Post on 19-Sep-2014
description
Informal Learning Reference Deck
These are my presentation slides. Take the ideas but credit the source. If you make money on them, you must share the wealth.
Topics
Big PictureChallengesCommunityThree ThingsInformal LearningUnmanagementPullWorkscapeMetricsTrendsPracticesWrong!
WorkChangeHistorySchoolingBullittJayNetwork EffectsElevator PitchCasesImplementationLearningNetflix Culture
personal professional
Processes for Informal Learning Project
Problem/caseFAQDiigoBlog
ProfilesSynchronous: G+
SurveySite
Poster Master deck
RegistrationApplication
AnnouncementProtected site space
personal professional
objectives foundation
understand what informal learning is, how it works, why its important experience learning hands-on through collaborative work, community, search, social software, blogs and tweets find out how to integrate learning into workflow review models, cases, archetypes of successful informal learning gain metalearning perspective, think ecologically spot the fakes, e.g. managing informal learning
apply to case study project performance consulting identify opportunities to improve performance by a minimum of $100,000 prepare a business case for informal estimate impact sell the concept internally implementation plan, change management, cost/benefit
the morning after retain membership in persistent help network Just Do It.
Learn Informally
World of PULLHumanism
People first
Mechanical Complex
Industrial Organic
WORKPLACE
1800-2010 2010+
Mechanical, Taylorism,
Push,Predictable
Networked,Complex,
Alive,Surprises ahead
Us.Me.
Faster, faster, faster
Now
1970
Prospering in a Topsy-turvy World
Top-down becomes inside-out.
Workscape/Network
Customers
Workers (Pull)
Managers
Organization/Machine
Workers (Cogs)
IBM CEO Study by IBM Institute for Business Value
Shift from institutions to individuals
IBM Learning Solutions
Largest U.S. Employers
1960 2010GM Walmart
AT&T Kelly Services
Ford IBM
GE UPS
U.S. Steel McDonalds
Sears Yum!
A&P Target
Esso Kroger
Bethlehem Steel HP
IT&T Home Depot
Westinghouse Sears
General Dynamics PepsiCo
Chrysler Bank of America
Sperry Rand GE
International Harvester CVS
Manufacturing
Service
Social Business. Connecting and sharing.We are the boss. All the worlds a sage.Transparency, analytics, privacy. No secrets.Redefining employee. Core and the rest.Weaving together knowledge from data, people, and life. Modern apprenticeship. WorkLearn.
Future WorkplacePeople as people
PUSH & PULL
IBM CEO Study by IBM Institute for Business Value
PULLPUSH
Formal Informal
Control
Institution Individual
Learning
Collaborative
Push Pull
Industrial
Everything human is part PUSH and part PULL.
PULL
PUSH
80%
60%
40%
20%
Two learning experiences
1. Training class on new security procedures. Participants have to know this cold. They are tested. The class is primarily PUSH.
2. Learning to pitch a new product by watching video of winning presentations and practicing on teammates. The learning is primarily PULL.
Two models of management
1. Top-down. Command and control. Managers give orders.
Mainly PUSH.
2. Self-organizing team. Collaborate and share. Managers facilitate and coach.
Mainly PULL.
Two types of motivation
1. Extrinsic. Carrot and stick. Rewards based on loyalty and/or production.
Mainly PUSH.
2. Intrinsic. Beyond level of fairness, reward is satisfaction of making progress toward greater goal.
Mainly PULL.
PULL InfrastructureWorkscape
PULL WorkerKnowledgeMotivation
PULL LeadershipCulture
http://www.slideshare.net/reed2001/culture-2009
THREE THINGS
There are always three things.
Rule of threes: Timing
Beginning Middle Next
Rule of threes: Schooling
Beginning Middle Next
Focus of most schooling & training
Jimmy Swaggart Syndrome
Beginning Middle Next
Grit
Work
Training as event
WorkTrain
Beginning
Learning as processMiddle
Team meets in advance, get to know one another, and discuss their goals for the workshop
Updates
Alumni = support network
Wiki Q&A
Brief recall session
End
CHALLENGES
People will say inappropriate things. People will post incorrect information. Our people need training, not socializing. These systems compromise classified information. Our information is unique. Theres no way to share that. Finished content is more valuable to works in progress. Our management team will never sign off on this. People will waste precious time. Employees will give away company secrets. People will post inappropriate videos. The value of media sharing cant be measured. Video isnt for serious businesses. Videos are for fun, not real knowledge transfer. (Re: Twitter) I have too much to say. I dont have time.
Is this learning? Its overwhelming. Some people will just lurk. Answers are hit or miss. I dont know how to use it. Its risky to let anyone post anything. This is all too expensive. This doesnt create lasting change. Its not natural. In person is always best. This cant be governed. No one will be interested. People arent paying attention.
Objection!
At work:
At home:
Yes
No
Our people are growing fast enough to keep up with the needs of the business
23%
77%
Business/learning integration
(ITA) n = 200
Dont call it learning
201120062002
Informal Learning
eLearning WorkingSmarter
Dirty Words
George Carlin
1. Learning2. Learner3. Social4. Informal5. KM6. Training7. eLearning8. ROI9. Web 3.0
+ Formalize
Hans Monderman 1945 - 2008
Roads for drivers, not humans
Dont call them learners
Core company (employees)
Outsource
Freelance Team
Contingent Team
Consultant
Contractor
Temps
Partner
Alumni
Customers
Most work will not be performed by employees
Extended EnterpriseCompanyIndustrial Age Network Era
Core (employees)Temps
Future Business Structure
Outsource
Freelance Team
Contingent Team
Consultant
Contractor
Alumni
Jobs only exist here Partner
Access to information and people is intoxicating. Creating an online portrait of who we are or who we want others to see is equality alluring. But without direction, governance, and discipline, we are at risk of giving ourselves to the very networks we value rather than managing the platforms to our advantage. Our participation must be inspired by purpose and parameters. No, we are not obligated to connect with everyone who connects with us. We are obligated to maintain balance in who we are, what we value, and equally the value we invest in the communities in which we participate.
