SocialLearning

Social learning

Social Learning Handbook

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This post is an excerpt from Jane Hart’s recently published  Social Learning Handbook 2014.

social learning handbook 2014It’s all about people.

Today’s digitally connected workplace demands a completely new set of skills. Our increasing interconnectedness is illuminating the complexity of our work environments. More connections create more possibilities, as well as more potential problems.

On the negative side, we are seeing that simple work keeps getting automated, like automatic bank machines. Complicated work, for which standardized processes can be developed, usually gets outsourced to the lowest cost of labor.

On the positive side, complex work can provide unique business advantages and creative work can help to identify new business opportunities. However, complex work is difficult to copy and creative work constantly changes.

But both complex and creative work require greater implicit knowledge. Implicit knowledge, unlike explicit knowledge, is difficult to codify and standardize. It is also difficult to transfer.

Implicit knowledge is best developed through conversations and social relationships. It requires trust before people willingly share their know-how. Social networks can enable better and faster knowledge feedback for people who trust each and share their knowledge. But hierarchies and work control structures constrain conversations. Few people want to share their ignorance with the boss who controls their pay cheque. But if we agree that complex and creative work are where long-term business value lies, then learning amongst ourselves is the real work in organizations today. In this emerging network era, social learning is how work gets done.

Becoming a successful social organization will require more than just the implementation of enterprise social technologies. Developing, supporting, and encouraging people to use a range of new social workplace skills will be just as important. Individual skills, in addition to new organizational support structures, are both required.

Personal knowledge management (PKM) skills can help to make sense of, and learn from, the constant stream of information that workers encounter from social channels both inside and outside the organization. Keeping track of digital information flows and separating the signal from the noise is difficult. There is little time to make sense of it all. We may feel like we are just not able to stay current and make informed decisions. PKM gives a framework to develop a network of people and sources of information that one can draw from on a daily basis. PKM is a process of filtering, creating, and discerning, and it also helps manage individual professional development through continuous learning.

Collaboration skills can help workers to share knowledge so that people work and learn cooperatively in teams, communities of practice, and social networks. In order to support collaborative working and learning in the organization, it is important to experience what it means to work and learn collaboratively, and understand the new community and collaboration skills that are involved. “You can’t train someone to be social, only show them how to be social.” Practice is necessary.

The power of social networks, like electricity, will inevitably change almost every existing business model. Leaders need to understand the importance of organizational architecture. Working smarter in the future workplace starts by organizing to embrace networks, manage complexity, and build trust. The 21st century connected enterprise is a new world of work and learning.

For example, traditional training structures, based on institutions, programs, courses and classes, are changing. Probably the biggest change we are seeing is that the content delivery model is being replaced by more social and collaborative frameworks. This is due to almost universal Internet connectivity, especially with mobile devices, as well as a growing familiarity with online social networks.

Work is changing and so organizational learning must change. There is an urgent need for organizational support functions (HR, OD, KM, Training) to move beyond offering training services and toward supporting learning as it is happening in the digitally connected workplace. The connected enterprise will not wait for the training department to catch up.

Working Socially

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Why should I, as an OD/HR/L&D professional, concerned with the human aspects of organizations, have to understand social media and enterprise social networks?

Saying we don’t need to understand social media is like saying we didn’t need to understand speaking, reading or writing to do our jobs before. With ubiquitous connectivity, more of our work is at a distance, either in space or time. Distributed work is becoming the norm. If we are going to support people doing this kind of work, we need to understand it. However, working in online social networks takes practice to be proficient. It is difficult to understand theoretically. For example, even though I had worked online for over a decade, I did not really understand Twitter until I started using it regularly in 2008.

One fundamental difference about social media is they have a strong influence on the user, very much in a McLuhanesque medium/message/massage way. Those who come to social media for the first time are like adults learning a new language. They cannot start with the same advanced mental models and metaphors that they have in their primary language. The image below shows the effects of enterprise social networks, from a McLuhan tetradic perspective.

tetrad ESNSocial media change the way we communicate and social media can change the way we think. We need to use the tools in order to understand what it’s like to be a node in a social network. There is almost nothing like it in the industrial workplace or school system to prepare us for this. Therefore we won’t know what we’re talking about until we learn the new language of online networks. The only way to learn a new language is through practice.

