Knowledge Transfer Methods Research Articles

Komunikasi Vertikal dan Horizontal dalam Membentuk Gaya Kepemimpinan Berbasis Kearifan Lokal: Studi pada Binus University

Productivity of the company depends on a leader's attempt to control staff via two-way communication. Binus University as a university that relies on IT-based communication has several advantages: cost, distance, and time reduced. However there are also a few problems, such as unreadable nonverbal communication and lack of formality and respect between subordinates and superiors. This study aims to determine vertical and horizontal communication in Binus University which form leadership style based on company local wisdom so that the company may become an institution of higher education that counts. In addition, study aims to determine how corporate culture may establish the company local wisdom in Binus University. Study used descriptive-qualitative method by doing interview and observation to some key informants. Results show that Binus University implements vertical and horizontal flow of information for communication openly and equally within the university. Leadership in Binus always embeds culture that becomes values of Binusian which are composed of 5 points: trust in God, sense of belonging, sense of closing, benchmarking, and continuous improvement in every meeting between leaders and employees. Binus University has also implemented three components forming company local wisdom, namely transformational leadership, culture and corporate structure, and effective knowledge transfer method.

Up-Hill and Down-Hill Learning: Patterns of Knowledge Transfer Methods and Stickiness

The process of organizational learning can be managed and improved. In particular, judicious deployment of knowledge transfer methods presumably makes organizational learning easier. While extant research describes and occasionally compares the effect of selected knowledge transfer methods, such as personnel rotation or newsletters, it stops short of specifying theoretical guidelines on how the sequence of methods used impacts knowledge transfer difficulty. Drawing on the skill acquisition literature in psychology we propose the existence of two basic patterns of organizational learning. In the first pattern, which we refer to as “up-hill” learning (towards richer methods), richer methods are used at transfer ramp-up than at transfer initiation. In the second pattern, which we refer to as “down-hill” learning (away from richer methods), richer methods are used at transfer initiation than at ramp-up. We hypothesize that how the pattern of methods impacts stickiness is contingent on transfer characteristics. When the content of the learning is causally ambiguous and/or when there is an easy relationship between the source and the recipient, down-hill learning is more effective than up-hill in reducing stickiness. We operationalize the two patterns, test and find support for our predictions drawing on a proprietary dataset of methods chosen in 116 transfers of 37 organizational practices in 8 companies. Our theory and findings contribute to the organizational learning literature by identifying and operationalizing the patterns, and by suggesting a set of contingencies, i.e. causal ambiguity and relationship ease, that determine how the pattern of methods used affects stickiness.

Effective Method of Knowledge Transfer Among Engineers

Effective Method of Knowledge Transfer Among Engineers

Adult learning principles and presentation pearls.

Although lectures are one of the most common methods of knowledge transfer in medicine, their effectiveness has been questioned. Passive formats, lack of relevance and disconnection from the student's needs are some of the arguments supporting this apparent lack of efficacy. However, many authors have suggested that applying adult learning principles (i.e., relevance, congruence with student's needs, interactivity, connection to student's previous knowledge and experience) to this method increases learning by lectures and the effectiveness of lectures. This paper presents recommendations for applying adult learning principles during planning, creation and development of lectures to make them more effective.

Theory and Application of Tacit Knowledge Transfer

Tacit knowledge, regarding its essence, is a kind of “understanding”, comprehension, and the process of grasping and re-organizing experiences. Moreover, such ability can be controlled at will. However, spiritual understanding enables people to display the function of dominance and determination of knowledge. Therefore, this study first proposed the tacit knowledge transfer mode; there are two major strategies for the Tacit Knowledge Transfer Method (TKTM): depict the essence instead of the appearance and understand spiritually. In other words, it allows learners to represent the knowledge learned and transfer it into body memory in order to apply it to similar situations through deduction and inference. This study aims to integrate Tacit Knowledge Transfer Method (TKTM) into sketch instruction. The first phase was “knowledge accumulation”: we used “Mu” way to accumulate drawing knowledge. The phase two was “knowledge transfer”: we used “Lin” way to transfer drawing knowledge. In the process, the students in Department of Design are divided into the experimental group and the controlled group for comparisons. Seven design experts evaluate the teaching effectiveness on the two groups (Mixed and anonymous), aiming at students’ learning achievement. The experiment concludes two main results: firstly, based on the expert evaluation scores, Tacit Knowledge Transfer Method (TKTM) proves the significant effect of Tacit Knowledge Transfer Method (TKTM) on Perspective Accuracy, Line Stability, and Form Expressivity of freehand sketch; secondly, from the experiment process and survey results, it was evident that Tacit Knowledge Transfer Method (TKTM) has direct correlation with participants’ assertiveness. If there is a conflict between norm knowledge the effectiveness of transfer will be reduced significantly.

