PKMastery

Personal knowledge mastery

agile sensemaking

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“Complex environments represent a continuous challenge for sensemaking in organizations. Continuous ambiguity exerts continuous pressures on organizations to modify their patterns of interaction, information flow and decision making. Organizations struggle to address situations that are precarious, explanations that are equivocal and paradoxical, and cognitive dilemmas of all kinds. This creates a demand for innovative approaches in sensemaking. Since agility is what is required in navigating complexity, we can call these new approaches ‘agile sensemaking.'” —Bonnita Roy

Working in complex environments requires constant sensemaking, connecting outside the organization with the work being done inside. Increasing awareness of new ideas, methods, and processes often comes through serendipitous encounters outside the workflow. Radical innovation can appear here. Radical innovation only comes from diverse networks with large structural holes, according to Steve Borgatti. This is why our social networks cannot also be our work teams, or they become echo chambers. In our work teams we can focus on incremental innovation, to get better at what we already do. This is collaboration. Communities of practice then become a bridge on this network continuum.

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out on the edge

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Last month in Berlin I gave a keynote at the Landing Festival entitled, It’s your Network, Stupid. I explained that to find new ideas and information, loose social networks are best. Weak social ties enable us to find a wide variety of information and ideas, often relatively quickly using networked technologies. In this way a diverse social network can yield a lot of information.

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what they don’t teach at university, but should

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Even after four years of study, many students leave their institutions of higher learning only to find themselves inadequately prepared for what is next. University graduates often go on to get a certificate in an applied area in hopes of getting a job. Frequently graduate students who do not go into academia will find themselves adrift.

So what the heck have these institutions been doing with the valuable time of their students? Four years is a good chunk of time to accomplish something. We are told they are mastering a field. A field that often does not exist outside the institutional walls. But there are portable skills that can be learned WHILE at school. These are skills, like critical thinking, that universities purport to teach but usually do not.

No graduate should leave their institution without a good knowledge of the professional field in which they want to continue. There is no excuse today for students not to be connected to professionals outside their school. Keeping students focused only on their academic studies is akin to a prison sentence, expecting that the same world awaits as the one they left several years earlier.

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PKM made simple

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Here is a simple, but by no means only, method of putting personal knowledge mastery into practice. It is based on the seek > sense > share model.

Seek

  • Use a feed aggregator to collect all your online news and information resources in one place. I would suggest Feedly or Inoreader.
  • Carry a notebook to collect insights as you go through your day. A notes application for your mobile device would work as well.
  • Determine what areas you want to learn more about. Find others from whom you can learn. Identify people who share their knowledge on social media. Follow them and take notes, as above.

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continuous learning to hack uncertainty

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This week I will be speaking at the Landing Festival in Berlin. It is described as Europe’s biggest tech careers event: “two days of intensive learning and networking featuring talks, panels, expert sessions, workshops, a job fair, entertainment activities and a massive boat party to wrap up all the craziness”. My keynote will discuss the need for every professional to develop diverse knowledge networks and engage in communities of practice. The following day I will run a short workshop on personal knowledge mastery and how this discipline can specifically help to engage with social networks and communities. It is the ‘How’, following the ‘Why’ of my keynote. I am assuming this will be a younger audience than I usually present to, so I’m looking forward to possible different perspectives on work and learning.

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a foundation for the future of work

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So what is the future of work and how can we best learn how to adapt to a post-industrial, network economy? There is no shortage of future skills prescribed by various think-tanks and organizations. The World Economic Forum (2016) identified 10 work skills for the Fourth Industrial Revolution. McKinsey & Company (2017) stated that, “We will all need creative visions for how our lives are organized and valued in the future, in a world where the role and meaning of work start to shift”. PwC concluded (2017) that the nature of future jobs is unknown.

“It’s impossible to predict exactly the skills that will be needed even five years from now, so workers and organisations need to be ready to adapt – in each of the worlds we envisage. Inevitably, much of the responsibility will be on the individual. They will need not only to adapt to organisational change, but be willing to acquire new skills and experiences throughout their lifetime, to try new tasks and even to rethink and retrain mid‐career.” —PwC Workforce of the Future (PDF)

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learning to create the future of work

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I recently wrote that when we look at the future of work, the loss of current jobs, and the effects of automation we should use a compass to guide us, not a list of what the jobs of the future may look like. These kinds of maps get dated too quickly. In preparing for this new world of work, policy makers and organizational leaders should look at how they can enhance self-determination for everyone: by fostering autonomy, competence, and relatedness. We are moving into an age of augmented work where much of the value we create is intangible, the knowledge we require to work is implicit, and most of this will be learned informally, outside the classroom.