How do you start the discussion about social networks with senior managers who think of technology as just different products and platforms?

Work today has few time or geographical boundaries. As our water coolers become virtual, social relations online will be the glue that connects us in our increasingly distributed work. Every little tweet, blog post, comment or “like” online shares our individuality and humanity. These actions help us be known to others in the digital surround. They help us build trust to get things done, be productive and innovate. However, we cannot benefit from professional social networks unless we engage in them. This requires more than merely mastering the technology. It means being social in our work. Not using social media to connect, contribute and collaborate is like sitting in a closed office all day.

To stay engaged with interconnected markets, business has to get more social. Social learning, a major activity on social media, is how we get things done in networks.  Most organizational value is created by teams and networks, not individuals working alone. Organizational learning spreads through social networks. Therefore, social networks are the conduit for effective organizational performance.

Blocking, or circumventing, social networks slows learning, reduces effectiveness and may in the end kill the organization. Senior managers need to understand social media in order to support learning in social networks which will enable practitioners to produce results.

Does being social at work mean being highly connected?

Does social mean highly connective? It’s much more than that. Social means human. It is an understanding that relationships and networks are complex. Our industrial management models are based on a belief that our structures are merely complicated, but more of our work is dealing with complex problems, for which there is no standardized approach.

Social bonds keep us together. Much of it is about trust. If I trust you, I might ask you for advice, so trust is essential for collaboration. We lose it if we try to micro-manage knowledge work. The argument that ‘business is business and social is social’ makes little sense today. Business is social because it involves people. Business must be more social the more complex the work and the greater the need for collaboration and cooperation. We foster innovation through social interactions. The idea that a lone person working in a lab can come up with a brilliant idea is largely unfounded. Connections between people drive innovation.

“Connecting ideas is the core of innovation, but without connecting ideas to people, there is no innovation at all. – Tim Kastelle

What kind of changes are needed in the way we organize work?

We need to understand complex adaptive systems and develop work structures that let us focus our efforts on learning as we work in order to continuously develop next practices. The role of leadership becomes supportive rather than directive in this new knowledge-intensive and creative workplace. Artificial boundaries that limit collaboration and communication only serve to drag companies down and create opportunities for more agile competitors.

Most managers would agree that an increasing amount of work and effort is in exception-handling. Social networks are an excellent framework to deal with these, as they enable people to crowd-source problem solving and speed the flow of knowledge.

What does exception handling mean for companies and employees? A practical definition is the time that employees – both management and front line workers – spend managing the non-routine tasks that must be addressed even though they occur outside the realm of standard daily business operations. It’s the things that just come up and disrupt someone’s workflow, requiring special time and attention. – Tim Young: Socialcast blog

To understand social networks, it is best to be able to see them. Visualization, like value network analysis, enables people to see the workplace with new eyes. This in turn can lead to diverse ideas and innovative approaches. Visualizing network relationships can give the initial leverage of getting complex new ideas accepted into general management thinking. Visualization is the fulcrum to widespread understanding of social connections in business.

Finally, it’s rather obvious that many HR policies imply that people cannot be trusted. Almost all IT policies say that. But it’s an interconnected world. Everything is transparent, whether we want it to be or not. Once management realizes that their company is a glass house, they will have to start working differently.

Note: This post is a synthesis and update of several conversations I posted as Organizational Development Talk, in 2011.

PKM and MOOC

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Workplace training and education too often resemble modern playgrounds:

“safe, repeatable, easily constructed from component parts, requiring that the child bring little of their own to the experience” – Johnnie Moore

When adults design for children they have a tendency to dumb things down. Perhaps the notion that there is no such thing as writing for children should be extended to workplace training and education design. In the workplace, thinking of co-workers as “learners” actually may be a barrier to learning.

The real value of the MOOC (massively open online course/content) could be its potential to remove the barrier between learners, designers, and instructors. Its workplace learning potential may be greater than its academic value. But if one thinks of the MOOC as a course, designed by one party for another party, then it really is nothing new.

