"So, two things to think about:
build more on the parallels between workplace learning and education
articulate relationships between integration of learning into practice and the models for facilitating learning and organisational forms behind"
"But just as a meatpacking company that sold tainted beef, over and over again, that made people ill, would eventually see a decline in sales, so too a social web which is infected with the abuse will inevitably see a decline in usage. I can put that in economist-ese if you like: network effects power social technologies, but abuse is a kind of anti-network effect, not a positive one, but a negative one: I don’t benefit from you being on the network, I suffer."
"The difference between a community and a network is that you belong to a community, but a network belongs to you. You feel in control. You can add friends if you wish, you can delete them if you wish. You are in control of the important people to whom you relate. People feel a little better as a result, because loneliness, abandonment, is the great fear in our individualist age. But it’s so easy to add or remove friends on the internet that people fail to learn the real social skills, which you need when you go to the street, when you go to your workplace, where you find lots of people who you need to enter into sensible interaction with. Pope Francis, who is a great man, gave his first interview after being elected to Eugenio Scalfari, an Italian journalist who is also a self-proclaimed atheist. It was a sign: real dialogue isn’t about talking to people who believe the same things as you. Social media don’t teach us to dialogue because it is so easy to avoid controversy… But most people use social media not to unite, not to open their horizons wider, but on the contrary, to cut themselves a comfort zone where the only sounds they hear are the echoes of their own voice, where the only things they see are the reflections of their own face. Social media are very useful, they provide pleasure, but they are a trap."
"Since Sensemaking has been under development since 1972, it cannot be explained in a few sentences. It is important to know that the project has been based on three central assumptions regarding communication practice: a) That it is possible to design and implement communication systems and practices that are responsive to human needs; b) That it is possible for humans to enlarge their communication repertoires to pursue this vision; c) That achieving these outcomes requires the development of communication-based methodological approaches."
""While some smart people will profit from all the information now just a click away, many will be misled into a false sense of expertise. My worry is not that we are losing the ability to make up our own minds, but that it’s becoming too easy to do so. We should consult with others much more than we imagine. Other people may be imperfect as well, but often their opinions go a long way toward correcting our own imperfections, as our own imperfect expertise helps to correct their errors,” warns Dunning."
"Last year, Walsenburg, a town near Colorado Springs, Colo., axed its 600-square-foot restriction, opening its doors (and wide swaths of land) to tiny home enthusiasts. Stambaugh quickly swooped in to snatch up a 4.5-acre plot.
His plan: to build the world’s first tiny home subdivision and revolutionize the rural economy in the process."
" Blogging can help you to establish writing as a routine
The established wisdom of academic – and creative – writing is that it is helpful for writing to become a habit. Most advice books advocate writing everyday. Blogging regularly can be part of just such a writing routine, even underpin it. Blog posts can be finished in a sitting because they are small, self-contained pieces able to be drafted in a relatively short space of time. In a couple of days a post can be written and published and this write-publish-feedback cycle can be good motivation in building and sustaining a pattern of regular writing."
"This—circa November 2015—is my best shot. It's "THE WORKS." Some half-century in the making (from 1966, Vietnam, U.S. Navy ensign, combat engineer/Navy Seabees—my first "management" job); but also the product of a massive program of self-directed study in the last 36 months. It includes, in effect, a 250-page book's worth—50,000++ words—of annotation.
The times are nutty—and getting nuttier at an exponential pace. I have taken the current context as fully into account as I am capable of doing. But I have given equal attention to more or less eternal verities that will continue to drive organizational performance and a quest for EXCELLENCE for the next several years—and perhaps beyond."
"What will you flip? (A lesson, a unit/chapter, a subject, or a class)
Who will make your videos? (Curate, create, or a combination)
Assuming you will create videos, what software will you use to make your videos? There is no right answer here. Choose the tool that works best for you. Explore some of the choices below before you start. Learn one of them and use it. I encourage you to start out simple, but as time goes on you may want to switch to a more feature-rich (and usually more expensive software solution)
Once you have created your video, where will you place it so that your students can access it? We find it best to put these in a coherent place on a learning management system (LMS). Vendors include Blackboard, Moodle, Schoology, Haiku Learning, Canvas, Edmodo, My Big Campus, Info Mentor, etc. The videos can also be hosted on video servers like YouTube, SchoolTube, Screencast.com, dropbox, google drive, and other sites.
How will you check (or will you) if your students watch (or should we say interact) with your online content?
How will you communicate to your students how to access your flipped content?
