Ce diaporama a bien été signalé.
Le téléchargement de votre SlideShare est en cours. ×

Jay's informal learning research deck

Publicité
Publicité
Publicité
Publicité
Publicité
Publicité
Publicité
Publicité
Publicité
Publicité
Publicité
Publicité
Chargement dans…3
×

Consultez-les par la suite

1 sur 370 Publicité
Publicité

Plus De Contenu Connexe

Similaire à Jay's informal learning research deck (20)

Publicité

Plus récents (20)

Publicité

Jay's informal learning research deck

  1. 1. 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.
  2. 2. Topics Big Picture Work Challenges Change Community History Three Things Schooling Informal Learning Bullitt Unmanagement Jay Pull Network Effects Workscape Elevator Pitch Metrics Cases Trends Implementation Practices Learning Wrong! Netflix Culture
  3. 3. personal professional
  4. 4. Processes for Informal Learning Project Problem/case Registration FAQ Application Diigo Blog Announcement Profiles Protected site space Synchronous: G+ Survey Site Poster Master deck
  5. 5. personal professional
  6. 6. Learn Informally objectives • foundation ◦ understand what informal learning is, how it works, why it’s 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.
  7. 7. World of PULL Humanism People first
  8. 8. Mechanical Complex
  9. 9. Industrial Organic
  10. 10. WORKPLACE Mechanical, Networked, Taylorism, Complex, Push, Alive, Predictable Surprises ahead 1800-2010 2010+
  11. 11. Me. Us.
  12. 12. Faster, faster, faster Now 1970
  13. 13. Prospering in a Topsy-turvy World Top-down becomes inside-out. Managers Customers Organization/ Machine Workscape/Network Workers (Cogs) Workers (Pull)
  14. 14. IBM CEO Study by IBM Institute for Business Value
  15. 15. Shift from institutions to individuals
  16. 16. IBM Learning Solutions
  17. 17. Largest U.S. Employers Manufacturing Service 1960 2010 GM Walmart AT&T Kelly Services Ford IBM GE UPS U.S. Steel McDonald’s 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
  18. 18. Future Workplace People as people Social Business. Connecting and sharing. We are the boss. All the world’s a sage. Transparency, analytics, privacy. No secrets. Redefining employee. Core and the rest. Weaving together knowledge from data, people, and life. Modern apprenticeship. WorkLearn.
  19. 19. PUSH & PULL
  20. 20. IBM CEO Study by IBM Institute for Business Value
  21. 21. Control Institution PUSH PULL Individual Learning Formal Informal
  22. 22. Industrial Collaborative Push Pull
  23. 23. Everything human is part PUSH and part PULL. 80% PULL 60% 40% PUSH 20%
  24. 24. Two learning experiences 1. Training class on new 2. Learning to pitch a new security procedures. product by watching video of Participants have to know winning presentations and this cold. They are tested. practicing on teammates. The The class is primarily learning is primarily PULL. PUSH.
  25. 25. Two models of management 1. Top-down. Command 2. Self-organizing team. and control. Managers give Collaborate and share. orders. Managers facilitate and coach. Mainly PUSH. Mainly PULL.
  26. 26. Two types of motivation 2. Intrinsic. Beyond level of 1. Extrinsic. Carrot and fairness, reward is stick. Rewards based on satisfaction of making loyalty and/or production. progress toward greater goal. Mainly PUSH. Mainly PULL.
  27. 27. PULL Infrastructure Workscape PULL Worker Knowledge Motivation PULL Leadership Culture
  28. 28. http://www.slideshare.net/reed2001/culture-2009
  29. 29. THREE THINGS
  30. 30. “There are always three things.”
  31. 31. Rule of threes: Timing Beginning Middle Next
  32. 32. Rule of threes: Schooling Beginning Middle Next Focus of most schooling & training
  33. 33. Jimmy Swaggart Syndrome Beginning Middle Next Grit
  34. 34. Training as event Work Train Work
  35. 35. Learning as process Beginning Middle End Alumni = support network Team meets in advance, get to know one another, and discuss their goals for the workshop Brief recall session Wiki Q&A Updates
  36. 36. CHALLENGES
