KNOWLEDGE TRANSFER

GUIDEBOOK
Inform
&

Engage
1

K NOWLEDGE TRANSFER
What is knowledge transfer, and how can it help you? We must begin by first describing
workforce planning, and the pivotal role knowledge transfer plays in ensuring the success of
our workforce.
Workforce planning strives to have the right people in the right jobs at the right time. Succession
planning focuses on having the right leadership in place, and is an important component of the
overall workforce planning process. Caltrans has a Workforce Planning unit in the Division of
Human Resources, (DHR) and has established strategic goals related to workforce and
succession planning and knowledge transfer. This guidebook was developed by a Caltrans
team as part of our strategic goal delivery. The techniques and tools described later are
gleaned from industry best practices, and present several options for a supervisor to choose
from, based on the needs of their work unit.
Currently, Caltrans has developed workforce plans for twelve occupational areas. Caltranss
workforce planning efforts focused first on Maintenance classes, and then on those
classifications which feed into our CEA classification. The California Department of Human
Resources (CalHR) Seven-Step Workforce Planning Model describes a cyclical process, which
includes steps for assessing and analyzing workforce gaps, developing priorities and
implementing solutions.

As of March 2014, approximately 54% of the Departments workforce and 66% of the
Departments Managers and Supervisors were at, or were within three years of, retirement
age. As mid-level managers promote to CEAs, a ripple effect will be created at all levels of
management and supervision.

5,000

Employee Count = 19,047

# of EMPLOYEES

CALTRANS
ALL CLASSIFICATIONS
TOTAL

4,082

4,500

3,668

4,000

3,239

3,500

2,369

3,000
2,500

1,025

1,500

486

502

1,000
500

1,797

1,576

2,000

218

85

24 or
Less

25-29

30-34

35-39

40-44

45-49

50-54

55-59

60-64

65-69

70+

AGE RANGE

Moving forward, Caltrans must make a concerted effort to capture and impart the institutional
knowledge within its ranks before staff leave via retirement. To address the looming gaps in
workforce knowledge, common practices and techniques of knowledge transfer utilized by many
public and private entities are summarized in this guidebook.
First, it is important to note the differences between the two types of knowledge. Knowledge
can be explicit, which lends itself to transfer strategies such as formal desk manuals,
procedures, and other codified processes. Knowledge can also be tacit, which lends itself to
transfer strategies such as mentoring, coaching, communities of practice and the like. Explicit
knowledge is more easily quantified and qualified, and can thus be more readily captured. Tacit
knowledge, however, involves soft skills, personal characteristics, development of cooperative
partnerships, and subjective situational judgments. As this type of knowledge is more intuitive
in nature and derived from experience, it is less readily distilled and captured into orderly
process structures. Since these characteristics are essential for leaders, we strongly suggest
devoting more attention to the transferring of tacit knowledge.

In order to determine what succession planning techniques our Department should focus on, we
performed a needs assessment on what individual managers and supervisors are doing
currently. In January 2012, a survey was circulated to Departmental managers and supervisors
to determine what succession planning strategies are currently in use, what needs exist, and
what knowledge they find to be the most critical to capture (explicit vs. tacit).
Survey results indicated that managers/supervisors currently rely heavily on the use of formal
training and desk manuals for knowledge transfer. These methods are best used for
transferring explicit information, and while they clearly provide a strong foundation for
knowledge transfer, it only addresses a portion of the knowledge equation. It was our aim to
identify various techniques and strategies that could better bring about the transfer of tacit
knowledge.

FOUR BUILDING BLOCKS

Caltrans developed a model for knowledge transfer that relies on a foundation of excellent
leadership (predicated on the Departments mission, vision, and several goals) sound hiring
practices, established techniques of manuals and formal training, while providing four dynamic
strategies for specific tacit knowledge transfer.
Face-to-Face: Group This type of knowledge transfer focuses on one person
transferring knowledge to a group of other people. This is a good technique to use when
the knowledge is something that many people can benefit from, and it can be conveyed
in sufficiently broad terms to be suitable for a lecture format. Examples include Expert
Storytelling; Tailgate Meetings; In-House Workshops; Education Committees; Lessons
Learned.
Face-to-Face: Individual This technique relies on a personal interaction between
two people, with one person transferring the knowledge to the other. This technique is
great if you have a multiple knowledge bases or techniques to transfer, or a great deal of
specific technical detail.
Examples include Cross Training; Peer Mentoring /
Apprenticeship; Job Shadowing; Formal Mentoring
Multimedia The world is full of useful technology, and this technique leverages it to
store specific knowledge. If there is information that many people may want to readily
access, this is a good strategy to store various types of knowledge, such as Wiki Page;
Digital Content Management; Library Resources; Exit Interviews.
Rotational Programs Establishing rotation programs to allow employees to learn
various functional areas in a discipline is a great tool to build knowledge. If there are
multiple areas of specialized skill in a work unit, the use of formal or informal rotation
programs can build skills. Be sure to check with Human Resources, Labor Relations
and Budget Resources before starting a rotational assignment.

