Category Archives: NetworkedLearning

Create conversation spaces

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Curation is more than integration, writes Rick Segal in Forbes [via Robin Good]. Segal discusses how marketing is about curating all the conversations around a subject.

In truth, curation has more to do with the multi-participant communications flowing in the stream of social media conversation …

Now, marketing communications must be framed by the conversation, and not just by the marketer, but by all the parties to the conversation …

A conversation is not like an exhibit hall. It’s physical boundaries are potentially limitless, though most can and will exhaust in time. The membership of a conversation is certainly not always well-controlled. A new meme or raconteur can abscond with it, if we’re not careful. Not everything that shows up belongs. But the great curator, like the great raconteur, is always two or three stories or anecdotes ahead of the rest of the table.

Now think of this from a workplace performance perspective. Solving complex problems also requires “multi-participant communications”. In the network age, learning is conversation. But aren’t training courses more like “exhibit halls”? They are prepared in advance, checked for quality control, and delivered with the best look & feel. Conversations are messier with ill-defined boundaries; just like work and just like life.

Informal Learning Conversations

Personal knowledge management is akin to pre-curation. If we look at workplace performance support as curation, then creating spaces for conversation would be an obvious component. Getting all the necessary parties involved in workplace conversations can enhance knowledge-sharing and contribute to greater diversity of ideas, a necessity for innovation. I think training & organizational development can learn a lot from marketing, but of course I’ve said that before.

networked unlearning

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Our nature – our bias towards an inward focus based on tradition and the past, or an external focus on what we’re seeing around us – cuts across age. Those of us who are willing to question our assumptions will find that we can unlearn (and relearn) at any age. Those who put more weight on what they already know will struggle to change at any age. Today’s digital native will be tomorrow’s digital dinosaur if they are unable to unlearn. That bleeding edge agile practitioner who dogmatically insists that they won’t work with unless you follow these four (in their view) essential agile practices has more in common with their older colleagues still clinging to waterfall methodologies than they are comfortable admitting. - Peter Evans-Greenwood

How can we avoid becoming dogmatic? I think social media can help a lot. Today, we can easily connect to networks that offer diverse views. Inge de Waard uses the example of research tribes: “When joining forces with people that have a common language – but different viewing angles – everyone learns as there is some kind of zone of proximal development there, or it can be created based on mutual conversation and dialogue.” Social media are tools that can help us develop emergent practices. They enable conversations between people separated by distance or time. Social media can facilitate the sharing of tacit knowledge through conversations to inform the collaborative development of emergent work practices. Conversations that push our limits enable critical thinking, which boils down to questioning assumptions, including our own.

One way to build a cognitive web toolbox would be to start with each of the four critical thinking categories shown in the image above. Each sub-category is just an example, and includes many different tools. One can start unlearning by finding and mastering tools that allow you to critically observe and study your field, participate in conversations that  push your understanding, challenge your assumptions, evaluate others’ arguments, and make tentative opinions that in turn will be challenged.

Unlearning takes practice. Living in a state of perpetual Beta can also be uncomfortable. The key is to be engaged in your learning. It requires strong opinions, loosely held. That means going out on a limb knowing you may criticized. It also means putting forth half-baked ideas, which over time and exposure may develop into something more solid.

But finding and weaving our knowledge networks is getting easier with over two billion of us connected by the Internet. This scale and diversity is an advantage, not something to be concerned about. There is no such thing as information overload. I have yet to see someone completely filled with information. The real challenge is finding the right information. The more I learn, the more I realize I have to learn even more.

As Peter says in the article quoted above, “… it’s not learning that is the challenge, it’s our ability to unlearn that’s holding many of us back.” But we don’t need to unlearn alone. Our networks can help us unlearn; if they are are open, transparent, and most importantly, diverse. A more descriptive term for Personal Knowledge Management might just be Networked Unlearning or connected critical thinking.

Taking Charge of your own Development

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I was interviewed by Rob Paterson (podcast at link) this week and we talked about work, jobs and taking charge of your own professional development. Rob summarized our half-hour together with these points. It is a real pleasure to have someone else encapsulate what you think.

  • The Change in Work – It’s not just factory workers but even Doctors that are going to be automated or outsourced. So how will you make a living? Only truly creative work will pay.
  • So what is Creative Work? – It is not just design etc but will include making valuable things and even growing food – and new sites such as Etsy enable you to find a market
  • The Industrial World Deskilled work – It all became assembly – Anything like this can be automated and will be
  • The jobs cannot come back
  • Training works well when you want to learn how to drive a car – you can train to be a carpenter but making the shift to be creative or to stand for themseleves – you cannot train for that

What is the new?

