Introduction: Learn, Share & Grow Together

The concept of social learning is emerging as a game-changer in today’s workplace which is characterized by unprecedented flexibility and digital collaboration. The powerful social learning approach at it’s essence is about harnessing the collective knowledge and experiences of the workforce, to unlock unprecedented potential for continuous growth, knowledge-sharing and innovation within organisations.

Social learning is not new. Psychologists, philosophers, sociologists, educators and others have been researching the concept for decades, leading programs in a multitude of professional, educational and social settings, gathering the evidence that shows there is a better way to learn than passively consuming knowledge transmitted by an expert.

The significance of social learning in today’s digital world of work is underscored by research from industry leader Josh Bersin via Deloitte (2016), which found that encouraging teams to  learn and reflect on their work, supports individual learning and transformation in organizations,  allowing this knowledge to shape strategy and process. Organizations who encourage employees to learn in this way are said to have strong learning cultures, which organizations – according to the research –  are 92% more likely to develop novel products and processes. Additionally, a study by Cross et al. (2018) in the MIT Sloan Management Review revealed that companies promoting collaborative learning saw a 10% increase in profitable innovation.

But what exactly is social learning, and why should it be a top priority for Trainers, Managers and, in particular, Learning and Development (L&D) and Human Resources (HR) professionals? 

This article will demystify the concept of social learning, exploring its rising importance in modern workplaces. Importantly, it will provide practical insights on how to effectively establish social learning systems that can transform an organization’s learning culture, boost employee engagement, and drive tangible business outcomes.

What is Social Learning?

Social learning is a theory introduced by psychologist Albert Bandura that proposes learning occurs most effectively through observation, imitation, and modelling. This theory goes beyond traditional cognitive learning theories – which focus on the mental processes involved in acquiring, processing, and retaining knowledge by recognizing the importance of social interactions in the learning process. It emphasizes that learning is influenced by a complex interplay of environmental and cognitive factors, including attention, motivation, attitudes, and emotions.  Bandura’s social learning theory emphasizes individual cognitive processes, observational learning, and self-efficacy. 

Etienne Wenger, a Swiss-American educational theorist and practitioner, revolutionized our understanding of learning with his concept of “communities of practice.” His work shifted the focus from individual cognitive processes to learning as social participation, emphasizing how knowledge is created through shared practices and experiences and the negotiation of meaning within groups. Wenger’s theories have profoundly influenced fields such as organizational development, knowledge management, and education, highlighting the importance of social context in learning and professional development. His approach has broadened the perspective from individual psychology to social participation, viewing learning as an inherently social and situated process.

Key Aspects of Social Learning

1.   Observational learning: People learn by watching others’ behaviours and their consequences. A landmark study by Bandura, Ross, and Ross (1961) known as the “Bobo doll experiment” demonstrated how children imitated aggressive behaviours they observed in adults, providing strong evidence for observational learning.

2.  Fostering trust: Direct and indirect learning: Learning can occur through direct social interactions or indirectly through media. Research by Meyrowitz (1985) expanded on this concept, showing how electronic media can create “para-social” learning experiences, allowing individuals to learn from distant role models.

3.   Reinforcement: Actions that are rewarded are more likely to be imitated, while those that are punished are avoided. This aspect was further developed in Bandura’s later work on self-efficacy (1997), which explained how individuals’ beliefs about their capabilities influence their motivation to learn and perform.

4. A sociocultural approach to learning which sees learning as a social process between people who recognize each other as learning partners and learn based on their interests and concerns; and apply new knowledge to real-life, authentic situations, situated in a specific context.

Recent neurological studies have provided additional support for social learning theory. Rizzolatti and Craighero’s (2004) research on mirror neurons demonstrated a neurological basis for observational learning, showing that the same neural networks activate when performing an action and when observing others perform the same action.

Furthermore, a meta-analysis by Taylor et al. (2005) in the Psychological Bulletin found that social learning interventions were effective across a wide range of behaviours and contexts, from health behaviours to academic performance.

