Sharing wisdom through knowledge transfer. Knowledge sharing within the company

6.2. Test task fund.

1. Psychology as an independent science took shape:

a) in the 40s. XIX century;

b) in the 80s.XIXV.;

c) in the 90s. XIX century;

d) at the beginning of the twentieth century.

2. The recognition of psychology as an independent science was associated with:

a) the publication of Aristotle’s treatise “On the Soul”;

b) development of the method of introspection;

c) the creation of special research institutions;

d) development of the observation method.

3. Psychology as the science of the soul was defined:

a) more than 3 thousand years ago;

b) more than 2 thousand years ago;

4. Psychology as a science of consciousness began to develop:

c) inXVIIV.;

d) in the 18th century.

5. Psychology as a science of behavior arose:

a) in the 17th century;

b) in the 18th century;

d) in the twentieth century.

6. Mental reflection:

a) is an exact copy of the surrounding reality;

b) is selective in nature;

c) presents a photograph of the influencing environment;

d) does not depend on environmental conditions.

7. According to K. Jung, that part of the human psyche that reflects the reality external to the body is called:

a) exopsychic;

b) endopsyche;

c) interopsychic;

d) extraversion.

8. Needs and emotions relate to:

a) exopsyche;

b) endopsyche;

c) interopsyche;

d) extraversion.

9. A mental phenomenon is:

a) nerve impulse;

b) receptor;

c) interest;

d) heartbeat.

10. Psychology studies the features of mental development in ontogenesis:

a) medical;

c) social;

G)age.

11. What is the name of the principle that requires considering (studying, investigating) mental phenomena in constant movement, change:

a) the principle of determinism;

b) the principle of development;

c) the principle of objectivity;

d) the principle of comprehensiveness.

12. The active intervention of a researcher in the activities of a subject in order to create conditions for identifying and establishing a psychological fact is called:

a) conversation;

b) analysis of activity products;

c) experiment;

d) content analysis.

13. The highest form of mental reflection, characteristic only of man, integrating all other forms of reflection, is called:

a) emotion;

b) reflection;

c) consciousness;

14. Conditioned reflexes are characterized by:

a) congenitality;

b) constancy of reaction to the influence of certain stimuli;

c) variability, development, extinction;

d) uniformity of execution.

15. The development of the human body is called:

a) ontogeny;

b) sociogenesis;

c) phylogeny;

d) anthropogenesis.

16. The development of man as a species is called:

a) ontogeny;

b) sociogenesis;

c) phylogeny;

d) anthropogenesis.

17. A brief standardized psychological test that attempts to assess a particular psychological process or personality as a whole is:

a) observation;

b) experiment;

c) testing;

d) self-observation.

a) relationships;

b) reflections;

c) installations;

d) perception.

19. Obtaining primary images is ensured by:

a) sensory-perceptual processes;

b) the process of thinking;

c) the presentation process;

d) the process of imagination.

20. Unlike other cognitive processes, it does not have any special content:

a) sensation;

b) perception;

c) attention;

d) memory.

21. An anatomical and physiological apparatus designed to receive certain stimuli from the external and internal environments and process them into sensation is called:

a) receptor;

b) department conductor;

c) analyzer;

d) reflex.

22. The minimum amount of stimulus that causes a barely noticeable sensation is

This is the threshold of sensations:

a) lower absolute;

b) differential;

c) temporary;

d) upper absolute.

23. Changing sensitivity to adapt to external conditions

known as:

a) accommodation;

b) adaptation;

c) synesthesia;

d) sensitization.

24. The main properties of sensations do not include:

a) quality;

b) intensity;

c) duration;

d) volume.

25. Reflection in a person’s consciousness of objects and phenomena in general that directly affect his sense organs is;

a) sensation;

b) perception;

c) presentation;

d) imagination.

26. Perception is often called:

a) touch;

b) apperception;

c) perception;

d) observation.

27. The type of perception that arises on the basis of tactile and motor sensations is:

a) apperception;

b) illusion;

c) observation;

d) touch.

28. The dependence of perception on a person’s past experience and the characteristics of his personality is called:

a) insight;

b) perception;

c) apperception;

d) sensitivity.

29. Mental activity aimed at creating new images,

called:

a) perception;

b) thinking;

c) imagination;

d) attention.

30. A reproduced subjective image of an object, based on past experience and arising in the absence of the influence of the object on the senses, is called:

a) sensation;

b) perception;

c) presentation;

d) imagination.

31. “Gluing together” different qualities, properties, parts that are not connected in everyday life is called:

a) hyperbolization;

b) schematization;

c) typing;

d) agglutination.

32. Reflection in human consciousness of the most complex cause-and-effect relationships and relationships of objects and phenomena of the objective world is called:

a) perception;

b) imagination;

c) thinking;

d) presentation.

33. The type of thinking based on the direct perception of objects and their real transformation is called:

a) visually figurative;

b) visually effective;

c) verbal-logical;

d) abstract.

