informal learning at work - aalborg universitet...a learning theoretical investigation of...

A learning theoretical investigation of IT-consultants’stories on the informal learning environment and tacitknowledge

A a l b o r g U n i v e r s i t y , C o p e n h a g e n

InformalLearningatWork

MasterThesis

February2017

AnnaDollerupLindLarsen

MAinLearning&InnovativeChange AnnaLarsen,AAU,CPH,2017

MasterThesis 2


MasterThesis 3

TITLEPAGE

Non-Confidential

NAMEOFEXAM/FORM: MasterThesis

NAMEOFEDUCATION: LearningandInnovativeChange

PLACEOFEDUCATION: AalborgUniversity,Copenhagen

SEMESTER: 10.semester

TITELOFMASTERTHESIS: Informallearningatwork–alearningtheoreticalinvestigation

ofIT-consultants’storiesontheinformal learningenvironment

andtacitknowledge

GROUPNUMBER: 24

GROUPMEMBER:: AnnaDollerupLindLarsen

STUDYNUMBER: 20112932

SUBMISSINODATE: 23February2017

SUPERVISOR: MiraC.Skadegaard

MAX.NUMBEROFPAGES: 80pages(192.000signs)

NUMBEROFPAGES: 72(172.973sign)

Signature


MasterThesis 4

TABLEOFCONTENTTitlePage....................................................................................................................................3

Abstract.......................................................................................................................................6

Acknowledgements.................................................................................................................7

ReadingGuide...........................................................................................................................8

1 Introductiontothestudy............................................................................................10

1.1 Researchproblem...............................................................................................................101.1.1 Ahistoricalviewonworkplacelearning............................................................................101.1.2 Tacitknowledgeandlearning.................................................................................................111.1.3 Theinterestinadultlearning–abriefdescriptionofmotivation..........................151.1.4 Perspectivesonthebodyinknowledge,learningandwork.....................................16

1.2 Researchquestion...............................................................................................................191.2.1 Workingquestions.......................................................................................................................19

1.3 Delimitations........................................................................................................................201.4 Thefieldofresearch...........................................................................................................21

2 TheoreticalFramework...............................................................................................23

2.1 Learningtheoreticalperspective...................................................................................232.1.1 Informallearningatwork–conditions,processesandlogics..................................252.1.2 Summaryofinformallearningatwork...............................................................................29

2.2 Conceptualizationof‘differentwaysofknowing’....................................................302.2.1 Embodiedknowing......................................................................................................................32

2.3 Operationalizationofinformaliearning&embodiedknowing..........................322.4 Criticalassessmentofthetheoreticalframework...................................................33

3 Methodology....................................................................................................................36

3.1 Methodologicalprogress..................................................................................................363.1.1 Initialphase:Pilotempiricaldataandtheinterestinbodilyperformance.........363.1.2 Secondaryphase:Informallearningenvironmentandtacitknowledge..............373.1.3 Toconductindividualinterviews..........................................................................................39

3.2 Selectionofrespondents...................................................................................................403.3 Ethicalaspectsofaninterview.......................................................................................413.4 Criticalassessmentofmethodology.............................................................................41

4 EmpiricalData.................................................................................................................43


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4.1 Accesstothefield................................................................................................................434.2 Carryingouttheinterview...............................................................................................434.3 Researcherpositionality...................................................................................................454.4 Managingempiricaldata..................................................................................................464.5 Strategyofanalysis.............................................................................................................474.5.1 Operationalizationofthestrategyofanalysis..................................................................48

5 Analysis..............................................................................................................................495.1 Thelearningenvironment...............................................................................................495.2 Timeismoney......................................................................................................................555.3 Thepeoplesideofit...........................................................................................................575.4 Summaryofanalysis..........................................................................................................60

6 Discussion.........................................................................................................................62

6.1 Theactofbalancing-conflictinglogics.......................................................................626.2 Thetacitknowledgeside..................................................................................................636.3 Potentialundergroundlifeoflearning........................................................................65

7 Conclusion.........................................................................................................................68

8 LearningJourney............................................................................................................70

Bibliography............................................................................................................................72

9 Appendix............................................................................................................................76

AppendixA:Originaldanishqoutesandconcepts.............................................................76AppendixB:Interviewguide(Tom)........................................................................................77AppendixC:Interviewguide(Lawi,Andy,James)..............................................................78AppendixD:Transcriptofexplorativeinterview1withTom........................................81AppendixE:Transcriptofindividualinterview2withLawi..........................................95AppendixF:Transcriptofindividualinterview3withAndy........................................102AppendixG:TranscriptofindivualinterviewwithJames.............................................113AppendixH:(Preliminary)Observationsfromaco-workingspace...........................124Reflectionsfromaco-workingspace(pilotstudy)–originalinchapterIntroduction132

AppendixI:Per-ErikEllström’sfigureoflearningmodes..............................................133AppendixJ:DebbieBright’s‘differentwaysofknowing’................................................133

Article.....................................................................................................................................134


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ABSTRACT

Dettespecialetagersitudgangspunktidenvoksendeinteresseiintegrationenaflæringog

arbejde.Afsærliginteresse,erperspektivetpåarbejdslæringsometsamspilmellemtavsog

eksplicitvidensproduktionivoksnesuformellelæringsmiljøer.Denneinteresseknyttersig

Descartes’ berømte sætning ”Jeg tænker, altså er jeg” (”cogito, ergo sum”) ud fra en

stillingtagen om at krop-hoved dualismen til stadighed danner grundlag for vores

læringsforståelser.Med dettemenes, at den basale forståelse af hovedet som hævet over

kroppen begrænser vores forståelser og praksisformer knyttet til læring og viden i

arbejdslivet.Herudfrablevforskningsmåletformulerettil:

Baseret på et læringsteoretisk perspektiv, hvordan indgår potentiel tavs og eksplicit viden i

medarbejdernes fortællinger om det uformelle læringsmiljø i organisationen? Og hvad er

implikationernefortilpasningsorienteret-ogudviklingsorienteretlæringpåarbejdspladsen?

Undersøgelsenbaserersigpåetlæringsteoretiskgrundlag,hvorPer-ErikEllströmsteoriom

’Læring i spændingsfeltet mellem produktionens og udviklingens logik” placerer sig som

denprimæreanalytiske forståelsesramme.YderligeregørspecialetbrugafDebbieBrights

konceptualiseringaf ‘Legemliggjortviden’, sometudvidetperspektivog sprogligtapparat

tilatundersøgemedarbejdernesimplicitteogeksplicittevidensproduktion.

Det empiriske grundlag tager sit udgangspunkt i fire individuelle interviews med

medarbejderefraenNewZealandskIT-konsulentvirksomhed.Denvidenskabeligeinteresse

tillodetkritiskblikpåarbejdspladsen læringsmiljøogdedominerende forhold,processer

og logikker der gør sig særligt gældende i denne kontekst. Gennem undersøgelsen af

medarbejdernes historier fremkom en række paradokser i feltet af hverdagslæring og

brugen af forskellige vidensformer. Disse paradokser relaterer sig til hvordan

læringsmiljøetpåhver sideaf etkontinuumhæmmerog fremmermedarbejdernes læring

påarbejdet.


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ACKNOWLEDGEMENTS

ThisprojectisthemasterthesisfortheconclusionofmyMScprograminLearningandIn-

novativeChangeatAalborgUniversity,Copenhagen.Themasterthesishasbeenwrittenin

cooperationwith an IT-company inNew Zealand and has been under development since

February2016.

Iwouldliketothankthecompanyforalookintotheeverydaylearningenvironment.Aspe-

cialthanksgoestotheaccommodatingworkersforinterestingtalksandconfidingtheirsto-

ries tome.Without going into furtherpersonal thanks Iwould like to state: noonemen-

tionednooneforgotten!

Additionally,Iwouldliketothanktheco-workingspaceinwhichthethesis’initialwritings

werecentered.ItprovidedamuchneededstudyroomasanewcomertoNewZealand.

Lastly,IwouldliketothankmysupervisorMiraSkadesgaardforprofessionalguidanceand

alwaysdisruptive lookatmyworkand implicitunderstandings.Throughout theprocess I

have experienced invaluable flexibility in regards to support from a distance. It has truly

beenagreatlearningjourney.

AnnaDollerupLindLarsen


MasterThesis 8

READINGGUIDE

Theintentionistoinvitethereadertoadoptalearningtheoreticalperspectiveonthepeo-

pleincludedasbothknowledgeableandlearningworkers.Thismeanstopartlyviewthem

as knowing employees aswell as continued learners –whodevelop their knowledge and

skillsinandthroughtheirworkenvironment.Indoingso,itbecomespossibletolookatthe

dynamicnatureoftheirworkandcontinuingdevelopmentoflearningandknowledge.

Furthermore,Iurgeyoutoreadthereportbearinginmindthedynamicprocessualcharac-

terofthethesis.

Belowisaguidetotheprojects9chapters,which intendtogiveyouageneral ideaof the

overallthesisandorganizingintochapters:

CHAPTERONE consistsof thethesis’preliminarybasis; theproblemareawillbepresented

alongwith the relevance of the issues addressed. Thiswill lead to the research question,

where the thesis’ specific focuswill be stated. Subsequently, a preliminary clarificationof

terms,thedelimitationsofthestudyresearchandthefieldofresearchwillbepresented.

CHAPTERTWO containsanelaborationofthemethodologicalprogress,includinganaccount

ofthechosenmethodsasusedindifferentphases,theselectionofrespondentsandethical

considerations. Furthermore, the chapter comprises a critical assessment of the choice of

methods.

CHAPTERTHREE containsacomprehensivedescriptionofthetheoreticalframework,includ-

inganaccountofEllströmandBright’sconcepts,andhowtheyplaytogetherinilluminating

andansweringtheresearchquestion.Subsequently,anaccountoftherelationshipbetween

thetheoriesisincludedintheoperationalization.Finally,acriticalassessmentofthetheo-

reticalchapteriscovered.

CHAPTER FOUR consists of a description of the empirical data. Seeking transparency, the

managingoftheempiricaldataandthedifferentphasesofengaginginthefield(s)isinclud-

ed.Hereby,thechaptercomprisesadescriptionofthefieldandcarryingoutoftheobserva-

tionsandinterviews,followedbythemanagingoftheempiricaldata.Presentingtheanalyt-

icalstrategyofthelearningtheoreticalperspectiveandoperationalizationofthestrategyof

analysisendsthechapter.


MasterThesis 9

CHAPTER FIVE comprises the analysis of the interviews. The analysis is divided into three

themes, respectively: The learning environment, Time is money and The people side of it.

Basedontheempiricaldataandthroughthe learningtheoreticalperspective, theanalysis

revolvesaroundthelearningenvironmentandtheemployees’explicitandtacitknowledge.

CHAPTERSIX displaysthethesis’discussion. Basedontheanalysistheimplicationsforlearn-

ingisdebated.Commonfeaturesandparadoxesareestablishedanddiscussedinthethree

themes:Theactofbalancing–Conflictinglogics,ThetacitknowledgesideandPotentialun-

dergroundlifeoflearning.

CHAPTERSEVENcontainsthefinalcompilationofthereportwithaconclusionandanswerof

thestatementofintent.Includedinthischapterisalsosuggestionforfurtherstudies.After

thischapter,therewillbeabibliography.

CHAPTEREIGHTpresentsanexcerptofpersonalreflectionsonthelearningjourneyofwrit-

ingthethesisandaddressessomefinalremarksofcriticalassessmentofthestudy.

CHAPTER NINE is the reports appendix and consist of relevant documents regarding the

transparencyofthethesis;observationalnotes,interviewguideandtranscriptofindividual

interviewsandtheoriginalDanishquotes,whichforthepurposeoftheinternationalthesis

hasbeenlooselytranslatedintoEnglish.Finally,thearticleisincluded,whichhasbeencon-

structedonthebasisofthisreport.

Ingeneral,thisthesisisconstructedinaccordancewiththeguidelinesofAalborgUniversity

in terms of format and structure (AAU (n.d.)). Should the Englishwritings at times seem

challenging,Iurgeyoutobearinmind,thatmymothertongueisDanish.


MasterThesis 10

1 INTRODUCTIONTOTHESTUDY

1.1 ResearchproblemNationalandinternationalbusinessesandorganizationsnolongerexperienceknowledgeas

restricted to traditional industrial aspects of factories with its raw materials, machines,

workersandroutines.Today,knowledgerepresentsamuchbroadercapital,whichbrings

aboutnewstandardsforworkanduseofknowledge.Asaresult,research,education,learn-

ing,competencedevelopment,creativityandinnovationcontinuetomanifest itselfascen-

tralvaluesourcesandresourcestomostworkplaces.Consideringknowledgeandpersonal

competenciesasthekeycomponentofanyworker,itisnolongersufficienttolookastand-

ardsandregulationsfortheexecutionofajob.(Ritchie,2007:1;Kristensen,2008:98;Bou-

tang,2011:89).Consequently,employeesandorganizationsaretherebyplacedinatension

fieldbetweenexecutinganddeveloping(Illeris,2012:43;Illeris,2012:467),whichconflicts

with traditional understandings of learning processes, where the individual acquire new

capabilitiesandlearntoactinaccordancewithagivensetoftasks,inwhichtheprecondi-

tionsaretakenforgranted(Ellström,2012:468).Withtoday’sknowledgeeconomyandthe

changeindemandswithinworktasks(ref.), thetraditionalwayofunderstandinglearning

does no longer apply and despite recent years of attention to the tensions and problems

relatedtotheintegrationoflearningandwork,thereisagrowinginterestinbalancethese

newdemands(Ellström,2012:469).

1.1.1 AhistoricalviewonworkplacelearningIn recent decades, learning inwork have increasingly become of interest in national and

international research (i.e. Boud and Garrick, 1999, Evans et al., 2000, Nijhof and

Niuwenhuis,2008inEllström,2010:105;Illeris,2012:32)Thetheoreticalfieldoflearning

hasanolderhistory,buttheshifttowardsworkplacelearningissaidtohavebeeninitiated

byOECD’sredefinitionoflifelonglearninginthe70s(Andersen,2014;Illeris,2012:573).As

a result, the concept of learning to be market-driven favoring businesses needs and de-

mands(ibid.).Afterthe90s,research(Ellström,2004)begantodirectfocuson‘learningin

theworkplace’becauseoftheneedforrecognitionofcompetenciesandcapabilitieslearned

in the workplace and looking at workplaces as learning environments (Andersen, 2014:

pp.11;Ellström,2011).Despitetoday’sbroadconsensusontheintegrationoflearningand

work, diverse understandings of learning continue to influence the theoretical field

(Ellström,2010:1).Learninginworkisthereforetermedinmanyways,i.e.workplacelearn-


MasterThesis 11

ing, professional learning, adult learning,non-formal learning, informal learning (and com-

munityofpractice.

Ononehand,theintegrationoflearningandworkmightgiverisetoconcernsabouttaking

careofbothproductionandtheobligationtoassurelifelonglearningoftheemployee,but

on the other hand this broadened horizon alsomanifests important gains for businesses

(Andersen&Andersen, 2010: 1). These gains include financial savings, and the ability to

adjustandfitintimeforlearningtheeverydayworkrhythm(ibid.).Thistypeofflexibility,

alongwiththegainofhavingthelearningsituatedinthecontextitisgoingtobeappliedin,

all speak in the favor of the businesses. (ibid.) This duality is also addressed by Per-Erik

Ellström(2012),whospeaksabout thedifficulties related tobalancingbetweenmodesof

productionanddevelopment.MichaelEraut (2000) states that, therehasbeena tradition

for overemphasizing what he terms deliberate learning and challenges dominant under-

standingsofdeliberateorformal learninginworkenvironmentsovernon-formal learning

andtacit (implicit)knowledge inprofessionalwork.This isalignedwithEllström’s (2010,

2012)preoccupationwiththeinformalcharacteristicoflearningenvironmentsatwork.

Quantitativestudiesshowthatinformallearning(-activities)inworkcontextsisconsidered

to account for over90percent (Grid, 2008 inEllström, 2010: 106).Other estimates state

thatbetween70-80%accountsforworkers’ informal learningcapabilityacquisitioninthe

workenvironment (Gross, (n.d)).However, thesenumbers indicateahighamountof tacit

and informal aspects being of great significance to the understanding of organizational

learningenvironmentsandtheknowledgeproducedintheintegrationoflearningandwork.

Informal learning, in particular, does not only generates intellectual knowledge but also

tacitknowledge,which iscomplicated toput intocodesandverbalize, suggesting that the

natureoftacitknowledgedoesnotjustderivefromrationalandlogicalthinking(Ellström,

2012,2010).This infersotherwaysofknowingasvitalaspectof learningatwork. Inde-

scribing some of the complexities of more inclusive comprehensions of the employees’

knowledgeandknowledgeuse,attentionisgiventotacitknowledgeandmoreexperiential

anddevelopmentallearningmodeswithintheorganization(ibid.).

1.1.2 TacitknowledgeandlearningIfwetakeadeeperlookattheconceptoftacitknowledge,MichaelPolanyi(1967)wasthe

firsttoframetheconceptsinhistheoryon‘thetacitdimension’ofknowledge.Thetacitdi-

mensionrefers to thetypeofknowledgethatcannotbeverballyexpressedandare there-

forenoteasilytransferredbetweentwopeople.FollowingPolanyi’stacitelement,contem-


MasterThesis 12

porarylearningtheoristshavetakenaninterestinnotonlytheformalexplicitelementsof

learning and knowledge but also the informal and tacit elements (Illeris, 2012, 2015;

Ellström,2012).

The interest in implicit and tacit elementsofworkplaces is reflected inorganizational re-

search inspired by phenomenological notions of the body and embodiment of the human

experience of life (Küpers, 2012, 2015; Styhre, 2004). Such expressions display the clear

phenomenological inspirationfromtheFrenchphilosopherMauriceMerleau-Ponty(1908-

1961).Philosophershavelongbeenquestioningandtheorizingonwhatconstitutesthehu-

manlifeandhowwecometoknow.EversincetheancientGreeks,mind-bodydualismhas

beenplacedforefront invariousdiscussions,andtheanswerscontinuestobediverse.De-

cartesbelievedthatknowingandthinkingwasseparatefromthebody,whichisincontrast

tothebodilyrootingof learningasawhole(Illeris,2006:21)However,myinterest inthe

body,knowledgeandlearning,besidesitsphilosophicalnotions,lieswithinthefieldofeve-

rydayworkpractices,whichseemstoinvolvemuchmore,thanthebrain’scognitiveabilities

orintellect.Oftentheseaspects“outside”ofexplicitrationalesaregroupedastacitandin-

tangibleknowledge(Bright:2013;Illeris,2015).Instead,andbecauseofthis,mostfocusand

attention are given to the explicit and measurable … looking at how tacit knowledge is

learnedfromandinpracticesofworkandlearning(Andersen,2014:13)

Within learning theory, the Danish learning theorist, Knud Illeris also draws attention to

howtheearlyonsetofmind-bodydualismcontinuestochallengethefieldoflearningtoday

(Ritchie,2007:1).Inhisrecentbookedition,Illeris(2015)relatestheheritageofmind-body

dualism fromDecartes to a lack of bodily aspects inmostwestern learning theories and

critiquessocietiestendencytoreversethings,andatmostascribebodilyaspectsas:

"TheFrenchphilosopherRenéDescartes(1596-1650)whoalreadyinthe1600sformulatedthefamousaxiom:"Ithink,thereforeIam"("cogito,ergosum")isoftenquotedastheclas-sicexampleoftheWesterncomprehension.Whatthisphraseexactlymeanshassincebeenwidelydiscussed- forexample, therenownedNorwegianphilosophyhistorianArneNæss(1912-2009) believed, that the translations from Latin rather than "I think" should be "Ifeel"or"Iamawareofsomething."Butthekeyaspectinthiscontextis,thatDescartesreferstothementalasthecoreofhumanexistence,asraisedabovethephysicalandtheemotion-al,andithasbeensuchabasicunderstanding,thathasbeendominantintheWesternworld(cf.Jacobsen2004).”(Mytranslation,Illeris,2015:27–SeeappendixA)Inthis,Illeris’challengesthelongresearchtraditionforemphasizingpsychologicalandra-

tionalaspectsoflearningattheexpenseofbodilylearning(Illeris,2015:28).Hence,empha-

sizesthenecessityinovercomingthesedominatingdualisticviewsinordertoseethemany

ways inwhich thedualisticworldviewandunderstanding of knowledge falls short of en-


MasterThesis 13

compassing the entirety of learning (ibid.) Despitemany examples of the integration be-

tweenbodilyandmentalaspectsoflearning,suchasinphenomenologicalexperience-based

foundationsorinpsychoanalyticalfoundations,thebodyisrarelyacknowledgedforplaying

acrucialpartinlearning(ibid.).

Similarly to themind-bodydualism, therehas alwaysbeena strong relationshipbetween

power and knowledge. This is for instance seen in the expression “Knowledge is power”

commonly known from English philosopher Francis Bacon. Despite being articulated in

1597 (Garcia, 2001) this expression seems to continue to be highly relevant in today’s

knowledgesocietyandwiththeaccompaniedknowledgeeconomy.Butwhataretheevery-

day truisms related to workers knowledge use and knowledge acquisition andmight we

overlook important elements of perception, experience and development within the em-

ployee’severydayworkenvironment?

Despitetheadvancedresearchandpracticeformsemerging(Illeris,2012)theplatonicno-

tionsofknowledgeas tied to scientificallyand theoreticallygrounded, continues todomi-

natetoday’ssociety(Gustavson,2001).Themind-bodydualismissaidtooriginatefromthe

GreekphilosopherPlato’s(427-347BCE)thoughtsonepistemeasrationallygroundedand

tiedtotheintellect(ibid.).Thisunderstandingofknowledgehascontinuedtodominateat

theexpenseofotherknowledgeforms(ibid.;Bright,2013;Illeris,2015).Withtheinherent

powerrelationsofknowledgewiththedominanceofwesternwaysofknowingandtheCar-

tesiannotionsinherentinrationalknowledge(alsoknownaspropositionalknowing), it is

difficulttopresentthesupplementingroleofdifferentwaysofknowing(Bright,2013:19).

The Cartesian notions relate to the late philosopher, RenéDecartes (1596-1650), and his

skepticismtowardscorrectknowledge.However,insucceedingtodoso,itwouldbepossi-

bletotranscendmajordualismssuchasthemind/bodydualism,andpossiblyalterexisting

powerrelationsinsociety,workandeducation.

Theimportanceofknowledgeinmostlearningtheoriescanbeascribedtotheunderstand-

ingsof learningas theprocessof acquiringknowledge.Thismeans that learningnotonly

occursformallybutalsowhenexistingknowledgeiscombinedinnewwaysorappliedina

newcontext. (Eraut,2000:114) Inaworkcontext, this implies thatwhenworkerswithin

various professions acquire andmake use of knowledge, this is a result of non-formal or

informal learning.Sincethesearecharacteristicsofmanyjobdescriptions,knowledgeand

learningarecloselylinkedtoeverydayworkpracticesofperformingtasksandcarryingout

differentjobs.


MasterThesis 14

Beforeengaging in Illeris’newerwork, Ihad turned tovariousscholars fornotionsof the

body in learning processes. The following consists of such connections inDebbieBright’s

workondifferentwaysofknowing.Thischoiceoftheoryisduetohowherwritingsarethe

firstIhavebeenpresentedwithwhichresonatedwithresearchinterestandprovidedand

extendedterminologyforverbalizingfacetsoftacitknowledgeandbodilyaspectsoflearn-

ingandknowing.Theaforementionedimplicitknowledge,resultingfromimplicitlearning,

canbebroadenedandput intomoredistinct language through theuseofBright’s (2013)

collectedterminology.Brightofferedanalternativeaccountforhumanexperienceandun-

derstanding.

WithinDanishresearchsettingsofeducationandespeciallytargetingyoungchildren,much

attention has in recent years been given to the major influence of physical activity and

achievementof improved learningoutcomes.Such link is amongstothers found in the re-

cent report ‘Physical activity – learning, wellbeing and health in primary in school’ by the

DanishKnowledgeCouncilofPrevention(Buggeet.al.,2016).Sowhydoesthislinktendto

beoverlooked,whenenteringpracticesorresearchwithinsettingsofhumandevelopment

beyond children and adolescents? In relation to this interest,Mark Johnson (2007) high-

lightsthat:

“[…]infantsarelearningthemeaningofthingsandexperiences,eventhoughtheyarepre-linguisticandarenot littleproposition-processingmachines. Infantexperiencerevealsthecrucialroleofpatternsoffeltexperience–notjustinthebaby’sworld,butequallyinadultsense of reality and in our ability to grasp themeaning ofwhat is happening.” (Johnson,2007,p.17)Thisprelinguisticnotionoflearninghelpsarticulateacuriositytowardswhylearning,tacit

knowledgeandthebodyisintertwinedintheresearchinterestofadultworkers.Itisasif,

becauseweacquireknowledgeandlearningwhengrowingolder,weforgettothatweare

notonlyconscious,reflectinghumanbeingsofthoughtsandlanguage,butcontinuously‘ki-

neticdefinedandalive’throughmovement(Sheets-Johnstone,1999inJohnson,2007:20).

Atthesametime,thesebodilyaspectsofthelearningchildcanbethebasisforincludingor

disqualifyingthebodyinlearningtheory(Illeris,2015:28-29).

Similar to Sheet-Johnstone, Illeris (2015) articulates the natural presence of the body in

learning,exemplifiedbyachild’s firstyearsofdevelopment.However, cognitive theorists,

suchasJeanPiaget(1896-1980),havehadagreatinfluenceonthecommonunderstanding

ofthelearningadultasformal-logicalthinking(Illeris,2015:28).Thiscontrastbetweenthe

sentientchildthatnaturallysensesandperceivestheworldthroughbodilyinteractionwith


MasterThesis 15

itssurroundingworldfadesintothebackgroundoflogicsense-makingfromtheageof11-

13yearsoldandonwards(asproposedbyPiaget(publishedinFrenchin1964)).

Illeris (2015) does not reject the cognitive changes that occurs in the early puberty, and

even later on in life, as indicated by ability to learn to reflect on a metacognitive level

(Brookfield2000inIlleris,2015).Heevenpointstofurtherresearchonthebraininneuro-

science(Gregoryetal.2004),andcollectivelytheabilitytothinkonabstractandstringent

levelsinlearningprocesses(Illeris,2012:577).

Nevertheless, importance isgiventothe initialandbasicbodilyconditionsatall timesare

relevant to the learninghumanbeingdespite learningcontextand throughout life (Illeris,

2015: 30). In continuation of the understandings of bodily aspects and learning, we find

questions related to ‘the relation between learning and consciousness’ (Illeris, 2015: 35).

Neuroscience have helped shape new understandings of how learning is not only a con-

sciousprocess,butthatlearninginfactcan,anddo,occuronanunawarelevel(ibid.)This

meansthatwelearnwithoutbeingawareofit,whichpointstotheideasofinformallearn-

ingandimplicitlearning,aswillbeexplainedlateron.

1.1.3 Theinterestinadultlearning–abriefdescriptionofmotivationI would briefly like to direct attention where this interest in bodily learning originates.

LookingatacuriositythathaveaccompaniedmylifeandstudypracticeforaslongasIcan

remember,thequestion“Howdowelearnthebest?”standsoutthemost.Hence,itisthere-

forenocoincidencethatthesubjectfieldofthisthesispositionitselfwithinthisinterest.By

indicatingthesecircumstancesthatformmypositionasaresearchaspirantintheresearch

field,Ihopetodisplaymypointofdeparture,andlaterreflectonpotentialbiasesandpre-

conceivedideasintheempiricalchapter.

Theareaoflearningisafamilysoftspot,andasalearningindividualIgrewupsurrounded

by teachers.Commondenominatorsof thekitchen talkswherepedagogical reflections re-

lated to learning in school, but as I moved through different educational systems and

throughthelifespan,mypreoccupationwithlearningfollowedandmovedintothespanof

adult learning andwork environments. It continues to be a curiosity tome and frommy

previouswork,constructingandfacilitating learningprocesses,allowedfornewquestions

to form. Inthiswork,apenchant forphysicalactivityandsensuous learningwasalmosta

mustand thegeneral interest inadult learningandhow toenhanceprocessesof learning

throughbodilyengagementandbroughtaboutnewquestionsofknowledgeandinternaliza-

tionofknowledge.Butitwasnotuntilrecentengagementinthewritingofthisthesis,thatI

wasofferedanextendedepistemologyasDebbieBright(2013)describestheprocessofre-


MasterThesis 16

definingourunderstandingsofwhatweknowandhowweseeit. Inthesewritings,anew

languagewaspresentedtograspprevioustacit,sensuousandintuitivehunches.Mostpeo-

plerelatetotheexperienceof“havingagutfeeling”butwithinworkpractices,itismybe-

lief, that often, that is as far as we get to include bodily sensations and resonating from

somewhat implicit knowledgeor ideas.Butwhydoes somuchknowledge remain tacit in

learningenvironmentsatworkplacestoday?

1.1.4 Perspectivesonthebodyinknowledge,learningandworkLookingatintegrationsoflearningandworkinNewZealand-based1researchinvestigations

displays similarly tendencies in the struggle to comprehend informal and tacit elements.

KarenVaughan, fromTheNewZealandCouncil forEducationalResearchhas investigated

thechallengesfortheintegrationofworkandlearningintheworkingpaper”Theintegra-

tionofworkand learning inNewZealand” (2012).Oneof thechallenges insucceeding to

integratelearningandwork,despiteinterestindoingso,isthe:

”[…] lack of proficiency, in recognizing and validating the nonformal and infor-mal learning that occurs outside of educational institutions and often with no learn-ingintent, butwhichappeartobeincreasinglysignificantforbuildingthecapabilitiesofindividualsandorganisations.”(Vaughan,2012:9)The paper points to the difficulties organizations face in ’deliberately constructing rich

learningexperiences’,becausebuildingpracticesofproductiontendstooverlookthegains

of alsobuilding learningpractices.Despite this, ”[…]theauthenticityof learningatworkis

alsowhatmakesittrickytodowell.”(Vaughan,2012:15)Again, informalcharacteristicsof

learninginworkaredisplayed.Theunderstandingofworkplacesaslearningenvironments

islinkedtohowworkplacesaffordlearningopportunitiesforitsworkers(ibid.:16).Never-

theless,Vaughandescribesthechallengesasrelatedtoperspectivesonlearningatworkas

just”doingthejob”(Vaughan,2012:16).

Becauseof this,moreresearchhas recently looked into theconnectionsbetween learning

andwork (Ibid.: 16).However, these government-driven initiatives and research projects

primarilyfocusontraineesandapprenticeship,andassuchoverlookmoreintegratedlearn-

ingpracticeswithinthevastmajorityofworkplaces.Also,theindustryspecifictrainingre-

searchevolvesaroundstatisticalanalysis,andtheargumentinthisthesisisthat,thesestud-

1Themastersempiricalgathering isbased inNewZealand(SeeTheFieldofResearch). Inorderto

understandworkcontextascholarlyviewonlearningandworkinNewZealandisincorporated.


MasterThesis 17

iesoverlookqualitativeandtacitelementsofemployee’sknowledgeuseandlearningexpe-

riencestakingplaceoutsidethedeliberatepracticesputinplace.

AnotherrecentcasestudyinsocialworkbyGunillaAvbyetal.(2015)foundthattheinte-

gration of knowledge in the everyday work was “[…] made possible through the social

workers’engagementinbothaverbalandamorecognitive(tacit)reasoningactivity–pro-

cesses that fostered learningatwork […]The findings lendsupport to thenotion that the

useofdifferentknowledgeformscouldpotentiallytriggerlearningineverydaysocialwork.”

(Avby,NilsenandEllström,2015:1)Tothisthequestionisformed:‘Couldthesamebeas-

sumedforworkersinotherindustries?’

Eraut also touches upon a distinction between knowledge forms, and thus implies that

knowledge is not just one thing. As part of challenging the dominant focus on deliberate

learning, Eraut (2000) points to personal tacit knowledge which constitute a person's’

knowledge.Theimportanceofknowledgeinmost learningtheoriescanbeascribedtothe

understandingsoflearningastheprocessofacquiringknowledge.Thismeansthatlearning

notonlyoccursformallybutalsowhenexistingknowledgeiscombinedinnewwaysorap-

pliedinanewcontext.(Eraut,2000:114)Inaworkcontext,thismeans,thatwhenworkers

withinvariousprofessionsacquireandmakeuseofknowledgethisisaresultofnon-formal

or informal learning. Since these are characteristics ofmany job descriptions, knowledge

andlearningarecloselylinkedtoeverydayworkpracticesofperformingtasksandcarrying

outdifferent jobs (Ritchie, 2007:1).Muller (2016) states that, “It should comeasno sur-

prise that emotional skills are not easily embedded” (Muller, 2016: 1). This suggests that

somedisciplines insteadare learnt tacitly through ‘extensivepersonal contact, experience

andobservation’(:1).Soifweaskthequestion“HowdoyouteachAuthenticityorFacilita-

tion?”

Theorganizationalresearcher,WendelinKüpers,whohastakenaninterestincommunica-

tion,contextualityandembodiment,callsforfurtherstudieswithinthefieldoflearningand

work,andmanywayssummarizestheinterestsinthisthesisaswellasinterconnectedare-

asoflearning,organisations,embodimentandstories:

“Asembodiedcommunicationisintimatelylinkedwithimplicitandtacitknowingandinter-

knowingandprocessesoforganizationallearning,respectivelyinter-learning,theseprovide

furtheravenuesforexploratoryandempiricalresearch.Furthermore,bridgestotheemer-

gent research on story-telling and narrative in organizations are worthwhile crossing.”

(Küpers,2012:124)


MasterThesis 18

Ellström(2010) calls for furtherunderstandingsof the reciprocal relationbetweenwork-

places as informal learning environments and the individual actions and interactions in

shaping the environment and facilitating learning (Ellström, 2010: 106). Furthermore,

Ellström(2012)stressestheimportanceinestablishingfurtherstudiesintotherecentphe-

nomenaofdevelopmentallearningaspushedouttoan“undergroundexistence”(Ellström,

2012:475).Thisphenomenonisseenasaresultofdominatinglogicsandrationalesrelated

toaproduction-orientedmind-set,contributingtothe implicit, tacitandhiddenaspectsof

informal learning inwork(ibid.).Thesesuggestionsbuildon theassumption, thatmaking

developmentallearningvisibleisanimportantpartinsupportingthistypeoflearningmode

as an integrated, visible andofficial practice in theworkplace. In continuationof this, the

intentionofthisthesis is lookattheemployees’experienceof learningandknowledgeac-

quisition in the informal learningenvironment,andestablishcharacteristicsofapotential

“undergroundexistence”oflearningintheorganization.

AlexandraMichel(2011)hasconductedalongethnographyofthebody’sroleinorganiza-

tionalcontrolandtransformation.Basedonaphenomenologicalperspective,aworkenvi-

ronmentofbankerswasinvestigated,anddemonstratingthe“use”of‘knowledgeworkers’

asthetargetgroupinthestudyandcallforfurtherstudiesintotheworkersperspectiveof

workplacecontrol (Michel,2011).However, it seemsthat, theseexamplesofkeeping tacit

knowledge inmindaspartof informal learningatwork, fails toprovidemorespecificun-

derstandingsofthetacitknowledgedimensioninlearningatwork.

Basedonthenarrowingoftheproblemfield,theintentionofthisstudyistocontributeto

the fieldof researchwithin informal learningpracticeswithexplorationsof fixedemploy-

ees’(unliketrainees)storiesregardingtheirrespectivelearningenvironmentintheorgani-

zationandalternatelycontributetounderstandingsoftacitknowledgeintheintegrationof

learningandwork.Indoingso,thisthesiswritesitselfintotheemerginginterestininformal

learningandtacitknowledgewithincontemporarytheorizingandconceptualizationofthe

integrationofworkand learning.Similar to the interest in theworkersperspective in the

casestudybyAvbyet.al.(2015),thisthesisinvestigatestheemployees’perspectivesonthe

integration of learning and work. The relevance of adopting a dynamic learning view is

linked to the importanceof assessinghowandwhereknowledge and learning is adapted

butalsodevelopedaspresentedbyEllström(2012).


MasterThesis 19

Byinvestigatinganexistingworkculturethroughtheperspectiveoftheworkplaceascon-

stitutinganinformallearningenvironment,itmightbepossibletoilluminatelessacknowl-

edgedorlessrecognizedtacitknowledgeformsandimplicationsforlearning,astheyexist

incontemporaryknowledgework.

1.2 ResearchquestionBasedonthebroadpresentationoftheproblemarea,thedefinitionofthestatementofin-

tenthasbeencondensedintothefollowing:

Basedonalearningtheoreticalperspective,howdoemployee’sstoriesontheinformallearn-

ingenvironmentatwork reflectpotential tacitandexplicitknowledgeacquisition in theor-

ganization?Andwhataretheimplicationsforconstrainingandenablingtheemployees’learn-

ingatwork?

1.2.1 Workingquestions1. Which learning modes, conditions and organizational logics are expressed in the

employees’storiesabouttheinformallearningenvironmentatwork?

2. How can the employees’ stories about knowledge be understood using Debbie

Bright’sconceptsofembodiedknowingandwhatknowledgeisreflectedasparticu-

larvaluable?

3. How does the transformation process in the organisation affect the employees’

learning?

Myintentionwiththepresentstudyistocontributewithanempirical-analyticalinvestiga-

tionoftherequirementsoflearningandworkingemployeeinthetensionbetweenproduc-

tionanddevelopmentandanexplorationofthetacitknowledgethatrelatestotheparticu-

larworkoftheIT-consultants.

The above characterizes the case study, which provides the empirical foundation for the

learning theoretical analysis. The inherent critique of power relations of recognizing

knowledge- and learning practiceswill be discussed from the conviction that production

rationales dominates many workplaces learning environments, as termed by Ellström

(2012).Thus, it is interesting to seewhetherornot the learningmodeswithin thework-

placeare limited toadaptive learningand thus limiting theemployee’s learningpotential.

However,besidestheinstitutionalstructuresthatpotentiallyrestrictlearning,largepropor-


MasterThesis 20

tionsof tacit knowledge aredeveloped from informal learning as seen in aforementioned

research.

The social constructionist implications in this study are also related to the potential of

changeinbreakingwithtraditionalknowledgeviewsinordertoovercomeobjectiveunder-

standingsofreality.Thecriticalviewtowardsworkplacepracticesseekstoemphasizethe

constructednatureoflearningandlearningenvironmentsbyunderstandinginstitutionsas

normsandvaluesandlogics,whichguidestheactorsinthefield(Scott,1995).Inthisview,

learningisapracticalandsocialpracticeguidingmyunderstandingofknowledgeassocially

constructed, but without loosing sight tacit elements of the individual and collective

knowledge.Alignedwiththis,areEllström’sconceptualizationofinformallearningandper-

spective on learning asmediatedby ‘individual actions and interactions’ in theday-today

taskperformanceinwork(Ellström,2010:105).

1.3 DelimitationsIntheprocessofnarrowingdownthefieldofstudyanddefiningaconcreteinterest,Ifindit

necessarytocreatesomelimitsandboundariesinthechoiceoftheory,researchdesignand

mainfocus.

Firstofall, Iacknowledgethewidespreadopportunitiestoapplydifferenttheoreticalper-

spectivesandfromotherparadigms,whichwouldhaveshedlightonthefieldofresearch,in

variousothersways.Searchingthroughthefieldoflearningtheories,itbecomesclearthat

therearemanydifferentthemesandapproachesavailableforanalysistothisinterest(Iller-

is, 2012, 2015) Furthermore, due the course of action andprocess of gathering empirical

data,theempiricalfoundationisprimarilyinterviewswithfouremployees.Therefore,this

thesislimititselffromgeneralizingonbody-mindlearningatwork,andinsteadcontributes

withasmall investigationandexplorationof informal learningandtacitknowledge in the

contextofITimplementingconsultants.

Asmentioned in the introduction,many former studies have examined characteristics of

learningandknowingwithinorganizationalworkcontexts.Though,accordingtoAlexandra

Michel(2011), it isimportanttoinvestigatefurtherintotheworkersexperience.Sincethe

workersarealsosomewhatrestrictedbynormsanddiscourses,theirvariouswaysofknow-

ingareinthepostcolonialandfeministperspectiveviewedasmarginalizedandneedtobe

voiced.Though,itcanbearguedthatthereisaninterdependentrelationshipbetweenboth

workersandmanagers/leaders,andthatallactorsneedtobeincludedinorderforchange


MasterThesis 21

tohappen(Jensen,2011:71-72).Inthisstudy,itisnottheintentiontofocusonthedivision

madebydifferentculturalbackgroundsbuttolookbeyondcultureandfocusonthediffer-

entpracticesastheyarelearnedandutilizedinthesocialcontextoftheworkplaceandcus-

tomerrelationsandastheyareexperiencedbytheworkers.Basedonthesefactors,thefo-

cus on the workers was chosen in order to provide new understandings of the research

question.

Furthermore,thetheoreticalframeworkinthisthesisisacombinationofLearningTheory

andperspectivesfromDifferentWaysofKnowing.Basedonthesignificanttermsandper-

spectivesfromrespectivelyEllströmandBright’sconceptualizations,ithasbeenchosento

limitthestudyfromanotherspecificoutlinedtheoryofscience.Firstofall,thelearningthe-

oretical frameworkandtheconceptofembodiedknowingserveastheoretical instrument.

Theimplicationsofontologyandepistemologyintheinthelearningtheoreticalframework

helpdefinehowtheworldiscomprehendedandhowmeaningandknowledgeiscreatedin

thisresearch.ThelongtraditionoflearningtheoryandthecomtemporarythoughtsofIlleris

andEllströmbestsummarizestheperspectiveonthesequestions.Thismeans,thatlearning

andknowledgearecontinuouslydevelopingandaffectedbymanyprocesses–individually,

socially,biologically, and fromacritical standpoint.Rather thanbeingascribed todistinct

paradigms,learningandknowledgearemediatedthroughtheoverlappingfieldofresearch,

i.e.neuroscience,socialprocesses,criticalreflection,bodilyanchoringetc.,whichemphasiz-

es the longandmanifold tradition(s)of learning theory. Inherent to thisperspective, con-

flicts also arise out of the combination of worldviews. However, the practical/normative

implicationsofstrivingtoforegroundadiverselearningdefinition,istogobeyondsingular

understandingsofknowledgeand learningaseither-or.Thereby, articulations suchas “ra-

therthan…”,donotdisqualifyorclaimtheotherscholarstobeinvalid.

1.4 ThefieldofresearchInordertohelpthereaderpicturethebusinesscontextinwhichthestudytakesplace,the

followingcontainsabriefdescription.Thecontextisdescribedingeneraltermsbecauseof

confidentiality.

The field of research is based in an IT-consultancy company located inNewZealand that

provides technology solutions, IT services and management consulting. The company is

comprised of a total amount of 200+ employees across different offices, of which 20 is

locatedintheofficeof interest.Collectivelytheemployeesinthedepartmenthavevarious

educationalbackgrounds,comefromallover theworld,andtheir jobdescriptionsvary in


MasterThesis 22

termsoftechnicalskills.Generallyspeakingadivisioncanbemadebetweenprogrammers

andconsultants.The targetgroupwithin thedepartmenthasbeennarroweddownto the

implementation consultants, to create an alignment with the overall interest in the

knowledgeworkerwith customer relations, thusnot focusingon theprogrammersof the

specificdepartment.

The companyhas struggledwithprofitability,which resulted in a transformationprocess

thatwasinitiatedattheendof2015,whichhadrunforabout12monthwhenIinterviewed

the workers. Besides striving to be profitable the company had a desire to create more

sustainablepracticesof learning, innovation,developingintellectualpropertyandsharing-

andmaintainingknowledge.Through initialengagementwith theworkers, impressionsof

the explicit focus on learning anddevelopment showedprevailing evidence, that learning

implicit to the outspoken was secondary to concerns with revenues and production.

Therefore, it became of great interest to learnmore about the learning environment and

unfoldtheemployees’perspectivesandstoriesonhowtheyexperiencethisdivisionofthe

explicitandimplicitlearningfocus.


MasterThesis 23

2 THEORETICALFRAMEWORK

Theaimofthischapteristoaccountforthetheoreticalframeworkofthethesis.Theframe-

workwillconsistoftwodifferenttheoreticalperspectives,useabletosupporttheinvestiga-

tion of the study’s statement of intent. The first, andmain, theoretical perspective is the

learning theory of informal learning at work. As mentioned in the introduction, the ap-

proachtothe issues inquestionswillbethroughtheviewoftheemployee’sworkplaceas

forminganinformallearningenvironment.Inthis,certainnormsandcharacteristicsmaybe

displayed.UsingPer-ErikEllström’stheoryon‘LearningatWork’andinherentcontinuums

oflearningmodes,environmentsandorganizationallogics,itispossibletoaddresstheinter-

relational aspects of the research interest and, furthermore, the corresponding stories of

differentwaysofknowing.Intheattempttopresentandcomprehendthesedifferentways

ofknowing,anotherperspectiveisbroughtin.Therefore,thesecondtheoreticalperspective

comes from Debbie Bright’s conceptualization of ‘Different variousways of knowing’. In-

cludedinthistheoreticalrepresentationistheconceptofembodiedknowing.Thisconceptis

relevanttodescribingtacitknowledgeinordertocomprehendtheemployees’stories.The-

se theoretical contributionswillbeoutlined in the followingparagraphs.Lastly,anopera-

tionalizationandcriticalassessmentofthetheoreticalframeworkwillendthischapter.

