Velocity and Viscosity
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Two important concepts in understanding how knowledge transfers to others are Velocity and Viscosity (the speed at which knowledge travels and the richness or thickness of it).
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Types of Knowledge
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Explicit knowledge can be articulated into formal language, including grammatical statements (words and numbers), mathematical expressions, specifications, manuals, etc. Explicit knowledge can be readily transmitted others. Also, it can easily be processed by a computer, transmitted electronically, or stored in databases.
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Davenport and Prusak (1998, p. 5) define knowledge as, "a fluid mix of framed experience, contextual information, values and expert insight that provides a framework for evaluating and incorporating new experiences and information."
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- [note::Knowledge = Content + Function/Purpose]

Knowledge is information that changes something or somebody—either by becoming grounds for actions, or by making an individual (or an institution) capable of different or more effective action." - Peter F. Drucker in The New Realities
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Explicit knowledge can be articulated into formal language, including grammatical statements (words and numbers), mathematical expressions, specifications, manuals, etc.
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Explicit knowledge
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Explicit knowledge can be readily transmitted others. Also, it can easily be processed by a computer, transmitted electronically, or stored in databases.
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Tacit knowledge
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Tacit knowledge is personal knowledge embedded in individual experience and involves intangible factors, such as personal beliefs, perspective, and the value system.
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Tacit knowledge is hard to articulate with formal language (hard, but not impossible). It contains subjective insights, intuitions, and hunches. Before tacit knowledge can be communicated, it must be converted into words, models, or numbers that can be understand.
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Technical Dimension (procedural): This encompasses the kind of informal and skills often captured in the term know-how. For example, a craftsperson develops a wealth of expertise after years of experience. But a craftsperson often has difficulty articulating the technical or scientific principles of his or her craft. Highly subjective and personal insights, intuitions, hunches and inspirations derived from bodily experience fall into this dimension.
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Technical Dimension (procedural)
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Cognitive Dimension: This consists of beliefs, perceptions, ideals, values, emotions and mental models so ingrained in us that we take them for granted. Though they cannot be articulated very easily, this dimension of tacit knowledge shapes the way we perceive the world around us.
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Cognitive Dimension
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Nonaka & Takeuchi's model (1995, pp. 63-69) of the four modes of knowledge creation or conversion
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Socialization: from tacit to tacit — Sharing experiences to create tacit knowledge, such as shared mental models and technical skills. This also includes observation, imitation, and practice. However, “experience” is the key, which his why the mere “transfer of information” often makes little sense to the receiver.
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Socialization
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Internalization: from explicit to tacit — Embodying explicit knowledge into tacit knowledge. Closely related to “learning by doing.” Normally, knowledge is verbalized or diagrammed into documents or oral stories.
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Internalization
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Externalization: from tacit to explicit — The quintessential process of articulating tacit knowledge into explicit concepts through metaphors, analogies, concepts, hypothesis, or models. Note that when we conceptualize an image, we express its essence mostly in language.
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Externalization
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Combination,: from explicit to explicit — A process of systemizing concepts into a knowledge system. Individuals exchange and combine knowledge through media, such as documents, meetings, and conversations. Information is reconfigured by such means as sorting, combining, and categorizing. Formal education and many training programs work this way.
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Combination
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Artifacts derived from knowledge creation are facts, concepts, processes, procedures, and principles. These, in turn, are used to help create knowledge in others.
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The role of knowledge in generating appropriate actions is that it serves as a background for articulating possible courses of action (articulation), for judging whether courses of action will yield the intended result and for using this judgment in selecting among them (selection), for deciding how actions should be implemented and for actually implementing actions (implementation)
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- [note::Knowledge supports the articulation, selection, and implementation of an action/task.]

Achterbergh, J., Vriens, D. (May-June 2002). Managing viable knowledge. “Systems Research and Behavioral Science.” V19 i3 p223(19).
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Davenport, T., Prusak, L. (1998). Working Knowledge. Harvard Business School Press: Boston, MA.
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Krough, G., Ichijo, K., Nonaka, I. (2000). Enabling Knowledge Creation. New York: Oxford University Press.
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Nonaka, I., Takeuchi, H. (1995). The Knowledge Creating Company. New York: Oxford University Press.
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Information comes from the form that data takes as it is arranged and presented in different ways. This “massaging” of the data adds context to it and allows us to understand something about the data that is presented to us.
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Researchers often describe information as a message that is communicated. As with any message, it has a sender and a receiver. The purpose is to change the receivers' way of perceiving something so as to cause an impact on their judgment and behavior.
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Think of information as data that makes a difference. — Davenport & Prusak (1998)
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the organization of information is finite as it can only be organized five ways—LATCH (Wurman, 2001:
Location
Alphabet
Time
Category
Hierarchy)
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In addition, information is normally structured around five degrees of immediacy to our lives (Wurman, 2001:
Internal: The messages that run through our systems and allows our body to function
Conversational: The formal and informal exchanges that we have with the people around us.
Reference: Runs the system of our world -- science and technology -- such as a book or dictionary.
News: Current events that is transmitted via the media.
Cultural: History, philosophy, and the arts. This is the least quantifiable form.)
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