Identifying, capturing and transferring tacit (worker) knowledge david broadhurst
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This document discusses identifying, capturing, and transferring tacit knowledge in the workplace. It notes that formal health and safety documents do not always reflect how tasks are actually performed. It advocates using an experiential learning model to capture tacit knowledge from workers and represent work processes visually, such as with videos. This helps bridge the gap between planned and actual work by giving workers input. It also discusses using repetition, meaningful content, and an optimal learning environment to help retain information beyond traditional training methods.
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Identifying, capturing and transferring tacit (worker) knowledge david broadhurst
- 1. Identifying, Capturing and Transferring Tacit Knowledge David Broadhurst FOUNDER AND CEO (CHIEF ENGAGEMENT OFFICER)
- 2. 90 0 50 80 70 60 40 30 20 construction Why? vs BELOW Year 9 NUMERACY 56% BELOW Year 9 LITERACY 54% INTIMIDATED by TECHNOLOGY 82% Language & Literacy through understanding our target audience Bridging the gap between WORK AS IMAGINED WORK AS PERFORMED 2
- 3. Experiential Learning Programme (ELP) Methodology 3 We value We listen We engage We unlock
- 4. Identify Formal H&S documents (’work as imagined’) like SWMSs do not often reflect the reality of task demands Expose gaps between ‘work as imagined’ and ‘work as performed’ by providing workers with input into decisions that affect them 4
- 5. Capture People who possess tacit knowledge are often unaware of it and its value to others 5 H&S knowledge is captured using an experiential learning model using content analysis theory ‘andragogic approach’ – facilitate learning based on practical experience z
- 6. Transfer Critical information is ‘buried’ inside long and overly complicated documents 6 Visual representation of work processes and use of video as a powerful tool for re-thinking H&S aspects of commonly performed work tasks ‘DON’T tell me, SHOW me’
- 7. Retaining Information 7 Retention rates are between 8 to 15 percent with traditional training approaches
- 8. Retaining Information 8 http://www.wranx.com/ebbinghaus-and-the-forgetting-curve/ https://sidsavara.com/personal-productivity/the-ebbinghaus-curve-of-forgetting There are three primary factors that affect our level of retention for items in our long term memory: Repetition Mobile Digital CPD (Continual Professional Development) We need to relate what we learn and draw connections Meaningful Content Opening neural pathways Optimum Learning Environment
- 9. 9 TELL ME AND I FORGET, TEACH ME AND I MAY REMEMBER, INVOLVE ME AND I LEARN - Benjamin Franklin
- 10. Testimonial Video 10YouTube link for this video: https://youtu.be/2v19E4dJFIU 10
- 11. The Impact So Far… 11 0 5 10 15 20 25 30 35 40 Au g Sep Oct Nov Dec Jan Feb March Apr MayJul Injury Frequency Rate
- 12. 12 Helping people feel valued and heard 1300 475 557 enquiries@codesafe.com.au www.codesafe.com.au David Broadhurst Founder and CEO (Chief Engagement Officer)