GNB Knowledge Transfer Guide
Version 1.1
December 2010
GNB Knowledge Transfer Guide for Managers
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Revision History
Name
Date
Reason for Changes
Version
October 8, 2009
Final Draft
December 21, 2010
Links to the new OHR website
References
“Integrated Knowledge Transfer: The DNA of Knowledge Management”, Dr. Melanie MacDonald
“Knowledge Retention Program” , Tennessee Valley Authority
“Bridging the Gaps: How to Transfer Knowledge in Today’s Multigenerational Workplace”, the
Conference Board of Canada, Research Report R-1428-09-RR
“From Research to Practice: A Knowledge Transfer Planning Guide”, 2006 Institute for Work and
Health, Authors: Rhoda Reardon, John Lavis, Jane Gibson
Teach What You Know, Steve Trautman
“Knowledge Management”, Government of Alberta http://www.pao.gov.ab.ca/Practitioner
“Learning Styles”, The University of Western Ontario, Student Development Centre
www.sdc.uwo.ca/learning/index.html?styles
“The Four Generations”, n-gen People Performance Inc., 2006 www.ngenperformance.com
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Table of Contents
1. Introduction
2. Purpose
3. Guiding Principles
4. Benefits
5. Critical Success Factors
6. Knowledge Transfer Tools
7. Barriers & Tips
8. The Process
Step 1: Identify essential knowledge or knowledge at risk
Step 2: Identify “who” has the knowledge
Step 3: Identify “to whom” the knowledge should be transferred
Step 4: Determine the best method(s) to capture & transfer the knowledge
Step 5: Evaluate to ensure the knowledge was learned
9. Roles & Responsibilities
Appendix A: Definitions
Appendix B: Step 1: Essential knowledge worksheet
Appendix C: Step 2: “Giver” identification worksheet
Appendix D: Step 3: “Receiver” identification worksheet
Appendix E: Step 4: Knowledge transfer tool selection worksheet
Appendix F: Step 5: Monitoring and evaluation worksheet
Appendix G: Knowledge Transfer Plan template
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1. Introduction
This guide was developed to help managers facilitate the transfer of knowledge within the Public
Service. It presents ideas and practical steps to support the Knowledge Transfer process. This
document underscores the necessity of information sharing and of applying knowledge transfer best
practices and tools for continuous process improvement.
2. Purpose
The purpose of this Guide is to assist you in understanding potential problems created by the loss of
essential organizational knowledge and expertise, and to provide you with practical tools for
facilitating and achieving Knowledge Transfer (KT).
Why is it important?
As of 2008, it is anticipated that approximately 25% of the Province’s workforce is eligible to retire and
other employees may leave for other reasons. These employees have acquired a tremendous
amount of knowledge regarding how things work, how to get things done and who to go to when
problems arise. Losing their expertise and experience could significantly reduce efficiency, resulting
in costly mistakes, unexpected quality problems, or significant disruptions in services and/or
performance.
Transitions such as staff turnover, retirements, and reorganization create the need for knowledge
transfer and require pro-active planning and facilitation. Knowledge transfer enables continuity in the
delivery of programs and services by creating a learning environment, accessing corporate memory
and intentionally sharing and incorporating knowledge management practices into our day-to-day
interactions. (Gov. of Alberta) Knowledge transfer involves employees, managers, information
management, information technology, knowledge management experts in your departments, human
resources, and most importantly YOU!
The Goal
The goal of knowledge transfer is to share valued and useful information, within a meaningful context,
so that it can be used when making decisions and taking action.
3 Guiding Principles of Knowledge Transfer
♦ Organizations need a holistic approach to knowledge transfer that considers such factors as
technology, generational differences, cultural diversity, learning styles, etc.
♦ One size does not fit all -- each organization will have unique needs and solutions.
♦ Knowledge transfer should be timely, relevant and efficient.
♦ Givers and receivers should be involved in all steps of the KT process
♦ Communication is KEY to effective knowledge transfer.