In the remainder of this guidebook, specific examples are provided for each technique, and how
they could be introduced into your particular District/Division/Unit. Happy knowledge transfer!

KNOWLEDGE TRANSFER
TECHNIQUES & TOOLS
TACIT KNOWLEDGE FOCUS

CATEGORY FACE-to-FACE: GROUP

Boot Camp
Best Practices Meetings / Studies (In-House Workshops; Education Committees; @ Tailgate Meetings)
Communities of Practice
Critical Incident Reviews / Lessons Learned
Expert Storytelling
Knowledge Fairs

BOOT CAMP

What

Specific Topic: A subject matter expert (SME) conducts a training session or sessions on a
specific topic. Only one topic is covered and in a relatively short session (no longer than 4 hours).
The topic may be an application or a unique aspect of it (e.g., a new approach to records
management, a review or reconsideration of constructive intervention, a hands-on training to use
or maintain a specific piece of equipment, etc.). The focus is on one topic only; and if something
else arises during the session, it will be set aside for the SME to conduct future training sessions.
Multiple Topics: For offices with multiple areas of operations, the Boot Camp can consist of
training modules designed for knowledge that is applicable to: (1) all operational areas; and/or (2)
specific or limited operational areas. User guides and mentor programs may be incorporated into
these modules. New and existing staff shall go through sequences of training sessions
depending on their assignments.

Why
When
How
Dos & Donts

Generic Example

Caltrans
Examples

Allows questions to be addressed for the benefit of all instead of the SME receiving similar
individual questions over a period of time.
Refresher training is needed in a complex or evolving subject area
Determine what topic or topics need to be addressed. Identify SME(s) and develop presentation
materials and/or modules for training session(s).
Stay on point; guard against tangents
Session should not exceed a half day (4 hours)
Blend of singular/multiple topics: The Department of General Services (DGS) Building and
Property Management Branch uses this strategy to combine knowledge transfer and staff
development efforts for a number of classifications and functions.
The Office of Discipline Services offers a supervisor refresher course on progressive discipline.
The 4-hour class is well-paced and hits key refresher points, while providing helpful reference
documents and contact listings. Various divisions and districts have used this course in a boot
camp setting. Attendee reviews have said it was insightful, concise, and a very good use of their
time.

BEST PRACTICES MEETINGS / STUDIES

(In-House Workshops; Education Committees; @ Tailgate Meetings)
What

Best practices meetings/studies look for different processes or systems to perform work that
have had measurable success and effectiveness and are likely transferable. Best practices are
found in a variety of ways; through meetings of similar functional groups, polling employees, or
surveying for best practices.

Why

Identifies practices that have worked in other organizations and may be transferable
Shares current practices and processes
Can spark innovation
To streamline a process or identify efficiencies
Can broaden networks and increase performer expertise

When

New process, task, or competency needs to be developed

An existing process, task or competency needs modification
New process or success needs to be marketed internally or to other areas
Success depends on staying up-to-date; focus is on gathering info

How

Dos & Donts

Generic Examples

Determine what knowledge needs to be shared. Identify sources of information to be accessed.

Establish the meeting or study parameters, develop and implement project plan.
Clarify the best practices to be researched and evaluated
Define scope and role of project and performers
Avoid vague or ambiguous goals and research topics
Sample topics: Workforce Planning, Public Administration Practices, Office Safety, Government
Accounting
Division of Engineering Services (DES) Education Committee: This group shares the
diversity within the Division of Engineering Services. The goal is to educate people of DES and
other functional areas of Caltrans with presentations that include:

Caltrans Examples

Helpful Links /
Resources

Any unique and unusual work done by DES

Large or challenging projects within different offices being undertaken
Having guest speakers from outside DES and Caltrans come and present interesting and
unusual work
Research and present available videos, films, and slide shows on interesting, yet pertinent,
timely topics.

