Learning

Learning

supporting workplace performance

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Many workplace performance issues cannot be solved through training, such as:

  • Poor communications
  • Unclear expectations (such as policies & guidelines)
  • Inadequate resources
  • Unclear performance measures
  • Rewards and consequences are not directly linked to the desired performance

The barriers above can be addressed without training. Only when there is a genuine lack of skills and knowledge is training required. Even a trained worker, without the right resources and with unclear expectations, may still not perform up to the desired standard. Allison Rossett states that “… performance support is a repository for information, processes, and perspectives that inform and guide planning and action.” There are many cases where performance support is needed to help workers, even if they are trained.

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when training is the wrong solution

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Training is too often the proverbial hammer in search of nails. It’s an easy check mark to show that action has been taken, assuming that improving individual skills is the core issue that needs to be addressed. But training does not improve diversity.

Firms have long relied on diversity training to reduce bias on the job, hiring tests and performance ratings to limit it in recruitment and promotions, and grievance systems to give employees a way to challenge managers … The positive effects of diversity training rarely last beyond a day or two, and a number of studies suggest that it can activate bias or spark a backlash. … That’s why interventions such as targeted college recruitment, mentoring programs, self-managed teams, and task forces have boosted diversity in businesses. Some of the most effective solutions aren’t even designed with diversity in mind. —HBR 2016-07

In another experiment with 10,000 employees of large global corporations, diversity training had little impact where it mattered.

We found very little evidence that diversity training affected the behavior of men or white employees overall—the two groups who typically hold the most power in organizations and are often the primary targets of these interventions. —HBR 2019-07-09

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the future of schooling post-coronavirus

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I have been asked to present some issues on the future of schooling post-covid for a group of educators in Australia in early September. Any feedback to this post would be appreciated.

In my research on schooling, I have found that the education system is a lagging indicator. First technology, business, and society change, and then formal education aligns with them. So I will try to see what is changing outside the school system and how that will affect schooling.

The one-room school house represented the agrarian landscape of North America. It transformed into the modern public school with divided grades and several classrooms when good roads and motor vehicles arrived. For example, in our town, there is an abandoned one-room school about 12 KM from the current regional high school with several hundred students. But that road was not plowed in Winter until the 1950’s, so even that short distance was impossible to travel on a daily basis. Now this school serves several small communities and students travel by bus and car for the most part. Physical distancing requirements under the pandemic are now a new consideration on what is the best technology to ‘deliver’ students or to ‘deliver’ education.

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sense before stories

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Beware the storytellers and praise the sensemakers

In story skepticism (2016) I suggested that while storytelling skills may be important, a critical network era skill will be the ability to deconstruct stories. When it comes to this pandemic, there is no shortage of stories. The emotional, shocking, or fantastic stories get all the attention. The hard scrabble of sensemaking does not.

For example, I came across Michael Mina, Epidemiologist, Immunologist & Physician at Harvard School of Public Health & Harvard Medical School, in an interview with the podcast ‘This Week in Virology’ — Test often, fast turnaround. Not only was I impressed at how well Dr. Mina described the situation in clear understandable terms, so were the three virologists who interviewed him. “I learned so much”, said one, “I was blown away … I feel some hope finally”, said another. I am not going to try to explain what was presented, as Dr. Mina does it so well. Take 45 minutes and learn something important about covid-19 testing. You don’t even have to have a degree in science — I don’t.

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stories for the network age

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The TIMN model [Tribes + Institutions + Markets + Networks] developed by David Ronfeldt has influenced much of my own work in looking at how we are moving toward a network society and must create organizational forms that are beyond national governments and beyond markets. Even combining the efforts of civil society, governments, and markets will not be enough to address our greatest challenges — climate change and environmental degradation.

These have been my assumptions to date.

  1. The three organizing forms for society, chronologically — Tribes, Institutions (Governments), Markets — are widely applicable across history.
  2. Each form builds on the other and changes it.
  3. The last form is the dominant form — today that would be the Market form (witness the emerging pandemic-induced recession and its influence on national governance)
  4. A new form is emerging — Networks (Commons)‚ and hence the T+I+M+N model.
  5. This form has also been called the noosphere.
  6. I have found evidence that what initiated each new form was a change in human communication media — T+I (written word), T+I+M (print), T+I+M+N (electric/digital).
  7. I believe we are currently in between a triform (T+I+M) and a quadriform (T+I+M+N) society, which accounts for much of the current political turmoil in our post-modern world.
  8. This model can help inform us how to build better organizational forms for a coming age of entanglement.

David Ronfeldt and John Arquilla have recently published an update of their original 1999 work on the ‘Noosphere’ — Whose Story Wins: Rise of the Noosphere, Noopolitik, and Information-Age Statecraft.