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constantly learning nodes

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Here are some thoughts about learning that I developed on this blog the past year.

We lack good models for organizing in a networked society. Many people are turning back to older, and outdated organizational models like nationalism and tribalism in an attempt to gain some stability. But most of our institutions and markets will fail to deliver in a network era society because they were never designed for one.

Perhaps the only unit of organization that is up to the task of working and living in networks is the individual human (the node). Change starts from within, yet almost all organizational transformation initiatives look at systems. Too much focus is on digital transformation and not human transformation. How do people transform? By doing things differently.

The biggest challenge we face is in educating citizens for the network era. Marina Gorbis in The Nature of the Future suggests four core skills:

  1. Sensemaking
  2. Social and emotional intelligence
  3. Novel and adaptive thinking
  4. Moral and ethical reasoning

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professional learner’s toolkit

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Jane Hart describes a Modern Professional Learner’s Toolkit as having several components: resources, networks, devices, etc. I have used Jane’s framework to look at my own practice.

Browser & Search Engine: I use three browsers (Firefox, Safari, Chrome) and two search engines (StartPage & DuckDuckGo). Each browser has different security and privacy settings, depending on what type of resource I need to access. For example, some sites will not give you access if you use an Ad Blocker. On Chrome I have no extensions, and only use it to access LinkedIn and Google services, which I know track me. On Firefox I have several privacy tools.

Trusted Web Resources: CBC News provides me with a Canadian perspective while The Guardian and BBC give me different ones. I also read Spiegel in English. I ensure online security by using a password manager: 1Password.

Curation Tools: My aggregator of choice is Feedly and I keep social bookmarks in Diigo. Long reads go to Pocket.

Course Platforms: I have not taken a formal course for a very long time.

Social Networks: My preferred conversational and sharing network is Twitter. I am using LinkedIn more frequently but have stopped posting to its Pulse platform and keep all my posts on my blog. I left Facebook many years ago.

Personal Information System: My blog is my main personal information system, hence this post. Other sense-making and reflection is done offline, with handwritten notes or text files kept in an active folder.

Blogging Tool: This blog is built on WordPress open source software, designed and hosted by Tantramar Interactive.

Preferred Office Suite: I use the Apple iWork suite: Keynote especially.

Communication & Collaboration: Zoom for meetings and video conferencing is my preferred platform and I have a Pro account which is well worth the $15/month price. I am also active in communities of practice hosted on Slack and SocialCast.

Smart Device: I have one iPhone, and not even the latest. The most used app is the camera.

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how we learn – review

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How We Learn by Benedict Carey is focused mostly on memory and learning for recall but it is a good read and there is likely something new about learning here for anyone. Carey is a journalist who went through much of the research on memory in order to make sense himself. By synthesizing and comparing the research on memory and learning, he has done a great service to the non-academic.

One of the first principles discussed is how memory works: “Any memory has two strengths, a storage strength and a retrieval strength.”

‘Yet there are large upsides to forgetting, too. One is that it is nature’s most sophisticated spam filter. It’s what allows the brain to focus, enabling sought-after facts to pop to mind … “The relationship between learning and forgetting is not so simple and in certain important respects is quite the opposite of what people assume,” Robert Bjork, a psychologist as the University of California, Los Angeles, told me. “We assume it’s all bad, a failure of the system. But more often, forgetting is a friend to learning” … Using memory changes memory — and for the better. Forgetting enables and deepens learning, by filtering out distracting information and by allowing some breakdown that, after reuse, drives retrieval and storage strength higher than they were originally.’

Carey, paraphrasing Louis Pasteur, says that, “Chance feeds the tuned mind”. When we are tuned to a problem or topic, our mind sees more related cues. “When we are working on a paper about the Emancipation Proclamation, we’re not only tuned into racial dynamics on the subway car, we’re also more aware of our reactions to what we’re noticing.”

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