Running head: SOCIAL LEARNING 1

Social Learning for Productivity:

How Does Social Learning Affect Productivity in Organizations?

Deborah Leal

Work and Learning in Organizations

Brock University
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Abstract

This paper explores several published articles that report on social learning including its history,

and the role of social learning organizational productivity. The articles, however, lack any

definitive and quantifiable data that conclusively links social learning to productivity, but

provides anecdotal evidence gathered from conversations with and informal survey results from

several organizations currently using social learning as a training method. This paper examines

excerpts from several scholarly articles in order to discover whether social learning would be an

effective training method to implement within an organization experiencing problems with

ongoing duplication of work effort.

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Social Learning for Productivity:

How Does Social Learning Affect Productivity in Organizations?

The purpose of this paper is to examine the role of social learning in work placement

productivity and whether social learning can be applied to rectify issues at an organization

experiencing problems with ongoing duplication of work effort. Currently the reasons for this

duplication are unknown, however, management has hypothesized several underlying causes

including lack of communication, misunderstanding of department roles, and corporate culture.

As Allen and Naughton (2011) state, social learning helps people become more informed, gain

a wider perspective, and make better decisions by engaging with others (p. 51), social learning

is an important topic to consider when examining duplication of work effort. Granted, social

learning is an integral source of tacit/explicit workplace learning but how does social learning

affect productivity in organizations? Over the course of this paper, the definition of social

learning will be reviewed, the role of social learning in organizations examined through

contemporary examples, and the effects of social learning on organizational productivity

considered; in order to support the idea that a training plan including social learning is an

effective solution to rectify issues an organization experiencing problems with ongoing

duplication of work effort.

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What is Social Learning?

The historical definition of social learning has changed significantly as additional

research has been conducted on the subject. Past conceptualizations of social learning, such as

that presented by Bandura have been vague and broad while not taking into consideration the

context in which learning is conducted. Bandura's (1989) theory was predicated on the concept

that direct reinforcement could not account for all learning (p.12). His theory advocated the

importance of the social element, arguing that learners can absorb new information and

behaviors through peer observation (Bandura, 1989, p.12). Bandura (1989) claimed:

Within the social cognitive perspective, social factors play an influential role in

cognitive development and there are many motivators of the pursuit of competence.

Maturational factors and the information gained from exploratory experiences

contribute to cognitive growth. However, most valuable knowledge is imparted

socially. (p. 12)

Referencing the value of social learning, Bandura's theory points out that social learning

is integral to cognitive skill development, and critical knowledge tends to be communicated

socially rather than through formal training (Bandura, 1989, p. 12). Echoing Bandura's stance,

Brown and Duguid (2000) assert the role of social learning in knowledge acquisition specifying,

Despite the tendency to shut ourselves away and sit in Rodinesque isolation when we have to

learn, learning is a remarkably social process. Social groups provide the resources for their

members to learn (p. 137).

Similarly, Reed et al. (2010) have summarized various interpretations of the significance

of social learning saying, Social Learning is a process of social change in which people learn

from each other in ways that can benefit wider social-ecological systems (p. 2). However, Reed
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et al. (2010) acknowledged that historical definitions had been unsuccessful at outlining the

explicit characteristics of social learning, and thus identified the critical concepts of modern

social learning as follows:

To be considered social learning, a process must: (a) demonstrate that a change in

understanding has taken place in the individuals involved; (b) demonstrate that this

change goes beyond the individual and becomes situated within wider social units or

communities of practice; and (c) occur through social interactions and processes

between actors within a social network. (p. 1)

The above definition of social learning provides the basic understanding and context in which to

frame discussions for the remainder of this paper. For the next area of focus, the role of social

learning within work organizations will be examined through contemporary examples.

