Step 3: Converse

The idea behind these last few posts has been to look at pragmatic ways to employ some tools to build resilience into organisations as they get swept by the third wave. Jon Husband describes the new organisational structure for the networked knowledge economy as a wirearchy. An important aspect of working in a networked structure is that every node (person) can now influence the entire network; quite different from a hierarchical, industrial organisation, with mostly up and down information flows.

In third wave economies knowledge workers are valued for their individual talents and the networks that they belong to. Titles and positions blur when the work requires creativity. Third wave organisations have to be creative because the second wave economies are already taking the cookie-cutter jobs and going to the cheapest possible labour pool.

A third wave workplace is more like this:

insanity.jpg

A workplace where everyone can connect with anyone else makes each node important and means that no one can hide in the corner office, especially when the proverbial sh*t hits the fan. That is why conversation is becoming very important. Conversations help people make meaning, whether it’s between co-workers, with potential employees, customers or suppliers. These roles are also blurring, so each conversation has to be at a human level to value each individual. For instance, treating a customer as just another “consumer” can backfire when that customer is also a blogger with an audience of millions.

We learn through conversations and the Web gives us all kinds of options. Your organisation can let those with experience write about it (blogs) or you can record professional development events for use later (podcasts). If podcasts are way too technical for your group, then burn them on a CD and leave them at the door for the commute home. You can let everyone into the conversation while creating new procedures (wikis) or you can record events as pictures and videos and let people continue to talk about them (e.g. Flickr or YouTube).

As our societies changed into democracies, they became noisier. So too will the third wave workplace. However, that noise will be sound of knowledge resilience.

Step 2: Aggregate

Let’s say that you’ve actually got your team using social bookmarks (my last post) and it’s going gangbusters, with hundreds of articles tagged and dozens of people sharing information. You’re getting into attention deficit, with too much to read and not enough time. Now what?

What you need is a feed reader, which is a way for you to decide what you want to keep track of and pulls all of your information sources into one location. Feed readers can be web or desktop applications. Popular web versions are Bloglines and Google Reader, while the Thunderbird e-mail client has an integrated feed reader or you can use NewsGator with MS Outlook.

I use Bloglines but many of my online compatriots seem to be moving to Google Reader. There are dozens of other options.

bloglines.jpg

Feed readers let you pull any new information from a site that has what’s called an RSS feed. Using automatic subscription widgets that can be put into a browser makes this easy and you don’t really need to know about RSS. Like social bookmarks, feed readers can be public or private, and your feed reader can keep track of all those social bookmarks, because they have RSS feeds. For instance, you can subscribe to my del.icio.us bookmarks or you can view the my public feed reader.

There are many resources online that can walk you through the set up of feed reader. If you’re stumped, leave a comment here or send me an e-mail and I’ll connect you with the appropriate resource.

The bottom line is that in Step 1 you started to share information that was previously locked-up on your workstation. With Step 2 you are using a tool that lets you control what you want to monitor and how you want to see it. You’re pulling information, instead of having it pushed at you, as you would with an e-mail newsletter. Pull is replacing push because we’re getting inundated with information. For instance, Jay Cross recently shut down his newsletter, replacing it with existing blogs and other social networking applications, such as the Internet Time Community (worth joining if you’re interested in learning technologies).

Aggregating your information sources (news, blogs, bookmarks) is not going to solve all of your knowledge sharing needs, but it sure is better than using e-mail. Most kids only use e-mail to communicate with their parents; it’s so last millennium ;-)

Step 1: Free your Bookmarks

Here is the first small step toward knowledge resilience:

Perhaps the simplest way to start sharing organisational knowledge is with social bookmarks. Most workers still have their list of Bookmarks/Favourites in their web browser, but when they’re not at their computer these links aren’t accessible. Enter the social bookmark.

Social bookmarks are web sites that let you create an account in order to save web pages. They differ from those on your browser in that 1) they’re accessible from anywhere; 2) you can clip a piece of the page for reference; 3) you add categories (a.k.a. tags); 4) you can search your bookmarks; and 5) you can share your bookmarks with others.

Here’s an example from the del.icio.us application:

bookmarking.jpg

Other social bookmarks I’ve used are Furl and Ma.gnolia.

Update: I now use Diigo

One advantage of social bookmarks is that they don’t require the IT department’s permission to use. You can start sharing what you find interesting/important with your team or section without any new technology other than a web browser and access to the Internet. You’ll also find that you will be sending a lot fewer e-mails saying, “hey, check this out”. By creating your own “tag” you can have everyone finding information about competitors or new trends. A tag such as “ABC123” can be used by everyone to identify something for a specific project, and then you can search for that tag and the system will show you what everyone has found.

