Skip to main content
Article thumbnail
Location of Repository

A principled approach to knowledge elicitation and transfer in organisations

By A Garcia-Perez

Abstract

This thesis describes research carried out to investigate and address the problems related to the elicitation of knowledge from experts and its transfer to potential stakeholders in organisations. Essentially, knowledge elicitation and transfer is understood as a process of enabling people to acquire new capabilities while others who already have such capabilities explicate the domain specific knowledge underlying their performance. Knowledge elicitation and transfer have become essential processes in an environment influenced by the rate and direction of technological change, and characterised by an increasing complexity of tasks and greater employee mobility. The starting point of this research was the implementation of a knowledge elicitation and transfer strategy based on the use of social software at Cranfield University. Failure of that software to achieve its aims raised awareness of the limitations of purely technology-based approaches to knowledge elicitation and transfer. A collaboration with a gas turbine manufacturer then provided the setting for the trial of a people-based approach to knowledge elicitation and transfer. In a literature review an endeavour was made to study and provide an overview of the main contexts in which the knowledge elicitation and transfer problems have arisen. For each of the areas identified, an overview of the advantages and limitations of the techniques that have been used was provided. The literature shows that despite its importance for organisations, there is no method which is guaranteed to achieve knowledge elicitation and transfer. This motivated the researcher to formalise, refine and validate the newly developed approach by applying it in different organisations. The research has resulted in a number of contributions to knowledge and benefits for the organisations involved. A key contribution is a development of a new method called Concepts-Modelling-Experience (CoMEx), based on collaborative modelling of domain-specific knowledge. The applications of CoMEx in the field suggest that it overcomes some of the main deficiencies of well known approaches to knowledge elicitation and knowledge transfer, and that it brings additional benefits to organisations. However, the research has identified areas where there is significant scope for further research and investigatio

Year: 2011
OAI identifier: oai:dspace.lib.cranfield.ac.uk:1826/6153
Provided by: Cranfield CERES

