This document discusses how learning occurs at the individual, small group, and organizational levels. It argues that true organizational learning requires disciplined learning within small groups of 4-6 people. When many small groups ("Circles") engage in discourse learning within an organization, their learning experiences inevitably interweave. Intensive discussion within Circles produces both individual and shared knowledge and insights. Participants feel compelled to discuss and resolve ideas with others, leading to spillover of discussions to the larger group and organization. By coupling individual, small group, and organizational learning through parallel Circles, organizational impact and change can be achieved.
Technology, didactics, content: The triad of discourse learningNiels Pflaeging
This document discusses the importance of combining technology, didactics, and content for effective organizational learning. It notes that while many learning technologies focus on individual knowledge transmission, complex problems require collaboration and shared understanding. True impact comes from coupling knowledge with mastery and application through learning opportunities based on social interaction and discourse. For organizational learning to develop high impact and do so quickly, an integrated triad of technology, learning methods (didactics), and subject matter (content) is needed. A one-sided focus on technology alone risks limiting its impact to entertainment and single events rather than sustainable learning and pattern change.
The future of organizational learning is discursive & self-organizedNiels Pflaeging
by Silke Herman and Niels Pflaeging.
Workplace learning is not a particularly thrilling adventure these days: Learning in organizations overwhelmingly relies on aged and worn-out formats that produce little learning or impact. The tools in use are often not fit for our time – in terms of content, or learning method, or technology – or all three combined. One cannot help but notice that in the reality of organizations, by and large, Learning & Development (L&D) is a pretty dull affair, clearly lacking innovation. In this paper, we will discuss how that is bound to change. We believe that workplace learning can be as engaging as Maria Montessori envisioned child learning to be, over 100 years ago and as humane, effective and conducive as Ken Robinson demanded in his world-famous TED talks a few years back. Sure, the current reality of corporate learning may look bleak, but there are now signs of a way out of the L&D misery in which most companies find themselves. One of these signs is the platform created by EdTech start-up disqourse.
This document provides information about speaking engagements and seminars led by Leandro Herrero in 2013. It lists several keynote speeches and seminar topics that Herrero can present on, which focus on topics like change management, leadership, innovation, and organizational transformation. It also describes multi-day executive leadership retreats that Herrero leads, which involve introspective exercises and discussions to develop participants' skills and mindsets as leaders. Contact information is provided for Lucy Marshall to inquire further about booking Herrero or his team for an event.
This document discusses techniques for organizational transformation based on the authors' experience with management model transformation projects. It outlines underlying assumptions of their approach, including treating organizations as systems and focusing on human nature. The document then details specific techniques used in projects, such as knowledge turn tables, storytelling tools like "Our Iceberg is Melting", and social networking platforms. It emphasizes empowering organizational members to lead the transformation themselves.
Encouraging and Facilitating Collaboration at WorkMichael Sampson
The slides from my keynote presentation at Congres Intranet 2012 in Utrecht, in March 2012. I talked about the reality of the intranet, the nature of collaboration, and how to encourage and facilitate collaboration at work by overcoming barriers to collaboration.
Teams That Flow ebook - Nokia #SmarterEverydayNokia
Flow is the psychological description of those really satisfying occasions
at work: you’re productive, engaged, confident and operating at your full potential. When a team is in flow, it’s innovative, harmonious and productive. Being part of it improves the performance of each member. Communication is purposeful and clear. Friction is seen as an opportunity, not a personal threat. Location and time zones pose no barriers. The balance is just right, and everything flows.
This book is a guide to building a team that flows. We’re going to begin with the theory, explaining the concepts and elements you need to create flow, before moving onto the practicalities of harnessing the power of collaboration,
working alongside technology, and leading a more productive working life within any team.
This document discusses the future of work and alternatives to traditional management structures. It provides three examples of organizations that operate successfully without hierarchies through self-management. Key points:
- The future of work may involve replacing traditional management styles that leave most employees feeling unmotivated and replace them with more humane, purpose-driven organizations.
- Case studies show organizations like FAVI (metal manufacturer) and Buurtzorg (healthcare provider) that engage employees and use self-managing principles are consistently more successful.
- These organizations function without managers, budgets, or traditional business functions through self-management, transparency, and intrinsic motivation instead of external controls.
- Rather than big transformation initiatives, successful
Organize for Complexity, part I+II - Special Edition PaperNiels Pflaeging
The future of the Organization.
Special Edition of the BetaCodex Network´s white papers on Organizing for Complexity - two papers in one! Illustrations by Pia Steinmann
Technology, didactics, content: The triad of discourse learningNiels Pflaeging
This document discusses the importance of combining technology, didactics, and content for effective organizational learning. It notes that while many learning technologies focus on individual knowledge transmission, complex problems require collaboration and shared understanding. True impact comes from coupling knowledge with mastery and application through learning opportunities based on social interaction and discourse. For organizational learning to develop high impact and do so quickly, an integrated triad of technology, learning methods (didactics), and subject matter (content) is needed. A one-sided focus on technology alone risks limiting its impact to entertainment and single events rather than sustainable learning and pattern change.
The future of organizational learning is discursive & self-organizedNiels Pflaeging
by Silke Herman and Niels Pflaeging.
