by Quinn Slobodian · 16 Mar 2018 · 451pp · 142,662 words
work. One scholar speaks of Hayek’s “instrumental justification of liberty, [by which] freedom is essential for the utilization of dispersed, fragmented, and habitual or tacit knowledge.”78 Freedom, in this reading, exists to discover new and better rules. The vanishing of the subject is consistent with system theory in general, where
by Shoshana Zuboff · 14 Apr 1988
skill? According to the scientist and philosopher Michael Pola- nyi, know-how that cannot be verbalized is possible in part because of what he called "tacit knowledge." He began with the need to explain how it is that humans know more than they can say: "This fact seems obvious enough; but it
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called in part because their development, execution, and memory can remain confined to the sphere of tacit knowledge. Ulric Neisser's discussion of skill development supports the notion of a linkage between action-centered skill and tacit knowledge. 11 Ac- cording to Neisser, action skills depend upon a detailed understanding of the physical medium
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AND COMPUTER-MEDIATED WORK municate or teach skills, or when a particularly problematic situation arises. It is likely, though, that attempts at explication of such tacit knowledge must always be incomplete. The knowledge is too layered and subtle to be fully articulated. That is why action-centered skill has always been learned
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that these features also help to explain the reactions of the pulp mill workers. Their responses suggest still another explanation, however, concerning the role of tacit knowledge in intellective skill development. My hypothesis is that the knowledge associated with action-centered skill could remain largely tacit throughout the course of learning and
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. When individuals are motivated to do well, when they care about their work, those feelings are likely to be intensified. This does not imply that tacit knowledge has no role to play in intel- lective skill development. Attention is a finite mental resource, and even a highly motivated individual can maintain only
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might this imply for the human being at the data interface? Over the long term, intellective mastery will depend upon being able to develop a tacit knowledge that facilitates the recognition of decision alternatives and frees the mind for the kind of insight that could result in innovation and improvement. Such tacit
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attention can be freed for increasingly comprehensive tasks, invention, and experimentation as intellective skill allows the consolidation of lower-order information in the form of tacit knowledge. If the learning processes associated with action-centered and intel- lective skills are fundamentally distinct, then we can better understand why the individuals whose voices
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automatic control made possible by a combination of intelligent sensors to replace the worker's body and intelligent systems whose algorithms replace the worker's tacit knowledge. Under such conditions, it becomes feasible to reduce human intervention and to increase the possibilities for centralized control and coordination. One manager had spent most
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to the general territory defined as intellective skill. See the discussions in Neisser, IIToward a Skillful Psychology"; M. T. Turvey, "Constructive Theory, Perceptual Systems, and Tacit Knowledge," in W. B. Weimer and D. S. Palermo, eds., Cognition and Symbolic Processes (Hillsdale, N J: Lawrence Erlbaum, 1974), 165-79; J. A. Adams, liOn
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, 81; managerial, 102-6, 112, 360-61; office work and, I 51- 56; oral culture and, 174-78, 196, 204, 215; symbolic medium and, 95; tacit knowledge linked to, 187- 88 Action context, 69, 92; symbolic me- dium and, 82, 84-85, 88, 92, 95 Algorithms, 60, 69, 81, 246; seen as
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culture and, 174-78; power and, 266-67; sentience dissociated from, 61-70; withheld from workers by management, 250-54, 264, 278- 80; see also Tacit knowledge Kochan, Thomas, 241-42 Kohlberg, Lawrence, 428 Kotter, John, 102, 109, 177 Labor discipline, 33-36, 46 Labor militancy, see Trade union movement; Unions Labor
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, 180-81; and problem of meaning, 79-92; shared action con- text and, 196; stress generated by, 89; trust of, 76-79 Systematic management, 44 Tacit knowledge, 186-88; intellective skill development and, 192-93; re- placed by algorithms, 246 Taylor, Frederick, 41-43, 45-47, 109, 230-32,302-3,349
by John Hagel Iii and John Seely Brown · 12 Apr 2010 · 319pp · 89,477 words
in the final and third wave. In this second wave, the sources of economic value move from “stocks” of knowledge to “flows” of new knowledge. “Tacit” knowledge becomes more valuable than “explicit knowledge” as the edge transforms the core. From Stocks to Flows In markets and industries that were relatively stable in
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there is a problem—this knowledge is not easily accessible. What we’re focusing on is tacit knowledge—the “know-how” rather than the “know-what”—that we often have difficulty expressing. Much knowledge starts as tacit knowledge. A good part of it is eventually codified into explicit knowledge, although all knowledge ultimately represents
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some blend of explicit and tacit knowledge, for not all tacit knowledge is codifiable. Imagine instructing someone on how to ride a bike—something that you learn by doing, rather than by reading a set of instructions.
