I’m preparing an upcoming workshop and I thought it would be interesting to get reactions to an exercise that I’m considering using to help identify types of common knowledge work tasks and the related methods, skills, tools. It’s a bit different to read it as compared to having someone present it, but I’ll do my best here to give you a sense and then - I would like your help:

1. What would your answers be if your were sitting in the workshop?

2. Do you think this exercise works as a lead into a discussion of types knowledge work tasks? And really as a set up for a lot of discussion around work literacy.

Here’s the scenario:

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The construction company’s CEO and Suzie reach the door at the same time on the way out of corporate HQ. He holds the door open for her. The CEO is very charismatic, came up through the ranks; he’s old school and always worried about margins.He talks about how nice a day it is and asks Suzie what she does.She works in learning and development.“How greatâ€Â? … “Hey, I was just thinking about something and this is great.Do you have 5 minutes?â€Â?Suzie doesn’t realize the trap that lays before her.She steps right in and the bear claws close.

The CEO goes on to explain that there aren’t enough good young engineers coming in and that their best engineers are going to be retiring.The CEO explains that it takes 15 years for an engineer to really learn the art needed to work on the major projects they do.And that’s when they can get good engineers.Unlike when he was young, getting a job at the company doesn’t seem as sexy.The CEO is convinced that a lot of the issue is that young engineers aren’t getting exposure to what this company does and how interesting the engineering challenges are.He believes that they need to attack this from a learning standpoint aimed internally and externally. He’d like to see if working with universities and possibly in conjunction with other construction firms might make sense to help take some of the materials they already have and possibly develop new materials.He wants to put something in front of other execs an put it in the budget next fall. “So, Suzie, what do you think?”

Suzie’s head is spinning.She says, “That sounds like a great idea,” without realizing that this only makes the trap tighter.

“Great,” the CEO proclaims happily. “What I need you to do then is pull together ideas that I should pitch to the rest of the senior management team around this.Nothing urgent, we have six months, but it would be good to see some progress along the way. I’m really looking forward to seeing what you come up with. I think this is going to be great.â€Â?

Suzie’s not sure what just happened.It’s all happening too fast.At first it was exciting to be talking with the CEO. But she doesn’t really know much about this.She hardly sleeps that night.The next day she wakes to realize how crazy this is.She goes immediately to her boss to figure out what this means.Her boss tells her that the CEO has come up with pet projects before. The rest of the conversation with her boss is pretty dismal.No one in the chain of command is going to be helping Suzie get out of this one. No one is going to help. Suzie got herself into this opportunity / mess. And the parting words from her boss were the icing on the cake, “Oh, and I still need you to get done all the rest of the work you have.”

Suzie is still somewhat excited. Maybe if she does a good job, this will give her an opportunity for exposure. It does sound like an interesting problem. But she’s nervous and not sure what to do.

What are some things that Suzie should do?

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As facilitator, I will try to avoid answers that are trying to “get out of the assignment” and will try to focus on classic knowledge work tasks.

I also have a series of follow-up things in mind, but I would love to hear (as I stated above):

1. What would your answers be to the question - “What are some things that Suzie should do?”

2. Do you think this exercise works as a lead into a discussion of types knowledge work tasks? And really as a set up for a lot of discussion around work literacy.