“Indeed, I was struck by a recent comment from someone with 15 years of experience in designing face-to-face, blended and online credit programs: I am trying to understand what MOOCs can offer that my understanding of educational design, learning design and online and distance education does not include. I’m afraid that the answer continues to be: ‘Nothing’, at least for the moment.” – Tony Bates

But the MOOC can foster emergent learning, which makes it an optimal form for understanding complex issues. This is something that a curriculum-based, graded, course is not well suited to support. With the MOOC, especially one focused on being massive and open, there is a greater possibility for serendipitous connections, such as what happened with participants becoming instructors in the early MOOC we conducted in 2008.

If we think of the MOOC as a vehicle for shared understanding, and not content delivery, it becomes the collective equivalent to personal knowledge mastery. It is group learning, with some structured content, and good facilitation; but most importantly, space for sense-making. In the complex domain, combining PKM with more structure for social learning, using the MOOC format, can be an important addition to how workplace learning is supported.

Update: several possibilities for corporate MOOC’s from Donald Clark.

Lessons from an early MOOC

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In September 2008, Michele Martin, Tony Karrer and I hosted a 6-week open professional development program on social media. We did this for the eLearning Guild as a run-up to the annual DevLearn conference. It was an asynchronous (no time-scheduled activities) program. We developed all activities for three levels of participation: Spectator; Joiner; and Creator, with different requirements for each. The majority fell into the first category, but the Creators were able to take on the role of facilitating, which became important as we grew.

Here was the program we created:

  1. Introduction to Social Networks
  2. Social Bookmarks
  3. Blogs
  4. Aggregators
  5. Wikis
  6. Implications / Summary

We had to be flexible because we originally expected about 50 participants. We actually had over 900 people in what today could be viewed as a professional development MOOC, where the C did not stand for course, but rather content. Developing the content was a major effort shared between Michele and myself. I learned a lot, including the insight not to do another one of these for free. It took a lot of work to develop the program and even more to facilitate and keep as many people as possible engaged for six weeks. There was a lot of reading, reflection, and writing.

One experience of the program still stands out for me. Paul Lowe, course leader of the MA in Photojournalism and Documentary Photography at the London College of Communication, spontaneously gave a live web presentation on his use of blogs with his master’s students and shared what he had learned so far.

  • blogs act as the glue between synchronous events
  • blogs are ways of mapping the learning journey
  • every blog is unique and gives a whole-person view, which you don’t get with assignments
  • blogs encourage dialogue and show how to relate to an audience, which is good for photographers in training
  • there is peer group feedback
  • blogs allow for rich media – images, video, sound, links to other resources; all of which can be mashed up, tagged, recomposed, mixed – by all participants
  • blogs can also be emotional and playful

I also noted that Paul’s student blogs were not used as assessment vehicles. To ensure that blogs and comments were read, the course assigned small groups of  “blog buddies” to read and comment on each others’ blogs. Graduates could also keep their blogs, as they were not hosted by the university and this helped to give a sense of ownership to the students. This course was an excellent example of some pragmatic uses of social media and is still pertinent today.

Here are some other things I learned during those six weeks.

  • A loose-knit online learning community can scale to many participants and remain effective.
  • Only a small percentage ~10% of members will be active.
  • If facilitators can seed good questions and provide feedback, then conversations can flourish.
  • Use a very gentle hand in controlling the learners and some will become highly participative (insight shared by Paul Lowe)
  • Create the role of “synthesizer”. I found it quite helpful when Tony and Michele summarized (curated) the previous week’s activities.
  • Keep the structure loose enough so that it can grow or change according to the needs of the community.

Michele Martin also shared her thoughts in Deconstructing the Work Literacy Learning Event.