Suggested articles

Citations

  1. (1997). A dialogue about Socratic teaching.
  2. (1990). A framework for the comparative evaluation of knowledge acquisition tools and techniques. doi
  3. (2004). A management framework for project, programme and portfolio integration.
  4. (1987). A survey on requirements analysis. Advanced Software Engineering Project
  5. (2004). A unified model of requirements elicitation. doi
  6. (2003). Action Learning: Images and pathways,
  7. (1999). Action learning: Theoretical bases and varieties of practice. doi
  8. (1999). Action research. doi
  9. (1996). Actionable knowledge: Intent versus actuality. doi
  10. (2002). An empirical comparison of methods for eliciting and modeling expert knowledge. 46th Meeting of the Human Factors and Ergonomics Society. Santa Monica, CA: Human Factors and Ergonomics Society. doi
  11. (1995). An experiment assessing group support system and facilitator effects on meeting outcomes. doi
  12. (2006). An introduction to knowledge engineering,,
  13. (1963). Applied imagination; principles and procedures of creative problem-solving,
  14. (2003). Approaches to training and development,
  15. (2006). At the crossroads of knowledge management and social software.
  16. (1989). Automated knowledge acquisition for strategic knowledge. doi
  17. (2006). Bayesian network approach for gas path fault diagnosis. Journal of engineering for gas turbines and power, doi
  18. (2009). Behavioural decision theory and it's implication for knowledge engineering. doi
  19. (1996). Brainstorming groups in context: Effectiveness in a product design firm. doi
  20. (2006). Brainstorming pitfalls and best practices. doi
  21. (1983). Building expert systems, doi
  22. (2007). Business research methods, doi
  23. (2009). Case study research; design and methods, doi
  24. (2000). Cognitive task analysis, doi
  25. (2004). Collaborative knowledge modeling between experts and novices: A strategy to support transfer of expertise in an organization.
  26. (2008). Collaborative knowledge modelling with a graphical knowledge representation tool: A strategy to support the transfer of expertise in organisations. In: doi
  27. (1994). Competing paradigms in qualitative research.
  28. (1969). Connotations of seating arrangements.
  29. (2006). Constructing shared understanding: The role of embodied metaphors in organization development. doi
  30. (2006). Dealing with isolation feelings in IS doctoral programs.
  31. (2001). Decentralizing knowledge: managing knowledge work in a software engineering firm. doi
  32. (1994). Developing Learning Environments. doi
  33. (2009). Dipping a toe in the water or jumping right in?: introducing Action Learning to the curriculum.
  34. (2005). Doing qualitative research: A practical handbook,
  35. (1983). Drawing valid meaning from qualitative data: Some techniques of data reduction and display. doi
  36. (1995). Early expert systems: Where are they now? doi
  37. (2006). Eliciting and representing the knowledge of experts. doi
  38. (1995). Eliciting knowledge from experts: A methodological analysis. Organizational behavior and human decision processes, doi
  39. (2008). Employee training and development, doi
  40. (1996). Epistemology, action, and rhetoric: Past and present connections. doi
  41. (2004). Ethics, reflexivity, and "ethically important moments" in research. doi
  42. (2005). Evaluating training programs: The four levels, doi
  43. (2001). Evaluation, knowledge management, best practices, and high quality lessons learned. doi
  44. (1996). Experiential management education as the practice of change. Rethinking management education.
  45. (2009). Experts at work: Principles for developing expertise in organizations.
  46. (1998). Factors affecting motivation to transfer training. doi
  47. (1988). First generation expert systems: a review of knowledge acquisition methodologies. doi
  48. (1997). Focus groups as qualitative research, doi
  49. (2008). Focus groups: A practical guide for applied research, Pine Forge Pr.
  50. (1990). Focus Groups: Theory and Practice, doi
  51. (1986). Foundations of behavioral research, doi
  52. (2009). Foundations of human resource development, Berrett-Koehler Pub. doi
  53. (1999). Foundations of the after action review process.
  54. (1999). From knowledge engineering to knowledge management. doi
  55. (1981). Group dynamics: The psychology of small group behavior, doi
  56. (1993). Group facilitation and group support systems. doi
  57. (1990). Historical analysis: a method for evaluating requirements capture methodologies. doi
  58. (2006). Implementing a knowledge retention strategy.
  59. (2006). Improving fault prediction using Bayesian networks for the development of embedded software applications. doi
  60. (1993). Introduction: Knowledge acquisition as modelling. doi
  61. (1920). Is thinking merely the action of language mechanisms. doi
  62. (1992). Issues in requirements elicitation.
  63. (1993). Knowledge acquisition as a constructive modeling activity. doi
  64. (1999). Knowledge acquisition by encoding expert rules versus computer induction from examples: a case study involving soybean pathology. doi
  65. (1980). Knowledge acquisition, knowledge programming, and knowledge refinement. doi
  66. (1995). Knowledge elicitation: a systematic approach. Evaluation of human work: a practical ergonomics methodology,
  67. (1999). Knowledge elicitation. doi
  68. (1990). Knowledge engineering, human experts and intelligent systems. doi
  69. (2002). Knowledge management and the dynamic nature of knowledge. doi
  70. (2002). Knowledge management in software engineering. doi
  71. (2008). Knowledge management revisited. doi
  72. (2008). Knowledge management solutions for the leaving expert issue. doi
