A Study on Public Servants' Learning and Behavior Change-A Social Interaction Perspective

A bureaucratic public sector is usually regarded by Taiwanese people as an inefficient organization. We question the notion that the sluggish environment can also cultivate useful learning. This study aims to re-conceptualize the key elements which trigger knowledge communities, with reference to the way public servants interact with their colleagues and their environment. It attempts to build on the view that individuals' learning in bureaucratic organizations can be triggered by social processes emanating from their mutual engagements and shared practices. This study leads to the conclusion that the public sector, as exemplified in this study, can nevertheless promote interactions favorable to learning. It may teach useful lessons for other sorts of organization. The claim is supported by qualitative data associated with introducing and discussing the concept of communities of practice. In order to focus on particular issues and to explore further reality from varied angles, the semi-structured interview method was employed. 42 public servants in the central government in Taiwan were interviewed. This research supports the view that learning is a social practice and that its motivation grows out of the interaction between interpersonal networks and daily sense-making activities. Based on this argument, the researchers trace 3 keys in relation to the leadership, the common value and the appropriate networks for learning. The argument is that learning is a by-product of social interactions. Considering the concept of social exchange, interpersonal networks, making comparisons with others and being accepted by the group, individuals are directed by the common value and are involved in learning processes.