  • So what helps you be this new person?
  • Apprenticing – complex things cannot be learned except by shared experience
  • The crafts communities have never lost this – learn the rules and then learn how to break them – look at studios – very little teaching – mainly doing
  • Then you have to get connected to your community
  • All sorts of studios will emerge that will help you where clusters of people who know aggregate
  • The Knowledge Artisans have to take charge of themselves

What about advice for you?

  • Learn REAL skills – not just how to make it in an organization
  • Learn how to have a network – in the job world we don’t have them – many of us don’t know anything about this if we have had a job – so start now
  • This must be diverse and be about your interests
  • Put yourself OUT THERE
  • You are as good as your network
  • Think of yourself as a Freelancer for Life – and so always nuture your network  no matter what – avoid getting lulled into a sense of false security

His [my] advice to his [our] kids

  • Find the sweet spot (Dave Pollard) Find out your passion, what you are good at and what people will pay you for
  • You have to have all three

Rob just wrote a book, the first in a series, called You Don’t Need a Job. If you could spend an evening with Rob, I am sure he would share much of what he has written here. But for less than the price of buying him a glass of red wine [his preference I would guess] you can purchase this e-book for only $2.99. Rob provides an interesting way to look at the changing nature of work, and how people are reacting to the fact that the economy and society have fundamentally shifted.

We can see the world now dividing into three camps. There is a camp in Phase I [childhood]. They want simple answers. They want the good old days where women know their place and God rules the natural world. All who are not with them are against them. There is a camp in phase II [teenager]. They want to belong. Status is granted to them by belonging to the system. They want structures that can be predicted. The natural world is only a resource. They want control. And finally there is phase III [adulthood]. Here people need to express themselves. They need to be part of what is going on. They feel connected to all people and to all things.

There is lots of good advice in this first manual for the network era. You may not need a job, but we all need to work together in creating better structures for exchanging value. This book can help. Rob’s next book, You don’t need a Banker, will be out soon. Rob is also an ex investment banker, and has seen the inside of the beast, so I am sure we will learn much from him on this subject.

Traditional training structures are changing

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Citrix GoToTraining has just released a paper I was commissioned to write, called What’s working and what’s not in online training. Here is the introduction, and you can read the rest at the link. I will be following up on some of the themes I discuss in this paper in the coming weeks.

The new challenge for learning professionals

The novelist William Gibson said, “The future is already here – it’s just not evenly distributed.” What training and development professionals can expect in the next year is already here, but not yet visible to everyone. The near future will look like the near past, with more complex social and technological connections inside and outside organizations. The rapid pace of change is unlikely to abate in the near future.

One thing is obvious, however: Learning is becoming more collaborative. In just the past year, we have seen several advancements, introductions and evolutions in the world of learning, including:

Silicon Valley and Ivy League schools are opening up their courses for free online. Massively Open Online Courses (MOOCs), as they’re called, are initiatives hoping to disrupt higher education.

Learning management systems have become talent management or social collaboration systems as they try to increase their relevance beyond training. Last year I worked with a client that had reduced its corporate university staff by over half and outsourced all course development. Recently, McGill University management professor Karl Moore, in Forbes magazine, asked, “Is the traditional corporate university dead?”

From this, it’s clear — traditional training structures, based on institutions, programs, courses and classes, are changing.

Probably the biggest change we are seeing in online training is that the content delivery model is being replaced by more social and collaborative frameworks. This is due to almost universal Internet connectivity, especially with mobile devices, as well as a growing familiarity with online social networks such as Facebook and LinkedIn. What follows is a list of near-term trends that should be taken into consideration by learning professionals during the next year and beyond … read the rest of the paper on slideshare.

Trust is an emergent property of effective networks

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It seems that markets, our dominant form of economic transactions, are not really designed to optimize trust. As Charles Green states:

The reason is simple: trust is not a market transaction, it’s a human transaction. People don’t work by supply and demand, they work by karmic reciprocity. In markets, if I trust you, I’m a sucker and you take advantage of me. In relationships, if I trust you, you trust me, and we get along. We live up or down to others expectations of us.

We currently organize around Tribal models, plus Institutions, plus Markets. In the 21st century, Networks are becoming the next dominant organizing model, as explained by David Ronfeldt in this diagram.

As the Network organizational model comes to dominance, I think we will see a return to trust as a lubricant of social and economic exchanges. Trust is an emergent property of effective networks.

If trust is a sign of healthy networks then, as Charles Green says, we are teaching the wrong things at school and at work.

Our public education and culture is loaded with the free-market versions of trust. We teach, “If you’re not careful they will screw you.” We passcode-protect everything. We are taught to suspect the worst of everyone, be wary of every open bottle of soda, watch out for ingredients on any bottle.

Then in business school, we are taught that if customers don’t trust you, you need to convince them you are trustworthy – partly by insisting on our trustworthiness.  You can’t protest enough for that to work: in fact, guess the Two Most Trust-Destroying Words You Can Say.

