tacit knowledges.pdf
Transcript of tacit knowledges.pdf
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The IISES International Interdisciplinary Conference ndash April 2012 Palermo Italy
Comes Goes or StaysPossibil i ty to retain tacit knowledge in
organizations
Prof dr Andrea Bencsik
Szeacutechenyi Istvaacuten University Győr Hungary
Univerzita J Selyeho Komarno Slovakia
Address 9026 Győr Egyetem teacuter 1 Hungary
e-mail bencsikandrea yahoocom
Andrea Soacutelyom PhD student
Szeacutechenyi Istvaacuten University Győr Hungary
Address 9026 Győr Egyetem teacuter 1 Hungary
e-mail solyoma szehu
Doacutera G Kocsis architect
Audi Hungaria Kft Győr Hungary
e-mail gkdoriyahoocom
Abstract
The necessity to build a knowledge management system often comes up as a prerequisite to
operate an organization successfully A lot of scientific studies papers deal with the
possibilities of its realization but sometimes a narrow-minded way of thinking limits thesuccessful process of creation and operation
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The questions are if IT and other technical tool solutions are able to retain organizational
knowledge how tacit knowledge can be retained developed and shared in different ways
This paper investigates these questions and gives an alternative solution
Key words knowledge knowledge management knowledge sharing tacit knowledge
Introduction
According to new trends of modern business and manager schools the causes of
organizational success can be found in the human factor It is the most valuable resource It is
able to develop an organization consciously able to build in such values at organizations
which help a creative and innovative way of thinking and continuous changing of
organizations Nowadays a new dimension of thinking about knowledge has become moreimportant This new dimension puts retaining of knowledge to the centre of thinking
Researchers of knowledge management deal with a question how organisations can acquire
knowledge which can ensure competitiveness for them In addition newer generations
examine tools with which they can retain knowledge at companies It serves a defence against
knowledge drain
Knowledge appears as a factor of production in the scientific literature among others in
Wilkersquos (0998) and Siebertrsquos (2007) writings Companies depend on immaterial resourcesincreasingly and this is why they invest a lot into these resources in every sector
In this paper we will show you an examination of knowledge transfer especially a part of
knowledge which is known as implicit or tacit knowledge Importance of this knowledge part
has become significant together with demographic changes of companies
Problems to manage tacit knowledge concern every company in developed countries The
value rise of tacit knowledge and attention which accompanies it started from the USA at the
beginning of the 1990 when employees born in the age of bdquobaby boomrdquo started to retire
This problem does not belong to the American society only but its existence is a problem to
be dealt with in Hungary as well After the political transformation in the year of 1990
introduction of market economy led to the formation of the entrepreneur layer
These entrepreneurs will retire in the next few years when they make their connections and
their enterprises over to their descendants The most important aim in case of these
entrepreneurs to keep these key personsrsquo or retired leadersrsquo knowledge inside the companies
in order to support organizational operation
Problems can originate not from retired leaders or employees only A lot of young people can
spend some years abroad (especially at subsidiary companies of multinational companies) and
this knowledge losing can cause a lot of problems
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These leaving from companies can be planned in advance (for months years) by companies
but most companies do not find these processes and knowledge loss important Companies do
not calculate cost growth which originates from knowledge loss
This paper has a double aim On the one hand to introduce a new approach which does not
consider the only way to share knowledge to make the tacit explicit To transform tacitknowledge into explicit is not a prerequisite to fix knowledge in organizational memory
Although it is needed that suitable persons in suitable time with suitable tools should fix
knowledge into organizational memory On the other hand we will show a model which is
developed by ourselves This model summarizes each side of knowledge sharing and in this
model the most often used knowledge sharing tools are set
1 Background of research
During the investigation of scientific literature we realized that experts who deal with
knowledge management do not pay enough attention to a very important factor - the time
factor - in the course of their knowledge sharing surveys
In this chapter classical theories and models will be summarized and on the basis of this
summary a model will be shown which is completed with time dimension This model is a
basis of a diagnostic empirical survey and it is very important to handle problems which
appear during of tacit knowledge sharing processes
On the basis of often used and from scientific literature well - known definitions ((Broadbent
1998) (Streatfiled amp Wilson 1999) (Nonaka amp Takeuchi 1995) (Tomka 2009) (Reinmann
amp Rothmeier 2001) etc) we formed an own definition in which time factor is dominant
According to the definition we use knowledge management as a tool - system which is
available and gives an assistance to leaders
- to recognize knowledge as a resource
- to identify its necessity
- to form their systems that way that where human resource is in the centre and tools of
information and communication technologies have a supporting role
The aim is that knowledge management should not be a state but a process This process starts
professionally and before the employee as a resource acquirement is systematized The end of
this process is not the employeersquos leaving but the organization of new employeersquos entranceThis is a periodic cycle process The biggest challenge in this process is that beyond explicit
knowledge (which can be documented) tacit knowledge (which cannot be documented)
should be retained in organizationsrsquo memory
To form this definition is important because our hypothesis can be reinforced with it
According to this hypothesis there are different ways of researches of tacit knowledge sharing
rather than wandering in the spiral of making explicit knowledge to tacit knowledge
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North (1998) has a classical knowledge model called bdquoknowledge stairsrdquo Competence was
missing from it but a bit later he completed the model with it It is very important because this
way North made it clear how a sign data information and knowledge can be distinguished
When competence appeared in the model it became visible that competence is not a part of
knowledge it should be handled in a different way To limit and share explicit knowledge is
not enough We have to focus on competence as well because it cannot be separated fromhuman resources they are in a very tight connection with each other
If we complete the classical knowledge stairs by competence operative and strategic
management and represent technique ndash organization ndash human resource in one model it will
form a most completed model of knowledge management elements process and participants
It shows that human resource bdquostartsrdquo at that point where technique ends and technique can be
used in case of structured information On the basis of the above mentioned model it is
unambiguous that the technique is the same as structuring data and information and
knowledge management moves on among employees (Figure 1)
This complex model is completed with time factor which origins from the view of the aboveformed definition It is an important factor of a process idea which is a prerequisite to retain
tacit knowledge (Figure 2)
Source own construction
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Figure 1 Knowledge Stairs + lsquoOrganization ndash Technique ndash Human Resource Modelrsquo +
Knowledge Management
Source own construction
Figure 2 Knowledge Stairs + lsquoOrganization ndash Technique ndash Human Resource Modelrsquo +Knowledge Management + Time Factor
In this context time factor means that a company has data signs in the past dimension and
these are invested in meaning by the members of organizations It is reckoned as a birthplace
of tacit knowledge As signs and data are explicit they can be documented We have to base
our thoughts on these facts during the process of tacit knowledge sharing Later it has to be
adapted to the above mentioned model and at the bottom of the pyramid (if the model is
mapped it will be a pyramid) these factors have to be documented and prepared for the
sharing process
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The next stages show a dimension of the present which relates to the date of knowledge
transmission ndash taking possession process if we survey knowledge sharing processes as a
function of time (This viewpoint will be clear when the above mentioned model will be
detailed in Chapter 3) This third dimension contains every element which is a part of
knowledge taking possession ndash retaining processes It has real significance because the soft
facts of taking possession processes become a part of the knowledge management system Onthe way from knowledge to competence each element will appear which can mean a pledge of
successful knowledge taking possession ndash retaining processes
The future dimension shows ability to innovate and to infiltrate organizational knowledge
which means competitiveness on the knowledge stairs
2 Model
During the development of this model a primary viewpoint was to summarize the different
elements of tacit knowledge sharing process in a homogeneous system To make visible
participants of tacit knowledge sharing process time dimensions organizational
characteristics and elements of classical knowledge management was another important aim
as well They are the building stones of knowledge management The model presents that
there is not an order of importance among the elements but connections can be formed at a
system level
This model is a three dimension pyramid Its base is tacit knowledge and its four sides are
- time dimensions of knowledge sharing (past present future)
- participants of knowledge sharing (leader leaving employee employee who takes
work over)
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organizational characteristics which are in knowledge sharing (motivation preparing
procedure of knowledge transfer tools of knowledge transfer soft elements
innovation)
building stones of knowledge from the view of tacit knowledge (identification preparing documentation transfer sharing using fastening in organizational
memory development)
When a colleague leaves an organization knowledge transfer process has to be seen from
three time dimensions In the past preparations must be made to transfer knowledge in the
most effective way During this process the new colleague will get hold of new knowledge
which has to be managed in the future together with the knowledge which heshe has had
originally
While constructing the model the triple unit of individual organization and knowledge were
investigated and subordinated to time intervals If the model is examined in three dimensions
it can be seen exactly which persons with what kind of organizational characters will do with
tacit knowledge in an interval It will come to light as well what will be missing or what will
be operating in a bad way
To use the pyramid from the view of individuals (second side of the pyramid) participants of
knowledge transfer have to be joined with time intervals according to their taking an active
part in any period The other members of organizations do not appear in this model but they
have an important role because the knowledge transfer process must not be analysed deprived
from it environment
In the past before the real period of knowledge transfer (which is a relatively long one) the
colleague who leaves the workplace and participants of knowledge transfer process are human
factors At different companies it was investigated that before a colleaguersquos leaving how
much earlier the knowledge transfer process has to be started
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In the present at the moment of transfer a new colleague will appear as a new player in the
organization who takes over the leaving colleaguersquos tasks In the future orientation the leaving
employee is not an active member of processes at companies at all
The third side of the pyramid contains organizational characters divided according to time
dimensions In the past dimension organizational culture has to be mentioned It can beinvestigated how this culture supports knowledge sharing especially tacit knowledge sharing
how it handles organizational changes how organizational strategy contains principles of
knowledge sharing The other element is motivation which means on the one hand how the
imparter is motivated But on the other hand it means the leadersrsquo motivation in supporting
the process of knowledge transfer
In the present dimension examination of transfer process and tools of transfer are dominating
In this case there is a powerful role of the classical (individual ndash organization ndash technique)
triple model
The main question of future dimension is the influence of changes on innovation andsustainable development Namely if innovative advantages or disadvantages originate from
the addition of acquired tacit knowledge and the own possessed knowledge or not Also it is
an important question if addition happens at all or not
The fourth side of the pyramid focuses on knowledge At the dividing of this side Probst
(1998) style building stones of knowledge management were the base According to these
divisions the past is about knowledge representation (Munich model (2001)) Namely in this
phase knowledge identifying knowledge documentation knowledge preparation for transfer
proceed The present the real transfer (according to the Munich model the phase of
knowledge communication) is about knowledge sharing and knowledge transfer The future is
divided into three components from the view of knowledge spreading
- using the newly acquired knowledge
- knowledge retaining (it means knowledge retaining which was a part of organizational culture in the past)
- knowledge development (how the newly acquired knowledge and possessed
knowledge can be mixed and developed by the new colleague)
When the sides of pyramid meet the question can be answered how a leader supports or
motivates this process
To ensure operating of this pyramid it is indispensable to use the most suitable possibilities
from the suitable resource In the following part some knowledge instruments will be shown
(without the completeness of demands) and will be put in the model As the fourth side of the
pyramid is based on Probst style knowledge management building stones knowledge
management instruments are joined with them These elements on the basis of the original
model contain explicit and implicit knowledge management instruments as well
Although here only tacit knowledge management instruments are put into the model
3 Knowledge sharing instruments
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31 Probst ndash style model and its knowledge shar ing instruments
Probstrsquos model handles knowledge management as a process The external circle consists of
knowledge purposes mensuration of knowledge and feedback about the connection between
these two elements This gives a frame to the internal circle because the starting point is the
purposes and the end point of process is to compare these purposes and measured results
In the following part instruments will be paired with steps of the internal circle
Source own construction
Figure 3 Probstrsquos model and knowledge sharing instruments
To identify organizational knowledge a knowledge map can be prepared which does not store
knowledge but shows where it can be found Mind mapping is a similar instrument which
bull
Knowledge mapbull Mind mapping
bull Knowledge net
Identifying
bullAcquision knowledge products
bullExperts stakeholdersAcquiring
bull Trainings
bull E-learningDevelopment
bullMaster-studentapprentice Mentroing
bullQuality circles AAR Retrospect
bullStorytelling knowledge exchange
Sharing
bullData bases
bullExperts systemsRetaining
bullBest Practice
bullExchange sphere of activityreorganization
Using
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focuses on individual knowledge which is possessed by people Knowledge net has an aim to
estimate organizational knowledge but it is a bottom up voluntary initiation
In case of knowledge acquiring four channels are signed which are specified by Probst They
are acquision purchasing knowledge products acquire expertsrsquo and stakeholdersrsquo
knowledge
Instruments of development are trainings and e-learning conferences and workshops They
are suitable to transfer explicit knowledge Though it must be mentioned that without e-
learning the other methods are suitable to meet personally which can give a possibility to
share implicit knowledge as well
To sharing process implicit instruments are paired The relationship between master and
studentapprentice and the mentor system (mentoring) ensure a possibility to knowledge
sharing between two participants between imparter (master mentor) and knowledge receiver
(apprentice student) Quality circles After Action Review (AAR) Retrospect instruments
give a possibility to share knowledge collectively (in a group or team) Quality circles operate parallelly with tasks AAR in the course of projects at the end of each process Retrospect
gives a possibility to share accumulated knowledge at the end of projects Knowledge
