Exploring Knowledge Transfer and Knowledge Building at Offshore Technical Support Centers

This is an exploratory investigation into knowledge transfer and knowledge building processes observed at offshore Technical Support Centers (TSCs) in China. Utilizing a multiple case study approach, the study examines how knowledge was transferred from the US-based support center to the China-based offshore support center, and how individuals and the organization built and expanded knowledge in a dynamic changing business context. The field cases were three Technical Support Centers in China. Three models were developed from the qualitative analysis of the field data to explain how knowledge is transferred and built in offshore TSCs. The knowledge transfer type adoption model identifies the relationships amongst the levels of knowledge (novice, advanced beginner, competency, and proficiency), the types of knowledge and the knowledge transfer approaches (structured transfer stages, unstructured copy, unstructured adaptation, and unstructured fusion). The basic individual tacit knowledge building model shows that tacit knowledge is acquired and built through two continuous knowledge building loops, an explicit learning loop and an implicit learning loop. The organizational knowledge building model demonstrates the interaction amongst knowledge flow, absorptive capacity, knowledge stock and knowledge intermediary in offshore knowledge transfer and building within the three levels (individual, group and organization levels) of the SECI spiral (socialization, externalization, combination and internalization). The three models provide new insights into the knowledge transfer process for different levels of knowledge acquisition, individual tacit knowledge building processes and organizational knowledge building processes in an offshore outsourcing business context. By applying these models to appropriate field situations, both practitioners and academics may be able to gain a deeper understanding of knowledge transfer approaches, be able to better guide new employees’ expertise and confidence building through controlled and monitored experiential learning process, and be able to improve understanding of how knowledge is built and evolves within organizations

Thresholds of Knowledge Development in Complex Problem Solving: A Multiple-Case Study of Advanced Learners’ Cognitive Processes

This multiple-case study examined how advanced learners solved a complex problem, focusing on how their frequency and application of cognitive processes contributed to differences in performance outcomes, and developing a mental model of a problem. Fifteen graduate students with backgrounds related to the problem context participated in the study. Data sources included direct observation of solution operations, participants’ think aloud and stimulated recalls as they solved the problem, as well as solution scores indicating how well each participant solved the problem. A grounded theory approach was used to analyze stimulated recall and think aloud data. A set of thirteen cognitive processes emerged in the coding and were tallied for each participant. Individual cases were then grouped into clusters that shared similar frequencies of prior knowledge activation, performance outcomes, and tool use behaviors. Each cluster was profiled from least to most successful with descriptive accounts of each cluster’s approach to solving the problem. A cross cluster analysis indicated how learners’ cognitive processes corresponded with problem solving operations that revealed thresholds of knowledge development and formed an integrated mental model of the problem. The findings suggested that mastering problem solving operations within each threshold enhanced the learners’ conceptual awareness of where to apply cognitive processes and increased the combinations of cognitive processes they activated at higher thresholds of knowledge development. The findings have implications for anticipating where novices need support within each threshold of knowledge development during complex problem solving

Situated Learning and Interprofessional Education: An Educational Strategy Using an Apprenticeship Model to Develop Research Skills for Practice

Interprofessional education (IPE) offers an opportunity to train health professional students to develop research skills, collaboratively, while working on authentic healthcare problems. The situated learning educational model offers a unique way of structuring IPE experiences to incorporate the healthcare context, Communities of Practice, and meaningful participation of all learners. This paper will discuss an educational strategy developed to support the role progression of interprofessional research students within a project that is embedded in an authentic healthcare problem that has implications for IPE program development. The authors present a visual model that supports understanding of the development of knowledge and skills of learners that has implications for IPE, educational training, and research practice

Knowledge sharing in public service : a case study of the KwaZulu-Natal Provincial Human Resource Development Forum.

