Search results for "Tacit knowledge"

Connectivity and Transformation in Work-Related Learning – Theoretical Foundations

2008

Generation of Design Principles as Knowledge Conversion - Elucidating Dynamics

2021

In this paper we apply the perspective of knowledge conversion with recent identified core elements for developing design principles to elucidate the dynamics of design principles. In the paper, the elements of influence, actors, and formulation are integrated in a knowledge conversion process of socialization, externalization, combination, and internalization – through which tacit knowledge is made explicit, shared, and turned into action. We exemplify this process with three empirical cases using action design research (ADR) to develop IT artifacts and generate design principles. Our paper shows the dynamics across a process of generating design principles. Viewing the generation of desig…

Management as Intervention

2015

In this chapter, Management as Intervention, Richard Ennals presents ideas on an alternative perspective on management. The chapter seeks to apply ideas of sustainability, which is seen as mutual competence building development, to business management and business education. Management is presented in the context of the project “Higher Education in a Sustainable Society”. It takes the opportunity to offer a distinctive Norwegian perspective, going beyond conventional capitalist accounts of business and business education. It offers alternative links to the university curriculum, and recognises that universities are themselves businesses. Management as Intervention may help unify the discour…

The role of tacit knowledge in connecting knowledge exchange and combination with innovation

2018

Using the Resource-Based View, this paper aims to provide a better understanding of the effect of knowledge on innovation. With this general aim in mind, we relate knowledge’s nature (tacit vs. exp...

Challenge of tacit knowledge in acquiring information in cognitive mimetics

2019

Intelligent technologies are rising. This is why methods for designing them are important. One approach is to study how people process information in carrying out intelligence demanding tasks and use this information in designing new technology solutions. This approach can be called cognitive mimetics. A problem in mimetics is to explicate tacit or subconscious knowledge. Here, we study a combination of thinking aloud in ship simulator driving and focus group commenting the solutions of subjects. On the ground of these early experiments, a multiple method combination seems to be the best way forward to solve problems of tacit or subconscious knowledge. peerReviewed

Agility and system documentation in large-scale enterprise system projects: a knowledge management perspective

2021

Abstract The growth of the agile approach usage comes with a deemphasis on formal documentation (explicit knowledge) and an increased reliance on personal interactions (tacit knowledge) for knowledge transfer. However, the sharing of tacit knowledge poses challenges. The agile approach is prone to knowledge hoarding, as well as knowledge loss from employee turnover and reassignment during periods of significant organizational changes. This study proposes a model that frames documentation and personal interactions as co-agents of system knowledge transfer. We report the preliminary confirmation of crucial antecedents along the dimensions of codification and personalization strategies to supp…

Higher Education in a Knowledge Society: How to Close the Knowledge Divide

2015

In this chapter, Higher Education in a Knowledge Society: how to close the knowledge divide, Richard Ennals and Hans Christian Garmann Johnsen discuss education policy in UK and Norway, and how national conditions might influence the role that universities take in social development. The new communicative reality: mobilisation and education breaking the institutional barriers. They can be met by initiatives like Quality Circles, or a Penny University. The underlying big problem is to what extent universities are really taking a role in reducing the serious knowledge and education level divide we see in western societies.

Integrating theory and practice? Employees’ and students’ experiences of learning at work

2003

The integration of theory and practice has been recognised as one of the key questions in the development of professional expertise and vocational competence. In this study the question of how theory and practice meet each other during professional development was approached from the point of view of two different groups of learners: employees with varying length of work experience and university students taking a working life project course. Altogether 18 employees and 51 students were interviewed, after which transcribed interviews were qualitatively categorised. The opinions expressed by the informants indicate that work‐based learning is not a unified phenomenon but varies in different …

Experience, competence and workplace learning

2006

PurposeThis paper aims to examine employees' conceptions of the meaning of experience in job‐competence and its development in workplace context. The aim is to bring out the variety of conceptions related to experience, competence and workplace learning.Design/methodology/approachThe paper is based on interview data from six Finnish small and medium sized enterprises. The data were collected as a part of a larger European Union research project, Working Life Changes and Training of Older Workers (WORKTOW) during spring 1999. The approach chosen for the analysis presented in this paper was phenomenography.FindingsThe findings in the paper show the importance accorded to experience in compete…

Group model building: a collaborative modelling methodology applied to critical infrastructure protection

2012

Large crises management, affecting CIs needs multidisciplinary knowledge including technical, economical, social, political, legal and managerial knowledge. Being these crises international a huge variety of agents is involved in their response. This situation concludes in a set of stakeholders who only have fragmented knowledge. In the presence of dispersed and incomplete knowledge, and of fragmented and disrupted crisis management, the collaborative approach group model building (GMB), where modelling experts unify fragmented, tacit knowledge from domain experts, is a valuable option. However, GMB has been little used in CIP. We have done so in the context a European project on crisis man…