exchange is a collective method as well In this case participants meet in advance in an
organized form they discuss a problem or topic in small groups for several days long The
base of Storytelling is that knowledge can be shared efficiently by telling stories
To retain knowledge IT methods are available In this case data bases and expertsrsquo systemsare dominated but knowledge in employeesrsquo head also has to be mentioned It has to be
understood that shared knowledge by the above listed implicit methods will be stored in
employeesrsquo heads After that it depends on them if they are ready and capable to use it or not
In case of using the instruments we highlighted those which force employees to make their
best to use this knowledge The Best Practices writes down exactly what and how it has to be
done In this case employees have to use this fixed knowledge In case of exchange of sphereof activity or in case of reorganization employees have to use and apply the necessary
knowledge at a new field
32 TKSP (Tacit Knowledge Shari ng Pyramid) model and knowledge shar ing methods
As implicit knowledge is in employeesrsquo heads losing them goes hand in hand with a risk to
lose their knowledge as well Starting from this problem the following figure shows the
instruments which are in close connection with implicit knowledge in the above mentioned
model (lacking totality)
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Source own construction
Figure 4 TKSP model and tools of knowledge sharing
The three - dimension Tacit Knowledge Sharing Pyramid together with Probstrsquos modelinvestigate what participants need to do in order to retain to use to develop tacit knowledge
in organization
In this model each colleaguersquos post is transmitted to another colleague In the past identifyingknowledge and preparation for transfer happened In this process the leaving colleague and
hisher leader are touched To this case knowledge identifying methods are paired called
Knowledge Map and Mind Mapping
Knowledge map
Organizational Knowledge map is an instrument which shows where the necessary
knowledge experience can be found in an organization The most simple knowledge map is
an organigram which contains positions functions and their relations But in case of a globalor multinational organization computer programs and detailed knowledge databases are
needed (Boumlgel ndash Tomka 2010) Knowledge Maps are such databases which show the
elements of organizational knowledge but they do not store them (Varga 2010)
To prepare knowledge maps more methods can be used Gold Pages character knowledge
map will be a result if experts call a database into being which contains every employeersquoscompetences and knowledge To prepare this map data can be collected by interviews and
self-assessments but in case of employeesrsquo in great strength ask ing everybody is not suitable
The other method is the avalanche method when colleagues are asked where they shall turn to
to ask help With this method knowledge stream can be mapped in an organization but onlythose colleagues will be in this knowledge map who join in the stream This way to gauge
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everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
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A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
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In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
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companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
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The questions are if IT and other technical tool solutions are able to retain organizational
knowledge how tacit knowledge can be retained developed and shared in different ways
This paper investigates these questions and gives an alternative solution
Key words knowledge knowledge management knowledge sharing tacit knowledge
Introduction
According to new trends of modern business and manager schools the causes of
organizational success can be found in the human factor It is the most valuable resource It is
able to develop an organization consciously able to build in such values at organizations
which help a creative and innovative way of thinking and continuous changing of
organizations Nowadays a new dimension of thinking about knowledge has become moreimportant This new dimension puts retaining of knowledge to the centre of thinking
Researchers of knowledge management deal with a question how organisations can acquire
knowledge which can ensure competitiveness for them In addition newer generations
examine tools with which they can retain knowledge at companies It serves a defence against
knowledge drain
Knowledge appears as a factor of production in the scientific literature among others in
Wilkersquos (0998) and Siebertrsquos (2007) writings Companies depend on immaterial resourcesincreasingly and this is why they invest a lot into these resources in every sector
In this paper we will show you an examination of knowledge transfer especially a part of
knowledge which is known as implicit or tacit knowledge Importance of this knowledge part
has become significant together with demographic changes of companies
Problems to manage tacit knowledge concern every company in developed countries The
value rise of tacit knowledge and attention which accompanies it started from the USA at the
beginning of the 1990 when employees born in the age of bdquobaby boomrdquo started to retire
This problem does not belong to the American society only but its existence is a problem to
be dealt with in Hungary as well After the political transformation in the year of 1990
introduction of market economy led to the formation of the entrepreneur layer
These entrepreneurs will retire in the next few years when they make their connections and
their enterprises over to their descendants The most important aim in case of these
entrepreneurs to keep these key personsrsquo or retired leadersrsquo knowledge inside the companies
in order to support organizational operation
Problems can originate not from retired leaders or employees only A lot of young people can
spend some years abroad (especially at subsidiary companies of multinational companies) and
this knowledge losing can cause a lot of problems
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These leaving from companies can be planned in advance (for months years) by companies
but most companies do not find these processes and knowledge loss important Companies do
not calculate cost growth which originates from knowledge loss
This paper has a double aim On the one hand to introduce a new approach which does not
consider the only way to share knowledge to make the tacit explicit To transform tacitknowledge into explicit is not a prerequisite to fix knowledge in organizational memory
Although it is needed that suitable persons in suitable time with suitable tools should fix
knowledge into organizational memory On the other hand we will show a model which is
developed by ourselves This model summarizes each side of knowledge sharing and in this
model the most often used knowledge sharing tools are set
1 Background of research
During the investigation of scientific literature we realized that experts who deal with
knowledge management do not pay enough attention to a very important factor - the time
factor - in the course of their knowledge sharing surveys
In this chapter classical theories and models will be summarized and on the basis of this
summary a model will be shown which is completed with time dimension This model is a
basis of a diagnostic empirical survey and it is very important to handle problems which
appear during of tacit knowledge sharing processes
On the basis of often used and from scientific literature well - known definitions ((Broadbent
1998) (Streatfiled amp Wilson 1999) (Nonaka amp Takeuchi 1995) (Tomka 2009) (Reinmann
amp Rothmeier 2001) etc) we formed an own definition in which time factor is dominant
According to the definition we use knowledge management as a tool - system which is
available and gives an assistance to leaders
- to recognize knowledge as a resource
- to identify its necessity
- to form their systems that way that where human resource is in the centre and tools of
information and communication technologies have a supporting role
The aim is that knowledge management should not be a state but a process This process starts
professionally and before the employee as a resource acquirement is systematized The end of
this process is not the employeersquos leaving but the organization of new employeersquos entranceThis is a periodic cycle process The biggest challenge in this process is that beyond explicit
knowledge (which can be documented) tacit knowledge (which cannot be documented)
should be retained in organizationsrsquo memory
To form this definition is important because our hypothesis can be reinforced with it
According to this hypothesis there are different ways of researches of tacit knowledge sharing
rather than wandering in the spiral of making explicit knowledge to tacit knowledge
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North (1998) has a classical knowledge model called bdquoknowledge stairsrdquo Competence was
missing from it but a bit later he completed the model with it It is very important because this
way North made it clear how a sign data information and knowledge can be distinguished
When competence appeared in the model it became visible that competence is not a part of
knowledge it should be handled in a different way To limit and share explicit knowledge is
not enough We have to focus on competence as well because it cannot be separated fromhuman resources they are in a very tight connection with each other
If we complete the classical knowledge stairs by competence operative and strategic
management and represent technique ndash organization ndash human resource in one model it will
form a most completed model of knowledge management elements process and participants
It shows that human resource bdquostartsrdquo at that point where technique ends and technique can be
used in case of structured information On the basis of the above mentioned model it is
unambiguous that the technique is the same as structuring data and information and
knowledge management moves on among employees (Figure 1)
This complex model is completed with time factor which origins from the view of the aboveformed definition It is an important factor of a process idea which is a prerequisite to retain
tacit knowledge (Figure 2)
Source own construction
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Figure 1 Knowledge Stairs + lsquoOrganization ndash Technique ndash Human Resource Modelrsquo +
Knowledge Management
Source own construction
Figure 2 Knowledge Stairs + lsquoOrganization ndash Technique ndash Human Resource Modelrsquo +Knowledge Management + Time Factor
In this context time factor means that a company has data signs in the past dimension and
these are invested in meaning by the members of organizations It is reckoned as a birthplace
of tacit knowledge As signs and data are explicit they can be documented We have to base
our thoughts on these facts during the process of tacit knowledge sharing Later it has to be
adapted to the above mentioned model and at the bottom of the pyramid (if the model is
mapped it will be a pyramid) these factors have to be documented and prepared for the
sharing process
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The next stages show a dimension of the present which relates to the date of knowledge
transmission ndash taking possession process if we survey knowledge sharing processes as a
function of time (This viewpoint will be clear when the above mentioned model will be
detailed in Chapter 3) This third dimension contains every element which is a part of
knowledge taking possession ndash retaining processes It has real significance because the soft
facts of taking possession processes become a part of the knowledge management system Onthe way from knowledge to competence each element will appear which can mean a pledge of
successful knowledge taking possession ndash retaining processes
The future dimension shows ability to innovate and to infiltrate organizational knowledge
which means competitiveness on the knowledge stairs
2 Model
During the development of this model a primary viewpoint was to summarize the different
elements of tacit knowledge sharing process in a homogeneous system To make visible
participants of tacit knowledge sharing process time dimensions organizational
characteristics and elements of classical knowledge management was another important aim
as well They are the building stones of knowledge management The model presents that
there is not an order of importance among the elements but connections can be formed at a
system level
This model is a three dimension pyramid Its base is tacit knowledge and its four sides are
- time dimensions of knowledge sharing (past present future)
- participants of knowledge sharing (leader leaving employee employee who takes
work over)
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organizational characteristics which are in knowledge sharing (motivation preparing
procedure of knowledge transfer tools of knowledge transfer soft elements
innovation)
building stones of knowledge from the view of tacit knowledge (identification preparing documentation transfer sharing using fastening in organizational
memory development)
When a colleague leaves an organization knowledge transfer process has to be seen from
three time dimensions In the past preparations must be made to transfer knowledge in the
most effective way During this process the new colleague will get hold of new knowledge
which has to be managed in the future together with the knowledge which heshe has had
originally
While constructing the model the triple unit of individual organization and knowledge were
investigated and subordinated to time intervals If the model is examined in three dimensions
it can be seen exactly which persons with what kind of organizational characters will do with
tacit knowledge in an interval It will come to light as well what will be missing or what will
be operating in a bad way
To use the pyramid from the view of individuals (second side of the pyramid) participants of
knowledge transfer have to be joined with time intervals according to their taking an active
part in any period The other members of organizations do not appear in this model but they
have an important role because the knowledge transfer process must not be analysed deprived
from it environment
In the past before the real period of knowledge transfer (which is a relatively long one) the
colleague who leaves the workplace and participants of knowledge transfer process are human
factors At different companies it was investigated that before a colleaguersquos leaving how
much earlier the knowledge transfer process has to be started
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In the present at the moment of transfer a new colleague will appear as a new player in the
organization who takes over the leaving colleaguersquos tasks In the future orientation the leaving
employee is not an active member of processes at companies at all
The third side of the pyramid contains organizational characters divided according to time
dimensions In the past dimension organizational culture has to be mentioned It can beinvestigated how this culture supports knowledge sharing especially tacit knowledge sharing
how it handles organizational changes how organizational strategy contains principles of
knowledge sharing The other element is motivation which means on the one hand how the
imparter is motivated But on the other hand it means the leadersrsquo motivation in supporting
the process of knowledge transfer
In the present dimension examination of transfer process and tools of transfer are dominating
In this case there is a powerful role of the classical (individual ndash organization ndash technique)
triple model
The main question of future dimension is the influence of changes on innovation andsustainable development Namely if innovative advantages or disadvantages originate from
the addition of acquired tacit knowledge and the own possessed knowledge or not Also it is
an important question if addition happens at all or not
The fourth side of the pyramid focuses on knowledge At the dividing of this side Probst
(1998) style building stones of knowledge management were the base According to these
divisions the past is about knowledge representation (Munich model (2001)) Namely in this
phase knowledge identifying knowledge documentation knowledge preparation for transfer
proceed The present the real transfer (according to the Munich model the phase of
knowledge communication) is about knowledge sharing and knowledge transfer The future is
divided into three components from the view of knowledge spreading
- using the newly acquired knowledge
- knowledge retaining (it means knowledge retaining which was a part of organizational culture in the past)
- knowledge development (how the newly acquired knowledge and possessed
knowledge can be mixed and developed by the new colleague)
When the sides of pyramid meet the question can be answered how a leader supports or
motivates this process
To ensure operating of this pyramid it is indispensable to use the most suitable possibilities
from the suitable resource In the following part some knowledge instruments will be shown
(without the completeness of demands) and will be put in the model As the fourth side of the
pyramid is based on Probst style knowledge management building stones knowledge
management instruments are joined with them These elements on the basis of the original
model contain explicit and implicit knowledge management instruments as well
Although here only tacit knowledge management instruments are put into the model
3 Knowledge sharing instruments