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4 Benefits
♦ Accelerates development of new hires.
♦ Reduces impact of employee departures.
♦ Captures knowledge before it leaves ensuring business and service continuity.
♦ Reduces the risk of developing policies or making decisions in the absence of historical best
practices, knowledge and experience.
♦ Reduces duplication of effort.
♦ Enables organizations to more effectively leverage what we know.
♦ Supports the NB Public Service Values of competence and service by strengthening the
capabilities of public servants.
♦ Increases the chances that knowledge will be transferred/shared when knowledge transfer is
integrated into employees’ daily routines (i.e. work plans).
5 Critical Success Factors
♦ The knowledge transfer has a business value and supports the business objectives.
♦ An environment exists in which people are encouraged to share what they know.
♦ Leaders role model the behavior they wish to see in the organization.
♦ Successes are celebrated to reinforce the process and motivate employees.
♦ Incentives are in place to share information.
♦ Communication is effective and ongoing.
♦ Corporate process is standardized and has consistency.
♦ There is a mutual readiness to listen and learn. It is essential that both the giver and receiver
see the value that the exchange offers.
♦ The implementation of succession planning and performance management is supported and
facilitated throughout the organization.
♦ The time to transfer knowledge is now, not when people are ready to walk out the door.
♦ Givers and receivers are involved in the selection of knowledge transfer tools. Understanding
what knowledge needs to be transferred and how they would prefer to give and receive it is
critical if you want them to actually participate in the process.
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6 Knowledge Transfer Tools
How to Select a Knowledge Transfer Tool
There is no “right” answer! The tool(s) you choose depends on:
► Why you want to transfer the knowledge
► The receiver’s level of knowledge/expertise
► The receiver’s learning styles/preferences (refer to Appendix A-Definitions:
Generations for descriptions of the learning styles)
► Whether the knowledge will be applied in the same or a different environment
► The type of knowledge to be transferred
Types of Knowledge- Just as users of knowledge have different levels of skill and experience
not all knowledge is created equal. Experts have identified two types of knowledge:
Explicit –easily
documented, can be
shared with or without
personal contact.
Examples include: systems, tools (processes and guidelines), clients,
structures, contacts, partners, etc. The format and content of this knowledge
becomes outdated over time since systems, tools, and relationships change
and transition. This type of knowledge has a longer life span as it is
continuously updated and expanded.
Tacit or Implicit- what
we know, but is not easily
articulated. Acquired by
personal contact or
hands-on experience.
The flow of practiced expertise, in which specific and analytic knowledge
become automatic. Examples include: social relationships, organizational
knowledge, simulations, case studies, etc. This type of knowledge is
generated through experience and encompasses thinking, interpretation,
knowing and improvisation.
Select a knowledge transfer tool by user needs- can be used when an individual, team or
organization has specific needs in mind. Individual learning styles should be considered when
determining which knowledge transfer tool to use.
User’s need
Knowledge Transfer Tool
New hire wants to accelerate learning
Formal education
Mentoring
Research best practices
Internships
Individual wants to improve performance
Online discussion forums
Communities of practice
Seek out experts
Conversations
Research best practices
Rotational Assignments
High performer/ critical position is leaving
Knowledge capture interview
Document processes and
information
Process mapping
Cross-training
Mentoring
Job Sharing/Shadowing
Facilitated leadership
transition workshop
New project team
Peer assist
Publish their approach and plan
Team wants to improve performance
Meetings / conference calls
Post mortem
Communities of practice
Organization wants to capture and maintain
its knowledge.
Peer assists
Knowledge capture process
Cross-organizational
community of practice
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7 Barriers & Tips
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The knowledge giver doesn’t recognize certain knowledge or information they have is valuable,
and as a result it is not being transferred.
Tip: This often happens when knowledge is intangible or “soft”. Examples include organizational
history, process rationales and nuances that seem self-explanatory after years in the role, but would be
unclear to someone new.
