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Everyone in an organization, from cleaner to CEO, has expert knowledge. Yet only a fraction of it can be codified and expressed explicitly as facts and rules. A little more is visible implicitly as accepted procedures, but even this is only the beginning. Submerged beneath the explicit and implicit levels is a vast iceberg of tacit knowledge that cannot be reliably accessed by traditional analytical approaches. And yet, without it, organizational learning means little. Interweaving theory with practical guidance, this book looks at the importance of tacit knowledge and shows how it is now being put in motion through groundbreaking analogical thinking methods. Chief among these is the Dialogue Seminar, developed by the editors, in which learning is seen as arising from encounters with differences. There can be no consensus on the value of corporate knowledge until what is meant by that knowledge is discussed and defined. Based on two decades of research and a host of practical cases, this book offers a way forward. "Göranzon argues that the question of whether machines can think is not the right question to ask. The more important question, he believes, is the impact of automation on work and human skills, and he is looking for a way of describing skills that allows us to discuss this question." —Janet Vaux, New Scientist "A Swedish initiave to rethink the relationship between learning and work." —Rolf Hughes, The Times Higher Education
Issues raised by the Theory of Knowledge, a central theme in the development of Artificial Intelligence, are the main topic of this book. The major questions are: How is the expert's knowledge to be elicited, what are the limits and possibilities? How can skill be developed and maintained in a more and more computerized and abstract working life? This last question is also closely related to the discussion on programs for education and training in society and working life. Long term effects on skill formation in working life in relation to new technology are a very important area of research. Case studies form the basis for philosophical reflections with the main concept of tacit knowledge as the central issue of skill and new technology. To a great extent the discussion is based on current case studies of professional groups with experience in advanced computer technology. The contributions of this book demonstrate the complicated nature of human knowledge. They introduce different theoretical perspectives on the issue of knowledge acquisition and elicitation.
This book provides the context and tools to create knowledge via a proven process of inquiry, questions, and conversation. It introduces the theoretical background to explain why, as well as the practical hands-on skills and processes to demonstrate how, to surface tacit knowledge—that which we know but which we have not yet made explicit in conversation, e.g., background, education, and experience—and create new knowledge in collaboration with colleagues. In the information economy, knowledge is an asset and a currency. The creation of new knowledge, therefore, enhances an organization's position in the marketplace. How do we create new knowledge? We don't do it by learning what is already known. The learning organization is already passé. Instead, we do it by inquirinq, which is a method of bringing tacit knowledge to the forefront of awareneness. The inquiring organization surfaces tacit knowledge, which is what its employees bring to the table—their background, education, experience, character, and judgment—and transforms that knowledge into new, explicit knowledge that can be transferred from one employee to another through conversation. That is true knowledge creation, and this book provides the tools, skills, techniques, and processes for executives and professionals in any field to accomplish this task in today's fluid environment.
Seminar paper from the year 2016 in the subject Business economics - General, grade: 1,0, Linnaeus University (School of Economics), course: Skills and Technology, language: English, abstract: The course describes the topics of tacit knowledge, the introduction to the area of Skill and Technology, makes distinctions between rules and the following of rules, between the abstract and the concrete, and problems and dilemmas in society from the perspective of professional skill.
Tacit knowledge is the form of implicit knowledge that we rely on for learning. It is invoked in a wide range of intellectual inquiries, from traditional academic subjects to more pragmatically orientated investigations into the nature and transmission of skills and expertise. Notwithstanding its apparent pervasiveness, the notion of tacit knowledge is a complex and puzzling one. What is its status as knowledge? What is its relation to explicit knowledge? What does it mean to say that knowledge is tacit? Can it be measured? Recent years have seen a growing interest from philosophers in understanding the nature of tacit knowledge. Philosophers of science have discussed its role in scientific problem-solving; philosophers of language have been concerned with the speaker's relation to grammatical theories; and phenomenologists have attempted to describe the relation of explicit theoretical knowledge to a background understanding of matters that are taken for granted. This book seeks to bring a unity to these diverse philosophical discussions by clarifying their conceptual underpinnings. In addition the book advances a specific account of tacit knowledge that elucidates the importance of the concept for understanding the character of human cognition, and demonstrates the relevance of the recommended account to those concerned with the communication of expertise. The book will be of interest to philosophers of language, epistemologists, cognitive psychologists and students of theoretical linguistics.
