“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)
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