  37. 37. ■ Is this learning? Objection! ■ ■ ■ It’s overwhelming. Some people will just lurk. Answers are hit or miss. ■ I don’t know how to use it. ■ It’s risky to let anyone post anything. ■ This is all too expensive. ■ This doesn’t create lasting change. ■ It’s not natural. ■ In person is always best. ■ People will say inappropriate things. ■ This can’t be governed. ■ People will post incorrect information. ■ No one will be interested. ■ Our people need training, not socializing. ■ People aren’t paying attention. ■ These systems compromise classified information. ■ Our information is unique. There’s 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 can’t be measured. ■ Video isn’t for serious businesses. ■ Videos are for fun, not real knowledge transfer. ■ (Re: Twitter) I have too much to say. ■ I don’t have time.
  38. 38. At home: At work:
  39. 39. Business/learning integration Our people are growing fast enough to keep up with the needs of the business Yes 23% No 77% (ITA) n = 200
  40. 40. Don’t call it learning eLearning Informal Working Learning Smarter 2002 2006 2011
  41. 41. Dirty Words 1. Learning 2. Learner 3. Social 4. Informal 5. KM 6. Training 7. eLearning 8. ROI George Carlin 9. Web 3.0 + Formalize
  42. 42. Roads for drivers, not humans Hans Monderman 1945 - 2008
  43. 43. Don’t call them learners
  44. 44. Most work will not be performed by employees Alumni Contractor Outsource Consultant Core company Temps (employees) Contingent Team Customers Freelance Team Partner
  45. 45. Industrial Age Network Era Company Extended Enterprise
  46. 46. Future Business Structure Alumni Contractor Outsource Consultant Core Temps (employees) Contingent Team Freelance Team “Jobs” only exist here Partner
  47. 47. 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, “There’s no such thing as information overload — only filter failure.” My take? “Information overload is a symptom of our desire to not focus on what’s important.” It’s a choice. Perhaps said another way, information overload is a symptom of our inability to focus on what’s truly important or relevant to who we are as individuals, professionals, and as human beings. But then again, maybe that’s the problem. The reality is that we are learning how to use these networks and what to expect in return. We’re learning what’s possible. However, we learn as we go. We discover where the proverbial line is only after we’ve 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
  48. 48. The PULL Worker
  49. 49. Tangible Value (Nodes) Intangible Value (Connections)
  50. 50. 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.
  51. 51. 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.
  52. 52. Me. Us.
  53. 53. Work Fieldwork Clockwork Network -8000 1750 1980 Span of civilization
  54. 54. Collaborative Leadership
  55. 55. 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.
  56. 56. Collaborative “BLT” Business Leader Team Delight customers Take stock Sprint Rapid cycles Take charge Decide Embrace change Coach Net-work Make mistakes Conduct Motivate/happy Reflect De-stress Converse
  57. 57. Take stock, take charge Delight customers Collaborate, team-work De-stress, smile Inspire performance Unmanagement Take the pulse Sprint Decide wisely Coach Nurture serendipity Net-work Conduct, don’t control
  58. 58. The Principles of Radical Management Delight customers Communications: conversations Managers enable self-organizing teams From value to values Dynamic linking
  59. 59. “The Big Shift” Creation Spaces Achieve Attract Access Stocks Flows Push Pull
  60. 60. Corporation Customers Corporation Customers
  61. 61. IBM CEO Study by IBM Institute for Business Value
  62. 62. IBM CEO Study by IBM Institute for Business Value
  63. 63. IBM CEO Study by IBM Institute for Business Value
  64. 64. IBM CEO Study by IBM Institute for Business Value
  65. 65. Peeragogy 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
  66. 66. Work and learning are converging. 20th Century 21st Century
  67. 67. Cohesive Organization Work Learning Work = Learning
  68. 68. Push Learning Pull Learning Passive student Active learner Others set curriculum Learner defines content Courses, workshops Conversation & discovery ad es ce Gr nce wn ten edie ro m pe ce b ou Co en O ny pe nd up ar no de ro Le ng ing In nG cha dge ar ni Un wle Le 2.0 kno W eb
  69. 69. Push Learning Pull Learning Passive student Active learner Others set curriculum Learner defines content Courses, workshops Conversation & discovery ad es ce Gr nce wn ten edie ro m pe ce es b ou Co en ad O ny pe nd Gr p ar no e ou dience ow Le ing Ind in Gr be ur ng rn O yo cha dge Un wle ea on L 2 .0 Le arn ing kno W eb ng ha ge U wnc led kno
