Learning

Learning

training > performance > social

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Thank Goodness It’s Monday! This is my second TGIM post. Mondays for freelancers mean new opportunities. Weekends are often times to get work done when it’s quiet. Mondays are good days to take a day to reflect, as clients are usually busy going through their inboxes and catching up. So happy Monday to everyone.

In my last TGIM post I went through my social bookmarks on PKM. This post looks at resources related to my training-performance-social workshop.

One approach to supporting workplace learning, based on the 70:20:10 model, is for the organization to provide three types of enablers (see image at bottom):

  • Tools: that workers are dependent upon to do their work
  • Skills: competencies to work independently
  • People: social structures to work interdependently with others, inside & outside the organization

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leave the hierarchies to the algorithms

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What happens when you connect unthinking computer programs with a culture of obedience and compliance? Algorithms run much of society and business today, from applying for a mortgage to determining which passengers to eject from an overbooked aircraft. Coupled with authoritarianism, algorithms can produce devastating results, says John Robb at Global Guerillas.

“If a corporate algorithm yields a terrible result, smart organizations admit the failure. They admit it didn’t work to both your customers and employees. Algorithms don’t have feelings. They won’t cry if you talk trash about them. Also, smart organizations don’t punish employees for raising the flag on a broken algorithm. One last thought. Smart organizations know what their algorithms are (or that they even exist) and how to fix them. Dumb organizations see the process as inviable. It should be easy to spot the difference between these organizations by the number of disasters seen online,” —John Robb

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stories connect knowledge

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“Perhaps the most central thrust in KM [knowledge management] is to capture and make available, so it can be used by others in the organization, the information and knowledge that is in people’s heads as it were, and that has never been explicitly set down.” —KM World

Knowledge management is a mixture of explicit and implicit knowledge sharing. It can be as explicit as an organizational knowledge base, or as implicit as the work culture. A lot depends on what the organization wants to preserve. Is it how-to knowledge, like a trade secret formula, or is it certain practices and norms that define the culture? Or is it both? Every organization has to define this for itself.

To be effective, knowledge management has to be part of the workflow. The people doing the work and making decisions how to do it must be involved. This starts with the discipline of personal knowledge mastery (PKM): a set of processes, individually constructed, to help each of us make sense of our world and work more effectively. PKM is an ongoing process of filtering information from our networks, creating knowledge individually and with our teams, and then discerning with whom and when to share the artifacts of our knowledge. PKM helps to put our personal knowledge maps out there for others to see.

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networked knowledge creates value

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As we enter the network era, the dominant technology is the internet and working knowledge is distributed through professional communities, many of which are hosted online. Compare this to the last 75 years where the company was connected to a factory and knowledge was delivered from business schools. Tangible goods, best practices, and standardization are being replaced by intangible assets, emergent practices, and transparency. In the network era, business is changing.

In the networked knowledge triad, I tried to show how real value creation today happens outside the organization. Therefore professionals should develop value creation networks that connect to the world, beyond the current workplace. These networks are the modern equivalents of degrees and certificates. They are the value we bring to our work teams and organizations. As the life expectancy of organizations decreases, we can no longer depend on employers to provide stability for our working lives. That stability now comes from our networks.

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gaining insight through social and informal learning

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Organizational performance improvement is comprised of reducing errors and increasing insights, according to Gary Klein. For the past century, management practice has focused very much on error reduction, with practices such as Six Sigma, especially in manufacturing.

“Fifty-eight of the top Fortune 200 companies bought into Six Sigma, attesting to the appeal of eliminating errors. The results of this ‘experiment’ were striking: 91 per cent of the Six Sigma companies failed to keep up with the S&P 500 because Six Sigma got in the way of innovation. It interfered with insights.” —Gary Klein

Learning and development (L&D) practices reflect this priority on error reduction. Subject matter experts are interviewed or observed, good practices are noted, and then training programs are designed to develop the skills that make up some or all of a job. Anyone with the requisite abilities, as quantified in the job description, can then be trained.

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gamers, artists, and citizens

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Gamers

Learning is the new literacy. Personal computers are just one example. We buy new ones every few years. Operating systems change. Programs change, get replaced, or become obsolete. But we often continue with the same habits until something goes wrong. Few of us do the equivalent of ‘looking under the hood’. We learn enough to get our work done, but often do not take time to understand the underlying systems and logic.

