Informal Social Groups at Work
Informal Social Groups at Work
Introduction / Background
The growing importance of informal social groups at work underscores a deep change in work functions in small and big organizations. The "casual" character current business ecosystem assumes is, put differently, a critical development changing how interaction is performed at different organizational levels. That is, as communication channels, dress code, workspace layout and, not least, management styles in an increasing number of organizations, particularly IT enterprises, continue to be increasingly informal (i.e. relying more on negotiated forms of interaction and workplace behavior compared to stricter forms of organizational development and management in more conventional practices), informal social grouping of workers contribute more significantly to organizational behavioral management. This growing informality at workplace is informed by a broad range of factors including, for example, further incorporation of IT-enabled information management systems (and hence automating much of routine functions and processes), changing workforce makeup (as Millennials gradually replace baby boomers and hence redefine how work functions and processes are performed using, in particular, new media platforms and smart devices) and, not least, exponential expansion of companies, startups and multinationals, into markets well beyond conventional, national markets (and hence rendering fixed interaction structures modeled along one specific mode increasingly ineffective as diversity becomes a norm, not an exception, in current workplace). To better understand informal social groups at work, a closer look is required into how informal social groups influence interaction and, not least, learning at workplace. This paper aims, hence, to explore benefits and shortcomings of informal social groups in current work ecosystem.
Conventionally, organizations are designed around more formal communication channels between and across business units. This design reflects, if anything, a recognition of business leaders, in a conventional, hierarchical management model, of "necessity" of independent, formal communication channels in and across business units. The more informal ("social") interactions between peers and/or peers and management are, in more conventional formal models, usually left out in organizational development plans and are frequently viewed as "water cooler chats" meant to be breaks from more "serious" interactions during "regular" work hours.
In contrast, informal, social connections between workgroups in an organizational context are shown to maximize effective in-group organization of communication channels between workgroup members (Oh, Chung & Labianca, 2004). Further, informal, social groups in an organizational context are shown to enhance "bonds" and "bridge" relationships between group members (Oh, Chung & Labianca). Thus, by developing informal communication channels at work (e.g. off-site meeting venues, innovative workspace layout design and more "relaxed" management styles promoting "flat" collaboration as opposed to hierarchical management), organizations are better able to develop more effective communication channels and interaction platforms in and across workgroups. These findings are, also, compatible to changing demographics in current business ecosystem. More specifically, as Millennial (Generation Y) workers, born in early 1980s, join workforce, a more informal social grouping of workers has become increasingly a requirement. This is best illustrated by specific characteristics of emerging Millennial workforce shown to be more productive by offering up more flexibility in working hours, workspace designations and, not least, more independence in performing routine and non-routine functions.
Informal Learning
The case for organizational learning is an established one in organizational development literature. Indeed, one primary purpose of formal and informal interactions between co-workers is learning. Notwithstanding a growing body of literature on formal forms of organizational learning, informal forms – particularly ones mediated by peer-generated groupings – of organizational learning are becoming increasingly recognized in literature (Eraut, 2010). Informal learning mediated by informal social groupings is discussed for example, as per modes of learning: experience, implicit knowledge, disseminated learning or intuitive practice (Eraut). Indeed, given how knowledge management in current business ecosystem has come to assume center stage – particularly by further incorporation of enterprise resource planning (ERP) applications and employing Chief Information Officers (CIOs) and Chief Knowledge Officers (CKOs) – sharing organizational learning and knowledge has become increasingly performed by informal social groups. Put differently, as more and more business functions are performed used proprietary applications, workers are encouraged to interact more informally in order to share different knowledge and learning experiences, experiences which can hardly be captured by automated processes.
The question of learning at work via informal social grouping is, moreover, approached from an ownership perspective. That is, in developing learning networks at work (outside established formal ones), a central question emerges on who owns learning processes at work (Boud & Middleton, 2003). Indeed, as organizational functions grow more complex, "dispensing" knowledge to internal and external stakeholders becomes a process hard to identify one entity, let alone an individual, of performing, let alone effectively managing. Further, knowledge management by ERP applications and platforms alone is ineffective in capturing implicit forms of knowledge internalized into each worker's experience and skill repertoire. Thus, informal social networks of learning – enhanced by different mobile- and web-based communication platforms, discussed shortly – have come to complement formal interaction modes and systems.
In an interesting survey examining informal learning experiences at work, school instructors and HRD professionals are shown to experience common as well as different barriers to informal learning experiences (Lohman, 2005). While instructors adopt more interactive styles in pursuing informal learning compared to independent learning styles by HRD professionals, a lack of time and a lack of proximity to co-worker area are shown to inhibit more effective interaction in an informal mode (Lohman). Both groups show additional barriers, however, in developing informal learning networks. For HRD professionals, unsupportive corporate culture, unwillingness to participate in informal learning, and inaccessibility of subject matter experts (Lohman) are shown to be main barriers for more meaningful informal learning experiences. For instructors, lack of funds represents a major, additional barrier to informal learning at workplace (Lohman). These findings highlight how corporate culture plays a central role in shaping informal – and, for that matter, formal – modes of social groupings not only for learning purposes but also for a broad range of business functions. Further, different business functions might require different interaction modes for – and, for that matter, different responsiveness among workgroup members – learning networks.
Web Communications
As noted, Millennials represent an up-and-coming force in current business ecosystem. Born into a digital revolution, Millennials are adept at using web-based communication devices, platforms and applications including, most notably, smartphones and social media platforms. This "native" competency has been a subject of extensive debate as possible effective methods of promoting performance at workplace by enhancing interaction between and across workgroups in an organizational context. Notably, Twitter – as a micro-blogging platform – is discussed as a new communication channel in a workplace context aimed at promoting collaboration, enhancing information sharing and, not least, cementing connectedness between co-workers (Zhao & Rosson, 2009). Thus, in developing an informal interaction channel at work, web-based platforms can be used as effective modes of social grouping for an increasingly Millennial workforce.
Conclusion
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References
Boud, D., & Middleton, H. (2003). Learning from others at work: communities of practice and informal learning. Journal of Workplace Learning, 15(5), 194 – 202. Emerald Insight. doi: http://dx.doi.org/10.1108/13665620310483895
Eraut, M. (2010). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273. Taylor & Francis Online. doi: 10.1080/158037042000225245
Lohman, M. C. (2005). A survey of factors influencing the engagement of two professional groups in informal workplace learning activities. Human Resource Development Quarterly, 16(4), 501–527. Wiley Online Library. doi: 10.1002/hrdq.1153
Oh, H., Chung, M.-H., Labianca, G. (2004). Group Social Capital and Group Effectiveness: The Role of Informal Socializing Ties. Academy of Management Journal, 47(6), 860-875. doi: 10.2307/20159627
Zhao, D., & Rosson, M. B. (2009). How and why people Twitter: the role that micro-blogging plays in informal communication at work [Abstract]. GROUP '09 Proceedings of the ACM 2009 International Conference on Supporting Group Work. New York, NY: ACM. ACM Digital Library. doi: 10.1145/1531674.1531710