  70. 70. INFORMAL LEARNING
  71. 71. Jane Hart
  72. 72. Clark Quinn, mapping Jane Hart
  73. 73. experiential formal 70/20/10 from others
  74. 74. Charles Jennings
  75. 75. Charles Jennings
  76. 76. Charles Jennings
  77. 77. Charles Jennings
  78. 78. Charles Jennings
  79. 79. Charles Jennings
  80. 80. Charles Jennings
  81. 81. Workers are taking matters into their own hands Jane Hart
  82. 82. Learning
  83. 83. Novice’s Learning Mix How Novices Learn Informal PUSH Formal • Curriculum • Many at once • Event, ends
  84. 84. High-performer’s Learning Mix How Experienced People Learn PULL • Self-directed • Unscheduled • Continuous Informal Formal
  85. 85. Learning Formal Informal
  86. 86. 80%+ of Workplace Learning is Informal Form Inform
  87. 87. 80%+ of Spending on Workplace Learning Goes to Formal Inform Form
  88. 88. 80/20 Research largely predates the internet Formal Pre Google Informal Pre online help Pre pervasive email Pre web Pre social networking
  89. 89. Workplace Learning As One Gains Experience Informal Formal Novice Practitioner
  90. 90. Workplace Learning Over One’s Career Informal Training department’s Comfort Zone Formal Novice
  91. 91. Workplace Learning Over One’s Career Informal Where most learning takes place Formal Practitioner
  92. 92. The Spending/Learning Paradox
  93. 93. Formal Mentoring Informal Instructor-led class Hallway conversation Lunch ‘n learn Profiles/locator Workshop Conferences Video ILT Social networking Simulations Trial & error Schooling Interactive webinars Curriculum Search Performance support Observation YouTube Asking questions Podcasts Job shadowing/rotation Books Collaboration Storytelling Community Study group Web jam Feeds Wikis, blogs, tweets Social bookmarking Unconferences
  94. 94. POSTER
  95. 95. Workscape
  96. 96. FORMAL LEARNING
  97. 97. INFORMAL LEARNING
  98. 98. Doing Learning Spectrum Formal/Push Informal/Pull Controlled Autonomous Rigid Flexible
  99. 99. Free range learners Free-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. 159
  100. 100. Degrees of formality Formal Informal Chosen by outside Selected by Curriculum authority individual Recognition Explicit Intrinsic Framework, Topic How-to overview Community of No Maybe practice? Objective Knowledge Activity
  101. 101. Common characteristics Formal Informal Control Top-down Laissez-faire Delivery Push Pull Duration Hours, days, weeks Minutes Locus Apart from work Imbedded in work Instructional Author Individual designer, SME Time to develop Months, weeks Minutes When? In advance At time of need What? Know Become
  102. 102. What pull learners need to do and believe Skills Beliefs ■ learning how to learn ■ optimism ■ critical thinking & conceptualization ■ confidence ■ pattern recognition ■ curiosity ■ design thinking ■ resilience ■ working with one another, co-creation ■ purpose ■ navigating complex environments ■ autonomy ■ software literacy
  103. 103. Peeragogy
  104. 104. DIY Learning Tools Jane Hart
  105. 105. Using these tools: • 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) Jane Hart
  106. 106. 1. Take responsibility and control Take responsibility for their own learning personal/professional development in the organisation 2. Reflect and review Continuously review their strategies in the light of a changing world – as Harold says “life is in perpetual beta“. 3. Seek-Sense-Share Use Personal Knowledge Management  (PKM) techniques as a continuous process of seeking, sense-making and sharing 4. Contribute and share Become a valued contributing node in the networks to which they belong 5. Get organized Use a variety of personal and organisational tools including social media tools and networks to organise and manage their own personal learning – but this certainly doesn’t mean being forced to record everything in an organizational LMS or learning platform 6. Get things done Performance is key; it’s 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 converse Narrating 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. Jane Hart http://www.c4lpt.co.uk/blog/2012/04/20/is-it-time-for-a-byol-bring-your-own-learning-strategy-in-your-organization-byol/
