The current issue and full text archive of this journal is available at

www.emeraldinsight.com/1065-0741.htm

Transferring
Analysis of a knowledge- PM skills
management-based process
of transferring project
management skills 251
Toshihiro Ioi, Masakazu Ono, Kota Ishii and Kazuhiko Kato
Chiba Institute of Technology, Narashino City, Japan

Abstract
Purpose – The purpose of this paper is to propose a method for the transfer of knowledge and skills
in project management (PM) based on techniques in knowledge management (KM).
Design/methodology/approach – The literature contains studies on methods to extract
experiential knowledge in PM, but few studies exist that focus on methods to convert extracted
knowledge into practical knowledge and transfer it to learners. This research proposes a model
of PM skills transfer management, which consists of a PM knowledge extraction phase, PM
knowledge recognition phase, practical knowledge transfer phase, and practical knowledge evaluation
phase, and examines the model’s effectiveness.
Findings – Through multi-agent simulation (MAS), expert communities for knowledge extraction can
be vitalized. A PM skills transfer management maturity model (PMST3M) was proposed that is
capable of evaluating PM skills transfer management.
Research limitations/implications – The present work could have considered KSM in-depth with
a view to adding value to the virtualization of community of PM experts.
Originality/value – The paper presents a detailed critique of a knowledge-management-based
process of transferring PM skills.
Keywords Knowledge management, Knowledge transfer, Practical knowledge, World Café,
Multi-agent simulation, Maturity model, Project management
Paper type Research paper

1. Introduction
Generally, in PM education, the acquisition of both basic knowledge and practical
skills is important, but it has been pointed out that the former is more frequently
acquired than the latter. With regard to practical training in PM, although a traditional
apprenticeship system is effective, introducing such a system is not realistic in
educational institutions. Many companies and educational institutions employ
on-the-job training or group learning, but it cannot necessarily be said that such
methods have been greatly effective in terms of the acquisition of practical skills. As a
precondition for conducting practical training in PM, it is important that trainers be
able to accurately convey the practical skills of capable project managers to learners.
Sophisticated practical PM skills are akin to tacit knowledge, and systems or
methods – which have been studied regarding the effective transfer of such skills –
include the extraction of experiential knowledge in PM based on analysis of failures
and their causes (Uchida et al., 2010), knowledge transfer through design process
analysis (Hiekata et al., 2007), the extraction and development of best practices based Campus-Wide Information Systems
Vol. 29 No. 4, 2012
on the SECI process (Murakami et al., 2007), and an apprenticeship system. However, pp. 251-258
r Emerald Group Publishing Limited
there have been few studies that approach these methods systematically. If methods to 1065-0741
create and utilize practical knowledge in KM (Nonaka et al., 2008) run simulations of an DOI 10.1108/10650741211253840
CWIS artificial society known as multi-agent simulation (MAS) (http://mas.kke.co.jp/),
29,4 and generate new ideas through a World Café (WC) (Katori, 2010) are applied to
methods of transferring practical knowledge in PM, it would become possible
to acquire practical knowledge in PM highly effectively. Moreover, such application
would lead to a systematization of knowledge on practical training in PM as an
educational method.
252 This research proposes a model of PM skills transfer, which consists of a PM
knowledge extraction phase, PM knowledge recognition phase, practical knowledge
transfer phase, and practical knowledge evaluation phase, and discusses a KM-based
process of PM skills transfer.

1.1 Research objectives

The objectives of this research are to examine the following:
(1) vitalization of a community of PM experts;
(2) a process of conversion from explicit knowledge and tacit knowledge in PM to
practical knowledge; and
(3) a PM skills transfer management maturity model (PMST3M).

2. The process of PM skills transfer

2.1 The implementation process of PM skills transfer management
As the current state of PM knowledge transfer, despite great needs for the transfer of
the know-how and knowledge of experts in various fields to learners, efforts to meet
the needs have not been active. In the field of PM, knowledge transfer has not
been sufficient because of insufficient training or education, a lack of a sense of mutual
support, and little action taken in the workplace.
The process consists of a PMST3M, key process areas, common features, and
key practices (http://jibun.atmarkit.co.jp/index.html). The PMST3M describes levels
achieved in the process: key process areas are clusters of activities pursued to
achieve goals; common features are those of key process areas that are
institutionalized; and key practices are those contributing to the institutionalization
of key process areas.

