This chapter is a good example of the subject, which focuses on the dynamic that exists inside companies between control and innovation. It is often said that the use of narrative is a method for eliciting tacit knowledge from individuals and their organizations. The writers would want to imply that this is impossible, as they believe it to be. To give anything a narrative is to mold it using both your intuition and your will. The telling of an incident may transform it into an experience and into a memory. Without a narrative, experience is nothing more than a rehash. To recreate anything is to experience it all over again, with the agony, dread, and horror. Since quite some time, people have been evolving their understandings of both general knowledge and labor that is knowledge-intensive. It is said that the students of modern organizations are the most valuable resource that these organizations possess, and this assertion can be found in both the theoretical and practical literature. It is believed that students possess tacit knowledge, which various knowledge methodologies and specialized students, such as the “integrators, librarians, synthesizers, reporters, and editors,” convert into explicit knowledge when they “extract from those who have it, put it in a structured form, and maintain it or refine it over time.” Some people think that these kinds of information solutions are only superficial and propagandistic. The manipulation of emotions and the construction of identities is essential to the success of materialistic programs. The viewpoint of the pupils, which is known as materialism, is the viewpoint of those at the top. This is an example of top-down logic, in which one logic transforms into the logic of change. Students who get knowledge-intensive coaching, such that which is provided in high-tech settings, are presented as highly valuable members of a company. During this time, opponents are suggesting that the same kids are being pushed and even “manufactured” to engage in such permissive activity that causes them to burn out and deprives them of a family life. The “problem of detaching from some individuals and connecting it to others” is a hurdle that must be overcome by students who are interested in capitalizing on other students’ knowledge by transferring it. The spirit of this kind of language establishes a fundamental tension in which the students are required to give up a part of themselves, ostensibly for the greater good, and the teachers must necessarily “mine” the students until the mine is exhausted, at which point the students are no longer useful. Unless she can concurrently conjure up a fresh vein of current events, the pupils will become a depreciating asset as a result of her teaching method. Conflict between instructors and pupils is often more visible in environments that place a greater emphasis on the accumulation of information. Likewise, disputes may arise amongst students who believe that they would be awarded more favorably for keeping that which forms a competitive edge for themselves rather than for sharing it. We recommend looking at a new contradiction that might be found in coaching that requires a lot of expertise. Examining the search for tacit knowledge in management is the point of the study being presented here. It is often believed that storytelling is an effective method for eliciting tacit knowledge from students and for fostering the internalizing of explicit knowledge, so converting it to tacit knowledge. In the beginning of this investigation, we will first provide a concise summary of recent events, general knowledge, and the significance of each of these topics. Since quite some time, people have been evolving their understandings of both general knowledge and labor that is knowledge-intensive. Next, we will differentiate between narrative and story in order to bring these concepts together and analyze how they interact within the context of a small selection of well-known, contemporary management and knowledge sharing theories and practices. These include cooper rider’s appreciative inquiry, denning’s springboard stories, and wenger’s communities of practice.
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