Using role-play based simulation to acquire tacit knowledge in organizations: the case of KreditSim

Theme: Shaping and Futurizing our Global KnowledgeKnowledge creation and application is crucial for organisations to cope with ever increasing competition. The business-relevant knowledge is reflected in the processes of a company. A process largely consists of tacit knowledge which is embedded in practice or experiences. Acquiring this type of knowledge is crucial for improving business processes. While formal learning or training programs deliver explicit knowledge and skills, it is much more challenging to generate implicit or tacit knowledge out of everyday work activities. In order to help employees and senior managers to acquire and apply tacit knowledge, a role-play based simulation program has been developed. This kind of simulation allows for a learning environment close to the workplace. The case of KreditSim shows how this coaching method actively involves employees and improves awareness of and participation in business process improvement. After identifying the deficiencies in their early process, the learners improve their process in a new simulation run. In this way, the tacit knowledge about processes is externalised, delivered, refined and reused. Social learning is also supported for process knowledge creation and sharing.postprintThe 5th International Conference on Knowledge Management in Asia Pacific (KMAP 2010), Xi'an, China, 16-18 September 2010. In Proceedings of the 5th KMAP, 2010, p. 1-

Vocational training and knowledge development:a deeper understanding

Construction management research literature has identified the importance of understanding the practical realities of skills and training provision and the role of reflective practice in the development of knowledge. This paper examines vocational training of experienced site staff in the development of their knowledge through SVQ training to investigate the primary factors for successful learning in site-based construction staff with a supervisory/management role. Using semi-structured interviews the impact of vocational training on individual candidates and other sitebased staff are investigated. The paper explores, through the reflections of 26 SVQ candidates (20 SVQ3 and 6 SVQ4), a deeper understanding of how site supervisors and site managers learn through the SVQ process and develop tacit knowledge through formal reflection. Reflective practice develops practical wisdom (Phronesis). The investigation explains aspects of practical wisdom and how knowledge, practice and skills are developed through vocational training. There is a clear perception by those completing the qualification that it has enabled them to perform their job better identifying numerous examples relating to problem solving, critical thinking, making decisions and leadership. It has been found that Phronesis is evident on a day-to-day basis on site activities developed through reflective practice in personal development. The reflective practice in developing knowledge also builds, within individuals, a better understanding of themselves and their capabilities through the learning achieved in the SVQ. Future work is identified around analysing the role of the assessor in facilitating Phronesis in the SVQ context

Assurance of learning : the role of work integrated learning and industry partners

In the partnering with students and industry it is important for universities to recognize and value the nature of knowledge and learning that emanates from work integrated learning experiences is different to formal university based learning. Learning is not a by-product of work rather learning is fundamental to engaging in work practice. Work integrated learning experiences provide unique opportunities for students to integrate theory and practice through the solving of real world problems. This paper reports findings to date of a project that sought to identify key issues and practices faced by academics, industry partners and students engaged in the provision and experience of work integrated learning within an undergraduate creative industries program at a major metropolitan university. In this paper, those findings are focused on some of the particular qualities and issues related to the assessment of learning at and through the work integrated experience. The findings suggest that the assessment strategies needed to better value the knowledges and practices of the Creative Industries. The paper also makes recommendations about how industry partners might best contribute to the assessment of students’ developing capabilities and to continuous reflection on courses and the assurance of learning agenda

Supporting the attainment of professional attributes in a work based learning programme

With the impending change in the higher education landscape within the UK there is a greater need for flexibility and innovation in the delivery of degree programmes. One flexible and innovative form of programme delivery is the work based learning platform. Additional academic guidance is imperative for students undertaking a work based learning programme due to the flexible nature of the programme. However in providing this academic guidance and support it places additional demands upon both tutor and student. Hence creative approaches which alleviate these demands are required to facilitate conversations between tutor and student as well as that from student to tutor. This paper will describe the current approaches used and how these demands are particularly important within the context of the personalised nature of work based learning. The contrasting characteristics with classroom based teaching will be highlighted. In particular this will include the authenticity and those factors which relate to the strong ownership of the context by the student within this mode of learning

Towards data exchange formats for learning experiences in manufacturing workplaces

