Critical decision method for eliciting knowledge
1989, IEEE Transactions on Systems, Man, and Cybernetics
https://doi.org/10.1109/21.31053…
3 pages
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Abstract
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Critical Decision Method (CDM) is a retrospective interview strategy designed to elicit expert knowledge by applying cognitive probes to real-life decision-making incidents. This method addresses limitations in existing knowledge elicitation techniques by capturing both explicit and tacit knowledge, thus providing practical insights for improving training and system design. Findings indicate that CDM effectively distinguishes decision strategies between experts and novices and offers valuable tools such as the Critical Cue Inventory (CCI) for enhancing perceptual discrimination and decision-making processes.
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2006
Eliciting knowledge out of an expert is essentially the major focus of studies in knowledge engineering. Although the collection of documents, manuals, specification, procedures and research materials readily available in electronic libraries constitute knowledge, the real knowledge needed in organizations for crafting expert systems exists 'between the ears' of workers, otherwise experts. Harvesting this knowledge poses the greatest challenge in the development of expert systems. Elicitation of knowledge and its transfer to a knowledge-based system is not only complex, but involves a range of diverse activities. This paper presents the important issues underlying the elicitation of explicit and tacit knowledge and also proffers solutions based on experiences acquired from research and development in the area of expert systems technology.
This chapter presents an overview of the current state of Cognitive Task Analysis (CTA) in research and practice. CTA uses a variety of interview and observation strategies to capture a description of the explicit and implicit knowledge that experts use to perform complex tasks. The captured knowledge is most often transferred to training or the development of expert systems. The first section presents descriptions of a variety of CTA techniques, their common characteristics, and the typical strategies used to elicit knowledge from experts and other sources. The second section describes research on the impact of CTA and synthesizes a number of studies and reviews pertinent to issues underlying knowledge elicitation. In the third section we discuss the integration of CTA with training design. In the fourth section, we present a number of recommendations for future research and conclude with general comments.
Knowledge is mainly divided into two parts explicit and tacit. There are several studies which talk about explicit knowledge, but actually few studies talk about tacit knowledge. Tacit knowledge is an important issue which needs more exploration so authors are recently focusing on. The nature of tacit knowledge makes acquiring and extracting tacit knowledge not an easy task since it is complicated in its nature. As a result this research talks about tacit knowledge. Also authors explain main characteristics of tacit knowledge. Authors think that this research is worth reading because it covers and analyzes most relevant research which talks about tacit knowledge. More over it develops guidelines for acquiring and extracting tacit knowledge. This developed Guideline can be used for almost large organizations with a little adaptation related to job nature of the organizations. Finally, applying our guideline will facilitate acquiring tacit knowledge without wasting a huge amount of cost or effort.
International Journal of Knowledge Management, 2005
Interest in the capture of tacit knowledge within organizations has risen in recent years. However, while the capture of explicit knowledge is relatively straightforward, methods for eliciting tacit knowledge are less well developed. This paper describes how the critical decision interview method can assist expert respondents to articulate tacit knowledge by probing beyond their espoused theories about their actions to reveal their practice. Tacit knowledge can then be identified by contrasting respondents’ practice with theoretical prescriptions for “best practice” in the field. The application of the method in an investigation of risk management in IT projects is described, and the effectiveness of this method for surfacing tacit knowledge is discussed.
1988
DISTRISUTION/AVAILAAILITY OF REPORT 2b. DECLASSIFICATION /OOWNGRA EDULE Approved for public release; S LNdistribution unlimited. 4. PERFORMING ORGANIZATION REPORT NUMBER(SH _ S. MONITORING ORGANIZATION REPORT NUMBER(S) ARO 21697.11-MA 6a. NAME OF PERFORMING ORGANIZATION Lb. OFFICE SYMBOL 7a. NAME OF MONITORING ORGANIZATION Georgia Institute of Tech.
2013
""Tacit knowledge is invoked in a wide range of intellectual inquiries, from traditional academic subjects like psychology, sociology and linguistics to more pragmatically orientated investigations into the nature and transmission of skills and expertise. Notwithstanding its apparent pervasiveness, the notion of ‘tacit knowledge’ is a complex and puzzling one. What is its status as knowledge and what is its relation to explicit knowledge? What does it mean to say that knowledge is tacit? Can it be measured? Recent years has seen growing interest from philosophers in understanding the nature of tacit knowledge. Philosophers of science have discussed its role in scientific problem solving; philosophers of language have been concerned with the speaker’s relation to grammatical theories; and phenomenologists have attempted to describe the relation of explicit theoretical knowledge to a background understanding of matters that are taken for granted. This book aims to bring unity to these diverse philosophical discussions by clarifying their conceptual underpinnings; to advance a specific account of tacit knowledge that elucidates the importance of the concept for understanding the character of human cognition; and to demonstrate the relevance of the recommended account to those concerned with the communication of expertise.""
Organizational Behavior and Human Decision Processes, 1992
... Traits such as communication ability, skills such as identifying exceptions, and strate gies such as dynamic feedback should be incorporated into expert sys tems. ... There are many questions remaining to be answered about the effect of task variables on experts. ...
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Intuition has been long seen as an element of effective human performance in demanding tasks (i.e. expertise). But its form, constitutive elements and development remain subject to diverse explanations. This paper discusses these elements and explores theories and empirical evidence about what constitutes intuitive expertise, and offers an account arising from a review of these explanations. Commencing with a consideration of examples of intuition from distinct fields of working life, it uses a cognitive perspective to open up the discussion for theorizing about intuition from an information processing perspective. It evaluates the widely acknowledged theory of two systems of information processing that proposes two parallel operating systems: the rational and intuitive. This theory provides foundations for understanding experts' abilities to act intuitively in high-performancelevel activities. Research on expertise, finally, opens an educational perspective on intuition, with the progression from novice to expert being understood as an enduring and long-term learning process that inherently generates intuitive capabilities. The paper concludes by returning to and making connections with the literature on workplace and professional learning to provide insights into how individual and social learning processes support the development of intuitive expertise.
Learning and Individual …, 2006
Practical intelligence as measured by tacit-knowledge inventories generally has shown a weak relation to other intelligence constructs. However, the use of assessments capturing specialized, job-related knowledge may obscure the generality of practical intelligence and its relation to general intelligence. This article presents three studies in which three new everyday tacit-knowledge inventories are examined. Confirmatory factor analysis was used to evaluate the factor structure of each inventory and their measurement equivalence across samples. In addition, a single-factor model was tested for its fit to the covariance among the three new tacit-knowledge inventories and the Practical subscale from the Sternberg Triarchic Abilities Test. The relation between a higher-order practical intelligence factor emerging from this analysis and fluid and crystallized intelligence also was investigated. The results indicate that the new tacit-knowledge inventories are reliable and valid assessments of practical intelligence across diverse samples. The results also support the conclusion that practical intelligence and general intelligence are not the same construct, though some overlap was found.

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