34. A relatively stable structure of mental abilities is:

a) thinking;

b) insight;

c) intelligence;

d) giftedness

35. The mental association of objects and phenomena according to their common and essential characteristics is known as:

a) analysis;

b) synthesis;

c) generalization;

d) classification.

36. Depth of thinking is his:

b) level;

d) quality.

37. The logical transition in the process of thinking from the general to the specific is called:

a) induction;

b) deduction;

c) concept;

d) judgment.

38. A characteristic of the intensity of attention is its:

b) degree;

c) direction;

d) concentration.

39. The concentration of consciousness on any object, phenomenon or experience ensures:

a) perception;

b) reflection;

c) attention;

d) memory.

40. Voluntary attention is not conditioned by:

a) the habit of working;

b) contrast of external influences;

c) presence of interests, motives;

d) awareness of duty and responsibility

41. The degree of concentration of consciousness on an object is an indicator of attention such as:

b) concentration;

c) distribution;

d) switching.

42. A person’s ability to preserve and reproduce “traces” of influences on the psyche is called:

a) perception;

b) imagination;

c) thinking;

d) memory.

43. The type of memory based on the establishment of semantic connections in the memorized material is called memory:

a) mechanical;

b) logical;

c) emotional;

d) auditory.

44. The type of memory in which, first of all, the feelings experienced by a person are preserved and reproduced is known as memory:

a) visual-figurative;

b) phenomenal;

c) emotional;

d) verbal-logical.

45. The basis for dividing memory into voluntary and involuntary is:

a) subject of reflection;

b) leading analyzer;

c) the activity of the subject;

d) type of activity.

46. ​​Information is remembered better if it:

a) perceived by ear;

b) perceived visually;

c) is included in practical activities;

d) speaks to himself.

47. The retention of material depends on the process of memorization:

a) completeness only;

b) accuracy only;

c) only strength;

d) completeness, accuracy and strength

48. Speech is (choose the most complete and accurate wording):

b) exchange of opinions;

c) the process of using language for communication purposes;

d) discussion.

49. The functions of speech do not include:

a) designation function;

b) generalization function;

c) distribution function;

d) impact function.

50. A property of speech is not:

b) expressiveness;

c) simplicity;

d) impact.

51. Emotions are a person’s experiences of something like:

a) direct;

b) indirect;

c) conscious;

d) rational.

52. Feelings are called:

a) direct experiences of something;

b) stable emotional relationships towards someone or something;

c) persistent, strong, long-term emotional states;

d) indifferent attitudes to reality.

53. Feelings associated with cognitive activity are called:

a) moral;

b) aesthetic;

c) intellectual;

d) practical.

54. Understanding the emotional states of another person in the form of empathy and sympathy is called:

a) reflection;

b) identification;

c) empathy;

d) sympathy.

55. A strong emotional state of an explosive nature, with a short period of occurrence, affecting the entire personality and characterized by temporary disorganization of consciousness, violation of volitional control is:

a) stress;

b) affect;

c) frustration;

d) passion.

56. Volitional regulation involves the following actions:

a) unconscious;

b) conscious;

c) intuitive;

d) involuntary.

57. The criteria for will are not:

a) volitional action;

b) volitional personality traits;

c) choice of motives and goals;

d) an indicator of intellectual development.

58. A person’s ability for long-term and unrelenting energy tension, steady movement towards the intended goal is called:

a) persistence;

b) optimism;

c) hard work;

d) consciousness.

59. A certain level of a person’s performance, the level of functioning of his psyche at a specific point in time is:

a) feelings;

c) mental states;

d) attention.

60. Which mental state of a person is not sthenic:

a) cheerfulness;

b) inspiration;

c) apathy;

d) conviction.

61. Personality is a person as:

a) individual;

b) individuality;

c) subject of activity;

62. A person endowed with a number of important social properties (the ability to learn, work, communicate, have spiritual interests, etc.) is:

a) the pride of the nation;

b) a voter;

c) personality;

d) an intellectual.

63. Human activity that has a moral meaning is called:

a) showing off;

b) behavior;

c) self-expression;

d) presentation.

64. The essence of the process of human socialization is:

a) development of its innate properties;

b) mastering numerous relationships between people;

c) mastering the jargon of a certain segment of society;

d) mastering the knowledge necessary for professional activities.

65. Which component is superfluous in the psychological structure of personality:

a) motivational-target;

b) communicative;

c) strong-willed;

d) perceptual.

66. The set of stable individual characteristics of a person that develops and manifests itself in activity and communication is:

a) temperament;

b) character;

c) abilities;

d) personality orientation.

67. Personal qualities predetermined mainly by social factors are:

a) instincts;

b) mechanical memory;

b) value orientations;

c) ear for music.

68. The tendency of an individual to see the sources of control of his life primarily in the external environment, or in himself is called:

a) introspection;

b) locus of control;

c) inversion;

d) pattern.

69. Impulsivity, initiative, flexibility of behavior, sociability,

Social adaptability is characteristic of people of the following type:

a) introverted;

b) extroverted;

c) intropunitive;

d) schizoid.

70. According to the concept of G. Eysenck, an emotionally unstable introvert is:

a) choleric;

b) melancholic;

c) sanguine;

d) phlegmatic.