Workplace learning is not a particularly thrilling adventure these days: Learning in organizations overwhelmingly relies on aged and worn-out formats that produce little learning or impact. The tools in use are often not fit for our time – in terms of content, or learning method, or technology – or all three combined. One cannot help but notice that in the reality of organizations, by and large, Learning & Development (L&D) is a pretty dull affair, clearly lacking innovation. In this paper, we will discuss how that is bound to change. We believe that workplace learning can be as engaging as Maria Montessori envisioned child learning to be, over 100 years ago and as humane, effective and conducive as Ken Robinson demanded in his world-famous TED talks a few years back. Sure, the current reality of corporate learning may look bleak, but there are now signs of a way out of the L&D misery in which most companies find themselves. One of these signs is the platform created by EdTech start-up disqourse.
This document provides information about speaking engagements and seminars led by Leandro Herrero in 2013. It lists several keynote speeches and seminar topics that Herrero can present on, which focus on topics like change management, leadership, innovation, and organizational transformation. It also describes multi-day executive leadership retreats that Herrero leads, which involve introspective exercises and discussions to develop participants' skills and mindsets as leaders. Contact information is provided for Lucy Marshall to inquire further about booking Herrero or his team for an event.
This document discusses techniques for organizational transformation based on the authors' experience with management model transformation projects. It outlines underlying assumptions of their approach, including treating organizations as systems and focusing on human nature. The document then details specific techniques used in projects, such as knowledge turn tables, storytelling tools like "Our Iceberg is Melting", and social networking platforms. It emphasizes empowering organizational members to lead the transformation themselves.
Encouraging and Facilitating Collaboration at WorkMichael Sampson
The slides from my keynote presentation at Congres Intranet 2012 in Utrecht, in March 2012. I talked about the reality of the intranet, the nature of collaboration, and how to encourage and facilitate collaboration at work by overcoming barriers to collaboration.
Teams That Flow ebook - Nokia #SmarterEverydayNokia
Flow is the psychological description of those really satisfying occasions
at work: you’re productive, engaged, confident and operating at your full potential. When a team is in flow, it’s innovative, harmonious and productive. Being part of it improves the performance of each member. Communication is purposeful and clear. Friction is seen as an opportunity, not a personal threat. Location and time zones pose no barriers. The balance is just right, and everything flows.
This book is a guide to building a team that flows. We’re going to begin with the theory, explaining the concepts and elements you need to create flow, before moving onto the practicalities of harnessing the power of collaboration,
working alongside technology, and leading a more productive working life within any team.
This document discusses the future of work and alternatives to traditional management structures. It provides three examples of organizations that operate successfully without hierarchies through self-management. Key points:
- The future of work may involve replacing traditional management styles that leave most employees feeling unmotivated and replace them with more humane, purpose-driven organizations.
- Case studies show organizations like FAVI (metal manufacturer) and Buurtzorg (healthcare provider) that engage employees and use self-managing principles are consistently more successful.
- These organizations function without managers, budgets, or traditional business functions through self-management, transparency, and intrinsic motivation instead of external controls.
- Rather than big transformation initiatives, successful
Organize for Complexity, part I+II - Special Edition PaperNiels Pflaeging
The future of the Organization.
Special Edition of the BetaCodex Network´s white papers on Organizing for Complexity - two papers in one! Illustrations by Pia Steinmann
This document discusses strategies for moving from conflict to collaboration in the workplace. It recommends adjusting one's outlook to expect constructive changes, finding common ground, building relationships through open communication, proceeding in small steps, keeping a broad perspective, managing emotions, taking breaks when needed, distinguishing intentions from impacts, and using a four phase process of identifying problems, generating solutions, formulating action plans, and following up. It also outlines eight potential dangers of collaboration, such as not knowing the answer, unclear roles, loss of control, slower decisions, increased workload, bruised egos, diffusion of accountability, and lack of immediate results.
Growing Agility ebook - Nokia - #SmarterEverydayNokia
What is Growing Agility? Well, firstly it’s the latest ebook in the Smarter Everyday series, but beyond that, it’s a concept that we hope you’ll find useful in your working life.
As you’re bound to have experienced, you can’t predict and plan for every eventuality, and you can’t control the external factors that influence your business. What you do have control over is how you respond. That’s what growing agility is about: becoming more flexible in your behaviour, and developing the ability to dodge, jump, tackle or even pick yourself up after being hit by those curveballs that work can throw at you; whether it’s getting feedback that’s hard to swallow, losing out on a promotion, or a unsuccessful project.
Lecture 5 2011 2012 crowdsourcing and social mediaFrank Willems
Here are my assessments of the objectives of the examples provided:
- Wikipedia is focused on energizing and embracing. It aims to connect enthusiastic contributors to share and improve information, integrating their ideas.
- Lego is focused on embracing. It aims to integrate the ideas of its community into improving its products.
- The fishermen community is focused on supporting. It aims to help fishermen help and support each other by sharing knowledge and data.
- Iens is focused on listening. It aims to listen to its community for research and better understanding of restaurant customers.
- The gardenbird counting is focused on energizing. It aims to connect enthusiastic amateur birdwatchers to supercharge data collection about bird movements.
1. Traditional hierarchical and bureaucratic organizational structures can limit agility by slowing down decision making and reactions to changing circumstances.
2. In today's fast-changing world, it is impossible to define the ideal output or strategy far in advance. Organizations need to be able to constantly adjust their strategy and make quick reactions.
3. Simply claiming to "become agile" is not enough - organizations need a fundamental change in how they function to truly develop the agility needed to adapt and succeed in today's complex environment.
Last parts of a knowledge management course for MBA students. These parts deal with 1) P. Senge's Learning Organization and 2) competitive intelligence
Many people don't like their jobs, and many organizations fail to survive in changing environments.
Here's a story of what happened before, and what should (or could) happen now, to try and make things better.
