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Journal articles on the topic 'Tacit Knowledge'

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Published: 4 June 2021
Last updated: 1 June 2024

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1

Kaul, Theodore J. "tacit Groups and Tacit Knowledge." Contemporary Psychology: A Journal of Reviews 31, no. 1 (January 1986): 39–40. http://dx.doi.org/10.1037/024419.

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2

Yu, Zhenhua. "Tacit Knowledge." Tradition and Discovery: The Polanyi Society Periodical 33, no. 3 (2006): 9–25. http://dx.doi.org/10.5840/traddisc2006/200733337.

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3

Taylor, Hazel. "Tacit Knowledge." International Journal of Knowledge Management 3, no. 3 (July 2007): 60–73. http://dx.doi.org/10.4018/jkm.2007070104.

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4

Reeves, Brent N., and Frank Shipman. "Tacit knowledge." ACM SIGOIS Bulletin 17, no. 3 (December 1996): 24–33. http://dx.doi.org/10.1145/242206.242212.

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5

Miller, Alexander. "Tacit Knowledge." International Journal of Philosophical Studies 22, no. 4 (August 8, 2014): 630–35. http://dx.doi.org/10.1080/09672559.2014.948716.

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6

Howells, Jeremy. "Tacit knowledge." Technology Analysis & Strategic Management 8, no. 2 (January 1996): 91–106. http://dx.doi.org/10.1080/09537329608524237.

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7

Watson, Rod. "Tacit Knowledge." Theory, Culture & Society 23, no. 2-3 (May 2006): 208–10. http://dx.doi.org/10.1177/026327640602300244.

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8

Walker, Alexander Muir. "Tacit knowledge." European Journal of Epidemiology 32, no. 4 (April 2017): 261–67. http://dx.doi.org/10.1007/s10654-017-0256-9.

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9

Imanda, Rahmi. "Review Knowledge Manajemen dan Tacit Knowledge Dalam Manufaktur." Prosiding Seminar Nasional Teknoka 4 (December 30, 2019): I04—I110. http://dx.doi.org/10.22236/teknoka.v4i0.4214.

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Saat ini pengetahuan menjadi sebuah asset dalam suatu organisaisi. Dalam manajemen pegetahuan terdapat dua macam pengetahuan yaitu pengetahuan tacit dan pengetahuan eksplisit. Sebuah studi menyatakan bahwa pengetahuan tacit merupakan isu yang sangat penting dalam memanajemen pengetahuan di dalam organisasi. Penelitian ini dilakukan untuk meneliti hubungan antara pengethuan tacit dalam aspek manufaktur, dengan research question “Bagaimana pengetahuan tacit berpengaruh dalam aspek manufaktur”. Tujuan dari penelitian ini adalh untuk mendapatkan pemahaman terkait pengetahuan tacit dalam aspek manufaktur.
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10

Alony, Irit, Greg Whymark, and Michael Jones. "Sharing Tacit Knowledge:." Informing Science: The International Journal of an Emerging Transdiscipline 10 (2007): 041–59. http://dx.doi.org/10.28945/455.

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11

Collins, Harry. "Analysing Tacit Knowledge." Tradition and Discovery: The Polanyi Society Periodical 38, no. 1 (2011): 38–42. http://dx.doi.org/10.5840/traddisc2011/201238110.

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12

Jabar. "Tacit Knowledge Codification." Journal of Computer Science 6, no. 10 (October 1, 2010): 1170–76. http://dx.doi.org/10.3844/jcssp.2010.1170.1176.

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13

Ribeiro, Rodrigo. "Tacit knowledge management." Phenomenology and the Cognitive Sciences 12, no. 2 (January 22, 2012): 337–66. http://dx.doi.org/10.1007/s11097-011-9251-x.

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14

Stokvik, Hanne, Daniel Adriaenssen, and Jon-Arild Johannessen. "Tacit knowledge, organizational learning and innovation in organizations." Problems and Perspectives in Management 14, no. 3 (September 6, 2016): 246–55. http://dx.doi.org/10.21511/ppm.14(3-1).2016.11.