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31 Probst ndash style model and its knowledge shar ing instruments
Probstrsquos model handles knowledge management as a process The external circle consists of
knowledge purposes mensuration of knowledge and feedback about the connection between
these two elements This gives a frame to the internal circle because the starting point is the
purposes and the end point of process is to compare these purposes and measured results
In the following part instruments will be paired with steps of the internal circle
Source own construction
Figure 3 Probstrsquos model and knowledge sharing instruments
To identify organizational knowledge a knowledge map can be prepared which does not store
knowledge but shows where it can be found Mind mapping is a similar instrument which
bull
Knowledge mapbull Mind mapping
bull Knowledge net
Identifying
bullAcquision knowledge products
bullExperts stakeholdersAcquiring
bull Trainings
bull E-learningDevelopment
bullMaster-studentapprentice Mentroing
bullQuality circles AAR Retrospect
bullStorytelling knowledge exchange
Sharing
bullData bases
bullExperts systemsRetaining
bullBest Practice
bullExchange sphere of activityreorganization
Using
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focuses on individual knowledge which is possessed by people Knowledge net has an aim to
estimate organizational knowledge but it is a bottom up voluntary initiation
In case of knowledge acquiring four channels are signed which are specified by Probst They
are acquision purchasing knowledge products acquire expertsrsquo and stakeholdersrsquo
knowledge
Instruments of development are trainings and e-learning conferences and workshops They
are suitable to transfer explicit knowledge Though it must be mentioned that without e-
learning the other methods are suitable to meet personally which can give a possibility to
share implicit knowledge as well
To sharing process implicit instruments are paired The relationship between master and
studentapprentice and the mentor system (mentoring) ensure a possibility to knowledge
sharing between two participants between imparter (master mentor) and knowledge receiver
(apprentice student) Quality circles After Action Review (AAR) Retrospect instruments
give a possibility to share knowledge collectively (in a group or team) Quality circles operate parallelly with tasks AAR in the course of projects at the end of each process Retrospect
gives a possibility to share accumulated knowledge at the end of projects Knowledge
exchange is a collective method as well In this case participants meet in advance in an
organized form they discuss a problem or topic in small groups for several days long The
base of Storytelling is that knowledge can be shared efficiently by telling stories
To retain knowledge IT methods are available In this case data bases and expertsrsquo systemsare dominated but knowledge in employeesrsquo head also has to be mentioned It has to be
understood that shared knowledge by the above listed implicit methods will be stored in
employeesrsquo heads After that it depends on them if they are ready and capable to use it or not
In case of using the instruments we highlighted those which force employees to make their
best to use this knowledge The Best Practices writes down exactly what and how it has to be
done In this case employees have to use this fixed knowledge In case of exchange of sphereof activity or in case of reorganization employees have to use and apply the necessary
knowledge at a new field
32 TKSP (Tacit Knowledge Shari ng Pyramid) model and knowledge shar ing methods
As implicit knowledge is in employeesrsquo heads losing them goes hand in hand with a risk to
lose their knowledge as well Starting from this problem the following figure shows the
instruments which are in close connection with implicit knowledge in the above mentioned
model (lacking totality)
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Source own construction
Figure 4 TKSP model and tools of knowledge sharing
The three - dimension Tacit Knowledge Sharing Pyramid together with Probstrsquos modelinvestigate what participants need to do in order to retain to use to develop tacit knowledge
in organization
In this model each colleaguersquos post is transmitted to another colleague In the past identifyingknowledge and preparation for transfer happened In this process the leaving colleague and
hisher leader are touched To this case knowledge identifying methods are paired called
Knowledge Map and Mind Mapping
Knowledge map
Organizational Knowledge map is an instrument which shows where the necessary
knowledge experience can be found in an organization The most simple knowledge map is
an organigram which contains positions functions and their relations But in case of a globalor multinational organization computer programs and detailed knowledge databases are
needed (Boumlgel ndash Tomka 2010) Knowledge Maps are such databases which show the
elements of organizational knowledge but they do not store them (Varga 2010)
To prepare knowledge maps more methods can be used Gold Pages character knowledge
map will be a result if experts call a database into being which contains every employeersquoscompetences and knowledge To prepare this map data can be collected by interviews and
self-assessments but in case of employeesrsquo in great strength ask ing everybody is not suitable
The other method is the avalanche method when colleagues are asked where they shall turn to
to ask help With this method knowledge stream can be mapped in an organization but onlythose colleagues will be in this knowledge map who join in the stream This way to gauge
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everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
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A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
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In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
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companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 316
These leaving from companies can be planned in advance (for months years) by companies
but most companies do not find these processes and knowledge loss important Companies do
not calculate cost growth which originates from knowledge loss
This paper has a double aim On the one hand to introduce a new approach which does not
consider the only way to share knowledge to make the tacit explicit To transform tacitknowledge into explicit is not a prerequisite to fix knowledge in organizational memory
Although it is needed that suitable persons in suitable time with suitable tools should fix
knowledge into organizational memory On the other hand we will show a model which is
developed by ourselves This model summarizes each side of knowledge sharing and in this
model the most often used knowledge sharing tools are set
1 Background of research
During the investigation of scientific literature we realized that experts who deal with
knowledge management do not pay enough attention to a very important factor - the time
factor - in the course of their knowledge sharing surveys
In this chapter classical theories and models will be summarized and on the basis of this
summary a model will be shown which is completed with time dimension This model is a
basis of a diagnostic empirical survey and it is very important to handle problems which
appear during of tacit knowledge sharing processes
On the basis of often used and from scientific literature well - known definitions ((Broadbent
1998) (Streatfiled amp Wilson 1999) (Nonaka amp Takeuchi 1995) (Tomka 2009) (Reinmann
amp Rothmeier 2001) etc) we formed an own definition in which time factor is dominant
According to the definition we use knowledge management as a tool - system which is
available and gives an assistance to leaders
- to recognize knowledge as a resource
- to identify its necessity
- to form their systems that way that where human resource is in the centre and tools of
information and communication technologies have a supporting role
The aim is that knowledge management should not be a state but a process This process starts
professionally and before the employee as a resource acquirement is systematized The end of
this process is not the employeersquos leaving but the organization of new employeersquos entranceThis is a periodic cycle process The biggest challenge in this process is that beyond explicit
knowledge (which can be documented) tacit knowledge (which cannot be documented)
should be retained in organizationsrsquo memory
To form this definition is important because our hypothesis can be reinforced with it
According to this hypothesis there are different ways of researches of tacit knowledge sharing
rather than wandering in the spiral of making explicit knowledge to tacit knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 416
North (1998) has a classical knowledge model called bdquoknowledge stairsrdquo Competence was
missing from it but a bit later he completed the model with it It is very important because this
way North made it clear how a sign data information and knowledge can be distinguished
When competence appeared in the model it became visible that competence is not a part of
knowledge it should be handled in a different way To limit and share explicit knowledge is
not enough We have to focus on competence as well because it cannot be separated fromhuman resources they are in a very tight connection with each other
If we complete the classical knowledge stairs by competence operative and strategic
management and represent technique ndash organization ndash human resource in one model it will
form a most completed model of knowledge management elements process and participants
It shows that human resource bdquostartsrdquo at that point where technique ends and technique can be
used in case of structured information On the basis of the above mentioned model it is
unambiguous that the technique is the same as structuring data and information and
knowledge management moves on among employees (Figure 1)
This complex model is completed with time factor which origins from the view of the aboveformed definition It is an important factor of a process idea which is a prerequisite to retain
tacit knowledge (Figure 2)
Source own construction
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 516
Figure 1 Knowledge Stairs + lsquoOrganization ndash Technique ndash Human Resource Modelrsquo +
Knowledge Management
Source own construction
Figure 2 Knowledge Stairs + lsquoOrganization ndash Technique ndash Human Resource Modelrsquo +Knowledge Management + Time Factor
In this context time factor means that a company has data signs in the past dimension and
these are invested in meaning by the members of organizations It is reckoned as a birthplace
of tacit knowledge As signs and data are explicit they can be documented We have to base
our thoughts on these facts during the process of tacit knowledge sharing Later it has to be
adapted to the above mentioned model and at the bottom of the pyramid (if the model is
mapped it will be a pyramid) these factors have to be documented and prepared for the
sharing process
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 616
The next stages show a dimension of the present which relates to the date of knowledge
transmission ndash taking possession process if we survey knowledge sharing processes as a
function of time (This viewpoint will be clear when the above mentioned model will be
detailed in Chapter 3) This third dimension contains every element which is a part of
knowledge taking possession ndash retaining processes It has real significance because the soft
facts of taking possession processes become a part of the knowledge management system Onthe way from knowledge to competence each element will appear which can mean a pledge of
successful knowledge taking possession ndash retaining processes
The future dimension shows ability to innovate and to infiltrate organizational knowledge
which means competitiveness on the knowledge stairs
2 Model
During the development of this model a primary viewpoint was to summarize the different
elements of tacit knowledge sharing process in a homogeneous system To make visible
participants of tacit knowledge sharing process time dimensions organizational
characteristics and elements of classical knowledge management was another important aim
as well They are the building stones of knowledge management The model presents that
there is not an order of importance among the elements but connections can be formed at a
system level
This model is a three dimension pyramid Its base is tacit knowledge and its four sides are
- time dimensions of knowledge sharing (past present future)
- participants of knowledge sharing (leader leaving employee employee who takes
work over)
7272019 tacit knowledgespdf
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organizational characteristics which are in knowledge sharing (motivation preparing
procedure of knowledge transfer tools of knowledge transfer soft elements
innovation)
building stones of knowledge from the view of tacit knowledge (identification preparing documentation transfer sharing using fastening in organizational
memory development)
When a colleague leaves an organization knowledge transfer process has to be seen from
three time dimensions In the past preparations must be made to transfer knowledge in the
most effective way During this process the new colleague will get hold of new knowledge
which has to be managed in the future together with the knowledge which heshe has had
originally
While constructing the model the triple unit of individual organization and knowledge were
investigated and subordinated to time intervals If the model is examined in three dimensions
it can be seen exactly which persons with what kind of organizational characters will do with
tacit knowledge in an interval It will come to light as well what will be missing or what will
be operating in a bad way
To use the pyramid from the view of individuals (second side of the pyramid) participants of
knowledge transfer have to be joined with time intervals according to their taking an active
part in any period The other members of organizations do not appear in this model but they
have an important role because the knowledge transfer process must not be analysed deprived
from it environment
In the past before the real period of knowledge transfer (which is a relatively long one) the
colleague who leaves the workplace and participants of knowledge transfer process are human
factors At different companies it was investigated that before a colleaguersquos leaving how
much earlier the knowledge transfer process has to be started
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 816
In the present at the moment of transfer a new colleague will appear as a new player in the
organization who takes over the leaving colleaguersquos tasks In the future orientation the leaving
employee is not an active member of processes at companies at all
The third side of the pyramid contains organizational characters divided according to time
dimensions In the past dimension organizational culture has to be mentioned It can beinvestigated how this culture supports knowledge sharing especially tacit knowledge sharing
how it handles organizational changes how organizational strategy contains principles of
knowledge sharing The other element is motivation which means on the one hand how the
imparter is motivated But on the other hand it means the leadersrsquo motivation in supporting
the process of knowledge transfer
In the present dimension examination of transfer process and tools of transfer are dominating
In this case there is a powerful role of the classical (individual ndash organization ndash technique)
triple model
The main question of future dimension is the influence of changes on innovation andsustainable development Namely if innovative advantages or disadvantages originate from
the addition of acquired tacit knowledge and the own possessed knowledge or not Also it is
an important question if addition happens at all or not
The fourth side of the pyramid focuses on knowledge At the dividing of this side Probst
(1998) style building stones of knowledge management were the base According to these
divisions the past is about knowledge representation (Munich model (2001)) Namely in this
phase knowledge identifying knowledge documentation knowledge preparation for transfer
proceed The present the real transfer (according to the Munich model the phase of
knowledge communication) is about knowledge sharing and knowledge transfer The future is
divided into three components from the view of knowledge spreading
- using the newly acquired knowledge
- knowledge retaining (it means knowledge retaining which was a part of organizational culture in the past)
- knowledge development (how the newly acquired knowledge and possessed
knowledge can be mixed and developed by the new colleague)
When the sides of pyramid meet the question can be answered how a leader supports or
motivates this process
To ensure operating of this pyramid it is indispensable to use the most suitable possibilities
from the suitable resource In the following part some knowledge instruments will be shown
(without the completeness of demands) and will be put in the model As the fourth side of the
pyramid is based on Probst style knowledge management building stones knowledge
management instruments are joined with them These elements on the basis of the original
model contain explicit and implicit knowledge management instruments as well
Although here only tacit knowledge management instruments are put into the model
3 Knowledge sharing instruments
7272019 tacit knowledgespdf
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31 Probst ndash style model and its knowledge shar ing instruments
Probstrsquos model handles knowledge management as a process The external circle consists of