As Clay Shirky once observed, Theres no such thing as information overload only filter failure. My take? Information overload is a symptom of our desire to not focus on whats important. Its a choice.
Perhaps said another way, information overload is a symptom of our inability to focus on whats truly important or relevant to who we are as individuals, professionals, and as human beings. But then again, maybe thats the problem.The reality is that we are learning how to use these networks and what to expect in return. Were learning whats possible. However, we learn as we go. We discover where the proverbial line is only after weve crossed or are witnesses to those who do. Our teachers, parents, role models and peers, they to coming to grips with the evolution of social media and digital culture as it affects online and offline behavior along with us. Therefore, this is a time when we are all students. But at some point, we must also become teachers
The PULL Worker
Tangible Value
Intangible Value
(Nodes)
(Connections)
Learning is social.
So while people do indeed learn alone, even when they are not stranded on desert islands or in small cafes, they are nonetheless always enmeshed in society, which saturates our environment, however much we might wish to escape it at times.
The importance of people as creators and carriers of knowledge is forcing organizations to realize that knowledge lies less in its databases than in its people.
Learning is not simply a matter of acquiring information; it requires developing the disposition, demeanor, and outlook of the practitioners.
Learning is usually treated as a supply-side matter, thought to follow teaching, training, or information delivery. But learning is much more demand driven. People learn in response to need.
Us.Me.
19801750-8000
Fieldwork Clockwork Network
Work
Span of civilization
Collaborative Leadership
Collaborative Values
Collaborative Organizations offer a community of sympathetic individuals a unique model to realize the five categories of distinctively human potential.
Empathy: an emotional understanding of the sentiments, dreams, desires, and ambitions of their employees and customers.
Culture: communities are based on trust and like-mindedness, that is, familiar mores, traditions, and customs as well as shared values.
Morality: no longer tolerate a gap between idealism and pragmatism, between principles and practical reasons
Creativity: perpetual beta, space for solitude and time for the individual to be alone with their thoughts -- time and space to be themselves
Aspiration: the quest to work toward a unique mission, whether it is individual advancement, spiritual enlightenment, or social progress. The prerequisite of aspiration is imagination, and its immediate product is hope.
TeamSprintDecide
Net-workMotivate/happy
Converse
LeaderTake stockTake charge
CoachConduct De-stress
BusinessDelight customers
Rapid cyclesEmbrace changeMake mistakes
Reflect
Collaborative BLT
Take stock, take chargeDelight customers Collaborate, team-workDe-stress, smileInspire performanceTake the pulseSprintDecide wiselyCoachNurture serendipityNet-workConduct, dont control
Unmanagement
The Principles of Radical Management
Delight customers
Managers enableself-organizing teams
Dynamic linking
From valueto values
Communications:conversations
Stocks Flows
Access
Attract
Achieve
The Big Shift
Push Pull
CreationSpaces
Customers
Corporation Customers
Corporation
IBM CEO Study by IBM Institute for Business Value
IBM CEO Study by IBM Institute for Business Value
IBM CEO Study by IBM Institute for Business Value
IBM CEO Study by IBM Institute for Business Value
PULL Learning
from try and force people to learn to allow people to engage in meaningful social interactions about how to do their job.by building a trusted personal learning network, acquiring new collaboration skills, filtering and sifting through information overload
Peeragogy
Work and learningare converging.
20th Century
21st Century
Work Learning
Cohesive Organization
Work = Learning
Pull LearningActive learner
Learner defines content
Conversation & discovery
Compete
nce
Indepen
dence
Learn in
Group
Web 2.0
Push LearningPassive student
Others set curriculum
Courses, workshops
Grades
Obedien
ce
Learn on
your ow
n
Unchang
ing
knowledg
e
Pull LearningActive learner
Learner defines content
Conversation & discovery
Compete
nce
Indepen
dence
Learn in
Group
Web 2.0
Push LearningPassive student
Others set curriculum
Courses, workshops
Grades
Obedien
ce
Learn on
your ow
n
Unchang
ing
knowledg
e
Grades
Obedien
ce
Learn on
your ow
n
Unchang
ing
knowledg
e
INFORMAL LEARNING
Jane Hart
Clark Quinn, mapping Jane Hart
70/20/10experiential
fromothers
formal
Charles Jennings
Charles Jennings
Charles Jennings
Charles Jennings
Charles Jennings
Charles Jennings
Charles Jennings
Workers are taking matters into their own hands
Jane Hart
Learning
How Novices Learn Novices Learning Mix
Informal
Formal
PUSH Curriculum Many at once Event, ends
High-performers Learning Mix
Informal
Formal
How Experienced People Learn
PULL Self-directed Unscheduled Continuous
LearningFormal Informal
Inform
Form
80%+ of Workplace Learning is Informal
Form
Inform
80%+ of Spending on Workplace Learning Goes to Formal
Informal
Formal
80/20 Research largelypredates the internet
Pre GooglePre online helpPre pervasive emailPre webPre social networking
Workplace Learning As One Gains Experience
Formal
Informal
Novice Practitioner
Workplace Learning Over Ones Career
Formal
Informal
Novice
Training departments Comfort Zone
Workplace Learning Over Ones Career
Formal
Informal
Practitioner
Where most learning takes place
The Spending/Learning Paradox
Formal InformalInstructor-led classWorkshopVideo ILTSchoolingCurriculum
MentoringLunch n learnConferencesSimulationsInteractive webinarsPerformance supportYouTubePodcastsBooksStorytelling
Hallway conversationProfiles/locatorSocial networkingTrial & errorSearchObservationAsking questionsJob shadowing/rotationCollaborationCommunityStudy groupWeb jamFeedsWikis, blogs, tweetsSocial bookmarkingUnconferences
POSTER
Workscape
FORMAL LEARNING
INFORMAL LEARNING
Learning Spectrum
Formal Informal
Doing
/Push /PullControlled
RigidAutonomous
Flexible
159
Free range learnersFree-range learners choose how and what they learn. Self-service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy that accompany typical corporate training. Less is more.
