Sharing Tacit Knowledge in Film Industry : By Nitin Yadav

Sharing Tacit Knowledge in Film 

Industry 

                                 Presented By: 

                                  Nitin Yadav 

                                     PA 9035 

Topics to be covered

• Individual factors. 

• Network properties. 

• Relationships and Ties. 

• Common Knowledge. 

• Organizational properties. 

• Issue of trust. 

Individual Factors 

• The position of individuals involved in 

knowledge sharing has been found to affect 

knowledge flow and availability. 

• The dimension of the individual’s position is 

“betweeness centrality”-the no of ties one has. 

• According to Cross and Cummings(2004) two 

types of betweeness centrality were examined 

on the basis of information and awareness 

network  

Network Properties 

• Two properties has been recognized that 

affects knowledge sharing are Cohesion and 

diversity. 

• Cohesion is defined as no strong ties around a 

strong tie. 

• Four kinds of diversity were studied by 

Cumming  are demographic, geographic, 

functional and reporting. 

Relationships and Ties 

• Reagans and Mc Evily(2003) found that both 

tacit and explicit knowledge are easier to 

transfer to strong ties. 

• Hansen (1999), however found that that tacit 

knowledge is easier to transfer over strong ties, 

but weak ties are more efficient when it comes 

to explicit knowledge sharing.  

Cont… 

• Tie range: It is defined as ties spanning beyond 

production unit and is another affecting 

knowledge sharing. 

Common Knowledge 

• Reagans and Mc Evily(2003) found a positive 

relationship between the level of common 

knowledge and ease of transfer. 

• The level of common knowledge was 

estimated based on the assumption that 

individuals from similar background and area 

of expertise would have common experiences 

resulting in knowledge sharing. 

Organizational Properties 

• Each organization has its own culture, 

processes, objectives and goals. 

• The nature of knowledge sharing depends on 

organizational characteristics. 

• The only organization factor identified by 

research is the existence of incentives to share 

knowledge. 

• Organizational incentives to share knowledge 

have been found to affect motivation. 

Cont… 

• Bock and Kim (2002) found financial 

incentives to induce a negative attitude 

towards knowledge sharing. 

• Dyer and Nobeoka (2001) showed non- 

financial incentives to improve knowledge 

sharing across organizational boundaries. 

Issue of Trust 

• Ardichvilli etal(2003) conducted an 

exploratory research , to identify what impedes 

personal motivation to share knowledge over 

online forum. 

• It defines two types of trust benevolence- 

based and competence- based trust. 

• Benevolence- based trust means trust that other 

members will not misuse the posted 

information. 

Cont… 

• Competence based trust means trust (the 

knowledge source) to be a source of reliable 

and objective information. 

Relationship between factors 

• Diversity and common knowledge. 

• Knowledge type and tie strength. 

• Cohesion and trust. 

Conclusion 

• The knowledge sharing takes place within a 

collaborative framework and occurs whenever 

information flow is observed. 

• Financial reward is not a factor that enables 

knowledge sharing. 

• Flow of information and sharing of tacit 

knowledge can be separated. 

Sharing Tacit Knowledge in Film Industry ; : By: Nitin Yadav

Sharing Tacit Knowledge in Film 

Industry 

                                 Presented By: 

                                  Nitin Yadav 

                                     PA 9035 

Topics to be covered

• Individual factors. 

• Network properties. 

• Relationships and Ties. 

• Common Knowledge. 

• Organizational properties. 

• Issue of trust. 

Individual Factors 

• The position of individuals involved in 

knowledge sharing has been found to affect 

knowledge flow and availability. 

• The dimension of the individual’s position is 

“betweeness centrality”-the no of ties one has. 

• According to Cross and Cummings(2004) two 

types of betweeness centrality were examined 

on the basis of information and awareness 

network  

Network Properties 

• Two properties has been recognized that 

affects knowledge sharing are Cohesion and 

diversity. 

• Cohesion is defined as no strong ties around a 

strong tie. 

• Four kinds of diversity were studied by 

Cumming  are demographic, geographic, 

functional and reporting. 

Relationships and Ties 

• Reagans and Mc Evily(2003) found that both 

tacit and explicit knowledge are easier to 

transfer to strong ties. 

