requires effort and resources; therefore it is important to place priority of effort on the
solution that will help the unit the most in its current circumstances.
4-5. During operations, the commanders critical information requirements focus knowledge and
information management efforts. The knowledge management working group confirms that it has the most
current commanders critical information requirements; and the proposed solution focuses on these. The
knowledge management working group also confirms that it understands the units current capabilities for
the areas targeted to develop. This requires reviewing the assessment results. The concept maps and
knowledge maps from the depict step are important sources of understanding.
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OUTLINE
4-6. This includes a fully staffed outline of each required action, and involves coordinating with those
elements assigned responsibilities for development actions. This step requires updating the action plan
developed previously (Chapter 3 describes the knowledge management action plan).
BUILD
4-7. The knowledge management working group builds the solution to the extent that it is ready to be
piloted. Individuals who build the solution may be from outside the knowledge management working group
or knowledge management section. The chief of staff (COS) or executive officer (XO) provides oversight
assisted by the knowledge management officer.
Table 4-1. Steps of develop key inputs and outputs
Key inputs
Step 3: Develop
Key outputs
Purpose: To develop actual knowledge management solutions that are feasible and suitable to proceed to validation on a
small scale
Inputs for develop derived largely from outputs of design
Outputs from develop form the basis of inputs for pilot

Approved action plan that includes
methodology, resources required,
timeline, responsibilities, and
assessment measures
Confirm
Updated knowledge management

map
officer/knowledge management
section with knowledge
management working group input. It
details the required actions in each
focus area. The outline of actions
may include resource requirements,
training requirements, and standard
operating procedures revisions
Outline
A complete and fully staffed outline

of each required action by
organizational approach
Updated action plan
Build
Confirm unit priorities,

commanders critical
information requirements,
and unit status
Outline each action required
Build the solutions
Updated knowledge
management map
Shared understanding of the
organizations status and
current capabilities
A complete and fully staffed
outline of each required action
for each knowledge gap
An updated action plan
Fully built knowledge

management solutions ready
to be piloted
Examples include new
standard operating
procedures, a revised change
management plan, a
restructured working group,
and a new significant activity
reporting process
The chief of staff approves
solutions for movement to pilot
SCENARIO ILLUSTRATING SOLUTION DEVELOPMENT

4-8. The solutions for those problems identified during Captain Smiths (the knowledge management
officer) initial assessment of the unit were successfully designed, developed, piloted, and implemented.
These were:
Standards. The knowledge management working group developed and fielded new knowledge
management standard operating procedures (SOP), standardizing knowledge management
throughout the organization. The solution included training associated with new procedures;
Time management. An interim solution focused on making more effective use of time during
garrison activities; especially reducing time spent in meetings. Adjustments would take place
during later collective training events; with further assessment as needed;
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Meetings. Meetings became more efficient and productive and unnecessary and redundant
meetings were eliminated. This solution contributed to time management in garrison. The
solution included training on using the unit portal to post and retrieve information from the
newly established digital home on the portal for all meetings.
Improving knowledge-sharing across the organization to include three areas:
Changing the organizational culture by using the garrison environment to educate and
provide opportunities for face-to-face interaction and trust-building to instill a culture of sharing
knowledge.
Changing the organizational structure by removing or reducing physical barriers to personal

interaction and knowledge-sharing. These solutions were also modified and implemented for
collective training events focusing on command post layout.
Providing a way to digitally share staff running estimates across the organization by creating
a forum for questions and other input. This solution transitioned seamlessly into collective
training events.
4-9. Now that the initial issues identified during the Reset force pool of ARFORGEN were resolved, the
focus turned to the knowledge and performance gaps identified during collective training events. The
working group designed solutions to address these and developed them. The BCT was about to enter the
available force pool.
COMMANDERS GUIDANCE
4-10. The commander received a warning order for upcoming deployment of the BCT within the next six
months. The deployment date was still to be determined. The commander provided the following guidance
to a knowledge management working group meeting with the COS presiding:
After our combat training center rotation I told you to fix problems with our common
operational picture; with the targeting working group not getting its information on time;
with reporting; with tracking key assets; with people not able to find out what they need
to know; and with how we can work with the interagency folks and other partners better.
Youve already put together a way to track assets so thats fixed. I liked your design work
on the common operational picture. I want you to keep developing that because that
ability to maintain the common operational picture when were not stationary or were in
contact will be very important to us. Our content management and portals improved so
folks can find answers to their questions in one-stop shopping.
Now were in the box for deploying again. We will be part of a combined joint task force
(CJTF); CJTF Condor, based in north-central Pashmako; in Pashmako Regional
Stabilization Command North. We will also be working with lots of other agencies,
international
governmental
organizations,
non-governmental
organizations,
multinational partners, and the Pashmakan security forces. Well be replacing the 71st
(Black Cat) BCT, with a National Guard infantry BCT. I want you to focus on two
things.
First, we need our problems with the common operational picture on-the-move solved.
Second, I want you to do a full-court press on developing ways to effectively collaborate
with our unified action partners so we can exploit the advantage they bring. We are only
part of the equation and we will be much more effective if we can get that going as early
as possible. We need to be able to do collaborative planning. That was a problem during
our last deployment and it was still a problem at the national training centers with the
interagency piece. I want to know who the other governmental and nongovernmental
agencies are; what kind of host-nation forces were dealing with; what international
organizations work in our area so were not asking all those questions after we get there.
Get with the two and find out all you can about them. Find out how the Joint Task Force
is working with the different agencies.
Finally, weve had a chance to look at our reporting procedures at the National Training
Centers and other collective training. I asked you to put together a design to improve our
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reporting; and we did see some improvement. But we need to flatten our whole system.
Information is getting stove-piped, and folks only know whats going on in their own
areas. Well be spread all over the battlefield so we need to get out of our little worlds
and talk to each other. This means flattening our network. This needs to energize the
intelligence warfighting function so everybody knows whats going on. Our network has
to work faster and better than the enemys. If we get good at these three big areas we will
solve a lot of problems and have a lot of success.
DEVELOPING COMMON OPERATIONAL PICTURE ON-THE-MOVE/IN-CONTACT

CAPABILITIES
4-11. The steps in paragraphs 4-12-4-20 describe the capabilities.
Step 1 - Confirm Unit Priorities for Development, Commanders Critical Information

Requirements, and Unit Status
4-12. Captain Smith and the knowledge management working group confirmed that this was the
commanders priority for developing solutions. Although the unit was not currently in operations, a
successfully developed, piloted, and implemented solution would facilitate answers to the commanders
critical information requirement during operations. They studied the knowledge management map and
results of define and depict assessment steps. They reviewed the written after action reports/reviews
from recent collective training events for the BCTs current capabilities and ways of maintaining the
common operational picture. They also determined it would be useful to communicate with the knowledge
management officer of the Blackcat BCT currently in theater for insights into common operational
picture issues, and any other insights and lessons learned they may want to share.
Step 2 Outline Each Action Required

4-13. Captain Smith and the knowledge management working group outlined the actions required to
develop the solution in the bullets:
Standardize reporting across the BCT. Review all reporting formats and procedures currently in
the BCT and subordinate unit SOPs. Revise as required.
Use reporting standards to ease the transition of information between the upper and lower
tactical internet through common reporting formats, including a comprehensive primary,
alternate, contingency, and emergency (PACE) plan.
Work with the signal staff section to develop a PACE plan and standards for reporting.
Work with the operations staff section to determine the best way to balance digital and analog
elements of the common operational picture. Digital predominant when stationary; analog when
on the move.
Knowledge management representatives assisted by functional experts, develop training for
individual and collective proficiency and focus on using analog (non-digital) elements.
Target audiences for training and schedule training sessions.
4-14. After staffing the outline of actions and making necessary adjustments, Captain Smith updated the
action plan and provided it to the XO for approval.
Step 3 Build the Solution

4-15. Building the solution included developing reporting standards that eased the transition of information
between the upper and lower tactical internet through common reporting formats and a comprehensive
PACE plan. This tied in with the correcting the reporting problems identified during collective training.
The unit ensures all subordinate units receive relevant information regardless of their access to the upper or
lower tactical internet. The solution also included the following actions:
Built upper tactical internet networks to mirror the lower tactical internet when possible (e.g.
tactical chat network mirrors the frequency modulation network).
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Developed common reporting requirements and formats for upper and lower tactical internet
systems (e.g. same report format used over frequency modulation is used on Tactical Chat or
Ventrillo).
Developed report formats that easily feed the common operational picture (e.g. sustainment
update easily feeds into BCT S-3 or combat power update covers all metrics displayed on the
common operational picture).
Determine ways for the command post to relay traffic on both upper and lower tactical internet
(e.g. the main command post receives a report over frequency modulation and then types out the
information into tactical chat and broadcast to all for situational awareness or action as required).
Primary, Alternate, Contingency, and Emergency Plan for Reporting

4-16. Building the solution included the following actions:
The knowledge management working group, with signal staff assistance, developed a PACE
plan for how information and knowledge will be managed and shared. The plan determined
optimal methods for sharing information in different situations, and ensured management of the
flow of information across systems to prevent overloading.
The staff developed a framework for how information flowed. It identified requirements at each
echelon to determine what systems are available and best suited to meet the requirement.
4-17. The PACE plan was developed by warfighting function, with the aim of accounting for all
communication that must take place between the unit and subordinate units two levels down. This helped
identify issues with the PACE, such as overloading a particular system with too many reports being sent at
the same time.
Balancing the Digital and Analog Elements of the Common Operational Picture
4-18. The work included developing analog tools that mirrored the digital systems and report formats. This
involved printing or physically drawing operational graphics and other overlays that are received or created
digitally. The design had taken into consideration that various echelons had different equipment, different
manning requirements, and different mission requirements. As a result the common operational picture at
each command post would be different in terms of how much information is available digitally and how
analog tools are incorporated into the common operational picture (Table 4-2 on page 4-6 shows the
balance between analog and digital elements in the proposed solution).
Train for Individual and Collective Proficiency
4-19. Developing training included building individual proficiency in using both digital and analog
systems. Using the analog backup systems such as paper maps, and overlays on acetate posed a challenge
because personnel in the command posts had become dependent upon digital systems. The training team
developed increasingly difficult simulated conditions that would precede collective training. Collective
training incorporates on-the-move and in-contact scenarios at different echelons including the main
command post.
Ready for Piloting
4-20. The completed solution was ready for piloting at the next BCT collective training event. The after
action review would reveal any required changes, so it would be ready to implement after deployment.
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Table 4-2. Balancing the digital and analog components in the brigade combat team
Digital components (primary)
Analog components (backup/on the move)
Command post of the future

Force XXI battle command brigade and below
Advanced field artillery tactical data system
Air and missile defense workstation
Mission command support and sustainment
system
Distributed common ground system Army
Full motion video (one system remote video
terminal)
Tactical ground reporting system
Web portal
PowerPoint
Audio visual equipment
Digital radios
Map and imagery

Overlays and graphics
Markers and whiteboards
Push pins and sticky notes
Battle boards and status charts
Hard copies of orders
FM radio
United processes and procedures to maintain communities of practice
Primary method for storing and displaying information is digital; analog backup
Reporting formats mirror digital systems to ease data entry
Analog map with graphics maintained in all command posts
Analog documents and charts mirror digital components of the community of practice
Analog tools updated twice daily to facilitate a rapid transition from digital to analog
Units must live in both worlds
Process and procedures for information sharing feed the communities of practice regardless of the
reporting method
Digital information systems and equipment capture information for the primary community of practice
Analog tools and equipment are available to produce a backup community of practice
Analog tools and equipment are available to produce a backup community of practice or an on the
move capability
Develop processes and procedures to maintain the analog community of practice as needed to meet
mission requirements
Implement knowledge management plan to ensure relevant information is available at each echelon
DEVELOPING COLLABORATIVE CAPABILITIES WITH UNIFIED ACTION PARTNERS

4-21. The steps in paragraphs 4-22-4-49 describe how to develop collaborative capabilities with unified
action partners.

4-22. Captain Smith and the knowledge management working group confirmed that the commanders
second priority was to develop collaborative capabilities with unified action partners. His commanders
critical information requirement was to find out everything he could about the other governmental agencies
and non-governmental organizations, host-nation forces, international organizations and others who are in
our projected area of operations. Current unit status is that 22 BCT was not designed to operate effectively
with unified action partners in recent exercise scenarios. They also needed to find out about the Combined
Joint Task Force (CJTF), the Black Cat BCT, and their ways and means of working with unified action
partners.
4-23. In addition to collaborating with the intelligence staff section, this step required communicating with
the knowledge management personnel in the Black Cat BCT currently deployed in Pashmako. They would
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need to learn how they communicate and collaborate with unified action partners; and the challenges
involved. Specifically, Captain Smith needed to:
Identify the unified action partners in the BCTs operational area (including U.S. governmental
agencies; international governmental organizations; joint, multinational, and host-nation forces;
and nongovernmental organizations).
Identify systems currently in use to communicate and collaborate with unified action partners
and determine their capabilities and limitations.
Maintain communications with the Black Cat BCT to stay abreast of lessons learned and other
developments.
Obtain a copy of the Black Cats tactical SOP.
4-24. Captain Smith communicated by e-mail with the knowledge management officer of the Black Cat
BCT to find out the key information. The unified action partners in the projected area of operations
included:
In CJTF Condor: North Atlantic Treaty Organization (NATO) command element; the Black Cat
BCT, a U.S. Air Force squadron, an Army aviation brigade, a Dutch reconnaissance squadron, a
British Royal Marine battalion, a Swedish civil-military cooperation detachment, an Australian
Army infantry battalion, and a NATO Special Operations Task Group (Polish land and air
components, and Lithuanian maritime component).
The CJTF higher headquarters was the Pashmako Regional Stabilization Command North. Two
echelons up was the NATO-led International Stabilization Force.
U.S. governmental agencies included the U.S. State Department, the United States Agency for
International Development; Central Intelligence Agency; Drug Enforcement Administration; the
Defense Intelligence Agency; and a Provincial Reconstruction Team which is U.S. State
Department-led.
International organizations included:
United Nations High Commission for Refugees office.
International Committee of the Red Cross office.
World Food Programme office.

Host-nation security forces included the Pashmakan Land Forces Regional Command and the
15th Infantry Brigade and the district headquarters of the national police and its assigned rural
gendarme battalion.
The Pashmako nongovernmental organization coordination bureau was the coordinating body
for most non-governmental organizations in Pashmako. The major non-governmental
organizations in the area of operations included:
Pashmako Relief Organization (Canadian).
Red Crescent.
Medecins sans Frontieres (Doctors without Borders).
Agence Franaise de Developpement (French Development Agency).
Pashmako Information Management Services.
Micro finance Investment Support Facility for Pashmako.

Current systems/tools in use included:
CJTF Condor SharePoint portal.
Non-U.S. forces use Joint Operations Center, as their primary database.

U.S. mission command information systems included:
Command post of the future (CPOF).
Combined Information Data Network Exchange (CIDNE).
Force XXI Battle Command Brigade-and-Below joint capabilities release.
Distributed Common Ground System-Army (DGCS-A).
Advanced Field Artillery Tactical Data System (AFATDS).
Tactical Ground Reporting System (TIGR).
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Chapter 4
Air and Missile Defense Work Station.

Tactical Airspace Integration System.
Sustainment System Mission Command.
Joint Automated Deep Operations Coordination System.

