Entrepreneurship for students

I’ve been asked by a local high school teacher to spend some time with his students on Friday:

if you wouldn’t mind coming in and sharing some of your expertise with my Business, Organization and Management Class …

particularly what I would hope you could offer is how you as an entrepreneur have made the switch from a past life and career, some of the risks and challenges you faced, and of course how you have Managed and Operated your consulting firm to fill specific niches locally, regionally and nationally if applicable …

one of those niches I was hoping we could focus on is maybe a deeper look at cooperatives and how they are formed, structured and work, and your experience in them

I’m not really an entrepreur, as I view freelancing as quite different from entrepreneurship. Freelancers have less risk, but don’t build any equity. Anyway, I’m thinking about discussing how the web has significantly changed many business models and talking about some of the lessons I’ve picked up from my clients over the past decade.

Any advice or recommendations for a one hour session with these Grade 11 students? Does anyone know of a good, but short, video that I could use to generate a discussion on business?

From Concept to Commons

BACKGROUND

About five years ago I met Barry and Pam at the Atlantic Wildlife Institute, which is located about 15 KM outside of Sackville on a large property bordering the headwaters of the Tantramar River. At the time, AWI consisted of about a dozen buildings, each designed for a specific type of animal care.

The Institute takes in wildlife in the same way that a researcher would take air or water samples. Each animal tells a story and through hands-on care and possible release, we can learn about the causes of displacement, most of which are due to human actions. However, caring for animals is not enough. What is learned has to be passed on to others, so that the entire community can work to maintain the diversity of species necessary for life. There’s more information on the AWI website. Too often, environmental knowledge gets passed on only to those who are already committed, so AWI also reaches out through programs such as youth at risk. AWI is really about learning.

OUR FIRST MAJOR PROJECT

In order to create a focal point for learning activities, we decided to build a learning centre a few years ago. It would be slightly removed from the wildlife care facilities, so that the animals would not be bothered (AWI is not a zoo). We were able to build the Wildlife Learning Centre, at a cost of almost $400,000 through the support our many partners. This project showed us what we could do by working in collaboration with government, the private sector, academia, and the community.

WLC

The success of this project started several conversations. For example, we knew that with the limited staff that we had, we could not get our message out to everyone. We also wanted to start a network that would help to get science-based practices out to everyone who might come into contact with wildlife, ranging from the general public to veterinarians. For instance, many of the animals that arrive at AWI should never have been disturbed in the first place.

We wanted to build a more public office that would connect with the community and act as a node in the embryonic network. The idea was to create an environmental services centre in Sackville, which was already home to the Canadian Wildlife Service, Bird Studies Canada and other environmental groups. In 2005 we started talking to community groups and interested individuals and from these conversations our idea grew.

Almost every group that we met with had the same issue. They all needed space to do their work or to operate their programs. Few had dedicated buildings and they were constantly looking for low-cost locations. Many were operated out of someone’s house. The problem was that most lacked the consistent funds to pay rent on a long-term basis.

A COMMONS

It was at this time that I became interested in the notion of the “Work Commons” and watched with interest as Rob, Dan, and Cynthia created the Queen Street Commons in Charlottetown. I saw how individuals could purchase memberships for $35 a month and that with sufficient members, a work commons would be financially sustainable. Why not merge the idea of a work commons with an environmental centre, based on some form of cooperative? From this idea we progressed to the concept of three pillars (environmental, cultural, entrepreneurial), reflecting the makeup of our community.

With this concept, we were able to get a business plan funded by our Town Council and generate more support from businesses and organisations. As of today, we are in the process of securing a piece of property thanks to the generosity of Irving Oil.

There is a real need for physical space in our community. Non-profit organisation need a place to work and meet but cannot afford a dedicated space. The Commons will allow several non-profits to share office space. Home-based business need a place to meet with other people, or host meetings. Our Commons will be a place for the community to build; a gathering place for emerging businesses to form partnerships & friendships, and an appealing setting to think and interact with other creative people.

