denotes premium content | Jun 20 2013 Feature
posted 1 Oct 1998 in Volume 2 Issue 2
The Cognitive Dimension
Knowledge management
holds almost limitless potential for increasing profitability and
competitiveness, provided organizations manage the cognitive dimension. Here,
Brenda Clur provides a strategy for building the cognitive capacity that
underpins the acquisition and transfer of task-related know-how and expertise in
changing environments.
Knowledge management holds almost
limitless potential for increasing profitability and competitiveness. But as
long as organizations fail to recognise that cognitive development is critical
to the success of the knowledge management process, the results achieved will be
disappointing.
Over the past decade, organizations have searched extensively for new
and better ways to maintain continuous improvement. Having embraced, for
example, Total Quality Management, Change Management and ISO 9000, organizations
are currently implementing IT-enabled Knowledge Management systems.
These approaches
have failed to include an important step in the continuous improvement process.
That is, building the cognitive thinking capacity that underpins the workforce's
capability to acquire, utilise and share knowledge.
In order to create an environment in
which people grow knowledge and improve productivity instead of merely managing
information, employees at all levels need to understand the cognitive thinking
that underpins the knowledge creation process. Over and above this, managers and
supervisors need to transfer their task related know-how and problem-solving
skills to team members on-the-job.
The relationship between
thinking and knowledge
Cognitive thinking takes place in the
human brain when the brain tries to make meaning of the information received
through the senses. It is the quality of the cognitive thinking underpinning the
interpretation of information that impacts on productivity and competitiveness.
The process of
thinking involves the application of many different thinking skills. Simple
skills, such as comparing and choosing, form the basic building blocks for
complex, higher level functions such as critical thinking, reasoning and problem
solving.
Through
the application of thinking, people translate information into knowledge.
Knowledge incorporates explicit knowledge, which is easy to communicate and
share; and tacit knowledge, gained through experience. Knowledge is personal and
resides in the mind of the individual.1
For the purposes of this article,
knowledge is conceptualised as - justified true belief.2
The human brain thinks in 'patterns of
thought' established through experience. Immediately the brain recognises a
thought pattern, it knows what to expect. For example, on seeing a green traffic
light ahead, a driver knows the light will change from green, to orange, to red.
The
brain's pattern-making ability enables people to learn from experience and make
meaning of incomplete information. However, it has many disadvantages. In times
of change and stress, people develop 'mental blocks' that inhibit effective
thinking and problem solving. This is reflected in mistakes and
accidents.
Each
person has millions of thought patterns shared by no one else. So, people think
differently and interpret information differently. On seeing a red traffic light
ahead, one driver may slow down to avoid having an accident. Another driver may
increase speed, in anticipation that the light will soon change to green.
Similarly,
employee behaviour is influenced by tacit knowledge, experience and the
cognitive thinking utilised.
The concept of 'tacit knowledge' was
first developed by Polyani (1958). In his view all knowledge is constructed from
tacit knowledge, which can not be articulated. Polyani conceptualised knowledge
as a 'process of knowing' made up of 'fragmentary clues...from memory, which are
integrated under categories.'3
Although
Polyani alluded to the cognitive thinking that underpins the acquisition and transfer
of tacit knowledge, he failed to explore the possibility of a connection
between the 'automatic' processing that takes place in the human brain when
people think, and his observation that people are unable to articulate what they
think about in 'the process of knowing'.
There is merit in the view expressed
by Raven and Prasser4 that, by its
very nature, tacit knowledge is difficult to transfer, therefore a crucial part
of an organisation's knowledge cannot easily be shared. However, 'tacit
knowledge' is a broad concept that embraces many categories of knowledge that
are difficult to communicate. It is important to distinguish between these
categories.
For
example, it is difficult to transfer knowledge acquired through years of
practice in performing manual skills involving eye-hand co-ordination. However,
based on our experience, the transfer of task-related know-how can be
facilitated, if the knowledge to be transferred is delineated and there is a
clear understanding of the thinking steps followed in the process.
Because
cognitive thinking normally occurs 'automatically' in the subconscious mind, most people
are not aware of the thinking steps followed in the process of acquiring
knowledge, utilising knowledge and problem-solving. Consequently, they
experience difficulty in transferring their know-how to others.
Poor decision-making,
missed opportunities, time wasted and operational inefficiencies are just some
of the problems experienced in organizations when key people have not learned
how to transfer their tacit knowledge, and task-related know-how is not
available to those who need it.
Managing the transfer of task-related
know-how is fundamental to effective knowledge management. This is particularly
relevant in high-tech industries.
Task-related know-how
embraces the thinking relating to knowledge of 'what', the knowledge and skill of 'how' and
knowledge of the problem-solving and decision-making steps to follow in order to
anticipate, pre-empt and resolve daily problems.
The South African
experience
In l992, to support the implementation of the company's 'Total Quality
Management Intervention' a pilot project was implemented at a canning factory
with a workforce of 1200 employees.