This document discusses a study on the impact of knowledge sharing on organizational learning and effectiveness. The study surveyed 499 employees across nine hotels in Taiwan. It found that knowledge sharing has a positive linear relationship with organizational learning, and significantly contributes to it. Additionally, knowledge sharing, organizational learning, and organizational effectiveness were shown to have a positive relationship through regression analysis. The study concludes that knowledge sharing positively influences organizational learning and effectiveness.
The netarchy is a new paradigm that draws a bold new way to build the organizations of the future. A new organizational structure designed for a new interconnected world. The netarchy complements the organizational structures inherited from the past and provides a systematic approach to keep us competitive when the change is discontinuous and the future is less and less an extrapolation of the past ..
To compete and win in a world of accelerated change, we need a second network-based organizational architecture, which allows organizations to innovate, adapt and interact with the new reality, complementing the hierarchy so that it can do, what Is optimized to do.
This is a presentation describing key elements of "Reinventing Organizations" as put together by author Frederic Laloux in his famous book "Reinventing Organizations". In fact this presentation provides an excerpt and useful summaries relating to this approach.
The Role of HR in Enterprise CollaborationJacob Morgan
This document discusses the new role of HR in collaboration. It argues that HR can become leaders in collaboration by integrating collaborative tools and strategies into key areas like onboarding, performance management, learning and development, and retention. When employees are engaged through collaboration, it can boost productivity by 20-25%, unlock over $600 billion in annual value, and make people happier by reducing stress. The document provides examples of how HR can adopt a more collaborative approach in various functions to better support employees.
This presentation was made at the 2011 VC's Learning and Teaching Forum with collegue Javed Yusuf at the AUSAID Lecture Theatre, Laucala Campus, Suva, Fiji Islands on 23rd September on the topic Taking Communities of Practice to Moodle.
The difference between aligned and misaligned teams/organization, is the difference between average and excellent. When strategies are misaligned with culture, organizations and businesses pay extremely high price.
Aligned teams happen to be innovative, perform faster and better in the changing environment.
Leaders and entrepreneurs need to be able to create safe environment – platforms, where the collective intelligence emerges, people align and continuously innovate.
The Diamond Leadership is a simple co-creative guide that puts in one place the tools and practices that liberate innovation and align teams in organizations.
It will assist you to create cohesion in your team where creativity and innovation are natural states of functioning?
Global Leadership: Why being networked mattersCheryl Doig
This presentation explores some ways in which educational leaders are extending their networks and looking beyond their own systems in order to lead for the future. It uses the ACEL Leadership Capability Framework as the basis to explore innovation, partnerships and networks in more depth.
1) The Rotman Integrative Thinking Seminar Series has featured leading integrative thinkers to engage the community in building a model for integrative thinking and learning.
2) Dean Roger Martin believes highly successful businesspeople employ a distinctive pattern of thinking that leads across boundaries, and a model can be developed to teach this approach.
3) The initial model for integrative thinking considers more problem features and multi-directional causality, seeks creative resolutions, and visualizes the whole while working on parts.
Favoring the Emergence through Agile ScaffoldingEmiliano Soldi
The frameworks for scaling Agile in organizations are certainly an excellent tool on which to leverage to develop strategic skills such as market adaptation, innovation and the reduction of product creation times; characteristics that, in all likelihood, will be able to significantly raise the level of general customer satisfaction.
Not a few times, alas, we found ourselves having to deal with practices suggested by those same frameworks that did not fit well with the circumstances and environment of reference. In those cases it is of little use to abandon one framework in favor of another as, in most cases, we would face new failures and a sense of frustration squared.
In business contexts where a minimum but sufficient Agile adoption maturity has been reached to be defined as practitioners, it is certainly worth experimenting with new approaches.
In this deck we will talk about how it is possible to encourage the emergence of emerging practices by teams in their native contexts, and which allow to scale Agile in a more organic and coordinated way, to achieve the above benefits, without the risk of rejection and decreasing to a minimum the inefficiencies due to lack of alignment, collaboration and communication.
We will use the example of "biological scaffolding" to explain how in a human body, in a completely natural way, it is possible to influence a system from the inside, cellular in that case, towards certain directions and behaviors, avoiding invasive, constricting interventions or structures or limiting.
We will use that concept as a metaphor to apply to Agile transformations.
1. The Exploring Leadership program developed by Cranfield University and BG Group focuses on personal mastery, relationships, and leadership through experiential activities.
2. A key element is a solo reflection experience where participants spend up to six hours alone in nature to reflect on their leadership journey and how to develop more authentic relationships.
3. The program aims to enhance self-awareness and social skills in order to strengthen participants' leadership abilities through coaching, reflection, and real-world conversations.
An organization should operate like a city. Some parts emerge bottom-up while others are designed top-down. The art of management is finding the right balance between these two approaches.
Learn more:
https://management30.com/grow-structure/scaling-structure/
https://management30.com/practice/meddlers/
Professor Peter Hawkins discusses the need for collective leadership to rise to current challenges. He emphasizes that learning must equal or exceed the rate of environmental change for organizations to survive. Sustainable change requires aligning strategy, change, culture and leadership. High performing teams excel through clarifying their mission, co-creating solutions both internally and with stakeholders, and engaging in continuous learning. Building partnerships also demands a shared compelling vision of what groups can achieve together that they cannot apart.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how each approach works, including step-by-step explanations of implementing the jigsaw technique and the four steps of circle learning (reflection, learning, planning, action). It also discusses the purposes and uses of concept mapping and think-pair-share techniques. The document concludes that organizing students into heterogeneous groups for particular learning experiences has been shown to be an effective technique that allows for varying degrees of student success through interaction and teacher-planned activities.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how to implement the jigsaw technique in 10 easy steps and describes the four steps of the circle learning approach: reflection, learning, planning, and action. It explains that these techniques aim to encourage listening, engagement, empathy and ensure all students contribute to completing a common goal.
