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首页> 外文期刊>Journal of European Industrial Training: A Journal for HRD Specialists >Tacit knowledge in the workplace: the facilitating role of peer relationships
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Tacit knowledge in the workplace: the facilitating role of peer relationships

机译：工作场所的隐性知识：同伴关系的促进作用

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摘要

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.
机译：目的-本文的目的是调查同伴关系在使隐性知识在更广泛的组织中明确和可访问方面所扮演的角色，以及它们是否有助于学习环境中的学习。设计/方法/方法-少主导的主导设计，定性设计是主导范例。半结构化访谈提供了定性数据，而学习型组织调查表（DLOQ）的维度则提供了定量数据。发现-发现同伴关系提供了可以进行有意义的推理的上下文，根据定义，同伴关系是这些构造已经有效发挥作用的上下文。研究局限/含意-研究结果与这种情况有关，属于特定行业的小型组织，印刷机构，因此不能一概而论。现有研究致力于解决分层组织中的意义。未来的研究应该在更扁平化的组织中解决有意义的问题。这种研究必须着眼于同伴关系的作用。原创性/价值-增加了有限的现有知识对等体关系。展示同伴关系如何通过对话，询问和感官表达过程促进组织内部的学习，以及学习组织是可以进行隐性知识共享的环境。

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