READIT - 2009 - Indira Gandhi Centre for Atomic Research

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group of audience. Similarly with seminars and presentations that are
interactive where in different members give their findings to the group, and
collectively enrich their understanding of issues that are relevant to meet
business objectives.
Intranet – Formation of an intranet often enables consolidation of knowledge
assets that can be accessed and exchanged within organisation. Intranets due to
a constant flow of information primarily enhance knowledge within
organizational boundaries.
Online Knowledge Transfer – Sending an attached memo or document via e-
mail expedites knowledge sharing in an efficient and effective way. E-mail is
the most frequently used online contact between knowledge workers.
Managing information with e-mail is more efficient than dealing with the flood
of lectures, faxes and bills we handled today.
6.1.1.4 Internalization (Explicit to Tacit)
This is also called “Learning by Doing”. One of the important goals of KM is
to create technology to help users to derive tacit knowledge from explicit knowledge.
Workshops – Many organizations are now moving towards training programs
such as ‘workshops’ that offer actual performing of the tasks as that is known
to trigger experimentation and hence new knowledge generation. This kind of
programs give an opportunity to individuals to either observe an activity or to
go through a piece of presentations and then to do the activity immediately
after that. They are the way of enhancing the tacit knowledge of the
employees.
Action Learning – When the individual tries to summarize the explicit
knowledge and his experiences by making use of the models, it increases his
understanding of the same explicit knowledge, thus enhancing his tacit
knowledge on that topic.
Learning by Experience – The ability to learn by experience is a mark of
intelligence. Trial and error or reworking problem is used to acquire
experience in problem solving. An expert uses experience to explain how a
problem is solved.
Learning by Example – Specially constructed examples are used instead of
broad range of experience. Much classroom instructions are composed of
teaching by example – providing examples, cases, or scenarios that develop the
concepts students are expected to learn, because this method allows students to
learn without requiring them to accumulate experience, it is more efficient than
learning by experience.
Learning by Discovery – This is undirected approach, where humans explore
a problem area without advance knowledge of the objective.