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No Trees Were Harmed Setting Up This Office

We are just about to move our Learning Team into a new office space in the building and are determined not to keep any (or the absolute minimum) of paper files and documents. If we really believe that information is a flow then how can we focus our energies on building our capacities finding just-in-time/up-to-date information and knowledge, rather than keeping hard copy “reference material” stacked up all around us? (See our 3 December 2006 blog post “How is information like electricity or water?”)

This is not just a problem of paper data storage, but also refers to electronic files. I read some interesting figures in the Financial Times Digital Business supplement today, “Once data are 90 days old, the chance that you will ever look at them again is less than 20 percent. When the data are a year old, that chance falls to less than 2 per cent. In most organizations, 60 per cent of corporate data could be deleted tomorrow and nobody would notice.” The result of keeping so much information around us, which is growing exponentially, is that the IT world is now talking about storage in terms of yottabytes (a one follow by 24 zeros – and I was excited about my gigabyte memory stick!)

In our team’s office space we have already tried to stop keeping paper files; however, the shift to electronic saving does not change the fact that the amount of information we are keeping is getting increasingly and unmanageably large. We really need to make that paradigm shift in the way we see information – not as a stock (paper or electronic) but as a flow. If we can, that should make for a nice, clean new office space. People might come in, look around, see our big round table, comfy chairs, workstations, empty bookcase and wonder, “What do these people do?” and that’s ok — we’re learning…

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Facilitator’s Notebook: Bingo!

I have not lost total faith in formal training or workshops as learning delivery tools; Jay Cross’ comments to the last blog post have also confirmed that every tool has its appropriate use (and every learner his/her own learning preference). I would also say that training has become less and less “formal” over the years. Good workshops now regularly have interactivity built in, with discussion techniques and games used to help participants find their own meaning through guided experiential learning.

This thought reminded me of an excellent resource for facilitators and trainers: the Thiagi Group’s website on “Improving Performance Playfully”. If you look under Free Resources there are many activities that can help take the formal out of training. Even lectures (if you have to have them) can be interactive; there is a list of 36 things you can do with lectures to make them more fun in the Interactive Lectures section. One of them is called “Bingo” – have a look!

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Applying the 80/20 Principles – What Does It Mean for Formal Learning?

The blog has been a little slow lately as we have entered an intense period of travel. The upside to this is that long flights are great places to read and think (and a much more pleasant environment for this than the emergency room…)

On my flight yesterday I began reading Howard Gardner‘s book Changing Minds: The Art and Science of Changing Our Own and Other People’s Minds. This book was first published in 2004, and probabaly most people read it then. However, it is interesting to connect it with Jay Cross’ new book Informal Learning (2007). One connection jumped out to me immediately – that is the application of 80/20 principles. In Gardner’s book, he talks about the Pareto Principle (that 80% of the results come from 20% of the effort). He states that this is a counterintuitive concept because people have an embedded 50/50 mentality (that we should spread our effort equally across all parts of an activity until we get to 100%). So if we want to optimise we should just focus on getting to 80% and not worry too much about the last 20%(unless we are brain surgeons or pilots), which actually takes the most effort to achieve.

Jay Cross talks about the 80/20 principle in informal learning – that 80% of our learning is informal and 20% is formal. My dangerous question as a learning practitioner is, if you put the two together, should we be skipping formal workplace learning altogether?

As a trainer and facilitator by experience, my first response would be “no”; somehow that does not feel quite right. However, it is a powerful question to consider if you are trying for increased efficiency. Also, I notice that professional development budgets in HR departments, no matter how small, are often linked to providing formal learning opportunities. Perhaps at least we could open those funds up to informal learning opportunities – like can HR help pay for Free Coffee Mornings?

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Seeing Social Capital Work

A few days ago I received a thought provoking and relevant article from one of my colleagues who is in a very different department than I am. She is in such a different part of our organization’s work, in fact, that I probably would not have been on her radar screen normally, except that we have spent a few hours together recently co-designing a road-mapping workshop for an important external partner.

Last week she read this article, thought of my interests and sent it along to me. I had not seen it myself and probably would never have found it. Not only did it make my day, I also felt our institutional social capital at work. Among members of our own teams, we know many of the same people and read many of the same sources, newsletters, books etc. So our ability to bring radically different thinking into our team discussions is based mostly on our own efforts to connect with other audiences.

However, we can also spend a lot of time seeking this novel input, and we could still miss many useful things. What we have noticed is that when people from radically different “communities” start to understand our interests and learning goals, then they can also help bring us into contact with these new ideas and practices, cross-fertilize our learning, and make it an ongoing, continual process and much more refined than our own google-like searches. What does it take to encourage other people to help you with your work?

Many organizations talk about “silos” within them, to the extent that the lack of experience in collaboration, the lack of knowledge about what the other silos are doing and learning, and even the lack of relationships among people in those silos makes it ever harder to collaborate. When interconnections, collaboration and cross-fertisilation is the goal, even a little experience in successful collaboration, and a good relationship, can do a lot to help you share information and knowledge, and even find further opportunities to work together. This ultimately creates that flow of knowledge and information that is an important part of workplace learning and institutional knowledge management. Is this the body of work for a living, breathing learning organization?

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Learn Something New About…Sustainability

Which is more sustainable?

* A cotton diaper (nappy) OR a disposable nappy?
* A diesel compact car OR a Prius?

* A compact fluorescent light bulb OR a regular light bulb?

The answer is…we don’t know – it depends on what you do with them.

