Tacit Knowledge: Revisiting the epistemology of knowledge

Knowledge management (KM) is the process of capturing, developing, sharing, and effectively using organizational knowledge. As it’s rightly pointed out it refers to a multi-disciplined approach by making the best use of knowledge to achieve organizational objectives. The immediate issue to be addressed is to capture and share tacit knowledge that is in invisible form in culture. Currently, the various changes taking place in the workforce have posed challenges to organizations with regard to continuous learning and to the updating of employees' competencies. Further, the overall managing of one's own job requires competencies that are tacit in nature, such as appropriate ways of managing social interaction and communication as well as knowledge related to work processes; these tacit competencies are only to be learned in an environment that encourages social exchanges. This paper focusses on how tacit knowledge is captured and shared and in turn its impact on organizational competencies. It also suggests model framework of organizational culture’s impact on improving the competencies of organization through tacit knowledge.

VINE, 2008

Purpose-To identify and develop an understanding of the aspects of tacit knowledge that play a significant role in enabling organizational learning. Design/methodology/approach-Taking a multi-dimensional approach, this paper moves toward an understanding of tacit knowledge through the lens of neuroscience, evolutionary biology, psychology, competency theory and knowledge management. We begin with the definition of knowledge, then discuss explicit, implicit and tacit knowledge and their relationships. We then explore individual learning through the four aspects of tacit knowledge (embodied, affective, intuitive and spiritual). Next we develop the concept of extraordinary consciousness and propose a four-fold action model for working with tacit knowledge to improve organizational learning. Finally, we engage this model to begin the exploration of the role of leadership with respect to tacit knowledge and organizational learning. Findings-The recognition that tacit knowledge resides beyond ordinary consciousness leads to the search to develop greater sensitivity to information stored in the unconscious to facilitate the management and use of tacit knowledge. Surfacing, embedding and sharing tacit knowledge are approaches for mobilizing tacit knowledge in support of individual and organizational objectives. In addition, it was forwarded that participating in or exposing ourselves to situations that induce resonance engages our personal passion in developing deeper knowledge and expanded awareness of that knowledge, that is, moving us toward extraordinary consciousness. Originality/value-This paper is a new treatment of tacit knowledge that is consistent with recent findings in neuroscience and evolutionary biology. Further, it begins the exploration of ways to achieve extraordinary consciousness, thereby enhancing the capacity of an organization to learn.

Journal of Management Studies, 2001

With the emergence of the resource‐based view of the firm and of the concept of core competencies, intangible resources, and tacit knowledge in particular have been argued to occupy a central place in the development of sustainable competitive advantage. This is because tacit knowledge is argued to be difficult to imitate, to substitute, to transfer and it is rare. However, there is little empirical research to support this theoretical proposition. Tacit knowledge has so far resisted operationalization. This paper sets out to define the term tacit knowledge and proposes to redefine it, within the context of the resource‐based view of the firm, as tacit skills. A methodology (based on causal mapping, self‐Q and storytelling) for empirically researching the subject is outlined.

Journal of Accounting Research Utility Finance and Digital Assets, 2023

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.

Knowledge plays a key role in the information revolution. Major challenges are to select the``right'' information from numerous sources and transform it into useful knowledge. Tacit knowledge based on common sense, and explicit knowledge based on academic accomplishment are both underutilized. Ways knowledgeenabled organizations acquire, measure, teach, share and apply knowledge are discussed and illustrated. Methods to balance the use tacit and explicit knowledge at work and practical, proven ways to improve the understanding and use of knowledge are presented. Organizations must begin to create worker-centered environments to encourage the open sharing and use of all forms of knowledge.