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what to do—which is eminently necessary—but knowing how to perform this kind of surgery critically depends on an extended apprenticeship process in which tacit knowledge gets communicated through observation and participation on the periphery of these operations. That’s the whole raison d’être of apprenticeship, including the medical residency
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: learning by doing under supervision. Another example of tacit knowledge in action is brewing beer. A brewer recently explained to us how he moved from using kits in the early 1990s to following recipes shortly
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new mixes, based on the results he’d like to see. “Throws together” is too informal a phrase. He’s basing his recipes on deep, tacit knowledge of both the process and the ingredients. He could probably explain what he was doing and why, but the recipe he’d produce might not
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on Saturday afternoon and I’ll show you.”15 As knowledge emerges, it displays an interesting characteristic. All knowledge represents some mix of explicit and tacit knowledge—some of it can be easily expressed and quantified, while a lot of it remains deeply embedded within each of us and we struggle to
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express it. If the mix includes a large amount of tacit knowledge, it becomes very hard to share with others, except when we work together over long periods of time. Early-stage knowledge tends to have a
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acquiring knowledge assets in transactions. We buy patents. We post difficult research problems and give rewards to those who can offer solutions. But what about tacit knowledge? How do we access it? Accessing this kind of knowledge typically requires long-term trust-based relationships. Trust is necessary because of the inevitable fumbling
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that occurs as we try to express and share tacit knowledge. Without trust we may lack the respect for the other needed to stay with them as they fumble. Trust also fosters the shared understanding that
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makes it easier to access tacit knowledge. This suggests that one key dimension of the Big Shift is a movement from a world where value is concentrated in transactions to one where
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it resides in large networks of long-term relationships. Since much of the most relevant knowledge on the edge is tacit knowledge, edge participants naturally place a heavy emphasis on building diverse networks of relationships that will help them to collaborate more effectively with others in the
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knowledge flows on the edge. In this context, the link between individuals and firms is a powerful one. Tacit knowledge is held by individuals, so if firms want to enhance their participation in tacit knowledge flows, they must find ways to expand and enrich the social networks of their employees, helping them to connect
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, ultimately, the most valuable search is the one that connects us to people; they often are the best sources of information and knowledge, especially new tacit knowledge—know-how relating to new fields of endeavor or new activities on the edge. Pull-based access services are also emerging in more specialized domains
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and operational problems, most of their followers focus more on efficiency than learning, missing entirely the crucial collaborations with business partners that can yield new tacit knowledge and push the performance edges out. We are suggesting the need for more scalable pull platforms that will reach out to and connect vast numbers
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need serendipitous encounters with people because of the importance of the ideas that these people carry with them and the connections they have. People carry tacit knowledge. You can’t learn brain surgery just from a text. Nor can you learn how to make tasty home brew without watching someone else carry
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out the process. In both cases, you’ve got to stand next to someone who already knows and learn by doing. Tacit knowledge exists only in people’s heads. As edges arise ever more quickly, all of us must not only find the people who carry this new
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in the hallways and dining rooms of these conferences often are the starting point for relationships that, as they build, help us to access the tacit knowledge of people who are exploring similarly uncharted territory. This process can unfold entirely unexpectedly. “It was a casual meeting at a conference,” Yossi recalls about
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people prove to be far more fruitful than an isolated encounter with new objects or data. We not only have the opportunity to access the tacit knowledge other people have gained from their experiences—and to share our own—but can begin to create relationships that may themselves spawn new
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tacit knowledge as we begin to collaborate on areas of shared interest. Serendipity becomes much more than a one-time encounter or an end in itself: It
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becomes the crucial means of access to rich flows of tacit knowledge both now and in the future. From our perspective, attraction is particularly powerful when it leads to serendipitous encounters with people on the edge—and
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then to long-term relationships with them. This form of attraction offers privileged access to tacit knowledge and rare insight into new opportunities. It also lowers our risk. Think about it: If you’re exploring a new territory—an edge—it’s
