More than Data: Why Knowledge Needs Humans

How we learn and memorise 

When we talk about knowledge management, some of us think of information architecture, file structure and other logical and technical considerations. But there is a much less controllable, softer component: the human aspect of knowledge management. Communication between people can break down in several ways: one person may say A, while the other understands B. Or, they might understand A but then forget it, or simply fail to listen; sometimes, the issue lies with the first person, who struggles to express their point clearly. 

The sheer volume of information individuals are confronted with can overwhelm their cognitive abilities, making it challenging to identify and focus on the most relevant and valuable knowledge. Effective filtering, prioritisation, and presentation of information are needed to manage this overload (cf. card Engaging Formats). 

Learning something new requires more than just exposure to information – it involves engaging our attention, ensuring understanding, and navigating inherent biases. Attention is the gateway to learning; without focus, new ideas simply don’t stick. Research shows that attentional processes are closely tied to the brain’s prefrontal cortex, which helps filter relevant information from distractions.  

As Ross Cunnington states in his article, « Learning and memory are necessarily linked in the brain. You have only learnt something when it is coded in some form of memory for recall or use as a skill in the future ». The brain’s hippocampus plays a vital role in consolidating short-term memories into long-term storage, ensuring that what we learn doesn’t fade as quickly as it arrived. « Memory is not a single thing in the brain. There are different forms of memory for facts, skills, and events of our life that involve different areas distributed across the brain » (cf. card Secrets of Memory). 

The 70/20/10 model of learning suggests that 70% of development comes from on-the-job experiences, 20% from social interactions like mentoring and feedback, and 10% from formal training. 

Therefore, the strategy for acquiring or transferring knowledge varies from one situation to another and also depends on the personality type of the people in question. When transferring knowledge, we should be conscious of the brain's functioning and limitations. The form in which it is presented significantly impacts its accessibility, transferability and usability. Effective knowledge management recognises the importance of both relevant, accurate content and the appropriate presentation and transfer form to make knowledge absorbable, understandable and actionable. 

Human-to-human interaction 

The most effective knowledge transfer often occurs through direct human interaction, such as shadowing, mentoring, coaching, and collaborative work, partly because it engages multiple dimensions of learning that go beyond passive information absorption (cf. card Knowledge Exchange).  

First, direct interaction provides immediate feedback. This enhances comprehension and retention, as it engages both the cognitive and social aspects of learning. 

Moreover, by watching an experienced individual in action, we tap into observational learning. This form of learning, grounded in Bandura's social learning theory, shows that humans learn effectively by observing others and modelling behaviour. Shadowing, for instance, allows the learner to see how knowledge is applied in practical, real-world situations. 

Human interaction also brings an emotional and motivational element. Mentors or coaches can adapt their guidance to the mentees’ personality, pace, and needs. This personal connection fosters trust, which is critical for deep learning, as it reduces barriers to vulnerability and encourages open discussion. Additionally, active collaboration and social interaction help embed knowledge through dialogue, making learning more dynamic and less dependent on passive memory recall. 

Unintentional knowledge transfer 

Evolutionarily, humans are social beings, and our brains are wired for connection and communication. Mirror neurons, for example, enable us to learn by watching others and imitating their actions, which is a core aspect of social learning. This social learning system allowed early humans to adapt rapidly to environmental changes and pass down crucial survival skills through generations. Additionally, face-to-face interaction facilitated the sharing of not only explicit knowledge (facts and skills) but also tacit knowledge (cf. card Daily Interactions). 

When talking over a coffee, eating lunch together, playing ping-pong or drinking beer after hours, work colleagues will tend to share information they don’t think is immediately necessary for the other one’s work, thus finding unsuspected synergies, and transmitting attitudes, practices, values, and intuitions – for instance, how to manage difficult conversations; the subtle art of building relationships with partners; or how to navigate the unspoken cultural norms of an organisation – those things which are precisely the most difficult to articulate and codify (cf. card Non-transferable Knowledge). 

Informal networks within organisations play a critical role in facilitating this organic, unintentional exchange of valuable tacit knowledge. It relies on proximity, trust, and repeated exposure over time, enabling the gradual assimilation of tacit knowledge. 

Technology helps but doesn’t replace 

Knowledge tools – such as written documents, digital tools, videos, and other technology – play a valuable role in supporting the knowledge transfer process. Still, they cannot fully replace direct human interaction. These tools serve as repositories of information, making it easier to store, organise, and access knowledge across time and distance. They are particularly useful for disseminating explicit knowledge, such as technical guidelines, historical records, or instructions, and can enhance learning through repetition and reference (cf. card Humans vs. systems). 

However, these tools often fail to capture the nuanced, contextual, and tacit knowledge best transmitted through human interaction. For example, a document or video may explain a process, but it cannot adapt its delivery to the specific needs, questions, or emotional responses of the person in real-time. It also lacks personal feedback and social cues – like body language or tone – that humans use to enhance understanding and build trust. 

Technology can augment the learning process by providing a foundation or supplement for knowledge transfer, but it is most effective when paired with interaction, mentoring, or collaboration. 

Recruiting the right people 

When it comes to values and attitudes that are more challenging to transfer, recruitment plays an important role. While technical skills and explicit knowledge can often be taught through formal training or knowledge tools, core values – such as collaboration, curiosity, and a genuine commitment to learning and sharing – are much harder to instil. These qualities are typically embedded in a person’s character and work ethic, shaping how they engage in knowledge exchange and organisational culture. 

When organisations recruit individuals with a strong attitude toward learning and knowledge-sharing, they create a foundation for more organic and effective knowledge transfer. People who are open to learning absorb information better and contribute to a culture of continuous improvement. Similarly, those who value collaboration naturally engage in mentoring, coaching, and team learning. 

To inspire reflection and action, we’ve listed a few examples of measures implemented by the organisations that participated in the study: 

• Work one day a week at another office or site within the organisation to foster collaboration across locations. 
• Implement an open desk policy, encouraging colleagues to regularly work alongside different team members. 
• Deliberately mix generations when assigning desks to promote cross-generational knowledge sharing. 
• Organise job/task swaps between two colleagues for a set period, allowing them to experience each other’s roles. 
• Shadowing: Spend a day or week with a colleague, observing and learning from their work. 
• Set up random (online) meetings between colleagues, recreating the spontaneity of conversations at the coffee machine. 
• Run an annual knowledge exchange event for people working in similar roles but in different contexts. 
• Use a mentoring app that matches people based on shared interests and professional goals.