LEARNING AND

KNOWLEDGE
CREATION
B A R B O R A G U L I S O VA
C U LT U R E , L E A R N I N G A N D I N N O VAT I O N
FA LL 2020
REFLECTION

THINK ABOUT HOW HAVE YOU LEARNED EXAMPLE…

SOMETHING YOU HAVE IT?
LEARNT
 • Based on: Nonaka, I; Toyoma,
R. and Konno N. (2000), SECI,
Ba and Leadership: a Unifired
LEARNING AND Model of Dynamic Knowledge
KNOWLEDGE Creation. Long Range Planning
33 (2000), 5-34.
CREATION

• The knowledge creating

process and its management
Knowledge as a source
of power

KNOWLEDGE-
Sustainable competitive
advantage BASED
SOCIETY
How is knowledge
created and managed
 Create and
define problems

Further develop
Develop and
new knowledge
apply new
through the
knowledge to
action of
solve
problem solving
Definition: “justified true belief”
WHAT IS
Dynamic KNOWLEDGE?
Context-specific
“a dynamic human
process of justifying
Humanistic personal belief
toward the ‘truth’”
Relational (Nonaka, et al.,
2000, p. 7)
A KNOWLEDGE CREATING SPIRAL
 • 3 elements of
knowledge creation:
KNOWLEDGE- –The SECI process
CREATING
PROCESS –Ba

–Knowledge assets
TWO TYPES OF KNOWLEDGE

EXPLICIT TACIT
KNOWLEDGE KNOWLEDGE
Express the
inexpressible
CONVERT
TACIT
Figurative language and
symbolism KNOWLEDGE
TO EXPLICIT
3 steps: Metaphor to
KNOWLEDGE
Analogy to Model
 As a distinctive method of
perception

Driven by intuition
METAPHOR
Links images that seem remote
from each other

Logically contradictory
Structured

Reconciling

Making distinctions ANALOGY

Harmonize the contradictions

Between pure imagination and

logical thinking
IMMEDIATELY CONTRADICTIONS
CONCEIVABLE RESOLVED

MODEL

TRANSFERABLE CONSISTENT AND

CONCEPTS SYSTEMATIC LOGIC
Ideal types

METAPHOR,
Reality: hard to
distinguish ANALOGY,
MODEL
Capture the process of
conversion of tacit
knowledge into explicit
DIFFERENT FORMS OF
LEARNING
• Different forms of learning apply to the two
types of knowledge
• Different contexts of learning (Ba)

• How do you learn to row?

– Something can be learned in the classroom
– Much has to be learned in the boat

• Your examples of learning something that

requires different forms and contexts to learn?
AN IMPORTANT POINT
THE SECI PROCESS – THEORETICAL
MODEL

“Knowledge creation is a “Organisational knowledge

continuous process of creation is a never-ending
dynamic interactions between process that upgrades itself
tacit and explicit knowledge.” continuously.” (Nonaka et al,
(Nonaka et al, 2000; p. 11) 2000; p.12)
 FOUR STAGES OF THE SECI MODEL

1 2 3 4
Socialization Externalization Combination Internalization
 “knowledge creation is a self-
transcending process, in which one
reaches out beyond the boundaries
of one’s own experience1. In
KNOWLEDGE
CREATION knowledge creation, one transcends
the boundary between self and
other, inside and outside, past and
present.” (Nonaka, 2000; p. 13)
Note 1: Jantsch, E. (1980) The Self-organising Universe, Pergamon Press, Oxford.
 CRITICAL STEPS IN THE SPIRAL OF
KNOWLEDGE
• Articulation
• Internalization
• Personal commitment

“because tacit knowledge includes mental models and beliefs

in addition to know-how, moving from the tacit to the explicit
is really a process of articulating one’s vision of the world –
what it is and what it ought to be.” (Nonaka, 2007; p. 166)
 • Organize the examples into
EXERCISE the model (handouts)
 Choose an activity

Any kind of activity

EXERCISE
Explain how the activity is performed to the
rest of your group = try the “externalization”
step from the SECI model

Each group - explain one

example to the class
 Social, cultural and historical contexts

A specific time and space

BA – SHARED
CONTEXT FOR Combines physical, virtual and mental
KNOWLEDGE space

CREATION Interaction – key concept

Fluid, constantly moving and changing

BA – SHARED CONTEXT FOR
KNOWLEDGE CREATION

Originating Dialoguing Systemizing Exercising

Originating Ba: Dialoguing Ba Systemizing Ba Exercising Ba

Originating Ba: “emerge care, love, trust and commitment which

form the basis for knowledge conversion among individuals.”
(Nonaka et al., 2000; p. 17)
THE PLURALITY OF BA
Ba of teams –
Exists at many
formed by
levels
individuals

Ba for the
Ba of
organisation –
organisation –
the market
formed by teams
environment

Transcends the
boundary btw.
micro and macro
KNOWLEDGE ASSETS
Difficult to • Tacit knowledge
measure the • Built & used internally
• Dynamic
value:

Both input
and output
 EXPERIENTIAL KNOWLEDGE ASSETS
Tacit knowledge shared through common experiences
Skills and know-how
Emotional knowledge
Physical knowledge
Energetic knowledge
Rhythmic knowledge
Difficult to grasp, evaluate, trade
Firm-specific=> sustainable competitive advantage
Examples?
CONCEPTUAL KNOWLEDGE ASSETS
Explicit knowledge – expressed
by images, symbols, language

Brand equity

Concepts or designs
Tangible forms – easier to
grasp, BUT perceptions???
Examples?
SYSTEMIC KNOWLEDGE ASSETS
Systematised and packages
explicit knowledge

Relatively easy transfer

‘visible’ type

Product specifications, technologies,

manuals, business reports, patents, …
ROUTINE KNOWLEDGE ASSETS
Routinised tacit
knowledge
Embedded in the actions and
practices of the organisation
Know-how, organisational
culture and routines
Practical assets
LEADING THE SECI PROCESS
THE KNOWLEDGE VISION
“Leaders provide the knowledge vision, develop and
promote sharing of knowledge assets, create and energise
ba, and enable and promote the continuous spiral of
knowledge creation” p.23

Defines and directs

Fosters commitment
 • Should play an active role in
– Defining and formulating the
knowledge vision
– Orchestrating and monitoring
the SECI process
TOP – Focusing on the building and
MANAGEMENT maintenance of knowledge
assets
– Identifying missing knowledge
assets
– Building, connecting and
energizing Ba
 • Important roles in
connecting Bas and
MIDDLE communicating both
MANAGERS upwards and
downwards in the
organization
QUESTIONS FOR REFLECTION
• From the perspective of this theoretical approach:
– Does it make sense to separate production and
innovation – e.g. through outsourcing?
– Is it appropriate to think of (technical)
knowledge as a public good?
– Think of what you have learned yourself: how
does this model square with the learning
processes to which you have been exposed to
at school/university?
– How is this approach relevant to understanding
the competitiveness of regional clusters?
– How does information and communication
technology enable or hinder learning processes
in the four types of Ba?