If you want to keep all of this secret, you’ll have to mark all your posts as private and then give others your password. Another option would be use an open source social bookmarking system and bring it inside your company’s firewall, but that would take some cooperation from the IT department. An example of an OS social bookmarking application is Steve Mallett’s de.lirio.us [no longer available, but Ma.gnolia is now open source]

As you continue to use social bookmarks you will also see others who have bookmarked similar items and then follow their links to show even more interesting stuff in your field of interest. The more you share, the more you learn.

I use social bookmarks for everything except some password-protected sites, like my bank. I will also set up a new category for a client if it can help us communicate better.

To learn even more, watch Lee Lefever’s Video: Social Bookmarking in plain English, showing how teachers can use social bookmarks for education, but the lessons are applicable for any workplace.

Small steps toward knowledge resilience

“It is not the biggest, the brightest, the best that will survive, but those that adapt the quickest.” Charles Darwin

In a few decades there may be only be one major automaker remaining. Can you imagine a world where automakers don’t reign supreme?

We take our current circumstances for granted, but so did carriage makers and chatauqua organisers. I don’t think that there is any doubt that we’re shifting our economic systems and we’re going to need new organisational structures to support how we live and work. But we’re currently in the period of change where second wave (industrial) and third wave (knowledge) economies co-exist and complete with each other.

Indicators of this fundamental economic change are that YouTube is getting bigger than broadcast media, and growing; while Facebook is grabbing everyone’s attention, including advertisers’. Old models, such as paying for information (newspapers, journals, thought-leaders) are declining. At the same time we are overwhelmed with all the information that is now freely available and we soon realise that we don’t have the attention span for most of it.

Many of my clients in traditional and hierarchical organisations are so busy with meetings, travel, commuting and other non-essential tasks that they don’t have time for their real job, which is probably some form of problem-solving. I’m in a non-traditional job (self-employed) and I have time to read dozens of books every year. I don’t spend time commuting and the only meetings I attend are focused on some deliverable. I have off-loaded some non-core tasks, such as accounting, and I have access to more cheap and free productivity tools than I can ever use. My work model is more effective and efficient for the knowledge economy than the industrial structures of most of my clients.

So how can industrial structures change into knowledge networks?

Business performance in a knowledge economy requires learning – all the time. Informal learning practices will have to be integrated into all of our work structures. Things like annotating, filing, reflecting, discussing and testing will be part of everyday work. If you need to be a creative problem-solver (what else is a knowledge worker?) then you’ll have to do the same. A lot of workers aren’t used to this, and those who want to be creative and flexible are often stymied by regulations and work structures. For instance, how many workers in large organisations are allowed to download and test new software applications? Of course their IT department says it’s for their own good that workstations are locked-down. A really effective IT department would ensure that there is a safe way for all workers to be creative with their productivity tools. My IT department does ;-)

Part of the transition strategy for any organisation that wants to build third wave resilience into its second wave structure will be the development of informal learning strategies. Trying out personal knowledge management or finding ways to share and be creative on a continual basis will have to become part of the organisation’s DNA. This will be a major re-wiring exercise but the future will belong to the fast learners.

My next posts will focus on specific practices that could actually be implemented in organisations to make them more resilient in a networked knowledge economy. This is important for organisations as well as individuals, who may find themselves being laid-off from an under-performing company. Ross Dawson provides some recent examples:

There are 4,391 media layoffs in the US in first quarter of 2007 are, up 93% on the same period in 2006.
AOL Time Warner sacks 5000 staff.
San Francisco Chronicle announces plans to cut 25% of its newsroom staff.

Graham Watt – Discovering Guilt


My friend Graham Watt has once again allowed me to reprint some of his articles. Since I’m in a period of rest from blogging, Graham’s thoughts on guilt, as well as research, may be a welcome change for readers.


Discovering guilt

Copyright – Graham McTavish Watt

Used with permission

It’s never been easy for me to understand orders, perhaps because of an inherent disdain for procedure or of being unable to accept someone else’s truth.  When I was a child, I’d go to confession at St. Augustine’s in Notre Dame de Grace in Montreal, each week dutifully entering the little cabin and awaiting the priest’s sliding door to open, there my sins to confess. My problem was I had no sins I could think of to confess. These were simpler times, and maybe guilt, the grist for organized religion, just hadn’t set in yet. What could I say to the priest? Everything was fine. I had no idea what a sin looked like or felt like. I solved the problem by simply lying. I’d say I committed 3 sins on Wednesday, four sins on Friday, a big sin on Monday and so on, always adding the confession day lie as one of them. Had the patient but silent priest heard of my troubles in later years he might have been more entertained. But alas, I had left the church and the confessionals for more attractive pastures.

