Strategies for Groups
These knowledge transfer strategies involve one person transferring knowledge to a group of people, providing an efficient means to reach people who can benefit from this knowledge.
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Communities of Practice (CoPs) are a proven knowledge management strategy. A Community of Practice is “a group of people who share a concern, set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interaction on an ongoing basis” (Wenger, McDermott and Snyder in Hammer, 2008). This collaboration and knowledge sharing results in transfer of knowledge and new technology which is then shared throughout the organization. CoPs can support problem solving and collaboration among participants in geographically dispersed locations. This interaction assists with identification of subject matter experts and provides access to their experience. Through regular interaction, participants create a “tight, effective loop of insight, problem identification, learning, and knowledge production” (Burk, 2000 in Hammer 2008). Within these groups, trust develops so that information imparted by participating subject matter experts is considered trustworthy and valuable. This level of trust supports dissemination of information. Informal networks may function within an organization, but the formation of a CoP implies leadership support and acknowledgment of the value of the strategy.
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A critical incident or lessons learned database serves as a repository for specific challenges met in project development and delivery. Recording processes and decisions that led to the incidents, and the subsequent resolutions can lead to process improvements, and revised standards and policies, thus saving others from duplicating errors or reinventing the wheel. This sharing of tacit knowledge enables the agency to manage risk through reductions in errors, and allows workers to see the rationale behind changes in processes and procedures, thereby increasing trust in the knowledge and information that underlie decisions. (Cronin and Hammer 2013).
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Boot Camp is structured to train multiple employees on a specific topic, process, or procedure at one time. A subject matter expert relates the information in a single session of short duration (half day or less) or over several sequential sessions on related topics. This strategy can be employed when introducing a new procedure, updating an established procedure, or refreshing knowledge of an established procedure to ensure that all affected employees have the needed information.
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Brown Bag sessions are a recognized strategy for knowledge transfer. Such events provide an informal and low cost means for highlighting current and best practices, giving attention to new and emerging issues in transportation, and exploring the findings and implications of recent transportation research. These sessions involve a limited time commitment, but leadership support for the concept and time taken from work is necessary. Participants can suggest “hot topics” for future presentations through an end of session survey.
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As individuals leave specific positions, interviews or storytelling sessions can capture their experiences. Frequently, these employees know the history of their units and are able to share significant events or policy shifts that have shaped the unit and the way things are done. By providing background for a process, or procedure, or steps taken to work through a problem, storytelling can engage listeners who are in similar positions. Storytelling can communicate the rationale for change when introducing a new procedure or process, or a new way of looking at the work. Storytelling can support decision making, encourage buy-in, or help market an idea, process, or procedure.
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Methods, processes, and strategies that are considered best practices will have been shown to be effective through implementation. Adoption of best practices results in time and cost savings, reduction in errors, managing risk. FHWA’s Every Day Counts initiative promotes the sharing of best practices among DOTs to support efficiency and effectiveness in deployment of new technologies.
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Strategies for Individuals
These knowledge transfer strategies involve one person transferring knowledge to one other person at a time. These strategies are applicable when conveying technical details or information specific to a position or process.
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A mentoring program can be an effective recruitment and retention strategy, and as such, should be supported by leadership. A mentor will be a senior staff member who functions as a coach, advisor, and teacher to a new employee or one who requests assistance and guidance in career development or personal growth within the organization. A mentor should be an individual outside of a mentee’s chain of supervision. Both mentors and mentees can benefit from the relationship. Mentors benefit from identification as a role model, and can learn from the mentee’s questions and knowledge.
NJDOT’s Women in Transportation group runs a Department-wide mentoring program to encourage the sharing of knowledge and expertise among employees to build “a stronger, more adaptive organization.”
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Structured on-the-job training provides a trainee with direct instruction from an experienced worker and hands-on experience of the job at the job site. A structured program defines specific tasks and skills to be learned and a sequence of learning to build on knowledge. Documentation of knowledge transferred is required.
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This strategy can introduce workers to a particular position, and assist them with career decisions by identifying daily tasks, and the education and training required for a position and related positions. Workers will have a broader understanding of roles within the organization. Job shadowing serves as a coaching opportunity rather than a thorough training program.
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Cross training allows employees to learn about other positions in the organization while maintaining their own position. Cross training programs can share employees across units or within units. Advantages include creation of redundancy for a position. In the case of cross training between units, the practice can improve knowledge of the function of other units and how the work in various agency units fits together, and development of personal connections to other units which can also facilitate knowledge sharing on common tasks or projects. This strategy may assist with knowledge sharing in anticipation of a retirement or other loss of institutional knowledge, or in the event of a short- or long-term vacancy. A successful program requires coordination, supervision, and mentoring.
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