Networks used included:
Pashmako Mission Network NATO initiative that connects national systems and creates
one common network from a collection of national and NATO networks.
World-wide Web. This was the only network the host-nation security forces were allowed to
use.
Non-classified internet protocol router (NIPR) U.S. and NATO.
Secret internet protocol router (SIPR) U.S.
Joint World-Wide Intelligence Communications System.
4-25. CPT Smith also obtained the following information:

The Pashmako Mission Network, which is the Black Cat BCTs primary means of
communicating with all non-U.S. CJTF elements.
The CJTF SharePoint portal is on the Pashmako Mission Network. Classification firewalls
between non-U.S. and U.S. forces inhibit its use across the force. The Black Cat BCT has its
own SharePoint portal.
CPOF is only available to U.S. units. Significant activities reports (SIGACT) are reported in
CPOF.
CIDNE is the event-of-record database for the CJTF, but it is not used. SIGACTs are recorded in
CIDNE.
The nongovernmental organization coordination bureau is reasonably effective in coordinating
non-governmental organization work. It has a representative in the Black Cat BCTs civilmilitary operations center.
There is no central clearinghouse for development projects across the area of operations. This
has caused problems.
The Black Cat BCT recently was allocated Commanders Emergency Response Program funds
and appointed a funds manager.
The United Nations organizations offices are in Pashmako City about an hours drive away
(Pashmako City is part of the area of operations).
The Black Cat BCT knowledge management officer does not know what the United Nations
organizations do and is not aware of any coordination with the CJTF. There is no coordination
with the Black Cat BCT.
The Pashmako Defense Force has an Army brigade based in the city with one battalion always
with the CJTF in its own adjacent area.
A national police brigade headquarters is in Pashmako City. It is responsible for the security of
Pashmako City. The CJTF has a training mission to develop their capability. They send a
representative to a weekly CJTF meeting.
Nongovernmental organizations are not authorized to use the Pashmako Mission Network.
Step 2 -Outline Required Actions

4-26. The knowledge management working group met to outline the actions required to build the solution
to enable and enhance coordination with all unified action partners in their future area of operations.
However, the complete solution cannot be built or piloted until after the BCT has deployed; though some
aspects could be applied during an upcoming mission rehearsal exercise that included unified action partner
representation.
4-27. The knowledge management working group identified the actions needed to build the solution and
assigned responsibilities for each. Pre-deployment actions included:
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ATP 6-01.1
6 March 2015
Establishing the social (formal and informal) frameworks for the stabilization knowledge
network (community of purpose).
Expanding upon the BCTs knowledge map and concept map including known and projected
unified action partners.
Preparing and performing training that enables better collaboration.
Building the stabilization knowledge network (community of purpose) that will be piloted at the
mission rehearsal exercise.
Determining set-up and operation of the stabilization knowledge network pilot during the
mission rehearsal exercise.
Performing virtual right-seat ride with the Black Cat BCT knowledge management officer.
Include civil affairs elements in-theater and those who will deploy.
4-28. Actions to be carried out once the 22 BCT deployed included:

Establishing relationships with unified action partners.
Seeking input on their needs for the collaborative site.
Adjusting set-up and operation of the stabilization knowledge network to be implemented in the
area of operations.
Establish the Social Frameworks for the Stabilization Knowledge Network (Community of Purpose)
4-29. Known social networks at this point were:
Army civil affairs. The 22 BCT would include attached elements of a civil affairs battalion and
individual ready reserve augmentees.
U. S. Aid and other U.S. governmental agencies with stability and development responsibilities.
United Nations organizations: World Food Programme.
Provincial reconstructive team.
French development agency.
Non-governmental organization coordination bureau; all non-governmental organizations in the
area of operations.
Pashmakan security forces (Army and police in the area of operations).
CJTF Condor headquarters and staff. Currently has no knowledge management working group
(except in the Black Cat BCT).
Prepare and Perform Training That Enables Better Collaboration
4-30. The knowledge management noncommissioned officer, assisted by the intelligence and operations
staff sections, developed officer professional development/non-commissioned officer professional
development classes about the unified action partners in-theater; about the role of the different sources of
power (diplomatic, informational, military, and economic) in stability operations. These classes, and
supplemental quick reference materials for Soldiers, prepare 22 BCT personnel to interact and effectively
collaborate with the various organizations they would encounter in their area of operations.
4-31. In addition, they prepared written instructions on how to use the stabilization knowledge network.
These would be distributed to all users.
Build the Stabilization Knowledge Network (Community of Purpose) for Piloting at the Mission Rehearsal
Exercise
4-32. This reflects many characteristics of the knowledge network to be fielded in theater. Responsibilities
for the signal staff section include build/set up. Responsibilities for the assistant knowledge management
officer include facilitation once in operation).
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4-9
Chapter 4
Determine Set-up and Operation of the Stabilization Knowledge Network Pilot at the Mission Rehearsal
Exercise
4-33. This action prepares the knowledge management working group to perform an initial pilot of the
stabilization knowledge network during the upcoming mission rehearsal exercise Responsibilities for the
signal staff section include set up and responsibilities for the designated assistant knowledge management
officer includes management of the data on the network.
Perform Virtual Right-Seat Ride with the Black Cat BCT Knowledge Management
4-34. The knowledge management officer continues communicating with the Black Cat BCT knowledge
management officer and set up a virtual right-seat ride at the best opportunity. If possible, engage the Black
Cat knowledge management officer or knowledge management staff in laying some of the ground work for
closer coordination with the stabilization and development community. The virtual right-seat ride would
also include cross-talk with civil affairs elements in the area of operations and those civil affairs elements
that would deploy with 22 BCT.
Perform Pre-Deployment Site Survey
4-35. The knowledge management officer would accompany the pre-deployment site survey from 22 BCT.
The objectives would include gathering updated status from the Black BCTs knowledge management
officer; obtaining contact information for the unified action partners in the area of operations; and meeting
as many of them as possible face-to-face. Captain Smith began coordinating with the Black Cat knowledge
management officer for actions to accomplish during the pre-deployment site survey.
Perform Actions After Arriving in Area of Operations
4-36. These actions included establishing relationships with unified action partners and seeking their input
on their needs. This would be a key factor in the success of the knowledge network. As much as possible, it
builds upon contacts established. Where no contact had been previously made, Captain Smith would use
the information gathered about the organization to seek common ground upon which to build a relationship.
4-37. Once in theater, the signal staff section and knowledge management officer would confirm which
network or networks to use for the stability knowledge network. They would also investigate any other
methods and means of collaboration.
4-38. Based upon the knowledge gained from the above actions, the operations and signal staff sections
and the knowledge management working group would adjust the set-up and operation of the stability
knowledge network to be implemented.
4-39. After staffing the actions required and making necessary adjustments, Captain Smith updated the
action plan and provided it to the XO for approval. The XO approved the action plan and gave the go-ahead
to continue developing the knowledge network for the community of purpose. His guidance was to stay
open to all venues of collaboration, to talk to the unified action representatives at the mission rehearsal
exercise for their ideas, to establish contact as early as possible with the unified action partners in theater,
and continue working with the Black Cat BCTs knowledge management officer. He also reminded the
knowledge management working group that the other coalition forces were also unified action partners; and
the BCT needs to collaborate very closely with them as well as the different development agencies.
Step 3 Build the Solution

4-40. Building the solution requires learning what collaboration means were currently available and
whether building a community of purpose knowledge network was feasible. If so, over what means, who
are the unified action partners, and how is each one networked, and other information. The lessons learned
in developing, piloting, and implementing their own meeting management solution would be helpful in
applying them to interagency/multinational collaboration, while recognizing that the BCTs degree of
control would not be as great as with its internal meetings.
4-41. A key action that would provide a foundation for further development included expanding upon the
concept map and knowledge map with the inclusion of projected unified action partners. This identifies
4-10
ATP 6-01.1
6 March 2015
where knowledge resides among these disparate organizations and enables building the stabilization
knowledge network.
4-42. The knowledge management working group began by displaying the stakeholders who were
expected to be part of the community of purpose; together with their areas of responsibility and expertise. It
showed what was known to-date on their lines of communication and collaboration. To augment this, the
knowledge management working group displayed those organizations whose location was known on a map
of the expected area of operations and area of interest.
4-43. The knowledge map also included the mission command information system (MCIS) that would be
used and how they would be used to share information and knowledge among the unified action partners. It
also showed the gaps where information systems were not available.
4-44. As they continued building the maps, the knowledge management working group members also
identified gaps in knowledge and shortfalls in collaboration. Continued communication with the Black Cat
knowledge management officer was important to the continued development of the concept map in
particular.
4-45. In addition to the above, the knowledge management working group took the following actions in
building the solution:
Developed classes for BCT officer and noncommissioned officer professional development for
ongoing stabilization efforts in the area of operations and the role of the different unified action
partners.
Developed training on SharePoint and other systems that would help all commands interact and
receive the same informational processes quickly.
Created a common language site on the BCT portal to help cross-train military and civilian in
terminology and other important information. The information on this site could later be used for
the CJTF and the stabilization knowledge network.
Built the stabilization knowledge network to be piloted at the mission rehearsal exercise and
incorporated the characteristics described in the bullets:
Provide a user friendly, common platform that is always online, once fielded.
Have an unclassified, collaborative teaming portal site available to the stabilization

knowledge network (community of purpose).
Feature chat and discussion boards.
Connect multiple unclassified knowledge sources/databases.

Set up the stabilization knowledge network in the area of operations.
Provide information to all stakeholders about the stabilization community of purpose knowledge
network.
4-46. The pre-deployment site survey determines which network the stabilization community of purpose
knowledge network would use. Options were the World-Wide Web, which includes Pashmakan security
forces and civilian nongovernmental organizations or the Pashmako mission network, which excludes
Pashmakan security forces and nongovernmental organizations.
4-47. To enhance the BCTs interaction with other multinational forces, the solution would also integrate
the Pashmako mission network SharePoint portal for the CJTF with NATOs document handling system
and the NATO intelligence toolbox to allow a forum for storage, retrieval, and dissemination of finished
products representing the synthesis and analysis of all partners.
4-48. For deliberate collaboration and information sharing with partners who only have access to
unclassified networks the BCT knowledge management working group will work with the CJTF staff to
identify internet sites with complementary structures and customers. Captain Smith identified potential sites
to accommodate this requirement. The working group coordinates with organizations to ensure content on
these sites are replicated networks, as appropriate.
4-49. The complete solution would be built after deployment, and made ready for piloting.
6 March 2015
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4-11
Chapter 4
DEVELOPING THE SOLUTION TO IMPROVE REPORTING AND FLATTEN THE NETWORK

4-50. The steps to developing the solution to improve reporting and flatten the network are in paragraphs
4-51-4-66.

4-51. The knowledge management officer confirmed that improving reporting procedures; thus improving
information flow by flattening the network was the commanders next most important priority. The
commanders guidance had also been emphatic about flattening the network to speed information flow and
improve communication among disparate elements in general. The proposed solutions would broaden
including ways to do this.
4-52. No design had been performed for flattening the network. Rapid assessment revealed problems
requiring quick response. Design and developing would have to be combined and compressed.
4-53. The current unit status is that the knowledge management representatives reported that all
subordinate units had the new knowledge management SOPs, to include reporting standards and formats
for all required reports. During collective training, there were very few problems with reports rendered
incorrectly.
4-54. The commander emphasized reporting during all the collective training events. Training for
individual operators had been developed but not completed. Classes on system capabilities and how they
interfaced were not yet developed. Systems were not used to take advantage of their full capabilities.
Information reported on CPOF often did not get recorded on CIDNE database.
4-55. During the combat training center rotation, the knowledge management working group had assessed
how well information and knowledge flowed through the BCT using its usual networks. They determined
that the BCTs network was very hierarchical, with little horizontal interface.
Step 2 Outline Each Action Required

4-56. The knowledge management working group determined the following actions were required:
Complete individual operator training on TIGR, CPOF, and CIDNE.
Develop the classes on system capabilities and interfaces for all personnel. The signal staff
section is responsible for operator training and the assistant knowledge management officer is
responsible for system capabilities and interfaces. Training is provided before pilot step.
Develop an annex to the SOPs with detailed information about the information systems in use.
Develop ways to improve communication and information sharing across the BCT.
Develop way to test the improved horizontal network before deployment.
4-57. Captain Smith staffed the actions required, updated the action plan, and briefed the BCT XO. The
XOs guidance was that the solution had to start at the lowest echelons. She would start work on the U.S.
systems and networks but start thinking about how to incorporate the changes into the other systems and
networks they might be using after the BCT deploys. The solution needed to be holistic. It involved the S-2
because this needs to empower the intelligence warfighting function. Flattening the network must be done
with an aggressive mindset of attacking the enemys network.
Step 3 - Build the Solution

4-58. Based on the XOs guidance, the knowledge management working group built the following
solution:
Prepared detailed, illustrated guides to the use and capabilities of information systems and made
them part of the annex to all SOPs to company level.
Coordinated for a mobile training team to provide additional training on: TIGR, CPOF, and
CIDNE.
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6 March 2015
Coordinated for select BCT and battalion staff to attend the Mission Command Digital Master
Gunners Course and Mission Command Systems Integration Course on the capabilities,
purposes, and interfaces of the different systems.
Established interface between information systems. (
Developed command post exercise injects and a plan to test how much time it takes to move
selected information. It included a plan for an after action review to look specifically at this
aspect.
Developed mechanisms for flattening the network through CoIST cross-talk with adjacent units.
Developed mechanisms for company intelligence support teams (CoIST) to collaborate with
different intelligence staff section echelons.
4-59. The established interface between information systems is shown in Figure 4-1 on page 4-13.
Figure 4-1. Information system interface

4-60. Figure 4-2 shows CoIST cross-talk used to flatten the network.
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4-13
Chapter 4
Figure 4-2. Flattening the network

4-61. Figure 4-3 on page 4-13 shows collaboration with different intelligence staff section echelons.
Figure 4-3. Company Intelligence Support Team (CoIST) collaboration
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6 March 2015
4-62. The flatter network was set up to feed the targeting process and targeted along all lines of effort and
lethal and nonlethal targets. It also employed all enablers with an offensive mindset to assist targeting along
all lines of effort. This included:
Reachback to subject matter experts and centers of excellence.
Integration of enablers into targeting.
Requests for support to higher.
Better use of biometrics, signals intelligence, and human intelligence.
4-63. The flatter network was set up to exploit all opportunities with information and to set conditions,
shape operations, influence and inform the population which exploits success and diminishes the negative.
The flatter network also enables attacking along all lines of effort.
4-64. The flatter network empowered and energized the intelligence warfighting function by providing:
Focused collaboration.
Shared understanding.
Organizational agility.
Focused collection.
4-65. The knowledge management working group studied the current reporting procedures in the area of
operations, based on information provided by the knowledge management officer in the Black Cat BCT.
The knowledge management officer recommended some changes to facilitate more efficient reporting
(excerpt of recommended changes is shown in Table 4-3 on page 4-15).
4-66. The working group prepared to pilot the developed solution at the next collective training event to
make required adjustments for implementation after deploying to the operational area.
Table 4-3. Current division reports and proposed changes
Topic
Data collector
Staff section with

oversight
G-5
Tool
Network
CPOF
SIPR
Proposed
network
No change
Brigades and
battalions
G-3
CPOF
SIPR
No change
All units
CIDNE
SIPR
CIDNE /
CENTRIXS
CIDNE
SIPR
CIDNE /
CENTRIXS
CIDNE /
CENTRIXS
Commanders
critical
information
requirements
SIGACT
reports
Engagement
reports
G-2 and G3
IED reports
EOD teams
Key Leader
Engagement
Element
G-2
Unexploded
ordinance
reports
IED cache
reports
Task
organization
Organization
folder (friendly)
Organization
folder (enemy)
Person folder
(friendly)
Person folder
(enemy)
Pilot debriefs
EOD teams
G-2
CIDNE
SIPR
EOD teams
G-2
CIDNE
SIPR
G-3
G-3
CPOF
SIPR
CIDNE /
CENTRIXS
No change
G-3
G-3
CIDNE
SIPR
No change
G-2
G-2
CIDNE
SIPR
No change
G-1
G-1
CIDNE
SIPR
No change
G-2
G-2
CIDNE
SIPR
No change
Aviation
organizations
PRTs
PRTs
Combat Aviation
Brigade
G-9
G-9
CIDNE
SIPR
CIDNE
CIDNE
SIPR
SIPR
CIDNE /
CENTRIXS
TBD / NIPR
TBD / NIPR
Medical units
Medical units
Division surgeon
Division surgeon
CIDNE
CIDNE
SIPR
SIPR
TBD / NIPR
SharePoint /
Facility reports
Civil-military
operations
Medical reports
Medical facility
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4-15
Chapter 4
Topic
Data collector
Staff section with

oversight
Tool
assessment
Project tracker
Battalions and
G-9
CIDNE
(CERP)
PRTs
Facility
All units
G-9
CIDNE
assessments
CENTRIXS Combined Enterprise Regional Information Exchange System
CERP - Commanders emergency response Program
CIDNE Combined Information Data Network Exchange
CPOF Command post of the future
EOD Explosive ordnance disposal
IED Improvised explosive device
NIPR Non-classified internet protocol router
PRT Personnel recovery team
SIPR Secret internet protocol router
SIGACT Significant activities report
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ATP 6-01.1
Network
SIPR
SIPR
Proposed
network
NIPR
SharePoint /
NIPR
CIDNE /
CENTRIXS
6 March 2015
Chapter 5
Piloting Knowledge Management Solutions

Piloting the knowledge management solution is a necessary learning step in the
knowledge management process performed before full-scale implementation of a
solution. This chapter explains the role of piloting in the knowledge management
process and describes the four main steps in knowledge management piloting. It also
offers consideration for planning, preparing, executing, and evaluating a knowledge
management pilot.
PILOTING OVERVIEW
5-1. In general, piloting refers to the performance of a small scale preliminary test to evaluate and validate
the feasibility, time, cost, and effects of a designed knowledge management solution. Pilot tests are
performed before full-scale implementation and are often an incremental test of a modification to an
existing process and/or procedure.
5-2. A knowledge management pilot uses the walk-before-you-run method of deploying the potential
knowledge management solution and testing it in application within the unit context to validate it. Piloting
a knowledge management solution can be a single event or a series of pilots consisting of the same solution
applied to different organizations or echelons.
5-3. Piloting is a key learning phase of the knowledge management process. A pilot is carefully observed
to gauge its effectiveness in delivering measurable results. A pilot serves as a proving ground for a
knowledge management solution that was designed to address a gap, but may have broader applicability
within or outside the organization.
KNOWLEDGE MANAGEMENT PILOTING TECHNIQUES

