ERIC Number: EJ1106944
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Accelerating Tacit Knowledge Building of Client-Facing Consultants: Can Organizations Better Support These Learning Processes?
McQueen, Robert J.; Janson, Annick
Learning Organization, v23 n4 p202-217 2016
Purpose: This paper aims to examine factors which influence how tacit knowledge is built and applied by client-facing consultants. Design/methodology/approach: Qualitative methods (interviews, thematic analysis) were used to gather and analyse data from 15 consultants in an agricultural extension context. Findings: Twenty-six factors about how tacit knowledge is built and applied to action emerged, and are presented grouped into four areas: tacit knowledge needed to be successful; how tacit knowledge is presently built; challenges in turning knowledge into action; and ways that building tacit knowledge might be better supported by the organization. Practical implications: How the building of tacit knowledge can be accelerated for new organizational members will be of interest to those not only in agricultural extension, but more generally to those managers in organizations who must design and implement training and mentoring programmes for those who support customers and users of their products and services. Originality/value: The findings provide insight into the mechanisms of building tacit knowledge in client-facing consultants. The experience-based perceptions about effective knowledge-building processes and strategies may contribute to more effective intake and training programmes for consultants.
Descriptors: Learning Processes, Qualitative Research, Research Methodology, Rural Extension, Workplace Learning, Agricultural Occupations, Research Design, Group Discussion, Interviews, Foreign Countries, Knowledge Management, Information Transfer, Consultants, Counselor Client Relationship, Sharing Behavior, Counselor Training, Extension Agents, Agricultural Education
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
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