Knowledge retention activities are typically perceived as involving only two people: the knowledge giver and the knowledge receiver. However, reality teaches us that the picture is more complex in many cases, and there are often multiple knowledge receivers. These cases are primarily characteristic of high-level management employees with extensive work interfaces and employees who have gained expertise in numerous related fields. At the same time, their replacements focus on only one area each. We recommend conducting a knowledge retention process through learning sessions in such cases. Here are the detailed steps on how to implement learning sessions.
First Stage: Mapping Knowledge Needs
In this stage, we interview both the knowledge giver and the knowledge receivers. During these interviews, we ask the knowledge giver what significant knowledge they possess and what knowledge gaps they identify in their area of expertise among the receivers. Similar questions are asked of the knowledge receivers (of course, in this case, we don't ask about "knowledge gaps" but about "areas where they would like to expand their knowledge"). Learning sessions are suitable for situations where most or all participants have raised similar or shared knowledge needs. If this is not the case, we prefer to conduct a knowledge retention process that takes place 1:1 multiplied by the number of receivers. There is also the possibility of partial implementation, where shared topics will be covered in learning sessions, while individual issues will be addressed in 1:1 meetings.
Second Stage: Planning the Sessions
In this stage, we plan a series of learning sessions dedicated to knowledge transfer.
When planning the sessions, we need to consider several elements:
The number of sessions dedicated to each topic: This should be directly proportional to the importance of the topic or the size of the existing knowledge gap.
Frequency of sessions: Too high a frequency creates a sense of "burden," while too low a frequency prevents entering a kind of "learning routine."
Sequence of sessions: Care should be taken to ensure the sessions complement each other. For example, if there are foundational topics, we prefer to conduct them at the beginning of the sequence. Another recommendation is to start with topics where significant gaps exist, assuming that we will at least cover the most substantial part of the knowledge if our time is limited.
Target audience: The target audience should be defined for each session. Remember that participants with a low level of knowledge on the topic can benefit greatly, and their potential for improvement is high. Conversely, participants with a high level of knowledge will benefit less, but the questions they ask and the resulting interaction will allow the presenter to reveal additional layers of their knowledge.
Third Stage: Conducting the Sessions
Learning sessions are inherently meant to be an arena where knowledge flows from the giver to the receivers. There are various ways to conduct such knowledge transfer: through a lecture prepared by the giver with dialogue with the audience, through analysis of a chosen case study, through a series of questions prepared in advance by the audience and answered during the session, and so on, limited only by our imagination. However, one central element must be maintained: the activity of the receivers, whether by asking questions, actively participating in discussions, or choosing and presenting relevant case studies. Ensuring this will guarantee that the responsibility for knowledge transfer falls on both sides, not just on the giving side, and will also reduce the preparation burden on the giver as much as possible. This activity also allows for better focus on elements that interest the audience more. In any case, preparation should be done before each session with the participants and the knowledge giver to ensure that questions are sent in advance, that the target audience knows the focus of the current session, and so on.
Fourth Stage: Documenting the Sessions
In our opinion, session documentation should be done by the participants, not by the presenter, and is another representation of the activity required of them in the process. This stage often becomes a stumbling block, as the present participants feel they have benefited from their presence and participation, and their motivation to document for those who were not present or even for future generations is not necessarily high (to put it mildly). Therefore, it is even more critical to set expectations with the participants and clarify the importance of documentation for the future. To assist them, we recommend guiding them on what is worthwhile and desirable to document and what is less relevant. For example, we would want to avoid reporting information in the presentation. Still, we would like to document questions and answers discussed orally during the session, share insights or tips, provide descriptions of cases presented, etc. This documentation can find its place on the unit's website or the shared document system, emphasizing seeing how it can be reused later.
The method of knowledge transfer through learning sessions has several clear advantages:
It is gratifying for the knowledge giver, as they receive a respectable "stage" to present their knowledge.
It allows for identifying not only the giver's existing knowledge but also the knowledge required by the receiver.
It enables knowledge transfer to many receivers in a relatively short time.
It honors the dialogue between the information giver and receiver, emphasizes both sides' activities in the process, and, most importantly, creates a solid foundation for additional knowledge-sharing activities in the unit.
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