The News Event
A recent report confirms what many workers already suspect: while companies are staging hackathons and hosting lunchtime AI training sessions, the implicit expectation is that employees will do the substantive learning on their own time, nights and weekends included. The framing from employers is that daytime programming covers the basics, and personal initiative fills the gap. This is not a minor HR footnote. It is a structural decision about how organizations allocate the cost of competence development, and it reveals something theoretically significant about how firms misunderstand algorithmic learning.
The Coordination Assumption Hidden in Plain Sight
Classical coordination theory, whether markets, hierarchies, or networks, assumes that workers arrive with the competencies required to perform their roles. The organization coordinates activity among already-capable agents. What the "learn AI on your own time" norm exposes is that firms are applying this classical assumption to a context where it fundamentally does not hold. AI tool proficiency is not a credential workers acquire before employment and then deploy on the job. It is a competence that develops endogenously, through use, through iteration, and critically, through feedback from algorithmically-mediated environments. Pushing that learning to personal hours does not just shift a cost. It changes the learning environment entirely, and the learning environment is the point.
Why Off-Hours Learning Produces the Wrong Kind of Expertise
Hatano and Inagaki (1986) distinguish between routine expertise, which is procedural and context-bound, and adaptive expertise, which is principle-based and transfers across novel situations. Unsupervised, self-directed AI learning during personal hours tends to produce the former. Workers learn which prompts worked last Tuesday. They develop what might be called folk theories, individual impressions about how a system behaves, rather than accurate structural schemas about why it behaves that way. Gagrain, Naab, and Grub (2024) document precisely this pattern in algorithmic media contexts: users accumulate experience without accumulating understanding. The gap between awareness and capability is not closed by more time spent with the tool. It is closed by structured schema induction, and that is exactly what organizations are declining to provide.
The Variance This Creates Inside Organizations
When competence development is pushed to individual discretionary time, outcomes will not distribute evenly. Workers with more flexible schedules, more supportive home environments, and stronger pre-existing technical schemas will develop faster. Workers without those advantages will not. The result is a power-law distribution of AI proficiency inside firms that looks, from the outside, like a difference in natural aptitude or personal motivation. Kellogg, Valentine, and Christin (2020) describe how algorithmic systems amplify initial differences in worker capability, producing divergent outcomes even among workers with identical formal access. The organization does not see the structural cause. It sees the outcome distribution and attributes it to individual effort. This is analytically incorrect and organizationally costly.
The Topology Problem in Corporate AI Training
The hackathons and lunchtime sessions that companies are providing are not without value, but they tend to teach topography rather than topology. Topography is the surface layout: here is how to open the tool, here is a useful prompt template, here is how to export your output. Topology is the structural logic underneath: here is why context windows behave as constraints, here is what retrieval-augmented generation changes about information synthesis, here is how model behavior shifts across task types. Workers who learn topography can perform specific, rehearsed tasks. Workers who learn topology can adapt when those tasks change, which in an AI-augmented work environment, they will. The distinction matters because most corporate AI training programs, designed to demonstrate organizational responsiveness rather than maximize transfer, deliver topography almost exclusively.
What Organizations Are Actually Deciding
Schor et al. (2020) argue that platform and algorithmic work structures create conditions of structured dependency, where workers bear individual risk for outcomes shaped by systems they do not control and did not design. The "learn on your own time" norm extends this logic into traditional employment. The organization captures the productivity gains from AI adoption while offloading the cost and uncertainty of competence development to individual workers. This is not a technology story. It is a coordination story. The firm is making a deliberate, if often unreflective, decision about who owns the problem of capability formation. Understanding that decision theoretically is the first step toward evaluating whether it is sound, and the evidence from algorithmic literacy research suggests it is not (Hancock, Naaman, and Levy, 2020).
References
Gagrain, A., Naab, T. K., and Grub, J. (2024). Algorithmic media use and algorithm literacy. New Media and Society.
Hancock, J. T., Naaman, M., and Levy, K. (2020). AI-mediated communication: Definition, research agenda, and ethical considerations. Journal of Computer-Mediated Communication, 25(1), 89-100.
Hatano, G., and Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma, and K. Hakuta (Eds.), Child development and education in Japan (pp. 262-272). Freeman.
Kellogg, K. C., Valentine, M. A., and Christin, A. (2020). Algorithms at work: The new contested terrain of control. Academy of Management Annals, 14(1), 366-410.
Schor, J. B., Attwood-Charles, W., Cansoy, M., Ladegaard, I., and Wengronowitz, R. (2020). Dependence and precarity in the platform economy. Theory and Society, 49(5-6), 833-861.
Roger Hunt