As a result of ever changing and evolving developments in the knowledge-based labour market, Danish organisations spend around 24 billion kroner each year on continuing education in order to enhance the competences of their workforce (DI, 2005). This is necessary for the competitive advantage they gain by having flexible employees who can manage the unexpected tasks that come in times of rapid change. However, research has shown that the conversion of actual knowledge transfer from training received via continuing education into implementation in the workplace happens in only a very few cases. Subsequently as only a small proportion of the training is actually implemented in the workplace; the desired development in the skill base of the workforce is not achieved and resources are frustratingly wasted. This failure to convert training into implementation has created a need to attempt to understand just exactly what the preconditions for knowledge transfer are, resulting in my following research question: What are the preconditions of knowledge transfer in relation to the training of employees’ skills? Therefore, this thesis is interested in uncovering the preconditions of knowledge transfer and the potential effects a better understanding among leaders, HR personnel and educators of these preconditions will have. The research was conducted by making individual semistructured interviews with participants from a workshop about transfer, which made it possible to get an idea of their general understanding of the preconditions of knowledge transfer. Results of this research show that focus should be placed on the process as a whole before, during and after training, where the preconditions of knowledge transfer should be met: Before training commences, management is obligated to find out the present needs and resources of employees. These needs and resources should be aligned with the future prospects of the organisation. Once this is agreed upon, through a dialogue with the employee the relevant training programme can be found. It is of crucial importance to ensure that the teacher has the right expertise in teaching the topic. In order to make the training relevant and possible for the employees to implement in their job afterwards, cooperation between the teacher and the workplace has to take place in order to find out what the learning outcomes are. Continued exercises during the training are critical for the employee to be familiar with how to apply the learned skills in different settings. After training is completed begins the real challenge; maintaining what has been learned. This requires the understanding and support of management to the employee. This support can be given by ensuring the required resources for implementing the skills in the job situation; such as time to make reflections upon the training process. This reflection is essential in making sure goals are met, while also being the tool for the ongoing feedback sessions with management. When management has an understanding of these preconditions and ensures that the needs are met, training is likely to result in knowledge transfer. This can lead to the implementation of the newly developed skills of the employees; a positive outcome for both the employee and the organisation.
|Educations||MSc in Human Resource Management, (Graduate Programme) Final Thesis|
|Number of pages||89|