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” within the corporation who have, in their own roles, been trying to steer the corporation toward the new. It is likely they will have valuable tacit knowledge for you to learn from and questing dispositions that may help you on your own quest. Simply by registering for a conference in a given
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the population at large down to those most likely to share our interests and passions—and those most likely to carry the tacit knowledge we need and to need the tacit knowledge we carry. Even in the earliest examples of serendipity—the bibliophile entering an antiquarian bookshop—the beneficiary of a serendipitous encounter was
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need to really listen and draw a person out, finding out about his or her full range of experiences and perspectives. Particularly when dealing with tacit knowledge, which is so hard to express, it is essential to cultivate empathy and respect for the other’s experiences while probing beneath the surface to
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render the tacit knowledge a little more visible. That’s what Yossi does at conferences. Note that the conversation that takes place is an especially valuable form of flow
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“scaffold” scalable collaboration, learning, and performance improvement. These conditions must not only encourage people to create new tacit knowledge within teams but also encourage the teams themselves to collaborate, one with the other, so that tacit knowledge can be created at scale as the entire endeavor grows larger. The people who designed the creation
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the two is essential to driving increasing returns. As we have seen, team interactions are those exchanges that occur when participants share and develop new tacit knowledge relating to difficult performance needs. Whether they are in the raiding team of a World of Warcraft guild or part of the ESME team seeking
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trust that enables them to make the most of each other’s knowledge and experiences in the process of innovating new approaches and generating new tacit knowledge. In the case of big wave surfing, it was a member of Laird Hamilton’s team who first noticed the importance of an innovation Laird
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find that they share similar ways of looking at their endeavors, they start to trust one another, which prompts even deeper levels of collaboration (and tacit knowledge creation) around the difficult challenges they share. IT IS NO ACCIDENT that the creation spaces described in this chapter are emerging first on the edge
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information overload would have it. Improving return on attention is more about finding and connecting with people who have the knowledge you need, particularly the tacit knowledge about how to do new things. The danger is that we all get so busy assimilating explicit knowledge that we have no time to connect
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with people and build the relationships through which tacit knowledge flows. We get so busy reading about steampunk, or brewing, or building networks, that we don’t actually find and connect with and learn from
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and investing the time to build sustaining, trust-based relationships with them, we can begin to position ourselves as a concentration point for flows of tacit knowledge that are extremely valuable, yet very difficult to access in any other manner. These people and the knowledge flows they generate can then become effective
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understand their contexts and passions, we can begin to determine when their recommendations are most reliable and increase our return on attention for both the tacit knowledge they offer and the information they recommend to us. Our personal social and professional networks will be far more effective in filtering relevant knowledge and
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will in turn help us to maximize our return on attention as we seek out scarce tacit knowledge that can give us the ability to achieve new performance levels and, in the process, to build new tacit knowledge. These are the elements that need to come together in order for the transformation of our
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networks as shapers’, with nonshaper roles supplier Edge participants as collaborative risk takers create, share, tacit knowledge Edges defined as environments for creation spaces as locations of passionate risk-takers providing reverse mentors in institutions and tacit knowledge transform the core through flows Editors who search out new edges Education institutions experiencing performance pressures
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using social-media tools Experience curves as diminishing returns curves diminishing returns of with scalable efficiency tradition transcended by collaboration curves Explicit knowledge contrasted to tacit knowledge Exposing surfaces Facebook becomes global as environment for serendipitous encounters executives’ fears of personal information Iranian protest videos Microsoft’s investment in opens platform to
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introduced maps with elementsig Joy, Bill Just-in-time manufacturing philosophy Kagermann, Henning Kaminsky, Dan Key players in shaping strategies Kinoshita, Matt Knowledge, explicit versus tacit Knowledge economy Knowledge flows access through shaping platforms compared to, moving from, knowledge stocks fig on the edge as filters for relevant information of passionate employees
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of supplemented with social networks travel services as See also Access and access services Self-employed individuals Self-organizing behaviors Serendipity to access people’s tacit knowledge environments as essential to survival in finding new information generates complementary talents as ingredient in growth of spikes practices preparing for unexpected encounters relevance of
