Using knowledge management processes to develop and implement organisational training strategies for virtual teams : an action learning approach

This paper develops a conceptual model of a knowledge management system that could be used to develop and implement organizational training strategies for virtual teams. An action research-based case is presented to support and illustrate the contention that action-learning methods can be effectively used to enable and tap into the knowledge generated by virtual teams. Virtual teams are an increasingly common response to changing organizational needs. However, the use of virtual teams has outpaced our understanding of their dynamics and unique characteristics. Practitioners are now offering virtual team training, but few organizations are making the effort to offer in-house training. Moreover, they are missing out on the opportunity to systematically capture the knowledge produced by virtual teams and cycle it back into virtual team training and support systems.

A framework for co-ordination and learning among teams of agents

We present a framework for team coordination under incomplete information based on the theory of incomplete information games. When the true distribution of the uncertainty involved is not known in advance, we consider a repeated interaction scenario and show that the agents can learn to estimate this distribution and share their estimations with one another. Over time, as the set of agents' estimations become more accurate, the utility they can achieve approaches the optimal utility when the true distribution is known, while the communication requirement for exchanging the estimations among the agents can be kept to a minimal level.

Managing manufacturing technology investments: An intelligent learning system approach

This paper proposes an intelligent decision-support system for managing manufacturing technology investments. The intelligent system is a hybrid integration of two information processing modules: case-based reasoning and fuzzy ARTMAP – a supervised adaptive resonance theory (ART) neural network with a multi-dimensional map. The developed system captures a company's strategic information, provides facilities to quantify qualitative attributes and analyses them alongside the quantitative attributes in an evaluation framework. Through the system, similar cases can be retrieved to enable managers to make effective use of their knowledge and experience of previously delivered technologies and projects as an input to the prioritization of future projects. Other salient features of the system include its ability to adapt and absorb new knowledge and responses pertaining to significant events in the business environment, as well as to extract and elucidate information from the knowledge database for explaining and justifying its analysis. The applicability of the developed system is evaluated using a real case study in collaboration with a pharmaceutical manufacturing firm.

Managing Indian IT professionals for global competitiveness: the role of human resource practices in developing knowledge and learning capabilities for innovation

Little is known about how human resource practices contribute towards the competitiveness of people based-knowledge intensive organisations in developing countries. This paper examines the role of human resource practices in developing knowledge and learning capabilities for innovation in the Indian information technology services sector. The study draws from the experience of a sample of 11 of the largest information technology service providers (ITSPs) in India and is based on in-depth interviews. The main finding suggests that the talent management architecture of ITSPs that comprises human resource practices and the development of knowledge and learning capabilities is the main drivers of innovation. A conceptual framework showing the link between human resource practices, knowledge and learning capabilities and innovation of ITSPs is developed followed by the limitations of the study and avenues for future research.

Beyond construction…..A cross-disciplinary approach to improved learning and teaching in built environment degrees

More than 3.4 million people die each year from water, sanitation and hygiene-related causes. Lack of access to clean water and sanitation kills those most vulnerable in the third world. Leadership in managing cross-disciplinary teams is required to present economical, viable community-based solutions. This project utilised the skills of undergraduates across different disciplines of construction, project management, engineering, design, and communication, to work alongside industry mentors in a team to design, build and present an innovative, sustainable water sanitation solution for a Bangladesh community. The semester-long project enabled undergraduate students to develop skills in client relationships, teamwork, and communication as well as discipline skills of project management and construction. The real-world problem necessitated a paradigm shift away from discipline-based knowledge transference towards skills for the future. The project utilised approaches such as negotiated curriculum and assessment; self-directed, flexible participation in learning; use of social media as a learning tool and cross-disciplinary teamwork. Results from student surveys and interviews indicate that this project directly enhanced students’ work-readiness skills and recognition of the importance of problem solving using cross-disciplinary understandings. Students reported greater self-confidence for tackling future workplace challenges. The results also illustrate strong levels of student satisfaction with the cross-disciplinary approach and the importance of skills in client relationships. The project and its outcomes have implications for how learning and teaching occurs in built environment disciplines and has the potential to create significant impact on the calibre of future built environment graduates.

Managing intragroup conflicts in construction project teams : case studies in Sri Lanka

Conflict is intrinsic to individuals, teams and organisations. Due to the unique and complex nature with various parties, conflict is inevitable in most construction projects. According to the general management literature, three distinct types of intragroup conflicts can be identified: task, process and relationship conflicts. However, very little consideration has been given in the literature addressing the three types individually in a construction project team setting. Therefore, this study has explored the existence of types of intragroup conflicts and their management in this context. This research was approached through case studies of six construction projects, which were operating under the traditional procurement method in Sri Lanka. Semi-structured interviews were conducted with three distinct participants from each team. The findings revealed that both process and relationship conflicts offer disruptive effects to construction projects and teams, while task conflicts offer positive effects when they exist at low levels. Based on the most critical sources identified within the cases, suggestions are offered here to construction project team managers on how to manage intergroup conflicts proactively. Since the research is based on six case studies on traditional procurement arrangement in Sri Lanka, further research is required to generalise the findings across different contexts.

The evolution of online teaching and learning in engineering at Deakin University

This paper presents a brief history of the use of online technologies in the support of teaching and learning in the School of Engineering and Technology at Deakin University, Victoria, Australia. It addresses the following topics: flexible engineering programs at Deakin University; computer-based learning in the School of Engineering and Technology; progression from individual efforts to formal, centralized control of the World Wide Web (Web); the costs of information technology; experiences with grant funded development projects; managing the development of online material; student access and equity; and staff development and cultural change. A sustainable online content development model is proposed to carry the School’s online initiatives in support of teaching and learning activities into the future.