In this case a pre-departure meeting can be useful. Ask specific questions to identify any information the
employee may have overlooked during previous knowledge transfer activities. These questions could
include how to function within the organization’s distinct culture, communication styles, decision-making
styles, how to best handle internal and external relationships with clients, suppliers, other stakeholders,
etc.
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There is a lack of motivation to share knowledge.
Tip: It is important to clearly communicate the personal benefits for everyone involved. Positive
reinforcement incentives can be inexpensive and can build buy-in to the process (see
GNB Rewards &
Recognition Program), but the most powerful motivator and behaviour-shaping tool at your disposal is
free: consistent and specific feedback. Including knowledge transfer in an employee’s workplan also
elevates and clarifies the importance of knowledge transfer.
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There is a lack of standardized mechanisms or procedures for capturing knowledge.
Tip: This makes knowledge transfer more difficult and time-consuming for both the giver and receiver.
The tools and methods provided in this guide, particularly the Knowledge Transfer Plan, will help make
the process more efficient and effective.
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Poor communication skills are an issue.
Tip: Being an expert on the job doesn’t mean an individual can easily explain processes and pass on
essential knowledge to others. Use this information when identifying methods to transfer knowledge. For
example, it may be more effective to create job aids or checklists that can be tested out, or to use job
shadowing to allow the receiver to learn through observation, rather than storytelling, which relies heavily
on communication skills.
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Knowledge is seen as power - organizational culture undermines knowledge sharing.
Tip: Senior management support is critical to the breaking down of knowledge silos. Changing an
organization’s culture takes time and effort, but consistent messaging supporting the sharing of
knowledge is an organizational priority and role modeling from the top down will expedite the process.
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The time and cost involved in knowledge transfer is discouraging.
Managers need to control costs and complete unit-specific objectives, which can leave little time and
money for knowledge transfer activities. It can be difficult to rationalize paying two people to do one job
(double-filling) when cost-saving is a priority, or having top performers spend precious time mentoring or
cross-training employees for long-term business continuity, when short-term operational needs are
overwhelming.
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Barriers to Knowledge Transfer & Tips for Overcoming Them cont’d
Tip: It’s not easy to reconcile conflicting needs, but the solution does not have to be choosing
between them. Try to integrate as much compromise into your plan as possible. For example,
determine the amount of time that could be spent by the giver in mentoring activities without placing
too heavy a burden on operational duties. This may mean that the mentoring schedule originally
proposed in the Knowledge Transfer Plan needs to be amended. Rather than abandoning the plan
completely when implementation becomes difficult, use creative and strategic thinking to figure out
what revisions are necessary to make the plan feasible.
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• Take the time to understand generational differences and use this awareness to facilitate
knowledge transfer.
• Create awareness in seasoned employees of the benefits they stand to gain, such as recognition.
• Build the human element into the process. You can’t force people with knowledge to share it, and
you certainly can’t force people who need someone else’s knowledge to use it.
• Reciprocity and recognition are important reinforcing components of a successful knowledge
transfer process.
• Go for small wins and use these successes to expand knowledge transfer initiatives.
• Just try something! You will likely have some degree of success. At the very least, you will
bring attention to the need for knowledge transfer.
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Step 1:
Identify essential knowledge at risk
Knowledge doesn’t exist in a vacuum. It must be defined in terms of its context, impact, application,
and contact information and prioritized based on the level of urgency (high, medium or low) in the
Knowledge Transfer Plan. (For more details refer to Appendix B. For the Knowledge Transfer Plan
and a completed example refer to Appendix G)
Step 2:
Identify “who” has the knowledge (the “Giver”)
Most successful transfer efforts actively involve both the source of the knowledge, the giver, and the
person or persons receiving the knowledge, the receiver or receivers. It’s almost always a “two-way
street”. The receiver gains from the transfer in an obvious way- learns something new. But the
person sharing his/her knowledge (giver) may need to be persuaded of the value of the process. (For
more details refer to Appendix C)
Step 3:
Identify “to whom” the knowledge should be transferred (the Receiver”)
Knowledge can be made public by putting it on websites, intranets, and in newsletters so that staff
can find it when they need it or it can be shared “face to face” between the giver and an individual or
group who needs the knowledge (receiver(s). (For more details refer to Appendix D)
Step 4:
Select Knowledge Transfer tools to capture and transfer the knowledge
In this step, the giver and receiver work with you to create the Knowledge Transfer Plan. Keep the
plan effective and appropriate to the work. The knowledge may be transferred using one of many
tools identified in Section 6 and in consideration of the receiver’s learning style (described in
Appendix A Definitions: Generations).