What I do think we managed to do was create and foster a community of practice that, for a period of time, brought together a large group of people who wanted to work together on learning about using Web 2.0 tools for learning. Through this network of connections and discussion, we also created an excellent resource that will be available to other people who may want to explore these tools on their own, at their leisure. [note that the platform we used, Ning, began charging for service in 2010, so the resource is no longer available]

As Ning was shutting down its free service, I tried to capture some of the resources we had created, like the Introduction to Social Networking. In 2013 the technology available has changed and MOOC’s are now all the rage (or is that already over?). The Internet has made social and cooperative learning much easier. It still takes focus, guidance and flexibility to make it work though. I am glad we did this five years ago and learned these lessons for ourselves.

Let me close with a reflective note by one of the participants. Catherine Lombardozzi said that we need to really think about learning.

One of my favorite quotes is from Kent Seibert: ‘Reject the myth that we learn from experience and accept the reality that we learn by reflecting on experience.’ My experiences in this experiment underscored for me how important it is to reflect “out loud” – if not by engaging online, by taking some of what you’re thinking about and talking about it with others. These kinds of tools make it possible to compose and share your thoughts on what you are learning, to ask questions, to get feedback from others (many of whom you have never met). Tools also make it possible to learn from others… following their bookmarks, for example, or using the tools to make contacts, simplify your own research, and more. They expand our learning support system in fabulous ways.

we are the internet

Structures, skills and tools

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In a complex economy, the way to think about the future is this:

  • We can’t predict the future.
  • But we can learn about the patterns from which the future will emerge.
  • In fact, while we can’t control the future, we can influence it.
  • The best way to influence the future is by innovating through experiments.

– Tim Kastelle

The innovative work structures required for complex economies need to be supported by skilled workers with the right tools. We know that sharing complex knowledge requires strong interpersonal relationships, with shared values, concepts, and mutual trust. But discovering innovative ideas usually comes via loose personal ties and diverse networks. Knowledge intensive organizations need to be structured for both. Effective knowledge-sharing drives business value in a complex economy and this requires a workforce that is adept at sense-making.

Content Creation

In what is often called a ‘social business’, capabilities need to be aligned with tools. A core requirement for both knowledge workers, and enterprise tools, is to share what we are learning and doing. Making work more explicit enables the organization to learn. Sharing user-generated content (knowledge artifacts) is how everyone can make tacit knowledge more explicit. Work is learning and learning is the work, when everyone shares. Of course this is more difficult if communications systems do not allow the easy creation and sharing of this content. Tools have to support the work.

Collaboration

Most organizations have tools that support working together for a common objective. Coordinating tasks, conducting meetings that don’t waste time, and finding expertise are common collaborative tasks. Letting workers pick their own collaboration tools can go a long way in getting work done. Having an array of tools is also helpful. Modelling collaboration skills throughout the enterprise is even better.

Cooperation

When people share openly, without any direct gain, knowledge networks thrive and the organization benefits. Cooperative skills include sharing openly with colleagues, communicating effectively, and networking to improve business performance. In addition, social media require new skills, beyond traditional face to face interchanges. Setting sharing as a default behaviour is a good start, but providing tools to enable sharing is also needed. As with collaboration, cooperative behaviours need to modeled and encouraged.

Structures + Skills + Tools

A combination of organizational structure changes, skills development and modeling, plus a suite of tools, can help to create a social business. All three are needed. Focusing on only one or two areas will likely not yield much success. This has been a problem with many social business initiatives which are too focused on the tools, like enterprise social networks (ESN). While an ESN may cover all the facets shown in the image below, workers still need those matching skills. In addition, the structure must support these behaviours on an ongoing basis. It takes all three components.

social-business-tools-skills

Old dogs, new tricks

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Senior folks have seen technology hucksterism too many times before to fall for hard sell, but equally more and more of them are becoming aware that, partly thanks to the internet, things are changing as never before. They know that they need to get their heads around what is happening — even if they decide that active engagement in it isn’t right for them or their organisations. —Euan Semple

After a presentation to the Conference Board of Canada’s HR Executives Forum, a senior VP told me that there was no way some kid was going to advise him on social media. However, he was willing to listen to me, as I was in my fifties, seemed to understand his situation, and didn’t make him feel uncomfortable. I think there is a great need to teach old dogs new tricks, especially senior managers and executives — my generation.