2.1 LearningtheoreticalperspectiveThisfirsttheoreticalperspectivebeginswithabriefintroductiontolearningtheory,aspre-

sentedby Illeris2andanexcerptofsomeof themain themes, thatarerelevant for further

useinthisthesis.3FollowingthesesectionswillbeadeeperpresentationofEllström’stheo-

reticalperspectiveonlearningatwork,withtermsandconceptsapplicableforanalysis.

Ingeneral,learningisamanifoldconcept,andhasbeentheorizeduponforcenturies.Rang-

ingfromunderstandingsoflearninginschoolasacquiringnewknowledge,tomorerecent

understandings of critical reflection and the notion of competence development. (Illeris,

2012:11-13)

2ThissectiondrawsonKnud Illeris’ collectionof learning theories in ’49 textsabout learning’andothertheoristsincludedinhiscomprehensivecollectionandTomRitchie’sunderstandingand“trans-lation”ofIlleris.3ThesearetobeseenasanoutlineofafewkeyconceptsthatIperceivetocarryvaluableinsightsonhowadultslearnatwork.Bearinginmindthatthesearejustaselection,andthattheextractcouldhave beenmadedifferently. In doing so i highlightmy incentives for bringing the perspective anddescribeit’sunderstandings,termsandconceptsandit’simplicationsforthepresentstudy.


MasterThesis 24

WhatisinterestingaboutIlleris’work,ishisrefusaltosettlewithnotionsoflearningasre-

stricted to a limited field of simple phenomena4(Ritchie, 2007: 1). Illeris (2012) defines

learningas“anyprocessinthelivingorganismthatleadstolastingchangeincapacity,and

notonlyduetooblivion,biologicalmaturationoraging.”(Mytranslation:Illeris,2006:15in

Illeris,2012:17).Convertedintothecontextofthisstudy,itispossibletodistinguishlearn-

ingfromjustwork,basedon,whetherornotalastingchangeincapacityisgained.Although

learningisunderstoodasintegratedinwork,notallworkimplieslearning.Atalltimes,for

learning to take place, interaction and acquisition needs to be present (Illeris, 2012: 21).

Furthermore, there isalwaysasubjectandanobject–meaningthatsomeone learnssome-

thing(Ritchie,2007:5).Inmyunderstanding,however,thissomethingdoesnotonlyimply

explicit or visible knowledge. This is also addressed by Illeris, when he incorporates Po-

lanyi’s tacit dimension of knowledge (See Introduction) and unconscious learning (Illeris,

2015: 36). Furthermore, Illeris has recently adopted a greater focus on the body, such as

seeninthisstatement:

“Whenlearningisstudiedasapsychologicalphenomenon,thebodycaneasilycometoap-pearassomekindofholster,whichisonlyincluded,ifthething,thatistobelearned,isoffullorpartlybodilycharacter,suchaswhenyou learntowalk, toswimortorideabike.”(Mytranslation:Illeris,2015:26–SeeAppendixA).

Illeris’earlydescriptionoflearning,unfoldsittobeheldin“humanseverydaylives,worklife

andinschoolandeducation”(Mytranslation,Illeris,2012:12).Thisimplies,thatlearningis

seenasacomplicatedwhole–herehisholisticunderstanding,ofwhathumanlearningem-

braces, isbroughtforward(Illeris,2012:15).Inotherwords, learningisaconditionof life,

andgoesbeyondthefieldoftheeducationalsectors(Illeris,2012:33).Likewise,theSwedish

professorandspecialistinlearningandworklife,Per-ErikEllströmhighlightsthemanythe-

orists5who support the understanding of ’learning as highly integrated in daily work’

(Ellström,2012inIlleris,2012:468).

As stated in the introduction, learningwithinworklife has since the 1970s and onwards

beendevelopedasatheme,ofspecial interest,parallel tothethemeof learninginschools

(Illeris, 2012:421). Illeris explains,how thereareobvious coincidencesbetweenworklife

4Such as he argues theAmericanbehavioral learning theories from1900-1980havedone (Illeris,2012:12).5Evansetal.,2002,Nijhof&Niuwenhuis,2008inEllström,2010:1


MasterThesis 25

learning,organizationaltheoryandtheoriesonleadership(Illeris,2012).However,worklife

learningseemstobemoredelimited,despiteitsstrongrelationtoadultlearningandadult

educationtheories(Ellström,2001:421).

Inordertogainoperationalizationofeverydaylearningatwork,thefollowingsectionout-

lines the theoretical contribution of Ellström’s theory on informal learning environments.

Ellström’s theory, and concepts of informal learning provide an analytical framework, for

investigating the existing informal learning in a workplace, as well as the organization’s

learning potential (Ellström, 2010: 105). Aligned with Illeris’ view on learning, Ellström

operateswith a definition of learning asmediated, in order to overcome reductionist ap-

proachesandunderstandings(ibid.).

2.1.1 Informallearningatwork–conditions,processesandlogicsIfwelookatlearningenvironments,itispossibletodistinguishbetweenformalandinfor-

mal learning environments (Ellström, 2012: 468). For instance, employees are learning

within a formal educational setting, when taking new certifications. Thereby, for most

workers, themajority of learning at work takes place informally. However, if we look at

whentheadultworkerlearns,thenthereismuchtakingplaceduringdailyworkpractices.

For instance, facilitatingaworkshop,where theemployeeare learningataclient-siteand

developnewknowledge, in the formof relational capabilities (ibid.).Orwhen theworker

acquiresgreaterawareness,ofhisorhersownbodilyreactions,whendoingapresentation.

This type of informal learning, at work, is of special interest in this study.With the text

“Learning in the field of tension between productive- and developmental logic”, Ellström

(2012)contributedtoIlleris’anthology(2012),withasummaryofthekeyconceptsofhis

theories on learning inwork. The text summarizes Ellström’s general thoughts onwork-

places as informal learning environments, and displays, how he perceives differences, in

practicesandorganizationallogics,toshapethelearningenvironment(Ellström,2010:106;

Ellström,2012:470).Hepresentshisunderstandingoflearning,asthefollowing:

“However,contrary tomuchcurrentresearch in this field, learning inwork isconceptual-izedneitherasasocialprocess inseparable fromworkpracticesnorasapurelycognitiveprocess. Rather, learning is viewed asmediated by individual actions and interactions indealingwithdifferenttasksandsituationsatwork.”(Ellström,2010:105-106)

Ellström supports the widespread belief, of ‘the importance of integrating learning and

work’ but he also highlights the importance of gaining greater insight, onwhat promotes

this integrationatwork (Ellström,2001:1).Learningatwork isdescribedas ‘amatterof

design’,which refers to the organization’s ability to structurework and at the same time


MasterThesis 26

supportlearning:“[…]aworkplaceisdesignedforlearning–hasalearningreadiness–to

the extent that it affords opportunities for individuals to engage in and be supported for

learning.”(Ellström,2010:107)

Inhis theorization, of informal learning atwork, Ellströmoperateswith a set of different

termsandconceptsoflearning,allofwhichspansthecontinuum,fromconstrainingtoena-

bling manifestations in the workplace. At first sight, these might resemble dualities, and

implyoppositionalcharacteristicsi.e.thatlearningenvironmentseitherconstrainorenable

learning. However, in practice, these categories represent distension between poles on a

continuum,whereoneisnotpreferredovertheother(SeeFigure1below).Though,bearing

in mind those different implications follow from the known or unknown dominance.

(Ellström,2012:468-470)

ModesofinformallearningWhen looking at informal learning at work, it is possible to identify twomainmodes of

learning:adaptiveanddevelopmental(Ellström,2010:106).Onthecontinuumoflearningat

work, we find adaptive and developmental learning on each end (Ellström, 2012: 469),

whichmeans,thatothermodesoflearningcouldalsobedefinedwithinthelineofthiscon-

tinuum.Theseareknownasmiddleforms(Ellström,2010:107).Anexampleofsuchmiddle

form is productive learning (Ellström, 2010: 107; Ellström, 2012: 469) Therefore, im-

portance,isgiventounderstandingadaptive-anddevelopmentalmodesoflearningas’co-

existing (Ellström, 2012: 469) and not ’mutually exclusive’ (Ellström, 2010: 107). As

Ellström(2012),furtherdescribes,”[…]oneortheotherofthesemodescanbedominantor

relatively inconspicuous depending on the conditions that prevail in a specific situation.”

Adaptive Learning Developmental Learning

Constrain learning at work Enable learning at work

Logic of production Logic of Development

Figurative illustration of Ellström’s

Continuums

Figure1:Ellström'sContinuums(createdonthebasisofthetextfrom2010)


MasterThesis 27

(Ellström,2010:107).Thismeans,thatthemodeof learningwithinanorganizationisnot

just adaptive or developmental, but can be characterized by bothmodes of learning. The

twomodesare ’qualitativelydifferent’butat the same time ’complementary’, and it is ar-

gued,thatthereisaneedforbothadaptiveanddevelopmentallearningatwork.(Ellström,

2010:106-107;Ellström,2012:469)The interestingaspect lies in lookingatwhichmode

dominatesthelearningenvironmentatthesuspenseoftheother.

The first mode, Adaptive Learning, becomes handy when someone has to learn specific

things,mastercertaintasks,orstandardizemoreroutine-basedhandlingofrecurringprob-

lemsandtasks(Ellström,2010:106).Problem-solving,withinanadaptivelearningmode,is

donethroughexceptionsoradaptiontoasetofknownrulesorstandards(Ellström,2012:

471).Though,theknownnegativeconnotationsofadaption,inlearningtheory,arenottobe

acceptedwithoutquestion.Thegainsfromsomedegreeofadaptivelearningwithinalearn-

ingenvironment,isitsabilitytocreatesecurityandstability(ibid.).Furthermore,situations,

such as entering a newwork environmentmay require the ability to adapt to the social

norms,aswellasworkroutines.(Fenwick,2003inEllström,2010:107)

The secondmode,Developmental Learning, has a focus on both individual and collective

development and on ‘radical changes of prevailing situations’ (Ellström, 2010: 106-107).

Autonomyandparticipationareessentialtodevelopmentallearning(Ellström,2012:469),

and this typeof learningoccurswhenexistingconditionsandpredefinedmechanismsare

questioned and explored innewways (Ellström, 2010: 107). This typeof learning is also

relatedtowhenworkersinvestigateanddevelopsolutionstocomplexproblems(Ellström,

2010:107).This isalignedwithmanyof the IT-consultantswork tasks, related todiverse

problemsolving,inconstantchangingsettings.Seekingmoreradicalchangeswithinanor-

ganization, or the daily work by organizational members, also involves developmental

learning(Ellström,2012:107).However,as foradaptive learning,developmental learning

shouldnotbeseenaspurelypositive.Examplesofnegativeimpactofdevelopmentallearn-

ingareexemplifiedassituationsofstressandanxietyduetoatoohighdemandonflexibility

and development. (Ellström, 2010: 107) Despite this clarification, it is argued, that most

organizationsneedtoadapt,toagreaterproportionofdevelopmentallearning.Thisisrea-

soned, because of the demand of creative problem-solving, in both known and unknown

situations,whichcannotbelearnedthroughadaptivelearningmodes.(Ellström,2010:107;

Ellström,2012:469,471).


MasterThesis 28

LearningEnvironmentsandConditions

Movingontoconceptualizing‘learningreadiness’,Ellströmpresentstwolearningenviron-

ments:ConstrainingandEnabling.As insinuated, in the terminology,constraining learning

environments,constrainlearning,whereasenablinglearningenvironmentsenablelearning

atwork.Heexplainshowenablinglearningenvironmentsare“[…]likelytopromoteabal-

ancebetweenadaptiveanddevelopmental learning, i.e.anenvironmentwhereindividuals

areabletoalternatebetweenthesetwomodesoflearning.”(Ellström,2010:107)

Important factors to account for when optimizing, or merely understanding the learning

environment, areboth structuralconditions and subjectiveconditions.These relate tohow,

‘learningopportunitiesarenothomogeneous’withinagroupofworkersinanorganization

and that the relationship between the conditions affects the learning environment

(Ellström,2010:108-109).

Previous research6demonstrates, how differences in learning opportunities, are often

linkedwith‘occupationalstatus,rolesanddifferencesalonglinesofjobposition’(Ellström,

2010:108).Theseareunderstoodasstructuralconditionswithinthelearningenvironment,

thatconstitutesthelearningopportunitiesafforded.Thisleadstothefinding,thatnotonly

subjective structures, but also structural conditions, cause heterogeneous learning poten-

tials and outcomes (ibid.) Important subjective conditions are the awareness of spotting

learningopportunitieswherevertheypresentthemselvesatwork.Ellströmrelatesthisself-

awarenesstothenotionoflearningreadiness(ibid.).Subjectiveconditionsalsoaccountfor

otherrelationalandindividual factors,suchasmotivation,education, familyetc.However,

these are not elaborated further (ibid.), why this study is also limited from investigating

theseconditionsindepth,butmerelytouchuponthemwhenrelevantintheanalysis.

OrganizationalLogicsMovingon to the final aspect of the theoryof informal learning atwork,we find the two

organizational logics. Ellström (2012) points out, the dominating type of learning is de-

pendentontheorganizationallogic.Ateachendofthecontinuum,wehave:logicofproduc-

tion and logicofdevelopmental.Both types, illustrate institutionalizedpatternsofpractice,

whichshapethelearningenvironmentintheorganization.Ellström(2010)describes,how

thisdistinctionwasinspiredbyMarch(1991),whodistinguishedbetweenactivitiesof‘ex-

ploitation’and‘exploration’(Ellström,2010:113).

6Rubensen,2006;Relsteadetal.,2000inEllström,2010:108


MasterThesis 29

Thelogicofproduction isthemostwellknowninorganizations,andfocusesonoptimizing

production,nomatter if the industryproducesobjectsorknowledge.Suchrationale isre-

flectedininexploitation-basedactivities,characterizedbythe‘useandrefinementofestab-

lishedknowledge’(ibid.).

Thelogicofdevelopmentrequireswillingnesstotakerisks,becauseitcantakelongertosee

thebenefit of such rationale. Learningactivities reflecting this logic isbasedonexploring

newknowledgeandinnovation(ibid.).

Additionally,thelogicofproductioncanbeusedtocreatespaceformorecreativetasks,by

rearrangingtimeandresponsibilities.Thereby,thepresenceofsomesortofproductivelog-

ic,canbeseenasanecessity, forcreatingtheneededdegreeoffreedomandcreativityfor

developmentaloriented learning.Overall, it isargued, that these twotypesof logiccanbe

linkedtoshorttermandlongtermperspectives.(Ellström,2012:470-474;Ellström,2010:

113)

Through the stories articulated by the respondents, it becomes interesting to investigate

potentialclashesorcoexistencebetweenthetwoorganizationallogics.Illuminationsofpre-

dominant learning modes and characteristics of the learning environment can help shed

lightontheunderlyingorganizationallogicpresentattheworkplace.

2.1.2 SummaryofinformallearningatworkLearningisviewedasmediatedbyindividualactions,andinteractions,indealingwithdif-

ferent tasksandsituationsatwork,which shapes the informal learningenvironment.Dif-

ferentconstellationsoflearningmodes,environments,conditionsandlogics,haveimplica-

tionsforworkers’informallearningatwork.Despiteobviouspositiveandnegativeconnota-

tions,therearenocorrectanswertowhichconstellationmayprovetobethemostbenefi-

cialinpractice.However,emphasisisgiventoensuringanenablinglearningenvironment,

inordertoallowforbothadaptive-anddevelopmentallearningmodes,andtobalancebe-

tweentheorganizational logicsofproductionanddevelopment. (Ellström,2012:470)En-

suringalong-termperspective,toberoutedintheeverydaypractices,callsforthelogicof

development to be adopted. Short- andmiddle term perspectives do often not factor for

developmentallogicsandthusunder-emphasizestheneedfortimeandresourcestoallow

theworkerstoreachaneverydaydevelopmentallearningmode.(Ellström,2010,2012)

Looking into theknowledge sideof informal learning, implies, thatknowledge isnotonly

explicit.Inordertoexplainthisinmoredetails,asecondtheoreticalperspectiveisbrought

in.Thefollowingsections,ofBright’sconceptualizationofdifferentwaysofknowing,provide


MasterThesis 30

a language to understand the tacit side of knowledge inmore terms. This perspective is

broughtin,tohelpcreateacombinedframeworkforanalyzingtheemployees’stories.

2.2 Conceptualizationof‘differentwaysofknowing’The aim of this paragraph is to introduce the knowledge conceptualization of ‘Different

waysofknowing’byDebbieBright (2013(b)).Thereby, the intention is to clarify the sec-

ondary theoreticalperspective,bywhich theemployees’knowledgeand learning isexam-

ined.ByaccountingforBright’stheoreticalperspective,inparticulartheconceptembodied

knowing,theaimistopresentanextendedperspectiveonexplicitandtacitknowledge.In-

cludedinthefirstsections,isaninitialintroductiontoBright’sresearchandbriefpresenta-

tionofherworldview.Thisisinordertogivecontexttotheresearchtraditionsherconcep-

tualizationisaffectedby.Finally,thiswillbeaccompaniedbyanelucidationoftheconcept

ofembodiedknowing,whichiscentraltotheinvestigationinthisthesis.

TheNewZealandPhD.DebbieBright(orDeborahABright)hasspecializedinunderstand-

inghumanexperience,asseeninherresearchandpublications(Bright(n.d.)).Thedifferent

contributions, to thebookseries “An interwovenknowing”(2013(a,b),2014,2015)build

onBright’sdissertation,aspartofbecomingadoctorofphilosophyfromWaikatoUniversi-

ty, New Zealand (2010). Collectively, this book series form a conceptualization of

knowledge.Brighthasabackgroundinteachingandadulteducation,aswellascreativeand

PerformanceArts(especiallydance),whichplaysacrucialroleinencouragingdiverseways

ofknowingwithinthehumanexperienceoflife:

“I seeknowingasoccurring inmanyways, inmanydifferent situationsand contexts, andoftenonseverallevelsatthesametime.[…]asIconsiderknowingandhowitoccurs,Ithinkabouttheintersectionsbetweendifferentwaysofknowing,themulti-layering,theinterac-tionsandhowonewayofknowinginforms,enhancesandintertwineswithanotherwayofknowing”(Bright(n.d))

Asseeninthequote,Brightoperateswiththenotionofadoptingadiverseknowledgeview,

whichmeans the suspension, or removal, of singular understandings, of all knowledge as

rational.Brightdirectsattentiontoseveraldifferenttypesofknowledgeanddedicatesher

worktoinvestigating“howhumansknow”(Bright,2013(b)).Byexperimentingwithdiffer-

entwaysofknowing,incollaborativeworkandart-basedapproaches,shehasestablisheda

greatdealof insight,on thedifferentwaysofknowing. In total,Brightcounts17different

ways of knowing (See Appendix J), which have been collected, from the interweaving, of

what she calls An interweaving of Feminist-, Participatory-, and Indigenous People’s

worldview(FPI’sworldview).


MasterThesis 31

Theperspective, froma FPI’sworldview, challenges the dominance ofprocedural andde-

clarativeknowledge.Thesedominatingknowledgeforms,areseenasareflectionofthera-

cializedpower relatings, which continues to exist in theworld today (ibid. 6-7; 2015: 3).

Interweavingwaysofknowingbothdenotestheinterweavingofscholarlyparadigmsandthe

practical implications,ofknowing,bymeansofvariouswaysofknowing, inourdaily life.

Brightdrawsattentiontothefact,thataninterweavingofworldviewsassuchisnotanew

practice (Bright,2013(b):6).The link,betweenmanyof thesedifferent traditions, is ina

jointforceofaction,becauseofthemanyparallelsandsimilaritiesacrosstheresearchtradi-

tions.Furthermore, interweavingofworldviews isemphasizedasakeycomponent in the

pursuit of justice in questions of marginalization, knowledge, education, power and re-

source distribution. (Ibid 6-7) Drawing on a FPI’s worldview, Bright (2013(b)) presents

differentwaysofknowing,astheyarevaluedinthesetraditions7.

She presents ‘multiple ways of knowing, beyond just propositional knowledge’8, through

reflections and inquiry on different epistemological contributions, to validate different

forms of knowledge (Bright, 2013(a,b), 2014, 2015). Subsequently, she interweaves Bar-

bour’sperspective to state: “Thus, “experience, alongwith intuitionand subjectiveunder-

standing”areconsidereduseful,reliableandvalidwaysofknowing.”(Barbour,2002:19in

Bright,2013(a):19)Particularlyemphasizedofthemanywaysofknowing,are:1)Cultural,

spiritual, gendered and collaborative ways of knowing, 2) Embodied knowing and 3) Art-

makingasawayofknowing.

Sincethefocusinthisstudyisonembodiedknowing,thefollowingsectioncontainsabrief

outlineof thistype.Thisparticularconcepthasbeenchosen,becauseof itsabilitytochal-

lengethenormativewayofunderstandingknowledgeaspurelyrational.

7Mentionable is Bright’s strong inspiration from indigenous peoplesworldviews, since these per-spectiveshelphershedlightonthehistoricalandtraditionalcultureofMaoripeopleofAotea,NewZealand,assheengagesinresearchwithpeoplewithanindigenoushistory(Bright,2013(a,b);2014;2015).8Propositionalknowledge,alsoknownasformalorrationalknowledge,isthetypeofknowledgethatcanbedescribedas intellectual,publicandcodified.Thismeansthat itcanbeverifiedandput intoexplicitlanguage.Thesecharacteristicshavehelpedgivestatustothisknowledgeform,andinsomewaysdominateourgeneralviewonwhatknowledgeis.(Eraut,2000:114;Heron&ReasoninBright2013(a),2015)


MasterThesis 32

2.2.1 EmbodiedknowingInthenotionof‘extendingepistemology’,weknownotonlybymeansofrationalesandcog-

nition,butalsobymeansofthehumanbody(Barbour,2006,Grosz,1994,Sheets-Johnstone,

1999,Young2005inBright,2015:8).Barbour(2009)addressestheissueoverlookingthe

influenceofknowingthroughthebody,andstatesthat:

“In critique of knowledge/experience dualism, feminists and phenomenologists have sug-gestedthat‘knowing’couldbebasedonlivedexperience.Fromlivedexperience,knowledgecouldbeconstructedby individualsandcommunities, rather thanbeinguniversalandre-sultingstrictlyfromrationalargument”(Barbour,2009:1inBright,2015:8)

Ofsignificant impact,onthesecontemporarythoughts, isMerleau-Ponty’sphenomenology

andnotions,of “the livedhumanexperienceof life”andovercomingDecartes’mind/body

dualism(cf.Introduction)(ibid.).Brightstates,thatthetraditionalwesternacademiclitera-

turehasbeeninfluencedbythemind/bodydualism,resultinginmarginalizationofknowing

bymeansofthebody(ibid.).Embodiedknowingis“akindofknowledgethatisgroundedin

bodilycuesandexperiences.”(Bright,2015:9)Thephysicalaspectofembodiedknowingis

related,tohowweattheearliestonsetashumanbeings, ‘emergeasaresultofourmove-

ments’(Sheets-Johnstone,1999inBright,2015:9).Thisresonates,withtheexamplesIlleris’

uses,todirectattentiontheimportanceofbodilyaspectsinlearningandtacitknowledge(cf.

Introduction).Likewise,Brightstatesthatembodiedknowingcanbechallengingtoidentify

and verbalize – becausewe overlookbodily cues of knowing (Bright, 2015: 8). Embodied

knowingisoftencharacterizedbydifficulties,inarticulatingthistypeofknowing,whichis

described by its non-verbal and non-verbalizable elements (Bright, 2015: 9). Overall, the

concept,ofembodiedknowing,helpsusunderstandhowknowledgesources,canbebodily

rooted–and ingeneral serve thepurpose,ofpresentingabroaderdefinitionofknowing,

than the commonlyaccepted ‘cognitiveapproach’ andexplicitknowledge (ibid.).Thereby,

embodiedknowingcanbeseenastacitknowledge.

2.3 Operationalizationofinformaliearning&embodiedknowingExploring the employees’ tacit knowledge is related to investigating the various ways in

whichtheyknowandlearnatwork.Inordertothis,awideepistemologicalassumptionis

adopted.Movingoutsidemanynormalizedwaysofunderstandingknowledge,thelearning

theoretical perspective is supplementedwith the concept of embodied knowing, to show

diversityinthepossiblewaysinwhichtheworkersknow.This,inordertoovercomereduc-

tionistapproaches, toknowledgeand learningpractices,asrestrictedto formaleducation,

logical thinkingandpropositionalknowledge.Ellström’s informal learningperspectives, is


MasterThesis 33

understood,asdisplayingbothconstructivistandsocialconstructivisttraits.Thisisseenin

thedefinition,whereinformallearningfallsoutsidestrictresearchscientificviewsonlearn-

ing,aseithersocialpracticesorpurelycognition.Thecommoncritique,oftheideaof“objec-

tive” knowledge and data, within the quantitative research paradigm, is used to create

alignment,betweenthe twotheoreticalcontributions,byEllströmandBright.Byapplying

theprinciplesofrecognizingdiversity,includedinthisthesis,arethestoriesoflessidenti-

fiedaspects,oftheworkersknowledgebase.Furthermore,infavoroftheformalandeasier

recognizablelearningenvironments,theintentionistoshedlight,onthetacitandinformal

aspects of their learning environment, which are often overlooked (Illeris, 2015: 36;

Ellström, 2012: 468).Bright’s conceptualization, of differentways of knowing, is a usable

lens,tochallengethedominanceofpropositionalknowledge,overdiversewaysofknowing,

suchasembodiedknowing.Thistypeofknowingisbasedonbodilycuesandisnotalways

easilyverbalized,norcanitalwaysbeverbalized.Thereforeotherformsofexpressionscan

benecessary,inordertopresentembodiedknowing.

2.4 CriticalassessmentofthetheoreticalframeworkIn order to maintain a reflected perspective, and a critical view of the choices made

throughoutthethesis,acriticalassessmentoftheentiretheoreticalframework,isincluded

below.

AcritiqueregardingEllström’stheory,onlearninginwork,pointstowardsthemissingdefi-

nitionofwhatlearninginrelationtoknowledgeis.Thedistinctionismadebetweenformal

andinformallearning,andvariousexamples,indirectly,pointstowhatlearningisatwork.

However,wehavetogazetowardothertheorists,suchasIlleris,tofindmorecollectivedef-

initionsofwhatconstituteslearning.Furthermore,tryingtodissecttheunderlyingresearch

scientificunderstandings inhis theory, it seemsas if the relational aspect, of the learning

environment,fallsinthebackgroundofthesubjectiveconditions.Thiscouldpointtowards

knowledgeaspredominantlyindividuallyconstructed.Suchpossiblepostmodernistictraits

couldbearguedtooverlookimportantaspectsofrelationalconditions,asequallyinfluential

tothestructural-andsubjectiveconditions.Ingeneral,Ellström’stheoryisseenasmoving

on a structural level and, thus, do not further investigate dynamics of the actual learning

processes.However,beinginformedbyIlleris’holisticunderstandingiflearning–inwhich

variousaspectsofadultandworklearningisfactoredin–theknowledgegenerationinthis

thesisdrawsonthecontributionsofdifferentlearningtheoreticaltraditions.


MasterThesis 34

Furthermore, the terminology of ‘informal’ has previously been criticized for its residual

notions, whichmeans that the critique stemmed from seeing informal learning as every-

thingelsebesideswhattakesplace informal learning.Thiscritiquearoseoutofthebelief

thathumanlearningprimarilydoesnot takeplace inor followlearningthathasbeenfor-

mallyorganized.Alternativelanguageuseisexemplifiedasnon-formallearninginorderto

overcomethisproblem.(Eraut,2000:114)

In thesearch foranextended language-use,onknowledgeanddifferentwaysofknowing,

the thesismoved throughdifferent theoreticalperspectives.Formanyreasons, the choice

fellonBright’sconceptualization,ofdifferentwaysofknowing,but firstandforemost, the

readings of herwork resonatedmost strongly,with the inherent and intuitive interest in

this thesis. This is seen in how she questions the paradoxes of mind-body dualisms, the

dominanceofpropositionalknowledge(explicitovertacit),unfairpowerrelationsandre-

ductionist, as well as constraining aspects of the lived human experience and aspects of

adult learners.Simplerput, takes thecomplexitiesof integratedknowledge forms intoac-

count,andpresentsanalternatenormativetotheexisting.

Shedoesnotonlydescribetheproblemsinquestioninbroadterms,butdescribesthemin

alltheirmultilayeredaspects.Furthermore,sheoffersalternativeways“togoaboutit”and

howtopracticallyworkwithrecognizingdiverseknowledgeforms,inartsaswellaswithin

educationalsettingsand inorganizations.Hernormativestatementsexpressa forceofac-

tion, and value assessment, applicable to the scope of informal learning environments at

work. However, two important conflicts related to applying Bright’s conceptualization

needs to be addressed: First of all, the collective different ways of knowing, in the FPI’s

worldview,isnotdirectlytransferabletothisstudy’sresearch.However,thegenericimpli-

cation, of striving to ‘maintainmultipleperspectives of knowing’ is seen as valuable. This

resonates well, with the interest in investigating the employees’ explicit and tacit

knowledge. Therefore, these different worldviews was not unfolded further. Secondly,

Bright’spredominantly viewondifferencesbetweengenders, as seen in ‘a certainwayof

knowingaswoman’ (Bright, 2013(a): 19), is also inconsistentwith this thesis standpoint.

Theintentionisnottolimittheperspectiveofdifferentwaysofknowing,todistinguishbe-

tweengenders.

Likewise,Bright’s investigating into indigenouspeople’swaysofknowing(Ibid.:12-15), is

notofinterestinthisstudy.Insteadtheaimofthisstudyistobroadenthescopeofthelan-

guage-use,relatedtounderstandingtacitknowledge,andimplicitelementsoflearning.This


MasterThesis 35

isdone,byapplyingBright’sdiverseknowledgeviewtoknowledgeasit isreflectedinthe

employees’stories.Hereby,theaimistochallengereductionistunderstandingsof“correct

knowledge” i.e.explicit-, rational-andpropositional-knowledge.Theaim is todisplay im-

plications,ofa“correctwayofknowing”intheemployees’workfield,andexplorehowtheir

storiesreflectnuancesinwaysofknowing.


MasterThesis 36

3 METHODOLOGY

InthefollowingsectionIpresentthemethodologicalprogressandthemethodsusedinthis

thesis. Due to the subject in question and the nature of the study, qualitativemethods in

form of initial observations and various interviews have been conducted. Themethod of

observationandthedifferentmethodsofinterviewingareexplainedandcontextualizedin

thesubsequentparagraphsinaccordancewiththeworkinprogress.Thechapteralsocom-

prisesthecriteriaofandconsiderationsbehindtheselectionofrespondents.Furthermore,a

briefsectiononethicalconsiderationsandfinally,acriticalassessmentofthestudy’smeth-

odologyisincluded.

3.1 MethodologicalprogressThe in depth knowledge about a theme, problem or broader field is possible to reach

through the use of qualitative methods and approaches in a way that allow for diverse

presentationofdetails, facetsandnuances.Therefore, importance isgiven to reflectupon

which knowledge any given studywishes to generate before choosing amethod. (Brink-

mann&Tanggaard,2010:17,20)Basedontheemployees’stories,theresearchobjectiveis

to investigate their experiences of the informal learning environment within the IT-

companyandhowthesereflectedtacitandexplicitknowledge.Throughthis,theinvestiga-

tion draws on a number of differentmethodologies, such as observations, informal inter-

viewsand formal interviews.The researchproject’sempiricalpivotalpoint consistsof in-

depthinterviewswithadultemployeeswithinandIT-consultancyfirminNewZealand.Fur-

thermore,initialobservationsandinformalinterviewsamongstvariousworkerswithinthe

New Zealand labor market took part in forming the pilot empirical data. Therefore, the

thoroughmethodologicalpresentationwillbe themethodof interviewingandthemethod

ofobservationwillonlybrieflybeaccountedfor. Inordertohelpthereaderkeeptrackof

therespectivemethodsused,thefollowingarereflectionstiedtothechosenmethodsdivid-

ed,respectively,intoaninitialphaseandasecondaryphase.

3.1.1 Initialphase:PilotempiricaldataandtheinterestinbodilyperformanceThe initialgatheringofempiricaldata(pilotempiricaldata)wasthroughengagementand

observationsinthefieldofacollaborativeworkspaceinAuckland.Initially,thethesisinter-

est’ in mind-body dualism formed an explorative interest in bodily performances within

workplacepractices, inspiredbysuchtheoristsas IrisMarionYoungand inparticularher

textcollection“Onfemalebodyexperience:"Throwinglikeagirl"andotheressays”(2005)


MasterThesis 37

whichcontributedtotheunderstandingofhowsexesarenotfixedsizesbutinsteadsome-

thingwedo. ‘Throwinglikeagirl’drawsaclearpictureofthedifferencesinhowboysand

girls throwaball.Youngdoesnotnot relate this tobiologicaldifference; insteadshesug-

geststhatitissomethingwelearntododifferently–aconstruction(Young,2005).Applying

thisperspectivetomyobservationallenswasanattempttoexplorehowtheworkerspossi-

bly learntoengageddifferently inthelearningenvironmentwitheachother, inrespectto

bodily constructions in their professional practices. Therefore, themethodof observation

was useful because of the study’s interest in revealing human action in a certain context

(Raudaskoski,2010:82-83).Especially,theobservedinteractionsinthesocialenvironment

areamain focus in thismethod (ibid.)andhow theexperienceof speechandexpression,

bothverbally andnon-verballywasofparticular interest (Hastrup inBrinkmann&Tang-

gaard,2015:55).

The later change in focus and altered theoretical perspective was, among other reasons,

chosenduetothedifficulties inobservingandmakingsenseofbodilyphysicality,because

thefieldinwhichIhadaccesstoobservationswasaco-workingspace,wherepeoplewould

comeandgo.Despite longerdurationsofobservationsandengagement in theworkenvi-

ronment,itwastoodifficulttomakeconsecutiveobservationsofrecurrentworkers.Despite

this, the initial observations allowed for informal interviews to take place. Overall, these

initialobservationsandinformalinterviewstookpartinopeningupthefieldandallowing

for further narrowing of the research question to take place (Szulevicz in Brinkmann &

Tanggaard,2015:86-93).

Althoughtherearecleardifferencesbetweenaco-workingspace,andthecasestudyofthe

IT-consultancy, i.e. in terms of consistency, practices and norms, this initial gathering of

empiricaldatacreatedthefoundationofanimportantlearning-path.Forthesakeoftrans-

parencyaselectionoftheseinitialobservationshavebeenincludedasobservationalnotes

andarepartiallypresentedintheappendixaccordingtotheirrelevance(SeeAppendixH).

3.1.2 Secondaryphase:InformallearningenvironmentandtacitknowledgeIn relation to the above-mentioned practical experiences of gathering data, the change in

coursemadeare-consideringofthefieldofinterestpossible.Strugglingtoarticulateaclear

focusforlongdurationsoftheprocessofwritingthisthesis,thesecondaryphaseofgather-

ingempiricaldatahadmovedclosertothefinalfocus,butstillcontainedquestionsonphys-

ical aspects. Seeking understandings of informal learning environments and alternative

ways of accessing and creating knowledge, from theperspective of differentworkers, the

methodofinterviewwaschoseninordertotargetthestoriesandexperiencesofdifferent

employees.Throughtheuseofthisqualitativemethodtheopportunitywascreatedforre-


MasterThesis 38

vealingrespondents’experiencesregardingthesubject(Brinkmann&Tanggaard,2010:20-

21).With the participatory observations as initial empiricalmethod, the individual inter-

views became away of creating space for further qualification and in depth exploration.

Qualificationismeanthereasaprecisionofwhathadstoodoutintheobservations,suchas

alackoftheotherwiseknownformaltoneinaworkplace.Insteadtheco-workerswerevery

caringwithoneanotherandrespondedtothebody’sneedforphysicality,suchasdanceor

extrabreaks.Thesecharacteristicswereobservedintheco-workingspaceandarticulated

bymanyworkersasadistinctfeatureofthatparticularplaceanddifferentfrom“thecorpo-

rateworld”.Thismademecurious to investigate further into the learningenvironmentof

suchworkplaceastheco-workershadleft.Thequalitativemethodofinterviewscreatedthe

opportunitytoilluminatetheemployee’sexperiencesregardingtheirlearningenvironment

anddifferentknowledgesources.Sincetheinterestofthestudywastheindividual’sviewon

theirlifeworldstoriesrelatedtofeltexperiencesandnottheinteractions,itwasmostsuit-

able to conduct individual interview rather than focus group interviews. (Halkier, 2010:

121-123) Utilizing the individual interview method the aim is if possible to identify im-

portant aspects of the respondents’ experiences of the workplace and possible tacit

knowledgeintheformdiverseknowing.Furthermore,thestoriesoftherespondentsaimed

atmakingitpossibletouncoverconditions,processesandlogicsthatdominatethelearning

environment.Storiesandarticulationsofexperiencescarrya lotofmeaning, inwhich the

methodofindividualinterviewssupportsthechoiceoftheory.

On this basis, four individual interviews with workers within the IT-company were con-

ducted:

• Interview1,Explorative:Consultant,Tom

• Interview2,Semi-structured:Consultant,Lawi

• Interview3,Semi-structured:ConsultantandProjectManager,Andy

• Interview4,Semi-structured:ConsultantandManager,James

With this distribution, differences and nuances in the stories and experiences of being a

knowingworkerandemployeewithin the informal learningenvironment ispursued.Fur-

therinformationoftherespondentswillbepresentedinthesection‘Selectionofrespond-

ents’.

Furthermore,themethodofobservationwasusedonoccasionwithinthecasestudyfieldof

theIT-consultancy.Duetotheadvancedtimeoftheprocessofwritingandthebusytimea

year for thecompany, therewerenoopportunities tosupplement the in-depth interviews

withobservationsofthedailyinteractionsoftheemployeeswithintheworkplace.Alterna-


MasterThesis 39

tively,someminorobservationsintheofficewereconductedoncasualoccasionsandsub-

sequently the individual interviews that took place in the office building. Those observa-

tionswillnotbeusedasempiricaldataforanalysis,buthelpformageneralimpressionof

thefieldinwhichtherespondentsworkandinwhichthestudyisconducted.Astheseob-

servationsarenotusedforempiricaldata,theywillnotbepresentedasobservationalnotes

ordescribedingreaterdetail,besideswhatisincludedinthepreviousparagraphofthefield

ofresearchintheintroductorychapter.

3.1.3 ToconductindividualinterviewsThefirstinterviewwascarriedoutasanexplorativeinterview,whichmeansthestructure

wasmore loose (Brinkmann&Tanggaard, 2010: 34, 498) Thismeans, that the interview

wasnotbasedonamoreorlessstrictinterviewguide,butinsteadhaditsstartingpointin

some themes surrounding the research interestThese characteristics resonatedwellwith

theintentionofexploringthefieldandsubjectinmatterandallowingittoformthefollow-

inginterviewguides.Theexplorativeinterviewprovidedforvariousstoriestobeunfolded

andfurtherhelpedsettherelevanceofthestudywithinthecompaniesworkcontext.

The three subsequent interviews in the investigation were methodologically carried out

based on a semi-structured interview guide. Through the semi-structured interviewing

form,itispossibletostaywithinthethesis’interest,butatthesametimeleaveroomtore-

veal aspects thatweren’t part of theprepared interviewguide. (Brinkmann&Tanggaard,

2015:37-38)Thismeans,thatitwillbepossibletoengageinamoredialogicalconversation

withtherespondentsandfollowpotentiallyinterestingstories.Furthermore,theopportuni-

tyarisestoaskfollow-upquestionsonunclearanswersandthusensuringameaningcon-

densation during the interviews by allowing the respondents to correct or verify the

knowledgeunderstanding.(ibid.)Theinterviewguideforallthreeinterviewswasbasedon

thethesis’statementofintentandtheexplorativeinterviewandwasconstructedwithdif-

ferent themes (See appendix). In particular, the interview guide revolves around themes

andaspects of everyday learning and characteristics of the environment aswell as target

perspectivesonknowledgeforms.Collectively,theintentionofthedifferentquestionswas

toreachreflections,experiencesanddescriptionsoftheindividualworkerspracticesinthe

daily lifewithin theorganization.With theeverydayperspective,questions targeted ‘here

and nowpractices, routines, structures but alsomore abstract ideas and thoughts on the

topic,i.e.questionslike“Doyouthinkabouthowyoupresentyourbodyatworkorinmeet-

ingswithclients?”The interviewguidewasstructuredwithresearchquestionsand inter-

viewquestions,whichdifferentiatefromoneanotherbyhowdirectandcolloquialtheyare


MasterThesis 40

(Brinkmann&Tanggaard,2015:40),asseeninthebelowextract(seeAppendixforfullin-

terviewguide):

Themes ResearchQuestion InterviewQuestion FollowupQues-tions

Knowledge Whatarethediffer-entwaysofknow-ing?

Whatisknowledgetoyou?

Howdoyoudevelopnewknowledge?Whatistacitknowledgetoyou?

Bodyatwork Aretheemployeeslimitedintheirabil-itytomakeuseofphysicalexpressionsandbehavioraswork?

Doyouthinkabouthowyoupresentyourbodyatworkorinmeetingswithclients?

Isthereacertainwayofbeingpro-fessional?

Hereby, the interviewquestionswere the ones being asked to the respondents, since the

languageofinterviewquestionscomparedtoresearchquestionsaremoreusedinordinary

andfamiliarconversations.Furthermore,drawingonProfessorBenteHalkier’sdescription

offocusgroupinterviews,theindividualinterviewstructureadoptedtheprogressionofthe

‘funnel-model’. This structure combinesdifferentwaysof askingquestion, beginningwith

broaderquestionsandmovingtowardsmorespecificquestions.(Halkier,2010:126)Such

differentwayofaskingisdemonstratedinthesethreeexamplesfromtheinterviewguide:

1)HowdoyouexperiencethelearningcultureintheITserviceTeam?2)Doyoufeelvaluedfor

whoyouareand for theresourcesyoubring to thecompany?3) Inyour team,doyouwork

withmakinguseofyourdifferentcompetencies?

Halkier(2010)describeshowaninterviewconstitutesasocialcontextaffectedbytheinter-

actionbetweeninterviewerandrespondents.Therefore,observationalnotespastinterview

conductionsfollowedthegatheringofempiricaldatainordertocapturepossibleelements

besides verbal language, which could be of interest in the studies further investigation

(Halkier,2010:126).Suchelementscontainednotesonmyinteractionwiththerespondent,

body-language, tone of voice, movement and energy will accompany the chosen semi-

structuredinterview.

3.2 SelectionofrespondentsAsmentionedinthe introductorychapter,knowledgeworkersconstitutetheglobalization

tendenciesofmostcountries.Inordertominimizecontextvariationsanddangerofgeneral-

izinginthefieldofbody-mindlearning,thisthesiswillfocuscaseoftheIT-consultancyand

the employees’ point of view in this context. Thus, the individual interviews consist of


MasterThesis 41

workers,andnothigherhierarchicalpositions.Despitedifferencesintheemployees’titles,

therespondentsallcarryoutafunctionasaconsultant,butsomealsoholdmanagerialtasks

andpositions.Thefourchosenparticipantsintheindividualinterviewsareallemployeesin

thesamedepartmentwithintheIT-companyinAuckland,NewZealand.Inordertocreate

variation between the respondents, besides the previouslymentioned, three of them are

males and one is female. They all have different backgrounds and nationalities, which is

rathersymptomaticfortheworkplace.Also,theiragesdifferbetween30and42andtheydo

nothavethesameeducationalbackgrounds.

Theproductionofknowledgethroughindividualinterviewsdepends,amongstotherthings,

on therespondent’s familiaritywith thesubject inmatter.Predicting, thatsomeof there-

flectivequestionsregardingdifferentwaysofknowing,mightbemoredifficulttocompre-

hendandexplain.However,giventhattheresearchinterestisintheireverydayworkprac-

tices,therespondentsareassumedingeneraltobefamiliarwiththesubjectinmatter.

3.3 EthicalaspectsofaninterviewThemainethicalaspect thatwillbepresentedhere revolvesaround theconfidentiality in

thethesis’qualitativeresearch.Informedconsent(Bernard,2011:143)wasgainedfromthe

respondents, and pseudonyms of the respondents, as well as anonymization of sensitive

information,wereusedtoprotecttheconfidentialityoftherespondentsandtheworkplace.

The respondents had the opportunity to read the transcripts and provide comments, but

nonechosetodoso.Sincethisthesisisnotfullyconfidential,approvalwillbesoughtfrom

theparticipantsbeforeandifthedataisusedinapublicsphere.

3.4 CriticalassessmentofmethodologyIn this section,anoutlineofpossiblecritiquepointswillpresentedwhereas furtherareas

havebeenscrutinizedinthefinalchapterLearningJourney.

