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"If You're Very Clever, No One Knows You've Used It": The Social Dynamics of Developing Generative AI Literacy in the Workplace

Qing, Xia, Marios Constantinides, Advait Sarkar, Duncan Brumby, Anna Cox

TL;DR

This study investigates how workplace social dynamics shape GenAI literacy among knowledge workers. Using semi-structured interviews and thematic analysis within a critical realism framework, it identifies two core competencies—awareness of GenAI use cases and the ability to remove cues of GenAI use—and two learning strategies—learning from others and hands-on experience. The findings reveal a tension: while knowledge sharing supports learning, cue removal can enhance perceived expertise yet hinder transparency and collective learning. The work has practical implications for organizational culture and HCI design, advocating open dialogue and greater visibility of user-generated knowledge to sustain learning amid rapid GenAI evolution.

Abstract

Generative AI (GenAI) tools are rapidly transforming knowledge work, making AI literacy a critical priority for organizations. However, research on AI literacy lacks empirical insight into how knowledge workers' beliefs around GenAI literacy are shaped by the social dynamics of the workplace, and how workers learn to apply GenAI tools in these environments. To address this gap, we conducted in-depth interviews with 19 knowledge workers across multiple sectors to examine how they develop GenAI competencies in real-world professional contexts. We found that, while knowledge sharing from colleagues supported learning, the ability to remove cues indicating GenAI use was perceived as validation of domain expertise. These behaviours ultimately reduced opportunities for learning via knowledge sharing and undermined transparency. To advance workplace AI literacy, we argue for fostering open dialogue, increasing visibility of user-generated knowledge, and greater emphasis on the benefits of collaborative learning for navigating rapid technological developments.

"If You're Very Clever, No One Knows You've Used It": The Social Dynamics of Developing Generative AI Literacy in the Workplace

TL;DR

This study investigates how workplace social dynamics shape GenAI literacy among knowledge workers. Using semi-structured interviews and thematic analysis within a critical realism framework, it identifies two core competencies—awareness of GenAI use cases and the ability to remove cues of GenAI use—and two learning strategies—learning from others and hands-on experience. The findings reveal a tension: while knowledge sharing supports learning, cue removal can enhance perceived expertise yet hinder transparency and collective learning. The work has practical implications for organizational culture and HCI design, advocating open dialogue and greater visibility of user-generated knowledge to sustain learning amid rapid GenAI evolution.

Abstract

Generative AI (GenAI) tools are rapidly transforming knowledge work, making AI literacy a critical priority for organizations. However, research on AI literacy lacks empirical insight into how knowledge workers' beliefs around GenAI literacy are shaped by the social dynamics of the workplace, and how workers learn to apply GenAI tools in these environments. To address this gap, we conducted in-depth interviews with 19 knowledge workers across multiple sectors to examine how they develop GenAI competencies in real-world professional contexts. We found that, while knowledge sharing from colleagues supported learning, the ability to remove cues indicating GenAI use was perceived as validation of domain expertise. These behaviours ultimately reduced opportunities for learning via knowledge sharing and undermined transparency. To advance workplace AI literacy, we argue for fostering open dialogue, increasing visibility of user-generated knowledge, and greater emphasis on the benefits of collaborative learning for navigating rapid technological developments.
Paper Structure (38 sections, 1 figure, 3 tables)

This paper contains 38 sections, 1 figure, 3 tables.

Table of Contents

  1. Introduction
  2. Related Work
  3. GenAI in Knowledge Work
  4. Developing Technical Skills in the Workplace
  5. Defining AI and GenAI Literacy
  6. Method
  7. Participants
  8. Interview Protocol and Data Collection
  9. Analysis
  10. Positionality
  11. Thematic analysis
  12. Results
  13. Competency: Awareness of Potential GenAI Use Cases
  14. Awareness provides a competitive advantage
  15. Strategy for Learning: Learning from Others
  16. ...and 23 more sections

Figures (1)

  • Figure 1: Relationships between competencies and learning strategies identified in the study. Knowledge workers valued awareness of potential GenAI applications and the ability to remove cues indicating GenAI use (detailed in Section \ref{['subsec:comp_removing_cues']}) These competencies were reinforced by two key learning strategies (i.e., learning from others and hands-on experience), while removing cues negatively impacted opportunities for shared learning.