Degrees of formality
Formal Informal
CurriculumChosen by outside
authoritySelected by individual
Recognition Explicit Intrinsic
TopicFramework, overview
How-to
Community of practice?
No Maybe
Objective Knowledge Activity
Common characteristics
Formal Informal
Control Top-down Laissez-faire
Delivery Push Pull
Duration Hours, days, weeks Minutes
Locus Apart from work Imbedded in work
AuthorInstructional designer, SME
Individual
Time to develop Months, weeks Minutes
When? In advance At time of need
What? Know Become
Skills
learning how to learn critical thinking & conceptualizationpattern recognitiondesign thinkingworking with one another, co-creationnavigating complex environments software literacy
Beliefs
optimism confidence curiosity resiliencepurposeautonomy
What pull learners need to do and believe
Peeragogy
DIY Learning Tools
Jane Hart
to solve learning/performance problems quickly and easily (ain't no one checking for the LMS or looking for their CLO's take on the problem); they use Wikihow, YouTube, Google.
to keep up to date with their industry and profession (blogs, podcasts - they may look for it, but they also use RSS to make stuff come to them)
to build a Personal Learning Network (Google+, Facebook, etc, to brainstorm, ask questions, learn without knowing it - serendipitous learning!)
to keep up to date w/what is happening inside their orgs (Chatter, Yammer, Dropbox, etc)
to share what they know and learn with their colleagues (creating content - Jing, screenr, Prezi, YouTube, etc)
to reflect on what they are doing and learning - and to share their thoughts and experiences (see the ITA groups individual blogs)
Using these tools:
Jane Hart
1. Take responsibility and controlTake responsibility for their own learning personal/professional development in the organisation
2. Reflect and reviewContinuously review their strategies in the light of a changing world as Harold says life is in perpetual beta.
3. Seek-Sense-ShareUse Personal Knowledge Management (PKM) techniques as a continuous process of seeking, sense-making and sharing
4. Contribute and shareBecome a valued contributing node in the networks to which they belong
5. Get organizedUse a variety of personal and organisational tools including social media tools and networks to organise and manage their own personal learning but this certainly doesnt mean being forced to record everything in an organizational LMS or learning platform
6. Get things donePerformance is key; its not about the learning per se but what they can do as a result of all their learning activities. Success of learning is therefore measured in terms of their new or improved performance
7. Narrate and converseNarrating their learning is an integral part of narrating their work i e. regularly recording activity, achievements and reflections (in a personal blog or in an activity stream) in the workflow for others to read and learn from.
http://www.c4lpt.co.uk/blog/2012/04/20/is-it-time-for-a-byol-bring-your-own-learning-strategy-in-your-organization-byol/Jane Hart
LQ
http://www.jarche.com/2012/05/its-time-to-focus-on-your-lq/
Learning is everywhere in the connected workplace. Networked professionals need more than advice (training); they need ongoing, real-time, constantly-changing, collaborative, support. However, many of us have relegated our own learning to the specialists over the years teachers, instructors, professors. Were not used to handling all of this learning on our own. But if we want to thrive in complexity and if we want our work teams to be effective, we have to integrate our learning into the workflow.
PKM is the foundation of connected work. Its up to each of us to develop, and continuously revise, our sense-making frameworks as we work inside and outside the increasingly permeable walls of our organizations. Unlimited information, distributed work, self-publishing, and ridiculously easy group-forming all point in one direction the organization will no longer address all your learning needs in the network era.
Additional skills are needed to help groups and teams learn as they work.Narration is a base skill for the networked workplace. Other skills include network weaving, curation, and network analysis. We also have workshops on how to use social media for professional development, as well as setting up and sustaining an online community. These workshops are not just for learning professionals but for any role; from sales to marketing to production, and especially for management. More workshops are in development and we are always interested in getting suggestions. Custom workshops and skills coaching can also be arranged.