Nothing is intrinsically sustainable or not. You can easily leave an energy-saving bulb on 24 hours a day every day and have to change it all the time, or you can turn off a regular bulb when you are not using it and make it last much longer. You can drive your Prius to the corner shop 10 times a day, or you can drive your diesel rarely and car pool and take the bus most of the time. You can use cotton diapers, but if you throw them away as soon as they get soiled and buy new ones, you are not too much better off.

This thought exercise was introduced to me by Dennis Meadows, co-author of Limits to Growth, who spoke at our institution on Friday. His candor about the state of the world, the imminent impacts of climate change, and the consequences of the global oil peak tended towards the terrifying. Coupled with this is the notion that within our current political structures politicians cannot make the kinds of decisions that they need to for radical change.

Then this simple thought experiment. We talk about the need for behaviour change. We hope for new technologies. And actually what we need is both. We need people to use their Prius for car pooling, and to turn off their energy efficient bulbs when they are not in the room. We might say that anyone who cares enough to buy that Compact Fluorescent Light Bulb, would probably be good enough not to leave it on all the time. But do they? Do you?

Since we already have lots of nifty technology (improvements could always be made) we probably could use a lot more understanding of the behaviour change side of this equation. Technology takes a long time to develop and embed in current processes/systems, but behaviour change can in theory happen over night. Eveyone knows someone who has quit smoking, lost lots of weight, became passionate about a new hobby, or quit a good job and moved to a new city to start a new life. We are capable of radical change. (Of course there is a lot of psychology in here, and it is not so easy – see the previous post on What Do Change and Strip Poker Have in Common.)

Then we need to bring these things together. Learning sits at the heart of this dynamic process. We could usefully strengthen the knowledge to action links for all of us; even for (or even especially for) those of us working in the sustainable development field. Dennis Meadows ended his presentation with a game called the “Sound of one hand clapping” which made the powerful (and even a little painful) point that actions speak louder than words.

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Design Your Perfect Learnscape

If you could design your perfect Learnscape, what would it look like?

We are in the process of putting together plans for a new building for our institution. We would love to have a purpose-built learnscape included in these plans. This would be a flexible learning space that would represent our institution’s learning and sustainability goals and be a physical representation of the way people will learn and work together in the future. We would be delighted to have your ideas on this.

Here are some of the principles and features we are suggesting:

Principle 1: Bringing people closer to nature – the Learning Lab would include indoor and outdoor learning. Glass doors on the main rooms would not only bring the external environment into the room visually, it would also allow learners to move their formal and informal discussions outdoors onto a patio area. There would also be an outdoor learning space for 10 people, and a green space for outdoor experiential learning activities.

Principle 2: Supporting diversity – Adult learners have diverse learning preferences that are built upon culture, past educational experience, and their degree of openness to new ways of working and learning. The Learning Lab would include two main training rooms that could be merged for large group work. It would also feature a small informal room (Sandbox) with comfortable arm chairs and wall workspace for more intimate discussions. It would also have individual areas for more personalized work and reflection in the Blog Spot (IT space).

Principle 3: Encouraging multiculturalism – The Learning Lab would draw on educational traditions from different cultures, linked with its goals to support diversity. It would include in its outdoor space, a Yurt (10 persons) for more intimate (fireside-type) discussions, a Stamptisch in the open meeting space for debate and sharing, and some flexible spaces that could either reflect more traditional learning environments, or be spaces for circles and storytelling.

Principle 4: Convening, creativity and co-creation – Features of the Learning Lab would be designed to encourage convening, innovation, dialogue and co-creation of new ideas and actions. Here are a few of the ways that design would encourage these practices:

* All the tables in the Lab would be round tables,
* All rooms would be painted different warm, bright colours,
* The chairs in the main training rooms would be different colours,
* One entire wall of each room would be a white board,
* No wall clocks would put pressure on participants or facilitators,
* Learning spaces would be personalized with art from around the world,
* More intimate spaces would have soft furnishing and carpets,
* Different communication media would be available for participants to use – from the Blog spot IT space, to the equipment in the main learning rooms.

Our goal for the Learning Lab is to create a learning space that promotes our goals in the world, that supports a diversity of learning styles and preferences, and is consistent with the needs of a learning organization devoted to sustainability. It would integrally link the internal world of the learner, to her/his colleagues, workplace, and to the wider world.

What do you think? What can we add? What would you add/change to make your perfect Learnscape?

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Reframing Falling Flipcharts

I had a powerful reframing opportunity today as I sat for 7 hours in the Emergency Room waiting to see the doctor that would eventually give me 6 injections and as many stitches in my big toe due to a freak flipchart accident in my home today.

Trying to put a new flipchart together, with meager instructions, for my home office this morning created the situation which put me in the ER all day. A serial optimist, what could I do to reframe that? How could I go in to see the Doctor positive instead of p.o.’ed that I had to wait 7 hours for treatment of a squashed toe? Well, let me tell you…

For the last 8 months or more I have carried around Peter Senge’s “Presence: Exploring Profound Change in People, Organizations and Society”. It is a book about systems, living organizations, reactive versus deeper learning, stories and more. All of which sound very relevant to my work, so, I have taken it back and forth on trips to the States twice, to Madrid, even to Bangkok, and I have never gotten past the Introduction (which I have read many times now).

