Category Archives: knowledge management toolbox

Best Practice Meetings & Studies

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Learning about successful and effective practices used by other organizations.
Learning about successful and effective practices used by other organizations.

Methods, processes, and strategies that are considered best practices will have been shown to be effective through implementation. Adoption of best practices results in time and cost savings, reduction in errors, managing risk. FHWA’s Every Day Counts initiative promotes the sharing of best practices among DOTs to support efficiency and effectiveness in deployment of new technologies.

BEST PRACTICE MEETINGS & STUDIES

WHAT

  • Best Practice Meetings & Studies describe practices that have proven successful or effective in other organizations and can be duplicated. Best practices may be adopted between units within an organization.

WHY

  • To increase efficiency and effectiveness, adopt practices that are successful in other organizations.
  • Share current practices in use within the organization.

WHEN

  • To increase efficiency and effectiveness, adopt practices that are successful in other organizations.
  • Share current practices in use within the organization.

HOW

  • Identify knowledge gaps and sources of knowledge and information. Determine the study or meeting format and content.

PRACTICAL CONSIDERATIONS

  • Identify knowledge gaps and sources of knowledge and information. Determine the study or meeting format and content.

LINKS &
RESOURCES

TBD

EXAMPLES

Peer Exchanges create an opportunity for peers, experts, and others involved in a particular topic to exchange ideas and best practices on that topic to benefit research, development, and technology transfer programs. A Peer Exchange is a formal program required by FHWA in order to receive federal planning and research funds. A State DOT research bureau defines a topic and selects a peer exchange team that includes participants from other state DOT research programs, FHWA, universities, or other related organizations.

A state DOT can organize other Peer Exchanges to focus on topics of particular significance within the state, and invite participants from state and local agencies.

See Peer Exchange.

UAS Peer Exchange at NJDOT
UAS Peer Exchange at NJDOT

LEARN MORE

Local Safety Peer Exchanges: Summary Report

August 1, 2019
The Local Safety Peer Exchange Summary Report describes a series of peer exchange events that highlighted local initiatives that demonstrate best practice in addressing traffic
Local Safety Peer Exchanges: Summary Report

Training

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Training Concept Highway Sign - 3D Rendering

Training programs are structured to instruct multiple employees on a specific topic, process, or procedure at one time. A subject matter expert relates the information in a single session of short duration (e.g., half day or less) or over several sequential sessions on related topics. This strategy can be employed when introducing a new procedure, updating an established procedure, or refreshing knowledge of an established procedure to ensure that all affected employees have the needed information.

TRAINING

WHAT

  • A training session of limited duration on one specific topic, or a series of sessions on various related topics. A subject matter expert (SME) conducts the training that might address use of a new piece of equipment or a new process, or provides a refresher on some procedure that is applicable to multiple employees.

WHY

  • An efficient way to train employees that gives an opportunity for all attendees to benefit from questions asked and answered. The instructor can gauge the success of the knowledge transfer.

WHEN

  • A new process or instrument is introduced and multiple employees need to learn to use it.
  • Refresher training is needed for effective use of an instrument or process, or changes in a process require updates for users.

HOW

  • Define topic area(s) to be covered, identify a SME to present.
  • Develop presentation materials and assessment measures.

PRACTICAL CONSIDERATIONS

  • Ensure that the presentation and discussion stays on topic and that the training stays within the designated time frame.
  • Ensure that all affected employees attend training.

LINKS &
RESOURCES

Guthrie, B. M., & Eng, P. (2017, March). Project Management Boot Camps. In TAC 2017: Investing in Transportation: Building Canada's Economy—2017 Conference and Exhibition of the Transportation Association of Canada.

