Tacit Knowledge Transfer

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Tacit knowledge; Job engagement; Effect of tacit knowledge transfer

Tacit knowledge; Job engagement; Effect of tacit knowledge transfer

1.3 Hypothesis Development With the development of social productive forces and social mode of production, the world has entered into the knowledge-based economy age. Knowledge-based economy is characterized by the knowledge which is now treated as the most important element and resources for production. As shown in the review, the value of tacit knowledge lies in its role in ensuring effective communication between organizational members, and creating an environment for knowledge transfer. (You et al., 2010). It means that it we want the knowledge to create value, we should focus on the transfer of tacit knowledge. Hamel (1991) put forward that three factors would affect tacit knowledge transfer, which are the learning intention of knowledge, the capacity of suppliers and recipients, it makes us realized that “human beings” who knowledge embed in is significant, and the psychological variable-engagement of human beings is a hot research recently, so we consider to explore the relationship between job engagement and the effect of tacit knowledge transfer, The aim of our investigation is to find some ways to promote the tacit knowledge transfer.
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Tacit knowledge transfer in family business succession

Tacit knowledge transfer in family business succession

evidenced by the founder and successor using similar or the same mental models to describe their approach to the business. The summary of findings in Table 4.3 points out that the nature of the trust differed between family and non-family successors. With family successors the trust was commonly assumed and was connected to the family embedded trust. Non-family successors developed trust after they joined the business, during the period before and after they were identified as the successor. In each case there was evidence of tacit knowledge transfer from the founder to the successor (with both family and non-family successors). This is again consistent with Nonaka’s (1994) finding that trust is a necessary condition for tacit knowledge transfer. This research now points out that although tacit knowledge transfer was evident in both family and non-family successor situations, the family successors more consistently used the same language, metaphors and stories as the successors than did non-family successors, suggesting that there was a difference in the family member tacit knowledge transfer.
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Tacit Knowledge Transfer at Engineering Consulting Organizations

Tacit Knowledge Transfer at Engineering Consulting Organizations

Summary The research question of the study was: how do leaders in an engineering consulting organization facilitate the transfer of tacit knowledge among employees? In Chapter 4, I explained the setting of the research concerning the demographics and schedule for interviews. I presented the demographics of the participants drawn from the two engineering consulting organizations with operation in America that made up the multiple case study. The research question used to identify the common understanding from the findings in the areas of tacit knowledge transfer among employees. I discussed the trustworthiness and its application to the study. The chapter comprised the study results that encompassed how I generated the codes, category, and themes. In Chapter 5, I argued how the findings of this study contributed to the literature in the field of
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Tacit Knowledge Transfer and Firm Growth: An Experience-Based Approach

Tacit Knowledge Transfer and Firm Growth: An Experience-Based Approach

knowledge redundancy is a function of the difficulty involved and timed needed to transfer tacit knowledge to individuals (cf. Kogut & Zander, 1992; Teece, 1977), the findings thereby imply that the costs associated with redundancy of tacit knowledge among workers may vary based on the nature of experiences that one is exposed to during the knowledge transfer process. As such, my results suggest that the differences in tacit knowledge transfer time brought about by the nature of experiences may result in differential costs of knowledge redundancy. This idea that firms may face marginal differences in the cost of knowledge redundancy based on differential tacit knowledge transfer rates has several important implications for research on mutual knowledge. First, it implies that the cost of redundancy in settings that utilize tacit knowledge is not as uniform as insinuated by prior knowledge scholars. Second, it suggests that firms can gain marginal advantages by having the benefits of mutual knowledge along with reduced costs of redundancy if their knowledge transfer processes involve experiential
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Theory and Application of Tacit Knowledge Transfer

Theory and Application of Tacit Knowledge Transfer

1. Introduction Having taught for many years, the researchers have found that there is so much know-how that cannot be ex- plained clearly in class, such as the tacit rules in daily life that cannot be explained explicitly with words. We understand much knowledge and take it for granted but it is rather difficult for us to search for an explicit me- thod to express it, for example, hitting a golf ball with an iron club. Which angle should we take and how much force should be used to strike the ball with balancing hands in order to make it fly high and straight? It is similar to throwing a basketball. In addition to motion and force, we need to pay attention to the palms’ feel and the fingers’ touch.
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Tacit knowledge transfer in family business succession