• Hansen (1999), however found that that tacit 

knowledge is easier to transfer over strong ties, 

but weak ties are more efficient when it comes 

to explicit knowledge sharing.  

Cont… 

• Tie range: It is defined as ties spanning beyond 

production unit and is another affecting 

knowledge sharing. 

Common Knowledge 

• Reagans and Mc Evily(2003) found a positive 

relationship between the level of common 

knowledge and ease of transfer. 

• The level of common knowledge was 

estimated based on the assumption that 

individuals from similar background and area 

of expertise would have common experiences 

resulting in knowledge sharing. 

Organizational Properties 

• Each organization has its own culture, 

processes, objectives and goals. 

• The nature of knowledge sharing depends on 

organizational characteristics. 

• The only organization factor identified by 

research is the existence of incentives to share 

knowledge. 

• Organizational incentives to share knowledge 

have been found to affect motivation. 

Cont… 

• Bock and Kim (2002) found financial 

incentives to induce a negative attitude 

towards knowledge sharing. 

• Dyer and Nobeoka (2001) showed non- 

financial incentives to improve knowledge 

sharing across organizational boundaries. 

Issue of Trust 

• Ardichvilli etal(2003) conducted an 

exploratory research , to identify what impedes 

personal motivation to share knowledge over 

online forum. 

• It defines two types of trust benevolence- 

based and competence- based trust. 

• Benevolence- based trust means trust that other 

members will not misuse the posted 

information. 

Cont… 

• Competence based trust means trust (the 

knowledge source) to be a source of reliable 

and objective information. 

Relationship between factors 

• Diversity and common knowledge. 

• Knowledge type and tie strength. 

• Cohesion and trust. 

Conclusion 

• The knowledge sharing takes place within a 

collaborative framework and occurs whenever 

information flow is observed. 

• Financial reward is not a factor that enables 

knowledge sharing. 

• Flow of information and sharing of tacit 

knowledge can be separated. 

Is Yours a Learning Organization?: By Kapil dev Sharma

Is Yours a Learning Organization? 

By David A. Garvin, Amy C. Edmondson, and Francesca Gino  

Learner

:

Kapil

Dev

Sharma

PA9024

Learning Organization 

A Learning organization is a place where employees 

excel at creating, acquiring, and transferring 

knowledge. 

Learning organizations need to foster; 

Knowledge sharing, 

Idea development, 

Learning from mistakes and  

Holistic thinking  

Knowledge sharing- 

   Knowledge sharing is an activity through 

which knowledge (i.e. information, skills, or 

expertise) is exchanged among people, friends, 

or members of family, a community or an 

organization.

Idea development- 

   To remain competitive in the future, 

organizations will need to abandon their ideas 

of information hoarding and embrace 

knowledge sharing. 

Ex. - Active participation of employees 

       - Suggestion Box  

Learning from mistakes- 

  Trial & Error 

Holistic thinking- 

 Holistic thinking is a way of thinking that 

identifies actions and attitudes which leads 

towards a broader, more selfless way of 

thinking. 

Topics to be cover... 

There are three building blocks of learning 

institutions; 

1. A supportive learning environment 

2. Concrete learning processes and practices 

3. Leadership behavior that reinforces learning   

BUILDING BLOCK 1: 

A Supportive Learning Environment 

 

Psychological

Safety

  Appreciation of Differences 

 

Openness

to

New

Ideas

 

Time

for

ReflecAon

Psychological safety-  

   It is easy to speak up about what is on your 

mind.  

   Employees cannot fear being belittled or 

marginalized when they disagree with peers or 

authority figures, ask naive questions, own up 

to mistakes, or present  a minority viewpoint. 

Instead they must be comfortable expressing 

their thoughts about the work at hand.  

Appreciation of differences- 

   Learning occurs when people become aware of 

opposing ideas. 

   Recognizing the marketable ideas, motivate the 

employees to become as entrepreneurs. 

Openness to new ideas- 

   Employees should be encouraged to take risks and 

explore the untested and unknown. 

Time for reflection- (Flexitime) 

   Learning environments allow time for a pause in 

the action and encourage thoughtful review of the 

organization’s processes.  