To improve our own and our organizationslearning quotient, we need to look at ways to be more self-directed, social, and agile learners. Life in perpetual Beta requires a high LQ.
personal
Harold Jarche
Jays Learning EcosystemInputsSkype chat with ITAWorking Smarter DailyDipping into TwitterA few email subscriptionsGoogle+Janes Social
books, NYT, Wired
Capture, review & storageDiigo bookmarksFlickrGoogle DocsDropBoxEvernote
ProcessingWorkflowyBlog: Internet Time, Berkeley DietPrivate blog (Moi)JournalTweetsjaycross.comComments2012 filesoccasional article
Publicity, rebroadcastBlogTwitterFacebookLinkedInGoogle+Tumblr
Vital practice: Working out loud
John Stepper
Its not a YACC(Yet Another Communications Channel)
Working out loud = Narrating your work + Observable work --Bruce Williams
Andy McAfees Dos and Donts
Managing the Transition to a Social Business
http://www.cmswire.com/cms/social-business/managing-the-transition-to-a-social-business-015911.php
Transparencyculture is exposed, good or badinterconnected people bypass old structures
Narrationmodel new behaviorsrequires trustrely on communities of practice
Adoptiontakes time for reflection and sharing storiessupport sharing, dont just talk about itintegrate into daily workflowHarold Jarche
PULL Infrastructure
(WORKSCAPE)
Workshops
Workshops
Workscape
Traditional L&D
L&D in Social Business
& eLearning
& eLearning
Employees
Temps
Ad hoc teams
Specialists
Contractors
Outsource providers
Professionalcommunities
Advisors
Customers
ChannelsSuppliers
Partners
Media
Prospects
The industry
Community
Government
Business Workscape: 21st Century
Know-who (profiles)Know-how (knowledge store)Know-now (feeds & streams)Know-not (unlearning)Know when (project management)Know-why (aspirations, motivation) Know what-if? (sims, probes)Know where (indexes, rankings)
Workscape Functions
Bet
a
Conversing at HP, MIT, Merck, Sun
Who knows? Expertise? Background? Instant connections. Their current location, status, availability.
Project coordinationCollaboration
Staying currentMonitoring situationLocating references
Individual expressionIdea sharing
Professional developmentProcess innovation
Bet
a
Conversing at HP, MIT, Merck, Sun
Wiki
Del.icio.usBlogger
Ning
Open Source
!Collaborative Workscape
Classroom Workscapeapart from work embedded in work
training, push learning, pullprograms platformpiecemeal holistic
events processesstatic fluid
know things work smarter
Harold Jarche
Workflow
Learning principles
Enterprise Circuitry
WorkersFeeds & streams
Partners
1 Think learning spaces/places not training rooms2 Think social technologies not training/learning technologies3 Think activities not courses4 Think lite design not instructional design for organized activities5 Think continuous flow of activities not just response to need
Supporting the Social Workplace Learning Continuum
http://www.c4lpt.co.uk/blog/2012/06/04/supporting-the-social-workplace-learning-continuum/
Jane Hart
the five pillars of social intranets: Information. To be social, an intranet must allow information to easily flowverticallyand horizontally, and allow employees to express
themselves in various ways (articles, status updates, comments, content sharing). Knowledge. Content repositories are way too statics, they must evolve to a more democratic and flexible way tocapitalizeon
knowledge (enterprise wikis) and to spread it (social learning). Communities. I assume you are already convinced of the importance of enterprise social networks. But simply providing a ESN to your
employees will not allow communities to emerge, you will have to enable themthroughstimulation and moderations. Collaboration. I also assume you are aware of the benefits of online collaborative workspaces, but one can do much more with
socialized project management solutions, ideagoras or social serious games. Business processes and data. Last but not least, software allowing employees to produce, collect, structure, analyze and publish data
is key to wider adoption. You will easily find pockets of users willing to participate in social experiments, but torallyEVERY employee, you will have to include businessapplicationsand processes in your internal social platform.
http://www.forbes.com/sites/fredcavazza/2011/11/30/from-social-intranets-to-collaboration-ecosystems/
Relative Importance of Ways of Learning in Corporations
http://www.c4lpt.co.uk/blog/2012/04/16/only-12-think-that-company-training-is-an-essential-way-for-them-to-learn-in-the-workplace/
How managers learn
http://goodpractice.com/white-papers/The-Learning-and-Performance-Link--How-managers-learn--in-their-own-words.pdf
Embedded learningVisualChunksReflection
PsychologyEngagementAmbiguityFun
InfrastructureLightweightOpen sourceReady to go
Organizational cultureNurturingOpennessFlattening
Business visionContinuous improvementStrategic flexibilityCustomer learning
Change managementStakeholder supportRole re-definitionBuy-in
AccessMobileGames24/7
FormsCommunitiesLearnscapesSocial nets
Learning sciencesMeta-learningExperience designInformal learning
Workscape
Bet
a
Bet
a
Bet
a
While designing their own workspace Stanford Universitys Design School tested the best practices accumulated over the last few decades and put the best techniques into a cookbook for others to use.
Sit in circles and gather around square tables. The symmetry implies that all positions are equal. If a room naturally has a "place of honor" (such as the head of a table), let a lower-status individual sit there.
This change in orientation applies to learning as well as product/service design.
You cant run a service the way you run a factory. Customers interrupt. Learners as customers.