Tacit knowledge transfer in family business succession

ABSTRACT Small business is the most common firm structure in the Canadian economy and accounts for the single largest share of economic activity. As the founders of these firms move to normal retirement age, they begin the transfer of the business to a family or non-family member. When the second generation assumes control of the firm, issues related to generational transfer of knowledge become important.

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Tacit knowledge transfer: Cross-cultural adventure

Tacit knowledge transfer: Cross-cultural adventure

Bond University, Australia We show here that adventure tourism leads to transfer of tacit knowledge between international visitors and local residents in developing destinations; and that motivations for the locals include money and employment, social capital, and individual enjoyment. Over the past half century, adventure tourism has grown from decentralised domestic outdoor recreation, to a large international commercial industry. Many tours bring urban clients from developed nations to rural areas in developing nations, where there are icon sites for specific adventure activities (Buckley, 2010).
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Knowledge ubiquity through the transfer of tacit knowledge in Australian universities

Knowledge ubiquity through the transfer of tacit knowledge in Australian universities

transfer at Australian universities. Studies of other organisations (Aurum, Daneshgar & Ward 2008; Foos, Schum & Rothenberg 2006; Riege 2007) and the ministerial view (Bishop 2006) on universities reveal that there exists a research gap in understanding the enablers and inhibitors of tacit knowledge transfer. The lack of a particular mechanism for knowledge transfer, both explicit and tacit, has prompted the author to identify ways of tacit knowledge transfer by analysing knowledge management enablers, inhibitors and processes that will aid in the creation, retention and distribution of tacit knowledge. This research will explore tacit knowledge transfer characteristics through surveys of academics in four Australian universities. It will explore and expand issues of knowledge management adoption towards improving organisational processes in different universities as previous papers have limited themselves to a marginal sample and thus provide neither a comparison nor a single model for its adoption. The research will also explore how knowledge management can be helpful in support of the sharing and creation of knowledge and how it can act as a catalyst for improved organisational processes. From both a research and applied perspective, there are negligible studies that focus on this topic especially ones that focus on tacit knowledge transfer within a university. Such a study would benefit research in tacit knowledge management and also help to eliminate confusion as to where universities should focus their knowledge management efforts for optimising performance and making tacit knowledge available for reuse.
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Job Rotation: An Effective Tool to Transfer the Tacit Knowledge within an Enterprise

Job Rotation: An Effective Tool to Transfer the Tacit Knowledge within an Enterprise

3.3. Feedback Mechanism In order to prevent the knowledge transfer behavior or results deviate from the expected goal, enterprises need to take the appropriate method to intervene the key links in the knowledge transfer management system, making the system run in the right direction. In tacit knowledge management mechanism system, three key nodes need to be evaluated. Firstly, enterprise need to evaluate whether the tacit knowledge transfer needs are satisfied, namely whether the tacit knowledge increment and innovation make up the tacit knowledge gap. If the target is not reached, then enterprise needs to check job rotation process, and adjust target position or rotators. If the knowledge gap is made up, the next step is to assess whether the key business process performance is optimized or not, that is, whether the rotator has leant the tacit knowledge and apply it into the practical work. If this didn’t happen, the reason may be the key position has been positioned in error, and enterprise needs to redefine key positions and analysis of the tacit knowledge gaps. If to this goal is reached, the third assessment phase is to analysis whether the enterprise strategic direction is supported. If the performance changes of the core business process doesn’t align with the strategic direction, the reason may be due to mistakes are made in the core busi- ness process definition, and need to decompose the strategic target again; If the strategic development goals are supported, the tacit knowledge transfer process get successful.
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Techniques and Technologies to Support the Transfer of Tacit Knowledge Among Co-located Teams

