Understanding and Valuing your Tacit Knowledge Barbara May University of Auckland ATEM Conference Rotorua : 9-10 July 2009

Context of Workshop Understanding and valuing our individualised tacit knowledge – how do you sell yourself for promotion? Background research project Understanding the concept of ‘tacit’ knowledge Problem Solving Discussion Growing our perceptions of individual value Questions

Individual Exercise Draw a graphic of your choice that depicts where you feel your knowledge level is at now in comparison where you would like it to be – in relation to your current job, or for a desired future position. Enclose your graphic in an envelope, secure envelope with sticker. Write date on sticker – say, 3 months, 6 months or one year, when you will open again.

Knowledge in the workplace context Management strategies to capture knowledge Written texts and manuals, instructions, technology systems Measurement matters for competitive advantage Focus on formal learning and training Up to 90% of funding for knowledge development is spent on formal learning activities (education & training) Information is learnt but not initially accompanied by understanding how to use that information

What is Tacit knowledge? Accumulated life long experiential wisdom Experiential learning – repetitive learning Intuition, judgement and wisdom Which person is trusted to give good advice? Unmeasureable – the ‘Deep Smarts’ or ‘Know How’ Up to 90% of knowledge held as tacit knowledge Tacit knowledge growth and transfer requires informal work place cultures and quality human interaction

Influences Relationship with higher status manager(s) Ability to manage people Delegate appropriately Resolve conflict Perceptions of individual differences Trust Relationship with colleagues Reactions during interactions

Trust Social exchange transactions perceptions of trust, value and safety expectations of fairness and reciprocity sense of ‘fit’ or ‘place’ in workplace Emotions and behaviours are outcomes of past positive/negative interactions reactions to negative / positive feedback inter-related to our sense of who we are in relation to others

Influences Positive social exchange interactions Reciprocal sharing of information within teams Acknowledged/rewarded for quality of tasks Negative social exchange interactions Unsure of knowledge and/or feeling ‘stupid’ Fear and anger from bullying and mis-representation of knowledge “…but I just closed down and stopped sharing. It was too dangerous to, or felt too dangerous to be helpful.”

Influences Outcome of negative interactions Selects level or withdraws knowledge Avoids potentially negative interactions Strategies for exiting workplace “I started to hold onto what I knew, and over 9 months I had to rethink how I felt about a job I once loved and gradually let it go…a bit like a bereavement really, when someone dies. I went through all the emotions. Then I left.”

Impact of negative interaction Impact on workplace: Loss of knowledge transfer Learning and knowledge development is limited to conditions/culture of ‘place Higher turnover and further loss of knowledge Impact on individual: Lower motivation and satisfaction Cease learning or sharing information External/internal locus of control – degree you perceive you are in control of your work and feelings

Findings: Perceptions Conscious awareness of tacit knowledge Conscious awareness of value Internal control of career decisions – challenging job Low awareness of tacit knowledge Know value but can’t sell Value or, In-group status Sporadic control of career decisions Group owned No awareness of tacit knowledge Low status job without hope of promotion External control of career decisions

Understand ‘tacit’ knowledge Up to 90% of learning occurs through casual/informal communication and interaction Up to 90% of knowledge is held as tacit knowledge Negative interactions/sterotypical attitudes (age, ethnicity, gender, perceived experience) between staff ‘block’ learning opportunities Regenerating tacit knowledge requires continuous problem solving and learning through communication with others.

Group Problem Solving Susan has resigned from ‘Excel Plus’ after 15 years. She has managed the human resource issues for 55 staff during this time. In three months time she will leave ‘Excel Plus’ and begin her new job as a operations manager at a tertiary institution. Jeremy joined ‘Excel Plus’ 6 months ago after gaining a double degree in IT and accounting. He will be replacing Susan as the human resource manager. Jeremy does not know Susan very well as she is a lot older than him and they don’t have anything in common. 1.How can they help each other? 2What strategies would they use?

Discussion Individual Reflection: What did you learn about yourself and from the contribution of others? What are the common themes for resolution?

Questions Are you aware of your tacit knowledge? How do you use your tacit knowledge? What are the conditions that influence your decisions whether or not to share your knowledge? Do you grow your knowledge by proactively communicating with others and developing quality social interactions? Do you sell yourself at an appropriate level during interviews?

Summary Individual: Re-visit your graphic at the date you chose on your envelope. At this time reflect on how do you now place your knowledge level – has it changed – and why? Thank you for participating in this workshop