BUILDING BLOCK 2: 

Concrete Learning Processes and Practices  

  Experimentation  

  Information Collection 

 

Analysis

  Education and Training 

 

Information

Transfer

Experimentation 

• Experiments frequently with new ways of 

working  

• Experiments frequently with new product or 

service offerings 

• Formal process for conducting and evaluating 

experiments or new ideas 

• Simulations when trying out new ideas. 

Information collection 

systematically collects information on- 

• Competitors  

• Economic and social trends 

• Customers   

• Technological trends  

Analysis 

• Engages in productive conflict and debate 

during discussions. 

• Seeking out dissenting views during 

discussions 

• Frequently identifies and discusses underlying 

assumptions that might affect key decisions 

• Never pays attention to different views during 

discussions.   

Education and Training 

Newly hired employees in this unit receive 

adequate training. 

Experienced employees in this unit receive  

• Periodic training and training updates 

• Training when switching to a new position  

• Training when new initiatives are launched    

Information Transfer 

Forums for meeting with and learning from 

• Experts from other departments, teams, or 

divisions  

• Experts from outside the organization  

• Customers and clients  

• Suppliers 

Regularly shares information with networks of 

experts within the organization as well as outside 

of the organization.  

BUILDING BLOCK 3: 

Leadership That Reinforces Learning 

• Behavior of the leaders 

• Managers acknowledge their own limitations with 

respect to knowledge, information, or expertise. 

• ask probing questions.  

• listen attentively. 

• provide time, resources, and venues for 

identifying problems and organizational 

challenges. 

• provide time, resources, and venues for improving 

on past performance.     

KM Tools ;By: Narayan Rao

KM Tools

WHY KM TOOLS

•If we think of knowledge as what we can write down and what we know in our heads, we can at least visualize what it is we need to start managing.

• While “what we can write down” has attracted all kinds of funding and attention (e.g. naming conventions, databases), the “what we know in our heads” part has not. And, as the trick to successful knowledge management is in developing ways to knit together both types of knowledge.

•At its core, KM is about creating, identifying, capturing and sharing knowledge. It is about getting “the right knowledge, in the right place, at the right time,” particularly in influencing an action or a decision.

•Without a good KM strategy in place, we might lose track of crucial knowledge – we might not know what we do know or even need to know – and miss golden opportunities to influence policy decisions.

•Knowledge and information – or “data arranged in meaningful patterns” – are not synonymous. While information is a type of knowledge, its value comes from its interpretation within a context.

•Transforming information into knowledge involves making comparisons, thinking about consequences and connections, and engaging in conversations with others

•Put differently, we might best describe knowledge as “know-how” or “applied action.

•EXPLICIT KNOWLEDGE:

       -Put our hands on.

       -Capture and document. 

(recorded)

     Ex: Research findings, 

lessons learned…

•TACIT KNOWLEDGE:

        -Context-specific.

        -Insights, Intuitions.

What is a KM Strategy? 

•In its most reduced form, a KM strategy (like any other strategy) must answer three questions:

Where are we now?

Where do we want to be?

How do we get there?

•In a slightly different formulation,

Type and quality

Audience

Motivations and objective

•A useful way to conceptualize our KM strategy is through people, processes, and technology –memorably visualized as “the legs of a three-legged stool.

•It follows that a successful KM strategy requires a change in an organization’s culture and behavior. At the heart of this change would be recognizing the centrality of knowledge, and how the organization must improve its means for creating, capturing, sharing and using it.

KM TOOLS

•After Action Reviews

•Communities of Practice

•Knowledge Audits

•Exit Interviews

•Best Practices

•Knowledge Centres

•Knowledge Harvesting

•Peer Assists

•Social Network Analysis

•Storytelling

•White Pages

The Knowledge Audit

•Often referred to as a knowledge inventory, a knowledge audit assesses and lists an organization’s knowledge resources, assets and flows.

•It is a critical component of any KM strategy, and often the first step in designing one.

•what steps are needed to improve current practices. What do we have, what do we need, and what are the gaps?

Why conduct a knowledge audit?

Knowledge audits can help identify a number of things, including:

• Information glut or scarcity;

• Lack of awareness of information elsewhere in the organization;

• Inability to keep abreast of relevant information

• Continual “reinvention” of the wheel;

• Quality and quantity of in-house knowledge and information;

• Common use of out-of-date information;

• Not knowing where to go for expertise in a specific area.