71. Considering the psychological structure of a person, S. Freud showed that the pleasure principle is guided by:

a) “It”;

c) “Super-I”;

d) "Super-ego".

72. The transformation of the energy of instinctive drives into socially acceptable methods of activity is called:

a) rationalization;

b) identification;

c) sublimation;

d) repression.

73. What type of temperament has advantages in certain types of monotonous work:

a) choleric;

b) sanguine;

c) melancholic;

d) phlegmatic.

74. The highest regulator of behavior is:

a) beliefs;

b) worldview;

c) installations;

d) motivation.

75. Which of the following points of view should be considered correct:

a) personality is formed by society; biological characteristics of a person do not influence this process;

b) personality is determined by biological, hereditary factors and no society can change what is inherent in a person by nature;

c) personality is a phenomenon of human social development; the complex process of its development is determined by the unity of the biological and social. In this process, biological factors act as natural prerequisites, and social factors act as the driving force of a person’s mental development in the formation of his personality;

d) correct: a, b, c.

76. The system of established views on the world around us and our place in it is called:

a) personal meaning;

b) worldview;

c) conviction;

d) personality orientation.

77. Eliminate the extra word:

a) temperament;

b) abilities;

c) stability;

d) character.

78. Specific cognitive activity on objects and phenomena of the surrounding world is called:

a) attraction;

b) desire;

c) interest;

d) inclination.

79. The developed state of natural inclinations, a favorable psychological factor for successful professional self-realization of an individual, is:

a) skill;

b) skills;

c) knowledge;

d) abilities.

80. An individual person in the totality of all his inherent qualities (biological, physical, mental, social) is:

a) individual;

b) child;

c) person;

d) personality.

81. The biological basis for the development of abilities are:

b) deposits;

c) origin;

82. A team of scientists under the leadership of:

a) L.I. Umansky;

b) D.I. Ukhtomsky;

c) B.D. Parygina;

d) D.B. Ukhtova.

83. The natural relationship between the stable characteristics of an individual, characterizing various aspects of the dynamics of mental activity, is:

a) character;

b) temperament;

c) feelings;

84. Gets along quickly with people, is cheerful, easily switches from one type of activity to another, but does not like monotonous work:

a) sanguine;

b) phlegmatic;

c) choleric;

d) melancholic.

85. Even in behavior, does not make hasty decisions, slowly switches from one type of work to another, inactive:

a) sanguine;

b) phlegmatic;

c) choleric;

d) melancholic.

86. Too impressionable, responsive and easily wounded, slow to master and get used to changes, shy, fearful, indecisive:

a) sanguine;

b) phlegmatic;

c) choleric;

d) melancholic.

87. Psychological selectivity, practical-psychological observation of the mind, psychological tact - this triad is usually referred to in general terms:

a) “organizational flair”;

b) “stimulus - response”;

c) “knowledge of the matter”;

d) “systems approach”.

88. The ability of a person to infect and charge other people with his energy is:

a) public energy;

b) social activity;

c) social activities;

d) public position.

89. In character, personality is manifested to a greater extent from the outside:

b) dynamic;

c) procedural;

d) structural.

90. Self-criticism, modesty, pride characterize:

a) the attitude of the individual to things;

b) attitude towards other people;

c) a system of relationships between a person and himself;

d) features of his performance of any activity.

91. Temperament refers to the characteristics of mental activity:

a) static;

c) dynamic;

d) purchased.

92. According to I.P. Pavlov, the classification of temperament types must be built taking into account:

a) the ratio of fluids in the human body;

b) features of the functioning of the nervous system;

c) body structure;

d) predominance of the right or left hemisphere of the brain.

93. The presence of abilities for any type of activity cannot be evidenced by:

a) high rate of assimilation of knowledge, skills and abilities;

b) high energy costs for mastering the activity;

c) the presence of a propensity for this type of activity;

d) individual originality, originality of labor products.

94. Which of the following points of view is considered the most scientifically sound:

a) human abilities are innate, genetically determined;

b) all abilities can be equally developed in any person,

the necessary social conditions would be created;

c) abilities develop on the basis of certain inclinations when a person is involved in appropriate activities, the creation of the necessary social and pedagogical conditions, and the individual’s active work on himself;

d) every person is able to develop any abilities, if only desire and perseverance are shown.

95. Interaction of two or more people for the purpose of establishing and maintaining

interpersonal relationships, achieving a common result is:

a) communication;

b) activity;

c) training;

d) communication.

a) material;

b) cognitive;

c) active;

d) conditioned.

a) cognitive;

b) material;

c) active;

d) conditioned.

called:

a) active;

b) material;

c) motivational;

d) conditioned.

physiological conditions are called:

a) motivational;

b) cognitive;

c) conditioned;

d) material.

100. Communication, the purpose of which is to expand and strengthen interpersonal contacts, establish and develop interpersonal relationships is called:

a) social;

b) biological;

c) interpersonal;

d) group.