Dave Gray, Connected Company
Training Services
packaging/organising learning events
(the 10 segment of the 70:20:10 framework)
Solutionscourses, workshops
programmes, webinarscurricula, learning paths
blended learningsocial add-ons
Organising trainingdesigning, delivering managing training
measuring completions
Activities and solutionsassisting creation of personal knowledge networks
guiding information and knowledge management capabilitiesfacilitating experience sharing
supporting a culture of coaching and mentoringbuilding and helping sustain professional communities
facilitating co-creation and sharing of content supporting development of Social Web skills
Working Smarter Servicessupporting continuous learning and performance improvement in the
workflow (the 70:20 segments of the 70:20:10 framework)
Identifying performance problems and designing workplace solutions
performance consulting, workflow and performance auditsidentifying bottlenecks and process issues
supporting managers in team development strategyhelping managers develop people development skills
co-designing and supporting workplace development activitiesagreeing performance success metrics
SkillsInstructional design skills
| Project management skills |
Learning administration skills
Mindset / Culturefocus on learning |
command and control | plan and manage
Mindset / Culturefocus on performance | encourage and engage | connect and collaborate |
partner and guide
SkillsBusiness skills | Social media skills | Adult Learning skills
Coaching skills | Performance consulting skills | Community skills
Tools & SystemsAuthoring tools | LMS
Tools & SystemsFrameworks and guidelines |Social media tools | Social platforms and
intranets
Traditional L&D vs Working Smarter
Traditional L&D Modus Operandi
Working Smarter Modus Operandi
continuous improvement loop
2012 Internet Time Alliance, all rights reserved
Push Pull
Jane Hart
Courses are dead.Learning ecosystems are the future.
IBM CEO Study by IBM Institute for Business Value
IBM CEO Study by IBM Institute for Business Value
COMMUNITY
Practitioners need a community to:
help each other solve problems (this is a very fundamental reason to participate, much better than the usual knowledge sharing imperative)
hear each others stories and avoid local blindness
reflect on their practice and improve it
build shared understanding keep up with change cooperate on innovation find synergy across structures find a voice and gain strategic
influence
http://blog.hansdezwart.info/2012/03/29/working-smarter-in-online-communities-etienne-wenger-at-tulser/
Community
Etienne Wenger
Bet
a
Truffle
METRICS
Metrics
Your sponsor is god.Coordinate throughout.Agree on measures up front.Only valid metrics are business metrics.
If numbers squishy, interview sample and extropolate.
You must manage what you cannot measure
Cost : benefit
Promoting and assessing value creation in communities and networks: a conceptual framework
http://wenger-trayner.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf
Mark Brian
Reference: http://bit.ly/e59bxe and http://bit.ly/e5Pr5o
Benefits from in-house useBenefits from in-house use
Reduce time to market 29%
Increase number of successful innovations 28%
Increase speed of access to knowledge 77%
Faster access to in-house experts 52%
Reduce operating costs 40%
Increase employee satisfaction 44%
Benefits from customer useBenefits from customer use
Reduce time to market 26%
Increase revenue 24%
Reduce marketing costs 45%
Reduce customer support costs 35%
Reduce travel costs 63%
Increase customer satisfaction 50%
Business & Web 2.0
TRENDS
trendsweb: pages to streamssearch to socialpush to pullreactive becomes proactiveFLIP
messages documentsAH HA
S
PRACTICES
Spectrum of activities
Formal InformalInstructor-led classWorkshopVideo ILTSchoolingCurriculum
MentoringLunch n learnConferencesSimulationsInteractive webinarsPerformance supportYouTubePodcastsBooksStorytelling
Hallway conversationProfiles/locatorSocial networkingTrial & errorSearchObservationAsking questionsJob shadowing/rotationCollaborationCommunityStudy groupWeb jamFeedsWikis, blogs, tweetsSocial bookmarkingUnconferences
Autonomy: People want to have control over their work.
Mastery: People want to get better at what they do.
Purpose: People want to be part of something that is bigger than they are.
Trust
http:workingsmarterdaily.com
Hallmarks
Lean, not big.Conversations, not chains.Sharing, not telling.
Performance Support & Learning:Separated at Birth?
Key ideas about learning have emerged from research in the cognitive sciences.
People learn by:
constructing their own understanding based on their prior knowledge, experiences, skills, attitudes, and beliefs. following a learning cycle of exploration, concept formation,
and application. connecting and visualizing concepts and multiple
representations. discussing and interacting with others. reflecting on progress and assessing performance.
Howard Rheingold
Do we need customer-driven learning?
Overall, how was your experience with Enterprise?
Apple has calculated that every hour of time spent calling detractors results in an incremental $1000 in revenue.
CREDO We are open and transparent. We narrate our work. Need to share. Continuous learning, not events. We value conversation as a learning vehicle. We are a vanguard of change within the Company. We drink our own champagne (or mimosas). Business success is our bottom line. Learning is work; work is learning. We are not a training organization. We value time for self-development and reflection. We recognize that reflection is a key to learning. We establish business metrics for every engagement
and report back publicly on outcomes.
Speaking UpCommunicating honestly and directly with others by asking questions, acknowledging errors, raising issues, and explaining ideasExperimentingTaking an iterative approach to action that recognizes the novelty and uncertainty inherent in interactions between individual and in the possibilities and plans they developReflectingObserving, questioning, and discussing processes and outcomes on a consistent basisdaily, weekly, monthlythat reflect the rhythm of the workListening IntentlyWorking hard to understand the knowledge, expertise, ideas, and opinions of othersIntegratingSynthesizing different facts and points of view to create new possibilities
The Behaviors of Successful Teaming
Too Big to Know...Too Much to Train?
Gary Woodill
Curator
Filter
Find it, dont memorize it Hire at least one organizational curator Cherry pick from external curators Take part in an advice network Set up alerts, feeds, aggregators
Knowledge workers spend a third of their timelooking for stuff and scheduling meetings. They spend 14% of their day duplicating information and managing spam.