knowledge purposes mensuration of knowledge and feedback about the connection between
these two elements This gives a frame to the internal circle because the starting point is the
purposes and the end point of process is to compare these purposes and measured results
In the following part instruments will be paired with steps of the internal circle
Source own construction
Figure 3 Probstrsquos model and knowledge sharing instruments
To identify organizational knowledge a knowledge map can be prepared which does not store
knowledge but shows where it can be found Mind mapping is a similar instrument which
bull
Knowledge mapbull Mind mapping
bull Knowledge net
Identifying
bullAcquision knowledge products
bullExperts stakeholdersAcquiring
bull Trainings
bull E-learningDevelopment
bullMaster-studentapprentice Mentroing
bullQuality circles AAR Retrospect
bullStorytelling knowledge exchange
Sharing
bullData bases
bullExperts systemsRetaining
bullBest Practice
bullExchange sphere of activityreorganization
Using
7272019 tacit knowledgespdf
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focuses on individual knowledge which is possessed by people Knowledge net has an aim to
estimate organizational knowledge but it is a bottom up voluntary initiation
In case of knowledge acquiring four channels are signed which are specified by Probst They
are acquision purchasing knowledge products acquire expertsrsquo and stakeholdersrsquo
knowledge
Instruments of development are trainings and e-learning conferences and workshops They
are suitable to transfer explicit knowledge Though it must be mentioned that without e-
learning the other methods are suitable to meet personally which can give a possibility to
share implicit knowledge as well
To sharing process implicit instruments are paired The relationship between master and
studentapprentice and the mentor system (mentoring) ensure a possibility to knowledge
sharing between two participants between imparter (master mentor) and knowledge receiver
(apprentice student) Quality circles After Action Review (AAR) Retrospect instruments
give a possibility to share knowledge collectively (in a group or team) Quality circles operate parallelly with tasks AAR in the course of projects at the end of each process Retrospect
gives a possibility to share accumulated knowledge at the end of projects Knowledge
exchange is a collective method as well In this case participants meet in advance in an
organized form they discuss a problem or topic in small groups for several days long The
base of Storytelling is that knowledge can be shared efficiently by telling stories
To retain knowledge IT methods are available In this case data bases and expertsrsquo systemsare dominated but knowledge in employeesrsquo head also has to be mentioned It has to be
understood that shared knowledge by the above listed implicit methods will be stored in
employeesrsquo heads After that it depends on them if they are ready and capable to use it or not
In case of using the instruments we highlighted those which force employees to make their
best to use this knowledge The Best Practices writes down exactly what and how it has to be
done In this case employees have to use this fixed knowledge In case of exchange of sphereof activity or in case of reorganization employees have to use and apply the necessary
knowledge at a new field
32 TKSP (Tacit Knowledge Shari ng Pyramid) model and knowledge shar ing methods
As implicit knowledge is in employeesrsquo heads losing them goes hand in hand with a risk to
lose their knowledge as well Starting from this problem the following figure shows the
instruments which are in close connection with implicit knowledge in the above mentioned
model (lacking totality)
7272019 tacit knowledgespdf
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Source own construction
Figure 4 TKSP model and tools of knowledge sharing
The three - dimension Tacit Knowledge Sharing Pyramid together with Probstrsquos modelinvestigate what participants need to do in order to retain to use to develop tacit knowledge
in organization
In this model each colleaguersquos post is transmitted to another colleague In the past identifyingknowledge and preparation for transfer happened In this process the leaving colleague and
hisher leader are touched To this case knowledge identifying methods are paired called
Knowledge Map and Mind Mapping
Knowledge map
Organizational Knowledge map is an instrument which shows where the necessary
knowledge experience can be found in an organization The most simple knowledge map is
an organigram which contains positions functions and their relations But in case of a globalor multinational organization computer programs and detailed knowledge databases are
needed (Boumlgel ndash Tomka 2010) Knowledge Maps are such databases which show the
elements of organizational knowledge but they do not store them (Varga 2010)
To prepare knowledge maps more methods can be used Gold Pages character knowledge
map will be a result if experts call a database into being which contains every employeersquoscompetences and knowledge To prepare this map data can be collected by interviews and
self-assessments but in case of employeesrsquo in great strength ask ing everybody is not suitable
The other method is the avalanche method when colleagues are asked where they shall turn to
to ask help With this method knowledge stream can be mapped in an organization but onlythose colleagues will be in this knowledge map who join in the stream This way to gauge
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everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
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A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
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In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
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companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 416
North (1998) has a classical knowledge model called bdquoknowledge stairsrdquo Competence was
missing from it but a bit later he completed the model with it It is very important because this
way North made it clear how a sign data information and knowledge can be distinguished
When competence appeared in the model it became visible that competence is not a part of
knowledge it should be handled in a different way To limit and share explicit knowledge is
not enough We have to focus on competence as well because it cannot be separated fromhuman resources they are in a very tight connection with each other
If we complete the classical knowledge stairs by competence operative and strategic
management and represent technique ndash organization ndash human resource in one model it will
form a most completed model of knowledge management elements process and participants
It shows that human resource bdquostartsrdquo at that point where technique ends and technique can be
used in case of structured information On the basis of the above mentioned model it is
unambiguous that the technique is the same as structuring data and information and
knowledge management moves on among employees (Figure 1)
This complex model is completed with time factor which origins from the view of the aboveformed definition It is an important factor of a process idea which is a prerequisite to retain
tacit knowledge (Figure 2)
Source own construction
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 516
Figure 1 Knowledge Stairs + lsquoOrganization ndash Technique ndash Human Resource Modelrsquo +
Knowledge Management
Source own construction
Figure 2 Knowledge Stairs + lsquoOrganization ndash Technique ndash Human Resource Modelrsquo +Knowledge Management + Time Factor
In this context time factor means that a company has data signs in the past dimension and
these are invested in meaning by the members of organizations It is reckoned as a birthplace
of tacit knowledge As signs and data are explicit they can be documented We have to base
our thoughts on these facts during the process of tacit knowledge sharing Later it has to be
adapted to the above mentioned model and at the bottom of the pyramid (if the model is
mapped it will be a pyramid) these factors have to be documented and prepared for the
sharing process
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 616
The next stages show a dimension of the present which relates to the date of knowledge
transmission ndash taking possession process if we survey knowledge sharing processes as a
function of time (This viewpoint will be clear when the above mentioned model will be
detailed in Chapter 3) This third dimension contains every element which is a part of
knowledge taking possession ndash retaining processes It has real significance because the soft
facts of taking possession processes become a part of the knowledge management system Onthe way from knowledge to competence each element will appear which can mean a pledge of
successful knowledge taking possession ndash retaining processes
The future dimension shows ability to innovate and to infiltrate organizational knowledge
which means competitiveness on the knowledge stairs
2 Model
During the development of this model a primary viewpoint was to summarize the different
elements of tacit knowledge sharing process in a homogeneous system To make visible
participants of tacit knowledge sharing process time dimensions organizational
characteristics and elements of classical knowledge management was another important aim
as well They are the building stones of knowledge management The model presents that
there is not an order of importance among the elements but connections can be formed at a
system level
This model is a three dimension pyramid Its base is tacit knowledge and its four sides are
- time dimensions of knowledge sharing (past present future)
- participants of knowledge sharing (leader leaving employee employee who takes
work over)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 716
organizational characteristics which are in knowledge sharing (motivation preparing
procedure of knowledge transfer tools of knowledge transfer soft elements
innovation)
building stones of knowledge from the view of tacit knowledge (identification preparing documentation transfer sharing using fastening in organizational
memory development)
When a colleague leaves an organization knowledge transfer process has to be seen from
three time dimensions In the past preparations must be made to transfer knowledge in the
most effective way During this process the new colleague will get hold of new knowledge
which has to be managed in the future together with the knowledge which heshe has had
originally
While constructing the model the triple unit of individual organization and knowledge were
investigated and subordinated to time intervals If the model is examined in three dimensions
it can be seen exactly which persons with what kind of organizational characters will do with
tacit knowledge in an interval It will come to light as well what will be missing or what will
be operating in a bad way
To use the pyramid from the view of individuals (second side of the pyramid) participants of
knowledge transfer have to be joined with time intervals according to their taking an active
part in any period The other members of organizations do not appear in this model but they
have an important role because the knowledge transfer process must not be analysed deprived
from it environment
In the past before the real period of knowledge transfer (which is a relatively long one) the
colleague who leaves the workplace and participants of knowledge transfer process are human
factors At different companies it was investigated that before a colleaguersquos leaving how
much earlier the knowledge transfer process has to be started
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 816
In the present at the moment of transfer a new colleague will appear as a new player in the
organization who takes over the leaving colleaguersquos tasks In the future orientation the leaving
employee is not an active member of processes at companies at all
The third side of the pyramid contains organizational characters divided according to time
dimensions In the past dimension organizational culture has to be mentioned It can beinvestigated how this culture supports knowledge sharing especially tacit knowledge sharing
how it handles organizational changes how organizational strategy contains principles of
knowledge sharing The other element is motivation which means on the one hand how the
imparter is motivated But on the other hand it means the leadersrsquo motivation in supporting
the process of knowledge transfer
In the present dimension examination of transfer process and tools of transfer are dominating
In this case there is a powerful role of the classical (individual ndash organization ndash technique)
triple model
The main question of future dimension is the influence of changes on innovation andsustainable development Namely if innovative advantages or disadvantages originate from
the addition of acquired tacit knowledge and the own possessed knowledge or not Also it is
an important question if addition happens at all or not
The fourth side of the pyramid focuses on knowledge At the dividing of this side Probst
(1998) style building stones of knowledge management were the base According to these
divisions the past is about knowledge representation (Munich model (2001)) Namely in this
phase knowledge identifying knowledge documentation knowledge preparation for transfer
proceed The present the real transfer (according to the Munich model the phase of
knowledge communication) is about knowledge sharing and knowledge transfer The future is
divided into three components from the view of knowledge spreading
- using the newly acquired knowledge
- knowledge retaining (it means knowledge retaining which was a part of organizational culture in the past)
- knowledge development (how the newly acquired knowledge and possessed
knowledge can be mixed and developed by the new colleague)
When the sides of pyramid meet the question can be answered how a leader supports or
motivates this process
To ensure operating of this pyramid it is indispensable to use the most suitable possibilities
from the suitable resource In the following part some knowledge instruments will be shown
(without the completeness of demands) and will be put in the model As the fourth side of the
pyramid is based on Probst style knowledge management building stones knowledge
management instruments are joined with them These elements on the basis of the original
model contain explicit and implicit knowledge management instruments as well
Although here only tacit knowledge management instruments are put into the model
3 Knowledge sharing instruments
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 916
31 Probst ndash style model and its knowledge shar ing instruments
Probstrsquos model handles knowledge management as a process The external circle consists of
knowledge purposes mensuration of knowledge and feedback about the connection between
these two elements This gives a frame to the internal circle because the starting point is the
purposes and the end point of process is to compare these purposes and measured results
In the following part instruments will be paired with steps of the internal circle
Source own construction
Figure 3 Probstrsquos model and knowledge sharing instruments
To identify organizational knowledge a knowledge map can be prepared which does not store
knowledge but shows where it can be found Mind mapping is a similar instrument which
bull
Knowledge mapbull Mind mapping
bull Knowledge net
Identifying
bullAcquision knowledge products
bullExperts stakeholdersAcquiring
bull Trainings
bull E-learningDevelopment
bullMaster-studentapprentice Mentroing
bullQuality circles AAR Retrospect
bullStorytelling knowledge exchange
Sharing
bullData bases
bullExperts systemsRetaining
bullBest Practice
bullExchange sphere of activityreorganization
Using
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1016
focuses on individual knowledge which is possessed by people Knowledge net has an aim to
estimate organizational knowledge but it is a bottom up voluntary initiation
In case of knowledge acquiring four channels are signed which are specified by Probst They
are acquision purchasing knowledge products acquire expertsrsquo and stakeholdersrsquo
knowledge
Instruments of development are trainings and e-learning conferences and workshops They
are suitable to transfer explicit knowledge Though it must be mentioned that without e-
learning the other methods are suitable to meet personally which can give a possibility to
share implicit knowledge as well
To sharing process implicit instruments are paired The relationship between master and
studentapprentice and the mentor system (mentoring) ensure a possibility to knowledge
sharing between two participants between imparter (master mentor) and knowledge receiver
(apprentice student) Quality circles After Action Review (AAR) Retrospect instruments
give a possibility to share knowledge collectively (in a group or team) Quality circles operate parallelly with tasks AAR in the course of projects at the end of each process Retrospect
gives a possibility to share accumulated knowledge at the end of projects Knowledge
exchange is a collective method as well In this case participants meet in advance in an
organized form they discuss a problem or topic in small groups for several days long The
base of Storytelling is that knowledge can be shared efficiently by telling stories
To retain knowledge IT methods are available In this case data bases and expertsrsquo systemsare dominated but knowledge in employeesrsquo head also has to be mentioned It has to be
understood that shared knowledge by the above listed implicit methods will be stored in
employeesrsquo heads After that it depends on them if they are ready and capable to use it or not