Doctor of Philosophy in Library and Information Science. University of KwaZulu-Natal, Pietermaritzburg 2015.Knowledge sharing has been identified as the core process of knowledge management. The aim of this study was to explore knowledge sharing practices in the South African public service through the lens of communities of practice. The KwaZulu-Natal (KZN) Provincial Human Resource Development Forum (PHRDF) was used as a case study in order to explore the following objectives: how knowledge sharing occurs, what factors affected knowledge sharing, what the challenges experienced regarding knowledge sharing were and what strategies were used to overcome these challenges. The study also assisted in adding to the literature regarding knowledge sharing in human resource development communities of practice. Knowledge sharing practices were identified through the lens of motivation theory, Klein’s framework of communities of practice theory, the Socialization, Externalization, Combination, and Internalization (SECI) model and social exchange theory. The study used the triangulation approach where both the qualitative and quantitative methods were used, with the quantitative method being the dominant method. Both quantitative and qualitative data were gathered simultaneously during a single phase of data collection. The primary purpose was to gather quantitative data through a structured questionnaire consisting of both closed and open-ended questions. The secondary purpose was to gather qualitative data thorough a semi-structured interview schedule. The population surveyed consisted of 23 respondents from the PHRDF and the interviewees were ten Senior Managers in Human Resource Development (HRD) from ten different Provincial departments. The quantitative and qualitative data analyses were kept separate and the results for the quantitative analysis were established using Statistical Package for the Social Science (SPSS) whilst the results for the qualitative data analysis were established using Non-numeric, Unstructured Data*, Indexing, Searching and Theorizing software known as NUD*IST which was later known as NVIVO. The findings of the study revealed that the level of knowledge sharing in the PHRDF was high and knowledge sharing was regarded as very important by both the respondents and the interviewees. Knowledge sharing mainly occurred through interactions during the PHRDF meetings such as discussions of pertinent items in the agendas, presentations of new developments in HRD by experts from national departments as well as documents posted on the Department of Public Service and Administration (DPSA) website. It was clear that the Socialization phase of the SECI model took prominence over other phases during knowledge sharing in the PHRDF. The findings also revealed that members of the PHRDF were intrinsically motivated to share knowledge and extrinsic motivators such as incentives and rewards did not influence the willingness to share knowledge. Challenges regarding knowledge included the absence of an institutional repository or knowledge portal that kept knowledge shared during PHRDF meetings and for storing organisational memory. There was low use of information and communication technologies (ICTs) such as social media, emails and online discussion forums in a virtual community for sharing knowledge. Irregular PHRDF meetings further compromised opportunities for members to meet and share best practices and new developments. Strategies to overcome these challenges as suggested by the study’s findings included the development of a knowledge management policy or strategy which would enable knowledge sharing to be formalised as well as developing a knowledge portal. The findings also suggested the exploitation of modern communication technology such as social media, however, it was emphasized that social media needed to be managed and controlled for work-related knowledge sharing purposes. Based on the results and findings of the study, recommendations were made at the end of the study. Recommendations included the development of a knowledge management framework and policy that would accommodate the formalisation of knowledge sharing, the establishment of knowledge management units in the Provincial Departments, the improvement of the use of ICTs other than websites and inclusion of modern knowledge sharing systems, the establishment of knowledge repositories for ensuring access to organizational memory and the development of knowledge sharing strategies such as rewards and incentives during performance assessments

Decision-making, tacit knowledge, and motivation in semi-professional practice: Humanizing the environment through anthropomorphism in clinical laboratory science

The clinical laboratory science field requires an abundance of technical knowledge; however, the importance of implicit or tacit knowledge gained through observation and practice is often discounted in this field, even though it is a critical part of reflective thinking, critical thinking, and reflective practice. The “de-skilling” of laboratory practitioners may be a result of limited training opportunities in an overtaxed system. A deeper analysis of the decision-making skills by interviewing practicing medical laboratory scientists in this study may illuminate, for practitioners and the public sector, the complexity of the profession. This study adds to the body of knowledge in clinical laboratory science by specifically observing practitioners for behaviors that reflect the use of specialized technical knowledge in decision-making in the context of the laboratory. In addition, this research provides insight for medicine, nursing, and other allied healthcare disciplines to enhance their processes in the context of clinical training. The study used interview and observation techniques in a phenomenological approach to understand decision-making. A purposeful sample of five medical laboratory science practitioners was obtained. They have an average of 20 years’ experience and varying levels of technical and administrative experience and responsibilities in their current positions. The research question was as follows: How do medical laboratory scientists go about making decisions when confronted with problematic or unique situations in the clinical laboratory? Major findings included balancing the work environment, which contains routine and high-stakes decisions through strategies such as anthropomorphism. The use of anthropomorphism provides a new lens to look at the tension between decision-making as art (as opposed to “science”) for many different “semi-professional” fields. The results provided support that trainers and faculty should allow “gut intuition” to be a legitimate choice for trainees and students. Providing more time in practice for “pause” or reflection, and asking students to listen to their inner voice during problem-solving and express that explicitly in the moment, would build on reflective practice and the motivation to perform during stressful and routine situations

