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This chapter fits the theme, the interplay between creativity and control in organizations. Story is often claimed to be a way to elicit tacit knowledge from people and their organization. The authors would like to suggest that this is impossibility. To story something is to shape it intuitively and willfully. Story shapes events into experience and into memory. Without story experience is just reenactment. To reenact is to relive the events, to feel the pain, fear, and terror. The concepts of general knowledge and knowledge-intensive work have been developing for quite some time. In both theory and the vernacular of practice, the students are claimed to be the most important asset of contemporary organizations. Students as said to possess tacit, which various knowledge methodologies and specialized students such as the "integrators, librarians, synthesizers, reporters, and editors convert to explicit knowledge when they "extract from those who have it, put it in a structured form, and maintain it or refine it over time". Critics suggest that such knowledge solutions are perfunctory and propagandist. Materialistic policies rely upon the manipulation of emotions and identity creation .Materialism is the view from the top, from the perspective of the students. It is top-down logic, a one logic that becomes the logic of change. Knowledge-intensive coaching, such as in high-tech environments, purport students to be highly valued members of an organization. At the same time, critics suggest that these same students are being manipulated and even "engineered" to engage in such permittivity that they burn-out, and are deprived of family life .Students interested in leveraging student’s knowledge by transferring it are faced with "the challenge of detaching from some people and attaching it to others". The spirit of this sort of language establishes a fundamental tension where the students must give up a part of her, ostensibly for the greater good, and the teachers necessarily "mines" the students until the mine is exhausted, no longer useful. The students in this way become a depreciating asset, unless she can simultaneously conjure a new vein of current affairs. Teachers and students conflict is often more obvious than in less knowledge-intensive settings . So too may be conflicts between students who are likely to be better rewarded for possessing that constitutes competitive advantage than they are for sharing it. We propose to study a different paradox that marks in knowledge-intensive coaching. The purpose of the present work is to look at the quest for tacit in management. Storytelling is often said to be a way to elicit tacit from students and to foster the internalizing of explicit, converting it to tacit. In this study we will first provide a brief overview of Current affairs, general knowledge and their importance. The concepts of General knowledge and knowledge-intensive work have been developing for quite some time. We will then establish the distinction between narrative and story, so that we can bring these ideas together to examine their interplay in the context of a small selection of popular, contemporary management and knowledge sharing theories and practices: Cooper rider’s Appreciative Inquiry, Denning's Springboard stories and Wenger's Communities of Practice.
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Current Affairs, General Knowledge,
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