Abstract
Problem: We don’t know how tacit knowledge, organizational learning and innovation are linked. Research question: What is the relation between tacit knowledge, organizational learning and innovation? Methodology: Conceptual generalizing. Purpose: To create a link between tacit knowledge, organizational learning and innovation. Contribution: 1. The authors develop a typology for tacit knowledge and organizational learning that may help us to understand the interaction between different types of tacit knowledge, organizational learning and innovation. 2. The research of the authors shows that tacit knowledge may be said to have three faces: one conservative that limits the continuous improvement process, a second that guards an organization against imitation, and a third that promotes innovation. 3. The authors develop a theory, i.e., a system of propositions related to how do different types of tacit knowledge and organizational learning influence innovation? Keywords: tacit knowledge, organizational learning, innovation. JEL Classification: M10
Highlights
Through the increasing attention directed towards ICT, we have seen a strong emphasis on explicit knowledge, and an interest in tacit knowledge (Collins, 2010, pp. 1-15)
We have argued that certain types of tacit knowledge and organizational learning, inhibit innovation, because they are related to a conservative element of tacit knowledge
The typology (Figure 1) and the propositions may be the answer to our research question
Summary
Through the increasing attention directed towards ICT, we have seen a strong emphasis on explicit knowledge, and an interest in tacit knowledge (Collins, 2010, pp. 1-15). There may be particular types of sound that indicate that one process or another is starting to go wrong This method of defining something by pointing out a particular thing or situation is referred to by Polanyi The process of apprenticeship is dependent in part on the apprentice themselves gradually finding out knowledge that the master is unable to transmit, but which becomes apparent through the situation/context at any particular time (Cannon, 2002) This active process means that the tacit knowledge possessed by the apprentice becomes different to that of the master. Tacit knowledge will comprise a proportion of the knowledge-base in most occupations This applies to, for example, nurses, pre-school teachers, teachers, managers, artists, technicians, researchers, etc. How do different types of tacit knowledge and organizational learning affect organizational learning and innovation?
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