For example, the project leader for a client of mine was suddenly laid off, after 15 years in the same job. His professional network consisted almost entirely of people in that company. They were mostly useless in helping him find new work. A new LinkedIn profile, created the day someone needs to find work is like seeing a deer caught in the headlights. The sad part is that many salaried professionals think that social networks have no value other than looking for new work.

I have spoken at various venues and always come across people who do not see any reason to adapt to the network era. I am also seeing people who desperately jump on some social media platform because everyone else is doing so. But merely having a LinkedIn profile does not make you a networked professional. As Céline Schillinger recently remarked, “if you cannot find a community of practice for your professional development, then create one”.

Here’s the new trick for old dogs: you have to take some control in this networked, do-it-yourself, world. The good news is that you don’t have to do it alone. There are plenty of communities and networks to engage with, but creating a profile and waiting to see what happens is not engagement.

dogs_playing_pokerAs a single node in a network, you have to show that you are of some value. This means contributing your knowledge, in whatever form you like. I have suggested 14 ways to add value and 10 ways to share for starters. If you do not share, you will not benefit from a knowledge network or community of practice. But knowledge sharing requires practice, like working out loud or narrating your work.

The trick for old dogs is to find some way to practice these new skills. It may be difficult to do this at work, especially for those in positions of authority. But these skills can be developed outside the workplace as well. Take a hobby or interest and find networks where others share their passions. It could be finding wine lovers on Twitter, Facebook, or a more niche network. While it may take thousands of hours to master a skill, basic competence can be developed fairly quickly. I have seen people become adept at Twitter for professional knowledge-sharing within a few months.

I offer coaching and more structured workshops to show that even we old dogs can learn new tricks. As I look back on my own learning, I note that I took my first computer programming course in 1978 and swore I would never touch a computer again for as long as I lived. Over time, we learn not to say things like that.

Make it relevant

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John Stepper describes his recent experiences in discussing working out loud in Berlin. The recommendations are those many of us are familiar with:

  1. Make it simple. Just changing someone’s home page can make the platform seem much more accessible. And curated suggestions of people, groups, and content relevant to a person’s division and location make the value more apparent.

  2. Start small. Create situations – such as town halls and other events – where people can find material or ask a question and feel the benefits themselves.

  3. Make it safe. Give every team a private online space to make posting seem less risky.

  4. Leverage social influence. Spend more effort on getting influential people, especially senior management, to model the behavior.

  5. Make it relevant. Provide more content and more integration with daily processes so it’s part of the daily work and not yet another thing to do.

The first four are pretty typical of any change initiative: start simple, small, safe & social. I have done this with clients, and these are usually good ways to get going, especially on limited budgets and competing priorities. I would like to focus on the fifth point: relevance. This is what makes a new change initiative become a different way of doing things all the time.

This is where KM, L&D, OD and many other projects break down. It’s also where enterprise software initiatives can fail. They are not relevant to the daily work being done because the change project never really looked at that.

working out loudThink about the term, “working out loud”. It’s what I call narration of work. The primary focus is on work. You don’t work out loud in a classroom because it’s not “work”. You don’t work out loud on stuff that isn’t really work. That’s just practice.

This is why I strongly advocate that work is learning and learning is the work. Working out loud has to be part of the work. Bolting anything on to the workflow just shows what it really is: an impediment to work. As John says, “Even getting people to simply login to a collaboration platform remains a challenge.” If the collaboration system is not also the work system, then it’s just a bolted-on appendage.

To make collaboration, and working out loud, work, the same tools must be used. This is why I am not the most popular person amongst LMS vendors, as I believe the underlying principle of learning management systems is in direct conflict with collaborative and cooperative work. Changing the way that daily work is done, how knowledge is shared, and what gets communicated, are the important things to focus on in improving knowledge work.

The criticism I hear most frequently about any learning or knowledge management project is that it lacks relevance. Maybe before starting the next major initiative, conduct a secret poll and see how many people think it’s relevant.

