this assumption may be fundamentally flawed. In practice, such language and its associated power structures
may impede upward and horizontal learning to the detriment of organizational learning. Giving primacy
to the expert ignores the rapidly shifting definition of who the knowledge-rich are in times of discontinuous change;
deters reciprocal intergenerational learning between those who have different hierarchical positions and
experience levels associated with varying levels of knowledgeability; and excludes certain categories of workers
from the organizational learning process.