Techniques and Technologies to Support the Transfer of Tacit Knowledge Among Co-located Teams

Summary. Six case studies are examined within U.S.-based MNCs in order to gather data regarding “individual unit-to-unit knowledge transfers from US, European, and Asian subsidiaries” (Dinur, 2011, p. 252). Data are categorized into tacit and explicit types of knowledge; the tacit types are sorted further into six additional categories. Using the question “what makes this practice component tacit, or difficult to transfer?” (Dinur, 2011, p. 257) the researcher identifies the elements of best practice that are transferred, and the corresponding transfer mechanism. Mechanisms include documentation, immersion/exchange, training/interaction, short-term visit, long-distance/virtual communications, expatriate leadership, and hands-on practice. The article supports the research question through the suggestion of the author that a rich transfer channel, which involves the recipient in the transfer, is the most effective tacit knowledge transfer
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Facilitating knowledge transfer based on a resource based view of tacit knowledge stock: a skills assessment perspective

Facilitating knowledge transfer based on a resource based view of tacit knowledge stock: a skills assessment perspective

Moreover, there is a general consensus that tacit knowledge is more difficult to transfer as compared to explicit knowledge because of the challenge in codifying tacit knowledge (Inkpen and Pien 2006). Research has suggested various factors that are responsible for the success of tacit knowledge transfer, viz. peoples’ knowledge levels, interactions, and motivation for knowledge transfer, absorptive capacity and the existing knowledge stock (Gupta and Govindarajan 2000). Knowledge stock can be represented by skills ingrained within an organisation’s human resources. In our research, we refer to ‘knowledge stock’ of people in terms of their current digital skills. Digital skills are critical for all careers in today’s ICT-empowered business ecosystem (Shrestha et al. 2017). Likewise, the importance of correctly identifying peoples’ current skills to enable knowledge transfer has been highlighted by various studies (Leonard-Barton 1995; Prince et al. 2015). However, there are scant studies that investigate the measurement of peoples’ skills as knowledge stock and its link to knowledge transfer. Consequently, this research attempts to answer the research question: How can peoples’ skills be measured as tacit knowledge stock, and then subsequently enable knowledge transfer? This research question is divided into two sub questions for granularity, which are:
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TACIT KNOWLEDGE MANAGEMENT: A REVIEW

TACIT KNOWLEDGE MANAGEMENT: A REVIEW

The creativity necessary for innovation derives not only from obvious and visible expertise, but from invisible Reservoirs of experience which need to get vitalized first, before using these in the innovation process. Tacit knowledge can be gained both in and outside the organization. Inside the organisation, by deciding what existing tacit knowledge capabilities the members in the organisation carry themselves and what improvement could be made to build up the accumulated learning of the individuals and, therefore, enhance the tacit know-how competence. Outside the organisation, by trying to gain tacit knowledge and skills from other firms, through recruiting the right individuals with the requisite education or work experience, or by acquiring parts of or whole new companies, or by engaging appro- priate consultants or by building networks with other companies. It is made clear that tacit knowledge is gained and vitalised throughout all functions and stages of a company’s operations. The key degree of tacit knowledge transfer is Face-to-face interaction, close relationships formed to have informal interaction and physical demonstration of skills. Most of the Asian companies focus on face-to-face collaborative knowledge sharing, use telephone, voice-mail and real-time video conferencing to transfer tacit knowledge. As tacit knowledge is hard to communicate and express in words. So in order to disseminate it in an organization – common ground of communication between particular units, mutual trust, and analogical way of thinking is needed. “The contact zone” therefore is needed, where units can have a direct contact with one another. One of the few ways to make knowledge more accessible is to enable more conversations to take place in online environments such as forums, weblogs and wikis. In this way sharing is easier and more accessible than by more formalised processes and by making these conversations "linky" people can navigate them, point to the good stuff and build up a collective memory of what was useful.
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Tacit to Tacit Knowledge Sharing using ICT In  Higher Education