When I was twenty-one I had a disastrous breakup with Sheila, my girlfriend, who had expected an engagement ring for Christmas and instead received a beagle puppy, a curious choice even for someone making but $75. a week smashing defective toilets for Crane. A Christmas Eve with everyone crying; Sheila, her mother, two of her brothers, myself, and the little beagle while peeing on the rug, was my introduction to massive guilt.

I saw Sheila no more. Then one lunchtime ten months later, I did see her approaching me on Mansfield Street, beautiful as ever. As she came close she abruptly crossed the street to avoid me. I was crushed beyond repair. I stumbled into a steamship office and asked when the next ship left for England. There was one in two days and I booked passage. My dear brother, as usual, was sent to deter me from another family disaster, but I assuaged his interdiction with  a heavy series of double scotches applied in the Berkeley Hotel bar and he was soon shouting encouragement.

I was desperately in need of another country.

Then, for some reason on sailing day, as the ship’s band played, she slipped her lines, and a barman popped open a Tuborg ale for me, its creamy foam descending slowly, I was suddenly free of guilt. I have no explanation for the instant lifting of that great depression. It was way past beer, a miracle surely, but the goddam gangplank had been removed and so was I from Canada.

In England I looked for work. I had not entirely lost my dressing up fetish acquired in my ranching days, and I went about wearing a burberry overcoat and a trilby hat and carrying the obligatory furled umbrella. One day in spite of the clothes which I thought made me look properly English, a frail looking elderly woman emerged from the shadows near Oxford Street tube station and smashed me over the head with her umbrella, shouting: “fucking American”, and effectively ending the dress up part of my life.

A woman I met in London, who had married a Canadian fighter pilot during the war and who had a soft spot for Canadian lads, offered me a job in her essence company. She had extensive holdings in Grasse in the south of France and wanted me to become an expert in essences, a vast aesthetic change from my smashing toilets job in Montreal. But I declined and instead took a job with Research Services in Frith Street, a division of the London Press Exchange. The job was easy. They’d send me to Canterbury in Kent and its environs, to do market research for women’s magazines and it was doing this that I developed my life long suspicion of market research.

Inevitably, my guilt factor kicked in ferociously here too. The job began easily enough. I would visit certain subscribers in the Canterbury area and ask the prescribed questions, which could be answered with a yes or no. The whole procedure was boring although the people I met were fascinating. In one household, a couple were entertaining a German pilot who had been shot down in 1944, landing in their apple tree, and prodded with pitchforks. After the war the German pilot and his family and the British couple became friends and for 20 years holidayed together, hopefully sans pitchfork.

But the trudging from house to house soon palled and I retired to a local pub and began to fill in the little cards myself. I would try to be creative in my little tick offs, favouring one magazine over another, sometimes appearing very negative in the hopes the unfortunate people whose opinions I was impersonating would receive a free subscription. I had no sense that my numbers and the numbers I would have received from actual interviews were in any way different. I believe that I may have aberrated half of Kent this way. In a sense I was forming my own bias on the magazines and in doing so began a lifelong suspicion of quantitative research and methodologies, especially when put in the hands of the congenitally disinterested.

Much like the earlier hoarding of the Crane order requisitions, my guilt rose up tinged with fear and I fled to Kitzbuhel in the Austrian Tirol, where I lived for the winter supporting myself by teaching skiing or more precisely skiing around the Hahnenkamm Circus with people who had lots of money and were perhaps as lonely as I.

On my return I met Sheila at a party. I told her I’d spent a year in Europe because she snubbed me on the street. She replied;  “You poor idiot, you know I’m shortsighted, I never saw you on the street”. Of the entire catastrophic trip, the lasting lesson learned was in the market research phase where the poor idiot discovered the variability of factors which can determine what we will accept as truth. And how all research is sabotaged by human frailty.

Fragmenting the PLE

Jay Cross raises an interesting point about Personal Learning Environments (PLE), in that they eliminate the need to build your own way of engaging people and information on the Web. I haven’t followed PLE development in much detail but it seems to be a hot topic in public education and higher learning establishments. I’ve explained my own Personal Knowledge Management (PKM) system, which keeps evolving over time. The concept of PKM on the Web is of some general interest, as it’s a favourite search term for visitors here.