The project aimed to establish whether
or not team leaders could be trained to transfer task-related know-how and
problem-solving skills to employees, required to build cognitive capacity and
enable employees to implement quality concepts in the workplace.
An analysis had revealed
that the interpretation of quality concepts required a high level of cognitive
skill. Knowing what to do to meet requirements without error was not enough. To
apply this knowledge, employees needed to think critically and apply abstract
reasoning skills.
Team leaders were trained to sequence the order in which requirements
were communicated, in a way that directed employees' attention on what to think
about to foresee problems and prevent mistakes.
Team leaders also learned how to
reinforce the technical training provided by the training department, while
developing team members' skills in paying attention to detail for potential
problem analysis. Under controlled conditions, team leaders transferred
task-related know-how to team members on-the-job, thereby creating new
knowledge.
Team
members learned to understand the significance of the things they checked and
the impact on the process of not meeting quality requirements. In addition, they
learned how to identify potential problems and pre-empt making mistakes. A
marked change in attitude and behaviour of participants was recorded.
A strategy for
managing knowledge creation
Over the past 6 years, the methods for
managing the transfer of task-related know-how, the creation of new knowledge
and the utilisation of new knowledge gained under controlled conditions, have
been tested in a variety of South African manufacturing and mining
organizations.
The first step is to obtain buy-in. Starting with the top executive,
employees at all levels learn how to apply their skills in conceptualisation,
critical thinking and reasoning required to establish a common understanding of
company values. Knowledge sharing is incorporated as a company value.
Employees are asked
to translate the company values into everyday actions required to enable them
to demonstrate commitment to 'live' these values. Through this process, alignment
is achieved.
At each level, knowledge required to 'make the process work' is mapped, recorded
and stored in an electronic 'knowledge library.'5 In this format, knowledge can easily
be retained, distributed and shared within the organisation. The knowledge maps
are used as a basis for designing company-specific training material. This
ensures that the training and on-the-job coaching provided is relevant, and can
be applied immediately, on-the-job.
The 'measurements' to be used to
measure progress in achieving organisational objectives are agreed (for example,
improved plant and labour efficiencies, improved safety, reduced reject rates,
etc) and a Measurement System and a Recognition System are implemented.
Thereafter,
line managers and supervisors are provided with the 'tools' to change behaviour. This
includes learning techniques for sequencing the order in which information is
communicated, in a way that directs employees' attention on what to think about
in order to:
 |
establish a standard in their own mind of what is required |
| |
see a personal advantage in meeting requirements |
| |
foresee and identify potential problems |
| |
visualise the impact on the process if requirements are not met |
| |
take initiative to resolve problems and avoid mistakes and accidents. |
The transfer of task-related know-how is achieved through the implementation of a planned program of education and on-the-job coaching, motivation and evaluation. Through this process new patterns of communication and thinking will be established, positive changes in employee behaviour and attitudes will be recorded. Within six to eight weeks, small 'pockets of excellence' will start to emerge in areas where individuals are committed to implementing the techniques, and employees experience the personal advantages of meeting requirements.
However, on-the-job coaching, motivation and evaluation is needed over a period of 8-12 months, to ensure that new habits of communication and thinking become entrenched. Through this process, measurable improvements in quality, safety and productivity will be achieved. This is not a 'quick fix'. Depending on the needs of the organisation, the transfer of know-how in the workplace may be supported by a powerful database that incorporates not only information, but videos, animation, graphics and sound.
Some results achieved
Over the past 6 years, through the application of this process, measurable and sustained improvements in quality, service, safety and productivity have been recorded in a wide range of South African manufacturing, mining and service industries.
At a goldmine employing 6000 people, improved safety and productivity were recorded. Production on the mine as a whole doubled within 2 years.6
A cosmetic manufacturing company recorded sustained improvements in line efficiencies, hygiene and cleanliness. An improvement of 36.9% in plant efficiencies was recorded by the Industrial Engineer based on previous years' figures.
Improved labour efficiencies, improved safety and a steady decline in reject rates from 4% of production to less than 1% of production were recorded at a company that manufactures pre-stressed concrete sleepers.7
A newly appointed team leader employed at a car manufacturing company recorded a reduction in down-time and an improvement from 30% to 50% in 'first time right' throughput on the assembly line, within 3 weeks of applying the techniques.
The process is effective in every organisation that employs people, and every industry.
In conclusion
Building cognitive thinking capacity for knowledge creation should be seen as part of a holistic approach to managing knowledge in organizations.
Through this process employees are enabled to deal with change, change behaviour and accept responsibility and accountability for performance.
Predicting tomorrow's trends today, managing knowledge creation, knowledge utilisation and the transfer of know-how will be key to maintaining business excellence beyond 2000.
Brenda Clur can be contacted at: qworld@hixnet.co.za