Supporting Adult Learners\u27 Metacognitive Development with a Sociotechnical System

Metacognition is defined as thinking about and reflecting on one\u27s cognitive processes. In learning contexts, strong metacognition leads to retention, academic success, and deep learning. While we know a lot about the metacognition of learners in grades K-12 and college, there are limited studies on adult learners\u27 (24 and older) metacognitive awareness, how to support it, or the role technology can play, particularly since e-learning is quickly becoming the central mode of learning for adult learners. Thus, I have the following motivating research question: How can we support adult learners\u27 metacognitive development in e-learning environments? To better understand adult learners\u27 needs, I conducted a content analysis of adults\u27 learning ePortfolios and surveyed a cross-section of adult learners to determine their metacognitive awareness. Based on those findings and the literature on designing learning technologies for adult learners, I iteratively designed and developed a web-based application with adult learning, social learning, and persuasive design elements. During two sections of an online course, a treatment group used the intervention and a control group did not. Both groups completed a pre-/post-self report of their metacognitive awareness, developed a learning portfolio that was rated by two raters for evidence of metacognition, and participated in interviews. This research shows that (a) adult learners are adept at planning and monitoring their learning but need more support in managing information and evaluating their learning; (b) a web-based intervention with social-persuasive design elements supports adult learners in metacognitive development; and (c) social and persuasive design elements, when aligned with adult learning principles, support adult learners\u27 narrative identity, which I argue is a key factor in supporting their metacognitive development. This research aims to provide designers, educators, and learners with a better understanding of adult learners needs and offers design principles and guidelines for development of sociotechnical systems that can promote their metacognitive development in e-learning environments

Question-Asking Behavior of Faculty During Conceptual Instructional Design: A Step Toward Demystifying the Magic of Design

Questioning is a means of information gathering as part of information seeking behavior, including but not limited to: self-questioning, asking questions of others, ignoring questions, deferring asking questions, or denying there are questions. Questioning is critical to design synthesis, supporting learning, problem identification and solving, creativity, evaluation, decision making, and identification and reduction of uncertainty. Jon Kolko refers to design synthesis the magic of design, an abductive, creative sensemaking process generally invisible to observers and often to designers, making it difficult to formalize design and discounting the value of design research and synthesis. Extensive research exists on what designers do, substantially less on how designers think, and very little on cognitive questioning behavior during design from user-based perspectives. The general goal of this study is to help illuminate information gaps that exist for faculty early in the instructional design process. The overarching goal of this study is to provide a starting point for future research on interventions to aid designers from all disciplines with question-asking during design, based on techniques used in commercial nuclear power. The general research objective is to empirically describe faculty\u27s cognitive question-asking behavior during conceptual instructional design. Specific research objectives include exploring questions faculty ask, identifying uses faculty associate with the questions they ask, identifying patterns of behavior in the descriptions faculty provide, and exploring what faculty feel is important about question-asking during instructional design. This qualitative, descriptive study applied Brenda Dervin\u27s user-based sense-making methodology to explore actual questions asked by faculty using timeline interviews. Data was analyzed using deductive and semi-inductive content analysis, descriptive statistics, and design mapping of faculty\u27s questions to other design domains. Results include a variety of faculty questions, concerns, and behaviors including information seeking, concern for students and self, uncertainty about the current design situation, concerns about cross-disciplinary instructional design and complexity, expert/novice issues, and motivational techniques. Participants see value in asking questions during instructional design, but several communicated that they\u27re not trained enough in instructional design. Multiple opportunities were identified for provision of design support and faculty development. As a whole, this study offers two contributions to the fields of instructional design, information science, and design research. First, it provides in-depth exploration of questions asked by faculty designers-by-assignment and expert faculty instructional designers during early conceptual instructional design involving something that is new to them, highlighting problems experienced by faculty. It reaffirms some of the earlier conceptual work about the role of question-asking during design and the needs of instructional designers, and suggests means to aid faculty with instructional design and information seeking. Second, it provides a detailed example of application of design mapping to identify commonalities in question-asking behavior across multiple design domains, a partial proof of concept for design as a discipline. This study provides a basis for future research on interventions to aid designers with question-asking

Law student knowledge of legal interviewing: a case study of self-evaluation using video annotation