In case of using the instruments we highlighted those which force employees to make their
best to use this knowledge The Best Practices writes down exactly what and how it has to be
done In this case employees have to use this fixed knowledge In case of exchange of sphereof activity or in case of reorganization employees have to use and apply the necessary
knowledge at a new field
32 TKSP (Tacit Knowledge Shari ng Pyramid) model and knowledge shar ing methods
As implicit knowledge is in employeesrsquo heads losing them goes hand in hand with a risk to
lose their knowledge as well Starting from this problem the following figure shows the
instruments which are in close connection with implicit knowledge in the above mentioned
model (lacking totality)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1116
Source own construction
Figure 4 TKSP model and tools of knowledge sharing
The three - dimension Tacit Knowledge Sharing Pyramid together with Probstrsquos modelinvestigate what participants need to do in order to retain to use to develop tacit knowledge
in organization
In this model each colleaguersquos post is transmitted to another colleague In the past identifyingknowledge and preparation for transfer happened In this process the leaving colleague and
hisher leader are touched To this case knowledge identifying methods are paired called
Knowledge Map and Mind Mapping
Knowledge map
Organizational Knowledge map is an instrument which shows where the necessary
knowledge experience can be found in an organization The most simple knowledge map is
an organigram which contains positions functions and their relations But in case of a globalor multinational organization computer programs and detailed knowledge databases are
needed (Boumlgel ndash Tomka 2010) Knowledge Maps are such databases which show the
elements of organizational knowledge but they do not store them (Varga 2010)
To prepare knowledge maps more methods can be used Gold Pages character knowledge
map will be a result if experts call a database into being which contains every employeersquoscompetences and knowledge To prepare this map data can be collected by interviews and
self-assessments but in case of employeesrsquo in great strength ask ing everybody is not suitable
The other method is the avalanche method when colleagues are asked where they shall turn to
to ask help With this method knowledge stream can be mapped in an organization but onlythose colleagues will be in this knowledge map who join in the stream This way to gauge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1216
everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1316
A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1416
In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 516
Figure 1 Knowledge Stairs + lsquoOrganization ndash Technique ndash Human Resource Modelrsquo +
Knowledge Management
Source own construction
Figure 2 Knowledge Stairs + lsquoOrganization ndash Technique ndash Human Resource Modelrsquo +Knowledge Management + Time Factor
In this context time factor means that a company has data signs in the past dimension and
these are invested in meaning by the members of organizations It is reckoned as a birthplace
of tacit knowledge As signs and data are explicit they can be documented We have to base
our thoughts on these facts during the process of tacit knowledge sharing Later it has to be
adapted to the above mentioned model and at the bottom of the pyramid (if the model is
mapped it will be a pyramid) these factors have to be documented and prepared for the
sharing process
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 616
The next stages show a dimension of the present which relates to the date of knowledge
transmission ndash taking possession process if we survey knowledge sharing processes as a
function of time (This viewpoint will be clear when the above mentioned model will be
detailed in Chapter 3) This third dimension contains every element which is a part of
knowledge taking possession ndash retaining processes It has real significance because the soft
facts of taking possession processes become a part of the knowledge management system Onthe way from knowledge to competence each element will appear which can mean a pledge of
successful knowledge taking possession ndash retaining processes
The future dimension shows ability to innovate and to infiltrate organizational knowledge
which means competitiveness on the knowledge stairs
2 Model
During the development of this model a primary viewpoint was to summarize the different
elements of tacit knowledge sharing process in a homogeneous system To make visible
participants of tacit knowledge sharing process time dimensions organizational
characteristics and elements of classical knowledge management was another important aim
as well They are the building stones of knowledge management The model presents that
there is not an order of importance among the elements but connections can be formed at a
system level
This model is a three dimension pyramid Its base is tacit knowledge and its four sides are
- time dimensions of knowledge sharing (past present future)
- participants of knowledge sharing (leader leaving employee employee who takes
work over)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 716
organizational characteristics which are in knowledge sharing (motivation preparing
procedure of knowledge transfer tools of knowledge transfer soft elements
innovation)
building stones of knowledge from the view of tacit knowledge (identification preparing documentation transfer sharing using fastening in organizational
memory development)
When a colleague leaves an organization knowledge transfer process has to be seen from
three time dimensions In the past preparations must be made to transfer knowledge in the
most effective way During this process the new colleague will get hold of new knowledge
which has to be managed in the future together with the knowledge which heshe has had
originally
While constructing the model the triple unit of individual organization and knowledge were
investigated and subordinated to time intervals If the model is examined in three dimensions
it can be seen exactly which persons with what kind of organizational characters will do with
tacit knowledge in an interval It will come to light as well what will be missing or what will
be operating in a bad way
To use the pyramid from the view of individuals (second side of the pyramid) participants of
knowledge transfer have to be joined with time intervals according to their taking an active
part in any period The other members of organizations do not appear in this model but they
have an important role because the knowledge transfer process must not be analysed deprived
from it environment
In the past before the real period of knowledge transfer (which is a relatively long one) the
colleague who leaves the workplace and participants of knowledge transfer process are human
factors At different companies it was investigated that before a colleaguersquos leaving how
much earlier the knowledge transfer process has to be started
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 816
In the present at the moment of transfer a new colleague will appear as a new player in the
organization who takes over the leaving colleaguersquos tasks In the future orientation the leaving
employee is not an active member of processes at companies at all
The third side of the pyramid contains organizational characters divided according to time
dimensions In the past dimension organizational culture has to be mentioned It can beinvestigated how this culture supports knowledge sharing especially tacit knowledge sharing
how it handles organizational changes how organizational strategy contains principles of
knowledge sharing The other element is motivation which means on the one hand how the
imparter is motivated But on the other hand it means the leadersrsquo motivation in supporting
the process of knowledge transfer
In the present dimension examination of transfer process and tools of transfer are dominating
In this case there is a powerful role of the classical (individual ndash organization ndash technique)
triple model
The main question of future dimension is the influence of changes on innovation andsustainable development Namely if innovative advantages or disadvantages originate from
the addition of acquired tacit knowledge and the own possessed knowledge or not Also it is
an important question if addition happens at all or not
The fourth side of the pyramid focuses on knowledge At the dividing of this side Probst
(1998) style building stones of knowledge management were the base According to these
divisions the past is about knowledge representation (Munich model (2001)) Namely in this
phase knowledge identifying knowledge documentation knowledge preparation for transfer
proceed The present the real transfer (according to the Munich model the phase of
knowledge communication) is about knowledge sharing and knowledge transfer The future is
divided into three components from the view of knowledge spreading
- using the newly acquired knowledge
- knowledge retaining (it means knowledge retaining which was a part of organizational culture in the past)
- knowledge development (how the newly acquired knowledge and possessed
knowledge can be mixed and developed by the new colleague)
When the sides of pyramid meet the question can be answered how a leader supports or
motivates this process
To ensure operating of this pyramid it is indispensable to use the most suitable possibilities
from the suitable resource In the following part some knowledge instruments will be shown
(without the completeness of demands) and will be put in the model As the fourth side of the
pyramid is based on Probst style knowledge management building stones knowledge
management instruments are joined with them These elements on the basis of the original
model contain explicit and implicit knowledge management instruments as well
Although here only tacit knowledge management instruments are put into the model
3 Knowledge sharing instruments
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 916
31 Probst ndash style model and its knowledge shar ing instruments
Probstrsquos model handles knowledge management as a process The external circle consists of
knowledge purposes mensuration of knowledge and feedback about the connection between
these two elements This gives a frame to the internal circle because the starting point is the
purposes and the end point of process is to compare these purposes and measured results
In the following part instruments will be paired with steps of the internal circle
Source own construction
Figure 3 Probstrsquos model and knowledge sharing instruments
To identify organizational knowledge a knowledge map can be prepared which does not store
knowledge but shows where it can be found Mind mapping is a similar instrument which
bull
Knowledge mapbull Mind mapping
bull Knowledge net
Identifying
bullAcquision knowledge products
bullExperts stakeholdersAcquiring
bull Trainings
bull E-learningDevelopment
bullMaster-studentapprentice Mentroing
bullQuality circles AAR Retrospect
bullStorytelling knowledge exchange
Sharing
bullData bases
bullExperts systemsRetaining
bullBest Practice
bullExchange sphere of activityreorganization
Using
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1016
focuses on individual knowledge which is possessed by people Knowledge net has an aim to
estimate organizational knowledge but it is a bottom up voluntary initiation
In case of knowledge acquiring four channels are signed which are specified by Probst They
are acquision purchasing knowledge products acquire expertsrsquo and stakeholdersrsquo
knowledge
Instruments of development are trainings and e-learning conferences and workshops They
are suitable to transfer explicit knowledge Though it must be mentioned that without e-
learning the other methods are suitable to meet personally which can give a possibility to
share implicit knowledge as well
To sharing process implicit instruments are paired The relationship between master and
studentapprentice and the mentor system (mentoring) ensure a possibility to knowledge
sharing between two participants between imparter (master mentor) and knowledge receiver
(apprentice student) Quality circles After Action Review (AAR) Retrospect instruments
give a possibility to share knowledge collectively (in a group or team) Quality circles operate parallelly with tasks AAR in the course of projects at the end of each process Retrospect
gives a possibility to share accumulated knowledge at the end of projects Knowledge
exchange is a collective method as well In this case participants meet in advance in an
organized form they discuss a problem or topic in small groups for several days long The
base of Storytelling is that knowledge can be shared efficiently by telling stories
To retain knowledge IT methods are available In this case data bases and expertsrsquo systemsare dominated but knowledge in employeesrsquo head also has to be mentioned It has to be
understood that shared knowledge by the above listed implicit methods will be stored in
employeesrsquo heads After that it depends on them if they are ready and capable to use it or not
In case of using the instruments we highlighted those which force employees to make their
best to use this knowledge The Best Practices writes down exactly what and how it has to be
done In this case employees have to use this fixed knowledge In case of exchange of sphereof activity or in case of reorganization employees have to use and apply the necessary
knowledge at a new field
32 TKSP (Tacit Knowledge Shari ng Pyramid) model and knowledge shar ing methods
As implicit knowledge is in employeesrsquo heads losing them goes hand in hand with a risk to
lose their knowledge as well Starting from this problem the following figure shows the
instruments which are in close connection with implicit knowledge in the above mentioned
model (lacking totality)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1116
Source own construction
Figure 4 TKSP model and tools of knowledge sharing
The three - dimension Tacit Knowledge Sharing Pyramid together with Probstrsquos modelinvestigate what participants need to do in order to retain to use to develop tacit knowledge
in organization
In this model each colleaguersquos post is transmitted to another colleague In the past identifyingknowledge and preparation for transfer happened In this process the leaving colleague and
hisher leader are touched To this case knowledge identifying methods are paired called
Knowledge Map and Mind Mapping
Knowledge map
Organizational Knowledge map is an instrument which shows where the necessary
knowledge experience can be found in an organization The most simple knowledge map is
an organigram which contains positions functions and their relations But in case of a globalor multinational organization computer programs and detailed knowledge databases are
needed (Boumlgel ndash Tomka 2010) Knowledge Maps are such databases which show the
elements of organizational knowledge but they do not store them (Varga 2010)
To prepare knowledge maps more methods can be used Gold Pages character knowledge
map will be a result if experts call a database into being which contains every employeersquoscompetences and knowledge To prepare this map data can be collected by interviews and
self-assessments but in case of employeesrsquo in great strength ask ing everybody is not suitable
The other method is the avalanche method when colleagues are asked where they shall turn to
to ask help With this method knowledge stream can be mapped in an organization but onlythose colleagues will be in this knowledge map who join in the stream This way to gauge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1216
everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1316
A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1416
In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 616
The next stages show a dimension of the present which relates to the date of knowledge
transmission ndash taking possession process if we survey knowledge sharing processes as a
function of time (This viewpoint will be clear when the above mentioned model will be
detailed in Chapter 3) This third dimension contains every element which is a part of
knowledge taking possession ndash retaining processes It has real significance because the soft
facts of taking possession processes become a part of the knowledge management system Onthe way from knowledge to competence each element will appear which can mean a pledge of
successful knowledge taking possession ndash retaining processes
The future dimension shows ability to innovate and to infiltrate organizational knowledge
which means competitiveness on the knowledge stairs
2 Model
During the development of this model a primary viewpoint was to summarize the different
elements of tacit knowledge sharing process in a homogeneous system To make visible
participants of tacit knowledge sharing process time dimensions organizational
characteristics and elements of classical knowledge management was another important aim
as well They are the building stones of knowledge management The model presents that
there is not an order of importance among the elements but connections can be formed at a
system level
This model is a three dimension pyramid Its base is tacit knowledge and its four sides are
- time dimensions of knowledge sharing (past present future)
- participants of knowledge sharing (leader leaving employee employee who takes
work over)
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organizational characteristics which are in knowledge sharing (motivation preparing
procedure of knowledge transfer tools of knowledge transfer soft elements
innovation)
building stones of knowledge from the view of tacit knowledge (identification preparing documentation transfer sharing using fastening in organizational
memory development)
