Harold Jarche

Hard-wired for Collaboration

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According to this article on The World Cafe we humans may be more inclined to collaborate rather than compete:

Swedish scientists have done extensive research on this and they found we first lived in small groups of 20 to 100 people who in any given week averaged 2.5 days for gathering and hunting and 4.5 days on talking. The conclusion they came to from this data was that the brain, the neurological system, and our hormonal systems have had 90,000 years of programming us for talk and collaboration, and only 10,000 years for competition and fighting.

Dave Pollard sees collaboration and facilitation as a skill that he has developed as he has matured:

The role of facilitator, as I try to practice it now, entails the following:

  • Pay attention, listen, and understand why things are the way they are now.
  • Probe to discover what the obstacles are to co-workers’ work effectiveness, and work to remove those obstacles.
  • Imagine ideas, suggest frameworks, co-develop visions, and create tools, that might make things easier. Offer them, demonstrate them, as experiments, and then let the group do what they will with them — evolve them, adapt them, or fail them. Let what works work, and let what doesn’t work go.
  • Appreciate — thank your co-workers and show you appreciate their work and their ideas.
  • Collaborate when you are invited to do so. Invite others to collaborate to solve important workplace problems.

A few years ago I talked about collaborating to compete and it still seems more natural to me than trying to compete head to head with a winner-take-all attitude. The challenge is that our models from the past few thousand years don’t help us much. School is still competitive and so are sports and much of our business. Collaborative inter-networked technologies seem to be helpful in fostering collaboration but we really need to work on the social, cultural and economic models to reassert the importance of collaboration.

Places like the Commons could provide alternative economic models, but even that is proving to be a hard sell.

Revolutionary Wealth – Review

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The Toffler’s continue their series of books on the rise of the Third Wave, or knowledge economy, with Revolutionary Wealth. As with several of their other books, this one looks at the larger and deeper patterns affecting our economies and societies as certain parts of the world make the transition from the second wave (industrial) economic structure. The three deep fundamentals that most economists do not examine are said to be – time, space and knowledge. Changes in each of these are having profound effects on us. Even more so, we are seeing conflicts between first wave (agrarian) societies with second and third wave ones. In many countries, all three co-exist and tensions occur as each has fundamentally different values, priorities and institutional needs.

I thoroughly enjoyed this book which is bound to expand anyone’s perspectives on the state of the world. It is neither pessimistic nor optimistic. The discussions on energy use are a refreshing change from much of the hyperbole in the media and the few references to education are clear and succinct. “The coming clash will set defenders of our existing educational factories against a growing movement committed to replacing them – a movement comprising four key elements … Teachers …  Parents … Students …  Business.”

Probably the best audience for this book would be our politicians and corporate leaders, as it provides a good overview of the “big picture”, which is missed by many in these two groups.

Other books I would recommend.

Need Firefox-Thunderbird Help

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I’m using Firefox 2.0.0.4 and Thunderbird 2.0.0.4, both with default themes on Win XP SP2, and recently the “File-Send Link” function stopped working. I checked the forums and found out that this was a problem with the Beta release but can’t find any info on later problems or issues. I’ve checked both programs for updates.

Any advice out there? No, I don’t need advice to switch to Linux or to Mac, as I plan to leave Windows completely next year. For now, XP suits me fine.

Confusing Means and Ends

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Ends are what you are trying to achieve while means are how you get there. Sometimes these get confused. For example, these are means:

  • Process Improvement
  • Education & Training
  • Compensation
  • Technology
  • Quality

So anyone pushing training (including e-learning) is selling a means to an end. First, you have to know what ends you’re trying to achieve. Ends can be 1) outcomes, 2) outputs or 3) performance. Training can help improve performance, but before you put on your instructional designer hat and get down to creating stuff, you need to align the means with the ends. That’s where performance analysis comes in.

If you subscribe to the ADDIE process, or some variant of it, you still have to get to the point of establishing (or confirming)  the ends that you are trying to achieve. For training development shops, the model should look something like this:

first-base.jpg

And so “ends” my series over the past couple of weeks on performance improvement (for now).

Adding performance support to the trainer’s toolbox

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The way that people work in any organisation is influenced by several factors. When I conduct a performance analysis I look at factors such as expectations, capacity, incentives, feedback, tools and skills.

If you put a group of people in a room and ask them to describe a performance problem at work and then to classify these, you will find that about 15% are due to a lack of skills & knowledge. I’ve seen this on several occasions and my own experience with workplace performance analysis bears it out as well.

Training is an effective instrument to address a lack of skills and knowledge, but not any other performance factors. That means that at best, training helps with less than 1/5 of an organisation’s human performance issues. On the other hand, performance support tools can be used to address a lack of information resources. By just adding performance support (non-instructional interventions) to a training designer’s toolbox, you are likely doubling your value to your organisation or your clients.

