Possible expressions and prevalent flows of tacit knowledge at the UDP
| Step | Identification | Development | Selection | ||||||
|---|---|---|---|---|---|---|---|---|---|
| ROUTINE | Recognition | Diagnosis | Search | Design | Screen | Judgment | Analysis | Bargaining | Authorization |
| Dimension | |||||||||
| Technical | ANA, INS, INT, IBE, TTI | ANA, IBE, INT, IEC, TTI, KHW, HUN, MYT, TTT | ANA, IBE, INT, IEC, TTI, KHW, HUN, MYT, TTT, HMA | ||||||
| Cognitive | AUT, BLF, PER, IDE, VAL, EMO, MOM, SEN, PRE, MOT, SOH, TIM | AUT, BLF, PER, IDE, VAL, EMO, MOM, SEN, PRE, STO, MOM, MOT, SOH, AOC | BLF, PER, IDE, VAL, EMO, MOM, SEN, PRE, MOT, SOH | AUT, BLF, PER, IDE, VAL, EMO, MOM, SEN, PRE, OMG, MOT, SOE, AOC | BLF, PER, IDE, VAL, EMO, MOM, SEN, PRE, GEP, STO, MOT, SOH, AMC, AOC, TIM | ||||
| Technical-Cognitive a | DAI, EXP, CPE, MOP, FIN, FEX, SIT | DAI, EXP, AAP, CPE, MOP, FIN, FEX, TSI, SIT, JUU, HDC | DAI, EXP, AAP, CPE, MOP, FIN, FEX, TSI, SIT, JUU, HDC, CMT | DAI, EXP, ADR, AAP, CPE, MOP, FIN, FEX, TSI, SIT, JUU, HDC | |||||
| Expressions and flows of tacit knowledge | Concepts or considerations | ||||||||
| Learning-by-doing (AAP) | Type of tacit knowledge which is based on experience and corporal action, and maybe only acquired from practical experience in a relevant context (Lam, 1998) | ||||||||
| Analogies/metaphors (ANA) | When tacit knowledge becomes explicit (Nonaka & Takeuchi, 2008), i.e. when there is a flow of preconscious knowledge level to a level of consciousness, through linguistic representations (Brockmann & Anthony, 2002) | ||||||||
| Self-motivation, cognitive motivation (AMC) | Willingness to learn. It involves individual motivation (Insch et al., 2008; Koskinen, 2003) | ||||||||
| Beliefs (BLF) | Influenced by life experience and personality factors as well as age and education. The importance of beliefs in thought is given by the fact that it guides or limits conducts, although other factors are also relevant (Pátaro, 2007) | ||||||||
| Emotions (EMO) | Play a central role in cognition. A characteristic of those who conduct business with better is a greater disposition to reflect critically on their intuitions and feelings during negotiation processes (Fenton-O’Creevy et al., 2011) | ||||||||
| Experience (EXP) | Historical construction (Khatri & Ng, 2000) of experienced situations, condensing and manifesting through knowledge (Davenport & Prusak, 1998), that allows the representation of the real world (Tsoukas, 2007) and guides, among other sources, the decisions of executives (Dearlove, 1998) | ||||||||
| External factors (FEX) | Factors that interfere with tacit knowledge performance, little controllable by the individual, as situational systems (leadership, organizational culture, external environment) (Koskinen, 2003) | ||||||||
| Internal factors (FIN) | Factors, largely under the control of the individual, that interfere with the performance of tacit knowledge, like memory, communication and motivational systems (commitment and trust) (Koskinen, 2003) | ||||||||
| Managing your tasks (MYT) | Deals with how well specific tasks are defined. Examples include the perception of problems that require solutions (Wagner, 1987; Wagner & Sternberg, 1987) or punctuate the resolution of problems and methods | ||||||||
| Decision heuristics (HDC) | Set of empirical rules for finding solutions or answers to problems– which, on the one hand, helps to make countless daily decisions, on the other hand, ends up generating decision-making biases (Kahneman & Tversky, 2002; Tversky & Kahneman, 1974) | ||||||||
| Tacit skills relying on the perceptions of sensorial organs or manual ability (HMA) | Obtained exclusively through experience, almost like an expert, which does not require any formal education and can be expressed by the ability to evaluate physical phenomena from sensorial perceptions and manual dexterity (Balconi, 2007) | ||||||||
