Socio-cognitive Intelligence in Organisations: Towards a Research Agenda

 

Research Paper Title:

Socio-cognitive Intelligence in Organisations: Towards a Research Agenda

ABSTRACT

In the context of the widespread digitalisation of organisations and society, the logic inherent in a knowledge model has become critical for organisations and, hence, a focus for academic inquiry. Socio-cognitive is identified as the missing link between organisations and knowledge transfer. The growth of knowledge loss has undoubtedly created issues for organisations accompanied by intensified competition and an accelerated pace of technological change. On a global scale, knowledge loss has disrupted organisations in a novel way. Such knowledge loss are placing pressure on organisations, in order to maintain competitiveness and evolve their processes. Addressing knowledge loss is an identification of the impact on the organisation and the workforce and has garnered attention in several related disciplines, e.g. strategic management, and computer science, however, today it remains largely under-researched in the organisation science field.

Questions regarding the impact of socio-cognitive intelligence and its transformative power on individuals, society and organisations are therefore central interest to the discipline. How socio-cognitive will impact organisations, however, is not entirely clear, and identifying the theoretical implications for organisation research is challenging. Knowledge transfer evolves rapidly, introducing new features and often blurring relationships. Part of this challenge is also behavioural. The objective of this research agenda is to review the use of socio-cognitive, discussing three research perspectives which serve as an umbrella for most parts of this area, and to develop a research agenda for social scientists and organisation science researchers. 

Author Keywords

Socio-cognitive, organisation, social learning, analysis

General Terms

Design, Theory

RESEARCH OVERVIEW

Foundations of Socio-Cognitive Model Concept

Socio-cognitive is not a new term. It was used together with the term social learning when the latter was introduced for the first time in the early sixties (Coleman et al., 1964; Davis & Luthans, 1980; Manz & Sims, 1980; Ginter & White, 1982; Decker, 1986). Psychologists and organisation scientists have studied this ability under the term Social Learning. Socio-cognitive emerged at the time and served to depict the location of people understanding simple tasks by observation, imitation and modelling behaviour to coordinate attention, memory and motivation (Reihlen & Ringberg, 2013; Wrona et al., 2013). According to Bandura (2011), socio-cognitive is an abstract representation of learning which is designed and developed to assist learning to achieve learning goals and objectives. The importance of the socio-cognitive is highlighted by a number of authors who have called for further research (Emich, 2011; Maden et al., 2013).

The concept of socio-cognitive is used in social science as a way to help analyse and understand individuals' learning abilities. Prior to this, social learning has been adopted and with the improvement of social collaboration techniques, new forms of social behaviours have started to appear. In comparison, social learning is often used in management to help analyse and understand an organisation's knowledge base. Used in this way, social learning supports the planning of strategic decision-making at the strategy level. The continuously rising number of publishing dealing with knowledge transfer and knowledge loss has marked the beginning of an academic era in which socio-cognitive forms the central unit of analysis (Emich, 2011; Maden et al., 2013). So far, existing research considers generic aspects but fails to take into consideration cognitive and interaction aspects.

The first stream of literature on social learning was established in the 1960’s. This research has started on the impact of the division of labour between organisations. Another research stream looked into the theoretical foundation of value creation, concerned with capturing value through the prominent works of Ikujiro & Takeuchi (1995). In this context, Teece (1998) notes organisations were in the industrialisation wave. The third stream of literature deals with the role of social learning as the driver of a new wave of knowledge economy (Ginter & White, 1982; Decker, 1986). A fourth stream focuses on how information systems and technology could facilitate organisation learning (Näsi, 1999; Schultz & Leidner, 2002; Jurisica et al., 2004; Selamat & Choudrie, 2004). One typical research is the interdependences between tacit and explicit knowledge. A new field of research on knowledge transfer is currently developing around the fifth stream which deals with the emergence of entirely new socio-cognitive. The research surrounding knowledge loss and knowledge transfer is a prominent example (Daghfous et al., 2013; Joe et al., 2013; Tortoriello et al., 2013). This topic centres on the discussion of relationships and interactions from a cognitive perspective (Reihlen & Ringberg, 2013; Wrona et al., 2013; Nonaka et al., 2014)

Technique-like communities of practice have allowed people to collaborate, create and transfer knowledge without knowing whom or when it should be produced (Kaghan & Phillips, 1998; Wenger, 1998; Adams & Freeman, 2000; Garbe, 2000; Wenger, 2000; Cox, 2005; Chiu et al., 2006; Liao et al., 2010; Bandura, 2011; Maden et al., 2013). Another example is storytelling where people share the experience and categorise them with themes, collecting and creating a shared story resource about relevant knowledge sources (Wensley, 1998; Kull, 2003; Snowden, 2005a; Snowden, 2005b; Bennet & Bennet, 2007).

Two general properties can be observed in social learning, which exhibits socio-cognitive intelligence: firstly, re-usable knowledge entailing the formation of common capital, which evolves; second, imitation and modelling of the self-organised community group via accumulation of shared interest and motivation. The two properties enable the accumulation of traces of interactions and individual contributions (e.g. input effort). When gathered, the two properties become a resource for the community (Mulgan, 2014). 

The two properties are not scalable processes, and the value of capital they produce (Brown & Lauder, 2000), such as performance of the organisation, innovation, creativity, and business sustainability (Garrido, 2009).

