Dialogue, Skill and Tacit Knowledge

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. "e;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."e; Janet Vaux, New Scientist "e;A Swedish initiave to rethink the relationship between learning and work."e; Rolf Hughes, The Times Higher Education

Everyone in an organization, from cleaner to CEO, has expertknowledge. Yet only a fraction of it can be codified and expressedexplicitly as facts and rules. A little more is visible implicitlyas accepted procedures, but even this is only the beginning.Submerged beneath the explicit and implicit levels is a vasticeberg of tacit knowledge that cannot be reliably accessed bytraditional analytical approaches. And yet, without itorganizational learning means little.Interweaving theory with practical guidance, this book looks atthe importance of tacit knowledge and shows how it is now being putin motion through groundbreaking analogical thinking methods. Chiefamong these is the Dialogue Seminar, developed by the editors, inwhich learning is seen as arising from encounters withdifferences.There can be no consensus on the value of corporate knowledgeuntil what is meant by that knowledge is discussed and defined.Based on two decades of research and a host of practical casesthis book offers a way forward."Göranzon argues that the question of whether machinescan think is not the right question to ask. The more importantquestion, he believes, is the impact of automation on work andhuman skills, and he is looking for a way of describing skills thatallows us to discuss this question."Janet Vaux, New Scientist"A Swedish initiave to rethink the relationship between learningand work."Rolf Hughes, The Times Higher Education

List of Contributors ixIntroduction 1Richard EnnalsPart 1 Dialogue and Skill 7Chapter 1 The Practice of the Use of Computers: A Paradoxical Encounter between Different Traditions of Knowledge 9Bo GöranzonChapter 2 Writing as a Method of Reflection 22Maria HammarénChapter 3 The Dialogue Seminar as a Foundation for Research on Skill 46Adrian RatkicChapter 4 The Methodology of the Dialogue Seminar 57Bo Göranzon and Maria HammarénPart 2 Theatre and Work 67Chapter 5 A Dwelling Place for Past and Living Voices, Passions and Characters 69Erland JosephsonChapter 6 Theatre and Knowledge 73Allan JanikPart 3 Case Studies 85Chapter 7 Dialogue Seminar as a Tool: Experience from Combitech Systems 87Niclas FockChapter 8 Maximum Complexity 110Christer HobergChapter 9 Better Systems Engineering with Dialogue 135Göran Backlund and Jan SjunnessonChapter 10 Some Aspects of Military Practices and Officers' Professional Skills 152Peter TillbergChapter 11 Science and Art 175Karl Dunér, Lucas Ekeroth and Mats HansonPart 4 Dialogue Seminar As Reflective Practice 187Chapter 12 Tacit Knowledge and Risks 189Bo GöranzonChapter 13 Skill, Storytelling and Language: on Reflection as a Method 203Maria HammarénChapter 14 Reading and Writing as Performing Arts: at Work 216Øyvind PålshaugenChapter 15 Knowledge and Reflective Practice 229Kjell S. JohannessenChapter 16 Dialogue, Depth, and Life Inside Responsive Orders: From External Observation to Participatory Understanding 243John ShotterPart 5 Tacit Knowledge and Literature 267Chapter 17 Rule Following, Intransitive Understanding and Tacit Knowledge: An Investigation of the Wittgensteinian Concept of Practice as Regards Tacit Knowing 269Kjell S. JohannessenChapter 18 Henrik Ibsen: Why We Need Him More Than Ever 295Allan JanikPart 6 Conclusions 305Chapter 19 Theatre and Workplace Actors 307Richard EnnalsChapter 20 Training in Analogical Thinking: The Dialogue Seminar Method in Basic Education, Further Education and Graduate Studies 320Bo Göranzon, Maria Hammarén, Adrian RatkicIndex 334