title: Building script-based tacit knowledge in call centre trainees

authors: McQueen, Robert J.

subjects: tacit knowledge

abstract: An exploratory case study on a technical support call centre in China is presented, which investigates a new paradigm that script-based tacit knowledge for action is built in the brains of learners, rather than transferred. Twelve techniques used by the case study organization to build tacit knowledge scripts in the minds of the trainees are discussed. It was found that one type of script-based tacit knowledge execution can be represented by a set of steps in action-taking that include awareness, attention, diagnosis, action alternative analysis, action taking, and outcome evaluation. The case findings show that the notion of building, rather than transferring tacit knowledge is helpful in understanding the organizational processes used to bring new employees up to working skill levels, and suggest that similar processes and training methods for building tacit knowledge scripts can be used by other organizations to transform a new recruit to an experienced and valued employee.

text: Building script-based tacit knowledge in call centre trainees An exploratory case study on a technical support call centre in China is presented, which investigates a new paradigm that script-based tacit knowledge for action is built in the brains of learners, rather than transferred. Twelve techniques used by the case study organization to build tacit knowledge scripts in the minds of the trainees are discussed. It was found that one type of script-based tacit knowledge execution can be represented by a set of steps in action-taking that include awareness, attention, diagnosis, action alternative analysis, action taking, and outcome evaluation. The case findings show that the notion of building, rather than transferring tacit knowledge is helpful in understanding the organizational processes used to bring new employees up to working skill levels, and suggest that similar processes and training methods for building tacit knowledge scripts can be used by other organizations to transform a new recruit to an experienced and valued employee.

year: 2010

title: Change Readiness Influences on Knowledge Management Processes: A Case of Three Professional Service Firms

authors: Rusly, Fariza Hanim

subjects: knowledge management

abstract: Introduction: The current dynamic market is characterised by stiff competition and ever-changing clients’ demand for better and innovative products and services. In this challenging environment, the need for developing and managing knowledge transcends the importance of accumulating physical capital. With an increasing awareness of the potential of knowledge as a competitive source for firms’ survival, there is an increased knowledge management initiatives and investments by firms. Nevertheless, literature highlights increasing failures of knowledge management initiatives, with reasons for the failure yet to be established conclusively. 
On the basis of the premise that implementation of the knowledge management process could induce changes in firms’ practices and culture, and employees’ beliefs and cognitive structure,  the current thesis addresses the issue from the change management perspective. The main idea that drives the research evolves from the understanding that failure in knowledge management initiatives could be rooted in the lack of readiness to change.   

Objective: The primary objective of this thesis is to understand how the change readiness construct shapes the various processes for managing knowledge in professional service firms. Change readiness in this thesis was conceptualised as a multidimensional and multilevel construct. This thesis contributes to the body of knowledge by explicating the way these change readiness elements shape knowledge management processes. The study setting within the professional service industry offers unique insights, which is less explored in the extant KM literature. 

Method: The study was conducted within the professional service firms’ context, on the basis that knowledge represents the main source for survival and competitiveness in this knowledge-intensive industry. This research is grounded in the interpretive paradigm and is studied from the constructivist epistemological lens. This qualitative research employed multiple case study design in three New Zealand professional service firms. Two firms are accounting establishments and one represents an engineering maintenance firm. Sixteen semi-structured interviews, conducted over the period of two months, involved the managerial and operational professionals in these participating firms. Data were analysed following the grounded theory analysis and findings presented using cross-cases analysis.

Results: This thesis contributes to the body of knowledge in the field of knowledge management (KM) by revealing the distinctive influences of multidimensional elements of the change readiness construct on the knowledge acquisition, knowledge application and knowledge sharing processes in the firms studied. 
The thesis proposes three dimensions of the change readiness construct, which are categorised as KM change understanding, KM change context and individual differences. The dimension of KM change understanding consists of change goal, change benefit, need for knowledge, perceived management support and collective commitment. The KM change context is comprised of learning, participation, communication and management support. Individual expertise and adaptability represent the individual differences dimension of the change readiness construct. 

