Evaluation of Self-Reflection Training to Uncover Tacit Knowledge in a Learning Organization
Evaluationsstudie zur Wirkung von Selbstreflexion in Bezug auf das Aufdecken impliziten Wissens in lernenden Organisationen
DOI:
https://doi.org/10.30844/aistes.v4i1.13Keywords:
tacit knowledge, organizational learning, self-reflection, knowledge transferAbstract
By working in different projects and different teams over years, employees acquire tacit knowledge unconsciously. It is represented through experiences and is intangible. This knowledge is embodied in our routines. Therefore, it is difficult to verbalize tacit knowledge. This paper introduces a practical approach for companies to use their tacit knowledge in order to become a learning organization. The results of a semi-standardized face-to-face-interview survey with participants (n=10) show to what extent a self-reflection can contribute to uncover and share tacit knowledge in an IT-organization. The answers of the participants were recorded, utilized, coded and analyzed qualitatively. The results show that the intervention can encourage the process of uncovering tacit knowledge. It is possible for the employees to see the past project problems from different perspectives via self-reflection. Thereby they are able to uncover the tacit dimension of their experience and gain new insights.
References
Sauermann, L., Bernardi, A., Dengel, A.: Overview and outlook on the semantic desktop. In: Proc. of the 1st Workshop on The Semantic Desktop at ISWC (2005).
Maus, H., Jilek, C., Schwarz, S.: Remembering and forgetting for personal preservation. In: Personal Multimedia Preservation: Remembering or Forgetting Images and Video, pp. 233– 277. Springer (2018). doi:10.1007/978-3-319-73465-1_7
Edmunds, A, Morris, A.: The problem of information overload in business organisations: a review of the literature. International journal of information management 20(1), 17-20 (2000). doi:10.1016/S0268-4012(99)00051-1
Smith, S. M., & Blankenship, S. E.: Incubation and the persistence of fixation in problem solving. The American journal of psychology, 61-87 (1991). doi: 10.2307/1422851
Mednick, S.: The associative basis of the creative process. Psychological review, 69(3), 220 (1962). doi: 10.1037/h0048850
Aiello, D. A., Jarosz, A. F., Cushen, P. J., & Wiley, J.: Firing the executive: When an analytic approach to problem solving helps and hurts. The Journal of Problem Solving, 4(2), 7 (2012). doi: 10.7771/1932-6246.1128
Ansburg, P. I.: Individual differences in problem solving via insight. Current Psychology, 19(2), 143-146 (2000). doi: 10.1007/s12144-000-1011-y
Forbach, G. B., & Evans, R. G.: The remote associates test as a predictor of productivity in brainstorming groups. Applied Psychological Measurement, 5(3), 333-339 (1981). doi:10.1177/014662168100500306
Storm, B. C., Angello, G., & Bjork, E. L.: Thinking can cause forgetting: Memory dynamics in creative problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(5), 1287 (2011). doi: 10.1037/a0023921
Wiley, J.: Expertise as mental set: The effects of domain knowledge in creative problem solving. Memory & cognition, 26(4), 716-730 (1998). doi: 10.3758/BF03211392
Landmann, N., Kuhn, M., Piosczyk, H., Feige, B., Riemann, D., & Nissen, C.:Entwicklung von 130 deutschsprachigen Compound Remote Associate (CRA)-Worträtseln zur Untersu- chung kreativer Prozesse im deutschen Sprachraum. Psychologische Rundschau (2014). doi:10.1026/0033-3042/a000223
Smith, S. M.: The constraining effects of initial ideas. In P. Paulus & B. Nijstad (Eds.), Group creativity: Innovation through collaboration, pp. 15–31. Oxford University Press, Oxford, England (2003).
Tempel, T., Niederée, C., Jilek, C., Ceroni, A., Maus,H., Runge, Y., & Frings, C.: Temporarily unavailable: Memory inhibition in cognitive and computer science. Manuscript under review (2018).