  73. (1999). Knowledge management systems: issues, challenges, and benefits. doi
  74. (2004). Knowledge management: Challenges, solutions, and technologies, Upper Saddle River,
  75. (2001). Knowledge management: learning from knowledge engineering, doi
  76. (2001). Knowledge management: ready for prime time?
  77. (2003). Knowledge modeling for the preservation of institutional memory. doi
  78. (2000). Knowledge transfer: A basis for competitive advantage in firms. Organizational behavior and human decision processes, doi
  79. (1984). Learning how to learn, doi
  80. (2003). Learning in the field: An introduction to qualitative research, doi
  81. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study (1st ed.). doi
  82. (1965). Libraries of the future,
  83. (1987). Logic programming and knowledge engineering,
  84. (1960). Man-computer symbiosis. doi
  85. (1999). Managerial practices underlying one piece of the learning organization [Online].
  86. (1999). Meeting facilitation: process versus content interventions. doi
  87. (1993). Modeling practical reasoning. doi
  88. (1994). New territory: Problems of adjusting to the first year of a social science PhD. doi
  89. (1962). On-line man-computer communication. doi
  90. (1992). Operational prototyping: A new development approach. doi
  91. (2006). Organisational learning and organisational design. doi
  92. (2004). Organization science as social construction: Postmodern potentials. doi
  93. (2004). Organizational knowledge acquisition. doi
  94. (2002). Performance-analysis-based gas turbine diagnostics: A review. doi
  95. (1969). Personal space. The behavioral basis of design, doi
  96. (1993). Protocol analysis: Verbal reports as data, doi
  97. (1994). Qualitative data analysis: An expanded sourcebook, doi
  98. (2003). Qualitative data: An introduction to coding and analysis,
  99. (2009). Qualitative research in business and management, doi
  100. (2004). Qualitative research methods for the social sciences 5th edition. doi
  101. (2003). Qualitative research practice: A guide for social science students and researchers, doi
  102. (1989). Requirements analysis: Problems and the STARTS approach. IEE Colloquium on Requirements Capture and Specification for Critical Systems.
  103. (2003). Requirements elicitation and elicitation technique selection: a model for two knowledge-intensive software development processes. In: doi
  104. (2000). Requirements engineering: a roadmap. In: doi
  105. (2001). Review: Knowledge management and knowledge management systems: Conceptual foundations and research issues. doi
  106. (2006). Riki: A system for knowledge transfer and reuse in software engineering projects: Strategies beyond tools. doi
  107. (1993). Second generation expert systems, doi
  108. (2000). Should I stay or should I go? Student descriptions of the doctoral attrition process. doi
  109. (1989). Social and cognitive processes in knowledge acquisition. doi
  110. (1981). Software engineering economics, doi
  111. (1975). Space dimensions, the climate of discussion and group decisions. doi
  112. (1996). Strategic alliances and interfirm knowledge transfer. doi
  113. (1982). Strategies for information requirements determination. doi
  114. (2000). Structured-case: a methodological framework for building theory in information systems research. doi
  115. (2005). Students' conceptions of research: A qualitative and quantitative analysis. doi
  116. (1995). System requirements engineering, doi
  117. (1993). Techniques for requirements elicitation. In: doi
  118. (1996). The balanced scorecard: translating strategy into action. doi
  119. (1986). The case of the silent dog - Verbal reports and the analysis of rules: A review of Ericsson and Simon's Protocol Analysis: Verbal Reports as Data. doi
  120. (2006). The comparative effectiveness of web-based and classroom instruction: A metaanalysis. doi
  121. (1968). The computer as a communication device.
  122. (2002). The design of a training programme measurement model. doi
  123. (1996). The effects of facilitation, recording, and pauses on group brainstorming. doi
  124. (1993). The Fifth Discipline: The Art and Practice of the Learning Organization: Book review. doi
  125. (1985). The historicity of understanding. The Hermeneutics Reader: Texts of the German Tradition from the Enlightenment to the Present, doi
  126. (1984). The industrialization of knowledge engineering. doi
  127. (2002). The most important issues in knowledge management. doi
  128. (1982). The origins and growth of action learning,
  129. (2001). The relationship between information and knowledge.
  130. (2005). The skilled facilitator fieldbook: Tips, tools, and tested methods for consultants, facilitators, managers, trainers, and coaches,
  131. (1966). The tacit dimension. doi
  132. (1990). The unfolding nature of group decision support: two dimensions of skill. In:
  133. (1988). Toward a conceptualization of mentoring. doi
  134. (1975). Truth and method, doi
  135. (2007). Understanding action learning, doi
  136. (1998). Use of the critical decision method to elicit expert knowledge: A case study in the methodology of cognitive task analysis. doi
  137. (2005). Using weblogs for knowledge sharing and learning in information spaces.
  138. (2005). Visualizing project management: models and frameworks for mastering complex systems.
  139. (2004). Weather forecasting and the principles of complex cognitive systems. In: doi
  140. (2006). Web 2.0: A new wave of innovation for teaching and learning.
  141. (1954). What is wrong with social theory? doi
  142. (2001). Where did knowledge management come from? doi
  143. (2003). Workplace learning by action learning: a practical example. doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.