How will you teach your students how to watch your video content for comprehension? You don’t watch instructional videos in the same manner as a popular film. When we first started, we spent class time intentionally teaching our students how to watch instructional videos.
How will you communicate to your students about how Flipped Learning will change their experience at school?
How will you communicate to your parents about how Flipped Learning will be a different experience for their children?
How will you reorganize class time now that you have extra time? This is maybe the MOST important question: WHAT will you do with your class time? This question depends upon what you teach, what level you teach at and your own individual educational philosophy."
"Lawyers who used to slog through giant files for the “discovery” phase of a trial can turn it over to a computer. An “intelligent assistant” called Amy will, via email, set up meetings autonomously. Google announced last week that you can get Gmail to write appropriate responses to incoming emails. (You still have to act on your responses, of course.)
Further afield, Foxconn, the Taiwanese company which assembles devices for Apple and others, aims to replace much of its workforce with automated systems. The AP news agency gets news stories written automatically about sports and business by a system developed by Automated Insights. The longer you look, the more you find computers displacing simple work. And the harder it becomes to find jobs for everyone.
So how much impact will robotics and AI have on jobs, and on society? Carl Benedikt Frey, who with Michael Osborne in 2013 published the seminal paper The Future of Employment: How Susceptible Are Jobs to Computerisation? – on which the BoA report draws heavily – says that he doesn’t like to be labelled a “doomsday predictor”.
He points out that even while some jobs are replaced, new ones spring up that focus more on services and interaction with and between people. “The fastest-growing occupations in the past five years are all related to services,” he tells the Observer. “The two biggest are Zumba instructor and personal trainer.”"
Buurtzorg is a Dutch home health care and neighbourhood nursing company founded by Jos de Blok in 2006. de Blok’s leadership philosophy has been fundamental for the company’s growth expanding from 10 to 8000 nurses in 2014.
WHY IS IT AN INTERESTING CASE STORY?
de Blok has created the company as a network of self-managing teams where 10-12 nurses serve clients in small local areas, typically taking care of roughly 50 clients. This approach is in stark contrast to the rest of the industry, where support functions are centralised and nurses switch between hundreds of clients to fulfil efficiency objectives.
One of de Blok’s mottos is ‘humanity over bureaucracy’ and this purpose permeate the organisation. Nurses give attention to clients even if it is not strictly the type of care they provide, i.e. nurses make the time to have a cup of coffee or a conversation with the patients. A few more principles standout; all teams are self-organising and responsibilities and tasks must be equally distributed. Beyond the committing to a number of tasks nurses should build up an expertise and connect with other nurses outside their own team and share their knowledge either through the intranet or physical meet ups when possible. Lastly, if teams need to have more than 12 nurses to serve a neighbourhood, then the team should split in two.
Organisations driven by purpose can mobilise an energised workforce and improve productivity as a spill off effect.
Technology can connect a distributed workforce and surface experts in the organisation.
Leaders can involve and interact with associates via technology.
Self-managing: No teams have a boss and everyone in the teams are nurses. To prepare new nurses for self-management Buurtzorg runs a training course called “Solution-Driven Methods of Interaction” for all new joiners. In this course the nurses learn skills and techniques needed for healthy and efficient group decision-making, including different ways of communicating with colleagues and clients.
Impartial facilitator meeting method: Buurtzorg have created their own technique for dealing with tensions and group decision-making. The most important element of the technique is the facilitator, which can be any of the team members who have all learned about facilitating in an introduction course. A quite unique aspect of Buurtzorg meeting method is that if a team gets stuck on a topic they will openly share their issue with the rest of the company via their intranet and look for outside input.
Working out loud: de Blok designed the operating model to use “BuurtzorgWeb” as a central part of the governance. The BuurtzorgWeb is vital for sharing the nurse’ expert knowledge, creating and iterating on best practices.
Leaders working out loud: de Blok also use the BuurtzorgWeb as his primary tool for leading the organisation. Via the internal platform de Blok provides updates on the business and involves the nurses in sense and decision-making. One story goes that Buurtzorg was struggling with the cash flow and de Blok chose to blog about the problem and suggesting two solutions; temporarily stop growing or increasing productivity. Through the conversation that spun off in the comments the nurses collectively decided take in more work for a period to create the cash needed to support the growth.
Situational hierarchy: While the organisation is organised as flat structure some nurses gain recognition in the company through their activities and expertise. Consequently the nurses that build up influence often consult others nurses, but this is an organically developed hierarchy of trust.
