“We can know more than we can tell”

Knowledge Management topic on 1st of April! Quite interesting!! :-)

I had been researching on Content Creation and Consumption and started working on what could be called as currently available knowledge within the organization and further planned to classify the same into tacit and explicit. And found there is lot of ambiguity in term tacit which brings significant challenge for us regarding how to manage and how to transfer the tacit dimension of knowledge within the organization.

To clear this ambiguity I relied on Socialization, Externalization, Combination, Integration (SECI) model of knowledge as proposed by Nonaka. This model proposes that knowledge creation occurs through a process of socialization between individuals to share tacit knowledge; externalization to translate or convert individual tacit knowledge to explicit knowledge; combination to capture and disseminate new explicit knowledge; and internalization, whereby the organization’s explicit knowledge is internalized by individuals so that it becomes tacit again.
The research on implicit learning in cognitive psychology field suggests that the extent to which tacit knowledge can be articulated depends, at least in part, on the way in which the tacit knowledge was originally acquired.

To make it easier we need to first adopt two aspects of knowing, “knowing what and knowing how” are always present in any instance of knowledge. Implicit and explicit learning are not completely separate but are interactive or co-operative processes existing along a continuum. In particular, in complex learning situations a person’s performance is likely to involve both implicit and explicit learning processes.

Tacit knowledge can have both a technical and cognitive dimension. Technical tacit knowledge is skills know-how, learned implicitly through experience, and it is usually not possible for an individual to articulate or describe this technical know-how. Cognitive tacit knowledge is knowledge that is developed implicitly using “mental models” or exemplar situations. These mental models are so ingrained, as described by Murray, that we take them for granted. It has been found that at times SMEs, when asked to bring forward their cognitive tacit knowledge, their articulation might not hit the mark they don’t really know at a conscious level why they choose certain actions (Schön, 1983; Stanley et al., 1989)

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