1. INTRODUCTION
This is a short article on knowledge, which looks at how knowledge is considered.
2. “MY PASSING THOUGHTS”
Some years back, when I was learning to cook chilli chicken, I observed that the second effort took considerably less time than that of the first one and the second had fewer defects and was more delicious than the first one. This was the start of the process of learning by doing and learning from experience (Prusak, 2001).
In addition, if organisations can manage the learning process better, then they can become more efficient. For example: from my working experience in the retail industry; learning / training that was provided, gave information how to carry out the responsibilities. However the only way I could actually gain the knowledge was by doing and experiencing the work.
3. BACKGROUND READING
3.1. Knowledge Approach of Tacit & Explicit
Nonaka & Takeuchi (1995) introduce two definitions of knowledge, shown in Figure 1:
In order to understand the value that knowledge can bring to specific business processes and objectives it is vital to understand the nature of organisational knowledge and the transfer and conversion process that take place.
3.2. SECI Model
Nonaka & Takeuchi (1995) identifies four different processes in which knowledge is created and transferred. These processes are:
-
Tacit to Tacit through a process of socialization;
-
Tacit to Explicit through a process of externalization ;
-
Explicit to Tacit through a process of internalization;
-
Explicit to Explicit through a process of combination;
Knowledge management practitioners regard the Nonaka SECI model has limitations as it has been developed in Japanese cultural context and is based on manufacturing industry experience (Snowden, 2003) many knowledge initiatives often fail as they focus too closely on the tacit to explicit section of the SECI model.
THIS ARTICLE IS STILL UNDER CONSTRUCTION
Reference (or cite) Article | ||
![Kahlon, R. S. (2009) Week 2 - How to define Knowledge…? [Online]. dkode: United Kingdom, England, London, Hendon. [Published on: 2009-01-30]. [Article ID: RSK666-0000006]. [Available on: dkode | Ravi - https://ravi.dkode.co/2009/02/week-2-how-to-define-knowledge.html].](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1QAw0HHVAsw96tyjOTY02IagXr-zhdVtJRyUDsAaICwZroxbpnwCX-zNgES2I34hXdkOxpikEtky4waS6ytDbEa4X1Xw6ty4HJkRFZbI9JJBnmrIw8HhyphenhyphenpQfz3nPPaSOyohjqQSeB2TeROMz4U20KQHWfj46x1sfWQ2JhIMTclZlaecIYCHqYYinU6g5s/s1600/reference-dkode.png "Kahlon, R. S. (2009) Week 2 - How to define Knowledge…? [Online]. dkode: United Kingdom, England, London, Hendon. [Published on: 2009-01-30]. [Article ID: RSK666-0000006]. [Available on: dkode | Ravi - https://ravi.dkode.co/2009/02/week-2-how-to-define-knowledge.html].") | Kahlon, R. S. (2009) Week 2 - How to define Knowledge…? [Online]. dkode: United Kingdom, England, London, Hendon. [Published on: 2009-01-30]. [Article ID: RSK666-0000006]. [Available on: dkode | Ravi - https://ravi.dkode.co/2009/02/week-2-how-to-define-knowledge.html]. | |
Very expressive diagram, would you like to come and join the neurology department and explore deep further to delve for more knowledge?
ReplyDeleteOne thing with that diagram I disagree with though - "codification" - it will still always miss out that "human thinking" rationale. Not every single vessel can be embedded into databases agree?
After my initial thoughts... I think it is true – codification of tacit and explicit can some time loss the knowledge...
ReplyDeleteDave Snowden (2009) at the BT Tower suggested that knowledge may not be obvious by just writing it down about what they know about. However by asking someone to recount an event as a story may draw out different knowledge perspectives and leaning.
;-)
I like your example of learning to cook chilli chicken - must be very spicy! - did you use a cooking book? :) What degree of predictability that you knew the chicken is tender if by using the cooking guide?.. If I was to turn this 45 degree's from an organisation point of view, learning how to 'do things' in a way from using 'procedures' or 'manuals' - which gives you the step by step, technique or what equipment.. but these will not tell you how you can perform a task as efficiently as possible. It is two different contextual aspects...but along the same lines.
ReplyDeleteI agree to organisations can manage the learning process better if they will stop people from 'going back to their comfy> zone' - the way of doing things for xx amount of years may be still valid on one angle - but not valid with current economic environment.
The SECI model for one to pursue could fail for those that fail to recognise and grasp the true concept behind of using to its full potential and the different angles shone from the center which denotes the patterns.
:)