Bakgrund: Tidigare forskning som beskriver hur bedömningen av postoperativ trakeal extubation ska gå till och vad som måste vägas in i bedömningen är begränsad. Existerande forskning berör specifika kriterier för att bedöma extubationstillfället, men få studier sammanställer samtliga. De kriterier som framkommer är anestesidjup, spontanandning, vakenhet, neuromuskulär blockad och temperatur. Anestesiyrket och den tysta kunskapen karaktäriseras av att simultant balansera flöden av formell kunskap från litteratur och kunskap från tidigare erfarenhet. Som nyutbildad och oerfaren anestesisjuksköterska saknas referenser och tidigare upplevelser vilket kan försvåra bedömningen av extubationstillfället. Syfte: Syftet med studien är att beskriva hur anestesisjuksköterskan bedömer postoperativ trakeal extubation. Metod: En kvalitativ ansats med fokusgruppsintervju som metod användes. Två fokusgruppsintervjuer genomfördes med tre respektive fem anestesisjuksköterskor på två sjukhus i Stockholm. Materialet analyserades med kvalitativ innehållsanalys. Resultat: Analysen gav en vidareutveckling av befintliga kriterier utifrån anestesisjuksköterskornas tidigare erfarenheter och kunskaper. Extubation sågs som en process och inte som ett enskilt moment, där datainsamling utfördes kontinuerligt för att bedöma den. I resultatet identifierades åtta kategorier: Fri luftväg, anestesimetod, neuromuskulär blockad, temperatur, väckning, vakenhet, andning och tyst kunskap. Dessa skapade en tydligare bild av hur kriterierna stod i relation till varandra. Slutsats: Den tysta kunskapen hjälper anestesisjuksköterskan i processen att bedöma extubationen. Klinisk betydelse: Studien ökar förståelsen för komplexiteten av bedömningen som utförs av anestesisjuksköterskan inför extubation. / Background: Previous research assessing postoperative tracheal extubation is limited. Existing research refer to specific criteria to assess extubation, but few studies compile all criteria. These criteria were depth of anesthesia, breathing, alertness, neuromuscular blockade and temperature. The profession of anesthesiology and tacit knowledge is characterized by simultaneously balancing formal knowledge from literature and knowledge from previous experiences. A recently graduated and inexperienced nurse anesthetist lacks references and past experiences which can complicate the assessment of extubation. Aim: The aim of this study is to describe how the nurse anesthetist assesses postoperative tracheal extubation. Method: A qualitative approach with focus group interviews was used. Two focus group interviews were carried out with three and five nurse anesthetist in two hospitals in Stockholm. The material was analyzed using qualitative content analysis. Results: The analysis resulted in a further development of criteria by nurse anesthetics previous experiences and knowledge. Extubation was referred to as a process rather than a specific procedure, where the collection of data was carried out continuously in order to assess it. Eight categories were identified: airway, anesthetic regimen, neuromuscular blockade, temperature, awakening, alertness, breathing and tacit knowledge. These created a clearer view of how the criteria were related to each other. Conclusion: Tacit knowledge helps the nurse anesthetist in the process to assess extubation. Clinical significance: The study increases the understanding of the complex assessment of extubation.

In a rapidly growing and evolving environment, organizations must be able to reconfigure their resource base in order to adapt to changes. Several studies and research findings have already recognized knowledge management as a mean to enhance an organization’s dynamic capabilities and innovation. Effective knowledge management strategies have therefore become essential for an organization to achieve competitive advantage and finally innovate. Among the challenges for an effective knowledge management strategy, the transformation of "tacit" knowledge, that exists only in the experiences and mind of individuals and as such is difficult to be codified and transmitted, into "explicit" knowledge, which instead can be easily expressed and documented, is essential to guarantee continuous organizational learning. Modern software development processes, such as Agile, provide to organizations several knowledge sharing techniques, to aid in the transformation of knowledge from "tacit" to "explicit" one. This study aims at investigating the impact of agile knowledge sharing methodologies on both dynamic and innovation capabilities of a selected case study organization, and further analyses the factors that may be contributing to such relationship. The research is carried out by surveying a representative sample of employees of a German software development company, CompanyX. In total, 15 responses were received and a semi-structured face-to-face interview was conducted with one senior manager. Correlation and reliability testing are used as statistical tools to test both the reliability and validity of the model. Finally, the causality between the factors affecting knowledge sharing methodologies in use at CompanyX and the organization’s dynamic and innovation capabilities are analysed and compared to previous theoretical and empirical research findings. Several important observations are made as a result of our study. In particular, the overall research findings demonstrate that agile knowledge sharing methodologies can act as enhancers of CompanyX dynamic capabilities and enablers of innovation.