Today, I grabbed it again, and in the no mobile/no laptop zone of the hospital waiting room devoured half of it. With the complete concentration you can only get when you have absolutely nothing else to do (or anyone to interrupt you), I dove into that book and am really enjoying it. It is dense at times, and some of the points are very subtle and need to be applied (put the book down and think “how does this resonate with my experience?”) before going on to read the next part, and therefore takes the kind of time commitment that I cannot easily find these days. But I am in it now; I can even say (almost) that I am glad to have had that flipchart create the time for me to read this book properly…

This is the sentence from the book that is tickling around in my mind at the moment (and keeping it off the incredible throbbing pain in my toe):

The next great opening of an ecological worldview will have to be an internal one.

I agree – I would love to discuss this with anyone – have you read it? I still have half of it to read and am a bit worried about what has to happen to give me the quality time I need to read the rest of it…

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What is My Personal Knowledge Management System?

After some Skype chat earlier in the week, it was great to hear the voice of Harold Jarche this evening. The Skype call service wasn’t up to scratch – clipping one in every few of Harold’s words – but no worries. Within minutes Harold had guided me through setting up a Google Talk account and ‘hey presto!’ – now we’re talking (or should I say Unworkshop-ing).

What did I learn? That the first question I need to address is: What is my personal knowledge management system (PKM)?

There is a wealth of interesting stuff out there and a wealth of great information sharing, knowledge generation and learning taking place. Yet, we are often faced with information overload and an overwhelming diversity of channels. How do we sort and filter that to which we give our time and attention? And how do we move from “this is interesting stuff” to “I think that…”?

“Learning – The Link Between Knowledge and Change” is the tag-line Gillian and I will be using in a communication piece within our organization about the work the Learning Team will be doing in the coming years. At the organizational level, we are look at how we need to manage knowledge in ways that facilitate the learning necessary to bring about change. At the personal level, how are we doing this?

I don’t expect to figure out my personal knowledge management system overnight, but I will start thinking about it. And then I’ll start thinking about how I can improve it, and how the use of software such as bloglines, del.icio.us and others can help – at least with the web-based component.

Thankfully Harold’s already shared some great, evolving ideas about his PKM system on his blog, and others have shared their ideas through comments too. It’s a good place to start.

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How Do You Like Your Information – Rare or Well Done?

When you coordinate a network, or a community of practice, it is always hard to know how much information to send through to people, be it on a listserve or an e-newsletter, or a number of other tools. Should it be just a little bit, or maybe none, with everything going on a portal that members can search for themselves? Or can more be sent if the quality is high?

People are overloaded with information these days, they create rules that file their emails before they even read them, and they are notorious for forgetting their log-in details (I speak from personal experience), so it would seem that the more you can add value, sort, synthesize, bring together disparate threads of information, the more useful it can be to the various network members. But is that true? We are planning to launch a survey of our network members in the next month or two to see for ourselves how our network members like their information. In the meantime – what about you?

(Apologies to our vegetarian friends, I could not find a photo of grilled tofu.)

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Confidence in Learning

I recently heard a wonderful story retold from a book called “Landmarks” by Margaret Silf. In this story a woman is hiking late one afternon in the Welsh hill country when a storm blows in upon her. As she nears a barren peak, the wind starts to gale and storm clouds begin to boil in the dark sky. She continues to climb higher and at the very top she finds a solitary triangulation stone, a landmark that marks the highest point of her walk. As the wind gains intensity, she finds it hard to stand upright in the increasing gale, and she ducks behind the tall flat stone for shelter. The wind whips around it, gathers strength, and gusts furiously. There on the top of that rocky point, pushed dangerously from all directions by the gale force wind, she finds it hard to keep her balance, crouched down behind the stone.

Then it occurs to her, that her position behind the stone is not the best place to weather that storm. So she moves in front of the stone and lies on it, with her back against its flat, smooth surface. As the wind blows harder and harder into her face, it only blows her more firmly onto that stable stone, and she can watch the storm come in and pass with the confidence that she will not be swept off that peak by the wind and not be harmed by it.

Margaret Silf asks ‘what is that stone?’ For some people it might be faith, or truth, or maybe it could be learning. What gives us confidence when things are unpredictable around us? What do we use as our triangulation stone? And is it something that we hide behind or that we lean against as we face whatever our environment blows towards us? When it comes to our learning, we are the experts; that can only give confidence when we know how to apply it in many different and sometimes unpredictable situations.

I have the pleasure to work and interact with a group of young professionals in our organization, and sometimes they want for support from other levels of management, and they are curious about how they can weather the changes they see all around them (aren’t we all?) Yet, we are learning so much about how to manage our environments (both natural and institutional). Can we notice this more, value it more, apply it more? Can this be our triangulation stone – can we find confidence in learning?

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Shedding Light On Our Sundials

What are your talents and your key strengths? And what are you doing to maximize these day-to-day?

I recently received a fascinating book for my birthday, written by Marcus Buckingham and Donald O. Clifton: Now, Discover Your Strengths. Refreshingly, this book sets out to dispel the “pervasive myth” that excellent performers must be well-rounded. It asserts instead that “you will only excel by maximizing your strengths, never by fixing your weaknesses.”

To what extent are we maximizing our strengths, versus taking the traditional ‘problem-solving’ approach and expending our energies on fixing our weaknesses?

“Benjamin Franklin called wasted strengths “Sundials in the Shade”. Too many organizations, teams and individuals unknowingly hide their sundials in the shade,” write Buckingham and Clifton. Their book seeks to help us shed light on our “sundials”, for “the real tragedy of life is not that each of us doesn’t have enough strengths, it’s that we fail to use the ones we have.” Shedding some light on our sundials, we can then make sure they are aligned (parallel with the earth’s axis) and angled (depending on their latitude) for consistent, near-perfect performance.