1986 1997 2006
75%
20%10%
What percentage of the knowledge you need to do your job is stored in your own mind?
Robert Kelly, CMU
Know What
Conversation
Arnold Lakhovsky, The Conversation
DoingLearningNaturalSocialSpontaneousInformalUnboundedAdaptiveFun
Conversation
Top tools
#lrnchat
http://bit.ly/kRE12Z
http://c4lpt.co.uk/140Learning/twitter.html
During a presentation, its like note taking on steroids. A key point captured can take on a life of its own. A notebook is closed channeled, twitter is open channeled.Content is king. You become privy to the intellectual capital of your network. Learning extends beyond the presenter.Distance becomes a myth. The classroom extends beyond the four walls.Feedback is instant. Inhibition is often less present in the virtual world versus the real worldEngagement is standard. The learner is engaged the entire presentation (and even after) due to the abundance of information.Learners become more connected to the community in the room and out.The presenter receives real-time level one and two evaluations.The learner will exist simultaneously in both the synchronous and asynchronous learning environment. As necessary, theyll be engaged by both the presenter and a catalogue of other resources provided by their network.Collaboration is as present as oxygen. Learners are joining together to enhance their learning experience as a community.Learners and presenters experience, Presentation Ping. An idea is presented live, spreads via the backchannel and returns back to the classroom changed into a bigger or more complete idea.Control is not conducive to learning. In the modern classroom, Learners are released from Presenter ego. When the presenters ego is active, the learner can explore a more relevant use of their time.Informal becomes a partner of formal learning
How I use TwitterWhile I am high volume twitter publisher, I try to add value, heres how:
1) As a shared feed reader. Ill post up links of what Im reading that I find is interesting in near real time, and give some commentary. I try to add value here, rather than adding to noise. So use me as a news filter.
2) As a chat room. We collectively work out problems, issues, and I gain insight to other peoples viewpoints. Often when conversations are just between a few folks, I shift to direct messages or email sparing my community from hearing my minutia.
3) Event capture: Lately, when I attend an event (like Mark Cubans presentation at BlogWorldExpo, or Teresas webinar on Facebook yesterday) Ill fire off the top nuggets I learn.
4) Listening tool: Its interesting to find out what others are sharing and talking about, from very personal to big concepts. I frequently use the search tools around different topics to keep on top of whats happening.
5) Traffic driving tool: I use it to direct people to this blog, sometimes (Ill admit) a bit too enthusiastically. Google Analytics indicates this is one of the largest referrers of folks to my blog.
6) For work: When Im conducting interviews or briefings that arent confidential, Ill state who Im speaking to and what I find interesting, if you listen closely, youll hear me tweet about other interesting findings from my job as a social media analyst. Also, I will announce new research, request interviews, and promote workshops, conferences and other services.
Field Service
Xerox
Learning in the Workplace
Harold Jarchehttp://www.jarche.com/2012/05/learning-in-the-workplace/
Workplace Activity
Emailkeeping up to date inside the organization a world without email
Conversation nooks, photos, conference rooms
Read blogs & articleskeeping up to date outside the organization
aggregate, share, social bookmarks
Search the social web solve problems put together resources for search
Connect with communitieskeeping up to date outside the organization
participate in private and public social networks
Social business is a journey, not a project. Social business is about culture change, process change, and creating an transformational strategy that will get there. Yes, it should focus on specific business problems too. But a linear project it really isnt.
1. Transactional engagement is just as important as open-ended engagement. Some social business eorts deliberately encourage only general purpose collaboration, instead of focusing on specific aspects of how the business work and improving that with social. This would be missing a major part of the value.
2. The adoption process is not sequential, nor will it look much like anything youve done until now. Tight feedback loops, deliberately cultivating unexpected value creation, and other means of becoming true digital businesses is key to unlocking both the short and long term value.
3. Feedback loops powered by measurement and optimization = success. Social analytics and social business intelligence will let us close the feedback loop and at last gives us a potent tool to tune and optimize our social business solutions. Big data tools in particular to support this lifecycle should be a major focus.
4. Put social into the flow of work, dont overly compartmentalize or silo it. One of the biggest lessons weve learned the last couple of years is connect our systems of record with systems of engagement or significant value wont be realized.
5. Aim social squarely at existing business problems. If your social business eort isnt directed at your organizations top problems, then maybe its not a surprise it isnt perceived as delivering major value.
6. You mostly wont get credit for emergent outcomes, dont even try. But that doesnt mean you shouldnt do as much as reasonably possible to encourage them.
7. Whatever you do, baseline before and after. This alone will typically validate your eort. Many practitioners dont do nearly enough to measure their social business eorts nor do they baseline the performance of the business show they can demonstrate results. A smaller group of practitioners spends too much time trying to measure everything. All you generally need to do is measure direct outcomes, thats usually enough to justify the whole social business eort.
Social Business
Dion Hinchcliffe
Bringing new members up to speed with the communitys technology. Identifying and spreading good technology practices. Supporting community experimentation. Assuring continuity across technology disruptions. Keeping the lights on (including backups, permissions, vendor payments and domain registrations).