DES Education Committee Homepage

COMMUNITIES OF PRACTICE
What

Why

When

How

Dos & Donts

Generic Examples

A group of individuals sharing a common working practice over a period of time, though not
part of a formally constituted work team.

Provides a sanctioned mechanism for sharing knowledge

Leads to improved network of contacts
Provides peer recognition and continuous learning
Provides a mechanism for sharing tacit knowledge

Sharing tacit information is important to achieving better results

Knowledge is continuously gained and its sharing is beneficial to meeting organizational
goals
Large cohorts are retiring or wave of new employees coming onboard
Determine the purpose of the group (e.g., solving everyday work problems, developing and
disseminating best practices). Clarify roles and responsibilities and provide resources and
support.

Membership should be voluntary

Recruit those who are seen as experts and trusted as information sources
Management should not dictate action
Focus is on gathering information rather than making decisions or taking action

Finance officer meetings, cross departmental IT meetings, Administrative managers network,

MS Excel and Access user group

EFIS teams Separate teams of employees from various Divisions and Districts focusing on
a specific EFIS improvement.

Caltrans Examples

Helpful Links /
Resources

Leadership Development team Division of Engineering Services (DES) formed a team

focusing on leadership development tools. The group was comprised of Labor Relations,
Human Resources, Learning & Development, and DES employees. The team worked on a
pilot program that focused on Caltrans leadership development.

Communities of Practice: A Brief Introduction

CRITICAL INCIDENT REVIEWS / LESSONS LEARNED

What

By documenting, discussing, and/or deconstructing critical incidents and perspectives of the

organizations most experienced performers, an organization can not only implement
improvements, but also capture lessons for knowledge transfer.

Why

Documents veteran performers expertise and approach to problem solving

As critical incidents are captured, creates a more comprehensive set of lessons;
continuously evolving
Allows for open discussions about what worked, what could be improved (document if
appropriate)
Focuses on finding root cause or causes which are often process issues that result in
performance issues

When

How

Dos & Donts

Sharing individual knowledge and skill is critical

Situations are not encountered routinely; documentation of previous solutions and
lessons learned is vital to knowledge transfer
Determine what constitutes a critical incident. Identify who should be involved in the review.
Identify and capture the things that went well and could be improved so that team members
are aware of, and can use, the broader teams learning in their future projects.

Clearly document the details of the incident and how it was resolved
Pay special attention to identifying whether the incident requires a process fix or a
developmental fix
Avoid brief, sketchy documentation that would make it difficult for a future performer to
understand what happened
Be sure you can find and review the documentation when you need it

Generic Examples

Incidents might include: citizen complaints; exposure to hazardous materials; unsuccessful

project; complex program implementation

Caltrans Examples

Earthquake damage to roads and bridges, damages to bridges due to auto accidents, road
closures due to rock slides/weather, computer system implementation

Helpful Links /
Resources

Florida Department of Transportation Critical Incident Review

10

EXPERT STORYTELLING / EXPERT INTERVIEWS

What

Expert storytelling/interviews are sessions where one or more people (who are considered
experts in a particular subject, program, process, policy, etc.) meet with others to share their
knowledge. The format of the sessions can range from an informal one-on-one meeting to a
larger group session with a panel of experts. Sessions can be audio or videotaped or even
transcribed if the subject is highly technical. The experts can come from within an organization
or from an outside source.

Why

It is a way of making tacit knowledge more explicit; expert can describe what was done
and why it was done providing context and explaining the judgment behind the action.
To allow the audience to connect the documented policies and procedures into real life
situations.

When

Ideally before an expert leaves the organization to ensure their knowledge transfers
After significant employee turnover

How

Identify the people (both experts and learners) and knowledge you want to impart. Inform
experts of the reasons for interview, what the focus will be, and who will be involved. If
audience requires preparation for session, the expert can determine what background
information or resource materials would be helpful. Additionally, it is important to seek
audience input beforehand for areas of preferred focus. These, along with any specific
questions, can be provided to the expert(s) in advance so he/she can be fully prepared.