EXAMPLES

The State of New Jersey’s LTAP Local Technical Assistance Program (NJLTAP) is based at Rutgers Center for Advanced Infrastructure and Transportation. Funded by the Federal Highway Administration (FHWA) and the New Jersey Department of Transportation (NJDOT), NJLTAP provides professional development opportunities to local public agencies and consultants conducting work on their behalf. NJLTAP trains approximately 3,000 transportation professionals annually in nearly 200 different courses and workshops sponsored by the FHWA and NJDOT. See LTAP Training and Events

ALSO SEE:

NJDOT Training Database. Program Management Office.
Add a caption about training

Lunchtime Talks

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Lunchtime Tech Talk

Lunchtime Tech Talks are a recognized strategy for knowledge transfer. Such events provide an informal and low cost means for highlighting current and best practices, giving attention to new and emerging issues in transportation, and exploring the findings and implications of recent transportation research. These sessions involve a limited time commitment, but leadership support for the concept and time taken from work is necessary. Participants can suggest “hot topics” for future presentations through an end of session survey.

LUNCHTIME TECH TALKS

WHAT

  • Sharing tacit knowledge to support problem solving and collaboration among participants in order to deepen knowledge and expertise.

WHY

  • Creates a network of contacts.
  • Helps to identify subject matter experts.
  • Mechanism for sharing knowledge and new technology for the benefit of the organization.
  • Builds trust between participants which supports dissemination of information.

WHEN

  • Organized around a profession, shared roles, and/or common issues.
  • May be formed within a unit, with individuals in different units, or with individuals in various organizations.
  • Whenever tacit information can be shared to improve individual knowledge and support organization goals.

HOW

  • Determine focus of the group.
  • Invite subject matter experts with the agency and in affiliate organizations.
  • Determine how often to meet and how meeting will occur.

PRACTICAL CONSIDERATIONS

  • Ensure that employees are allowed to attend presentations.
  • Provide continuing education credits for attendance.
  • Participants complete a feedback survey to comment on presentation and suggest other "hot topics.”

LINKS & RESOURCES

TBD

EXAMPLES

Lunchtime Tech Talks! are presentations that highlight current and best practices, give attention to new and emerging issues in transportation, and explore the findings and implications of recent transportation research. Subject matter experts provide information and answer questions. Participants can suggest “hot topics” for future presentations through an end of session survey.

See Lunchtime Tech Talks!

Eun speaking

Expert Storytelling & Interviews

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Businesswoman addressing team meeting, elevated view

As individuals leave specific positions, interviews or storytelling sessions can capture their experiences. Frequently, these employees know the history of their units and are able to share significant events or policy shifts that have shaped the unit and the way things are done. By providing background for a process, or procedure, or steps taken to work through a problem, storytelling can engage listeners who are in similar positions. Storytelling can communicate the rationale for change when introducing a new procedure or process, or a new way of looking at the work. Storytelling can support decision making, encourage buy-in, or help market an idea, process, or procedure.

EXPERT STORYTELLING/INTERVIEWS

WHAT

  • One or more experts in a particular subject, program, process, policy, etc. share their knowledge with a group or an individual by way of an interview or storytelling.

WHY

  • Storytelling will provide the context and nuance that a desk manual may not communicate, explaining the “what” and “why” of a process, procedure, or experience.

WHEN

  • When an individual with unique experience, or in a mission critical position, is preparing to leave or retire.

HOW

  • Define the information to be shared and identify the individuals who can relate their experiences and the audience.

PRACTICAL CONSIDERATIONS

  • Before the session, ask identified audience members for topic areas or specific information they are seeking to help storyteller to prepare.
  • Recording these sessions can provide another means to access this knowledge as long as the recording is stored.

