Linking social capital to knowledge productivity : an explorative study on the relationship between social capital and learning in knowledge-productive networks

Abstract

Li n ki ng sociaL capitaL to knowLe dge productivity Why are some networks more successful in achieving innovation than others? Why do some groups within organizations manage to operate without hierarchical boundaries, and at the same time achieve extraordinary, innovative results? How do they learn? And what kinds of network characteristics do they cherish? This book presents the process and findings of a four-year PhD study on these questions. With empirical data of more than seventeen networks a theoretical framework is presented in which characteristics of social capital are linked to knowledge-productive learning processes. This book invites you to connect to the world of social capital, participative research and innovative learning and at the same time offers a practical guide to get started within your own social network. About the authorTjip de Jong is a member of Kessels & Smit, The Learning Company, an international network of consultants and researchers who support individuals, teams and organizations in learning and development issues. He has a particular interest in learning processes in communities and the relationship between social capital and knowledge productivity. In his consultancy practice he uses the concept of the playful organization as a basis for his work. He looks for opportunities to make things happen directly, to get going, and to bring pleasure, lightness and suspense: all of which to him is the essence of play. Tjip is the editor of the Dutch HRD journal Develop and lecturer at the Foundation for Corporate Education.9 7 8 9 0 3 1 3 8 2 0 9 5 i s B n 9 7 8 9 0 313 8 2 0 9 5 Li n k i ng soci a L ca p ita L to k nowLe dg e p rod uctivit y An explorative study on the relationship between social capital and learning in knowledge-productive networks tj i p d e j o n g Li n k i ng soci a L ca p ita L to k nowLe dg e p rod u ct i vi t y tj i p de j on g Linking Social Capital to Knowledge Productivity An exploratory study on the relationship between social capital and learning in knowledge-productive networks Network participantsMany network participants invested their valuable time in the research activities. I would like to thank the nurses, doctors and psychiatrist of GGNet, the teachers, staff members and managers of the ROC Midden Nederland, the constructors and project members that took part in the RISNET activities, the ICCO network participants and relevant external partners, the participating teachers, managers and entrepreneurs connected to the Limburg Leisure Academy and fi nally the network participants in the initiatives of the Academie voor Overheidscommunicatie. XLinking social capital to knowledge productivity

Teachers learning and innovating together : exploring collective learning and its relationship to individual learning, transformational leadership and team performance in higher vocational education

“…People from within the teams and external to the teams (e.g., colleagues from other teams, internal and external experts) were involved in the processes of having dialogues aimed at creating a shared understanding or shared capabilities. As such, teams seem to have utilized bonding connections (e.g., within the team), bridging connections (e.g., within the organization) and linking connections (e.g., with external experts) (see De Jong, 2010). Teams in our case study differed in the extent to which they utilized the different types of bonding.…”

“…Learning is conceptualized as taking place in a specific social context, and the activities in this context determine both the form and the content of the learning. Relationships are emphasized as the context-bound nature of learning (De Jong, 2010). As a result, learning in social interaction, or with and from others, has gained a central place in theory development (Bolhuis & Simons, 2001;Collinson et al, 2006).…”

“…Because of the social nature of learning, the quality of interactions among people is assumed to have an important effect on learning. As such, learning demands an open atmosphere and open communication (Von Krogh, 2000, in De Jong, 2010, and conversation is considered "the central medium for creating individual meaning and organizational change" (Leithwood & Seashore Louis, 1998, p. 3). This is compatible with a postmodern vision on organizations, in which they are perceived as "processes and relationships rather than as structures and rules" (Mitchell, Sackney & Walker, 1996, p. 52) and as a social construction or a network of meanings .…”

“…Chiva-Gómez (2004), for example, considers dialogue, communication and social construction a facilitating factor for organizational learning, Kessels (1996b) indicates that highly developed social and communication skills support a favorable learning climate, Marsick and Watkins (1996) argue that dialogue enhances team learning, and Verdonschot (2009) finds communicative and social skills to be the vessel in social processes of knowledge creation. Von Krogh, Ichijo & Nonaka (2000, in De Jong, 2010 argue that the quality of interaction has a great effect on learning and that learning demands an open atmosphere and communication, and Garvin, Edmondson & Gino (2008) consider 'appreciation of differences' and 'openness to new ideas' part of a supportive learning environment. Dialogue and inquiry lead people to "talk differently" and moves them "into exploring the social and cultural norms that socialize people into thinking and acting the way they do" (Marsick & Watkins, 1996, p. 19).…”

“…While bonding and bridging connections were found in all cases, linking connections were only indicated in one case. In the context of networks, De Jong (2010) found the combination of social learning processes and linking connections to be positively related to networks' knowledge productivity, or their ability to realize specific improvements and innovations as well as to develop sustainable capabilities. Future research into 'collective learning' might take into account the types of connection utilized by teams, the influence of these connections on the collective learning process, and ultimately the influence on teams' innovative performance.…”