A citation and co-citation analysis of 10 years of KM theory and practices

In a previous issue of Knowledge Management Research & Practice (KMRP), we analysed the content and keywords of all articles published in the first decade of KMRP. With this article, we extend our preliminary analysis to the citation and co-citations made by these articles. The study covers all the 256 articles published. The most cited article was A dynamic theory of organisational knowledge creation by Nonaka. The most cited KMRP article was by Nonaka and Toyama: The knowledge-creating theory revisited: knowledge creation as a synthesizing process. The co-citation analysis of the 100 most cited articles in KMRP publications showed that four groups of topics emerged, one around communities and situated learning, the second group around networks, knowledge transfer and research methods, a third group around the foundations of knowledge management and a fourth group around intellectual capital.

Subchloroplast Location Prediction via Homolog Knowledge Transfer and Feature Selection

The accuracy of subchloroplast location prediction algorithms often depends on predictive and succinct features derived from proteins. Thus, to improve the prediction accuracy, this paper proposes a novel SubChloroplast location prediction method, called SCHOTS, which integrates the HOmolog knowledge Transfer and feature Selection methods. SCHOTS contains two stages. First, discriminating features are generated by WS-LCHI, a Weighted Gene Ontology (GO) transfer model based on bit-Score of proteins and Logarithmic transformation of CHI-square. Second, the more informative GO terms are selected from the features. Extensive studies conducted on three real datasets demonstrate that SCHOTS outperforms three off-the-shelf subchloroplast prediction methods.

Facilitating Leader Tacit Knowledge Acquisition

The aim of the paper is to identify how to support the moulding of tacit knowledge which is necessary for success in a managerial position within a framework for the preparation and development of managers. The paper is based on an analysis of expert publications and the results of a completed project. Research respondents and theorists agree with the necessity for active involvement of trainees. It is also important to develop knowledge within the framework of manager preparation with significant reflection on learning from mistakes. From the methods of tacit knowledge transfer a close collaboration with experienced people, working in teams, training of model situations, goal-directed interviews, coaching, job rotation, short term attachments and excursions seem to be the most beneficial. It is also important to pay attention to the cultivation of organisational culture, especially in the sense of accepting knowledge sharing as the norm.

Sport concussion knowledge base, clinical practices, and needs for continuing medical education: a survey of family physicians and cross-border comparison

ObjectiveTo identify sport concussion knowledge base, practice patterns and current/preferred methods of Knowledge Transfer and Exchange (KTE) in two distinct populations of family physicians.DesignCross-sectional study, using a survey design.SettingAlberta, Canada...

Human Computation as a New Method for Evidence-Based Knowledge Transfer in Web-Based Guideline Development Groups: Proof of Concept Randomized Controlled Trial