101. Communication that is carried out with the help of natural organs given to a living being by nature (hands, head, vocal cords, etc.) is called:

a) direct;

b) straight;

c) indirect;

d) indirect.

102. The side of communication, which is based on the mutual exchange of information between communication partners, the transfer and reception of knowledge, opinions, feelings, is called:

a) communicative;

b) interactive;

c) perceptual;

d) social.

103. The side of communication, which is based on the processes of perception and understanding

people of each other is called:

a) interactive;

b) perceptual;

c) communicative;

d) social.

104. The field of knowledge dealing with the norms of spatial and temporal organization of communication is called:

a) proxemics;

b) praxeology;

c) potamology;

d) presbyotia.

105. The ability to remain attentively silent without interfering with the interlocutor’s speech with one’s own

comments are:

a) unreflective listening;

b) reflective listening;

c) creative listening;

d) reproductive listening.

106. The following are not listed among verbal means of communication:

a) visual;

b) acoustic;

c) emotive;

d) tactile-kinesthetic.

107. Gestures, facial expressions and pantomime are means of communication:

a) optical-kinetic;

b) paralinguistic;

c) extralinguistic;

d) spatiotemporal.

108. The main aspects of communication include:

a) acquaintances, attraction, communication;

b) social perception, communication, interaction;

c) interaction, perception, competition;

d) compromise, social perception, partnership.

109. A person who knows how to influence a team in a system of interpersonal relationships based on feelings of sympathy or antipathy, acceptance or rejection is:

a) leader;

b) leader;

110. The sum or set of psychological characteristics of a person that determine his place in the group is:

a) status;

d) position.

111. Having a sense of proportion in relationships with people is:

a) good manners;

b) psychological tact;

c) pedagogical tact;

d) morality.

The field of education has been developing intensively over the last decade, but the results obtained, unfortunately, leave much to be desired. Despite the fact that the training process provides an excellent information base, practical techniques and teams of excellent specialists, many programs turn out to be ineffective in practice. Is there something wrong with the quantity or quality of knowledge sharing? It turns out that many organizations continue to ignore the human factor, which has a great influence on the process of sharing knowledge and experience. Many specialists do not want to share the valuable information they have because they do not want to waste their time on it, or they are afraid of losing their status. Most workers are simply afraid of losing their jobs because they worry that someone with whom they share their professional experience may take their position. Knowledge management specialist Edna Pascher believes that organizational leaders must make every effort to break the stereotypes that hinder learning, the direct exchange of knowledge and create a corporate culture in which the dissemination of knowledge is welcomed.

As practice shows, the direct exchange of information is hampered by a “scarcity” way of thinking. Many perceive the transfer of knowledge as a kind of commodity, forgetting that knowledge, combined with experience, lies at the basis of human wisdom. Sharing wisdom and experience should only happen on a voluntary basis, but unfortunately, many do not pay attention to this aspect. Duke University professor Tony Driscoll says that knowledge is freely distributed and cannot be controlled. If organizations always kept these features of information dissemination in mind, many initiatives would achieve great results.

The global economic crisis provided companies with additional opportunities to share knowledge, as many employees who needed to retire were completely unwilling to leave their jobs. This was a great chance to gain the invaluable knowledge of these employees. But it can only be realized when managers can create a work environment in which people can share their wisdom through informal learning. In many industries, leaders are trying to create conditions for active knowledge sharing in the course of their work. All companies that want to achieve the best results at the best cost should use only those practical solutions that can provide real value to the organization's work culture.

Why do we use the word “wisdom” when the term “knowledge management” may seem more familiar and understandable? When we talk about wisdom, we mean special knowledge that is supported by experience, and the listener, using this knowledge, can obtain practical results. Many companies put great effort into harnessing and managing business-valuable knowledge that can be transferred from organization to individual and vice versa. But such a forced, artificial way of transmitting information is ineffective when faced with the human factor.

Why are experts reluctant to share their knowledge?

Potential students assume that... They (experienced specialists) do not share their knowledge so as not to create competitors for themselves.	Experienced specialists (experts) claim that... They cannot teach anyone because their management does not give them the time to do so.
Experts support labor safety this way.	Many experts think that no one values ​​their knowledge.
They are afraid and do not want to lose their position and job.	They don't like the people they need to train.
Their knowledge is not so valuable.	There is no connection with them.
They are unwilling to share the knowledge they have gained through hard work.	Potential students are not interested.
They doubt their competence.	People who need to be trained think only about their careers.

A little about the human factor

More recently, a study was conducted that worked in three directions. First, a special focus group was created to study the experience of the experts who had to share knowledge and those who needed to be taught. This aroused great interest, since “wisdom” presupposes the presence of a student/listener. The analysis showed that “receivers” and “transmitters” of knowledge have much in common, which helps make their cooperation as useful as possible for both parties. Secondly, interviews with experts and HR leaders showed that they do not have information about why knowledge sharing cannot occur regularly and spontaneously. Thirdly, the experiment helped to collect information about the experience of those employees who must transfer knowledge. Local and international experts argue that suitable conditions are not created for the effective exchange of experience and knowledge.