Despitetheinterestindifferentwaysofknowingtheintrinsicknowledgeformandwayof

knowinginthisthesisarepredominantlypropositional,interpretiverepresentationalways

of knowingandwriting as awayof knowingdemonstratedbymyarguments, reflections,

incorporationofarticulationsfromtranscriptsandtheoverallrepresentationofthestudy.

Bright (2014)wouldargue that the researchmethodology, ethicsandmethodsshould re-

sembletheresearchinterestandanFPI’sworldview.Thatwouldhavemeantto“findout”

moreaboutthetopicthroughdiversemethodsbothintermsofparticipationandingather-

ingof the empirical data.Howeverbreakingwith the academic tradition is awholeother

thesisorresearchprojectinitself.


MasterThesis 42

Anotherareatotouchuponissilenceduringtheinterviews.Silenceisgenerallyseentoim-

plypassivebehavioranda’static-self’becauseitisderivedfrom’oppressionanddisconnec-

tion’andthusconnectedtofeeling’voicelessandpowerless’(Belenkyetal.inBright,2013:

20).However,silencecanalsobeseenasawaytodemonstrate’respect’and’wisdom’tothe

speakerthroughlisteningandabstainingfromtalkinwhichthesilenceis”themostintense

intellectualengagement”.(SchweikartinBright,2013:20)Intherealmoftheinterviewing

takingplace in this thesis, I understand silence in accordancewith the latter explanation,

because the questions related to tacit knowledge and reflecting on how you know, were

ratherabstractelementstopresentto-andasktheemployeesabout.Also,therespondent’s

displayedagreatinterestinmyresearchfieldandwantedtohearmoreaboutpossibleprac-

tical implicationsfor improvingtheir learningenvironment.Silencetherebyimpliesdevel-

opmentofthoughtsandviewsbychoosingtolistenbutcanatthesametimealsomeanthat

theknowerlackstheknowledgeorchoosestoabstainfromsharingpersonalopinions.The-

seperspectivesonsilence,situatesitasawayofknowingbutalsolinksitwithotherwaysof

knowingsuchas ’received,connectedandculturalwaysofknowing’(Bright,2013:20).As

such,lookingintothesituationsofsilenceintheinterviewsandasshowninthetranscripts,

hasnotbeenofgreater interest inthisproject.Therefore,thiscouldhavebeenelaborated

onfurther.

Furthermore, this thesis has taken an interest in the informal learning environments at

work,butassuchdonotlookintoprocessesoflearning.Instead,themethodschosencould

havestemmedfromadesiretopartakeintheprocessesofeverydayandinformallearning

atwork,throughethnographicapproachessuchasparticipatoryobservation.Subsequently,

through theuseof alternativemethods such as focus group interviews, the research field

could have been comprised of the social negotiations between the colleagues and further

haveadoptedan interest in therelationalaspectsof theworkers’wayofknowingand in-

formallearningenvironment.Therefore,bycuttingofempiricaldatagatheredthroughfocus

groupsinterviews,itwillnotbepossibletomakefindingsregardingthecreationofforin-

stance norms through the social interaction nor investigating the group dynamics of the

workersandtheirchallengingofeachothersstatements(Halkier,2010:123).

However,my interestwasnot in comparison and evaluationof the respondents’ articula-

tionsbut togain insights insomeknowledgeworkers lifeworldsandcreationofmeaning

andpractices.


MasterThesis 43

4 EMPIRICALDATA

Thepurposeofthischapteristoprovidethereaderwithatransparentunderstandingofthe

empiricaldataofthisthesis.Throughsubstantiatedreflectionsontheempiricaldataandthe

processofcollectingit, Iaimtocreatetransparencyandengageinacriticalassessmentof

theentirestudy’sdesign. In the followingsection theempiricaldata in the thesisarepre-

sented.First, theaccesstothe fieldwillbedescribed, followedbyanoutlineof theproce-

dure and conduct of observations and interviews. Subsequently, a presentation of reflec-

tionsregarding the interviewprocesseswillbedescribedand theresearcherpositionality

willbediscussed.Finally,themanagementoftheempiricaldatawillbedescribed,followed

byapresentationofthestrategyofanalysis.

4.1 AccesstothefieldSincethethesismovedtowardstheinterestinorganizationalknowledgeworkerslearning

andexperienceoftacitandexplicitknowledge,theaccesstothefieldthatwillbedescribed

istheonefromthesecondphaseofgatheringempiricaldata.Theprimaryempiricaldatais,

asmentionedbefore,collectedintheIT-consultancy.Firstly,animplementationconsultant

wascontactedtoestablishanexploratoryinterviewtogainfurtherinsightofthefield.After

this initial interview, contactwasmade to thebroaderdepartment andaccesswasestab-

lished for further collection of data. I explained the purpose of the study and invited the

workerstoparticipateinindividualinterviews.Afterwards,timeandplacewasagreedupon

via email with those who had offered to participate, entirely based on the respondent’s

wishes. All but one interviewwas conducted in theworkspace in closedmeeting rooms,

duringworkhoursaswishedforbytherespondents.Myinitialaimwastofindbetweenfive

andsixrespondents inordertoattemptestablishingdiversestories. Inthebeginning, five

workersvolunteered,however,duetoworkpressureitwasnotpossibletomeetthisnum-

ber.Therefore,becauseofpracticalcircumstancesandadvancedtimeframeIwasobligedto

conductthethreeinterviews.Eventhoughthiswasnotmyoriginalintentionthefourinter-

viewscountingtheexploratoryandthethreesemi-structuredinterviewsturnedouttopro-

videextensiveempiricaldataand showcasediverse storieson theorganization’s learning

environmentandpreferredknowledgeforms.

4.2 CarryingouttheinterviewFormanyreasons, I chose tooffer the respondents topick the setting for their interview,

whetherthatwastobeintheworkspace,myapartment,intheirhomesorafourthneutral


MasterThesis 44

place.Firstly,Iwantedtocreatethebasisforatrustworthyrelationshipdeterminedbytheir

conditions and preferences. Trust is important for a number of reasons, for example be-

causeoftheethicalaspectsoftherelationshiptotherespondents,andasabasisfortheem-

ployeestosharetheirstoriesandexperienceswithme(Perry,2016:187-190).

Theconductionwithintheworkplaceallowedforalookintotheireverydayworkspaceand

theopportunitytomeetseveraloftheircoworkersandmanagers.

Formostcasestheinterviewsfollowedanordinaryinterviewprocedurewithquestionsand

answers.However,theinterviewsoftenrevolvedlikeaconversationbetweenusandIwas

surprised by the amount of knowledge they shared in their stories. This alsomeant that

unforeseenexperiencesandstories led the interviews to takeunexpected turns,ashoped

forwith semi-structured format.When this happenedwewould investigate that topic or

experience furtherby asking followupquestions, andafterwards try to get the interview

back on trackwithout erupting the conversation flow toomuch. Some questionswas not

askedbecausetheyhadalreadybeenbroughtupinprevioussayings,butmostoftenIwould

ask all questions and revisit previous examples and stories that had been brought up or

might give rise to further exploration. The interviews took approximately one hour each

(besidestheexploratorytwohourinterview).Thevariationsinlengthweredeterminedby

therespondent’sspeechflowandtheirneedtogetbacktowork.

Incontinuationofeachinterview,Iwrotedownreflectionsregardingtheprocess.These(as

describedinthemethodologicalchapter)includedaspectsrelatedtointeraction,conversa-

tion flow, energy and other reflections that had come intomind during the interview or

rightafter.Icametotheconclusionthateachinterviewsampledafineflowintheconversa-

tionandthatmostquestionswasansweredstraightforwardbesidesthemoreloyaltysensi-

tivequestions.Overall,eachrespondent’sanswersseemedveryhonest,despitesometimes

answeringinmoregeneraltermsinsteadofarticulatingspecificfrictionsbetweenthepeo-

pleintheoffice.Perhapsitwouldhavebeenpossibletogainmorecolorfuldescriptionsil-

luminating otherwise implicit knowledge aspects if I had engaged in theirwork environ-

ment for a longerperiodof timeor had allowed for the interviews to spanover a longer

time.However,myintentionwastoconductshorterandsharpinterviewstotargetimmedi-

atethoughtsandreflections.Besides,theexploratoryinterviewhadcreatedsubstantialdata

tomakethesemi-structuredinterviewsshorter.

Whatcontinuedtochallengemygatheringofempiricaldatawerearticulationsandreflec-

tions on their tacit knowledge and implicit learning activities and overall I experienced

greater engagement and presentation of stories related to the formal- and informal ele-

mentsofthelearningenvironment.Oftenthestorieswerelesswidespreadandexplanatory


MasterThesis 45

when it came tobodilynotionsandonoccasions Ihad to engagemore in thedialogue to

helptheemployeesunfoldtheirstoriesoffeltbodilysensationsatwork.

Overall,therespondentsrepresenteddifferentpointofviews,whichwasalsocharacterized

by their differentwork positions and titles. This created a nuanced set of empirical data.

Also,therespondentshowedgreatinterestinthesubjectandwaseagertolearnmoreabout

my future findings. This shows that the research is of great relevance and a subject the

workersautomaticallyconnectedto.

4.3 ResearcherpositionalityMyknowledgeviewcanbedescribedthroughtheunderstandingofmyownpositionasre-

searcherasapointofsomewhere(Dahler-Larsen,2010:27).Thismeans,thatasaresearch-

er aspirant I view my position as co-constructing knowledge. This co-constructed

knowledge both contains the theoretical knowledge interest of the investigation and my

experience-based understandings and prejudices. Collectively, these constitute an active

influenceontheinterviewsandthefindings,astheyareproducedwithinthisthesis.

Mypointofsomewhereorresearchpositionality,asinspiredbyFitzgerald(2012)isshaped

by my experience in the field of Sport Science and hence learning processes of physical

character.Furthermore, the lifelong interest in “howdowe learn?”andmypreviousposi-

tionasaconsultant facilitatingadult learningandchangeareembedded in thediscourses

around work, learning and diverse knowledge understandings in this thesis. Despite not

havingexperiencewithnavigatingwithinthefieldofIT,Ihaveexperiencewiththepractices

relatedtoconsultancywork.Therefore,Irecognizesomeofthedilemmasbetweenproduc-

tionanddevelopment,whichwillbecomeevidentintheanalysis.Finally,Ihavebodilyex-

periencewith facilitating suchworkshops as described by the respondents in their daily

work.

Throughoutthegatheringofempiricaldata,therehasbeenafocusontheseexperiencesand

resulting perceptions in order to remain aware ofwhat Niels Christian Nichelsen (2009)

describesasthedangerofseduction(Nichelsen,2009:61).Thisseductionreferstothepo-

tentialallianceor intuitive loyaltywith therespondentsandtheirstoriesdue tomyback-

ground.Thetypeofseductiondescribedissubtleandofgreatinfluenceonhowonecarries

outhis orher research inpractice. (Ibid.: 62)Though, I have strived tobe awareof such

potentialseductionandembedding throughongoingrelating towhat formedthedifferent

viewsandthroughreflectivenotes.Ingeneral,Ihaveendeavoredtowonderaboutthede-

scribedpracticesandexperiences,astheywereunfoldedintherespondent’sstories.


MasterThesis 46

However,Ihavenotaimedatobjectivity,nordoIbelievethatitispossible.Asresearcher,

interviewer and observer I havepartaken in co-constructing themeaning and knowledge

broughtaboutbythisinvestigation.

4.4 ManagingempiricaldataTheprimaryempiricaldatainthisthesisareasearliermentionedtheindividualinterviews.

Theprocessoftranscribinganinterviewisviewedasaprocessofinterpretationandpartof

theanalysis.Thehumanaspectofspokenlanguageinaninterviewistransformedintowrit-

ingsinthetranscription.Thiscreatessomepracticalandprincipalimplication,whythefol-

lowingconsistsofanoutlineof theappliedguidelinesandmarkings.(Kvale&Brinkmann,

2009:199-200)

Theinterviewsconductedinthisstudywererecordedviatheprogramaudiofilesonamo-

biledevice.Thereasoningbehindthiswastoallowmyselfasinterviewertheopportunityto

fully concentrate on the respondent’s stories and dynamics of the interview. I have tran-

scribedthematerialmyself,andpreferablyitwouldhavebeenpossibletohaveanotherset

of eyes running through the audio files and transcribing as well. In order to create con-

sistency intheprocessof transcribingasetofgroundruleswasestablished.Sincenouni-

versal approach to the process of transcription exist, the ground ruleswas adopted from

standardapproaches.(Kvale&Brinkmann,2009:203)

Thetranscriptionoftheindividualinterviewsofthisstudy,hadthefollowingguidelines:

• Timeandplaceofinterviewismarkedatthetopoftheappendix

• Thefulllengthofadiorecordingsismarkedatthebeginningofthetranscription

• Therewillbealinebreakeverytimeanewquestionisinitiated

• Thequestionsandcommentsoftheinterviewerarewritteninitalic

• Therespondentsareanonymizedtodifferentnames,i.e.Tom,Lawi,AndyandJames.

• Names and references sensitive to the company and respondents are also anony-

mizedandplacedinsquarebracket,forinstance[teamleader]

Thefollowinglistofsimpletranscriptioncodeswillbeusedintheindividualinterviewsand

are inspired byHalkier "Focus groups and social enactments" (2010) and consists of the

followingmarkings:


MasterThesis 47

[] Overlapinspeech [laughter] Otherverbalexpressions

() Incomprehensiblespeech … Shorterbreaks

_ Whenthespeakeremphasizessomething [pause] Longerbreaks

NO Loudoutbreaks

Regarding the readability of the text are all wordswritten outwhichmeans the endings

withmorearenotleftout,astheyoftenareinaspokenlanguage.Thisisdoneforthesake

oflegibility.

4.5 StrategyofanalysisIn the followingsectionIbrieflydescribe theconstructionof theanalyticalstrategyof the

thesis.Thisincludesabriefdescriptionofthestorytellingviewontheempiricaldatatosup-

porttheuseofthetheoreticalframeworkontheempiricaldata.

Asstatedearlier,thelearningtheoreticalperspective,especiallyaspresentedbyEllström’s

conceptualization of informal learning at work, and additionally Bright’s terminology of

embodiedknowing, formtheanalyticalapproach inorder to investigatebody-mind learn-

ing.

Thestrategyofanalysisdrawsonmoreclassicanalyticalstrategiesofcodingandmeaning

condensation.Bothtoolsareusefulforstructuringandgraspingcomprehensivetranscripts

ofmultipleinterviews.Tohelpeasetheprocessofanalysis,comparisonandcontextualiza-

tion,codingisespeciallyuseful.Tocodethetranscriptsmeanstoattachoneorseveralkey-

wordstovarioussectionsineachtranscript.Establishingorcondensingmeaningwithinthe

codedsectionorparagraphfollowsthisstep.(Kvale&Brinkmann,2009:223)Whileinduc-

tively creating codeswhile reading thematerial, adata controlled codingwasestablished

whichmadeitpossibletocreateimmediateandbriefdefinitionsoftherespondents’stories

andarticulatedexperiences. Subsequently,meaningcondensation led toa rephraseof the

keywords(codes)intoshortsentences.Afterwards,adeductiveapproachwasusedtocom-

prehend themain themesaswillbe seen in the theoreticalanalysis. (Kvale&Brinkmann,

2009:227-228)Throughtheuseofthesemethodsandoverviewofthethesis’primaryem-

pirical datawas created in order to establish someprerequisites for presenting themost

centralandrelevantthemesinregardtothethesis’statementofintent.

Furthermore,drawingonperspectives fromnarratology, theempiricaldata isviewed,not

onlyasarticulations,butalsostories(Czarniawska,1999inBrinkmann&Tanggaard,2010:


MasterThesis 48

242). In a brief description, this means to collect- and encourage story-telling, through

which,theworkplaceasacontextisseenasapracticewithnarrativeproduction.Further-

more,narratologyinvitetheresearchertoreadthestoriesofthepracticefield,whichcanbe

doneindifferentways,i.e.retellwhatthepeoplesay,analyzehowtheysayitanddissectthe

stories (ibid.).Thepresent analysiswilldraw inspiration fromall of theseThe interest in

storiesliesinthenotionsofsharingstoriesofexperiencesandreflections,whichissaidto

havecertainqualities,suchasdisplayingeverydaytruisms-whichtherespondentsthem-

selvesmightbeblind to, such as conflicts, normsandvalues (Dispuk (n.d.)).Researchers,

suchasKüpers(2012)havesuggestedthatthenarrativeapproachallowsforlocatingboth

implicit and tacit knowledge through story-telling and within narratives (Küpers, 2012:,

124),andherebypossiblyoutliningdiversewaysofknowing.Moreoverthroughtheuseof

stories,tacitknowledgeismorelikelytoberevealed.

Throughtheelementsofnarrativequestioningintheinterviewandlookingattheempirical

data as stories, the intention is therefore to present the tacit elements of the employees’

knowingthroughthecapturedknowledge inthe interviews.This inordertocontributeto

newunderstandingsofhowtheemployeeswithintheIT-companyareinformedbydiverse

knowledgeformsindoingtheirjobandrelyontheworkplace’sinformallearningenviron-

menttoensuredevelopmentandtheuseoftheseknowledgesources.

4.5.1 OperationalizationofthestrategyofanalysisThe process of going through the empirical data has been carried out in steps. First, the

transcriptof theexplorative interviewwasreadinductively. Ididnot lookforanyspecific

statementsinregardtotheterminologiesfromthetheoreticalframeworknorhadaspecific

goalinmind.Whilereadingthetranscript,firstimpressionsofthetextwaswrotedownin

variouscodes.Thenextstepwastofollowthesamemethodologywiththethreeothertran-

scriptsandwhatfollowedwerenumerouscodesfromallfourinterviews.Thesecodes,such

asprofessionalism,bodilysensations, learningactivities,tacitknowledge,knowledgeshar-

ing,learningstyles,revenues,slack,self-learning,client-facingjobetc.,werethencompiled

into specific themes. The third stepwas to performminor descriptions throughmeaning

condensationofthequotesrelevanttothethemes.Concurrently,abroaderunderstanding

oftheinterviewswasattemptedbytakingsomeofthe’unspoken’dimensionsintheinter-

viewsintoaccount.Finally,thecollectionoftheme-specificcondensationswasorganized.In

thismannertheempiricaldatadeterminedthepreliminarythemesthuscreatinganinduc-

tivebasisfortheanalysis.Thenextstepandconstructionofthefollowingchapterofanaly-

sis bare deductive characteristicswhere the understanding of the informal learning envi-

ronmentandknowledgeformswillbeapplied.


MasterThesis 49

5 ANALYSIS

The followinganalysis consists of three inductivelydrivenanalytical themes,whicheluci-

date the thesis’ statementof intent.Through the four interviewsand the subsequentpro-

cessingof theempiricaldata,anumberofexperiencesandparadoxesstoodout in there-

spondents’stories.

Theanalyticaltoolofthisanalysisiskeyconceptsrelatedtoinformallearningatworkand

differentwaysofknowing.Furthermore,thesetoolswillbeilluminatedthroughanarrative

approach emphasizing the stories of theworkers lived human experience. The narratives

are not to be seen as isolated events, but are intertwined through themany stories, and

pointstowardstheinterrelatednessoftheworkerspractices.Therefore,theanalyticalsub-

divisionsarepartiallyartificialconstructedanddonotfactorinthecomplexityofthecollec-

tivenessof livedhumanexperiences.Thespecific themes thatwillbeexamined in the fol-

lowingsectionsarepresentedandanalyzedbecausetheyrepresentstoriesthatweredomi-

nantinthenarrativesoftheworkers.Theseinclude:Thelearningenvironment,Timeismon-

ey,Thepeoplesideofit.Regardingeachtheme,thestoriesoftheemployeeswillberelatedto

the learning theoretical perspective of Ellström’s framework. Furthermore, Bright’s per-

spectivesandtheconceptofembodiedknowingwillbebroughtinwhenrelevant.Byapply-

ing theperspectives from the theoretical framework, the analysiswill revolve around the

learningenvironmentintheconsultancyandtheemployees’explicitandtacitknowledge.

5.1 ThelearningenvironmentWheninvestigatingthepracticeofenablinglearninginthedailyworkplace,itisinteresting

to lookatavarietyofcomponentsregardingtheexperienceof the informal learningenvi-

ronment,intheempiricaldata,fromthedifferentindividualinterviews.

Whenanalyzingtherespondents’stories,regardingtheirexperiencesoflearningpractices,

withintheworkenvironment,itappearsasif,itisnotsomethingthatisgivenmuchconsid-

eration in everyday worklife. For instance, James articulates: “[Mmh] How do I learn the

best? [Pause] I have never thought about it.” (Interview 4 James, 2016: l.1463). Similarly,

Tom neither experiences a focus on learning in thework environment: “No. [Øh]…No, I

don’tthinkso.”(Interview1Tom,2016:l.86).Tom’sreplywasbroughtforward,asresponse

towhetherthereexistsanopentalkaboutlearningpotential,amongsttheworkersorinthe

teams.Thehesitationinhisanswermayillustrate,thattheprimaryfocusisnotonlearning

and development, but perhaps instead on production. However, in some cases, conversa-


MasterThesis 50

tions on learning and individual desires to develop, and set goals, occur on a one-to-one

level: “That is for instancebetweenmeandmyteamleader.TherewetalkaboutwhatI, for

instance,wishto learn.” (InterviewTom,2016: l.83) It is alsodisplayed inLawi’s articula-

tion,ofhowtheexperienceofeveryday learning, issomethingtheyseekthemselvesmore

thanaformalizedmatter:

”Thisplaceisprettymuchself-learning.Youneedtobeproactiveandalsonooneisgoingtopushyoutodoanythingandevenifyouaskaquestiontolearnyouhavetoshoutandyouhavetoreadbyyourself.Andwhenyougetthecertificationyouneedtoproactivelyapplyandstudyyourselffortheexampart.”(Interview2Lawi,2016:l.729)

Implicitinthissaying,Lawiarticulates,thatthelearningprocessesgivenmostattentionare

themoreformalonesofcertifications,anddemonstrates,thattheinformaleverydaylearn-

ing practices are not normally given any significance. This is alignedwithwhat Ellström

coinstoconstrainlearningatwork,whichthenleadstoaprimarilyadaptivelearningenvi-

ronment,whichisthemosttraditionalform.Implicittothissaying,mightbeatendencyto

focusonproductionwithinthecompany, leavinglearningtotakeplaceoutsidetheofficial

workarena.Lawifurtheremphasizestheindividualworker’sabilitytoseeklearningthem-

selves:“Soinaprofessionalspace,theemployeehasto…offcourseinacompanythebestway

is tosendthemtoa trainingcourse,but if theycan’t theyneedtoknowhowto learnthings

themselves.”(Interview2Lawi,2016:l.741)Inthis,Lawiexplainstheimportanceoftheabil-

ity,andwillingness, to learnonyourown.However,shealsoemphasizes theself-learning

environmentasasortoflifeconditionforasmallerbusiness,suchastheIT-consultancy.A

structuralconditioncloselytiedtothecompany’seconomyandsize,whichdoesnotneces-

sarilyreflectthepreferredlearningenvironment.Thismightrelatetoherpreviousexperi-

encebase,andaformingofthegeneralizationof“howmostsmallercompanieswork”.The

conceptofsubjectiveconditions,asinfluentialtoworkerslearning,canalsohelpshedlight

onthissaying.Lawi’swordsof ‘knowhowtolearnthingsthemselves’arealmostidentical

withEllström’sdescription.Hereby, learningisalsoamatterofseeingthelearningoppor-

tunitiesifandwhentheyareaffordedbytheworkplace.

However,forlearningtooccur,importantstructuralconditionsalsoneedtobeputinplace.

Seeingknowledgeinvariousforms,asthemainresourceoftheirwork,knowledgesharing

is inEllström’s terminologynecessary, forbothadaptiveanddevelopmental learning.De-

spitethis,Lawidescribesaself-learningcultureandnotacollaborative-orsharingculture.

Likewise,Tomdoesnotseetheenvironmentascharacterizedbyaknowledgesharingcul-

ture:


MasterThesis 51

“[Øh],No.Wedon’tdothatalot[pause]Wehave…Itisthefewest.AndthenIthinkitcomesdownto,thatifoneisinterestedinit,thenitisactuallypossibletoactivelyasksomeoneiftheywouldliketosharesomeoftheirexperiencesortoolsorinstrumentsorjusttheirrecentexpe-riencesfromtheirlastprojectorsomethingelse.”(Interview1Tom,2016:60)

Again,thenotionofself-learningstandsout,asacharacteristicofthelearningculture:The

possibilitiesandlimitationsofindividuallyseekinglearning,isexpressedbyTomassome-

thing,thatcharacterizesthelearningenvironmentandresonateswithLawi’snotionofself-

learning.Tomdoesnotsee theenvironmentasdemonstratinga lotofknowledgesharing,

thoughitispossibletoseektheknowledgeofothers,byactivelyengagingintalksandbeing

interested in others knowledge and experience. Here, it is also seen, how knowledge can

refertoanumberofaspects,thoughadistinctionismadebetweenknowledgeandexperi-

ence. In the terminologyofBright, this demonstrates theCartesiannotions ofmind/body

dualismwherebytheknowledgeislikelytooriginatefromrational,propositional,knowing.

Furthermore the story unfolds how, “if theymost” seek help, in relation to performing a

task,youasasubjectcanactivelysearchforlearningorthepassingofknowledge.Thiscan

bothimplyadaptiveanddevelopmentallearning,though,themajorityofstoriesunfoldthe-

setypical“seekinghelp”withproblem-solving,torelatetomoreexperiencedconsultantsor

managersknowledgeaboutrulesandstandards.

Out of the four respondentsAndy is the onewho explicitly talks about the learning envi-

ronment,assomethingthatisgivenconsiderations.Heunfoldsthisawareness,inrelationto

hisrole,asresponsibleforoverseeingthedevelopmentandlearning,aspartoftheongoing

transformationprocessintheorganization:

“Andpartofmyroleinthatistodriveinnovation,learningandcapabilitydevelopmentwithinthe ITservicepracticeandwhat Ibasicallydo is to implement innovationdisciplines,princi-ples,frameworkstodriveintellectualproperty,somethingthathasadirectimpactoncustom-ersortoimproveinternalprocesses,frameworksandstufflikethat.”(Interview3Andy,2016:l.769)

Asseeninthesaying,themanycomponentsthattakepartinforminghisrole,besidesbeing

a service-deliveringmanager, targetsdevelopmentonboth an internal andexternal level.

Therebyastory is formedabout theorganizationanddepartment,asaworkplacethataf-

fordslearningactivities.Itmayalsobeindicated,thatthemanycomponentswhichtakepart

inthestructuringofthetransformationprocess,islinkedtobothpropositionalknowledge,

andcombinationsofpractice-basedandtheoretical-basedinitiatives,butalsomorecreative

formsrelatedtoinnovation.Withoutfurtherinsideoneachofthesecomponents,aninter-

weavingofknowledgesources isdisplayed.Despitebeingarticulatedasa typeof rational


MasterThesis 52

thinkingandknowledge,thatcanbeputintocodesandsteps–innovatinganddrivingintel-

lectualpropertyarelesseasytocodifyoracton.

Whenaskedmoredirectlytohisexperienceofthelearningenvironment,andtargetinghis

reflectionsonpossibleparadoxes,betweentakingcareoflearninginternallyandalsobeing

profitable,Andyunfoldedthefollowing:

“It ispossible todoboth.Learningandcapabilitydevelopment ispartof the transformation[…]Andthe ideaaroundbuildinga teamthatdrives thechange isdevelopingthosepeople’scapabilities and during that journey, yes you are achieving some short-term goals that aremeasurableandallthatsortofstuff.Butattheendoftheday,itisallaboutlearningandca-pabilityandempoweringpeopleandbuildingtheirknowledgeandcreatingthatenergythatpeoplecanactuallylearn.Andratherthanthetraditionalwayofthinkingthatyoujustcomehereandyoubuildyoutimeasaconsultantandthenyougohome,itisactuallythatempow-ermentandlettingpeoplelearnthemselvesandfindingtheareasthattheyarereallygoodatandthenlettingthatsortofchangestick.Andmostimportantly,drivingacultureandadiver-sifiedculture,wherechangeiscontinuous.Notthatinthreeyearstimewehavetogothroughatransformationalloveragain.Soitis“howdoyoumakeitstick?”andyoudothatbylearn-ingand learning isdone throughconversationsand sharingknowledgeandexploring ideas,collectingdata,havingarguments,makingdecisionsandmovingforward.Onceyouhavethatcircleof learningdevelopedwithinyourcompanycultureyoudon’tneed transformationbigprojects,youcontinuouslyadapttoyourexternalandinternalfactorsthatforceyoutochangeand against the changes aswell. So I believe it is a combination of the two and that in thetransformation,learningisabigpartofit.”(InterviewAndy,2016:l.779)

Andyseesthepotentialinhavinganeyeforbothproductionanddevelopment,andexplains

bothasvitalaspectsofdrivinggoodchangeandbusiness.Inhighlightingdifferentresearch

material,hesituateshisunderstandingandstoriesbasedontheoreticalandinsomeways

propositional knowledge. However, paying attention to expressions such as journey, em-

powerment,diversifiedcultureandinparticularenergy,Andydemonstratesaninterweaving

ofwaysofknowing,withnotionsofembodiment,spiritualityandculture.Itseemsasifthis

particular topic is somethinghehasgivena lotof thought, and that the learningenviron-

mentwithintheworkplace,onpaper,isthoughtintodailypractices.Healsopresentsexam-

ples on how this is carried out in practice. These involve developmental learningmodes

such as exploring ideas andmoving forward. The explicitmeaning, of the latter,might be

relatedtodevelopingnewknowledgeinarational,logicalsense.Though,itmightalsobean

indication implicit learningbythetacit feelingofchangeandbodilynotionsofmovement,

inherent these choices ofwords.Overall this storypaints thepicture of a highly enabling

learning environment,with few constraining elements, and instead a focus on supporting

development,alsointhelongrun.Thislong-termperspectivecanbeseenasanexampleof

thelogicofdevelopment.


MasterThesis 53

Furthermore,Andybelieves that the culturehas changed a lot, and that someof thenew

initiatives are characterized by a sharing culture: ”Everyone shares new articles and new

thingsandnewbooks, soeveryonereads themandshowsup like“hey, I foundthisnewcon-

cept, let’s talk about this” and someonewill talk about something else.” (Interview 3 Andy,

2016:l.820)Thisisanexampleofanactivitythatdisplaysdevelopmentalelements,bothin

its condition,processandorganizational logic. Subsequently, it canbe seenasanactivity,

thatallowsfordiverseknowledgetobesharedandexplored.However,lookingatthecollec-

tive empirical data, this does not seem to be the general situation. Throughout the tran-

scripts, articulationsdetailed, “Theydon’twanttoshare”, “ThoseLonewolves”, “Selfishness,

which is created by recognition” “Holding on to your advantage”, I don’t share everything”,

“Self-learning”(Interview1,2,3,4,2016).Theseexamples show tendencies, of theenviron-

mentpredominantlynotbeingaknowledge-sharingenvironment.Thisconstrainsthelearn-

ingenvironment,whichby the lookof the exampleshave todowithboth structural- and

subjectiveconditions. In linewiththis tendency,Andy laterdescribesthepossibilitiesand

limitationsofthelearningenvironment:

“Toputthatincontext[…]ithasbeenthefirstyearofthechangeand[…]mostofthechangethathasbeenachievedisbythecorrelationteam.[…]Inmyview,thenextstepofchangeisthemiddlemanagers[…]Andtheybrokepeoplewhowantedtolearnandmoveforward.Lotsofgoodpeople comeand leavebecause themiddlemanagersblockall that things.The leadershavealotofgoodthingstosaybutthatisnottranslatedthroughthemiddlemanagerstothe-sepeoplewhoneedtolistentowhattheleadershavetosay.”(Interview3Andy,2016:l.1068)

In this,Andyput’s the transformationprocess intoperspectiveandrefers to the timethat

haspassedso far.The timeperspective isused toargue, forwhy thepracticeswithin the

workenvironment,doesnotyetreflectthedesireddevelopmental-andinnovativelearning

mode. Emphasis is put on the position ofmanagers, and how they translate and execute

desires, to connectpracticeswithdevelopmental logics.This is in linewithEllström’sde-

scriptionofhow,thestructuralconditionofoccupationalstatusanddifferencesalonglines

ofjobpositions,affectsthelearningopportunities.Howthemanagerstranslate,andexecute

theoutspokenorganizationallogicofdevelopment,isshowntoconstraininformallearning

in the consultancy. Subsequently, looking at the different stories being told in the inter-

views,itbecomesevident,thatdifferencesinmethodologiesexistwithineachdifferentteam

intheITdepartment.Itseemsasiftheteammanagers’approach,isofsignificantmatter,to

howthemeetingstakeplace–andhowlearningisformalizedorcapturedfromtheirevery-

dayexperiencesinandoutoftheoffice.Storiesabouttacitandexplicitknowledge,alsoindi-

cate the significance of themanagers’ initiative, in enabling the employees to share tacit


MasterThesis 54

knowledgewithin the teams, and ingeneral learn todrawondiverseknowledge sources.

Suchexampleisseeninthefollowing:

“Our teammanager, again [name ofmanager], hasmentioned that she don’t think there isenoughfocusonworkshopandbusinessanalysis.Soinherteammeetings,wehavetheoppor-tunitytochoosetomakeasmallpresentation,whereyoucanactuallygoaheadandfailandtry different things because it is a safe place to do it. And to get a bit of training in doingpresentations.She isoneof the fewwhoputs focuson it,andactuallyas learning.Butshe isonlyateammanager,andnotmanager-manager,whichmeansshedoesn’thavetheauthoritytomakedecisions for theentiredepartment, shedoesn’thavethemandatetosay ‘this is thewayitshouldbeinthecompany’.”(Interview1Tom,2016:l.472)

Inthisstory,Tomarticulateshowhisteammanagerplaysacrucialroleinpromotingafo-

cusonlearninganddevelopment,fromsharingknowledgeandexperiencewithintheteam.

TomandLawiareinthesameteam,andtheirstoriesresemblethesimilartraitsofdevel-

opmentallearningmode,forinstancethemonthlymeetingsputintoplacebytheirmanager,

in order to create a safe and developing learning space. Tacit knowledge and embodied

knowingcangivemeaningtotheabovequote.Itisokay‘togivesomethingago’,basedon

tacitknowledgeof the importanceofsomething,or learntoreadthebodilycues frombe-

comingawareofonesbodywhendoingapresentation.InBright’swords,itisprobablynot

necessary to try out propositional or logical knowledge, because such ways of knowing

builds on rational thinking.However, to “try different things because it is safe” resonates

withinsecuritiesandtacitelements,aswellasthebodilyanchoringparticularpresentwhen

standingonthefloor in frontofpeople.Suchactivitymightbeawaytomaintainmultiple

knowledgeformsandvalidatedifferentwaysofknowing.CombinedwithEllström’scontin-

uums,suchexampleofalearningactivityreflectsthelogicofdevelopment,andhelpsenable

theemployeeslearning.Itmightbehardtoguess,howdifferencesinsubjectiveconditions

playacrucialpartinthelearningoutcomeofengaginginsuchprocesses.However–coming

back to the quote – another perspective on the learning activities afforded by the team-

manager, is to seeapossibleadaptive character,ofmaking thembetterat conducting the

implementationpractices.Herebybothorganizationallogicsarepresent.However,asstated

earlier,andbypayingattentiontothedifferencesalongthelinesofpositions,itisinterest-

ingtocounter intheabsenceofsimilardevelopmental learningactivities(thattargettacit

knowledge)inJamesandAndy’steam,thoughJamesbrieflytouchesupontheimportanceof

creatingasafeenvironmentwhereitiseasytoexpresswhoyouarewithoutjudgement.


MasterThesis 55

5.2 TimeismoneyThroughoutallfourinterviews,thestorytelleroftenincorporatesaspectsofthecompany’s

concernwithrevenuesandutilizationtodominatetheirpractices.Thisstructuralcondition

canbeseenasconstraining learningatwork,becausethemain focus isonadaptingtoal-

ready known best practices or to make what is possible within the given budget and

timeframe.

Tomexpresses that, “Theproblemisthattimeismoney”(Follow-up interview2017,Tom)

andJamessaysthat,“Youarepressuredtodoandyouhavegottomakemoneyforyourtime

and“Everythingwedoisaboututilization” (Interview4James,2016: l.1419+830).Looking

intohowthis focusonrevenuesconstructdifferentpracticesandsaying, Jameselaborates

onthenotionof‘flockthewilling’asseeninthisquote:

“Wearepushedhere.Forexample[name]heisbeingflunkedby[name]becauseheissowill-ingtodotheworkbutitisallaboutifyoudoitthenitlooksgood.I’lldoit,sowewillallgetthe ‘flock thewilling’ theycall it,whereyouworkpeople thatarewilling toworkhard.Youkeepontakingworkbecauseyouthinkthatiswhatyouneedtodobutactually,youareget-tingverystressedoutandhavegot toomuchgoingonsocan’tdoaverygood job. […]Yourboss won’t recognize the stress because then… and her [course speaker] exact words were;“Somepeoplecanhandleitandotherscan’t”.Youwillpushthosewhocan.Itisaweirdthing,sodoyouthen…whatkindofpeopledoyouwantinyourorganization?Doyouwanttheonesthatcanhandlestressverywellordoyouwanttheoncetheonethatdoesn’tnecessarilyhan-dlestressverywellandwhocan’tdoasmuch?”(Interview4James,2016:l.1369)

Pushingthosewhoarewillingtodotheworkindicatesthattheindividualworkershaveto

betheonestoknowwhenenoughisenoughandthattheworkersperformtheirjobunder

productionorientedlogics.Thelogicbehindthispredominantlyseemstoberelatedtopro-

ductionratherthantothebestoftheworkerandhis/herlearning.Interestingly,Jamesex-

hibitsdifferentstandpoints tohowtohandlepeoplewhoarestressed.Ontheonesidehe

drawsonrelationalknowledgereceivedbythepsychologyspeakerfromthehalf-daycourse

instressmanagement,statingthatgettingstressedisamatterofpersonalityandsomeindi-

vidualsareeasierstressedthanothers.Thishasimplicationsforwhattypeofemployeeis

moreattractivethanothers.Ontheotherhand,heexpressesimportanceincreatinganen-

vironmentwhereitisallowedandmaybeevenpreferabletovoiceoutconcernswithstress

andresonatefromforexampleembodiedknowinginordertodosomethingaboutit,both

onapersonallevelbutalsoonacollectivelevel.Thispointstostressasnotonlyunderstood

as an individual characteristic, but something of relational character, possibly something

anyoneriskexperiencing,buttherebyalsosomethingthatisnotjustthereasafixedmatter

butcanbedealtwith.Furthermoretheymightbecomeawareofdiverseknowledge inter-

pretationandrecognitionfromlearningwhatbodilysigns,silence,changedpersonalityand


MasterThesis 56

soon canmeanand therebyexperiencinganotherknowledge form tohelp recognize and

support future coworkers experiencing the same, or even come to learn their ownbodily

signals.Therelationalaspectoflearningherebecomesofgreatimportancetothecollective

knowledgebase in theorganizationandnotonlyasapassivemeasureor form,butasac-

tionable knowledge. Furthermore, all four interviews displays howbeing aware of bodily

signsofstressandresonatingfromtheirbodieswithintheworkenvironmentforinstance

inrelationtoemotions,issomethingverynewtotheirpractices.

“Iwasthinkingthatactuallyifwereducetheamountofworkwearedoingtherearevalueinimprovingthesystemandworkingitandthatactuallymightgeneratemorewealthforusinthelongrun.[…]Youcan’tprovethatithasarevenueimpactoratleastitishardtodothat.ButIthinkthatwouldreducestress…ifwetracktheamountofworkandifwehadabetterwayofdoingthat.”(Interview4James,2016:l.1333)

Jamesputsemphasisonthedifficultyinpromotingnewworkpracticesiftheydonothave

anintuitiverevenueimpact,despitethefactthattheymight increase learningandwellbe-

ing.Whatchallengesnewunderstandingsofknowledge,cantherebybeanalyzedasrelated

to a time-perspective and the ability to see and hear the impact of new practices. In

Ellström’s terminology this isaclassicexample,ofhowstructuralconditionneeds tosup-

portdevelopmentallearning,andhowoptimizingadaptivelearningmodesisanecessityfor

developmentallearningmodes.

Subsequently,JamestalksabouttheneedforslackwithinthescheduleofanIT-consultant,

andpossiblyasanoverallcharacteristicofanyworkenvironment.Ellströmdrawsattention

to theresearch(March,1991 inEllström,2012:473) that foundevidenceof theeffectsof

‘slack’. Themeaning of ‘slack’ is often translated into a kind of surplus or excess energy,

whichiscrucialinordertoestablishdevelopmentallearning.Asindicatedinthenotionsof

creating‘slack’focusmightbetakenawayfromtheproduction-orientedmodebyallowing

theworkerstohavetimeofftoengageinotherformsofdevelopment.Despitenotimmedi-

ately paying off, knowingly investing time and resources in this type of ‘time off’ is often

whatallowstheworkertocomeupwiththosedesirablecreativesolutions,ideasorother-

wiselearnnewthingsthatwillbeofbenefittothecompanyinthelongrun.


MasterThesis 57

5.3 ThepeoplesideofitCuriously,allrespondentsarticulatetheclient-facingaspectoftheirjobfunctionbesidesthe

technicalaspect,butvery littlearearticulatedabouthowknowledge isacquiredfromthis

andprovideusefulpracticalexperiencesworthsharingbetweenthedifferentemployeesor

teams.Thisisseeninfollowingcorrespondence:

"That [knowledge sharing about interaction with clients] is something we have less of. Butthereissomeonewhoistryingtoincreasetheattentionontheseareasandonsuchtoolstoforinstancefacilitateaworkshopandmakeabusinessanalysis.Butassoitisnotsomethingtherehasbeenwrittendownas “this is somethingwe should remember to educateouremployeesin/on”. It is somethingpeoplebring to thecompany fromdifferentplacesand fromdifferentexperiencesandsomedon’tevendo itbecause they lack theexperience.Andnobody teachesthemthesethings,whichmeanstheyarenotallowedtodoit.”(Interview1Tom,2016:l.68) Inthis,Tomarticulateshowhismanagerhasstartedtoincorporateaspectsofthistypeof

knowledge and experiences to bring forward in the teammeetings. This points to some

degree of developmental learning and diverse knowledge sharing, which reflects tacit

aspects.Thetypeofknowledgedescribedas ´somethingpeoplebring´ indicatesembodied

and tacit knowledge to the organization factor in an interweaving of knowledge forms in

order to carry out their jobwhile at clients. This is a very interesting aspect andwill be

elaborated on in the following section, as well as undergo further investigation in the

discussion.

UnevenopportunitiesaredisplayedinTom’sfinalsayingofhowtheknowledgedistribution

orsharingofthismorealternativetypeofknowledgeisnotsystematized.Thosewhodonot

possess it arenot allowed to facilitate – simpleas that. If youhavenothadexperience in

standingonthefloorinfrontofpeopleandfacilitatingworkshops,youwillneitherbeputin

that situation. This infer that the embedding of tacit knowledge, related to customer

relations,playacrucialpartinformingthe“wholeconsultant”whocanmanageprojectsout

by clients. Adaptive learning cannot target this type of knowledge or allow for the

employeestolearn,becauseitcannotbeadapted.Developmentallearningactivitiesseems

more qualified at enabling processes related to learning (through) those alternative and

experimentalmodes.However,more could indicate that even thedevelopmental learning

modeoftargetinganddistributingthetacitknowledgefallsshortinsomeareas,becausethe

people-side-of-it are not easily transferable knowledge, from one worker or manager to

another. Or in other terms, how especially the employees’ jobs consist of both important

explicit knowledge (technical) and tacit knowledge (embedding of good people-relations

andfacilitationskills).Thisisseeninthissaying:


MasterThesis 58

“I would be very questioning and curious, to begin with, but I would also be very quick atstepping away from the scene and invite people to participate. And a soon as they woulddiscusssomethingIwouldletthemfinishtheirtalkandfinishthediscussionandnotinterruptuntilIwouldfinditappropriatetointerruptandtakenotesontheusefulelementstheycomeupwith.”(Interview1Tom,2016:l.50)

In this description, Tom makes an effort to describe the tacit knowledge side of facing

clients, and put the somewhat diffuse size of tacit knowledge into manuscript-like

explanation. However, looking at these suggestions of how to approach certain type of

exploratorymeetingswithclients,theunderstandingsfromtheintroductionandtheoretical

frameworkhighlight how this type of knowledgemight be possible to articulate, but that

does notmean others can go out and execute on it based on a program. The things that

happenswhenpeoplemeetspeople,arehardtodeduceintomanuscripts.Goodreminders

and basic baseline can be constructed. Other aspects of ‘the people side’ of the job are

touchedupon throughstoriesof actingand the importanceof authenticity.Noteworthy is

how James connects actingwith authenticity and the usefulness of this in their everyday

workpractices:

”Just being yourself. Trying to be authentic. Not being presentational but being present.Becausewhat they say is, if youarealreadyacting, thenyoucan’tact. So if youarealreadypresentingan imageofwhoyou thinkyouare,peoplewon’tbelieveyou.Whereas if youarejust authentic, and then you start to act. It is a strange thing because when someone isauthentic you are kind of drawn to them because they are just themselves. Like [name] isprobablyagoodexampleof.Heisveryauthentic.”(Interview4James,2016:l.1495)

In some cases acting can have negative connotations, because it often resonateswithnot

beingyourself,andinsteadtryingtobesomeoneyouarenot.Butinthiscase,Jamesopens

up to a great learning discovery he experienced from his previous acting classes. How

touching in to your true self and authentic self is a way of connecting not only with an

audience, but alsowith people in general. And nomatterwhat role you play or perform

within,authenticityisakeytoknowinghowtodoyourjob:“Soforme,thatistheelementof

acting–theauthenticity.Tobepresentandnotpresentationalwithyourcolleagues,andjust

beyourself.” (Interview 4 James, 2016: l.1523) James draws on previous experiences and

embodied knowing as interwoven to present and connect himself with the others in the

learning environment and he continues by saying, It [acting] definitely made me more

confidentintheofficeenvironmentandmoreconfidentinfrontofclients.(Interview4James,

2016:l.)Theembeddingofconfidence,isconnectedtobeingauthenticFurthermore,inthis

James reflects upon his own intuitive use of and background in acting and how it

contributestohisdailywork.Butwhatisthisconfidencemadeof?Andisitrelatedtotacit

knowledge and skills needed for facing clients? Through the use of Bright’s terminology,


MasterThesis 59

confidencecanbeunderstoodtoarisefromembeddedknowledgefromavarietyofwaysof

knowing,suchasan interweavingofembodied-,andexperiencedbasedknowledge. James

knowswhathebringstoclientandcanbeconfidentinknowingheisbeinghimselfandnot

trying tobepresumptuous.Perhaps this isbecause theembeddingofknowledge fromhis

livedexperiencesbackupthisknowledgebase.Asanoppositetobeingtransferredbetween

peoplethroughdeducingintoexplanatoryformat–whichmightnotmeanyouwillbeable

to live it. It can be analyzed that this form of “performance” andway of being originates

fromdifferentwaysofknowingthatarenoteasilytransferredfromonepersontoanother.