360 feedback: Buurtzorg teams do regular coaching meetings to work through tensions and once a year all team members do a 360 appraisal of their team members. However, compared to most other businesses the teams can design their own competency models that they wish to use for appraisals.
Reinventing Organisations by Frederic Laloux
Home Care by Self-Governing Nursing Teams: The Netherlands’ Buurtzorg Model by The Common Wealthfund
Netherlands: Buurtzorg empowered nurses focus on patient value by KPMG
Jos de Blok on Organisational Structures by RSA Spotlight
"The project, piloted in the town of Chesham, has been labeled with the rather embarrassing 1990s-era names of "Streetsurfing" and the more up-to-date-but-equally-lame "Smart Pavement." It puts 166Mbps wi-fi under residents’ feet, mounted on the underside of the street’s many manhole covers. The connection hooks up to Virgin’s nearby street exchange cabinets, and the whole system relies on fiber optic cabling."
"The Beer Game is one of a number of management flight simulators developed at MIT's Sloan School of Management for these purposes. The game was developed by Sloan's System Dynamics Group in the early 1960s as part of Jay Forrester's research on industrial dynamics. Its has been played all over the world by thousands of people ranging from high school students to chief executive officers and government officials.
Of course, there is no beer in the beer game, and the game does not promote drinking. Originally the 'production-distribution game', most students are more excited about producing beer than widgets or toasters. When played in, say, high schools, it easily becomes the apple juice game. "
"About this post. I share quotes from Kleon’s book.* I purchased and finished reading this book about a month ago, with a draft blog post of excerpts languishing in my draft file. Yesterday, I met with my friend Radhika (and fellow knuckleballer!) yesterday. Given our mutual interest in and excitement about co-creating what we are calling Colorized Improv, this is a great time to wrap up this post. (Thanks Austin Kleon for a nice read.)"
"The Four Principles of Network Entrepreneurship
We have found that despite huge differences in issue area, scale, resources, and formal roles, network entrepreneurs and their networks are remarkably similar. The networks that network entrepreneurs catalyze all demonstrate the following four operating principles:
Trust not control. Strong relationships among network partners and a culture in which actors routinely invest resources into building long-term, trust-based relationships—without the expectation of control or even recognition—is critical to collaborative success. Network entrepreneurs emphasize “return on relationships” above all else. Unless they are built on a foundation of mutual respect and integrity, collaborations are unlikely to succeed, regardless of how much formal structure or strategic planning went into them.
Humility not brand. Unlike social entrepreneurs so often held up as hero-like figures, network entrepreneurs are largely anonymous by design. Early in a network’s development, these leaders are important visionaries, and stewards who help foster a healthy network culture and develop a sustainable structure. But they are deliberate about ceding their power to the collective leadership of the network and instead developing leadership capacity throughout the network.
Node not hub. Network entrepreneurs are keenly aware that they are few among many working across the larger system, and in this way they embody a special type of system leader, powerfully articulated by Senge, Hamilton, and Kania in a recent SSIR article. Networks entrepreneurs not only connect to the larger system around them and foster generative conversation, but also deliberately catalyze and lead action-oriented networks that are aligned around a defined shared purpose and built on the foundation of deep relationship. They develop a culture where no individual or organization seeks to be the brightest star. Partners and peers mobilize a constellation of resources and skills that enables the achievement of a shared vision. The network becomes the primary vehicle for delivering mission impact. Consequently, there is as much focus on engaging trusted peers outside the network entrepreneur’s organization as there is on tasks within the organization.
Mission not organization. Network entrepreneurs are far more motivated to achieve maximum impact than to advance themselves or their organizations. The network entrepreneur acts as a participant, eschewing personal or organizational status in service to the mission. They often put the interests of their peers ahead of their own, as “supporting all boats to rise” actually serves the mission best. Network entrepreneurs, for example, often refer potential donors to peers that can better deliver a program or service; they don’t simply seek to maximize their own organization’s budget. When all network participants adhere to this principle, it becomes self-reinforcing; it greases the wheels of current collaborations and opens the doors to future partnerships."
1. There are two kinds of systems and problems: ordered and unordered.
2. Ordered problems are predictable and knowable, unordered problems are unpredictable and unknowable. It is important to understand this point deeply, because this is a fundamental distinction that has massive implications.
3. Ordered systems have a reliable causality, that is, causes and effects can be known, and usually display a clear finish line. Sometimes this causality is obvious to everyone, such as turning a tap to control a flow of water. Sometimes this causality is only obvious to experts, such as knowing what causes your car engine to start making strange noises.