When a colleague leaves an organization knowledge transfer process has to be seen from
three time dimensions In the past preparations must be made to transfer knowledge in the
most effective way During this process the new colleague will get hold of new knowledge
which has to be managed in the future together with the knowledge which heshe has had
originally
While constructing the model the triple unit of individual organization and knowledge were
investigated and subordinated to time intervals If the model is examined in three dimensions
it can be seen exactly which persons with what kind of organizational characters will do with
tacit knowledge in an interval It will come to light as well what will be missing or what will
be operating in a bad way
To use the pyramid from the view of individuals (second side of the pyramid) participants of
knowledge transfer have to be joined with time intervals according to their taking an active
part in any period The other members of organizations do not appear in this model but they
have an important role because the knowledge transfer process must not be analysed deprived
from it environment
In the past before the real period of knowledge transfer (which is a relatively long one) the
colleague who leaves the workplace and participants of knowledge transfer process are human
factors At different companies it was investigated that before a colleaguersquos leaving how
much earlier the knowledge transfer process has to be started
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 816
In the present at the moment of transfer a new colleague will appear as a new player in the
organization who takes over the leaving colleaguersquos tasks In the future orientation the leaving
employee is not an active member of processes at companies at all
The third side of the pyramid contains organizational characters divided according to time
dimensions In the past dimension organizational culture has to be mentioned It can beinvestigated how this culture supports knowledge sharing especially tacit knowledge sharing
how it handles organizational changes how organizational strategy contains principles of
knowledge sharing The other element is motivation which means on the one hand how the
imparter is motivated But on the other hand it means the leadersrsquo motivation in supporting
the process of knowledge transfer
In the present dimension examination of transfer process and tools of transfer are dominating
In this case there is a powerful role of the classical (individual ndash organization ndash technique)
triple model
The main question of future dimension is the influence of changes on innovation andsustainable development Namely if innovative advantages or disadvantages originate from
the addition of acquired tacit knowledge and the own possessed knowledge or not Also it is
an important question if addition happens at all or not
The fourth side of the pyramid focuses on knowledge At the dividing of this side Probst
(1998) style building stones of knowledge management were the base According to these
divisions the past is about knowledge representation (Munich model (2001)) Namely in this
phase knowledge identifying knowledge documentation knowledge preparation for transfer
proceed The present the real transfer (according to the Munich model the phase of
knowledge communication) is about knowledge sharing and knowledge transfer The future is
divided into three components from the view of knowledge spreading
- using the newly acquired knowledge
- knowledge retaining (it means knowledge retaining which was a part of organizational culture in the past)
- knowledge development (how the newly acquired knowledge and possessed
knowledge can be mixed and developed by the new colleague)
When the sides of pyramid meet the question can be answered how a leader supports or
motivates this process
To ensure operating of this pyramid it is indispensable to use the most suitable possibilities
from the suitable resource In the following part some knowledge instruments will be shown
(without the completeness of demands) and will be put in the model As the fourth side of the
pyramid is based on Probst style knowledge management building stones knowledge
management instruments are joined with them These elements on the basis of the original
model contain explicit and implicit knowledge management instruments as well
Although here only tacit knowledge management instruments are put into the model
3 Knowledge sharing instruments
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31 Probst ndash style model and its knowledge shar ing instruments
Probstrsquos model handles knowledge management as a process The external circle consists of
knowledge purposes mensuration of knowledge and feedback about the connection between
these two elements This gives a frame to the internal circle because the starting point is the
purposes and the end point of process is to compare these purposes and measured results
In the following part instruments will be paired with steps of the internal circle
Source own construction
Figure 3 Probstrsquos model and knowledge sharing instruments
To identify organizational knowledge a knowledge map can be prepared which does not store
knowledge but shows where it can be found Mind mapping is a similar instrument which
bull
Knowledge mapbull Mind mapping
bull Knowledge net
Identifying
bullAcquision knowledge products
bullExperts stakeholdersAcquiring
bull Trainings
bull E-learningDevelopment
bullMaster-studentapprentice Mentroing
bullQuality circles AAR Retrospect
bullStorytelling knowledge exchange
Sharing
bullData bases
bullExperts systemsRetaining
bullBest Practice
bullExchange sphere of activityreorganization
Using
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1016
focuses on individual knowledge which is possessed by people Knowledge net has an aim to
estimate organizational knowledge but it is a bottom up voluntary initiation
In case of knowledge acquiring four channels are signed which are specified by Probst They
are acquision purchasing knowledge products acquire expertsrsquo and stakeholdersrsquo
knowledge
Instruments of development are trainings and e-learning conferences and workshops They
are suitable to transfer explicit knowledge Though it must be mentioned that without e-
learning the other methods are suitable to meet personally which can give a possibility to
share implicit knowledge as well
To sharing process implicit instruments are paired The relationship between master and
studentapprentice and the mentor system (mentoring) ensure a possibility to knowledge
sharing between two participants between imparter (master mentor) and knowledge receiver
(apprentice student) Quality circles After Action Review (AAR) Retrospect instruments
give a possibility to share knowledge collectively (in a group or team) Quality circles operate parallelly with tasks AAR in the course of projects at the end of each process Retrospect
gives a possibility to share accumulated knowledge at the end of projects Knowledge
exchange is a collective method as well In this case participants meet in advance in an
organized form they discuss a problem or topic in small groups for several days long The
base of Storytelling is that knowledge can be shared efficiently by telling stories
To retain knowledge IT methods are available In this case data bases and expertsrsquo systemsare dominated but knowledge in employeesrsquo head also has to be mentioned It has to be
understood that shared knowledge by the above listed implicit methods will be stored in
employeesrsquo heads After that it depends on them if they are ready and capable to use it or not
In case of using the instruments we highlighted those which force employees to make their
best to use this knowledge The Best Practices writes down exactly what and how it has to be
done In this case employees have to use this fixed knowledge In case of exchange of sphereof activity or in case of reorganization employees have to use and apply the necessary
knowledge at a new field
32 TKSP (Tacit Knowledge Shari ng Pyramid) model and knowledge shar ing methods
As implicit knowledge is in employeesrsquo heads losing them goes hand in hand with a risk to
lose their knowledge as well Starting from this problem the following figure shows the
instruments which are in close connection with implicit knowledge in the above mentioned
model (lacking totality)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1116
Source own construction
Figure 4 TKSP model and tools of knowledge sharing
The three - dimension Tacit Knowledge Sharing Pyramid together with Probstrsquos modelinvestigate what participants need to do in order to retain to use to develop tacit knowledge
in organization
In this model each colleaguersquos post is transmitted to another colleague In the past identifyingknowledge and preparation for transfer happened In this process the leaving colleague and
hisher leader are touched To this case knowledge identifying methods are paired called
Knowledge Map and Mind Mapping
Knowledge map
Organizational Knowledge map is an instrument which shows where the necessary
knowledge experience can be found in an organization The most simple knowledge map is
an organigram which contains positions functions and their relations But in case of a globalor multinational organization computer programs and detailed knowledge databases are
needed (Boumlgel ndash Tomka 2010) Knowledge Maps are such databases which show the
elements of organizational knowledge but they do not store them (Varga 2010)
To prepare knowledge maps more methods can be used Gold Pages character knowledge
map will be a result if experts call a database into being which contains every employeersquoscompetences and knowledge To prepare this map data can be collected by interviews and
self-assessments but in case of employeesrsquo in great strength ask ing everybody is not suitable
The other method is the avalanche method when colleagues are asked where they shall turn to
to ask help With this method knowledge stream can be mapped in an organization but onlythose colleagues will be in this knowledge map who join in the stream This way to gauge
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everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
7272019 tacit knowledgespdf
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A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1416
In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 716
organizational characteristics which are in knowledge sharing (motivation preparing
procedure of knowledge transfer tools of knowledge transfer soft elements
innovation)
building stones of knowledge from the view of tacit knowledge (identification preparing documentation transfer sharing using fastening in organizational
memory development)
When a colleague leaves an organization knowledge transfer process has to be seen from
three time dimensions In the past preparations must be made to transfer knowledge in the
most effective way During this process the new colleague will get hold of new knowledge
which has to be managed in the future together with the knowledge which heshe has had
originally
While constructing the model the triple unit of individual organization and knowledge were
investigated and subordinated to time intervals If the model is examined in three dimensions
it can be seen exactly which persons with what kind of organizational characters will do with
tacit knowledge in an interval It will come to light as well what will be missing or what will
be operating in a bad way
To use the pyramid from the view of individuals (second side of the pyramid) participants of
knowledge transfer have to be joined with time intervals according to their taking an active
part in any period The other members of organizations do not appear in this model but they
have an important role because the knowledge transfer process must not be analysed deprived
from it environment
In the past before the real period of knowledge transfer (which is a relatively long one) the
colleague who leaves the workplace and participants of knowledge transfer process are human
factors At different companies it was investigated that before a colleaguersquos leaving how
much earlier the knowledge transfer process has to be started
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 816
In the present at the moment of transfer a new colleague will appear as a new player in the
organization who takes over the leaving colleaguersquos tasks In the future orientation the leaving
employee is not an active member of processes at companies at all
The third side of the pyramid contains organizational characters divided according to time
dimensions In the past dimension organizational culture has to be mentioned It can beinvestigated how this culture supports knowledge sharing especially tacit knowledge sharing
how it handles organizational changes how organizational strategy contains principles of
knowledge sharing The other element is motivation which means on the one hand how the
imparter is motivated But on the other hand it means the leadersrsquo motivation in supporting
the process of knowledge transfer
In the present dimension examination of transfer process and tools of transfer are dominating
In this case there is a powerful role of the classical (individual ndash organization ndash technique)
triple model
The main question of future dimension is the influence of changes on innovation andsustainable development Namely if innovative advantages or disadvantages originate from
the addition of acquired tacit knowledge and the own possessed knowledge or not Also it is
an important question if addition happens at all or not
The fourth side of the pyramid focuses on knowledge At the dividing of this side Probst
(1998) style building stones of knowledge management were the base According to these
divisions the past is about knowledge representation (Munich model (2001)) Namely in this
phase knowledge identifying knowledge documentation knowledge preparation for transfer
proceed The present the real transfer (according to the Munich model the phase of
knowledge communication) is about knowledge sharing and knowledge transfer The future is
divided into three components from the view of knowledge spreading
- using the newly acquired knowledge
- knowledge retaining (it means knowledge retaining which was a part of organizational culture in the past)
- knowledge development (how the newly acquired knowledge and possessed
knowledge can be mixed and developed by the new colleague)
When the sides of pyramid meet the question can be answered how a leader supports or
motivates this process
To ensure operating of this pyramid it is indispensable to use the most suitable possibilities
from the suitable resource In the following part some knowledge instruments will be shown
(without the completeness of demands) and will be put in the model As the fourth side of the
pyramid is based on Probst style knowledge management building stones knowledge
management instruments are joined with them These elements on the basis of the original
model contain explicit and implicit knowledge management instruments as well
Although here only tacit knowledge management instruments are put into the model
3 Knowledge sharing instruments
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 916
31 Probst ndash style model and its knowledge shar ing instruments
Probstrsquos model handles knowledge management as a process The external circle consists of
knowledge purposes mensuration of knowledge and feedback about the connection between
these two elements This gives a frame to the internal circle because the starting point is the
purposes and the end point of process is to compare these purposes and measured results
In the following part instruments will be paired with steps of the internal circle
Source own construction
Figure 3 Probstrsquos model and knowledge sharing instruments
To identify organizational knowledge a knowledge map can be prepared which does not store
knowledge but shows where it can be found Mind mapping is a similar instrument which
bull
Knowledge mapbull Mind mapping
bull Knowledge net
Identifying
bullAcquision knowledge products
bullExperts stakeholdersAcquiring
bull Trainings
bull E-learningDevelopment
bullMaster-studentapprentice Mentroing
bullQuality circles AAR Retrospect
bullStorytelling knowledge exchange
Sharing
bullData bases
bullExperts systemsRetaining
bullBest Practice
bullExchange sphere of activityreorganization
Using
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1016
focuses on individual knowledge which is possessed by people Knowledge net has an aim to
estimate organizational knowledge but it is a bottom up voluntary initiation
In case of knowledge acquiring four channels are signed which are specified by Probst They
are acquision purchasing knowledge products acquire expertsrsquo and stakeholdersrsquo
knowledge
Instruments of development are trainings and e-learning conferences and workshops They
are suitable to transfer explicit knowledge Though it must be mentioned that without e-
learning the other methods are suitable to meet personally which can give a possibility to
share implicit knowledge as well
To sharing process implicit instruments are paired The relationship between master and
studentapprentice and the mentor system (mentoring) ensure a possibility to knowledge
sharing between two participants between imparter (master mentor) and knowledge receiver
(apprentice student) Quality circles After Action Review (AAR) Retrospect instruments
give a possibility to share knowledge collectively (in a group or team) Quality circles operate parallelly with tasks AAR in the course of projects at the end of each process Retrospect
gives a possibility to share accumulated knowledge at the end of projects Knowledge
exchange is a collective method as well In this case participants meet in advance in an
organized form they discuss a problem or topic in small groups for several days long The