Examples of Social Learning in Organisations

Communities of practice (Wenger, 2000; Wenger & Snyder, 2000; Cox, 2005; Verburg & Andriessen, 2006), sense-making (Louis, 1980; Massey & Clapper, 1995; Watson, 1995; Shariq, 1998; Toit, 2003; Mavin & Cavaleri, 2004) and story-telling (Wensley, 1998) have made it easier for people to create and share knowledge experiences (Davis & Luthans, 1980; Decker, 1986; Mavin & Cavaleri, 2004). However, despite the social learning adaptations, the process of diffusion from the people space to the organisation space is still lacking research and development that accounts for the unique interactions and relationships of workers in organisations (Matta et al., 2013; Reihlen & Ringberg, 2013). The experience of the command and control of knowledge by management has shown knowledge behaviour does not allow cooperative creativity and innovation (Hernández-Ramos & Bowker, 2007; Saulais & Ermine, 2012; Suciu et al., 2012; Khedhaouria & Ribiere, 2013; Marjanovic & Roztocki, 2013; Schiavone & Villasalero, 2013; Černe et al., 2014). Whereas organisations that ‘naturally’ pop up from the bottom up differentiate and allow greater motivation (Matta et al., 2013; Reihlen & Ringberg, 2013).   

RESEARCH THEMES

Properties of Socio-Cognitive Intelligence

In socio-cognitive, people conduct knowledge transfer to perform specific and stable jobs. Generally, these knowledge workers have a tendency to know each other (directly or indirectly). In an organisation context, knowledge workers are part of a reporting structure through command and control. Their contributions are monitored and evaluated by managers. Whilst, in a social community context, professionals are not part of any command and control and formulate into an evolving structure on the basis of personal interest where no monitoring or evaluation takes place. Typically knowledge workers coordinate and rely on others for the organisation to be productive (Lee-Kelley et al., 2007; O'Donohue et al., 2007; Ehin, 2008; Maruta, 2012; Mladkova, 2012). The tasks conducted by individuals and teams are knowledge-intensive. The criteria to evaluate and predict the goodness of social learning are different. In the organisation space, these are mainly the outcome of the completion of tasks and organisation benefits, the key criteria are also the worker’s productivity alignment (Maruta, 2012) and absorptive capacity with the organisation infrastructure (Cohen & Levinthal, 1990; Zahra & George, 2002; Kavusan & Noorderhaven, 2013; Cegarra-Navarro et al., 2014; Tortoriello, 2014). In the community space, these are mainly the quality of user experience (simplicity, fun and social benefits.

Socio-Cognitive Intelligence in Groups and Communities

Groups and communities represent a collective effort used to enhance learning in organisations and society (Cummings, 2004; Rivera et al., 2009; Chu & Kennedy, 2011; Raab et al., 2014). A group and community can be assembled temporarily, to perform either ad-hoc, complex tasks or contribute towards decision making e.g., evaluate opportunities in a new medication compared to existing use. The variety mix of knowledge workers typically contributes to multiple groups at the same time. Organisations rely on individuals and teams to coordinate expert work around complex tasks and at the same time, dynamically optimal reuse of highly skilled professionals. Groups and individuals from different speciality areas tend to cross boundaries internally and externally with the organisations. These particular constrained and demanding conditions make the knowledge workers a good target for modelling relationships (Pangil & Chan, 2014).

Moreover, recent research suggests modelling techniques are required to support learning and development of knowledge and promote new forms of socio-cognitive learning to refrain knowledge loss (Cattani et al., 2012; Shankar et al., 2012; Daghfous et al., 2013; Joe et al., 2013; Tortoriello et al., 2013; Pangil & Chan, 2014). Currently, the literature suggests communities of practices within the organisations are key mechanisms used for building knowledge workers learning. Further research on socio-cognitive can build on prior research in areas such as communities of practice (Borzillo et al., 2012; Yamklin & Igel, 2012; Giudice et al., 2013; Mabery et al., 2013; Bolisani & Scarso, 2014; Lee et al., 2014; Pattinson & Preece, 2014), social learning (Lorenzo et al., 2012; Lahtinen, 2013; Lee & Bell, 2013), social exchange (Cameron & Webster, 2010; Lin & Huang, 2010; Han et al., 2013; Wang & Leung, 2013) and knowledge foraging (Chen et al., 2013; Tippmann et al., 2013; Tippmann et al., 2014). 

Studying and Designing for Socio-Cognitive Intelligence

Further research is required to obtain a detailed understanding of the attributes, processes and existing practices of learning from individuals, groups and communities in organisations. Such understanding can help answer design questions about socio-cognitive towards specific needs of the type of organisation such as:

• What are the knowledge transfer and sharing processes that constitute the context of the various learning activities and what features of the socio-cognitive process can capture these?
• What are the available traces of relationships from previous knowledge transfer activities and how can they be utilised for currency activity?
• What domain modelling is available to support leveraging knowledge transfer content created and shared and how can they assist with learning?
• What techniques can help to monitor and make sense of the learning activities to others?
• What research methods, such as case studies, field studies, qualitative analysis and logs analysis, are suitable for socio-cognitive research and design?

Conclusion

In this research agenda, a brief overview of a relatively vast literature focus on social learning has been provided. The socio-cognitive concept provides the missing link between strategy and knowledge transfer, and its relationship to knowledge loss is key to understanding, designing and leveraging. It provides a new field of research for the business management community for future research in the business management field.

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