The receiver begins to acquire and apply the knowledge. (For more details refer to Appendix E. For
the Knowledge Transfer Plan and a completed example refer to Appendix G)
Step 5:
Monitor and Evaluate
Deciding on the desired outcome and clarifying your expectations for the knowledge transfer will not
only help in selecting the best tool to use but will also establish key objectives ie.: learning
assignments, milestones and timeframes, reporting structure, gauge for employee satisfaction with
knowledge transfer method, etc. (Refer to Appendix F)
5. Monitor
And
Evaluate
4.
Select
Knowledge
Transfer
Tools
3.
Identify
The
“Receiver”
2. Identify
The
“Giver”
1. Identify
Essential
Knowledge
at Risk
Knowledge
Transfer
Life Cycle
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9 Roles & Responsibilities
Everyone in an organization has a role to play in knowledge transfer.
Managers:
► Plan ahead for transitions
► Identify essential knowledge
► Identify who has the knowledge and who needs the knowledge
► Develop a knowledge transfer plan
► Monitor and support the knowledge transfer process
► Ensure the plan is accomplished- that the knowledge has been successfully transferred
► Recognize and reward employees who make a contribution to the knowledge transfer
process
Givers:
► Work with the Manager to identify essential knowledge
► Work with the Manager to develop a knowledge transfer plan
► Act as a mentor/coach to teach what they know to an individual or group (receivers) who
need to know
► Assess what the receiver already knows and wants or needs to know
► Coordinate regularly scheduled time with the receiver
► Adapt the methods of sharing information to the learning preference of the receiver
► Assess progress along the way to ensure that the knowledge has been successfully
transferred and the receiver is not lost.
► Document processes, practices, contacts, etc. as identified in the Knowledge Transfer
Plan
Receivers:
► Take responsibility for their learning
► Identify learning preferences and any limitations that may require accommodation
► Ask well-thought out questions
► Seek clarity on tasks
► Self-assess how the learning process is going and seek additional help if necessary
► Respect the expertise, time availability and preferred communication style of the
knowledge giver
Human Resources:
► Act as the knowledge transfer contact to provide guidance to managers on such tools as
phased retirement, double filling, job transfers, internships, etc.
► Support the knowledge transfer process
Information Services & Systems:
► Provide guidance and support to managers on the knowledge Transfer process and
associated tools (i.e. records management, instant messaging, pod casts, blogs, wikis,
etc.)
► Support the knowledge transfer process from a knowledge management (technology)
perspective
Senior Management:
► Support and champion the knowledge transfer process
► Recognize and reward managers who implement effective knowledge transfer processes
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“Toolkit”
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Appendix A: Definitions
Term Description
Essential Knowledge
Critical tasks and activities that will significantly impact the work unit and/or
organization if left undone, unique expertise, positions and/or knowledge
that are important to the overall organizational structure, key stakeholder
relationships, etc.
Explicit Knowledge
Knowledge that is easily documented and can be shared with or without
personal contact.
Generations*
*These are high level descriptions and
may not necessarily depict individual
employees within these categories.
Traditionalists (1922-1945)
Characteristics: loyal, dedicated, hard working, compliant, stable,
respectful of authority, loyal to the organization, educated through formal
classroom instruction and reading printed text, etc..
Learning: generally prefer material to be verbal (auditory) and text-driven
(paper- visual).
