The Impact of Tacit Knowledge Transfer during Technical Training in Online Learning Environments

Amanda Kuhnley

Define tacit knowledge Introduce research problem Review literature & significance State the research question & hypothesis Describe instrument, sample & data collection Address limitations & contingency plan Clarify contribution to the field List references

Objectives

Tacit KnowledgeHowells (1996) describes tacit

knowledge as non-codified, disembodied

knowledge that is acquired through the informal take-up of

learned behavior and procedures.

Yi (2006) lists criteria to differentiate tacit

knowledge from explicit knowledge.

These criteria include (a) personal, (b)

difficult to communicate, (c)

problematic, and (d) contextual.

Durrance (1998) claims tacit

knowledge to live in an individual’s

“hunches, intuition, emotions, values, and beliefs” (p.

24).

Michael Polanyi (1966) argued that tacit knowledge is more fundamental

than explicit knowledge. He is

famously quoted, “we can know more than we can tell” (p. 4).Zack (1999) describes

tacit knowledge as subconsciously

understood and applied while being difficult to

articulate, developed from direct experience, and

shared through interactive conversation, storytelling,

and shared experience.

Zack (1999) describes tacit knowledge as

subconsciously understood and applied while being difficult to

articulate, developed from direct experience, and

shared through interactive conversation, storytelling,

and shared experience.

Why Tacit Knowledge?

Undergraduate research Problem-based learning Designed curriculum

“Education is the kindling of a flame, not the filling of a vessel” – Socrates

Undergraduate degrees Technology Design

Research Problem

Alic (2008)

Durrance (1998)

Zack (1999)

Howells (1996)

global economic competition, traditional education is not enough

tacit knowledge is overlooked in the U.S.

tacit knowledge = competitive performance among organizations

technology allows for “tacit knowledge networks”

Tacit knowledge cannot be captured or

transferred

Polanyi (1966)Tsoukas (2003)

Moallem (2003)Ozdemir (2008)

Tacit knowledge can

be captured and transferred

among individuals via online learning environments

Nonaka (1994)Durrance (1998)

Eraut (2000)Zollo & Winter (2002)

Yi (2006) Harris (2008)

Tee & Kearney (2010)

Literature Review

Tacit knowledge can be shared through online learning environments

Shared experience is the most effective way to transfer tacit knowledge in online learning environments

Transfer of tacit knowledge requires the active participation of the employee during technical training

Assumptions

Can the believability of a training simulation influence the transfer of tacit knowledge in an online learning environment for technical training?

Employees will be more open to completing technical training and engaging in the transfer of tacit knowledge if they can believe in the training simulation.

Question and Hypothesis

VariablesIndependen

t• Believability• Shared experience

Dependent• Tacit knowledge transfer

Control• Perceived experience• Perceived expectations

Confounding

• Years of experience• Participation in training

Mixed Methods

Foos, Schum, &

Rothenburg (2006)

Qualitative Yi (2006) – College

Qualitative Harris (2008) – SME’s

QualitativeTea & Kearney (2010) – Corporation

Decision for Survey Research

Survey Questions

Independent

• Believability (Likert: Believable – Unbelievable)• Shared experience (Likert: Strongly Agree – Strongly

Disagree)

Dependent• Tacit knowledge transfer (Likert: Strongly Agree – Strongly

Disagree) Control

• Perceived experience (Likert: Strongly Agree – Strongly Disagree)

• Perceived expectations (Likert: Strongly Agree – Strongly Disagree)Confoundin

g• Years of experience (Slider – number)• Participation in training (Likert: Never – Daily)

Survey Instrument

Example Results

Table 1: Control variable – overall experience

How would you rate your experience with computer-based technical training? (Strongly Agree 1 - Strongly Disagree 4)

I think training was applicable to my current job

n = 50 μ = 1 σ = 0

I think training introduced to me new knowledge

n = 50 μ = 1 σ = 0

I think training improved my performance

n = 50 μ = 1 σ = 0

Field Service Technicians Fortune 500 Company – PepsiCo Convenience Sample – Virginia Market Unit

All 100 field service technicians All complete computer-based technical training

Goal: 50 responses HR Representative Kristen McCullough

Population and Sample

Sample size Other market units Interview protocol

Unlikely to not meet sample size!

