"This system comes down to 4 basic concepts:
Dream It. What do you really want from life? What are your goals, dreams and ambitions? If you don’t know, none of the rest of this stuff is going to matter.
Dump It. Get it all out of your head and onto paper. Clear your mind so you can truly be productive.
Map It. Use a mind map to create a simple system to manage your overall goals (both big and small picture).
Chunk It. Harness the power of a Japanese productivity technique from the 1940’s and a simple kitchen timer to break everything down into simple, visual tasks."
"This series explores the real sharing economy — where wealth and power are shared, not just consumer goods and spare bedrooms. These real sharing entities share resources, knowledge, and decision-making responsibilities as they co-create community goods and services. Then they share the abundance together.
Troublingly, a grow-grow-grow economy makes us all more reliant on money. Real sharing economy projects make money less important, like the Buy Nothing groups on the Facebook and tool-lending libraries that Grist already writes about. This series will tour examples of Seattle’s emerging sharing movement: a bike cooperative, an urban food forest, and a community solar program.
Planting the seeds of a real sharing economy is no easy task. But it’s easier to share the work than go it alone."
"Complex problems aren’t solvable; complicated ones are.
Address complexity by sense patterns and weak signals and amplifying them; solve complicated problems by analysing data and problem solving.
In complexity, pay attention to what works and ask why?; for complicated problems, keep your eyes on the prize and study gaps (ask why not?)
Be informed in your strategy by stories, myths and parables that translate across many contexts; for complicated problems, adopt “best” practices and rule based solutions.
Employ collaborative leadership to address complexity; employ experts to solve complicated problems.
In complexity, truth is found in stories; for complicated situations, truth is found in facts.
Complex planning requires anticipatory awareness, meaning that you have to constantly scan for meaning through the system; a vision won;t help you. In complicated situations a vision is useful and the end state can be achieved with logical, well planned steps.
In complexity, the future is already here, but it is quiet and hidden in the noise of the culture. in complicated systems the future is not here and it is well understood what it will take to get there from here.
In complex systems, the solutions will come at you obliquely, out of the blue and in surprising ways, so you need to cultivate processes that allow that to happen. In complicated systems, problems are tackled head on from a position of knowing as much as you can about how to proceed and then choosing the best course of action."
"Decades ago, John Dewey, America’s foremost education philosopher, asserted that students learned best through experience and that democracy “cannot go forward unless the intelligence of the mass of people is educated to understand the social realities of their own time.” Escuela Nueva puts that belief into practice. I’ve witnessed the demise of many ballyhooed attempts to reform education on a mass scale. But I’ve tabled my jaded skepticism after visiting Escuela Nueva schools, reviewing the research and marveling at the sheer number of youngsters who, over 40 years, have been educated this way.
"So let’s get beneath the cloud of leadership theory, to the ground of management practice. Maybe then more so-called leaders will do the right thing, namely cease leading by remote control, disconnected from everything except the “big picture.” In fact, how are they to create even that? Big pictures have to be painted with the brushstrokes of grounded experience.
It has also become fashionable to complain that we are being over-managed and under-led. The opposite is now a greater problem: we have too much heroic leadership and not enough engaging management. We need to recognize that some of the best leadership is management practiced well, also that anyone with ideas and initiative can exercise leadership"
"What is the basis of great leadership?
From an in-depth look at employee networks, various leader types are identified…
I trust Luis to walk me through this career decision
I trust Karl's technical advice on this algorithm
I trust Anne's political take on this marketing decision
I trust Rita's grasp of what our key customer wants
I trust Pat to guide this organization through troubled times
Notice the key word in each sentence -- trust. We follow those we trust.
No trust, no follower-ship. No follower-ship, no leadership.
We follow others for various reasons, some because of their knowledge, some because of their vision, some because of their inspiration, and all for the confidence we place in them."
"The eight Orpheus principles are:
Put power in the hands of the people doing the work. An organization’s creative potential can only be fully realized when its members are given the authority to make decisions that have impact.
Encourage individual responsibility. With authority comes responsibility. Instead of waiting for a supervisor, individuals take the initiative to resolve issues as expeditiously as possible.
Create clarity of roles. Unclear roles can lead to conflict, wasted effort, poor morale, and poor quality. Clarity of roles minimizes confusion and ensures that each individual’s energies are effectively focused.
Share and rotate leadership. Encourage everyone to lead at some point. By sharing and rotating leadership, organizations can benefit from the unique skills and experience of each individual.
Foster horizontal teamwork. Cross-organizational teams have wide-ranging individual expertise. Teams with individual and group authority reduce the time it takes to make informed decisions and ensure that everyone works together to achieve goals.
Learn to listen, learn to talk. Everyone is expected to listen actively and intently, and to speak directly and honestly. Successful work requires a constant flow of two-way communication.
Seek consensus (and build creative structures that favor consensus). The group cannot move forward unless its members agree to move together in the same direction at the same time. Seeking-and finding consensus is a vital element in how to get things done. Put clear and effective mechanisms in place to resolve deadlock.
Dedicate passionately to your mission. Passion drives the decision-making. The mission isn’t imposed from above, but is determined—and constantly refined—by the members themselves."
"I’ve mentioned in previous posts that I am really interested in the marketing industry, specifically content marketing and branding, as I think there are some things that they do really well that can apply to the learning landscape and vice versa. Now that I am getting into a PKM routine my attention has started to shift more in this direction. Here is what I noticed this week:
A post by Seth Godin (former VP of Direct Marketing at Yahoo and bestselling author) found via Feedly on giving people what the want: This post, to me, is a reminder of what value we can add to those in the marketing industry. Seth sums it up nicely:
“Don’t say, “I wish people wanted this.” Sure, it’s great if the market already wants what you make… Instead, imagine what would happen if you could teach them why they should.”