Video has long been used to support learner reflection in professional education programs in law, health, and education. Emerging video analysis tools offer learners the ability to highlight segments of video and focus their attention to specific moments or aspects of performance. These emerging tools afford opportunities for more systematic observation, analysis, and deliberate reflection on learner performance than was available previously. Expertise research has found that representative, rigorous tasks followed by immediate feedback and error correction constitute deliberate practice. Training environments that incorporate deliberate practice and emerging video annotation and analysis tools provide opportunities for learners pinpoint strengths and weaknesses in a systematic way. The purpose of this descriptive case study was to utilize a mixed method approach that would allow the identification and reveal the development of learner knowledge in an ill- structured professional domain. Data consisting of categorical, evaluative, and descriptive video annotations were collected from a legal interviewing and counseling course. Data were analyzed using Chi\u27s (1997) verbal analysis approach. Verbal analysis is a methodology for quantifying the qualitative coding of the content of verbal utterances. Results imply that verbal analysis may be a useful method for other ill-structured professional domains. While the concept of reflection remains ambiguous, the method demonstrated in this study also provides a means to analyze reflective artifacts to reveal the content or object of reflections. Finally, results suggest that it may be possible to evaluate the development of learner knowledge in ill-structured professional domains

Exploring Tacit Knowledge in Organizations

There has been a growing prevalent interest to explore the role of knowledge in organizations. Bhardwaj and Monin (2006) identified the knowledge of individuals\u27 as a valuable source of competitive advantage. An organizations well-rounded institutional memory- the organizations collective experiences (Rothwell & Poduch, 2004), fosters competitive advantage. There is a prevailing need to scrutinize the role of tacit knowledge in organizations and how it\u27s hard to articulate nature makes it difficult for organizations to acquire and preserve institutional memory value. The aim of this review is to illustrate that tacit knowledge contributes significantly to the institutional memory value, expansion and preservation. In an effort to simplify this relationship between tacit knowledge and institutional memory, a comprehensive literature search was performed. I first discuss the role of knowledge in organizations and use the literature on tacit knowledge as a guide to explain the importance of its elicitation for institutional memory expansion and preservation. I then propose: (1) the use of tacit knowledge elicitation as a mediator, and (2) recommend training and a learning organization environment as moderators, for the contribution to take place. Finally, I suggest that organizations: (a) Elicit tacit knowledge sharing at their human capital development training programs (b) develop and implement this trainings at managerial levels, and (c) a know-why method to elicit and capture tacit knowledge in a reference guide, to consequently add value to the institutional memory, I conclude with a discussion of implications and limitations for the proposed perspective, and provide suggestions for future research

An Investigation into the Acquisition of Tacit Knowledge in e-Learning Environments: An Experimental Study

Given its soft nature and the fact that it’s difficult to make explicit, tacit knowledge is certainly the most critical form of knowledge to deal with. Often referred to as know-how, practical experiences and insights; tacit knowledge is known to have a significant impact on one’s quality of work and professional efficacy. A review of the literature has revealed that many studies address the questions related to the capacity of e-Learning environments to create conditions that are conducive for participants to share, acquire and retain tacit knowledge. Still, there is debate about learners’ ability to gain tacit knowledge in settings that are devoid of face-to-face contact, simply because of the lack of empirical or experimental studies on the subject. Assuming it’s even possible, there is a lack of models and practical guidelines addressing the acquisition of tacit knowledge at the individual level in online education. This study applies adult learning principles, Knowledge Management and e-Learning design best practices to posit a subject-specific e-Learning model based on Knowledge Objects and learning activities led in the spirit of Community of Practice. The model is tested in order to assess learners’ tacit knowledge and influencing factors that impact the acquisition of this knowledge. The business presentation field was chosen to meet the objectives of the research since the mere memorization of facts does not make an effective presenter. Using a control group design, learners’ tacit knowledge of the experimental group (n=231) and control group (n=212) was examined via a validated instrument (TKIBP). Twenty-three learners were closely monitored, and a panel of experts evaluated their performances at three different stages. Learners’ perceptions of the model were also examined on a number of variables like delivery effectiveness and knowledge acquisition. Results showed that a well-prepared e-Learning environment can create a strong potential to support the activities and learning processes necessary for learners to acquire tacit knowledge. The model proposed in this study is a viable approach to facilitate the acquisition of tacit knowledge in e-Learning environments; in a given field. Experience in the field, English as a first language, self-competence, perceived usefulness, self-directed learning and motivation all play a major role in learners’ capacity to acquire tacit knowledge in e-Learning environments. This study unveils evidence-based information for the better implementation of e-Learning. It also gives a conceptual framework for scholars to advance research related to tacit knowledge acquisition in online education