Types of Knowledge A Comprehensive Overview

Explicit vs. Tacit Knowledge

Knowledge is a multi-dimensional concept, and can be broadly classified in two types, i.e. Explicit and Tacit knowledge. Explicit knowledge is the knowledge that is easily articulated, documented, and shared. This knowledge is typically available in books, databases, and online resources. Explicit knowledge is articulated and transmittable in formal ways (Nonaka & Takeuchi, 1995). For instance, a syllabus for a university course clearly describes the topics that will be discussed, the readings to be done, the means of assessment, etc.] The content becomes convenient to share and reach for teachers and learners alike, making it an important asset in academia.

Tacit knowledge, in contrast, is intangible and based on personal experience. Such knowledge is hard to codify, and it is conventional knowledge learned through interaction and practice. In fact, skilled craftsmanship might include embodied knowledge not easily translated into syllables. A widely cited remark of Polanyi (1966) is that "we can know more than we can tell", highlighting the inarticulability of so much of tacit knowledge. This difference between these two concepts thereof is extremely important when trying to understand how organisations create and share knowledge as it suggests that tacit knowledge can only be shared in person amongst people who are familiar with eachother in the work environment and that mentoring is an invaluable facet in this transfer process.

Knowledge production and diffusion is significant across many domains including organisational learning and innovation. A study by Szulanski (1996), for example, highlighted that transferring tacit knowledge was elusive for organisations in part due to its nature and in part due to the absence of formal mechanisms to share tacit knowledge. This can create inefficiencies, and stifle innovation, as employees may have valuable insights that go unshared. Thus, organisations need to implement mechanisms that aid in transforming implicit knowledge into explicit formats that can be located; for example, documentation, training sessions and collaborative projects.

Additionally, the sharing and access of explicit knowledge have changed quite a bit in the digital revolution. In the age of the internet and large digital databases there is so much information available that it is becoming relatively easy to gain explicit knowledge. But this availability can also create information overload — where people are overwhelmed trying to figure out what is meaningful in everything they receive. According to a study published by the McKinsey Global Institute (2016), professionals are wasting up to 20% of their time looking for information, which highlights the importance of having effective knowledge management systems (KMS) in place that can provide us with explicit (codified) knowledge, while encouraging the sharing and creation of tacit (non-codified) knowledge as well.

Furthermore, it facilitates the articulation of knowledge so that we can better manage knowledge in educational and corporate contexts. Explicit knowledge can be codified and shared but tacit knowledge is critical for skill building and innovation. While organisations have to be careful when transferring knowledge, they should implement strategies that honour the distinct nature of both categories of knowledge as they move through this process.

How Procedural Knowledge Facilitates Skill Learning

Technically termed as procedural knowledge, the knowledge/skill is often referred as a know-how. It also includes knowledge of the procedures and processes required to accomplish certain steps. It is certainly knowledge that is of special importance in the applied disciplines such as medicine, engineering, and the arts. Anderson (1983) suggests that procedural knowledge develops with practice and repetition, eventually resulting in an automization of task execution. Because, say you have a surgeon needs to learn multiple surgical techniques and practice them extensively, before they can perform complicated procedures with confidence and accuracy.

According to the Fitts and Posner model (1967), the acquisition of procedural knowledge occurs in stages. Cognitive: Understanding the theoretical nature of a task (first stage of skill acquisition) Synonyms are practice-based associative – where you begin to practice what you've learned through repetition. Autonomous stage — Having learned this skill, the individual is now able to perform the task with little conscious effort. [Training incorporates deliberate practice behaviors which enable greater exposure to learning outcomes over pre-skills – developing procedural knowledge from novice to expert performance levels.]

Procedural knowledge can be embedded into curriculums to promote skill developing in educational contexts. For example, vocational training programmes are often more focused on practical knowledge than theory. A study by Blume et al. (2010) discovered that students who participated in applied training programs retained a higher degree of procedural knowledge and demonstrated its successful application in real-world settings. This highlights the need for educators to foster a learning environment that promotes experiential learning so that students can acquire the skills to thrive in their industries of choice.

Moreover, procedural knowledge also plays an important role in teamwork and organisational performance. Research by Salas et al. (2015) found that teams with members who have strong procedural knowledge are more successful when performing complex tasks because they are better able to coordinate their actions and adjust to evolving situations. This underscores the need to establish a culture of ongoing learning in organisations, in which employees are motivated to leveragene sheared procedural knowledge and work together for skill development.