5-4. Once a solution addresses an identified knowledge gap in the alignment of people, processes, tools,
or organization, in the application of a process, or use of a tool or tools, the first step in validating the
efficacy of the solution is to pilot the knowledge management solution by implementing it on a small scale
and testing it with the people, process, and tools that will use it on a larger scale. Piloting a knowledge
management solution is the same whether the solution is a standards solution, a time management solution,
a meeting management solution, a reporting solution, a technical solution, a content management solution,
or any other solution dealing with the alignment of the people, processes, tools, and/or organization.
5-5. The pilot of a knowledge management solution will enable the knowledge management professional
to identify and correct problems and prepare it for full implementation in the organization. A limited pilot
run can be performed, modifying the proposed solution as needed, based on qualitative and quantitative
analysis, participant feedback, and knowledge management professional judgment. Knowledge
management pilot activities act as a seed for the culture and behaviors and spreads into other activities in
the organization.
5-6. Piloting and implementing knowledge management based changes and establishing a training
program to support these changes requires careful consideration. The main objective is to capitalize on the
trust built during the previous phases to start building improved capability and capacity within the
organization. Before piloting a solution, the knowledge management working group assesses, designs, and
develops initial solutions for many of the gaps in the organization. Now will be the time to pilot many of
the solutions to ascertain the feasibility of the solution. Piloting is an incremental test intended to validate
the usefulness of the solutions. This is the stage where many of the solutions will need to be modified based
on testing them. This is critical to ensure solutions are suitable, feasible, and acceptable.
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5-1
Chapter 5
5-7. The steps to an effective knowledge management pilot effort are plan, prepare, execute, and evaluate.
Each step is discussed in Table 5-1.
Table 5-1. Pilot steps and key inputs and outputs
Key inputs
Step 4: Pilot
Key outputs
Purpose: To validate approved the knowledge management solutions on a small scale prior to implementation across the
enterprise
Inputs for pilot derived largely from outputs develop
Outputs from pilot form the basis of inputs from implement
Fully built knowledge management

solutions ready to be piloted
Examples include new standard
operating procedures, a revised
content management plan, a
restructured working group, and a
new significant activity reporting
process
Plan
Completed pilot approach

Feedback from participants
Rehearsal schedule
Prepare
Piloting approach (informed by after

action reviews)
Execute
Plan the details of the pilot
Piloting approach consisting of:
Objectives
Communication plan
Timeframe
Required resources and

training
Sample size/scale and scope
Measurements and evaluation

methodology
After action review from rehearsals
Prepare all elements of

people, processes,
technology, and
organization for the pilot
Collected data
After action review from
execution
Evaluate
Evaluate the pilot to

determine if ready for
implementation
Brief chain-of-command and

working group
Approval from chief of staff to
implement knowledge
management solution on an
enterprise level
Execute the pilot as briefed
Analyzed monitoring and evaluation

data which indicates the efficacy of
the piloted solution
Plan
5-8. Planning the pilot of a knowledge management solution is the critical first step upon which all effort
that follows is dependent. Planning for a pilot requires the same level of detailed preparation as a full-scale
implementation of a solution.
5-9. The pilot plan should be based upon a discrete knowledge management solution designed to address
an identified knowledge management gap. The solutions functioning should be isolatable in application.
5-10. Important considerations of the pilot step include communicating the proposed knowledge
management solution to the commander and staff and ensuring acceptance or discussing alternatives as
needed. The knowledge management working group, knowledge management representatives (and
knowledge management section, when assigned) train and coach unit personnel as needed in to deploy and
test the solution. Key activities of the pilot step are collaborative assistance and team-peer assistance.
5-11. The pilot plan contains at a minimum:
Pilot project objective.
Communication plan or something similar.
Pilot timeframe.
Training.
Resource requirements.
Sample size/scale and scope.
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6 March 2015
Assessment measures.
5-12. Establish an observation, collection, and analysis of methodology and tool set designed to carefully
monitor, collect, and analyze the results derived from the pilot.
5-13. Establish a framework for in-stride analysis of improvement and include feedback mechanism for
people to share their input about the pilot.
5-14. Identify the variables necessary to evaluate and develop assessment measures. Good assessment
measures include measures of effectiveness, measures of performance, and indicators. The collection of
relevant data will allow verification and validation of the original solution proposed by the pilot project.
These variables are discussed in Table 5-2. Plan to measure both quantitative and qualitative aspects of
performance if possible. The development of meaningful assessment measures and indicators is a critical
component in effective pilot projects.
A measure of effectiveness is a criterion used to assess changes in system behavior, capability, or
operational environment that is tied to measuring the attainment of an end state, achievement of
an objective, or creation of an effect (JP 3-0). Measures of effectiveness are quantitative
measures that give some insight into how effectively a unit is performing a function or activity.
A measure of performance is a criterion used to assess friendly actions that is tied to measuring
task accomplishment (JP 3-0). Several measures of performance may be related to the
achievement of a particular measure of effectiveness.
Indicators inform measures of effectiveness to provide a mechanism to assess progress toward a
desired end state. They should include both quantitative (observation-based) and qualitative
(opinion or judgment-based) indicators.
Table 5-2. Assessment measures and variables
Measure of effectiveness
Measure of performance
Indicator
Used to measure
attainment of an end state
condition, achievement of
an objective, or creation of
an effect.
Used to measure task

accomplishment.
Used to provide insight

into a measure of
effectiveness or measure
of performance.
Answers the question: are

we doing the right things?
Answers the question: are

we doing things right?
Answers the question:

What is the status of this
measure of effectiveness
or measure of
performance?
Measures why (purpose) in

the mission statement.
Measures what (task

completion) in the mission
statement.
Information used to make

measuring what or why
possible.
No direct hierarchical
relationship to
measurements of
performance.
No direct hierarchical
relationship to measures of
effectiveness.
Subordinate to measures
of effectiveness and
measures of
performance.
Often formally tracked in

formal assessment plans.

execution matrices.

formal assessment
plans.
Typically challenging to
choose the appropriate
ones.
Typically simple to choose

the appropriate ones.
Typically as challenging
to select appropriately as
the supported measure
of effectiveness or
measure of performance.
5-15. It is essential to consider the resources, including time available for the pilot effort and carefully
consider the potential impact the pilot may have on other ongoing processes within the organization at a
minimum, consider the people, processes, tools, and organization. Wherever possible, use existing
networks and systems for the pilot run. Knowledge management is human-centric. Remember the
importance of the human factor.
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5-3
Chapter 5
Prepare
5-16. Communicate the designed solution and develop buy-in from key participants. Explain the steps
needed to prepare for the pilot, execute it, and how to wind down the pilot or roll it into a more permanent
program should it be successful. Pay special attention to communicating the feedback mechanisms to all
participants. It is essential that people understand their feedback is necessary, valued and used.
5-17. Communicate the desired outcome of the pilot effort to those directly involved, and ensure shared
understanding of their roles and expectations. The knowledge management working group, knowledge
management representatives (and knowledge management section, when assigned) are prepared to train and
coach unit personnel as needed to deploy and test the solution. Key activities of the pilot step are
collaborative assistance and team-peer assistance.
5-18. The preparation phase of the pilot run general includes:
Set-up.
Presentation of pilot project to participants.
User/participant training, as required.
Rehearsal.
Execute
5-19. The execution phase of the pilot is the heart of this step. During execution of the knowledge
management pilot project, knowledge management practitioners put the designed solution into operation
and monitor its proper execution.
The pilot is executed and observed. The evaluation measures are populated while the pilot is in
progress.
The execution phase of the pilot run includes the execution component and an after action
review.
Evaluate
5-20. Evaluation of the pilot project results is the crucial final step in the piloting process. This evaluation
allows the knowledge management team to gauge the progress toward accomplishing the task, creating an
effect, or achieving an objective as intended for the designed knowledge management pilot solution.
5-21. Four types of data collection are typically employed in evaluating a knowledge management pilot. A
blend of these techniques is considered the best approach.
Automatic: Automatic tools can be designed to collect numeric data (e.g. hours a system was in
use, when used, and by whom). This data does not have to be collected from users directly.
External: One or several knowledge management observers can be present and observe during
the pilot run.
Subjective: Participants are asked to document their impressions and experiences through
several tools like blogs, chats, questionnaires, surveys, or forms. The frequency of participant
documenting must be pre-defined.
Environmental: Data is gathered by questioning participants about the pilot results and their
perceptions both during and after the pilot run.
5-22. Careful analysis of the collected quantitative and qualitative data from the assessment measures helps
determine the efficacy of the piloted solution. The personnel designated to perform the pilot assessment
provide the results to the knowledge management working group. The knowledge management officer will
present the findings to the chain-of-command. The chain of command elects to:
Refine or adjust the knowledge management solution as needed, based upon the data gathered
during the pilot run.
Execute the transition plan to institute the solution on a larger scale.
Shut down the pilot and pursue alternative solutions.
5-4
ATP 6-01.1
6 March 2015
5-23. The assessment of the knowledge management pilot results in a proposed approach to implementing,
refining, or abandoning the knowledge management pilot solution.
6 March 2015
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5-5
Chapter 6
Implementing Knowledge Management Solutions

This chapter provides the guidelines for effective implementation of validated
knowledge management solutions. The chapter provides an overview of the
implementation step of the knowledge management process and then outlines the
steps to implement a knowledge management solution. The chapter then describes the
implementation plan and documenting the implemented solutions. The chapter
concludes with assessing the implemented solutions.
IMPLEMENTATION OVERVIEW
6-1. Implementation, or the execution of a plan, is the culminating step in the knowledge management
process and focuses on functional improvements. Implementation is the step where the solution is finalized,
presented for acceptance, and applied on a large scale. Implementation puts a plan into action and relies on
shared understanding to assess progress and make execution and adjustment decisions. This step takes the
user validated knowledge management solution or refinements and implements them into existing
organizational processes and systems. In the implementation step of the knowledge management process,
the knowledge management professional will use the knowledge management working group to facilitate
and focus the organizations efforts on the knowledge management solution put into place.
6-2. Before organizations consider investing time and resources into an enterprise-level knowledge
management initiative, they will have performed a detailed analysis of a particular issue through the lens of
the people, process, tools, and organization.
6-3. Once a pilot run of a knowledge management solution has demonstrated the value of the designed
solution, the next step is to fully implement the solution. Full implementation of a solution requires both
user involvement and management support. Implementation of a validated solution across multiple
organizations or echelons must be carefully synchronized.
IMPLEMENTATION STEPS
6-4. The implementation steps of the knowledge management process are:
Produce an implementation plan that addresses all elements of people, processes, tools, and
organization.
Synchronize to ensure all elements of the enterprise (are implemented as intended, at the time
intended, and according to the original intent. This means the solution addresses all four
knowledge management components of people, processes, tools, and organization.
Assess the implemented solution (Table 6-1 on page 6-2 shows the implement steps and its key
inputs and outputs).
6 March 2015
ATP 6-01.1
6-1
Chapter 6
Table 6-1. Implement

Key inputs
Step 5: Implement
Key outputs
Purpose: To close known knowledge management gaps to enable mission command
Inputs for implement derived largely from outputs of pilot
Continual assessment
Results of piloting
Produce
Produce a thorough
implementation plan that
addresses all elements of
people, processes,
technology, and
organization
Approved implementation plan

Unit standard operating procedures
Unit battle rhythm
Note: Depending on unit requirements and/or

the operational environment, the
implementation plan may be expressed in the
form of a knowledge management annex to
an operation order.
Synchronize
Ensure all elements of the

enterprise implement as
intended, at the time
intended, and in accordance
with the original intent
The knowledge management

officer (and knowledge
management representatives)
assist and synchronize the
implementation plan across
the enterprise
Update the knowledge
management working group
Update the chief of staff (as
required)
Assess
Monitor, evaluate, and
recommend
Periodic informal monitoring of

the knowledge management
solution to evaluate
effectiveness
Update to the chief of staff (as

required)
Note: The knowledge management
officer now re-enters the knowledge
management assessment process at
step 1 (assessment) to continuously
monitor and assess.
6-5. During the implementation step of the knowledge management process, the chief of staff (COS) or
executive officer (XO) integrates the efforts of the whole staff by synchronizing their activities toward the
achievement of the planned knowledge management process improvement and placing a high priority on
the achievement of shared understanding through better knowledge management.
IMPLEMENTATION PLAN
6-6. The implementation plan is the roadmap used by the knowledge management working group, and
others, to deliver a validated knowledge management solution. The plan outlines the responsibilities of the
working group and key organizational stakeholders. The document articulates the planned knowledge
management implementation and enables those completing the knowledge management tasks and activities
in the project to deliver the expected results, as per the validated knowledge management solution. The
implementation plan focuses on scaling up the pilot validated knowledge management solution and
includes considerations for the day-to-day management and control activities to be undertaken by the
working group and the unit members. The fully developed knowledge management solution
implementation plan contains a timeline, quality control plans, resource scheduling, and risk management.
Risk management is the process of identifying, assessing, and controlling risks arising from operational
factors and making decisions that balance risk cost with mission benefits. (JP 3-0). The implementation
plan is issued under the COSs signature.
6-7. When planning for implementation of a knowledge management solution, consider that the solution
is a strategic process and needs careful expectation management, condition setting, and continuous review.
Careful change management of all implementation efforts is essential to persuade users and stakeholders to
accept and embrace changes. Lastly, the knowledge management officer considers what documentation is
required for management of the implementation step.
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ATP 6-01.1
6 March 2015
Implementing Knowledge Management Solutions
DOCUMENTING SOLUTIONS DURING IMPLEMENTATION

6-8. Although the implementation plan provides the roadmap for delivering knowledge management
solutions, the knowledge management officer finds it helpful for the knowledge management section to
develop a means by which the multiple solutions pursued over the course of a deployment are tracked and
documented. This tool may take the form of an annex in the implementation plan or may be a stand-alone
tool that will capture the solutions that flow from either an abbreviated or rapid assessment (Table 6-2
shows a potential way to track the implementation of knowledge management solutions).
Table 6-2. Gaps to solutions tracker
Gap
description
People, processes, technology,

and organization
Unit has no
knowledge
management
standard
operating
procedures
All
G1 cannot
access
communities of
practice
G4 needs a
knowledge
management
representative
Date
validated
Proposed
solution
Date
approved
Status
Status
date
4/2/13
Develop,
staff,
publish,
and
approve
knowledge
managem
ent
standard
operating
procedure
4/10/13
In
progres
s
4/25/1
3
4/13/13
Lateral
transfer 1
each
command
post of the
future from
G3 plans
to G1
4/22/13
Comple
te
5/1/13
4/13/13
Schedule
a G4
soldier for
training
4/15/13
Schedul
e
4/18/1
3
4/26/13
S3 revises
military
decisionm
aking
process
standard
operating
procedure
4/27/13
Comple
te
5/15/1
3
5/1/13
G6
webmaste
r revises
and briefs
the chief
of staff
5/4/13
In
progres
s
5/6/13
Civil affairs
does not
participate in
the military
decisionmaking
process
X
Unit web page
does not meet
commanders
intent
6-9. Critical elements to develop a tool for tracking implementation of knowledge management solutions
might be:
A short title to describe the knowledge management gap.
Identification of which component of knowledge management is impacted (e.g. people, process,
tools, and organization) along with the date identified.
A short title to describe the proposed solution together with the date that the implementation of
that solution was approved.
A status of the solution (i.e. completed, in process, delayed, etc.).
6 March 2015
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6-3
Chapter 6
IMPLEMENTATION TO ASSESSMENT
6-10. The implementation step involves continuous evaluation of the applied solution and refinement
through objective monitoring of the performance against predetermined objectives. The knowledge
management process is a recursive functional loop. Once a solution is in steady-state execution, it is
monitored and its impacts are assessed to ensure it meets the established process improvement (Figure 6-1
shows an example of the complete five step knowledge management process and key products developed in
each phase).
Figure 6-1. Knowledge management process cycle
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ATP 6-01.1
6 March 2015
Appendix A
Knowledge Management Annex Format for an Operations