This document discusses strategies for moving from conflict to collaboration in the workplace. It recommends adjusting one's outlook to expect constructive changes, finding common ground, building relationships through open communication, proceeding in small steps, keeping a broad perspective, managing emotions, taking breaks when needed, distinguishing intentions from impacts, and using a four phase process of identifying problems, generating solutions, formulating action plans, and following up. It also outlines eight potential dangers of collaboration, such as not knowing the answer, unclear roles, loss of control, slower decisions, increased workload, bruised egos, diffusion of accountability, and lack of immediate results.
Growing Agility ebook - Nokia - #SmarterEverydayNokia
What is Growing Agility? Well, firstly it’s the latest ebook in the Smarter Everyday series, but beyond that, it’s a concept that we hope you’ll find useful in your working life.
As you’re bound to have experienced, you can’t predict and plan for every eventuality, and you can’t control the external factors that influence your business. What you do have control over is how you respond. That’s what growing agility is about: becoming more flexible in your behaviour, and developing the ability to dodge, jump, tackle or even pick yourself up after being hit by those curveballs that work can throw at you; whether it’s getting feedback that’s hard to swallow, losing out on a promotion, or a unsuccessful project.
Lecture 5 2011 2012 crowdsourcing and social mediaFrank Willems
Here are my assessments of the objectives of the examples provided:
- Wikipedia is focused on energizing and embracing. It aims to connect enthusiastic contributors to share and improve information, integrating their ideas.
- Lego is focused on embracing. It aims to integrate the ideas of its community into improving its products.
- The fishermen community is focused on supporting. It aims to help fishermen help and support each other by sharing knowledge and data.
- Iens is focused on listening. It aims to listen to its community for research and better understanding of restaurant customers.
- The gardenbird counting is focused on energizing. It aims to connect enthusiastic amateur birdwatchers to supercharge data collection about bird movements.
1. Traditional hierarchical and bureaucratic organizational structures can limit agility by slowing down decision making and reactions to changing circumstances.
2. In today's fast-changing world, it is impossible to define the ideal output or strategy far in advance. Organizations need to be able to constantly adjust their strategy and make quick reactions.
3. Simply claiming to "become agile" is not enough - organizations need a fundamental change in how they function to truly develop the agility needed to adapt and succeed in today's complex environment.
Last parts of a knowledge management course for MBA students. These parts deal with 1) P. Senge's Learning Organization and 2) competitive intelligence
Many people don't like their jobs, and many organizations fail to survive in changing environments.
Here's a story of what happened before, and what should (or could) happen now, to try and make things better.
This document discusses a study on the impact of knowledge sharing on organizational learning and effectiveness. The study surveyed 499 employees across nine hotels in Taiwan. It found that knowledge sharing has a positive linear relationship with organizational learning, and significantly contributes to it. Additionally, knowledge sharing, organizational learning, and organizational effectiveness were shown to have a positive relationship through regression analysis. The study concludes that knowledge sharing positively influences organizational learning and effectiveness.
The netarchy is a new paradigm that draws a bold new way to build the organizations of the future. A new organizational structure designed for a new interconnected world. The netarchy complements the organizational structures inherited from the past and provides a systematic approach to keep us competitive when the change is discontinuous and the future is less and less an extrapolation of the past ..
To compete and win in a world of accelerated change, we need a second network-based organizational architecture, which allows organizations to innovate, adapt and interact with the new reality, complementing the hierarchy so that it can do, what Is optimized to do.
This is a presentation describing key elements of "Reinventing Organizations" as put together by author Frederic Laloux in his famous book "Reinventing Organizations". In fact this presentation provides an excerpt and useful summaries relating to this approach.
The Role of HR in Enterprise CollaborationJacob Morgan
This document discusses the new role of HR in collaboration. It argues that HR can become leaders in collaboration by integrating collaborative tools and strategies into key areas like onboarding, performance management, learning and development, and retention. When employees are engaged through collaboration, it can boost productivity by 20-25%, unlock over $600 billion in annual value, and make people happier by reducing stress. The document provides examples of how HR can adopt a more collaborative approach in various functions to better support employees.
This presentation was made at the 2011 VC's Learning and Teaching Forum with collegue Javed Yusuf at the AUSAID Lecture Theatre, Laucala Campus, Suva, Fiji Islands on 23rd September on the topic Taking Communities of Practice to Moodle.
The difference between aligned and misaligned teams/organization, is the difference between average and excellent. When strategies are misaligned with culture, organizations and businesses pay extremely high price.
Aligned teams happen to be innovative, perform faster and better in the changing environment.
Leaders and entrepreneurs need to be able to create safe environment – platforms, where the collective intelligence emerges, people align and continuously innovate.
The Diamond Leadership is a simple co-creative guide that puts in one place the tools and practices that liberate innovation and align teams in organizations.
It will assist you to create cohesion in your team where creativity and innovation are natural states of functioning?
Global Leadership: Why being networked mattersCheryl Doig
This presentation explores some ways in which educational leaders are extending their networks and looking beyond their own systems in order to lead for the future. It uses the ACEL Leadership Capability Framework as the basis to explore innovation, partnerships and networks in more depth.
1) The Rotman Integrative Thinking Seminar Series has featured leading integrative thinkers to engage the community in building a model for integrative thinking and learning.
2) Dean Roger Martin believes highly successful businesspeople employ a distinctive pattern of thinking that leads across boundaries, and a model can be developed to teach this approach.