A post on the hottest Uber links by Marshall Kirkpatrick who runs Little Bird (a company thatcreatesinfluencer discovery and engagement tools) found. Two things struck me as interesting:
Marshall chose to work out loud and share his links with the world instead of emailing them to a friend. I just tlove finding examples of others outside the L&D industry using the term “work out loud.” It means it’s resonating!
Marshall mapped the Uber community (using Little Bird) to find the most influential members of that community online and see what they are talking about. It had me wondering how software like this could help people trying to build their personal learning networks.
A tweet by Jane Hart linking to an article by Tom Spiglanin on the demise of the e-learning brand. I love seeing others in the L&D indutry make the marketing connection as well. This also made me ponder what e-learning would look like if we had actually followed the brand principles he outlined from the start.
"the e-learning brand has eroded, become diluted, & has therefore outlived its usefulness" http://t.co/4LgaMivb1G <grt piece @tomspiglanin
— Jane Hart (C4LPT) (@C4LPT) February 5, 2015"
"Dans une démocratie participative, on le sait, l’éducation est l’autre grande institution, outre les médias, à laquelle il incombe, de manière privilégiée, de contribuer à la réalisation d’une vie citoyenne digne de ce nom. Mais elle aussi est mise à mal. On trouve dans ses récents développements des raisons graves de s’inquiéter : par exemple, on semble renoncer avec une réelle légèreté à poursuivre l’idéal de donner à chacun une formation libérale. Cela m’indigne particulièrement, d’autant que cette formation est, justement aujourd’hui, plus que jamais nécessaire au futur citoyen. Les dérives clientélistes et le réductionnisme économique qu’on décèle actuellement chez trop de gens, et en particulier parmi les décideurs du monde de l’éducation, constituent donc, à mes yeux, d’autres graves raisons de ne pas être rassuré quant à l’avenir de la démocratie participative."
"6 lessons I learned about the character of CoPs and community building"
"Approaching workplace learning in this way - by supporting the extraction of learning from work rather than the injection of learning activities into work - presents a whole new set of challenges for HR, Talent and L&D professionals.
the challenges include the facts that:
It can't be built into a course or programme.
It can't be 'delivered'.
Managers need to be enabled and supported if it is to work.
It can't be managed and controlled in the way discrete training and learning injections into the workflow can be.
most of the learning processes are opaque to HR and L&D and can only be made explicit through observation and other field survey and data collection approaches.
"The following 20 items point out some of the main differences between training and development:
1. Training blends to a norm - Development occurs beyond the norm.
2. Training focuses on technique/content/curriculum - Development focuses on people.
3. Training tests patience - Development tests courage.
4. Training focuses on the present - Development focuses on the future.
5. Training adheres to standards - Development focuses on maximizing potential.
6. Training is transactional - Development is transformational.
7. Training focuses on maintenance - Development focuses on growth.
8. Training focuses on the role - Development focuses on the person.
9. Training indoctrinates - Development educates.
10. Training maintains status quo - Development catalyzes innovation.
11. Training stifles culture - Development enriches culture.
12. Training encourages compliance - Development emphasizes performance.
13. Training focuses on efficiency - Development focuses on effectiveness.
14. Training focuses on problems - Development focuses on solutions.
15. Training focuses on reporting lines - Development expands influence.
16. Training places people in a box - Development frees them from the box.
17. Training is mechanical - Development is intellectual.
18. Training focuses on the knowns - Development explores the unknowns.
19. Training places people in a comfort zone - Development moves people beyond their comfort zones.
20. Training is finite - Development is infinite."
To improve, we must know our biggest failings.
In the training and development field, our five biggest failures are as follows:
We forget to minimize forgetting and improve remembering.
We don't provide training follow-through.
We don't fully utilize the power of prompting mechanisms.
We don't fully leverage on-the-job learning.
We measure so poorly that we don't get good feedback to enable improvement.
The previous post in this series covered the initial go/no-go decisions: are you required to build a job aid? Does a need for rate or speed make a job aid impractical?
If the answer in both cases is no, then you don't have to build a job aid, yet there's no reason not to (so far). A good way forward at this point is to consider the characteristics of the real-world performance you have in mind. This is related to though not the same as task analysis. I have my own name for it:
"A job aid is information used on the job that enables someone to produce worthwhile results while reducing the need to memorize how and when to do so.
As Joe Harless said, job aids tell you what to do and when to do it.
I've organized job aids here by type, and a given job aid can belong to more than one type-which is why you'll see some more than once in the following lists."
"In effect, the Work, Connect and Learn Program will introduce people to each other so that shared and mutual interests may be identified and opportunity for collaboration and co-operation to occur. It mirrors my (and many others) personal experiences when first introduced to social tools and how it enabled them to find others with whom they could learn from."
"As long as I have been giving talks I have been talking about the idea of learning being embedded in objects (crediting Bruce Sterling's novel Distraction). My favorite story was always the fishing pole that teaches you to fish. Then last year we actually saw the teaching tennis racket. Now they're becoming more and more commonplace. My colleague Rod Savoie points to this item, a "new epinephrine tool, an example of Performance Support? When you want to use it, it tells you what to do so that you don’t have to learn it ahead of time." I replied, "That's a great example of performance support. Now imagine the package getting information live from the internet, and knowing your son's medical history, language preferences, vocabulary level…" And Danny D'Amours points to A connected interactive toothbrush."