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Tacit Knowledge Retrieval

Page history last edited by Norman Jackson 10 years, 7 months ago


Tacit Knowledge Retrieval

Dr Melissa Peet 

Academic Director, Integrative Learning and ePortfolios, University of Michigan


This workshop will provide a theoretical and practical introduction to the interview-based methods for drawing out deep tacit knowledge through conversation. developed by the presenter through her doctoral work. Listening and asking questions that draw out useful information from individuals, be they patients, customers, clients, colleagues or others, is a skill that can be developed and is one that is becoming increasingly important in a knowledge-based society. When you talk to someone, get them to tell stories and listen closely to what they say because their stories convey a person’s knowledge and expertise. Each of us has the ability to generate knowledge by asking a person questions, listening to their answers, and then transferring it in many ways.  When you think about it the best leaders are always listeners and they’re always looking for opportunities to build on a person’s capacities or strengths that allow them to thrive in their environment.


The workshop will provide an overview of the work, describe the techniques used to develop the skills of tacit knowledge retrieval, enable participants to practice some of the techniques and facilitate learning from participants’ experiences of using the techniques. It will be of practical interest to anyone who is involved in helping students or colleagues understand what they already know through sensitive and purposeful questioning.



Dr. Melissa Peet is an institutional researcher and eportfolio Project Director at the University of Michigan, USA. She was formerly the primary investigator/ coordinator of a pilot integrative learning project that is combining diversity-related goals with ePortfolio technologies within a graduate professional school at the University of Michigan. In the last eight years, she has worked with faculty, students, and administrators in various schools and departments - to design, implement, and/or evaluate numerous pedagogical innovations and/or curriculum change efforts related to diversity, leadership, and/or social-justice goals. In working across disciplines, co-curricular units, and professional schools, she utilizes collaborative research methods to create both theoretical and practice-based knowledge that addresses the following: organizational change; knowledge transfer and management issues; the development of diversity-related skills in students; social justice teaching and learning; institutional and curricular development; team learning; and leadership education. Her doctoral dissertation focused on the psychological, organizational, and sociological processes involved in institutional and curricular change, including how these processes directly shape students’ professional practices, particularly their capacity to interact with diverse people. 


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