  107. 107. LQ personal 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. We’re 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. It’s 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 organization’s learning quotient, we need to look at ways to be more self-directed,  social, and agile learners. Life in perpetual Beta requires a high LQ. Harold Jarche http://www.jarche.com/2012/05/its-time-to-focus-on-your-lq/
  108. 108. Jay’s Learning Ecosystem Processing Inputs Workflowy Skype chat with ITA Blog: Internet Time, Berkeley Diet Working Smarter Daily Private blog (Moi) Dipping into Twitter Journal A few email subscriptions Tweets Google+ jaycross.com Jane’s Social Comments 2012 files books, NYT, Wired occasional article Capture, review & storage Publicity, rebroadcast Diigo bookmarks Blog Flickr Twitter Google Docs Facebook DropBox LinkedIn Evernote Google+ Tumblr
  109. 109. Vital practice: “Working out loud” It’s not a YACC (Yet Another Communications Channel) Working out loud = Narrating your work + Observable work” --Bruce Williams Andy McAfee’s Do’s and Don’ts John Stepper
  110. 110. Managing the Transition to a Social Business Transparency culture is exposed, good or bad interconnected people bypass old structures Narration model new behaviors requires trust rely on communities of practice Adoption takes time for reflection and sharing stories support sharing, don’t just talk about it Harold Jarche integrate into daily workflow http://www.cmswire.com/cms/social-business/managing-the-transition-to-a-social-business-015911.php
  111. 111. PULL Infrastructure (WORKSCAPE)
  112. 112. Traditional L&D in Social Business L&D Workscape Workshops & eLearning Workshops & eLearning
  113. 113. Business Workscape: 21st Century Customers Partners Professional Prospects Temps communities Suppliers Employees Channels Specialists Ad hoc teams Community Advisors Contractors The industry Government Media Outsource providers
  114. 114. Workscape Functions 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)
  115. 115. Conversing at HP, MIT, Merck, Sun Who knows? Expertise? Background? Instant connections. Their current location, status, availability. Project coordination Professional development Collaboration Process innovation Staying current Monitoring situation Locating references Individual expression Idea sharing Beta
  116. 116. Open Source Conversing at HP, MIT, Merck, Sun Facebook Ning Wiki Blogger Del.icio.us Beta
  117. 117. Collaborative Workscape !
  118. 118. Classroom Workscape apart from work embedded in work training, push learning, pull programs platform piecemeal holistic events processes static fluid know things work smarter
  119. 119. Harold Jarche
  120. 120. Enterprise Circuitry Learning principles Workflow Workers Feeds & streams Partners
  121. 121. Supporting the Social Workplace Learning Continuum 1 – Think “learning spaces/places” not “training rooms” 2 – Think “social technologies” not “training/learning technologies” 3 – Think “activities” not “courses” 4 – Think “lite design” not “instructional design” – for organized activities 5 –  Think “continuous flow of activities” not just “response to need” Jane Hart http://www.c4lpt.co.uk/blog/2012/06/04/supporting-the-social-workplace-learning-continuum/
  122. 122. the five pillars of social intranets: • Information. To be social, an intranet must allow information to easily flow vertically and 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 to capitalize on 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 them through stimulation 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 to rally EVERY employee, you will have to include business applications and processes in your internal social platform. http://www.forbes.com/sites/fredcavazza/2011/11/30/from-social-intranets-to-collaboration-ecosystems/
  123. 123. 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/
  124. 124. How managers learn http://goodpractice.com/white-papers/The-Learning-and-Performance-Link--How-managers-learn--in-their-own-words.pdf
  125. 125. Business vision Forms Change management Continuous improvement Communities Stakeholder support Strategic flexibility Learnscapes Role re-definition Customer learning Social nets Buy-in Organizational culture Infrastructure Nurturing Openness Workscape Lightweight Open source Flattening Ready to go Learning sciences Psychology Access Embedded learning Meta-learning Engagement Mobile Visual Experience design Ambiguity Games Chunks Informal learning Fun 24/7 Reflection