The aim of this dissertation was to interpret and analyze how preschool teachers described their professional skills and to deepen understanding about this. Two questions were used to achieve this aim. The first question concerned what preschool teachers talked about regarding their experiences work in praxis. The second question concerned the manner in which preschool teachers' individual and collective reflection could contribute to new insights regarding their professional skills. Based on the three different forms of knowledge that Aristotle inspired: episteme, techne and fronesis skills can be said to consist of both theory and to a high degree, of practice in which the various forms both interact as complementary. Thus it is not enough merely to have scientific knowledge (episteme), or to know how something should be done only by general rules and principles (techne) to possess a skill. Rather professionalism is largely characterized by fronesis, a concept that can be translated as practical wisdom, and it cannot always be put into words. Dewey has highlighted the importance of reflection over every day conduct as an important tool to both broaden and alter the quality of practice work in praxis. In order to fulfill answer the aim of the dialogueseminar method was seen as a viable approach to collect empirical data. The emphasis of the method was to continuously reflect, both individually and in interaction with others and then share stories about their experience of practical work in praxis. The results showed that preschool teachers' professional skills emanated from their own life-world experience. Through this it was possible to focus and link practical action to two prominent themes. The themes were: expectations and approach and they describing the basis for the practical conduct preschool teachers related to and put into various concrete settings from the context they were operating in. Based on the study's second question, reflection was highlighted as both important and central to raising awareness of- and making new insights visible. According to preschool teachers, it had been enriching and energizing to be given opportunity to do this and the reafter to share their thoughts about their profession in dialogue. The results showed that preschool teachers' professional skills, with a focus on practical work, could both be widened and developed. Partly through individual reflection, but above all through collective reflection and conversations.

Tacit Knowledge Sharing and Self-Efficacy are well developed concepts within the academicfields of Knowledge Management and Social Cognitive Theory. The purpose of the study wasto investigate the antecedents and the relationship between the two concepts in for-profit andnon-profit organisations. The study employed Ipe’s model of knowledge sharing to TacitKnowledge Sharing and Albert Bandura’s contribution to Self-Efficacy. A qualitative studywas conducted and the authors collected data through semi-structured interviews which werelater analysed through a process of content analysis. The findings show that sources ofinformation for self-efficacy judgements can be influenced by the occurrence of TacitKnowledge Sharing. Organisations can benefit from these findings by incorporatingopportunities to share tacit knowledge into their working routines, helping their employeescirculate knowledge and increase their sense of self-efficacy

The construction industry is the largest industry in the world and operates in knowledge-based project organisations. The success of projects relies on the management of both tacit and explicit knowledge. This situation calls for a method for disseminating tacit knowledge from individuals to achieve higher performance and success value in construction projects. For the purpose, this study first articulates the problems of knowledge management in the construction industry. Then, by reviewing some knowledge engineering and management literatures, this research sets a theoretical foundation of knowledge management in the construction industry. A questionnaire survey was used to investigate and examine the current situation of knowledge management in UK and China construction industry. The result of frequency analysis and nonparametric test analysis provides the perceptions on the importance of knowledge transfer, the implementation of knowledge transfer, the resources of knowledge, and barriers for tacit knowledge transfer. From the literature review, this study proposes a tacit knowledge transfer process framework (3I) and identifies a series of factors correlated with effectiveness of knowledge transfer. This thesis also identifies four main independent variables - organsiational culture, organizational structure, IT technology and No-IT technology, and investigates the relationship between organisational elements with these factors and the performance of knowledge transfer. The findings are based on three case studies and responses of questionnaire survey and interviews. The results reveal that there are significant relationships between some of the variables and either the creation of knowledge assets or performance of knowledge transfer. Therefore, it is necessary for construction organsiations to consider these elements in developing and implementing a knowledge management strategy/system in a construction organisation. This study proposes a practical methodology to transfer knowledge by using an integrated system (TKTMS). The TKTMS can be an effective tool for all project members to transfer tacit knowledge across firms' boundaries and accelerate the speed of knowledge creation, share and transfer in the construction industry. The integration of the function model (IDEF0) with the information model (IDEF1) is applied to understand the necessary function/information for consideration in the 3I model and implement TKTMS.

The goal of this diploma thesis is to translate theoretical concepts of knowledge management into the context of providing end user support by the service desk. It strives to define specifics caused by globalized and outsourced way of providing customer service. The thesis extends the traditional interpretation of knowledge management in this field by setting up a balanced view regarding both explicit and tacit knowledge and considers also appropriate tools and methods for its efficient creation, maintenance and sharing. Final part contains a case study, showing those applied concepts in practice of a company. The thesis is concluded by a set of generally usable recommendations for more effective management of customer support knowledge.