Specifically, findings show that:
1)	Readiness for the knowledge acquisition process is largely shaped by the individual’s change readiness elements, including the understanding of the need for knowledge and perceived management support, and the individual’s capability of expertise and adaptability.  Learning and communication provides the essential contexts that shape the firm’s readiness for the knowledge acquisition process.
2)	Readiness for the knowledge application process is largely shaped by the individual’s change readiness elements, including the understanding of change goal, change benefit and perceived management support, and the individual’s capability of expertise and adaptability. Collective commitment shapes professionals’ understanding of knowledge application at the firm level. Learning and management support provides the essential contexts that shape the firm’s readiness for the knowledge application process.
3)	Readiness for the knowledge sharing process is largely shaped by the firm’s change readiness elements, consisting of professionals’ understanding of collective commitment, and the essential contexts of communication, participation and learning. Understanding of the need for knowledge and change benefit, as well as the professional’s expertise, shapes the individual’s readiness for the knowledge sharing process.
4)	The way these change readiness elements shapes the distinctive KM processes in the professional service firms studied vary due to the effects of firm archetypes, inter-profession differences, change nature, knowledge nature and the demographic characteristic. These factors moderates the interrelationships described in in 1), 2), and 3).

text: Change Readiness Influences on Knowledge Management Processes: A Case of Three Professional Service Firms Introduction: The current dynamic market is characterised by stiff competition and ever-changing clients’ demand for better and innovative products and services. In this challenging environment, the need for developing and managing knowledge transcends the importance of accumulating physical capital. With an increasing awareness of the potential of knowledge as a competitive source for firms’ survival, there is an increased knowledge management initiatives and investments by firms. Nevertheless, literature highlights increasing failures of knowledge management initiatives, with reasons for the failure yet to be established conclusively. 
On the basis of the premise that implementation of the knowledge management process could induce changes in firms’ practices and culture, and employees’ beliefs and cognitive structure,  the current thesis addresses the issue from the change management perspective. The main idea that drives the research evolves from the understanding that failure in knowledge management initiatives could be rooted in the lack of readiness to change.   

Objective: The primary objective of this thesis is to understand how the change readiness construct shapes the various processes for managing knowledge in professional service firms. Change readiness in this thesis was conceptualised as a multidimensional and multilevel construct. This thesis contributes to the body of knowledge by explicating the way these change readiness elements shape knowledge management processes. The study setting within the professional service industry offers unique insights, which is less explored in the extant KM literature. 

Method: The study was conducted within the professional service firms’ context, on the basis that knowledge represents the main source for survival and competitiveness in this knowledge-intensive industry. This research is grounded in the interpretive paradigm and is studied from the constructivist epistemological lens. This qualitative research employed multiple case study design in three New Zealand professional service firms. Two firms are accounting establishments and one represents an engineering maintenance firm. Sixteen semi-structured interviews, conducted over the period of two months, involved the managerial and operational professionals in these participating firms. Data were analysed following the grounded theory analysis and findings presented using cross-cases analysis.

Results: This thesis contributes to the body of knowledge in the field of knowledge management (KM) by revealing the distinctive influences of multidimensional elements of the change readiness construct on the knowledge acquisition, knowledge application and knowledge sharing processes in the firms studied. 
The thesis proposes three dimensions of the change readiness construct, which are categorised as KM change understanding, KM change context and individual differences. The dimension of KM change understanding consists of change goal, change benefit, need for knowledge, perceived management support and collective commitment. The KM change context is comprised of learning, participation, communication and management support. Individual expertise and adaptability represent the individual differences dimension of the change readiness construct. 

Specifically, findings show that:
1)	Readiness for the knowledge acquisition process is largely shaped by the individual’s change readiness elements, including the understanding of the need for knowledge and perceived management support, and the individual’s capability of expertise and adaptability.  Learning and communication provides the essential contexts that shape the firm’s readiness for the knowledge acquisition process.
2)	Readiness for the knowledge application process is largely shaped by the individual’s change readiness elements, including the understanding of change goal, change benefit and perceived management support, and the individual’s capability of expertise and adaptability. Collective commitment shapes professionals’ understanding of knowledge application at the firm level. Learning and management support provides the essential contexts that shape the firm’s readiness for the knowledge application process.
3)	Readiness for the knowledge sharing process is largely shaped by the firm’s change readiness elements, consisting of professionals’ understanding of collective commitment, and the essential contexts of communication, participation and learning. Understanding of the need for knowledge and change benefit, as well as the professional’s expertise, shapes the individual’s readiness for the knowledge sharing process.
4)	The way these change readiness elements shapes the distinctive KM processes in the professional service firms studied vary due to the effects of firm archetypes, inter-profession differences, change nature, knowledge nature and the demographic characteristic. These factors moderates the interrelationships described in in 1), 2), and 3).

year: 2014

title: Educational leadership and Māori communities’ involvement in their children’s schooling

authors: McMillan, Hoana

subjects: Educational leadership

abstract: The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

text: Educational leadership and Māori communities’ involvement in their children’s schooling The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

year: 2012