Learning is the work week

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It’s Learn @ Work week in Canada. A related article in the HuffPo states that, “Simply put, a culture of learning is nothing more than workplace leaders providing opportunities for learning in a supportive environment.” Is that really it?

learning is the workFor me, it’s never “Learn @ Work” week. It’s always, “Learning is the Work” week.

Thinking of learning as something additional to work is plain wrong in a knowledge-based, creative, networked society and economy.

It is not enough for workplace leaders to merely “provide opportunities for learning”. They need to model learning themselves. But it’s not just about those in leadership positions, as networked organizations need everyone to think and learn for themselves.

Organizational resilience is strengthened when those in leadership roles let go of control, because leadership in networks does not come from above, as there is no top. Leadership is an emergent property of a network in balance and not some special property available to only the select few. As networks become the dominant organizational principle, networked learning is essential to do any work of value. A real learning organization requires leadership from everyone – an aggressively intelligent and engaged workforce, understanding that:

The Mobile Enterprise

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Work is becoming predominantly social, collaborative & mobile. This mobile work requires mobile learning and a mobile workforce needs more flexible approaches in supporting learning. At the same time, a mobile workforce should have physical spaces that encourage conversations when nomadic workers do get together. With a mobile workforce, we cannot take for granted the hallway conversations of the last century, but should be optimizing our physical work spaces for conversations.

These conversations are necessary to help implicit knowledge be shared as explicit knowledge. As mobile workers become responsible for their own devices as well as their own learning, learning from colleagues gets even more important. Just look at the rise of video-conferencing.

Odds are again, if you’re a mobile professional you are probably doing more video calls lately than ever before — and far fewer, if any, are taking place in a “video room” or some other specialized broadcast facility. Instead, you’re likely doing it yourself, on a webcam built into your laptop or via a smartphone or tablet. It’s the way work is going to be done, increasingly, going forward. – Paul Kapustka in Mobile Enterprise 360

The increase in mobility will reinforce the need for openness in organizations. A mobile workforce must easily collaborate and cooperate across timezones in order to deal with complex and often time-sensitive issues. One reason workers are mobile is to keep them closer to their customers. This proximity means they can sense changes faster, but they also need to be able to react quicker. Trust needs to be pushed to the organization’s edges.

A mobile workforce can be a formidable way to deal with complexity. But this workforce needs to be supported for networked learning as well as networked working. Knowledge networks are optimized through openness, transparency and diversity. If your workforce is becoming increasingly mobile, it may be time to review how things get done:

vintage-164281_640—

This post is brought to you by Mobile Enterprise 360 Community and Citrix

Note: I retained editorial control and take full responsibility for what is posted. Contract writing is one of the ways I make my living.

Experience, Exposure, Education

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70-20-1070%: Experience

20%: Exposure

10%: Education

The 70:20:10 Framework Explained is a holistic framework, a “reference model”, and not a recipe. “A reference model is an abstract framework consisting of an interlinking set of clearly defined concepts produced by an expert or body of experts in order to encourage clear communication.” —p.17. Charles Jennings explains the framework in detail so that organizations can use it to improve how people work and learn at work. Each organization will have to add its unique context in order to implement the framework, but this book provides an excellent start. The 70:20:10 institute can provide more contextual feedback.

The book gives clear guidance on dealing with the changing nature of work and organizations, such as:

  • Flattening organizations
  • Softening structures
  • Increasing complexity
  • Globalization pressures
  • Decrease in the half-life of knowledge
  • Rapid changes in business conditions
  • Increasingly dynamic market for expertise
  • Shifting and diminishing role of managers

The 70:20:10 Framework is based on learning at work, not in a classroom and not in a lab. Charles describes workplace learning as based on four key activities:

  1. Exposure to new and rich experiences.
  2. The opportunity to practice.
  3. Engaging in conversation and exchanges with each other.
  4. Making time to reflect on new observations, information, experiences, etc.

In today’s workplace, work is learning and learning is the work. This book helps you get there. Not only do I recommend this book, I think most organizations should buy several and keep them around so that everyone can read them. Why? Because experience with the framework, “tells us that reductions of 50% of spend on formal development are not unreasonable to expect.” That’s one good reason, and there are many more.