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The purpose of this study is to explore how Swedish police officers describe occupational knowledge. By learning more about how officers describe occupational knowledge, the study gives more insight about the types of information that they may be more likely to adopt in their occupational tasks.

In this study, the author conducted 27 semi-structured interviews with Swedish police officers. I asked officers several open-ended questions about their everyday work life and professional experience.

Swedish officers divide knowledge into two categories, which are theoretical knowledge and practical knowledge. Theoretical knowledge is learned in the academy and is described as “black and white,” meaning that it is considered static and not applicable to what happens out in patrol. Practical knowledge is learned in the field from colleagues.

Police officers around the world have a wide range of requirements and training to become police officers. However, empirical studies have found that officers tend to use different types of information when performing policing tasks. Depending on how information is perceived and is taught, officers may respond differently to different types of knowledge, due to their evaluation of the validity of the knowledge.

The findings in this study support previous empirical studies on the area of policing and knowledge in two ways; first, this study argues that there is a categorization of knowledge among police officers. Second, this study suggests that officers view one occupational knowledge type as more theoretical and one as more practical.

The purpose of this paper is to show, from a theoretical point of view, the promising relationship between the processes generated by Lesson Studies (LS) and the development of practical thinking in in-service teacher training, derived from two pieces of research.

The authors propose broadening the focus of LS in order to not only improve the “lesson” or “teaching” – in short, practice – but also to reconstruct and improve the practical knowledge of teachers. The core issue of the paper is the discussion about the relationship between the practical knowledge, the knowledge that every teacher uses in his or her daily practice, theories-in-use, mostly unconscious, and the conscious and explicit knowledge, practical thinking, explicit theory, they use to describe and justify their practice.

Knowing our practical knowledge intuitive Gestalt, and building a new conscious and informed way of thinking is not enough, we need to build through systematic new practice a new way of doing, a new way of perceiving, interpreting, taking decisions and acting, coherent with our new theories. LS reinforces these two complementary movements: the practical theorizing movement, the reflexion on action to discover the implicit believes, habits, attitudes and emotions underlying the practice, and the experimentation of the new theory to form the new habits, beliefs, attitudes and emotions that support the development of a new form of teaching. This second movement needs more time and adequate teaching context, confirming the long spiral cycle of LS.

With emphasis on the dialectical relationship between practical theorizing and the experimentation of theory, this paper could set out a new approach for LSs as a method of teacher training which can improve practice through the reconstruction of the practical thinking of those involved.

The purpose of this Real Impact Research Article is to empirically explore one of the most controversial and elusive concepts in knowledge management research – practical wisdom. It develops a 10-dimensional practical wisdom construct and tests it within the nomological network of counterproductive and productive knowledge behavior.

A survey instrument was created based on the extant literature. A model was developed and tested by means of Partial Least Squares with data obtained from 200 experienced employees recruited from CloudResearch Connect crowdsourcing platform.

Practical wisdom is a multidimensional construct that may be operationalized and measured like other well-established knowledge management concepts. Practical wisdom guides employee counterproductive and productive knowledge behavior: it suppresses knowledge sabotage and knowledge hiding (whether general, evasive, playing dumb, rationalized or bullying) and promotes knowledge sharing. While all proposed dimensions contribute to employee practical wisdom, particularly salient are subject matter expertise, moral purpose in decision-making, self-reflection in the workplace and external reflection in the workplace. Unexpectedly, practical wisdom facilitates knowledge hoarding instead of reducing it.

Managers should realize that possessing practical wisdom is not limited to a group of select, high-level executives. Organizations may administer the practical wisdom questionnaire presented in this study to their workers to identify those who score the lowest, and invest in employee training programs that focus on the development of those attributes pertaining to the practical wisdom dimensions.

The concept of practical wisdom is a controversial topic that has both detractors and supporters. To the best of the author’s knowledge, this is the first large-scale empirical study of practical wisdom in the knowledge management domain.