base of Storytelling is that knowledge can be shared efficiently by telling stories
To retain knowledge IT methods are available In this case data bases and expertsrsquo systemsare dominated but knowledge in employeesrsquo head also has to be mentioned It has to be
understood that shared knowledge by the above listed implicit methods will be stored in
employeesrsquo heads After that it depends on them if they are ready and capable to use it or not
In case of using the instruments we highlighted those which force employees to make their
best to use this knowledge The Best Practices writes down exactly what and how it has to be
done In this case employees have to use this fixed knowledge In case of exchange of sphereof activity or in case of reorganization employees have to use and apply the necessary
knowledge at a new field
32 TKSP (Tacit Knowledge Shari ng Pyramid) model and knowledge shar ing methods
As implicit knowledge is in employeesrsquo heads losing them goes hand in hand with a risk to
lose their knowledge as well Starting from this problem the following figure shows the
instruments which are in close connection with implicit knowledge in the above mentioned
model (lacking totality)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1116
Source own construction
Figure 4 TKSP model and tools of knowledge sharing
The three - dimension Tacit Knowledge Sharing Pyramid together with Probstrsquos modelinvestigate what participants need to do in order to retain to use to develop tacit knowledge
in organization
In this model each colleaguersquos post is transmitted to another colleague In the past identifyingknowledge and preparation for transfer happened In this process the leaving colleague and
hisher leader are touched To this case knowledge identifying methods are paired called
Knowledge Map and Mind Mapping
Knowledge map
Organizational Knowledge map is an instrument which shows where the necessary
knowledge experience can be found in an organization The most simple knowledge map is
an organigram which contains positions functions and their relations But in case of a globalor multinational organization computer programs and detailed knowledge databases are
needed (Boumlgel ndash Tomka 2010) Knowledge Maps are such databases which show the
elements of organizational knowledge but they do not store them (Varga 2010)
To prepare knowledge maps more methods can be used Gold Pages character knowledge
map will be a result if experts call a database into being which contains every employeersquoscompetences and knowledge To prepare this map data can be collected by interviews and
self-assessments but in case of employeesrsquo in great strength ask ing everybody is not suitable
The other method is the avalanche method when colleagues are asked where they shall turn to
to ask help With this method knowledge stream can be mapped in an organization but onlythose colleagues will be in this knowledge map who join in the stream This way to gauge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1216
everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1316
A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1416
In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 816
In the present at the moment of transfer a new colleague will appear as a new player in the
organization who takes over the leaving colleaguersquos tasks In the future orientation the leaving
employee is not an active member of processes at companies at all
The third side of the pyramid contains organizational characters divided according to time
dimensions In the past dimension organizational culture has to be mentioned It can beinvestigated how this culture supports knowledge sharing especially tacit knowledge sharing
how it handles organizational changes how organizational strategy contains principles of
knowledge sharing The other element is motivation which means on the one hand how the
imparter is motivated But on the other hand it means the leadersrsquo motivation in supporting
the process of knowledge transfer
In the present dimension examination of transfer process and tools of transfer are dominating
In this case there is a powerful role of the classical (individual ndash organization ndash technique)
triple model
The main question of future dimension is the influence of changes on innovation andsustainable development Namely if innovative advantages or disadvantages originate from
the addition of acquired tacit knowledge and the own possessed knowledge or not Also it is
an important question if addition happens at all or not
The fourth side of the pyramid focuses on knowledge At the dividing of this side Probst
(1998) style building stones of knowledge management were the base According to these
divisions the past is about knowledge representation (Munich model (2001)) Namely in this
phase knowledge identifying knowledge documentation knowledge preparation for transfer
proceed The present the real transfer (according to the Munich model the phase of
knowledge communication) is about knowledge sharing and knowledge transfer The future is
divided into three components from the view of knowledge spreading
- using the newly acquired knowledge
- knowledge retaining (it means knowledge retaining which was a part of organizational culture in the past)
- knowledge development (how the newly acquired knowledge and possessed
knowledge can be mixed and developed by the new colleague)
When the sides of pyramid meet the question can be answered how a leader supports or
motivates this process
To ensure operating of this pyramid it is indispensable to use the most suitable possibilities
from the suitable resource In the following part some knowledge instruments will be shown
(without the completeness of demands) and will be put in the model As the fourth side of the
pyramid is based on Probst style knowledge management building stones knowledge
management instruments are joined with them These elements on the basis of the original
model contain explicit and implicit knowledge management instruments as well
Although here only tacit knowledge management instruments are put into the model
3 Knowledge sharing instruments
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 916
31 Probst ndash style model and its knowledge shar ing instruments
Probstrsquos model handles knowledge management as a process The external circle consists of
knowledge purposes mensuration of knowledge and feedback about the connection between
these two elements This gives a frame to the internal circle because the starting point is the
purposes and the end point of process is to compare these purposes and measured results
In the following part instruments will be paired with steps of the internal circle
Source own construction
Figure 3 Probstrsquos model and knowledge sharing instruments
To identify organizational knowledge a knowledge map can be prepared which does not store
knowledge but shows where it can be found Mind mapping is a similar instrument which
bull
Knowledge mapbull Mind mapping
bull Knowledge net
Identifying
bullAcquision knowledge products
bullExperts stakeholdersAcquiring
bull Trainings
bull E-learningDevelopment
bullMaster-studentapprentice Mentroing
bullQuality circles AAR Retrospect
bullStorytelling knowledge exchange
Sharing
bullData bases
bullExperts systemsRetaining
bullBest Practice
bullExchange sphere of activityreorganization
Using
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1016
focuses on individual knowledge which is possessed by people Knowledge net has an aim to
estimate organizational knowledge but it is a bottom up voluntary initiation
In case of knowledge acquiring four channels are signed which are specified by Probst They
are acquision purchasing knowledge products acquire expertsrsquo and stakeholdersrsquo
knowledge
Instruments of development are trainings and e-learning conferences and workshops They
are suitable to transfer explicit knowledge Though it must be mentioned that without e-
learning the other methods are suitable to meet personally which can give a possibility to
share implicit knowledge as well
To sharing process implicit instruments are paired The relationship between master and
studentapprentice and the mentor system (mentoring) ensure a possibility to knowledge
sharing between two participants between imparter (master mentor) and knowledge receiver
(apprentice student) Quality circles After Action Review (AAR) Retrospect instruments
give a possibility to share knowledge collectively (in a group or team) Quality circles operate parallelly with tasks AAR in the course of projects at the end of each process Retrospect
gives a possibility to share accumulated knowledge at the end of projects Knowledge
exchange is a collective method as well In this case participants meet in advance in an
organized form they discuss a problem or topic in small groups for several days long The
base of Storytelling is that knowledge can be shared efficiently by telling stories
To retain knowledge IT methods are available In this case data bases and expertsrsquo systemsare dominated but knowledge in employeesrsquo head also has to be mentioned It has to be
understood that shared knowledge by the above listed implicit methods will be stored in
employeesrsquo heads After that it depends on them if they are ready and capable to use it or not
In case of using the instruments we highlighted those which force employees to make their
best to use this knowledge The Best Practices writes down exactly what and how it has to be
done In this case employees have to use this fixed knowledge In case of exchange of sphereof activity or in case of reorganization employees have to use and apply the necessary
knowledge at a new field
32 TKSP (Tacit Knowledge Shari ng Pyramid) model and knowledge shar ing methods
As implicit knowledge is in employeesrsquo heads losing them goes hand in hand with a risk to
lose their knowledge as well Starting from this problem the following figure shows the
instruments which are in close connection with implicit knowledge in the above mentioned
model (lacking totality)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1116
Source own construction
Figure 4 TKSP model and tools of knowledge sharing
The three - dimension Tacit Knowledge Sharing Pyramid together with Probstrsquos modelinvestigate what participants need to do in order to retain to use to develop tacit knowledge
in organization
In this model each colleaguersquos post is transmitted to another colleague In the past identifyingknowledge and preparation for transfer happened In this process the leaving colleague and
hisher leader are touched To this case knowledge identifying methods are paired called
Knowledge Map and Mind Mapping
Knowledge map
Organizational Knowledge map is an instrument which shows where the necessary
knowledge experience can be found in an organization The most simple knowledge map is
an organigram which contains positions functions and their relations But in case of a globalor multinational organization computer programs and detailed knowledge databases are
needed (Boumlgel ndash Tomka 2010) Knowledge Maps are such databases which show the
elements of organizational knowledge but they do not store them (Varga 2010)
To prepare knowledge maps more methods can be used Gold Pages character knowledge
map will be a result if experts call a database into being which contains every employeersquoscompetences and knowledge To prepare this map data can be collected by interviews and
self-assessments but in case of employeesrsquo in great strength ask ing everybody is not suitable
The other method is the avalanche method when colleagues are asked where they shall turn to
to ask help With this method knowledge stream can be mapped in an organization but onlythose colleagues will be in this knowledge map who join in the stream This way to gauge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1216
everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1316
A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1416
In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 916
31 Probst ndash style model and its knowledge shar ing instruments
Probstrsquos model handles knowledge management as a process The external circle consists of
knowledge purposes mensuration of knowledge and feedback about the connection between
these two elements This gives a frame to the internal circle because the starting point is the
purposes and the end point of process is to compare these purposes and measured results
In the following part instruments will be paired with steps of the internal circle
Source own construction
Figure 3 Probstrsquos model and knowledge sharing instruments
To identify organizational knowledge a knowledge map can be prepared which does not store
knowledge but shows where it can be found Mind mapping is a similar instrument which
bull
Knowledge mapbull Mind mapping
bull Knowledge net
Identifying
bullAcquision knowledge products
bullExperts stakeholdersAcquiring
bull Trainings
bull E-learningDevelopment
bullMaster-studentapprentice Mentroing
bullQuality circles AAR Retrospect
bullStorytelling knowledge exchange
Sharing
bullData bases
bullExperts systemsRetaining
bullBest Practice
bullExchange sphere of activityreorganization
Using
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1016
focuses on individual knowledge which is possessed by people Knowledge net has an aim to
estimate organizational knowledge but it is a bottom up voluntary initiation
In case of knowledge acquiring four channels are signed which are specified by Probst They
are acquision purchasing knowledge products acquire expertsrsquo and stakeholdersrsquo
knowledge
Instruments of development are trainings and e-learning conferences and workshops They
are suitable to transfer explicit knowledge Though it must be mentioned that without e-
learning the other methods are suitable to meet personally which can give a possibility to
share implicit knowledge as well
To sharing process implicit instruments are paired The relationship between master and
studentapprentice and the mentor system (mentoring) ensure a possibility to knowledge
sharing between two participants between imparter (master mentor) and knowledge receiver
(apprentice student) Quality circles After Action Review (AAR) Retrospect instruments
give a possibility to share knowledge collectively (in a group or team) Quality circles operate parallelly with tasks AAR in the course of projects at the end of each process Retrospect
gives a possibility to share accumulated knowledge at the end of projects Knowledge
exchange is a collective method as well In this case participants meet in advance in an
organized form they discuss a problem or topic in small groups for several days long The
base of Storytelling is that knowledge can be shared efficiently by telling stories
To retain knowledge IT methods are available In this case data bases and expertsrsquo systemsare dominated but knowledge in employeesrsquo head also has to be mentioned It has to be
understood that shared knowledge by the above listed implicit methods will be stored in
employeesrsquo heads After that it depends on them if they are ready and capable to use it or not
In case of using the instruments we highlighted those which force employees to make their
best to use this knowledge The Best Practices writes down exactly what and how it has to be
done In this case employees have to use this fixed knowledge In case of exchange of sphereof activity or in case of reorganization employees have to use and apply the necessary
knowledge at a new field
32 TKSP (Tacit Knowledge Shari ng Pyramid) model and knowledge shar ing methods
As implicit knowledge is in employeesrsquo heads losing them goes hand in hand with a risk to
lose their knowledge as well Starting from this problem the following figure shows the
instruments which are in close connection with implicit knowledge in the above mentioned
model (lacking totality)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1116
Source own construction
Figure 4 TKSP model and tools of knowledge sharing
The three - dimension Tacit Knowledge Sharing Pyramid together with Probstrsquos modelinvestigate what participants need to do in order to retain to use to develop tacit knowledge
in organization
In this model each colleaguersquos post is transmitted to another colleague In the past identifyingknowledge and preparation for transfer happened In this process the leaving colleague and
hisher leader are touched To this case knowledge identifying methods are paired called
Knowledge Map and Mind Mapping
Knowledge map
Organizational Knowledge map is an instrument which shows where the necessary
knowledge experience can be found in an organization The most simple knowledge map is
an organigram which contains positions functions and their relations But in case of a globalor multinational organization computer programs and detailed knowledge databases are
needed (Boumlgel ndash Tomka 2010) Knowledge Maps are such databases which show the
elements of organizational knowledge but they do not store them (Varga 2010)
To prepare knowledge maps more methods can be used Gold Pages character knowledge
map will be a result if experts call a database into being which contains every employeersquoscompetences and knowledge To prepare this map data can be collected by interviews and
self-assessments but in case of employeesrsquo in great strength ask ing everybody is not suitable
The other method is the avalanche method when colleagues are asked where they shall turn to
to ask help With this method knowledge stream can be mapped in an organization but onlythose colleagues will be in this knowledge map who join in the stream This way to gauge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1216
everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1316
A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1416
In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1016
focuses on individual knowledge which is possessed by people Knowledge net has an aim to
