LEARNING BY CONNECTING   SOCIAL CAPITAL AS A LEARNING LANDSCAPE by Lidewey van der Sluis Phd  ¹   and Tjip de Jong Msc  ...
Course of Action  <ul><li>(1) The growing interest in social capital and learning processes </li></ul><ul><li>(2) Conceptu...
(1) The growing organizational interest in social capital and learning processes <ul><li>Seen from an academic perspective...
How do we see this in a larger organizational context? Organization Working environment Individuals Connections Illumination
(2) Conceptual framework of learning and social capital (I) <ul><li>Bridging views </li></ul><ul><ul><li>Social networks w...
(2) Conceptual framework of learning and social capital (II) Organization A Organization B Teams Individuals Bridging  Con...
(2) Conceptual framework of learning and social capital (III) - Possible re-balancing of existing inter-relationships - Pr...
(3) Methodology and data collection methods (I) <ul><li>With teams reflecting on successes in order to gain insight in: </...
(3) Methodology and data collection methods (II) Playing a game of story telling
(3) Methodology and data collection methods (III) Overarching research methodology Composition of  social capital Characte...
Conclusion <ul><li>Bridging connections </li></ul><ul><ul><li>Connections depends on mutual attractiveness </li></ul></ul>...
Conclusion of this study (I) Caught in a scheme - Re-balancing of existing inter-relationships - Provides a rich set of ad...
Conclusion of this study (II) Overarching themes <ul><li>Social capital is a learning landscape of different connections i...
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Sunbelt presentatie 2006

