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1.6 Software: Embedded Knowledge
When we program, we teach a computer to do something. We use our
knowledge of computers and programming to create an automated system
that embodies knowledge. For example, accounts software contains knowledge
of accounting principles and practices, the software in a telephone exchange
contains knowledge of call handling and routing, and so on.
As we shall see later (Section 4.1), software brings together three knowledge
domains: knowledge of the technical tools to create the software, knowledge of
software creation process and knowledge of the problem that we’re trying to
solve. Sometimes one person will be accomplished in all three domains – say, an
experienced compiler writer. On other occasions, different individuals will
embody different knowledge: a programmer knows the tools, a manager knows
the process and a product expert knows the problem that we’re trying to solve.
At the end of the process we have a piece of software that we expect to
function without the presence of any of these individuals. The software itself
doesn’t know anything; even when running on a computer, it has no self-
awareness. However, the software does, to a greater or lesser degree, embody
knowledge from all those who were part of its creation.
1.7 Authority and Leadership
One question that inevitably pops up when discussing change is: Do I have the
authority to introduce change?
This book will argue that change and learning are merely different sides of
the same coin, in which case we could rephrase the original question as follows:
Do I have the authority to enhance learning? This is a much less confrontational
question and one that it is perhaps easier to answer Yes.
A much more difficult question to answer is: Does having authority make it
easier to introduce change and enhance learning? Before you rush to answer,
consider two facts. Firstly, as already noted, knowledge workers don’t like
being told what to do. So even if you can order someone to do something, you
might not get the results that you wanted.
Secondly, people tend to work better when they’re doing something that they
want to do. Individuals who choose to do something voluntarily are more
enthusiastic, and consequently more productive, more likely to do it well and
happier overall.
Consequently, even if you do have a position in the organizational hierarchy
that allows you to tell others to do something, you might be better off finding an
alternative.Ratherthanexercisingauthority,itis bettertoexerciseleadershipand
toworkwithpeople’sownmotivations.Thesubjectof leadershipis itselfvastand
isn’t one that I intend to deal with in depth here. Suffice to say, a position of
authority doesn’t make you a leader: it does, however, confer on you legitimacy.
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