BackgroundGuideline developers use different consensus methods to develop evidence-based clinical practice guidelines. Previous research suggests that existing guideline development techniques are subject to methodological problems and are logistically demanding. Guideline developers welcome new methods that facilitate a methodologically sound decision-making process. Systems that aggregate knowledge while participants play a game are one class of human computation applications. Researchers have already proven that these games with a purpose are effective in building common sense knowledge databases.ObjectiveWe aimed to evaluate the feasibility of a new consensus method based on human computation techniques compared to an informal face-to-face consensus method.MethodsWe set up a randomized design to study 2 different methods for guideline development within a group of advanced students completing a master of nursing and obstetrics. Students who participated in the trial were enrolled in an evidence-based health care course. We compared the Web-based method of human-based computation (HC) with an informal face-to-face consensus method (IC). We used 4 clinical scenarios of lower back pain as the subject of the consensus process. These scenarios concerned the following topics: (1) medical imaging, (2) therapeutic options, (3) drugs use, and (4) sick leave. Outcomes were expressed as the amount of group (dis)agreement and the concordance of answers with clinical evidence. We estimated within-group and between-group effect sizes by calculating Cohen’s d. We calculated within-group effect sizes as the absolute difference between the outcome value at round 3 and the baseline outcome value, divided by the pooled standard deviation. We calculated between-group effect sizes as the absolute difference between the mean change in outcome value across rounds in HC and the mean change in outcome value across rounds in IC, divided by the pooled standard deviation. We analyzed statistical significance of within-group changes between round 1 and round 3 using the Wilcoxon signed rank test. We assessed the differences between the HC and IC groups using Mann-Whitney U tests. We used a Bonferroni adjusted alpha level of .025 in all statistical tests. We performed a thematic analysis to explore participants’ arguments during group discussion. Participants completed a satisfaction survey at the end of the consensus process.ResultsOf the 135 students completing a master of nursing and obstetrics, 120 participated in the experiment. We formed 8 HC groups (n=64) and 7 IC groups (n=56). The between-group comparison demonstrated that the human computation groups obtained a greater improvement in evidence scores compared to the IC groups, although the difference was not statistically significant. The between-group effect size was 0.56 (P=.30) for the medical imaging scenario, 0.07 (P=.97) for the therapeutic options scenario, and 0.89 (P=.11) for the drug use scenario. We found no significant differences in improvement in the degree of agreement between HC and IC groups. Between-group comparisons revealed that the HC groups showed greater improvement in degree of agreement for the medical imaging scenario (d=0.46, P=.37) and the drug use scenario (d=0.31, P=.59). Very few evidence arguments (6%) were quoted during informal group discussions.ConclusionsOverall, the use of the IC method was appropriate as long as the evidence supported participants’ beliefs or usual practice, or when the availability of the evidence was sparse. However, when some controversy about the evidence existed, the HC method outperformed the IC method. The findings of our study illustrate the importance of the choice of the consensus method in guideline development. Human computation could be an acceptable methodology for guideline development specifically for scenarios in which the evidence shows no resonance with participants’ beliefs. Future research is needed to confirm the results of this study and to establish practical significance in a controlled setting of multidisciplinary guideline panels during real-life guideline development.

What is the evidence that poster presentations are effective in promoting knowledge transfer? A state of the art review

Poster presentations are a common form of presenting health information at conferences and in the community. Anecdotal evidence within the discipline indicates that health information framed in a poster presentation may be an effective method of knowledge transfer. A state of the art review of the literature was performed to determine the effectiveness of poster presentations on knowledge transfer. Electronic searches of various electronic databases were performed for studies published until 2012. Studies were eligible for inclusion if they provided empirical data on the effectiveness of poster presentations on changes in participant knowledge, attitude or behaviour. A total of 51 studies were identified through the database searches, of which 15 met the inclusion criteria. No study evaluated the effectiveness of posters in comparison with other educational interventions. Most studies utilised a before/after methodology, with the common conclusion that posters elicit greatest effectiveness in knowledge transfer when integrated with other educational modalities. The poster presentation is a commonly used format for communicating information within the academic and public health fields. Evidence from well-designed studies comparing posters to other educational modalities is required to establish an evidence base on the effectiveness of utilising posters in achieving knowledge transfer.

Knowledge transfer methods between founder firms and corporate foundations

This article investigates the impact of knowledge transfer (Goh, 2002) from founder firms to the Corporate Foundations (CFs) on the CFs’ effectiveness. Starting from a typology of CFs’ effectivenes...

