Jean-François Harvey

Managing organizational memory with intergenerational knowledge transfer

Purpose – The purpose of this paper is to provide the systematic analysis of an innovative, intergenerational knowledge transfer strategy in a knowledge‐intensive organization.Design/methodology/approach – The case study method was adopted to study the intergenerational knowledge transfer activities. A triangulated approach was employed in respect of the data collection, which included non‐participatory observation, focus groups, documentary analysis, and semi‐structured interviews. A pattern analysis of data account was undertaken.Findings – Two models for intergenerational knowledge transfer are presented: the source‐recipient model and the model of mutual exchange. This research also shows how a context conducive to knowledge transfer was developed, and concludes that this context allowed both explicit and tacit knowledge to be transferred.Research limitations/implications – Often ignored or underestimated this study highlights the need for motivation, inspiration, and empowerment in knowledge transfer...

Knowing Communities in the Front End of Innovation

OVERVIEW: Drawing on a case study at Ubisoft, a major creative firm in the videogame industry, this article shows how a firm can nurture and engage with its knowing communities to fuel the front end of innovation. Actions taken by management can catalyze four types of knowing community activities: unscripted internal activities, which are emergent, spontaneous activities internal to the firm whose content and output are not directed by management; unscripted external activities, which take place outside the firms boundaries; scripted internal activities, which are knowledge creation activities within the firm that are prescribed by management; and scripted external activities, which occur outside the firm. The findings provide insight that can help managers better understand how to foster those activities in which knowing communities can engage in order to bolster creativity and innovation.

Professional image under threat: Dealing with learning–credibility tension:

How does one learn and build credibility simultaneously? Such is the challenge faced by an increasing number of professionals, who must quickly get to grips with new assignments while displaying sufficient knowledge to be regarded as experts. If they do not, they will be unable to exert influence over the situation. To address this puzzle, we draw on data from 21 months of participant observation during consulting assignments, and interviews with 79 management consultants. Building on Goffman’s notion of face, we identify ‘learning–credibility tension’ – a discrepancy between a newcomer position that requires professionals to learn, and a role-based image that requires credibility – as a salient and costly issue during organizational entry. Specifically, we find that consultants experience threats to their face during interactions with clients. They deal with these threats by performing individual tactics that help them reduce the anxiety associated with learning–credibility tension, and support their relationship with clients. Our study builds theory in socialization by revealing tactics that allow professionals to keep face while seeking the information they require to adjust to new settings. We also contribute to substantive debates on management consulting by relating insights from the sociology of professions to contemporary knowledge workers.