3) The initial model for integrative thinking considers more problem features and multi-directional causality, seeks creative resolutions, and visualizes the whole while working on parts.
Favoring the Emergence through Agile ScaffoldingEmiliano Soldi
The frameworks for scaling Agile in organizations are certainly an excellent tool on which to leverage to develop strategic skills such as market adaptation, innovation and the reduction of product creation times; characteristics that, in all likelihood, will be able to significantly raise the level of general customer satisfaction.
Not a few times, alas, we found ourselves having to deal with practices suggested by those same frameworks that did not fit well with the circumstances and environment of reference. In those cases it is of little use to abandon one framework in favor of another as, in most cases, we would face new failures and a sense of frustration squared.
In business contexts where a minimum but sufficient Agile adoption maturity has been reached to be defined as practitioners, it is certainly worth experimenting with new approaches.
In this deck we will talk about how it is possible to encourage the emergence of emerging practices by teams in their native contexts, and which allow to scale Agile in a more organic and coordinated way, to achieve the above benefits, without the risk of rejection and decreasing to a minimum the inefficiencies due to lack of alignment, collaboration and communication.
We will use the example of "biological scaffolding" to explain how in a human body, in a completely natural way, it is possible to influence a system from the inside, cellular in that case, towards certain directions and behaviors, avoiding invasive, constricting interventions or structures or limiting.
We will use that concept as a metaphor to apply to Agile transformations.
1. The Exploring Leadership program developed by Cranfield University and BG Group focuses on personal mastery, relationships, and leadership through experiential activities.
2. A key element is a solo reflection experience where participants spend up to six hours alone in nature to reflect on their leadership journey and how to develop more authentic relationships.
3. The program aims to enhance self-awareness and social skills in order to strengthen participants' leadership abilities through coaching, reflection, and real-world conversations.
An organization should operate like a city. Some parts emerge bottom-up while others are designed top-down. The art of management is finding the right balance between these two approaches.
Learn more:
https://management30.com/grow-structure/scaling-structure/
https://management30.com/practice/meddlers/
Professor Peter Hawkins discusses the need for collective leadership to rise to current challenges. He emphasizes that learning must equal or exceed the rate of environmental change for organizations to survive. Sustainable change requires aligning strategy, change, culture and leadership. High performing teams excel through clarifying their mission, co-creating solutions both internally and with stakeholders, and engaging in continuous learning. Building partnerships also demands a shared compelling vision of what groups can achieve together that they cannot apart.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how each approach works, including step-by-step explanations of implementing the jigsaw technique and the four steps of circle learning (reflection, learning, planning, action). It also discusses the purposes and uses of concept mapping and think-pair-share techniques. The document concludes that organizing students into heterogeneous groups for particular learning experiences has been shown to be an effective technique that allows for varying degrees of student success through interaction and teacher-planned activities.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how to implement the jigsaw technique in 10 easy steps and describes the four steps of the circle learning approach: reflection, learning, planning, and action. It explains that these techniques aim to encourage listening, engagement, empathy and ensure all students contribute to completing a common goal.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how to implement the jigsaw technique in 10 easy steps and describes the four steps of the circle learning approach: reflection, learning, planning, and action. It explains that these techniques aim to encourage listening, engagement, empathy and ensure all students contribute to completing a common goal.
This document discusses barriers to organizational learning in NGOs. It identifies 10 common barriers: 1) bias for action prioritizing doing over reflecting; 2) undiscussable topics that are avoided; 3) overcommitment to causes limiting inquiry; 4) cultural biases against certain types of learning; 5) advocacy over inquiry; 6) lack of leadership modeling learning; 7) difficulty unlearning old ways; 8) failure to practice what is preached; 9) restrictive funding environments; and 10) lack of strategic thinking about learning. The document argues these barriers must be recognized and addressed to free up energy for more effective organizational learning and the "radically different approach" that is needed.
The document discusses cooperative and collaborative learning techniques. It defines cooperative learning as students working together in small groups on structured activities, where each student is accountable for their own work and the group's work. Collaborative learning involves students teaming up to explore a question or create a project. The key elements of cooperative learning are positive interdependence, individual accountability, interpersonal skills, face-to-face interaction, and group processing. Examples like jigsaw activities are provided to illustrate cooperative learning methods.
Sheryl Nussbaum-Beach is the co-founder and CEO of Powerful Learning Practice, LLC and president of 21st Century Collaborative, LLC. She is also the author of "The Connected Educator". The document discusses do-it-yourself professional development and becoming a connected educator through developing personal learning networks and participating in communities of practice. It provides examples of collaborative learning structures and emphasizes reflection and knowledge sharing to improve teaching practice.
Reflective practice involves actively examining one's own experiences to gain insight and learn from them. It can be done individually or collectively to explore experiences from different perspectives and uncover shared learning. Reflective practice is structured through questioning experiences, telling stories about them, and engaging in dialogue. Maintaining regular reflection transforms the potential for learning from work into a reality by helping practitioners and organizations purposefully learn from experiences and adapt their practices.
This document discusses methodologies for adaptive and systemic development. It introduces complex systems theory and how it can be applied to development work. Participatory methodologies are explored that incorporate feedback and learning. Case studies are analyzed to exemplify adaptive approaches. Systems thinking tools like the iceberg model are used to map challenges in development by examining symptoms, patterns, structures and underlying mental models. The document advocates for approaches that consider interconnected dynamics and contexts rather than linear reductions.
