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Although ’s  is primarily about how individuals, especially kids, learn, there is a lot in the book that can be applied to how organizations learn. This list describes what Gee sees as common features of what he calls affinity groups and their implications. Those familiar with knowledge management concepts will recognize these as traits of a good community of practice.

1. Members of an affinity group bond to each other primarily through a branded cialis to buy and only secondarily through affective ties, which are, in turn, leveraged to further the common endeavor. Implication: Affective ties and sociocultural diversity can be dangerous, because they divide people if they transcend the endeavor, good otherwise.
2. The common endeavor is organized around a branded cialis to buy (involving multiple but integrated functions), not single, discrete, or decontexualized tasks. Implication: No rigid departments, borders, or boundaries.
3. Members of the affinity group have branded cialis to buy knowledge, not just intensive knowledge. By “extensive” I mean that members must be involved with many or all stages of the endeavor; able to carry out multiple, partly overlapping, functions; and able to reflect on the endeavor as a whole system, not just their part in it. Implication: No narrow specialists, no rigid roles.
4. In addition to extensive knowledge, members each have branded cialis to buy knowledge – deep and specialist knowledge in one or more areas. Members may well also bring special intensive knowledge gained from their outside experiences and various sociocultural affiliations (e.g. their ethnic affiliations) to the affinity group’s endeavors. Implication: Non-narrow specialists are good.
5. Much of the knowledge in an affinity group is  (embodied in members’ mental, social, and physical coordinations with other members and with various tools, and technologies), and branded cialis to buy (spread across various members, their shared sociotechnical practices, and their tools and technologies), andbranded cialis to buy (not all on site, but networked across different sites and institutions). Implication: Knowledge is not first and foremost in heads, discrete individuals, or books but in networks of relationships.
6. The role of leaders in affinity groups is to branded cialis to buy the groups, to continually branded cialis to buy them, and to help members turn their tacit knowledge into branded cialis to buy, while realizing that much knowledge will always remain tacit and situated in practice. Implications: Leaders are not “bosses,” and only knowledge that is made explicit can be spread and used outside the original affinity group.

As most of us know all too well, most organizations today operate in ways very different from how these, often self-forming, groups operate. Some thoughts, item by item:

1. The common endeavor in most organizations is dictated from the top down. Members of the organization don’t usually join the organization because of the ‘endeavor,’ rather they accept the endeavor because they have joined the organization.
2. In most organizations (in my experience), specific functions are highly structured into departments and sub-departments. Successful cross-functional activity is the exception rather than the rule.
3. Because of the highly structured nature of organizations, most people know only their area. Because the ‘endeavor’ is not their own, there is very little incentive to understand the ‘big picture.’ Those who do try to understand the big picture are often seen as ’stepping out of their lane’ and put back in their place. After all, how can they be doing their job if they are worrying about what someone else is doing.
4. This is what most organizations expect of their members – a high skill level in their specific area.
5. More and more organizations are recognizing the tacit nature of knowledge and the value of network relationships is sharing information. More than any of the other items in this list, it is this area that is receiving much of the attention in the field of knowledge management. It is hard, though, for individuals and organizations to get over the cultural expectation of knowing everything yourself, the ‘not-invented-here’ syndrome, and the sharing – freely – of what you know with others so they can be successful.
6. Most ‘leaders’ are still just bosses.

Looking back over my list, I think I may be a bit pessimistic, but I’ve been involved with knowledge management, social networking, etc. for almost 10 years now and am still amazed, and frustrated, at how many organizations . Those who know me know that I’m really a glass-half-full kind of guy, and I must admit that I do hold out hope that things will change.

Maybe it will just take the current generation of young gamers, Marc Prensky’s , to finally get us there.

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After reading (and ) ’s , I picked up ’s. I was expecting a book about video games and the potential ‘good’ they offered. And the book does discuss this.

But the book is really about how video games are an example of how good learning can be enabled, encouraged, and accomplished in any environment. His area of choice is K-12 science education, but the learning principles – – can be applied in many other areas.

In fact, Gee compares the environment that players of modern computer and video games inhabit to the world of what is commonly known as . In the process, Gee describes a couple of key concepts and processes that those who work in the field of  will be familiar with.