2.2 The PMST3M

This research proposes a PMST3M which is constructed based on the project
management maturity model. Figure 1 shows five levels defined in the PMST3M as
well as the management process. If PM skills transfer management is implemented
in a project and if a higher level is achieved in the relevant PMST3M, an improvement
can be expected to occur in terms of the extent of PM skills transfer. The levels
considered in the PMST3M are defined as follows.
Level 1 (chaotic condition). PM skills transfer occurs in a haphazard fashion, leading
to a chaotic situation. There is no streamlined process: PM skills are transferred to
project managers and project members individually. It is difficult to make project
stakeholders satisfied.
Level 2 (documentation, repetition). Documentation on PM skill transfer is prepared.
A basic management process, which controls various types of PM skills transfer, is
established. There are necessary rules in place for improving on or promoting similar
PM skills transfers from the past.
 Continuously
improving process Optimized (5)
Transferring
PM skills
Predictable
process Managed (4)
Standard,
consistent
process Defined (3)
253
Disciplined Repeatable (2) Recognition of maturity level for
process PM skills transfer management

Initial (1)

Processes of PM skills transfer management

Actual condition Transferring

management Optimization, reform
WC MAS SECI
survey maturity model of sense

Maturity level, conditions and rules for

DB WC and MAS Figure 1.
Five levels in the
PMST3M as well as the
Notes: WC, World Café; MAS, multi agent simulation; SECI, socialization-externalization-combination management process
-internalization

Level 3 (defined process). The management of and processes for improving or

promoting PM skills transfer are defined and documented in a consistent manner.
Level 4 (managed process). Plans for improving or promoting PM skills transfer
as well as detailed plans and operational methods for evaluation procedures are
established. Data from evaluations are collected. The process for improving or
promoting the transferring PM skills is understood and controlled qualitatively and
quantitatively.
Level 5 (integrated process). Due to not only quantitative feedback from processes of
improving and promoting PM skill transfer, but also trials of innovative ideas and
techniques, skills transfer can be conducted continually and becomes integrated
and optimized.

2.3 The key processes, common features, and key practices in PM skills transfer
management
Figures 2 and 3 shows the key processes, common features, and key practices in
PM skills transfer management. As for the key process areas in Figure 2, the
characteristics of the processes are listed for each level on the PMST3M. For example,
Level 3 includes inter-organizational processes, training programmes, cross-group
coordination, and peer reviews. Figure 5 shows the relationship between common
features and key practices in PM skills transfer management. Common features are
divided into five types: commitment to perform, ability to perform, activities
performed, measurement and analysis, and the verification of implementation. Actual
actions associated with these are key practices. For example, key practices under the
common feature “ability to perform” are “duty and resources”, “transfer of authority”,
“training”, and “orientation”. The key processes and common features are defined for
CWIS Maturity Level Key process area
• Prediction of lack of PM skills
29,4 Optimized level (Lv5) transferring management
It is possible to manage the • Change management for PM practice
folklore process at the knowledge transferring management
optimum condition • Verification of the effectiveness
of PM practice knowledge transferring
management
Managed level (Lv4)
Common features
254 It is possible to control and /or
• Qualitative control of PM
practice knowledge transferring
manage the folklore process
management process
Commit-
ment
Defined level (Lv3) • Organization process
It is possible to define the • PM practice knowledge
transferring training programme Activity
features of management Verifica
• Adjustment between groups (key
process of skills transfer -tion Ability
• Peer review process
works)
Repeatable level (Lv2) • Definition of PM practice
knowledge transferring management
It is possible to execute and/or Measur-
• Planning of PM practice
repeat the management ement
knowledge transferring management
process of skills transfer
• Configuration management for
Figure 2. PM practice knowledge transferring
Initial Level (Lv1) management
Key process and common
features for maturity It is no management process
for PM skills transfer process
model

Common features
Key practice
Common
Outline
features Key practice items

Policy of organization
Commitment Organization
Leadership

Ability Pre-conditions Duty and resource

Delegation of power
Training
Activity Role and procedure
Orientation

Necessity of process
Measurement
measurement Establishment of plan and
procedure
Implementation of work
Verification Activity Confirmation of
implementation
Necessary corrective action
Figure 3. Review by supervisor
Common features and Measurement of
key practice for Review by project manager effectiveness of action
maturity model Review by quality guarantee

maturity Level 3. For example, for organizational processes, the key process is the
standardization of PM skill transfer management, and the common feature is
commitment to perform. For training programmes, the key process is the creation of
training programmes relevant to PM skills transfer management for different types
of knowledge, and the common feature is commitment to perform; for peer reviews, Transferring
the key process is mutual peer reviews regarding PM skills transfer, and the common PM skills
feature is the verification of implementation.

