Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Abstract
This paper proposes to develop a new measure of tacit knowledge based on an updated definition that distinguishes tacit knowledge and tacit skills which we build based on Taylor’s taxonomy (2007). Since tacit knowledge is domain specific, we also propose a new method of measuring tacit knowledge that can be replicated across domains. Additionally, we study the connection between tacit knowledge and mindfulness. This study occurs in two stages. The participants in the first stage will be subject matter experts in the field of research methodology. These individuals will receive a questionnaire seeking critical incidents based on their experiences, which will be used to develop a situational judgement test questions for tacit knowledge. These questions will be reviewed by a subject matter expert panel prior to validation. This process will also include the development of explicit knowledge questions using research methodology textbooks. The second stage will include participants in the same field, but with varying degrees of field experience. Validation of the newly created measure will take place in this stage, using mindfulness and metacognitive assessment scales as well as a participant self – assessment questionnaire focused on professional and academic achievement. Both sets of participants will be invited to participate through social media and email. The outcome of this study could provide organizations with a new measure of tacit knowledge that will predict additional variance in performance beyond the explicit knowledge factor and can be replicated across domains.
Date
October 2020
Subject
Industrial and organizational psychology
Document Type
posters
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
License
http://creativecommons.org/licenses/by-nd/4.0/
Included in
Re-conceptualizing and Measuring Tacit Knowledge
This paper proposes to develop a new measure of tacit knowledge based on an updated definition that distinguishes tacit knowledge and tacit skills which we build based on Taylor’s taxonomy (2007). Since tacit knowledge is domain specific, we also propose a new method of measuring tacit knowledge that can be replicated across domains. Additionally, we study the connection between tacit knowledge and mindfulness. This study occurs in two stages. The participants in the first stage will be subject matter experts in the field of research methodology. These individuals will receive a questionnaire seeking critical incidents based on their experiences, which will be used to develop a situational judgement test questions for tacit knowledge. These questions will be reviewed by a subject matter expert panel prior to validation. This process will also include the development of explicit knowledge questions using research methodology textbooks. The second stage will include participants in the same field, but with varying degrees of field experience. Validation of the newly created measure will take place in this stage, using mindfulness and metacognitive assessment scales as well as a participant self – assessment questionnaire focused on professional and academic achievement. Both sets of participants will be invited to participate through social media and email. The outcome of this study could provide organizations with a new measure of tacit knowledge that will predict additional variance in performance beyond the explicit knowledge factor and can be replicated across domains.
Department
University of Tennessee at Chattanooga. Dept. of Psychology