tacit knowledges.pdf

16
The IISES International Interdisciplinary Conference April 2012 Palermo, Italy Comes, Goes or Stays? Pos s i bil i ty to r e tai n taci t k n owl e dg e i n organizations  Prof. dr. Andrea Bencsik Széchenyi István University Győr, Hungary Univerzita J. Selyeho Komarno Slovakia Address: 9026. Győr Egyetem tér 1. Hungary e-mail: bencsik.andrea @yahoo.com Andrea Sólyom PhD student Széchenyi István University Győr, Hungary Address: 9026. Győr Egyetem tér 1. Hungary e-mail: solyoma @sze.hu Dóra G. Kocsis architect Audi Hungaria Kft Győr Hungary e-mail: [email protected] 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 the successful process of creati on and operation.

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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

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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

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

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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)

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 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