How do testers assist organisational learning?
“Most organisations focus on the acquisition, processing of data and information….but data, information and knowledge are not all that can be learned, there is also understanding and wisdom”[1] Testers contribute to each of these types of learning. “These five types of mental content form a hierarchy of value; data have the least value, wisdom the most”[1]
The table below has a row for each type of learning. Each row contains a definition of that type of learning and an example of how testers contribute to it.
| Type of Learning | Definitions | Example of testers contributing to organisational learning |
| Data | Consists of symbols the properties of objects and events[1] | The result of tests, whether they are manual or automated tests. |
| Information | Consists of data that has been processed[1] | A report on the results of tests showing issues found in testing along with the priority and implications of each issue. |
| Knowledge | Contained in instructions, answers to how to questions[1] | The readme on automated tests that explains how to run the tests, or a wiki page on how to use a recognised testing technique. |
| Understanding | Contained in explanations, answers to why questions[1] | A tester’s contribution to planning or retros in which they argue why something needs testing |
| Wisdom | Is concerned with the value of outcomes and effectiveness[1] | Testers using the understanding they have gained from finding bugs to help their team identify and remove the causes of bugs. |
Data, information, knowledge, and understanding are all concerned with efficiency. Wisdom is concerned with effectiveness. “Efficiency is concerned with doing things right; effectiveness is concerned with doing the right thing”[1]
Testers can help teams do things right and help teams do the right thing by helping to build organisational learning.
References
[1] Idealized Design Creating an Organisation’s Future by Russell L. Ackoff, Jason Magidson and Herbert J. Addison (2006, p202)