Connecting informal networks to management of tacit knowledge

Nie, Kun; Lin, Shu-Fang; Ma, Tieju; Nakamori, Yoshiteru

doi:10.1007/s11518-010-5130-1

Cited by 13 publications

(8 citation statements)

References 40 publications

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“…This effect has consequences for the transmission of information in a network, where densely connected groups of people form their own echo chamber, while receiving novel information through the few relations that reach out of these groups [54]. Lastly, informal relations have been identifies as important contributors to learning, especially regarding tacit knowledge [55].…”

Section: Introductionmentioning

confidence: 99%

Learning relationships in community-based service-learning: a social network analysis

et al. 2019

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Background Little is known about the social learning of students within community-based clinical placements and ways in which it can be supported. In an allied health service-learning program, we analysed students’ learning relationships to quantify what, and from whom students learnt. Methods We conducted a social learning network survey in four domains of learning (clinical knowledge, procedural skills, professional development, and complex determinants of health) to explore learning relationships ( ties ) with other people ( alters) that students ( egos ) formed during their placement. We quantified how different roles (supervisors, health professionals, administrators, peers, schoolteachers, and clients) contributed to the students’ learning in each of the four domains. We used exponential random graph models (ERGMs) to test which relational processes contributed to the structure of the observed learning networks. Results Data was available from a complete cohort of 10 students on placement in a network of 69 members, thus providing information on 680 potential learning relations. Students engaged in similar ways in the domains of clinical knowledge, procedural skills, and professional development. Learning relations with academic supervisors were significantly more likely. Also students reported reciprocal learning relations with peers – i.e. they formed learning pairs. This effect was absent in learning networks about complex determinants of health (including socio-economic and cultural factors). Instead, local administrative staff were significantly more often the source of learning about the local contextual factors. Conclusions Understanding the structure of student learning networks through social network analysis helps identify targeted strategies to enhance learning in community-based service-learning programs. Our findings suggest students recognised important learning from each other and from administrative personnel that is unrelated to the content of their placement. Based on this insight clinical educators could prepare students to become agentic learners, learning with each other and from sources outside their program. Electronic supplementary material The online version of this article (10.1186/s12909-019-1522-1) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

Learning relationships in community-based service-learning: a social network analysis

et al. 2019

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“…These interventions eventually led to expanding intragroup and intraorganizational relations between individuals. Informal networks play a crucial role in tacit knowledge management and the correct management of these networks leads to effective sharing and translating tacit knowledge (11). These solutions should be applied in health organizations as well.…”

Section: Discussionmentioning

confidence: 99%

“…Different studies have referred to several techniques for eliciting tacit knowledge, which are as follow: using information technology, customization, consulting committees, changing working shifts, storytelling, working groups (3), holding workshops and interorganizational and intraorganizational seminars based on problem solving, using knowledge facilitators (11), on-job training, internship, increasing social interactions in the workplace, working groups, and informal networks, etc. (11). In different societies, however, given their diverse infrastructures and organizational cultures, various mechanisms are expected to apply in sharing and utilizing tacit knowledge.…”

Section: Introductionmentioning

confidence: 99%

How to utilize tacit knowledge in health organizations: An Iranian perspective

Jamshidi

Nedjat

Nikooee

et al. 2018

Med. J. Islam. Repub. Iran

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Background: Studies show that 90% of an organization’s knowledge is embedded and synthesized in its employees’ minds. Thus, when employees leave the organization or their positions change, their valuable knowledge, skills, and experiences are lost, however, if used properly, tacit knowledge can be a source of innovation and competitive advantage in an organization. This study aimed at exploring the methods for sharing and utilizing tacit knowledge in health organizations. Methods: In this study, qualitative approach was adopted to explore ways of utilizing tacit knowledge in health organizations. Tacit knowledge experts, who had published at least one relevant article, conducted 17 individual and 2 group interviews. Purposeful sampling was used to select the participants. Methods for sharing and utilizing tacit knowledge were explored by holding in-depth semi-structured interviews. Data were analyzed using thematic analysis. Results: The results were summarized into 5 categories and 18 themes. The categories included ‘identification of different dimensions of organizational knowledge’, ‘prerequisites of tacit knowledge utilization’, ‘defining the process of tacit knowledge utilization’, ‘converting tacit to explicit knowledge’, and ‘converting tacit to tacit knowledge’. Participants believed that the process of converting tacit to explicit knowledge was a cyclical process that included the understanding the existing situation and detecting knowledge entry points, identifying knowledge items and harvesting them, assessment, codification, and standardization, entry into knowledge repository, and updating. Conclusion: Our results revealed that health organizations need the prerequisites of tacit knowledge sharing to acquire the capacity to utilize this kind of knowledge. Because the themes extracted in this study are rarely used in health organizations, the results will be helpful in guiding the development of knowledge utilization strategies and planning in these organizations.

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“…The process of knowledge interchange and tacit knowledge sharing helps the organizations to move differently from their competitors ( 10 ). The key point in this regard is the importance of social communications and strength of these relations in integrating, sharing, producing, and transferring tacit knowledge ( 11 ). Knowledge interchange can be done best when individuals are in contact together and rely on themselves.…”

Section: Introductionmentioning

confidence: 99%

Stakeholders' network in Iranian health policy-making: A model for participatory policy-making

Damari

Moghadam

Rostamigooran

2017

Med. J. Islam. Republic Iran

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Background: Stewardship, resource generation, financing, and providing services are the 4 main functions in any health system. Using intelligence and common sense in making policies and decisions is a subcomponent of the stewardship. The present study aimed at designing a model that provides better access to the stakeholders’ wisdom. Methods: This was a qualitative study in which the data were collected through reviewing documents and references, focused group discussions with experts, and interviewing the stakeholders. The data were analyzed and summed up as a conceptual framework. Then, the framework was developed as a health policy-making stakeholders' network protocol, which included the goal, structure, system process, procedures and standards, management style, and resources. Results: The goal of establishing this network was to facilitate and accelerate the access of policy-makers to the stakeholders’ opinions. Members of the network were divided into 2 groups of thematic experts and administrative managers, as real or legal persons. Health policy issues were categorized into 4 fields and defined in 18 subfields. The network was established through forming a national secretariat, under the supervision of the Minister of Health, with the presence of trained experts, and with an exclusive budget. The stakeholders participated in the network both actively and passively. The website and email were the first communication methods although there were also other policy dialogue means, which were publicly declared through the annual calendar. Stakeholders were motivated by being invited to meetings, keeping up their intellectual ownership, and encouraging them. Conclusion: Strengthening the health system stewardship depends on using common sense and information in addition to vision formation and establishment of controlling mechanisms. The stakeholders’ network could help establish the 2 last components sustainably. Annual evaluation of the network and its consolidation has also been suggested in this study.

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Connecting informal networks to management of tacit knowledge

Cited by 13 publications

References 40 publications

Learning relationships in community-based service-learning: a social network analysis

Learning relationships in community-based service-learning: a social network analysis

How to utilize tacit knowledge in health organizations: An Iranian perspective

Stakeholders' network in Iranian health policy-making: A model for participatory policy-making

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