Perhaps,unlockingtheworkersknowledgehas todowithallowing for tacitknowledgeto

be a valid resource or important attribute from a diverse knowledge view is key when

tryingtoabidetheoutspokenlogicofdevelopment.

Aspreviouslyseen,theemployee’sstoriesdisplaytacitelementsoftheclient-facingaspect

oftheirjob,whichisnoteasilyadoptedfromonepersontoanothersincetheincorporated,

interwovenandembeddedcharacteristicsoftheseabilitiestounitethetechnicalskillswith

communicativeand interrelationalhumanaspectsof their job.This is for instanceseen in

thefollowingwhereTomarticulatesembodiedknowingandmorecommontacitaspectsof

thejob:

“Tom:IamawareofmybodywhenIamoutbyaclientespeciallyifamholdingaworkshoporhavetomakeapresentationordemo[=demonstration]thatiswhereIsensemybodythemostintermsoffeelingtheadrenalinepumpingabitmore[I:Mhh][Øh]Inorderto…whichisgoodsothatyoucanfeelparticularsharpinsuchsituationbecauseyouthenfeelthatyouareon…IoftenfeelthatIlearnalotinthosesituations… I:Andwhydothinkthatis? Tom:[Pause][Øhm]BecausewhenIamtogetherwithotherpeopleinthosetypeofsituations,then… Then I am… Then I am extra aware and extra on my toes [I: Mhh] [Pause]”(Interview1Tom,2016,l.140)

It is interesting to see how Tom emphasizes bodily cues as providing him with useful

knowledge of how he is experiencing situations at client-sites but also how it provides

knowledge forhowtoreadtheprocessandhowtoproceed inagivensituation. In this, it

becomes evident that the questions cause some degree of reflection, and shows how the

facets are not easily expressed. This might indicate tacit elements as highlighted by the

pausesand itcanbehypothesizedthat those livedhumanandbodilyexperiencesare less

exploredintheinformallearningenvironmentintheoffice.Furthermore,Tom’sexperience

indicatesthatthistypeofknowledgeisnotaproductofadaptivelearningprocessesatthe

office,butinsteadcallsfordevelopmentalapproachestotargettheseaspectsoflearningto

becomeaproductiveworkerorevendevelopsthroughexperiencingthebodilysensationof

being in front of a client. Whether this can be mimicked in developmental work in the


MasterThesis 60

organization or calls for other processes, it stands to argue that there is a need for

promotingdifferentlearningmodes.

Other bodily cues was mentioned by Andy who brought the area of energy and passion

forward,Andymovedfurtherinoverthetable,talkedfaster, increasedtheintensityinhis

voice and was hard to cut off. His hands also became a vital part in explaining and

supportinghisspokenlanguage.Ifweviewthesediffusetermssuchasenergyandpassionit

in aknowledgeperspective and throughBright’s terminology, itmight insinuate awayof

knowing what you are driven towards, which resembles elements of embodied knowing

Indeedpassionas term, feelingandwayofknowingtouchesuponthe tacitand intangible

elements of working with human beings as the main force behind productivity and

performance within a business. Despite the interweaving of all these aspects and

embodimentunderlyinghisarticulations,muchaboutthispassionremainstacit.However,

itwasevidentthatforAndy,anauthenticitystemmedfromtalkingabouthowpassionand

energy ingeneralarevitalaspectsofhisworldview,and fromtalkingaboutwhat specific

areasandcontentinaworkperspectivehepersonallywaspassionateabout.Comingtoand

end of this analysis, without going into further detail, this section will end with Andy’s

elaborationonhisexperienceandunderstandingofenergy.Thoughtheembodiedknowing

insome instancesseemeddifficultapply,much isstill tobesaidandacknowledgedabout

the possibility of incorporating and making sense of tacit knowledge through the use of

stories:

”I think thateverythingwedo isaboutenergy. It isallabout theenergy […]So,you feel theenergyfrompeople'smood,attitudestowardsyou,thewaytheytalktoyouandthewaytheywaytheyinteractwithyoufromnonverbalway.”(Interview3Andy,2016:l.852)

5.4 SummaryofanalysisForegrounded in theanalysis isbothadaptive-anddevelopmentalaspectsof the informal

learning environment. The adaptive mode of learning is displayed through the many

examplesofhowlearningisoftenamatterofensuringthatallemployeeshavetherequisite

knowledgeandskillstoenablethemtoeffectivelydeliveronorganizationalobjectives.This

is a classic example of logic of production. Though, some findings also showedprevailing

development activities such as teammeetings intentions of ensuring practices of sharing

ideasandarticles.Differencesexistbetweentherespondents’storiesandexperiencesofthe

work-andlearningenvironment.Ingeneral,tendenciesoflearninganddevelopmentwere

articulatedas less importantcomparedtoprofitability, revenuesandproductiveness.This


MasterThesis 61

despiteoftheorganization'songoingtransformationbothrelatedtoprofitabilityaswellas

learninganddevelopment.

TheuseofBright’sconceptofembodiedknowingwasanattempttopresentperspectivesof

tacit knowledge as part of the employees’ broader knowledge base. Interestingly, the

analysisfoundembodiedknowingtobeofsignificantmatterincarryingoutthejobofanIT-

consultantoutbyclients–aknowledgesourcethatallowsthosewithpreviousexperience

intheseclient-facingprocessestoengageanddevelop,butrestrictsthoseworkerswhohave

nopreviousbodilyexperienceofstandingonthefloorandfacilitating

However,embeddingtheknowledgeandpracticingit“onthestage”isaverydifferentthing,

which iswhere the experience comes into play. As seen in the four respondents’ stories,

theyallhavethatexperienceandthusinteractonclient-sites,andwhenaskedindifferent

and more narratives ways, they display nuances and embodied knowledge as crucial

elementsoftheotherwisetacitsidetoperforminginfrontofclients.

Enablinglearningaroundthoselivedhumanexperiencesareonlylimitedsupportedinthe

workenvironment.


MasterThesis 62

6 DISCUSSION

Basedon theresultsof theanalysis thediscussionwillattempt todebate the implications

for learningandestablish somecommon featuresandparadoxes.This involves lookingat

howthelearningenvironmentoneachsideofthecontinuumconstrainandenabletheem-

ployeeslearningatworkandhowtacitknowledgeispresent.Inthefollowingtheanalytical-

lydriven themes:Theactofbalancing–Conflictinglogics,ThetacitknowledgesideandPo-

tentiallifendergroundlearningwillbediscussed.

6.1 Theactofbalancing-conflictinglogicsLookingintothestoriesofthefourrespondents,adivisionbetweentheemployeespercep-

tionof the learning environment canbemade.On the onehandLawi, James andTomall

emphasizehowproductionoutranksdevelopment,becauseofdominatingattentiontorev-

enuesandutilization.Thisisemphasisedbytheneedforself-learningifandwhenthereis

time.OntheotherhandAndyarticulatesapositivediscoursewiththevisionandambition

ofbalancingbetweenmodesof learningandproduction.Looking further into thispercep-

tionthereseemstobeaninherenttensioninAndy’sstories.Thesecanbediscussedbased

on the contradictory statements related towhenhe is speakingof intendedpractices and

actualpractices.Contrary,Lawi,JohnandTomallrelatetheirstoriestopracticeexperienc-

es.Andyshiftedbetweenarticulatingtheunderlyingreasoningfordevelopmentallearning,

to talking about how the practices showed a need for targeting themiddlemanagers be-

causetheorganization“wasnotquitethereyet”intermsofhavingsecuredsustainablede-

velopmentallearningmodes.Throughtheanalysisitwasshown,thattherespondent’stold

anoverallstoryofconflictingorganisationallogics.Developmentallearningischaracterizedasafavorablemodeoflearningintimesofchange,

becauseofitsabilitytobea“[…]drivingforceofchangeandinnovationinanorganization.”

(Ellström,2010:107)EngaginginthetalkwithAndyandlisteningtohisstories,presented

informationaboutthecompany’songoingtransformationprocess(whichhadbeenunder-

going for the last12month) (seeAndy interview,2016).However, sampling thedifferent

storiesoftheworkers,insinuatedichotomiesbetweentheoutspokenanddesiredprocessof

changeandtheactualpracticeswithintheireverydaywork.In a broader institutional perspective, Ellström’s conceptualize points to the fact that the

modeoforganizational logicpresentedat theworkplacedeterminesthe learningenviron-

ment. Looking at the overall tendency in the employees’ stories, the analysis discovered

differencesinwhatwasintendedandwhatwaspracticed.Thedifferences,betweenthein-


MasterThesis 63

tended learningenvironmentand theexperiencedworkplace,manifest itself asaparadox

between conflicting logics. The findings of the analysis, gave importance to revenues and

utilizationas seen in the themeandsayingof ‘time ismoney’ as indicatedmany timesby

Lawi, JohnandTom.ByapplyingEllström´sperspective it is interesting to lookatAndy´s

initialstoriesofthepositivedescriptiontothelearningsiteoforganization.Inmanyways

hisexpressionsspeaks thecase for the importanceofwork-based learning forsupporting

thetransformationprocess.However,lateronAndyarticulatehowthereisstillalongway

togo,andthatthenextstepwillbetotargetthemiddlemanagers,inordertocreatealign-

mentbetweenintentionalorganizationallogicofdevelopmentandcorrespondingpractices

todevelopandenablingalearningenvironment.Basedonthis,itcanbearguedthatthelogicofproductiondominatessincetheorganization

hasnotsucceeded inaccommodating thenecessarystructuresandactivities toencourage

developmentallearningwithintheofficiallearningarena.Hencenotallowingforthenewer

developmentalideasandlogicstoflourishintheeverydaypractices.However,asstatedby

Ellström,thelong-termgainsof investingtimeandmoneyindevelopmental learninghave

notonlybeen shown toenhanceproductivityandcompetitiveness,but also reduce stress

andincreasewellbeingatwork.Asseenintheanalysisanddiscussedinthelatter,itisimportanttoconsiderpracticalimpli-

cationsofcreatingabalancedinformallearningenvironment.Theinformalenvironmentis

theemployes’”learningplayground”whichdetermineshowlearningcanbeenabledorcon-

strainedbasedonorganizational logicandconditions.Therefore, important conflictshave

beenestablishedinregardtothebalancebetweenprofitabilityandlearning.Asoftenstated

byEllström,itisofgreatsignificancefororganizationstolearntobalancebetweenthetwo

modes,becauseboth logicsarenecessary in the longrun inorder to secure theorganiza-

tion’ssurvivalaswellasthepotentialdevelopment(Ellström,2012:470).However,afinal

remarkisnecessaryinordertostatethatthefindingofdominatingorganizationallogicof

productiondoesnotmeanthattherearenosignsofdevelopmentallogicsandthatlearning

atalltimesareconstrained.

6.2 ThetacitknowledgesideThepeople-sideoftheirworkcreatesaparadoxwiththedominatingorganizationallogicof

production.Itcanbearguedthatthetacitandembeddedaspectsoftheconsultantarenec-

essaryinbeingproductive.Theanalysisfoundembodiedknowingtobeofsignificantmatter

incarryingoutthejobofanIT-consultant–aknowledgesourcethatallowsthosewithpre-

viousexperienceintheseclient-facingprocessestoengageanddevelop,butrestrictsthose

workerswhohavenopreviousbodilyexperienceof standingon the floorand facilitating.


MasterThesis 64

The stories showed, how knowing how to relate and make sense of your body in client

meetings,wasacrucialpartinactuallybeingabletodothejob.However,thedifferentem-

ployeesfoundlittleornoactivitiesaffordedtothis learningarena.Therefore, the learning

environmentwasprimarilydominatedbyadaptivelearningmode,becausetheconsultancy

jobconsistsofaspectsthatcannotbeadoptedortransferredaslearningfromoneindividual

to another.Here the tacit notionsof knowledgeand learning come intoplay.The implicit

knowledge and job performance can be linked to the interrelational aspects of humans

meeting humans, which further points to what Bright addresses, in the various ways in

whichhumansknow,butnotnecessarilyareabletoexplainandputintoformals.Fewdevelopmentallearningprocesseswereputintoplacetospreadthistypeofknowledge,

and since adaptive learningprocesses aredefinitiondonot to target this tacit knowledge

implicittoinformallearning.Thisisbecausetheknowledgetypeisnoteasilysharedorex-

pressedandbecausepurelyadaptivelearningenvironmentsdonotcreatespacetodevelop

learningandthinkdifferentlyaboutproblems.Therefore,importanceisgiventoinvestigat-

ingfurtherintothesediverseandtacitelementsrelatedtotheinterrelatedhumanaspects

ofthejobasanIT-consultant,andperhapsdifferentknowledgeworkindustries.Thetacitknowledgealsoserveasdistinctfeaturesofeachworker,andcouldbearguedto

be immediate resources that could be activated and exploited for the greater use of the

teams and departmentwithin the company.Moreover such idea draws on disrupting the

dominating Cartesian notions of “correct” knowledge as an opposite to exploring and to

justifying other forms. By legitimizing bodily expressions and diverse knowledge forms,

hiddenbarriersindailyinteractionaretobechallenged.SinceBright’stheorytakeacritical

standpointtowardsdominatingknowledgeformsandchallengethesuppressionofalterna-

tiveways, itcanbediscussedtowhatdegreesuchideascanbeunitedwithorganizational

demandsforprofitability.Itcanbearguedthattheideasareveryidealisticandtherebynot

sustainableineverydaybusinesslife.However,asarguedbyEllström(2012)thereisaneed

forbalancingbetweendifferentlearningmodesandorganizationallogics.Itistothisactof

balancingproductivenessanddevelopmentthatBrightcontributeswithnormcriticalviews

and speaks for the less broadened view and practice for incorporating diverse ways of

knowing.Thislinksbacktowhythereisaneedforalternativelearningapproacheswithinorganiza-

tions,becausethecurrentadaptiveonesduenottargetorhelptoreach,verbalizeandacti-

vatetacitknowledge.Sonewknowledgesidesdemandnewwaysoftargetingandexploiting

it.Itcanbediscussedtowhatextenttheorganizationenablestheemployeestoutilizetheir

tacitknowledge.There isnoone size fits all to this,because it comesdown to thepeople

present within the organization who all draw on each of their own and collective


MasterThesis 65

knowledge.Butonethingissure,thecurrentwaydoesnottargetit–becauseifitdid,70%

wouldnotstillremaintacit.Andaspragmaticswehavetolookatwhatworks,andifsome-

thing isn’tprovidingtheoutcomeweintendedwehavetotrysomethingnew.AsEllström

(2010)pointsout,‘learningopportunitiesarenothomogeneous’withinagroupofworkers

inanorganization(Ellström,2010:108).Thisisseenintherespondents’stories,wherethe

consultantsareinvitedtoparticipateindifferentlearningactivitiesanddemonstratediffer-

entlevelsofparticipation.Ingeneral,asseenintheempiricaldata,thetypeandamountof

learningactivitiesarerelatedtotheITservicepracticeandisdependedonthemanagement

of each different team. James illuminates fewer activities and learning focuses put into

structureversus thestories fromTomandLawiwhoareonthesameteam,withmonthly

meetings. Ellström demonstrates how this is often linkedwith ‘occupational status, roles

anddifferences along the linesof jobposition’. These areunderstoodas structural condi-

tionswithinthelearningenvironmentthatconstitutesthelearningopportunitiesafforded,

leading to the finding that not only subjective structures, but also structural conditions

causeheterogeneouslearningpotentialsandoutcomes.

Despitetheinnatecritiqueinthevariousstoriesofthelearningenvironment,itcanbedis-

cussedwhetherthestudycountedintheimportanceofthesubjectiveconditions.Becauseof

thelimiteduseofthisconcept,thereisaneedforfurtherinvestigationinhowthesubjective

conditionsplayapartinmediatinglearningatworkthroughtheabilityto‘disrupt,engage

andreconcile’withtheworkplace’spractices.Asseenintheanalysis,organizationallogics

andstructuralconditionsarenottheonlyaspectsthatleadtoeitherenablingorconstrain-

inglearningatwork.Thesubjectiveconditionsarealsoofgreatimportancetohowtheindi-

vidual’s manage to tackle constraining environments and dominating adaptive learning

modes(Ellström,2012).

6.3 PotentialundergroundlifeoflearningInordertolearnfromwhatwedo,Brightstatesthatitcanbebeneficial,orinfactimportant

toreflectinanumberofdifferentways.Thislinkstothelearningtheoreticalperspective,in

which Ellström states, that we limit the employees’ and organisation’s potential learning

andusageoftheresources,bynot“tackling”thetacitsideofknowledge.Thisothersidecan

be describes as the tacit knowledge in itself or sometimes as interlinked to explicit

knowledge.Itcanbediscussedwhetherthereisaneedforacknowledgingtheemployeesdevelopment

ofvaluableknowledgethroughexperiencesoflearning–characterizedbyinteractionwith

the external environment and theuseof thebody to ‘make senseof external experiences


MasterThesis 66

andtheself.’Theunderstandingoftheworkplaceasalearningenvironmentistiedtohow

theworkplaceororganizationaffordslearningopportunities.Ononehanditseemsthatthe

workpracticesarefullofrepetitionsandformalizedwaysofseekinghelpandthatthecon-

sultantsperformtasksbasedonorganisationalstandards.Ontheotherhanditseemsasif

theemployeeslearnandworkthroughresponsestotheexperienceofthesurroundingde-

mands, which at times call for creative problem-solving. These skills acquired through

learningprocessesonclient-sitescanbeunderstoodtoholdgreatknowledge.Thisissupportedbytheimportanceofprevailingtacitandembodiedknowledgeasseenin

theanalysis.ThissuggeststhattheIT-consultancydisciplineisnotsomethingthatareeasily

codified,writtendownorlearntbyexplicitandadaptivelearningmodes.Itcanbediscussed

whethertheemployees’client-facingjobsetshighdemandsforembeddingknowledgeand

learning. Perhaps, this discipline is learnt tacitly through extensive personal contactwith

people and through experience and observation. This calls for a developmental learning

mode because the knowledge apparently ‘is there’ but is only utilized by and shared

amongstafew.Therelatestotheclassicparadoxoftheneedforexperienceinordertogain

competencies,butnotbeingallowedtheopportunitytogainitbecauseofthelackofexperi-

enceandcompetencies.Onewaytoviewthiswouldbethatyoudeprivethosepeoplewith-

outpreviousexperiencetheopportunityto‘enterthatscene’.

Thedevelopmentalactivitiesaffordedbytheworkplace,didforsometeamsresultininitia-

tiveswithafocusonstandingonthefloorandcomingtolearnandexperienceboththrough

bodyandmind.However,unevenopportunitiesaredisplayedinTom’sfinalsayingofhow

theknowledgedistributionorsharingofthismorealternativetypeofknowledgeisnotsys-

tematized.Thosewhodonothavehadexperience instandingonthe floorand facilitating

workshopswillnotbeput in those (learning) situations.This infer that theembeddingof

tacitknowledge,relatedtocustomerrelationship,playacrucialpartinformingthe“whole

consultant”who canmanage projects out by clients. Adaptive learning cannot target this

typeofknowledgeorallowfortheemployeestolearn,becauseitcannotbeadapted.Devel-

opmentallearningactivitiesseemsmorequalifiedatenablingprocessesrelatedtolearning

inthosealternativeandexperimentalmodes.However,lookingintoEllström’sdefinitionsof

learningmodes indicates that even the adaptive learningmode falls short in this regard.

Thisisbecausethepeople-side-of-itarenoteasilytransferableknowledgefromoneworker

toanother.Inotherterms:especiallytheclient-facingstoriesdisplayedtherelevanceoffelt

experiencefromtheactualworkcontext.Thereknowledgeissharedbetweenpartieswho

engage in a co-constructionofmeaningandexplorationof the IT-solutions that arebeing

made.AsshowedinTomandJames’stories,goodremindersandbasicbaselinecanbecon-


MasterThesis 67

structed,butthatdoesnotmeanthatsuchknowledgecanbetransferredbetweenworkers.

When people meet people, particular embodied and tacit knowledge helps support the

transferalorengagementaroundexplicit,propositionalknowledge.Paradoxical theknowledge isnot sharedor exploredas apossible asset. Instead the con-

sultants with the needed knowledge (both tacit and explicit) are being brought into the

companyinsteadoftrainedfromwithin.Fewprocessesareputinplacetoutilizethepres-

enceofthetacitknowledgeinherentintheireverydayworkplaces.Butthismightpointto

thenon-verbalaspectof theknowledgeor less legitimizedwhenput into language i.e.be-

causeitdoesnotresonatewithpropositional,codifiedknowledge.Ofparticular importance is the tacit embeddingof tacit knowledgeandbodily awareness.

Suchabilitiesorknowledgesourcesareaccessedorconstructedthroughinformallearning

fromexperience. Jamesmentionsthe importanceofconfidenceandauthenticityandAndy

talksaboutpassion,energyandcontinuouscyclic learningatworkbyengaging invarious

formsofactivities.LawiandTomarepartofthesameteam,wheretheirteam-managerhas

put specific learning activities into play,which display some sort of acknowledgement of

important learningtobederivedfrom“beingonthefloor”. IntheexamplebyTomweare

also presentedwith an elaboration of bodily cues such as feeling the adrenalin pumping.

Beingfamiliarwithandknowingsuchbodilycuescanbearguedtobeofgreatimportance

to“beingallowed”tocarryoutsuchjobtasks.Theanalysisshowcasedhowitisacommon

belief thatgreat capabilities come fromexperienceand thebuildingof tacitknowledge. It

canbediscussedwhethertheworkplaceallowfortheemployeestolearnit,sincethelearn-

ingactivitiesaffordedintheinformallearningenvironmentarenothomogenous.Butcom-

mondenominator is that thosewhoengage indevelopmental learningactivitieswithem-

beddingofpracticeanddistributionoftacitknowledgealreadyparticipateinorruntasksat

clientsites.Againthisleavesthosewithouttheexperiencestobeconstrainedfromreaching

suchlearning,despiteLawiemphasiseonhowshepercievelearningfromexperienceisthe

bestkind.Basedonthediscussionitcanbeargued,thatthestrongtacitknowledgeacquisitiontakes

placeduring informal learningon“real” taskswithclients,withwhomtheworkerswould

integrate technicalknowledgeandskillswithbodilycueswithin themselvesand fromthe

peoplearoundthem.Thereby,importantlearningmovedoutoftheofficiallearningpractice

withintheworkplaceintoaso-calledundergroundexistence.


MasterThesis 68

7 CONCLUSION

Basedon the increasing interest in the integrationof learningandwork, the study tooka

specialinterestintheperspectiveofworklifelearningandtheinterplayofexplicitandtacit

knowledge.BasedoninterviewswithemployeesfromanIT-consultancy,theintentionwas

toexploreandunderstand the informal learningenvironmentand theknowledgeproduc-

tion from everyday practices. The investigation applied a learning theoretical perspective

throughPer-ErikEllström’sanalyticalframeworkofinformallearningatwork.Additionally,

theconceptofembodiedknowingwasusedtolocatetacitknowledge.

The analysis displayed a number of paradoxes and common features related to everyday

practices within the learning environment and the employees’ use and acquisition of

knowledgedailywork.Thefirstparadoxrelatestotheexplicitfocusonlearninganddevel-

opment, as part of a larger ongoing transformation processwithin the company. Yet, the

employeespredominantlydidnotexperienceaparticularfocusonlearning.Thiswasseen

in theemployee's storiesonhowrevenues,utilizationand lackof timedominated the in-

formallearningenvironment–leadingtotheexperienceofhavingtoself-learnandnotfeel-

ingvaluedfortheirknowledge.

Secondly, the client-facing job displayed nuanced facets of valuable tacit and embodied

knowledgenecessarytocarryoutrelationaltasks.Paradoxical,littlesignificancewasgiven

to the body in play, although experience was a necessity in order to enter client-

relationships. This led to the conviction, that a strong tacit knowledge acquisition takes

place during informal learning on “real” taskswith clients. Here theworkerswould inte-

grate technical explicit knowledge with tacit and embodied knowledge. Hence, informal

learningwasdiscussedtohavemovedoutsidetheofficiallearningpracticeoftheworkplace

andintoaso-called‘undergroundexistence’.Overall,thecircumstanceswithintheinformal

learningenvironmentwere foundtobeofgreat importance to theemployees’storiesand

experiencesoflearningandknowing.Inconclusion,thenotionofbalancingdevelopmental

andadaptive logics, thisstudy found the latter todominate the learningenvironmentand

thus constraining the employees’ development and learning, because of a predominantly

focusonproduction.


MasterThesis 69

In considerationof the small case study further research is needed to establish and com-

plementunderstandingsoftheresearchfieldandcontext,suchas:

• Lookingathowthelearningenvironment(oneachsideofthecontinuumconstrain

andenabletheemployeeslearningatwork)isaffectedbybothstructuralandsub-

jective conditions.Especially the subjective conditions couldneed furtherelabora-

tion.

• Investigatefurtherintothedifferentstoriesoftheeffectsofmanagersastranslators

of the organizational logic into structural conditions and learning activities. Since

theanalysisdiscoveredunclearmanagementapproaches,thisisrecommended.

• Furtherstudiesareneededforexploring´thosemiddleforms´oftheorganizational

learningmodesuchasproductivelearning.Hence,broadeningthehorizonofprac-

ticesinwhichtheorganizationbalancesbetweenlogicsofproductionanddevelop-

ment.


MasterThesis 70

8 LEARNINGJOURNEY

Here,attheendofthewritingofthethesis,Ifinditappropriatetoincludesomefinalreflec-

tionsonthechoiceanduseoftheory,aswellastheresearchdesign.

At first, the ideawas to incorporatemany of Bright’s concepts ofways of knowing, since

theseprovidedadetailedlanguagetotalkabouttacitknowledge.However,intheanalysisit

becameevident,thatonlytheconceptofembodiedknowingwasutilized.Thisresultedina

cutdowninthetheoreticalperspectiveofBright’swork.Thiswaspartlyduetotheconflicts

betweenthelearningtheoreticalperspectiveandherFPI’sworldview(asdescribedinCriti-

calAssessmentofTheory)andpartlydue to thenarrowingof themes in theanalysis.For

instance, passion, energy and collegial talks could have been included and elaborated on,

usingotherofBright’sconceptsofknowing.

Alternatively, a different choice in theory could have supported the interest in tacit

knowledgefrom“within”thelearningtheoreticalfield.Differenttheoriesontacitandexplic-

itknowledge(Wackerhausen,2005orVedfeldt2002inIlleris,2015:36-37)aswellasnew-

erworksupportingthetacitandimplicitelementsofhumanlearningandknowledge(Iller-

is, 2015), could have been placed at the center of the thesis. In doing so, the theoretical

framework would have been constructed on basic corresponding assumptions, and thus

overcomingtheproblemsrelatedtothedivergentepistemologiesandontologies.

Inrelationtolookingattheemployees’stories,Icouldhavechosenamorein-depthnarra-

tiveapproach,andaccompaniedtheinterviewswithshortvignettesets,extendeddescrip-

tionsof thesceneof the interviewwithsmallobservationsof facets,senses,noises,bodily

movementsandenergyintheroom.Thiscouldhaveallowedforaricherethnographicpor-

trayaloftherespondentslivedexperience,heightenedtheauthenticityandrevealedahigh-

erdegreeofmyownself-reflexivity.(CzarniawskainBrinkmann&Tanggaard,2010:239)

Despitenotfullyengaginginthenarrativepresentationalform,journalnoteswascribbled

aftereachoftheinterviews,whichallowedforimmediatethoughtsandreflectionsonhow

theinterviewwentandhowIexperiencedthemeetingwiththedifferentrespondents.The-

se journal notesmade it possible, forme to embed pre-theoretical discussion points and

commentaries,whichcouldbeappliedintheanalyticalchapter.


MasterThesis 71

Furthermore,anotherapproachcouldhavebeentoincludahigherdegreeof‘bringingmy-

selfintotheprocess’.i.e.througharestructuringofthedesign,Icouldhavebroughtmyown

bodyintotheinvestigation,whichperhapswouldhavemadeitpossibletoreflectonother

bodilycuesandtacitelementsoflearningandknowing.


MasterThesis 72

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9 APPENDIX

AppendixA:OriginaldanishqoutesandconceptsTheentireproject iskept inEnglish, thusEnglish translationsofquotesandconceptsap-

pearinthethesis’chapters.Knowingthatimportantunderstandingscanbelostintransla-

tions,belowsamplestheoriginalquotesandconceptsinDanish:

Intheintroduction“SomdetklassiskeeksempelpådennevestligeforståelsenævnesoftedenfranskefilosofRené

Descartes(1596-1650),deralleredei1600-talletformulerededenberømtegrundsætning:“Jeg

tænker, altså er jeg til” (“cogito, ergo sum”).Hvaddenne sætninghelt præcist indebærer, er

sidenblevetdiskuteretvidtogbredt–fxmentedenkendtenorskefilosofihitorikerArneNæss

(1912-2009),atoversættelsenfralatinsnarereend“jegtænker”skullevære“jegoplever”eller

“jegermignogetbevidst”.Mendetafgørendeeridenneforbindelse,atDescarteshenvisertil

det mentale som det centrale for menneskets eksistens, hævet over det kropslige og det

følelsesmæssige,ogdetharnetopværetensådanbasalforståelse,derharværetdominerendei

denvestligeverden(jf.Jacobsen2004)”(Illeris,2015:27)

Inthetheoreticalframework“enhverprocess,derhoslevendeorganismerførertilenvarigkapacitetsændring,ogsomikke

kunskyldesglemsel,biologiskemodnindelleraldring.(Illeris,2006:15)”(Illeris,2012:17)

“Når læringstuderessometpsykologisk fænomen,kommerkroppen let tilat fremståsomet

slagshylster,derkuninddrages,hvisdet,derskallæres,erafhelellerdelviskropsligkarakter,

somfxnårmanlæreratgå,atsvømmeelleratcykle.”(Illeris,2015:26)

“Menfaktiskforholderdetsignærmestomvendt:Læringersomandrepsykiskeprocesserno-

get,derudgårfrakroppen”(Illeris,2015:26.)


MasterThesis 77

AppendixB:Interviewguide(Tom)Organizing

The interviewisorganizedasanopenexplorative interviewand lastedcloseto2hours.The inter-

viewwasrecordedviatheprogram‘voicerecorder’ontheinterviewersphone.

Focusperson

The focusperson isamale IT-consultantwith focuson implementationandhasworkedwithin the

companyforayear.

InformationtoFPaboutthemasterthesis• StudyingatAalborgUniversity,Copenhagen,Denmark.• MastereducationLearningandInnovativeChange.• Themaster thesis is aboutworkplace learning and of their experiences ofmind and body at

work.Briefingabouttodaysinterview(consentalsomadepriortointerview)

• Theinterviewisaboutyourexperienceswithandperspectivesonyourworkplacecultureandhoweverydaylearningtakesplace.Iaminterestedinhearingmoreaboutwhatisthenormalwayofbehavingwithinyourworkcontext,andonwhatsignals informyouabouthowtoact.EspeciallyIhavetakenaninterestinthephysicalaspectofbeingahumanbeingatworkwithlotsoflivedexperiences,notonlycenteredinthemind.Oftenknowledgeperspectivesforgettotake bodily routed knowledge and the whole human being into account, when investigatingadultlearningandwork,knowledgemanagementandrelations.

• The interview isexplorative innature, so Ihavesomequestions inmind,butother than that,ourdialoguewilldeterminewhichdirectiontheinterviewgoes.

Anonymity:Yoursandothernames,youmightmentionduringtheinterview,willbekeptfullyconfiden-tial.Thereportwillonlybesharedoutsidetheeducationalcontextifconsentismadeuponthisinfutureprospect.Recording:Theinterviewwillberecordedonmyphoneandtranscribed.Shouldyouwishtogothroughthetranscript,thiscaneasilybearranged.AdditionallyyouwilloccasionallyseemetakingnotestohelpmecapturepotentialpathsofdirectingourtalkagainstTime:Theinterviewisestimatedtoapproximately30minutes.Concerns:Youareatanypointmostwelcomed toaskme toreformulate thequestionorhelpexplainuncertaintiesandraiseanyconcernsyoumightholdduringandafterwards.Themes

1. Learningenvironment2. Bodilycuesatwork3. Knowingandknowledgeacquisitionanduse4. Developmentversusproduction


MasterThesis 78

AppendixC:Interviewguide(Lawi,Andy,James)Organizing

Theinterviewguidebelowisconstructedforthethreeinterviewsthatfollowedthefirsteksplorative

interview.Theinterviewsareorganizedassem-structuredinterviews.Theinterviewswererecorded

viatheprogram‘voicerecorder’ontheinterviewersphone.

Focuspersons

Lawi isa female ITconsultantwith focusonbusinessanalysisandhasworked in thecompany fortwoyears.AndyisamaleProjectmanagerandIT-consultantandhasbeeninthecompanyforalmostayear.Jamesisamaleseniorconsultantandhasworkedinthecompanyforfivyears.InformationtoFPaboutthemasterthesis

• StudyingatAalborgUniversity,Copenhagen,Denmark.• MastereducationLearningandInnovativeChange.• Themaster thesis is aboutworkplace learning and of their experiences ofmind and body at

work.Briefingabouttodaysinterview(consentalsomadepriortointerview)

• Theinterviewisaboutyourexperienceswithandperspectivesonyourworkplacecultureandhoweverydaylearningtakesplace.Iaminterestedinhearingmoreaboutwhatisthenormalwayofbehavingwithinyourworkcontext,andonwhatsignals informyouabouthowtoact.EspeciallyIhavetakenaninterestinthephysicalaspectofbeingahumanbeingatworkwithlotsoflivedexperiences,notonlycenteredinthemind.Oftenknowledgeperspectivesforgettotake bodily routed knowledge and the whole human being into account, when investigatingadultlearningandwork,knowledgemanagementandrelations.

• I have prepared a short interview guide aiming at hearing your stories and learning moreaboutyourexperiencesasaknowledgeworker.

• Theinterviewisdividedintothreethemes,andIhaveputofapproximately10minutestoen-gageinadialogueabouteachtheme.Thethemesare:knowledge,workcultureandthebody.

Anonymity:Yoursandothernames,youmightmentionduringtheinterview,willbekeptfullyconfiden-tial.Thereportwillonlybesharedoutsidetheeducationalcontextifconsentismadeuponthisinfutureprospect.Recording:Theinterviewwillberecordedonmyphoneandtranscribed.Shouldyouwishtogothroughthetranscript,thiscaneasilybearranged.AdditionallyyouwilloccasionallyseemetakingnotestohelpmecapturepotentialpathsofdirectingourtalkagainstTime:Theinterviewisestimatedtoapproximately30minutes.Concerns:Youareatanypointmostwelcomed toaskme toreformulate thequestionorhelpexplainuncertaintiesandraiseanyconcernsyoumightholdduringandafterwards.Themes ResearchQuestion InterviewQuestion FollowupQuestionsPreliminary Canyoubrieflydescribe

whatdoatthecompanyandwhatisspecialaboutyourjob?

Whatareyourcompe-tencies?

Thecommunityofprac-tice

Howdoyouexperiencethelearningcultureinyourteam?

Doyouknowledgeshare?Doyoulearnfromeachother?

Knowledge Whatarethedifferentwaysofknowing?

Whatisknowledgetoyou?

Howdoyoudevelopnewknowledge?


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Whatistacitknowledgetoyou?

Differentwaysofknow-ing

Doyoumakeuseofforinstanceintuitioninworkshopsormeetings?

(Researchshowsthatweashumanareoftenunawareofthemanydifferentwayswemakeuseofmindandbodywhenatwork–culture,school,tacitknowledge)Canyoudescribewhatyouexperienceasdif-ferenttypesofknowledge

(Imakeuseofenergy,silence,tensionintheroom,eyecontact,pre-sentmyselfinaparticu-larway)

Knowledgefromsensa-tions

Whatistheinfluenceofyourbody?

Doyouexperiencephysicalsensationswhenyouareatwork?

Doyoumakedecisionsbasedintuition,afeelingofsomethingbeingwrong,stomachache?

Aretheemployeeslim-itedintheirabilitytomakeuseofphysicalexpressionsandbehavioraswork?

Doyouthinkabouthowyoupresentyourbodyatworkorinmeetingswithclients?

Isthereacertainwayofbeingprofessional?

Thecommunityofprac-tice

Whatarethedominantwaysofknowingintheorganization?

Whatisthebestwaysofgettingthemanagers’attention?

(Measurability?)Whatcompetenciesareinparticularvalued?

Recognition Whatdoesitmeantobeaprofessionalinthecom-panyandbusinessingeneral?Whatarethephysicalnormsrelatedtobeingprofessional?

Doyoufeelvaluedforwhoyouareandfortheresourcesyoubringtothecompany?

(…fordevelopingyourpeopleskills)

Dotheemployeestalkopenabouttheirmindandbodyatwork?Howdoespeoplereactiftheworkersresonatefromemotionsorfeltbodilyexperiencesversusreflectivethoughts?

Didyouattendthestressmanagementcourse?Whatareyouthoughtsonthecourse?

Didithelpcreateanattentiontowardsas-pectsthatnormallyarenottalkedaboutatwork?Areyounormallygoodatexpressingfeelingsandphysicalsensations?

Isthereafocusondiffer-entresourcesandwaysofknowing?

Inyourteam,doyouworkwithmakinguseofyourdifferentcom-petencies?

Which?

Culturalwaysofknow-ing

Aretherespecialaspectsofyourcultural/ethnicbackgroundthathasshapedthewaytheworkersthinkandact?

Isthesocialworkenvi-ronmentcharacterizedbythemanynationali-tiespresent?

Aretherethingsatworkyoudoinadifferentwayfromsomeofyourcol-leagues

Embodiedknowing Aretheworkersawareofwhenandhowtheymakeuseofphysicalsensa-tions?

Doyouexperienceact-ingonwhatwecouldcallagutfeeling?

Canyougiveanexampleofarecentincident?

Istherecoherencebe-tweenwhatthecompany

Whatisimportanttoyouinordertofeel


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strivestodoandwhattheworkersexperienceandneedinordertodevelop?

creativeandinnova-tive?

Wh Howdoyouexperiencethepossibilitiesandlimitationsforlearninganddevelopmentwith-inthecompany?

Any final reflections orthoughtonthe topichereattheend?Doyouhaveanyques-tionsforme?


