In recent years knowledge has become one of the most central themes in managerial science. Knowledge at all gains a high importance in social and corporate life and is seen as a success factor which is indispensable to pass the competition in agressive markets. Organisations are seen as systems of knowledge which have to acquire knowledge through processes of learning and self generating1. Popular buzzwords and concepts of managerial and organis ational science like the knowledge spiral, knowledge intensive firms and the proclamation of a knowledge society underline the meaning of knowledge in the current scientific debate. In this context the intra- and extraorganisational transfer of knowledge is widely discussed. Alongside the formalisation of knowledge transfer e.g. by means of databases and standardised training methods, the more informal knowledge transfer through narrations, myth and anecdotes approaches in the focal point2, because conventional knowledge management methods hit upon their frontiers when it is required to cover and confer “soft” knowledge which is difficult to access and elusive. Sharing knowledge through stories is emerging as a powerful way to exchange and consilidate knowledge. So it is not astonishing that stories and their possible impact in increasing the operating efficiency are worldwide observed among general practitioners as well3. The aim of this paper is to give an overview about the possibilities and restrictions of knowledge transfer through narrations. Starting with a review, some theoretical common definitions are presented by a following characterisation of organisational stories and naming their functions in organisational life. In the principle part the paper tries to define the disposition of knowledge transferred through stories and to show exe mplary the transfer of narrative knowledge among communities of practice and also the transfer of knowledge about the organisational culture. Afterwards some possible contributes of storytelling for organisational training effectivness are exemplified. The last part tries to identify possible boundaries and weak points of knowledge transfer through narrations and draws a short survey.
Table of Contents
1 Introduction
2.1 Characteristics of Organisational Stories
2.2 Function of Organisational Stories
3 Narrations as Carriers of Knowledge
3.1 Narrative Knowledge
3.2 The Distribution of Technical Knowledge
3.3 Transmission of Organisational Culture
3.4 Contributions of Formalising Storytelling
3.4.1 Vicarious Learning
3.4.2 Concept Learning
4. The Boundaries of Storytelling
5. Concluding Remarks
Research Goals and Core Themes
This paper examines the potential and limitations of using storytelling as a knowledge management tool within organizational settings, exploring how narratives contribute to knowledge transfer, culture transmission, and learning.
- The role of narratives in circulating tacit and technical knowledge
- Methods of knowledge transfer through organisational stories
- The impact of storytelling on organisational culture and identity
- Strategies for formalising storytelling in professional development
- Critical boundaries and validity issues in narrative knowledge management
Excerpt from the Book
3 Narrations as Carriers of Knowledge
The ability of narrations to transfer knowledge is beyound dispute. Through stories incidents are arranged in space and time and translated into meaningful events by organisational members and thereby promote sensemaking21. For Davenport and Prusak a story is actually often the best way to communicate knowledge22. Because storytelling is trained since childhood it is widely accepted as a natural mode of circulate knowledge, people are characterised in this context as “natural born storytellers” 23 and “homo narrens”24.
Nonaka and Takeuchi point out to transfer the hardly subsumable hidden, implicit knowledge via analogies and myths, which is normally conserved in stories. The externalisation of tacit knowledge through narrations may be a not negligible part of knowledge management25. Because of their entertaining, engaging and vivid character stories are quite more memorable than dry guides to behaviour or rules argues Swap referring to conclusions of cognitive science research. In particular through the opulent contextual details keyed in stories they are ideal promoters of tacit dimensions of knowledge and able to transfer tacit knowledge about managerial systems, norms and values of an organisation if used moderate and considered26. Similar argues Patriotta, who sees narratives as material traces of learning and collective remembering process. He refers to the possibility of carrying deep seated (tacit) knowledge through stories and so display the common sense wisdom27.
Summary of Chapters
1 Introduction: This chapter highlights the rising importance of knowledge as a central competitive factor and introduces the role of storytelling as an informal method for transferring elusive, "soft" knowledge.
2.1 Characteristics of Organisational Stories: This section classifies organisational stories based on their content and intended purpose, distinguishing between formal and informal narrative styles.
2.2 Function of Organisational Stories: This part explores how stories support social cohesion, preserve organisational memory, and aid in the process of unlearning outdated practices.
3 Narrations as Carriers of Knowledge: The chapter establishes the foundational role of narratives in promoting sensemaking and externalising tacit knowledge through engaging and memorable formats.
3.1 Narrative Knowledge: This section addresses the methodological distinctions between tacit knowledge and narrative knowledge, arguing that narratives represent a communicable and interactive form of knowledge.
3.2 The Distribution of Technical Knowledge: This chapter examines how communities of practice use "war stories" to troubleshoot technical issues and share situated expertise.
3.3 Transmission of Organisational Culture: The section illustrates how storytelling serves as a critical mechanism for integrating new employees and communicating informal organisational values.
3.4 Contributions of Formalising Storytelling: This part discusses how organisations can strategically integrate storytelling into formal training programs to enhance learning performance.
3.4.1 Vicarious Learning: This sub-chapter explains how trainees learn effectively by observing models and experiences through stories, mitigating the risks and costs of firsthand experience.
3.4.2 Concept Learning: This section details how concrete and brief stories function as powerful examples to clarify complex procedures and abstract concepts for learners.
4. The Boundaries of Storytelling: This chapter critically evaluates the limitations of storytelling, focusing on issues of self-legitimation, validity, and the risk of uncontrolled information flow.
5. Concluding Remarks: The final chapter summarizes the power and traps of organisational storytelling, recommending explicit validation processes to optimize its use as a management tool.
Keywords
Organizational Storytelling, Knowledge Management, Tacit Knowledge, Narrative Knowledge, Sensemaking, Community of Practice, Organisational Culture, Vicarious Learning, Concept Learning, Knowledge Transfer, Formalisation, Epistemology, Management Science, Informal Learning, Corporate Communication.
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the role of storytelling as a strategic tool within modern knowledge management, specifically focusing on how informal narratives can facilitate the transfer of complex or tacit knowledge.
What are the central themes of the research?
Core themes include the classification of organisational stories, the function of narratives in culture transmission, technical knowledge sharing in communities of practice, and the formalisation of storytelling in training.
What is the main goal or research question?
The aim is to provide an overview of the possibilities and limitations of knowledge transfer through storytelling, ultimately asking how organisations can use this method effectively without compromising knowledge validity.
Which scientific methods are employed?
The work employs a theoretical review of managerial science literature and explores ethnographic observations of organisational life to define the disposition of narrative knowledge.
What is covered in the main section of the paper?
The main section investigates how narrations carry knowledge, the distinction between tacit and narrative knowledge, and the practical contributions of storytelling to vicarious and concept learning.
Which keywords characterize this work?
Key terms include organisational storytelling, knowledge transfer, tacit knowledge, sensemaking, and communities of practice.
Why is "tacit knowledge" considered difficult to transfer via stories?
Because tacit knowledge is deeply rooted in unconscious personal skill and non-verbal experience; the author argues that stories actually transport "narrative knowledge" rather than converting pure tacit knowledge directly.
What are the primary risks associated with formalising storytelling?
The main risks include the lack of formal legitimation procedures (leading to potential falsehoods), the danger of over-simplifying dynamic knowledge into static records, and the reliance on specific contexts that may not apply to other departments.
- Quote paper
- Nikos Kalitta (Author), 2004, Knowledge transfer through narrations - Wissenstransfer mit Hilfe von Narrationen, Munich, GRIN Verlag, https://www.grin.com/document/31798