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Problem: We don’t know how tacit knowledge, organizational learning and innovation are linked. Research question: What is the relation between tacit knowledge, organizational learning and innovation? Methodology: Conceptual generalizing. Purpose: To create a link between tacit knowledge, organizational learning and innovation. Contribution: 1. The authors develop a typology for tacit knowledge and organizational learning that may help us to understand the interaction between different types of tacit knowledge, organizational learning and innovation. 2. The research of the authors shows that tacit knowledge may be said to have three faces: one conservative that limits the continuous improvement process, a second that guards an organization against imitation, and a third that promotes innovation. 3. The authors develop a theory, i.e., a system of propositions related to how do different types of tacit knowledge and organizational learning influence innovation? Keywords: tacit knowledge, organizational learning, innovation. JEL Classification: M10
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15

Hugo-Burrows, M. M. "Converting tacit knowledge into explicit knowledge in organisations." Communicare: Journal for Communication Studies in Africa 21, no. 1 (October 31, 2022): 61–81. http://dx.doi.org/10.36615/jcsa.v21i1.1830.

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Business organisations are increasingly viewing knowledge as their most valuable andstrategic resource to remain competitive. Every organisation has both explicit knowledge,referring to carefully analysed and defined knowledge, and tacit knowledge, referringto complex knowledge, difficult to specify and often unrecorded. Tacit knowledgebecomes embedded in an individual's personal expertise and cannot be expressed throughthe normal use of words. But it is precisely the tacit knowledge that often delivers asustainable competitive advantage, as it is this part that competitors have difficultyin replicating. Many organisations are realizing that they must explicitly manage their knowledgeresources and capabilities, and they have initiated a range of knowledge managementprogrammes. An important managerial responsibility resides in managing the knowledgetransfercontext, including the assessment of all knowledge possessed by a firm. Thisnecessitates the conversion of tacit knowledge into explicit knowledge. This article looks at the tacit knowledge literature and focuses on the existing methods of converting tacit knowledge into implicit knowledge in organisations. A pilot surveyon existing tacit knowledge articulation in a large South African province is discussed.This has pointed towards a more comprehensive research project, with the aim ofproviding a model for tacit knowledge communication strategies in South Africanmulticultural firms.
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16

Pang, Haoran. "Discussing "Tacit Knowledge" Again." Journal of Education, Humanities and Social Sciences 14 (May 30, 2023): 65–70. http://dx.doi.org/10.54097/ehss.v14i.8798.

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The definition of tacit knowledge is a widely discussed topic, and scholars from different fields and disciplines have provided varying interpretations and definitions. Generally speaking, tacit knowledge refers to knowledge that is difficult to articulate, teach, and express within an individual. However, there is no consensus on the specific definition of tacit knowledge. As research on tacit knowledge deepens, the concept of tacit knowledge becomes more extensive and profound, requiring further refinement and development of its definition. This article integrates existing definitions of tacit knowledge and constructs a tacit knowledge continuum based on the degree of explicitness and socialization. With the introduction of explicitness, various knowledge systems are classified. Finally, the difference between hidden knowledge and tacit knowledge is clarified.
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17

Lejeune, Michel. "Tacit Knowledge: Revisiting the epistemology of knowledge." Articles 46, no. 1 (August 29, 2011): 91–105. http://dx.doi.org/10.7202/1005671ar.

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The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of expressing it in words call into question the very foundation of the notion of competency and its value in education. What parameters might be used to clarify tacit knowledge and its place within so-called “organizational” knowledge? Certain characteristics of tacit knowledge may contribute new considerations to the ongoing debate as to the true nature of competency.
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18

Rachmawati, Ani Wahyu. "Socialization Model of Tacit-Tacit Transfer Knowledge through Appreciative Inquiry Approach." International Journal of Management, Entrepreneurship, Social Sciences, and Humanities 1, no. 1 (April 20, 2018): 14. http://dx.doi.org/10.31098/ijmesh.v1i1.14.