By not being active learners we lose the agility to react quickly to changing situations. We have to take the time to keep learning. It’s an effort that too many of us avoid. When was the last time you learned a new computer program? How many books do you read? When did you try to master a new skill? These are things we need to make a priority. If not, we risk becoming obsolete before our time. Aiming for retirement is not a bad thing, but what happens when it is forced on us and we are not ready?

“Statistics Canada estimates 158,400 people aged 55 to 64 were handed permanent layoffs in 2015. Is there any hope of a comfortable retirement for those folks?” – CBC News

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mastery and models

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Personal Knowledge Mastery

Harvard Business Review described The Fifth Discipline by Peter Senge, as one of the seminal management books of the previous 75 years. The five disciplines necessary for a learning organization are:

  1. Personal Mastery
  2. Mental Models
  3. Shared Vision
  4. Team Learning
  5. Systems Thinking (which integrates the other four)

These disciplines have influenced my professional work which is based on individuals taking control of their learning and professional development and actively engaging in social networks and communities of practice. In this article I want to focus on the first two disciplines: Mastery and Models.

Personal knowledge mastery (PKM) is a framework I have developed over the past 12 years. It is an individual, disciplined process by which we make sense of information and our interactions with people and ideas. While it is an individual discipline, PKM is of little value unless the results are shared by connecting to others, and contributing to meaningful conversations. The whole is greater than the sum of the parts as we build on the knowledge of others. As knowledge workers or citizens, PKM is our part of the social learning contract. Without effective PKM at the individual level, social learning has less value.

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populism is the first refuge of a scoundrel

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Why is populism so darned popular in many parts of the world today?

In stark terms, Cas Mudde, a Dutch political scientist, has defined populism as “an ideology that considers society to be ultimately separated into two homogeneous and antagonistic groups, ‘the pure people’ versus ‘the corrupt elite.'” … “Populism presents a Manichean outlook, in which there are only friends and foes,” Mudde has written. —Aaron Wherry, CBC 2017-02-26

As we shift from a print and market dominated economy to a digitally networked economy, much of what we take for granted about how society should work goes out the window. Our institutions were not designed for a network era. At the same time, with social media, we all have the ability to participate in global conversations. Many of us want to be heard, but few of us listen. We have no history of engaging in meaningful global conversations on a mass scale and few examples to guide us. In this networked world we are mostly illiterate, digital natives and immigrants alike.

Network literacy is needed everywhere but most of us do not have even the basic skills to sift through the fake/alternate news that flows by each day. Disciplines like personal knowledge mastery are no longer a luxury. We all need trusted knowledge networks to help us make sense of the shifting world. We have to build these soon, before we drown in an ocean of manipulated data.

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the arts in perpetual beta

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Next month I will be facilitating a workshop at The Arts in a Digital World Summit, hosted in Montreal by the Canada Council for the Arts.

Among other things, the summit will be a chance to share knowledge, mobilize – and possibly even incubate projects. We’ll consider our digital reality as an opportunity to:

  • develop innovative approaches
  • re-imagine how artists and arts organizations engage with citizens
  • seed collaborations within the arts community, and with other sectors.

It will bring together over 250 artistic and administrative leaders, digital experts, and strategic thinkers selected by the Canada Council to represent the vast diversity of the sector and to contribute to the testing and understanding of its new Fund for the arts in a digital world. The event will be by-invitation however many parts of it will also be accessible online.

My workshop is entitled The Arts in Perpetual Beta. This is how I describe the 90 minute session: We live in a networked world. Automation and connectivity are changing how we work and learn. How does the digital surround affect how human knowledge and creativity are shared? Join this workshop to discuss some key trends, understand knowledge networks, and critically examine the technologies we use.

I intend to focus on network thinking, machine augmentation, and the tetradic effects of technology. I’ll also talk about learning like an artist.

I would be interested in the perspectives of anyone working in or with the arts. I am especially curious how their work has changed in the past decade or so as a result of automation or connectivity.

  • Has the internet been a positive force for your art?
  • What do you see as major challenges to do your art or to get it known?
  • Do you have a generally positive or negative outlook on the future of your art?

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mediated relatedness

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I gave a presentation on ‘Understanding Media for Learner Engagement’ to the UNL Extension network yesterday. It was based on McLuhan’s laws of media which I have discussed many times here since 2004 (communication in evolution) and more recently (taking back our society).

One effect of the network era, and its pervasive digital connections, is that networks are replacing or subverting more traditional hierarchies. Three aspects of this effect are access to almost unlimited information, the ability for almost anyone to self-publish, and limitless opportunities for ridiculously easy group-forming.

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