Baby Boomer (1946-1964)
Characteristics: value equality, eager to add value, dedicated to personal
growth, ambitious, collaborative, career oriented, challenge authority, loyal
to the team, etc.
Learning: generally prefer material to be verbal (auditory) and text-driven
(paper- visual).
Gen Xers (1965-1980)
Characteristics: independent, pragmatic, results-driven, flexible, multi-
taskers, value continuous learning , challenging work and work-life
balance, unimpressed by authority, loyal to the manager, focused on
results, etc.
Learning: preference for informal learning. Their highest priority is for
action learning (kinesthetic) in the workplace where they are finding real
solutions to real problems. Having adopted computers in their
adolescence, these employees are usually more visual than verbal.
(online, loyal).
Gen Yers (1981-2000)
Characteristics: confident, optimistic, civic minded, innovative, diversity
focused, techno-savvy, motivated by continuous change and rapid career
growth, respect is given for competency not title, loyal to peers, focused on
change using technology, etc.
Learning: preferences for digital learning and to do (kinesthetic), not be
told. Jumping right in, trial and error, and connectivity are hallmarks of this
generation. They typically value group and team learning and connect
through new social media, from blogs to virtual collaboration environments
like Facebook.
Giver
Person who is transferring the knowledge
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Term Description
Knowledge Management
A systematic approach to identifying, capturing, and using knowledge to
achieve organizational objectives. It involves establishing policies,
standards, procedures and systems for the retrieval, retention and
disposition of information resources that take the form of records in various
formats.
Knowledge Transfer
The identification of essential knowledge and the implementation of a plan
to share this knowledge between one person and another using
knowledge transfer tools.
Knowledge Transfer Plan
A document that details the specific knowledge to be transferred, to whom,
by when as well as learning goals, activities.
Learning Styles
Learning style or learning preference is the way you tend to learn best. It
involves your preferred method of taking in, organizing and making sense
of information.
For example:
Auditory: learning by hearing
Visual: learning by seeing
Kinesthetic: learning by doing
Receiver
Person who is receiving the knowledge
Tacit Knowledge
What we know, but is not easily articulated and was acquired by personal
contact or hands-on experience.
Knowledge Transfer Tools
Description
Blogs
Web log or blog is used to broadcast content created by a single
author across an entire organization or the internet.
Coaching
A professional relationship between the incumbent and the leader
(coach) that focuses on improving the performance and seeks to
enrich the incumbent’s knowledge, skill-set and competencies.
Collaboration
To work together; to cooperate.
Communities of Practice
A voluntary group of peers whose members regularly engage in
sharing and learning to improve their performance as individuals,
teams and organizations.
Cross training
Training employees to do one another's work. It provides an
opportunity for employees to develop new skills and aids in the
transfer of knowledge.
Documentation
Documenting job processes and best practices. (i.e. process
mapping, workflows and procedures, developing job aids, references,
checklists, etc.).
Double filling
Hiring replacements prior to the departure of the employee.
Experts
An expert, more generally, is a person with extensive knowledge or
ability in a particular area of study.
Formal Education and Training
Meetings, interactive information sessions, courses, etc.
Instant Messaging
Enables people to transfer specific knowledge instantly by sending text
messages to each other in real time. (chatting online)
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Term Description
Internships
A system of training individuals who are new to a complex skill; most
of the training is done on the job.
Job Shadowing
A work experience where an individual learns about a job by walking
through the work day of a more seasoned employee.
Job Sharing
An employment arrangement which allows one permanent full-time job
to be shared between two employees
Job Transfer
Transfer to a new position.
Knowledge Capture
Gathers knowledge from individuals in a manner that others will find
useful. It is primarily accomplished through interviews and/or
questionnaires that document knowledge so that others can reuse and
adapt it for their particular use. (i.e. a book, a website, information
repositories, etc.).
Knowledge Capture Interview /
Debriefing
A formal meeting in person used to gather information from an
employee regarding the specific essential knowledge they may have.
