Module 1 case
KNOWLEDGE TRANSFER;
PERFORMANCE MANAGEMENT; ON-THE-JOB TRAINING
Knowledge Transfer
Many employers do not have a plan to manage and transfer
knowledge. Because workforce dynamics have changed, there is a greater need
than ever for a knowledge-transfer strategy. Business wisdom is taken from
organizations with retirements, resignations, and terminations, leaving
companies more likely than not to have less growth capacity and less
efficiency, especially in the short run.
In the past, the expectation of passing along knowledge and
leaving a legacy was a good fit with the values of long-tenured employees who
spent their careers with the same company. But in the modern workplace, where
four generations work side by side, knowledge is not always well-filtered
throughout an organization.
“As the Baby Boom generation of corporate leaders and
experts approaches retirement, businesses in the U.S., Canada, and many
European nations face the loss of experience and knowledge on an unprecedented
scale,” says Diane Piktialis, Mature Workforce Program Leader at The Conference
Board. “Younger workers can’t be counted on to fill the void, as they lack the
experience that builds deep expertise. They also tend to change jobs
frequently, taking their technological savvy and any knowledge they’ve gained
with them.”
Knowledge does not exist in a vacuum, so it is important to
first identify and evaluate what kind of knowledge company executives are
interested in capturing and sustaining.
Because so much knowledge transfer is cross-generational,
from long-tenured to newer employees, an understanding of different learning
styles based on generation facilitates the process. Understanding generational
learning preferences and adapting how knowledge is conveyed can make the
difference between merely harvesting knowledge and actually using it.
Adaptations should be made when the knowledge is specific to
the organization and is mission critical, and when the less knowledgeable
employee has specific generational learning preferences. For example, employees
entering the workforce may prefer getting Instant Messages (IM) in real time
rather than setting a schedule to meet. Gen Y employees may set up blogs to
capture knowledge. Firms considering or using knowledge transfer processes
should assess their readiness for Instant Messaging, blogs, wikis, RSS feeds,
podcasts, and virtual reality.
There are many knowledge transfer methods available,
including training seminars, formal education, interviews, mentoring,
apprenticeships, instant messaging, job transfer, simulations and games, peer
assists, communities of practice, storytelling, wikis, blogs, white papers, and
conferences.
Revised from:
American Management Association. (2017). Effective knowledge
transfer can help transform your bottom line. Retrieved from
http://www.amanet.org/training/articles/Effective-Knowledge-Transfer-Can-Help-Transform-Your-Bottom-Line.aspx.
Assignment Overview
Steve Trautman is one of America’s leading knowledge
experts. View the following four videos to understand the depth of the
knowledge-transfer process and follow Mr. Trautman’s widely used knowledge
transfer solution.
Pay close attention to the process. Developing your own
Knowledge Silo Matrix and discussing what you found will be the basis of your
Case 1 assignment.
Trautman, S. (2012, November 30). Introduction to the Steve
Trautman Co. 3 step knowledge transfer process . Retrieved from
https://www.youtube.com/watch?v=1xj1iVhu308
Trautman, S. (2013, January 22). 5 questions that drive
knowledge transfer . Retrieved from
https://www.youtube.com/watch?feature=player_detailpage&v=IvB_cOo14y8
Trautman, S. (2012, December 19). The Steve Trautman Co.
3-step knowledge transfer solution with knowledge silo matrix demo . Retrieved from
https://www.youtube.com/watch?feature=player_detailpage&v=knN-ZzVAmMY
And finally, pulling it all together:
Trautman, S. (2012, December 18). How it works: The Steve
Trautman Co. 3 step knowledge transfer solution . Retrieved from
https://www.youtube.com/watch?feature=player_detailpage&v=tWyMU90x6o4
Case Assignment
For this Case Assignment you will be completing and
analyzing a matrix following the Knowledge Silo Matrix instructions in the
third video above. (The team you choose could be a current or past work group,
a group of committee members, a group of family members, members of a rock
band, or any group where you know the expertise needed and the skill levels of
the employees/members.)
You may (a) complete the matrix by hand, (b) use the
Knowledge Silo Matrix Word form, or (c) download the Excel form from
stevetrautman.com. Remember these key points:
The Knowledge Silo Matrix (KSM) is a high-level tool of
knowledge silos. Think bigger picture. For example, if you were filling out a
KSM for building a house, some example silos would be Plumbing, Electrical,
Flooring, Insulation, etc. Not “Weld a pipe” or “Test for adequate water
pressure.” The blog article, Tip for Better, Faster Knowledge Transfer—It’s Not
What People KNOW, It’s What They Know How to DO, provided by The Steve Trautman
Co., addresses the important distinction between Knowing vs. Doing. This will
help you create a more actionable KSM.
Once you have your matrix completed, then respond to the
following questions using the section headings in your paper that are marked in
bold below. Utilize at least two sources of outside information from other
authors; be sure to cite them and provide a reference list at the end.
Introduction—This
section is often written after you have completed the rest of your paper.
Work Team Overview—Provide an overview of the work team you have
assessed in the Knowledge Silo Matrix. Who are they, how long have they been in
the group, and what are their jobs?
Skill Level in Silo—Discuss each group member’s job in terms
of his/her silo status—discussing why you have evaluated them as purple, green,
yellow, or white.
Matrix Analysis—Analyze what the matrix tells you.
