Mod 1&3

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 [video file]. Retrieved from  https://www.youtube.com/watch?v=1xj1iVhu308

 

Trautman, S. (2013, January 22). 5 questions that drive knowledge transfer [video file]. 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 [video file]. 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 [video file]. Retrieved from  https://www.youtube.com/watch?feature=player_detailpage&v=tWyMU90x6o4

Case Assignment

1. 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 or (b) use the  Knowledge Silo Matrix  Word form. 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. 

2.  Introduction—This section is often written after you have completed the rest of your paper.

3. 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?   

4. 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.

5. Matrix Analysis—Analyze what the matrix tells you.

a.  Look at each silo and analyze what you see and what needs to be done to minimize the knowledge risk.

b. 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.

6. 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. 

7.  Conclusion

Submit BOTH your Knowledge Silo Matrix and your discussion covering the points above by the module due date.

Module 1 - SLP

KNOWLEDGE TRANSFER; PERFORMANCE MANAGEMENT; ON-THE-JOB TRAINING  

(Signature Assignment: Oral Communications, Introduced Level)

Required Video:

Review the following video and follow it carefully as you prepare your assignment.

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.  (for SLP 1)

(UNCW, for Employees, 2016)

[Note: If a video is interrupted, bump it up a bit.]

Optional Video:

The video listed below is designed for managers and supervisors. It is optional for you to view if you are new to goal-setting.

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.  (for SLP 1).

(UNCW, for Supervisors/Managers, 2016)

SLP 1 Assignment:

In this assignment, you are asked to prepare a 10-minute video (or PowerPoint slide presentation with voice over), responding to the following:

1. Provide a short introduction to your talk.

2. Follow the golden circle approach (as discussed in the required video on Employee Empowerment above). This video discusses Simon Sinek’s golden circle approach (2:34 minutes into the video). You should start with the why and describe with passion and purpose what you do at work.

3. 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:

a. What can your supervisor do to help you do your job more effectively?

b. How can your supervisor assist in furthering your career growth?

c. What do you feel are going to be your biggest challenges this year?

d. What training, development, or resources do you want/need to be successful?

e. What would you like to say 12 months from now that you currently cannot say? How can your supervisor help?

f. What would you like to accomplish this year?

4. 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).

5. Provide a short conclusion to your presentation.

Please upload your submission by the module due date.

Knowledge Transfer

Required Material

O’Boyle Feldman, M. (2014, January 4). Intergenerational Communications in the workforce [video file]. Retrieved from  https://www.youtube.com/watch?v=1iK9UqIELfE

Pepe, M. E. (2013). How to bridge generation gaps. HR Magazine, 58(11), 40-43. Retrieved from ProQuest in the Trident Online Library.

Schramm, J. (2014). Preparing for an aging workforce. HR Magazine, 59(12), 47. Retrieved from ProQuest in the Trident Online Library.

Trautman, S. (2013). 5 questions that drive knowledge transfer [video file]. Retrieved from  https://www.youtube.com/watch?feature=player_detailpage&v=IvB_cOo14y8  (for Case 1)

Trautman, S. (2012). How it works: The Steve Trautman Co. 3 step knowledge transfer solution [video file]. Retrieved from  https://www.youtube.com/watch?feature=player_detailpage&v=tWyMU90x6o4  (Case 1)

Trautman, S. (2012). Introduction to the Steve Trautman Co. 3 step knowledge transfer process [video file]. Retrieved from  https://www.youtube.com/watch?v=1xj1iVhu308  (for Case 1)

Trautman, S. (2012). The Steve Trautman Co. 3-step knowledge transfer solution with knowledge silo matrix demo [video file]. Retrieved from  https://www.youtube.com/watch?feature=player_detailpage&v=knN-ZzVAmMY  (for Case 1)

Performance Management

Required Material

Lussier, R. & Hendon, J. Developing and managing: Performance management and appraisal. Retrieved from  http://www.sagepub.com/upm-data/45674_8.pdf

Telania (2016). Performance Appraisal vs. Performance Management. Retrieved from  https://www.youtube.com/watch?v=XtoznQQ3NO0.

UNCW Dare to Learn Academy (2016). Full Cycle Performance: Employee Empowerment Virtual Workshop (for employees). Retrieved from  https://www.youtube.com/watch?v=8gHxEphVZpI.  (for SLP 1)

Optional Material

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.  (for SLP 1).

On-The-Job Training

Required Material

Burroughs, A. (2014). On-the-job training. Smart Business Cleveland, 25(10), 36. Retrieved from the Trident Online Library.

In-job training has broad benefit. (2011, Aug 25). The Daily Post. Retrieved from the Trident Online Library.

IUSoutheast (2009, July 20). HR management: Training & development [video file]. Retrieved from  http://www.youtube.com/watch?v=85RVEas4AXs&feature=relmfu