2.4 A PM skill transfer management model

Figure 4 shows a PM skills transfer management model. This model consists of a PM
practical knowledge extraction phase, practical knowledge recognition phase, practical 255
knowledge transfer phase, and practical knowledge evaluation phase. In the extraction
phase, facilitators, a WC, and MAS are introduced, communities are vitalized,
and knowledge from experts is extracted. In the recognition phase, whether the
extracted knowledge is practical knowledge is judged. If it is not, a practical knowledge
management method, which takes into account relationships, thoughts, subjectivity,
and beliefs needed in practical knowledge, is introduced (Nonaka et al., 2008). In the
knowledge transfer phase, PM knowledge is converted into practical knowledge
through the WC. Lastly, in the evaluation phase, a PMST3M is proposed.

3. Examination of PM skills transfer management model

3.1 Vitalization of expert communities
The MAS considered in this research sees an expert community as an artificial society
and simulates the actions (knowledge transfer) of experts (agents) in the community to
easily extract explicit knowledge or tacit knowledge regarding PM from experts.
This research uses MAS to extract consistent PM skills from experts. Figures 5 and 6
show the results of MAS analysis regarding the amount of knowledge transferred
from experts in three types of communities, A, B, and C. The Figure 5 on the left and
right shows the actions (as reflected in the amount of knowledge transferred) of agents
(experts) in the case without facilitators and the case with facilitators, respectively. In
the former case, agents’ moves lack directionality; however, in the latter case,
directionality appears in agents’ moves. This implies a shift from a free, independent
community to an “incentive community”.
Extraction phase Recognition phase Knowledge Verification phase
transferring phase
Knowledge
extraction phase PMST3M
Maturity level
WC
Acquisition of
MAS
practice knowledge ?
Integrated (5)
Practice from
simulation
Managed (4)
No
Practical
Facilitator Defined (3) End
World

knowledge
Simulation Repeatable (2)
from practice
Yes Initial (1)
Comm
-unity

Multi-agent Simulation (MAS) World Café (WC) (SECI process)

Acquisition of Acquisition of Collection of

knowledge practical explicit
Theme: PM knowledge by
Information knowledge by
knowledge information
collection by actual
Agent traveler technique S E sharing
32 1
Facilitator Host Host +
Change to
I C Figure 4.
Creation of
Facilitator tacit knowledge
from explicit
new knowledge PM skills transfer
by information
Distance between facilitator
Member Member
knowledge
integration management model
and agent
CWIS Facilitator : non-existence Facilitator : existence

29,4
It forms each community and moves to all direction It forms one community and moves to one direction

256 After
facilitator
introduced

Independently free community

Making an incentive

Figure 5.
Results of multi-agent
simulation (MAS)

Facilitator: non-existence
100
Output1
90
Quantity of transfer knowledge

80
(strength of contact)

70
60
50
40
30
20
10
0
0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 5,000
Elapsed time (seconds)

Facilitator: existence
100
Output1
90
Quantity of transfer knowledge

80
(strength of contact)

70
60
50
40
30
20

Figure 6. 10
Results of multi-agent 0
simulation (MAS) 0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 5,000
Elapsed time (seconds)