My own performance toolbox is a start to learn more, and here are some basic reference books I’ve used over the years:

DIF Analysis

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Previously, I had mentioned DIF (difficulty, importance, frequency) Analysis as a tool that I used in the military to determine if job tasks required training. I finally got around to creating the expanded model in a digital format, so here it is.

expanded-dif.jpg

In making these tools available online some people ask if I’m giving away some secrets to the trade. I don’t think so, because these are pretty basic tools which I’ve been using for over a decade and many others use as well. Also, the world of work is getting to a point where performance improvement may not be the best approach. In knowledge-intensive workplaces, procedures and tasks can’t be easily quantified. Tools like DIF analysis only work when there are similar jobs done by several people. They won’t help in a creative work environment like a design shop.

My own interest is to develop new tools and methods, beyond human performance technology and instructional design. Methods like online personal knowledge mastery are of current interest.

In Canada, salaried work is a mug’s game

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If you ever needed a reason to work on your own and join the growing ranks of the self-employed, a recent report by the Canadian Centre for Policy Alternatives may give you a clear financial reason. According to the Financial Post (not exactly a socialist paper):

The prolonged period of economic prosperity that Canada has enjoyed resulted in a 72-per-cent increase in economic output between 1975 and 2005, growth that has continued since, it [CCPA] noted.

The benefits of the growth, however, have not been reflected in workers’ paycheques, it added. “Canadians’ average real wages, which are wages adjusted for inflation, have not increased in more than 30 years.”

Corporations have had continuous profits while workers have seen none of it. Trickle down economics doesn’t work. One of the few options for individual workers is to establish a new work contract. However, unions are losing influence and collective bargaining hasn’t done much for workers’ wages.

It’s getting easier for individuals to connect with social applications like Facebook and we are also seeing tools like Linked-In for business. The tools for individual workers to connect and collaborate are now available, though we don’t have the culture or mindset to fully embrace them yet.

Given that corporate profits have been made at the expense of the labour force, free-agentry should be looking  like a better option for a lot of people. Places like work commons can support this shift but other models are necessary. For example, we have a green builders’ cooperative here in town. More flexible taxes could also help new micro-businesses, but first we’ll have to educate the politicians. The data from the CCPA are a start.

Designing Learning for Any Style

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Learning styles are often used as a catch-phrase to say that the training will be suitable for different tastes and abilities. Clark Quinn has one word on learning styles – rubbish. I agree, noting that Will Thalheimer still hasn’t had to pay anyone on his challenge, “I will give $1000 (US dollars) to the first person or group who can prove that taking learning styles into account in designing instruction can produce meaningful learning benefits.”

Without citing more research (you can follow the links and comments on the above and find out more), here are three practical approaches that you can incorporate into any instruction:

Read Ruth Clark’s Six Principles of Effective e-Learning (PDF) from The E-Learning Guild

Buy the book, Learning to Solve Problems: An Instructional Design Guide by Dave Jonassen

Use CAST’s Universal Design Principles:

  • Multiple means of representation, to give learners various ways of acquiring information and knowledge,
  • Multiple means of expression, to provide learners alternatives for demonstrating what they know,
  • Multiple means of engagement, to tap into learners’ interests, offer appropriate challenges, and increase motivation.

National Day of Action

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Last week was Canada’s National Aboriginal Day and today is the National Day of Action. You could say that we had the traditional conference last week followed by the unconference this week. Chris Corrigan does a lot of work with First Nations and has written a counter post to a recent article in the Globe & Mail by Margaret Wente. As someone who is close to the problem, but also has a systems view, this is worth reading, especially today:

Those of you that have read my ramblings over the years will know how I feel about education. Learning how to read is a good thing. Learning how to learn is a good thing. Education is another thing. It is the last sacred cow in Indigenous communities, the idea that the school system actually sustains the problems that our communities face. We could talk a lot about this, but I think schools in general don’t hold the solution to all the problems. Learning does though. That’s what the Elders say anyway, not that Margaret Wente puts much stock in them.

Job Aids & Performance Support

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I’m currently working on a project that requires me to get back to some performance and training analysis. Of course, my initial outlook is that training can often be a problem looking for a solution.

I had to review the basics and decided to read Rossett & Schaffer’s, Job Aids & Performance Support. This is a good introduction to performance support, and more up to date than Gery’s classic EPSS. The section on when performance support is appropriate is a good reminder for everyone in our field:

  • When performance is infrequent
  • When the situation is complex
  • When the consequence of errors is intolerable
  • When performance depends on a large body of information
  • When performance is dependent on knowledge or information that changes frequently
  • When performance can be improved through self-assessment
  • When there is a high turnover rate
  • When there is little time or money for training

Sound like any workplace you know?

There is an excellent sidebar in the book by Marc Rosenberg, author of Beyond e-Learning:

This is our challenge when we blend interventions to solve performance problems. We must recognize that relying solely on blending instructional solutions is not always the best way to meet the economic worth test for long-term, sustainable and valued performance improvement. Including performance support in the mix lowers overall investment, reduces time to competence, and makes the solution more durable over time …

I’m still amazed that performance support is not seen as a standard intervention for all training and learning organisations. The data are there; it works.