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Stress in the workplace Strong ties Success Super-nodes Surfaces, exposing Surfermag.com Surfingthemag.com Surfline.com Sur vival access as essential toig and serendipity Tacit knowledge about how to do new things conveyed through conferences cultivated through listening, empathy described versus explicit Taiwan Semiconductor Manufacturing Company (TSMC) Talent development institutions reoriented
by Dave Gray and Thomas Vander Wal · 2 Dec 2014 · 372pp · 89,876 words
the group. Tacit and Explicit Knowledge Knowledge can be classified into two categories: explicit knowledge, which can be counted, quantified, documented, and easily shared, and tacit knowledge, which includes things that are difficult to measure and share, like expertise, technical know-how, informal relationships, intuition, mental models, beliefs, and trust. It is
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tacit knowledge that constitutes our understanding of reality, and tacit knowledge makes up the bulk of the knowledge in most organizations. As the saying goes, the company’s intellectual property walks out the
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the company comes from the dynamic relationship between the two forms of knowledge. Tacit knowledge is where the action is, and in most cases, it’s the people with the tacit knowledge that deliver the results. But the only way tacit knowledge can be broadly shared is by translating it into explicit knowledge—a very difficult
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a very personal, individual process. An apprenticeship is a way for the master and apprentice to share the growth spiral, by making tacit knowledge explicit and then translating it back into tacit knowledge again. When the journalist comes to the editor with a story, she has represented her “reporting knowledge” explicitly, in the form
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of a document. When the editor and reporter sit down together to review and rewrite the story, the editor is making his tacit knowledge explicit in the form of the rewrite and the questions he asks. When the journalist goes out in the field again to write her next
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the kitchen, and you come up with a fabulous new dish. Assuming you remember what you did, at this point your learning has become personal, tacit knowledge. Now suppose you want to share that knowledge with a friend. To do that, you will need to find some way to make that knowledge
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might invite your friend over to show him. If it’s relatively simple, you might write down the recipe. Either way, you are making your tacit knowledge explicit so that it can be shared. Now imagine it was a difficult dish and you had to demonstrate it by showing your friend in
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need to try it several times before getting it right. In this way, your friend is translating the explicit knowledge that you shared back into tacit knowledge. The problem in most hierarchical organizations is that the majority of the focus is on measuring explicit knowledge—things that are easily counted and quantified
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-line workers and customers. But their knowledge is tacit, based on experience, and not always easy to share with others. In most organizations, this valuable tacit knowledge is trapped at the edge of the company and never makes the leap to the rest of the organization. Since organizations are focused on efficiency
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workers come off the line to share ideas and suggest improvements. The idea behind Work-Outs is to gather together the people who have the tacit knowledge and give them some time outside the system to reflect on it, share ideas, and think about improvement. As the name implies, the idea is
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everywhere. GE Work-Outs are learning fields, explicitly created by the company to create the space and time for front-line workers to share their tacit knowledge so the company can learn and improve. Communities of practice are learning fields that share a concern within or across organizations. By interacting on an
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born out of ambiguity and redundant information, seeing things from multiple perspectives and finding common themes. But the conversations also define and strengthen the community. Tacit knowledge gained in the field is made explicit through dialogue and rich information sharing, where it is examined and articulated in multiple ways and from multiple
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one unit) that operate as businesses within the business, like franchises. Form new pods by seeding them with individuals from existing pods. In this way, tacit knowledge, as well as the passion and energy for the work, are maintained and spread as you grow. You need to do this to keep the
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Production Line, The Nordstrom Way, Tacit and Explicit Knowledge Nordstrom example, The Nordstrom Way production line versus, The Front Line is not a Production Line tacit knowledge and, Tacit and Explicit Knowledge front stage, Front Stage and Back Stage–Balancing the Front Stage and the Back Stage, Balancing the Front Stage and
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to Rigidity successive approximation process, The Growth Spiral systems of systems, The Complexity Issue T Tabas, Lindsay, Balancing the Front Stage and the Back Stage tacit knowledge, Tacit and Explicit Knowledge–Learning Fields, Tacit and Explicit Knowledge, Learning Fields Target (retail stores), Every Adaptive Move by One Organization Affects Others, Net Promoter
by William H. Inmon, Bonnie K. O'Neil and Lowell Fryman · 15 Feb 2008 · 314pp · 94,600 words
xviii Complete Table of Contents 15.4 15.5 15.6 15.7 15.8 15.9 Business Metadata and Tacit Knowledge 264 Making Tacit Knowledge Explicit 264 The Knowledge-Sharing Environment: Nurturing Tacit Knowledge Transfer 266 Building the Corporate Knowledge Base 266 Knowledge Management in Practice 267 Knowledge Management and Social Issues 269 Graying of
