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.
Without the ready exchange of information, knowledge cannot be created, decisions cannot be made. Without knowledge, innovations cannot be adopted. The interconversion of tacit and explicit information provides the social interactions required for creating knowledge. Studying a cook, writing a recipe, creating a menu, and practicing a technique are all examples of interconversion of tacit and explicit information.
The "Iceberg" metaphor - Tacit and Explicit Knowledge Relationship |
Each of those steps also requires interactions with others in order to proceed. Thus knowledge is created and innovations are adopted only through a web of social interactions.
Tacit knowledge is the kind of knowledge that is difficult to transfer to another person by means of writing it down or verbalizing it. For example, stating to someone that London is in the United Kingdom is a piece of explicit knowledge that can be written down, transmitted, and understood by a recipient. However, the ability to speak a language, use algebra, or design and use complex equipment requires all sorts of knowledge that is not always known explicitly, even by expert practitioners, and which is difficult to explicitly transfer to users. While tacit knowledge appears to be simple, it has far reaching consequences and is not widely understood.
On the other hand, explicit knowledge is the knowledge that has been articulated, codified, and stored in certain media. It can be readily transmitted to others. The information contained in encyclopedias is good examples of explicit knowledge.
Tacit knowledge based on common sense, and explicit knowledge based on academic accomplishment is both underutilized. Organizations must begin to create worker-centered environments to encourage the open sharing and use of all forms of knowledge
Conversion between these two forms of information by the interaction of human beings creates new knowledge, the ability to take an action. There are four possible processes on the path to knowledge creation:
1. Tacit-to-tacit (socialization) – the direct exposure, testing and acquisition of information between individuals. Learning by observing, imitating and practicing, or become ’’socialized’’ into a specific way of doing things, like learning from mentors and peers. E.g. watch someone.
2. Tacit-to-explicit (conversation) – the articulation of personal information into defined, decision-producing form. Record discussions, descriptions and innovations in a manual and then use the content to create a new product. Converting tacit knowledge into explicit knowledge means finding a way to express the inexpressible. E.g. write something.
3. Explicit-to-explicit (combination) – the combination of diverse pieces of information to produce new knowledge, like using numerous data sources to write a financial report. E.g. analyze results.
4. Explicit-to-tacit (internalization) – the subjective process of making new information one’s own. Re-frame or interpret explicit knowledge using a person’s frame of reference so that knowledge can be understood and then internalized or accepted by others. A person’s unique tacit knowledge can be applied in creative ways to broaden, extend or re-frame a specific idea. Tacit knowledge does not become part of a person’s knowledge base until it is articulated and internalized. E.g. memorize something.
Tacit knowledge is acquired, taught and shared through knowledge fairs, learning communities, study missions, tours, advisory boards, job rotation, stories, myths and task forces. Ways to teach both tacit knowledge and formal academic knowledge or job skills are similar. Experienced people teach tacit knowledge directly to less experienced people by ’’ showing them the ropes’’. Tacit knowledge is taught indirectly by writing down answers to these questions:
- What do you know about your strengths, weaknesses, values and ambitions?
- What are the strengths, weakness, values and ambitions of others with whom you work?
- How would you approach a similar job differently in the future?
People can be trained to use this newly acquired information to improve their ability to acquire and apply tacit knowledge. It is also important to locate the most valued people in the organization and determine why they are so highly valued.
Organizations that recognize and use their employees’ steadily growing wealth of tacit and explicit knowledge to solve problems and achieve goals have a major competitive advantage. However, many organizations need to improve how they acquire and share tacit and explicit knowledge. Supportive, interactive learning environments built on trust; openness and collective ownership definitely encourage knowledge acquisition and sharing. New knowledge is created when people transfer and share what they know, internalize it and apply what they learned. The value and worth of individual, group and corporate intellectual assets grow exponentially when shared and increase in value with use. Human inertia is the biggest obstacle to knowledge management.
Major concepts underlying the entire spectrum of knowledge, like knowledge sharing and open communication, should be tied to corporate financial variables. Monetary and non-monetary (intrinsic motivators,) should be used to rewarded people for their abilities to recognize, store and share knowledge. Monetary motivators are bonuses and percentages of corporate profits. Intrinsic motivators are non-financial rewards, like peer recognition and opportunities to do challenging work.
Ultimate judges of success are supervisors, team members, partners, shareholders and many others in the value chain. Vital tacit knowledge vanishes when companies reorganize, merge, or downsize.
The need for training in knowledge-based areas is endless. However, people welcome opportunities to teach others how to acquire and transform data and explicit information into tacit knowledge. ’’Learners’’ and ’’teachers’’ report that their most rewarding and meaningful learning experiences are one on one. These learner-centered ways to share tacit knowledge are examples of intrinsic, or self-motivators. The strong desire many people have to use and share their tacit knowledge will further increase the momentum and direction of the knowledge revolution.
Organizations that do not permit the easy conversion of information will create less knowledge and adopt fewer innovations. This is often seen by the inability of organizations to convert tacit information into forms usable by all. Some groups punish socialization and conversation in the community.
Wisdom can never be attained without the rapid flow of information in a community.