Learnscape architect
Producers, moderators, reporters, bloggers
connectors, wiki gardeners, internal publicists, news anchors and performance consultants.
writer,presenter,tech,designer
performance consultant and coachbusinesspersonemerging tech & fit with learningunderstand adult & organizational learning
community builder
Instructional Design
DRAFT
Robert Scobles advice to startups applies to scaling enterprise learning:
Have a story.Have everyone on board with that story.If anyone goes off of that story, make sure they get on board immediately or fire them.Make sure people are judged by the revenues they bring in. Those that bring in revenues should get to run the place. People who don't bring in revenues should get fewer and fewer responsibilities, not more and more.Work ONLY for a leader who will make the tough decisions.Build a place where excellence is expected, allowed, and is enabled.Fire idiots quickly.If your engineering team can't give a media team good measurements, the entire company is in trouble. Only things that are measured ever get improved.When your stars aren't listened to the company is in trouble.Getting rid of the CEO, even if it's all his fault, won't help unless you replace him/her with someone who is visionary and who can fix the other problems.
Rules for Successfully Scaling Startups
Impact Increased by Reinforcement
258
Retention
Novice
WorkshopOn the job
Time
Retention
10 minutes 3 minutes5 minutesReview time
---------------maybe----------------
Social Infrastructure
Leaping the Chasm
without limits
WRONG!
Corporate Social Media Policies
Whats wrong with this approach to informal learning?
Intrepid
Wrong-headed approach to informal learning
Best Practices look backward. Create Next Practices instead.
This is top-down, the bus instead of the bike.
Figure out how to use the social infrastructure youve got.
Ready or not, workers are learning informally. Make it better.
Informal Learning self-organizes.
Cant quarrel with need to measure but be sure to focus on business outcomes.
Whats wrong with this picture?
The development of the knowledge society and of active citizenship have posed individuals and institutions face to the need for remediation of roles and methodologies in teaching and learning to allow the individual to become the protagonist and the aware author of his/her lifelong learning (LLL).
E-learning, enhanced by social networking tools of web 2.0, supports the collaborative construction of knowledge, success key factor in a networked and distributed environment.
Formal and non-formal learning, on one side, and informal learning, on the other, are more and more intersected; in fact, a growing use of informal networks is taking place in professional environments to acquire knowledge and competences.
Huh?
http://www.elearningplace.it/the-increasing-need-of-validation-of-non-formal-and-informal-learning-the-case-study-of-the-community-of-practice-webm-org/
Lots of people are hopping on the informal learning bandwagon with plenty of buzz words and muddled thinking.
Schooling
Das groe Wappen des Knigreichs Preuen im Deutschen Reichhttp://en.wikipedia.org/wiki/File:Wappen_Deutsches_Reich_-_K%C3%B6nigreich_Preussen_(Grosses).png
Education in Prussia
Goal = graduates will obey arbitrary orders
Conditioning, not learning Memorization, not thinking Isolation from first-hand information
http://www.sntp.net/education/school_state_3.htm
"We who are engaged in the sacred cause of education are entitled to look upon all parents as having given hostages to our cause."
"Men are cast-iron; but children are wax. Strength expended upon the latter may be effectual, which would make no impression upon the former."
Horace Mann
Image: Mathew Brady http://hdl.loc.gov/loc.pnp/cph.3g07396
One had to cram all this stuff into one's mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year....
It is in fact nothing short of a miracle that the modem methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail.
It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
Albert Einstein
The only thing spoon-feeding teaches is the shape of the spoon.
http://www.recombinantrecords.net/docs/2009-12-Challenged.html
HISTORY
1999
2011
10 years24,000 years 10 years
Evolution of Education
Change
Heidelberg, 1970
Honeymoon Trip
1970
Time
Now
The rate of innovation isincreasing exponentially.
Bullitt
Chestnut Street, Marina District, San Francisco
Jay
Dont call it learning
201120062002
Informal Learning
eLearning WorkingSmarter
The Un-rules
Tell it like it isIts not about the technologyNothing is predictable; control is an illusionEverything flows; reality is in perpetual betaEverything is connected; context trumps logic
Network Effects
Network evolution
Collaboration Curve
Value
Number of participants
Social Network Analysis
Organizational Development
Connections
n = 353
Smiles
Frowns
Each additional friend increases odds of your being happy 9%.
When a Framingham resident became obese, his or her friends were 57
percent more likely to become obese, too. Even more astonishing to
Christakis and Fowler was the fact that the effect didnt stop there. In fact, it
appeared to skip links. A Framingham resident was roughly 20 percent more likely to become obese if the friend of a
friend became obese even if the connecting friend didnt put on a
single pound. Indeed, a persons risk of obesity went up about 10 percent even if a friend of a friend of a friend
gained weight.
Nicholas Christakis and James Fowler
September 10, 2009
Smoking, they discovered, also appeared to spread
socially in fact, a friend taking up smoking
increased your chance of lighting up by 36 percent,
and if you had a three-degrees-removed friend
who started smoking, you were 11 percent more likely
to do the same.
Social Contagion
Network Effects
ELEVATOR PITCH
Talk about business results
Putting a simple information sharing system on our repair staffs mobile phones could cut downtime and increase our revenues $3 million to $5 million a year. It could be in place in two weeks.
Can I drop by your office later to talk with you about this?
Tell a story
Weve come up with a simple network that could free up more than 10,000 billable hours a year among our systems engineers. Thats about $30 in incremental revenue. Our investment would be minimal.
Its something we might provide to customers down the road.
Can I get your support on fleshing out the concept?
Tell a story
internet inside
Tell a storyWhat if we could share what we learn in battle every day with every company commander? In our own words? Daily? Right after it happened?
How many lives might we save?