Contingency Plan

Data Collection and Timeline

Sprin

g Se

mes

ter

IRB

Certi

ficat

ion

Relea

se

Surv

ey

Sum

mer

Se

mes

ter

Analy

ze

Resu

ltsW

rite

Ch. 4

and 5

Fall

Sem

este

rFin

alize

Th

esis

Defe

nd

Thes

is

Grad

uati

on

Common threats to survey research: location, instrumentation, instrument decay, and mortality Location – one market unit Instrumentation – closed questions, Likert

scale Instrument decay – short time period, no

changes Mortality – individual experiences

Generalizability – limited in size and scope

Limitations

Quantitative study of tacit knowledge – novel idea

Step toward validating the measure of tacit knowledge

General framework and survey Could be solicited to larger/more diverse

samples

Contribution to the Field

References

Alic, J. A. (2008). Technical knowledge and experiential learning: what people know and can do. Technology Analysis & Strategic Management, 20(4), 427-442. doi:10.1080/09537320802141403Durrance, B. (1998). Some explicit thoughts on tacit learning. Training & Development, 52(12), 24-29. Retrieved from EBSCOhost.Eraut, M. (2000, March). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology. pp. 113-136. Retrieved from EBSCOhost.Foos, T., Schum, G., & Rothernburg, S. (2006). Tacit knowledge transfer and the knowledge disconnect. Journal of Knowledge Management, 10 (1), 6-18. Doi: 10.1108/13673270610650067Harris, R. J. (2009). Improving tacit knowledge transfer within SMEs through e-collaboration. Journal of European Industrial Training, 33(3), 215-231. Doi: 10.1108/03090590910950587Howells, J. (1996). Tacit knowledge, innovation and technology transfer. Technology Analysis & Strategic Management, 8(2), 91-106. Doi: 10.1080/00420980220128354Likert, R. (1932). A technique for measurement of attitudes. Archives of Psychology, 22 (140), 1-55. Moallem, M. (2003). An interactive online course: a collaborative design model. Educational Technology Research and Development, 51(4), 85-103. Retrieved from EBSCOhost.Nelson, R. & Winter, S.G. (1982). An evolutionary theory of economic change. Harvard University Press, Cambridge, MA.Nonaka, I. (1994). A Dynamic Theory of Organizational Knowledge Creation. Organization Science, 5(1), 14-37. Retrieved from EBSCOhost.Ozdemir, S. (2008). E-learning’s effect on knowledge: Can you download tacit knowledge? British Journal of Educational Technology, 39(3), 552-554. Doi:10.1111/j.1467- 8535.2007.00764xPolanyi, M. (1983). The tacit dimension / Michael Polanyi. Gloucester, Mass. ; Peter Smith, 1983. Retrieved from JAMES MADISON UNIV's Catalog database.Sclove, S. L. (2011). Notes on Likert scales. University of Illinois at Chicago. Retrieved from, http://www.uic.edu/classes/idsc/ids270sls/likert.htmTee, M. Y., & Karney, D. (2010). Sharing and cultivating tacit knowledge in an online learning environment. Computer-Supported Collaborative Learning, 5(4), 385-413. Retrieved from EBSCOhost.Teece, D. J., Pisano, G. & Shuen, A. (1997) Dynamic capabilities and strategic management. Strategic Management Journal, 18 (7), 509-533. Retrieved from EBSCOhost.Tsoukas, H. (2003). Do we really understand tacit knowledge? [Electronic source: http://is.lse.ac.uk/Events/ESRCseminars/tsoukas.pdf]. In M. Easterby-Smith & M. A. Lyles (Eds.), The Blackwell handbook of organizational learning and knowledge management. Malden: Blackwell Pub.Werner, J. M., & DeSimone, R. L. (2009). Human resource development. Mason, OH: South-Western Cengage Learning.Yi, J. (2006). Externalization of tacit knowledge in online environments. International Journal on E-Learning, 5(4), 663-674. Retrieved from EBSCOhost.Zack, M. H. (1999). Managing Codified Knowledge. (cover story). Sloan Management Review, 40(4), 45-58. Retrieved from EBSCOhost.Zollo, M. & Winter, S. G. (2002). Deliberative learning and the evolution of dynamic capabilities. Organization Science, 13 (3), 339-351. Retrieved from http://www/jstor.org/stable.3086025