I have noted that there is significant difference between cooperation and collaboration, with the former often overlooked in the workplace. Collaboration works well when the rules (like markets) are clear, and we know who we are working with (suppliers, partners, customers). However, in networks, someone may be our supplier one day and our customer the next. Cooperation is a better behavioural norm because it strengthens the entire network, not just an individual node. Cooperation is also a major factor in personal knowledge management, for we each need to share and trust, as our part of the social business (learning) contract.

In the network era, trust will become much more important, and it is not something that, once lost, we may be able to regain in a world where the network remembers everything, for a very long time. It truly is becoming a global village, for better and for worse. Trust should be taught, discussed, promoted, and practised; in schools and in business.

Idea management requires shared power

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Nancy Dixon discusses The Three Eras of Knowledge Management, an excellent read on how lead organizations are using idea management. This post confirms, in my mind, the three principles of net work, or how work gets done in the network era. The description of convening  is similar to openness, though in the explanation below, it is a more deliberate process than what might be thought of as a community of practice. .

The NASA example illustrates the three enablers of the third era, 1) convening, 2) cognitive diversity and 3) transparency.

1. Convening
Convening is the skill and practice of bringing groups together to develop understanding of complex issues, create new knowledge and spur innovation. It is about:
• designing meetings as conversations rather than presentations
• identifying who needs to be in the conversation, including those who do the work and are impacted by it
• framing the question in a way that opens thinking
• arranging the space to facilitate conversation
• using small groups as the unit of learning
I have written about convening and the role of the leader in The Power of the Conversation Architect to Address Complex, Adaptive Challenges

Cognitive Diversity
Cognitive diversity is the deliberate use of difference to bring new understanding to an issue. When faced with complex issues our inclination is to collect more data, survey, or assign a task force to conduct interviews; when what is needed is a new way to frame the issue. Cognitive diversity brings people trained in different heuristics, problem solving strategies, interpretations, and perspectives into the room. Cognitive diversity can be found in different parts of the organization (e.g. marketing, finance, engineering), in different disciplines (e.g. biology, neuroscience, archeology), or outside the organization (e.g. suppliers, customers, consultants, academicians, alliances).

Transparency
Transparency includes the willingness of management to say, “I don’t know” and therefore to employ the organization’s collective knowledge. It is also about management providing all the available information and data on an issue so that those convened have what they need to do the work of sensemaking. Organizational members also have a role in transparency, that is, to be open about what is happening at their level, rather than hiding or discounting bad news to appease management – to bring the best available knowledge to bear on organizational issues

What I find implicit in the notion of idea management though, is shared power. Just doing idea management, like narration of work, is not enough. If the high-value work today is in facing complexity, not in addressing problems for which a formulaic or standardized responses have been developed, then learning and solving problems together is a real business advantage. If idea management requires those in control to say, “I don’t know”, then there are many organizations where this will not happen. If idea management requires  employees “being open about what is happening at their level”, then personal knowledge management skills need to be widespread (something I have yet to see in most organizations).  Command & control remain the major stumbling blocks in effective idea management. However, it is great to see that there are lead organizations, like NASA,  setting the example.

ICALT 2012

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I leave for Rome today and will be presenting a keynote at IEEE’s ICALT 2012 (International Conference on Advanced Learning Technologies). Here is what I will talking about.

Integrating Learning into the Workflow

The challenge for 21st century businesses is not saving 20th century jobs that will be automated and outsourced anyway, but focusing on creating more opportunities for creative work. For institutions, employers, educators and workers, that means giving up control and co-creating a new social contract for the creative, networked economy. For all businesses this means integrating learning into the workflow. There are practical models and frameworks that all businesses can use to connect work and learning. Harold Jarche will challenge some traditional ideas about workplace learning.

Our current models for managing people, training and knowledge-sharing are insufficient for a workplace that demands emergent practices just to keep up. Formal training has only ever addressed 20% of workplace learning and this was acceptable when the work environment was relatively stable. Knowledge workers today need to connect with others to co-solve problems. Sharing tacit knowledge through conversations is an essential component of knowledge work. The effective use of social media enable adaptation, and the development of emergent practices, through conversations.

As our work environments become more complex due to the speed of information transmission via ubiquitous networks, we need to adopt more flexible and less mechanistic processes to get work done. Workers have many more connections, to information and people, than ever before. But the ability to deal with complexity lies in our minds, not our artificial organizational structures. In order to free our minds for complex work, we need to simplify our company learning structures.

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I am really looking forward to making some connections with people I know online (some for many years) but our physical paths have never crossed. Many roads lead to Rome this week, it seems.

Hans de Zwart
Sebastian Fiedler
Robin Good
Allessio Jacona

The learning organization: an often-described, but seldom-observed phenomenon

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This post is in response to the Adidas Blog Carnival on a New Way of Working and Learning and more specifically responding to the question, “What should a true learning organisation look like?”