Order
A knowledge management annex is included in operation plans and orders for
brigade or higher units assigned an area of operations. Annex Q, knowledge
management (see FM 6-0), provides guidance on how to share, integrate, and enable
effective decisionmaking to provide an operational advantage to perform actions
according to commanders intent, priorities, concept of operations. It provides
direction for units specific to the mission and not intended to replicate what is already
addressed in the unit SOP.
[CLASSIFICATION]
Place the classification at the top and bottom of every page of the attachments. Place the classification
marking at the front of each paragraph and subparagraph in parentheses. Refer to AR 380-5 for
classification and release marking instructions.
Copy ## of ## copies
Issuing headquarters
Place of issue
Date-time group of signature
Message reference number
Include the full heading if attachment is distributed separately from the base order or higher level
attachment.
ANNEX Q (KNOWLEDGE MANAGEMENT) TO OPERATION PLAN/ORDER [number] [(code
name)][issuing headquarters] [(classification of title)]
(U) References: List documents essential to understanding the attachment.
a. List maps and charts first. Map entries include series number, country, sheet names or numbers,
edition, and scale.
b. List other references in subparagraphs labeled as shown.
c. Doctrinal References for this annex include the following: ADRP 3-0, ADRP 5-0, ADRP 6-0,
and FM 6-0.
(U) Time Zone Used Throughout the Plan/Order: Write the time zone established in the base plan or
order.
1. (U) Situation. Include information affecting the functional area that paragraph 1 of the operations plan or
Operations order does not cover or needs to be expanded.
a. (U) Area of Interest. Describe the area of interest as it relates to knowledge management. Refer
to Annex B (Intelligence) as required.
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Appendix A
b. (U) Area of Operations. Refer to Appendix 2 (Operation Overlay) to Annex C (Operations) as

required.
c. (U) Enemy Forces. Refer to Annex B (Intelligence) as required.
d. (U) Friendly Forces. Outline the knowledge management and information management structure,
including higher headquarters. This will include the joint force commander involved with the operation.
e. (U) Interagency, Intergovernmental, and Nongovernmental Organizations. Identify and describe
other organizations in the area of operations that may impact knowledge management (data sharing and
collaboration capabilities). Refer to Annex V (Interagency Coordination) as required.
f. (U) Civil Considerations. Refer to Annex K (Civil Affairs Operations) as required.
g. (U) Attachments and Detachments. List units and capabilities attached or detached only as
necessary to clarify task organization and knowledge management and information management. Refer
to Annex A (Task Organization) as required.
h. (U) Assumptions. List any knowledge management integration assumptions that support the
annex development.
2. (U) Mission. State the mission of knowledge management to support the base plan or order.
3. (U) Execution.
a. (U) Scheme of Knowledge Management Support. Describe how knowledge management supports
the commanders intent and concept of operations. Describe how knowledge management will create shared
understanding through the alignment of people, processes, and tools within the organizational structure and
culture to increase collaboration and interaction between leaders and subordinates, enabling decisions through
improved flexibility, adaptability, integration, and synchronization. Describe how knowledge management
enhances shared understanding, learning, and decisionmaking during the phases of the operation.
Specify the authority exercised at each echelon for each phase of the operation. Describe the roles and
relationships between knowledge management elements in the organization and how they will coordinate with
joint, combined, and intergovernmental knowledge management elements. Describe how units knowledge
management elements and assets are integrated into the unit battle rhythm, operations process, and during
execution.
b. (U) Tasks to Subordinate Units. List knowledge management critical tasks assigned to
subordinate units not contained in the base plan or order. This may include tasks to combat units and
other functional organizations.
c. (U) Coordinating Instructions. List only instructions applicable to two or more subordinate units
not covered in the base order that affect knowledge management procedures (for example, commanders
critical information requirements).
4. (U) Sustainment. Identify and list sustainment priorities for knowledge management key tasks and
specify additional sustainment instructions as necessary, including contractor support. Refer to Annex F
(Sustainment) as required.
a. (U) Logistics. Identify sustainment requirements, procedures, and guidance to support
knowledge management. Specify procedures for specialized technical logistic support from external
organizations as necessary. Use subparagraphs to identify priorities and instructions for
knowledge management logistic support. Refer to Annex F (Sustainment) and Annex P (Host-Nation
Support) as required.
b. (U) Personnel. Identify knowledge management personnel requirements and concerns,
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6 March 2015
Knowledge Management Annex Format for an Operations Order
including global sourcing support and contracted linguist requirements. Use subparagraphs to identify
priorities and instructions for human resources support, financial management, legal support,
and religious support. Refer to Annex F (Sustainment) as required.
c. (U) Health Service Support. Identify availability, priorities, and instructions for medical care.
Identify medical-unique automation requirements for medical records and other medical documentation
and support requirements for medical units. Refer to Annex F (Sustainment) as required.
5. (U) Command and Signal.
a. (U) Command.
(1) (U) Location of the Commander and Key Leaders. State the location of the commander
and
key knowledge management leaders. Identify who is authorized to make knowledge management
decisions for the commander.
(2) (U) Succession of Command. State the succession of command if not covered in the units
standard operating procedures.
(3) (U) Liaison Requirements. State the knowledge management liaison requirements not
covered in the base order.
b. (U) Control.
(1) (U) Command Posts. Describe the employment of knowledge management-specific
command posts, including the location of each command post and its time of opening and closing.
(2) (U) Reports. List knowledge management support- reports not covered in SOPs.
Refer to Annex R (Reports) as required.
c. (U) Signal. Address any knowledge management support-specific communications requirements
or reports. Refer to Annex H (Signal) as required.
ACKNOWLEDGE: Include only if attachment is distributed separately from the base order.
[Commanders last name]
[Commanders rank]
The commander or authorized representative signs the original copy of the attachment. If the
representative signs the original, add the phrase For the Commander. The signed copy is the
historical copy and remains in the headquarters files.
OFFICIAL:
[Authenticators name]
[Authenticators position]
Use only if the commander does not sign the original attachment. If the commander signs the original,
no further authentication is required. If the commander does not sign, the signature of the preparing
staff officer requires authentication and only the last name and rank of the commander appear in the
signature block.
ATTACHMENTS: List lower level attachment (appendixes, tabs, and exhibits).
Appendix 1Knowledge Management Decision Support Matrix
Appendix 2Common Operational Picture Configuration Matrix
Appendix 3Mission Command Information Systems Integration Matrix
6 March 2015
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A-3
Appendix A
Appendix 4Content Management

Appendix 5Battle Rhythm
DISTRIBUTION: Show only if distributed separately from the base order or higher level attachments.
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ATP 6-01.1
6 March 2015
Appendix B
Knowledge Management Standard Operating Procedures

This appendix provides a recommendation for content that can be used as a basis for
the development of unit-specific knowledge management standard operating
procedures (SOP). This appendix discusses Army doctrine and policy to support SOP
content development.
STANDARD OPERATING PROCEDURES DEVELOPMENT

B-1. An operating procedure is the approved process to complete a complex, recurring task. A procedure
consists of a series of detailed stepsor subordinate tasksand carrying out those steps ensures a desired
result. SOPs provide the instructions to perform an operating procedure. Writing down instructions for
operating procedures is essential for units to achieve the desired result easily and repeatedly.
B-2. Authoring SOPs involves three general stages of development. In the first stage, the author
determines the optimal product expected from establishing or revising a procedure. This becomes the
objectiveit could be anything from a rapidly assembled piece of equipment, to synchronizing of
schedules, to a complex intelligence product. In the second stage, the author establishes an optimal process
for achieving the objective. This becomes the operating procedure. This hands-on stage involves research,
collaboration, and synthesis. In the third stage, the author explains in how to carry out the operating
procedure, usually in a computer generated document. The commanders approval makes this document the
SOP. This stage involves formulating and writing down instructions consistent with appropriate writing
processes and style requirements (ATP 3-90.90).
B-3. SOPs help with mission command. These procedures serve two purposes. Internal SOPs standardize
each command posts internal operations and administration. External SOPs developed for the entire force
leverage best practices and standardize interactions among command posts and between subordinate units
and command posts. For effective procedures, all Soldiers must know their provisions and train to their
standards. The overall goal for SOPs is to facilitate mission accomplishment and warfighting functions
integration.
B-4. The creation of unit knowledge management SOPs involves creating or modifying a set of
instructions covering those tasks and functions that lend themselves to a definite or standing procedure
without a loss of effectiveness; the standing operating procedures is effective unless ordered otherwise to
meet altered conditions.
B-5. Knowledge management professionals should refer to ATP 3-90.90 for additional resources when
developing the unit knowledge management SOPs. Knowledge management Net is also a potential good
source for examples. Soldiers may use the portal as a resource when developing unit SOPs to support
operations. Soldiers refer to ATP 3-90.90 to improve processes for establishing and revising SOPs and for
discussing best practices in general.
B-6. Regardless of SOP type, authors use the format required by their command, which must be consistent
with appropriate military doctrine and regulations. Unit SOPs normally contain the following categories of
information (ATP 3-90.90):
Name of the SOP, activity, unit, and classification.
Subject of the SOP (this is the overall topic).
References pertinent to the procedure. Citations must be accurate and thorough (title, type,
number, and date of publication for formal publications), online links if appropriate; and
information for correspondence or meetings.
Purpose of the SOP (to ensure result X by giving instructions for performing task Y).
6 March 2015
ATP 6-01.1
B-1
Appendix B
Short summary of the SOPs (a few sentences, placed near the beginning but composed last).
Scope (to whom the procedures apply and possibly under what conditions or circumstances).
Definitions (sometimes needed to explain terms new to readers or to interpret acronyms).
Responsibilities (brief, descriptive sentences telling exactly who is responsible to ensure what
outcomes or provide what resources).
Detailed instructions for the procedure, explaining:
Who performs exactly what tasks and why.
When/where to perform the tasks: such as under what conditions (i.e tactical vs. garrison),
in what sequence, how often or how many times, at what time of day, and before or after what
other event or procedure.
How to perform the tasks such as using what equipment or supplies, alone or together with
whom, to whom or upon what, according to what security and safety requirements, and in what
manner or at what pace.
A reason to perform the tasks (if this information aids comprehension, execution, or
compliance).
What the result is as each subordinate task is completed (if this information is concrete and
factual, and it aids comprehension, execution, or compliance).
Alternating actions to take in likely changes of circumstances.
How or to whom Soldiers report completion of the procedure.
Recordkeeping requirements.
Enclosures.
B-7. Additionally there are considerations that may or may not be suitable for inclusion in the unit
knowledge management SOPs. Some of these are:
Applicability and interoperability considerations with unified action partners.
Organization and setup of the section and working group.
Staffing and shifts plans for the section.
Eating and sleeping plans for the section.
Section-specific physical security and operations security concerns.
Section priorities of work.
Orders production and dissemination procedures.
Section journals and log maintenance.
Section internal battle drills.
Section shift-change briefings, reports, and returns.
Battle rhythm and the working group meetings.
Individual and collective responsibilities including roles and duties of the knowledge
management officer, information management officer, and knowledge management section.
Responsibilities and procedures for the working group and knowledge management
representatives.
Unit battle rhythm and meeting procedures.
Information systems integration. Primary, alternate, contingency, and emergency (PACE) plan.
Knowledge products, content management, file taxonomy, and meta-data requirements.
Knowledge management tools including use of SharePoint, other collaboration methods, and
digital systems.
Responsibility for sharing best practices (internally and externally with the Army and centers of
excellence).
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ATP 6-01.1
6 March 2015
Appendix C
Knowledge Management Tools

This appendix deals with knowledge management tools. Knowledge management
tools are one of the four components of knowledge management alongside people,
processes, and organization. The appendix begins with a brief discussion of the role
knowledge management tools play in relation to the other knowledge management
components. The appendix concludes with a discussion of digital, non-digital, and
mission command tools.
KNOWLEDGE MANAGEMENT TOOLS SELECTION

C-1. Knowledge management tools include the primary mission command information systems and
various software tools used to put knowledge products and services into organized frameworks. It is
essential to understand that these tools include anything used to share and preserve information, whether
digital or non-digital. Remember that the mission dictates the appropriate tools.
C-2. Selecting the appropriate knowledge management tool or mix of tools for an organization is
complex. There are a variety of approaches and situations that different tools are most suitable for. These
can be a SharePoint portal that allows all unit members to add information to a shared database or a
carefully curated and approved set of knowledge managed by individual subject matter experts, units, or
staff sections. It is always a question of what works with the tools you have available, what types of
knowledge you need to capture and flow, and what resources are available.
C-3. In selecting a mix of knowledge management tools to address an organizations knowledge needs,
the knowledge management officer considers the mission, activities, and tools in use internally, and by
higher, subordinate, lateral, and unified action partners for similar purposes. Under all circumstances, the
knowledge manager considers the time and tools available, their ease of use, the degree of specialized skill
needed by the users to apply the tool, and any digital or non-digital support requirements needed to employ
the selected tools.
C-4. Knowledge management includes anything used to share and preserve information. These may be
digital/technical or may require little or no technology. Knowledge management tools do not have a clear
division between those used for knowledge transfer, learning, or other purposes. They all contribute to
learning to some degree. Learning tools are anything; activity, technology, systemthat supports
individual or organizational learning. To maximize the value of the particular learning tool or activity,
leaders ensure that knowledge gained from their use is shared across the organization.
NON-DIGITAL KNOWLEDGE MANAGEMENT TOOLS

C-5. Meaningful knowledge management does not depend upon technological means to function. The
capture and flow of knowledge needed to gain shared understanding can often be best accomplished by
human interaction not supported by digital means.
C-6. Some examples of non-digital knowledge management tools are:
Rehearsals and rock drills.
Sand tables.
Storytelling (as a means of transferring tacit knowledge).
Hot washes and after action reviews.
Map boards, wing boards, status boards, and unit message boards.
White boards/dry erase boards.
6 March 2015
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C-1
Appendix C
Overlays and graphics.

Strip maps.
Post-it drills.
Battle drills.
Terrain walks.
DIGITAL KNOWLEDGE MANAGEMENT TOOLS

C-7. There is a wide array of digital tools available for knowledge capture and flow. Todays Soldiers are
familiar with digital professional and social forums, chat programs, blogs, social networking sites,
tele/video conferencing systems, and Army Knowledge Online (Figure C-1 shows examples of Army
professional forums). These forums are evolving and leaders are aware of these networks.
Figure C-1. Examples of Army professional forums

C-8. Digital knowledge management tools take many forms. Some examples of digital knowledge
management tools are:
Mission command information systems (MCIS). MCIS and their software, storage, inputs,
processing, outputs, formats, content, software, and capabilities provide tools knowledge
managers employ to manage knowledge. Knowledge management helps guide the use of MCIS
to fuse information to support a more effective and relevant common operational picture.
Collaboration tools: These tools are information systems including online capabilities that make
team development and collaboration possible. Examples include chat, white-boarding,
professional forums, communities of interest, communities of purpose and practice, and virtual
teaming.
Data-analysis tools: These tools support data synthesis that identifies patterns and establishes
relationships among data elements - knowledge managements data-analysis tools support data
synthesis that identifies patterns and establishes relationships among data elements. Data
analysis tools can be used to perform data mining (sometimes called data or knowledge
discovery) to discover previously unknown, valid patterns and relationships in large data sets.
Data mining analyzes data from different perspectives and summarizes it into useful
information. It finds correlations or patterns among multiple fields in other large relational
C-2
ATP 6-01.1
6 March 2015
databases. Data mining consists of more than collecting and managing data; it also includes
analysis and prediction. Data analysis tools can include:
Statistical models.
Mathematical algorithms.
Machine learning methods (algorithms that improve their performance automatically through
experience, such as neural networks or decision trees).
Search-and-discover tools: These tools include search engines that look for topics, recommend
similar topics or authors, and show relationships to other topics (metadata).
Expertise-development tools: These tools use simulations and experiential learning to support
developing experience, expertise, and judgment. These tools use simulations and experiential
learning to support developing experience, expertise, and judgment. Examples of expertise
development tools include computer generated constructive simulations such as One SemiAutomated Force and the Call-For-Fire Trainer; military gaming, such as Virtual Battle Space,
and other three-dimensional experiential knowledge-based unit tactical scenarios. Expertise
development tools enable units to:
Interview or debrief small tactical units that have experienced tactical events worth replicating in
sufficient detail to provide a military gaming scenario.
Design and develop playable scenarios based on what was experienced and learned.
Disseminate playable scenarios to friendly forces throughout operational area to rapidly and
effectively transfer the knowledge of the engaged unit.
Expertise-location tools support finding subject matter experts. Expertise location tools are
often directories or databases of people listing their areas of expertise. Expertise location refers
to a group of techniques and tools that help knowledge seekers find those with relevant
knowledge. It emphasizes the importance of putting people in contact with one another.
MISSION COMMAND INFORMATION SYSTEMS AND

COLLABORATION TOOLS
C-9. The Army has multiple digital information systems. These systems integrate and synchronize all
aspects of doctrine, organization, training, materiel, leadership and education, personnel, and facilities for
designated systems and the associated capabilities. Army commanders and their staff have access to a vast
array of human-centered digital systems that offer collaborative capability.
C-10. Collaboration tools enable commanders, staff, and others at various echelons and disparate locations
to perform the collaboration and dialogue essential to successful mission command. Important
collaboration tools include Defense Connect Online [DCO].
C-11. DCO is the Department of Defense (DOD) chat and web conferencing service. DCO allows DOD
personnel to collaborate with staff, external participants such as non-governmental organizations, civilians,
spouses and other mission partners. DCO is available to all military services, to anyone with a common
access card, and to individuals sponsored by a common access card holder who is also a registered DCO
user. Non- common access card holders can be invited to join a DCO connect session.
C-12. Jabber. Jabber is enterprise instant messaging application that provides real-time group chat, online
text conference rooms, web conferencing, application sharing and white boarding.
C-13. MilSuite. MilSuite is a collection of online tools that promote workforce collaboration and secure
information sharing behind the DOD firewall. These secure capabilities include MilWiki, a living military
encyclopedia editable by the experts who know each subject best; MilBook, a professional networking tool
providing communities of practice; milBlog, the place to share and comment on internal news and events;
and MilTube, a video-sharing platform for the military workforce.
C-14. Reporting provides information. Accurate and timely reporting enables situational awareness and an
accurate common operational picture. Reports are transmitted by radio or through computer systems. The
knowledge management role in reporting is based on the objective (see FM 6.01-1) of getting the right
information, to the right people, in the right format, at the right time to arrive at the right decision.
6 March 2015
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C-3
Appendix C
Knowledge management personnel teach and train others how to use the reporting tools; therefore, they
must know the tools capability and the reporting procedures.
C-15. Some of the primary MCIS the Army uses that knowledge management professionals consider are
described in paragraphs C-16 C-27.
INTEGRATED VOICE OVER INTERNET PROTOCOL

C-16. Voice over internet protocol refers to the communication protocols, technologies, methodologies, and
transmission techniques involved in the delivery of voice communications and multimedia sessions over
networks such as the Internet.
THE MISSION COMMAND WORKSTATION