CASES
SUN
Sales training: before
Before
Selling @ $5 million/year
One-weekworkshop
15 monthsHired MakingQuota
After
Sales training: after
Selling @$5 million/yearOne-week
case study
eLearning Coaching
6 months
335
Before
After
Time saved
15 months
6 months
9 months
Achieved quota in 6 months instead of 15
1440 x x $5 million = $3.5 billion
Incremental revenue
120 hires/month = 1440 hires/year
9 months = 3/4 year
quota attained = $5 million
Cut cycle time
Bet
a Web 2.0 & Informal Learning
Efficiency
Revenue: $35.4 billionNet income: $5.0 billion
Number of employees: 94,000
Intelpedia
Bet
a
SDN User Profile
Bet
a
SAP Community Network
Bet
a
Iraq war blogs
Knowledge Repository
Hires 1,500 temporary workers during tax season
Group blog and wiki capture rules of thumb
Savings = two minutes/call at $20/minute
Largely explicitLearning about. Focus = get something doneAcquire knowledge or skill
For example Annual $ benefit Category Users
Organizational wiki
Intelpedia $20,000,000+ Know-where 20,000 employees
Automated FAQ T. Rowe Price $3,000,000 Know-how 1,500 temps
Community network
SAP $50,000,000+ Know-whoKnow-how
1,000,000 customers
Professional updates
CGI Systems $10,000,000+ Know-what 4,000 professionals
Professional network
Company Command lives saved Know-how 15,000 military officers & NCOs
Blogs as KM Sun Microsystems $10,000,000+ Know-whoKnow-how
1,000 employees
IMPLEMENTATION
Working Smarter: Individual & Behavior Change
Collaborative Culture
InfrastructureMotivation
CollaborativeLearning
Getting Things Done in the Collaborative Organization
Maturity of your efforts
Just beginning Some progress made
Many successes
Why bother? Explore, experiment, solve immediate need
Proliferate applications
Leverage enterprise assets
Level Individual or team Group or department, community
Enterprise or major division
Focus Prototyping, small-scale
Application, unbounded
Infrastructure, workscape
Sample project Wikipedia inside the firewall
Online communities of practice
Comprehensive product knowledge system
Where you go depends on where youre coming from
How to begin
traditionalworkshops
some eLearningcourse delivery
e-collaboration &support of informal
tip-toe intoecosystem thinking
social learning
Current PerceptionProgress = progression thru steps
Years
social learning
Our visionProgress = leapfrog to end-state
Monthstraditionalworkshops
some eLearningcourse delivery
e-collaboration &support of informal
tip-toe intoecosystem thinking
DRAFT
Robert Scobles advice to startups applies to scaling enterprise learning:
Have a story.Have everyone on board with that story.If anyone goes off of that story, make sure they get on board immediately or fire them.Make sure people are judged by the revenues they bring in. Those that bring in revenues should get to run the place. People who don't bring in revenues should get fewer and fewer responsibilities, not more and more.Work ONLY for a leader who will make the tough decisions.Build a place where excellence is expected, allowed, and is enabled.Fire idiots quickly.If your engineering team can't give a media team good measurements, the entire company is in trouble. Only things that are measured ever get improved.When your stars aren't listened to the company is in trouble.Getting rid of the CEO, even if it's all his fault, won't help unless you replace him/her with someone who is visionary and who can fix the other problems.
Rules for Successfully Scaling Startups
EXERCISE | Rule #1: Exercise boosts brain power.
SURVIVAL | Rule #2: The human brain evolved, too.
WIRING | Rule #3: Every brain is wired differently.
ATTENTION | Rule #4: We don't pay attention to boring things.
SHORT-TERM MEMORY | Rule #5: Repeat to remember.
LONG-TERM MEMORY | Rule #6: Remember to repeat.
SLEEP | Rule #7: Sleep well, think well.
STRESS | Rule #8: Stressed brains don't learn the same way.
SENSORY INTEGRATION | Rule #9: Stimulate more of the senses.
VISION | Rule #10: Vision trumps all other senses.
GENDER | Rule #11: Male and female brains are different.
EXPLORATION | Rule #12: We are powerful and natural explorers.
Learning
Natural Learning
Self service
Comprehending
Trial & error
Mimicry
Conversation
Collaboration
The importance of people as creators and carriers of knowledge is forcing organizations to realize that knowledge lies less in its databases than in its people.
Learning is not simply a matter of acquiring information; it requires developing the disposition, demeanor, and outlook of the practitioners.
Learning is usually treated as a supply-side matter, thought to follow teaching, training, or information delivery. But learning is much more demand driven. People learn in response to need.
Learning is social.
So while people do indeed learn alone, even when they are not stranded on desert islands or in small cafes, they are nonetheless always enmeshed in society, which saturates our environment, however much we might wish to escape it at time.s.
1.Exercise. Exercise boosts brain power.2.Survival. The human brain evolved, too.3.Wiring. Every brain is wired differently.4.Attention. We dont pay attention to boring
things.5.Short-term memory. Repeat to remember.6.Long-term memory. Remember to repeat.7.Sleep. Sleep well, think well.8.Stress. Stressed brains dont learn the same
way.9.Sensory integration. Stimulate more of the
senses.10.Vision. Vision trumps all other senses.11.Gender. Male and female brains are different.12.Exploration. We are powerful and natural
explorers.
The Spending/Learning Paradox
SpendingLearning
How People Learn Their Jobs
Formal Learning
Informal Learning
Trust relationships