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The aims of study is to describe combination of two big theory between Socialization model of tacit-tacit transfer knowledge and appreciative inquiry approach conceptually. This research idea comes to find better ways in tacit-tacit transfer of knowledge in knowledge management theory. This research is conceptual research and the limitation is about empirical study itself. The result of conceptual paper combine the process of tacit-tacit tansfer knowledge and appreciate inquiry in mental model, creative dialogue and develop mutual trust. Appreciative inquiry as a method to increase positive sense in tranfer knowlegde can be applied in tacit-tacit transfer knowledge phase in SECI Model.
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Rachmawati, Ani Wahyu. "Socialization Model of Tacit-Tacit Transfer Knowledge through Appreciative Inquiry Approach." International Journal of Management, Entrepreneurship, Social Science and Humanities 1, no. 1 (June 27, 2017): 7–14. http://dx.doi.org/10.31098/ijmesh.v1i1.4.

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The aims of study is to describe combination of two big theory between Socialization model of tacit-tacit transfer knowledge and appreciative inquiry approach conceptually. This research idea comes to find better ways in tacit-tacit transfer of knowledge in knowledge management theory. This research is conceptual research and the limitation is about empirical study itself. The result of conceptual paper combine the process of tacit-tacit tansfer knowledge and appreciate inquiry in mental model, creative dialogue and develop mutual trust. Appreciative inquiry as a method to increase positive sense in tranfer knowlegde can be applied in tacit-tacit transfer knowledge phase in SECI Model.
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20

Collins, Harry. "Bicycling on the Moon: Collective Tacit Knowledge and Somatic-limit Tacit Knowledge." Organization Studies 28, no. 2 (September 13, 2006): 257–62. http://dx.doi.org/10.1177/0170840606073759.

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The idea of tacit knowledge plays an important role in many areas of academic debate, not least automation and its role in management. Here it is shown that tacit knowledge comes in two distinct types, with different causes and consequences. The first kind, ‘somatic-limit tacit knowledge’, has to do with the limitations of the human body and brain and has no consequences for encoding knowledge into machines. The second kind, ‘collective tacit knowledge’, is more ‘ontological’ than biological, having to do with its location in the social collectivity. Here the human body and brain’s unique capacity gives it special access to the tacit knowledge; known and foreseeable machines do not have this capacity.
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21

Venkatesh, Aruna. "Facilitating Tacit Knowledge Construction." Cubic Journal, no. 4 (November 1, 2021): 122–27. http://dx.doi.org/10.31182/cubic.2021.4.043.

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Design knowledge, for its most part, is tacit. The embedded and inherent nature of tacit knowledge implies that it is a cognitive and internal construct acquired through the design act of doing. However, it is also socially constructed through shared experiences, collaborations and interactions. The design studio is a dynamic, pedagogical site that facilitates the construction of tacit knowledge through its myriad of interactive spaces. Online and virtual platforms offer opportunities to extend the learning boundaries of its social realm. Studies in the influence of these spaces on tacit knowledge construction are currently insufficient. An interpretive study was conducted in different studio environments within the Environment and Interior Design discipline of the School of Design, The Hong Kong Polytechnic University to further the understanding of tacit knowledge construction in blended learning environments.
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22

OĞUZ, FUAT. "Hayek on tacit knowledge." Journal of Institutional Economics 6, no. 2 (May 6, 2010): 145–65. http://dx.doi.org/10.1017/s1744137409990312.