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Since the 1990s, Knowledge Management Systems (KMS) have been largely unsuccessful in the collection of tacit knowledge. The process, whether through direct input by the holder of the tacit knowledge or through an intermediary such as the collection of tacit knowledge through interviews and videos, has not succeeded. Reasons encompass the organizational (such as culture of the organization), the technological (example: poor tools), and the individual (example: knowledge is power, i.e. where experts with rare knowledge results in knowledge hoarding instead of transfer). The purpose of this study was to demonstrate that tacit knowledge could be successfully and consistently collected from the participants themselves and placed into a KMS using a storytelling-based approach. This study extended past research that collected stories for KMS’ using interviews and videos by having participants directly entering their data, as stories, into a KMS. This was a new approach and it was posited that having participants use stories to enter their tacit knowledge themselves into a KMS would overcome their reluctance to provide tacit knowledge thus overcoming barriers to providing tacit knowledge into a KMS The validation methodology was based upon three elements: the deep-dive research element, the issues and solution element, and the dissertation proposition element. The deep-dive research element was the extensive research for the study into knowledge management, storytelling, and other various methods for collection of tacit knowledge. The issues and solution element consisted of issues about tacit knowledge that were identified from the deep-dive research element, i.e. general arguments constructed about knowledge management which were backed by data from research into knowledge management systems and storytelling. Theoretical solutions to the issues regarding the capture of tacit knowledge were then constructed which included the storytelling-based approach and a KMS framework for the collection of tacit knowledge. Lastly was the dissertation proposition element which consisted of a thorough analysis of the survey data against each of the dissertation propositions. There were three propositions. Proposition 1 was sharing of knowledge and the storytelling-based approach. Proposition 2 was about the framework, the scenarios, guiding questions, and Communities of Practice (CoP), and Proposition 3 was about participant knowledge and interaction with forums. Each proposition was evaluated independently. The study was successful and validated propositions 1 and 2. For proposition 1, 81% of the participants responded positively to the eight study questions directed towards this proposition. For all eight questions across all 21 participants, the mean was 29.952 against a target test mean of 24 with a range of 27.538-32.367. For proposition 2, 76.19% of participants scored this section positive. For all six questions across all 21 participants, the mean was 23 against a target test mean of 18 with a range of 21.394-24.606. However, the results for proposition 3 were inconclusive and must be considered a failure. Most of the respondents either scored ‘no change’ to at least 50% of the questions or they stated they had never been to a forum. For all four questions across all 21 participants, the mean was 12.905 against a target mean of 12 with a range of 11.896-13.914. Based upon propositions 1 and 2, the null hypothesis was disproved. Participants liked the storytelling-based approach, providing their tacit knowledge, and they liked the framework.

I investigated the presence, utility, and emergence of tacit knowledge in 9 study participants who used assistive-augmentative technology. I conducted phenomenologic interviews, audio-taping, and transcribed the interview with the written consent of the participants. Sixteen highly trained experts critiqued the final product of the interviews and answered a 25-question survey instrument. Non-parametric statistical processes were chosen to conduct inferential hypotheses testing. Wilcoxon - Mann Whitney U tests and Kruskal - Wallis One-Way ANOVA (alpha level of 0.05) were used for questions 1-10, and a 2 x R (R = 3 or 4) contingency table and Fisher's Exact Chi-Square were used for questions 11- 25. The responses to survey questions showed no statistically significant differences or interaction for the variables gender, expertise, and service (p < 0.0017). Qualitative analysis found discernable heuristics and ideation that was indicative of the presence of implicitly learned tacit knowledge in study participants; the utility of tacit knowledge emerged during direct observation or when participant's engaged in analogy, storytelling, and metaphor. The participants in this study used introspeculation, a learning style framed by reflection and introspection on the validity of one's own knowledge and the value of what is learned from life experience and in the classroom. The introspeculative examined the presence and utility of tacit knowledge in decision-making, and questioned the veracity of sources and resources that guide them on the path of life. The study suggested that tacit knowledge not only informs the practice of therapists and technology users but may assist classroom teachers facing student involvement in individual education plans (IEPs), Individuals with Disabilities Education Act (IDEA), or section 504 of the Americans with Disabilities Act (ADA).

The purpose of this study was to assess the perceptions of principals who serve as mentors for an internship program for aspiring principals at East Tennessee State University. Each mentor was interviewed to gather information about the internship program, the benefits of mentoring in the program, and what the mentors may have learned about their tacit knowledge as a result of the experience. Mentors and the professors in the Educational Leadership Policy Analysis department at ETSU may benefit from the findings as the design of the school leadership program continues to advance. Mentoring is an important component of training for aspiring and beginning principals because interns learn on the job in a supportive environment where they can take chances. Mentors also learn from the experience of being a mentor. The literature reviewed for this case study supported the need for standard-based mentoring programs. The ISLLC standards are an excellent example of standards that are used to provide structure and coherence for mentoring programs. Positive and negative outcomes for the mentor were reviewed to support the research. Leadership and the change process were also reviewed to support the importance of the mentor's role in the process we call mentoring. Several themes emerged from the analysis of data provided by mentor principals about mentoring aspiring principals. Mentoring resulted in reflection about the decisions the mentor makes during the day while explaining procedures to the intern. It was also found to be an experience that works best when a positive relationship is developed between the mentor and the intern; often leading to a relationship that lasts long after the internship is over. Principals examined their understanding of tacit knowledge and the possible ways tacit knowledge could be taught to their intern.