Teachers develop and use a special kind of knowledge. This knowledge is neither theoretical, in the sense of theories of learning, teaching, and curriculum, nor merely practical, in the sense of knowing children. If either of these were the essential ingredient of what teachers know, then it would be easy to see that others have a better knowledge of both; academics with better knowledge of the theoretical and parents and others with better knowledge of the practical. A teacher’s special knowledge is composed of both kinds of knowledge, blended by the personal background and characteristics of the teacher, and expressed by her in particular situations. The idea of “image” is one form of personal practical knowledge, the name given to this special practical knowledge of teachers (Clandinin, 1985; Connelly & Dienes, 1982). In this chapter I show how one teacher’s image of the “classroom as home” embodies her personal and professional experience and how, in turn, the image is expressed in her classroom practices and in her practices in her personal life. Using a variety of classroom episodes gathered over two years with two teachers, I offer a theoretical outline of the experiential dimensions of an image and, in so doing, present image as a knowledge term which resides at the nexus of the theoretical, the practical, the objective, and the subjective.

This chapter goes into deeper discussion and consideration of holistic leadership through the concept of holistic leadership presented in Part 1 and analysis of a number of case studies presented in Part 2. The chapter first analyzes and considers the concept of dialectical leadership, which is an element for achieving a balance between centralized leadership and distributed leadership at the psychological boundary layer located at the boundary layer between the formal organizational layer and the informal organizational layer from the perspective of four dimensions: the time axis, spatial axis, strategic axis, and management axis. This is because there is new knowledge gained from multiple case analyses and because dialectical leadership has an impact on management elements in these four dimensions when companies execute strategic knowledge creation processes to achieve business innovation. Second, the chapter discusses the concept of leadership interaction which occurs among leaders at the individual boundaries of the three-layered structure (practice layers) of the informal organization layer located in the business community, the psychological boundary layer located in the boundary layer of the business community, and the formal organization layer located in the formal organization, and the three management layers. Third, as demonstrated in the cases of Apple, Cisco Systems, Dyson, SoftBank, and Sony, strategic collaboration with other companies including customers is extremely important for those practitioners who are promoting business ecosystem strategies across different companies. To achieve this, synchronization of leadership at the three practice layers and three management layers in holistic leadership through boundary negotiations among individual leaderships across different companies is important. These concepts are discussed in this chapter. Fourth, this chapter indicates that excellent holistic leadership is necessary for practitioners to achieve strategic knowledge creation high in quality, but this requires leadership for value creation for the formation of new business communities that originate in the formation of “Ba.” The chapter also indicates that “practical wisdom” is an important element for practitioners in such value creation, and the presence of this element is a necessary condition for generating excellent holistic leadership.

Discusses issues concerning the relationship between codified marketing theory and practical strategic marketing expertise, particularly with respect to the importance of “tacit” or unarticulated knowledge. The trajectory of argument draws attention to the role of words as symbolic modelling devices and explores implications of this position for theorising marketing expertise. Makes use of a multidisciplinary perspective and draws material from work in cognitive science, the psychology of expertise and the philosophy of science. Sets the problematisation of practical theory in marketing within a broader context of a possible epistemological “crisis” of rationality in practical disciplines. The conclusion suggests that an epistemology of expertise for marketing management demands both theoretical and linguistic sophistication and implies a pedagogic shift towards a model of philosophic enquiry in marketing.

The purpose of this paper is to propose a method for the transfer of knowledge and skills in project management (PM) based on techniques in knowledge management (KM).

The literature contains studies on methods to extract experiential knowledge in PM, but few studies exist that focus on methods to convert extracted knowledge into practical knowledge and transfer it to learners. This research proposes a model of PM skills transfer management, which consists of a PM knowledge extraction phase, PM knowledge recognition phase, practical knowledge transfer phase, and practical knowledge evaluation phase, and examines the model's effectiveness.

Through multi‐agent simulation (MAS), expert communities for knowledge extraction can be vitalized. A PM skills transfer management maturity model (PMST3M) was proposed that is capable of evaluating PM skills transfer management.

The present work could have considered KSM in‐depth with a view to adding value to the virtualization of community of PM experts.

The paper presents a detailed critique of a knowledge‐management‐based process of transferring PM skills.

