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قديم 05-19-2014, 01:24 PM   #5

الصورة الرمزية antaumry

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افتراضي رد: Knowledge Management






8. Capturing tacit knowledge


Tacit knowledge (as opposed to formal or explicit knowledge) is the kind of knowledge that is difficult to transfer to another person by means of writing it down or verbalizing it. For example, stating to someone that London is in the United Kingdom is a piece of explicit knowledge that can be written down, transmitted, and understood by a recipient. However, the ability to speak a language, use algebra,[1] or design and use complex equipment requires all sorts of knowledge that is not always known explicitly, even by expert practitioners, and which is difficult to explicitly transfer to users.


The term “tacit knowing” or “tacit knowledge” was first introduced into philosophy by Michael Polanyi in 1958 in his magnum opus Personal Knowledge. He famously introduces the idea in his later work The Tacit Dimension with the assertion that “we can know more than we can tell.”.[2] According to him, not only is there knowledge that cannot be adequately articulated by verbal means, but also all knowledge is rooted in tacit knowledge in the strong sense of that term.


With tacit knowledge, people are not often aware of the knowledge they possess or how it can be valuable to others. Effective transfer of tacit knowledge generally requires extensive personal contact, regular interaction[3] and trust. This kind of knowledge can only be revealed through practice in a particular context and transmitted through social networks.[4] To some extent it is "captured" when the knowledge holder joins a network or a community of practice.[5]


Another example of tacit knowledge is the ability to ride a bicycle. Some examples of daily activities and tacit knowledge are: riding a bike, playing the piano, driving a car, hitting a nail with a hammer[6]


The formal knowledge of how to ride a bicycle is that in order to balance, if the bike falls to the left, one steers to the left. To turn right the rider first steers to the left, and then when the bike falls right, the rider steers to the right.[7] You may know explicitly how turning of the handle bars or steering wheel change the direction of a bike or car, but you cannot simultaneously focus on this and at the same time orientate yourself in traffic.


One of the most convincing examples of tacit knowledge is facial recognition. ‘‘We know a person’s face, and can recognize it among a thousand, indeed a million. Yet we usually cannot tell how we recognize a face we know, so most of this cannot be put into words.’’. When you see a face you are not conscious about your knowledge of the individual features (eye, nose, mouth), but you see and recognize the face as a whole



9. Strategies for knowledge transfer.


Sensitivity to diversity, an emphasis on open communication, and an understanding of the strengths and benefits of a multigenerational workforce are all competencies required of leaders operating in an organizational culture that encompasses four diverse generational cohorts.



Based on the research that I have conducted within the aerospace indus, the following implications and strategies reflect knowledge transfer initiatives that may effectively help to transfer knowledge from baby boomer engineers to Generation X engineers. These management strategies center on areas such as (a) building a knowledge sharing culture, (b) establishing mentoring programs, and (b) initiating teamwork.



Management actions can have a large influence on increasing employee engagement and affect the knowledge-sharing culture in the organization. Visible and engaged management support may enhance a knowledge-sharing culture. Management may influence employees by establishing a reason to care, a feeling employees are a part of something bigger than they are.



Employees must perceive management visibly advocates and supports the creation of the structured mentoring program. The effectiveness of the mentoring program will require management support in the form of adequate funding and work redistribution where necessary. To facilitate the exchange, the mentor and mentees should be in close physical proximity to each other.



Encourage, support, and facilitate the formation of teams within the workplace, combining members of all generations and functions whenever possible. Within the team environment, knowledge transfer and integration occurs between individuals. The result is a collective knowledge greater than any single individual could produce. Combining individuals with different and complementary skills and perspectives and achieving cooperation among them may result in the enhancement of optimal knowledge transfer if management recognizes the social or relationship aspect of team building.



 
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