Title

Facilitating knowledge transfer in the workplace: Capturing and distributing the knowledge of mature retiring managers

Document Type

Conference Proceeding

Publication Title

AVETRA 18th Annual Conference Melbourne – Victoria: Walking the Tightrope: the Implications of Markets for VET Research, Policy and Practice

Publisher

AVETRA

School

School of Business and Law / Centre for Innovative Practice

RAS ID

20892

Comments

Originally published as: Barratt-Pugh, L. (2015). Facilitating knowledge transfer in the workplace: Capturing and distributing the knowledge of mature retiring managers. In AVETRA 18th Annual Conference Melbourne – Victoria: Walking the Tightrope: the Implications of Markets for VET Research, Policy and Practice 8th – 10th April 2015. Original publication available here

Abstract

Vocational Education and Training involves both learning for work and learning at work and research needs to inform both of these critical practices. The shift towards knowledge-based work has accelerated the need to ensure that that learning at work through knowledge transfer and workplace learning practices is an integrated feature of organisational cultures. This paper focuses on what organisations are doing to ensure that the knowledge of retiring managers is acquired by the staff who will succeed them. The paper reports on a mixed methods study that involves a broad survey and subsequent interviews. The participants were human resource and development managers. They responded to a range of questions that probed what their organisation was doing about harvesting and distributing the knowledge that was held by their mature managers who were entering the final phase of their working life. The study used a structuration perspective as a framework for the investigation and the analysis. The results indicate that a surprising is a lack of resources and strategy being applied to this critical area of learning. The paper indicates through an adapted structuration model how manager of learning within organisations should generate such a learning change.

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