C-17. The mission command workstation tactical mission command client software is referred to as
command post of the future (CPOF). CPOF is a digital mission command system used for planning,
monitoring, and controlling tactical operations and collaboration between tactical operation centers. It
supports parallel, synchronous and asynchronous planning among and between echelons. CPOF is currently
fielded to battalions and above but can be found as low as company level. CPOF is the primary common
operational picture viewer used by the Army in all theaters, combining feeds from different mission
command systems to provide a broad spectrum of information that commanders and Soldiers can use to
collaborate. CPOF provides collaboration and visualization capability to commanders and staff for
planning, monitoring, and controlling tactical operations. It supports parallel, synchronous, and
asynchronous planning. It provides voice over internet protocol, graphical user interface, and enhanced
briefing capabilities. CPOF allows commanders to receive real-time situational awareness from the system
and have that information in text and graphic representation available to other commanders and operations
officers at all levels. Its tools allow users to unobtrusively view other's workspace, copy and track
information requirements and begin parallel planning without having to request information. CPOF is
currently an on-the-halt system (stationary and assessable to the repository); new improvement to the
software and network are being tested to provide on-the-move capabilities. It is important to ensure the
battle captains, battle staff noncommissioned officers, and a knowledge management representative have
had CPOF training and preferably have attended either the Mission Command Digital Master Gunners
Course, or the Mission Command Systems Integrator Course.
C-18. Force XXI Battle Command Brigade-and-Below joint capabilities release (JCR is the Army's next
generation friendly force tracking system currently fielding to Afghanistan. This upgrade builds on the
situational awareness tool Force XXI Battle Command Brigade and Below/Blue Force Tracking (Force
XXI Battle Command Brigade-and-Below/Blue Force Tracking), which is integrated on more than 120,000
platforms and fielded to every brigade combat team (BCT) in the Army. Force XXI Battle Command
Brigade-and-Below is a digital mission command information system providing integrated, timely, relevant
information to tactical combat leaders and Soldiers from brigade to platform and across platforms within
the brigade task force. Force XXI Battle Command Brigade-and-Below has both on-the-halt and on-themove over the horizon capability. It allows warfighters to pass orders and graphics to visualize the
commanders intent and scheme of maneuver. Force XXI Battle Command Brigade-and-Below is a key
component of the Army Battle Command System. Operational graphics must be loaded, and operators must
understand graphic symbology and standardization across all platforms. Force XXI Battle Command
Brigade-and-Below provides near real time, platform level friendly situational awareness and provides the
ability to exercise small-unit battle command. JCR update speeds information updates through the Blue
Force Tracking 2 satellite network, which handles significantly more data than the first Blue Force
Tracking. JCR also premieres JCR - Logistics, providing a seamless, two-way situational awareness and
message exchange between convoys and the maneuver formations to which they are delivering goods.
DISTRIBUTED COMMON GROUND SYSTEM ARMY (DCGS-A)

C-19. DGCS-A is a system that automates intelligence and electronic warfare operations at all levels and
allows analysts to transform volumes of raw data into finished intelligence products needed for developing
and publishing correlated Red (enemy) situational awareness. DGCS-A supports the planning and
execution of Army operations at the strategic, operational, and tactical levels of mission command. The
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system operates at a Secret classification level and is used at Army installations and deployed locations
around the world and uses cloud computing and lightweight applications to run analytics. The DGCS-A
enables commanders to task operational environment sensors and receive intelligence information from
multiple sources. It facilitates operational environment visualization and is responsible for publishing
correlated enemy situational awareness. DGCS-A has a laptop capability and a redundant capability to store
information with a web-based function. DGCS-A can only be used while stationary. At the operational and
tactical levels, DGCS-A provides the following functions:
Planning military operations based on force and resource data and to maintain plans for military
operations.
Situational awareness throughout the area of operations, by facilitating data exchange between
joint and tactical Army systems.
Distribution of messages and data among users.
Modern mission command hardware, software, and communications for the Army and Armysupported commands worldwide.
ADVANCED FIELD ARTILLERY TACTICAL DATA SYSTEM (AFATDS)

C-20. Advanced Field Artillery Tactical Data System (AFATDS) provides automated decision support for
fire support and supports the planning, coordination, and execution of close support and counterfire. It
supports weapon systems such as mortars, field artillery cannons, rockets, close air support, attack
helicopters, and Naval Surface Fire Support systems. AFATDS also acts as a fire support "server" to LANbased and Tactical Internet-based clients, including AFATDS Effects Management Tool, and the U, S,
Marine Corps Command and Control Personal Computer. AFATDS publishes fire support unit locations,
target data, and fire support control measures. Its operators, all field artillery, are trained at echelon in its
use. It is fielded down to platoon level can be used on-the-move or at-the-halt. This system publishes fire
support unit locations, target data and fire support control measures.
AIR AND MISSILE DEFENSE WORKSTATION (AMDWS)

C-21. Air and Missile Defense Workstation (AMDWS) provides a common air and missile defense
planning, staff planning and situational awareness tool to air defense and army units at all echelons. It is the
air/missile defense component of Army Battle Command Systems and is used for posting air threat
warnings. Its coverage includes friendly and hostile fixed and rotary wing aircraft, unmanned systems, and
cruise missiles. Through digital linkages with the various air defense weapon systems and the joint air
surveillance net, the AMDWS provides the Army Battle Command Systems with the air component of the
common operational picture. AMDWS provides interoperability between all components of the air/missile
defense force and the AMDWS. It receives the real-time Air and Missile Defense situational awareness
from the Forward Area Air Defense Command and Control, the Air and Missile Defense engagement
operations system. In addition, it provides Joint interoperability with the air planning components of the U.
S. Air Force/U. S. Navy Theatre Battle Management Core Systems.
TACTICAL AIRSPACE INTEGRATION SYSTEM (TAIS)

C-22. Tactical Airspace Integration System (TAIS) is a digitized, integrated battlefield management and
decision support system designed to facilitate the BCT commander's role in the air battle. TAIS supports
the BCT by automating Army Airspace Control planning and operations, and Air Traffic Services. TAIS
also provides the vital link to the theater battle management core systems. It helps the Brigade Aviation
Element build BCT input for the joint Air Tasking Order and Airspace Control Order and distributes the
approved airspace control overlay. TAIS is one of the primary battlefield automation systems of the Army
Battle Command Systems. TAIS can display Airspace Control Measures in two or three dimensions, while
monitoring the real-time airspace situation. TAIS provides the commander with battlefield visualization,
two, three or four dimensions by providing near-real-time airspace information that displays the location
and movement of aircraft transiting the operational environment overlaid against current Airspace Control
Measures and other graphics as desired.
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Appendix C
BATTLE COMMAND SUSTAINMENT SUPPORT SYSTEM

C-23. Battle Command Sustainment Support System (BCS3) is a digital sustainment management system
that provides logistical information to commanders. The BCS3 provides logistical decision support
information to commanders. The BCS3 ties all logistic systems into one system. It operates in an
unclassified and/or classified environment. BCS3 provides a logistic common operational picture of assets
across the land area of operations, from echelons above corps to battalion and below. BCS3 is part of the
Army Battle Command Systems. It provides a near-real-time, continuous graphical representation of the
current situation in the area of operations including all friendly and enemy (known and suspected) locations
and identification, logistic overlays, supply status and combat power. The situation is displayed over
topographic details selected by the user from a menu of available mapping features. The system operates in
an unclassified and/or classified environment and displays a common operating picture and/or a user
defined operating picture.
JOINT AUTOMATED DEEP OPERATIONS COORDINATION SYSTEM

C-24. The Joint Automated Deep Operations Coordination System (JADOCS) is at the corps and above. It
is the commanders tool for controlling and de-conflicting fires. JADOCS provides a suite of tools and
interfaces for horizontal and vertical integration across warfighting functional areas, making the same
information available to all users regardless of echelon and allowing them to filter the information to their
mission environment. JADOCS is a distributed system, supporting multiple workstations at different levels
of command and enabling horizontal and vertical coordination in and between headquarters. It streamlines
coordination for time sensitive targets and offers an integrated fires common operational picture.
COMBINED INFORMATION DATA NETWORK EXCHANGE

C-25. Combined Information Data Network Exchange (CIDNE) is a multinational database that provides
an information bridge between Army Battle Command Systems and non-U.S. command, control,
computers, and intelligence systems. CIDNE provides an information bridge between Army Battle
Command Systems and non-U.S. command, control, computers, and intelligence systems. It is the U. S.
Central Comment directed reporting tool for the majority of operational reporting in Afghanistan and Iraq.
CIDNE was created to collect and analyze critical battlefield data to provide daily operational and
intelligence community reporting relevant to a commander's daily decisionmaking processes. CIDNE
contains an engagement tool for tracking people, facilities, and organizations. It is web-based, contains
powerful network analysis tools, and can be used on any network. Its system administrator resides in
division or above.
TACTICAL GROUND REPORTING SYSTEM

C-26. Tactical Ground Reporting System (TIGR) is a multimedia reporting system for Soldiers at the
patrol level that allows them to collect and share information to improve situational awareness and to
facilitate collaboration and information analysis among junior officers. It is a web-based tool that offers
multimedia views of the battlefield to Soldiers. TIGR supports reporting and collaboration, and populates
the common operational picture via a server to the Publish and Subscribe Service. TIGR is the only digital
tool available at the company level. The system does not require extensive user training and does not
require large bandwidth. TIGR is a web based tool offering multimedia views of the battlefield to Soldiers.
It allows patrol leaders to conduct mission planning and intelligence preparation of the battlefield. TIGR
supports reporting and collaboration from the lowest levels by populating the common operational picture.
PUBLISH AND SUBSCRIBE SERVER

C-27. Publish and subscribe service is an information routing system that delivers data from publishers to
subscribers. Publishers publish data to a topic without knowledge of which subscribers are subscribing to
that topic. Subscribers subscribe to information topics without knowledge of which publishers are
publishing information to that topic.
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Appendix D
Content Management
Content management focuses on how content is managed throughout the five
knowledge management process steps (assess, design, develop, pilot and implement),
whether digital or non-digital media. Effective content management provides users
with access to knowledge products. It contains content management techniques for
individuals, teams, and organizations.
CONTENT MANAGEMENT TASKS

D-1. Content management begins with an assessment of how knowledge products are created, stored, and
used. Responsibility for updating, deleting, and archiving content, content format (structured or
unstructured), and file types (as defined by their file extension). Who uses the content and for what purpose
should also be assessed. Content managers interview the commanders, subordinate leaders, primary and
special staff, noncommissioned officers, and functional area subject matter experts. Content managers
identify what and how content is managed on the SECRET Internet Protocol Router Network or Nonsecure Internet Protocol. They use surveys, a detailed audit, or a content map to perform inventory (Table
D-1 on page D-2 lists content management tasks).
D-2. Content management organizes knowledge products for efficient storage and transfer. It also makes
content available for collaborative knowledge creation. Implementing content management involves the
following four task areas: create, organize, apply, and transfer. Content managers use content management
systemsthe collection of procedures used to manage work flow in a collaborative environmenttypically
using Army standardized and approved digital systems or software.
CREATE
D-3. Knowledge products move through several stages during their lifecycle. Initially, one or more
authors create a knowledge product. Over time others change that products content. One or more
individuals oversee and approve the content for transfer or storage. Creation includes submitting a product
for approval or sending it to other agencies for adding to or revising its content. Some products content is
updated periodically.
D-4. Content management provides procedures for identifying content in newly created knowledge. It also
facilitates collaboration by broadening file availability. This makes it easier to share knowledge files. A
critical aspect of content management is managing versions of a product as the product evolves. Authors
and contributors may need to return to older versions of products. This situation occurs because of a
process failure or an undesirable series of changes. Effective content management procedures allow easy
access to a products previous versions while keeping them separate from the current version.
D-5. Input for products under development is obtained in two ways; the product can be sent individually
to others for review or the product can be posted to a web-based application.
D-6. Upon approval, the product is disseminated. Dissemination takes many forms. Products are sent
electronically or by some form of messenger or messenger service. Alternatively, the product is stored on
an information system and a group of people are granted access to it. The method is determined by the
units primary, alternate, contingency, and emergency (PACE) plan.
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Appendix D
Table D-1. Content management table

Determine essential sources of knowledge including those located outside the unit. Identify
required content, when it is needed, the desired format and how it must be made available
for the unit to accomplish its mission.
Develop taxonomy or structure for storing and managing content.
Determine where and how content will be created, organized, applied, and transferred.
Develop a process for organizing content so it can be discovered and managed throughout
its life cycle. This includes adding identifying features in the content to allow discovery and
retrieval by users, and tracking by managers.
Determine who manages the documents.
Determine what technology is available for content management.
Develop templates for storage and presentation of documents.
Develop content management processes for internal management.
Determine if the unit or organization will manage and identify their documents.
Determine roles and access rights for content.

Determine workflow for content.
Determine if documents are needed by a larger audience (i.e. centers of

excellence).
Place appropriate documents on the mission command system for conversion to

other mark-up languages that support wider dissemination.
Determine if the unit or organization needs different mark-up language capabilities.
Tag products to facilitate discovery.
Determine a timetable for content validity.
Standardize content as much as possible. Use templates to ensure all data are
entered properly.
Confirm control measures for physical security, operations security, classified documents,
and dissemination with the operations security officer.
ORGANIZE
D-7. Organizing includes archiving, labeling, and identifying:
Archiving consists of moving outdated and irrelevant knowledge from active status to an
inactive status based on rules and policies. Moving content no longer relevant and archiving it
keeps it separate from current knowledge products.
Labeling assigns files a metadata tag. A non-hierarchical keyword or term is assigned to a piece
of information based on the use, creation, and knowledge characteristics of files and products.
Identifying involves determining whether to archive or dispose of content. Subject matter
experts do this by reviewing content that exceeds a specified date or does not meet usage
benchmarks. Based on this review they determine whether regulations require retaining the
content or if it can be destroyed.
D-8. The disposition of electronic records is determined as early as possible in the life cycle of the
knowledge process (preserve information contained in any organizational information system, e-mail,
command-specific systems, and systems maintained in an organizational office environment as specified in
AR 25-1 and AR 25-400-2).
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Content Management
APPLY
D-9. Making content accessible by applying knowledge management strategies and enabling knowledge
flow is the primary purpose of content management. These content management tasks focus on the ability
to publish the content to a repository and support access to it by staff members needing it for use. By
properly managing content for ease of retrieval by multiple users, content management further allows
collaboration.
D-10. To assist the staff, the knowledge management section could adjust the architecture to identify the
commanders critical information requirements for an operation. They develop collaborative communities
focused on answering requirements.
TRANSFER
D-11. Transferring relevant information to those who need it, based on an analysis of the commanders
critical information requirements and other information requirements, is a major content management task.
The knowledge management section examines unit information requirements, actively searches out
answers, and sends them to users. The section incorporates search and retrieval beyond the immediate unit.
It organizes this content in a repository that allows effective and efficient transfer of knowledge.
D-12. Content is organized or modified in a manner amenable for transfer and effective application. In
operations, content management focuses on organizing knowledge to answer information requirements.
Knowledge management section members identify requirements, make adjustments as needed to
knowledge products that answer them, and ensure transfer of the content to requesters.
CONTENT MANAGEMENT COMMON PHRASES

D-13. A repository is a central place or known location where data is stored and maintained. It does not
necessarily have to be a single location, but it provides access to all data. Before computers were
developed, repositories were file cabinets or desks.
D-14. A taxonomy is a system of describing, categorizing, and naming data, and placing it in categories to
allow retrieval by users. It is a guiding structure or framework that organizes knowledge into meaningful
groups while establishing context-sensible relationships between them. The most common methods of
arranging the data are by subject or format. Taxonomy may be thought of as a table of contents.
D-15. Metadata is generally defined as data about data. In content management, it is structured
information that describes, explains, locates, or otherwise makes it easier to retrieve, use, or manage an
information resource. Information resources include documents, images, video, audio, links and other
information or knowledge products. If no metadata capability is available, users can still share the
information. The information can be placed in folders, or there can be a plan for how to share the
information.
D-16. A metric is a shorthand term for a parameter or measure for quantitative and periodic assessment of a
process. Assessments can be either direct or indirect. Direct assessments measure the actual metrics.
Indirect assessments measure indicators. The most important characteristic of a knowledge management
metric is whether it can tell how effectively the knowledge is contributing to understanding and
decisionmaking. A secondary one is whether knowledge is being shared or used. On the technical side,
metrics can be developed to analyze server usage and data flow.
D-17. The evolutionary life cycle describes the posting, dissemination, and archiving of knowledge. All
knowledge goes through a life cycle similar to the following: placing knowledge so people can use it,
disseminating knowledge to those who need it, archiving knowledge for future reference, and destroying or
removing knowledge products when they no longer apply.
CONTENT MANAGEMENT PRINCIPLES

D-18. The following principles represent the most important factors affecting content management. They
are not a checklist. Rather, they summarize the characteristics of successful content management efforts.
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Appendix D
Content managers consider them in all situations; however, the principles apply differently, based on the
factors present.
MAKE KNOWLEDGE PRODUCTS VISIBLE

D-19. Establish a repository where cleared users have access to knowledge products. Post a product before
processing it when there is a need for immediate dissemination or access to the data asset. If a piece of
information is critical to mission accomplishment or is time sensitive, post it first and assign it to a category
later. Pass information that answers a commanders critical information requirement to the commander
immediately. Make sure the information is reliable. Do not post rumors or speculation.
D-20. Create and maintain data asset catalogs that are searchable by user friendly applications. Make sure
the information is easy to find regardless of where it is stored. Do not bury information where Soldiers have
to search randomly for it. Time is precious during operations.
D-21. Perform a data asset inventory to identify and prioritize data assets that support the units mission
and near-term initiatives. Have a way to highlight items that are most important to the mission. For
example, the content manager should highlight knowledge products from past operations containing
information that might pertain to upcoming operations. This may be addressed in the unit SOP.
MAKE KNOWLEDGE PRODUCTS ACCESSIBLE