What we can do to make sure we shed light on our “sundials”, building on our talents and maximizing our strengths? How can we work individually, in our teams and throughout our organization to identify and describe our talents? – For, if Buckingham and Clifton are right (and I like to believe that they are) we can then work together to find ways to maximize our strengths and really excel.

In the next week or so, we’re going to be following some of the authors’ advice and testing their tools. I’m very keen to see what they have to offer, and hope to be soon turning my talents into greater strengths. I’ll also be speaking with Gillian about her reflections on the work of these authors… after all, she was the one who started me on this path having looked into her own strengths with them some years ago. I have a sneaking suspicion she may have the “maximizer” talent 🙂

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What Can a Learning Programme Do For You?

Imagine that you were going to develop a new Learning Programme for your organization – what would be its purpose? What features would it have? Who would it target and what would it like to help them achieve? (Is it all about Them or is it all about Us? Or maybe we want to learn together?)

Learning needs to be owned by the individual or the organization (which in fact is made up of individuals.) It is the people side of knowledge and education. It is through the learner’s lens and experience that knowledge becomes useful or not. If you consider yourself a knowledge producer, and want to change the world, how can you find out more about what learners want and need in order to do things differently? And how can you find out more about their learning preferences – the ways they like to learn?

There is a fundamental transaction between knowledge and action that is all about learning. We know that it is not enough to get the information out there to see change in the world. The knowledge exists in libraries, universities, and the minds of our great thinkers. However, the path between the sources of knowledge and information, and the people who need to use it to do something differently, is an interesting process to explore. How do people gain understanding that helps them modify their attitudes and behaviours?

Whether this is learning within an institution, or between an institution and its chosen constituency, this is what a Learning Programme can contribute – the people side of knowledge. The side of the transaction that puts knowledge to work.

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In Our Organizations, Are We Titmice or Red Robins?

I received an email from my Father-in-Law this morning, with a nice little learning story which I thought I would share here. It goes as follows:

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In the late 19th century in Great Britain, milkmen left open bottles of milk outside people’s doors. A rich cream would rise to the top of the bottles. Two garden birds, titmice and red robins, began to eat the cream. In the 1930’s, after the birds had been enjoying the cream for about 50 years, the British put aluminium seals on the milk bottles. By the early 1950’s, the entire estimated population of one million titmice in Great Britain had learned to pierce the seals. The red robins never learned that skill. What happened?For learning to occur among birds, three things need to happen:

(1) Some of the individuals in the organization must have the potential to invent new behaviours or develop new skills;
(2) The members of the species must have and use the ability to move around, and they must flock or move in herds rather than sit individually in isolated territories; and
(3) The species must have an established process for transmitting a skill from the individual to the entire community through direct communication.

Red robins are territorial and don’t communicate much with one another, so they didn’t learn the new skill. Titmice flock together and were able to learn the new skill through-out the whole country.So, when you learn something new, or have a great idea on how to improve something, share what you’ve learned. You and your colleagues have many ways to communicate ideas and information – use them! Through improved organizational sharing and learning, we can help each other achieve our goals.

Source: Arie de Geus, The Living Company, Harvard Business Review, March, 1997
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Language Really Can Become Your Reality

Yesterday I had the opportunity to attend a management workshop that had been organized after our full week of meetings and I found it incredibly valuable in terms of new insights and learning. For one, it allowed me to meet my colleagues out of a workplace context (even though it was held at our workplace.) Being in jeans and more relaxed gave me a sense of being able to talk to people outside our usual frame. The day also gave us lots of opportunities to work on short exercises and talk to each other in different ways about ourselves and our work. We learned new things about each other, and we shared some of our concerns about our work as managers at a big institution.

The other thing that I found incredibly valuable was the opportunity to see for myself how language affects people (at least me). This is one management insight that I am sure will help me in the future. This is something that I learned through AI, Appreciative Inquiry, and today was an excellent example of this particular principle.

When I left the workshop, I felt tired. I was a bit down, and a little overwhelmed at how challenging being a manager was, and felt some doubt about my ability to give people good feedback and actively listen. Why was this? Normally I am a very positive person, I take management and leadership as one of my personal improvement goals, and do my best to be a good team member. When I thought through the day, I realised that many of the activities were framed in a way that emphasized the hard parts of being a manager. We first identified our challenges in the workplace, we did an activity that demonstrated how hard it is to give good feedback (no one could do it on the first or even second go). Words like ‘battered’ and ‘trapped’ were used to describe our feelings for our jobs; we talked about what we hated about our jobs and what aspects of job satisfaction that we did not have.

We also talked about lots of good things here and there, and at the same time, the deficit discussions seemed to affect me more at the end of the day. Lizzie told me that she heard a podcast from MindTools recently in which, during an interview with an author of ‘The Power of Nice’, Robin Koval spoke of how it takes seven good actions to undo one negative one. You have to do so much more on the positive side of things to bring people around from a negative frame. Somehow those aspects were what I took away with me that day. I asked myself as I was leaving, do I feel energised, do I have ideas I am eager to implement, am I excited about my work and my role? How do I feel?

I got some good ideas during this workshop and I also learned something very valuable for myself. For some people, like me, we go in the direction that we are questioned, and language can become our reality. These discussions focus a spotlight on a part of reality for us. What part of reality do we want to choose (or do others choose for us?) I don’t deny that there are challenges in the workplace; I guess I would like to address these in a more appreciative way, so that at the end of my query process I understand more about my situation, have some clues as to what I can do about it, and I have the enthusiasm to make those changes.