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AppendixD:Transcriptofexplorativeinterview1withTom1

ExplorativeInterview,Tom2Companyoffice–meetingroom–afterworkhours3Thursday01thofDecemberfrom5.00pm–7.00pm4500:00–01:48:246I:Whenyouaregoingouttothatclientinnextweek,whichthingsareyougoingtopayattentiontoin7therelationtotheclients?8Tom:Whichthings?Canyouexplainthat?TodayIcontactedtheclientbymailandIhavementionedthatI'm9goingtobethereatthemeetingandthatIwillbeleadingthemeeting.AndthenIhaveaskedthemtoinvite10thosewhohavevaluableknowledgeonthedifferentareas.SoIhavetoldthemthatIalsoexpectthemtobe11presentingsomething;organizationalstructure, strategy, theirsalesprocess.Andbasedon that Iwill try to12maptheirbusinessprocessesbecauseitisimportantthatIunderstandthembecauseotherwise,Icannotdo13myjob…astheirprojectleader.14I:Thatisallconnectedtoprofessionalterminology,intermsofsomeknowledgeyouneedfromthem.But15ontheday,whatisgoingtohelpyoutoknowwhichwaystoactandwhentodowhatandhowyouwillgo16aboutit?Isthatsolelybasedonwhattheysayor?17Tom:Ineedthemto…If it isgoingtogoreallywell, it isbecauseI invitethemtoparticipateactively inthe18discussionandthatIwillbesayinglessandinsteadsucceedinputtingthemonthestage.19I:Butwhenyouaregoingstandinfrontofthemandareawareofthem,whatisitthenyouaregoingto20beawareofbythem?21Tom:hmm…22I:Whatareyoupayingattentiontofromthem?Andhowwillyouknowwhentowhatasafacilitator?23Tom:[pause]24I: Isyourattentionorawarenessdirected towardswhetherornot theyare focused,has thereeyesdi-25rectedatyou,iftheirhandsareworkingonsomethingelse,howtheirbodyisdirected/turningtowards26youoraway?27Tom:Well,nothatismoreonanunawarelevel.Iampayingattentiontoespeciallythattheyareengagedand28thattheyparticipateinthediscussionandforinstancearenotsittingwiththeirmobilephoneandlaptop.But29Idonoteventhinkthatisgoingtohappenbecausetheyknowthatwehavelimitedtimetogetherandtheyare30interestedingettingthebestoutofit.SowhatIhopefullywillseeisthattheymovearoundintheroom,that31theywillusepost-its, that theywillwriteon thewhiteboardandcomewith inputs, so that Iwon'thave to32“pullit”outofthem.33I:[Mmh]Andwhydoyoumakeuseofthosemethods?Whyisitimportanttohavethemstandingup,us-34ingpost-it’sandmakeuseoftheroom?35Tom:Thatis…Because…Thatisthebestwayofgettingthemtotalkandstayoutgoinganddiscuss.[Øhm]To36seemmotivated…andtocontributetotheworkshop-37


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I:Anddoyousaythatbasedonexperienceorbasedoneducation,information[overlap]38Tom:Fromexperienceandfromsomeeducationalbackgroundaswell.39I:Somemomentsagoyoumentionedthisaspectwithunintentionalawareness.Ioftenthinkthatweare40so focusedon the languagebecause there is suchbigamounts of knowledge in thatandusable infor-41mation,thatwetendtotendtooverlookthebodilyaspectwhichisasbigapartof it,butis justsome-42thingwedowithoutthinkingaboutit-Intuitively,andasanintegratedpartofthewhole.Soitissome-43thingaboutbeingbetteratputtingthespotonthatsothatwecanbecomebetteratunderstandingin44andbeingmoreawareofitbecauseitmightnotbeallwhodoesonanunawarelevelinanappropriate45wayorenterintorelationsinapreferableway.46Tom:[mmh]No47I:So ifyouweretoreflectuponwhatthoseunconsciousthingsthatare justthebackbone,whatwould48otherpeoplespotiftheycameinandsawhowyouwererunningameetinglikethat?49Tom:…ThatwouldprobablybethatIwouldbeveryquestioningandcurious,tobeginwith,butIwouldalso50beveryquickatsteppingawayfromthesceneandinvitepeopletoparticipate.Andasoonastheywoulddis-51cusssomethingIwouldletthemfinishtheirtalkandfinishthediscussionandnotinterruptuntilIwouldfind52itappropriatetointerruptandtakenotesontheusefulelementstheycomeupwith.Itshouldpreferablybe53somethingwefindouttogetherinsteadofsomethingIjustcomeupwithhowtheirprocessesare.Thatisnot54thewayitshouldbe.Theyshouldbeinvolvedandexplainmetheprocessestheyhave,andwhatgoalsthey55haveandwhattheircriteriaofsuccessare.5606:3557I: How about when you are then back at the office. Do you knowledge-share amongst the colleagues58abouthowdayslikethatwentwithsuchmeeting,andaboutwhatexperiencesyouhavehad?59Tom:[Øh],No.Wedon’tdothatalot[pause]Wehave…Itisthefewest.AndthenIthinkitcomesdownto,60that ifone is interested in it, then it isactuallypossible toactivelyasksomeone if theywould like toshare61someof theirexperiencesor toolsor instrumentsor just theirrecentexperiences fromtheir lastprojector62somethingelse.63I:Sotheentireinteraction-basedpart,thecontactwiththeclientsthatisnotsomethingyoutalkabout?64Tom:Øhm65I:Howtopresentoneself,howonemightexperiencearelationtoaclientbeingabitcomplicatedornot66knowinghowtogettheparticipantstoopenup,or?67Tom: Nothat issomethingwehavelessof.Butthereissomeonewhoistryingtoincreasetheattentionon68theseareasandonsuchtoolstoforinstancefacilitateaworkshopandmakeabusinessanalysis.Butassoitis69notsomething therehasbeenwrittendownas “this is somethingweshouldremember toeducateourem-70ployeesin/on”.Itissomethingpeoplebringtothecompanyfromdifferentplacesandfromdifferentexperi-71ences and somedon’t evendo it because they lack the experience. Andnobody teaches them these things,72whichmeanstheyarenotallowedtodoit.[Ehm][pause]73


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I:That isalsosomekindofparadox,thattheknowledgeapparently isthere,butarenotbeingshared.74Onewaytoviewthiswouldbethatyoudeprivethosepeoplewithoutpreviousexperiencetheopportunity75to‘enterthatscene’.76Tom:Yes,becauseitissharedwithsome.[Pause]777809:2279I:Wouldyousaythatthereisanopentalkaboutlearninggoalsandlearningoutcomesatwork?80Tom:Øh81I:Orisitonlybetweenforinstanceyouandyourmanager?82Tom:Thatisforinstancebetweenmeandmyteamleader.TherewetalkaboutwhatI,forinstance,wishto83learn.84I:Butdoyoutalkaboutthelearningpotentialoftheteamthroughoutyoureverydaypractices?85Tom:No.[Øh]…No,Idon’tthinkso.86I:Andyoudon’ttalktoeachotherabouttheformallearninggoalseachofyouhas?87Tom:…88I:Wouldyouapproachsomeoneandasktogetanewcertification?89Tom:Yes,thatwedotalkaboutbecauseitisverymeasurableforpeopleandsomethingweaspartnersofthe90firmhavetohavethosecertifications.Soregardingthat,wedosometimestalkabouthowtohelpeachother91toinvestigatesomethingsothatwecangetthesecertifications.Thereisalsoafocusonitfromtheleadership92becauseifwe,forinstance,wanttobeamarketingautomationpartner,thenweneedtohavethecertifications93that count in termsof getting the customer and even get theprojects from [it service]. So that is a typeof94learninggoalwehaveputsothatwecanwintheprojects.Amongstotherexamples,IwassenttoSydneyto95learnsomethingaboutaproduct,Ishouldlearnthatinorderforustoevenbeabletostartthataspectofthe96business.9798I:Wouldyousaythatageneralcharacteristicofthecompanyisthemeasurability?Isitimportantthat99somethingismeasurable?100Tom:[Øhm]Yesbecausetoourcustomerswesellourselvesasexpertsintheseandtheseareasanditiskind101ofthesameassayingthatwearetheexpertwithinafieldbutifyoudon’thaveyouexampaperstoproveit,102thenyoucanloosesomecredibility.Sointhatway,itisveryrelevanttohavetheformalaspectsingoodorder103forthecompany…[I:Mmh]Soitisanecessityfromsomeourbusinesspartnersthatwehavethem.104I:Butisitnotpossibletosaythatthereinsomewayaresomethingcontradictoryininternallyworkinga105lotwithcertificationsbutalsoundertheheadlinesof‘agile’andthuswithlearningandchangeasmore106changeable and something that not necessarily can be categorized or boxed into groups. Would you107thinkthatitispossibletosaythatthesetwothingsworkagainsteachother;onetheonehandmeasura-108bilityandcertificationsandontheotherhandagileapproachesandchangingworldviews?109Tom:Ithinkthatoneinbothsituationsshouldbeallowedto…Becauseformallyspeakingtheyneedtohave110thecertificationsbecauseitisademandfromourpartners,wewouldbeoutofbusinessandourcompetitors111


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woulddobetterthanus.Butwhatyoucandoistosaythatyouhavecompetentconsultantsthatarenotonly112certifiedbutalsounderstandhowtomanageaworkshop.Personally,Iwouldfindarejustasbigapartifnot113more important. Besides youwould also… itwould easier for your resources that youwould feel that you114couldputyourresourcesouttowaymorecustomersandindifferentfunctions,sothatthecompanywouldn’t115belimitedbyonlyhavingthatandthatpersontosendoutbecausetheyaretheonlyoneswhohaveexperi-116encefromapreviouscompanywheretheyweretaughtthesethings.Thatisactuallyreallyinteresting.[I:Yes]11711815:05119I:Thatiswhatisinterestingifweweretolookcriticallyatoursocietyinwhichwehavecertaindiscours-120esthatdictatemeasurabilityisimportantandweneedtoknowthatwechosethebestandoftenthatis121justtheeasiestwaytodothatbysaying‘whohasthebestcertifications?’122Tom:[Yes]Butyoucansaythattheredespitethisareimportantpracticalexperiencesthatcomeintoplayas123well,wheremythoughtisthatthepracticalexperiencestoahigherextendinvolvemorethanourheads.Itis124offcoursepartofboostingsomethingtoreflectuponandtocriticallyviewandanalyzeandso forth.Some-125thingcognitive.But‘doingsomethinginpractice’involveswaymorethanourheads.Thereweentertheset-126tingasawholehumanbeingandmakeexperiencesonourbodyandwesensedifferentthingsandputyour-127selves intoplayandputyourknowledge intoplaywhichwehavethroughourhead,butyouarealsobeing128measuredonother thanyourwhat comesoutof yourmouth. [Ehm]So it is interestingbecausewordsare129oftenvaluedwhenlookingatwhatwehavetoshowonpaper,butstillthereissomuchmoretotakeintocon-130sideration.13113216:25133I:Whenareyouawareofyourbodyinaworkcontext?134Tom:IamawareofmybodywhenIamoutbyaclientespeciallyifamholdingaworkshoporhavetomakea135presentationordemo[=demonstration]thatiswhereIsensemybodythemostintermsoffeelingtheadrena-136linepumpingabitmore[I:Mhh][Øh]Inorderto…whichisgoodsothatyoucanfeelparticularsharpinsuch137situationbecauseyouthenfeelthatyouareon…IoftenfeelthatIlearnalotinthosesituations…138I:Andwhydothinkthatis?139Tom:[Pause][Øhm]BecausewhenIamtogetherwithotherpeopleinthosetypeofsituations,then…ThenI140am…ThenIamextraawareandextraonmytoes[I:Mhh][Pause]14114218:19143I:IamalsoawarethatIamsomewhatofawordperfectionistrightnow,butitisjusttotryandunder-144standwhereyoucomefrom.Sowhatdoesitmeanthatyouare‘extraonyourtoes’?Howwouldyoude-145scribethat?146Tom:ThatmeansthatthedaysIamgoingouttoaclientIknowthatIoftenhavepreparedmyselfmorethanif147Iwasjustgoingtotheofficeanddon’thaveanymeetings.SoIwouldhavepreparedmyselfmoreforspecific148thingsorhaveconsideredwearingabitmoreformaloutfitsothatIwouldbepresentable ineverypossible149


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way,bothmyownappearance,myoutfit,mypreparationisputuptohelpmeperformtosomeone.Doesthat150makesense?I:Yes151I:WhatwouldyousaytoahypothesisIhave,forinstanceinrelationtotheexampleyoujustmade,that152you learnmore the days where you are out for a client, and where the adrenalin pumps, where my153thoughtisthatithastodowiththefactthatyouarebeingstimulatedinwaymoresenses,andreceives154impressionsandknowledgewaymoreplacesthanstrictlycognitive,whichispartofgivingyouagreater155learningexperienceandchange?Whatdothinkaboutthatstatement?156Tom:Thatmakesa lotof sense tomeand if I thinkabout it, I remembercertain thingsbetterwhen Ihave157actuallydonesomethingorhavebeenoutsomewhereorhavetravelledtosomeplacenew.Thatgivesmeso158muchandIcanalmostindetailrememberwhathashappened.159I:Soyoucanrecallthefeelingofbeingthereandwhatyouhavetalkedabout?160Tom:Yes.161I:Canyoutheninthelightoftheexampleyoujustmadealsosaythatthedayswhereyouareintheoffice162for8hourswithoutanydisruptionthatyoudon’tlearnasmuchordon’tfeelthatyoumoveasmuchasor163arelessabletoreachastateofflowbecauseyouareunderstimulated?164Tom:Yes.165I:Whatdoyouthinkabouttheprogrammersthen,whoarealsoknowledge-workers,butnotnecessarily166areoutataclientorhavethesameamountofcontactwithyourclients?167Tom:No,buttheydostillshiftenvironmentsometimes.Butif Iweretosaywhatmotivatedthem,thenit is168actuallytosolvesomeproblemsortasksandthatmotivatesthembecausetheycanandknowwheretolook169fortheanswerandareabletoworktogether[ehm]andtheyareoftengoodatit,sotheyknowalot.SowhenI170sometimesaresittingandhavetobecomewiserinanareaorevenhavetocomeupwithsomething,thenI171feelthatitiseasierforthem,andthattheyexperienceagreatersatisfaction,becauseitforthemisthesameas172solvingacrossword,theygetabitofdopamineinthebraineverytimetheyputsomeoftheircodesandlines173togetherandthingsgoinguptoahigherlevelandtheyexecuteandcanseetheircodebeingverifiedandboom174thentheyhavesolvedthat,andthentheycanrelax,becausethentheyhavesolvedthattaskeitherbeforetime,175toquicklyorhavespenttoolongtimeonitbecauseitwasmoredifficultthananticipated,butthatisokay.But176somethingthat isalsoreoccurringisthatthere isaspecificstereotypeaboutprogrammersas introvertand177closedoffpersons,andatourcompanythat isspoton forsomeandthat theyarebitmoresecurityaddicts178thantherestandtheoppositeofoursalesmenpersonalitytypebothintermsofwhattheyshowandhowthe179actandinteractsociallyandsoforth.Iactuallythinkthatisabigpartofit.18018124:02182I:Howcanyoutellthedifferencebetweenthecodersandthosewhoaresomethingelse?183Tom. Yes.Well, purely... You can see it, often, in theway people are dressed because one is dressed client184friendlyperhapsinawhiteshirtandinablazerandadeveloperwasnotexpectingtogoouttoaclientsothey185maysitinat-shirtwithaprintonitandsneakers.186187


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I:Andarethereotheraspectsthancloththatstandsout?Waystowalk,gestures,orothersignalsbesides188theirdressing/clothing?189Tom:[Øh]…Yes,butIamalsohavingtroublesayingitbecauseitfeelslikemypersonalstereotypicalimpres-190sionbeingexpressed,andIdon’tnecessarilythinkthatistrue,because…191I:No.Butwhatwouldthatstereotypebe?192Tom:Thatwouldbe lesssporty,and…anddonotcareasmuchabouthealth. It isabitnerdier. [I:Andare193therecertainways?]Andthatisjustaliebecausethenwehave[anonymous,afemale]whoisthenumberone194actiongirlattheoffice,whoisadeveloper,soitisnottruewhatIamsaying.195196I:Aretherecertainwaysyouexpectyourselftoperformoractintheoffice?197Tom:There is at sonoexpectations tome. I haveputout someexpectations andhavehadexpectations to198myselfinwaysofacting,andthathasjustrubbedoffonme.199I:Canyouelaborateabitmoreonthat?200Tom:[Øhm]…201I:Whichexpectationshaveyouhadonyourselfandhowhavetheyaffectedtheothers?202Tom:That…For starters, I have gone frombeing in a graduatepositionwith someexperience to suddenly203beinga seniorconsultantandarebeingviewedatasa seniorconsultantwitha lotofexperience,andwith204internationalexperienceandwhocomesfromabigconsultancyfirm.SohierarchicalIhaveplacedhigherthan205othersinthefirm,whichhasputanexpectationonmyself,thatIhadtoactprofessionallyandas…asakindof206rolemodelforothersandbehelpfulandguideothers,becausethatiswhatIhavebeenusedtobeingableto207dowiththoseseniorconsultantsinmypreviouswork.208I:Soyourpreviousworkcultureexperiencehascreatedthebasisforwhatyouhavebroughtinto[com-209panynameanonymous]?210Tom:Yesandinsomewaysthathavebeennewtome,butIdoalsofeelthatithasbeennaturalforme,and211nowIfeelthatitisthewayitisandIhavegottenusedtothatpeoplecometomewithquestionsandaskme212foradviceinthefirm.[Pause]AndIthinkIhavedifferentiatedmyselfabitby…forinstancebynot…having213fooledasmucharoundattheofficeortakenasmanybreaksattheoffice,coffeebreaksandsuch.Butmore214haveactedassomeonewhowantedtoprioritizetheworkalot.215I:WhatIamhearingyousay, is thatthere isatypeofuniformity inthewayofbeing intheofficeand216whatseparatesyoufromothershasalsosomethingtodowithhowyouuseyoubody,yourmovements217andplacing in the office,which informs youaboutwhen somehow is takingabreakagainandaren’t218workingasdeterminedandfocusedbecausetheyarestandingandtalkingtothepersonnexttothem.219Tom:Yes.220I:Wouldyousaythatthatisinformationyoureceiveviathepeople’spositionandphysicalpresence?221Tom:Yes.[Pause]Sie.22222330:50224


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I:Itsoundslikethereisacertainwayofactingatwork,whichresonatesbetter,withbeing‘professional’.225Atypeofnorminthewayofbeingthatmayrecurinalotofworkplaces.226Tom:[Øh]Yes.Ithinkthatistruethatthereisacertainwayofprofessional.227I:Doyouexperiencethataspositiveordoyouthinkitislimiting?228Tom:Ithinkofitaspositivetome.InourfirmandindifferentorganizationsIsometimesfeelthatitisbeing229lookedatassomethingsomewhatnegativeandthesameasnotbeingasinnovativebutmorebeingoldfash-230ion,butIthink…Ifeelreallywellinworkinginthatway.Itisabitdifficulttoexplain.Canyouaskagain?231I:Maybethatisnotnecessarybecauseit isveryinterestingwhatyouaresaying.Butdoyouthinkthat232you fee comfortablebecause it is easier todecodewhat is expectedof you? Is itbecause it is easier to233knowwhat itmeans tobeprofessionalorwhydoyou feelmorecomfortable in thatwayofbeingand234acting?àtheprofessionalnormalizedwayofactingandsuitinghim235Tom:[Øhm]Well…Thatisagoodinput.Iactuallyreallylikewhatyoujustmentioned,becauseyesIthinkIfell236comfortablewhenIamabletodecodeit.[I:thepredictability]YesandIoftenfeelthatIambeingtakenmore237seriousmaybejustbecauseofmyappearanceandudstrålingwhereIcometoorcomesfrom.ButothertimesI238alsofeelthatitcanbeannoyingtoentertheoffice,becauseintheprospectofgoingtoclientmeetinglaterthat239day,andsomeoneintheofficenotwearingashirtmaypinpointthatyouarewearingashirtandaskwhythat240isorwhyyouare ‘thatdressedup…whichseemsabitnegative.And thenagainwhenanswering that Iam241goingouttoaclientyouarekindofexcusedandthenyouaresuddenlyallowedtowearthatoutfitbecause242thenitissuddenlyhowyouactandhowyoushouldlook.Tome,thatissometimescuriousbecauseIactually243feelreallyfineinthewhiteshirtanditissimpleinthemorningwhenIknowthatitisjustwhatIamgoingto244wearplusitiscomfortabletowear.Inthatway,IfeelfinewearingitandIfeellikewearingworkclothandfeel245professional. [øhm] [Pause]And I amalso ready in those situationswhere Iunpredictablyambeingpulled246intoameetingwithaclientwhereyouhavetoprofessionalandthathashappenedmultipletimesandIhave247felthappy,becauseIcansometimeshidemyinsecuritybylookingprofessional,oratleastthatiswhatIfeel…248Oringeneralofhowtofeel, thenIhavealwaysbeentoldthatIdonot lookveryold,andIknowthatother249peoplerarelybelievethatIaminthelate20’s,moreoftentheythinkIaminthestart20’.Sointhatway,itis250comfortableformetodressinanolderfashionandtoknowthattheyareseeingsomeauthorityinmydress-251ing.BecauseifIwearasweaterandapairofsneakers,thentheyareatleastcompletelysurethatIaminmy252early20’sandinexperienced.Therefore,itisimportanttome.253I:Sowhatyouaresayingisthattherearevariousconsiderationstotakeintoaccountbecausefirstlyhow254youlikebereceivedbetheclientsandsecondlyhowyouarebeingmetbyyourfellowworkerswhoalso255haveanopinionaboutwhatyouwear.256Tom:Yestosomeextent…butbecauseIoftenhavetoperformandmostoftenareoutbytheclientsithaskind257ofbecomeokay,butIhavepreviouslyexperiencedit.258I:Doyouthinkitmoreoftenisarticulatedat[currentcompanynameanonymous]comparedtoat[pre-259viouscompanynameanonymous]becauseitthepreviouscompanywasmorestrictaboutit?260Tom:Yes.TheDanish[previouscompanynameanonymous]initselftriedtoworkagainsttheworkcultures261dressing.262


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I:Why?263Tom:Becausetheywantedtoworktowardsitbeinglooserandsothateveryonedidn’thavetowearasuit.264265I:Doyourememberwhytheystrivedtoworktowardsthat?266Tom:[Mmh]Itwasinordertosoftenthecultureabit,butatthesametimeitwasstillcultivated.WhenI,for267instance,workedwiththeinternationaldepartmentsandwasinLondonandlotsofotherplaces,youwouldn’t268feelcomfortablearoundthem,becauseeverybodywaswearingsuits.Itwouldbethesameasifyoujoinedthe269militaryandwastheonlyonewhowaswearingawhiteoutfitandeverybodyelsewaswearinggreen.Then270youquicklystandoutandfeelasanoutsidertothecommunity.271272I:Butwhathasthatgottodowiththeknowledgeyoubringwithyouandtheexpertknowledgeyoubring273withyouinacognitivemanner?Whyisthatbeingchangedbecauseyoustandout?274Tom:[Hmm]…Ithink,thatperhaps…SometimesIfeel…Itismainlyinthefirstimpressionswherethereisa275lot…IknowthatIdevelopalotofmeaningaboutsomeoneinashortamountoftime,soIassumethatitisthe276samethatothersdotome.[Øhm]AndIamalsolikelytosaythatifIhavesomeclientsthatIvisitalotwho277haveamorelooseculture,thenIadapttothat.AndwhenIfeelmoresafewithsomeoneandIknowthatthey278knowwhatIcandeliverandfeelconfidentaboutwhatIcanvouchfor,thenIfeelIcanactmorerelaxedwith279thatclientandnothavetofeelthatIhavetooverperformallthetimeanddemonstratetobeanexpertandbe280alotwiserthanthemallthetime.Butishasalottodowiththerolewehaveasconsultantswherewearethe281expertsandweknowthatwearebeingpaidtobetheexpertswhentheyaskusforadvice,sotheclientsare282alsoexpectingthatitissomeonewhoisprofessionalandtakethetaskseriouslyandknowwhattheyaretalk-283ingaboutandyoudon’twanttostandinthefirstmeetingandknowthattheythink“whatisitwehavebought284andwhatdoesheactuallyknow?”or“Thatonedon’tlooklikesomeonewhoknowswhatheistalkingabout.”285Thatisnotasituationyouwanttobein.AtleastIdon’twanttobeinthatsituation.I:No.286ButIhavealsoexperiencedregardlessofwhatclothIhavewornorhowoneappearorwhoyouaretalkingto.287Inthatway,Ihavemetsomeonewhohasanattitudeofnotreallybuyinginonthatyouknowwhatyouare288talkingaboutandinthosecasesincomesdowntoinanintellectualmanner…facingresistanceinyourwork.28929041:14291I:Youmentionedearlieron,thatyouhaveintentionallychosentoenterthisworkwithsomeexpectations292toyourselfintermsofhowyouareinordertobemoreprofessional,whichimplyamoresedentaryde-293spitethefactthatyouknowitsometimesmakesyouboredbecauseyouareunderstimulated.Wouldyou294saythatitinsomewaysareabitofashame,becausethesespecificchoicessometimesmakesyoulearn295lessandsometimesgoesabit incircles,becauseyouprioritizethepotential impressionsotherhaveof296youbasedonthebodilychoicesyoumake, insteadof listeningtobodywhichsays ‘wehavetomoveor297mixthingsupinorderformetobestimulatedenoughanddosomething’?298Tom:Itmaybetrue.299I:Feelfreetoargueagainstme.300


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Tom:Well,yesitsometimesworksagainstwhatIfeelfun.àfunisaninterestingchoiceofword;furtherinves-301tigatewhatisfunatworkandwhatisboring,anddoestheboringstuffhavetobedoneinthespecificwayitis302alwaysdone,orcanitbestiredup?303304I:Iknowthatyouhavetalkedabouthowtoorganizethecompanyandtheworkstructureinadifferent305manner.Forinstancebyworkingfewerhours,withmorebreaksthroughouttheday,withinlaidspaceto306growyourinterests,basedonaphilosophythattheworkersactuallywoulddomorewhentheyactually307worked.Sowouldyounotbeabletoproducethesameamountofworkonyourcomputerifyour8hours308workingdayhadsomeelementswhichhelptoshiftyourfocusorstimulatedyouinanotherway?309Tom:Yes,IthinkthatIwould.310I:Isthatbecause[...]Onlyperceivedasworkingwhensittinginfrontofacomputer.311Tom:Yes…and…312313I:Thatisanextremelylimitedperspectiveonit.314Tom:YesandIthinkthatitis.Thenonemightsaythat‘yeswedoalsohaveinitiativeswhereitisgoodthatwe315togethermakeafewphysicalexercisesonthefloorandwedoitintheofficeandtogether,andthatisbitfun’,316butthethingaboutitisthatthemanagementandleaders,hierarchicalspeaking,thenitbecomesevidentthat317thoseonesatthetopofthepyramidaretoobusytoparticipateandthatitisabittoounseriousthattheyhave318tolieonthefloor.Buttheythinkitissuchagoodideathateverybodyelsedoesit[sarcastictone],andtheyare319perhapsevenspokesmenforsaying“thatisgood,weneedmoreofthat”,buttheyarenottheonedoingit.And320ifyouasmeareinbetweentheroleofactuallyenjoyingitandthinkingthephysicalbreakwouldbereallyfun321todobutalsoarebeingviewedassomeonewhoisworkingtowardsthemanagerposition,thenitisdifficult322to indulge [I: Indulge in…]Yeah,becauseyoucanstandwatchinghowfun it isand then thoseonewhoare323assessinghowseriousIamatworkandsoitisnotstrangethatyousomehowcopytheonce,itmightseema324bitwronginthissensewhenIamtalkingabitnegativeaboutit,butthoseyoulookuptooronceownrole325models,thatyouthenmimictheminsomewayorimitatesomeofthewaysyouwanttoabidebyinorderto326reachthegoalsyouwanttoachieve.Andthatrubsoffinsuchculture.Soyoucansaythatifitwereokayour327CEOshould for instancealsobe lyingdownon the floor.And Iactuallyhaveanexampleof thathappening,328becausetheoneIhadin[companynameanonymous],[nameofthepreviousCEO],sympathetic,reallykind…329Hesatdownatthetableshewantedtoeatat,andheactedasanormalhumanbeingandheparticipatedinthe330runningracesandheinstalledsomethinginhisofficesothathecoulddopullupsandsuch.Bytheway,he331alsomadesurenottodistancehimselffromothers,hewouldjusttalktoyouinaverycuriousandquestioning332manner,abitcoachlike,alsotothelowest“ranked”inthefirm.Hewasahugepartofsofteningsomeofthat333stuff.Butthenagainhewouldalwayswalkaroundinhissuitatworkandwasthedirectorheneededtobe334andwaspartofforcingalltheothermanagersalsoworethedirectorlikedclose.SoitissortofthesameasI335amsayingnowabout[currentcompanynameanonymous]thatbacktheretheytriedtochangetheworkcul-336tureintermsofbeingabletowearwhatevercloseyouwantedtowear,butthemanagersneedtowearpre-337sentableclose.Therebythosewhowanttojointhemanagementteam,therefore,trytolooklikethemanagers,338


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andthenyouagainendupwithasituationwherethosewhoengageinit,forinstance,wearjoggingclose,they339areinsomewaysbeinglookeddownatornotperceivedtobeserious,atleastnotliketheothers.34034148:44342I:Butforinstance,theadaptionofthephysicalactivitiesduringtheworkday,isthatbeinglookedatas343somethingthatisonlyfun?344Tom:No.…bothyesandno. It isbecause… thepositive thingabout it is that is starting tobecomeanorm345whichmeansnoonenolongersaysanythingaboutitorlooksdownatit…346I:Why do you think that it is no longer being looked downupon? Is it because it has been conducted347enoughtimenow?348Tom:Yes,nowitisjustsomethingthatisthere.349I:Butisitlookedatasatypeofindifferentfunfeatureorsomethingthatactuallyincreasesyour…350Tom:Itismorelookedatassomethingenablingabitofabreakfromwork.[…]AndIthinkofitasfine,be-351causeIthinkitisnecessarytohavethatkindofthing,andifIdidn’t…sometimesIparticipateifIfeellikeit,352andother times instead I justwalkoutside togetsome freshair.Because if I thinkaboutwhat I learned in353universityabouthowitisimportant-atleastinadoubleclass–hereandtheretohavesmallbreaksof5-10354minutesbecauseyou learn thebest in45minutesata time.There isa reason forwhy theclassesarecon-355structedinthewaytheyare.Andifyouthinkaboutthat,thenthatisthewayyoulearnreallywellatwork.But356thenyouenteraworkplace,andthenyouhavetoworkallyoucanbetween8.30amand12:30amandthen357youareallowedtohavea30minutesbreakandthencontinueworkingfrom1pmto5pmor5:30pm.This358meansconstantlyintheseperiods.Anduswhohavebeeneducatedatuni,wehavebecomeusedtoblocksof35945mintoanhouratatimeorperhapslongerbutthenyouneedabreakinbetween.SoIthinkitshouldbe360okaytoexercisetherightoftakingthosebreaks.Ifyouwanttobeproductiveyouneedtotakethosebreaksor361dosomethingelse.362ThismakesmethinkaboutwhatIwouldliketodoandwhatyouabsolutelyshouldnotdo,forinstance,ifIget363ajobwhereIamlimitedtosittingtheatthesamedeskallthetime,thatissomethingIwouldfindextremely364difficult.ItisreallyimportantformeintobeinapositionwhereIgoouttoclients…andIwouldperhapsac-365tuallythriveevenmoreifIwasonthegoalmosteveryday.Doyoufollowthat?I:[Mmh]366That[Pause]OneoftheguysIplayfootballwith,heisreallyenergizedandoutgoing.Hehasrecentlychanged367hisjobto[companynameanonymous],andhenowworksasasalesmaninsomeway,andhedrivesaround368eachdaytoacaféandabar,anddifferentplaces.Andeachday…Heisrarelyattheoffice.PerhapsonFridays,369heenterstheofficeandjoinstherestofhiscolleagues,butotherthanthatheisalwaysonthego.[…]Andyou370cansensethathewouldthinkofitashorribleifhehadtositatanofficedesktheentireday.[Pause]Iamal-371waystalkingabout,thatifIsomedaygotmyownjobIwouldliketotravelalotandgetalotofimpressions372becausethatissomethingthatweighedmorethantoahavequietandeasyeveryday,whereIknewwhereI373wouldbebetween9and4.Iammotivatedmorebyadegreeofinsecurityandchallengesthroughouttheday374anddifferentimpressions.375376


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I: [Mmh]But if Iwere tochallenge that,wouldyou thennotalsosay that itwouldbepossible tomeet377thoseneedswithinthecompanywithouthavingtotravelandmeetclientsinordertobestimulatedbe-378cause thewayofworkingandthe thingsyouwouldbedoing iswhatyoustrive for, thatyouwouldbe379stimulatedinthesameway?380Tom:Yesindeed…Ithinkso.WhichisalsowhatIfeelthosedaysattheofficewhereIhavesomeworkIhave381todoforaclient,interruptedbyateammeetingandthenperhapssomethingelsewherepeoplewishtoask382meforadviceorwhereIaminadifferentmeeting,andthenperhapsIhaveabittaskslyingwhichIhaveto383workonafterwardsofmaking followupson.When it is so that… I thrivemorewhen there isactually task384waitingformetoworkon,asanoppositetothosewhothrivebynothavingsomethingtodo.Ifinditdifficult385byjustsittingandcheckingfacebookordoingnothingwhenIamatwork.38638757:25388I:Ifyouweretodescribeatypicalmeetingattheoffice,howwouldthatlooklike?389Tom:Therearetwotypes.Theone[phoneinterrupts]390I:Twodifferentformsofmeetings…391Tom:There isactually three.There isa [typeofmethodanonymous]workpractice foreveryone in thede-392partment,sowearealot,oryesweareoftenaround15-20peoplepresent,whichisheldby[managername393anonymous]everymonth.Hecommunicatessomemessagesfromtheleadersaboutwhatishappening,then394thereisbeingsharedsomepraiseandcriticism,nomainlycredit.[Ehm]Andgoesthroughcomingsalesop-395portunitiesthathasemerged,whichIfindreallyinteresting.Perhapssomeoneelseis invitedtocomespeak396abouttheirdepartmentorwhatitistheydo,forinstance,explainaboutagoodsaleandhowtheysucceeded397indoingsoorsharingsomeexperience.Sothatisreallyinteresting.Thatwassomething[femalenameanon-398ymous]at[previouscompanynameanonymous]wasreallygoodatdoing,thethingaboutinvitinginasecret399guestineachmonthtospeakatthemeeting.Soeachmonthsomeoneunexpectedwouldhave20mintotalk400aboutsomething.Butyes these typesofmeetingsareanhour long.Thenthereare [femalemanagersname401anonymous]meetings.Thesearemyteamleader,sointhosemeetings,weareonly4-5people.Inthesemeet-402ings,wetaketheturninpreparingsomethingtosharewiththeothersintheteamanditcanbeeverything,it403doesn’thavetobe…weareallowedtoputonaslideshoworjustdrawsomethingonthewhiteboard,orper-404hapsevenjustusesomethingfrom[theworkapproachanonymous]onaclientsolutionorsomethingthatyou405proudaboutorhaveachieved.Thenyoushowittotheothers,andwekindoftaketurnsintermsofwhodoes406it.Inourlastmeetingweranoutoftime,andatthattimeitwas[femaleconsultantanonymous]whoisvery407goodinbusinessanalysis[ehm]andsheisnecessarilynotasgoodwith[ITsolutionanonymous]herself,and408inbeingBAinacompany,soshewantedtotellaboutthat.Weranoutoftimebutourleaderwasn’ttherelast409Mondaybecauseherkidwassick,butwe,internallyintheteam,chosetocontinueafterthatone-houranddo410whatwehadplannedtodosothat[femaleconsultantnameanonymous]couldfinishwhatshehadprepared.411Butwearegrown-ups,sojustbecauseourmanagerwasn’tpresent,itdidn’tmakethemeetinglessvaluableor412notasgood.Thatwas fineworkdayandI learneda lotandwekickstartedsomegooddiscussions,which I413thinkisreallygood.414


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And thenwehaveapublic firmmeeting,which isheldonceamonth.Thatmeanseverybody in the firm is415invited,boththeoncefromAustraliaandsoon.Someoneattendsonthewebcameandthedifferentdepart-416mentstakesturnholdingthemeetingandtellingwhathasbeengoingon,andsomethingaboutthestrategic417levelandaboutgoals,economyandhowitisgoing,andthenthereisnormallybeersandpizza,becausethere418ispublicfirmmeeting,andyoukindofstayanhourmoreinordertohearit.4194201:02:34421I:Ifwediveontothesecondtypeofmeetingyoumentioned,youmentionedhowyourleaderwasabsent422becauseofher sickchild.Canyou tellmeabitaboutwhetherornot themeetingdiffered fromhow it423normallyiswhensheispresentandifso,how?424Tom:Well,youcansayitdifferedalittlebitbecausetherenormallyissomeonewhohasputontheroleofa425leader,andyoucankindofsaythattheoneinthispositionleadsthemeetingandtakecareoftheagendaand426so.Butinitself,therewasnot…Iwouldsaythattheoutputwasthesameandwasgood.[Pause]AndIcould427actuallyeasilygrabsomeoneifIhadanyquestions.Itdoesn’thavetogothroughaleaderwhoneedstoap-428provethatIhaveadesiretolearnsomethingfromoneoftheothers.Iwouldjustasktheperson...iftheycould429helpwith itorwould like to tellabitabout it. [I:Mmh]Butperhaps Icouldbebetteratdoing that.For in-430stance, a day like todaywhere I have been rather bored, then instead of that [name of colleague] had ap-431proachedmeIcouldactuallyjusthaveinvitedhimtoatalkabouthowIwouldactuallyliketodothatmore432often[=sharingknowledgeandideas].And[nameonanothercolleague]said,becauseIaskedforsometools,433thenhejustwrotemebackthathewouldliketoknowwhatthatwasaboutandthathedidnotthinkIshould434use those tools, because they required training and understanding for their use and such things, so he435wouldn’tjustgivemethat.ButifIhadadesiretousethem,asaminimumIshouldparticipateinaworkshop436withhimorsomeoneelse.Hewasreally “senior-like” towardsme. [Øhm]Buthe…thatwouldactuallyalso437be…youcan sayan invitation tograbhimor someoneelseagainand say “hey, Iwould like toknowmore438aboutthesetools.Canyoutellmeaboutthem?”[I:yes]But[teammanagernameanonymous]hasarranged439moreofthat,soalreadynextMonday,we[intheteam]willagainhave[Nameofwomanfromanothersimilar440firm anonymous] the project leader from [company anonymous] come and talk, and she has a lot of tools441whichsheshares.[Femaleteamleaderanonymous]has…thoughitisnotfortheentireteam,unfortunately,442the IT service team, it is only for the small team that she has,whichmeansme, [names of the other team443members].Itisonlyuswhogainfromthis,butstill,itisreallygoodinmyopinion.444445I:Great.WhatwedidatmypreviousconsultancyjobwastohaveMondaymorningmeetingseachweek,446atypeofcheck-in[…]wouldyousaythatyourhierarchicalstructureisabottom-uporganization,orhow447wouldyoudescribeit?448Tom:Yes.Idon’tthinkitistop-down,thereisbeingmadeaprettygoodefforttomakingitbitmorerelaxed449and it has alsobeen said that it isn’t top lead and thewayour office structured, noone sits behind closed450doorsforinstance.Itisanopenoffice,andregardlessofthesize,thenpeoplearecompletelymixed.Bycoinci-451


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dence, Icouldalsohavebeenseatednexttothedirectorso in itself that iskindspecial, therearenoclosed452doorsandeverybodyisjustthereandthatistheCEO’sambitiontorunitthatway.453454I:Hasitbeenarticulatedwhythatisanambition?455Tom:Yes.Theyhaveanexperienceofseeingstart-upsbeingarrangedinthatmannerbecausethereisn’troom456foranythingelse–butithasshowntoalsoencouragetheinnovationandthecollaborativeelementthatyou457sitinthatway,whereitisopenedupisallowed.Soitisaspecialcultureanditbringsaboutcertaincalmness,458butthenagain,sometimestheyareafterthebigclientsandthebigclientsaremoreformalandactabitmore459formalandtheyhaveexpectationstohowwebehave.Soitissometimespossibletowintheprojectsbybeing460differenttothecompetingfirmsbutsometimesIalsoseethatweneedtoacknowledgethatweareaftersome461ofthesameclientsasourcompetitorsandthe leadingconsultanciesandwehavetocopythema littlebit…462becausethatiswhattheclientswantandareaftersoitbecomesmoredifficulttodisruptthatexpectation.463464[missing]465AUDIOFILE2:46600:00467I:Intermsofbodyandwork,whenwouldyousaythatthebodyissomethingthatisarticulatedatyour468work?Examplesofwhenithasbeenbroughtintoplay.469Tom:Fromwhom?470I:Fromthemanagement.471Tom:Ourteammanager,again[nameofmanager],hasmentionedthatshedon’tthinkthereisenoughfocus472onworkshopandbusinessanalysis.So inher teammeetings,wehavetheopportunity tochoose tomakea473smallpresentation,whereyoucanactuallygoaheadandfailandtrydifferentthingsbecauseitisasafeplace474todoit.Andtogetabitoftrainingindoingpresentations.Sheisoneofthefewwhoputsfocusonit,andactu-475allyaslearning.Butsheisonlyateammanager,andnotmanager-manager,whichmeansshedoesn’thavethe476authoritytomakedecisionsfortheentiredepartment,shedoesn’thavethemandatetosay‘thisisthewayit477shouldbeinthecompany’.Butshecouldpointtothatdirection,andIcouldalsohelpto…Ihavesupported478herandmadeitclearthatIthinkitisfineandagoodideatousethatspaceforit.479I:Personallyorbecauseyoucanseethereisaneedforitfortheothers?480Tom:PersonallyandbecauseIcanseetheothersneedit.481482I: Andbesides that, are there thennot incidentswhere you thinkabout the bodybeingbrought upat483work?àIknowthattheyhaverecentlyhadastressmanagementworkshopwithlotsoftalkaboutthe484bodilysignsofstress,whyIamsurprisedtohearthathedoesnotrecallit–butmaybeitstandstosay485thatitisstillasmallpartofthediscourseandthattheworkerthemselvesarealsooftenthinkingabout486theirworkassomethingrequiring their intellectualhead to functionanddon’t reallypayattention to487thebodyandheadasawhole.OrmaybethewayIaskaboutthebodyissofarfromwhatheassociates488withwhatIdo.489


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Tom:[Ehm]No.490491I:Howaboutthephysicalbreaksintheoffice,youmentionedearlier?492Tom:Inthebreaks,thereareactiveelements,yes.493I:AndthenIrecallyoumentionedthepresentationaboutstress-managementafewweeksback.494Tom:Yes.495I:Wasthatalsobodilyrootedsotospeak?496Tom:Thatwasverymuchindeedfocusedonthebody, itwasalmostallaboutbeingawareofthebodyand497signalatyourselfandothers,andonhowtoreadthosesignalsandseeit.Yes.498I:Haveyoubeenmoreawareofyourcolleaguessince?499Tom:YesandIhavealsobeenpayingmoreattentiontomyself.500I:Haveyouhadsomelightbulbmomentssincethatmeeting,orhaveyoulearnedsomethingnewobe-501comemoreawareofsomething?502Tom:[Pause]503I:Didyouleavethepresentationfeelinglikeyouhadbeengivingsomenewknowledgethatyouwasnot504awareofbefore?505Tom: Iwouldsaythat,at thetimewehadthepresentation fromthatorganizationalpsychologist, Iwasthe506moststressed,andIthinkeverybodyelseaswellwasstressed,sotheonlyAHAmovementIhavehadsinceis507thatIcanfeelthatIamfeelingbetterandyoucankindofseehowthemoodisbetterandmorerelaxed,be-508causeeverybodyismorerelaxedthantheywerewhenwehadthepresentation.Sopeopleleftknowingmore509aboutwhattheywereexperiencing,andhowtounderstandwhattheywerefeelingwhichinitselfmadethem510lessstressed.Andnowpeoplearealsolookingforwardtotheholidays,whichhasmadethemoodlighterin511theoffice.Butitisastrangethinginourindustrybecauseitgoesupanddown.Sowhenyouarestressedbe-512causeanoverloadofworktasksandhasa lotof things toworkon, thenyoubecomestressedandstressed513aboutwantingtodowell,butitisalmostimpossibletohandlethatmanytasksatonceandallthethingsyou514havetodowithinthetime.But thenoftenwemove fromthatsituationto thecompleteoppositewherewe515almosthaven’tgotanythingtodoandyouarekindofbeingputonthebench,whichinfactcanalsobestress-516fulbecauseyou thendon’t feel likeyouarecontributing toanything. It is completelyoppositepoles,which517alsostressesyoubecauseyouknowthatyouarebeingmeasuredonyour timebecauseweare thebillable518product that the company sells. So both things are a bit [pfff] you know… stressful… It is stressful to have519somethingtodoanditisstressfulwhenyoudon’thaveanythingtodo.Whichiskindofaparadoxforthese520typesofconsultancyfirms. 521


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AppendixE:Transcriptofindividualinterview2withLawi522

Companyoffice–meetingroom523Tuesday20thofDecemberfrom12.30pm–1.20pm524525(Observation:noticed thevery focusedand intenseenergy in theoffice landscape.Not a soundbesides the526typingonsomecomputers.Everybodyworkingonhisorherthing.VerydifferentfromtheFridayafternoon527atmosphere)52852900:00–34:23530I:Canyoubrieflydescribewhatdoatthecompanyandwhatisspecialaboutyourjob?531Lawi:Okay,soIamaITservicefunctionalconsultantat[companyname].Basically,theroleisawayoffacing532clients -wehave a client-facing job.Onedifferent client comes tous andhas abusinessproblemand they533wouldliketohavetheproblemresolvedbyaninformationsystem.Sowegooutthereandhelptodefinethe534problemandthenunderstandtheirbusinessprocessandthenimprovetheirbusinessprocess,hopefullyusing535ITserviceasoneofthesolutionstoresolvetheirproblem.Thatiswhattheroleisabout.Andoncewecometo536the costumer, IT service could fit tomake their business better and thenwe help to implement IT service537business.538Firstthingis,asus,weneedtounderstanddifferentpeople–everybodyisdifferent.Andwhenyoumeetyour539clientforthefirsttime,youneedtolisten.Youdon’ttalkalot.Youlistentoheartheproblem,thetroubleand540whytheyarehereandalsotrytounderstandthebestwaytocommunicatewiththem.Andtherewillbedif-541ferentwaysofcommunicating.Alsousingthebestway…Whenyoucommunicate,therightlanguage…youare542theonewhofacestheclient,astheysay,“ClientisGod”.Youwanttobeproactivewiththem.Ithinkthekey543wordislistening.544545I:HowdoyouexperiencethelearningcultureintheITserviceteam?546Lawi: It isquitepositive. Sowhen Ihaveanyproblem I just shoutout, and lookaround to see if anyone is547availabletohelpmeandalsowhenweuseITservicewehaveacommunityplatformcalledchatterwhereyou548canpostyourproblemonthechatterontheinternetandinthebusinesspracticeanyoneseeyourquestion549andansweryourquestionbyinstantlyreplyingandyouwillseetheanswer.550I:Andhowaboutknowledgesharing,isthatsomethingyoudo?Orlearnfromeachotherinotherways?551Lawi:Solearningfromeachother…Ithinkyoulearnwellwhenyouareworkingonprojects.Andatthetimes552whereyouareaskingquestionstotheseniorconsultants,theynormallydonotjustansweryourquestion,but553theywillgiveyoualogicalstructureespeciallysomeonelike[name].Soifyouask[name]somequestionhe554willbringitbacktoahigherlevelandsay‘okaytodothisletsgobackonestepbecauseyouneedtohavethis555andthisandthisandthis’[drawingahierarchyoflevelsintheairwithherhands]givingyoualogicalwayand556thatisthebestwaytolearnfromeachother.Insteadofgivingyouthefishtheyteachyouhowtofish.557558559


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I:Andwhydoyouthinktheydoitinthatway?560Lawi: I thinktheseniorconsultantsaretryingtoteachyouinthiswaybecausetheywantyoutobeableto561resolvethesameprobleminthefutureifithappensagainsoyouunderstandtheproblemandyouunderstand562thelogicalwaytoresolvesimilarproblems.563I:Anddothatrespondwellwithyourwayoflearning?564Lawi:Yes.Sometimes.Idofeel…if Ihaveaproblem,thebestwayisnot justtotellmetheanswerandalso565probablyjustgivemeahintonwheretogoandreaditprobablywilltakemetwohoursorfourhourstoread,566itbut it just giveyouadirectionofwhereyou should readand find theunderstanding. I know that it take567longerbuttheresultismuchbetterthanifsomeonejustgivesyoutheanswerthatoneequalsthreeandyou568don’tknowhowtogetit.569570I:Whatdoyouunderstandbyknowledge?Whatisknowledgetoyou?571Lawi:[Mmh][pause][Laughs]…Knowledgeis…tomeisanythingthatisaperson'sunderstandingofapartic-572ularobject.And[øhm]basedontheirexperience.SoIthinkthebestwayistohaveexperienceandnot just573readsomewhereandgo“yep,that’sit”574575I:Doyouexperiencephysicalsensationswhenyouareatwork?576Lawi:Yesdefinitely.Soforallsortsofthingsandinmeetings…Sometimesinameetingthatisreallyboring577andsomeoneprobablyfallingasleeporyawn[Laughs]…Ifyouaredoingthepresentationandyouseesome-578onefeelreallybored,Ithinkthebestwayistoclosethatpersonandprobablyasksomequestionsandthen579probablyquitrudesay“whatistheanswerforthat”andthepersonisprobablynotevenlistening,butyoucan580askaquestionnexttohim[Laughsoutloud]orsomethinglikethat.Andalso,well…tome,it isreally…you581maytalktosomeoneandthatpersonisreallyaggressive…it isquitehard. I justpresumethat it ishowthe582personis.NormallyIdon’treallydoanything.If it istoodifficultIprobablytrytoendthesessionquickly.I583justdon’twantto…Ijustwanttofinish.584585I:Anddoyouthinkyourreactionissomethingthatjusthappensordoesthinkaboutwhatyoudo?586Lawi:Sometimes.Forexamplewhenyouhaveaquestionyouask it tosomeone.Andthatperson isnotan-587sweringsoprobablythepersondidn’tgetwhatyouwereafter.Iprobablywilltryinanotherwayandsay“so588whatImeanisthatthat,thatandforexampleblahblahblah”andifIreallyneedtheanswerIwillinadiffer-589entwaytrytomakethatpersonunderstandandgivethebestexampleIcantogetmyanswer.Butifsome-590thingintermsofyourquestionandpeople’sreaction,sometimesifItalktoapersonthatIdon’treallyenjoyI591willprobablyjust…I’mnotreallyinterestedinhavingalongerconversationandIjustwanttocloseoff.592593I:Doyouthinkabouthowyoupresentyourbodyatworkorinmeetingswithclients?594Lawi:IfIweretodoapresentation,beforeIwouldthinkabout“Ah,Ibetterdothisandthisandthis”[count-595ingandpointingtothefingers]butonceIwouldbepresenting,IhavenottimetothinkaboutwhatIlooklike596butjustconcentrateonwhatIamgoingtosay.SoyesIdon’tthinkIhaveenoughexperiencetothinkabout597