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write it down (usually on a sticky note), it still got lost because you lost the piece of paper! Then there’s the aspect of “tacit knowledge,” which is the same thing as “know-how”—the stuff we intuitively know but can’t readily explain. Michael Polanyi coined the term
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tacit knowledge to mean “a form of knowledge that is apparently wholly or partly inexplicable” (Wikipedia, July 13, 2006). Knowledge acquisition is hard work. It includes both
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the book talks about how trust can be nurtured; one way is to provide bonuses when the team succeeds. 6.5 Socialization of Knowledge Some tacit knowledge can be captured by socialization, in the mini-collectives where camaraderie incubates and nurtures knowledge creation. It is on the mini-collectives that the traditional
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since their inception. However, as noted earlier, there is another area of knowledge capture that has been mostly ignored by knowledge management authors: capturing elusive tacit knowledge from the individual. As we have stated, people are poor documenters. We don’t like to record ideas or make lists, and when we do
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Group, 2006. ✦ Von Krogh, Georg, Ichijo, Kazuo, and Nonaka, Ikujiro. Enabling Knowledge Creation. New York: Oxford University Press, 2000. ✦ Wikipedia. “Tacit Knowledge.” Referenced July 13, 2006. http://en.wikipedia. org/wiki/Tacit knowledge ✦ Wikipedia. “Knowledge Worker.” Referenced July 12, 2006. http:// en.wikipedia.org/wiki/Knowledge_worker ✦ Wikipedia. “Internet.” Referenced July 20, 2006. http
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. 7. 8. 9. 15.1 Introduction ................................................................................................259 What Is Knowledge Management (KM)? ...................................260 The Intersection of Business Metadata and Knowledge Management...................................................................261 Business Metadata and Tacit Knowledge..................................264 Building the Corporate Knowledge Base ..................................266 Knowledge Management in Practice ..........................................267 Knowledge Management and Social Issues ...........................269 Summary .......................................................................................................270 References ....................................................................................................271 C H A
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discipline of knowledge management and next, we discuss its intersection with business metadata. We also discuss issues such as the role of business metadata and tacit knowledge, and intellectual capital. Lastly, 259 260 Chapter 15 Knowledge Management and Business Metadata we discuss the impact of business metadata on social issues such as
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say, dissemination.) 264 Chapter 15 15.4 Knowledge Management and Business Metadata Business Metadata and Tacit Knowledge The relationship between knowledge management and business metadata becomes a little weak and tenuous when the discussion turns to tacit knowledge, however. Tacit knowledge does not easily lend itself to articulation and transformation into business metadata. Here’s part
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of Wikipedia’s formal definition of tacit knowledge: Tacit knowledge consists often of habits and culture that we do not recognize in ourselves. In
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the field of knowledge management the concept of tacit knowledge refers to a knowledge which is only known to you and hard to share
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with someone else, which is the opposite of the concept of explicit knowledge. (Wikipedia, “Tacit Knowledge,” 2006) Later, the same article states that tacit knowledge “involves learning and skill but not in a way that can be written down.” Business metadata is the result of articulating knowledge
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can be disseminated to a user; it is stored as data, usually in a DBMS (but can also be stored in groupware like wikis). Since tacit knowledge typically isn’t written down, it cannot be stored as business metadata unless it is made explicit knowledge. The knowledge management field is highly concerned
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with the transmission of tacit knowledge in face-to-face interactions. Nancy Dixon states that one of the three myths of knowledge sharing is that “technology can replace face-to-face
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, 2000, p. 5). So there appears to be a facet of knowledge management that cannot be articulated as business metadata. 15.4.1 Making Tacit Knowledge Explicit Tacit knowledge is therefore “know-how.” It is the ability to just know how to do something, perform a job, or notice when something does not look
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one of the biggest challenges for knowledge management and the attempt to capture business metadata is to get expert employees to be able to express tacit knowledge; if it can be articulated, it can be put in a business metadata knowledge base. Sometimes just the act of socialization can drive out
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tacit knowledge, concretize it, and create the necessary artifacts to add to a knowledge base. The nice thing about collaboration and groupware is their ability to create
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the socialization process, so that you can actually see where the ideas came from, as they were incubated, in the process of creation. However, some tacit knowledge requires face-to-face interaction. Sometimes the act of explaining one’s job to someone else, and the rationale used, can make
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tacit knowledge too explicit. In the face-to-face case, it is critical that the notes that are taken can be made useful at a later time.