LINKS & RESOURCES

TBD

EXAMPLES

KM Toolbox: Last Lecture on Operations Apprenticeship Program

December 15, 2021
At the NJ STIC 2nd Quarter meeting, held on June 16, 2021, Michele Shapiro, Director, NJDOT Human Resources, presented on the Operations Apprenticeship Program as it relates to Strategic Workforce Development, an FHWA EDC-6 initiative. Ms. Shapiro retired from NJDOT in 2021 and her presentation serves as a Last Lecture, a knowledge sharing strategy that provides insight on a particular topic from an individual leaving an agency.
KM Toolbox: Last Lecture on Operations Apprenticeship Program

Cross Training

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Woman feet on bycikle pedal in sunset light

Cross training allows employees to learn about other positions in the organization while maintaining their own position. Cross training programs can share employees across units or within units. Advantages include creation of redundancy for a position. In the case of cross training between units, the practice can improve knowledge of the function of other units and how the work in various agency units fits together, and development of personal connections to other units which can also facilitate knowledge sharing on common tasks or projects. This strategy may assist with knowledge sharing in anticipation of a retirement or other loss of institutional knowledge, or in the event of a short- or long-term vacancy. A successful program requires coordination, supervision, and mentoring.

CROSS TRAINING
(MOBILITY ASSIGNMENTS)

WHAT

  • Training an employee to do the work of another.

WHY

  • An employee familiar with a role can fill in for the permanent employee on a short term or long term basis.
  • This strategy can be used to help employees understand different functions within the organization and gain skills and knowledge.

WHEN

  • In anticipation of a vacancy or other short- or long-term vacancy.
  • Within a structured program, introduces employees to agency functions outside their units.

HOW

  • A structured program will identify appropriate use, timeframe for the training, and evaluation metrics for participants.
  • Within units, training for functional redundancy.

PRACTICAL CONSIDERATIONS

  • Determine approaches to involve new employees, employees at mid-level, and for leadership development.
  • Ensure that supervisors have adequate time to oversee individuals in a cross training program.

LINKS & RESOURCES

Several state DOTs are employing cross-training as a tool to improve performance, respond to workforce transitions, and support a culture of innovation. Information about how cross-training and related knowledge management tools are being implemented at other DOTs can be found in the Appendix to National Cooperative Highway Research Project Scan 13-01: Advances in Developing a Cross-Trained Workforce.

EXAMPLES

KM Interview: Cross-Training in Construction Services

October 1, 2021
Cross-training involves teaching an employee hired for one job responsibility, to perform the functions and skills of other job responsibilities within an organization. We spoke ...
KM Interview: Cross-Training in Construction Services

Preparing students for jobs in the skilled trades is a good strategy to provide employment opportunities for all.

Structured On-the-Job Training

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Engineer Showing Apprentices How To Use CNC Tool Making Machine

Structured on-the-job training provides a trainee with direct instruction from an experienced worker and hands-on experience of the job at the job site. A structured program defines specific tasks and skills to be learned and a sequence of learning to build on knowledge. Documentation of knowledge transferred is required.

STRUCTURED ON-THE-JOB TRAINING

WHAT

  • Structured learning process that provides hands-on training of skills or procedures.

WHY

  • Provides trainee with job experience. An individual with experience provides training that includes procedural steps and communicates tacit knowledge.

WHEN

  • Practical training is necessary to ensure knowledge acquisition and equipment and materials needed to learn the job are not available in a classroom setting or it is not practicable to teach in a classroom.

HOW

  • Determine knowledge to be shared. Identify trainer.
  • Develop step-by-step instructions.
  • Establish learning objectives and timeline.
  • Present the lesson and have trainee describe the task and perform the task with supervision.
  • Ensure that trainee can perform the task independently.

PRACTICAL CONSIDERATIONS

  • Instructors should have thorough grasp of the job and should be skilled in teaching and coaching. These individuals may need resources.
  • Develop step-by-step instructions to ensure complete instruction. Follow up with trainee.

