1. William H. Bowers – whb108@psu.edu The Social Life of Information Chapter 5 – Learning – in Theory and Practice

2. William H. Bowers – whb108@psu.edu Topics Personal Distinction Personal Distinction Personal Distinction Personal Distinction Where is the Knower Lost in the Information? Where is the Knower Lost in the Information? Where is the Knower Lost in the Information? Where is the Knower Lost in the Information? Known Problems Known Problems Known Problems Known Problems In Defense of Learning In Defense of Learning In Defense of Learning In Defense of Learning

3. William H. Bowers – whb108@psu.edu Topics Community Support Community Support Community Support Community Support To Be or Not to Be To Be or Not to Be To Be or Not to Be To Be or Not to Be Learning in Practice Learning in Practice Learning in Practice Learning in Practice Philosophical Explanations Philosophical Explanations Philosophical Explanations Philosophical Explanations Practical Implications Practical Implications Practical Implications Practical Implications

4. William H. Bowers – whb108@psu.edu Topics Social Learning Social Learning Social Learning Social Learning Learning Divisions Learning Divisions Learning Divisions Learning Divisions Understanding Division Understanding Division Understanding Division Understanding Division

5. William H. Bowers – whb108@psu.edu Personal Distinction Information Information –Impersonal –Portable –Independent –Self-sufficient

6. William H. Bowers – whb108@psu.edu Personal Distinction Knowledge Knowledge –Possessed by an individual –Harder to detach –Can’t be picked up and transferred –Assimilated, not held

7. William H. Bowers – whb108@psu.edu Where is the Knower Lost in the Information? Knowledge shifts focus towards people Knowledge shifts focus towards people Process (information) draws away from people Process (information) draws away from people Information treats people as interchangeable Information treats people as interchangeable People are not parts People are not parts NASA would have to start the moon program from scratch NASA would have to start the moon program from scratch

8. William H. Bowers – whb108@psu.edu Where is the Knower Lost in the Information? ELP takeover of Grimes ELP takeover of Grimes –Assumed value in Business processes Business processes Tools Tools Research Research –Real value in employees AT&T lay off = $8 billion in knowledge loss AT&T lay off = $8 billion in knowledge loss

9. William H. Bowers – whb108@psu.edu Known Problems Knowledge leaves with employees Knowledge leaves with employees Chaparral Steel allowed unrestricted tours by competitors Chaparral Steel allowed unrestricted tours by competitors Best practices Best practices –Obtained from internal or competitors’ processes –Search produces useful benchmarking –Transfer is quite difficult

10. William H. Bowers – whb108@psu.edu In Defense of Learning Knowledge is not just search and retrieval Knowledge is not just search and retrieval Learning is the acquisition of knowledge Learning is the acquisition of knowledge Information storage and retrieval is separate Information storage and retrieval is separate

11. William H. Bowers – whb108@psu.edu Community Support XEROX reps sharing knowledge XEROX reps sharing knowledge Institutionally supported by Eureka DB and radios Institutionally supported by Eureka DB and radios Reps became recognized community Reps became recognized community Thinking is not an isolated activity Thinking is not an isolated activity

12. William H. Bowers – whb108@psu.edu To Be or Not to Be Knowing about Knowing about –Information centric –Relatively easy –Internet has made fairly commonplace Learning to be Learning to be –“Knowing how” –Applies information (practice)

13. William H. Bowers – whb108@psu.edu Learning in Practice Practice shapes and supports learning Practice shapes and supports learning Training is frequently isolated from practice Training is frequently isolated from practice Training relies heavily on information Training relies heavily on information Performed outside of ‘distractions’ of the workplace Performed outside of ‘distractions’ of the workplace

14. William H. Bowers – whb108@psu.edu Learning in Practice Learning is quite fast and successful Learning is quite fast and successful Average 17 year old has learned about 5k words per year (13 per day) for 16 years Average 17 year old has learned about 5k words per year (13 per day) for 16 years Formal study is about 200 words per year Formal study is about 200 words per year

15. William H. Bowers – whb108@psu.edu Learning in Practice Practical value of phone cords Practical value of phone cords –Phone operators not trained as service reps –Phone operators learned from techs during contacts –Change in communications eliminated incidental learning between groups

16. William H. Bowers – whb108@psu.edu Learning in Practice Practical value of phone cords Practical value of phone cords –Study showed best reps worked near each other One had eight years experience One had eight years experience One had four months One had four months –Longer phone codes instead of training

17. William H. Bowers – whb108@psu.edu Philosophical Explanations You can learn negotiating strategies from reading and research You can learn negotiating strategies from reading and research You only learn how to negotiate by doing it You only learn how to negotiate by doing it Explicit vs. tacit learning Explicit vs. tacit learning

18. William H. Bowers – whb108@psu.edu Practical Implications Training vs. teaching Training vs. teaching Training Training –Centers on facts –How to Teaching Teaching –Focus on why –Reasons behind practice

19. William H. Bowers – whb108@psu.edu Practical Implications “People learn in response to need” “People learn in response to need” Organizations need to focus on ‘useful’ knowledge Organizations need to focus on ‘useful’ knowledge Social learning Social learning –We observe how to drive a car before we attempt to drive –VCR watching vs. programming

20. William H. Bowers – whb108@psu.edu Social Learning ‘Social’ can be a weasel word ‘Social’ can be a weasel word Learning can be individual Learning can be individual How about Robinson Crusoe? How about Robinson Crusoe?

21. William H. Bowers – whb108@psu.edu Learning Divisions Is learning demand driven? Is learning demand driven? Does it occur in networks? Does it occur in networks? “Networks of practice” “Networks of practice” Occupational groups Occupational groups –Formal –Informal

22. William H. Bowers – whb108@psu.edu Understanding Division External boundaries External boundaries –Organization –Functional area Connectivity Connectivity Communication Communication Interdivision frequently ignored Interdivision frequently ignored

23. William H. Bowers – whb108@psu.edu Questions & Discussion