Exploring Practical Knowledge investigates professional practices from a hermeneutic perspective. The book presents, discusses and applies notions such as practical knowledge, practical wisdom, tacit knowledge, and normativity to the professional lifeworld. These contributions focus on both specific practices and more general questions concerning theories and investigations of practice. This volume comes as the result of a cooperation of three research centres: The two Centres for Practical Knowledge in Bodø, Norway and in Södertörn, Sweden, as well as the Research Group Value-Oriented Professionalisation at the University of Applied Sciences in Utrecht, the Netherlands. It offers empirical studies of professionals as well as discussing the underlying theories, approaches and methods of exploring practical knowledge – including the limits to any articulation of these aspects of professional action. In contrast to the objectivist paradigm that otherwise dominates professional studies, each chapter presents central perspectives and possibilities drawing from humanistic and interdisciplinary research traditions. The book explores professions in a style accessible to scholars and practitioners alike. It is interesting for those studying practices within these professions and for vocational studies in education, social work, health care, police work, journalism, etc.
Demonstrates how archaeology can benefit from the understanding of the social dimensions of knowledge transfer. Also examines apprenticeship in archaeology against a backdrop of sociological and cognitive psychology literature.
This book provides a multidisciplinary approach to Corporate Social Responsibility. While for decades a purely mathematical-technical orientation dominated the business curriculum, this book presents CSR and sustainability as a business concept embedded in its cultural and spiritual context. It initially approaches practical wisdom from different cultural and religious traditions as a source of spiritual capital for sustainable business practices. Subsequently, it links current CSR concepts and the latest thinking in CSR with long-standing cultural and spiritual knowledge, promoting a more comprehensive view on sustainability management and its implementation at business enterprises. The book collects and unites viewpoints from various cultural and religious contexts, offering a comprehensive guide for international and globally active companies.
Technology-based firms continue to compete primarily on innovation, and are continuously required to present new solutions to an exacting market. Innovation processes have progressively become interdisciplinary, collaborative, inter-organizational, and international, and a firm's ability to synthesize knowledge across disciplines, organizations, and geographical locations has a major influence on its viability and success. This book demonstrates how knowledgeintegration is crucial in facilitating innovation within modern firms. It provides original, detailed empirical studies of prerequisites, mechanisms, and outcomes of knowledge integration processes on several organizational levels, from key individuals, projects, and internal organizations, tocollaboration between firms.
This volume represents the proceedings of the Second International Conference on Innovation through Knowledge Transfer, InnovationKT’2010, organised jointly by KES International and the Institute of Knowledge Transfer, and taking place in Coventry, UK on 7&8 December 2010. Featuring world-class invited speakers and contributions from a range of backgrounds and countries, the conference provided an excellent opportunity to disseminate, share and discuss the impact of university-business interaction through knowledge transfer in all its forms. There were two main motivations in initiating the Innovation through Knowledge Transfer series. The first aim was to provide the chance for publication on a subject where few opportunities exist already. The second motivation was to foster the development of a community from the diverse range of individuals practicing knowledge transfer. It is becoming clear that the delegates of the conference are drawn from a diverse community of practice. InnovationKT’2010 has succeeded in bringing together contributions from both the academic and practitioner sections of the knowledge transfer community. The programme contained seven invited keynote talks, 40 oral presentations grouped into eight sessions, and one interactive workshop. The proceedings contain 29 chapters drawn from this material. There were 91 registered delegates drawn from 10 countries of the world. The field of knowledge transfer is still immature, but these proceedings demonstrate that InnovationKT conference is making a significant contribution to its academic development.