What Broader Lessons Can Be Drawn From This Piece Of Research?


First, the research findings reinforce the point discussed in the previous chapter about the many opportunities for learning that occur naturally within the workplace, if only individuals could see them and be prepared to take them up. Of course one of the big differences between these independent knowledge workers, and those following traditional careers within organisations, is that they are totally self-managing. This means that they are able to make decisions about how to apportion their time, between work and learning, without having first to agree this with someone else.

Their decision about what work to take on can be based around expected opportunities for learning and growth. How often do employees get to make similar decisions?

Second, we have seen further evidence to support the benefits of volunteering from a knowledge management perspective, discussed in Chapter 6.

Third, networking is crucial for the learning process. These independent professionals are often very dependent on others in their network to help them manage their learning; trust is a critical ingredient of the relationships that they form.

But how does the learning experiences of independent HR professionals map against that of knowledge workers within organisations? Research by John Whatmore, from the Centre for Leadership In Creativity[1], has surfaced a number of tensions encountered by trainers when working with knowledge workers, such as scientists and technologists. These are shown below.

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Learning Styles Of Scientists And Technologists And The Issues And Opportunities Trainers Can Encounter
  • They prefer to learn their leadership skills directly from other leaders/managers, rather than go on training courses. But they also tend to expect leadership to be mastered like other intellectual subjects – by reading the latest material and discussing and/or arguing with the latest experts.

  • They crucify anyone who is intellectually inferior and play games to demonstrate their intellectual capabilities.

  • They make excuses just before training courses about why they cannot attend.

  • Topics associated with intellectual property are important to them.

  • They prefer to listen to outsiders than insiders and to those whom they respect, or whom they regard as having wider experience.

  • They value and seek learning events that are exclusive.

  • They are more adept with facts and theories than with people and feelings.

  • They like focus and structure and like being given articles to read.

  • They do not like flowery, waffley, or airy-fairy approaches (such as music or meditation), or apparently irrelevant happenings (e.g. outward bound courses).

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Both of these pieces of research help to build better insights into what motivates knowledge workers, insights which can then be used, as Wenger points out, to create the conditions within which learning can really take place.

Drucker has suggested that the behaviour of knowledge workers resembles more that of volunteers than employees, given their strong belief in what they do. A critical task for leaders then, according to Drucker, is to maintain the sense of purpose that keeps knowledge workers alive.

[1]Further details about The Centre for Leadership in Creativity can be obtained by e-mail from john.whatmore@btinternet.com




Managing the Knowledge - HR's Strategic Role
Managing for Knowledge: HRs Strategic Role
ISBN: 0750655666
EAN: 2147483647
Year: 2003
Pages: 175

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