Mentoring and the transfer of organizational memory within the context of an aging workforce : cultural implications for competitive advantage

Organizational memory, the knowledge gained from organizational experience, has significant potential for competitive advantage. Many authors in the knowledge management and human resource management literatures consider mentoring to be a particularly effective method of transferring organizational memory. In addition, older workers are often considered ideal mentors in organizations because of their experience and alleged willingness to pass on their knowledge to less experienced employees. There is an associated assumption that these workers also anticipate and experience positive outcomes when mentoring others. This chapter considers whether these assumptions hold up in the workplaces of the 21st century, particularly within Western countries. Individualistic cultural norms and some discriminatory practices towards older workers, along with a changing career contract that no longer guarantees employment in one organization for life, may discourage knowledge sharing in organizations. This chapter discusses the constraints and motivations that may operate when older experienced workers consider mentoring others. It considers relevant global and organizational cultural characteristics that may influence mentoring to transfer knowledge, and accordingly suggests strategies for those eager to capitalise on the knowledge experienced employees possess.

Concept definition in knowledge management : the development of an organizational memory scale

Theorists and researchers in the field of Knowledge Management are frequently frustrated by issues with concept definition, as illustrated by the following comment "there remains disagreement on methodologies, definitions and processes" from the summary article "Issues Raised at ECKM, 2008". How can we clearly define constructs of interest? How can we further research and understanding in the field if we are speaking with different vocabularies? This paper illustrates some of these issues by describing the concept definition process involved in the development of an organizational memory scale. The example being used to illustrate these issues was a self-report scale of organizational memory developed to survey experienced workers' attitudes to mentoring others to pass on their knowledge. The current research sought to differentiate between the types of organizational knowledge that experienced workers have and the possible relationships these have with attitudes pertaining to knowledge transfer via mentoring. Defining the construct to be measured is the vital first ingredient in scale development. Many researchers lament that the concept of organizational memory is a "rather loosely defined and under-developed concept" (e.g. Johnson & Paper, 1998, p.504), and this hints at the challenges that concept definition can entail. Furthermore, in the early stages of this particular project it became clear that the organizational memory scale had similar aims, and was able to borrow from, an existing sale of organizational socialization (Chao, O'Leary-Kelly, Woolf, Klein & Gardner, 1994). This paper describes the concept definition process involved in the development of the scale along with results from the exploratory factor analysis. There is a discussion of the relative contribution that the organizational memory scale makes alongside the existing measure of socialization (Chao et al., 1994), along with goals for further development.

Organizational memory and empowerment

Purpose – The aim of this paper is to test a model of the relationship between organizational memory and empowerment. The model posited that organizational memory would be related to requests to share knowledge, psychological empowerment in the workplace (meaning, competence, self-determination and impact), and organization-based self-esteem. Design/methodology/approach – The model was tested with 134 employees representing six companies using hierarchical regression analysis. Findings – Significant relationships were found between organizational memory and requests to share knowledge, empowerment, and organization-based self-esteem. Findings indicated that a positive stereotype may exist towards older workers and the frequency they are requested to share knowledge, and that a halo-type effect may operate, where knowledge of an organization's history is generalized to other knowledge domains. Research limitations/implications – Causal implications cannot be made as this was correlational research. Some of the research measures while achieving acceptable to good reliability were in an early development stage. The study utilized a convenience sample that may limit how the results can be generalized. Practical implications – The paper indicates that organizations can emphasize positive outcomes for those who are knowledge repositories and mentors. It is also important to consider possible “positive stereotypes” which may be operating when organizational members evaluate older workers as knowledge repositories and mentors. Originality/value – The paper addresses the assumptions in the human resources literature concerning the role of older workers as repositories of organizational memory and suitable mentors. The study introduces the “requests to share knowledge scale”.

A Response to Critique of the Refreeze Step in Lewin’s Model of Organizational Change from the Viewpoint of Organizational Behavior

Problem Statement
This paper responds to criticism of Kurt Lewin’s three step model of organizational change in increasingly turbulent environments. It explores whether the refreeze step of Kurt Lewin’s notable three step model is still applicable to organizational change processes in the age of globalisation and digitalisation.

Method
Literature review and critical analysis of applied examples are used to provide an overview of Kurt Lewin’s three-step change model. Authors’ observations and reflections are integrated in the discussion. The changing contemporary environment and the implications for the refreeze step of Lewin’s model are accordingly discussed.

Conclusions
The paper concludes that a balance of stability and movement; of discrete and emergent change; is the reality for today’s organizations, and forms the touchstone for Lewin’s formulation of change theories. Alignment is observed between notions of desired equilibrium in Lewin’s model and the contemporary underpinnings of sustainability. Technology and the modern pace of organizational change are also factors to consider. There has hence been an adaptation of his theoretical heritage that is current and sufficiently robust to withstand the criticisms of the refreeze stage.

Moral rights and Australian contemporary architecture : recent professional dilemmas and the thoughts of Peter Muller in this discourse

The moral rights of contemporary design projects has arisen as a difficult ethical dilemma in Australian architectural discourses, and is more complex when matters of heritage are implicated. This paper considers the position of moral rights under the AustralianCopyright Act 19682 having regard to the Australian exemplars of Peter Muller. Muller is one of the most highly regarded Australian architects of the twentieth century possessing a passion for organic architecture realised in several significant Australian and Indonesian design exemplars. The paper considers recent Australian debates about moral rights and projects that implicate several architectural and landscape architecture projects, the current legal interpretations, and explains the ideas, values, and opinions and practice of Muller in this context. A clear conclusion is that while the Act confers rights, there is no mechanism to ensure adherence to these rights, and particularly in the situation of a living designer where one of their designs is being accorded heritage status.

Spoken mathematics as an instructional strategy: the public discourse of mathematics classrooms in different countries

This chapter examines the use of spoken mathematics in the public discourse of eighth-grade mathematics classrooms internationally. By “spoken mathematics” we mean the recognizably mathematical terms used in spoken interaction in the classroom. Our principal focus was the relatively sophisticated terms by which each lesson’s central concepts or procedures were named. In our analysis we addressed the question(s): “What is the occurrence of publicly spoken mathematics in the different classrooms studied and what efforts do the teachers appear to make to promote students’ use of technical mathematical terms in their public classroom talk?” A companion chapter examines the question of students’ private spoken mathematics in the classroom and the possible learning that might result.