Journal of Knowledge Management, 2012

Purpose-Tacit knowledge is often difficult to define, given its inexpressible characteristics. Literature review highlights the impact of tacit knowledge on certain knowledge management topics and these include organizational learning, intellectual capital, knowledge management strategy and so forth, but some research gaps remain. The paper aims to propose directions for future research in this domain of discourse. Design/methodology/approach-A review of existing studies highlights some gaps in the literature on the role of tacit knowledge, which is followed by questions for future research. Findings-Given the richness of tacit knowledge discourse, the authors believe that the proposed questions offer avenues for scholars to explore and develop greater understanding of the role of tacit know-how in certain knowledge management topics. Research limitations/implications-The authors acknowledge that there are certain limitations to this paper, namely, focusing on the review of tacit knowledge and not on other forms of knowledge. The review presents the role of tacit knowledge and its use in the context of knowledge management related topics. Finally this study proposes only future research directions that are far from being exhaustive, rather than presenting field study results. Originality/value-This paper reviews the existing literature on how tacit knowledge is perceived and used in certain knowledge management areas. Reviewing the current literature uncovers a number of gaps regarding the role of tacit knowledge.

This paper advances the claim that tacit knowledge has been greatly misunderstood in management studies. Nonaka and Takeuchi"s widely adopted interpretation of tacit knowledge as knowledge awaiting "translation" or "conversion" into explicit knowledge is erroneous: contrary to Polanyi"s argument, it ignores the essential ineffability of tacit knowledge. In the paper I show why the idea of focussing on a set of tacitly known particulars and "converting" them into explicit knowledge is unsustainable. However, the ineffability of tacit knowledge does not mean that we cannot discuss the skilled performances in which we are involved. We can discuss them provided we stop insisting on "converting" tacit knowledge and, instead, start recursively drawing our attention to how we draw each other"s attention to things. Instructive forms of talk help us re-orientate ourselves to how we relate to others and the world around us, thus enabling us to talk and act differently. Following Wittgenstein and Shotter, I argue that we can command a clearer view of our skilled performances if we "re-mind" ourselves of how we do things, so that distinctions, which we had previously not noticed, and features, which had previously escaped our attention, may be brought forward. We cannot operationalise tacit knowledge but we can find new ways of talking, fresh forms of interacting and novel ways of distinguishing and connecting. Tacit knowledge cannot be "captured", "translated", or "converted" but only displayed and manifested, in what we do. New knowledge comes about not when the tacit becomes explicit, but when our skilled performance is punctuated in new ways through social interaction.

How can we identify and estimate workers’ tacit knowledge? How can we design a personnel mix aimed at improving and speeding up its transfer and development? How is it possible to implement tacit knowledge sustainable projects in remote areas? In order to answer these questions, it is necessary to distinguish between types of tacit knowledge, to establish what they allow for and to consider their sources. It is also essential to find a way of managing the tacit knowledge ‘stock’ and distribution within the workforce. In short, a conceptual framework is needed to manage tacit knowledge. Based on previous works and 2 years of action research, this paper introduces such a framework and describes its partial application to support the pre-operational training and hiring in a large industrial plant in Brazil. Two contributions emerge from the research. First, the concept of ‘levels of similarity’ is introduced as a means to qualify the experience of workers and estimate the associated tacit knowledge. Second, the capability of carrying out three types of judgement properly and speedily is put forward as being a core ability of those who possess what has been called ‘collective tacit knowledge’ (Collins in Organ Stud 28(2):257–262, 2007). In practical terms, the results indicate the opportunity for companies to capitalize on the experience and tacit knowledge of their workers in a systematic way and with due recognition. Ultimately, positive impacts are expected in their absorptive capacity as well as in their management and human resources systems, accident prevention, productivity and the development of sustainable projects in remote areas.

Journal on Efficiency and Responsibility in Education and Science, 2014

Journal of Knowledge Management, 2007

Purpose – The purpose of this paper is to critically examine the definition and conception of tacit knowledge in existing peer reviewed literature and to suggest how research agendas can be established to clarify understanding for praxis. Design/methodology/approach – The methodology involved an in-depth literature review of tacit knowledge as part of the knowledge management discourse. Findings – There is