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Abstract:This paper discusses the place of ‘tacit knowledge’ in Hayek's writings. How did Hayek understand tacit knowledge? How did his understanding change through time? I address these questions and follow the change in Hayek's works from skills and techniques of thought in the 1930s to the use of ‘tacit knowledge’ in the1960s. Hayek uses Polanyi's concept in many writings, but remains short of approving its implications. The paper emphasizes that while Hayek was quite aware of the differences between tacit knowing and knowing-how, he was not keen to stress the divergence. In the end, I offer some potential explanations for this preference.
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23

Spender, J. C., Philippe Baumard, and Samantha Wauchope. "Tacit Knowledge in Organizations." Academy of Management Review 25, no. 2 (April 2000): 443. http://dx.doi.org/10.2307/259026.

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24

Kaur, Arvinder, and Hardeep Singh. "Innovation and Tacit Knowledge." Prabandhan: Indian Journal of Management 3, no. 5 (May 1, 2010): 12. http://dx.doi.org/10.17010//2010/v3i5/61131.

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Kaur, Arvinder, and Hardeep Singh. "Innovation and Tacit Knowledge." Prabandhan: Indian Journal of Management 3, no. 5 (May 1, 2010): 12. http://dx.doi.org/10.17010/pijom/2010/v3i5/61131.

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26

Moorman, Jere. "Tacit Knowledge in Organizations." Tradition and Discovery: The Polanyi Society Periodical 29, no. 2 (2002): 55. http://dx.doi.org/10.5840/traddisc2002/200329228.

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27

Desouza, Kevin C. "Facilitating tacit knowledge exchange." Communications of the ACM 46, no. 6 (June 2003): 85–88. http://dx.doi.org/10.1145/777313.777317.

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28

Cuomo, Serafina. "Tacit Knowledge in Vitruvius." Arethusa 49, no. 2 (2016): 125–43. http://dx.doi.org/10.1353/are.2016.0013.

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29

Carlsson, Gunilla, Nancy Drew, Karin Dahlberg, and Kim Lützen. "Uncovering tacit caring knowledge." Nursing Philosophy 3, no. 2 (July 2002): 144–51. http://dx.doi.org/10.1046/j.1466-769x.2002.00092.x.

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30

Haefliger, Stefan. "Tacit Knowledge in Organisations." Innovation 5, no. 2-3 (November 2003): 286–87. http://dx.doi.org/10.5172/impp.2003.5.2-3.286.

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31

Büssing, André, Britta Herbig, and Thomas Ewert. "Intuition as tacit knowledge." Pflege 13, no. 5 (October 1, 2000): 291–96. http://dx.doi.org/10.1024/1012-5302.13.5.291.

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In dem Artikel werden die Begriffe Intuition, implizites Wissen und Erfahrung in Zusammenhang gebracht und in ihrer Bedeutung für die Krankenpflege dargestellt. Es wird eine empirische Untersuchung mit 16 erfahrenen Krankenpflegekräften vorgestellt, bei der in einer simulierten kritischen Pflegesituation gehandelt werden musste. Ausgehend von diesem Handeln wurde eine Methode zur Explikation des handlungsleitenden impliziten Wissens entwickelt, so dass eine nähere Betrachtung dieses Wissen ermöglicht wird. Die Ergebnisse untermauern die Annahme, die vielen in der Praxis Tätigen geläufig ist, nämlich, dass Intuition eine nicht zu unterschätzende Ressource bei der pflegerischen Arbeit darstellt. Gleichzeitig wird jedoch davor gewarnt, immer und in jedem Fall Intuition und implizites Wissen als positiv zu bewerten. Diese differentielle Betrachtungsweise wird mit Blick auf Konsequenzen für die Praxis diskutiert.
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32

Robins, Sarah. "Mindreading and tacit knowledge." Cognitive Systems Research 28 (June 2014): 1–11. http://dx.doi.org/10.1016/j.cogsys.2013.07.002.

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33

Göranzon, Bo. "Tacit knowledge and risks." AI & SOCIETY 21, no. 4 (February 27, 2007): 429–42. http://dx.doi.org/10.1007/s00146-007-0086-5.