Dos & Donts

Generic Example

Caltrans Examples

Helpful Links /
Resources

When a larger audience and/or panel of experts are involved, a facilitator should be
utilized to keep the session focused and on time.
If audio or videotaping, equipment should be tested in advance to ensure both experts
and learners can be heard on tape.
Division of Human Resources consults with subject matter experts (SMEs) on personnel
related projects (i.e., job analyses, exam developments, etc.) to obtain their expertise and
opinions on the variety of classifications within Caltrans.

Division of Transportation Planning Office of Workforce Development

http://onramp.dot.ca.gov/hq/tpp/offices/owd/knowledge_interview.shtml

WikiHow: How to Interview Experts

Article: Using Mentoring & Storytelling to Transfer Knowledge in the Workplace

11

KNOWLEDGE FAIRS
What

An event that showcases information about an organization or a topic. Knowledge fairs may
be one-time events hosted by a specific user group.

Why

To share knowledge with a targeted audience or group

Far-reaching; can be used with the public, other state agencies, or within a department,
division or program
To increase awareness of and knowledge about a program, topic area, or agency

When
How

Dos & Donts

Generic Examples

Caltrans Examples

Information can be shared easily via displays, brochures, etc.

Determine what knowledge needs to be shared and with whom it will be shared. Schedule
fair, prepare documents and displays, market event, and clearly communicate purpose of
the event.
Clarify and communicate the goal or purpose of the fair
Avoid confusing a knowledge fair with a recruitment fair
State Call Center Fair, featuring all of the states call centers
Public Protection Fair, featuring information from Public Safety, Corrections, Military
and Veterans Affairs, Health and Social Services, etc.

HQ Training Center utilized an open house to publicize its grand opening and provided
tabletop displays of its courses as well as information about/features of the facility.
Deputy District Directors or Administration Events HQ & Districts

Helpful Links /
Resources

Knowledge Sharing Toolkit: Knowledge Fairs

12

CATEGORY FACE-to-FACE: INDIVIDUAL

Cross-Training (Position Backup)

Job Shadowing
Mentoring Programs
Structured On-The-Job Training (OJT)
Transitional Training (Double Fill)

CROSS-TRAINING (Position Backup)

What

The training of one employee to do another's work.

Why

Such training creates a backup system in the event where an employee becomes unavailable
or the position becomes vacant. Additionally, employees benefit from this as their skill sets
are enhanced.

When

How

Dos & Donts

Caltrans Examples

Helpful Links /
Resources

The backup assumes the cross-trained role, thus ensuring operations continue and program
delays are minimized.
Example: Employee (A) is responsible for payroll while Employee (B) is responsible for
accounts receivable/payable. To cross train these employees, have them take turns being the
trainer. They can teach each other their procedures, approaches, and methodologies to
complete those responsibilities. Another option is to have a supervisor conduct the training.
Identify which tasks are a priority and will be assumed by the position backup when one
employee will be out of the office for an extended period of time, or the position is vacant, to
prevent burnout of backup.

All Human Resource Analysts in Division of Engineering Services (DES) know how to do one
anothers job when someone is out of the office. Each analyst has a back up and typically
they are not out of office at the same time. They have access to each others files, data, and
contacts and when they are planning to be out of the office, current work assignments are left
with their supervisor and backup is informed of what is outstanding.

Cross-Training & Staff Motivation Article (Hotel Industry)

13

JOB SHADOWING
What

Why

A less experienced performer is paired up with a veteran performer to transfer knowledge.

The veteran is asked to share knowledge and provide hands-on practice in dealing with
everyday problems in addition to the most difficult situations he/she has faced on the job.
Provides real life exposure to the job
Expands the individuals knowledge of the organization
Could be offered to several individuals; expanding the organizations overall
knowledge
Assists individual in making informed career decisions
Can be helpful in succession and workforce planning efforts

When

To allow opportunity for individual(s) to learn about a particular occupation

Exposure to the job itself can enhance knowledge transfer, particularly with effective
coaching

How

Determine what knowledge needs to be shared. Identify veteran performer who possesses
competency in coaching and knowledge transfer. Identify individual(s) who will shadow
veteran performer. Establish timeline and knowledge transfer goals.

