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Factors influencing managerial tacit knowledge formation

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dc.title Factors influencing managerial tacit knowledge formation en
dc.contributor.author Matošková, Jana
dc.contributor.author Řeháčková, Helena
dc.contributor.author Jurásek, Martin
dc.contributor.author Polčáková, Martina
dc.contributor.author Gregar, Aleš
dc.contributor.author Švec, Vlastimil
dc.relation.ispartof Knowledge Management
dc.identifier.issn 2327-7998 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2013
utb.relation.volume 12
utb.relation.issue 4
dc.citation.spage 21
dc.citation.epage 34
dc.type article
dc.language.iso en
dc.publisher Common Ground Publishing en
dc.identifier.doi 10.18848/2327-7998/CGP/v12i04/50809
dc.relation.uri http://ijmk.cgpublisher.com/product/pub.257/prod.30
dc.relation.uri https://cgscholar.com/bookstore/works/factors-influencing-managerial-tacit-knowledge-formation
dc.subject Experience en
dc.subject Managers en
dc.subject Professional development en
dc.subject Tacit knowledge en
dc.subject Tacit knowledge formation en
dc.description.abstract The aim of the paper was to discuss our research findings of tacit knowledge formation. 32 interviews with managers were carried out and 4 discussion groups were created. The records of the interviews and the discussion groups were analysed with software Atlas.ti. It was confirmed that tacit knowledge is closely connected with understanding a situation-with context understanding, understanding the people who are involved, information which an individual has at their disposal and the job substance. Experience and personal characteristics have a main role in the formation of tacit knowledge. An ability and willingness to learn from experience, willingness for self-reflection, ability to make decisions, perceptivity, curiosity, creativity, intelligence and analytical skills may also be significant personal characteristics. It is advisable in a development program for future managers to contain educational methods such as team collaboration, model solving situations, project solving, and learning-by-doing because these methods support tacit knowledge formation. © Common Ground, Jana Matošková et al., All Rights Reserved. en
utb.faculty Faculty of Management and Economics
dc.identifier.uri http://hdl.handle.net/10563/1003504
utb.identifier.obdid 43869858
utb.identifier.scopus 2-s2.0-84885200816
utb.source j-scopus
dc.date.accessioned 2013-10-22T08:34:52Z
dc.date.available 2013-10-22T08:34:52Z
utb.contributor.internalauthor Matošková, Jana
utb.contributor.internalauthor Jurásek, Martin
utb.contributor.internalauthor Polčáková, Martina
utb.contributor.internalauthor Gregar, Aleš
utb.contributor.internalauthor Švec, Vlastimil
utb.fulltext.affiliation Jana Matošková, Tomas Bata University in Zlín, Czech Republic Helena Řeháčková, University of South Bohemia, Czech Republic Martin Jurásek, Tomas Bata University in Zlín, Czech Republic Martina Polčáková, Tomas Bata University in Zlín, Czech Republic Aleš Gregar, Tomas Bata University in Zlín, Czech Republic Vlastimil Švec, Masaryk University, Czech Republic
utb.fulltext.dates -
utb.fulltext.sponsorship This contribution was written within the framework of the GA ČR (Czech Science Foundation) grant-maintained project: Reg. No. 407/12/0821, Creating a Czech Instrument for Measuring Academic Tacit Knowledge, and with the financial support of GA ČR.
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