| Insights (INS) | Highly subjective and personal (Takeuchi & Nonaka, 2008), a kind of abrupt and intense intuition | ||||||||
| Inspirations derived from bodily experience (IBE) | Types of difficult to detect informal skills related to body intelligence derived from experience (Takeuchi & Nonaka, 2008) | ||||||||
| Task-related social interaction, discussions with confidants (TSI) | Factors that promote tacit knowledge through participation in decision-making groups that contribute to the decision process (Bateman & Snell, 1998); of interactions related to social activities (Brockmann & Anthony, 2002) | ||||||||
| Intuitions (INT) | The unconscious process, involving holistic association, which is produced quickly and results in judgments impregnated with affection (Dane & Pratt, 2007). Intuition comes from thoughts, deductions, and choices built through subconscious mental processes, based on deep understanding of a given situation, whose building has been developed through past experiences (Dearlove, 1998; Khatri & Ng, 2000) | ||||||||
| Know-how (KHW) | One of the broadest potential sources of value in knowledge (Navy-USA, 2011), being informal and difficult to detect (Takeuchi & Nonaka, 2008) built by experience and applied to specific issues | ||||||||
| Mental models, mental images (MOM) | Mind maps used to represent structures and cognitive processes that help us understand decisions and actions. The mental images represent a cognitive process of visualizing events, scenes, and pictures in the mind of the individual (Brockmann & Anthony, 2002) and provide motivation to reach daily goals (Burke, Shanahan & Herlambang, 2014) | ||||||||
| Perceptions (PER) | Type of cognitive flow (Takeuchi & Nonaka, 2008) characterized by an impression on a person caused by stimuli or information, to deal with certain problems (Wagner et al., 1987) | ||||||||
| Sensibility (SEN) | Kind of perception, impregnated with consistency (Polanyi, 1966), on which people base their decisions (Dearlove, 1998) | ||||||||
| The sense of humor (SOH) | The personal characteristic that influences personal competence, including the use of tacit knowledge (Koskinen, 2003) | ||||||||
| Stress tolerance (STO) | One of the personal characteristics related to personal competence, including the use of tacit knowledge (Koskinen, 2003) | ||||||||
| Technical task-individual (TTI) | Management of own tasks, such as regular discipline and the pursuit of knowledge with confidants (Brockmann & Anthony, 2002) that contributes to the development of tacit knowledge (Insch et al., 2008). Individual time management represents an important tool for the manager and those who take decisions (Tanaka & Tamaki, 2012) | ||||||||
| Values (VAL) | Similar to beliefs, values influence people’s thoughts and actions (Schwartz, 1992). They are concepts or categories of desirable states of existence that transcend specific situations and may take different degrees of importance, representing cognitively human needs | ||||||||
| Step | Identification | Development | Selection | ||||||
|---|---|---|---|---|---|---|---|---|---|
| ROUTINE | Recognition | Diagnosis | Search | Design | Screen | Judgment | Analysis | Bargaining | Authorization |
| Technical | ANA, INS, INT, IBE, | ANA, IBE, INT, IEC, TTI, KHW, HUN, MYT, TTT | ANA, IBE, INT, IEC, TTI, KHW, HUN, MYT, TTT, HMA | ||||||
| Cognitive | AUT, BLF, PER, IDE, VAL, EMO, MOM, SEN, PRE, MOT, SOH, TIM | AUT, BLF, PER, IDE, VAL, EMO, MOM, SEN, PRE, STO, MOM, MOT, SOH, AOC | BLF, PER, IDE, VAL, EMO, MOM, SEN, PRE, MOT, SOH | AUT, BLF, PER, IDE, VAL, EMO, MOM, SEN, PRE, OMG, MOT, SOE, AOC | BLF, PER, IDE, VAL, EMO, MOM, SEN, PRE, GEP, STO, MOT, SOH, AMC, AOC, TIM | ||||
| Technical-Cognitive a | DAI, EXP, CPE, MOP, FIN, FEX, SIT | DAI, EXP, AAP, CPE, MOP, FIN, FEX, TSI, SIT, JUU, HDC | DAI, EXP, AAP, CPE, MOP, FIN, FEX, TSI, SIT, JUU, HDC, CMT | DAI, EXP, ADR, AAP, CPE, MOP, FIN, FEX, TSI, SIT, JUU, HDC | |||||