Dos & Donts

Job Shadowing should not be used as a comprehensive on-the-job training program

Clarify roles and expectations up front
Select veteran performers who have both competency in coaching and hands-on
experience
Avoid pairing less-experienced performers with slightly more experienced performers
Use debriefing sessions for coaching opportunities
Discuss educational requirements; the career ladder for the job and related positions

Generic Example

Attending strategic planning meetings with veteran performer; observing veteran performer
for a day on the job

Caltrans Examples

Helpful Links /
Resources

A Deputy District Director of Administration(DDDA) brings her manager(s) to meetings to

expose them to Departmental policy, processes and potential impacts, such as asset
management, budgetary processes changes, training and development, etc.

Learning & Development Office: Job Shadowing PDF

14

MENTORING PROGRAMS
What

Why

When

How

Dos & Donts

Caltrans Examples

Helpful Links /
Resources

Mentors provide coaching to mentees to assist in achieving professional goals, expand

organizational knowledge, and create well-rounded employees that are more likely to stay
within an organization.
Transfer valuable knowledge, skills, and resources for specific situations and
developmental needs
Effective method for transferring organizational culture and norms
Establishes reliable experienced contact outside supervisory chain
Develops higher level of proficiency
Guides employees in achieving career goals
Improves productivity and job satisfaction
Enhances leadership competencies of CA state government employees
Aids in retaining high potential employees
An employee expresses interest on how to excel in their career and attain the next level
of excellence.
An employee will benefit from a relationship with someone (other than a performance
evaluator) who will listen, question, encourage, assess and help them develop greater
professional skills in order to achieve personal and career goals.
To create a culture of learning, sharing, and networking in California state government.
Mentee reviews Caltrans Mentoring Handbook. Reflects on professional development needs
and completes the requisite worksheets prior to identifying Mentor. Determines what
knowledge or competency needs to be developed. Identifies experienced mentor with
coaching and knowledge transfer skills. Mentor can be preselected or from a list maintained
in the division. Allow mentor and mentee to establish mentoring contract.
Participation in mentor program should be voluntary, for both the mentor and the
mentee.
Specific competency goals, objectives, and developmental needs should be identified
and agreed upon at the beginning.
Mentees supervisor should not be involved in the mentoring program, beyond giving
approval for mentoring relationship(s) at the outset and noting the participation in the
mentees IDP.
Mentor and mentee should respect confidentiality of their mentoring sessions.
Mentee should recognize and respect the gift of the Mentors time.
If at any time either party would like to end the relationship, they should be able to do so
without concern.
Be cognizant of potential for conflicting information between mentor and supervisor;
when it involves task-related items, supervisor instruction takes precedence.
An employee expresses interest of promoting while developing a five-year plan with
their supervisor during an IDP meeting.
An employee becomes complacent in their job and needs a better understanding of
career options that may be available to them.
An employee who wants to know how their job contributes to organizational goals.

Learning & Development Office: Mentoring Main Page

15

STRUCTURED ON THE JOB TRAINING (OJT)

What

Why
When

How

Dos & Donts

Instruction takes place on the actual job site, usually involving learning skills or procedures in
a hands-on manner following a defined structured learning process.
Provides less experienced performer, or trainee, with real-job experience
Allows work of agency to be accomplished during training
Tasks have developed procedures and aids for teaching
Real-life experience needs to be developed
Determine what knowledge needs to be shared. Develop step-by-step instructions. Identify
trainer. Establish learning objectives and timeline for completion.

Use good performers who can also teach and coach

Provide training and resources for those coaching
Analyze the job, break into tasks, and develop procedures and aids for teaching
Encourage the trainee to ask questions
Follow this model: Describe | Describe & Demonstrate | Trainee Performs | Trainee
Describes & Performs | Trainee Practices
Tell trainee where to go for help
Follow-up with trainee
Avoid assumptions about the depth, level, and scope of knowledge already possessed
by the trainee

Generic Examples

Data entry into program database; writing monthly status reports; processing employee
payroll

Caltrans Examples

A new analyst is hired and teamed with an experience analyst in the program. They work
together on assignments. The experienced employees might review spreadsheets, share
contact information, show them how to use Lotus notes, introduce them to the people they
will be working with, show them routine reports, demonstrate specific procedures or
processes, etc.

Helpful Links /
Resources

Article: Unraveling 5 Myths of OJT

Tips for Structured On The Job Training

16

TRANSITIONAL TRAINING (exceptional cases only)

What

Why

Transitional training - or double fill - employs the experienced performer and the less
experienced performer in the same position simultaneously. Usually for a set period of time.