  126. 126. Beta
  127. 127. Beta
  128. 128. Beta
  129. 129. While designing their own workspace Stanford University’s 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.
  130. 130. This change in orientation applies to learning as well as product/service design. You can’t run a service the way you run a factory. Customers interrupt. Learners as customers. Dave Gray, Connected Company
  131. 131. Traditional L&D vs Working Smarter Training Working Smarter Services supporting continuous learning and performance improvement in the Services workflow packaging/organising (the ‘70:20’ segments of the 70:20:10 framework) learning events (the ‘10’ segment of the Identifying performance problems and designing workplace 70:20:10 framework) solutions performance consulting, workflow and performance audits Organising training identifying bottlenecks and process issues Working Smarter Modus Operandi designing, delivering Traditional L&D Modus Operandi supporting managers in team development strategy managing training helping managers develop people development skills measuring completions continuous improvement loop co-designing and supporting workplace development activities agreeing performance success metrics Solutions Activities and solutions courses, workshops assisting creation of personal knowledge networks programmes, webinars guiding information and knowledge management capabilities curricula, learning paths facilitating experience sharing blended learning supporting a culture of coaching and mentoring social add-ons building and helping sustain professional communities facilitating co-creation and sharing of content supporting development of Social Web skills Skills Instructional design skills | Project management skills | Skills Learning administration Business skills | Social media skills | Adult Learning skills skills Coaching skills | Performance consulting skills | Community skills Mindset / Culture focus on learning | Mindset / Culture command and control | focus on performance | encourage and engage | connect and collaborate | plan and manage partner and guide Tools & Systems Tools & Systems Authoring tools | LMS Frameworks and guidelines |Social media tools | Social platforms and intranets © 2012 Internet Time Alliance, all rights
  132. 132. Push Pull Jane Hart
  133. 133. Courses are dead. Learning ecosystems are the future.
  134. 134. IBM CEO Study by IBM Institute for Business Value
  135. 135. IBM CEO Study by IBM Institute for Business Value
  136. 136. COMMUNITY
  137. 137. 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 other’s 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 Etienne Wenger http://blog.hansdezwart.info/2012/03/29/working-smarter-in-online-communities-etienne-wenger-at-tulser/
  138. 138. Truffle Beta
  139. 139. METRICS
  140. 140. Metrics
  141. 141. Cost : benefit 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
  142. 142. Promoting and assessing value creation in communities and networks: a conceptual framework http://wenger-trayner.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf
  143. 143. Mark Brian
  144. 144. Reference: http://bit.ly/e59bxe and http://bit.ly/e5Pr5o
  145. 145. Benefits 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%
  146. 146. Benefits 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%
  147. 147. Business & Web 2.0
  148. 148. TRENDS
  149. 149. trends web: pages to streams search to social push to pull reactive becomes proactive FLIP AH HA messages documents S
  150. 150. PRACTICES
  151. 151. Spectrum of activities Formal Informal Instructor-led class Mentoring Hallway conversation Workshop Lunch ‘n learn Profiles/locator Video ILT Conferences Social networking Schooling Simulations Trial & error Curriculum Interactive webinars Search Performance support Observation YouTube Asking questions Podcasts Job shadowing/rotation Books Collaboration Storytelling Community Study group Web jam Feeds Wikis, blogs, tweets Social bookmarking Unconferences
  152. 152. 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
  153. 153. http:workingsmarterdaily.com
  154. 154. Lean, not big. Conversations, not chains. Sharing, not telling.
  155. 155. Performance Support & Learning: Separated at Birth?
