210 Role of Tacit Knowledge in Classroom Teaching A case study of HBTI, Kanpur Rochna Srivastava Department of Library and Information Science Bundelkhand University, Jhansi, India rochna1@rediffmail.com Vipin Panday Department of Library and Information Science MGCGV, Chitrakoot, Satna, India vipinpandeyalld@gmail.com Abstract— This paper is based on the study conducted at HBTI, Kanpur to find out how tacit knowledge is helpful in various teaching activities of the faculty members, how they use their tacit knowledge in classroom teaching, the ways and means of updating learning methods, updating subject knowledge, and various methods used in getting teaching abilities. Modes of expressing ideas and medium of expression of oneself have also been discussed. Paper also highlights the ideal personalities as perceived by the faculty members of HBTI and their self perception. Various reasons for not sharing knowledge and for hesitation in communicating with others have also been discussed. Keywords—component; formatting; style; styling; insert (key words) I. INTRODUCTION Knowledge is storage of information which can be recalled for decision making. Knowledge in some instances is nothing but memorization. It includes familiarity, awareness, and understanding gained through experiences or study and result from making comparisons, identifying consequences and making connections. According to Polayni [1], “All knowledge is either tacit or rooted in tacit knowledge and is involved in each activity at two different levels of dimensions which are mutually exclusive.” II. TYPES OF KNOWLEDGE Knowledge Management (KM) is one of the most engaging subjects in modern era. Many academic and professional disciplines have adapted KM education into their course. LIS is also one of the subjects. Prior to carrying out the study, a detailed literature survey was done to understand the concept of Knowledge as discussed by Davenport [2], Polayni [3], Clark [4]; its types as mentioned by Nonaka [5], Waren [6], and Polayni [7], Knowledge Management (KM) discussed by Snowden [8], and various models of KM as proposed by Song et al. [9], Xiong and Deng [10], Michailova and Hutchings [11], and Nonaka and Takeuchi [12]. Michael Polayni, as mentioned earlier [6] made distinction between the explicit knowledge, which can be articulated in formal language and transmitted among individuals, and tacit knowledge, i.e. personal experience involving intangible factors such as personal belief, perspective and values. Nonaka, the father of Knowledge Management (KM), 0n the other hand [4], identified two types of knowledge, that is: A. Tacit Knowledge Subjective and experience based and is also the context specific. This includes cognitive skills such as beliefs, images, intuition and mental models as well as technical skills such as craft and know-how. It is inaccessible to others and resides in the human minds therefore is hard to formalize. B. Explicit Knowledge Objective and rational that can be expressed in words, sentences, numbers or formulas (context free). It includes theoretical approaches, problem solving manuals and databases. III. ABOUT HBTI The history of Harcourt Butler Technological Institute dates back to the 1920s when there was a growing realization of the need for advancement in science and technology among the people of what was then called the United Provinces. Consequently, the Indian Industrial Commission at its Nainital meeting proposed two institutions for engineering, one at Roorkee and the other at Kanpur. To boost entrepreneurship, accelerate industrial development, to create a sound environment for contemporary applied research and to inculcate scientific and technical temper, an institute called `Government Research Institute, Cawnpore’ was started in 1920. It was housed in two rooms of what was called Sher Wali Kothi. On 25 November 1921, the Governor of the United Provinces, Sir Spencer Harcourt Butler (1869–1938), laid the foundation of the present building. It was rechristened Government Technological Institute in 1921. In 1926, it got the name Harcourt Butler Technological Institute. Harcourt Butler Technological Institute, Kanpur, popularly known as HBTI, Kanpur, is an academic autonomous engineering college under the Gautam Buddha Technical University (formerly Uttar Pradesh Technical University). Its programs have been conferred autonomous status under the university. It is the second oldest engineering institute in Uttar Pradesh after the former University of Roorkee, and the fourth oldest in India. The institute holds ISO 9001:2000 Certification. It offers Bachelors, Masters, and Doctoral degrees in engineering, as well as Masters degrees in Business administration and Computer Applications. 978-1-4799-5531-2 ©2015 IEEE