Those responsible for professional development in public and private-sector organizations have long had to deal with an uncomfortable reality. Billions of dollars are spent on formal education and training directed toward the development of job incumbents, yet the recipients of this training spend all but a fraction of their working life outside the training room--in meetings, on the shop floor, on the road, or in their offices. Faced with the need to promote "continuous learning" in a cost-effective manner, trainers, consultants, and educators have sought to develop ways to enrich the instructional and developmental potential of job assignments--to understand and facilitate the "lessons of experience." Not surprisingly, social and behavioral scientists have weighed in on the subject of on-the-job learning, and one message of their research is quite clear. This message is that much of the knowledge people use to succeed on the job is acquired implicitly--without intention to learn or awareness of having learned. The common language of the workplace reflects an awareness of this fact as people speak of learning "by doing" or "by osmosis" and of professional "instinct" or "intuition." Psychologists, more careful if not clearer in their choice of words, refer to learning without intention or awareness as "implicit learning" and refer to the knowledge that results from this learning as "tacit knowledge." Tacit Knowledge in Professional Practice explores implicit learning and tacit knowledge as they manifest themselves in the practice of six knowledge-intensive professions, and considers the implications of a tacit-knowledge approach for increasing the instructional and developmental impact of work experiences. This volume brings together distinguished practitioners and researchers in each of the six disciplines to discuss their own research and/or professional experience and to engage each other's views. It addresses professional practice in its totality -- from the technical to the interpersonal to the crassly commercial -- not simply a few aspects of practice that lend themselves to controlled study. Finally, this edited volume seeks to go beyond the enumeration of critical experiences to an understanding of the psychological mechanisms that underlie learning from experience in professional disciplines and, in so doing, to lay a foundation for innovations in professional education and training.

This book, which pairs theoretical and applied perspectives on a variety of professions, reveals just how much successful professionals rely on largely unarticulated knowledge. For business, education, and psychology professionals and students.

Tacit knowledge is the form of implicit knowledge that we rely on for learning. It is invoked in a wide range of intellectual inquiries, from traditional academic subjects to more pragmatically orientated investigations into the nature and transmission of skills and expertise. Notwithstanding its apparent pervasiveness, the notion of tacit knowledge is a complex and puzzling one. What is its status as knowledge? What is its relation to explicit knowledge? What does it mean to say that knowledge is tacit? Can it be measured? Recent years have seen a growing interest from philosophers in understanding the nature of tacit knowledge. Philosophers of science have discussed its role in scientific problem-solving; philosophers of language have been concerned with the speaker's relation to grammatical theories; and phenomenologists have attempted to describe the relation of explicit theoretical knowledge to a background understanding of matters that are taken for granted. This book seeks to bring a unity to these diverse philosophical discussions by clarifying their conceptual underpinnings. In addition the book advances a specific account of tacit knowledge that elucidates the importance of the concept for understanding the character of human cognition, and demonstrates the relevance of the recommended account to those concerned with the communication of expertise. The book will be of interest to philosophers of language, epistemologists, cognitive psychologists and students of theoretical linguistics.

This unique text is a practical guide to managing and developing Healthcare Knowledge Management (KM) that is underpinned by theory and research. It provides readers with an understanding of approaches to the critical nature and use of knowledge by investigating healthcare-based KM systems. Designed to demystify the KM process and demonstrate its applicability, this text offers contemporary and clinically-relevant lessons for future organizational implementations.

This report constitutes an exploratory study of the submerged mass of learning which takes place informally and implicitly. It considers the importance of informal lerning in the formation of knowledge and skills and policies to widen participation.

The fully revised and updated version of this successful Handbook is welcomed by management scholars world-wide. By bringing together the latest approaches from the leading experts in organizational learning & knowledge management the volume provides a unique and valuable overview of current thinking about how organizations accumulate 'knowledge' and learn from experience. Key areas of update in the new edition are: Resource based view of the firm Capability management Global management Organizational culture Mergers & acquisitions Strategic management Leadership

Helping children, disabled people, the unemployed, the elderly or homeless people can be inspiring work. However you can only help other people effectively if you understand your role clearly and know how to navigate the organisation in which you work. Professional Practice in Human Service Organisations examines what it means to be a professional in human service work, and how to develop excellence in professional practice. Making explicit what is often held as tacit knowledge in day to day practice, the authors explain the dynamics of human service organisations. They outline the challenges worker can face in caring for vulnerable people while at the same time fulfilling expectations of management and funding bodies. They explain the importance of understanding the complex networks of service delivery systems, including the role of information technology. They also examine how workers can maintain professional relations with clients, colleagues and other workers by developing skills in advocacy and in handling conflict, complaints and ethical dilemmas. Professional Practice in Human Service Organisations is essential reading for practitioners new to roles in social work, community work, youth work and related fields.

Understanding the complexity of tactic knowledge has become increasingly important to the enhancement of organizational flow. Tacit Knowledge in Organizational Learning aims to advocate the need for ?human factor? consideration from a (tactic) knowledge capital point of view. Tacit Knowledge in Organizational Learning offers academians and practitioners an illustration of the importance of tacit knowledge to an organization, presenting a means to measure and track tacit knowledge in individuals and recommendations on firm attributes and their ideal utilization of the tacit knowledge resource.

This book is a philosophical analysis of knowledge in practices, focused on knowing how, tacit knowledge and expert knowledge. Knowing in action is argued to be more basic than propositional or theoretical knowledge. The analytical framework is pragmatist, with references to William James and Ludwig Wittgenstein.

A growing number of both established and newly developed doctoral programs are focusing on the preparation of practitioners rather than career researchers. Professional doctorates such as the Doctor of Nursing Practice (DNP), Doctor of Education (EdD), Doctor of Pharmacy (PharmD), Doctor of Professional Studies (DProf or DPS), and the Doctor of Psychology (PsyD) are, in fact, just a few of the professional doctorates being offered today. Professional doctorates are the fastest growing segment of doctoral education. The nature of the dissertation and the process of completing a dissertation can be quite different in a professional practice doctoral program but there are few resources for both students and faculty involved in completing and mentoring such dissertations. This book was written specifically for students and faculty involved in professional practice dissertation work. It addresses both the tasks and procedures that professional practice dissertations have in common with dissertations in "research" doctoral programs as well as the tasks and issues that are more common in professional practice doctoral programs. For example, negotiating entry into applied settings and securing the cooperation of practicing professionals is covered, as are alternative models for the dissertation (e.g., the "three article dissertation" or "TAD"). The book also covers tasks such as getting IRB approval for applied dissertation research conducted in the field and how to propose and carry out studies based on applied and professional models of research. This book, written by three experienced mentors of professional practice dissertation students, is the comprehensive guide for both students and faculty.