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Sunbelt presentatie 2006

  1. 1. LEARNING BY CONNECTING SOCIAL CAPITAL AS A LEARNING LANDSCAPE by Lidewey van der Sluis Phd ¹ and Tjip de Jong Msc ² Paper presentation at the XXVI International Sunbelt Social Network Conference April 24-30, 2006 Vancouver, Canada 28 th of April 2006 ¹ Lidewey van der Sluis is an Associate Professor in Business Studies at the Vrije Universiteit Amsterdam, The Netherlands. ² Tjip de Jong is a consultant and researcher at Kessels & Smit The Learning Company, The Netherlands.
  2. 2. Course of Action <ul><li>(1) The growing interest in social capital and learning processes </li></ul><ul><li>(2) Conceptual framework of learning and social capital </li></ul><ul><li>(3) Methodology and data collection methods </li></ul><ul><li>(5) Conclusion of this study </li></ul><ul><li>(6) Discussion </li></ul>
  3. 3. (1) The growing organizational interest in social capital and learning processes <ul><li>Seen from an academic perspective </li></ul><ul><ul><li>A knowledge economy results in a shifting competitive advantage of organizations. </li></ul></ul><ul><ul><li>Human Resource Development (HRD) is moving from human capital to social capital theories. </li></ul></ul><ul><ul><li>Educationalist view the acquirement of skills and knowledge as a social process. </li></ul></ul><ul><ul><li>Empirical findings suggest linkages between social capital and learning. </li></ul></ul><ul><li>Seen from a social perspective </li></ul><ul><ul><li>Social capital spill beyond people immediate involvement of the network. </li></ul></ul><ul><ul><li>Society benefits enormously from social capital (Putnam, 2000). </li></ul></ul><ul><ul><li>Getting connected affects communities, society and social life. </li></ul></ul>
  4. 4. How do we see this in a larger organizational context? Organization Working environment Individuals Connections Illumination
  5. 5. (2) Conceptual framework of learning and social capital (I) <ul><li>Bridging views </li></ul><ul><ul><li>Social networks with a focus on the structural element (embeddedness) </li></ul></ul><ul><ul><li>Brokerage opportunities that draw on network concepts </li></ul></ul><ul><ul><li>E.g. Burt (1997) </li></ul></ul><ul><li>Bonding views </li></ul><ul><ul><li>Linkages among people, with a focus on opportunity and action orientation </li></ul></ul><ul><ul><li>Social capital is defined by its function: opportunity and action (access and use) </li></ul></ul><ul><ul><li>E.g. Coleman (1988) </li></ul></ul><ul><li>Double view (which we will call linking connections) </li></ul><ul><ul><li>Structural element (embeddedness) and opportunity and action oriented element (access and use) </li></ul></ul><ul><ul><li>E.g. Kostova & Roth, 2003) </li></ul></ul>
  6. 6. (2) Conceptual framework of learning and social capital (II) Organization A Organization B Teams Individuals Bridging Connections Linking Connections Bonding Connections
  7. 7. (2) Conceptual framework of learning and social capital (III) - Possible re-balancing of existing inter-relationships - Provides a rich set of additional meaning and sense-making to actors Inter contact learning : level γ - Connections outside the organisation or paradigm - Leveraging a far wider range of resources (3) Cross-oriented: linking - Reciprocity and trust are context dependent - Loose and open-ended networks - Connections are based on urgency or curiosity - Stability - Strong norms of reciprocity - Vision and identification plays a dominant role - Group think - Danger of limited access to new and varied skills and knowledge Intra contact learning: level β - Free exchange of skills and knowledge - Trustworthiness is created via reciprocity and trust (2) Relation-oriented: bonding - Dense and bounded networks - Homogeneity of membership - Reciprocity and trust are high - Instable connections: searching for balance - Trust influences reciprocity of information - Norms of reciprocity are unstable Intra contact learning: level α - Relatively free exchange of skills and knowledge - Knowledge sharing is highly context dependent (risk for the individual) (1) Network-oriented: bridging - Shared norms and common goals - Reciprocity and trust are limited - Mutual attractiveness plays a dominant role Characteristics Possible effects on learning Types of social capital
  8. 8. (3) Methodology and data collection methods (I) <ul><li>With teams reflecting on successes in order to gain insight in: </li></ul><ul><ul><li>An individual learning process that took place </li></ul></ul><ul><ul><li>The acquirement of specific skills and knowledge </li></ul></ul><ul><ul><li>The role of social learning (connections of individuals) </li></ul></ul><ul><li>On which aspects of social capital did we pay attention? </li></ul>
  9. 9. (3) Methodology and data collection methods (II) Playing a game of story telling
  10. 10. (3) Methodology and data collection methods (III) Overarching research methodology Composition of social capital Characteristics of connections Realisation of learning processes Effect on skills & knowledge Enrichment Recognition Reflection
  11. 11. Conclusion <ul><li>Bridging connections </li></ul><ul><ul><li>Connections depends on mutual attractiveness </li></ul></ul><ul><ul><li>They facilitate the creation and exchange of tacit intellectual assets, specifically skills </li></ul></ul><ul><li>Bonding connections </li></ul><ul><ul><li>Norms of teams facilitate homogeneity of membership </li></ul></ul><ul><ul><li>A priori norms affect and limit learning opportunities </li></ul></ul><ul><ul><li>Regulation of social behaviour (stable social context) </li></ul></ul><ul><li>Linking connections </li></ul><ul><ul><li>Connections stretch outside the organizational paradigm </li></ul></ul><ul><ul><li>Individuals highly appreciate linking connections as reflection opportunities </li></ul></ul>
  12. 12. Conclusion of this study (I) Caught in a scheme - Re-balancing of existing inter-relationships - Provides a rich set of additional meaning and sense-making to actors - Facilitates the process of reflection Inter contact learning : level γ - Connections outside the organisation or paradigm - Leveraging a far wider range of resources (3) Cross-oriented: linking - Loose and open-ended network - Based on urgency and relevance - Reciprocity and trust is context dependent - Stability - Group think - Strong norms of reciprocity - Limited access to new skills and knowledge Intra contact learning: level β - Free exchange of information and knowledge - Skills exchange is limited (2) Relation-oriented: bonding - Dense and bounded networks - Homogeneity of membership - High interpersonal norms - High level of interpersonal trust - Instable connections - Bridging enables individual access to a ‘new’ social network - Level of reciprocity is unstable Intra contact learning: level α - Free exchange of skills (exchange of experiences) - Knowledge exchange is limited (1) Network-oriented: bridging - Mutual attractiveness plays a dominant role - Level of trust plays a dominant role - Norms of reciprocity is limited - Moderate degree of shared vision Characteristics Possible effects on learning Type of social capital
  13. 13. Conclusion of this study (II) Overarching themes <ul><li>Social capital is a learning landscape of different connections individuals realise </li></ul><ul><li>Organizational learning heavily depends on linking connections to reach learning embeddedness </li></ul><ul><li>Illumination is reached by the succesfull leveraging of all three different connections </li></ul>

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