The Knowledge Transfer Methods and Its Application in Robot Based on Subtask Hierarchical Reinforcement Learning

The Knowledge Transfer Methods and Its Application in Robot Based on Subtask Hierarchical Reinforcement Learning

The Role of Leadership In the Success of e-Learning Programs: The Case of Sakarya University e-MBA Program

Developments in information technologies have significant influence on all aspects of modern life. Especially in the area of education, information technologies has a widespread use. In this respect, the concept of e-leaning is gaining acceptance all over the world. Many universities around the World tend to implement e-learning programs for undergraduate and postgraduate programs. But, they face a number of problems in implementing these e-learning-based programs given the fact that the traditional teaching mentality predominantly prefers face-to-face classroom teaching methods which have different assessment procedures and knowledge transfer methods. In order to successfully implement these e-learning programs in traditional education settings, a clear and insistent leadership style plays a critical role. In this study I wanted to examine the e-learning practices carried out for more than ten years at the Sakarya University e-MBA program. To this end, as a researcher, a teacher and a coordinator in this program, I have witnessed the whole evolution of the e-MBA program from beginning up to now. I have done many observations, carried out various interviews with students and professors, conducted many focus group studies and run several surveys on many aspects of this distant education program in order to sort out problems, develop solutions for problems, seek for new ways to improve the program. Findings indicates that a clear and sound leadership is critical in establishing and implementation of e-learning programs successfully. Also, many of the factors affecting student satisfaction and the success in e-learning based programs are discussed in the study.

Nimble knowledge transfer in high velocity/turbulent environments

PurposeThis paper aims to clarify the relationship between explicit and tacit knowledge in specific organizational environments. It seeks to explore processes and strategies currently being deployed as best practices in the military to see what can be learnt from them and to improve the use of knowledge assets in large‐scale organizations in high‐velocity and/or turbulent environments.Design/methodology/approachHigh velocity/turbulent environments are defined. The paper uses examples from the public sector and the private sector and provides a model for knowledge management in high velocity/turbulent environments (HVTE) and offers several propositions for further exploration.FindingsThe paper provides insights into how and why tacit knowledge is more important to decision making and strategic positioning in high velocity/turbulent environments. The complexity of knowledge management is enormous.Practical implicationsWhat the authors learned from the military can serve as lessons for businesses to improve their agility in high velocity/turbulent environments. Businesses can apply this knowledge in considering the types of environments they operate in and which methods of knowledge transfer would serve them best to remain competitive.Originality/valueThis paper addresses what the authors believe is missing in knowledge management research to date – how and when tacit knowledge is more critical to organizational success than the use of explicit knowledge. The analysis also provides an environmental framework that distinguishes the use of tacit and explicit knowledge.

Knowledge transfer pattern in collaborative product development

This paper offers theoretical elaboration on, and demonstrates some empirical support for the patterns of knowledge transfer between buyers and suppliers in collaborative product development. The findings present that some knowledge transfer methods are very important in some phases of product development but not in others, and the different transfer methods can be used for different phases of product development. We conclude that knowledge transfer through electronic channels has an obvious influence, however communication like face-to-face is also very important. Of particular interest is the finding that one effective way for an organisation manages to transfer knowledge is to select an appropriate transfer method given a type of knowledge to be transferred in the right place at the right time.

Multilevel effects of a method of expert's knowledge transfer

PurposeThis paper aims to provide evidence on the multilevel effects of a method of knowledge transfer centred on the expert.Design/methodology/approachA longitudinal evaluation of the method's effects was undertaken in several companies. This method of knowledge transfer in cognitive psychology is centered on the reflexive relationship between the expert and the tasks which he has to carry out. The analysis in clinical sociology show that the effects of such a method make it possible to observe organizational learning induced on the level of the expert, the group and the global strategy.FindingsCoding is conceived as an aid for the expert, it transforms the expert's knowledge and strengthens their professional legitimacy in transmission. The conceptualisation of their practices, as well as verbalising the problems which it causes, transforms work rules. These cognitive and organizational changes then have consequences on the conditions of negotiation for new business and business strategy.Research limitations/implicationsThe method observed is applicable to various levels of qualification but also for entrepreneurs who have expert knowledge. It requires time and is implemented when management desires an organizational change coupled with innovation.Practical implicationsAssisting the experts in the codification and transmission of knowledge supports co‐alignment between KM and strategy.Originality/valueThe focus is on the direct reflexive effects of codification on the expert but also on the indirect effects on the organization and management.