4. Unordered systems throw up complex problems and chaos. Complex problems such as poverty and racism, have causality that that only be understood retrospectively, that is by looking back in time, and they have no discernible finish line. We do a reasonably good job of seeing where it came from, but we can’t look at the current state of a system and predict what will happen next.
5. Chaotic problems are essentially crises in which the causality is so wild, that it doesn’t really matter. For example, in the middle of a riot, it does you no good to understand causes until you can get to safety.
6. Because ordered systems display predictable outcomes, we can more or less design solutions that have a good chance of working. We just need to understand the system well enough and enlist the right experts if it’s unclear what to do. Once we have a solution, it will be transferable from one context to another. Designing and building a car, for example.
7. Because unordered systems are unpredictable we need to design solutions that are coherent with the context. For example, addressing the role of stigma in the health care system requires a solution to emerge from the system itself.
8. Complex problems can be addressed by creating many small probes: experiments that tell us about what works and what doesn’t. When a probe has a good result, we amplify it. When it has a poor result, we dampen it. Strategies for amplification and dampening depend on the context, and the problem.
9. In ordered systems, linear solutions with well managed resources and outcomes will produce desired effects. We can evaluation our results against our intentions and address gaps.
10. In complex systems, we manage attractors and boundaries and see what happens. An attractor is something that draws the system towards it. A boundary is something that contains the work. For example addressing the effects of poverty by creating a micro-enterprise loan program that makes money available for small projects (attractor) and requires that it be paid back by a certain time and in a certain way (boundaries). Then you allow action to unfold and see what happens.
11. When you have a solution in an ordered system that works, you can evaluate it, create a process and a training program around it and export it to different contexts.
12. When you have a solution that works in a complex system, you continue monitor it, adjust it as necessary and extract the heuristics of how it works. Heuristics are basic experience based, operating principles that can be observed and applied across contexts. For example, “provide access to capital for women” provides a heuristic for addressing poverty based on experience. Heuristics must be continually refined or dropped depending on the context."
"Fracking triggered a 4.4-magnitude earthquake in northeastern B.C. last year, CBC News has learned, making it one of world's largest earthquakes ever triggered by the controversial process.
B.C.'s Oil and Gas Commission confirmed the cause of the earthquake in an email statement to CBC this week, saying it was "triggered by fluid injection during hydraulic fracturing."
The 4.4-magnitude quake was felt in Fort St. John and Fort Nelson in August 2014. It was preceded by a 3.8-magnitude earthquake in late July, also caused by fracking.
B.C.'s Oil and Gas Commission told CBC that several companies were doing hydraulic fracturing in the area at the time, and several more were disposing of fracking waste.
But the commission says it was Progress Energy's operations that were "associated with triggering this event."
Hydraulic fracturing, often called fracking, is the process of injecting water, sand and chemicals at high pressure deep underground to break rock and free gas.
Since the 2014 earthquake, Progress Energy has been ordered to reduce the volume of fracking fluid being used, and the company has complied, according to the commission.
As well, new seismic equipment has been set up in the area. No new earthquakes have been detected in the immediate area."
"You need to understand limits of your current knowledge (or, put another way, you need to know when to go looking for new knowledge). This may be as simple of coming across new terms and concepts that you don’t understand, through to having the sensitivity to realise that your lack of progress in a task is due to the knowledge (the ideas and skills) that you’re applying being insufficient, and you need to find a new approach that is based on different knowledge.
You need to be aware of what additional knowledge you might draw on, so that you can you can reach out and pull it in as needed. This is a process of eliminating the unknown unknowns: reading blogs, going to conferences, participating in communities of practice, and even having conversations at the water cooled, so that your aware of the other ideas out there in the community, and other other individuals who are working in related areas. You can only draw on new knowledge if you’re aware that it exists, which means you must invest some time in scanning the environment around you for new ideas and fellow travellers.
You also need the habits of mind – the attitudes and behaviours – that lead you to reach out when you realise that you’re knowledge isn’t up to the task as had, explore the various ideas that you’re aware of (or use this awareness to discover new ideas), and then pull in and learn the knowledge required.
Finally, you need to be working in a context where all this is possible. To many work environments are setup in a way that prevents individuals from either investing time in exploring what is going on around them (and eliminating unknown unknowns), taking time out from the day-to-day to learn what they need to learn on-demand, or from taking what they’ve learnt and doing something different (deviating from the defined, approved and rewarded process)."