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been described to have structural elements that demonstrate the various forms in which they occur and the fundamental characteristics they share (Wenger, McDermott and Snyder, 2002). However, once a group of individuals starts to 'share knowledge together' whether such 'communities' are structured or not, collaborative learning could be said to be happening already; and such 'learning communities' could grow into forms that meet fundamental characteristics of Communities of Practice as defined by Wenger et al (2002). The priority in this research work is to discover trends of collaborative learning whether the formation of a 'Community of Practice' has been confirmed or not.

Tacit and Explicit Knowledge Management 隐性和显性知识管理

Is there a relationship between learning and knowledge? Toumi (1999) describes knowledge as a having a perception or a knowing; it could also be depicted as intelligence or sense-making of how things are, what they are and why they are. And so, we learn knowledge by understanding the world differently, and by this we acquire the possibility to act in alternative ways. Subsequently, through our collective activities and communications, we share new perspectives and thus learn collectively.

Knowledge is categorised to two major types- Tacit and Explicit. Tacit knowledge is a form of knowing that cannot be reported because they are deeply embedded in individuals' actions and their involvement in a specific context (Raelin, 1997), while Explicit knowledge refers to 'content that has been captured in some tangible form such as words, audio recordings, or images' (Kimiz, 2005: 8). Tacit knowledge can however be transferred to a learner through observation. As explicated by Kimiz (2005) tacit knowledge is a property of the knower in that what someone finds easy to articulate might be very difficult to for another to externalise. Thus, tacit knowledge becomes valuable due to a likely difficulty to articulate it by persons other than the knower.

Realising the value of tacit knowledge, from a business stand-point, organisations need to guard this form of knowledge and ensure its circulation within the organisation; if they must make the best use of it for competitive advantage because type of knowledge is difficult for competitors to replicate. Tacit knowledge in organisations 'consists of deep understanding of complex, interdependent systems that enables dynamic responses to context-specific problems' (Wenger, McDermott and Synder 2002: 9)

We see trends of tacit knowledge sharing in the workplace through interactions within teams when individuals collectively learn informally from each other by story-telling, conversations, coaching and at other times through apprenticeship. Such informal discussions that occur at various instances over a cup of coffee; at lunch time; through spontaneously seeking for guidance from a colleague in navigating a computer application - are more often than not, avenues through which tacit knowledge is transferred.

Because 'we know more than we can tell' (Polanyi, 1966), we need to tell as much as we can tell of what we know the best we can at every opportunity we have - if we must share our tacit knowledge. Organisations that create the right environment for such knowl本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。