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34

Natek, Srečko, and Dušan Lesjak. "Knowledge management systems and tacit knowledge." International Journal of Innovation and Learning 29, no. 2 (2021): 166. http://dx.doi.org/10.1504/ijil.2021.112994.

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Lesjak, Dušan, and Srečko Natek. "Knowledge management systems and tacit knowledge." International Journal of Innovation and Learning 29, no. 2 (2021): 166. http://dx.doi.org/10.1504/ijil.2021.10034239.

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36

MURATA, Yoshimi. "From Tacit Knowledge to Explicit Knowledge." Journal of the Society of Mechanical Engineers 118, no. 1156 (2015): 134–35. http://dx.doi.org/10.1299/jsmemag.118.1156_134.

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37

Josephine Oranga. "Tacit Knowledge Transfer and Sharing: Characteristics and Benefits of Tacit & Explicit Knowledge." Journal of Accounting Research, Utility Finance and Digital Assets 2, no. 2 (October 30, 2023): 736–40. http://dx.doi.org/10.54443/jaruda.v2i2.103.

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Knowledge is generally divided into two: Explicit (articulate) and Tacit. This article thus, explores the concept of tacit knowledge and the role that it plays in learning institutions and business organizations. Evidently, tacit knowledge is linked to knowledge management and as such, the world should utilize it for resilience-building and sustainable development. Notably, due to its complex nature, acquiring and extracting tacit knowledge is not easy as it is an unspoken, unwritten and hidden in people and ultimately leads to the well-being and success of individuals in society. Accordingly, tacit knowledge is very personalised, contextual and hard to communicate or transfer from one person to another by the process of verbal expression or writing and is generally made up of values, perceptions and beliefs. It is obtainable and transferrable through direct interaction amongst individuals and their environments. This paper, thus, explores tacit knowledge and assesses its role and significance in the advancement, enhancement and sustenance of learning and performances in business organisations and learning institutions. Accordingly, approximately 90% of the total knowledge in an organization is held in tacit form, ultimately, impacting the overall output and effectiveness of institutions and organizations.
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Bordum, Anders. "From tacit knowing to tacit knowledge - emancipation or ideology?" Critical Quarterly 44, no. 3 (October 2002): 50–54. http://dx.doi.org/10.1111/1467-8705.00431.

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39

Muñoz, Cristian A., Simon Mosey, and Martin Binks. "The tacit mystery: reconciling different approaches to tacit knowledge." Knowledge Management Research & Practice 13, no. 3 (August 2015): 289–98. http://dx.doi.org/10.1057/kmrp.2013.50.

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40

Maslanov, Evgeniy V., and Artem M. Feigelman. "Tacit Knowledge in Internet Communication: Interface as a Machine for Tacit Knowledge Production." Vestnik Tomskogo gosudarstvennogo universiteta, no. 460 (2020): 77–83. http://dx.doi.org/10.17223/15617793/460/9.

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The article aims to analyze the use of tacit knowledge in Internet communication. The authors note that the use of new information and communication technologies and communication platforms plays a special role in modern Internet communication. To identify the specifics of the formation of Internet communication, the authors consider communication platforms as “hybrids”, which include actions of many actors existing in different registers: actions of programmers and various participants in the communication platform; lines of program code; many servers; communication devices of individual users; wires and electromagnetic waves, making it possible to transmit a signal; content that exists at the platform. On this basis, the authors infer that platform users participating in communication are always limited by the mechanisms of its functioning. The analysis of the functioning of interfaces, carried out on the basis of the concept of instrumentality by M. Heidegger, made it possible to conclude that interfaces act not only as tools. They become structures that allow the formation of the users’ “lifeworld”, as well as their behavioral habits. This conclusion was confirmed by a study of the functioning of such communication platforms as Facebook, VK, Instagram. A case study showed that the most important condition for the successful creation of ICT “hybrids” is the formation of user habits and skills of interaction with the interface. As a result of the analysis, the authors infer that the use of tacit knowledge plays a special role in this process. In the analysis of this knowledge, the authors rely on M. Polanyi’s concept and its development in G. Collins’s works that specify “relative” implicit knowledge, “somatic implicit knowledge” and “collective tacit knowledge”. The authors reveal the specifics of the use of implicit knowledge in Internet communication. As a result, they infer that “relational” implicit knowledge is always present in ICT “hybrids” in an explicit form. At this stage of technological development, “somatic” tacit knowledge is not represented in hybrids at all because a person does not yet have a specific experience of being physically in such digital spaces. However, based on the analysis of communication platforms, it can be concluded that the interface can be represented as a “machine” for the production of “collective tacit knowledge”, which allows transforming the experience of participants in Internet communication. A convenient interface for the production of “collective tacit knowledge” helps users to create new meanings and values, while a poorly perceived interface forces users to look for other ways of Internet communication. Hence, the authors conclude that the interface in communication platforms forms the mechanisms for transforming user experience and enables them to independently establish rules of behavior and problem solving within the framework of Internet communication, that is, to create specific conditions for the production of “collective tacit knowledge”.
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41