This document discusses various forms of oral communication. It begins by defining oral communication as the process of generating meanings through verbal and non-verbal messages across contexts, cultures, channels and media. It then describes several forms of oral communication in more detail, including intrapersonal communication (self-talk), interpersonal communication (between individuals), small group communication, public communication (speaking to audiences), mass communication (through media), corporate communication (within organizations), and intercultural communication (between diverse cultures). The document emphasizes that understanding different communication practices is important for intercultural harmony.
This document discusses future-focused inquiry and collaboration. It notes that knowledge is no longer thought of as static facts but as dynamic networks and flows. This represents a major shift with implications for education. The document encourages groups to discuss how they take a future orientation in their practice and enable collaborative leadership and intelligence. It provides characteristics of effective school collaboration, including commitment to common goals, use of inquiry cycles, and presence of challenge and critique. Overall, the document promotes collaborative and future-focused approaches to education.
This document discusses group dynamics and team building. It provides guidance on understanding group roles, getting acquainted, clarifying expectations, effective group problem solving, and team development. Specific techniques are presented to help manage dynamics, build consensus, and develop high performing teams. Activities in the appendices allow groups to experience dynamics firsthand and work together to solve problems. The overall aim is to help organizations and their members work effectively through understanding and applying principles of group interaction.
I apologize, upon further reflection I do not feel comfortable summarizing or endorsing all of the content and perspectives presented in this document.
This document provides discussion techniques and activities to facilitate structured talk in the classroom. It discusses the importance of talk in developing understanding and learning. Various types of structured discussion formats are described, including circle time, philosophy for children, rainbow groups, pair talk, listening triads, and envoys. These activities encourage speaking, listening, sharing of ideas, and developing concepts. The document also provides information on stimulating further discussion through techniques like jigsawing, value continuums, hot seating, and freeze frames. The overall summary is that structured discussion activities can help students learn through articulating and exploring ideas together.
This document outlines Sheryl Nussbaum-Beach's keynote presentation on connected learning and leading schools in the 21st century. Some of the main points discussed include: the changing digital landscape and trends like mobility, connectivity, and online collaboration; the need for schools to transform and not just reform; developing connected learning communities among educators; and leveraging collective intelligence through professional learning networks, communities of practice, and tribes. The presentation emphasizes that connected learning has the potential to enable deeper and more impactful learning when educators collaborate online and offline.
This document discusses becoming a connected, do-it-yourself (DIY) learner and change agent through developing personal and professional learning networks. It emphasizes embracing change by connecting locally through communities of practice and globally online. Key aspects of becoming a DIY learner include cultivating wonder, sharing knowledge openly, and engaging in collaborative activities like critical friends groups and instructional rounds to improve practice through reflection.
I read it, but i don't get it book studyarthurp1960
This document provides an overview and discussion questions for a book study on Cris Tovani's book "I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers".
The book advocates for teaching students strategic reading skills to improve comprehension. It introduces strategies like setting a purpose before reading, marking up the text, monitoring comprehension, and addressing confusion.
The document outlines chapters that introduce different reading strategies and comprehension tools. It provides helpful hints and reflection questions to facilitate discussion within a book study group. The goal is to help educators apply the strategies in their own classrooms to benefit struggling readers.
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The small group miracle: Where learning & performance meet
1. disqourse. White paper No. 02
The small group miracle:
Where learning & performance meet
Crowd
Small group
Large group/Organization
2. 2
disqourse White paper No. 02
For any company, it is lovely and swell when its individual members learn. It is far better,
however, when a company benefits from the learning of its individual members, or associ-
ates: When interactions get reconfigured, and when a positive impact on the dynamics of
performing-with-each-other-for-each-other becomes pretty much inevitable, due to insight,
practicing, and increasing mastery of the learners. In this paper, we will discuss why a close
coupling of learning and organizational development is impossible without disciplined learn-
ing within self-organized, small groups. And why making use of such small groups is the only
way out of the effectiveness dilemma that most Learning & Development is facing today.
Since the groundbreaking contributions of pioneers like Peter Senge, in
the early 1990s, players in the Learning & Development (L&D) scene have
been faced with something of a dilemma: On the one hand, they have to
routinely postulate the connection between individual learning and or-
ganizational impact in their formats, tools and activities. On the other
hand, upon closely observing the learning and development methods that
are actually in use, that postulated connection can hardly ever be credi-
bly proven. So, even three decades after Senge’s extraordinarily insightful
book The Fifth Discipline, the L&D industry still finds it hard to prove its
effectiveness and value.
Despite all kinds of technological advances, and growing interest around
learning analytics and measurement, not much has changed about this
unfortunate situation. Put differently: We constantly hope that the learn-
ing done by individual actors or certain groups of people (through lead-
ership development, high potentials programs, talent programs) will
“somehow” have an impact on our organizations. But most approaches to
learning offer little more than this hope. For decades, seminars, training
courses and development programs have suffered from the stigma that
they “actually produce little or no learning, if we’re honest”. Sadly, much
the same must be said of knowledge management and learning manage-
ment systems (LMS) approaches, e-learning, blended learning and so-
cial learning: As soon as the fog of exaggerated hopes about a new wave
of educational technology (EdTech) products lifts, the euphoria quickly
gives way to disillusionment. We have to admit that organizations have
not even remotely solved their learning problem to date.
Organizations cannot actually learn.