D-22. Balance accessibility with providing security. An area that provides security allows access to those
who need the information. Most organizations have a public and a private web site. Much of what the
knowledge management section provides relates to operations and needs to be protected on the private site.
D-23. User roles and data asset categorization, dissemination controls, and rights ensure proper access.
Protect the repository behind a log-in firewall instead of posting information to a public site.
D-24. Consider the effects of file size and type of each data asset. Work with information technology
personnel to ensure the programs can handle the objects being stored. Ensure the shared server is adequate.
MAKE KNOWLEDGE PRODUCTS UNDERSTANDABLE

D-25. Structure taxonomy for shared knowledge that makes sense to Soldiers. Soldiers will not take the
time to search through a site they do not understand. Employ common terms when determining product
categories. Use doctrinal language. Make sure the taxonomy is easy to read so Soldiers can get the
information they need. The effect of site design on users may be compared to shopping for a power tool. If
users determine the instructions for using the product as too complicated, they will not use it. An
understandable format is important to a usable data asset.
MAKE KNOWLEDGE PRODUCTS RELIABLE

D-26. Reliability depends in part on cybersecurity. The repository should provide secure storage while
allowing access by authorized users with a user name and password or common access card access. Secure
storage protects products from corruption by electronic attack. It also reduces the chance or compromising
classified information.
D-27. Assign source data to each data asset in the repository and enforce its use by all those who create
files in the network. Source data includes the author or publisher, contributors, date created, and date the
asset expires or is no longer valid. Tag items to verify trustworthiness. Complete source data gives readers
confidence in the products accuracy. Ensure only current or valid products are accessible.
D-28. Assign a security classification, dissemination controls, and rights (privacy, intellectual property and
copyright) to each data asset in the repository. Do not post copyrighted materials. Obtaining copyright
releases during operations is too hard to be worth the trouble.
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Content Management
SUPPORT DATA INTEROPERABILITY

D-29. Determine the level of standardization of knowledge products required to support searches by a
variety of users. Soldiers must be able to access knowledge products. Units should be able to obtain access
with the search engine they have available.
BE RESPONSIVE TO SOLDIERS
D-30. Provide secure, Web-enabled access to users regardless of their location and available bandwidth.
Allow Soldiers to search, discover, and retrieve data assets no matter where the repositories are physically
located. Develop processes to match user needs to repository content. Categorizing objects aids in
achieving this principle.
D-31. Establish metrics to track user behavior, identify trends, and improve service quality. Develop means
to monitor how and to what extent knowledge is being transferred. For example, include the number of
users, feedback, and participation in discussions.
D-32. Provide a feedback mechanism to involve users in improving the knowledge strategy. Techniques
include periodic surveys, feedback forms, after action reviews, and Soldiers engagement.
CONTENT MANAGEMENT TECHNIQUES

D-33. Tables D-2 through D-4 list content management techniques for individuals, teams, and
organizations.
Table D-2. Content management techniques for individuals
6 March 2015
Use only Army storage and backup services on respective networks.

Compile a point of contact list.
Master user techniques for unit approved web-based groupware, e-mail, mailing lists,
word processor, spreadsheets, or presentation applications.
Design a personal file structure using a simple taxonomy consistent with team or
organization taxonomy. Create files and a folder on every task, project, or topic on
the users primary digital device (desktop).
Take relevant written notes. Share analysis of meetings with teammates and
encourage them to do the same. Capture the "so what?"
Develop personal learning objectives for every meeting or conference and maximize
the use of use of seven-minute drills and quad-charts describing the objectives.
Build smart books, such as continuity books, for tasks. Publish these to the team's
collaborative workspace.
Develop descriptions and checklists for each duty.
Send e-mail with links to internal portal storage location or folders, websites, and
personal folders.
Do not send e-mails with attached documents.
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Appendix D
Table D-3. Content management techniques for teams
Follow meeting management practices.

Compile a team, unit, or group point of contact list.
Incorporate a meeting review into all meetings. At the beginning of every
meeting, state that someone will be asked to give the five-minute review or
summary of the meeting at its end.
Develop a file structure taxonomy. Create files and a folder on every task,
project, or topic on primary team/unit portal (SharePoint, intranet).
Develop content management processes and roles. Record each one in the
content management annex of the knowledge management plan and train to
teach them to the entire team.
Determine who tracks where everything is stored and record who is responsible
for managing a shared space.
Develop templates for various teams, military occupational specialties, or units.
Create templates (in an electronic environment) or forms (in a paper based
environment) for reports and other recurring information requirements.
Use information management software tools and capabilities to organize and
integrate tasks and groups.
Identify other sources of information for use by the team and identify how to
access them (i.e. centers of excellence and digital master gunners).
Table D-4. Content management techniques for organizations
D-6
Develop standard operating procedures (SOP) and best practices to standardize

all techniques for individuals and teams.
Establish a network of knowledge management representatives to manage
section content.
Use content management mark-up language conversion tools or similar
metadata tagging techniques and tools to identify and manage content.
Determine content validity timelines.
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Appendix E
Interviewing Techniques for Knowledge Management

Assessments
Effective interviewing techniques are as essential to knowledge management
assessments as they are in identifying lessons after operations. This appendix
provides interviewing techniques to use in these situations.
PURPOSE
E-1. The objective of an interview is to capture and record their knowledge, perspective, judgment,
concerning aspects of the organizations knowledge management program. The goal is to acquire and
record this information to identify knowledge gaps and potential solutions.
ROLE OF THE INTERVIEWER

E-2. Interviewers accurately record the results of their interview and put it to effective use. Skilled
interviewers able to fulfill this responsibility have the following characteristics:
Experience.
Knowledge of the organization.
Analytic skills.
Ability to listen.
Ability to ask relevant questions.
E-3. To those being interviewed, an interviewer owes trust and respect. Interviewers look for each
Soldiers experiences and what has been learned from his or her mistakes. Gaining this information
requires gaining the Soldiers trust. Gaining that trust begins with showing the Soldier respect.
E-4. Often, the issues uppermost in an interviewees mind differ from the ones with the greatest learning
potential. Interviewers often need to probe to some degree. Effective interviewers look on interviews as
voyages of discovery for the interviewer and Soldier. Productive interviews are more than just a brain
dump. An interview allows sharing of experiences that lead to more effective operations.
E-5. Interviewers owe their leaders information that is relevant, accurate, and in context. Meeting this
obligation begins with thorough preparation. Before the interview, interviewers determine the information
they need and the particular issues the commander or their superiors want to learn about. Obtaining the
information they need also requires interviewers to maintain control of the conversation throughout the
interview. To do this, interviewers ask questions and manage the conversation so that useful answers
emerge. Interviewers strike a balance between a free-ranging conversation and a narrow focus on subjects
(Table E-1 on page E-2 lists examples of questions interviewers may use to do this. Table E-2 on page E-2
lists some things to avoid).
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Appendix E
Table E-1. Example interview questions
Why do you think you were so successful (unsuccessful)?

What would be your most important pieces of advice for the next person facing
this mission?
What was the missing area of process that caused that problem to occur?
What did you put in place to ensure success?
What makes you say that?
How did you achieve that?
Why? What were the reasons for...?
Table E-2. Things to avoid when interviewing
Dont send the interviewee a list of questions beforehand; send a list of topics
instead.
Dont settle for inadequate or vague answers, such as, you have to allow
enough time for planning. Instead, look for specifics. For example, how much
time do you think you needed for planning?
Dont ask closed questions, such as, Was it a success? Instead, ask open
questions such as What made it a success?
PREPARE FOR THE INTERVIEW

E-6. Successful interviews require careful preparation. Steps to prepare for the interview include the
following:
Prepare interview questions in advance, but be prepared to deviate to explore new information
presented.
Set the stage to foster comfort for the interviewee (select a location to limit distractions; arrange
a time most appropriate for the interviewee; and determine whether a group or individual
interview is most appropriate).
Provide time for a brief introduction of yourself and the interviewee. This sets the stage and
allows a feeling of comfort to develop.
Explain the purpose of the interview and the uses of the information collected from the interview
(i.e. unit specific or use for a larger audience outside the unit).
Explain the general agenda for the interview.
Discuss confidentiality and anonymity as applicable to the interview.
Request permission to record the interview and explain how the data will be safeguarded.
Inform the interviewee that he or she will have time at the end of the interview to ask questions
of the interviewer.
THE INTERVIEW
E-7. An interview is more than a one-time conversation. Each interview is a project that includes the
following steps:
Prepare for the interview.
Perform and record the interview.
Transcribe the interview.
Send the raw transcript to the interviewee. Ask questions similar to these:
Can you check that I have recorded your words correctly?
Is there anything you would like to change at this stage?

Refine the transcript, distill it, and package the result.
Send the result back to the interviewee. Ask the Soldier to check it to ensure that his or her
opinions are presented correctly.
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Interviewing Techniques for Knowledge Management Assessments
Submit the final results to the directing authority to incorporate into a report or publish (Table E3 contains some tips on how to produce a useful interview product.)
Table E-3. Tips for a successful interview
6 March 2015
Record the interview electronically or in writing. Revising the transcript can take
two to five times as long as the interview itself.
Use direct quotes wherever possible.
Pictures have tremendous value. Take a photograph of the interviewee.
A short audio or video summary by the interviewee adds context to a Web site or
compact disc.
For a crucial interview, use an assistant.
ATP 6-01.1
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Appendix F
Facilitating a Professional Forum

This appendix provides best practices for professional forums. Professional forums
advance the conversation and ideas within a given profession. Army professional
forums are moderated forums that have a structure consistent with Army
organizational objectives and contain numerous subordinate communities. They are
communities of leaders and Soldiers who share a common set of problems, a passion
for a topic, and are dedicated to deepening their knowledge and expertise as a
lifelong learner.
ARMY PROFESSIONAL FORUMS

F-1. The Army calls its supported and structured communities of practice professional forums. These
forums consist of Army leaders who share a common set of problems, a common interest in a topic, or a
common need for topical solutions. Forums are about people, enabled by technology, set on improving
their own knowledge, the knowledge of their community, and ultimately the readiness of their unit and the
Army.
F-2. Forums are venues where communities of interest, communities of practice, or communities of
purpose interact. Individuals deepen their knowledge and expertise through forums by regularly interacting
with each other. These forums are virtual communities enabled by technology to form without regard to
members locations.
F-3. Army professional forums provide the means:
To connect widely separated military personnel or Department of Defense (DOD) civilians who
might not otherwise have the opportunity to interact.
To provide a shared context for military personnel or DOD civilians to communicate and share
information and content, stories, and personal experiences in a way that builds understanding
and insight.
To enable professional dialogue between military personnel or DOD civilians who come
together online to explore new possibilities, solve challenging problems, and create new,
mutually beneficial opportunities.
To stimulate learning by serving as a vehicle for authentic communication, mentoring, coaching,
and self-reflection.
To capture and diffuse existing knowledge to help military personnel or DOD civilians improve
their practice by providing a central online location to identify solutions to common problems
and a process to collect and evaluate best practices and experience.
To help military personnel or DOD civilians organize around purposeful actions that deliver
insight and tangible results.
To create new knowledge to help military personnel or DOD civilians transform their practice to
accommodate changes in needs and technologies.
GUIDING PRINCIPLES FOR ARMY PROFESSIONAL FORUMS

F-4. Focus on the practice - members of an Army professional forum support their community through
coaching and mentoring others in the community. They focus on both how to and what to do in their
domains.
Passionate about quality Members of an Army professional forum look for quality and
quantity in the knowledge exchanged.
6 March 2015
ATP 6-01.1
F-1
Appendix F
Secure and stable Army forums meet the functional needs of the community while ensuring
continuous reliability and access within the larger organizations enterprise architecture.
Grounded in trust Army professional forums are about the members they serve. The members
of each forum are the owners and stewards of the communitys body of knowledge. The trust
members place in their peers to uphold standards, professional focus, and respect one anothers
opinions is central to success.
Connects members with knowledge Army professional forums facilitate the communitys
ability to connect members in search of knowledge with expertise through conversation and
content in a professional context.
Innovation Army professional forums are flexible and adapt to the needs of the members.
These forums build and maintain a learning culture to create knowledge through sharing and
dialogue about new ideas and approaches.
Focus on solutions Army professional forums focus on practical issues and solutions relevant
to the community.
Committed to the Army Professional forums are about the Soldiers and leaders who adhere to
Army values and serve as dedicated stewards of their profession. Professional forms support the
strategic goals and vision of the Army while serving their community.
Common look and feel All Army professional forums are unique but a common look and feel
will reduce the learning curve from forum to forum as a member develops throughout his or her
career. It also provides a common language members can use.
Share horizontally Army professional forums provide the ability to share relevant knowledge
horizontally across an organization and link diverse professionals around problems and
solutions.
DEVELOPING AN ARMY PROFESSIONAL FORUM

F-5. Developing a productive Army professional forum requires a compelling need, the work of multiple
participants, and time to mature and grow. Professional facilitators expect six to nine months development
followed by an additional three to six months before organizational value becomes apparent (in some cases
longer depending on the culture and/or the tool being used, i.e. Milwiki).
F-6. The five step developmental processes ensures all elements are present that lead to an active and
productive Army professional forum. These steps are cyclic and ongoing through the life of the forum and
are not linear and terminal.
Analysis perform a needs analysis and an organizational analysis.
Planning a forum development group performs a development workshop and produces a
project plan.
Build develop and test the forum structure, taxonomy, software, and initial content. Train the
team and test the system.
Deploy perform a pilot run, modifying the forum as need based on participant feedback and
train the participants on the tools. Market the forum.
Operate and sustain implement and assess the forum as the facilitator. Participants determine
what topics and tools are relevant then modify or improve the way knowledge and items are
presented and discussed, as needed.
F-7. Knowledge management forum support establishes and maintains the technical and administrative
conditions for a structured, professionally facilitated forum to succeed throughout its entire life-cycle and is
provided by a host of individuals including information technology professionals, knowledge management
professionals, and facilitators.
FACILITATING A KNOWLEDGE MANAGEMENT FORUM

F-8. Facilitating a knowledge management forum enables members to work more effectively, connect,
collaborate, and achieve synergy online or offline.
F-2
ATP 6-01.1
6 March 2015
F-9. Facilitators use a variety techniques and tools to enable that collaboration to occur. They push out
information to individuals or to the entire forum and encourage forum members to participate in discussion,
and they pull information from forums that forum members need or are looking for or need.
F-10. Each professional forum differs from one another. The activities of each forum facilitator differ to
meet community needs and requirements. Some functions are universal to facilitation of all Army forums.
Forum facilitators:
Approve or disapprove forum membership requests depending on the forum.
Review all posts, threads, and replies for content.
Review all content for operations security and enforce operations security safeguards.
Track contributions and contact members when needed.
Produce a forum newsletter.
Answer member queries.
Encourage and reward participation and acknowledge members contributions.
F-11. On a recurring basis forum facilitators:
Interface with topic leads.
Review and manage forum membership.
Recruit subject matter experts, mentors, and special guests to participate.
Market the forum through various media.
Update the forum front page.
Initiate a new discussion or highlight a priority topic.
Develop and publish the forum newsletter.
Feature members or topics in the forum newsletter.
Identify and highlight forum success stories.
Track and understand the performance of the forum through metrics.
Recruit, monitor, and manage volunteers and members.
Follow up on discussion threads that have been unanswered.
Develop and distribute questionnaires.
Perform a forum facilitation team meeting.
F-12. These recommended duties guide forum facilitators, however, each forum is unique so facilitators
determine, based on the needs of purpose of membership, the frequency and amount of time that given to
each duty. Tables F-1 through F-4 provide examples (and a quick reference) of possible daily, weekly,
monthly, and quarterly duties.
Table F-1. Daily tasks
1
Approve/disapprove membership requests
Answer member e-mails and address telephone inquiries
Thank members who participate
Review newly posted discussion threads and replies
Review, approve or disapprove and edit suggested contributions (content)
Contact membership
Track contributors
Manage content
Share content with other forums and knowledge networks (when identified)
10
Upload content on the workbook (when identified)
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F-3
Appendix F
Table F-2. Weekly tasks

1
Contact several topic leads
Update front page highlights
Work on newsletter
Identify and feature a member/group on the front page
Review and metrics and track forum performance
Identify and recruit topic leaders
Follow up on unanswered questions posted in discussions
Seek feedback on the forum from members
Identify and report knowledge management success stories

Table F-3. Monthly tasks
Publish monthly newsletter
Launch or identify and highlight a priority discussion
Review and report metrics
Perform a forum team meeting
Review site content and topics
Perform a forum pro reading challenge
Perform professional development

Table F-4. Quarterly tasks
Review and manage memberships
Recruit subject matter experts
Market the forum
FORUM PERFORMANCE METRICS

F-13. The establishment and collection of quantitative and qualitative metrics linked to knowledge
management measures of effectiveness is critical to a forums ability to assess the value of the activities to
the individual, community, and sponsor organization. The collection and analysis of metric measurements
help secure and apply the resources required to maintain the forum. These metrics as measures of potential
to guide the forum. Members visiting the site does not indicate that knowledge is shared but that the greater
the number of members and page visits, the greater the potential for sharing of knowledge. Performance
metrics for forums are shown in Table F-5 on page F-5.
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ATP 6-01.1
6 March 2015
Table F-5. Performance metrics

