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Dynamic Knowledge Creation:

Through Training


           Mrs .L. Kanagalakshmi B. Nirmala Devi

           Lecturer Research Scholar
          Dept of Mgt Studies Dept of Mgt Studies
         MS University MS University
        Tirunelveli Tirunelveli


In India, an increasing number of companies will have to depend for their value on the

development use and distribution of knowledge based competencies. Individual and

groups make use of their knowledge

 interaction with the things and activities of the social and industrial world. Training is a

dynamic well-planned process of human resource development. Lack of training leads

to lack of human connected ness in the competitive world, which can gradual affect the

success of an organization. Training is m ore essential for industries to compete in

which distribution of knowledge plays a vital role.

The present paper focuses on

1). How knowledge is created through training for individuals as well as groups

2). How the trainers can add value through training

3). Planning of new knowledge Management intervention for trainers (Proposed


4). A systematic training process for employees (Proposed form)

5). Developing emotional competence for individuals (Proposed form)

Dynamic Knowledge Creation through Training

Today we live in the knowledge age. The world is at the threshold of a transition from

an industrial to knowledge society. In India, an increasing number of companies will

have to depend for their value on the development use and distribution of knowledge

based competencies. Individual and groups make use of their knowledge in interaction

with the things and activities of the social and industrial world.
Knowing is an aspect of our interaction with the world, its relationship with knowledge

is dynamic. Every form of knowledge is brought into action by knowing, when

knowledge is used as a tool in interaction with the world. A well executed and well-

planned training programme helps in personal growth of the employees and results in

wider awareness among participants by enlarging their knowledge and skills. It is

consider as a bridge for inverse interplay of knowledge and knowing. It gives particular

shape, meaning and discipline to keep pace with the dynamic world. At the same time,

it is not necessary that all of what we know is to be interacted with the world, but to

think what becomes possible when knowledge is used as a tool in the context of situated


According to Mary Board and John New Strom (1992), “most of the investment

made in an organization training and development is wasted because most of the

knowledge and skills gained in training is not fully applied by employees on the job”.

Nowadays training has been identified as the objective of in ‘Honalde and Honnah’s

words’ of capacity building which means the capacity to find one’s own solutions to

management problems rather than imposing external ideas upon oneself. Training by

practice adds knowing to knowledge by that an individual can begin t account for the

relationship between what he knows and what he do to know. It also leads to know how

he can begin to see to acquire new knowledge and knowing. Lack of training leads to

lack of human connectedness in the competitive world, which can gradually affect the

success of an organization

Training is a dynamic well-planned process of human resource development.

Learning, effectiveness, competency and innovations are its prime concerns. In order to

achieve competency the trainers are expected to design the training program to involve

these prime concerns as an identical one. Such training designs will create a sustainable

knowledge in the competitive world.

When gradually speaking, people posses two types of knowledge. They are

named as tacit knowledge and explicit knowledge. Tacit knowledge is nothing but

personal, context specific and therefore had to formalize and communicate. Explicit

knowledge is “knowledge that transmittable in formal systematic language. But the

challenge placing before a training design is to convert the tacit knowledge or

organizational members almost into an explicit knowledge that can contribute to serve

the organization. Besides this, the challenges posed by innovation now tends to be seen

more on organizational training and this has become the central core of training

activities. The trainer’s capability is checking like how individuals and groups can draw

tacit and explicit knowledge simultaneously through training, how to do what

individuals know tacitly can be made use to groups how explicit knowledge can be made

as more useful aids for the development of tacit skills in individuals and groups.

         It is essential for trainers to concentrate on how they can add value for their

training. Effort behind the trainers is to train the entire work force and managers in

achieving quality management. This can be done buy giving training seriously to build
core competence and multi-skill development among the work force. A modified form of

planning of new knowledge Management Intervention is given to guide the trainers.

Knowledge Management Intervention

Identify Knowledge assets (Explicit and Tacit)

Where is the knowledge asset?

What does it contain?

What is its use?

How training can access it?

Analyze how each knowledge asset can add value through training

What are the opportunities for using the knowledge?

What would be the effect of its use?

What is its current obstacle to its use?

What would be its increased value to the company?

Specify what actions are necessary to achieve maximum usability and added value for

each knowledge asset.

How to plan the training to use the knowledge asset?

How to enact actions?

How to monitor actions?

Review (evaluate) use of each knowledge asset to ensure added value through training

Did its use produce the desired added value?