Report on a field visit to Mondragón University: a cooperative experience/experiment

We have been investigating universities in our own countries for many years and are now turning our attention to exploring alternatives to current reforms. As part of these investigations, we spent two days of interviews and meetings at Mondragón, a town in Gipúzkoa in the Spanish Basque Country.Mondragón is at the centre of one of the largest groups of co-operatives in the world and in 1997 set up what is probably the only co-operative university in existence. This highly successful university has a solidary economy, effective methods of knowledge generation and transfer, and is expanding. Among its unique features are flat hierarchies and forms of self-management, community engagement and student participation built on an overall concept of the solidarity of the stakeholders.

Transfermethoden der deutschen Prävention und Gesundheitsförderung. Eine Expertenbefragung im Förderschwerpunkt Präventionsforschung (BMBF)

This expert survey analyzed the application and perceived usefulness of knowledge transfer methods for disease prevention and health promotion research. 302 experts from 70 administratively distinct projects sponsored under the German federal prevention research program received a questionnaire on transfer methods used for preparation, dissemination and implementation of their project results and the perceived expediency of these methods. 130 experts (43%) from 59 projects (84.3%) responded. 40% were cooperation partners from health care suppliers or practitioners, and 60% worked in research institutions. Descriptive statistics and ANOVA were used for data analysis. The experts had wide range of transfer methods at their disposal. The main implementation barriers were scarce funding and the complexity of disease prevention and health promotion programs. The predominant channels of dissemination were scientific media (congresses, journals) and the Internet. Manuals and handouts were the most common methods of processing of research results for facilitators. Regarding implementation, two-thirds of the projects conducted user training, integrated experts in program development, and co-operated with important institutions. Most of the transfer methods implemented were perceived as useful, but some rated as useful were rarely used, e. g. health economics and quality assurance in wide-scale rollout. There were no substantial rating differences between experts from research and user institutions. In view of the fundaments for the broad application of knowledge transfer technologies laid by prevention scientists, health care suppliers and decision-makers should support the transfer of prevention research, and precendence should be given to evidence-based programs with quality assurance in the implementation stages. Prevention researchers, in turn, should further develop health economics evidence and quality assurance for effective interventions. The rich skills available for knowledge transfer in disease prevention and health promotion can be systematically developed and disseminated in the future.

Knowledge transfer as interaction between experts and novices supported by technology

PurposeThe aim of this paper is to link two sides of knowledge transfer (obtaining and providing knowledge), represented by the interplay between experts and novices, possibilities of technical support, and individual and organizational outcomes. An heuristic is developed to link up these different aspects and focus on practical application of some of them; the authors seek to answer the following research question: how can the organization support activities that would encourage knowledge transfer between novices and experts?Design/methodology/approachThe authors used interviews, document collection, and observations on‐site to gain insights into knowledge management and e‐learning activities at Lufthansa, a German airline company, beginning in 2004, with the first qualitative investigation, in the form of telephone interviews. Over the following six years, the authors followed up with archival analysis and in 2010 conducted interviews with four experts who are responsible for knowledge management and e‐learning at the group level at Lufthansa. All interviews were recorded, transcribed and coded, then a qualitative content analysis was conducted. The interviews were complemented by several demonstrations of the system during a visit on‐site.FindingsEvery person can be simultaneously a novice and an expert in different fields of knowledge. Novices and experts need organizational leeway which allows time for creating “knowledge nuggets” (providing knowledge) and for learning (obtaining knowledge). The Lufthansa example shows that organizational leeway, the convergence of e‐learning and knowledge management in the form of rapid e‐learning, and introduction of knowledge transfer methods that provide opportunities for employees to obtain and provide knowledge, i.e. practice knowledge transfer on the job.Originality/valueThe contribution of this paper is that the authors develop an heuristic, which explains technically supported knowledge transfer processes among novices and experts, and their individual and organizational outcomes. The heuristic helps to classify knowledge transfer processes and their outcomes.