These scientific findings underscore the robustness and wide-ranging applicability of social learning theory in understanding human behaviour and learning processes.

The Importance of Social Learning in Modern Workplaces

In today’s hybrid, asynchronous and remote work environments, facilitating informal learning has become increasingly challenging. Employees often struggle to connect with the right people to gain valuable insights and learn from their colleagues. This knowledge deficit poses a significant barrier for organisations looking to maintain a competitive edge.

The widely recognized 70-20-10 model of learning, developed by Morgan McCall, Robert W. Eichinger, and Michael M. Lombardo at the Center for Creative Leadership, emphasises the importance of social learning:

• 70% of learning occurs through on-the-job experiences
• 20% happens through social interactions with colleagues and friends
• 10% comes from formal training sessions

This model has been supported by various studies. For instance, a research paper by Jennings and Wargnier (2010) found that informal learning accounts for up to 90% of learning in the workplace, aligning closely with the 70-20-10 model.

Furthermore, a study by Tannenbaum et al. in the Journal of Workplace Learning revealed that social learning activities, such as mentoring and collaborative problem-solving, were significantly associated with improved job performance and innovation.

Despite this evidence, many HR teams and learning functions still focus primarily on enhancing the 10% of formal learning through structured training sessions and online courses managed through Learning Management Systems (LMS). While formal training is relatively straightforward to implement, measure, and control, it may not be the most effective approach to address the full spectrum of learning needs within an organization.

As stated above, organizations with strong learning cultures are 92% more likely to develop novel products and processes, while 52% are more productive, and 56% more likely to be first to market with their products and services. This underscores the vital importance of embracing fit-for-purpose and comprehensive learning approaches, including social learning, to drive organizational success.

Moreover, a study published in the International Journal of Training and Development by Noe et al.demonstrated that social learning practices positively influence employees’ motivation to learn and transfer knowledge, leading to improved job performance.

By recognizing the significance of social learning and implementing strategies to facilitate it, organizations are primed to create a more dynamic, adaptable, and innovative workforce, better equipped to navigate the challenges (and seize the opportunities) of modern work environments.

Strategies for Effective Social Learning Implementation

1. Create a culture of knowledge sharing: Encourage employees to share their expertise through various channels, such as internal tools like wikis, or micro-video platforms.
2. Leverage technology: Implement tools that facilitate easy creation and sharing of knowledge, such as video-based learning platforms like SlickPlus, which enable hybrid teams to capture and share expertise effortlessly.
3. Establish mentoring programs: Pair experienced employees with newer team members to foster one-on-one learning relationships. Innovate to strive for a scenario where everyone is learning, everyone is teaching.
4. Encourage cross-functional collaboration: Create opportunities for employees from different departments to work together on projects. Bust those silos and instead promote diverse knowledge exchange.
5. Implement social learning systems: Utilise dedicated social learning platforms that empower employees to seek and discover new knowledge, share insights, and learn from each other in a structured and measured environment.
6. Reward knowledge sharing: Implement incentives for employees who actively contribute to the organization’s collective knowledge.

How Social Learning Works in Practice

Social learning is not just a theoretical concept; it’s a practical approach that many organisations are successfully implementing to enhance their learning and development initiatives. Let’s explore some real-world examples and the tools that facilitate this type of learning.

3 Examples of Social Learning in the Workplace

1. Mentoring Programs at General Electric (GE): GE has long been known for its commitment to leadership development. Their mentoring program pairs experienced executives with up-and-coming talent, fostering knowledge transfer and skill development through regular interactions and guidance.
2. Peer-to-Peer Learning at Pixar: Pixar’s “Pixar University” encourages employees from all departments to teach classes to their colleagues. This approach allows for cross-functional learning and helps break down silos within the organization.
3. Reverse Mentoring at Mastercard: Mastercard implements a reverse mentoring program where younger employees mentor senior executives on topics like social media, new technologies, and emerging market trends, fostering bi-directional learning.