  156. 156. 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
  157. 157. 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.
  158. 158. 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.
  159. 159. The Behaviors of Successful Teaming Speaking Up Communicating honestly and directly with others by asking questions, acknowledging errors, raising issues, and explaining ideas Experimenting Taking an iterative approach to action that recognizes the novelty and uncertainty inherent in interactions between individual and in the possibilities and plans they develop Reflecting Observing, questioning, and discussing processes and outcomes on a consistent basis—daily, weekly, monthly—that reflect the rhythm of the work Listening Intently Working hard to understand the knowledge, expertise, ideas, and opinions of others Integrating Synthesizing different facts and points of view to create new possibilities
  160. 160. Know What Too Big to Know...Too Much to Train? • Find it, don’t memorize it • Hire at least one organizational curator • Cherry pick from external curators • Take part in an advice network • Set up alerts, feeds, aggregators Gary Woodill Knowledge workers spend a third of their time looking for stuff and scheduling meetings. They spend 14% of their day duplicating information Curator and managing spam. “What percentage of the 75% knowledge you need to do your job is stored in your own mind? 20% Robert Kelly, CMU 10% Filter 1986 1997 2006
  161. 161. Conversation Arnold Lakhovsky, The Conversation
  162. 162. Doing Learning Natural Social Spontaneous Conversation Informal Unbounded Adaptive Fun
  163. 163. Top tools
  164. 164. #lrnchat
  165. 165. http://bit.ly/ kRE12Z
  166. 166. http://c4lpt.co.uk/140Learning/twitter.html
  167. 167. During a presentation, it’s 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 world Engagement 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, they’ll 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 presenter’s ego is active, the learner can explore a more relevant use of their time. Informal becomes a partner of formal learning
  168. 168. How I use Twitter While I am high volume twitter publisher, I try to add value, here’s how: 1) As a ‘shared feed’ reader. I’ll post up links of what I’m 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 people’s 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 Cuban’s presentation at BlogWorldExpo, or Teresa’s webinar on Facebook yesterday) I’ll fire off the top nuggets I learn. 4) Listening tool: It’s 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 what’s happening. 5) Traffic driving tool: I use it to direct people to this blog, sometimes (I’ll admit) a bit too enthusiastically. Google Analytics indicates this is one of the largest referrers of folks to my blog. 6) For work: When I’m conducting interviews or briefings that aren’t confidential, I’ll state who I’m speaking to and what I find interesting, if you listen closely, you’ll 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.
  169. 169. Field Service
  170. 170. Xerox
  171. 171. Learning in the Workplace Workplace Activity keeping up to date inside the Email a world without email organization Conversation “ nooks, photos, conference rooms keeping up to date outside Read blogs & articles aggregate, share, social bookmarks the organization Search the social web solve problems put together resources for search keeping up to date outside participate in private and public social Connect with communities the organization networks Harold Jarche http://www.jarche.com/2012/05/learning-in-the-workplace/
  172. 172. Social Business 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 isn’t. 1. Transactional engagement is just as important as open-ended engagement. Some social business efforts 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 you’ve 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, don’t overly compartmentalize or silo it. One of the biggest lessons we’ve learned the last couple of years is connect our systems of record with systems of engagement or significant value won’t be realized. 5. Aim social squarely at existing business problems. If your social business effort isn’t directed at your organization’s top problems, then maybe it’s not a surprise it isn’t perceived as