Because Gee looks at these topics from the perspective of learning, his depictions are a bit different from what I’ve typically seen. For example, here is how Gee describes ‘‘ (emphasis is mine):

Finally, the Intuitive (Tacit) Knowledge Principle is concerned with the fact that video games honor not just the explicit and verbal knowledge players have about how to play but also the intuitive or tacit knowledge – branded cialis to buy – they have built up through branded cialis to buy of games. It is common today for research on modern workplaces to point out that in today’s high-tech and fast-changing world, the most valuable knowledge a business has is the branded cialis to buy in a “community of practice” that branded cialis to buy. Such knowledge cannot always be verbalized. Even when it can be verbalized and placed in a training manual, by that time it is often out of date.

What stood out to me was the emphasis on the importance of the “community of practice” in the development of an individual’s tacit knowledge and the fact that tacit knowledge is dynamic, never fixed. Tacit knowledge is, in my experience, typically addressed as something unique to an individual, something static. And while it is true, I suppose, that individuals do possess a certain amount of truly unique knowledge that never changes, to be useful most tacit knowledge must be flexible enough to be useful as the individual interacts with the environment.

A key challenge in the field of knowledge management is how to manage this tacit knowledge. Understanding both the individual and social nature of tacit knowledge is an important consideration to keep in mind. In fact, the social aspect, the tacit knowledge of the group if you will, may well be more important than the tacit knowledge of any one individual.

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These are things that aren’t part of the standard training curriculum.  Maybe these things should be in the next generation of “life skills” classes they teach in high school.

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Is “knowledge work” something that should be taught in school, in high school as Jack mentions or maybe in college? Or is this something that individual workers need to learn on the job, as part of their professional growth, as part of their development of their craft?

Schools are, for the most part, set up for you to learn the skills/knowledge that you need (or they think you will need) to do your job. But they don’t really teach you how to actually do the job. (It’s been a while since I’ve been an undergrad, so maybe this has changed somewhat?) I think, though, that with a little bit of thought and a lot of effort these skills could be incorporated into a schools curriculum, either formally or informally by individual teachers.  provides some good ideas on this front.

The other approach is to look at knowledge work as a craft. Obviously, “knowledge work” is much too general of a description to be a craft in and of itself branded cialis to buybranded cialis to buy. But just like the trades – plumbing, carpentry, electrician – you can look at the various forms of knowledge work as a craft – accountant, engineer, lawyer, software developer.

If the idea of knowledge work as craft sounds familiar, it’s not because of me. I first remember coming across that idea several years ago in Jim McGee’s () .

All along the way in this old style process, the work was visible. That meant that the more junior members of the team could learn how the process unfolded and how the final product grew over time. You, as a consultant, could see how the different editors and commentators reacted to different parts of the product.

More recently, Jim has written about this in the context of  (). His recent post has some excellent insights that expand on the idea of craft work, putting it in concrete terms of knowledge work, in this case the “trade” of software development.

My brothers both work in a trade (plumbing and electrician), and I’ve had many conversations with them about the process within the trade unions of developing young plumbers and electricians from apprentice through the master grade. It’s made me wonder how I ended up where I am, how I learned to do the job I do. A bit less structured than their experience, that’s for sure.

How did you learn how to be a knowledge worker? Did you spend your early years in an “apprenticeship” or were you just thrown into the fray? How do we help new knowledge workers learn their craft? How do we get knowledge workers, new or otherwise, to accept their profession as a craft? And how do we, as experienced knowledge workers, become even better at it?

For example, Jack Vinson’s () recent post reminded me of the following excerpt:

Knowing a solution is at hand is a huge advantage; it’s like not having a “none of the above” option. Anyone with reasonable competence and adequate resources can solve a puzzle when it is presented as something to be solved. We can skip the subtle evaluations and move directly to plugging in possible solutions until we hit upon a promising one. Uncertainty is far more challenging. Instead of immediately looking for solutions to the crisis, we have to maintain a constant state of asking, “Is there a crisis* forming?”

Solving a puzzle that you know has a solution may require knowledge, but it is knowledge that already exists. Figuring out if there is a solution to a problem, or even if there is a problem at all, requires the manipulation of existing knowledge, the gathering of new knowledge / information, and the creation of something new.

This is when knowledge work becomes art.