It can yield invaluable information about how to proceed in the future
and help an organization sustain gains and overcome challenges.
Leadership Transition workshop
The workshop is a facilitated ½ to 1 day session to help the incoming
leader and team “let go” of the departing leader and begin building
new relationships. This process helps a team accelerate the process
of transition and knowledge transfer following a change in leadership.
Meetings
Occur when two or more people come together for the purpose of
discussing a (usually) predetermined topic, often in a formal setting.
Mentoring
Facilitates the transfer of a wide range of knowledge between people
from different but related backgrounds, generations or departments. It
is a dynamic, reciprocal relationship in a work environment between
an advanced career incumbent (mentor) and a new hire (mentee)
aimed at promoting the career development of both.
On-line Learning
Learning online is self-directed allowing the student to choose content
and tools which are more suited to their style of learning and which
they are comfortable using.
On-the-job Learning
Learning through doing (kinesthetic)- active hands on participation and
observation.
Peer Assist
Facilitated meeting or workshop where a peer or peers share their
experiences, insights, and knowledge.
Pod Casts
A way to communicate, share and transfer knowledge to a broad
audience through an audio medium.
Post-mortem
A detailed evaluation of an event that just ended.
Pre-retirement or Phased
Retirement
The pre-retirement leave policy allows management and non-union
employees, at their option, to use a certain number of retirement
allowance credits (see Leaves- Pre-retirement leave Policy
AD-2209,
Alternate Work Arrangements Policy AD-2253) as leave during the
years prior to retirement, in lieu of cash payment of the allowance on
retirement.
Encouraging pre-retirement allows the organization time to plan and
actually transfer knowledge from the incumbent before retirement.
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Term Description
Process mapping / Flowcharting
A process map visually depicts the sequence of events or steps to
build a product or produce an outcome. It defines exactly what a
business entity does, who is responsible, and to what standard a
process should be completed. The illustration produced is the
Flowchart.
Records Management
The practice of maintaining the records of an organization from the
time they are created up to their eventual disposal. This may include
classifying, storing, securing, and destruction (or in some cases,
archival preservation) of records.
Reengineering
An approach aimed at improvements by means of elevating efficiency
and effectiveness of the business process that exist within and across
an organization.
Rotational Assignment
A rotational assignment is an assignment to another position for a
short term ( 6 months to 2 years) for developmental purposes. The job
of the person who is on rotational assignment is then filled by another
individual from elsewhere in the organization and his or her job is
backfilled by someone else. This type of assignment usually has a
domino effect
Secondment
A secondment is when an employee is placed on loan to another
department (or to another division within a department)
Simulations
Re-enacting a situation or event to evaluate behaviours or strategies.
Storytelling
Used to transfer expertise, typically between people with different
contexts. A way of passing on complex information, experiences,
ideas through narrative.
Succession Planning
Succession planning is a strategic approach to ensuring that the
necessary talent and skills will be available when needed and that
essential knowledge and abilities will be maintained when employees
in key positions leave.
Training
A learning process that involves the acquisition of knowledge,
sharpening of skills, concepts and rules or changing of attitudes and
behaviours to enhance the performance of employees.
Transitions
In the context of this document, transitions refers to change including:
staff turnover, retirements, reorganization, etc.
Wikis/Wikipedia
A website where anybody can create and edit a web page. Facilitate
fast creation, sharing, and transfer of collaborative knowledge content
in a highly accessible and visible manner.
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Appendix B:
Step 1:
Identify Essential Knowledge
♦ Identify knowledge that is essential to the successful performance of the work
unit/office. Focus should be on positions where knowledge loss would present the
greatest threat to the success of the Team/ Branch/ District/ Region/ Division.
♦
♦
To identify the knowledge, ask yourself these questions:
•
•
What knowledge is critical to deliver on current objectives?
o Technology
o Process
o Business knowledge
o Documentation
o Contacts
o Administrative tasks
•
•
Why is it important to transfer the knowledge?