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toomanythingsat thesametime.Sobeforethepresentation, Iprobablyhaveaplanofdoingthisandthat,598andwhenIstartdoingthepresentationIforgeteverything.[Laughs]599600I:Isthereaninternalfocusonthatordoyoutalktocolleagues?601Lawi:Wedon’treallyhavethatbutifyoudoapresentationinfrontofyourcolleaguesatthesametimeasin602frontofclients,normallyseniorsin[thecompany]willgivefeedbackandtellyou“welldone”orIpersonally603thinkmostpeoplewillgivegoodfeedback.Itisquitehardtotellpeoplewhichpartsyouwerenotdoingwell.604Inthemajorityofthecases,peoplewillsay“ah,welldone”andgiveconfidencetofellowcolleagues.Thatis605howrealityis.Ithinkgivingfeedbackaboutsomethingthatneedstobeimprovedisart,right?Youdon’twant606tohurtthatpersonbutyoualsowantthemtoimprove.Youneedtomakesurethatwhoeveryoutalktodon’t607takeitpersonallyandthatthepersonispositivetotakinganyfeedback.608609I:Whatarethebestwaysofgettingthemanagers’ofsenior’sattention?610Lawi: In here, it is kind of their role. They know they need to give feedback to their teammemberswhen611things…whentheyaredoingthings.Itispartoftheirjobdescription.Andthenwealsohavekindofone-to-612onereviewcatchupindividuallywithasenioreverymonthtohelpyouspeakupaboutifyouhaveproblems613orifthereisanythingtheycanhelpwith.Alsotheseniorwillsay,“fromwhatIhaveseenlastmonth,youhave614donethesethingswellandthesethingsyouneedtoimprove”.QuiteopenconversationsIpresume.Butitison615aone-to-onebasis.616617I:Dotheseniorsengageinphysicalactivitiesaswell?618Lawi:Itisdifferentbetweenteams.Itdependsontheteamleader.Likeforourteamwehave[name].Sowe619haveteamcatch-ups–likewholeteamcatch-upseverymonthandthencatchupbasedonknowledgesharing,620ITserviceknowledgesharing.Butforotherteams,theydon’thave,buttheyhaveseniorcatchup…[Laughs]621622I:Howdotheseniorsactorbehavearoundyou?623Lawi:Ithink,whenyouseetheseniorsbeingprofessional,theyalltakeresponsibilitywhenwehaveaprob-624lemandtheyknowitispartoftheirrolethattheyareheretoassistuswhenwehaveproblems.Sometimes625thereisacrossinglinebetweenmanagers…likeheisnotmymanagerorsheisnotmymanagerbutImayask626themquestionsanywayandtheyareallabletohelp.Butifyouhelptoomuchisthatokintermofprofession-627ally?Intermsofprofessionally,Ithinktheyallfitintotherightculture.Itisallabouttheculture.Youcan’tbe628tooserious,right,becausethentheyareafraidofyou.Butyoucanneither,not,beprofessionalenough.Thisis629aworkingenvironmentsoyouneedtomaketherightadjustmentofhowyoutalkorhowyoureacttoyour630colleagues.Sopeoplemakejokes.Badjokes.[Laughs]Butitisfineitisacceptablebecauseweallknowwho631weare.Butinsomeoftheteams,themanagersdonotlikejokesandinthatcase,peopleknowwhotheyare632andwilltrytoavoidmakingjokestothem.633I:IsthatacertainNewZealandthing?Makingjokes.634


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Lawi:Ah,Ithinkitisofficeculture.ItisnotaNewZealandculture.Dependsonwhoisintheofficeandalso635dependsonyourmanagers.Managers are very important. Sohere, themajorityofmanagers are very easy636goingsowecreatethiskindofculture.Butifforinstance,wesaythateverybodychangestoold-schoolman-637agementpeoplewillchange.638639I:Didyouattendthestressmanagementcourse?Whatareyourthoughtsonthecourse?640FP:No.Ididn’t.ButIhadaquickcatch-upwithmymanager[name]whopassedsomeoftheinformationto641me.Shejustgavemesomekindoffactorsofhowpeoplegetstressedandhowstresswillcausepeopleprob-642lems.Youknow,ifyouarestresseditwillaffectthewayyoureactandgiveyouotherproblems.Butthatisit.643Wehaven’ttalkedaboutanythingfurther.644She…OnethingIremember…shesaidifyouareexperiencingveryhigh-stresslevelsthenthebestwayisto645betterstayhomeandnotcomeforworkbecauseyoucan’tevenwork.Eventhoughyouarephysicallyinthe646workplaceyouaresostressfulthatyoubetterjusttakethedayoff.Isaid;“Itotallyagree,socanItakeaday647off?” [Laughs]…Yeah, I think [nameof topmanager] is quite agreeingwithher aswell. If you are stressed648aboutsomethingandyoufeelthatyoucan’tworkthenheisquitehappyifyoustayhome.Ithinkit isquite649importantformanagerstounderstandthat.Sometimes…Notjustphysicalproblems.Emotionalproblemsare650moreimportantthanphysicaldamage.651I:Wouldyousaythatyouaregoodatexpressingyouremotionsandfeeling?652Lawi:Ithinkso.Idon’treallybringany…like…ifhomeorotherpartsarenotworking…Icanbringit…Iknow653thatthisisworkandIcanmakejokesbutthereisalevel.654655I:Isthesocialworkenvironmentcharacterizedbythemanynationalitiespresent?656Lawi:Øhm.It isquitecommonforNewZealandinIT.Probablyotherindustriesaredifferent.ButNewZea-657landisanimmigrationcountry.Youseepeoplefrommultiplecultures.IusedtoworkinWellingtonanditwas658thesamethinginITT.Allpeopleormostpeoplearenotkiwi,weonlyahaveacoupleofkiwis.Sothisisquite659commoninNewZealand.660661I:Ifyourcolleaguesormanagersweretodescribeyou,whatwouldtheytell?Doyoudothingsdifferently662fromsomeoftheothers?663Lawi:Differently?Yeseverybodydoesthingsdifferently.Yeah.[Pause]Theonlypeoplewhosay,ismyman-664agerandthenIhearitfrommymanager.YouknowreviewstuffandthenbecauseIhadabackgroundinbusi-665nessanalysis Ihavenot just straightaway jumped into the ITservicebusiness.Sobasicallywhen I start to666workonapieceofworkIalwaystry tounderstandthepurposeandthereason.So this iswhat [name]my667managerlikesaboutthatandshereallywantsmetosharetheknowledgeacrosstheteam.Hopefully,every-668bodywilldothesamething.Sobasicallyitisafocusonanalysis[drawswithherhandsintheair].Soifyou669spendalotoftimeonanalysis,thenthechanceofyougettingmistakelaterorspendamonthoftimelateris670minimal.Butifyoudon’tspendanytimeonanalysisandstraightawaygotoworkthenyouwillfindthatyou671


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couldhavemademistakesandsomethinghaschangedoryoudon’tknowthereasonwhyyoudothissystem672change.Sothatitisnotreallygood.673674I:Andwhataregoodqualitiesofbusinessanalysis?Whatdoyouneedtotakeintoaccount?675Lawi:So…Youbasicallyneedtoengagewithyourclientandgothroughallsortsofworkshopsorinterviews676oremails.Butbeforeyoudothat,youneedtothinkwhatkindofquestionyouneedtoaskandwhyyouask677these questions… towhat result. And then you ask them to get the question answered. Sometimes a client678wantssomething“this,thisandthis”butyouneedtothinkaboutwhytheywantthisanddoesitsolvetheir679problem.Andifitisnotsolvingtheirproblemyouneedtohelpthembackbecauseattheendofthedayyou680need tohelp themsolveaproblem.Youdon’twant themspendingmoneyonsomething thatdoesn't really681improvetheirbusiness.682683I:Doyouexperiencebeing informedbydifferent thingsbesides intellect?Let'ssaywhatwecalla ‘gut-684feeling’orsomethingelse?685Lawi:Well.TostartIdidn’tknowtheseanalysisaspects.Ihadtraining…like…previouslyIhavedonealotof686trainingandalsoIfollowtheseniorsthroughworkshopstoseehowtheyrunworkshops.Howtheyaskques-687tionsandtoseetheirapproachandthenIhavetounderstandwhytheyaredoingthis.Thisactivitytheyare688doing,whataretheytryingtoachieve.Sotoreadthingsarenotenough.Youalsoneedtoexperienceit. By689readingyoucanlearnsomethingbutitisalwaysgoodtoreadit,useitandthenseeit.690691I:Whatisimportanttoyouinordertofeelcreativeandinnovative?692Lawi:[Øhm]…[Mmh].TobecreativeIthinkI…theimportantthingis…whenyouarecreativeyouhavegot693somenewideaornewdesign.Butanyideayouhave,youneedtogoaheadandyouhavegottodoit.Anyidea694isjustandidea,andifnooneisdoingsomethingitisjustnothing.Right.Sotheimportantpartis,iftheorgani-695zationsupportscreativeideas,theyshouldhaveagoodbusinessprocesstoallowyoutotestyourorideasor696testyourcreationsinordertogetitdone.Insteadoftheideasjustbeingideaswhennothinghappens.697698I:Andhowdoyougettheideasouttotryandexperienceanewfieldifyoudon’thavepreviousexperi-699ence?700Lawi:Inhere,werecentlyorduringthelastyearwestarteddoingaprogramwhereifyouhaveanyideaitcan701getvoted.Inameeting,youcanpresentyourideaandpeoplewillvotewhethertheythinkitisagoodideaor702abadidea.Ifitisagoodideathentheywillhavepeopleworkingonthattoseewhetherornotitworkingor703notsoitjusthappenedthisyear.Currentlywehaveafewprojectgoing,sohopefullyacoupleofwork…itis704notITservice.Itcouldbeanything.Forinstanceonhowtoimprovetheinternalcompanyoraproductideaas705aservicetocostumersandpeopleworkonitandhopefully,itwillworkoncewehavefinished.Anexampleis,706thatwehaveaproductbacklogwherepeoplecanputinapplicationsforthesystemstheyhavebeenworking707withandputtheirreview.Inordertosay;“thissystemIhavebeenworkingwith,whatdoIthinkofit?Howis708itworking?Andwhataretheprosandtheconsforthesystem?”Sothiswassomeone’sideaandwecreated709


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thisspaceforeveryonetogivetheirreviewsandhopefullyitwillhelppeopleinthefuture…ifIwanttouse710thesysteminthefuture,itisalreadyonthelistformetolookatthereviewsanddecideonwhethertouseit.711Thatistheidea.712713I:Doyouneedtohavepreviousexperienceinordertobesentoutinthefieldandlearnfromit?714Lawi:Ithinkinhereitisquitegood.Likeforexample,ItookITservicerolewithoutITserviceknowledgeat715all.Ididn’tevenknowITservice.Ididn’tevenknowITserviceexisted.AndIgottheITserviceconsultantjob,716buttheywantedmetobewillingtoup-skillinITserviceandthenstraightawaytheysentmetoaclientasan717up-skilling.Sometimes[companyname]alsosendyououttoaclientwithoutchargingtheclientbutbysaying718“wewillgetthispersontohelpyouout”.Thesamething[missingsound]…719720I:Whatdoyouthinkwasthemainreasonyougotthejobthen,withouthavingITserviceexperience?721Lawi:Ithinkit ismybusinessanalysisexperiencebecauseofthisrole, ITserviceis justpartofit,andBAis722anotherpart.SoifyouhaveaBA,thenitmeansITserviceisjustlearningthesystemandwhatthesystemcan723do.OrsomepeoplecomeinwithlotsofITserviceexperiencebutneedtoup-skilltheirbusinessanalysisskill.724Becauseifyougotoaclient,anddon’ttrytounderstandtheirbusinessortheprocessanddon’tunderstand725theirproblemanalysisyoucan’timplementthesystemtothem.726727I:Howdoyouexperiencethepossibilitiesandlimitationsforthelearningenvironmentinthecompany?728Lawi:Thisplaceisprettymuchself-learning.Youneedtobeproactiveandalsonooneisgoingtopushyouto729doanythingandevenifyouaskaquestiontolearnyouhavetoshoutandyouhavetoreadbyyourself.And730whenyougetthecertificationyouneedtoproactivelyapplyandstudyyourselffortheexampart.Sothereis731nokindofteambudgetfromthecompanytosendyouforaweektoacoursebecausethatwouldcost.Sothat732iswhat Iwouldsay is the limitationbecausesomecompanieshavea lotofmoneyandwill sendpeopleon733courses.Butheretheyjustsay“youhavetolearnyourself”.734735I:Beforewefinishup,Iwouldliketoaskifthereareanyfinalreflectionsonthetopicyouwouldliketo736include?Oranyquestionsforme?737Lawi:[Mmh][Pause]Ithink…Ithinkself-learningandtheabilityofself-learningareveryimportant.Because738foradultsyoucan’talwaysbethatandIthinkthatbystudyingatuniversityandpostgraduate…willhelpyou739tolearnhowtoself-learn.Especiallyyouunderstand,andyouarehereandnooneispushingyoutodoany-740thing.Youhavetoproactivelystudy.Soinaprofessionalspace,theemployeehasto…offcourseinacompany741thebestway is to send them to a training course, but if they can’t theyneed to knowhow to learn things742themselves.Read,google,andfindmaterial.743AndIalsothinkthattodayIunderstand,butthenaweekwillgoandIforgetbecauseIhaven’tusedit.Thisis744thebestway.Sotheydon’thavemoney–fine.Andtheydon’ttraining–fine.Butgivethemtimetodoself-745learningandtheopportunityforthemtoworkonitonarealbasis.Soacombinationofthesetwowillhope-746fullygivetheresultofthemtoknowandlearnandgettheexperience.AndifIdon’tachievethat,afteracou-747


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pleofweeksIwillhaveforgoteverything.Andalso,iftheyjustsendmetoaclientwithoutanyinformationor748knowledge,thenIwon'thavetheconfidence.Soitisagoodideatogivetheemployeeaplanabout;“Okay,I749amgoingtosendyouaclientforthis.Canyoupleasereadthisinformationsoyoucanprepareandbeconfi-750dent”.Andthenyouwillgothereanddothework,andthatisthetimewhereyoucanreflectandsay,“ah,this751iswhatIhavebeenreadingabout”. 752


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AppendixF:Transcriptofindividualinterview3withAndy753

Semi-structuredinterview754Companyoffice–meetingroom755Tuesday20thofDecemberfrom11.00am–12.00pm756757(Observation:naturallywanted to takeon the role as thegamemaster,payingattention to time,myethical758aspectsof getting consent and soon. Furthermore, he expressed tips and tricks formy thesis. In general, I759perceivedhimasveryengageinthetalk:smiling,paying,mentioningwhenquestionsgaverisetoreflections760etc.Hehadalottosayandgavefillinganswers,whytheinterviewstructuredeviatesquitealotfromthein-761terviewguidebecauseeachanswertookalongtimeandgaverisetomakinguseofthesemi-structuredform)76276300:00–50:10764I:Canyoubrieflydescribewhatdointhecompanyandwhatisspecialaboutyourjob?765Andy:SomyroleisasaprojectmanagerandIbasicallyengagewithcustomersanddeliversuccessfulprojects766andIworkwithpeoplewithin[companyname]todeliver.Thatismyprimaryrole.Apartfromthat,Iamin-767volvedinthechangethatiscurrentlytakingplacewithin[companyname]thathasbeenhappeningforabout76812months,whichistransformationduetoacrisisbecausewewerenotprofitable.Andpartofmyroleinthat769istodriveinnovation,learningandcapabilitydevelopmentwithintheITservicepracticeandwhatIbasically770do is to implement innovation disciplines, principles, frameworks to drive intellectual property, something771thathasadirectimpactoncustomersortoimproveinternalprocesses,frameworksandstufflikethat.Apart772fromthat,Iamalsoaservicedeliveringmanagersooncewecompleteaproject,webringcustomersonboard773ona support contract and thenweensure thatwe support those customers in looking afterwhatwehave774alreadybuiltforthem.ThatissortofthethreemainthingsthatIdoat[companyname].775776I:HowdoyouexperiencethelearningcultureintheITserviceteam?Andisitdifficulttobothtakecareof777learninginternallyandmakingsuretobeprofitable,asyoumentioned?778Andy:Reallygoodquestion.Itispossibletodoboth.Learningandcapabilitydevelopmentispartofthetrans-779formation. Ifyou lookatPotterseightchangestepprocesses,which iswhat [companyname]hasused.The780ideaaroundthoseeightstepsistoannouncethatthereisacrisisandthenyoubuildacorrelationteam.And781the ideaaroundbuildinga teamthatdrives thechange isdeveloping thosepeople’scapabilitiesandduring782thatjourney,yesyouareachievingsomeshort-termgoalsthataremeasurableandallthatsortofstuff.Butat783theendoftheday,itisallaboutlearningandcapabilityandempoweringpeopleandbuildingtheirknowledge784andcreatingthatenergythatpeoplecanactually learn.Andratherthanthetraditionalwayofthinkingthat785youjustcomehereandyoubuildyoutimeasaconsultantandthenyougohome,itisactuallythatempower-786mentandlettingpeople learnthemselvesandfindingtheareasthattheyarereallygoodatandthenletting787thatsortofchangestick.Andmost importantly,drivingacultureandadiversifiedculture,wherechange is788continuous.Notthatinthreeyearstimewehavetogothroughatransformationalloveragain.Soitis“howdo789you make it stick?” and you do that by learning and learning is done through conversations and sharing790


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knowledge and exploring ideas, collecting data, having arguments, making decisions andmoving forward.791Onceyouhavethatcircleoflearningdevelopedwithinyourcompanycultureyoudon’tneedtransformation792bigprojects,youcontinuouslyadapttoyourexternalandinternalfactorsthatforceyoutochangeandagainst793thechangesaswell.SoIbelieveitisacombinationofthetwoandthatinthetransformation,learningisabig794partofit.795796I:Anddoes the learning situate itself inyourofficehereasa fluent thingordoyouhave specific con-797cepts?798Andy:Yeah.ThatisareallygoodquestionandIthinkthat…Idon’tthinkthereisonewaytolearning.Itcomes799fromreading,fromblogs,itcomesfrompassion,itcomesfrompeopletalkingsimilarstufforhassimilarin-800terests.Mypersonal experience, theway that I like to learn is theprimarydriver of everything is passion.801There isa forcewithinyouthat leadsyoutowardssomethingnaturallyandyou justgetattractedto it.And802even in a business, youwill have somanydifferent topics for example of changemanagement, innovation,803delivery,youhavesoftware-focusedstuff,youhavegotHR.Youhaveallthesesortsofdifferentchallengesand804innovationsandlearninggoingonindifferentareasandyouarenaturallythroughpassionattractedtosome-805thing.AndIthinkitstartsfromthereandwhatitdoesisbringagroupofpeopletogetherwhoispassionate806aboutsomethinganditstartswiththeirknowledge.Andtheyusetheirknowledgetostartsharingideasand807thatformsnewviewsandnewopinionsandthenyouusethatdataandknowledgetoexploreandthatexplo-808rationcreatesmoreknowledgeandmorecapabilityandthentheyusethattodosomethingwithit;buildanIP809or share itwitha customer.Andover timeas theyexperience thatknowledge theyhaveand thedata they810have, their capabilitykeepsbuilding.And theexperiencedrives them into learningmoreandbe capableof811doingmore things anddoingmore than they couldbefore they starteddoing that. So that sortof transfor-812mationisdrivingthecorrelationandempowermentanditencouragespeopletocometogetherandtalkabout813thingstheyarepassionateabout.814Forexample,at[companyname]thereareafewpeopleverypassionateaboutdeliverybecauseifyouthink815aboutit,inventionistheartofcreativity.Ifyouthinkaboutsomething,innovationisdoingit,allaboutdeliv-816eryandhowyoudothings.Soweare…thereareafewpeopleofushere,includingmyself,veryinterestedin817thoseconceptsandoneofthenewthingswecandotodeliverthingsinanewway.Soweputtogetheraweek-818lymeetingwhereeveryonecomestogetherandjusttalkideas.Noagendas,thereisnoforum,thereisnothing.819Itisjustpeoplecoming.Andmosttimeswehaveaslackchatroomweuseonlineon‘chatter’andemail.Eve-820ryonesharesnewarticlesandnewthingsandnewbooks,soeveryonereadsthemandshowsuplike“hey,I821foundthisnewconcept,let'stalkaboutthis”andsomeonewilltalkaboutsomethingelse.Whatthenhappens,822suddenlytheoutputandthemostimportantoutputofallthatexerciseisthatwehaveactionableknowledge.823Wehaveknowledgethatwecanputintoactionandoutofthoseactionsyouhaveoutputsandoutcomes.That824isthewholeconceptofit.Itis;“howdoyouturnknowledgeandlotsofknowledge,howdoyouturntheminto825actionableknowledge?”Andthatiswhatwedo.Wedoitbyweeklymeetings,weshareandformalandinfor-826mal,andthenwedriveeverythingintoapointwhereitisandMVP(aminimalviableproduct),itmakessense827and it has got a value proposition, it has got a purpose, it has got a cost, it has got revenue, the activities,828


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stakeholders, impact, costumers, disruption, everything [countswith his fingers andunderline his articula-829tionswith his hands, creating shapes andmoving]. Everything comes together on one page andwewould830displayitononepageforpeopletolookatandsay;“Jep,thatmakessensesoletusdothis”or“letusnotdoit,831itisabadidea”.832833I:Andhowdoyoubecomeenabledtothenfollowupontheideasandtakeleadandtakeaction?834Andy:Yeah,sowehavehadalotofinterestingdebatesaroundhowwedothat.Oneoftheideaswasthatthe835personwhohascomeupwiththeideashouldleaditbutthenyoucreatebottlenecksbecausethatguyisal-836waysgoodatcomingupwithgreatideasbutcannotdriveeverything.Okay.Thenwethoughtaboutmixingit837upwith everyone and thenwe thought thatmaybe itwould get lost becausepeople arenot…because you838mightcomeupwithagreatideaandyouthinkitisgreat,butImightnotthinkitisgreatandithasjustbeen839dumpedonmetorunitandIamnotpassionateaboutitandIwillnotdoit.OrmaybeIwilldoitbutnotwith840theviewthatyouhaveonit.Right.Sowhatwecameupwith,asaconcept,waswhensomeonedoescomeup841withagreat ideathatpersonshouldnotrunitasanindividualsortof leader.Thatpersonshouldsharethe842ideaandcollaborateitwithsomeoneelsebecausewhatthatdoesit…itsharestheresponsibilityoftheideas843tosomeoneelseaswellandeveryoneaddsstufftoitaswellsothatitdoesnotbecomeoneperson'sideaan-844ymore.Itiscombinedofpeople’sideas.Thatusuallyhappenswithinateamandthensomeoneelsepicksitup845oritcouldbesomeonefromthosefourareasthatpicksitupbecausethatwayitisnotcausinganystressor846badenergyorpeoplenotbeingrewardedandsomeonecandeliveritandnowthatpersonownsit.Theideais847tomakeitdistributiveandcollective.848849I:Youmentionedenergyafewtimes.Doyouseethattypeofareaasequallyimportanttohavingtheoret-850icalknowledge?851Andy:[Øhm]Ithinkthateverythingwedoisaboutenergy.Itisallabouttheenergy.852I:Andhowdoyouexperiencethatenergy?853Andy:So,youfeeltheenergyfrompeople'smood,attitudestowardsyou,thewaytheytalktoyouandtheway854theywaythey interactwithyoufromthenonverbalway.So inabusinesssense,youhavegot fourtypesof855energy.First, youhavegot comfortableenergy;wherepeopleare just relaxedandwherepeoplearehappy856withthewaytheyareandtheydon’twanttopushtoohard,theywanttochange,themoneyiscominginand857thatsortofcash-goalattitude.Thenyouhavegotnegativeenergy;wherepeoplearealwayslike“no”andyou858knowtheywillchopoffyourlegswheneveryouhaveanidea.Thethirdoneis,IthinkitIcalledassertiveiner-859tia; it iswhereyouarejustdisengaged,youarenotlistening,youarenotfocused,youjustdotheminimum860effortyouneed todo togetby thatdayand thenyouarehappy.The fourthand themost importantone is861productiveenergy; it ishowyouget to thatpoint. In transformation, it isallabouthowdodrivepeople to-862wardsthatproductiveenergy.Productiveenergyiscreatedbybringinglike-mindedpeopletogether-people863whoadaptandpeoplewhohaveagreatattitude.Itisallaboutpeople’sattitudes,wantingtosomehowpush864andshareandnotbe individuallyselfish,anddoyouknowandstuff like that.Soproductiveenergy isvery865importantandtheotherthingthatisalsoimportanttomentionisthatoneofthethingsIamstronglyagainst866


MasterThesis 105

is recognition. I believe recognition iswhat creates that selfishness anddrives people's behaviours around867wantingtoberecognized,sotheyholdontoideasandthingsthattheywanttodosothattheygettherecogni-868tion.Andcompaniesgetintobadroutinesaboutrecognizingonlyoneperson.Sowealwaysgetemailssaying869“welldonesoandso,youhavedoneabrilliant,amazinggreatjob”butactuallyitisnotjustonlythatperson870whohasdonethework.Thereareotherpeoplesaying;“Ifeelbadnowbecauseyoudidn’trecognizeme”.SoI871fellrecognitionisactuallylikeaself-destructingbottom.872I:Sowhatwouldyoudoinstead?873Andy:SomethingthatIhaven’tyetdiscovered.ItissomethingIconstantlythinkabouteveryday…AndIhad874somegreatideasaboutitbutImaynotbeabletothinkofthemnow,butifIwastothinkoutloudly,Ithink…875recognition…inmyopinionissomethingthathastohappeninaspiritual-personalway.It’s…Youknow,we876live in aworldwhereyouare influencedby ideals; society, family, father andmother telling youwhat you877shoulddo,itiscombinedbytheirsecuritiesandtheirexpectations,yourbosswantingyoutobesomebody,or878youarenotgoodenough,yourfeedbackandstuff likethatintermsofviewofyouwithinyourself.Andyou879validateyourselfthroughrecognition.Okay.Youlive…youaremadetoliveinthisspacewhereyouare…itisa880viewcreatedaboutyoubyothers…toyou.Itisnotaviewcreatedtoyoubyyou.Okay.Soitisfedbyallthese881people andwhatdoes recognitionmean.Because it is a viewnot createdby youbut byotherpeople your882brainisautomatedtothinkabout“IwantthoseotherpeopletovalidatemeallthetimesoIfeelhappy”.But883whenyouchangethatviewwithinyouandyoumakeitbyyou,ofwhoyouare,whatisyourenergy,whatyou884aremadeofandhowyoucanuse thatenergy.Andyouget toapoint inyour lifewhereyou find thepiece885withinyourself.Yougetcomfortableunderyourownskin,youknowwhoyouare,youknowwhatyoumean,886youdon’tworryaboutthingsyousaidthathurtotherpeoplebecauseyoucanalwaysclarify,youknowyou887havegoodintentionsandallthatgoodstuff.Onceyoufindthathappinesswithinyoueverythingelsedoesn’t888comeandbotherthatunderstandingofwhoyouarewithinyou.SoIknowallthegoodstuffandthebadstuffI889do.Iamvery,very,veryself-awareof it.SoIdon’tneedpeople’srecognitionsaying;“welldone[name]you890arereallyamazingandspecial”.Iamnotspecial.Iamnotamazing.Iamjustmeandmyenergy-Icelebrateit-891Ishareit.Thisisalllifeisallabout.SoIthinkinthebusinessintheallday…ithasbeendrivenbythatsortof892conceptandithasbeendrivenbysociety,bydiversity,bycultureandbyallsortsofthings.Butforme,Ithink893recognition,tocomebacktoyourquestion…Recognitioncreatesthisproblemofnotdrivingpeopletowards894theproductiveenergy.Okay.Andenergy isaboutallof these little things thatpeopledo;politicallydriven,895self-purposedriven,theywanttoachievesomethingforthemselvessotheyaretalkingtoyounotoutofgood896intentionbutoutofsomethingtheywantoutofyou.Soallsortsofbadenergiesgoingoninfluencedbybusi-897nessrevenue,bysocialideals,influencedbyotherpeople,theirbosstellingthemsomethingtotellyou.Lotsof898crapgoingonthatfeedstoyourenergyandyouareforcedtomakeaviewofwhoyouareandyouneedvali-899dationfromotherpeopletokeepyouhappy.Thatisafalseplatformtoliveonandfalseplatformnotconnect-900edwithyourownenergy.Youcan’texplainit,youcan’texpressit,youcanfeelitsoyougetconfusedandget901toapointinyourlifewhereyousay;“Okay,stoprunningotherpeople'sraces.Runyourownrace”.Youare902justwhoyouareandotherpeoplefitinandiftheydon’tfitinthatisokay,thatislife.903


MasterThesis 106

Soforme,Ifiguredthatoutfromself-mindfulnessmaybe12-18monthago…anditisaverysortofnewthing904butitgetsstrongereverysingleday.Butit isabeautifulenergytobeinthatspaceandyouarejustcoming905and…itopensyourearsandyoulistenandprovidefeedback…anditactuallywasdrivennotbytherecogni-906tionbutbythe frustrationofrecognition.Recognitionwasanoutputof it. Itwasdrivenby ideaexchange. I907wasfrustratedwithhowpeoplewerehidingideasbecausetheywantedthemforthemselvesandIdidn’tbe-908lieve into that. I believed into that… if Iwas to sharemy ideaswith you Iwouldbe stronger, thatwas the909wholeidea.BecauseIamlisteningandIamsharingmyideasyouwillgivememoreinformationthatmyidea910needstomature.Feedbackfromotherpeoplewouldleadmyideamatureorunderstandwhereitisgoingto911go.Sobyopeningupandsharingallthatstuff, itmakesyouabetterperson.Itdrivesyourenergy.Andthat912sort of ledme towards recognition and understanding energies and how the environmentworks and you913know…differentpeople in anorganizationhave all sorts of energies – theydo it for different reasons. For914example,Ihavepeoplecomeandtellme;“Ihaveheardheisareallygoodmanagerbutheisabully”…andthat915isputtingsomethingoutofcontextbecauseyouarenotgoingtoachievechangebycomfortablysaying;“Hey,916dothis,thisandthis”.Weliveinacomplicatedworld,weliveinaverydifferenttime.Toachievechange,to917drivechangeyouwanttomakepeopleuncomfortable,youwanttopushthemoutsidetheircomfortzone,you918wanttochangebehaviour.Right.Sothereisalotofstuffgoingonthatmakesitveryimportanthowyoucom-919municateandhowyoushareitandhowyoudrivetheenergy.Therearepeoplewhodonotdoittherightway.920Therearepeoplewhodoitinareallybeautifulway.Butattheendoftheday,itnaturallycomestoyouand921youarebeingyou,youarecomfortablewithwhoyouarewithinyourownspace,andthenyoushareitwith922otherpeople.Anditisfeltbypeople.Theycanfeelit.People,Ifeelthereenergyisnaturallycomingfromwho923theyare.Otherpeople,itisnotcomingfromthem,itissortofdrivenbyotherthingsthatyoudon’tknowwhat924itis,youcan’t…becauseyoudon’tknowthepersonoryoudon’tknowthespiritualsenseofthatpersonbut925youfeelit.926927I:Thoseaspectsareverymuchnotmeasurableformanagersorleaders.Howdoyoucreateawareness928aboutthoseenergyaspectswithinagroupofpeoplemainlyinterestedinnumbers?929Andy:Welllook,Ithink[pause]itisaninterestingquestion[pause]anditcanbereachedby,inmyopinion,930andIamapersonwhoismadebyaccidents.WhoIamtodayisowedtoallsortsofaccidents,andaccidents931canhappenthroughinteraction.Someonereadwhatyouaresayingandtheywillbelike;“okay,thereissome-932thinginthere”andyoucanconnectwithpeoplewhoareactuallyinthesameenergylevelasyou.Andthen933you start creatinga correlationand then that starts expandingand spreading.And it takes time. It isnot a934twelve-monththing,itisnotafive-daything,itisatleastafiveorsix-yearthingandyouneedthosepeopleto935continuecreatingthatenergyforeveryonetofeel.Andyouaretalking250people.Allright?[I:Mmh]andif936youthinkaboutit…everysingleintheirlifetodayisgoingthroughatleastfourdifferenttypesofchange.They937havegot fourdifferenttypesofchangetoworryabout.Andontopofthat, theyaregoingthroughachange938withintheorganizationthattheyhavecometoworkto…yourCEOtellingyounewstuff,newmessaging,new939content,newcustomersallthetime,andcustomersgoingthroughchange.Soeighthoursadayatworkyou940cometoworkandaredealingwithfourdifferenttypesofpersonalchange,youaredealingwiththreetofour941


MasterThesis 107

typesofdifferentchangewithinthecostumersenvironmentandthendealingwithonebigdifferent typeof942changewithintheorganizationandthatonebigchangeisbrokenintoallsortsofthingsthatyouareapartof943hereandthereandhereandthere[drawslevelsontopofeachotherwithhisarmsandhands].Soyourener-944gyisallovertheplace.Okay.Soitisveryhardforpeopletohavetimetofeelthatorinteractornotknowwhat945isgoingonwithallthesedifferentmanagers,youknow.Theyarerunningonverythinenergyforeverysingle946timeandiftheystartputtingallenergyononesinglethingeverythingfails.Andifallfails,thatenergyisnot947neededanymore.Thenitisjusttwopeopleovercoffeeatacafétalkingaboutenergy.Itisaboutdrivingthe948boatandmakingsure theboatdoesn’tsink.So it isvery important that thebalancesareachievedonthose949energiesandthat iswhy it takesso long to findanswers toall these things.Soat thisstage Idon’thavean950answeronhowyoudothat,but itstartswithonepersontalkingabout itatthefaxmachineprintingsome-951thingandthensomeonesays;“Hey,thatguyisactuallytalkingaboutenergy–gotalktohim”andcostumers952says;“IwantthatchangetransformationandIheardaboutenergy.Cansomeonecomeandhaveachatwith953us”or“Gospeakto[Andyname],heisallaboutenergy”.AndthenIwillknowsomethingandIwillprepare954somethingandIwillsenditandIwillshareitandthenwehavesomethingthatbecomesIP.Andthenwesay;955“Okay,weknowsomethingaboutenergy.Howcanweuseitinternally?Howcanwestarttalking”andthenwe956startbringingindifferentconsultantsandstarttalking.Ifyoulookatthe…Iamabigbelieverofnothavinga957visiblecheckpointdrivenprocessofhowyouachievesomething.IfyoulookatTedetal.2005hetalksabout958routines,yourwayofdoingthings.Andtheideathereisthatthereisnooneprocessoronestepfollowingto959achieve something. It is just sets of values, principles, routines, your experience – that come together, you960achievesomething,youdo it.And forusenergymeanssomethingand forothers, itmightmeansomething961else.Onewordmightbeunderstoodcompletelydifferent.Idobelieve,throughmyexperienceoflife,thatwe962allactuallyexperiencethesamethingsatdifferentlevels,inadifferentsenseandindifferentways.963I:Inwhatway?964Andy:Ithinkinallthoseangels[bodily,mental,spiritual].Wefeelthesamethingsinthedifferentstagesof965ourlivesindifferentcontextsandindifferentways.Andthewayyoucanidentifythatisthroughtriggersand966throughevidence.Forexample[companyname]isdoingreallywellaftertwelvemonths.Wehavereallygood967productiveenergymostofthetimeandaround70%ofpeopleareengagedinallthatsortofstuff.Thoseare968thetriggersandevidencethatwecansee;thatthereisgoodenergy,thatthingsarehappeningandallthestuff969thatIamtalkingaboutthereisevidencetofind.Somemightbeveryminor,somemightbebigsomemightbe970small.Butthatsortofideaofifyouaregoingintherightdirectionornot.Thatisallyouhaveintheend.971I:Itisveryinterestingtohearhowyouexperiencealotofthings,andthinkabouthowtoputyourideas972intoaction.973Andy:Yes.974975I:Whatisknowledgetoyou?Whatdoyouunderstandbytheword?976Andy:[Øhm]McKenzie’ssevens’sisonemodelthatIuseandthatIstudied.Whatitreallydoesisthatittells977youwithinacontexthowtherearesevendifferentdimensionstoacontext.Tounderstandacontextfullyyou978needtounderstandthesevendifferentdimensionsofacontext.[…]979


MasterThesis 108

Knowledgetomeis…themeaningofknowledgeis…understandingofwhatyouwanttounderstandwithin980that context.Knowledgeyescanbehistorycanbemaritimehistory,migration, culture,diversityandsocial981andpolitical–allthatsortofstuff.Butitdoesn’treallyhelpyou.Inlife,wearealwaysdealingwithacontext.If982Iwas to talkaboutall of those I am talkingaboutnowsomewhere inadifferent environment Iwould talk983about itdifferently inadifferentcontext.Soknowledgeisthe informationyouneedtoshiftsomeoutcomes984withinacontext.Youknow.IfIwasattheairportandwantedtogofromAtoBalltheknowledgeIhaveisnot985useful.SoIamlookingforknowledgewithinmybrainthatisusefultofind,buttodaywehaveanotherbrain,986whichiscalledGoogle.Wejustgo“bumbumbumbum,Iwanttogohereorthere”.IlivedinAmsterdamfor987threemonthandIhadnoideawheretogo,butGooglehelpedmebelike“Okay,Iwanttogofromheretohere988andthenputintheaddress”andthengodothat.Knowledgeisverycontextual.Thereasonwhyweconsume989itsomuchisbecausewedon’thavesomuchknowledgeandourbraincannotkeepsomuchknowledge.990I:Sodoyoustrictlyseeknowledgerelatedtothebrain?991Andy:[Ahm]No.Knowledge…whatdoyoumean?Relatedtothebrain?992993I:Intheexample,youjustgavewithAmsterdam,youreferredknowledgetothebrain.Soinyourview,is994knowledgesomethinghiddeninusordowepossessitinotherways?995Andy:Ohlook.Knowledgeis…knowledgeisnotatallhiddeninus.WedocarryknowledgethroughgeneticsI996believe.IhavereadsomestuffImaynotbeabletoquotebutwedocarryknowledgethroughgeneticsbutthat997isunravelledand/orunlockedthroughnurturingtheknowledgeyouknow.[Pause]Becauseyoucansee,andI998didalittlebitofchildpsychologyinmyyoungerdays[Laughs]andyoucanseekidsdoingallthesethingsand999that comes tomebecause those evidence are about howdo they learn that?Howdo they know that? It is1000aboutthattheycarrythoseknowledgethroughgenesanditunlocksthroughtheirexperienceandthemtouch-1001ingthings.Itisallabouttouchingthingsandyouunravelknowledge.Itrulybelievethatthebraincancarry1002someknowledgethroughgenes,itistransferred,itistransported,andthatsortofspreadtoyourbody.Andif1003youthinkaboutit,yourhandsandyourlegs…youknow…whenyoutouchsomething,doyouthinkitgoesto1004thebrainandasks if it ishotorcoldandcomesback?No.Thebrain transformsall thatenergy indifferent1005neuronesandcellsandisactuallysittingonyourfingertip.Itreactsbecauseitishereandyourbraindoesnot1006thinkaboutit,itjustdoesit.Soknowledgeisinallpartsofyourbodyandalsoconnectedthroughenergyand1007electricityandotherpeople’sbodiesandotherpeoplearoundyou.ThatiswhyIhavehadexperienceinmy1008lifeinenvironmentswhereIfailedbecausethatenvironmenthadsetmeuptofail.Becauseofthepeoplein1009thattypeofenvironment,theenergy,andthetypeofknowledgethatisinthatenvironmentallsetsyouupto1010fail.Soyouareconstantlytryingtofindanenvironmentwhereyouwillsucceed.[Pause]Inanenvironment…1011GoogleasanexampleItalkedaboutaspartoftheenvironment…whoyouknow,andmakingsurethatthose1012peoplehaverightintentionsforyou.Ifnot,youhavetogetridofthem.Youhaveto,like,pushthemasidebe-1013causetheywillcauseyou…theywillcreatethatplatformforyoutofail.Youarenotgettingtheknowledgeyou1014needinordertosucceed.Successioncanbeforexamplemejumpingonaplaneandgettingontheotherend.1015Right.IfIwasinChinaandIwantedtogosomewhereelseandIcan’ttalkChinese,thenthatisnotgoodin-1016


MasterThesis 109

formationinthatenvironmentformetoactuallydosomething.SoIhavetoconnecttoGooglethatispartof1017thatenvironmentthatactuallyenablesmetosucceedinthatsituation.10181019I:technologydefinitelyallowsusto[cutoff]1020Andy:Yestechnologyfollowsus.Wedon’tfollowtechnology.Wewanttodowhatwewanttodoandtechnol-1021ogyenablesustothat.Everyoneislookingattechnologyandsaying;“thereisaproblem–howcantechnology1022fixtheproblem”.Technologyisalwaysfollowingyou.Youareneverfollowingtechnology.Youarenotdoing1023what technology…we live in aworldwhere people says “socialmedia changed theworld”.No. The social,1024culturalcontextchangegotsocialmediatothink;“whatcanwedotofeedtothesepeoplethataresohungry1025to…”technologyalwaysfollowsyou.Iwillsharewithyouanarticlethattalksabouthoweverythingisdriven1026byacultural framework. It isallaboutacultural framework.Youhavecontext.Aculturalcontext isdriven1027throughideasyouknowandthere isastudythatwasdoneandamoviemadeoutof it: “How…people ina1028grouportwopeopleareinfluenced”.Everybodysays;“YesIwillhavethatandhavethis”andeveryoneislis-1029teningtowhattheywantandsaying;“Yep,Iwillhavethattoo”.AndwhatFacebookcameupwithwasaway1030ofowning it.But90%wasn’ton itandnoweverybody ison isbecauseyouhavetohave itbecausethat is1031whateveryoneisdoing.Parentsareonitbecausetheirkidsareonit,andallthatsortofstuff.Soculturalcon-1032textdrivesneedsandideasandeveryonewantstobepartofifandyouhaveculturalcurrents…currentsand1033wavesthatdriveallthesethingsandthenyouhavepeoplesittinginthetechnologyareaandsaying;“whatcan1034wedo to feed to that cultural needand those cultural ideas?” andpeople talk about context and they then1035comeupwithgreatthingsliketechnology.Sotechnologyalwaysfollowsyou.10361037I: Iambeingabitmindfulofthetime,soIamgoingto jumptoaquestionaboutacourseIheardyou1038haverecentlyhad.Didyouattendthestressmanagementcourse?Whatareyourthoughtsonthecourse?1039Andy:YesIdid.IthinkIbecameawareofparticularonethingwhichwasthe…[Øhm][Pause]Whendoyou1040actuallynowyouarestressed?That is theonlythingthat Ineedandthat Ipickedup.Because forpersonal1041reasons I am verywell aware of… throughpersonal experience in family and lots of things I am verywell1042awareofallofthestuffthatwasdiscussedinthatcourse,butthemostofthetimeyoudon’trealizethatyou1043are stressed.Otherpeople canpick itupand if they tell you thatyouare stressedyou justgo like “I’mnot1044stressed–stoptellingthat”.Butitactuallyhelpedmethinkwhatarethesignsthatyoushouldbeawareofif1045you are stressed. Andmy signs are [Pause] if I am not consuming information and knowledge then I am1046stressed.Ineedtoberelaxedtoconsumeinformationbecausewhathappenswhenyouarestressedwriting1047anassignmentisthatyouaretypingsofastyouthinkthatisgoingtosolveyourproblembutyouareactually1048notachievinganything.Itisactuallyjustcrapyouaretyping.Sothatisasignofstressforme…andIfigured1049outhowtosolveit.WhatIdidwassleepalot,wakeup,switchoffeverythingaroundyou,thereisnooneex-1050ceptyou,nobodyinthehouse,nobodyaroundyouandnointernet,nonothing.Itisjustyouinthatmoment1051andyousmashitinfivehours.Youhavealotofcoffeeandyousmashit[Laughs]andinthatfivetosixhours,1052thematerialyouproduceyoucloseitafterwardsandwrapit,youwillneverlookatitagain,itiswrapped.If1053yousomethinginincrementalthenitiskindoflike,againIamtalkingwithinthecontextofanassignment,itis1054