Tacit to Tacit Knowledge Sharing using ICT In Higher Education

In today‟s knowledge economy ability to manage knowledge is crucial. Knowledge has been identified as one of the most important resource that contributes to the competitive advantage of an organization. . The Knowledge is a critical organizational resource that provides a sustainable competitive advantage in a competitive and dynamic economy(Davenport & Prusak,1998). Knowledge is recognition (Know-what), capacity to act (know-how), understanding (know-why) that resides within the mind . Knowledge refers to the capacity for action i.e. “know about” and an understanding of facts , methods , principles, techniques i.e. “know how”. Knowledge includes perception, skills, training, common sense, and experience and helps to draw meaningful conclusion. Polanyi (1966) first divided the human knowledge into two dimensions : explicit and tacit dimensions. Explicit knowledge is codified knowledge that can be specified or communicated verbally or in symbolic forms such as written documents, blueprints or computer programmes. Tacit knowledge is a knowledge that a person can store inside his mind and is developed from direct experience and accomplishment . Higher education institutions are knowledge intensive organizations. These institutions require to obtain, store, share, utilize and generate knowledge so as to train and educate the students effectively (Ozmen, 2010). The whole process of education involves acquisition and transfer of knowledge from one source to another. In higher education to acquire knowledge from different sources and disseminate it to the students is regular practise. By considering the importance of tacit knowledge in higher education, author tried to investigate how tacit knowledge is applicable in every facet of higher education and use of ICT tools and technologies for tacit knowledge transfer in higher education.
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Facilitating leader tacit knowledge acquisition

Facilitating leader tacit knowledge acquisition

The aim of the paper is to identify how to support the moulding of tacit knowledge which is necessary for success in a managerial position within a framework for the preparation and devel- opment of managers. The paper is based on an analysis of expert publications and the results of a completed project. Research respondents and theorists agree with the necessity for active in- volvement of trainees. It is also important to develop knowledge within the framework of man- ager preparation with significant reflection on learning from mistakes. From the methods of tacit knowledge transfer a close collaboration with experienced people, working in teams, training of model situations, goal-directed interviews, coaching, job rotation, short term attachments and excursions seem to be the most beneficial. It is also important to pay attention to the cultivation of organisational culture, especially in the sense of accepting knowledge sharing as the norm.
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Tacit Knowledge in a Software Development Project

Tacit Knowledge in a Software Development Project

cornerstone of project management. Project managers, taking their cue from their superiors, will emphasize friendship, conviviality, healthy competition, and shared proprietorship vis-à-vis the project and its conceits. Good quality social interactions and hands tacit knowledge transfer. More than that, however, the frequency of social interaction aids the acquisition and sharing of tacit knowledge because it creates better quality interactions and creates various opportunities for people to share ideas and to practice their craft in the comfortable presence of colleagues they trust (Ryan and Connor, 2013). Once more, managing any project involving people means creating a comfort zone that serves all of them well. Find the people who work most effectively with one another, build upon previous relationships or shared commonalities between individuals and make it plain that the general atmosphere will be one that fosters and facilitates the exchange of complementary knowledge and expertise. In effect, a major part of the challenge is ensuring that the right people are all together and working on the same enterprise.
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A model for self-assessment of skills to identify tacit knowledge stock and enable knowledge transfer

A model for self-assessment of skills to identify tacit knowledge stock and enable knowledge transfer

38 3.4.1 Preliminary Investigation and Problem Specification At the initial stage, a literature review of primary studies was conducted, to gain background knowledge of the areas surrounding tacit knowledge stock and knowledge transfer in organisations. This investigation also aimed to obtain potential research opportunities in this area. This step has been discussed in detail in Chapter 2. After the review, it was found that tacit knowledge stock identification for transferring knowledge within organisations was mentioned as important in many studies. However, there is limited study that suggests that identifying tacit knowledge stock plays a vital role in knowledge transfer. Therefore, this research problem was specified from preliminary investigation. This research aims to solve the identified problem by exploring whether the identification of tacit knowledge stock is useful in transferring knowledge. In practical context, it has been done by conducting a skills assessment of people to explore their tacit knowledge stock using a software tool based on Skills Framework for the Information Age (SFIA) and explore the identification is useful in transferring the tacit knowledge.
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Global mobility of professionals and the transfer of tacit knowledge in multinational service firms