Transfer an established portion of knowledge

Can reduce amount of supervisors training time
Can provide intense, one-on-one training in all situations encountered on the job

When

Position is highly complex/specialized or involves senior management

Budget allows for double fill
Departing employee gives enough advance notice to allow for recruitment, selection
and appointment to happen prior to his/her leaving the job

How

Determine what knowledge needs to be shared. Develop timeline and action plan to assure
knowledge is transferred in the time allotted for the double fill.

Dos & Donts

The action plan and timeline should be achievable and detailed

Knowledge transfer alternatives should be available in case there are unforeseen
circumstances (e.g., separating employee leaves early)
Avoid vague, ambiguous descriptions of knowledge to be transferred
Clarify roles up front
Preferable if experience level of the two employees is not too far apart, so as to focus
on transfer of experiences, rather than provide standard training

Generic Examples

Two week overlap to focus on program specific information. More routine operations and/or
general office matters will be trained after double fill time is completed and by a different
experienced performer.

Caltrans Examples

A long time Caltrans manager in a Facility Processes position was going to retire. Peer
supervisors were not experienced in this area. A new supervisor was hired to work with the
current supervisor for 1 or 2 months. Cross training and knowledge transfer had an
opportunity to occur.

17

CATEGORY MULTIMEDIA
Expert Interviews / Expert Storytelling
Knowledge Maps
Wiki

EXPERT STORYTELLING / EXPERT INTERVIEWS

What

Expert storytelling/interviews are sessions where one or more people (who are considered
experts in a particular subject, program, process, policy, etc.) meet with others to share their
knowledge. The format of the sessions can range from an informal one-on-one meeting to a
larger group session with a panel of experts. Sessions can be audio or videotaped or even
transcribed if the subject is highly technical. The experts can come from within an organization
or from an outside source.

Why

It is a way of making tacit knowledge more explicit; expert can describe what was done
and why it was done providing context and explaining the judgment behind the action.
To allow the audience to connect the documented policies and procedures into real life
situations.

When

Ideally before an expert leaves the organization to ensure their knowledge transfers
After significant employee turnover

How

Identify the people (both experts and learners) and knowledge you want to impart. Inform
experts of the reasons for interview, what the focus will be, and who will be involved. If
audience requires preparation for session, the expert can determine what background
information or resource materials would be helpful. Additionally, it is important to seek
audience input beforehand for areas of preferred focus. These, along with any specific
questions, can be provided to the expert(s) in advance so he/she can be fully prepared.

Dos & Donts

Generic Example

Caltrans Examples

Helpful Links /
Resources

When a larger audience and/or panel of experts are involved, a facilitator should be
utilized to keep the session focused and on time.
If audio or videotaping, equipment should be tested in advance to ensure both experts
and learners can be heard on tape.
Division of Human Resources consults with subject matter experts (SMEs) on personnel
related projects (i.e., job analyses, exam developments, etc.) to obtain their expertise and
opinions on the variety of classifications within Caltrans.

Division of Transportation Planning Office of Workforce Development

http://onramp.dot.ca.gov/hq/tpp/offices/owd/knowledge_interview.shtml

WikiHow: How to Interview Experts

Article: Using Mentoring & Storytelling to Transfer Knowledge in the Workplace

18

KNOWLEDGE MAPS
What

Why

When

An effort to discover the location, form, ownership, value and use of knowledge. To learn
about peoples expertise; to find opportunities to make better use of existing knowledge in the
organization; and to identify barriers to knowledge flow.
Highlights areas of specialty knowledge and expertise
Encourages better use of information and knowledge and reduces reinventing the
wheel
Saves time searching for experts in a particular area
Saves the time of experts by helping others locate needed information quickly
Learning can be enhanced by graphically representing available resources and when to
use them
For more complex situations; the map can help less experienced performers learn who
and when to use resources

How

Determine what knowledge needs to be shared. Interview experts to identify the resources
they use and construct knowledge map. Educate less experienced performers on how to use
the map (link to document repository).

Dos & Donts

Clarify the type of knowledge transferred at each point in the map

Avoid using the map as the answer to a situation
Clearly describe the parameters around the maps use (e.g., only in certain situations)

Generic Examples

Your own Personal Map starts with a node representing yourself, map the people with
whom you share information, both internally and externally. Try to represent whether you are
only receiving information, only giving information, or whether it is a two-way exchange.