Role of Social Learning in Organizations

Social learning is rising in popularity among workplaces for training employees. In fact,

Allen and Naughton (2011) affirm, a majority of organizational learning occurs through

informal rather than formal channels (p. 62). With such a significant amount of training

required on the job, social learning acts as a cost effective and convenient informal method for

workplaces to train employees, especially in tacit knowledge and skills not readily learned via

formal means. In contrast, Boud, Rooney, and Solomon (2009) characterize formal workplace

training as:

Costly in terms of time and expense and not always specific enough to address local

workplace needs. Moreover, because they can take workers away from their work

they can cause additional expense through disrupted production or the need to

replace staff. (p. 324)

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Employees who require similar skills and knowledge are often members of the same

functional job role who may become friends, and who often have a range of competence levels in

their area of specialization. As a result of informal observation of the expertise possessed by

peers, employees have a rapid and constant source of social learning available at no additional

cost. In addition, by nature of a functional work environment, it is likely that workers have made

other helpful relationships to facilitate the successful transfer of information. According to

Filipowski et al (2012), Employees in every organization collaborate, communicate and share

their activities in order to exchange views, support each other, and socialize (p. 779). In

addition, Filipowski et al (2012) reference the benefit of peer learning stating, Moreover, people

tend to trust more in the answer given by a friend rather than given by a stranger, even though

the stranger may be a good expert and can provide a perfect solution (p. 779).

While the above examples are based on face to face interactions, organizations can also

leverage a wider scope of resources made available via the advent of online networks for social

learning. Allen and Naughton (2011) specify, Todays technology allows us to share

information, find new resources, and access knowledge from people regardless of time or

location. These tools help us facilitate our natural desire to learn and collaborate (p. 52).

Examples of online social learning utilized within modern workplaces include among others,

Twitter networks built by peers in a community of practice, and Facebook, praised by Allen and

Naughton (2011) as, good for staying in frequent contact and helps the instructor, training

department, or organization build a sense of community (p. 53). A specific example of a web-

based social learning platform developed for organization use was mentioned by Garcia-Penalvo,

Colomo-Palacios, and Lytras (2012) below:

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Authors introduce SocLaKE, a knowledge management system based on social links

gathered by various information technology systems. Users of such a system ask

their queries and the system recommends known and unknown experts selected out

of users friends. The friends either provide the solution or forward the query to their

friends. By means of the established social paths to experts, the system facilitates

informal learning and exchange of latent knowledge between organization members

in their workplace. (p. 754)

As shown in the provided examples, organizations appear willing to incorporate social

learning within modern training practices. Perhaps this is attributed to the low per employee cost

of informal versus formal training, ease of access, or the notion of a resulting increase in

productivity. Logically, the next step in our examination of social learning is to analyze available

information linking social learning to organizational productivity.

Effects of Social Learning on Organizational Productivity

Although few studies have been conducted to quantify the link between social learning and

organizational productivity, there are several examples posited by Human Resource departments

supporting the view that social learning increases productivity within organizations. Throughout

this section of the paper, these examples will be reviewed for any benefits for inclusion in a

potential training plan at the organization. Emelo (2011), who collaborates with organizations

seeking to employ informal training methods, summarized the attractive aspects of social

learning within organizations stating:

Employees have figured out that going to other people for advice is typically a better

approach to learning than content-focused approaches. The core reason is that other
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people can both understand and provide context, something that is extremely

difficult, if not impossible, to do in codified resources. (p. 36)

Several examples of the benefits of social learning for productivity will be reviewed below,

serving to justify their inclusion in a training plan addressing productivity at the organization.

Allen and Naughton (2011) cite an ASTD study which analyzed responses directly from

organizations, and found a vast majority of respondents (83 percent) felt that informal learning

enhances employee and organizational performance at least to a moderate extent (p. 62). For a

quantitative evaluation, Imran, Rizvi, and Ali (2011), upon analyzing the data from several

statistical organizational surveys, found a positive correlation between team learning and

organizational performance. (p. 426) These two distinct examples serve to support an overall

belief among organizations that social learning has a positive effect on productivity, despite

sparse data to quantify and confirm this linkage. Recognizing that organizations feel social

learning has a positive effect on productivity, the specific benefits that highlight why

organizations have chosen to utilize social learning to train, will now be presented and applied

specifically in the context of the organization.