Support for "wisdom sharing"

We'll now look at ten strategies that can be used within a team, department, or entire organization. Each tactic is based on the results of the research described above.

People want to have real contact. It is necessary to apply technology in a way that does not forget about humanity. Personal contact is of great importance and influence. Sharing knowledge must be approached with excitement and passion. You need to think like a mentor. Modern computer technologies help us find almost any necessary information and expand our understanding of “personal contact.” But it is important to remember that technology is only a tool, and contact and relationships are the basis for effective knowledge exchange.

Wisdom Sharing Organization

Who is interested? Goals Problems Solutions Senior executives Continuous flow of knowledge, protecting the critical information that drives success Creating a special culture that values ​​experts who are involved in formal and informal learning. Managers Increase in productivity. How to organize an effective knowledge sharing process? Organizing teams with high involvement, mentoring. Forecasting the effectiveness of future labor resources, identifying and analyzing those areas that need to be adjusted. How and what tools should be used to organize an optimal experience exchange process? Training of internal coaches who should lead the knowledge sharing process. Performers Achieving outstanding results, a meaningful career. How to transfer knowledge? Give your knowledge and experience a “second life”, learn to teach.

It's pretty stupid to try to achieve perfection. A true leader boldly talks about both his successes and failures. Don't try to look perfect. When a leader boldly shares his failures, it allows others to share their less-than-successful experiences, which in turn is a great learning opportunity.

“You need to accept people for who they are and make every effort to ensure that your experience helps someone become a better person.”

It needs to be valued, not forced. Knowledge sharing should only occur on a voluntary basis. Management cannot force a subordinate to share his experience. You must always keep this voluntary initiative in mind and try to understand what exactly may motivate or demotivate employees.

“I don’t want to share my knowledge with anyone, because no one will appreciate it, and I feel threatened by an invasion of my personal space.”

It is necessary to use examples from real life: “Listen to how it happened.”

“I always speak to the point. I always give comprehensive answers to all questions asked, even if I have to discuss my personal shortcomings or the company’s problems.”

You should not overload your listeners with information. During the learning process, it is necessary to captivate, and not make you bored. Any information must be relevant and relevant.

“If during training I get a ton of information without practical examples related to my work, I don’t take it in.”

Were you able to establish contact? Sharing wisdom is a contact sport. Experts should not be forced to share knowledge; It is impossible to force someone to train. For both sides there is a very important point - respect, on which trust is built, the desire to get to know each other, gain wisdom and share it.

If you try to convey information, but at the same time do not look the listener in the eyes, then such a learning process will not be able to bring any positive results.

“I cannot assimilate the knowledge that is presented to me by insincere, hypocritical people who look down on me and do not want to condescend to understandable interpretations.”

All information must have practical value, both for the present and for the future.

“The task of every expert is to teach people to begin to think not only about what is relevant to their work now, but also to learn to determine the meaning and value of information for their future.”

It is always necessary to remember about encouragement and reward. As practice shows, experts who share their experience and knowledge do not receive any gratitude or recognition. It is always necessary to highlight and reward those who contribute to the development of the organization. Edna Pascher believes that companies should take a page from academia, which has clear rewards and incentives for knowledge sharing and collaboration. She believes that training participants should always feel confident that any questions are welcome.”

“The magic word “thank you” can change a lot. I would love to know that someone appreciates the time I spend teaching others.”

You need to express your gratitude in action. Learning leaders should be happy to share their wisdom. The more experts receive gratitude, the more valuable information is disseminated.

“I remember how my manager once helped me avoid making a huge mistake in my work. Thanks to him, I know what I should definitely warn others about.”

Stories need to be told. But these stories should be from your personal experience. The story itself is remembered much better than some names, numbers or facts.

“It’s very easy for me to learn from stories and examples that touch me.”

Community director and social media expert Lauren Klein believes social media can never replace face-to-face communication.

The modern world of high technology allows the use of many methods of knowledge exchange that are linked together. John Seeley Brown, in The Social Life of Information, argues that the root of the problem is issues of context, meaning, interpretation, and judgment that go beyond information seeking and its role in the social sphere.”

People need meaning. The listed tactics can give good practical results. You need to try and improve. Using personal contact and modern technology, you can create an environment in which wisdom will be born. This process may take a long time, but that shouldn't stop anyone.

• Education, Development, Trainings

Below I will try to answer the question: is knowledge sharing important for a company?

There are several myths that we believe related to employee training and knowledge sharing. Here are some of them:

Myth 1: Everything you need to know on any topic can be found on the Internet, books, or sign up for some training, of which there are many now.

Myth 2: You need to spend a lot of time and effort on this: selecting materials, preparing, developing a system and implementing it. And where can I find time for this, which is already in short supply?

Myth 3: I will teach an employee everything and he will leave for another job. As a result, I will raise a specialist for my competitor.

Let's go in order. What is knowledge sharing in a company? What is the main goal?