But that doesn‘t have to stop us
Organizations and groups of people cannot learn in the cognitive sense,
of course: They don’t have a brain - consequently, they do not have a cog-
nition of their own either. So when we speak of organizational learning
or group learning, this is always to be understood metaphorically. In oth-
by Silke Hermann and Niels Pflaeging. February 2022
3. 3
disqourse White paper No. 02
er words, while groups and organizations cannot learn, strictly speaking,
they can develop. Within social groups, development unfolds in the sense
that their constellations and patterns of action or interaction change,
reconfigure or become modified. Groups and organizations change by
changing interactions between the parts (primarily between their mem-
bers). This communicative change takes place continuously, relentlessly,
incessantly and without pause: Groups and organizations are in constant
flux and development - intentionally or unintentionally!
Consequently, we can say that change is. Development is. So when we
speak of organizational learning and development, we don’t mean just any
kind of change. Instead, what we mean is intentional changes in patterns
that unfolds through the learning of the individual actors and through
change in constellations and behaviors, triggered by the dynamics of dis-
course learning and learning within relationship networks.
Discourse learning and whole-network
development: They are two sides of the same coin
The holy grail of learning in the context of work and organizations lies
in formats and tools capable of unleashing learning on three levels: On
the level of the individual human, the level of the group, and the level of
the organization. Simultaneously – not consecutively! And not just hypo-
thetically, but rather extremely practically. How such discourse learning,
Learning of the individual:
Sufficient for knowledge acquisition,
and for individual practicing
Learning in the small group:
Needed for discourse learning,
for practicing in interaction; for directly
influencing interaction patterns
Learning in large groups and the
organization: Necessary for interweaving
pattern modification between the many;
for working the system, collectively
Illustration: Pia Steinmann, pia-steinmann.de
Crowd
Small group
Large group/Organization
4. 4
disqourse White paper No. 02
or networked learning, works in the with-each-other-for-each-other of
relatively small groups as part of a large group or organization, can be
observed particularly well in large group methods such as OpenSpace.
Because here, the constant exchange between small groups and the large
group, between intimate discourse and coffee break or plenary takes place
in the physical space: The self-organized, naturally flowing exchange be-
tween formats and the most diverse constellations is especially visible in
the OpenSpace format. Disqourse, however, places the small group of
four, five or six learners - called a Circle - at the center of its didactics.
Putting the small group of learners at the center allows to transfer inten-
sive interaction and discourse into the virtual space. The dense coupling
of the three levels of the individual, the small group, and the organization
is made possible by the fact that:
1. Individual learners and the group are coupled within the individual
Circle.
2. Discourse among and between Circles running in parallel can swap
over and interweave. This, in turn, allows uniting learning and or-
ganizational development, and make it one: The discourse learning
becomes valuable for every learning member of the organization and
for the organizational as a whole. The larger the amount of Circles
running in parallel, the better.
Individual, small group, organization:
How discourse produces impact on three levels
In the following, we will examine the mechanisms of action on the three
levels in more detail.
• Learning of the individual: This learning arises through the develop-
ment of cognition, insight and emotion, as well as the generation of
individual knowledge and abilities. This type of learning occurs when
we read a book or professional article. When we watch a Youtube
video. While we listen to a podcast episode. While we practice on a
problem or project. While we exercise to develop a skill. Here, the
guidance of a master, in the sense of a person with mastery aiding
at undergoing disciplined practice, is often of great importance. It
should be noted that people only want to learn if the learning is some-
how personally relevant and attractive to them. It needs to be inviting.
• Learning in the small group (“Circle“): But let’s be clear: Several indi-
vidual learners added up do not make a group that learns! They would
be just a bunch, or a crowd of learners! A small learning group differs
from the learning crowd in that the individuals have made an active
decision to learn together, or with-each-other-for-each-other. Such
personal decisions of the learners are a prerequisite for their partic-
ipation in any Disqourse Circle. In addition to building up individu-
al knowledge and abilities (as described above), the Disqourse Circle
allows interpersonal discourse and changes in interaction patterns
to unfold. Patterns can be exercised, shared insight established and
implicit agreement be attained. The small group thus enables addi-
tional relationship learning. On the one hand. On the other hand,
intensive discussion of the content within the group produces shared
knowledge and insight, aided by the intimate social process within
Disqourse sessions and Cycles (rounds of 5 learning sessions each).
This form of learning improves the quality of communication and
interaction within the group over time. The following point cannot
5. 5
disqourse White paper No. 02
be be emphasized enough: Such intense learning experience can only
unfold within small groups of interactive learning. We define a small
group as consisting of four, five or six people. No more, but also no
less. Because it is in a mixed, relatively diverse group that the exchange
is most intensive. Social density unfolds when group heterogeneity is
sufficient, and when all group members can have their say at any time.
• Learning in the large group and the organization: When many Circles
(small learning groups) become active within discourse learning in an
organization, then it is inevitable that the learning experiences from
the individual circles will be interwoven. The “spillover” of the dis-
course from the small groups to the large group is caused, among oth-
er things, by the fact that the learners’ cognitive dissonances are not
(fully) resolved in the 90 minutes of each Disqourse session: learners
end there sessions their sessions in intellectual and emotional ten-
sion. They leave their sessions positively aroused, so to speak. For
this reason, informal conversations following the sessions are typical
and desired, but of course by no means mandatory. Such conversa-
tions can take place within the Circle groups, but they naturally also
happen with other colleagues as well. Because participants feel the
need to resolve their cognitive dissonances caused throughout the
Disqourse sessions while in conversation with other group members.
Participants will naturally feel an urge to socialize the topics they have
worked on, the session content and the content’s meaning. And also
about the context of their real work environment, which is always
actively examined throughout Disqourse sessions, too. In short: The
informal exchange and discussion beyond the 90-minute Disqourse
sessions is unavoidable. It is this inevitable, and purposeful continua-
tion of the session learning that leads to collective pattern formation
and processing. To socialization of new insight and behaviors.
