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Tapping on Tacit Knowledge in the

process of implementation and delivery

Luiz Ramalho / GIZ

Learning, Iterating and Adapting

to Achieve Change

Section Learning from Implementation 2

13.1.2016 – CEPAL

Santiago de Chile


1. Tacit Knowledge – Definitions

2. Advantages of tapping on Tacit Knowledge

3. Sharing Tacit Knowledge

3.1. Collaborative tools to share Tacit Knowledge

3.2. Examples of practices of Tacit Knowledge mobilization at GIZ

4. Capturing Tacit Knowledge

4.1. Critical Moments Reflection Methodology (CRM)

4.2. Critical Incident Technique (CIT)

5. GDI and capture/share of Tacit Knowledge

6. Towards a culture of craftsmanship in the process of delivery


1. Tacit Knowledge – Definitions I • "Unwritten, unspoken and hidden last storehouse of knowledge held by

practically every human being based on his or her emotions, experiences,

insights, intention, observation and internalized information"

(Dwayne Butcher)

• Comprises subjective insights, hunches, and intuition

• "a form of knowledge that is highly personal and context specific and

deeply routed in individual experiences, ideas, values and emotions"

(Stephen Gourlay)

• "Tacit Knowledge collects all those things that we know-how to do but

perhaps do not know how to explain“

• Know-how (tacit)

↔ know what (explicit)


1. Tacit Knowledge – Definitions II

• "We can know more than we can tell"

• "We don´t know what we know"

• "It consists of beliefs, ideals, values, schemata and mental models which

are deeply ingrained in us and which we often take for granted."

(Wikipedia)

• Intuitive and personalized knowledge about how to do something,

accumulated through experience

• "Being understood without being openly expressed"

(Random House Dictionary)


1. Tacit Knowledge – Definitions III Examples of Tacit Knowledge and Skills

• How to speak a language

• Body language

• Leadership

• Playing football like Ronaldinho

• Snowboarding

• Humor

• Innovations

• Aesthetic sense


2. Advantages of tapping on Tacit Knowledge

• Maximize use of knowledge within an organization (also as interplay of tacit

and explicit knowledge)

• Improve learning practice within organizations (combining personal mastery

with organizational standards)

• Leverage individual professional and personal intellect, and motivation and

satisfaction

• Competitive advantage because learning on specific accumulated

knowledge and non quantifiable and codified information

• Critical to daily management and implementation activities

• Increases capacity to innovate, to learn, adapt and apply to new knowledge

• Systematize insights, intuitions and flashes of inspiration


3. Sharing Tacit Knowledge

• Tacit Knowledge capturing and sharing is a social learning process; it taps

on individual experience and expertise, but can only be “extracted” in a

social collaborative manner

• It needs social ties, cross-organizational and functional encounters, internal

social networks

• Tacit Knowledge is acquired through association of others and implies joint

or shared activities to be imparted

• It needs “space”


3.1. Collaborative tools to share Tacit Knowledge

• Communities of practice (COP)

• Peer to peer learning

• Learning history/ time line/ critical moment reflection

• Story telling

• Expert interview

• Learning journey

• Leadership journey

• Knowledge café; world café

• Reflection team / reflection group

• Joint visioning

• Action learning


3.2. Examples of practices of Tacit Knowledge mobilization at GIZ

• Mentoring: • Matching experienced management personnel with future managers

• Creating tandem that collaborates through real presence and online meetings

• Work shadowing (Hospitation) • Allows guest staff a work stay in another department or country office of GIZ

• Open to all staffs

• Duration between couple of days and three months

• Peer Counseling (Kollegiale Beratung) • Develops staff competence to cope in critical situations by interaction with

colleagues through a specific peer group

• Communities of Practice • Non hierarchal practice oriented knowledge and learning

• Networks and sectoral clusters (Fachverbund) • Bring together specialists and practitioner in virtual and presencial collaborative

spaces (also organized regionally)


4. Capturing Tacit Knowledge I 4.1. Critical Moments Reflection Methodology (CRM)

• Developed by the Center of Reflective Community Practice of MIT

• Is a tool retrieve tacit knowledge manifested as

• Skills

• Feelings

• Reactions

• Intuitions

• Attitudes which are being the level of our conscience

• Consists of

• Reflecting into ones experience by identifying the most important,

critical moment

• Reviewing the process with the eyes of diverse actors

• Analyzing these relevant moments

• Drawing lessons for the future

• Submit our assumption and beliefs to scrutiny and experimentation


4.2. Critical Incident Technique (CIT) I • Created in the fifties and largely utilized mostly in the recruitment,

human resources and management

• Is also useful as a tool for reflecting on professional practice

• Serves

• “To observe effective and ineffective ways of doing something

• To looking at helping or hindering factors

• Collecting functional or behavioral descriptions of events or

problems

• “Determining characteristics that are critical to important aspects of

an activity/situation or event”

(Hettlage/Steinlin)



4.2. Critical Incident Technique (CIT) III Example: Expert in the Ministry of Finance / Central America

Critical Incidents Requirements

Political change: new minister of

finance wants to revise the project

immediately

Donor Agency plans a high-level

visit to the country and wants

support

Conflict between expatriate and

national experts on working

conditions

Investigative reporter publishes

claim of corruption in the Finance

Ministry and criticizes inattention of

the project

Living conditions in the country

deteriorate

Demand driven approach

Following DAC-Criteria

Compliance with standards and

legal framework

Competent advices

Mediation skills

Intercultural sensibility

Fulfilling indicators

Work life-balance


5. GDI and capture/share of Tacit Knowledge I

• GDI is an adequate collaborative space for tapping implicit, experiential,

tacit knowledge of practitioners

• Creates a collective and cumulative evidence of delivery know-how that

can help practitioners make better decisions and produce consistent

results

• Demand of practitioner for easy access to delivery know-how and

practitioners solving similar challengers

• Case studies are an excellent base for the reflection on critical moments

in the delivery and capturing/sharing tacit knowledge


5. GDI and capture/share of tacit knowledge II possible projects

• Pilot within specific development programs, tools and instruments of

tacit knowledge sharing

• Collaboration with think tanks (MIT?) in the application of the Critical

Moment Reflection Methodology or the Critical Incident Strategy on

specific projects

• Include tacit knowledge approaches such as story telling as a

supplement of case studies within GDI

• Expand the Library of Delivery for good practices and exercises in the

capture and systematization of experiential, tacit and implicit knowledge


6. Towards a culture of craftsmanship in the process of delivery (inspired by Richard Sennett)

• The practice of the craftsman is always richer than the rules that guide

his craft

• The desire to do a job well for its own sake

• “Since there can be no skilled work without standards, it is infinitely

preferable that these standards be embodied in a human being than in a

lifeless, static code of practice”

(Richard Sennett, 2008)

• “Experience is best understood as craft, where understanding occurs by

turning outward, by setting limits, by playing with resistance.”

(John Howell White)

• “Fully understanding a craft […] lies not only in the plans but in the

process itself, where tacit knowledge takes form. Moreover, the journey

of error, ambiguity, and reflection constitutes a wholly personal — and

therefore truly ethical — engagement with a craft, without which there is

no comprehensive grasp of the ends trailing its means.”

(Jeremy Axelrod)


• Did we loose as practioners of development cooperation the sense

of craftmanship in the process of delivery relying on the technocratic

temptation of fulfilling abstract standards, producing „adequate“

reports by the book and going on to the next job?


Gracias por su atencion!!!!!!

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