The Trouble with 'Tacit Knowledge

The development and maintenance of organized cooperative work practices require, as an integral feature, what can loosely be termed ‘didactic practices’ or ‘mutual learning’ (giving and receiving instruction, advice, direction, guidance, recommendation, etc.). However, such didactic practices have not been investigated systematically in CSCW. Michael Polanyi’s notion of ‘tacit knowledge’ vs. ‘explicit knowledge’, which plays a key role in the area of Knowledge Management, would seem to offer an obvious framework for investigating didactic practices in CSCW. But as argued in this article, the notion of ‘tacit knowledge’ is a conceptual muddle that mystifies the very concept of practical knowledge. The article examines the historical context in which the notion of ‘tacit knowledge’ was devised, the purpose for which it was formulated, its original articulation, and the perplexing ways in which it has been appropriated in Knowledge Management. In an attempt to gain firm ground for our research, the article towards the end offers a general analysis of the concept of ‘knowledge’, informed by the work of Gilbert Ryle and Alan White. Overall, the article argues that a framework based on the notion of ‘tacit knowledge’, or on similar conceptions devoted to categorizations of kinds of knowledge, impairs the for CSCW essential focus on actual work practices: instead of focusing on forms of symbolism, what is required is to focus on uncovering the logics of actual didactic practices in cooperative work.

How do software developers, field service technicians, and medieval cathedral builders accomplish collaborative work? This paper looks at how they learn from each other by building and sharing knowledge across time and space. To illustrate this, we first present Community of Practice (CoP) as a way of understanding collaborative work which puts focus on the community and its social interaction. CoP, introduced by Lave and Wenger (1991), is based on the fundamental belief that dividing theory from practice is unsound. Hence CoP contradicted traditional theories of learning, where learning and working often are conceived as separate processes. Using Orr's (1996) rendition of service technician's work, it is shown that stories act as repositories of accumulated wisdom in keeping track of facts, sequences and their context. Representations made by a CoP to aid their work, are termed Reifications which can be stories, tools, artefacts etc. Practice is seen as a duality of Participation and Reification which both require and enable each other. We find however, that CoP based analyses tend to focus on the human actors in that you start out by looking for the communities and what defines them. We also present examples of alternative approaches that illuminate the technology and artefacts that are present in collaboration. Berg(1997) uses Actor-Network Theory (ANT) to illustrate the responsibility awarded to artefacts in the process of documenting a hospital-patient's fluid balance. Hutchins(1995) describes navigation as a joint accomplishment of artefacts and people. Turnbull(1993) sees a wooden template as a chief enabler of building gothic cathedrals without use of structural mathematics. Facets of knowledge/knowing is discussed, their accumulation and transfer by stressing the value of both the social and the technical approach.

Computer Supported Cooperative Work (CSCW), 2013

Knowledge Management (KM) is a diffuse and controversial term, which has been used by a large number of research disciplines. CSCW, over the last 20 years, has taken a critical stance towards most of these approaches, and instead, CSCW shifted the focus towards a practice-based perspective. This paper surveys CSCW researchers' viewpoints on what has become called 'knowledge sharing' and 'expertise sharing'. These are based in an understanding of the social contexts of knowledge work and practices, as well as in an emphasis on communication among knowledgeable humans. The paper provides a summary and overview of the two strands of knowledge and expertise sharing in CSCW, which, from an analytical standpoint, roughly represent 'generations' of research: an 'object-centric' and a 'people-centric' view. We also survey the challenges and opportunities ahead.

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.

2008

Abstract: How do software developers, field service technicians, and medieval cathedral builders accomplish collaborative work? This paper looks at how they learn from each other by building and sharing knowledge across time and space. To illustrate this, we first present Community of Practice (CoP) as a way of understanding collaborative work which puts focus on the community and its social interaction. CoP, introduced by Lave and Wenger (1991), is based on the fundamental belief that dividing theory from practice is unsound. Hence CoP contradicted traditional theories of learning, where learning and working often are conceived as separate processes. Using Orr’s (1996) rendition of service technician’s work, it is shown that stories act as repositories of accumulated wisdom in keeping track of facts, sequences and their context. Representations made by a CoP to aid their work, are termed Reifications which can be stories, tools, artefacts etc. Practice is seen as a duality of Parti...

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.

2000

Tacit knowledge — the kind of knowledge that is the subtext of a conversation, the intuitions that are gained through experience, and the sense of competency one acquires by participating in communities of practice - plays a key role in the way people work, both alone and, perhaps more importantly, in collaboration with others." (http/://ecscw2001.gmd.de/w4.html) This paper reviews the role

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.

Product innovation is a key factor for industrial enterprizes survival. It runs in parallel with production processes requiring procedures, protocols, structures, and investments to be suitably designed, engineered, applied, and kept under strict control to achieve efficiency. Production processes must guarantee the reproducibility and the reuse of already existing successful products, that is, concrete solutions to previously defined sets of needs, requirements, and constraints, according to which their performance is evaluated. On the ...

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