Insch, Gary S., Nancy McIntyre, and David Dawley. "Tacit Knowledge: A Refinement and Empirical Test of the Academic Tacit Knowledge Scale." Journal of Psychology 142, no. 6 (November 2008): 561–80. http://dx.doi.org/10.3200/jrlp.142.6.561-580.

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42

Indriani, Made Novia, I. Nyoman Arya Thanaya, Nyoman Yudha Astana, and A. A. Gde Agung Yana. "Knowledge Sharing In Perspective Of Tri Kaya Parisudha And Its Effect On Value Engineering Construction Projects." International Journal of Engineering and Emerging Technology 5, no. 1 (July 28, 2020): 61. http://dx.doi.org/10.24843/ijeet.2020.v05.i01.p12.

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Abstract Knowledge is the implementation of information and is convinced can be used for decision making. In this 21st century the success of an organization depends very much on the knowledge they have and how to utilize existing knowledge. The objectives of the research are to know and understand the effect of tacit knowledge and explicit knowledge in the Tri kaya Parisudha perspective on the value engineering of construction projects and to know and understand the influence of explicit knowledge mediating the relationship of tacit knowledge to the value engineering of construction projects. Quantitative analysis used is multivariate analysis using structural equation modeling or SEM with a variance-based or component-based approach called PLS (Partial Least Square). Tacit knowlege in manacika perspective significantly influences explicit knowledge in wacika and kayika perspectives, as well as tacit knowlege and explicit knowledge in manacika, wacika and kayika perspectives significantly influence construction project value engineering. Whereas explicit knowledge partially mediates between tacit knowledge to value engineering on construction project. Index Terms— Knowledge sharing, Tri Kaya Parisudha, Value engineering, Construction projects.
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Toro, Prof Ms Ulka, and Dr Milind Joshi. "Tacit to Tacit Knowledge Sharing using ICT In Higher Education." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 10, no. 7 (September 30, 2015): 2318–22. http://dx.doi.org/10.24297/ijmit.v10i7.596.

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The creation and transfer of tacit to tacit knowledge is very important in higher education. Tacit knowledge is non-linguistic, non-numerical form of knowledge that is highly personal and context specific and deeply rooted in individual experiences, ideas, values and emotions. Since tacit knowledge cannot be specified in detail and is revealed through practice, it cannot be transmitted by prescription but can be transferred only by example or observation. Nonaka’s SECI model emphasizes on tacit to tacit knowledge called as socialization. Higher education institutions are main knowledge intensive organizations. The existing research focuses on importance and sharing of tacit knowledge in higher education using different ICT tools and techniques . In order to promote lifelong learning using tacit knowledge , use of informal environment is recommended.
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44

Garrick, John, and Andrew Chan. "Knowledge management and professional experience: the uneasy dynamics between tacit knowledge and performativity in organizations." Journal of Knowledge Management 21, no. 4 (July 10, 2017): 872–84. http://dx.doi.org/10.1108/jkm-02-2017-0058.