Manufacturing industries are currently transforming, most notably through the introduction of advanced machinery and increasing degrees of au- tomation. This has caused a shift in skills required, calling for a skills gap to be filled. Learning technology needs to embrace this change and with this contri- bution, we propose a process model for learning by experience to understand and explain learning under these changed conditions. To put this process into practice, we propose two interchange formats for capturing, sharing, and re- enacting pervasive learning activities and for describing workplaces with in- volved things, persons, places, devices, apps, and their set-up

Supporting organisational learning: an overview of the ENRICH approach

Traditional training separates learning from the work context in which the newly acquired knowledge is to be applied. This requires the worker themselves to apply imparted theoretical knowledge to knowledge in practice, a process that is grossly inefficient. The ENRICH approach builds on organisational learning theory to intertwine working and learning. The ENRICH methodology incorporates theories of learning at the individual, group and organisational level. Individual level learning is supported through the provision of semantically related resources to support problem reframing and to challenge assumptions. Group learning is supported through the evolution of domain concepts through work documents and representations linked to formal models of group knowledge, and the development of group practices and perspectives through enhanced sharing and collaboration. Organisational learning is supported through exposure to customs and conventions of other groups through shared best practices and knowledge models. The approach is being investigated in a range of industrial settings and applications

Transformational Leadership: Building an Effective Culture to Manage Organisational Knowledge

This paper reviews the current literature of management to indicate how transformational leaders contribute to organisational knowledge by building an effective culture. The paper is based on a review of leadership theories, organisational knowledge, organisational culture and the integration of concepts from the knowledge-based view of the firm. This review also indicates that to develop organisational knowledge transformational leaders act as change agents who influence organisational culture which can in turn mediate the relationship between transformational leadership and organisational knowledge

Questioning Knowledge Transfer And Learning Processes Across R&D Project Teams

This paper addresses popular notions of the generation and sharing of knowledge in organisations commonly described as knowledge transfer. We question the appropriateness of the notion of transfer of knowledge for increasing our understanding of knowledge creation and learning processes in R&D organisations. We suggest that this notion of "transfer", limits our understanding of the important interactive processes used to generate knowledge and to enhance the spread of knowledge. Findings from interviews with senior research scientists challenge the notion of knowledge transfer and instead provide support for the notion of knowledge as constructed meaning in an arena with multiple players and social interactions

Using ICT tools to manage knowledge: a student perspective in determining the quality of education

Within the e-learning context of a university, technology has the potential to facilitate the knowledge interaction between the source (instructor) and the recipient (students). From a literature review, it can be concluded that prior studies have not explored the types of channels that encourage knowledge transfer in this environment. For example, how explicit knowledge travels through the e-learning environment and goes through interaction processes and is received and acquired is largely unknown. According to Alavi & Leidner (2001), Information and Communication Technology (ICT) can help speed up the processes of transferring knowledge from those who have knowledge to those seeking knowledge. Within the university context, technologies such as email, Internet, IRC chat, bulletin boards and tools such as WebCT and BlackBoard have the potential to facilitate the transfer of knowledge and act as a link between source and recipient. Effective knowledge transfer has to consider effective knowledge acquisition, which are therefore inexplicably linked. Nonaka's spiral model addresses knowledge acquisition through spiraling processes in which an individual would be able to convert tacit knowledge to explicit knowledge and vice versa. According to Nonaka & Takeuchi (1995) there are four types of interaction, which give way to the conversion of one form of knowledge into another, namely tacit-to-tacit, tacit-to-explicit, explicit-to-tacit and explicit-to-explicit. In an academic environment, this can be studied as the source, either transferring tacit or explicit knowledge, and similarly as the recipient, receiving knowledge either in tacit or explicit form. Nonaka & Takeuchi (1995) also refer to this as the SECI model, where SECI stands for Socialisation, Externalisation, Combination and Internalisation. This 'Research in Progress' reports the outcomes of a study undertaken to understand how and to what extent knowledge spiraling processes and accompanying characteristics of SECI can be ICT-enabled to contribute towards the studying and learning processes for university education. A survey instrument was developed for this purpose and it is currently undergoing peer-review and other customary validity and reliability tests. Once the instrument is validated, it will be administered on about 50 tertiary students. It is hoped that the results obtained from this survey will be reported in the QIK 2005 conference