If I use an appreciative approach here I would ask myself, “So how could this workshop have been different?” How would I feel about my job as a manager after a day where we practiced how to give great feedback and help our team members identify what they do well, and how to apply those qualities and skills to the things that they (and we, as managers) would like to be different?

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How Do You Like to Learn?

Yesterday afternoon we had a workshop on a new leadership initiative within our organization in order to bring renewed energy to the idea and generate some useful information which could be used for the next stage of programme design. In the opening activity we each interviewed a partner about how they like to learn, and then the partners introduced each other to the group. The responses were incredibly diverse!

We share so many similarities (all committed to our organization, working people, interested in sustainability issues) and yet we had a vast range of preferred learning styles – from more formal settings in classrooms and workshops, and hearing from experts; to completely non-formal, learning by doing, learning from examples, and learning from other people’s and our own experiences. One person even felt they learned better on a full stomach!

This was very useful information for the future designers of this leadership programme – it must feature many different methods for learning, and a variety of ways for people to personalise their learning process, so that it works effectively for everyone in the programme.

This is also useful insight for all of our colleagues generally. We work for a knowledge organization that aims to support people moving from knowledge to action within the conservation and sustainability field. If we learn in many different ways, then our partners and constituencies certainly do too. How can we vary the way we share our knowledge so that people can learn most effectively? And shouldn’t we ask our counterparts how they like to learn, so we can produce our knowledge in formats, and embed them in learning processes, that are most useful to them?

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I Learned Something New About: China

On Day 2 of our Fixed Meeting Week, we had a fascinating session on the “Future of Sustainability” that featured a speaker from China, an economist currently working for a UN agency in Geneva, who spoke to us about China and how its government and 1.3 billion people are approaching sustainability.

You cannot pick up a paper or magazine (or turn on the TV for that matter) without hearing about China these days, and for many environmentalists in their discussions about sustainable development, it is the elephant in the room.

This speaker shared with us some refreshing insight into what China is doing in our field. First, he spoke about how China is translating the concept of ‘sustainability’ into ‘harmony’. Apparently, in 2005, the Chinese government shifted its focus from growth, to building a harmonious society. The concept of harmony has had its root in Chinese culture for thousands of years. Unlike ‘sustainability’, the concept of a ‘harmonious society’ is made in China. So it is more likely to be accepted by Chinese policy makers and people. Harmony is also an embracing concept; it means harmony within a person, between people, and (newly added) between people and nature. In fact this latter type of harmony is the foundation of this concept, as without harmony with nature, the other two types of harmony become increasingly difficult to attain. This concept of a harmony is being spread pervasively; the speaker saw a sign on a highway toll booth in rural China which read, “Collect tolls harmoniously”. When the Chinese government wants to do something, it can do it. Which brought him to his next point.

China’s political commitment to building a harmonious society is backed up by a strong state environmental protection agency, which in China is getting unprecedented power. While other sectors develop more fully in China, he said, that people are happy to have a strong central government and environmentalists are particularly happy that the state EPA has a much strengthened role.

The final point that our speaker made was that China is experimenting with sustainable living on a very large scale now. He noted that on an island near Shanghai, they are building the world’s first ecological city, which will become the model for 40 more cities of this kind that will be built in China in the next 20 years. Built using renewable energies, public transport, and more, these cities will help China learn about how urban sustainable living can be approached by its growing population.

Our speaker gave some final thoughts; China wants to play a role in a more sustainable world, it can play a role and it will play a role. How can we welcome more Chinese colleagues into our discussions, meetings and projects to learn together about what works for sustainable development in all parts of the world?

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Networking – In or Out of Your Comfort Zone?

Monday afternoon, a two hour session was held titled, ‘Learn Something New: People and Networking’. The objective was not to provide a taught course on Networking, but to create an environment where people can share and exchange about networking, and do it at the same time.

In one exercise people were asked to stand on a line on the floor which represented a continuum between two extremes. The question was: How do you feel about networking at meeting coffee breaks? The extremes were: “I love it!” or “I’ll go to the loo!” What we noticed was that a slight majority was going to the loo. One participant reflected that, for a networking organization, we are not all comfortable networkers.

Some suggestions were offered about how we can do more networking, and how we can help create work environments where networking and interaction is one of the key objectives. Longer coffee/lunch breaks? Open spaces in the agenda for interaction? Introductory sessions which serve to connect people and help them build relationships?

After this session, another 40 people know each other better (and can recognize each other by their ‘Learn Something New’ wristbands!). There is a reception tonight, let’s see how the networking goes…

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What Is the Purpose of ‘Free Coffee Mornings’?

A month ago (December 22nd), Gillian wrote a post about the value of weekly free coffee mornings in fostering staff networking and informal learning in our organization The Strength of Weak Coffee. Well, one month later we decided to explore the opinions of others in our organization on this topic. To do so, our team sponsored last Wednesday’s free coffee morning and, as staff flocked into the cafeteria, we explained that this week free coffee came at a small cost: In exchange for coffee – the completion of a brief questionnaire. What are the purposes of free coffee mornings? How do you feel free coffee mornings contribute to teamwork in our organization? What innovative ideas have been triggered during free coffee mornings? And, what did you learn over free coffee today?

