Knowledge loss in problem talk: Knowledge rejection duri̇ng socialization stage of knowledge management cycle

In this dissertation, how professionals trying to solve difficult problems that resist to solutions problems use the knowledge provided by others during problem talk is examined. Knowledge which is the most important capital and competitive advantage of organizations exists distributed in different individuals and their interactions. In order to solve problems effectively, this knowledge should be compiled and used to define the problems, identify their causal reasons, to develop solutions and implement these solutions. Almost all these problem solving steps involve professionals engage in problem talks. Based on these assumptions the study aims to find out whether the knowledge is actually transferred and if transferred how it is used in regards to problem resolution. This dissertation study is undertaken as qualitative research in the context of action research methodology. Data analysis is realized using an analysis frame consist of abductive and inductive coding and categorizing system. In the study both what professionals talk during the problem talk and what they think during these talks has been identified. Based on this data, participants' key beliefs consisting of problem definition beliefs, problem explanation beliefs and problem solution beliefs are identified. Similarly, the knowledge provided by others have been identified using these three categories. Additionally, it is found out that the participants are concerned -both in thought and in action- with two different problems. The problem category which is labelled as the "first degree problem" is the subject of the problem talk. The participants also held in their minds another problem -which they did not share with others- according to which they evaluated others' reactions to talk regarding the first degree problem, and this problem is labelled as the "second degree problem." The most important finding of the study is that in none of the problem talks, the participants used the knowledge provided by others regarding the problem definition, problem explanation or problem solution to question or change their beliefs. The participants didn't consider this knowledge valid and include in the problem solving process. The participants "rejected" the knowledge provided by others. The primary outcome of this study is identifying how knowledge is lost in problem talk adding to the knowledge management literature. The addition of "knowledge rejection" phenomena which is not currently found in the literature, enables to contain and gain the lost knowledge during problem solving practice in organizations and opens the path to further research in this regard. As a causal explanation to why the knowledge provided by others regarding the first degree problems are rejected, second degree problems are proposed as causal explanation. The reasoning and meaning making ways of individuals during problem talk, in other words, their mental frames are argued to cause developing second degree problems and thus can be used as an explanation why individuals reject the knowledge they come across. This way, the study suggests that by including the participants' reasoning during problem talk into the inquiry opens up the avenue of containing this lost knowledge and using it effectively to solve problems. The participants of the study are professionals working in knowledge-intensive sectors. All 12 participants are studying in or finished their postgraduate education. The participants were equal partners in the study. The study is, a first in problem talk and knowledge management literature which explores and reveals that knowledge is lost during problem talk whereas existing research assumes that knowledge is lost through employee exit, document loss or similar ways.