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ITA Jay Cross Award 2020

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The Internet Time Alliance Award, in memory of Jay Cross, is presented to a workplace learning professional who has contributed in positive ways to the field of Informal Learning and is reflective of Jay’s lifetime of work.

Recipients champion workplace and social learning practices inside their organization and/or on the wider stage. They share their work in public and often challenge conventional wisdom. The Award is given to professionals who continuously welcome challenges at the cutting edge of their expertise and are convincing and effective advocates of a humanistic approach to workplace learning and performance.

We announce the award on 5 July, Jay’s birthday.

Following his death in November 2015, the partners of the Internet Time Alliance — Jane Hart, Charles Jennings, Clark Quinn, and myself — resolved to continue Jay’s work. Jay Cross was a deep thinker and a man of many talents, never resting on his past accomplishments, and this award is one way to keep pushing our professional fields and industries to find new and better ways to learn and work.

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smarter networks through better narratives

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Leadership in a networked world is making our networks and communities smarter so they are able to make better-informed decisions.

In early 2020 New Brunswick’s Education Minister, Dominic Cardy, worked very hard to make his network smarter.

“When Canada’s chief public health official, Dr. Theresa Tam, was talking about there being no need to “panic,” and raising alarms instead about the internet-wacko fringe targeting Canadians of Chinese descent with racist comments on social media in late January, a little known Progressive Conservative education minister in a small Maritime province was fully panicking. Cardy was preparing to pitch his premier’s top aide on the need to take drastic action to stop a killer virus …

Cardy kept on talking, and over the next few weeks, he and Leger would talk some more, until the premier’s staffer asked him to put together a report on the virus and be prepared to present it at a caucus retreat on Feb. 24 …

“The COVID-19 virus will arrive in New Brunswick and may be already present given the unreliability of tests, the weakness of Canada’s public health response to date and the nature of our open society,” Cardy wrote. “This is not a question of if, but when.”

After his presentation the premier asked Cardy what he would do. “Shut everything down,” was his reply.

Cardy, the canary in a COVID coal mine, initially came under fire from the New Brunswick Medical Society, for pushing measures some physicians perceived as overly drastic steps.” —National Post 2020-05-08

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apprendre dans un monde complexe et chaotique

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Traduit par Christian Renard

This is a translation of learning in complexity & chaos

La plupart de nos structures de travail sont aujourd’hui conçues pour faire face à des situations compliquées, telles que la construction d’un bâtiment, le lancement d’une campagne ou la conception d’un équipement. Mais, aujourd’hui, nous devons faire face à des problèmes complexes qui ne peuvent pas être résolus de manière standardisée — inégalités, réfugiés, populisme, racisme. Chaque fois que quelqu’un est impliqué dans le contexte mondial de changement climatique, la situation est probablement complexe.

Dans les situations complexes, on s’appuie moins sur des plans et des analyses détaillés et davantage sur une expérimentation continue, associée à une observation et à un suivi attentifs. Nous allons désormais devoir apprendre constamment dans la complexité.

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a trusted space for learning

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In 2006 I proposed that we should develop an educational system  of small schools, loosely joined:

  • With access to the Internet a one-room school would have to reach out to the rest of the world and not be wrapped in the confines of the industrial school. Schools would have to seek out partnerships and not be isolated islands.
  • Communities of learning online could be developed to link learners in several schools and even in different countries.
  • No teacher would be able to ‘master’ the subject matter, so teachers would become facilitators of learning, which is what they profess to do anyway .
  • Small schools would be integrated into the community and there would be a sense of ownership by the community, not the education system.
  • Most children would be able to walk to school, therefore eliminating buses, reducing greenhouse gas emissions, and encouraging exercise.
  • Children and parents could have more than one school to choose from.
  • Sales of industrial school buildings could be used as financial capital for the transition.

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time for re-schooling

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A lot of parents have become teachers during this pandemic as they work from home and their children learn online. I have heard many parents say how difficult teaching is and how they have new-found respect for teachers. But are we getting the best and brightest to educate the next generation?

And now we have the data to prove it. According to “Academically Adrift,” a new book by my New York University colleague Richard Arum and the University of Virginia’s Josipa Roksa, just 45 percent of students in education and social work reported taking a course in the previous semester requiring more than 20 pages of writing, while 61 percent took a class with more than 40 pages of reading per week. By comparison, 68 percent of social science and humanities students took a class with 20 pages of writing, and 88 percent had a class with 40 pages of weekly reading.

So it shouldn’t surprise us that students in education and social work reported studying less, too: 10.6 hours per week, as opposed to 12.4 hours in the social sciences and the humanities. The hardest workers are science and math majors, who study 14.7 hours a week. —CSMonitor 2011-03-02

Well, anecdotally, I know of several university students who failed in the sciences and then went into education. I have a Master’s degree in adult education, and of the over 200 students in my graduating class, only two of us wrote a thesis. The rest took two additional courses and did not have to face a thesis defence.

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