Michael Armstrong defined it as follows: “Knowledge management is how to transfer knowledge from those who have it to those who need it in order to improve organizational performance. The purpose of knowledge sharing is to accumulate collective experience and distribute it where it can produce the greatest impact. (M. Armstrong “Armstrong’s Handbook of Human Resource Management Practice”, London: Kogan Page, 2011)

The company has been collecting and accumulating knowledge for years and not using it would be, at the very least, wrong. If we want to get the most out of our work, to be highly effective, we must learn to collect them, share them and apply them. You collect knowledge bit by bit, gaining invaluable experience, change internally along with external changes in the market and economy - all this is very useful and unique knowledge. You definitely won’t find this kind of information anywhere unless you collect it yourself. The competitive advantage of the entire company is built on the basis of the knowledge gained during work.

This is the foundation of your future success if used correctly.

What should you do?

With proper organization, learning and sharing knowledge will not take you too much time. Of course, you will need to put in some effort when starting a long-term program, but then you can spend a little time. The main thing is to pay attention to the process of knowledge sharing constantly, every month throughout the year.

Individual coaching with a promising specialist is also very effective. Choose a specialist you want to train, ask if he/she is ready, create a training schedule, meet every month and communicate. For personal coaching to be successful, at least two conditions are necessary: ​​the specialist you choose must want to learn something from you and plus constantly work independently.

What do we use

This year we decided to pay special attention to training and knowledge sharing within the team. We learn from each other and with the help of external sources. To do this, at the beginning of the year, we developed and launched an internal mini MBA program, in which once a month one unit is read on a topic, for example, on intercultural characteristics and negotiations, on international law, etc. Adapting such programs within a company helps not only to exchange knowledge, but also to do so directly taking into account the company’s profile. In addition, we send regular internal newsletters with interesting information about the industry, books and upcoming events, as well as provide individual coaching.

In my opinion, every leader should constantly pay attention to training, both through general training and by conducting individual lessons. After all, in our work the main value is people. By training others, you can make your life easier, help improve your productivity, and strengthen your company's competitive advantage.

Exchange of experience is the most essential component of knowledge management processes, their central and, one might say, mystical link. Why are attempts to manage organizational knowledge made? For employees to share their knowledge and accumulated information. The effectiveness of such exchange determines the success of knowledge management as a whole.

No man is an island: we do not live and die alone. We reproduce and eat, differing little in this from animals, but the qualitative difference is that we exchange knowledge. We pass them on by inheritance, we pass them on horizontally - in universities and schools. Therefore, our development dynamics are different. We are not just fruitful and multiplying: we are making progress.
S.P. Kapitsa

Just like communities, knowledge sharing is a priori present in every company.
Employees and their managers spontaneously or deliberately exchange knowledge in the process of solving daily production problems, in training programs, meetings and conferences, as well as during lunch or a cup of tea. In this way, they learn from each other, create new knowledge, and therefore spontaneously disseminate and apply the organization's knowledge. In order to streamline these processes and direct them in the right direction for the company, it is necessary to manage organizational knowledge, i.e., create conditions under which everyone can access the information required to solve specific production problems.

What is the process of sharing organizational knowledge? This is a continuous (optimally regulated) process of creating, preserving, disseminating and applying knowledge and information, aimed at their most effective use in departments and the organization as a whole, and with the goal of increasing its production and financial performance in accordance with strategic and (or) tactical tasks.

Knowledge sharing is extremely important for the effective operation of a company; one might say, it is critical for its development and growth.

At the same time, it is very difficult to assess the necessary and sufficient volumes of knowledge exchange, as well as to measure these values. Therefore, the efficiency of these processes is the third of the main risk factors for successful knowledge management in our country.

Among the main conditions that form this risk factor are the following:

• A corporate culture of mistrust characteristic of the vast majority of Russian companies. It significantly limits (and in some cases even eliminates) the possibility of knowledge sharing - in contrast to a culture of trust, which is characterized by a number of features that will be discussed in the next article.
• Peculiarities of the translation of the English term Knowledge Sharing, which is traditionally interpreted in our country as “knowledge sharing” - “take away and divide equally.” But no one wants to have something important taken away from them. Therefore, knowledge sharing is perceived as a one-way process, which, at best, has no personal value for the employee, and is generally harmful and dangerous for the one who creates expert knowledge.
• Inept attempts to create conditions for knowledge exchange in most Russian companies only convince participants in this process of its uselessness and worthlessness.
• Finally, in our country it is traditionally not customary to take an interest in the opinions of employees. Even in advanced companies, they prefer to develop strategies and tactics for managing corporate knowledge without conducting preliminary diagnostic and analytical activities.

Knowledge sharing scenarios

Since the 1990s. It is customary to distinguish two main approaches to knowledge exchange, in other words, two scenarios.

The first is called “Codification” and is characterized by the fact that all business-important information is described, structured and stored in knowledge bases, corporate intranet resources or other repositories accessible to employees (Fig. 1).

Knowledge sharing in this scheme occurs by accessing knowledge and information resources, and then re-storing new knowledge created on the basis of past experience in the same resources. When applying this approach, the company receives advantages, but may face serious difficulties (Table 1), including significant investments in the creation of appropriate infrastructure and its labor-intensive organizational support.