MasterThesis 110

kindoflikeyouforgetwhatyoudidandhavetoredoit.Soyouwillberedoingthesamethingsallthetime.So1055formeanindicationofstress…inthatsession,Ilearnedhowtoknowwhenyouarestressed.10561057I:Wasitpurelyfromtheinformationgiveninthatcoursethatmadeyourealize;“maybethatiswhyIam1058notproducingaswellasIshouldorthatiswhyIamnotconsuminginformation”?Howdidyougetthat1059lightbulbmomentoflearning?1060Andy:Yeah,itwasliterallyfromthatcourse.BecauseIhadsomuchstuffgoingoninmylifeandtherewasno1061recoveryperiod.Andthatcoursewasactuallyforusarecoveryperiod.Itwasabout“stopandreflect”.While1062youarereflectingsomeoneisactuallytellingyouhowyoumaybeabletosolvetheseproblemsyoumayhave.1063Soitwaspurelyfromthatcourse.LightbulbmomentsofstuffIhadneverthoughtabout.10641065I:Youhaveworkedalotwiththepossibilitiesandlimitationsforlearninganddevelopmentwithinthis1066environmentthelasttwelvemonthandsowheredoyouthelearningculturerightnow?1067Andy:Toputthatincontext,[companyname]hasonlybeen…ithasbeenthefirstyearofthechangeanditis1068reallyfocusedonthe…mostofthechangethathasbeenachievedisbythecorrelationteam.Thecorrelation1069teamhasmostlybeentheleadershipteam.Sowehaveaverystrongleadershipgroupbroughttogetherand1070stuff like that. Inmyview, thenextstepofchange is themiddlemanagers…theoriessaythat thereare five1071transitionstepsforsomeonetochangefromamanageroranindividualtoaleaderandtherearefivetransi-1072tionlevels.Inmyview,themiddlemanagershereareonlyonthesecondlevel,whichisnotgoodenough.And1073theybrokepeoplewhowantedtolearnandmoveforward.Lotsofgoodpeoplecomeandleavebecausethe1074middlemanagersblockallthatthings.Theleadershavealotofgoodthingstosaybutthatisnottranslated1075throughthemiddlemanagerstothesepeoplewhoneedtolistentowhattheleadershavetosay.SoIbelieve1076thenexttoenablelearningandenablethosesortofthinkingisgoingtobethosestrongleadersinthegroup1077makingsurethatthemiddlemanagersaresetupinarightwayandaretransitionedveryquicklytobeleaders1078toempoweranddirectandprovidethosepeoplelearningopportunitiesandstufflikethat.10791080I:Whatisagoodleader?1081Andy:AleaderissomeonewhoIthinklistens.Aleaderissomeonewhoallowsyoutobearebelandbeyou1082andnotbesomeonehewantsyoutobe.Aleaderissomeonethatgivesyouthecreativespace.Youfigureout1083thesolutionandyouarenotaskingthe leaderall thetimehowto fixsomething– that ismanagement.You1084don’tneedmanagersyouneedleaders.Becauseyoucanbeamanagerofyourownsituationyouarein.You1085canfigureoutwhatyouwanttodo.Sogivepeoplethespaceandmakesurethatallyouaredoingisgiving1086themthedirection.Youhaveadirectionandyourteamhasadirectionthatfitsinthe[companyname]direc-1087tionandyoujustneedtomakesurethatpeopledon’tgetoutofthatsortofdirection.Youprovidethemwith1088theguidanceandthatisleadershiptome.Managementisallabouttellingyouwhattodonotprovidingyou1089withenoughinformation,notgivingyouthebiggerpicture,notfocusingonyourlearningandcapabilitiesand1090notunderstandingwhereyouneedtogo–tooworriedaboutmylossaccountandwhoiscostingmemoneyor1091


MasterThesis 111

whoisdoinggoodwork.Livinginashortvisionthaninalongvision.Sotome,thatisleadershipversusman-1092agement.10931094I:Beforewefinishup,Iwouldliketoaskifthereareanyfinalreflectionsonthetopicyouwouldliketo1095express?1096Andy:[Ahm][Pause]WhatcanIsay…[Ahm]Ithinkitisareallygoodtopicthatyouarecreatingawareness1097about. I think in thenext fiveyears therewillbea lotof thesesortsofchanges.Wearestarting to live ina1098worldwherepeoplearebecoming…talentandknowledgeandattitudearesurpassingcertificatesanddegrees1099andthingslikethat.Itisbecomingharderandharderforcompaniesandorganizationsandgovernmentsand1100culturestoretainpeople.Understandingthesesortsofconceptsandallthedifferentdimensions,thedrivers,1101areveryimportantforthesuccessofacompanyoranythingelse.Andinvestmentsintothesesortsofthings1102are importantbecauseat theendof theday it isnotabout thetangiblesbut it isabout the intangibles.You1103don’tneed tomeasure them,youdon’tneed toknowabout themas longasyoucanseeand feel thatyour1104tangiblesgrowingandbecomingstronger.Thenitisallgoodindicationsofthatthesesortofinvestmentsare1105reallygood.SoitisreallyimportantandIthinktheworldisgoingtochangealotinthenexttenyears.The1106medicineisgoingtochange,itIgoingtobeverymorenaturalbasedmedicine.Thebankingsystemsaregoing1107tochange.Everyonewantstochange.Thedisruptionisridiculous.Wearelivinginaworldwheregrowthis1108verticalandnotjustgrowinginananglelikethis[drawingwithhishandstoindicateitisnotjustanupward1109goingcurveoranexponential,butstraightup].Theproblemwiththisisthatwithsuchagrowthitbecomes1110really hard to govern these things. And theworldwill live on a line of chaos. Driving people towards that1111spaceofloveandrespectofwhotheyareandthattheycontributewithwhattheycan.Tocontributeisvery1112importantandhowyousustainthatisveryimportant.Andmakingyourcompanyprofitableisgoingtobea1113bigchallenge.Mostimportantlyishowyouactuallysucceedingettingpeopletothinkaboutthatandhowyou1114aregoingto,notmanageit,butgetintothatheadspace.Lastly,ithastobeastepbystepprocesstogettothat1115point.AsanexampleIcanuseisthatintheeightiesandnineties,NewZealandwasoneofthecountriesinthe1116worlddocumentingthehighestpatentsintheworld.Wearethebestatinvention,wewerethebestatcreat-1117ingthingsbecauseweweresofarawayfromtherestoftheworld,andtherewasnoaccesstous.Webuild1118stuffforourselftouse.WewerebuildingtoolsinthekitchenandinthegarageandeveryonehadagarageDIY1119[doityourself]sowewerereallygoodatinventionbutwedidn’tknowhowtoturnthatinventionintoinno-1120vation.Have companies that are profitable and hold them and commercialize them anddrive an economy.1121Nowwehaveachievedit.[Pause]Ourknowledgeisoureconomysectoranditisthestrongestintheworld.1122Europe,therewasareportjustwrittenbytheEuropeanunionthatweareincrisis.Ourtechnologyisthecri-1123sis,thegrowthissohighthatourtechnologycannotkeepupwithit,cannotenableit.NewZealandisprovid-1124ingtothatEuropeansectorandlotsofgoodthingsandAustraliantechnologysectorisstruggling,American1125technologysectorisstrugglingbecausetheydon’tknowhowtodoit.LotsofpeoplearecomingtoNewZea-1126land to studyhowNewZealanddoes it.Wehavesomehowachievedauniquewayofdoing things thatare1127veryspecialandthatisdrivingNewZealandtoareally,reallyspecialplace.Thenextthingchallengewehave1128isscaling.Wegotitworkingbuthowcanwescaleit?ItisthebiggestchallengeinHRtoinnovateandtogrow1129


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the companiesandmake sure theyareestablished inaway that is established reallywell.And therearea1130coupleof companies likeZero,ParaAnalytics and that areNewZealandbased companies thathave grown1131worldwide.TheyhavedoneitinareallysmartwayandtheyareinnovatinginHRspace.Howdoyouattract1132peopletomovetoNewZealand?Youknow.Forexample,Ididn’tgoto[cityinNewZealand]beggingforatjob,1133theybeggedmetojointhembecausetheyneedtalentandtheyneedpeopletocomeintothatplace.Theywill1134relocateyou,theywillpayeverything,theywillpayyoumore,whatevertheyneedtodo.Anditisbecoming1135a… it is becoming like… everyone is fighting, there are 100 people fighting for one thing. Because of the1136growth,wecan’tsustain it.So learningisso important.Everyoneneedsto learn.Everyoneneedstobeself-1137sustainable.Everyoneneedstoknowwhatneedstohappenbecauseeveryoneneedstobemuchmorewider1138genericintheirroleinsteadofspecificintheirrolebecauseyouneedtodosomanydifferentthings.Thatis1139whylearningandtheenergyandtheknowledgeandactionableknowledgeandthosewaysofdoingthingsare1140soimportant,becauseofalltheseexternalforcesaredrivingallthesethings.Sothenext10-20yearsisgoing1141tobeveryimportantandthissortofstudyisgoingtocontributetothelearningofhowyouactuallysustain1142thosesortofthings.Soyep,thatwasmylast. 1143


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AppendixG:TranscriptofindivualinterviewwithJames1144

Semi-structuredinterview1145Companyoffice–meetingroom1146Tuesday20thofDecemberfrom12.00pm–1.15pm11471148(Observation: Jameswasabitnervousat first,andevenvoiced thatoutaswell.Couldn’tdescribewhy,but1149perhaps afraid of saying something that couldbemisinterpreted.Gooddynamic, and lots to talk about. In-1150creaseintonebodylanguagewhenhegotcaughtupinastory)1151115200:00–1:04:411153I:[Missing]1154I:Perhapsonabroaderunderstandingofwhatroleourbodiesplay.1155James:Oh,thatwouldbeamazing…tousethebodymoreatwork.Yeah,anditjustdoesn’tseemtobevalua-1156ble, thatkindofworkthing.But Imean, thereare lotsofstuffcomingnow, Imeanwithinwhatwedo,and1157talking aboutmaking things fun again in termsof doing analysis anddesign. I have seen these LEGO tech-1158niques where they are building towers of systems and so they express how they want the system to be1159throughbuildingitinLEGOandtheyhavepeoplefacilitateit.1160Butwedon’thave the time.Forus,asaconsultativeorganization,wegot toconvince theclient that that is1161importanttomakeitfunandspendtimecomingupwiththerightsolutionthroughdiscovery.Oftenthecus-1162tomerthinkstheyknowwhattheywantandtheywanttodoittothecheapestprice.Sowehavegottodeliver1163itveryquicklyandwedon’thaveanytimetoplayorreallyworkwiththeusersandtrytocomeupwithexact-1164lywhattheyareafter.Andtospendtimewiththemandwithactualusersbecauseoftenwehavetointeract1165withsubjectmatterexpertsthatwillrepresentusersoragroupofuserstogetherwewillbuildasystembased1166ontheirfeedback.Andwewillneverreallyinteractwithanyusers.SoitisdifficulttoIguessconvinceorgani-1167zationsthattheyneedtodothosekindsofthingsbecauseit isallbasedaroundfiguresandhowmuchtime1168somethingtakesandtheywillrealizethatinvestinginthatplayfulnessandthosemoredetaileddesignwork-1169shopsthattheywouldgetabetterproductthatwillbemorehighlyadoptedwhichshouldleadtobetterem-1170ployeeexperiencewhichshouldmeanthatpeopleworkharderandaremorecommittedtotheirorganization.1171BecauseIthinkthatiftheyfeelliketheyarealwaysbeingfedstuffdowntothemorbeingmadetoworkina1172certainwaytheywillreacttothatbecauseitisbeing“youshoulddothisinandthatway”whichpeopledon’t1173likeandIthinkthroughplayandthroughengagingpeoplefromthefrontlineyoustarttoinvolvetheinthings.1174Thentheyfeelthatvaluedandfortheknowledgethattheyhave.Maybetacitknowledgeinyourwords…you1175knowthat theknowledgeyoubring to theorganization isvaluedandused.But that isgoing into theLEAN1176organizationnow,which is comingaboutwhereyou tryandshrink thehierarchy,youknow,whichweare1177tryingtodo,butIdon’tknowifwedoitverywellbecausewestillhaveourleadershipteamorwehaveour1178leadersandinfluencers.Whichmeanaselectedgroupofpeoplemeetinaroomanddictateordecideonthe1179directionfortheorganizationandthenwehavetocommunicatethatdowntothepeoplebelowus.Itsome-1180timesfeelslikeitcreatesanus-and-them-environmentwherepeoplefeelliketheydon’tcontribute.Andmay-1181


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betheirknowledge isn’tvalued,right.That is thekeything,unlockingtheirknowledge.Andyeahso if they1182haven’tgotthatvoicewheretheyfeelthatwhattheysaywillchangethecompanythentheydon’tengage,I1183don’tthink.Wedidaworkshopherewhere[CEOname]talkedabouthowthetransitioninvolvedeverybody1184in thisofficeabout thenewstrategyandhowwearegoing to transform [companyname]andhowweare1185going to focus on being differentiated, so everybodywas super enthusiastic. And peoplewere saying; “Ah1186okay,Ithinkthis”and,“Ithinkthat”and“Ihavegottheseideas”.Icouldfeel,youfeeltheenergyintheroom1187andpeoplewerelike;“Icanreallychangetheorganization”andthenthatwasit.Ithoughtthatwouldbethe1188startofalotofworkshopswherelotsofpeoplethroughouttheorganizationmightbeengagedintotalkabout1189whattheyfelt[companyname]wasandwheretheythoughtweweregoing,butitdidn’thappen.Itwasthen1190satwiththeleadershipteam.Theycameupwithitoraselectedfewcameupwithit.Andthen…itjustfeltlike1191allof theenergywas lost,youknow.Andpeoplewere like; “Wheredid itgo”and“What ishappeningwith1192that”and“Whatarethenextsteps”andnobodywasreallyengagedandthentheystilldisillusionedpeopleto1193thathadgonethroughallofthisbefore.Itjustfeltlike…Ifelt....Icouldfeeltheenergywhenpeoplefeltlike1194theycouldchangetheorganization.11951196I:Whatdiditfeellike?Howdidyounoticetheenergy?1197James:Itwasjustthatpeopleweresoenthusiasticabout;“Ihavegotthisidea”and“whataboutthis”andthey1198felt…theywerelike;“Uh,sowecanactuallyinfluencethedirectionofourorganization”.Theyhadneverexpe-1199rienceditbeforeandthenIwaslikethatfeltreallypowerfulwhattheyhadthere,butthenitjustlostallmo-1200mentum.Allthepeoplewerelike;“Well,nothinghashappened”andtheyseepeoplenowbehindcloseddoors,1201youknow,doingthesethings.Itisveryexclusiveandnotinclusive.AndImeanIagreethatthereareproblems1202withhowyoudothatbecauseifyouinvolveeverybodyitcanbeverydifficultbecausetherecanbesomany1203opinions.1204But still,now they feel that still theiropinion isn’tvalued.Butwecoulddomany things, at least insteadof1205dictatingthenaskingforpeople’sopinion.[Name]isagoodexampleandheisalwaysverytalentedandhas1206these ideas or solutions to offer. So even though he hasn’t been doing that he has all these ideas and you1207shouldtryandlistentothem.Butsometimesitisdifficultbecauseyouhaven’talwaysgotthattimetolistento1208everyidea.Ithinkitisimportantbutsometimespeopledon’tcomeupwithgoodideasandsomepeoplethink1209theyarecomingupwithgoodideasandyouhavetohavethatconversationwhere…Idon’tknowwhatIam1210tryingtosay.ButyesIthinkyouareright,thatitisimportanttolistentootherpeople’sideasbutitisnotal-1211wayseasywhenotherpeopledon’tlisten.Theywillcomeupwithsomethingbuttheydon’tseemtorespond1212toyourcritiqueontheiridea.Whereas[name]willcomeupwithsomethingandwillhaveagooddiscussion1213about it and thencome toagoodoutcome,wheresomepeopleholdon to their ideas.Andasmuchasyou1214debatearoundit,itwillstillbemyideaistherightone.Andmaybethatisanotherelementofopeningup.[…]1215Soyeahkeepingthatknowledge.Imean…Idon’tshareeverythingthatIlearnbutIwillsharealotofit.But1216yesmaybe someuses it as a competitive advantage and to create that free sharing organization is [pause]1217difficult.1218I:Butitcanalsobedifficult.1219


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James:Yeah.Ithinkwearetryingtocreateanenvironmentwhereweshareandbuildourknowledge,butI1220don’tthinkwehavethetimeorwedon’tgiveourstaffthetimetodoit.Wearetoofocusedonutilizationand1221wedon’thaveenoughslackinthesystemtoallowustobuildknowledge.Imean…Lotsofushaveknowledge1222whichItryandsharebutIthinkwecoulddoitmoreformallywhereweactually…SoIthinkitisgoodthat1223youshareyourknowledgewithyourfellowcolleaguesbutIalsothinkitisaboutbuildingbestpracticeswith-1224inthecompanyandonhowyouwork.Icanshareitwithsomebodybutitjust…I’msharingit,andIprobably1225don’t have time toworkwith it and there is no referencewhereone could go and look at how I approach1226something.Otherwise,youwilllosethatknowledgewhenpeopleleave.Ifyoudon’tlockitdownsomewhere1227andpartofwhatyoudoisalsobuildingthatknowledgebase.Andthekeythingis,howwouldyoubuildthat1228inaformalmanner.[Pause]Thatisthedifficultpart,butImeanitisaboutgivingpeopletimetolookatthe1229wayofhowtheyworkinanorganizationandtosay;“Wellokay,sothisiswhatwedo”andoutthattogether1230inaframeworkorsomething.Oraprocess…butthathasbadconnotations.Or[name]thinksitisbad.1231I:Soyouthinkprocessesarebad?Orhavebadconnotationstoit?1232BA:Well,[name]seemstothinkthat.Wheneveryousayprocesspeoplestartto[leansback]youknow…itis1233veryformalwithboxesand…Soyes it isabadwordbecause it isviewedasengineeringorthere isa lotof1234datamodellingandpeopleturnoffwhentheyseethosethings.Soitisaboutbringingthefunbackintoit.Try-1235ingtohavefunbutmakingitfuntakestime.Thewaywedoit,wecanknockupprocessesveryquick.SoIcan1236doaworkshopwithpeoplebutitisnotenjoyableforthembutIwillgetaresultwithinafewcoupleofhours1237whereasifIhavetodothewholereallyniceworkshopwhereweletthemworkthroughit, itsactuallyhap-1238pensovertwoorthreedays.Icangoinandkindofgetaprocessoutofthemwhichkindofworkveryquickly1239butitisnotenjoyableandpeopledieinthoseinthoseworkshops[Laughs].1240Wehavegottoconvincethemthatitisnottherightwayandthat…wearekindofdoingthatwithsomeofthe1241insidesellingwearedoingnow–makingsureyougetadoptionandhavetherightpeopleinvolvedbecause1242otherwisethesystemisn'tadopted.Itislikeyousayaboutinvitingpeopleintotheprocessratherthemtelling1243themwhattheprocessisgoingtobe.Thatisthekeydifference,andIdon’tthinkthatwedoenoughofthat1244becausewedon’tdocumentwhyitisimportant.Wedon’tknowwhywedothings.Wedoit.Butthatagainis1245aboutbuildingthatknowledgebasesoweknow;“thisiswhywedotheseworkshopsandthesearetheobjec-1246tiveswearelookingfor”,somebodycangosomewhereandfindouthowwedothat.12471248I:Butyouguys’typeofworkisalsoveryinterestingbecause,asIunderstand,ontheonesideyouhave1249theverytechnologicalsideandthemeasurableoutcomesandontheothersideengagewithpeopleand1250thedynamicsofthoserelatingsandtryingtounderstandthepeopleside.1251James:Andthemorecostlyside.Itismorethanjusttryingtogetthetechnologyin.1252I:Andhowdoyoulearnthatifitisnotapartofyourlearningculture?1253James:Oh,sothatisaclassic.HereweemploypeoplewithoutBAbackgroundorprocessconsultbackground1254sotheyjustdotheconflicts.AndyouforgethowhardtheprocessconsultancyorBA,beingabusinessanalyst1255is.Itisactually…youlearnoveranumberofyearsthroughexperience…andyouforgetwhatitisyouaretry-1256ingtodo. Youdon’tworryabouttheassumptions,youbuyin,andyouknow“why”youdothings.Totrain1257


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somebodyelsetodorequiresalot.Wedon’tdothatwithourconsultants.Imean,Iammentoringthemalittle1258bit,butIamstillnotnecessarilythebestcoachintermsofwhyIamdoingthings.Youknow,Ihavemywayof1259working–ormaybeIam,Idon’tknow–butwedon’thavethattraining.Wedon’thavethatcoachingculture1260herebecausewedon’trecordwhatwedo.Westartplanningtodorepeatableprocesses,howweapproach1261discoveryorhowweengagetheclient.Wehavestartedtolookatthosethingsbutitismakingthetimeand1262havinganequallyseniorpositiontoimprovethat.Inourorganizationtherearepeoplethatdon’tliketotalk1263aboutmethodologiesandthings like that.Theydon’t feel…that…I justdon’t think they feel it is important.1264Theyhavetheirwayofdoingthings…veryinwardfocus.Ithinktherearedifferenttypesofpeople;thereare1265thepeoplethatwanttocollaborate,andbuildthingstogetherandthentherearethoselonewolfsthatwantto1266itontheirownandwhoisusedtoworkingontheirownandthatispartofthesharingculture,right.IthinkI1267amveryopenandIliketotalkaboutnewwaystodoitandIhaveaverycuriousmindandareopentonew1268methodologiesandwaysofdoingthings. Iaminterested in improving,but it isallbasedaroundI thinkthe1269customerandtryingtodeliversomething.IjustthinkIhavegotacuriousmindbutotherpeoplearen’t.They1270haveaverysetwayofdoingthingsandcanbequiteclosedanddon’twantto…maybedon’thaveaprogres-1271sivemindset.IthinktherearedifferenttypesandIthinkifyouthoselonewolfsintheseniorpositions,then1272thatstartstoclosedownontheorganization.Becausetheydon’tgiveenoughtimeto…thatkindofthing…but1273itisuptopeoplebelowthemwhostarttoalittlebit…andtotakeaction,becauseotherwise,itisnotgoingto1274happen.Iwasreadingabookthatsaid;“Youhavejustgottotakealittlebitofactionandthingswillstartto1275happen”.But I thinkyoucantakeactionbut ifyouhaveaveryprogressiveperson inaseniorpositionthat1276makesalotofdecisions…1277I:Sodoyouthinkmostlookuptotheseniorsorthemanagersandsee“okayIhavetospeakanddo,and1278actinthiswaytoprogressintoaseniorroleoneday”?1279James:Yes.Yougetinspired.Youwanttowork1280I:IamjustgoingtorewindabitbecauseyougavemeaclueaboutsomequestionsIalsowantedtoask.1281James:Ohyes,sure.Goahead.Igotcarriedaway.12821283I:Canyoubrieflydescribewhatdoatthecompanyandwhatisspecialaboutyourjob?1284James:Iamateamleadwithacoupleatthemoment.Sowebasicallymentoragroupofconsultants.Mineare1285notsotechnicallyfocused.Sotheideaisthatwebasicallymanagethem.Sowemanagethem…itislikeadual1286management,sowealsohaveapracticemanager,eventhoughtheyreporttous,ourpracticemanagerkindof1287makesthecallontheenumerationandthatkindofstuff.Generally,fromdaytodaymanagement,theyreport1288intous.Wehaveonetoonesandstartedtohaveteammeetings…yeah,thatisit.Andontopofthat,Idomy1289day jobwith consultancy stuff, which could be business analysis, presales, informant thing and [tech soft-1290ware].12911292I:Andhowaboutthecoachingaspectyoupreviouslytouchedinto?1293James:MainlyItrytodobusinessanalysiswiththemiftheydon’thavethatmuchexperiencewiththatandI1294justtrytosharemyknowledge.Whenwearecoachingdifferent…youknowwhenweareworkingondiffer-1295


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ent things I don’t domuch formal coaching in termsof; “Weare learning about this today”which I think I1296coulddo.Ihavetaughtalittlebitofdatamodeling,butitismainlyinapplication,sowhenwehaveapieceof1297workthenIwillgiveadviceonhowIwouldapproachit,orlikethesearethethingsIthinkweshouldbedoing1298andalsoadvisethemonhowtheymightapproachsolvingaproblem.Sonotsomuchformalcoachingbutis1299quite…butItrytobeavailableasmuchasIcansothattheycanalwaysaskmequestions.Andwheneverthey1300haveaproblemwecanalwaystalk.Ithinkthatisthekeythingtohavesomebodywhoyouaregoingtotalk1301stuffthroughwithandhaveasoundingboardforifyouarestuckonsomethingorifyouwanttotalksome-1302thingthrough.BecauseIthinkthatiswhatwedoquitewellasanorganizationnowandIthinkitisimportant1303thatpeoplearen’tafraidtoaskforhelpinsteadofjustsitforhoursandhoursatthedeskbeing[I:beingstuck]1304[Laughs]whichIusedtodobecauseI felt likeIwasemployedinacertain…maybeabovewhatIshouldbe1305frommyexperience.SoIsatforweeksataclientandthenIrealizedthateventually,Iwouldhavetoaskfor1306help.ButIthinkitdidquestionmywage,Idefinitelythinkpeoplewereaskingmorefromme,butattheendof1307theday,itwasmoreimportanttoaskforhelpthantositthere,becauseitwasabadexperiencefortheclient1308aswell.1309Iamthinkingaboutwhether ithadbeenanydifferenthadwehavehadtheculturewehavenow–wouldI1310maybehaveaskedforhelpearlier?[Pause]Theorganizationwasdifferentthen.I felt likeIwasn't…Ididn’t1311have…Ididn’thavea…Whowasmyboss?[Looksupattheceiling]Ididn’thaveamentororsomebody…tobe1312honest, just talking it throughwithsomebodywhilesitting thereonmyownwouldhavehelpedmea load.1313WhichIshouldhavedone,Ishouldhave…Iwasreadinginabook,andIshouldhavejusthavehadasenior1314memberofstaff…andhowtobreakitdown.Idon’tthinkitwasever…ever…wasevertoldthatthisisyour1315mentororseniorpersonyoucancometotalktoabouthowtoapproachaproblem.Ithinkyouneedtocreate1316thatenvironmentwhensomebodystartsandsaying;“Lookifyouhavegotany”…andevenIdidhavesome-1317body,buthewasbeingmymentor,andIaskedhimratherthanamoreseniorperson.Sothekeythingisask-1318ing forhelp.Andthat iswas Iamtrying to instil inmystaff, thatdon’tsit there,butpeoplestilldo it.Even1319thoughIsaidtomystaffthat;“Don’tsitthere,justcomeandaskme”andIcanseethemsittingthereandfig-1320uringout[I:laughs].Butthereisanelementofnotaskingallthetimeandwantingitalldoneforthem.The1321keythingisaskingforhelpandmakingyourselfavailableforpeople.Unfortunately,itdoestakeyourtimeand1322youknow Ihavegotother things todobut I spenda lotof timewithmystaff andcoaching them.Butyou1323know,Ilearnfromthemasmuchastheylearnfrommeaboutideasandhowtodothings,soitisagood…way1324ofexchange.1325Andothercultures,Idon’tdo…Ihaven’treadthatmanybooksandhavethem…andIhaven’tgotthatmuch1326experiencewithhowtocoachpeopleandhowtogetthebestoutofthem.13271328I:Doyouexperiencephysicalsensationswhenyouareatwork?1329James:Ohabsolutely.ImeanIthinkitisaverybigpartofcommunicating.Changinghowyouarereacting.I1330thinkyouhavegottohaveempathy.ButitisextremelyintheworkplacebutIfeelliketheemphaticpersonin1331acorporateenvironmentcanbevery…haveahardtime,becausetheyareinanemotionalenvironmentwhere1332empathyisn’t…empathyisencouragedbutIdon’tknow…like…1333


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I:Howdoyouliveempathyorhowdoyouseeit?1334James:[empathy]Itisjustunderstandingothers’needsare.Empathizingwithsomeone.Soisitmorereading1335bodylanguageor?Ithinkitisahugelyimportantpartofbeingaconsultant.Youhavetoreadpeople'sbody1336language,yougottobeengaged,youneedtoknowwhichapproachyouaretakinginordertogettheoutcome1337youneedtoreadtheirbodylanguagetoseeiftheyareinvolvedandiftheyareembracingwhatyouaretalk-1338ingabout.Youneedtohavetheactualchangesadoptedandthatpeopleareengagedinwhatyouaredoing.So1339whatwedoislistening,becausewehavetounderstandwhatproblemstheyhave,whatchallengestheyhave,1340inordertocomeupwiththerightsolution for them. Ifyouarenot listeningpeoplearen’tengageandthen1341theydon’tappreciatewhatwearedoingandthen…youfindyourselfwithapullorpullwhichmeansifany-1342thinggoeswrongthenyouwillbeoutprettyquick.[…]Ithinkitisabigpartofwhatwedoisreadingreac-1343tionsandjusthavingagoodrelationshipwithpeoplethatarekey.13441345I:Andisthatbothinternallyandexternallywithclients?1346James:Idon’tdistinguishoutdoorsandhere.IfindthatIthinkitisthesameformeinhere.Itrytobeoutside1347whatIamintheofficebecausewhywouldyoubeanydifferent.Obviously,thereisprofessionalismandthere1348arethingsyoucan’tdothatyouwoulddohere,butIwouldliketoasopenasIamoutsideortrytobeoutside1349asinhere.Theproblemis,ifyouareveryopenthenpeopletheyfindoutalotaboutyouandthentheycanuse1350itagainstyou[I:Laughs]butIthink…Ibelievethatifyoushowvulnerabilitythenpeopleconnectwithyou.If1351youdon’tthenpeoplewon'tconnectwithyou.Itisthesameinactingaswell,soifyouwanttogetanaudience1352onyour site youhave to explore your vulnerability otherwise, theywon't…youhave to show that youare1353human.Ithinkitisthesameinanoffice...exposing…youknowwhatyouarethinkingaboutthingsorwhoyou1354aretopeoplemakespeopleconnectevenmoreanditdevelopsafeelingoftrustyouknow.Thenyoucanshare1355moreinformationwitheachotherinsteadofifyouareallguardedandverydefensiveandworriedaboutwhat1356youaresayingthenyouwon'tshare ideasandyouwon'tputyourselfoutthere. It is thesameinsocietyas1357well.Ladsshare…youaregoinggetit…thatiskeytoopening…Idon’tknowhowwegotthere.Empathizing,1358understanding,recognizingpeople’semotionsbutalsoiftheyarefeeling…ifyouthinktheysomeoneisfeeling1359acertainwaythenyoutalktothemabout it.Thatmeansyouare,youhavenotesterbuttheymightnotbe1360themselves.13611362I:Didyouattendthestressmanagementcourse?Whatareyourthoughtsonthecourse?1363James:Yes.Itended…Ifinditreallyinterestingtalkingaboutidentifying…whatIfoundreallyinterestingwas;1364“Howdoyouknowyourteamisstressed?”andIactuallyhaveno ideawhethermyteamisstressedornot,1365because Ihaveneveraskedandnever lookedandpaidattentiontowhatmightbestressingthemout.How1366theymightlookwhentheyarestressedout.Andforinstance,when[name]wasstressedlastweekandIdidn’t1367realizeit.Buthedidn’tsayanythinganditisnotlike[name]togetstressed.[…]1368Wearepushedhere.Forexample[name]heisbeingflunkedby[name]becauseheissowillingtodothework1369butit isallaboutifyoudoitthenit looksgood.I’lldoit,sowewillallgetthe ‘flockthewilling’theycall it,1370whereyouworkpeoplethatarewillingtoworkhard.Youkeepontakingworkbecauseyouthinkthatiswhat1371


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youneedtodobutactually,youaregettingverystressedoutandhavegottoomuchgoingonsocan’tdoa1372verygoodjob.Youhavegotfourorfiveprojectsonthegoandyouarenotgoingtodoaverygoodjobbecause1373youaremultitaskingandpushingtoohard.Buttorecognizethestressmeansyouhavetothendosomething1374about it. Your bosswon’t recognize the stress because then… and her [course speaker] exactwordswere;1375“Somepeoplecanhandleitandotherscan’t”.Youwillpushthosewhocan.Itisaweirdthing,sodoyouthen…1376whatkindofpeopledoyouwantinyourorganization?Doyouwanttheonesthatcanhandlestressverywell1377ordoyouwanttheoncetheonethatdoesn’tnecessarilyhandlestressverywellandwhocan’tdoasmuch?I1378think someonehadbeen reading something and tellingme that if youwere stressed then youwere in the1379wrongjob.Youshouldn’tbestressed.ButIamnotsureifthatisrightoralimitedmindset.Butifyougeteasily1380stressedinchiefcommissionaspositionorina…thenyouwouldn’tmakeitintomilitaryintelligenceorthe1381SAS ifyouwereeasilystressed.Youneedacalmmindset.So is itaboutabetter interviewprocess tomake1382surethatthepeopleyouemploycanhandlethelevelofstressthatthejobwedoentail?13831384I:Soontheonesidewemayhavesomeonebeingbetterathandlingstressbutisitalsoabouthavinga1385workculturewherepeoplelearntoexpresswhenthereItoomuchgoingon?1386James:Iagree.SocultivatingthatculturewhereitisokaytosayIamstressed.Evensaytoomuchisgoingon1387willhelpyounotsuppressingthatemotion.1388Haveyoureadabookcalled“Non-violentcommunication”?ThatitisincredibleandIcouldn’tbelieveitwhen1389Iwasreadingit.Itchangedmymindbecauseitfocusedontheneedsofothers.AndallthesuddenIwaslikein1390myheadandIstoppedmydialogue.Myactingcoachusedtogo“alwaysgetoutofyourheadandfocusonthe1391otherperson'sneeds” [I: ohyouhavehadactingexperience] and so shewould say; “Getoutof yourhead”1392becauseIwasalwaysinmyownheadand“Focusontheotherperson”andInevergotit,andthenIreadthe1393bookanditsaidtofocusonwhatunwantedneedsaren’tbeingmetforthemandtheyareangry.Andallthe1394suddenthevoicesstoppedinmyhead,inthemonologueyougetandIwent“wow”.AllthesuddenIwasfree.1395And theywere saying thatbasicallyhowyou talkwithpeople – areyou feelingangry, areyou feeling con-1396cerned,areyouangrynowbecause…buttalkingabouttheemotion.Youempathizewiththembutalsothey1397weresayingthatifyouexpressyouremotionpeoplearelesslikelytoout[…]Torespondtowhatyouaresay-1398ing.Oryouhaveexpressedhowyouarefeeling.Soifyousay;“Iamalittlebitupsetaboutwhatyouaresay-1399ing”thentheywillgo;“UhIhaveupsetthatperson”,butalsoiftheyarenotusedtohavingsomeoneexpress1400their emotionandyou can see themgo [makes a face]…but I think it is thatbringing in intowork culture1401wherepeopleexpresshowtheyarefeeling,thatwouldbeverypowerful.Youknowallowedtoexpresshow1402youarefeelingintheoffice.Ifyouarestressed,stressisabadthing,hasnegativeconnotations,itmeansyou1403can’thandlethejobthatyouaredoing,soyouwillhidebehindthatIguess.Oryoupretenditisokay,butitis1404justknowing…Idon’teventhinkitshouldgettothatpointwherepeoplearestressed.ThewayIhavebeen1405lookingatitistryingtoapplyKahnemannprinciplestotheworkplacewhereyouaretryingtocreateslackin1406thesystemforpeopletoimprovetheirworkplace.Itisbasicallyawayofapproachingworkwhereyouonly1407havesomuchworkinprogressatanyonepointintimeandthenwhathappensisonceyouhavegot…youcan1408onlytakesomuchworkon.SobasicallyaclassicexampleareparksinJapanwheretheyhavetheseticketsand1409


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youhaveacertain limitof tickets, like200,andyoutakea ticketwhenyougo in,andwhenthepark is full1410nobodyelsecangetinuntilsomebodycomesout.Youonlyhaveacertainamountofpeopleinthereinterms1411ofcrowding.Sotheydon’tgetovercrowdedandtheyapplythesameprinciplestoworkandforITdelivery.So1412a teamyou canhave two things inprogress at once and ideally one. So for a teamof six, you canhave six1413thingsatonceandwhenoneisfinishedthenyoubringinthenextone.Soyouonlyhavesixitemsonthego.1414Whathappens issomebodyelsemightbe finished,somebodymightbeblockedormightormightnothave1415somethingtodo,butyoucan’tbringanymoreworkinuntiltheother…theymayhavedonetheirthingand1416don’thaveanythingelsetodobecausetherearesixitemsinprogresssoyoucan’tbringinanymoreworkinto1417thesystem.Sotheyhavetodosomethingelse.Theydon’thaveanythingtodobasically.Becauseeverything1418wedoisaboututilization.Youarepressuredtodoandyouhavegottomakemoneyforyourtime,whereas1419this creates situationswhereyou couldbehaving timewhereyoudon’tdoanything.What theywere then1420sayingwasthatinthesesystemswhattheyfindisthatwhenpeoplehavemoretimeontheirhands,theystart1421toimprove…thesystem…andstarttolookatwaystoimprovethesystem.Iwasthinkingthatactuallyifwe1422reduce the amountofworkwearedoing there are value in improving the systemandworking it and that1423actuallymightgeneratemorewealthforusinthelongrun.Whichiswhatknowledgedoes,right.Thatiswhat1424itis.Youinvestintimeandunderstandinghowyouworkandhowyoucanimproveandhowyouworkand1425that, I think,deliversamoreproductivecompany in the longrun.But that isallqualitativework.Youcan’t1426provethatithasarevenueimpactoratleastitishardtodothat.ButIthinkthatwouldreducestress…ifwe1427tracktheamountofworkandifwehadabetterwayofdoingthat.14281429I:Butdoyoualsothinkthatthereismoretounderstandaboutyourcultureandenvironmentthanwhat1430canbeseeninthenumbers?1431James:Absolutely.Mylightbulbmomentsorlearningisalwaysintheshowerinthemorning.Thatiswhere1432theideaswillcomeandthenIwillwritethemdown…afterImighthavebeenthinkingaboutthemfortwoor1433threedays.Everybodyisdifferentintheway,whichtheywork.Seethatisthething,weareallhereandwe1434areallthroughreportsandstufflikethatwearemaintainedanditisahugeshiftjusttotrustpeople.Butthere1435arepeoplethattakeadvantageofthat,wherethatjustwon’twork.1436I:Canyouelaborateonthat?1437James:Thereistheperceptionherethatpeoplewill justtakeadvantageofthesystemiftheyarenothighly1438managed. ImeanIamthesame, Imean…Ihavedonethat tosomeextent in thepastbutmymotivationto1439roan[?].Seethisisthething.Ihadarealization.Iwasveryunhappyworkinginthecorporateforalong,long1440timebecauseIwasthereforthemoneyandIwasjusthereforearningcashandthecorporatelifestyleand1441thatkindofstuff.ButthemoneywasgoodandthenIreadabookabouthowemployeesweremotivated.Inan1442organizationwhereyouaremotivatedbymoney,yourmotivationcanbeveryselfishandyouwon'treally…1443youwillalwaysbeunhappybecauseyouareneverquitepaidenoughandyourperformancewillneverreally1444beasgoodasinanorganizationwhereyouaremotivatedarounddeliveringvalueforsomething–delivering1445valueforapersonoraproductthatchangespeople'slives.AndI,thought;“Ah”becauseIrealizedthatIhad1446readthatbookaboutflow,thatlongHungarian[I:Csikszentmihalyi]yeshewastalkingaboutfindingthelove1447


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forwhatyoudoandIneverreally…andthenIreadthisbookandIwaslike;“That’swhatitis”andIchanged1448mythinkingorIsawacolleagueandhewaslikesaying“Iamdoingitforthecustomerortheperson,thatis1449whyIamdoingsolonghourstogetareallygoodproduct”.AndIthoughtthatwasamazing.Andthenwhen1450readingthebookIwent“uhthat’swhatitisabout”soIchangedmymindsetandtherealvaluefor[company1451name]delivervalueforcustomersandIbecamemuchhappierinmyjobandmuchmoremotivatedtodothe1452workandIfoundmyselfworkingalotharder.Maybeitisaboutgettingpeople'smotivationsrightandthen1453theywillwork.Butitisariskthatpeopledotakeadvantage,butifyougetthemengagedinanactivitywhere1454theyfeeltheyarecontributingtheymightfindthemselvesmoremotivated.14551456I: Iambeingabitmindfulofthetime,but ifyoustillhaveafewmoreminutesmaybewecouldtakea1457couplemorequestions?1458James:Ahyes,sure.1459I:Iampayingattentiontothatyouoftenthinkintermsofyourteammembers,butwhatifwewereto1460putthespotonyou.Howdoyoupayattentiontoyourownstresslevelsorphysicalsensations?Andhow1461doyoulearnthebest?1462James:[Mmh]HowdoIlearnthebest?[Pause]Ihaveneverthoughtaboutit.1463I:Youaregoodatthinkingaboutotherpeople'sneeds.1464James:Yesthatisagoodobservation.1465I:Butyouarealsolearninghere.1466James:Howdo I learn? I think I learnbybeing shown. I amverymuch… if someone showsmehow todo1467somethingthenIwillpickitupquicklywhereasifsomebodyistryingtotellmeIfindithardertolearnIhave1468noticedovertheyears.So…YeahifIsitwithsomebodyandseehowtheydoit,thenIwillpickituprealquick,1469andthatisthewayIfoundthatIlearnthebest.AndwhatalsodoI…thenIreadalotandIthinkitisreally1470importanttoreadandtoreadaroundthejobyoudo.IhavealotofinterestsoutsidebutIthinkitisimportant1471toapplythattoyourjobaswellbecauseyouaredoingiteighthoursaday.Soit isimportanttoreadabout1472whatyouaredoing.Andthenalsotohaveconnectionsandmakenewideasabouthowyouaredoingthings,1473butthatisactuallytryingtobeprogressiveandtryingtofindnewwaysofdoingthings.Ithinkthatisakey1474aspectoflearninginanorganization.Itisnotjustlearningfromyourcolleaguesbutyoureadaboutsomething1475andthensomethingyousawandsuddenlyitwillmakemoresense.Itkindofbringsitalltogether.Andalso,1476talkingtoyourcolleagues…howtheywouldapproachthings…andjustbeingcurious.Iwouldhaveconversa-1477tions with my CPO and my CEO about different things and they give you ideas. And slowly that cross-1478pollinationofsomeonesaidsomethingandonesaidanotherthingandthenyoustartto…Ithinktalkingabout1479things is really really important. Talking things through is a key aspect of learning I think. You can’t really1480learnonyourown.Youcando,Imeanyoucanreadabook.IcanreadabookandIcanlearnsomethings[…]1481SoItryandreadandshownewthings.Thequestionis;“HowdoIlearnbest?”isthat…howdoIlearnbest…1482howdoIlearnbest…isthatintheworkplace?Or…Ithink…bydoingIthink.Ido,butIalsodofromreading1483andthat iswheretheblendofwaysis... I thinkIammore[…]beingshownsomethingbutIalsolearnfrom1484