Capturing the Lessons of Experience: Knowledge Transfer: By: Jitendra Singh Rathore

Capturing the Lessons of Experience: 

Knowledge Transfer: 

12 Strategies for Succession 

Management 

By William J. Rothwell, Ph.D., SPHR 

Presented by: 

Jitendra Singh Rathore 

 (PA 9022) 

Understanding the Problem 

• How

can

organiza,ons

store

and

transfer

the

lessons

learned

from

their

most

experienced

workers

before

they

re,re?

That

is

the

ques,on

of

the

moment

for

many

public

sector

employers.

Possible Strategies for Knowledge Storage and Transfer 

Strategy 1: Job-Shadowing Programs. 

•   A job-shadowing program is one strategy by which to transfer 

knowledge from one person or group to another.  

•  A less-experienced performer is paired up with a veteran 

performer. The veteran is asked to share knowledge (and 

perhaps hands-on practice) in dealing with the most difficult 

situations with which he or she has been faced on the job. 

Strategy 2: Communities of Practice 

•  A community of practice is a group that comes together to 

share information about a common problem, issue or topic.  

•  Such communities may meet in person or online.  

•  It is a way by which to store and transmit knowledge from one 

person (or a group) to another person or group. 

Strategy 3: Process Documentation.  

•  Popular as a result of ISO and the quality movement, process 

documentation involves flowcharting how work is performed.  

•  It may include special variations in what performers should do 

or how they should do it based on special circumstances.  

•  Clear process documentation, which may include flowcharts or 

procedure manuals, can be helpful in storing and transferring 

knowledge from a more experienced to a less experienced 

person. 

Strategy 4: Critical Incident Interviews or Questionnaires. 

•  A critical incident is a difficult(critical) situation (incident) 

•  By documenting the lessons of experience from the 

organization’s most experienced performers, the organization 

can capture the fruits of experience. Of course, by 

documenting such “difficult cases”—and how they were 

handled—the organization is also laying the foundation for the 

development of a manual or automated expert system. 

•   Critical incidents provide an excellent foundation for training. 

•   An example of a possible questionnaire that is designed to 

capture critical incidents 

Strategy 5: Expert Systems. 

•  An expert system, usually automated, is organized around 

problems and how to troubleshoot them.  

•  A simple example is the “context-sensitive help” on most word 

processing programs. (If you should ever call in to the help 

desk of a major computer company for help, the person on the 

other end of the phone is probably equipped with an expert 

system.) 

Strategy 6: Electronic Performance Support Systems (EPSS).  

•  It is the most sophisticated method for storing and transferring 

knowledge. 

•   An EPSS combines artificial intelligence, an expert system, 

real-time e-learning methods, and a computer-based 

referencing system.  

•  As a user encounters a problem, he or she can access all 

organizational policies and procedures through the referencing 

system, gain advice from past experience from the expert 

system, and even learn in real time using the training 

component. 

Strategy 7: Job Aids.  

•  A job aid is anything that helps people perform in real time. A 

checklist is a job aid.  

•  Knowledge can be stored in the job aid and accessed through 

low-tech methods by performers when the need arises. 

Strategy 8: Storyboards. 

•   A storyboard is literally a group of pictures that tell a story. 

•  Series of pictures placed on a wall or a poster that is intended 

to show how someone should perform in a specific situation 

and you get the idea.  

Strategy 9: Mentoring Programs. 

•   A mentor is an experienced performer; a mentee is a less- 

experienced one.  

•  Rarely is a mentor a supervisor, since effective mentors should 

usually have no selfish interest in the development of another 

person.  

Strategy 10: Storytelling. 

•   Most wisdom in organizations is passed on through 

storytelling.  

•  A story is a description of what happened in a situation. Most 

people have heard many stories about their organizations.  

•  It can be a most effective way of transmitting wisdom from 

one person to another. 

Strategy 11: Information Exchanges. 

•  The same basic approach can be turned to information 

exchanges.  

Strategy 12: Best Practice Studies or Meetings 

•   This practices occur outside our organizations. 

•   But it is possible that the organization has its own existing 

best practices.  

•  These can be shared in meetings