| Expressions and flows of tacit knowledge | Concepts or considerations | ||||||||
| Learning-by-doing (AAP) | Type of tacit knowledge which is based on experience and corporal action, and maybe only acquired from practical experience in a relevant context ( | ||||||||
| Analogies/metaphors (ANA) | When tacit knowledge becomes explicit ( | ||||||||
| Self-motivation, cognitive motivation (AMC) | Willingness to learn. It involves individual motivation ( | ||||||||
| Beliefs (BLF) | Influenced by life experience and personality factors as well as age and education. The importance of beliefs in thought is given by the fact that it guides or limits conducts, although other factors are also relevant ( | ||||||||
| Emotions (EMO) | Play a central role in cognition. A characteristic of those who conduct business with better is a greater disposition to reflect critically on their intuitions and feelings during negotiation processes ( | ||||||||
| Experience (EXP) | Historical construction ( | ||||||||
| External factors (FEX) | Factors that interfere with tacit knowledge performance, little controllable by the individual, as situational systems (leadership, organizational culture, external environment) ( | ||||||||
| Internal factors (FIN) | Factors, largely under the control of the individual, that interfere with the performance of tacit knowledge, like memory, communication and motivational systems (commitment and trust) ( | ||||||||
| Managing your tasks (MYT) | Deals with how well specific tasks are defined. Examples include the perception of problems that require solutions ( | ||||||||
| Decision heuristics (HDC) | Set of empirical rules for finding solutions or answers to problems– which, on the one hand, helps to make countless daily decisions, on the other hand, ends up generating decision-making biases ( | ||||||||
| Tacit skills relying on the perceptions of sensorial organs or manual ability (HMA) | Obtained exclusively through experience, almost like an expert, which does not require any formal education and can be expressed by the ability to evaluate physical phenomena from sensorial perceptions and manual dexterity ( | ||||||||
| Insights (INS) | Highly subjective and personal ( | ||||||||
| Inspirations derived from bodily experience (IBE) | Types of difficult to detect informal skills related to body intelligence derived from experience ( | ||||||||
| Task-related social interaction, discussions with confidants (TSI) | Factors that promote tacit knowledge through participation in decision-making groups that contribute to the decision process ( | ||||||||
| Intuitions (INT) | The unconscious process, involving holistic association, which is produced quickly and results in judgments impregnated with affection ( | ||||||||
| Know-how (KHW) | One of the broadest potential sources of value in knowledge ( | ||||||||
| Mental models, mental images (MOM) | Mind maps used to represent structures and cognitive processes that help us understand decisions and actions. The mental images represent a cognitive process of visualizing events, scenes, and pictures in the mind of the individual ( | ||||||||
| Perceptions (PER) | Type of cognitive flow ( | ||||||||
| Sensibility (SEN) | Kind of perception, impregnated with consistency ( | ||||||||
| The sense of humor (SOH) | The personal characteristic that influences personal competence, including the use of tacit knowledge ( | ||||||||
| Stress tolerance (STO) | One of the personal characteristics related to personal competence, including the use of tacit knowledge ( | ||||||||
| Technical task-individual (TTI) | Management of own tasks, such as regular discipline and the pursuit of knowledge with confidants ( | ||||||||
| Values (VAL) | Similar to beliefs, values influence people’s thoughts and actions ( | ||||||||
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