The origins of this work are in understanding the difficulties that organisations face in
developing and using technology based training (TBT). However it is the organisational
context within which these technological changes take place that is of particular interest.
The objective of this thesis is to use concepts and models of cumulative knowledge in
organisations to investigate the limitations of conventional training centred approaches.
The research design is centred around the question: Is the failure of conventional
training, in meeting organisational needs, due to it being used as a project, task centred
`function' rather than being process centred? This question is explored by:
identifying, in a diverse set of organisations, the nature of `failures' and
limitations of the conventional training function from which it is possible to
structure an approach that draws upon models of training and knowledge;
using models of knowledge accumulation, process models, to examine the
limitations of task and functional models of training.
The research activity includes the use of an innovative training package based on
trouble-shooter training, and carefully focused interactive activities with line managers
in three very different types of organisation. For each of these groups knowledge issues
and training are of evident concern.
The research shows that contributions to knowledge gain within an organisation can be
uncovered and supported if specific patterns and structures are identified. It is clear that
there is little difficulty in identifying the value of specific knowledge types in functional
or technical domains if the timing of the skill required can also be determined. Further,
it is clear that problems arise when senior managers focus on developmental knowledge
and specify skill requirements in advance of the preparedness of line managers. In such
cases learning benefits are likely to be restricted by a lack of structural change in the
organisation required to exploit such training.
In addition the thesis makes a contribution to the development of a composite training
and cumulative knowledge model by:
clarifying the various dimensions of training and knowledge relevant to
knowledge exploitation, and;
the identification of the role of exploitation as the potential point of interaction
between individual and organisational learning models