This study aims to investigate the concept of “practical wisdom” which may be defined as the ability to effectively manage one’s rational knowledge and to read and respond appropriately to the interplay of other people's emotions and one's own and their values. The aims of this study also are (1) to investigate the relationship between the spiritual, emotional and rational capacities which underpin practical wisdom and (2) to analyse the relationship between the practical wisdom co-created in and between individuals through these three capacities.

This study adopts a case study methodology by considering the experience provided by a group of hikers who organized a trip to cross the island of Gran Canarias and its natural parks.

This study proposes that the presence of spiritual, emotional or rational capacities can boost individual self-awareness, self-control and empathy, which can help workers in general and knowledge workers, in particular, more effectively tackle difficult situations, remain calm and collectively develop and enact appropriate responses to these situations. Therefore, results show that the concept of practical wisdom allows for the identification of both the nature of the capacities that contribute to the effective handling of difficult situations and them and the balance that needs to be developed between them.

For knowledge workers, the study provides a framework and an explanatory framework to help them understand how rational, spiritual and emotional capacities both interact and are operationalized to tackle difficult problems. Furthermore, it enables them to identify situations where success to consider such interactions, leads to develop and implement appropriate responses to such situations.

A proper balance of emotional, rational and spiritual capacities may enable people to have a more holistic vision of difficult situations, allowing the finding of appropriate solutions to complex problems (i.e. practical wisdom). This study contributes to strengthening knowledge workers' perception and understanding of the links between the knowledge stocks and knowledge flows that relate to a practical perspective of wisdom.

The paper examines ways that Knowledge Management (KM) can demonstrate practical value for organizations. It begins by reviewing the claims made about KM, i.e. the benefits KM can provide to organizations. These claims are compared with traditional firm performance metrics to derive a criterion to measure the value of KM. Seven practical outcomes of KM are then presented as methods to persuade managers to invest in KM. These practical outcomes are then evaluated against the value criterion. The paper is based on empirical evidence from a five year longitudinal study.

This paper is based on a longitudinal change project for a large Australian Research Council (ARC) Linkage Project grant in the period 2008-2013. The Project was a transformational change program which aimed to help make the partner organisation a learning organisation. The partner organisation was a large Australian Government Department, which faced the threat of knowledge loss caused by its ageing workforce. The sample was 118 respondents, mainly engineering and technical workers. A total of 150 respondents were invited to participate in the study which involved an annual survey and attendance at regular training workshops and related activities, with a participation rate of 79 per cent.

This paper provides a checklist from which to evaluate KM in terms of financial and non-financial measures and seven practical outcomes from which to identify the organisational problem which may be addressed by KM. Lead and lag indicators – what needs to be done and what will result – are also provided. Managers may use this framework to identify the value proposition in any KM investment.

The research is based on a single case study in a public sector organization. While the longitudinal nature of the study and the rich data collected offsets this issue, it also presents good opportunities for researchers and practitioners to test the ideas presented in this paper in other industry contexts. The seven practical outcomes also vary in the maturity of the empirical evidence supporting KM ' s impact. Strategic alignment, value management, and psychological contract, in particular, are still under-developed and could be areas for specific further research testing the ideas presented here.

This paper argues that investment decisions regarding KM may benefit from focusing on significant and on-going organisational problems, which will connect KM with firm performance and demonstrate financial and non-financial impact. The seven practical outcomes were evaluated against measurement criteria and against KM ' s claims. Overall, common themes were time and cost, as well as capability growth and performance improvements. Financial impact was mainly found in cost savings. Non-financial impact was found across the seven practical outcomes. It provides management with a checklist to make investment decisions regarding KM.

The decision whether to invest in KM begins with methods used to evaluate any organisational project. Managers must determine first whether necessary funds are available; and then whether the project is worthwhile. The standard method for evaluating a project ' s worth is return on investment (ROI). However, calculating ROI for KM investment is problematic. Unless KM can be proven to directly improve performance in financial terms, managers may struggle to see its ROI. The paper begins by reviewing the claims made about KM, i.e. the benefits KM can provide to organizations. These claims are compared with traditional firm performance metrics to derive a criterion to measure the value of KM.