Key system measures
6 March 2015
Latency
(response times)
Number of
downloads
Number of site
accesses
Dwell time per
page or section
Usability survey
Frequency of use
Navigation path
analysis
Number of help
desk calls
Number of users
Frequency of use
Percentage of
total employees
using system.
Number of
contributions
Frequency of
update
Number of
members
Ratio of the
number of
members to the
number of
contributors
(conversion rate)
Number of
downloads by
name
Number of
uploads
Repeat visitors
Key output measures
Usefulness surveys
where users
evaluate how useful
initiatives have been
in helping them
accomplish their
objectives
Usage anecdotes
where users
describe (in
quantitative terms)
how the initiative has
contributed to
business
Number of
apprentices
mentored by
colleagues
Number of problems
solved
ATP 6-01.1
Key outcome measures
Time, money, or personnel

time saved because of
implementing initiative
Percentage of successful
programs compared to
those before knowledge
management
implementation
Savings or improvement in
organizational quality and
efficiency
Captured organizational
memory
Attrition rate of community
members versus
nonmember cohort
Time to competency
reduced
F-5
Appendix G
Focus Areas for Knowledge Management Assessment

This appendix discusses the focus areas for knowledge management assessment. It
first discusses the standards analysis and time management. It then discusses meeting
and report analysis. Finally this appendix discusses technical systems and content
management analysis.
STANDARDS ANALYSIS
G-1. A standards analysis helps a unit determine how the unit follows standard knowledge management
practices and what needs improvement. The intent is to achieve standardization in knowledge management
practices across the force. Using standard knowledge management practices enables units to share
knowledge efficiently and make managing knowledge routine and efficient. Commanders guidance, policy
letters, and standard operating procedures (SOP) for individual elements in the organization contribute to
establishing and adhering to knowledge management standard practices. The standards analysis asks the
questions:
Does the organizations SOP establish standards for knowledge management practices?
Do subordinate units follow a common standard?
Are the standards included in the organizations SOPs?
Are the standards being followed?
What is the purpose behind the standards?
Are the SOPs current?
TIME MANAGEMENT
G-2. The purpose of time management analysis is to determine if an organization is using time efficiently,
how it can reduce wasted time, and how it can make the best use of available time. This analysis focuses on
the units battle rhythm. Battle rhythm is a continuing focus area for most headquarters that must operate in
their own decision cycle and interface with higher headquarters, stakeholders, and adjacent headquarters
while supporting their subordinate units with timely direction and information.
G-3. Battle rhythm is a deliberate cycle of command, staff, and unit activities intended to synchronize
current and future operations (FM 6-0). An organizations battle rhythm consists of meetings, briefings, and
other events synchronized by time and purpose. The battle rhythm is the primary means for the unit to
synchronize the collection, analysis, and presentation of information for decisionmaking. A battle rhythm
that does not provide critical decisionmaking information in a timely and presentable manner is not
contributing to mission command in that organization.
G-4. Battle rhythms must be nested with their higher headquarters. The battle rhythm changes during
execution as the operation progresses. It must be flexible and adaptable to remain current and up-to-date.
The knowledge management staff analyzes the units battle rhythm to determine its efficiency. Figure G-1
on page G-2 shows an example battle rhythm analysis.
6 March 2015
ATP 6-01.1
G-1
Appendix G
Figure G-1. Example battle rhythm analysis

G-5. In figure G-1, the intelligence and fires working groups meet before the targeting working group,
which in turn must meet before the battle update brief for the commander to make timely targeting
decisions. Any other sequence of events will not produce the required decisions.
G-6. The battle rhythm is understood and managed to ensure that temporal events are nested and the
meetings flow in a logical manner. The flow of information from meeting to meeting produces knowledge
staffs use to plan and execute and leaders use to make decisions.
G-7. Key questions to answer when analyzing the organizations battle rhythm include:
Is the battle rhythm nested with higher events?
Does the battle rhythm allow subordinate units to establish their routine?
Does the battle rhythm match the events happening on the ground and the intensity of the
engagement? Does it adjust to do so without major disruptions?
Is there time between routine events to allow for leaders and staffs to plan and consider
information and knowledge garnered?
G-8. A good technique to begin battle rhythm analysis is to analyze one sequence at a time of knowledge
movement through the organization (such as the counterimprovised explosive device working group),
instead of the entire organizational battle rhythm. This involves identifying working group inputs and
outputs and resulting decisions and requires sitting in on that working groups meetings to analyze how
efficiently the information and knowledge is shared during and subsequently to those meetings. The
purpose is to determine if that working group is meeting its information objectives in the most efficient
manner. This sequential analysis of the different battle rhythm activities provides better insight into how
improvements can be made during the design step of the knowledge management process.
MEETING ANALYSIS
G-9. Meeting analysis helps units determine the efficiency of the meetings performed from the perspective
of efficient use of time and whether the meetings serve the purpose intended. The purpose is to enable
organizations to manage meetings effectively. Army headquarters organize their staff into command posts
(main command post and tactical command post), each with a purpose. Command posts consist of cells
(functional and integrating) and staff sections, including the knowledge management staff section. Cells
and staff sections perform meetings which must be coordinated as part of a units battle rhythm.
G-10. Meeting management ensures meetings are nested in the battle rhythm and duplicative efforts are
eliminated unless redundancy is required. Without proper management, meetings have the potential to be
the biggest consumer of time in an organization. Meetings require participants to attend who provide key
inputs that result in outputs that enable further synchronization by the staff or ultimately require command
G-2
ATP 6-01.1
6 March 2015
decisions. The decision points are tied to the commanders critical information requirements, which focus
the knowledge management staffs integrated efforts to create shared understanding.
G-11. Efficient meetings are essential to ensuring that information presented becomes knowledge that leads
to shared understanding. In order for the knowledge to flow, participants take ownership of the inputs and
outputs they are responsible for. The following considerations apply:
Is there a clear purpose to the meeting (analyze for context and purpose)?
Do meetings feed each other and ultimately lead to timely decisions?
Are the inputs and outputs of meetings identified and synchronized?
Are the meeting deliverables identified in advance?
Is there sufficient time for those involved to prepare?
Are meetings structured and performed to support each other (information flow)?
Are there duplicative meetings that can be eliminated?
Are the proper attendees at the meeting?
G-12. Every meeting includes the following five critical elements to ensure it is well organized and
achieves what was intended:
Have a clear purpose.
Have a meeting agenda.
Identify personnel required to attend.
Identify required inputs.
Identify expected deliverables or outputs.
G-13. Meeting assessments can be performed with a simple checklist with comments:
Did the meeting take place?
Were notifications sent to attendees?
Did the meeting occur as scheduled?
Were collaborative tools prepared in advance and used?
Did it include the five critical elements?
Were all designated attendees present?
Were all key tasks achieved?
Were all input products available?
Were all output products templated and provided to follow on meetings as required?
G-14. Proven techniques for managing meetings include:
The use of the meeting agenda quad chart, depicting inputs, outputs, and required attendees,
which keeps the meeting focused and ensures the right people attend (Table G-1 on page G-4
depicts an example of a quad chart for a meeting).
Specified formats for inputs and outputs (to ensure the right information is available, and
required information is forwarded, as required).
An executive summary forwarded to the leadership and other meeting leaders (keeping everyone
informed).
All staff work is completed before the meeting.
G-15. Some staffs use what is often referred to as a seven-minute drill (borrowing a term from sports) to
ensure meetings are needed and useful. The seven-minute drill provides a format by which the staff
proponent summarizes the purpose for a prospective meeting. Each meeting lead presents a quad chart to
the chief of staff (COS)/executive officer (XO), which explains the meetings purpose, attendees, and how
it supports decisionmaking in seven minutes. The approved quad charts are used later to assess meeting
effectiveness and ensure it accomplishes its intended purpose. Effective use of the seven minute drill
facilitates synchronized meetings, and prevents arbitrary changes.
G-16. Working groups and boards are common battle rhythm meetings. A working group includes predetermined staff representatives who meet to provide analysis, coordinate, and provide recommendations
6 March 2015
ATP 6-01.1
G-3
Appendix G
for a particular purpose or function. Working groups integrate members from across the staff to help break
down stovepipes and synchronize information. The knowledge management working group provides an
excellent means to assess knowledge gaps and implement solutions. An example working group agenda is
shown in Table G-1.
Table G-1. Example working group agenda
General Information
Participants
Purpose: to ensure knowledge flow throughout the

organization by identifying the knowledge management
needs, trends, and issues; establishing priorities and
processes; providing training and technical support; and
resolving issues
Staff proponent: knowledge management officer

Chair: LTC John Smith
Members:
Knowledge management representatives from

coordinating, special, and personal staff sections
Unit knowledge management officers
Web master
Meeting type: working group

Frequency: biweekly on Thursday at 1500
Duration: 60 minutes
Location: G-6 (S-6) conference room
Ongoing requirements
Portal exploitation
Inputs:
Products:
Knowledge management working group battle

rhythm site URL
Standards: battle rhythm, slide master, logo URL
All members: recommended changes to

knowledge management processes (including
training), tools, and organization; knowledge
management issues.
Signal staff section, G-6 (S-6): planned network
outages; technical and portal capabilities.
Outputs:
Updates to knowledge management standard

operating procedures
Changes to processes
Recommendation to chief of staff for battle rhythm

Feeds:
The commands collaborative process

Portal design
Information sharing and the military
decisionmaking process cycle
Knowledge documentation and creation
Techniques:
Portal change request and discussion board

Weekly agenda items:
Roll call, due outs from last meeting, and minutes of

last meeting
Review of upcoming suspense(s) and issues
New action items (people, processes, tools, and

organization)
Staff and task force briefings
Due outs from todays meeting
URL uniform resource locator
G-17. Each working group and board has information requirements (inputs) and results (outputs) which
contribute to the organizations mission command process. Analyze each working group and board to
determine what the required inputs and outputs are, and how well they are synchronized with other working
groups and boards. The knowledge management staff considers the following when assessing groups and
boards:
Outputs and inputs of each working group should be clearly identified at each meeting.
Each working group and board should produce an executive summary for each meeting, to share
results and to assess effectiveness (issue, discussion and recommendations).
Assess parallel planning between cross-functional cells (if everything has to stop to wait on the
results of a core planning group, there is no parallel planning occurring).
Analyze information stovepipes to mitigate or eliminate them.
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ATP 6-01.1
6 March 2015
REPORT ANALYSIS
G-18. Report analysis examines how reports are created, organized, and transferred. It identifies who uses
the information reports and contains how to make that information available to the most people, consistent
with security requirements (i.e. primary, alternate, contingency, and emergency [PACE] plan).
G-19. To perform effective report analysis, knowledge management personnel must be knowledgeable in
the tools and reporting procedures. The knowledge management staff and information managers collaborate
to perform report analysis. Factors that affect reporting include, but are not limited to the following:
Physical factors include size and topography of the area of operations; distances and terrain that
masks radio communications, infrastructure, and the ability of mounted or dismounted elements
to carry communications equipment.
Equipment factors include such things as availability of systems, support, connectivity, bandwidth, and maintenance.
Mission command factors include decentralized operations, level of understanding of task,
purpose, and commanders intent; collection focus; standardization; and efficient information
movement and analysis.
Training factors are related to Soldiers understanding of the equipment and systems and ability
to use them to their potential; proper use of reporting procedures; and understanding what needs
to be reported.
G-20. Observations at national training center rotations indicate these reporting deficiencies:
Unit knowledge management standard operating procedures (SOP) are not understood or
executed by subordinate units.
Reporting requirements are not understood.
Enforcement mechanisms are not in place to enforce reporting, format, filing, and file naming
conventions. This causes critical information to be lost from the system.
Units lack mission command systems training. Mechanisms to facilitate the flattening of
networks are not developed.
Units do not appreciate the power of databases such as the Tactical Ground Reporting System
(TIGR) and the Combined Information Data Network Exchange (CIDNE) and do not populate
with additional reporting (i.e., key leader engagements).
Units do not understand the uses and capabilities of portals versus databases.
Units are not focused or nested at echelon with a collection focus (commanders critical
information requirements, other information requirements).
Knowledge management is not tied to the units targeting battle rhythms inputs/outputs. Units
struggle to move information but fail to perform analysis on the information collected and
disseminated.
G-21. As in all assessments, in performing report analysis, the knowledge management staff considers:
What information requirements leaders need to make decisions (focusing on the commanders
critical information requirements).
How the unit provides information to leaders.
What gaps there are in the process?
Possible solutions to the gaps.
TECHNICAL SYSTEMS ANALYSIS

G-22. Technical systems analysis provides operational and functional analysis of the technical systems
supporting knowledge management. The knowledge management staff uses the results to prepare
customized digital status charts (often called digital dashboards) to display key knowledge management
performance indicators. These indicators show an organizations knowledge management status (or
health). Digital dashboards use visual data displays from warfighting functions and information systems
to provide action notices and warnings, track progress, and summarize knowledge management
performance.
6 March 2015
ATP 6-01.1
G-5
Appendix G
G-23. Examples of key performance indicators for technical systems analysis include:
Reduction or increase in extent (i.e. number of nodes) in a technical system.
Reduction or increase in number of users on a technical system.
Reduction or increase in number of queries on a technical system.
Reduction or increase in downtime or system outages of a technical system.
Reduction or increase in processing time or production turnaround time on digital requests for
information.
Reduction or increase in flow on certain information systems.
G-24. The knowledge management staff may be tasked to determine knowledge management requirements
for new information systems before those requirements are given to the signal staff section for connection
to the technical network. The knowledge management officer, operations officer, and signal staff officer
work together to meet user requirements and ensure the confidentiality, integrity, and availability of the
technical network are not jeopardized.
CONTENT MANAGEMENT ANALYSIS

G-25. Content management is an activity that focuses on managing digital and non-digital knowledge and
information contained in any medium that conveys such content. Before computers and other electronic
information systems became widely used, content management primarily concerned data and information
technology administration based on data standardization. Content management in an organization using
knowledge management today has a wider focus. Content managers consider when and how to apply
information and knowledge to help a unit accomplish its mission. They also consider how the visibility and
accessibility of digital and non-digital knowledge products in and outside the organization affect mission
accomplishment. This assessment includes how data is managed throughout its life cycle.
G-26. Content management analysis begins with a review of current practices, the commanders guidance,
and existing content management standards including applicable:
ADPs, ADRPs, /FMs, and ATPs.
Army regulations (AR).
Policies.
G-27. Other considerations for content management analysis include:
Networks used.
Information systems used.
Compatibility of systems and networks.
Classification of information and data.
Foreign disclosure restrictions for information and data when dealing with foreign nationals.
People and culture of the organization.
G-28. Analyzing the content management standard requires verifying the applicable components. Assess all
applicable components outlined in the bullets to identify gaps. These include:
A specified location of all types of content that the organization uses.
Identification of the content creator.
Identification of the person, office, or proponent responsible for updating or deleting content.
Identification of file types.
Identification of the content purpose.
Description of how the taxonomy or structure facilitates content discovery and content retrieval.
G-29. The content management analysis verifies if the taxonomy or structure facilitates user understanding
by:
Being easy to read and understand.
Using common language and terms when determining categories for organizing content.
Using doctrinal terms where applicable.
G-6
ATP 6-01.1
6 March 2015
Using doctrinal language where applicable.

Being relevant to users in the organization.
G-30. The content management analysis verifies methods to ensure proper access to content. These include:
User roles.
User controls.
Permissions.
Different requirements for garrison, field training, deployment.
G-31. The content management analysis verifies rules on file size to protect networks or information
systems (Examples: e-mail attachments, messages for meetings, working groups, and boards and
documents posted to web portal). It verifies that there is a cybersecurity policy to secure content while
allowing access by authorized users.
G-32. Content management analysis verifies that methods for using metadata:
Effectively tag content to allow discovery.
Effectively tag content to allow for retrieval.
G-33. Content management analysis verifies that methods for using metadata provides users confidence in
the accuracy and trustworthiness of content by:
Identifying the creator.
Identifying contributors.
Identifying creation date.
Identifying content expiration date.
G-34. Content management analysis verifies that security classifications are assigned according to AR 3805 and AR 25-2. It also verifies:
Spillage procedures.
Procedures to standardize content to support interoperability (technical and procedural).
Naming convention standards to support data identification or retrieval (example: file name
supports search tool).
Compatibility procedures for maximizing the availability of content for users regardless of
location, access to networks, or information systems.
Access procedures for maximizing the availability of content for users regardless of location,
access to networks, or information systems.
G-35. Standards for the units web portals include:
A categorization system that sorts content based on relevancy and importance;
After login, a policy requiring no more than one click from the unit's homepage to access
information identified as the most relevant and important (one-click rule which is sometimes
called "tier 1" information). Under this category are:
All unit SOPs and battle drills.
Current battle rhythm is identified as one-click or "tier 1 information and requires no more
than one click to access from unit's homepage.
Links to web based services required to support the unit's operations (e.g. Tactical Ground
Reporting System (TIGR) Net, CIDNE, Army Knowledge Online, and other web portals).
Most recent or current order or fragmentary order.
The commander's critical information requirements.

