As ferramentas de captação de conhecimento tácito nos serviços de distribuição postal: o caso da Gigante Express

Mestrado em Gestão das Organizações: Ramo de Gestão de Empresas (parceria com a APNOR) na Escola Superior de Tecnologia e Gestão do Instituto Politécnico de Viana do CasteloÉ consensual dividir a estrutura do conhecimento organizacional em dois tipos: o conhecimento tácito e o conhecimento explícito, sendo, o primeiro o mais valioso é também o mais difícil de adquirir, é portanto sobre ele que se vai basear este trabalho. O objetivo é perceber que ferramentas são utilizadas pelas estruturas organizacionais para captar o conhecimento tácito e transforma-lo em conhecimento explícito, compreender como as organizações escolhem as ferramentas adequadas às suas realidades, e, como o conhecimento tácito está embutido na mente dos funcionários, saber qual as ferramentas mais eficientes devem ser aplicadas, limitando assim a quantidade de informação perdida. De forma a alcançar o objetivo previsto, recorreu-se a um estudo de caso dentro duma empresa de distribuição postal: a Gigante Express usando entrevistas divididas em dois conjuntos: o primeiro conjunto diz respeito a uma entrevista personalizada aos funcionários da empresa e o segundo conjunto uma entrevista à gestão da empresa Gigante Express. O estudo de caso foi completado pelo uso do método da observação direta, o que permitiu cercar com mais afinco a realidade da empresa. Os resultados mostram que a necessidade de captar conhecimento tácito é comum a todo o tipo de organizações sejam elas de estrutura complexa ou de pequenas estruturas. Descobriu-se também que a empresa utiliza exclusivamente ferramentas práticas, no entanto uma ferramenta técnica de partilha da informação como é os mapas também é crítica de sucesso quando estes apenas servem no caso presente para registar ocorrências. Em conclusão a escolha das ferramentas adequadas para uma transmissão do conhecimento tácito eficiente deve ser feita tendo em conta a personalidade e sensibilidade de quem detém a informação e não ao contrário, ou seja uma escolha arbitrária da gestão de topo que pode ter como consequência perda de informação valiosa.It consensual divide the struture of organizational knowledge into two types: the tacit and explicit knowledge, the first, being the most valuable is also the most difficult to acquire, is therefore about him that will be based on this work. The aim is to realize that tools are used by organizational structures to capture tacit knowledge and transform it into explicit knowledge, understanding how organizations choose the right tools to their realities, and as tacit knowledge is embedded in the minds of employees, namely which more efficient tools must be applied, thus limiting the amount of information lost. In order to achieve the objective set, we used a case study within a business postal distribution: the Gigante Express using interviews divided into two sets: the first set concerns a personalized interview company employees and the second set an interview with the company's management Gigante Express. The case study is completed by the observation method that allowed fencing harder reality of the company. The results show that the need to capture tacit knowledge is common to all types of organizations whether large or small as it was studied. It was also found that the company mainly uses only pratical tools, but a tecnical tool of share of information as the maps is also critical for success when it´s only serve to record occurrences in this presente case. In conclusion the choice of appropriate tools for efficient transmission of tacit knowledge should be made taking into account the personality and the sensibility of who owns the information and not the opposite, in other words, an arbitrary choice of top management can have like result a lost of valius information

Workplace-Based Learning: A Study in BIM-enabled Construction Projects

Building Information Modelling (BIM) is a fast-emerging technology that has promoted digital transformation in the construction project lifecycle through changing the ways in which people work. However, empirical studies show that professionals in the construction industry are still reluctant to adopt BIM in their construction projects due to a lack of skills and suitable learning approaches. Furthermore, embracing an appropriate learning approach is still challenging in built environment projects, which are generally complex, temporary, unique and uncertain due to their fragmented nature. To achieve more successful BIM-enabled construction projects, a flexible and relevant learning approach for the workplace needs to be determined. Consequently, resolving this issue requires identification of the key learning aspects that influence creation of a suitable learning approach. The aim of this doctoral study is to explore how workplace-based learning could be designed and implemented in BIM enabled-construction projects. Learning that takes place in construction projects is predominantly determined by complex social practices. On the other hand, BIM – which professionals desire to adopt in construction projects – is interwoven with both interactions with humans and artefacts. To holistically investigate the learning in BIM-enabled construction projects, ‘Connectivism’, a new learning approach for the digital age, is adopted in this study. This explains the complex learning that happens in the work environment through a combination of principles by understanding the unrelated unseen events (chaos), exploring the learning as a collective (network), investigating the position between order and disorder (complexity) and analysing unpredictable and uncontrollable learning that occurs due to non-linear interactions (self-organising). Understanding the continuous learning in both human and non-human activities through Connectivism has helped to identify the links between the key learning aspects in the workplace. Examining the identified learning aspects in a connected way has encouraged professionals to figure out the most suitable learning approach for their project team. This study has been conducted in three phases: literature review, semi-structured interviews and a case study approach, in order to understand the learning that occurs in BIM-enabled construction projects. Semi-structured interviews were conducted with 20 professionals working in BIM-enabled construction projects. Two case studies were selected to analyse BIM-enabled construction projects in the £30-60 million scale. Furthermore, six case studies within those selected projects were chosen for an in-depth investigation on the in-project learning. Data within the case studies were collected through project documents, semi-structured interviews and meeting observations. Nvivo was used to evaluate, interpret, explain and analyse the data collected from both semi-structured interviews and case studies. The study reveals that BIM-enabled construction projects are largely involved with information that is digitally linked with federated 3D models and project participants. Investigation shows that learning in in these projects is continuous, networked and depends on participation in addition to knowledge accumulation and knowledge creation. ‘Participation’ and ‘Interpretation’ as a combination have significant impacts on this complex learning that takes place in work environments. ‘Participation’ at work shows how each individual wants to get involved, interpret and learn in each situation that they participate. On the other hand, the multidisciplinary nature of BIM-enabled construction projects confirms that project participants need to focus on interpretation to agree on a common meaning of artefacts and information. Therefore, ‘Interpretation’ is identified as a form of thinking that comprises planning, monitoring one’s activities and problem-solving. Interpretation, which is enabled via thinking and sharing experience, helps to shape the decisions and solutions during Participation. To help construction projects in achieving a suitable learning approach which is vital for a success of a project, a model for learning in the workplace has been developed through merging the learning aspects that have been identified from chosen BIM-enabled construction projects. The novel model for workplace-based learning is a combination of participation and interpretation which is linked through three learning modes: Alignment, Insight and Engagement. The combination of these learning modes has contributed to interpret the ideas while participating at work. Consequently, it enabled project participants to align on a common meaning in an informative collaborative environment. The proposed model of learning in the workplace presents a systematic approach for achieving suitable learning in BIM-enabled projects by connecting the key learning aspects at the project level. Furthermore, this can be also used to employ skilled people and promote common standards on skills expectations associated with BIM-enabled projects