The two figures of the Figure 6 show the time needed to complete knowledge transfer
for the case without facilitators and the case with facilitators. In the latter case,
convergence occurs more quickly, and the amount of knowledge transferred is larger.
Table I shows the conditions imposed on agents in MAS.
3.2 Peer reviews through a WC Transferring
Level 3 of the PMST3M includes peer reviews whose associated common feature and PM skills
key practice are the verification of implementation and reviews by project managers,
respectively. Figure 7 shows the structure of peer reviews (extraction of PM skills)
through the WC considered in this research. The main characteristics of the WC are
the feasibility of exploring given themes, cross-pollination of knowledge generated
through conversation and resultant further development of ideas, and common 257
visions obtained within a short period of time. In this research, a WC is introduced in
extracting PM skills. A WC was set up with the participation of university students
who conduct PM experiments in their class. The theme of the WC was “What are
practical plans and action proposals for a short-term project on a PM experiment?”.
Each participant joined one of three groups: facilitators, group hosts, and members.
The participants then held many rounds of discussions and prepared their final
proposals.
The proposals included creating a work breakdown structure which takes into
account the difficulty of tasks; setting up team rules at the beginning; understanding
and utilizing member characteristics; working hard and resting at appropriate times;
having compassion for others; and accumulating experiences and practical knowledge.
In this experiment associated with PMST3M Level 3, proposals regarding methods
to extract PM skills were obtained through a WC. It is expected that one can similarly

Team Number of agent Quantity of knowledge Motivation

A 5 1 (little) 3 (high) Table I.

B 8 2 (middle) 2 (middle) Conditions imposed on
C 15 3 (many) 1 (low) agents in MAS

Level 3: peer review for extractionof practice knowledge by community

Member Declaration for plan and action
• Importance of WBS depends on • Utilization of appropriate
Theme member
work degree of difficulty
What is practice plan and • Decision of team rule at the • Modulation of works
action programme for short kick-off • Kindness
programme in university • Necessary of experience and
experimental class practice knowledge

Member Host

Member (traveller)
Host Information
collection Move of member
from other
teams
Facilitator Show theme

Propose of idea

Extracted
idea

1. Discussion for the theme

Information 2. Information collection
collection from from other teams Figure 7.
other teams 3. Re-discussion after member Structure of peer reviews
back to home team
4. Presentation of extracted idea through the World Café
Configuration of World Café
CWIS obtain solutions regarding the extraction of PM skills in wider areas by creating more
29,4 themes for a WC.

4. Conclusions
This research can be summarized as follows:
(1) A model of the management of PM skills transfer was proposed which consists
258 of a PM knowledge extraction phase, PM knowledge recognition phase,
practical knowledge transfer phase, and practical knowledge evaluation phase.
(2) The research found, through MAS, that expert communities for knowledge
extraction can be vitalized.
(3) A PMST3M) was proposed that is capable of evaluating PM skills transfer
management.
(4) The PMST3M was examined after observing the vitalization of expert
communities in MAS and a WC and extracting PM skills through the WC.

References
Hiekata, K., Yamato, H., Chyi, L., Inoue, M., Tanaka, K. and Kohatake, Y. (2007), “On the
analytical method of design process for knowledge transfer”, Journal of Japan Ship Ocean
Engineering, Vol. 7 No. 6, pp. 131-9 (in Japanese).
Katori, K. (2010), “Recommendation of World Café”, Proceedings of the 2010 Spring Conference
of Society of Project Management, pp. 1-17 (in Japanese).
Murakami, K., Watanabe, K., Sato, S. and Akasaka, Y. (2007), “Extraction spread activity for best
practice based on SECI model”, Proceedings of the 2007 Spring Conference of Society of
Project Management, pp. 390-4 (in Japanese).
Nonaka, I., Toyama, R. and Hirata, T. (2008), Managing Flow – A Process Theory of the
Knowledge-Based Firm, Palgrave Macmillan.
Uchida, Y., Samejima, M., Fujinami, T., Hoshi, Y., Hatsuda, K. and Tatebe, K. (2010), “Extraction
method of experience knowledge in project”, Journal of Project Management, Vol. 12 No. 4,
pp. 27-32 (in Japanese).

Web reference
Available at: http://ja.wikipedia.org/wiki
Available at: http://mas.kke.co.jp/
Available at: http://jibun.atmarkit.co.jp/index.html

Corresponding author
Toshihiro Ioi can be contacted at: toshihiro.ioi@it-chiba.ac.jp

To purchase reprints of this article please e-mail: reprints@emeraldinsight.com

Or visit our web site for further details: www.emeraldinsight.com/reprints
Copyright of Campus -- Wide Information Systems is the property of Emerald Group Publishing Limited and its
content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for individual use.