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Purpose This paper interrogates the relationships between tacit knowledge (of professionals) and performance measurement regimes (of post-modern organizations). Drawing on Polanyi’s (1958, 1968) ideas about tacit knowledge and Lyotard’s (1984) theory of performativity with regard to criteria such as profit-performance the applicability and relevance of tacit, working knowledge in the internet age is assessed. The paper examines: the effects of context on knowledge management (KM); tacit knowledge and performativity around the production, validation and assessment of knowledge within organizations; KM and the mercantilization of knowledge and critical questions as to how performativity impacts tacit knowledge and KM in the digital era. Design/methodology/approach The paper deconstructs popular and fashionable narratives around tacit knowledge and KM to critically appraise approaches to knowledge construction and transfer in contemporary and commercial contexts. The study draws on various specific critical incidents in commercial practice to assess where (and why) things went wrong with KM practices in the aftermath of the global financial crisis and in more recent attempts at large scale corporate fraud. Findings KM should not trade exclusively in instrumentalized, performative knowledge. Tacit knowledge involves a sense of what is going on and this is not easily measured or codified. Experiential understanding of what is required when engaging with clients, colleagues, senior partners, other businesses (and cultures) and the political contexts in which employees work is central to tacit knowledge. So too are performance measures and reward systems and herein lies the “uneasy dynamic”. The nature of any transfer of tacit knowledge is problematic, but such employee know-how remains critical to organizational performance and validating the use-value of knowledge for the purposes of KM. Originality/value Researchers have used the theories of Polanyi and Lyotard, but rarely combined them to investigate KM practices critically in post-modern organizations. By using the two theories, this paper critically examines the contemporary construction of tacit knowledge from perspectives that include the different discourses and localized practices through which it is produced and consumed.
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45

Jamila Lestyowati, Aniek Juliarini,. "Building Knowledge Management Through the Tacit Knowledge Video." Psychology and Education Journal 58, no. 2 (February 10, 2021): 4574–86. http://dx.doi.org/10.17762/pae.v58i2.2846.

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One of the things done in the knowledge management is making tacit knowledge videos. This study aims to: (1) analyze the process of tacit knowledge video production; (2) analyze the obstacles faced in making tacit knowledge videos; (3) find a solution to the obstacles encountered in making video tacit knowledge. The method used is the action research method where the authors conducted this research themselves, and then analyzed in a descriptive qualitative manner. The study uses primary and secondary data in the form of processes and experiences conducted by researchers, literature study, and video searching on Kemenkeu Learning Center (KLC). The results showed that the making of video through a series of processes, which are pre-production, production, post-production, evaluation, and uploading on KLC. The obstacle of making videos is because there is no clarity of the deadline for completing the work in the quality control stage and the lack of Widyaiswara's ability to make videos. The results of this action research can be copied by other parties who will do similar research. Another important finding from this research is the need for employees with special expertise in the video making.
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46

Mahmood, Ayyaz, Tasmin R, Bilal Saeed, Mai Nguyen, and Aamer Hafeez. "Motivating Tacit Knowledge Sharing: The Role of Perceived Value of Knowledge and Organizational Citizenship Behavior." International Journal of Professional Business Review 8, no. 11 (November 29, 2023): e03892. http://dx.doi.org/10.26668/businessreview/2023.v8i11.3892.