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These notes become business metadata. 15.4 Business Metadata and Tacit Knowledge 265 The process, therefore, of how junior employees learn the job—mentoring— should be considered fertile ground for business metadata capture. 15.4.1.1
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they need to be well written and managed if they are to be useful to the enterprise. 15.4.2 The Knowledge-Sharing Environment: Nurturing Tacit Knowledge Transfer The discipline of knowledge management focuses on the environment of knowledge sharing and methods of knowledge transfer, with heavy (and sometimes exclusive) focus on
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face-to-face interactions. Understanding tacit knowledge transfer can lead to innovation, which is the premise of von Krogh, Ichijo, and Nonaka’s book, Enabling Knowledge Creation. Even though it may not
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be possible to write the tacit knowledge itself down, the factors that nurture its transfer can be written down. These factors can not only be written and recorded as business metadata, but
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: both are required for the enterprise to succeed, and both need each other. 15.9 References 271 We discussed the role of business metadata and tacit knowledge, and at first glance it appears that business metadata cannot help capture what cannot be articulated. However, business metadata could perhaps aid two aspects of
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tacit knowledge: ✦ During the mentoring process, with good note-taking, some tacit knowledge can actually be captured. ✦ Business metadata can record the factors that knowledge management has determined facilitate tacit knowledge sharing, and these factors can be turned into metrics to help the business
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.org/wiki/Knowledge_base ✦ Wikipedia. “Knowledge Management.” Referenced on November 25, 2006, http://en.wikipedia.org/wiki/Knowledge_management ✦ Wikipedia. “Tacit Knowledge.” Referenced on November 25, 2006, http:// en.wikipedia.org/wiki/Tacit_knowledge This page intentionally left blank In Summary 1. 2. 3. 4. 5. 6. 7. 8. 16.1 Introduction ................................................................................................273 The
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, 262–263 corporate dictionary example, 263 definition, 260 goals, 260–261 importance, 261 social issues graying work force, 269–270 socialization effect on knowledge, 270 tacit knowledge, see Tacit knowledge techniques, 267–268 Knowledge socialization collective intelligence, 97 experts, 97–98 groupware, 100–103, 279 knowledge management, 268, 270 technology fostering portal and collaboration
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structured and unstructured data abstraction, 230–231 examples, 231, 233 292 Index Structured metadata (Continued) integration, 230 unstructured data comparison, 221 Synonyms, resolution, 131–132 Tacit knowledge definition, 94, 264 note-taking as asset producing, 265–266 transfer nurturing, 266 Taxonomy basic rules, 73, 75 document categorization, 76 governance and taxonomy, 77
by Noam Chomsky · 4 Dec 2003
, elaborates his arguments against Willard Quine, Michael Dummett and others on such issues as the indeterminacy of translation, public versus private language, the nature of tacit knowledge xiv Foreword and the status of linguistic “rules”. Chomsky takes simple syntactic examples which have featured widely in the technical literature and uses them to
by Cesar Hidalgo · 1 Jun 2015 · 242pp · 68,019 words
human flesh, not the practical uses of knowledge and knowhow embodied implicitly in items. In academic circles this humanly embodied knowledge is referred to as “tacit” knowledge when it involves knowhow that cannot be explicitly described. As the Hungarian polymath Michael Polanyi cleverly noted, often “we know more than we can tell
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. They are based on knowhow and detailed knowledge of the abilities of others who possess similar or complementary skills. Knowhow typically involves a kind of tacit knowledge that is difficult to codify.”4 To grab on to the tacitness of knowledge or knowhow and its relevance for economic life, imagine that you
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. For those familiar with the literature, I will be building on the distinction between explicit and tacit knowledge advanced half a century ago by Michael Polanyi. I will be using the word knowhow to describe tacit knowledge, as I prefer using two distinct nouns to denote two different concepts instead of using the same