As the cafeteria began to fill up, the exercise generated a lovely, humming buzz. What’s more, we were delighted to see that many people came equipped with pens – eager to share their thoughts, having been prepped by our email in advance. Perhaps more encouraging still was that throughout the day we were approached and asked for questionnaires by staff members who were unable to attend this week’s free coffee morning and yet still keen to have their voice heard.

A first look at the sixty questionnaires completed shows great support for free coffee mornings, with the majority of respondents citing their importance as a small ‘thank you’ from the organization and opportunity for staff networking and learning about matters of both personal and professional interest. A more substantive analysis is due, but for now I wanted to capture one additional outcome. Many staff commented on the exercise itself, pointing out learning about how to make the most of free coffee mornings in the future to engage with staff, about how enthusiastic staff are to express their opinions, and the importance of ‘social spaces’ and time for team-building and collaboration across ‘silos’.

So what did we learn? That a lot of learning in organizations takes place at unexpected times in unexpected places – informally. Often this has neither been noticed nor appreciated (either by the learners themselves or others). We need to continue to help notice and appreciate our learning by continuing to find ways to ask – and capture the answers to – the question: What did we learn today? This was a valuable purpose of this free coffee morning for us.

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A Week of Meetings and/or a Week of Learning?

We have a full week of meetings come up. Here is what Wikipedia says about meetings and learning:

Meetings are sometimes held around conference tables. In a meeting, two or more people come together for the purpose of discussing a (usually) predetermined topic, often in a formalized setting. In organizations, meetings are an important vehicle for human communication. They are so common and pervasive in organizations, however, that many take them for granted and forget that, unless properly planned and executed, meetings can be a terrible waste of precious resources.

Learning, as the verb, it is the process of gaining understanding that leads to the modification of attitudes and behaviours through the acquisition of knowledge, skills and values, through study and experience. Learning induces a persistent, measurable, and specified behavioural change in the learner to formulate a new mental construct or revise a prior mental construct. The learning process leads to long-term changes in behaviour potential.

It strikes me that most of our meetings have learning goals, yet they are structured as though the main goal is information sharing. How can the structure of our meetings change so that they can both inform and help people learn?

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What Exactly Are You Facilitating?

I have had a few people ask me about the value of facilitating other people’s workshops. What does that contribute to the grand scheme of things?

What Facilitators do that is visible to participants (that is, stand up in front of a room and guide discussions/give instructions), is probably about 30% of the work of a Facilitator. Another 30% of the time is spent working with the event holders in advance to help them clarify what they want to get out of their session, how they want people to feel at the end of it, what kind of physical outcomes they need for the next step in their process, and how can they structure their inputs to have maximum impact. The good Facilitator guides this inquiry too.

The next 30% block of time is spent actually designing purposeful workshop activities and their sequencing, making decisions about the choreography, group sizes, energy ebbs and flows, and how to capture all that into an agenda for interactivity, creativity and fun. Further discussions with the host team can help everyone share learning and experience about what works in different situations and contexts.

The final 10% of the Facilitator’s time is spent in final details. Do you have your handouts ready? What other materials do you need? What are the segue ways between key activities? What is the opening script? (These are the things that can keep you awake at night.)

The overall goal is not to just to move people around a room for a day. A good Facilitator is a process person with their eye on outcomes and learning – there is reason for every interaction, what is it and how can a process be designed that makes those conversations easier, smoother, and more productive? After all, facilitation comes from the Latin word “facil” which means to make something easy. Good facilitation means making group dialogue, decision-making, information sharing, and learning processes easier and more effective for everyone: your workshop hosts, your participants, and yourself. If you care about your organization, want it to have the greatest possible impact in the world, and learn the most from its daily interactions, then being a facilitator is one good way to help.

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Facilitator’s Notebook: Star Speakers

We are just going into a week of facilitating learning and conversation activities and no doubt we will have some learning to share on this blog. Here is the first post for the Facilitator’s Notebook:

Lights, Camera, Action: Working with Star Speakers

Here is a lesson that I absolutely need to learn as a workshop facilitator: No matter how well you brief a plenary speaker who is a subject matter expert, no matter how much you discuss their presentation and the key points, or even how frank you can be with them about keeping it short and to the point – if you give them X (pick any number from 10 to 100) minutes for their presentation, they will go over the time.

So what, you might ask, is an additional 10 minutes here and there? Well, when you have 3 speakers on a panel who do that, that is 30 minutes over time, and where do you make up that time? In the discussion. So instead of a nice 45 minute discussion where the audience can actually share and exchange their opinions on the topic, and ground their learning in their own experience, you are down to 15 minutes. One or two participants with two-part questions will finish that off nicely.

What is it about standing in front of a rapt audience (or even a few rapt people in the front row) that woos our speakers to the limelight? That puts stars in their eyes and genuinely compels them to put on a really good show for their audience? And how can we manage all that good intent as Facilitators?