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Purpose: This study investigates the challenge of retaining and sharing tacit knowledge during employee transitions in organizations, with a specific focus on software developers' motivations. We examine two key motivational beliefs: the perceived value of knowledge and organizational citizenship behavior (OCB), and their influence on sharing intentions. Additionally, we explore how these beliefs shape attitudes, subsequently affecting intentions regarding tacit knowledge sharing. Theoretical Framework: Grounded in the Theory of Reasoned Action (TRA), our research underscores the pivotal role of beliefs in shaping attitudes and intentions related to tacit knowledge sharing. Beliefs, encompassing the Perceived Value of Knowledge and OCB, play a significant role in molding attitudes. Using structural equation modeling, we analyze data collected from 197 software developers, employing confirmatory factor analysis to validate our measurement model and structural model analysis to explore relationships. Findings: Our findings indicate that software developers are indeed willing to share their tacit knowledge, with their willingness positively influenced by the perceived value of tacit knowledge and engagement in OCB. Attitudes towards sharing tacit knowledge act as mediators in the relationship between these beliefs and sharing intentions. Implications: In practical terms, organizations can foster tacit knowledge sharing by promoting positive attitudes, recognizing knowledge's perceived value, and cultivating a culture that encourages OCB. This facilitates a conducive environment for sharing, further enhanced by acknowledging and rewarding employees who exhibit OCB. Theoretical implications align with the Theory of Reasoned Action, emphasizing the role of attitude in shaping intentions. Our research contributes uniquely by exploring the underrepresented relationship between perceived knowledge value and tacit knowledge sharing, introducing a novel approach by examining the combined impact of OCB and perceived value. These insights are valuable for organizations looking to cultivate a culture of tacit knowledge sharing, driving innovation and enhancing performance.
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47

Zhernov, Evgeny. "Ends and Means of Knowledge Management: Tacit Knowledge to Explicit Knowledge Conversion." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2023, no. 1 (April 4, 2023): 63–73. http://dx.doi.org/10.21603/2500-3372-2023-8-1-63-73.

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The author interprets conversion of tacit knowledge into explicit knowledge as means-end of knowledge management. The subject of the article is tacit knowledge owned by an employee. The purpose is to reveal the reason for the conversion of non-formalized knowledge of employees to formalized knowledge of a firm. For the knowledge-based production, it is not necessary to formalize all knowledge. The conversion of non-formalized knowledge of employees to formalized knowledge of the organization is one of the functional goals of the firm owner, necessary to obtain stable profit without the direct participation of employees, as well as an end in itself for knowledge managers. The study can serve as a starting point for continuing scientific research in the field of tacit knowledge and as theoretical basis for the development of practical measures for using the knowledge of employees with due respect to their legitimate interests and rights.
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48

Avdimiotis, Spyros. "Tacit Knowledge Management Within Hospitality Establishments." International Journal of Knowledge Management 12, no. 3 (July 2016): 15–29. http://dx.doi.org/10.4018/ijkm.2016070102.

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Tacit knowledge is a concept developed in connection with knowledge management research field. It is acknowledged as the cornerstone of competitive advantage; however, merely its possession does not guarantee an edge in fierce competition. Even though tacit knowledge holds a dominative role towards labor efficiency, productivity and innovation, the subject of tacit knowledge acquisition and transfer has been rather unexploited, mostly due to its intrinsic, highly personal and seamlessly bonded to holder's personality, attributes. The purpose of the article is to contribute to the exploitation of the embedded tacit knowledge of employees in hospitality establishments, a sector where the employment of tacit knowledge has to be extensive and foremost, capitalizing the maximum of personnel competences. Moreover, the paper correlates tacit knowledge acquisition and transfer, with behaviors stemming from a working environment where task assignment is adjusted to employees personal characteristics. Towards this goal, research hypotheses were built and tested, using SEM Methodology.
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Souto, Patrícia Cristina do Nascimento. "Using the tacit dimension of knowledge in creating knowledge for innovation: implications for tacit knowledge communication." International Journal of Technological Learning, Innovation and Development 6, no. 4 (2013): 303. http://dx.doi.org/10.1504/ijtlid.2013.060864.

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50

Foos, Ted, Gary Schum, and Sandra Rothenberg. "Tacit knowledge transfer and the knowledge disconnect." Journal of Knowledge Management 10, no. 1 (January 2006): 6–18. http://dx.doi.org/10.1108/13673270610650067.

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