Global mobility of professionals and the transfer of tacit knowledge in multinational service firms

professionals and the transfer of tacit knowledge in multinational service firms. Journal of Knowledge Management. ISSN 1367-3270 https://doi.org/10.1108/JKM-09-2017-0399 © Emerald Publishing Limited 2018. Published by Emerald Publishing Limited. Licensed re-use rights only. This is an author produced version of a paper published in Journal of Knowledge Management. Uploaded in accordance with the publisher's self-archiving policy.

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Tuning in on tacit knowledge.

Tuning in on tacit knowledge.

I am conscious of the machinery and the process by which the journalism is produced, and I have seen it all from the inside and so I know what it is, and that is where a true crit[r]

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The Meaning of Tacit Knowledge

The Meaning of Tacit Knowledge

{Abilities, Accidental, Accomplishment, Action, Action oriented know how, Action slips, Ad hoc, Adaptation, After the fact, Analysis, Application, Attention, Automatic, Automatic knowledge, Awareness, Background knowledge, Between the lines, Body language, Charisma, Concentration, Coordination, create and enjoy challenges, Diagnostic closure, Emotions, Executive commitment, Exists, Experience, Expertise, Focal awareness, Force/tension required, Gaining promotion, Gaining respect, Getting one's feet wet, Hands on teaching, Have a feeling, Here and now, Hidden, High level goals, Holistic in nature, How to seek out, Idiosyncratic, Immutable, Implicit, Implied, Indeterminacy, Inferences, Inferred from actions/statements, Informating, Ingrained, Insight, Inspiration, Instinctive reaction, Intangibility, Intimacy, Intuition, Involuntary, Know more than we can tell, Know why, Knowing, Knowledge possessed by itself, Learning by doing, Learning the ropes, Lip service, Management, Managing relationships, Managing subordinates, Manual dexterity, Meaning requires tacit component, Mediation, Mental models, Meta-cognitive understanding, Motivation, Motor skills, Networking, No idea, Noiseless, Non awareness, Non focus on parts, Orientation, Out of the corner of the eye, Paradigms, Pattern recognition, Personality, Physical control, Place, Possessed, Power, Practical intelligence, Practice wisdom, Preciousness, Presuppositions, Principles, Product of process, Proximal knowledge, Psychomotor skills, Recognition, Recognition of musical note, Reflection in action, Reflection upon reflection, Relativity, Residual category, Rooted, Second hand, Second nature, See as' rather than see, Selective comparison, Semiconscious, Sense perception, Short term, Skill, Smell, Socialisation, Society, Spatial awareness, Spontaneity, Sub-consciousness, Thinking in practice, Tool, Touch sensitivity, Unanalysed, Unconscious, Vision, Vivid, Way things ought to be, Weltanschauung, Wholeness} ⊆ iTK
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Tacit knowledge in Vitruvius

Tacit knowledge in Vitruvius

At other times, the discrepancy between words and the world emerges in a more subtle way. The design of temples in books 3 and 4, as well as the planning of theatres in book 5 (5.6 passim, 5.7.1), all presuppose the expert use of ruler and compasses (3.3 passim, 3.5 passim, 4.3 passim, 4.6 passim), which is assumed as background but not brought to the fore for discussion. Nonetheless, even when knowledge can be articulated and codified in sets of mathematical proportions, as it often is in these books, Vitruvius makes it very clear that geometrical constructions must adapt to the circumstances. Thus, tacit knowledge slips in through the ever-present factors of uncertainty or inaccuracy, such as the nature of the site, the scale of the work, in its turn a function of money and time; and in the case of temples, what god one is building for. A good architect should know how to adapt, which in mathematical terms amounts to knowing how to tweak and what to tweak, 24 but this is precisely the sort of knowledge that cannot be written down in a treatise:
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