Tools and Platforms that Facilitate Social Learning

1. Video Sharing Platforms  (e.g., SlickPlus): Slick Plus enables hybrid teams to easily create and share expertise through videos, creating a ‘living library’ and in-house knowledge base. This platform facilitates asynchronous learning, allowing employees to capture their knowledge and share it with colleagues across different time zones and locations. Its social design and focus on short-form video content makes it particularly effective for demonstrating processes, sharing insights, forging human connections and creating engaging learning materials.
2. Enterprise Social Networks (e.g., Microsoft Viva Engage): These platforms create a space for employees to ask questions, share insights, and engage in discussions on various topics, fostering a culture of continuous learning. They act as a central hub for organizational knowledge, enabling real-time collaboration and informal learning opportunities.
3. Learning Experience Platforms  (LXPs) (e.g., Degreed): LXPs aggregate content from various sources and use AI to recommend personalized learning paths. They may include social features like user-generated content and peer recommendations. These platforms strive to createa holistic learning ecosystem that combines formal and informal learning experiences.
4. Collaborative Wikis (e.g., Confluence by Atlassian): Internal wikis allow employees to collectively create and edit a knowledge base, making it easy to document and share organizational knowledge via print and text. They serve as a centralized repository of information that evolves with the company, ensuring that valuable insights and best practices are preserved and easily accessible.

By leveraging these examples and tools, organizations can create a rich ecosystem for social learning. The key is to choose approaches and technologies that align with the company culture and meet the specific learning needs of the workforce. When implemented effectively, these social learning strategies can significantly enhance knowledge sharing, boost employee engagement, and drive continuous improvement across the organization.

Conclusion

Social learning is a powerful approach whose time is now. It taps into the vast pool of knowledge and experience within an organization. By recognizing its importance and implementing strategies to facilitate social learning, companies can create a more dynamic, adaptable, collaborative and innovative workforce. As we continue to navigate hybrid and remote work environments, embracing social learning will be business-critical for organizations looking to thrive in the fast-evolving future of work

By focusing on the 90% of learning that occurs informally (and often unseen) through social interactions and on-the-job experiences, organizations will unlock their teams’ full potential and drive sustainable growth and innovation. The key lies in providing an environment that encourages knowledge sharing, leverages social technology, and recognizes the value of social learning in all its forms.

Discover how Slick’s innovative, video-powered social learning system can transform the way your team learns, shares, and grows together. 👉 Book a free demo today.

The Author

Curious to learn more? Contact Linda Hegarty, SlickPlus’s CoFounder and CXO. Send us an email or connect with Linda on LinkedIn 😉

Reference

Bandura, A. (1977). Social Learning Theory. Prentice Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.

Bersin by Deloitte. (2016). High-Impact Learning Organization research.

Cross, R., Rebele, R., & Grant, A. (2018). Collaborative Overload. MIT Sloan Management Review, 59(2), 25-33.

Deloitte. (2019). Becoming irresistible: A new model for employee engagement. Deloitte Insights.

Edmondson, A. C., & Lei, Z. (2014). Psychological Safety: The History, Renaissance, and Future of an Interpersonal Construct. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 23-43.

Jennings, C., & Wargnier, J. (2010). Experiential learning–a way to develop agile minds in the knowledge economy? Development and Learning in Organizations: An International Journal, 24(3), 14-16.

Lave, J., & Wenger, E. (2021). Situated Learning: Legitimate Peripheral Participation (30th Anniversary Edition). Cambridge University Press.

Meyrowitz, J. (1985). No sense of place: The impact of electronic media on social behavior. Oxford University Press.

Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 245-275.

Rizzolatti, G., & Craighero, L. (2004). The mirror-neuron system. Annual Review of Neuroscience, 27, 169-192.

Tannenbaum, S. I., Beard, R. L., McNall, L. A., & Salas, E. (2010). Informal learning and development in organizations. Learning, Training, and Development in Organizations, 303-332.

Taylor, S. E., Pham, L. B., Rivkin, I. D., & Armor, D. A. (2005). Harnessing the imagination: Mental simulation, self-regulation, and coping. American Psychologist, 60(2), 181-192.