Methods for Managing the Tacit Knowledge of Employees with Long Scientific Seniority Using the Example of Research Institutions. Preliminary Assumptions

In the current context of technological advancement, the management of tacit knowledge has surfaced as a critical determinant of organizational success across a plethora of sectors. This process adds complexity when one considers the vast wealth of insights that senior researchers have gathered over their lengthy careers. It becomes a multifaceted process that involves safeguarding and capitalizing on seasoned expertise, thereby influencing organizational growth and dictating industry patterns and future developmental trajectories. This paper aims to introduce the concept of managing the hidden knowledge of employees with long scientific seniority in the academic construction environment–as an invitation for collaboration and discussion regarding the research concept.

Definitions of key terms used in this study have been described in detail for clarity. The management method “is a proven, recognized, logically structured way of solving specific organizational problems” [1]. Tacit knowledge “is inextricably linked with a person, not easy to transfer and codify, it is a unique compilation of know-how, professional qualifications based on knowledge obtained in the process of formal education, skills (…), experiences, substantive observations, developed methods of conduct (…)” [2]. An employee with Long Scientific Seniority, LSS, is an employee who obtained a Ph.D. degree at least 30 years ago (approximately 1993 and earlier). The scientific institutions considered in this work are research institutes and polytechnics dealing with construction in Poland and in the European Union. Construction is characterized by a rather conservative and formal approach (Fig. 1), which results from the obligations involved in designing and erecting buildings—this can hinder the diffusion of knowledge. In addition, in this context, tacit knowledge can be an essential resource for further development of construction science. Formally, the study is located in the field of management sciences. Nevertheless, it is paramount to accentuate that the study brings tangible benefits to construction by promoting generational knowledge continuity and safeguarding expert wisdom intrinsic to this field (Fig. 1).

The subject of the doctoral dissertation is derived from the author’s professional trajectory, stemming from her involvement at the Building Research Institute (ITB) since 2016. ITB is an esteemed institution with a rich almost 80-year history in pioneering construction research and maintains a diverse team of over 200 employees. The spectrum of age among the scientific staff is extensive, ranging from a 23-year-old research and technical employee to a 93-year-old professor, with the youngest assistant being 36 years old.

Two opposing mechanisms of tacit knowledge management have been recently discerned within ITB. The first pertains to the challenges of transferring knowledge from senior researchers, as their impending retirement could precipitate a significant loss of experiential knowledge. For example, a senior civil engineer might have developed an instinctive ability to detect potential design flaws that are not apparent to less experienced peers. Such intuitions cannot be easily documented or taught, but they are integral to problem-solving and innovation in construction. The significance of tacit knowledge is vast. It is a fundamental source of long-term competitive advantage, fostering innovation, enhancing operational efficiency, and driving scientific breakthroughs. Its loss, particularly from LSSs, could lead to significant setbacks, inhibiting knowledge continuity and the progress of construction research and practice. As such, effective management and transfer of tacit knowledge are crucial for the sustainability and advancement of construction institutions.

The second, in contrast, illustrates the successful acquisition of tacit knowledge via interactive observation, a process the author has experienced first-hand during her collaboration with ITB's scientific secretary, Professor Lech Czarnecki, an outstanding specialist in the field of the building materials engineering, who has accumulated unique experience and skills during his over forty-year scientific career. The author, who has been working with him on a daily basis for over seven years (certainly it is merely personal experience), has noticed that she acquires knowledge not only in the field of construction, i.e. of an expert nature, but also the one related to, for example, the general expectations of the civil engineering scientific community or the way of composing a scientific paper.

Based on these observations, the proposed research has identified its primary subjects as employees with Long Scientific Seniority (LSS), defined explicitly as those boasting a post-doctorate experience of at least 30 years in construction.

When considering the critical matter of tacit knowledge transfer from LLS employees, it is essential to take into account that systemic transformations in Poland commenced 30 years ago. These transformations spanned a broad array of economic, political, and social reforms, which also encompassed changes within the realms of education and science. This historical context could set Polish institutions apart from their European counterparts, although its influence on tacit knowledge transfer is not assumed to be deterministic.

Knowledge transfer barriers across generations have been studied globally, including in Poland. For instance, an article by Sanei et al. [4] detailed the knowledge transfer process between generations T, BB, X, and Y in US-based construction organizations. Another study [5] conducted in Slovakia examined factors like willingness, motivation, communication, and cooperation in knowledge sharing. A doctoral thesis [6] analyzed knowledge transfer from retiring employees to successors in a mid-sized Finnish company designing and manufacturing electrical systems for the global market.

In Poland, studies by Chomątowska and Żarczyńska-Dobiesz [7] highlighted Baby Boomers’ characteristics and knowledge-sharing barriers. Sidor-Rządkowska [3] addressed diversity management in modern organizations, emphasizing the benefits of implementing mentoring. Dziadek [8] provided a different perspective on intergenerational knowledge transfer challenges within modern businesses, exploring generations BB, X, Y, and Z. Her study primarily aimed to identify whether selected organizations have implemented knowledge transfer systems. The research conducted by M. Morawski [2] seems to be closest to the area of interest of the author of this paper, as it relates to the knowledge-sharing (diffusion) skills of a company's key employees–which is how employees with long scientific seniority can be defined.

Recent works, such as Rui and Ju’s [9], applied relationship management theory to study intergenerational knowledge transfer among younger Chinese employees across diverse sectors. Wang et al.’s [10] paper, examining the link between workplace ostracism and knowledge-sharing behaviors within Chinese academia, is also noteworthy. Work on the borderline of the subject matter undertaken is a publication referring to knowledge loss caused by employee turnover in organizations [11].

Four main research interests related to LSS emerged from studying the literature (Fig. 2). The first is the diffusion/transfer of tacit knowledge of LSS employees, and the second is the way of managing this tacit knowledge. Another area is the management of generational diversity—the effect of cooperation of many people: from the youngest to the oldest. It is also important to identify and overcome barriers to knowledge sharing. Together, these areas shape the context of research on the tacit knowledge of LSS employees.

The research aims to draw conclusions related to the following points:

While presently focused on European Union construction institutions, the insights obtained from this study could be applied and investigated further in diverse geographical contexts, including Asian, African, or American counterparts. Similarly, the methods and tools developed through this research could extend beyond construction to other disciplines and industries. Future research could explore how tacit knowledge is managed in various fields of knowledge, such as sciences, humanities, or social sciences, and how companies across different sectors manage and promote the diffusion of tacit knowledge across generations. This broader approach could provide a comprehensive understanding of the global practices and challenges associated with tacit knowledge transfer and management.