•
•
How will users find and access the knowledge?
•
•
Is the knowledge inherent to a key position or key role within the work unit?
•
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What would be the impact on performance if knowledge was lost?
•
•
What do employees need to know: now and for the future?
•
•
What would others in the work unit consider essential knowledge?
♦
♦
To consider business continuity plans and succession plans as sources for
identifying essential knowledge.
5
.
Monitor
And
Evaluate
4.
Select
Knowledge
Transfer
Tools
3.
Identify
The
“Receiver”
2.
Identify
The
“Giver”
1.
Identify
Essential
Knowledge
at Risk
Knowledge
Transfer
Life Cycle
1. Identify
Essential
Knowledge
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Appendix C:
Step 2
: Identify “who” has the knowledge
♦ Consider projected or identified retirement and/or other imminent departures.
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How much lead time do we have?
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Can there be an overlap of resources before the person leaves the role?
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Will the person leaving the role be available for consultation once he/she leaves?
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Who is doing a “one-of-a-kind” job?
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Who has a unique set of skills or knowledge?
•
•
Who has a long-term corporate memory?
•
•
Who carries the ball on major projects?
♦ Meet with the individual(s) who have the knowledge and work with them to identify
the essential knowledge. Involve this person(s) in the selection of the most viable
candidate(s) to whom the knowledge should be transferred. Questions to ask:
• If you had to leave suddenly, what type of knowledge and/or skills do you have that the
organization will miss most when/if you leave?
• How are the knowledge and skills used?
• Where does the knowledge exist? Has it been documented? If not, how can it be
captured, shared, stored? Who can do that?
• What key resources (materials and contacts) do you use/need to do your job?
• What pieces of knowledge should we be most worried about slipping through the
cracks?
• Is there specific essential knowledge or skills that take a long time to learn? How can
we facilitate that learning curve?
• Looking back, what do you wish you had been taught early in the job which would have
made the transition easier?
5
.
Monitor
And
Evaluate
4.
Select
Knowledge
Transfer
Tools
3.
Identify
The
“Receiver”
2.
Identify
The
“Giver”
1.
Identify
Essential
Knowledge
at Risk
Knowledge
Transfer
Life Cycle
2. Identify
the
“Giver”
GNB Knowledge Transfer Guide for Managers
19/24
Appendix D:
Step 3
:
Identify “to whom” the knowledge should be transferred
♦ Consider the following questions:
• Who are the targeted users?
• What do employees already know?
• Who needs the knowledge to deliver value to the organization?
• Will the giver and receiver of the knowledge be in the same location?
♦ Now is the perfect time to meet with both the giver(s) and receiver(s) of the
knowledge to:
• Assess the receiver’s existing knowledge level (what do they already know?)
• Clarify expectations
• Establish Roles & Responsibilities
(refer to Section 9- Roles & Responsibilities of the Guide)
• Establish ground rules
• Clarify communication needs for all parties (i.e. best way to communicate, when, how
often, etc.)
♦ It is recommended that this investment in knowledge transfer be recorded as a Key
Result Area in both the giver’s and receiver’s workplans.
3.
Identify the
“Receiver”
5
.
Monitor
And
Evaluate
4.
Select
Knowledge
Transfer
Tools
3.
Identify
The
“Receiver”
2.
Identify
The
“Giver”
1.
Identify
Essential
Knowledge
at Risk
Knowledge
Transfer
Life Cycle
GNB Knowledge Transfer Guide for Managers
20/24
Appendix E:
Step 4
:
Determine the best tool to capture and transfer the knowledge
♦ Knowledge may be transferred using one of many tools. Work with the giver and the
receiver of the information to identify the most appropriate tools.
•
•
Develop a Knowledge Transfer Plan (refer to Appendix H- Knowledge Plan template of the
Toolkit).
The purpose of a Knowledge Transfer Plan is to identify tasks, actions and
deliverables that relate specifically to the transfer of essential knowledge.