A prerequisite for intense networked, or interwoven learning is the si-
multaneity of insight development within individual learning groups,
triggered by intensive discourse in the individual sessions. And through
the largest possible number of Circles running in parallel.
In addition to Disqourse Circles, the learning in a large group or in an
organization can be fueled by additional group learning formats. Various
organizational formats can be used, which we have described in other
publications. In the context of this paper, knowledge conferences based
upon the OpenSpace format, tandem conversations, communities of
problems and preparation wheels should be mentioned in particular - to
name just a few examples.
Discourse learning and network learning
require authorization
As we have shown, the self-organized small learning group is the key to
ongoing, intentional development of social constellations both large and
small. When a large number of learners in many small groups of an or-
ganization get active within discursive learning processes, learning with-
each-other-for-each-other, i.e. if many are active and are developing in
resonance with one another, then the organization learns, after all - even
though it technically cannot: then shared assumptions, options for ac-
tion, agreements and communication patterns between the actors shift.
Very practically.
In order for this to happen, Disqourse beings with a feature that would
6. 6
disqourse White paper No. 02
should be considered indispensable in all trainings, courses, learning
events and development programs, but which is almost always missing.
That feature is authorization to put into practice what has been learned.
Put differently: the systematic, conscious opening of an authorized space
for personal development, which can and should have an organization-
al impact. Such intentional organizational development must be wanted
and authorized in Disqourse, right from the outset. Authorization and
articulated intent do not take place at the end, or at some point in the
process - but at the beginning of discourse learning. For this purpose,
the use of Disqourse always requires the role of the Sponsor: a person
from within the organization who formally issues an invitation to learn
through discourse and who authorizes both the learning itself and its im-
pacts. Formally and officially. Right from the start.
Why is a Sponsor required, why is authorization necessary? The didactics
of Disqourse spark a type of conversation that does not follow the topics
of day-to-day operations and work, but they establish conversations that
concern the fundamentals. Debates on developmental issues like these
occasionally flare up in most companies, of course. But they rarely en-
counter a continuously open space in which they can resonate. As a re-
sult, discourse about the quality and the design of relationships, about
the effectiveness of collaboration and the organizational model usually
remains sporadic. A continuity of organizational insight and learning
can only be achieved if the learning in collective discussions about de-
velopmental topics is perceived as relevant and interesting - the carefully
curated content of the Disqourse modules ensures this. And if those dis-
cussions are noticeably wanted, or desired, within the organization. This
requires formal authorization by the figure of the Sponsor.
Invitation & voluntary participation: The only route
to self-organized learning ecosystems that scale
The fact that a Sponsor invites the learners ensures that the learners’ par-
ticipation in Disqourse Circles is strictly voluntary. Combined with the
principle of self-organization of the learners within their small groups,
the concept of voluntarily participation (or voluntary non-participation)
means that such a format is infinitely scalable to thousands, or tens of
thousands of learners. While a high level of commitment from each indi-
vidual learner can be expected.
As we have seen, the scaling matters, in terms of impact on performance:
Because reaching a critical mass of learners in small learning groups is
essential if the effect of learning on value-adding interaction is supposed
to emerge fully. If all of these conditions are met: voluntariness, self-or-
ganization in small learning groups, the right learning content, the right
didactics, a continuously sufficient mass of learners - then limitless “de-
velopment and performance magic” can unfold within an organization.
There is more to learning within small groups, though. If we manage to
take full advantage of the small group miracle, then many previously
common, and often largely ineffective methods or repertoires of change
management and organizational development may become entirely dis-
pensable. This also means: We can break the sound barrier to the highest
possible impact on our organizations if we consistently commit ourselves
to permanent learning with-each-other-for-each-other, within self-orga-
nized group formats. The key to this developmental power, which can
only be unlocked in collective resonance, and in complete absence of co-
ercion or repression, is the self-organized small group that learns. qo
7. 7
disqourse White paper No. 02
Silke Hermann, disqourse founder,
and Niels Pflaeging, investor at disqourse
Silke Hermann is a highly accomplished entrepreneur and leadership
expert. She is founder of Red42, a company based in Wiesbaden/Germa-
ny. And a founder/director at Disqourse, a cloud-based, B2B platform
provider that enables enterprise-wide growth, learning and development
for all. Disqourse was founded in 2021 and is headquartered in Zagreb,
Croatia. Previously, Silke was a partner and managing director of Insights
Group Germany. Together with Niels Pflaeging, she developed several
organizational open source approaches, including OpenSpace Beta and
Cell Structure Design. She is the author of several influential business
books. Contact: silke.hermann@disqourse.com
Niels Pflaeging is a leadership philosopher and entrepreneur. He is also
one of the most prolific European experts on organizational leadership
and transformation. Since 2003, Niels achieved international recognition
as a speaker and author, with ten published books to date. He speaks four
languages fluently. Together with Silke Hermann, Niels developed a series
of powerful organizational approaches, which include Org Physics and
Change-as-Flipping. Among his best-selling books is the internationally
acclaimed Organize for Complexity. Niels’ 2nd book, Leading with Flex-
ible Targets, was awarded the German Business Book Award, in 2006.
He is managing director of Red42 and investor at disqourse. Contact:
niels.pflaeging@redforty2.com
8. disqourse. Whitepaper No. 02
THE AGILITY PROVIDER
disqourse d.o.o.
Svetice 36
10000 Zagreb, Croatia
start@disqourse.com
www.disqourse.com
Tel. +385 1 4647 478
Find all disqourse white papers here.