To conclude, procedural knowledge is a crucial factor in learning a skill and is necessary for success, both on personal as well as company level. Educational institutions can better prepare future professionals by incorporating practical training into their curricula, while being cognizant of the stages of procedural knowledge development. In fact, creating a culture of learning in organisations can be a catalyst for innovation.

Contextual Knowledge and Its Role in Learning

Contextual knowledge: Knowledge of learning contexts. It accounts for the social, cultural, and historical influences on how people learn and use knowledge. This adapted and contextualized knowledge is very critical when it comes to educational setting, embedded to what is being taught and how it will apply. According to Bransford et al. knowledge in context (2000), since it enables people to connect new information with their previous experiences and mindsets.

For example, one vital feature of contextual knowledge is its contribution to meaningful learning. Ausubel (1968) highlighted that learners remember information better when they are able to associate with their prior knowledge and experiences. For instance, a lesson in history that references local happenings and cultural connections can hit home more for students, making information more interesting and memorable. This underscores the need for educators to take students’ backgrounds and experiences into account when creating curricula.

For instance, it is imperative to understand various contexts to develop critical thinking and problem-solving capacities. Context helps learners understand worldviews, which in turn enables them to critically analyse and evaluate information. Research by King (1995) showed that students exposed to context-rich learning environments developed a level of critical thinking that was higher than students learning influenced heavily by traditional approaches. This highlights the importance for educators to design learning experiences that prompt students to engage with the surrounding landscape of the content.

Contextual knowledge also matters in professional environments to effectively make decisions and solve problems. For example, healthcare providers need to take into account the cultural and social factors of their patients when they render care. A study by Betancourt et al. leads to better health outcomes and patient satisfaction for health professionals to provide care, which require contextual knowledge and is best described as culturally competent care (2005). A reminder that contextual knowledge is vital and has huge implications out there in the real world, beyond the 4 walls of a classroom.

Contextual knowledge is vital in learning, making information more relatable and practical. Understanding the importance of context can help educators and professionals to provide more relevant training that promotes critical thinking and problem solving. Given that people must make sense of ever more complicated environments, learning how to comprehend and use contextual knowledge will be key to success in both educational and work domains.

DIKW[edit] Knowledge Hierarchies: Data, Information, Knowledge, Wisdom

The concept of hierarchies of knowledge is crucial for understanding the relationship between data, information, knowledge, and wisdom. This hierarchical diagram demonstrates the process of converting simple data into advanced knowledge and how it can be turned into wisdom. Data: According to Ackoff (1989), data is a set of basic facts or figures and when structured and processed, it becomes information. Data and information: data is raw facts, while information is processed data (e.g. a list of the temperatures recorded over a week is data, but the average temperature from that data is information).

Between information and knowledge is interpretation: we receive information and through our own unique views interpret the information. There is also a common understanding that Knowledge is information molded in the context that allows people to make decisions. Example: A weather forecast gives information about what temperatures to expect, but knowing how to dress for those temperatures shows how the information is used. This distinction underscores the role that context and experience play in being able to acquire knowledge.

The pinnacle in the stratification of knowledge is wisdom which is characterised by knowledge which has been judicious and responsibly applied. It requires not just knowledge of facts and information, but also an awareness of the larger consequences of decisions and actions. Wisdom, as defined by Rowley (2007), reflects the capacity to determine the right thing to do in challenging situations which requires knowledge combined with experience. Consider an experienced leader who leads through organisational challenges with foresight and ethical thinking — this is wisdom in action.

The knowledge pyramid is especially significant in the modern data-oriented landscape, as organisations are bombarded with enormous amounts of raw data. This data needs to be converted into knowledge in order to make better decisions. According to The World Economic Forum (2020), organisations that employ data effectively are more likely to outperform their competitors. It highlights the necessity of powerful data management and analysis techniques with the aid of which is possible to turn data into useful information.

Nonetheless, the hierarchy of data, information, knowledge, and wisdom is a powerful conceptual tool for people involved in knowledge management. Recognising the different functions of each level, we and our organisations will be better equipped to navigate the complexities of information in the modern world. Today DATA FUSION — the ability to generate actionable knowledge from the multiple sources and apply wisely, will be the key to success in an increasingly interconnected and data-driven society.

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