A COMMON POINT FOR STAFFING

I believe that a Commons would be a valuable addition to any community. It would be the place to build our own sense of community, something that has been lacking in many of our industrial age towns and cities. A common venue could also help with that other component that is missing from most non-profits: core funding.

Any non-profit organisation in this country will tell you that funding for administration and overhead is almost impossible to secure. You can get program funding or infrastructure funding but no money for administration or day-to-day operations. However, if you have a Commons, you now have the common physical space to share staff. One person can work for several non-profits. Instead of going after small pockets of funds, non-profits located in a commons can collaborate and seek funding together, because they now have a single physical address.

The path appears to be one of first providing valued programs and services, followed by collaboration and network building. Then you build physical infrastructure so that you can cooperate even more and grow your services. So far, we have been successful on this journey and I look forward to eventually breaking ground. Thanks to everyone who is working to make it happen.

Homework, the tip of the iceberg

Witnessing the effects of six hours of homework after a six hour school day has had my mind churning so much that I cannot sleep. Consider this an open letter to the New Brunswick Department of Education and all educators.

Like the Berlin Wall, homework is a barrier between stagnation and progress. It reinforces many of the hidden messages in the school system:

Hidden messages are being delivered by our educational system to our students each and every day. The basic structure of our schools provides students with powerful lessons that don’t appear in the curriculum. These hidden lessons are unconsciously reinforced by the very nature of the system. Exactly what are they?

They are learning that discovering and creating knowledge is beyond the ability of students and is really none of their business. We have shut students out of virtually every real decision that has an effect on their schools and their learning.

They are learning that the voice of authority is to be trusted and valued more than independent judgment. The hierarchical nature of school puts knowledge in the teacher’s domain. —US Teacher (no longer online)

John Taylor Gatto’s 7-Lesson Schoolteacher essay also elaborates on these underlying messages in public education.

There is no correlation between homework and learning. If succeeding at school is your objective then homework is not necessary to achieve this. As I’ve asked before in this forum, do reasonable amounts of homework contribute to learning? The authors of The Homework Myth, The Case Against Homework and The End of Homework, strongly disagree, and cite several studies to support this position.

I believe that we have arrived at a point in the development of our industrial education system that many of us realise that it is not helping to prepare our children for productive lives, no matter which measure you use. Bill Gates has called for the abolition of schooling as has renowned author Alvin Toffler, who says that we should “Shut down the public education system” now.

After 100 years of schooling, homework has not been proven to improve school performance. Also, school performance shows no correlation to later success in life. Jay Cross has stated that there is no correlation whatsoever between school grades and later success, measured in any terms – financial, status, happiness or some other criterion. The only correlation is between school grades and university grades, two systems closed off from the real world.

David Warlick is speaking today to educators in Fredericton. Obviously, his opinion matters, as he has been invited to speak at the Literacy & Learning in the 21st Century conference. Let me quote from David’s blog:

we have an 18th century form of government depending upon a 19th century industrial model school system to supply a 21st century electorate capable of making the monumental decisions we will face in the coming years.

A recent presentation by Sir Ken Robinson, sums up how inadequate our industrial school system is in addressing the issues that our children will face on graduation. They need to be creative and we are teaching them to do as they are told. Sir Ken states that “we are educating people out of their creative capacities” and that “suddenly degrees aren’t worth anything”. He says that “our education system has mined our minds in the way that we have strip-mined the earth for a particular commodity”. The system is completely inadequate, as Toffler explains:

The public school system is designed to produce a workforce for an economy that will not be there. And therefore, with all the best intentions in the world, we’re stealing the kids’ future.

And this is where I return to homework. It appears that the education system will not change overnight, in spite of its lack of relevance. However, our children need to prepare for THEIR future now. One way to allow them to prepare is to give them back their personal time. The school system has had 100 years and six hours a day to do its job. That is more than enough to achieve its antiquated goals.

Homework Ban

Now is the time to abolish homework, and let children, families and communities use that time to prepare for a future where creativity and flexibility will be essential.