Innovation

Niehaus (2009) examined knowledge sharing between peers in farming cooperatives to

determine the effects of social learning on productivity and pinpoints innovation as one of the

benefits to workplace productivity stating:

Until now we have thought of communication serving a single function, the

transmission of knowledge. The structure however, allows us to distinguish two

roles. When agents share whole, productive ideas we can speak of communication
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playing a diffusive role. In contrast, communication of partial ideas with the goal of

assembling a new productive whole serves an innovative function. (p. 23)

Emelo (2011), echoes Niehaus findings when recalling the specific social learning strategy

shared with him by Agilent Inc.:

Knowledge exchange to increase productivity and enable competency to deliver on

Agilents strategic intent is the desired result [of social learning]. With this comes the

potential of higher employee engagement and innovation. It is about using the rich

knowledge and experience we already have in-house and about the innovation that

comes when several minds come together. (p. 34)

Innovation is a perceived benefit of incorporating social learning to enhance productivity,

which has been cited among the organizations studied. Although a lack of innovation had not

been considered as a cause by management, continuing old patterns of completing ones work is

a valid potential source of duplication the organization, as shown in the examples above. If

innovation were encouraged and harnessed at the organization via a social learning based

training plan, processes would benefit from continuous improvements and innovations that could

potentially eliminate duplication. With employees free to question identified processes and areas

of duplication, they may take ownership of formulating and implementing new processes to

mitigate such issues.

Communication

Another benefit of social learning that Niehaus (2009) has documented within the farming

cooperative is an increase in communication that allows problems to be solved accurately and

rapidly. Niehaus (2009) explains,

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Knowing what one member of a group knows enhances communication between two

different members since they can conduct their conversation in reference to it. For

example, members of a firm or an academic department learn over time about each

others particular knowledge and areas of expertise. An advisor may then tell a

student about an opportunity and suggest that he discuss certain aspects of it with

another faculty member. A co-worker may provide a partial answer to a problem and

trust that a second co-worker can provide the rest of the solution. (p. 26)

Communication then, provides the knowledge required for an employee to direct their

knowledge gathering efforts to the correct resource, and thus allows an employee to rapidly

access the expertise in order to solve problems. Similarly, Emelo (2011) also discussed social

learning with the McDonald's Corporation who the following comments on the value of

communication: Engaging in effective relationships between our employees, franchisees, and

suppliers will achieve levels of employee performance, franchisee growth, and supplier

expansion that will service our needs in building the McDonalds brand around the world to

satisfy our customers (p. 37).

Communication is an additional perceived benefit of incorporating social learning to

enhance productivity. A lack of communication was a potential source of duplication at the

organization, identified by management. If this source is proven upon further analysis of the

organization and its processes, social learning would be an effective method to increase

communication between functional departments, to address the duplication errors. Ongoing

communication between functional departments will ensure that employees are able to share

understanding of where one areas responsibilities end and another begins, clarifying any areas

of confusion with those responsible to ensure duplication does not occur.

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Conclusion

As stated at the outset, the purpose of this paper has been to examine the role of social

learning in the duplication problems at an organization experiencing problems with ongoing

duplication of work effort. In analyzing this role, the definition of social learning has been

reviewed, the role of social learning in organizations examined through contemporary examples,

and the effects of social learning on organizational productivity considered; in order to support

the idea that a training plan including social learning is an effective solution to rectify the

duplication issue.

Referring back to the research question posed; how social learning specifically affect

productivity in organizations, the examples presented have shown that the perceived benefits of

social learning include increased innovation and communication at the very least; important

business drivers that influence productivity within organizations. Given the opportunity for

greater research, more benefits are likely to be discovered. In recognition that this paper focuses

on the pros of social learning, there will likely also be negatives to the use of social learning

which emerge in the workplace. While conducting the research, documented evidence of the

negative aspects of social learning was scarce, and the theme evident within found literature was

an overall endorsement for the use of social learning.

As a result of the preceding evidence, if the duplication errors at the organization are

determined to have arisen from sources related to communication and innovation, management

will consider social learning an effective approach for incorporation into a targeted training

program to address the duplication problems.

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Boud, D., Rooney, D., & Solomon, N. (2009).Talking up learning at work: cautionary tales in

co-opting everyday learning. International Journal of Lifelong Education. 28(3). 323

334.

Emelo, Randy. (2011) Conversations with mentoring leaders. Social learning: a call to action

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Filipowski, T., Kazienko, P., Brodka, P., & Kajdanowicz, T. (2012). Web-based knowledge

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Niehaus, Paul. (2008). Filtered social learning. Harvard University.