For the past decade the learning management system (LMS) has been the required system for distributed teaching and training and it appears that the PLE is the next wave of LMS. But perhaps the one size fits everyone approach is the wrong way to support personal learning. Instead of trying to create THE BEST PLE for your organisation, it may be better to support individuals in weaving together their unique PLE, with small (learning) pieces, loosely joined.

It’s a different approach and won’t help you to become the local PLE system specialist with your own corner office, but it may actually improve lifelong learning.

For further reading: There is a similar conversation on Mike Caulfield’s blog about loosely coupled assessment.

The real me

It seems that this is the real me; that is, if you think that five questions can determine your essence:


You’re Siddhartha!

by Hermann Hesse

You simply don’t know what to believe, but you’re willing to try anything once. Western values, Eastern values, hedonism and minimalism, you’ve spent some time in every camp. But you still don’t have any idea what camp you belong in. This makes you an individualist of the highest order, but also really lonely. It’s time to chill out under a tree. And realize that at least you believe in fairies.

Take the Book Quiz  at the Blue Pyramid.

Design for collaboration

David Sean Lester is focused on collaboration and makes some interesting points on what to consider when designing for collaborative learning. David’s premise is that collaborative learning happens best in a middlespace and then he provides a comparative list of design considerations to support collaborative versus individual learning, for example:

  • practice vs theory
  • learning environment vs learning requirement
  • distributed leadership vs designated leadership
  • role seeking vs goal seeking

This is a good list for any instructional designer who is looking at incorporating collaboration into the design of a program, not just adding a few collaborative activities.

I should note that David and I had corresponded several years ago but lost touch. Thanks to Facebook we reconnected and I came across his new website.

From Troops to Teachers

An article in The Pulse [offline] shatters some stereotypes about the military and those who serve. The author teaches at a university where military personnel are enrolled in education programs to become teachers. In speaking with these soldiers, Etta Kralovec finds out that the military culture can be much more inclusive than academia, “My experiences with these students has changed fundamentally my views about the military and who serves in it and what these folks can offer to students in our public schools.

I learned early as a military instructor that everyone is teachable. Our training organisations worked on the premise that if a trainee failed, it was probably the fault of the instructor. This put the pressure on the instructors to find the best way to help soldiers to perform while the the trainees learned to work together. Kralovec observed that military students were more focused on supporting learning:

These students understand the notion of community in a very personal way. As soldiers, they learned to watch each others’ backs as well as work as a team member. These will not be teachers who close their doors and don’t share their websites. They are comfortable working in groups, bringing along everyone in their group as they complete projects. Unlike most other students, TTT [troops to teachers] students never say, “I don’t want to work in a group on this project.” They pitch in, divide up the tasks and get to it. Rather than try to negotiate an assignment, these folks just do it.

Sometimes we can learn from the most unexpected sources.

Defining Literacy

Since the turn of the century [1900], literacy rates in the US have declined from 90% to 35% [are there Canadian stats?]. Rob Paterson explains that this may be due in part to the rise of competitors (such as the records, movies, TV) to the print medium. Rob also shows that much more money put into the US public education system has had no effect on literacy.

Another perspective on the drop in literacy is from Mark Federman, in “Why Johnny and Janey Can’t Read, and Why Mr. and Ms. Smith Can’t Teach: The challenge of multiple media literacies in tumultuous times“. Mark puts forth that we are in a similar situation as when the written word replaced the spoken word (ancient Greece) or when the printed word replaced the written word (the Reformation & Enlightenment). Each of these technologies changed the way that society valued and understood knowledge. Mark concludes in his paper [pdf] that literacy is no longer our critical educational issue:

Have no fear – Johnny and Janey will, in all probability, learn to read, just as they learned to speak. But orality has not structured society since ancient Greece, and literacy no longer structures society today. The challenge for all the Mr. and Ms. Smiths throughout the academy, and eventually in the secondary and primary classrooms throughout the world, is to recognize that the exclusive focus and predominance given to the pedagogical artefacts of a literate world is inconsistent with the skills necessary to participate in the discovery and production of knowledge in a ubiquitously connected and pervasively proximate world.

Our efforts that focus on print literacy may be for naught. Do linear literacy skills really prepare us for life in an electronically connected world? I don’t believe that we have done enough research on this issue, but if Mark is correct, then we are wasting a huge amount of time and effort on the wrong skills. We can use technologies such as fMRI to see what is going on in our brains, but we may be asking the wrong questions.

… and I have to add this quote from Alvin Toffler: The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.