Look at each silo and
analyze what you see and what needs to be done to minimize the knowledge risk.
Look at the colors assigned to each employee (horizontal
colors). What should be done next to minimize the risk related to each employee
as well as to enhance the performance of the work team? Be sure to discuss the
training needed (or not) for each member and what the format of the training
should be given what you learn from the matrix.
Application of the Matrix–Discuss what you have learned
from this exercise and the strengths of the Knowledge Silo Matrix approach and
the challenges you see managers could face in an organization using the Matrix.
Conclusion
Submit BOTH your Knowledge Silo Matrix and your discussion
covering the points above by the module due date.
Assignment Expectations
Your paper will be evaluated using the criteria as stated in
the Case rubric. The following is a review of the rubric criteria:
Assignment-Driven: Does the paper fully address all aspects
of the assignment? Is the assignment addressed accurately and precisely using
sound logic? Does the paper meet minimum length requirements?
Critical Thinking: Does the paper demonstrate graduate-level
analysis, in which information derived from multiple sources, expert opinions,
and assumptions has been critically evaluated and synthesized in the
formulation of a logical set of conclusions? Does the paper address the topic
with sufficient depth of discussion and analysis?
Business Writing: Is the essay logical, well organized and
well written? Are the grammar, spelling, and vocabulary appropriate for
graduate-level work? Are section headings included? Are paraphrasing and
synthesis of concepts the primary means of responding, or is
justification/support instead conveyed through excessive use of direct
quotations?
Effective Use of Information: Does the submission
demonstrate that the student has read, understood, and can apply the background
materials for the module? If required, has the student demonstrated effective
research, as evidenced by student’s use of relevant and quality (library?)
sources? Do additional sources used provide strong support for conclusions
drawn, and do they help in shaping the overall paper?
Citing Sources: Does the student demonstrate understanding
of APA Style of referencing by inclusion of proper citations (for paraphrased
text and direct quotations) as appropriate? Have all sources (e.g., references
used from the Background page, the assignment readings, and outside research)
been included, and are these properly cited? Have all sources cited in the
paper been included on the References page?
Timeliness: Has the assignment been submitted to TLC
(Trident’s learning management system) on or before the assignment due date?
Module 1 – SLP
KNOWLEDGE TRANSFER;
PERFORMANCE MANAGEMENT; ON-THE-JOB TRAINING
(Signature
Assignment: Oral Communications, Introduced Level)
For this assignment, view the video, which immediately
follows. The video explains an exciting new performance appraisal approach
where 50% of the appraisal focuses on past performance, and 50% on goal setting
for the future. This is a program called “Full Cycle Performance” which was
recently rolled out at the University of North Carolina Wilmington. This system
devotes time also to the setting of SMART goals. Unfortunately, many appraisal
systems in organizations today do not give enough attention to goal-setting and
future goal achievement.
The Full Cycle Performance is adaptable to all
organizations.
UNCW Dare to Learn Academy (2016). Full Cycle Performance:
Employee Empowerment Virtual Workshop (for employees).
Retrieved
from https://www.youtube.com/watch?v=8gHxEphVZpI. Standard
YouTube license. (for SLP 1)
UNCW, for Employees, 2016)
[Note: If a video is interrupted, bump it up a bit.]
The second video listed below is for managers and
supervisors. It is optional for you to view. However, if you are interested in
more information on the program, you should view this second video. If you do,
you will see some overlap between the two presentations, but with a shifted
focus.
UNCW Dare to Learn Academy (2016). Full Circle Performance:
Goal Setting and Calibration (for supervisors and managers).
Retrieved from https://www.youtube.com/watch?v=Uyq0B1i_N2s.
Standard YouTube license. (for SLP 1).
(UNCW, for Supervisors/Managers, 2016)
This SLP 1 asks you to view the following video and follow
it carefully as you prepare your assignment.
UNCW Dare to Learn Academy (2016). Full Cycle Performance:
Employee Empowerment Virtual Workshop (for employees).
Retrieved from https://www.youtube.com/watch?v=8gHxEphVZpI.
Standard YouTube license.
In this assignment, you are asked to prepare a 10-minute
video (or PowerPoint slide presentation with voice over), responding to the
following:
Provide a short introduction to your talk.
Following the golden circle, start with the why and describe
with passion and purpose what you do at work.
Brainstorm what you might want to include as your own goals.
(Include your list either within your talk, or as an extra file.) Consider the
following questions and briefly answer them as you prepare your brainstorming
list:
What can your supervisor do to help you do your job more
effectively?
How can your supervisor assist in furthering your career
growth?
What do you feel are going to be your biggest challenges
this year?
What training, development, or resources do you want/need to
be successful?
What would you like to say 12 months from now that you
currently cannot say? How can your supervisor help?
What would you like to accomplish this year?
Develop 3-4 Smarter Goals based on your information above
and discuss them in your talk. (Be sure to also show your goals in visual
form).
Provide a short conclusion to your presentation.
Please upload your submission by the module due date.
SLP Assignment Expectations
Demonstrate critical thinking and analysis of the relevant
issues drawing on your background material.
Show your ability to synthesize information and submit a
concise and meaningful talk.
Cite any sources of borrowed information, preferably in APA
style.
Proofread your visuals for grammar, spelling, and word-usage
errors.
ScholarMatic: Explanation & Answer
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