How can the knowledge asset be maintained for the use?

Did the use create new opportunities to develop?

           Primary role of training is to create an environment that facilitates idea generation

and execution with a view to harness individual’s brilliance within the organizational

framework. Intensive efforts of trainers fall on constructive pressures towards

systematic procedure of training. A systematic training process of altering behaviour of

employees leading to enhanced knowledge which may entails as:

Systematic Training Process

Systematic Training Process

Process of Training
Changed Training
Arresting obsolescence, both individual and organization
Bridging Pre-active in sufficiency of knowledge and professional skill
Shaping adjustments with socio-technological and professional skill
Developing new outlook, and ethological version of quality, Excellence and Accomplishment
Marking a total; man with new cultural attributes operating in the realm of personality, character and
Individual Knowledge Development

To develop such knowledge, trainers should provide appropriate training to

employees in order to enrich knowing and practicing knowledge.

            The challenge posed by innovation now tends to be seen more on organizational

training and this has become the central core of training activities.

           New knowledge is an essential ingredient for capabilities and competencies

because capabilities enable any organization to manage particular type of resource

utilizing process and competency brings strength in doing particular things well. So that

trainers have to exploit knowledge by building capabilities and competencies through

training. An important explicit link lies between learning and knowledge through

training is held by continuous testing of experience which is gained through deployment

of training and also by the transformation of that experience into knowledge. Knowledge

based training is one that allows any individual to sense and adapt changes to their

existing environment. Thus rapid acquisition of training and deployment of knowledge

is held within the training gainers by developing capabilities and competency.

Core competency is one that lies between know-what and know-how. Within the

growing body of work on core competencies we can see serious attention being given to

two teams and individuals do their real work and how that work can be supported.

Enriched and directed. The major challenge to trainers is to ensure constant up

gradation of professional competencies among trainees by developing emotional

competence because it strikes a balance between personal competence and social

competence. To sustain the competition for efficiency and growth of organization, it has

become necessary for the trainers to understand the emotional competence of the

trainees. A modified form of developing emotional competence is proposed as:

Emotional competence

Emotional competence

Components Description Expected hall marks through

Self Knowing one’s internal states, 1. Self confidence
awareness preferences, resources and intuitions 2. Realistic self assessment
Self Managing one’s internal states, 1. Trust worthiness
regulation impulses, & resources 2. Integrity
    3. Openness to change
Motivation Emotional tendencies that guide for 1. Optimism even in the face of
   reaching goals
    2.Strong drive to achieve self
Empathy Awareness of others`  
  feelings, needs and concerns 1. Cross-cultural sensitivity
    2. Expertise in building and
    retaining talent
Social skills Adeptness eliciting desirable responses  
in others 1. Effectiveness in leading
2. Expertise in building and
leading teams

Now the knowledge revolution is hitting the Indian society, it is advisable for
government and people to train knowledge management themselves and develop a
vision to revolutionize the way to create, share and use information to face competitive
edge. There is need to arrange comprehensive Knowledge Management Training to not
only business and industry, but also to government organization. All organizations and
companies have to revise their training courses so as to include knowledge management
in training. More and more it is being realized that the value of knowledge resides in the
trainers and the knowledge they create.


1. Thomas A. Stewart (2001), The Wealth of Knowledge, Newyork, Nicholas

Brealey Publications.

2. Ed. I.Nonaka and David Teece (2001), Managing Industrial knowledge,

London, Sage Publications.

3. Banks L. Motivations in the Work Place (1997), West Des Moines IA:

American Media publishing.

4. Ed. Stephen Little Paul Quintas and Tim Ray (2002), Managing Knowledge

and essential reader, London, sage Publications.

5. Richard Teerlink, “Creating High performance work system” Managing

Human Resource, 679.

6. Nonaka I and Takeuchi, H. The Knowledge creating company How

Japanese Companies creates the Dynamics of Innovation, New york Oxford

University Press.

7. Whiting.R. Myths and realities,

8. Biswajeet Pattanayak (2004), Human Resource Management, New Delhi


We Mrs. Kanagalakshmi. L, Lecturer, Manonmaniam Sundaranar University, Tirunelveli

and Nirmala Devi.B, Research Scholar, Manonmaniam Sundaranar University,

Tirunelveli, declare that this article has not been published anywhere and not under

review with any others’ publication.

 Signature of the Authors


2.B.Nirmala Devi