An analysis of the knowledge transfer paradox in projects with an operational improvement objective in mines

Abstract

The execution of operational improvement projects can create new knowledge that can be used to contribute to the success of future projects. A paradox exists, in that new knowledge is seldom transferred to future projects, and so the associated value-adding opportunities are lost. The objectives of this study are to determine whether lessons learned are captured during operational improvement projects, and to identify contextual factors that support or hinder the knowledge transfer processes. Through the use of interviews and subsequent data analysis, the research shows that the transfer of knowledge can be better facilitated by addressing the knowledge transfer inhibitors, recognising the value-adding potential of knowledge transfer during the execution of improvement projects, and creating a culture that is conducive to sharing knowledge – in particular, the lessons learned from mistakes and poor management practices.

Die uitvoering van operasionele verbeteringsprojekte kan nuwe kennis skep wat gebruik kan word en om by te dra tot die sukses van toekomstige projekte. 'n Paradoks bestaan, deurdat nuwe kennis selde na toekomstige projekte oorgedra word, en dus gaan die gepaardgaande waardetoevoegingsgeleenthede verlore. Die doelwitte van hierdie studie is om vas te stel of lesse wat geleer is tydens operasionele verbeteringsprojekte vasgelê word, en om kontekstuele faktore te identifiseer wat die kennisoordragprosesse ondersteun of belemmer. Deur die gebruik van onderhoude en daaropvolgende data-analise toon die navorsing dat die oordrag van kennis beter gefasiliteer kan word deur die kennisoordrag-inhibeerders aan te spreek, die waardetoevoegende potensiaal van kennisoordrag tydens die uitvoering van verbeteringsprojekte te erken en 'n kultuur te skep wat is bevorderlik vir die deel van kennis, – veral die lesse wat uit foute en swak bestuurspraktyke geleer word.