estimate organizational knowledge but it is a bottom up voluntary initiation
In case of knowledge acquiring four channels are signed which are specified by Probst They
are acquision purchasing knowledge products acquire expertsrsquo and stakeholdersrsquo
knowledge
Instruments of development are trainings and e-learning conferences and workshops They
are suitable to transfer explicit knowledge Though it must be mentioned that without e-
learning the other methods are suitable to meet personally which can give a possibility to
share implicit knowledge as well
To sharing process implicit instruments are paired The relationship between master and
studentapprentice and the mentor system (mentoring) ensure a possibility to knowledge
sharing between two participants between imparter (master mentor) and knowledge receiver
(apprentice student) Quality circles After Action Review (AAR) Retrospect instruments
give a possibility to share knowledge collectively (in a group or team) Quality circles operate parallelly with tasks AAR in the course of projects at the end of each process Retrospect
gives a possibility to share accumulated knowledge at the end of projects Knowledge
exchange is a collective method as well In this case participants meet in advance in an
organized form they discuss a problem or topic in small groups for several days long The
base of Storytelling is that knowledge can be shared efficiently by telling stories
To retain knowledge IT methods are available In this case data bases and expertsrsquo systemsare dominated but knowledge in employeesrsquo head also has to be mentioned It has to be
understood that shared knowledge by the above listed implicit methods will be stored in
employeesrsquo heads After that it depends on them if they are ready and capable to use it or not
In case of using the instruments we highlighted those which force employees to make their
best to use this knowledge The Best Practices writes down exactly what and how it has to be
done In this case employees have to use this fixed knowledge In case of exchange of sphereof activity or in case of reorganization employees have to use and apply the necessary
knowledge at a new field
32 TKSP (Tacit Knowledge Shari ng Pyramid) model and knowledge shar ing methods
As implicit knowledge is in employeesrsquo heads losing them goes hand in hand with a risk to
lose their knowledge as well Starting from this problem the following figure shows the
instruments which are in close connection with implicit knowledge in the above mentioned
model (lacking totality)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1116
Source own construction
Figure 4 TKSP model and tools of knowledge sharing
The three - dimension Tacit Knowledge Sharing Pyramid together with Probstrsquos modelinvestigate what participants need to do in order to retain to use to develop tacit knowledge
in organization
In this model each colleaguersquos post is transmitted to another colleague In the past identifyingknowledge and preparation for transfer happened In this process the leaving colleague and
hisher leader are touched To this case knowledge identifying methods are paired called
Knowledge Map and Mind Mapping
Knowledge map
Organizational Knowledge map is an instrument which shows where the necessary
knowledge experience can be found in an organization The most simple knowledge map is
an organigram which contains positions functions and their relations But in case of a globalor multinational organization computer programs and detailed knowledge databases are
needed (Boumlgel ndash Tomka 2010) Knowledge Maps are such databases which show the
elements of organizational knowledge but they do not store them (Varga 2010)
To prepare knowledge maps more methods can be used Gold Pages character knowledge
map will be a result if experts call a database into being which contains every employeersquoscompetences and knowledge To prepare this map data can be collected by interviews and
self-assessments but in case of employeesrsquo in great strength ask ing everybody is not suitable
The other method is the avalanche method when colleagues are asked where they shall turn to
to ask help With this method knowledge stream can be mapped in an organization but onlythose colleagues will be in this knowledge map who join in the stream This way to gauge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1216
everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1316
A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1416
In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1116
Source own construction
Figure 4 TKSP model and tools of knowledge sharing
The three - dimension Tacit Knowledge Sharing Pyramid together with Probstrsquos modelinvestigate what participants need to do in order to retain to use to develop tacit knowledge
in organization
In this model each colleaguersquos post is transmitted to another colleague In the past identifyingknowledge and preparation for transfer happened In this process the leaving colleague and
hisher leader are touched To this case knowledge identifying methods are paired called
Knowledge Map and Mind Mapping
Knowledge map
Organizational Knowledge map is an instrument which shows where the necessary
knowledge experience can be found in an organization The most simple knowledge map is
an organigram which contains positions functions and their relations But in case of a globalor multinational organization computer programs and detailed knowledge databases are
needed (Boumlgel ndash Tomka 2010) Knowledge Maps are such databases which show the
elements of organizational knowledge but they do not store them (Varga 2010)
To prepare knowledge maps more methods can be used Gold Pages character knowledge
map will be a result if experts call a database into being which contains every employeersquoscompetences and knowledge To prepare this map data can be collected by interviews and
self-assessments but in case of employeesrsquo in great strength ask ing everybody is not suitable
The other method is the avalanche method when colleagues are asked where they shall turn to
to ask help With this method knowledge stream can be mapped in an organization but onlythose colleagues will be in this knowledge map who join in the stream This way to gauge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1216
everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1316
A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1416
In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1216
everybodyrsquos knowledge is not necessary but employees who do not share their knowledgewill be missing from this map
The third method produces a knowledge galaxis Its essence is that the necessary knowledge
elements and their possessors are collected and they are pictured as a graph In this case a task
or process means the starting point not a colleague (Varga 2010)
Mind mapping
Mind mapping is a similar instrument as a knowledge map it helps to identify special
elements of personal knowledge in an organization During its preparation the most important
experience cardinal important knowledge elements and key persons of knowledge stream are
identified by deep interviews On these basis the structure of knowledge net it can be
determined and a map can be drawn (Nousala et al 2009)
In the present dimension knowledge sharing and transfer happened In this process the leaving
and new colleagues and the leader will participate in In this period there is a possibility to
transfer tacit knowledge face to face To this phase such methods are joined which demand
individual participation Master ndash studentapprentice and mentoring relations demand
collaboration between the knowledge imparter and the receiver
An interview is a multilateral method it can be used to identify critical knowledge of the
leaving colleague at the same time it is a suitable knowledge transfer among the three
participants (leader leaving and new colleagues) Storytelling is marked as well because
independently from the number of audience it is a useful knowledge sharing method by
telling a story
Master ndash studentapprentice relation
Very old but in case of craftsmen is a useful method to transfer knowledge between a master
and an apprentice nowadays too First the apprentice pays attention only after heshe works
as an auxiliary worker later heshe can join in more and more processes When heshe cannotlearn more from this master heshe moves to another master This way heshe can mix 2-3
masterrsquos knowledge and heshe will form an own style and knowledge and heshe can be a
master as well (Kiss 2011)
Mentoring
It is similar to the master ndash studentapprentice method It is a possibility for a mentor to use
hisher knowledge experience should help the new colleaguersquos professional and personal
development It is a possibility for young apprentices to learn from somebody who hasknowledge and experience on a higher level (Lamm ndash Harder 2008)
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1316
A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1416
In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1316
A lot of companies use this method The cause of its popularity is that a well - planned mentor
system is very advantageous for the mentor the apprentice and for organization too
Source own construction on the base of (Lamm ndash Harder 2008)
Figure 5 Advantages of a mentor system
Interview
An interview is a aim oriented talking which does not have hard ndash and ndash fast rules (Gyoumlkeacuter ndash Finna minus Krajcsaacutek 2010) HR management often uses it for example at selection performance
evaluation if an organization wants to know causes of an employeesrsquo leaving (exit interview)
A learning interview can be fitted to knowledge management which is used if a leaving project memberrsquos knowledge is wanted to be retained
Storytelling
To tell a story has been a part of human culture for a long time This way people could learn
from other peoplersquos experience When a story is told a picture is formed about players and
relations we look for These causes make remembering stories more easily than dry facts
(Baracskai ndash Velencei 2011)
Mentor
bullIt can get new ideasperspectives from theapprentice
bullExpansion of professional relationshipdue to the apprentice
bullThis position is anhonour it shows acommitment to theorganization
Studentapprentice
bullNew ideas experiencecan be gained
bullHigher self-confidencein decisions
bullTo know organizationalculture in an easier way
bullExpansion of personal
relationshipsdevelopment of interpersonalrelationships
bullSupporting to identifyweaknesses
Organization
bullMore collaborationamong employees
bullClear communicationabout demands to newemployees
bullIncrease of employeescommitment andfaithfulness
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1416
In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1416
In the third phase the leaving colleague is not a participant If the knowledge transfer process
was successful hisher knowledge stays at the organization To use and develop this
knowledge is the task of the new employee because this knowledge can be built into the new
colleaguersquo knowledge To store this knowledge in the same way as explicit knowledge is
impossible because it happens in the new employeesrsquo head As a good method Best Practice
is joined to this phase because it can ensure to retain and use knowledge as a standard In thiscase the human factor has a key role
Best Practice
Best Practice is conceivable as a standard It writes down activities step by step which can be
done in the same order in the same period by anybody and the results will be the same
(Farkas 2010)
To transfer the best practice touches not only the processes but knowledge as well which isneeded to these processes
In the three phases of the model it depends on people how they are capable
- to recognize the importance of knowledge transfer
- to identify the critical tacit knowledge
- to motivate transfer
- to handle new knowledge openly
- to retain and use which was learned
If employees do not feel the importance of the above mentioned components it cannot be
successful in any processes even with the best intention at all
4 Summary
In this paper the shown models and methods are bases of a diagnostic research The
significance of this approach is that on the basis of these empirical research results
organizations can realize that to retain and transfer tacit knowledge is very important in case
of visible workforce moving in advance It has significance from economic and moral
viewpoints
The model brings to light a system which shows who with what kind of tools with whose
competences can support operating processes This way it is clear that tacit knowledge should
not be articulated should not turn to explicit knowledge in order to make it a part of
organizational memory The final purpose of this research is to prepare a toolbar for
companies which supports tacit knowledge sharing If companies use these tools they canretain the most important resource a part of knowledge (tacit part) and with this knowledge
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1516
companies can ensure their competitiveness for a long time In a following paper you can read
about the analysed results
Referencies
1 Balogh (2011) Az inteacutezmeacutenyi tudaacutesmenedzsment taacutemogataacutesa e-learning eszkoumlzoumlk segiacutetseacutegeacutevel In Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertanimegkoumlzeliacuteteacutesben Noszkay (szerk) N amp B Kiadoacute Budapest p9-15
2 Baracskai ndash Velencei (2011) Amikor a csaacuteszaacuter harmadszor aacutesiacutetott In Tudaacutesboacutel vaacuterathellipTudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) N amp BKiadoacute Budapest p16-20
3 Bencsik (2009) A tudaacutesmenedzsment emberi oldala Z-Press Kiadoacute Miskolc4 Bencsik ndash Soacutelyom (2011) A munkavaacutellaloacuteval egyuumltt a tacit tudaacutes is nyugdiacutejba vonul In
Tudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay
(szerk) N amp B Kiadoacute Budapest p36-475 Boda (2001) Tudaacutesmenedzsment Magyarorszaacutegon In Karl Erik Sveiby Szervezetek uacutej
gazdagsaacutega a menedzselt tudaacutes KJK-KERSZOumlV Jogi eacutes Uumlzleti Kiadoacute Budapest p7-42
6 Bőgel ndashTomka (2010) Tudaacutes eacutes tehetseacuteg CEO Magazin 20103 p27-40
7 Broadbent M (1998) The phenomenon of knowledge management what does it mean to
the information profession Information Outlook 23-31 Retrieved 20 May 2005 from
httpwwwslaorgpubsserialio1998may98broadbenhtml Letoumlltve2011-11-12
8 Davenport ndash Prusak (2001) Tudaacutesmenedzsment Kossuth Kiadoacute Budapest9 Dobrai ndashFarkas minus Karolinyneacute (2011) Tudaacutesmenedzsment nemzetkoumlzi vaacutellalatok
magyarorszaacutegi leaacutenyvaacutellalatainaacutel egy 2010-es empirikus vizsgaacutelat tuumlkreacuteben In Tudaacutesboacutelvaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay (szerk) Namp B Kiadoacute Budapest p61-73
10 Farkas (2010) A fordiacutetott segiacutetőlaacutenc ndash A tudaacutes- eacutes tehetseacutegmenedzsment uacutej eszkoumlzei Harvard Business Review 20104 p 7-15
11 Gyoumlkeacuter minus Finna minus Krajcsaacutek (2010) Emberi erőforraacutes menedzsment Oktataacutesi segeacutedanyag
BME Gazdasaacuteg- eacutes Taacutersadalomtudomaacutenyi Kar Uumlzleti Tudomaacutenyok Inteacutezet Budapest
12 Kiss (2011) Tudaacuteskoumlzoumlsseacuteg ndash A hagyomaacutenyőrzeacutes legősibb eacutes legkorszerűbb formaacuteja InTudaacutesboacutel vaacuterathellip Tudaacutesmenedzsment elmeacuteleti eacutes moacutedszertani megkoumlzeliacuteteacutesben Noszkay(szerk) N amp B Kiadoacute Budapest p136-141
13 Lamm minus Harder (2008) Using Mentoring as a Part of Professional Development
httpedisifasedupdffilesWCWC08200pdf Letoumlltve 2011 juacutelius 20
14 Mladoniczki (2011b) Az After Action Review
httpssitesgooglecomapoziteamnetwwwcikkekazafteractionreview letoumlltve 2011
juacutelius 15
15 Nemeskeacuteri (2008) A tudaacutes menedzseleacutese Munkauumlgyi Szemle 20084 p 4-6
16 Nonaka (2007) A tudaacutesalkotoacute vaacutellalat Harvard Business Manager 200712 ndash 20081 p
49-57
17 Nonaka and Takeuchi (1995) The knowledge-creating company Oxford University Press
New York Oxford
18 Nousala ndash Miles ndash Kilpatrick minus Hall (2009) Building knowledge sharing communities
using team expertise access maps International Journal Business and Systems Research20093 p 279-296
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart
7272019 tacit knowledgespdf
httpslidepdfcomreaderfulltacit-knowledgespdf 1616
19 North (2005) Wissensorientierte Unternehmensfuumlhrung Wertschoumlpfung durch Wissen 4GWV Fachverlage GmbH Wiesbaden
20 Probst - Gilbert (1998) Practical Knowledge Management A Model That Works
Building Blocks of Knowledge Management minus A Practical Approach p17-29
httpgenevaknowledgeforumchdownloadsprismartikelpdf Letoumlltve 2011 juacutelius 25
21 Reinmann - Rothmeier (2001) Wissen managen Das Muumlnchener Modell LMU - MuumlnchenForschungsbericht der LMU - Muumlnchen
22 Siebert H (2007) Vernetztes Lernen Systemisch - konstruktivistische Methoden der
Bildungsarbeit Ziel (Grundlagen der Weiterbildung) Augsburg
23 Singh (2003) Building Effective Blended Learning Programs Educational Technology
20036 p 51-54
24 Streatfield and Wilson (1999) Deconstructing knowledge management Aslib Proceedings
51 (3) p 67-72
25 Sveiby (2001) Szervezetek uacutej gazdagsaacutega a menedzselt tudaacutes KJK -KERSZOumlV Jogi eacutesUumlzleti Kiadoacute Budapest
26 Tomka (2009) A megosztott tudaacutes hatalom Harmat Kiadoacute Budapest
27 Varga (2010) Tudaacutesteacuterkeacutep httpwwwpoziteamnetcikkektudasterkep letoumlltve 2011 juacutelius 15
28 Wiig (1994) Knowledge Management Foundations Thinking About Thinking ndash How
People and Organizations Represent Create and Use Knowledge Schema Press Arlington
29 Wilke H (1998) Systemisches Wissensmanagement UTB fuumlr Wissenschaft Stuttgart