Current contact information for key personnel is considered one level below the most relevant
and important. It should be no more than two clicks away from the units home page (known as
"tier 2" information). This must be included on each staff section and subordinate unit page.
G-36. All battle rhythm events and meetings have a "digital home" on the web portal that includes:
Critical information regarding meetings or events such as the purpose, who chairs, attendees
required, and agenda (e.g. quad charts).
6 March 2015
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G-7
Appendix G

G-37. All subordinate unit portal sites will follow the structure established by higher headquarters to
streamline access to information. The standard for the units web portals provide the commander with an
enforcement mechanism and a method for review to ensure the standard is current and incorporates
emerging technologies and operational terms. Web portals must be reviewed and monitored for operations
security.
G-38. Unit portal sites should support social networking (e.g. Facebook, Twitter, LinkedIn) and other
informal networks to support the public domain (for example, family support group).
G-39. Content management assessment includes verifying that the content management standards are
suitable and developing a plan of action, with milestones, to close the gaps.
G-8
ATP 6-01.1
6 March 2015
Appendix H
Knowledge Management Strategy Format (Example)

This appendix provides an example of the knowledge management strategy format.
AFDH-COS
7 May 2014
MEMORANDUM FOR 24th DIVISION STAFF
SUBJECT: Knowledge Management Strategy

1. Purpose. This knowledge management strategy presents an initial effort to identify knowledge management
related operational issues, identification of related performance gaps, proposal of recommended solutions to
address those gaps and the required actions associated with the implementation of the proposed solutions. This
strategy provides a framework on how the division headquarters will enable knowledge flow and practices to
enhance shared understanding throughout the Division staff. The final overarching purpose for all knowledge
created and maintained by this division is to the commanding general, to make timely and informed decisions.
2. Concept. This initial strategy focuses on operational issues from a recent knowledge management assessment
that impact the divisions operations including identified organization knowledge and performance gaps. The
relationship of these operational issues to the four knowledge management components (process, people, tools,
and organization) provides the knowledge management linkage for the proposed solution and specification of
required actions necessary to implement the recommended solution. The knowledge assessment identified
several gaps that are prioritized according to the following framework.
Immediate Priority (IP) - 7 to 30 Days - Projects that can be completed in 90 days, at minimal cost and
considered to be highly value added to the command.
High Priority (HP) - 90 to 180 Days - Projects that can be completed in 30 to 180 days, at moderate cost
considered to be significantly value added to the command but not mission critical.
Long-Term (LT) - 180 Days to 1 Year Long term projects that can be completed in one year, at a maximum
cost considered to be highly value added to the command.
Priority
Operational Issue
Performance
Gap
Solution
Required Action
IP #1
Lack of
synchronization of
battle rhythm
Currently battle
rhythm is not
synchronized so
that meetings/key
events are
sequenced in
order of
occurrence
Evaluate battle
rhythm and ensure
meetings and
recurring events
inputs/outputs are
synchronized to
facilitate information
flow and sharing
Identify staff elements that

provide support
to/participate in battle
rhythm development and
meetings with the COS,
develop process map of
battle rhythm.
Analyze data and develop
report of the battle rhythm
assessment.
Brief COS on findings,
identify knowledge and
performance gaps and
provide recommendations
6 March 2015
ATP 6-01.1
H-1
Appendix H
Priority
Operational Issue
Performance
Gap
Solution
Required Action
of battle rhythm
improvement. Receive
COS approval to
implement proposed
changes to battle rhythm.
Support battle rhythm staff
on findings approved
recommendations and
implement.
IP #2
Improve organizational
calendar
Calendar needs
to incorporate
requirements of
command trifold
and synchronize
with other
organizations
Redesign of division
calendar so that it
synchronizes
common operational
picture/battle rhythm
requirements with
other organizations
Relook/review calendar
requirements with key
stakeholders.
Have G-6 and support
providers, review functional
requirements and
recommend proposed
technical solution.
Calendar must integrate
with and be able to filter
data to/from other
organizations.
Priority
HP #1
Operational Issue
Timeliness of awards
process
Performance
Gap
Solution
Required Action
Time to process
awards exceeds
acceptable
timeframe
Integrate awards
process into the
command
correspondence
tracker capability in
SharePoint
Ensure awards process is

documented by functional
proponent/G-1.
Ensure G-1 validates
staffing/approval
requirements with other
organizations.
Build in required suspense
requirements and tracking
capability in final solution
HP #2
Meeting management
process
Meetings need
purpose and
organization with
well-defined
deliverables
Employ best practice

meeting principles
and techniques
All meetings must have an

agenda.
Meetings must have a
predefined purpose/intent.
COS meeting request
agenda topics in advance
that focus on
organizational/ staff
improvement.
HP #3
H-2
E-mail use and

etiquette process
E-mail use lacks

well defined
processes and
purpose including
the specification
of communication
etiquette.
Provide staff training

and implement and
enforce E-mail SOP
that provides
guidance on e-mail
best practices and
etiquette
ATP 6-01.1
Develop division e-mail

SOP.
COS has primary staff call
and provides brief to
workforce on e-mail usage
and best practice.
Recruit and train e-mail
best practice training
6 March 2015
Knowledge Management Strategy Format (Example)
Priority
Operational Issue
Performance
Gap
Solution
Required Action
teams from each staff
section.
Provide training to
workforce at major staff
section levels.
Publish and implement
division e-mail standard
operating procedures.
Priority
Operational Issue
Performance
Gap
Solution
Required Action
LT #1
Mission command
information systems with
trained operators are not
integrated and battle
rostered for the division
TAC and MAIN command
posts.
Operator training
and battle
rostering for
division TAC and
MAIN command
posts
Obtain approval of
staff battle roster,
Schedule training
for mission
command
systems operators
in preparation for
the upcoming
division warfighter
exercise
Complete training and

successfully complete the
division warfighting
exercise including
integration of mission
command systems
between the TAC and
MAIN command posts
3. Recommendations Based on the findings of knowledge management assessment and strategy, the
following recommendations for command approval, resourcing and implementation are provided:
1. Implement both knowledge management solutions designated as Immediate in this strategy.
2. Implement the listed high priority solutions to obtain maximum efficiency in the division staff
3. Begin an immediate effort to address the long term solution based on availability of personnel and
training time.
3. Conclusion. A detailed action plan to support this knowledge management strategy that includes approved
and resourced knowledge management Strategy initiatives along with the timeline and milestones will be
developed, published and implemented following approval by the Chief of Staff, 24th Infantry Division.
4. Point of Contact for this Memorandum is the Division Knowledge Management Officer, LTC K.M. Enabler.
Phone number is 253-966-xxxx. E-mail is km.enabler@ us.army.mil.
Don C. Smith
COL, GS
Chief of Staff
Enclosures
Enclosure 1 - Operational Assessment dated 2 May 2014
6 March 2015
ATP 6-01.1
H-3
Glossary
SECTION I ACRONYMS AND ABBREVIATIONS
AFATDS
Advanced Field Artillery Tactical Data System
AMDWS
Air and Missile Defense Workstation
ARFORGEN
BCS3
BCT
CENTRIXS
CIDNE
CJTF
COS
CPOF
DCO
DCGS-A
DOD
Army force generation

Battle Command Sustainment Support System
brigade combat team
Combined Enterprise Regional Information Exchange System
Combined Information Data Network Exchange
Combined Joint Task Force
chief of staff
command post of the future
Defense Connect Online
Distributed Common Ground System - Army
Department of Defense
FM
field manual
G-1
assistant chief of staff, personnel
G-2
assistant chief of staff, intelligence
G-3
assistant chief of staff, operations
G-4
assistant chief of staff, logistics
G-5
assistant chief of staff, plans
G-6
assistant chief of staff, signal
JCR
JADOCS
joint capabilities release

Joint Automated Deep Operations Coordination System
MISO
military information support operations
NATO
North Atlantic Treaty Organization
PACE
primary, alternate, contingency, and emergency
S-2
battalion or brigade intelligence staff officer
S-3
battalion or brigade operations staff officer
SIGACT
significant activities report
SITREP
situation report
SOP
TAIS
standard operating procedure

Tactical Airspace Integration System
TIGR
Tactical Ground Reporting System
XO
executive officer
SECTION II TERMS
assessment (DOD-2)
Determination of the progress toward accomplishing a task, creating a condition, or achieving an
objective. (JP 3-0).
6 March 2015
ATP 6-01.1
Glossary-1
Glossary
battle rhythm
A deliberate daily cycle of command, staff, and unit activities intended to synchronize current and
future operations (FM 6-0).
*explicit knowledge
Codified or formally documented knowledge organized and transferred to others through digital or
non-digital means.
The process of enabling knowledge flow to enhance shared understanding, learning, and
decisionmaking (ADRP 6-0).
measure of effectiveness
A criterion used to assess changes in system behavior, capability, or operational environment that is
tied to measuring the attainment of an end state, achievement of an objective, or creation of an effect
(JP 3-0).
measure of performance
A criterion used to assess friendly actions that is tied to measuring task accomplishment. (JP 3-0)
military decisionmaking process
An iterative planning methodology to understand the situation and mission, develop a course of action,
and produce an operation plan or order. (ADP 5-0).
risk management
The process of identifying, assessing, and controlling risks arising from operational factors and making
decisions that balance risk cost with mission benefits (JP 3-0).
*tacit knowledge
What individuals know; a unique, personal store of knowledge gained from life experiences, training,
and networks of friends, acquaintances, and professional colleagues.
troop leading procedures
A dynamic process used by small-unit leaders to analyze a mission, develop a plan, and prepare for an
operation (ADP 5-0).
Glossary-2
ATP 6-01.1
6 March 2015
References
Military publications are listed by title. When a field manual has been published
under a new number for the first time, the old number is provided in parentheses after
the new number.
REQUIRED PUBLICATIONS
These documents must be available to intended users of this publication.
ADRP 1-02. Terms and Military Symbols. 2 February 2015.
JP 1-02. Department of Defense Dictionary of Military and Associated Terms. 08 November 2010.
RELATED PUBLICATIONS
JOINT PUBLICATIONS
Joint publications are available online: < http://www.dtic.mil/doctrine/new_pubs/jointpub.htm>.
JP 3-0. Joint Operations. 11 August 2011.
ARMY PUBLICATIONS
Army doctrinal publications are available online:
https://armypubs.us.army.mil/doctrine/Active_FM.html.
ADP 5-0. The Operations Process. 17 May 2012.
ADRP 3-0. Unified Land Operations. 16 May 2012.
ADRP 5-0. The Operations Process. 17 May 2012.
ADRP 6-0. Mission Command. 17 May 2012.
AR 25-1. Army Information Technology. 25 June 2013.
AR 25-2. Information Assurance. 24 October 2007.
AR 25-400-2. The Army Records Information Management System (ARIMS). 2 October 2007.
AR 380-5. Department of the Army Information Security Program. 29 September 2000.
ATP 3-90.90. Army Tactical Standard Operating Procedures. 1 November 2011.
FM 6-0. Commander and Staff Organizations and Operations. 5 May 2014.
FM 6-22. Army Leadership: Competent, Confident, and Agile. 12 October 2006.
WEB SITES
Army Knowledge Online (AKO) < https://www.us.army.mil/suite/designer>
Defense Connect Online (DCO) <https://www.dco.dod.mil/content/connect/meetings/en/log_in.html>
KM Net <https://www.milsuite.mil/book/community/spaces/apf/kmnet>
REFERENCED FORMS
Forms are available online: www.apd.army.mil
DA Form 2028. Recommended Changes to Publications and Blank Forms.
PRESCRIBED FORMS
None.
6 March 2015
ATP 6-01.1
References-1
Index
Entries are by paragraph number.
A
Adaptive organizations, 1-26
Assessment, 2-12-3
focus areas, 2-61
outcome, 2-60
overview, 2-42-11
performing, 2-122-59
recommendations, 2-60
scenario, 2-622-89
C
Collaboration tools, C-9C-15
AFATDS, C-20
AMDWS, C-21
BCS3, C-23
CIDNE, C-25
DCGS-A, C-19
JADOCS, C-24
mission command information
systems, C-9C-15
mission command workstation,
C-17C-18
publish and subscribe, C-27
TAIS, C-22
TIGR, C-26
voice over internet protocol, C16
Commander, decisionmaking, 122
Content management, tasks, D-1
D-2
apply, D-9D-10
common phrases, D-13D-17
create, D-3D-6
organize, D-7D-8
principles, D-18D-32
techniques, D-33
transfer, D-11D-12
D
Design, overview, 3-1
collaboration, 3-2
considerations, 3-33-7
scenario, 3-643-96
solution, 3-133-63
steps, 3-8
Developing, overview, 4-14-2
scenario, 4-84-66
solutions, 4-34-7
Dialogue, 1-23
6 March 2015
Digital tools, C-7C-8
E
Explicit knowledge, 1-7
F
Facilitation, 1-24
Focus areas, standards analysis,
G-1
content management analysis,
G-25G-39
meeting analysis, G-9G-17
report analysis, G-18G-21
technical systems analysis, G22G-24
time management, G-2G-8
Forums, Army professional, F-1
F-13
developing, F-5F-7
facilitating, F-8F-12
guiding principles, F-4
metrics, F-13
I
Implementation, overview, 6-163
assessment, 6-10
plans, 6-66-7
solutions, 6-86-9
steps, 6-46-5
Interviewing, role, E-2E-5
prepare, E-6
K
Knowledge management, 1-11-4
assess, 1-11-4
design, 1-11-4
develop, 1-11-4
implement, 1-11-4
pilot, 1-11-4
components, 1-81-15
format, example, H-1
Knowledge sharing, 1-491-100
advocacy, 1-76
commanders, 1-541-56
content management
specialist, 1-911-92
COS, 1-571-58
ATP 6-01.1
environment, 1-491-51
knowledge brokering, 1-78179
officers, 1-881-90
representatives, 1-721-75
working group, 1-661-71
leaders, 1-931-99
operations staff officer, 1-64
section, 1-801-87
signal staff officer, 1-65
soldiers, 1-100
support, 1-77
team, 1-521-53
unit staff, 1-591-63
XO, 1-571-58
Knowledge types, 1-51-7
L
Learning organizations, 1-26
M
Mission command, 1-161-21
Mission command system, 1-28
1-34
N
Non-digital tools, C-5C-6
O
Operations, 1-351-48
Army design methodology, 138
military decisionmaking
process, 1-391-40
planning, 1-361-37
troop leading procedures, 1-41
Operations order, A-1
Operations principles, 1-421-48
Organization, 1-141-15
P
People, 1-91-10
Piloting, overview, 5-15-3
Piloting, techniques, 5-45-23
Processes, 1-11
Index-1
Index
S
Standard operating procedures,
development, B-1B-7
authoring, B-2
T
Tacit knowledge, 1-6
Techniques, Plan, 5-85-15
Evaluate, 5-205-23
Execute, 5-19
Prepare, 5-165-18
Timeliness, 1-25
Tools, 1-121-13
selection, C-1C-4
Index-2
ATP 6-01.1
6 March 2015
ATP 6-01.1 (FM 6-01.1)

6 March 2015
By Order of the Secretary of the Army
RAYMOND T. ODIERNO
General, United States Army
Chief of Staff
Official:
GERALD B. OKEEFE
Administrative Assistant to the
Secretary of the Army
1505503
DISTRIBUTION:
Active Army, Army National Guard, and United States Army Reserve: Distributed in electronic media
only (EMO).
PIN: 105059-000

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What is the purpose of knowledge management?

What is the purpose of knowledge management?

What are the components of knowledge management?

What are the components of knowledge management?

ATP 6-01.1 (FM 6-01.

Techniques for Effective Knowledge Management

DISTRIBUTION RESTRICTION. Approved for public release; distribution is unlimited.

Headquarters Department of the Army

This publication is available at Army Knowledge Online

*ATP 6-01.1 (FM 6-01.1)

Techniques for Effective Knowledge

KNOWLEDGE MANAGEMENT SUPPORT TO THE ARMY ............................ 1-1

ASSESSING KNOWLEDGE MANAGEMENT .................................................. 2-1

DESIGNING KNOWLEDGE MANAGEMENT SOLUTIONS ............................. 3-1

DEVELOPING KNOWLEDGE MANAGEMENT SOLUTIONS.......................... 4-1

PILOTING KNOWLEDGE MANAGEMENT SOLUTIONS ................................ 5-1

Distribution Restriction: Approved for public release; distribution is unlimited.

IMPLEMENTING KNOWLEDGE MANAGEMENT SOLUTIONS ...................... 6-1

KNOWLEDGE MANAGEMENT ANNEX FORMAT FOR AN OPERATIONS ORDER

KNOWLEDGE MANAGEMENT STANDARD OPERATING PROCEDURES.. B-1

KNOWLEDGE MANAGEMENT TOOLS .......................................................... C-1

CONTENT MANAGEMENT .............................................................................. D-1

INTERVIEWING TECHNIQUES FOR KNOWLEDGE MANAGEMENT

FACILITATING A PROFESSIONAL FORUM .................................................... F-1

FOCUS AREAS FOR KNOWLEDGE MANAGEMENT ASSESSMENT .......... G-1

KNOWLEDGE MANAGEMENT STRATEGY FORMAT (EXAMPLE) .............. H-1

Figure 1-2. Flattening organizational staff processes .......................................................... 1-12

Table F-3. Monthly tasks ........................................................................................................ F-4

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Knowledge Management Support to the Army

Figure 1-1. Knowledge management an iterative cycle

Table 1-1. The knowledge management process

See table 2-3

Knowledge management action

Briefing to chief of staff (if

Knowledge management action plan

See table 3-1

Unit organization and task

Pilot after action review

Knowledge Management Support to the Army

Table 1-2. Inputs and Outputs (continued)

Pilot after action

KNOWLEDGE MANAGEMENT COMPONENTS

Knowledge Management Support to the Army

ENABLE THE MISSION COMMAND WARFIGHTING FUNCTION

Enabling adaptive learning organizations.

SUPPORTING COMMANDERS DECISIONMAKING

The right information

Commanders critical information requirements

To the right person

At the right time

Latest time information of value

In the right form

In the right place

In order to enable informed decisionmaking based on shared understanding

FACILITATING DIALOGUE AND INTERACTION

Knowledge Management Support to the Army

FACILITATING THE CAPTURE AND TRANSFER OF KNOWLEDGE