Abstract:

Safety-critical organizations are to a high degree dependent on the knowledge embedded within the workforce. New technology imposes new requirements on managing systems rather than operating them. During non-normal operations basic skills can nonetheless be required to resolve problems. Over time, people might have left the organization, including the knowledge and the experience they have gained during their careers, subsequently leaving a hollow organization behind. Embedded knowledge is usually referred to as tacit knowledge, implicit knowledge, know-how or skill and are competences which are difficult to verbalize or transform into written text and therefore not readily available for others. It´s therefore important for an organization to find methods to identify, document, store, and transfer tacit knowledge. By taking such actions, an organization can be more resilient in terms of knowledge management.

Explicit knowledge is knowledge which is open and available for everyone. Methods for transferring explicit knowledge can be of technical kind such as manuals, instructions, databases, or using information and communication technology (ICT) tools where knowledge is codified. Transferring implicit knowledge requires other, more non-technical methods, such as mentorship, on-the-job experience, or informal discussion during coffee breaks e.g., where knowledge remains non-codified.

Pilotage is a safety-critical and crucial part of the maritime industry to assure safe, economic, and sustainable operations. The maritime pilot provides, based on extensive local knowledge, navigational guidance to mariners on specific waterways such as harbors, canals as well as on the open sea. Experienced mariners can be selected for basic maritime pilot training (MPT). The training is accomplished in classroom environments, in simulators and as on-the-job training.

This paper presents a mixed-method study examining prevailing methods for transferring tacit knowledge during the basic MPT at the Swedish Maritime Administration (SMA). The duration of the basic MPT is approximately one year and concludes with an examination after which a license is issued. A number of 21 participants has been included in the study, consisting of maritime pilot students, less experienced but licensed maritime pilots, and highly experienced master maritime pilots. Based on observations, interviews, questionnaires, and document analysis, inductive thematic analysis was used to evaluate tacit knowledge transfer during the basic MPT.

Results from the study show that a substantial amount of tacit knowledge transfer occurs during on-the-job activities. Thereby taking place in social settings. Such activities include interaction with experienced maritime pilot instructors during pilotage as well as with the piloted ships bridge crew, tug or mooring boats, during transports to and from ships subject to pilotage, but also in social contexts such as during coffee breaks, and in other informal settings such as time spent at the pilot station. Methods for transferring tacit knowledge in such social settings is however not clearly documented and utilized in the organization.

To conclude, this study resulted in improved understanding of where and how tacit knowledge is transferred in the basic MPT today, and thereby also offering opportunities to improve the transfer process in terms of time, efficiency, and learning.

Keywords:

Tacit knowledge, Implicit knowledge, Maritime education and training, Maritime pilot.