LINKS & RESOURCES

TBD

EXAMPLES

Exploring Strategic Workforce Development – Model Programs, Partnerships and Lessons from Oregon

June 13, 2022
We spoke with representatives from Oregon Department of Transportation (ODOT) and Oregon Bureau of Labor & Industries (BOLI) to explore their roles and partnership in funding, promoting, and providing technical assistance for on-the-job training programs, and pre-apprenticeship and apprenticeship programs to enter highway construction and other related fields.
Exploring Strategic Workforce Development – Model Programs, Partnerships and Lessons from Oregon

Exploring Strategic Workforce Development in NJ: An Interview with the IUOE Local 825

March 29, 2022
We spoke with Greg Lalevee, Business Manager, International Union of Operating Engineers (IUOE) Local 825. The organization collaborates with Hudson County Community College (HCCC) on a newly established apprenticeship program and undertakes other initiatives focused on workforce development in highway construction and related fields.
Exploring Strategic Workforce Development in NJ: An Interview with the IUOE Local 825

Exploring Strategic Workforce Development in NJ: An Interview with the Associated Construction Contractors of New Jersey

February 3, 2022
We spoke with Jill Schiff (Executive Director, Operations) and Darlene Regina (COO) of the Associated Construction Contractors of New Jersey (ACCNJ) to hear their perspective on pre-apprenticeship and apprenticeship programs in New Jersey.
Exploring Strategic Workforce Development in NJ: An Interview with the Associated Construction Contractors of New Jersey

Lessons Learned Database

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Lessons Learned Database

A critical incident or lessons learned database serves as a repository for specific challenges met in project development and delivery. Recording processes and decisions that led to the incidents, and the subsequent resolutions can lead to process improvements, and revised standards and policies, thus saving others from duplicating errors or reinventing the wheel. This sharing of tacit knowledge enables the agency to manage risk through reductions in errors, and allows workers to see the rationale behind changes in processes and procedures, thereby increasing trust in the knowledge and information that underlie decisions. (Cronin and Hammer 2013).

LESSONS LEARNED DATABASE

WHAT

  • A repository for specific challenges met in project development and delivery.

WHY

  • Provides documentation of a process and outcome that may help to identify a cause and effect.
  • Open discussions of critical incidents leads to new ideas for improved processes.
  • Provides the benefit of an individual’s experience and approach to problem-solving to others in similar situations.
  • Creates redundancy and avoids duplication of error and reinventing the wheel, leading to increased efficiency.

WHEN

  • Lessons learned should be documented at the end of a project process when findings are fresh.
  • Findings can also be recorded at strategic points in the process if delay in relating this information would be detrimental to the organization.

HOW

  • Define characteristics of experiences that should be recorded in this database.
  • Describe process, what could have been improved as well as what worked.

PRACTICAL CONSIDERATIONS

  • Understanding decision-making process.

LINKS & RESOURCES

TBD

EXAMPLES

Job Shadowing

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Serious old female mentor teacher coach teaching intern or student computer work pointing at laptop, mature executive manager explaining online project to young employee learning new skills in office

This strategy can introduce workers to a particular position, and assist them with career decisions by identifying daily tasks, and the education and training required for a position and related positions. Workers will have a broader understanding of roles within the organization. Job shadowing serves as a coaching opportunity rather than a thorough training program.

JOB SHADOWING

WHAT

  • A less experienced staff member follows a veteran staff member to learn the day-to-day procedures of a job, or aspects of a particular task, project or process.

WHY

  • Provides learner with information about the organization and exposure to a particular position, possibly assisting individual(s) with career decisions. May be useful in workforce planning.

WHEN

  • An individual seeks to know about a position in the organization.

HOW

  • Identify experienced staff member and individual(s) who will shadow. Determine knowledge transfer goals and timeline.

PRACTICAL CONSIDERATIONS

  • Ensure that the experienced staff member is substantially more experienced and can provide, not only information on the job processes, but also job coaching. This is not a substitute for thorough on-the-job training; clarify up front the roles and goals.

LINKS & RESOURCES

TBD

EXAMPLES

Succession Planning Literature Scan

February 1, 2022
This literature scan highlights examples of succession planning initiatives being undertaken by State DOTs.
Succession Planning Literature Scan

Communities of Practice

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People and modern technology connection.

