Peer relationships to make tacit knowledge explicit and accessible

[German title: Beziehungen zu Kollegen um stilles Wissen explizit und zugänglich zu machen]

Title: Tacit knowledge in the workplace: the facilitating role of peer relationships 
Author(s): Denise L. Peroune 
Journal: Journal of European Industrial Training 
ISSN: 0309-0590 
Year: 2007 Volume: 31 Issue: 4 Page: 244 – 258 
DOI: 10.1108/03090590710746414 
Publisher: Emerald Group Publishing Limited 

Abstract: Purpose – The purpose of this article is to investigate the role peer relationships play in making tacit knowledge explicit and accessible in the wider organization and whether they contribute to learning in a learning environment.
Design/methodology/approach – A dominant-less dominant design, with the qualitative design being the dominant paradigm. Semi-structured interviews provided qualitative data while the dimensions of the learning organization questionnaire (DLOQ) yielded quantitative data.
Findings – It was found that peer relationships provide the context within which sensemaking can take place and that the peer relationship by definition is the context within which these constructs already function effectively.
Research limitations/implications – The findings are relevant to this case, a small organization within a specific industry, printing, and so cannot be generalized. Existing research addresses sensemaking in hierarchical organizations. Future research should address sensemaking in the context of the flatter organization. Such research must look at the role of peer relationships.
Originality/value – Adds to limited existing body of knowledge peer relationships. Shows how peer relationships can contribute to learning within the organization through the use of dialogue, inquiry, and the process of sensemaking and that the learning organization is environment in which sharing of tacit knowledge can take place. 

Keywords: Knowledge management, Knowledge transfer, Learning, Tacit knowledge, Workplace 

Article Type: Research paper 

Article URL:

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