Defending against Sp@m

In the past year I’ve registered over 104,000 comment sp@m on this blog. I’ve been using Akismet, which works well, but at +1,000 per day, they were chewing up bandwidth and slowing the system. I liked Akismet because it allowed me to accept new and anonymous comments, without the hassles of captchas or Turing tests, which I personally dislike.

I’ve just added Bad Behavior to my defence arsenal and it’s reduced trashy comments by almost 50%, but that’s still a lot. My recent change has been to enable “Strict Mode”, which is supposed to be more effective, but may block some legitimate comments. I’ve learned that Bad Behavior in strict mode may block comments from those behind firewalls, especially government and corporate systems.

If you are reading this from a government or corporate system, how about posting a quick comment and seeing if you get through? New comments are moderated, so it may take a while before your comment shows. Thanks.

It’s the Model, Stupid

In recent discussions about building new businesses or community economic development projects I’m beginning to feel that the largest obstacles to effective communication are the outdated models that we use.

Given the dominance of the corporate governance model in business, government and non-profit organisations, it’s no wonder that many of us don’t see any other options.

For instance, last night our local chamber of commerce was briefed on the NB Self-sufficiency Task Force. We heard about the need to create 70,000 jobs and that it’s not a question of big business versus small business, but export versus services. According to the logic, exporting companies bring in wealth while support companies just shift money around inside the province. We need more export companies to be self-sufficient, and we need more large companies to create jobs, and of course we need more people due to our aging demographics (more retired people than younger taxpayers). Framed in this way, it’s hard to argue with this logic.

However, it’s like Marshall McLuhan said, “We look at the present through a rear-view mirror. We march backwards into the future”. My readings and conversations over the past few years give me cause to question the line of reasoning from the task force and other policy influencers.

For instance, Thomas Homer-Dixon proposes that we build more resilient communities that can take care of themselves when our tightly-coupled global supply chain cracks as the result of some highly probable event such as an oil crisis, an environmental disaster or a pandemic. An export orientation won’t help if global shipping is significantly reduced for six months, but local greenhouses would make us more resilient.

Yochai Benkler shows how the Internet and open source development are enabling the social production of knowledge. According to Nine Shift, creating knowledge is the fastest growing segment of our economy, as manufacturing jobs continue to decrease. Dan Pink sees the rise of a free-agent nation and surmises that creativity is more important for economic success than industrial style productivity. Jon Husband sums up this change, from hierarchy to wirearchy :

Wirearchy – a dynamic flow of power and authority, based on knowledge, trust, credibility and a focus on results, enabled by interconnected people and technology.

pyramid_bruno_girin

The corporation is a model developed for the industrial age, using command and control systems. It enabled the dominance of the salaried employee as the primary means for most people to generate wealth. However, the Industrial Age will be over in North America and Europe by 2020. All data and trends indicate a rapid decrease in the importance of the manufacturing sector, our primary vehicle of economic development for the past century.

At the same time, we are facing complex challenges to our civilization that cannot be addressed by linear or command and control solutions. Unfortunately, our organisations are ill-equipped to deal with these complex issues. Complex environments are unpredictible, whereas our institutions are based on predictibility. Take for instance government budgets, corporate quarterly growth expectations or educational curricula that are slow to change and assume the same standard for everyone.

Basically, we have the wrong models and inadequate tools to even begin to address our most pressing issues. Our problem is that we cannot even talk about our problems. Reframing the conversation may be our biggest challenge for the short term so that we, as a society, can start to think about the long term.

Value Network Analysis Resources

We had a very informative session on value networks yesterday in Saint John. The workshop, conducted by Patti Anklam, Hal Richman and Gordon Smith, received positive reviews. Due to the weather we had several last-minute cancellations, but that meant more good food for everyone, as is evident in this photo:

vna-workshop-break.JPG

Therefore, as a follow-up to our workshop, here are several resources to further explore value network analysis and how it can be used in your organisation:

Once again, I’d like to thank our partners, NRC-IRAP and PropelSJ for helping us to put on this workshop.

