Sociotechnical walkthrough: a means for knowledge integration

Abstract

PurposeThe purpose of this research is to show that for the successful development of socio‐technical systems it is essential that various stakeholders are able to integrate their different knowledge and perspectives. A method that supports knowledge integration in the course of introduction and development of socio‐technical systems is the Socio‐technical Walkthrough (STWT). The paper describes the characteristics of the STWT method and the potential to support knowledge integration.Design/methodology/approachThe theoretical approach of the STWT is closely related to the notion of socio‐technical systems. Starting with the historical development of this term, the authors saw the necessity to adopt elements of newer system theory so as to achieve a better understanding of the conditions under which a social system and a technical system can be integrated. Based on two empirical case studies (university library/logistic enterprise goes Web) the authors show empirical evidence, that the STWT is especially suitable when supporting certain kinds of knowledge integration.FindingsThe STWT is a method which is flexible and has the ability to integrate different viewpoints, to document the results of this integration, and to promote the development of a socio‐technical system which follows common design principles. Using two empirical case studies, the authors derived a list of categories which characterize the knowledge which should be integrated when a socio‐technical system is developed (e.g. agreements concerning the usage of a software system). Those elements of the STWT method which have a positive effect on knowledge integration are highlighted (e.g. continuously combining communication processes and graphical documentations).Originality/valueFurther research is necessary so as to understand how the exchange of knowledge and its integration takes place during workshops to design sociotechnical systems and how the methods can be improved and become more reliable. There also has to be a better understanding of the effect of different kinds of diagrammatic representations and the ways to refer to the representations during an STWT.

Supporting the Collaborative Construction of a Shared Understanding About Work with a Guided Conceptual Modeling Technique

“…This methodology ("Socio-technical walkthrough"-STWT) allows the creation of semi-structured and incomplete models. Workshops following the STWT methodology (Herrmann et al 2007) target domain experts who do not necessarily need to have modeling experience, and as such the task of model creation is left to an expert modeler. The model itself acts as an artifact for discourse in the group of actors.…”

Interactive effects of marketing strategy formulation and implementation upon firm performance

“…Managers that employ innovative cultures to delegate decision-making responsibility to others are likely to benefit greatly because such de-centralisation brings employees closer to making and implementing decisions more rapidly (Ruekert, Walker, & Roering, 1985). STS theory suggests such engagement helps firms foster knowledge exchange, workplace integration, and continual improvement (Herrmann, Loser, & Jahnke, 2007).…”

“…STS theory advocates knowledge integration within the firm whereby participants learn and compare views about tasks (Herrmann et al, 2007). Line managers engage employees to complement their own technical and role-related competencies, and will inadvertently elevate their own (and others') level of involvement towards strategy inputs.…”

How to Foster Creativity in Technology Enhanced Learning?

“…Designing a socio-technical system must include the design of a technical and of a social system (Herrmann, Loser and Jahnke 2007). In addition, when designing computer-supported learning processes, the educational dimension must also be considered.…”

“…Instructors, students, university managers, pedagogical experts, e-learning experts, each define success in different ways. A good design includes different views, or at least, supports a common understanding (Herrmann et al 2007). In addition, a new target group consisting of the "digital natives" (Prensky 2001;Palfrey and Gasser 2008) are arriving at university.…”