W. Edwards Deming understood that systemic factors account for more organizational problems, and therefore more potential for change, than any individual’s performance. The role of managers should be to manage the system, not the individual functions. The real barrier to systemic change, such as becoming a learning organization, is command & control management. This is why the third principle for net work, shared power, is a major stumbling block to becoming a learning organization. Narration of work and transparency are easy, compared to sharing power. But learning is what organizations need to do well in order to survive and thrive.

In 2009 I listened to Peter Senge’s keynote address at the CSTD national conference. Senge’s book The Fifth Discipline is the seminal text for learning organizations. His later research findings showed that a key factor in sustaining an enterprise is organizational learning. Knowledge, Senge said, is the capacity for effective action (know how) and it is the only aspect of knowledge that really matters in business and life. Value is created by teams, but mostly by networks of people. Even team-based knowledge comes and goes. Learning really spreads through social networks.

This year I have reviewed and synthesized several of my observations on learning in networked environments. Here is what I have found.

1) Learning is not something to get. Individuals need to take control of their learning in a world where they are simultaneously connected, mobile, and global; while conversely contractual, part-time, and local. Organizations must also move learning away from training and HR, as some external band-aid solution that gets called in from time to time. Learning must be an essential part of doing business in the network age. Learning has to be owned by the workers and learning support has to be a business function.

2) The only knowledge that can be managed is our own. In my opinion, knowledge management should be about supporting personal knowledge management in networks, with a distributed, not a centralized, approach. Net Work Literacy entails self-organized learning while cooperating in diverse networks. Each of us is responsible for our own learning but we are now obliged to share this learning. If nobody shared what they have learned, there would be no Wikipedia or other free learning resources on the web. The same pertains to sharing inside organizations.

3) Learning in the workplace is much more than formal training. There are many relatively simple and fairly inexpensive things that can be done to support workplace learning. These include creating real and virtual spaces to encourage conversation. In an open environment, learning will flourish, as it has on the Web.

4) When we remove artificial boundaries, we enable innovation.

“The central change with Enterprise 2.0 and ideas of managing knowledge [is] not managing knowledge anymore — get out of the way, let people do what they want to do, and harvest the stuff that emerges from it because good stuff will emerge. So, it’s been a fairly deep shift in thinking about how to capture and organize and manage knowledge in an organization.” ~ Andy McAfee

5) Learning is everywhere. Learning and working are interconnected in the network era. If learning support is not connected to work, it’s rather useless. Learning is the new black – it’s everywhere. Net workers need more than advice (training), they need ongoing, real-time, constantly-changing, collaborative, support. This is management’s primary responsibility in a learning organization.

In my experience, these three indicators would suggest a true learning organization:

Image: E. Irving Couse; The Historian

Learning is everywhere

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There are lots of “learning specialists” in organizations and they work for variously named departments. As learning specialists, I assume they are supporting workplace learning, so let me ask:

  • If I’m sitting at my desk with a work-related problem, can I call the Training Department to quickly get me up to speed?
  • If I want to learn about a new market sector, will the Learning & Development specialist help me?
  • If I need some coaching to prepare me for a meeting with a new client, can I call Human Resources to connect me with the right person who is available?
  • If I’m stuck on trouble-shooting an unfamiliar piece of software, can I get someone from Training to walk me through it?
  • If I’m looking for great examples of collaboration and social learning, do the folks in Training & Development model them?
  • If I want to become a better networked learner, can I call a Training specialist to get me started and coach me?

Learning & working are interconnected in the network era. If learning support is not connected to work, it’s rather useless. Learning is the new black – it’s everywhere; and that’s exactly where learning specialists should be. Net workers need more than advice (training), they need ongoing, real-time, constantly-changing, collaborative, support.

Sharing is good for all of us

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When I was writing my Master’s thesis on Learning in the New Brunswick Information Technology Workplace (completed in 1998) I based a part of it on a framework developed  in 1991. The SPATIAL model looks at how the physical and non-physical attributes of the work environment influence learning. I had used the book available in the university’s  education library as my source material and then forgot about it. In 2008 I wrote a blog post about SPATIAL as I had found a digital copy of the article. Rodney Fulton, the author, even commented on my post.

This past week, Cindy Jennings asked about educational ergonomics on Twitter. I wasn’t quite sure what she was looking for, but I passed on the link to my 2008 post. Cindy sent me an email later and said, “this model is ideal for our purposes and I am thrilled to learn of it.”

This is the real value of narrating our work in public. If I had not written a blog post on the SPATIAL model, I would not have been able to easily retrieve it. If Cindy had asked the same question, I may have said to myself, “darn, I wrote about that during grad studies”. However, I put it in my outboard brain and I was able to help Cindy. Yes, folks, the network is more powerful than the node - share!

Image by @gapingvoid