Dialogue, Skill and Tacit Knowledge

ISBN-13: 9780470019214 / Angielski / Twarda / 2006 / 368 str.

Bo Goranzon; Richard Ennals; Maria Hammeron

Opis

Everyone in an organization, from cleaner to CEO, has expert knowledge. Yet only a fraction of it can be codified and expressed explicitly as facts and rules. A little more is visible implicitly as accepted procedures, but even this is only the beginning. Submerged beneath the explicit and implicit levels is a vast iceberg of tacit knowledge that cannot be reliably accessed by traditional analytical approaches. And yet, without it, organizational learning means little. Interweaving theory with practical guidance, this book looks at the importance of tacit knowledge and shows how it is now being put in motion through groundbreaking analogical thinking methods. Chief among these is the Dialogue Seminar, developed by the editors, in which learning is seen as arising from encounters with differences. There can be no consensus on the value of corporate knowledge until what is meant by that knowledge is discussed and defined. Based on two decades of research and a host of practical cases, this book offers a way forward. "GOranzon argues that the question of whether machines can think is not the right question to ask. The more important question, he believes, is the impact of automation on work and human skills, and he is looking for a way of describing skills that allows us to discuss this question."
--Janet Vaux, New Scientist "A Swedish initiave to rethink the relationship between learning and work."
--Rolf Hughes, The Times Higher Education

Spis treści

List of Contributors.

Introduction (Richard Ennals).

PART 1: DIALOGUE AND SKILL.

Chapter 1. The Practice of the Use of Computers: A Paradoxical Encounter between Different Traditions of Knowledge (Bo Granzon).

Chapter 2. Writing as a Method of Reflection (Maria Hammarn).

Chapter 3. The Dialogue Seminar as a Foundation for Research on Skill (Adrian Ratkic).

Chapter 4. The Methodology of the Dialogue Seminar (Bo Granzon and Maria Hammarn).

PART 2: THEATRE AND WORK.

Chapter 5. A Dwelling Place for Past and Living Voices, Passions and Characters (Erland Josephson).

Chapter 6. Theatre and Knowledge (Allan Janik).

PART 3: CASE STUDIES.

Chapter 7. Dialogue Seminar as a Tool: Experience from Combitech Systems (Niclas Fock).

Chapter 8. Maximum Complexity (Christer Hoberg).

Chapter 9. Better Systems Engineering with Dialogue (Gran Backlund and Jan Sjunnesson).

Chapter 10. Some Aspects of Military Practices and Officers Professional Skills Peter Tillberg.

Chapter 11. Science and Art Karl Dunr, Lucas Ekeroth and Mats Hanson.

PART 4: DIALOGUE SEMINAR AS REFLECTIVE PRACTICE.

Chapter 12. Tacit Knowledge and Risks (Bo Granzon).

Chapter 13. Skill, Storytelling and Language: on Reflection as a Method (Maria Hammarn).

Chapter 14. Reading and Writing as Performing Arts: at Work (Øyvind Pålshaugen).

Chapter 15. Knowledge and Reflective Practice (Kjell S. Johannessen).

Chapter 16. Dialogue, Depth, and Life Inside Responsive Orders: From External Observation to Participatory Understanding (John Shotter).

PART 5: TACIT KNOWLEDGE AND LITERATURE.

Chapter 17. Rule Following, Intransitive Understanding and Tacit Knowledge: An Investigation of the Wittgensteinian Concept of Practice as Regards Tacit Knowing (Kjell S. Johannessen).

Chapter 18. Henrik Ibsen: Why We Need Him More Than Ever (Allan Janik).

PART 6: CONCLUSIONS.

Chapter 19. Theatre and Workplace Actors (Richard Ennals).

Chapter 20. Training in Analogical Thinking: The Dialogue Seminar Method in Basic Education, Further Education and Graduate Studies (Bo Granzon, Maria Hammarn, Adrian Ratkic).

Index.

O autorze

Bo Göranzon
Professor, Skill and Technology, Industrial Economics and Management, Royal Institute of Technology (KTH), Stockholm.
Artistic Director, the Dialogue Seminar, The Royal Dramatic Theatre, Stockholm.
Prof Göranzon is a well–published author with sixteen titles to his name. He has also published journals, research reports and essays.

Maria Hammarén
Researcher, writer, Skill and Technology, Industrial Economics and Management, Royal Institute of Technology (KTH), Stockholm.

Richard Ennals
Professor at The Centre for Working Life Research, Kingston University, London.
Professor Ennals is a visiting Professor at The Royal Institute of Technology and the Swedish National Institute for Working Life in Stockholm.

Blurb

Everyone in an organization, from cleaner to CEO, has expert knowledge. Yet only a fraction of it can be codified and expressed explicitly as facts and rules. A little more is visible implicitly as accepted procedures, but even this is only the beginning. Submerged beneath the explicit and implicit levels is a vast iceberg of tacit knowledge that cannot be reliably accessed by traditional analytical approaches. And yet, without it, organizational learning means little.

Interweaving theory with practical guidance, this book looks at the importance of tacit knowledge and shows how it is now being put in motion through groundbreaking analogical thinking methods. Chief among these is the Dialogue Seminar, developed by the editors, in which learning is seen as arising from encounters with differences.

There can be no consensus on the value of corporate knowledge until what is meant by that knowledge is discussed and defined. Based on two decades of research and a host of practical cases, this book offers a way forward.

Göranzon argues that the question of whether machines can think is not the right question to ask. The more important question, he believes, is the impact of automation on work and human skills, and he is looking for a way of describing skills that allows us to discuss this question. Janet Vaux, New Scientist.

A Swedish initiave to rethink the relationship between learning and work. Rolf Hughes, The Times Higher Education.