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readingandvisually.[Pause]yeahvisually,butwedon’tusemuchvisuallyinourwork.Wearegettingthere.I1485havebeenreadingaboutitandtrytodrawmore.Buthavingfaithinyourdrawings…[Laughs]1486IhavedonealotofreadingaroundwhatIamdoingtotryandunderstandit.Soforme,itisdoingandreading1487–andthedoingandthenrevisitingthatreadingsoitstartstomakemoreandmoresense.14881489I:Finalquestion.Youmentionedyouractingbackground.1490James:Yes1491I:Doesthatinsomewayinformhowyoudoyourjob?1492James:Ithinkso,yeah.1493I:Inwhatway?1494James:Justbeingyourself.Tryingtobeauthentic.Notbeingpresentationalbutbeingpresent.Becausewhat1495theysayis,ifyouarealreadyacting,thenyoucan’tact.Soifyouarealreadypresentinganimageofwhoyou1496thinkyouare,peoplewon’tbelieveyou.Whereas ifyouare justauthentic, and thenyoustart toact. It isa1497strangethingbecausewhensomeoneisauthenticyouarekindofdrawntothembecausetheyarejustthem-1498selves.Like[name]isprobablyagoodexampleof.Heisveryauthentic.Sometimesthereisanelementofact-1499ingthere,butgenerally,heishimself[I:Laughs]Ithinkheisquiteyouknow…hehasgotanenergyabouthim1500oftenandheisanauthenticityandpeopleidentifywiththat.AndIthinkit is justbecause…youarejustre-1501laxedwithwhoyouareandnottryingtobesomethingyouarenot.AndIthinkthatisimportantandonceyou1502getthatpeoplewilljusttrustyouabitmoreandthenareabletojustbecomfortable.Orare…Idon’tknow…1503boughtintowhoyouareandwhatyouaresaying.Butifyouarepresentational…like…itisthewholemacho1504thing.Likeifyouputonthismachoimageandstufflikethatyoumaygetsomerespect,butreallypeoplesee1505throughthatanddon’trespectyouinthelongrunbecauseyouarenot…often…herewecreateandpresent,1506wearealwaysfine.Thereisneveranythingelsethanthat.Anditisthesameinsociety.Ifyouexposeyourself1507orsayanythingpeoplegetveryuncomfortablesometimes.Soforme,that istheelementofacting–theau-1508thenticity.Tobepresentandnotpresentationalwithyourcolleagues, and justbeyourself.Expressinghow1509youarefeelingortoletthatout.Insome…actingisgood…alittleofartexpression,youremotionscanbevery1510reactiveasanactor.Youtrainyourselftoveryoryou[Laughs]canbejudgmentalinanofficeenvironment.I1511think thereneeds tobeanelementofcontrolbut it is still important to…and I thinkeven justsayingyour1512emotions is important.So forexamplethatMVCwasabouthowareyou feelingsohowImanagemystress1513nowandwhatisinterestingisthatIamfeelingstressedbecauselookingathowyouarefeelinganemotion.It1514isexpressingthatemotionbutwhatisthecourseofthatemotion?Ratherthanjustfeelingstressed.Youfeel1515stressedintheofficeandgo;“whyamIfeelingstressednow?”andthenoftenthestressdis[…]becauseyou1516acknowledgeit.AndIthinkthatiswhattheyaretryingtodoinacting,thatyoudon’tsuppressyourfeelings1517youjustexpressthem.Throughexpressingthemtheybecome…itjusthasthatrelaxingeffectbecauseyouare1518notsuppressingyouremotion.Thepartaboutactingisthatyoudoaworklyscheduleandyouworkthrough1519howyouarefeelingandhowyouwerefeelingthroughouttheday.Forexample;“Iwokeupfeelingangrybe-1520causemybossdidthistodayandIamsadaboutthat”ButIthinkifyoudotheMVCyoucandoityourselfeve-1521rydayor throughthedayandthat is importantbecausethenyoudon’thaveall thoseemotionsbuildingup1522


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andyoudon’t knowwhyyouare feelingwhat youare feeling. [Pause] It [acting]definitelymadememore1523confidentintheofficeenvironmentandmoreconfidentinfrontofclients.AndIdidthingslikepromptcourses1524andyoucouldapplythattotheofficeorworkshops.Howyoumakeuseofyourbodyandexpressingyourself.1525Free some creativity for us. I mean you lots of exercises and improvisation and [Pause] you know things1526aroundthe letterForreadingaShakespearealphabet likerrr [I:Laughs] Imean italsocreatedaverysafe1527environment.Easytoexpresswhoyouwerewithoutjudgmentandthatcouldbe…youneedtobevery,very1528comfortablebeingvulnerableonstage.Sothatmightbesomethingtoapply.Itmakesyouless…itmademe1529moreopen.Thereyougo.1530


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AppendixH:(Preliminary)Observationsfromaco-workingspaceBelowisanexcerptoftheobservationalnotesfromtheinitialphaseofgatheringempiricaldata:Tuesday25stofOctober2016CoffeeandcreamarehostingTuesday1stofNovember11:00MusicplayingHowareyou?RachelAdancedtheansweralongsayingI’mgreat.Thebaristamovedalongtoapartofthemusictrack.RachelAcertainindlevelseintheemotionorembodiedconnectiontotheexperienceofthesound.Dancinginthebarandcontinuedtowhenoneoftheworkersfromnextdoorcamelookingin.RachelAwayofconnectingwithhimbodilyinsteadofjustsayinghiordoingasimplegesture.RachelAmovedfromthetableshefirstsatdownat,overtoamiddletablewithbarstools.Fromherethereisabetteroverlookoftheplaceanddirectaccesstothetwogirlsworkinginandaroundthebar.TherewasanexchangeofwordsbetweenRachelAandtheworkinggirlholdingthebroomstickfollowedbyahighfive.RachelAexpresseswithherhandswilsttalking.Anotheronearrives, looksaround,touchesherhairandcorrects it.Walksuptothecafé,havea lookatthemenu,talkstothewaitressandwalksaroundinthefarerendandwalksbacktowardstheentrenceandsitsdownatanavailabletable.Shepicksupherphoneandlooksdownworkingonit.Behindherfurthertothemiddle sitsA,partially coveredby thegreenplantalong the table. It isnowagatheringpointandAvariesbetweenholdingupthingsandgesturingwithherhandsalongwiththewordsshespeaks.Tomyrightatanotherhightablesitsagirlratherquitandherbodyhasn’tmovedfromherstiffposturework-ingwithherhandsonthecomputer.“Wearerunningdownthehill”andtracksalineintheairwithhishandfromtheheadandverticallydownThewaitressareswaingherarmsfromonesidetoanother(fejesving)andtheotheronejoinsinsyncronisinghermoves.Thewaitressthenchangesthemovementtoatwistofthebackandotheronechangesintoanotherselfpickedmove.Lookingattheotherone,connecting,butmovinginherownway.Continuingandnowhav-ingtheattentionofAtheylaughandloosenupinthebody.Alooksbackathercomputerlikecontinuingtowork, meanwhile the waitress and the other one contionous to move now joining in on a shared move-ment/balanceactholdingtheothersarmstretchedoutinfrontofthemmovingdowninasquatandthenup–keeping their balance based on their joint hands. Themusic fades out and the song ends, and so does thedance.Ashort laughandafewcommentsonthepresentexperienceandtheyareofftonormalworkagain.ThewaitresssitsdownwithhercomputeratthebarandtheotheronewalksovertoA,whostartsexplainingandpointingtothecomputer.Thenextmusictrackunderstøtterthechangeininteractionandworkmode.Interestinglookingaround,andobservingthedifferentstateofmindsormoodsorconcentrationlevels.Eve-rybodyelsesittingaloneisfocusedontheircomputerscreenwithseriousfacesandlittlebodymovement.Anoccational repositioningofoneof thehandswhilstoperatingwith theother– ifnotbothhandsengaged intyping.AgirlwalksdownfromupstairsandmovestowardsBwhoisworkingonhercomputerinthemiddletableofthecafé.Bimødekommerhendewithasentencereassuringthegirlinthatshehascometotherightperson.Shelooksabitnervousherbodylanguageabitfaldtsammen,notstraighteningherbackreachingherhandforwardtosayhellotoB,wholooksup, looksdown,andclosesthescreenhalfwaydowntocreateroomtoreplythehandshakeandsayproperlyhello.Thegirlsitsdowninfrontofherandtheybeginaconversation.


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Theconnectednessbetweenthetwoaresomewhatabruptanddistantbetweenthem–perhapsa first timemeetingandtalk.Thegirlplacesherhandsinfrontofhermakingthedistanceshorter,butremainingherfin-geroccupiedwithfeelingherpen.AquestionisfollowedbyBreopeningthecomputerbypullingthescreenbackandtyping.Afterthissheleavesthecomputerscreenupandsoonaftertheconversationends,andthegirlheadbackupthestairswhereshecamefrom.B,stillsittinginthesameplaceasbeforetakesuptheworkshewascarryingoutbeforetheapproachinggirl.Not interrupted by thewaitress or the other employee, A does notmakemuch appearance of herself, justworkingonthecomputer.Thewaitresshasstoodupandisnowtalkingtoacostumerorinterestedpersonatthecafébar.Theotheremployeehasmovedovertotherecentarrivedgirlsittingaloneatonetable.Theem-ployeemakesherwayaroundputtingsomeofthechairsintoplace,whilstmakingsmalltalktoafewoftheworkingindividualsatthedifferenttables.AFrenchgirlwalksovertomytableandasksweathershecansithere.Afterputtingherstuffdownshemakesherwayintothebenchandsays‘it’sjustwhiletheeventison.Idon’twanttositinthemiddle’.Iasksherifsheknowswhichevent ison,andshereplies ‘coffeeandcream’–which isaweeklyeventheldat thecafé.EveryTuesdayforonehour(12:30-1:30)thereisfreecoffeeandicecreamsponsoredby??Mythoughtsareinterruptedbylaughterinthebar.BynowEmilyhasmadeherwaydowntothecaféfromupstairs,andisstandingnexttoxxtheeventarrangør.Ahasstoodupandistalkingtoanotherwomaninfrontofthebar.Shetouchesherdress,keepingherhandsactiveonthethighs.Theworkinggirlasmadeherwaybacktothebaragaindancingwithherarmsasthemusictracksbuilduptheenergy.Amakesherwaydownthetables,withatouchofdancingmovementsandmakesherwayouttheopendoorwithherdogfollowingher.Ihadnotnoticedthedoguntilnow.Whenshemakesherwaybacksheswingsherarmalongthesideasifskippingarope.Bynowmorepeoplehaveenteredthecaféandaroundthespacepeoplehavegatheredtwoandtwoinsmalltalks.The space has becomemore opened, as themiddle partswith plants has beenmoved out to the sidewall(normallyplacedsoitcreatesmoreroomswithintheroom(afgrænsederumidetstorerum)).Atthemiddletableawomanisbeinghelpedtosetuphercomputerwithaprojecterandabackscreen(lærred).Iimaginesheisgoingtobetheguestspeakerafterthe‘coffeeandcream’session.Jacksonintroducesanewlyarrivedmantotheguestspeaker.Shestandsuptosayhelloandgreathishand,andthensitsdownagainandputtingherphoneaway.Herbodyishalfwayangletowardshimwithonehandstretchingoutbacktwistingherbody.Sheleansherheadononehandandthenmovesbothforward.Thenextspokenwordsareaccompaniedbyhandmovements inacircularmotion.Hegrabsapenandwritessome-thingdown.Thegirlatthemiddletablemakesherwaybacktothetableandcollectsherstuff,packingthebackandmak-ingherwayoutofthedoor.Couldbeduetotimingofotherappointments,orthefactthatthesoundvolumehasgoneupasaresultoftheincreasedamountofsmalltalkfollowedbythe‘coffeeandcream’.Jacksonwalksdowntoourtableandasksifwouldlikeoneortheothericecreamflavor.A’sdogwalksaroundthetablesandbecomesanaturaltalksubjectforthenoticingonce.The stemming is light and lots of nodding and smiling is to be registered around the café space.Bynowawoman from ‘hire plants.com’ has entered aswell with a trappe og vandkande, attending all the differentplantsaroundtheworkspace–occupiedbyherjobandnotbeingapproachedbyothersshemovesaroundinadifferentpace,lesssyncronicedwiththerestofthepeople.Awaitingroomunderamiddlepillarwithhang-ingplants,shefinallygetsroomtomoveupthereasthepeoplemove.Noonespeaks,butherpresencewithhertoolandgeisinguptowardstheplantmakespeoplestepasideenablinghertocarryoutherwork.


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“Weareallaboutthecommunity.”“Noneedforworktobeborring.”JacksonfromJBAgetseveryonesattention.RachelandJameswilltalklater.“Coffeeandcream,whatisit?Gettinglight-mindedpeopleintheroomandhearingsomeinspiringtalksfromtheguests”Rachelgetsaroundofapplausesand“Isortthebestwaytodoitwastoshowyouavideoinsteadofmetalkingaboutit”Fromslides:BcorpandBrownBread:Redefinesuccessinbusiness.Usingbusinessasaforceforgood.Thevalueshouldbeshared:forpeople.CEOPatagoniaquote.Fromcommunicationweknowalotaboutconnectingwithpeople.What isyourpurpose,yourvaluesandhowdoyoubehaveandyour tone, reach isgoodbutconnections isbetter.Knowthebehaviorchangeyou’reafter.EverybodyisquitandattentivetowardsRachelandherspeak.Everyone’schairisturnedtowardsherdirec-tionAfewmorepeopleshowedupinfrontofthedoor,butturnedaroundastheynoticedthequietnessandspeakgoingoninthecafé.Theworkerstormedthroughtheroom,outthedoorandreachedthepeopleandhelpedthemin.Pledgeme.co.nzAftershefinishedthevolumekeptdown,afewpeopleaskedquestion,buttherewasnotalotofinteraction–justlisteninggoingon.CommitmentcurveJackson:“Onethingthatresonatedwithmewasthebehavioralchange”TheotherspeakerwalkuptothetableandknuckledRachel’shand–followedbysmilesinbothofthem,asifsayinggoodjoborwelldone.Moreandmorepeoplehaveenteredthecafé,nowhostingaround45people.Encouragedtotakemorecoffeeandicecreaminthebreakbeforethenextspeaker,thesmalltalksandsoundvolumewentup,supportedbyandincreaseinthecafé’smusiccomingoutofthespeakerthelevelofinteractionswasunderbygget.Theworkerisveryattentivetowardsanyoneintheroom–boththeoncesheisfamiliarwithandthoselook-ingnewinthecafé.Thenextspeaker,JamesHerman:HelpeducatethebusinessmycommunityCrowdfundingatamorefirsthandway.Thebook:theluckfactor


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Theboyandthelemon2:00pmAcarpender justwalked inthecafé.As forthe flower lady, thisguystandsout inhisorangeshirtandtoolsstrappedinthebeltaroundhiswaist.Asecondworkerwalksinahasabitofwateratthebarandthenheadoutagain.Significantdifferentbodypostureandcarryingofhimselfduetobiggermusclemass(maybefromthe labor work). These artifacts help to quickly interpret what type of work they carry out. The businessworkersorstudentsartifactsarelessvisible.Perhapsthecomputeristhesepeoplestools,andengagingwithitmeansworking.Uponmy lunch I reflectedupon the cultural diversity andgender aspects of thepeoplepresent at the caféduring theday.Theonce feeling “at home” are all females (gender issue inmywording?) and confident intheirbodies.Themenhasinlessdegreebeenasbodilyoutgoing/experimenting.Alsotheoncelookingmostathomehas anewZealandorbritish accent to theirEnglish.Overall looking froma traditional cultural viewtherearealotofdifferentnationalitiespresent.France,India,NewZealand,Netherlands,Japan,ScotlandandEngland.Thestemmingisyetagainmoretoneddown,notalotofmovement,justpeopleworkingontheircomputersin theirboothorat thecenter tables.The fewoncestandinguptends toheadtowards thebaror thebath-room.Jacksonlooksathiscomputer,theheadnowmovedveryclosetothescreenandhimsmilingallovertheface.SarahLancasterisworkingalmostfrozenintothesamepostureforwardbentedonthechair infrontofhercomputer.Rachel Ahands inhergalss at thebaranddirectsherattention to thedog, andasking thedogwhether itwantstocomesayhi–andthenbothheadupstairstotheco-workingspaceGrittAuckland.Intheotherbootharethethreeworkingtogether.Tocomputeropen,butallgaisingoverandlookingatbothcomputerscreens.Andusingthemobilephoneshowingwhatappearsonthescreen.Bynow,abitafter2:30ithasdramaticallyclearedinthecafé,only7peopleleftandthewaitressinthebar.Thefurnitureshasbeenmovedbackandplacedintheoriginalorderasbeforethecoffeeandcreamandguestspeakers.TheFrenchgirl in frontofmespeakout loud,butas talking toherself.Lookingat thephone, scrollingandsaying‘that’samazing’.Smiling,andtwistingherbodyandshitingheadfromonesidetotheother.Pickedupthephoneandcalledone.Laughingbetweenhersentencesandtakingasipofwater.Thethreeworkingpeopleinthebootharepackingtheirthingsandheadingoutthedoor.Theoldestlookingback,ensuringnothinghasbeenleftbehind(besidestheusedbottleandicecreamcup).Thewaitresswalksdownwiththesandwichthefrencegirlinmybooth,notsayinganything,justplacingtheplateonthetable,turningaroundandheadingbacktothebarwhereshecontinuoushercleaningandclosingrituals.Thefrencegirlsays‘awesome’,butnotlookingup.Ingeneralnoeyecontactbetweenthetwoandfewtonowords.Thegirlabsorbedbythefeelingoffood…Theindianguyhasgoneovertoanothertabletomeetwithagirlfromupstairs.Thetwositinasimilarposi-tionandonthetwotableedgesclosetoeachother(notinfront,butontheside–ina90degreeangle).


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Thewaitress“wakesup”andspeaktoRachelAassheheaddownthestairsagainwiththedogandbackintothecafé.Talking.Lookingoverhershoulderunderherglassesas if tosee ifRachel is still there.Whennot,continuingthespraysaniticeronthecabinetsandsurfacesandwipingthemwithatowel.Ileaveby3:00pm.Thursday3ofNovember201610:00Quietandlightatmosphere,musicplayingdistinctelectronicallybuttoneddownmusic.Cozylights,andslightlymoretoneddown,allowingacontrasttoformwiththebrightlightcomingfromoutsidethroughthewindowsinthetwooppositeendsoftheroom/café.Peopleareworkingontheirdifferentstuff:thewaitressisrunninghotwaterthroughtheespressomachine,noticeablebythesound.Inoneboothawomanandamanaretalkingoveracupofcoffe,thewomansittingwithherlegsuponthesoftbenchandleaningtowardsthewallwithherbag,himlookingdownathisphonewhiletalking.Anothertwomenhavebeentalkingintheboothnextto,buthavestartedclosingdowntheircomputerscreensandaremovingon.Threepeopleareworkingoneofthelongmiddletables,itseemsasifthemanandwomansittingonthecousinknoweachoth-erandaretalkingtothethirdperson,awomanwithamoredistinctdialect.Computer,sketching’s,booksandpensscatteredoutoverthetable.Theyaretalkingaboutabooklaunch,andthereisasharingofideas.Thewomanaremainlydoingthetalking,themanmorelaidback,listeningwithhisfoldedhandsonhislab,joininginonthetalkseverynowandthenwithcommentsinasofttone.Wordsgoingoutoftheirmouthsare“community”,“journey”,“gifts”,“greatbooks”,“letmeknowhowmuchyouneed”,“shecouldbeagoodcontact,sheisverydriven”,“theuniversehasalready…”.AguywalksdownfromBizDojoupstairs,headaroundthecounter,exchangingafewwordswiththewaitress,walkingintothebinsmakingoneofthetipoveranddroptothefloor.Thesoundsattractmyattention,andIbecomeawareofthefourdifferenttrashcansorbinsdisplayedattheendofthecounter,encouragingfordisposingtrashaccordinglytoitscontentandrecyclability.Throughtheendwindow,thereiswrittenwelcomewithbigbrightcolors.Butwhatreallycatchesmyatten-tionisthemovingyellowtruckoutside,digginguptheground.Theworkingmanoperatinglookseffortlessfamiliarwithhisplacementoflegsandarmsoperatingthemachinesmovements.Themanandmachinework-ingasone.Bynowaguyhassteppedoutsideandistalkingonthephonewithhisrighthandholdingthecell-phonetohisear,andtheleftarmplacedinthepucketofhisjeans.Himovesbackandforwardinfrontofthescreen,onceinawhilemovinghishandupfromthepucketgesturingoutintheairashetalk.Awomancomesoutofthebathroom,swayingherhairaroundandlookingatthedifferentfreespots,beforesittingdowninoneoftheboothclosetoher.Themanandwomaninthebootharenowtalkingandlookingataflyer,thewomaniswritingstuffdownonablockofpaper,tiltingherheadtothesideasshewrites.Despitetherebeinganespressomachineinthecaféandthemsellingcoffee,peoplecontinuoustocomethroughthedoorwithtakeawaycoffeecups,headingtotheendofthecaféwherethestaircaseis,goinguptotheco-workingspaceBizDojo.(Thereisalsofreeespressocoffeeupstairs).Themusicisamixofspacysoundscomingoutofthespeakers.Thewomanonthemiddletablehasansweredherphoneandwithherotherhandandmouthmovementsheletsthecoupleknowsheisjustgoingtotakethecall.Sheleansbackonthechairzoomingoutoftherelationtotheothers.Thetwoothershavepickeduptheirphones,scrollingonthem,exchangingafewwords.After


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thewomanwhomightbeapublisherputsdownthephone,herbodymovesforwardagaintobeclosertothemandleaningoverthetableasshetalks,justgivingthemarecapoftheThewomanintheboothhasnightslidedherlegsontotheflooranditlooksasiftheyarerappingup.Theystandupandfollowedbyathankyouandahandshaketheylooksasifheadingeachtheirdirection.Butturn-ingtowardseachotheragain,andthewomanarehandedavisitcard(berequest),looksatit,looksbackupathimandthensayshergoodbye’sandheadout.Thethreepeopleonthemiddletablerapsuptheirtalk,thesiminglypublisherstandsupandcloseshercom-puter.Beforeleavingshegetsahugfromboththewomanandmanandfinishesbysaying“Soexitedaboutthis”,andclappingherhands,andthenwalksupstairs.11:45Fourpeoplewalksin,andafourthonejoinsafewminuteslater,andthentwomorearrives.Aftertalkingsit-tingdown,thelattestarrivedstandsupandwalksalongthelinesofacrackonthefloor,sittingdownfeelingitupashetalks.Astheycontinuoustotalktenminuteslaterheisstilltheonlyonemovinghisbodyupanddownfromthefloor.Theothersarestandingwiththeirheadsbendeddownandinsteadoftracingthecrackwiththeirfingerstheytraceitwiththetipoftheirfoots.Inoticedtheyhavegonefromstandingtogetherallsictosplittingupintotwominorgroups.Theothergroupmovestothecenterofthecafé,andtheguyprimarilyspeakingsomehowfacilitatesajointsittingdownonthefloor,alllookingatthesamecrackineyesightwitheachother.Thewaitressiswalkingaroundtothedifferenttablessprayingandwipingthemoff,stillwithaneutralface,notsmiling,notmakingmanymovesinherfaceandnotengagingorconnectingwithanyoneasshewalksaround.ItremindsmeoftheplantworkerandthecarpenterworkerswhocameinlastTuesday,whoneitherinteractedwithanyone,justsilentlydoingtheirthing.ThemoremanuallaborworkThewomanwhocameoutofthetoiletmadeherwayuptothecounterandboughttwocupsofcoffee,whichthewaitresscarrieddowntothetable.AtfirstIdidn’tunderstandthetwocups,butafteramanarrivedthegestureofhavingpreparedtwoglassesofwaterandtwocupsofcoffeemadesense.Alsothesetwoaccompa-niestheirtalkwithlookingatbrochureandtalkingbasedonthepagesasshefoldsthemout.àthisremindsmeofDebbieBrightsanalysisoftheembodiedknowinginherstudy,asdisplayedakeycom-ponentinreflective(arts)practice.Shewritesthat“Itbecamecleartomethatmuchofwhattheotherart-makerswishedtoconveywasnon-verbal,orevennon-verbalisable,andcommunicatedthroughtheirart.Whetherornotanart-makerwasfamiliarwiththeterm,embodiedknowingwasfrequentlyevidentinnon-verbalexpressionssuchasgestures,facialexpressions,eyecontact,andvoicetoneandvolume.Alloftheart-makersusedmimeandimaginarydrawing,andshovedmetheirjournalsandartworksduringourconversa-tions.Fortheseart-markers,embodiedknowingwasexperiencedaspartoftheirinterwovenlivedexperience.Inordertoarticulateembodiedknowing,thesewomenoftenreliedonotherwaysofknowingsuchasthecultural,spiritual,experiential,practicalgenderedandpresentational,andalsoonthecreative,non-verbalandnon-verbalisable.”(Bright,2014,p.31)Theguywhoassuminglyistheworkerwhowillrepairthefloorcontinuoustositdownandarenowmovinghiskeythroughthecracks,makinghiscaseofhowmuchneedstorepaired.Havingtorepeatittwotimesashisrecommendationasamanandwomansaysitmaynotbenessecary.Themanaskstheworkerwhereheoriginallyisfrom,andtheworkerstandsup,pausing,shakinghisheadandsays“I’mfromalotofplaces”.Idonotheartherestofthewordexchange,butnotmuchmoreisbeingsaidonthatmatter.


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Alargegroupofpeopleappearsinthecafénow,makingtheirwayaroundgreetingeachotherandslowlyformingacirclewiththeoutlookonmostpossibleindividuals.Amalemovesintotheworkshoproom,whichcanbeenteredfromthecafé.Hecatchesonesattention,andbyawhistlesoundandhandandarmmovementsofdrawingsomeonetowardshim,hecatchestheattentionofpeoplemovingtowardshimandintoseethespace.Afterthefirstfollowereverybodystartsmovingthatway,andsuddenlythecaféisallquietandIastheonlyworkinginhereatatable.Onemovesdownthestairswithacupofcoffeeandheadtowardsthewaitresssaying“whereiseveryone?Probablyoutinthesun”movingherhandsouttotheside.Thewaitresscomesoutthekitchenandsays“Iknow,sodisappointing.”Theotheronesaying“Allright,I’llcomedownandkeepyoucompanied.”TheupstairshostforBizDojowalksouttheroom,catchesmyeyeandmakesalargehibywavinghisarmup.Irepaythegestureandsayshiwithmymovinglips,andcanfeelasmileturninguponmyface.(Mycomputerislowonbattery,andmystomachishungry,soImakemywayhomeat12:45ThisunderstandingofembodimentandembodiedknowingisderivedfromMerleau-PontyGridAKLispartcafé,partwork-space.Theareaismainlyforstart-ups,whoafterhavingmovedfurtherwiththeirprojectscanmoveupstairsandbecomeamemberoftheco-workingspaceBizDojo.Allthefurniturearefullyremovableenablingthespacetobedecorated/transformedintowhattypeofroomismostdesirablefordifferentevents,practicesandatmospheres.Thebasketballplayingoutside…Friday4thofNovember11:00Niceandquitworkatmosphere.Smallmeetingsaroundthespace;twoandtwo(x3),agroupoffour,asingleworkeronthemiddletablewherethereispowersticks.Heissittingwithheadphoneson,movinghislegsbackandforth,shakingthemupanddown,untilrelaxingonaback-leanedposture.Histartstalkingontheheadset,placinghishandsinhispuckets,smiling,jawning,movinghislegsagain.Thefourguyswhosattogetherwitheachtheirtogocoffeefromthecoffeeonthetablemakestheirwayup,headingforthrashcan,allofthemlookingatthefourdifferentbins,pausingforamomentandthenthrowingthecupsinon–thewrongoneforalltheirencounters.Aguyisstandingatthebackoftheroom,withhisarmcrossedoverandbackofhishead,lookingoutside.Heturnsaround,andacellphoneappearstobeheldinplacebythecrossedarms.Awomanhaswalkeduptothecounter,andthewaitresswhowassittinginoneboothhavingameetingwithanothergirlstandsupandheadtothecountertheservethewoman.Theymakesomesmalltalkinasofttoneandlightinvolume,smilesareexchanged,itseemsasifthewaitresscompliments/commentsonherhair,whichmakesherstraightenherbackmoreout,growingtallerandthensheflicksherhairouttothesideswithbothhandsandsayssomethingaboutachange.Thewaitressprepareshersconeandmakesthecoffee.Twoguyswalkdownthestairs,ordercoffeeonthecounterandheadtowardsatable.Theoneoftheguyswalkswithhishandsholdinghiscomputerbehindtheback,lookingaround,takinglongslowstepswitheachleg–stretchingthemoutonebyone,accompanyinghisslowsearchfortherighttable–insteadofamorerhythmicpacewhenwalkingmoredeterminedtowardsaspecificspot.“Hey,how’sitgoing?”


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Shedropsherphoneontheground,whilecarryingthecakeandthephoneheadingtowardsthestaircase.Thesoundalertsthetwopeoplesittingonthehighertable,whogreetsherwithawarm“hi”andsmilesassheturnsaround,sittingdowntopickupthephone.Thenshemovedtowardsthemandmakesomesmalltalk.Thereisayoungergirlhangingoutinthecaféarea.Previouslyshewalksinbehindthecountwithplate,im-plyingthatsheknowsthewaitressandknowsherwayaroundthemore“offlimit”areasforcommonpeople(meforinstance).Atapointshewalksovertothewaitresswhoissitingintheboothwithanothergirl.Inter-estingisthatwhenmakingcontacttothewaitress,whatfollowstheireyecontactandwordexchangeisthewaitressstrokingherhand,makingthegirlmakeanimalsounds–similartowhenacatspinsoradogmakesmallnoiseswhenbeingpetted.12:46Agirlcomesrollinginthroughthecaféonherbikewithherhelmeton.Smilingandsayinghitothewaitressandthendisappearsaroundthecorner.Aguyheadsdownthestairscarryingaminiskateboardwaitsforaminuteandthenheadoutthedoorwithanotherguy.Aregular,fromupstairsco-workingspace,walksdownthestairsandheadtocounter.Inoticehisbarefeetandascarfhangingouthispocketofthebackofhisjeans.Talkingtowaitressandorderingsomefood,andthenwhilewaitingforithedanceormovestothesoundofthemusiccomingoutofthespeakers;shakinghisbody,jumping,swayinghisarmsfromsidetoside,makingeyecontactwithagirlonthehightable,smilesandthenjumpsaroundherheadingtowardsthecounteragain.Shakinghislegsoutinfronthim,synchronizedwiththerhythmofthemusic.Heishandedthefoot,stopshismovementandwalksupstairs.It’sclearthatpeopleeitherareencouragedtoactfreelyandmoveastheyplease,dancewhenevertheyfeelforit,reacttobodilysensations,goforawalk,playbasketoutsideortakearunontheskateboardwhenchoosingtodoso.Interpretationscouldleadtotheassumptionthattheseactivitiesareinitiatedbybodilyresponsessayingthatit’stimeformovement,orthattheheadneedsabreak.Orsimplybecauseit’smorefun,andtheentrepreneursasownbossescanchoosetodosowhenever.Butifthepeoplearenotverballyencouragedtoactfreely,butjusttendstodueso,itmightbebecauseofthenatureoftheworkingspacewherenewcomerstakeupthesenormsandfollowinsamefootsteps.Peoplearemoreawareoftheirbodyandfeelcomfortableinmovingandsensingastheyplease. 6 november 2016: ”Atmyprevious3workplacesIwasforcedintothisstiffperson,whohadto’dresstoimpress’andperforminacordancewiththemanagementteamifIwouldeverseemyselfrisetoahigherposition.Nowpeopleseemeasequallyknowledgableandprofessional,butwithoutallthefussaboutwalkingandtalkingaboutnumbersandcertificationsastheonlyvalidstartingpoint formeaningfulconversations.Thefact that Iamno longerbeingdismissedbecauseIchoosetoactonthedesiretodanceintheofficewhenmyfavoritesongcomeson,might soundminor, but tome it demonstrates and yet simplifies the change i have learnt to appreciate somuch.”


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Reflectionsfromaco-workingspace(pilotstudy)–originalinchapterIntroduction

Frommyengagementwithavarietyofdifferentself-employedworkers,itbecameclearthatseveral

knowledge workers had left corporate organizations and businesses to become self-employed.

Manytalkedabouttheenergyandcreativitythatfollowedtheincludingandyetsodiversecommu-

nityattheco-workingspace.Theydescribedhappier,yetmoreproductiveworkdays,becausethey

wereabletofollowtheirownworkstructureandlistentothe“bodies’signals”.Whatparticularly

stoodouttomeinthemanystories,wasthejoyofnolongerhavingtoactandtalkinacertainway

inordertobetakenseriousatwork:

”Atmyprevious3workplacesIwasforcedintothisstiffperson,whohadto’dresstoimpress’andper-forminaccordancewiththemanagementteamifIwouldeverseemyselfrisetoahigherposition.Nowpeopleseemeasequallyknowledgeableandprofessional,butwithoutallthefussaboutwalkingandtalkingaboutnumbersandcertificationsastheonlyvalidstartingpointformeaningfulconversations.ThefactthatIamnolongerbeingdismissedbecauseIchoosetoactonthedesiretodanceintheofficewhenmyfavoritesongcomeson,mightsoundminor,buttomeitdemonstratesandyetsimplifiesthechangeIhavelearnttoappreciatesomuch.”(ObservationalNotes,SeeAppendixH)

ThisquotecapturessomanyoftheparadoxesIforlonghavewishedtoaddress,anditgoeswithout

sayingthatthestorycanstandtallonitsownwithoutfurtherdissection.

Othersalsotalkedabouthowtheyfeltdisconnectedfromtheirbodyasawholebecausetherewas

neveranytimeto’tapintotheirbodilyexperiences’atwork.Othersagaindidnotdrawoncritique

pointsfromapreviousworkexperiencebutmerelyexplainedthepositiveoutcomesofworkingin

thewaytheydidinthecommunity,wheresomanydifferentpeoplebroughtavarietyofdifferent

cultures,experiencesandknowledgeformstotheplacebutatthesametimesharedsimilarbeliefs

andvalues.Theydescribedsteeperlearningcurvesandexponentialgrowthbecausetheynolonger

had to followa setof givennorms.All thismademewonderhowotherknowledgeworkersper-

ceivedtheirday-to-dayworkandifthestereotypicalrestrictionsdescribedbythe”løsrevknowledge

ede”workersvillegåigenorwhatwouldbediscoveredabouttheircurrentworkingpractices.

Whatstandsoutinthesenotesfromtheparticipatoryobservationsandinformalinterviewsisthe

highamountoffreecorporeality,physicalityandvariousbodilymovementsinthevastmajoritiesof

actionsandinteractions.Notmerelyassomethingthatallowstheparticipantstomovemorefreely

andexpresstheirindividuality,butasacatalystforgreaterlearningoutcomesbyencouragementto

exploredifferentwaysof engaging inwork andplaywithdiverse resources eachpersonhas and

bringtothecollaborativeandcreativespace.

Hereby,mycuriositytowardsworkenvironmentswasinformedbyparticipatingintheCo-workingspace,andhelpedthelaternarrowingoftheresearchquestion.


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AppendixI:Per-ErikEllström’sfigureoflearningmodesThefigurebelow,isEllström’svizualisationofthetwolearningmodes,adaptiveanddevelopmental

learning(Ellström,2010:112):

AppendixJ:DebbieBright’s‘differentwaysofknowing’Thetablebelowhighlightsandintroducesanoverviewofthedifferentknowledgeforms,aspresentedinher

bookseries:

Worldview/Paradigm Feminism/s Participatory Western (male)

Ways of knowing /epistemology (all have multiple ways of knowing).

Many, including: Silence; Received; Subjective (separate and connected); Constructed; Collaborative; Spiritual, embodied, cultural; Writing as a way

Experiential; Presentational; Propositional; Practical; Rational; Reflective;

Rational; Objective; Logical; Intellectual (obs. Bright don’t use intellectual maybe be-cause it is often under-stood to narrow)

Tabel1:Waysofknowing(Epistemology)afterDebbieBight(Bright,2013:17)withmyadditionofthe’Western’


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ARTICLE

Informal Learning at Work

- A learning theoretical investigation of IT-consultants’ stories of tacit knowledge and informal learning environment

Anna Dollerup Lind Larsen Master in Learning and Change Management

Institute of Education, Learning and Philosophy Aalborg University Copenhagen

Abstract The article is based on a learning theoretical investigation of IT-consultants informal learning conducted as part of a Master Thesis. The case study addresses the integra-tion of learning and work within the employees’ everyday work practice. Based on individual interviews with four employees from a consultancy it is discussed how common processes, conditions and logics affect the overall learning environment. The analytical framework of Per-Erik Ellström’s informal learning environments is accompanied by Debbie Bright’s concept of embodied knowing to carry out the in-vestigation. Following the analysis of various significant stories, this article found a number of paradoxes, which points to the intersection of organizational logics. Fur-thermore, embedded tacit knowledge related to doing the job of an IT-consultant was mediated through the stories in the interviews.

Introduction - the integration of learning in work In today’s knowledge economy, organizations and businesses experience how knowledge is no longer restricted to traditional production, but instead is at the very centre of most workplaces (Ritchie, 2007: 1; Kristensen, 2008: 98; Boutang, 2011: 89). Job positions, such as consultants, are characterized as knowledge workers, where the key components of the worker’s resource-base are knowledge and personal competencies. Following this new focus, organizations find themselves in a tension field of affording learning opportunities and ensuring execution. This calls for new understandings of the opportunities for development within work environments, which is reflected in the last couple of decades increased interest in the integration of learning and work (Ellström, 2012: 105). This integration has brought the notions of informal and tacit knowledge acquisition, which constitute a minimum of 70 percent of the workers capabilities (Gross, (n.d)). But what make up these 70 percent? The high amount of tacit and informal aspects suggested by the 70 percent indicates that knowledge is far more than what we can comprehend with rational, logical thinking. This suggests, that tacit knowledge (Polanyi, 1969), i.e. the type of knowledge that can be hard to put into words –infers other ways of knowing. As such, this is not a new practice, and philosophers have long been questioning and theorizing; what constitutes the


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human life and how we know (Illeris, 2015). Contemporary learning theorist Knud Illeris puts this legacy in perspective by accounting for the remains of mind-body dualism9 to affect learning and knowledge understandings today (ibid.). Overcoming the dominance of mind over matter is emphasized as crucial to reclaiming the body’s partaking in learning, i.e. as a mediator of lived experiences. Hence, the body does not only serve as secondary to cognitive abilities, but is inte-grated with mental aspects in learning. (Illeris, 2015) It can be argued that educational fields have had greater success in acknowledging the role of the body in learning and development (Bugge et al., 2016), compared to workplace learning (Illeris, 2015). As we grow older learning (from both the body and mind) risk being secondary to work. However, as mentioned, tacit knowledge and informal learning have been found to occur within the daily life of work (Eraut, 2000) The inten-tion was to explore implications for constraining and enabling elements of the employees learn-ing at work In order to answer the research question the investigation operated within a learning theoretical position. The aim of the investigation was to explore implications for constraining and enabling elements of the employees learning at work. This was done looking at the employees’stories10 on the informal learning environment at work and how these reflected tacit and explicit knowledge acquisition. In order to shed more light on this, the following paragraph present the theoretical framework. Informal learning and tacit knowledge at work –a theoretical position Within the field of learning theory Ellström’s concepts and terms related to learning at work pro-vides dynamic perspective on the integration of learning at work. The conceptualization of the informal learning environment constitutes a valuable framework for understanding informal learning at work. Describing how learning is placed in a tension field between the logic of pro-duction and development, Ellström incorporates the understandings of continuums. (Ellström, 2011: 105-107) To visualize the concepts from the framework see figure 1:

9 The mind-body dualism is related to the Greek philosopher Plato’s (427-347 BCE) thoughts on episteme as ration-ally grounded and tied to the intellect (Gustavsson, 2001) and to the French philosopher RenéDecartes’(1596 - 1650) notion of ”I think, therefore I am”("cogito, ergo sum") (Illeris, 2015: 28)10Theworkplaceasacontextisseenasaplacewithnarrativeproduction.Lookingatinterviewsascontainingstoriescomesfromthemethodologicalperspectiveofnarratology(Czarniawska,1999inBrinkmann&Tang-gaard,2010:242).Thismeanstheempiricaldataisviewedstoriesandnotjustarticulations.

Adaptive Learning mode Developmental Learning Mode

Constrain learning at work Enable learning at work

Logic of production Logic of Development

Figurative illustration of Ellström’s Continuums

Figure1:CreatedonthebasisofEllström(2010)


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It is important to highlight the practical implication, and that a black-and-white perspective does not apply, since the different aspects can be present simultaneously. Rather it is interesting to look at the duality of learning and how different learning modes dominate. First of all, the two main modes of learning, adaptive and developmental span the learning mode continuum. Adaptive mode is the traditional form related to routine-based tasks and solving prob-lems in accordance with organizational standards. Developmental mode demonstrates more crea-tive problem-solving where the workers have greater autonomy. Secondly, the learning environ-ments either constrain or enable learning at work. Constraining environments are organized around adapting to known practices and exploitation. Enabling environments insist on develop-ment and exploration. (ibid.) Third and last, learning can either be constrained or enabled in the learning environment, which is affected by the underlying organizational logic: logic of produc-tion and logic of development. Logics based on production are known to be the most dominant. Developmental logic requires a willingness to take risks, since this form does not immediately turn into revenues. (Ellström, 2012: 468-469). However, in the long-term gains of investing time and money in developmental learning have not only been shown to enhance productivity and competitiveness, but also reduce stress and increase wellbeing at work. Collectively, the informal learning of the workers is affected by the dynamics of learning modes, type of learning environ-ment and organizational logics. (Ellström, 2011: 105) In order to target tacit knowledge in the employees’ stories the conceptualization by Debbie Bright supplements the primary analytical framework of informal learning at work. Bright has investigated the different ways of knowing, which signals that knowledge should not be seen as restricted to rational and logical reasoning. (Bright, 2013: 6) The concept of embodied knowing describes a way of ‘knowing by means of the human body’11. Unlike propositional knowledge, embodied knowing is not declarative and rational and can be difficult to verbalize. Knowing is grounded in bodily cues and experiences (Bright, 2015: 8). Our body is always with us, and the way of understanding the dynamic process of acquiring and utilizing knowledge beare similari-ties to Illeris’notion of the body’s role in learning. Paradoxes in the field of learning and working as IT-consultants Through the learning theoretical perspective of informal learning and embodied knowing, the following contain a presentation of the findings from the study within an IT-consultancy in New Zealand. The importance of considering practical implications for creating a balanced informal learning environment was analysed and discussed in the themes: learning environment; time is money; the people side of it; conflicting logics; the tacit knowledge side; potential underground life of learning. Based on the learning theoretical perspective, it was found, that the informal learning environ-ment in which the IT-consultancy was characterized predominantly by an adaptive learning mode. As a result learning at work of the employees was constrained. It was discussed, how the dominating logic of production undermined the vision and ambitions of creating sustainable de-velopmental practices as part of the transformations process. The struggle to balance between organizational logics displayed how the visions and practices span the continuum, creating a par-adox. Contradictory practices were present in the daily learning environment. This led to a diver-sion of the creative and informal learning to the outside of the workplace’s formal learning arena. Through experience and bodily cues, the consultants articulated valuable tacit knowledge from 11The phenomenological notions of ’the lived human body’ display the inspiration from Maurice-MearlauPonty(1908-196)(Bright,2015:8)


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engaging with costumers. The type of bodily knowledge that accompanied the explicit competen-cies was not easily described, however, the stories illuminated important knowledge inherent to knowing how to facilitate workshops etc. The type of client-related embedded tacit knowledge was only acknowledged in limited views leading informal and tacit learning to enter an “under-ground existence”(Ellström, 475). The circumstances within the informal learning environment displayed developmental- and pro-duction logics, enabling and constraining processes, and conditions of great importance to the learning experiences of the employees. However, an overall tendency of adaptive learning mode was found. The IT-consultants did not only draw on propositional knowledge, but incorporated stories of more intangible forms such as embedded tacit knowledge and notions of bodily cues. In conclusion, the informal learning environment afforded heterogenic learning opportunities and was found to both constrain and enable the employees’ learning. Due to an overall dominance of organizational logic of production the overall learning mode was found to be adaptive. Additionally, limited access to respondents within the learning environment limits the generali-zability of the study. Hence further research is needed to establish complementary understandings of the importance of moving the informal learning into the official arena and in creating extended knowledge on the subjective conditions, since these were less explored.


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References

Bright, D. (2013). Ngá puna mátauranga: How do we know? (2nd ed. 2014 ed.). New Zealand: Bright Books.

Bright, D. (2015). He ao atamai 2: A world of knowing 2: Embodied knowing. New Zealand: Bright Books.

Brinkmann, S., & Tanggaard, L. (2010). Kvalitative metoder: En grundbog Hans Reitzels Forlag.

Boutang, Y. M. (2011). Cognitive Capitalism. Polity Press, Cambridge

Bugge, A., Nielsen, G., Pedersen, B. K., Andersen, L. B., Overgaard, K., Roos, E., et al. (2016). Fysisk aktivitet – læring, trivsel og sundhed i folkeskolen (physical activity - learning, wellbeing and health in school). Sort, 50(100), 500.

Ellström, P. (2011). Informal learning at work: Conditions, processes and logics. The Sage Handbook of Workplace Learning, , 105-119.

Eraut, M. (2000). Non‐formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136.

Gross, J. ((n.d), ). Where did the 80 % come from - informal learning blog. Message posted to ttp://www.informl.com/where-did-the-80-come-from/

Gustavsson, Bernt (2001). Vidensfilosofi. Aarhus. Forlaget Klim

Kristensen, J. E. (2008). Kapitalismens nye ånd og økonomiske hamskifte-boltanski og chiapello og tesen om den kognitive kapitalisme. Dansk Sociologi, 19(2), 87-108.

Illeris, K. (2012). 49 tekster om læring Samfundslitteratur.

Illeris, K. (2015). In Illeris K. (Ed.), Læring (3. udgave ed.) Frederiksberg : Samfundslitteratur.

Ritchie, T. (2007). Om illeris' læringsteori. Teorier om læring () Billesøe og Baltzer.

Extended list of references can be found in the Master Thesis by the same Ttle.

informal learning at work - aalborg universitet...a learning theoretical investigation of...

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