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ERIC Number: EJ1063430
Record Type: Journal
Publication Date: 2003-Feb
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1540-4595
Testing for the Transfer of Tacit Knowledge: Making a Case for Implicit Learning
Martz, Wm. Benjamin, Jr.; Shepherd, Morgan M.
Decision Sciences Journal of Innovative Education, v1 n1 p41-56 Feb 2003
Companies are beginning to realize that simply storing data in warehouses and databases is not sufficient to ensure the usefulness of that data or information. As information is processed with a purpose (Ackoff & Emery, 1972), it becomes knowledge. Knowledge exists on many planes; one is the tacit-explicit plane described by Polanyi (1966). Knowledge-based applications are becoming a key factor in determining organizational value. For example, Activity-Based Costing (ABC) and Knowledge Value Added (KVA) are two methodologies that organizations use to measure explicit knowledge. However, this interest in measuring and managing knowledge creates two important questions. First, do companies include tacit knowledge in their measurements of knowledge? Second, can educators demonstrate that they are helping increase tacit knowledge? This paper posits that companies may not be including the full range of knowledge in their endeavor to measure knowledge in their organizations. To help make a case for including tacit knowledge and implicit learning, an active learning exercise is created to demonstrate a method to quantify and test for changes in both types of knowledge. The results show that the activity created observable changes in explicit and tacit knowledge. Future research will need to concentrate further on understanding how the two types of knowledge interact. For now though, these results demonstrate one way to observe the two types of knowledge and more importantly, point out the need for organizations to find ways to value both implicit and explicit knowledge.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A