Short of creating a scene, cutting someone off mid-sentence, or sending out the gaff, there is not much you can do. Obviously if it is extreme, then extreme measures are called for (see previous sentence). However, normally it is not extreme, it is just those extra 10 minutes that you really wanted to use to get people thinking, connecting and conversing about the topic. Here are a few things you might try:

  • Telling people they have 15 minutes to speak and building 20 minutes into the schedule (maybe speakers expect this and that is why they do it? Where did they learn that?);
  • Using timecards (green card – 10 minutes to go, yellow card – 5 minutes to go, red card – STOP)(AND some speakers are very skilled at focusing on a different part of the room than where you are wildly waving your cards);
  • Appointing a chair for the panel that is not afraid to tell people to finish up and can do it diplomatically (Chairs can also, however, be tempted into the same limelight with lengthy introductory and final remarks);
  • Designing a session to follow a plenary that is either expendable or contractible (like coffee break and lunch – make sure that they have been allocated enough time to absorb this eventuality, otherwise prepare for revolution);
  • Asking people to make their presentations ahead of time online, or by paper and then having them present to only take questions from the audience (you have to manage participants expectations to get away with this)
  • Don’t include any plenary speakers, or at least don’t stack them up – stick with one keynote speaker if you wish to have one (this is actually a serious option);

Frankly, designing your workshop to absolutely account for this, and being able to effectively manage with run overs is probably the best place to start, especially if you have an incredibly engaging speaker. It is a pity to cut off a unique learning opportunity for people, and a good facilitator will know when to let things run over. Plan for it in as many ways as possible, especially by allocating substantial discussion times (even after they get cut down) so that this critical part of the learning process is always there to help people follow your star.

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Scattering Learning Seeds: The Pod and the Magic Bean Stalk

Everyday I commute for two hours, traveling an hour to and from work with chunks of the journey by foot, tram, train and bike. For the past three years, this has been a time for thinking, reading and chatting with other commuter colleagues – on both professional and personal matters. The time has always been a much appreciated ‘wind up’ to and ‘wind down’ from the hours in the office. A recent addition to my commuter repertoire has made it even more enjoyable! – Podcasts.

Podcasts. The word itself tickles my imagination – hence the title of this blog post. Little did I expect, however, to find them so engaging. An audio file, downloaded from the internet to your computer, from where you can listen to it or transfer it to your iPod for use wherever you go – in my case whilst commuting. I had never thought of myself as an audio-learner. I realize now I’d just never found audio-learning resources so suited to my interests and lifestyle.

My first three Podcasts came from the members section of MindTools.com and comprised some really stimulating expert interviews with the authors of books on leadership and learning. Much like a great radio show, these presented manageable amounts of info in a way that really came to life – so much so that I felt more-or-less party to a live conversation. Of course there’s no substitute for reading the book in its entirety, for in-depth learning; however with the Podcasts the seeds have been successfully scattered and sown. I’m sure I will follow up on the ideas presented there and who knows where these new bits of information take me. If a magic beanstalk results – all the better!

For me at least, listening to Podcasts is a pleasure. Now I just need to learn a little more about how and where I can find even more quality content providers that match my interests so well. Recommendations please…

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Leveraging the Wisdom of Crowds in our Organization

James Surowiecki has popularized the concept of The Wisdom of Crowds in his book of the same name, which ‘explores a deceptively simple idea that has profound implications: crowds are smarter than an elite few, no matter how brilliant – better at solving problems, fostering innovation, coming to wise decisions, even predicting the future. This seemingly counterintuitive notion has endless and major ramifications for how organizations are (or should be) organized and operate, how knowledge is advanced, and how we live our daily lives.’ The question is, how are we responding to these ramifications? How are we leveraging the wisdom of crowds in our organizations?

According to Surowiecki, there are four key qualities that make a crowd smart. It needs to be diverse, so that people are bringing different pieces of information to the table. It needs to be decentralized, so that no one at the top is dictating the crowd’s answer. It needs a way of summarizing people’s opinions into one collective verdict. And the people in the crowd need to be independent, so that they pay attention mostly to their own information, and not worrying about what everyone around them thinks.

Next week, our organization is hosting a week of meetings, bringing together in headquarters senior staff from our offices around the world. During these meetings, how smart will our crowd(s) be? How smart could it/they be? As session organizers, what can we do to make our crowds as smart as possible – better at solving problems, fostering innovation, coming to wise decisions, even predicting the future?

Returning to the office tomorrow, I’m going to have another look at our session designs and ask myself these questions, considering the extent to which our crowds will have the key qualities described. I will certainly come back to this in the coming days.

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Very Informal Learning: From Portland to Geneva in Four Minutes

Even skype chat offers learning conversation opportunities. This is what you can type in a chat window in four minutes between Portland and Geneva…

[10:33:55 PM] Andy says: How can one work situation with all the money and talent be such a torture chamber and another situation with a few fairly tolerable people turn out to be such a great job and incredibly productive?

Gillian says: Because work is all about relationships and when they are good, work is generally higher quality, and when they are bad the same positive correlation is often true.

Gillian says: And I think we have a lot more control over our work environment than we think. There is a nice little book about the Seattle Fish Market called “Fish” which is all about making great workplace environments. You should check it out; you can read it in about 2 hours.

Andy says: I’d throw trust in there somewhere. This latest gig has really let me make my own mistakes and fix them. It’s kept me interested the entire time. There has been no second guessing and back stabbing that just kills any and all ambition.

Gillian says: Yes, and I think that trust is fundamental to a good relationship.

Andy says: Yeah, my boss really has done that well. The gal I work with could make soooo much money somewhere else, but he leaves her (and me) alone to get the work done.

Gillian says: And she would rather have a good working environment with a little less money than a bad working environment with loads of money – good for your boss.

Andy says: Yeah, my boss doesn’t have any money so a good work environment is all he has to offer. You know how non-profits work.

[10:37:09 PM] Gillian says: Yep, I work in a non-profit.