Through regular interaction, participants create a “tight, effective loop of insight, problem identification, learning, and knowledge production” (Burk, 2000 in Hammer 2008). Within these groups, trust develops so that information imparted by participating subject matter experts is considered trustworthy and valuable. This level of trust supports dissemination of information. Informal networks may function within an organization, but the formation of a CoP implies leadership support and acknowledgment of the value of the strategy.

COMMUNITIES OF PRACTICE

WHAT

  • Sharing tacit knowledge to support problem solving and collaboration among participants in order to deepen knowledge and expertise.

WHY

  • An efficient way to train employees that gives an opportunity for all attendees to benefit from questions asked and answered. The instructor can gauge the success of the knowledge transfer.

WHEN

  • Organized around a profession, shared roles, and/or common issues
  • May be formed within a unit, with individuals in different units, or with individuals in various organizations
  • Whenever tacit information can be shared to improve individual knowledge and support organization goals

HOW

  • Determine focus of the group
  • Invite subject matter experts within the agency and in affiliate organizations.
  • Determine how often to meet and how meeting will occur

PRACTICAL CONSIDERATIONS

  • Leadership must sanction the concept of Communities of Practice
  • Participation is voluntary
  • Management should not be involved in the group
  • Focus is on sharing information, rather than taking action

LINKS & RESOURCES

Introduction to Communities of Practice

New Hampshire Knowledge Management & Transfer Model

EXAMPLES

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KM Toolbox: Last Lecture on Operations Apprenticeship Program

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The NJDOT Knowledge Management Toolbox offers examples of several knowledge sharing practices that have been, or could be, adopted by agency units to retain knowledge in a unit in the face of illness, retirements or transfers to other units at NJDOT.

Highway operations crew members are now trained to do all types of work required.

Highway operations crew members are now trained to do all types of work required.

At the NJ STIC 2nd Quarter meeting, held on June 16, 2021, Michele Shapiro, Director, NJDOT Human Resources, presented on the Operations Apprenticeship Program as it relates to Strategic Workforce Development, an FHWA EDC-6 initiative. Ms. Shapiro retired from NJDOT in 2021 and her presentation serves as a Last Lecture, a knowledge sharing strategy that provides insight on a particular topic from an individual leaving an agency.

The Operations Apprenticeship Program began in 2014 as a way to provide consistent training and job skills among crew members in Highway Operations, and to establish a path to advancement for workers. The program was the brainchild of Andrew Tunnard, Asst. Commissioner, Transportation Operations Systems and Support. Ms. Shapiro worked with Mr. Tunnard to move away from a structure of specialty crews and have all employees trained to do all types of work required. They developed a job title structure and staffing profile for each crew, and identified a training team of Subject Matter Experts within Operations who designed curriculum for both on-the-job and classroom training. Entry-level positions in this program do not require specific education or skill sets. When individuals have proven competency on particular tasks, they are then eligible to apply to the next level. Employees can choose to stop their advancement at any point.

Employees have a path for advancement from entry-level trainee to supervisor.

Employees have a path for advancement from entry-level trainee to supervisor.

Human Resources worked with the NJ Civil Service Commission to allow hiring into entry-level trainee positions and advancement to Highway Operations Technician 1 (HOT 1) without a Civil Service Exam. Within this program, advancement to the HOT 2 level is dependent on a unique Civil Service-approved practical test to be administered by the DOT training team and NJDOT Human Resources staff. Ms. Shapiro offered a number of lessons learned from this ongoing initiative that Human Resources is applying to future efforts. They have received approval for an apprentice title for construction inspectors and will be developing training, and are working on training for the Engineering Technician program to ensure continual growth for these employees within the agency.

Ms. Shapiro's video presentation is available here:

RESOURCES

Knowledge Management Toolbox, Last Lecture. NJDOT Technology Transfer. Website. Retrieved at: https://www.njdottechtransfer.net/wp-content/uploads/2021/06/STIC-Q2-Feature-Presentation-Operations-Apprenticeship-Program.pdf