De los Reaislamientos

With a view to understand learning in the context of climate change and associated technologies, Boisot’s model of learning232

is used. Boisot describes a model for a learning cycle of specialised industries. Understanding this model requires one to assess learning triggers that that use existing knowledge to develop a product, i.e. a knowledge asset. It uses an intangible entity together with tangible material to produce a physical asset. In doing so, the process of evolution using the information to transform the physical asset is an attempt to use less physical resources, which also complies with the economic model in terms of the production function.233 Information that becomes available in the process of learning can be viewed as a means of creating a saving from an economic perspective. It plays a role in using less material and results in the production cost of the physical asset being less, an iterative process in the learning and product development cycle.

A critical element in the learning process is reducing entropy and complexity. To achieve this data is analysed and selected based on the desired outcome, i.e. data that is perceived to be irrelevant or not reinforcing the purpose of the study is discarded. Boisot uses the term “selective acts of forgetting”. This act of selecting data requires that the output be codified as part of the process of creating new knowledge. Abstraction is a critical part of the codification process as it simplifies what must be codified and removes unnecessary or unwanted complexity. The process of abstraction with codification provides the platform for diffusion in which the body of knowledge can now be distributed to various interested parties for absorption. Absorption is the physical act of taking in the knowledge, i.e. diffusion is making the knowledge available for “consumption” but does not necessarily result in the knowledge being taken up. Absorption is component in the process of the learning cycle in which the codified knowledge is applied in the real working environment and results in experiential learning.234

The learning process is not a simple linear process. It is a cumulative process in which learning and progress takes place through the eradication of errors within the body of knowledge. Gradually and incrementally it becomes part of the social and institutional memory. Any developments within the organisation are based on this institutional memory

232

Boisot, MH. 1998, Knowledge Assets – Securing Competitive Advantage in the Information Economy,

233

Boisot, MH. 1998, Knowledge Assets – Securing Competitive Advantage in the Information Economy, 27

234

92

that resides within the social structures of the organisation. There are challenges with incremental changes continuously being effect. Should an error in the knowledge have gone undetected it will remain as part of the solid foundation, which result in “error lock-in”. The later in the process of new knowledge creation the error in detected, the more difficult it is to fix the problem. When the rate of diffusion is such that it has become common knowledge there is no longer value in that knowledge and the utility is substantially less. In conventional models, organisations would slow down the rate at which the technology progresses beyond codification since its utility reduces beyond this point. It is necessary to retain as much of the knowledge internally in the organisation ensuring that value cannot be derived by another organisation. Boisot calls this “N Learning” as it conforms to the Neo-classical linear view of the world.235

Learning and knowledge creation in a nonlinear indeterministic world cannot guarantee the outcome. Small changes can result in a significantly large outcome, one that was not anticipated or expected and in complexity theory became known as the “butterfly effect”.236

This demonstrates the complexity in the development of new knowledge and also reinforces the notion in the previous of selective knowledge creation, i.e. discarding data that is believed to be irrelevant as it does not comply with the requirements of the intended outcome. New knowledge is created either as an incremental add-on or replaces the existing knowledge. The use of existing knowledge may have a spill-over effect in terms of the development of the current knowledge and therefore cannot be viewed as cumulative. To this extent the knowledge that is being created has the potential of displacing the existing knowledge. This implies that in the learning process, when data does not make sense, the outcome should be explored further to ascertain the value that can be derived from the data set. It sets the platform for radical change within the organisations and individuals. Diffusion and absorption is viewed as potential value-add. This knowledge can now be applied in different contexts and enhance the value of the knowledge. The creator of the knowledge would have been bounded by the context in which the knowledge was developed and would have interpreted the findings within this context only. Developing new superior knowledge that requires a radical change does not necessarily imply the old knowledge will automatically be displaced. It must be viewed in the context of the services and infrastructure that support the

235

Boisot, MH. 1998. Knowledge Assets – Securing Competitive Advantage in the Information Economy, 90-99

236

93

existing knowledge base and the extent of change that is required to displace the old. This is even more so when the learning takes place within a few individuals and organisations, and on face value would appear to resemble the N Learning cycle described above. It is however not the case, as learning continuously takes place but with a specific audience. In the Schumpetarian or S-Learning cycle, it is necessary to identity the target audience that can make use of the knowledge for further development as opposed to assuming that knowledge not made available to all is hoarding.237

Industry generates a significant volume of CCS. Since a carbon abatement plan is being developed, industry is forced to consider options in reducing their emissions. As a result of thereof, a much wider interest group has developed. It is still a very specific target audience. However instead of just ecological action groups using the knowledge aggressively to develop new knowledge, industry is looking at new alternatives to protect their investment in plant and equipment. The new knowledge and learning will comprise of both iterative and incremental as well as radical and discontinuous development cycles.