T
T
i
i
p
p
s
s:
o Break down the knowledge into manageable chunks
o Define the plan in terms of measurable learning goals, assignments and
deliverables (milestones and timeframes)
o Clarify performance expectations
o Schedule regular status update meetings (giver, receiver and manager)
•
•
Select the appropriate Knowledge Transfer Tools to facilitate the transfer:
(Refer to
Section 6- Knowledge Transfer Tools of the Guide for a complete list.)
♦ Knowledge transfer begins!
5
.
Monitor
And
Evaluate
4.
Select
Knowledge
Transfer
Tools
3.
Identify
The
“Receiver”
2.
Identify
The
“Giver”
1.
Identify
Essential
Knowledge
at Risk
Knowledge
Transfer
Life Cycle
4. Select
Knowledge
Transfer
Tool
GNB Knowledge Transfer Guide for Managers
21/24
Appendix F:
Step 5
:
Monitor and Evaluate- to ensure it has been learned!
♦
♦
Just as important as the knowledge transfer process itself, is the ability to measure
success of knowledge transfer activities and their impact on achieving the goals. As
the manager, you need to monitor and evaluate the progress of the knowledge
transfer plan to ensure the knowledge has been learned! Consider the following:
•
•
Integrate Knowledge Transfer plan(s) into the organization’s operating procedures and
performance.
•
•
What outcomes do you anticipate from the knowledge transfer?
o Changes in knowledge, awareness, or attitude
o Changes in behaviour (i.e. problem solving methods, networking, etc.)
o Application of new knowledge in decision-making, to validate or defend a position,
to enhance work processes, etc.
♦
♦
Identify evaluation criteria. (Examples)
o Enhanced collaboration within the Team/Branch/Region /Division and Organization
o Improved communication and problem-solving
o Better decision-making
♦
♦
Specify Reporting requirements.
• Request weekly or bi-weekly status reports from both the giver and the receiver. (i.e. 1
page document)
o Objectives
o Accomplishments
o Issues/frustrations
o Assistance required
o Objectives during the next review period
• Provide frequent feedback
♦
♦
Coordinate a post-mortem meeting to:
o Evaluate the giver’s and receiver’s satisfaction with the implementation of the
Knowledge Transfer Plan
o Review lessons learned from the process (i.e. what worked well, what didn’t work,
how can we improve the process?)
5.
Monitor &
Evaluate
5
.
Monitor
And
Evaluate
4.
Select
Knowledge
Transfer
Tools
3.
Identify
The
“Receiver”
2.
Identify
The
“Giver”
1.
Identify
Essential
Knowledge
at Risk
Knowledge
Transfer
Life Cycle
GNB Knowledge Transfer Guide for Managers
22/24
Appendix G: Knowledge Transfer Plan
Position with Essential Knowledge: _____________________ _
Essential
Knowledge or
Skill
Level of
Urgency
(H, M, L)
Actions
Steps that will be taken to retain this critical
knowledge/ skill and/or minimize the impact of
its loss.
Assigned
To:
Effort
Required
(hrs or days)
Target Date(s)
for
Completion
Status
Reviewer and Title
Manager
Signature
Date
Giver
Signature
Date
Receiver
Signature
Date
GNB Knowledge Transfer Guide for Managers
24/24
Example:
Essential
Knowledge or
Skill
Level of
Urgency
(H, M, L)
Actions
Steps which will be taken to retain this
critical knowledge or skill and/or minimize
the impact of its loss.
Assigned
To:
Effort
Required
(hrs or days)
Target Date(s) for
Completion
Status
Mary is designer of
– and expert on ---
client database (in
Microsoft Access)
H
• Develop up-to-date documentation of
database
Mary
10 days
July 30
• Complete MS Access training
Mike
2 days
July 30
• Mary cross-train Mike on database.
Mary & Mike
5 days
Sept. 30
• All – Include these activities in the
Workplan and Performance Review
Mike, Mary,
& supervisor
1 hr
By quarterly review