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I recommend Harry Collins, Tacit and Explicit Knowledge (Chicago: University of Chicago Press, 2010). There, Collins divides tacit knowledge into relational tacit knowledge, which includes what we could describe in principle but often fail to describe; somatic tacit knowledge, which relates to things we can do with our bodies but cannot describe (such as riding a
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bike); and collective tacit knowledge, which involves knowledge that draws meaning from social interactions, such as the rules for language. 4. This quote can be found in the biography of
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Economic Change [Cambridge, MA: Harvard University Press, 1982]) and emphasizes the tacit nature of the knowledge embedded in firms, the ability of firms to absorb tacit knowledge, and the recombination of knowledge, which is inspired by ideas from Schumpeter (for example, Joseph A. Schumpeter, The Theory of Economic Development: An Inquiry into
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(Garden City, NY: Doubleday, 1966), 4. 4. Walter Powell, “Neither Market nor Hierarchy,” Research in Organizational Behavior 12 (1990): 295–336. A detailed discussion of tacit knowledge can be found in Richard R. Nelson and Sidney G. Winter, An Evolutionary Theory of Economic Change (Cambridge, MA: Harvard University Press, 1982), ch. 4
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Steady state of non-equilibrium system, 29–31 origin of information and, 28–30 Stock, diversity vs., 152–154, 162 Study of Disadvantaged Youth, 113 Tacit knowledge, knowhow and, 78, 80 Tasmanians, 169–170 Teams, physical embodiment of knowledge/knowhow in, 73–74 Technological transfer, 143 Technologies, social networks and, 44 Tesla
by Noam Chomsky and Mitsou Ronat · 26 Jul 2011
new terminology. Then we will be able to explain explicit knowledge of certain facts by showing how these cases are related to the system of “tacit knowledge.”21 I doubt that this question can be settled by consideration of “ordinary usage,” which seems to me vague and inexplicit at just the crucial
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Hook, 1969. Gramsci, Antonio. 1957. The Modern Prince & Other Writings. Trans. Louis Marks. New York: International Publishers. Graves, Christina, Jerrold J. Katz, et al. 1973. “Tacit Knowledge.” Journal of Philosophy 70:318–30. Greenfield, Patricia M., Karen Nelson, and Elliot Saltzman. 1972. “The Development of Rulebound Strategies for Manipulating Seriated Cups: A
by Adrian Johns · 5 Jan 2010 · 636pp · 202,284 words
to intellectual property anxieties, such claims today bring to mind the work of the chemist and philosopher Michael Polanyi, who maintained that research rested on tacit knowledge and therefore could not be subjected to planning. But his work should not be shorn from those ties. A chemist and refugee from Nazism, in
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in those roles redounded to the benefit of all. Polanyi insisted that research itself was similarly not a matter of methodological rules, but rather of “tacit knowledge.” That is, it rested on ineffable techniques, preferences, and norms that together resembled a tradition more than a rational system. For that reason, while Hayek
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recognized the strength of the assumption that “pioneer” inventions needed patents. But that assumption, he insisted, was false. If research was truly a matter of tacit knowledge, then no algorithm could exist to predict even probabilistically which candidate discoveries or inventions would succeed. There was no such thing as “commercially justified” investment
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in a realm dominated by patent pools. It was the centrality of this concern that led him to his convictions about the central importance of tacit knowledge. It also led Polanyi to argue that science and intellectual property were fundamentally incompatible, and that patenting must be abolished. Taking up claims from Plant
by David Wootton · 7 Dec 2015 · 1,197pp · 304,245 words
Sexes: The Social Destruction of a Physical Phenomenon’. Social Studies of Science 11 (1981): 33–62. ———. ‘Tacit Knowledge, Trust and the Q of Sapphire’. Social Studies of Science 31 (2001): 71–85. ———. ‘The TEA Set: Tacit Knowledge and Scientific Networks’. Social Studies of Science 4 (1974): 165–85. Collinson, Patrick. ‘The Monarchical Republic of
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that replication was a social artefact turns out to be false. On replication as requiring a transfer of tacit knowledge which ensures that it is (almost) never truly independent: Collins, ‘The TEA Set’ (1974); Collins, ‘Tacit Knowledge, Trust and the Q of Sapphire’ (2001); and Pinch in Labinger & Collins (eds.), The One Culture? (2001
by John Darwin · 23 Sep 2009
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by Anson-QA
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