Sharing knowledge within the framework of the “Codification” scenario seems to be very labor-intensive, and the costs of technical implementation and organizational support of such a scenario are quite high.

Another, largely alternative approach to knowledge sharing is called “personification”. Knowledge exchange occurs mainly through word of mouth: at meetings, meetings, conferences, in professional or other communities, using technological solutions, in small groups and even one-on-one. This approach assumes the presence (to a greater extent than the “Codification”) of a regulatory and directing body (Fig. 2) - for example, a unit called the “Knowledge Center”, whose employees organize and direct the exchange of information in the direction necessary for the company.

They also record the most important knowledge created in this way and place it in special knowledge bases. More details about the functions and tasks of the knowledge center will be written in a subsequent article. “Personification” also has its advantages and significant limitations (Table 2).

Of course, few companies now stick to just one knowledge sharing scenario (although the debate about which is best still rages). Obviously, there is no best scenario. The best option is a combination of their elements based on the tactics and strategy of knowledge management in the organization.

Thus, the best scenario for knowledge exchange will be the one that allows the company to maximize the exchange of experience with a minimum budget.

Knowledge sharing of good faith: motivational patterns

Interesting food for thought can be obtained by asking employees what the negative and positive consequences of knowledge sharing are for them personally. Example
In 2014, the head of a Russian office furniture company decided that knowledge sharing processes were extremely important for growing sales and developing new business areas. And he set a course to intensify the exchange of experience and knowledge. For this purpose, a professional community was created, accessible to all employees via the corporate intranet, as well as a corresponding knowledge base (based on MS SharePoint). But knowledge sharing has not become more active.

Neither employees nor middle managers felt the need to exchange and share experiences and information.

The heads of the main areas of activity - marketing, production, sales - also did not share the enthusiasm of the general director, who believed that effective knowledge exchange would have a positive impact on the company's business processes and financial performance. They also did not believe that the innovation could be useful for them personally. Their subordinates, of course, felt this skepticism.

To make knowledge sharing a reality, the CEO brought in a knowledge management consultant. Let's talk about the main stages of the project.

Stage 1. Clarification of attitudes towards knowledge sharing

To understand how the company's department heads and leading experts (about 30 people) feel about knowledge sharing, the consultant conducted a short introductory introductory session. The goal was to create conditions for participants to better understand and even recognize the importance of knowledge sharing. The consultant asked those gathered to list the pros and cons of sharing experiences for them personally. When the hour-long work was completed, to the great surprise of the session participants, it turned out that the one who shares knowledge receives significantly more than he could hypothetically lose (Table 3).

It turned out that real professionals and experts have nothing to fear. But those who take a place “not based on knowledge” can really be considered know-nothings.

Thus, in a company producing office furniture, the first step was taken to ensure that knowledge sharing became an engine of progress that increases work efficiency.

Employees and managers will actively and purposefully share experiences if it is important or even necessary for them. Therefore, first of all, it is necessary to find out what motivates workers to exchange, including freely share, their knowledge?
Typically, there are two groups of motivational factors (prerequisites or conditions for knowledge exchange): internal and external. Internal factors are sometimes called motivational patterns - they are a set of individual values ​​and beliefs that motivate employees to share knowledge and experience. That is, these are personal characteristics that can affect participation in knowledge sharing processes, for example:

• desire to be known;
• the need to consult with colleagues and receive assessment of one’s knowledge;
• the need to take part in the life of the organization;
• desire to expand contacts;
• desire to be in demand;
• the desire to be the best among professionals;
• the need to belong to any professional or thematic group of “experts”;
• the belief that being known in the organization will help advance your career;
• the desire for personal growth, for example, through self-affirmation as a professional, etc.

It was these motivational patterns of managers and experts that were identified by a knowledge management consultant during an introductory introductory session, at the first stage of intensifying knowledge exchange in a company producing office furniture.

Knowledge sharing: choosing motivators

All people are more or less inclined to share knowledge. This means that the key task of a company planning to manage its organizational knowledge is to find out exactly what motivational patterns and external conditions (external motivation factors) are important for its employees and managers. After this, all that remains is to create the appropriate conditions!

External factors of motivation for knowledge sharing are organizational and management methods applied from above to encourage employees to share experience and information. In short, the actions that the company takes to involve employees in these processes as much as possible. We can talk about the creation and use of appropriate infrastructure - knowledge bases, professional (virtual) communities, a well-organized corporate intranet, finally5, as well as bonuses, additional benefits, awards and valuable gifts, new training and career opportunities for those who share knowledge.

Another way to influence motivational patterns is to create the conditions under which they can be realized. For example, if there are patterns of “desire to be known”, “desire to have their knowledge assessed”, an organization can create opportunities to identify the “best author”, for example, a knowledge base or professional community (those whose materials are most often accessed by employees).

Therefore, when creating conditions for knowledge exchange, both external and internal motivation factors are taken into account and analyzed. Example (continued)
So, a domestic company - a manufacturer of office furniture - has taken the first step towards intensifying knowledge exchange processes: experts and managers wondered what useful things they could get if they exchanged experience?