For me, a key understanding about value network analysis is that it is a process which is more art than science. Humans work in complex environments and we are by our very nature unpredictable. The result of a VNA allows you to ask better questions but it doesn’t give specific answers (it’s not a tool for bean counters). I think that VNA is an excellent change management tool. I can see the use of VNA and the resulting concept maps enabling better communication within organisations, with clients, with funders and throughout communities.

All in all, it was a good learning day for me :-)

Social Bookmarking with Ma.gnolia

You may have noticed in the right column of this site under External Links that my bookmarks are now with Ma.gnolia. I switched from del.icio.us two days ago, after a recent switch from Furl, for reasons that I explained last December.

I saw Ma.gnolia and instantly liked it. The interface is pleasing; there is a cached copy of your page (which Furl had but del.icio.us lacked) ; and the RSS feed is exceptionally nice, with a colour thumbnail and the comments included in the feed. Transferring my data was easy and Ma.gnolia even provides you with the direct link to your del.icio.us OPML file. All 600+ of my bookmarks were uploaded and put into Ma.gnolia, which seems to be much more social and human.

Update: I have switched back to del.icio.us as I had some export and OpenID authentification difficulties with Ma.gnolia.

Homework is the result of poor time management

Dan Meyer is a mathematics teacher who doesn’t believe in the value of homework for homework’s sake. His argument is quite clear. If the teacher is organised, then instruction and practice can be completed in class. He also found in his research that few students actually benefit from mathematics homework. The “A” students don’t need it and the “D” students don’t do it.

From Dan:

The issue for most math teachers, I believe, is one of time management. If your class is slow to start the period and quick to finish, if your transitions are labored, or if you waste time disciplining your class, then you won’t have the time to get through forty problems. The only year I assigned homework with any regularity was during my student-teaching, when my class management plainly sucked, failing by every one of those metrics and more.

It was such a criminal arrangement.

By assigning whatever practice we didn’t finish to homework (I’d like you guys to finish this for homework) or by using homework to compensate for underplanning (tell you what, I’ll let you guys start your homework early) I was transferring the cost of my poor teaching onto my students.

Yikes.

One more time: my time management was a bust so I helped myself to whatever time I wanted from my students’ personal store, whenever I wanted.

I’m not a teacher, but I see an interesting connection between the industrial classroom and the corporate workplace. When I started working on my own I suddenly had much more time to get my real, client-related, work done.

In my previous, traditional job, much of my day was spent in meetings that were not related to my official work. I would have to spend time on internal functions that added no value for my clients. I would then have to work early or late or on weekends in order to get my billable work done. Even my time in the military was filled with ‘secondary duties’ that did not relate to my operational role. On my own, I can accomplish as much in one day as I would in almost a week in my old office. The only meetings I now attend are the ones that I decide to attend, and those are few.

Perhaps teachers and managers have too much control over the discretionary time of those whom they direct. Perhaps teachers can’t or won’t optimize instruction and practice in the classroom. Perhaps managers can’t or won’t optimize their workers’ time. Where is the problem? Not with students and workers.

Global Civics 101

The Web is making the spread of ideas a lot easier. Videos, online & offline, are also a great way to get ideas across. I’ve seen a few good documentaries lately and I think that it would be rather simple to set up an “uncurriculum” for global civics. This is my term for developing an understanding about our interconnected economies and societies and the forces at play, both human and natural.

First, I would recommend An Inconvenient Truth, just to set the stage that we humans are messing things up on a global scale, but that we have the capacity, though not yet the will, to start correcting things. You can rent or purchase the movie. There is also an education guide available on the website.

I would also suggest Who Killed the Electric Car?, to show how corporatism stifles progress and innovation. You can rent this video too.

Speaking of corporatism, you have to include The Corporation, in this uncurriculum. I’ve reviewed this film before, and would recommend it to anyone.

Finally, I would recommend Why We Fight, which is available as a free Google video. This movie shows the power of the military-industrial complex, and may have you questioning why we are involved in current conflicts.

All of these movies can help to start some good conversations and they’re better than almost anyone’s lecture could be. With this suite, you can start your Global Civics 101 informal learning program.

Any other recommendations would be appreciated, as this will be part of our unschooling for next year.