tacit knowledge (compared to formal, codified or explicit knowledge) is a kind of knowledge that is difficult to transfer to others by writing or revealing it. For example, London is in England part of an explicit knowledge that can be written, transmitted, and understood by the recipient. However, the ability to speak the language, riding a bicycle, stirring dough, playing a musical instrument, or designing and using complex equipment requires any kind of knowledge that is not always known explicitly, even by an expert practitioner, and which is difficult or impossible to transfer explicitly to others.
Video Tacit knowledge
Definisi
The term "tacit knowing" or "tacit knowledge" was attributed to Michael Polanyi in 1958 in Personal Knowledge . In his recent work The Tacit Dimension he made the statement that "we can know more than we know." He states not only that there is knowledge that can not be adequately articulated in a verbal way, but also that all knowledge is rooted in tacit knowledge.
Tacit knowledge can be defined as people's skills, ideas and experiences but not codified and may not be easily disclosed (Chugh, 2015). With silent knowledge, people do not often realize the knowledge they have or how it can benefit others. Effective tacit knowledge transfer generally requires extensive personal contact, regular interaction and trust. This type of knowledge can only be expressed through practice in certain contexts and transmitted through social networks. To some extent "is captured" when the knowledge holder joins the network or community practice.
Some examples of daily activities and tacit knowledge are: riding a bicycle, playing the piano, driving a car, hitting a nail with a hammer. and compose a complex jigsaw puzzle piece, interpreting a complex statistical equation (Chugh, 2015).
In the field of knowledge management, the concept of tacit knowledge refers to knowledge that can not be fully codified. Therefore, one can acquire tacit knowledge without language. Pupils, for example, work with their mentors and learn skills not through language but with observation, imitation, and practice.
The key to acquiring tacit knowledge is experience. Without some form of shared experience, it is very difficult for people to share their respective thought processes
Tacit knowledge has been described as "know-how" - as opposed to "know-that" (fact). This distinction is usually retrieved until today back to paper by Gilbert Ryle, given to the Aristotelian community in London in 1945. In this paper Ryle argues against the (intellectual) position that all knowledge is knowledge of the proposition ("know-that"), and the view that some knowledge can only be defined as "know-how" hence, in some contexts, then called "anti-intellectualists". There is a further difference: "know-why" (science), or "know-who" (network). Tacit knowledge involves learning and skills but not in a writable way. In this case, the knowledge or knowledge embodied is a characteristic of the expert, acting, making judgments, etc. without explicitly reflecting the principles or rules involved. The expert works without having his theory of work; he only performs skillfully without consideration or focus of attention. The materialized knowledge represents the learned abilities of the human nervous and endocrine systems (Sensky 2002).
Tacit knowledge vs explicit knowledge: although it is possible to distinguish conceptually between explicit and tacit knowledge, they are not separate and discrete in practice. The interaction between these two modes of knowledge is essential for the creation of new knowledge.
Maps Tacit knowledge
Differences with explicit knowledge
Tacit knowledge can be distinguished from explicit knowledge in three main areas:
- Encoding and transferring knowledge mechanisms: while explicit knowledge can be codified (eg 'can you write it' or 'put it in words' or 'drawing drawing'), and it's easy moved without a knowing subject, tacit knowledge is intuitive and unarticulated knowledge that can not be communicated, understood or used without 'knowing subject'. In contrast to the transfer of explicit knowledge, the transfer of tacit knowledge requires close interaction and increased understanding and mutual trust among them.
- The main methods of acquisition and accumulation: Explicit knowledge can be generated through logical deduction and obtained through practical experience in the relevant context. Conversely, tacit knowledge can only be gained through practical experience in the relevant context.
- Potential aggregation and appropriation mode: Explicit knowledge can be collected in one location, stored in objective form and adjusted without the participation of a knowing subject. Tacit knowledge is the opposite, personal contextual. It is distributive, and not easily aggregated. The realization of its full potential requires close involvement and cooperation of a knowing subject.
The process of transforming tacit knowledge into explicit or specific knowledge is known as codification, articulation, or specification. The tacit knowledge aspect is that which can not be codified, but can only be transmitted through training or obtained through personal experience. There is a view against differences, where it is believed that all propositional knowledge (knowledge) is ultimately reduced to practical knowledge (how knowledge).
Nonaka
In Ikujiro Nonaka's model of organizational knowledge creation, he proposes that tacit knowledge can be converted into explicit knowledge. In the model, tacit knowledge is presented in various ways as unprovable ("the aspect of tacit knowledge is not codified") and can be codified ("converting tacit knowledge into explicit knowledge known as codification"). This uncertainty is common in the knowledge management literature.
Source of the article : Wikipedia
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