| Summary: | 碩士 === 義守大學 === 管理研究所碩士班 === 93 === Nowadays, knowledge has become the key factor for enterprises to sharpen their competitive edge. The topic of how to make use of knowledge management to enhance organization value has been strongly emphasized. It can be said that knowledge sharing is the main core in the process of knowledge management. Although Nonaka (1994) pointed out that metaphor can help to share tacit knowledge, there is no explanation of the way organizers can acquire this ability. Metaphor is a borrowing of something to express tacit knowledge clearly. It is a common expressive way. Metaphor can also be built by drawings and stories. In this research it is believed that tacit knowledge is more likely to be expressed by metaphors as compared with explicit knowledge. As well as that, the enhancement of metaphorical ability not only helps to explicit individual tacit knowledge, but also helps to construct metaphor by drawings and stories. Therefore, through the development of metaphor course and the implementation of educational training by taking University students as the object of study, we hope to nurture people’s metaphorical ability, and to promote their ability of expressing tacit knowledge so that the difficulties of sharing tacit knowledge can be overcome.
This is an experiment design based research. University students were taken as the object of study. Stratified random sampling method were used and qualitative data were collected during April to May in 2005 to measure the difference between people’s ability of expressing tacit knowledge before the training course and after the training course. The findings testified that:
1. Tacit knowledge is more likely to be expressed by metaphors than explicit knowledge does.
2. After the training of this course, people will have more metaphorical ability to express individual tacit knowledge. At the same time, the way of story telling has a significant effect to the expression of individual tacit knowledge, but not to the way of using pictures.
This research not only extends the effectiveness of the metaphorical theory, it also makes up the gap of the theory of Nonaka (1994) and the inadequacy of the literature of some related theory regarding the ability of knowledge sharing in the academic sector. As for the enterprise sector, it provides their staff with a concrete method to enhance their ability of sharing tacit knowledge. In the light of this, when they are expressing or sharing individual tacit knowledge, it no longer is the problem of their willingness because they have the ability to do so.
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