Caltrans Examples

Knowledge Maps were employed during the purchasing phase of the EFIS system. Maps
were drawn so that employees could visualize the process.

Helpful Links /
Resources

Knowledge Mapping Tips

Arrows show direction of information flow. Employee A receives information from sources E and F (can be people, documents,
etc.). Employee A gives information to sources B and D. Employee A gives and receives information from source C.

19

Wiki
What

A web communication and collaboration tool where users can create/capture knowledge and
information. It is a platform which allows any authorized individual or team to edit subject
material, add comments, or provide additional content.

Why

It is a flexible multimedia knowledge management tool that makes information easier to

capture, find, consume, and update.
Encourages knowledge sharing around topics
Contextual search capabilities allow users to not only find information, but relevant
information.

When

Documents, processes, etc. need to be stored in one central repository and readily
accessible by multiple users while avoiding constraints posed by shared network drive
access.
Knowledge needs to be captured and/or disseminated, particularly if it is updated
frequently.
Ability for any staff member to publish knowledge easily and have that information stored
in a centralized database.
Topics or concepts are expected to evolve and expand, and eventually serve as a
permanent knowledge base.

How

Determine what knowledge needs to be captured or shared. Develop

structure/outline/categories for that information. Establish posting parameters following
accepted wiki conventions. Familiarize all users with CT Wiki environment.

Dos & Donts

Encourage staff to embrace platform and participate in a collaborative process of

knowledge construction
Ensure there is a logical structure to the respective subject areas/topics.
Avoid information becoming disorganized
Be cognizant of inaccurate information being posted.

Generic Example

Caltrans Examples

Helpful Links /
Resources

Wikipedia is the most well-known wiki. This encyclopedia on the web is written by those who
visit the site, with contributors on almost every topic imaginable.

Caltrans IT uses wiki pages to share information on various techniques, such as database
administration.

Caltrans Wiki Main Page

MediaWiki Handbook

20

CATEGORY ROTATIONAL PROGRAMS

JOB ROTATION
What

A formal program in which a person or group of persons experiences a variety of tasks and
responsibilities in several different positions. Typically designed to develop an individuals
knowledge base to prepare him or her for positions of increasing responsibility and scope.

Why

Can develop a pool of qualified applicants for positions of increasing responsibility and
scope
Decreases the impact of brain drain when individuals leave key positions

When

Career development requires knowledge and experience in several different areas or

programs
On the job experience is the most effective method of knowledge transfer

How

Determine what knowledge needs to be shared. Develop formal program that assures
individuals will experience full variety of identified knowledge and tasks. Clarify requirements
for successful completion of program.

Dos & Donts

Generic Examples

Program should have clearly defined requirements for acceptance and successful
completion
Program purpose and goals should be clearly communicated to all potential participants
Program should be available to all who qualify for acceptance
Employees exempt from program should be minimized
Staff located at the place of rotation need to be prepared for the new person temporarily
coming in, as well as those at the persons former location so the transitioning is as
smooth as possible.
Areas that might use a job rotation program include: DHR management team; Agency
management teams; Expert IT programming positions
The Division of Labor Relations swapped Unit Managers in their Drug and Labor Units.

Caltrans Examples

The Departments Chief Engineer rotated the Project Delivery Division Chiefs several years
ago. All Division chiefs rotated jobs for 6 months or more. As a result, valuable cross
training occurred and some of these Division Chiefs stayed in their new assignments.
Rotation also occurred in DES at the Deputy level a few years ago.
The Executive Development Program (EDP) that ended in June 2010 included a job rotation
component. Several of the participants were promoted.

Helpful Links /
Resources

Division of Transportation Planning Rotation Program Homepage

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ACKNOWLEDGEMENT
Strategic Priority Informed and Engaged Workforce: Develop and maintain an informed and engaged
workforce that is empowered to effectively deliver our promised projects and programs.

A big THANK YOU goes out to the following members of

TEAM SUCCESSION who helped to create this
Knowledge Transfer Guidebook:
Executive Sponsors:
John Bulinski
Cris Rojas

Team Leader:
Michelle Tucker

Team Members:
Amy Carmona
Lori Dimberg
Sharon Friedrich
Mary Ann Mitchell
Paula Rivera
Jeremy Rokser
Dave Shergill
Melissa Thompson

Strategic Objective Facilitators:

Cathy Gomes
Peter Spaulding

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