Stage 2. Motivating employees to share knowledge

Now the knowledge management consultant decided to find out what the company needs to do to make employees want to share knowledge. This time the study needed to involve the absolute majority of employees, so the consultant asked each of them (about 200 people) to take part in a short test on the topic: “Under what conditions will you share your knowledge?” The test consisted of two dozen statements that corresponded to both external and internal motivational factors. Completing the test took 5–7 minutes. Each participant could select and mark an unlimited number of statements – from one to 15–20.

For example, “I will share knowledge if...”:

• the manager will give me appropriate instructions;
• my contribution will be known to others;
• I will know how to do it;
• colleagues would evaluate my knowledge;
• this will be important for my career growth;
• someone help me do this;
• it will be consistent with the company’s corporate culture;
• I will receive a reward for this, etc.

About 90% of the company's employees took part in the study, which indicated the relevance and adequacy of its results. Since each respondent could make a multiple choice, i.e., select an unlimited number of statements, it was necessary to analyze the most significant of them - as a percentage of all answers.
To analyze the testing results, the knowledge management consultant identified and grouped the statements that were most significant for the majority of employees (Table 4).

As the results of the study showed, for the majority of employees, the most significant were external motivation factors, namely the appropriate corporate culture (including the leadership of managers in knowledge sharing processes), the company's recognition of knowledge as a value (and rewards for those who share their experience). The organization of the process (“I wish I knew how to do this,” “someone would help me”) is also an external factor, since it depends on the company. Finally, the last two statements relate to motivational patterns.

Stage 3. Creating conditions for knowledge sharing

Since the conditions under which company employees are willing to share their knowledge had been identified, all that remained was to create them. The managers decided to start with the simplest thing - to train employees in the rules of knowledge sharing using already existing tools: a knowledge base and a professional community. The development and implementation of these programs were the responsibility of the knowledge management consultant.

Another effective tool - a necessary addition and illustration to specialized training programs - is user manuals. Therefore, the consultant first developed (within two weeks) knowledge base and professional community user guides. They included schematic images of these resources (photos with labels) with explanations of the actions that must be performed in order, for example, to save or find documents in the knowledge base or add a comment in a professional community (to find the necessary information or expert opinion in it).

For example, you can find a document in a knowledge base in different ways. You can go to the main page, select the topic, the author of the document or the period of its creation. Or use the knowledge base search and enter keywords into the search bar that describe the content of the document (for example, “production process,” “cabinet furniture,” “assembly”), as well as the time period and author of the document. To save documents in a knowledge base, you need to understand its structure and know the actions that result in a document being placed in the appropriate cell. For example, to save a marketing plan, you must select the “marketing” category, other document characteristics, such as “desks and computers,” and the time period. These features, along with step-by-step instructions for their implementation, illustrated with photographs with labels, were included in the user manuals.

The guidelines were posted on the corporate intranet and the news was published in a newsletter on behalf of the CEO.

The next step was to hold a PR event with a collective tea party in the company’s meeting room - everyone was invited. The employees (about 80 people) who came to the tea party learned from the CEO that knowledge sharing is very important for the development and growth of the company. He spoke about the results of the first stage of work to enhance the exchange of knowledge, about the discovery made by managers and experts - that it is profitable to exchange knowledge! And the knowledge management consultant gave a presentation of resources (professional community and knowledge base), briefly telling how to use them. All meeting participants received user manuals in printed format.

Two weeks later, the start of training was announced - the groups were recruited on a voluntary basis, their number ranged from 10 to 15 people.

During the training (each session lasted no more than 45 minutes), which was conducted by a knowledge management consultant, employees searched and found in the knowledge base and professional community the information they personally needed to perform current tasks. For example, marketers learned to find marketing data, production workers learned to find information about materials, experience with colleagues in solving various production issues, and additional technical information. The training program was aimed not so much at developing skills in using resources, but at identifying ways to more effectively perform production tasks (searching for “best solutions” in the knowledge base, consulting with “experts” - more experienced employees - in the community). Each participant could make suggestions for improving resources, their search capabilities and content. A competition was even organized for the best idea to optimize them. All ideas were recorded by the consultant and studied in detail after completion of the training. The most useful idea at that time was considered to be to assign labels (tags) or keywords to each newly saved document.

This helps both when saving them (the content and “usefulness” for other employees become clearer) and when searching (allows you to refine the request). The tag tree has not yet been developed, but it will be in the very near future. And the employee who proposed and substantiated this idea received an additional day of vacation as a reward.

The training demonstrated to employees the benefits of engagement in knowledge sharing. The programs included tea drinking so that participants could make double use of their working time! Within a month and a half, 90% of the company’s employees completed training.

A similar training program with demonstration of resources (knowledge base and professional community) was included in the introductory course for beginners. Thus, the company's management emphasized the importance of knowledge sharing and the need for everyone to participate in these processes.

Thus, a domestic company producing office furniture began working on involving employees in knowledge sharing processes. In the next article we will tell you how one of the most important conditions for knowledge exchange was implemented - a culture of trust was formed.