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Organizational Talent Scouting: Finding Julie Andrews

Recruiting senior staff for a global knowledge organization these days is very much like casting a movie. First you need a good idea of the movie you want to make, then you need to cast it with the right talent. If you have a choice of actor profiles, in order to have a good movie, you would look for a great actor, rather than someone that necessarily has experience doing what the character does. For example, Julie Andrews did not need to have experience being a nanny to be a fantastic Mary Poppins. She is talent and she can play a variety of different parts very well – she knows how to prepare herself (go talk to some career nannies), she can learn her lines and part, she can work with the director to improve the script, she can innovate and shape her role around her own assets for maximum effect, she has chemistry with others, and she can breathe energy and life into her role – here, her job.

In a fast changing world, organizations need to be able to continually adapt to new conditions, new information and developments on the global stage. You need your senior staff to have widely applicable skills to be able to change as their roles change. Having a very specific experience base might be less important than having the skills to learn the job, the motivation to improve the context, the creativity to shape it to maximise their assets, the contacts with the subject matter experts, and the ability to work with others to get the job done well.

Need a new senior staff member? Advertise for a Julie Andrews. (After all, wouldn’t you like to work with someone who believes that, “In ev’ry job that must be done there is an element of fun. You find the fun and snap! The job’s a game…”)

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Bottoms on Seats – How Do You Make That Memorable?

The participant’s journey at a large-scale conference can be an interesting one. People travel to the venue, they walk into a bustling and colourful conference venue (exhibitions, restaurants, meeting spaces, and all), then they walk into their first of many small workshop rooms and basically sit there (different small rooms of course) for 75% of the conference. The room size might change, the speakers might change, and still, most of the conference goer’s experience can easily be sitting in seats listening. Research shows that retention rates from listening to presentations are low and generally decline over time. Not to mention the fact that when you sit shoulder to shoulder in a room you rarely get to know whom you are sitting beside. In a plenary keynote presentation last September, I asked a group of 300 people to raise their hand if they knew both of the people they were sitting between. Only a few people raised their hands. This was on Day 3 of the Conference.

We spend a lot of energy thinking about communication to conference participants and the media around the event to make it colourful, interesting and engaging; how can we make sure that this does not stop at the workshop door? After all, that is where most people spend their Congress-going time. Believe me, I know, I am sitting in a Conference planning workshop myself today…

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Relationships, Relationships, Relationships

* A team retreat to do strategic planning for the next 5 years;
* A one-day meeting of partners to contribute to an upcoming summit;
* A co-development process for the design of a leadership programme with a colleague a country away;

What do these things have in common?

Each one of them will be more successful when there are good relationships existing or being built among the participating people that support the interaction, the dialogue and decision-making.

We have spent time recently with colleagues who are engaging in design and development work for ambitious upcoming activities that have as a central need good relationships amongst the participating people; one of trust, openness, honesty and a genuine desire to be a positive contributor to the discussions. When these relationships exist, you have a context where amazing things can happen – you have the foundation for a highly performing team, and a team whose abilities will not stop at the end of this activity. Those good relationships will continue to exist.

And, if they don’t yet exist, what kinds of things can you do to help build them?

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How Excited Are You About the Year Ahead?

It’s January and for many of us that means yearly work planning. We get together and we think about what we need to accomplish in the year ahead. How do you feel at the end of this planning process? Ready to go, or tired already? How can we get excited about the year ahead?

We may not always have a choice about the work we do, but we can choose the way we do it is a well-known statement that managers often use in efforts to help motivate team members. But maybe there is more. Maybe we have more latitude for choice about what work we do than we think.

Even within set organizational programmes, teams can always ask the question – What do we want to do this year? What do we want to learn and what do we want to achieve for ourselves and our team? There will always be the ‘reality check’ team member that will remind us of the programmed goals. The creative process then focuses on how to weave these together. How much more motivation, energy and enthusiasm does it create when people get to bring into the workday some of their passions, personal avenues of enquiry, and the opportunity to develop some longer term capacities they are building?

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New Year Resolutions: Pleasure or Pain? We Can Choose!

One week into 2007, I’m back to work and Gillian and I are looking at all we have planned for the year ahead. Wow! We have a long list of things we want to do and achieve. How are going to ensure that – come the end of the year – we stand the best chance of finding ourselves looking back and happily reflecting on our successes?

Going through the deluge in my inbox, I come across an end of year email from Mind Tools entitled ‘Keeping Your New Year Resolutions’ . It raises some interesting questions for us to ask ourselves, including: Why are New Years’ resolutions often about what we should give up and not do?

This made me think back to two earlier, related posts: What Do Change and Strip Poker Have in Common? and Our Story, Our Choice. As explored in these previous posts, we don’t have to focus on what we should give up and not do. We have a choice.

Rather than thinking of change and what we resolve to do differently as a loss and pain, let’s frame our new intentions more positively, more ‘appreciatively’. In our personal resolutions, and looking at the list of things we want to do and achieve professionally in 2007, let’s first resolve to ensure that we frame our new intentions as a pleasure and get motivated to succeed!

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The Difference Between Presents and Presence

Most people who care for you would rather have your undivided attention for a while than anything that you could buy for them.

It seems to take a long time to learn this.

Enough said…

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Sometimes What You Don’t Know Can Actually Help You

Today I went ice skating with my 5 year old son. He skated confidently around the hockey rink about 15 times; he ran on his skates and took enormous jumps and landed back on his skates; he skated like mad and then would do a quick turn…and this was only the second time he has ever been on ice skates in his life.

The first time we went ice skating was about 3 weeks ago. It was early and the rink was empty. I put on my son’s skates and took him carefully to the edge of the rink – he simply walked onto the ice and skated without hesitation around the entire rink by himself (I had not even put my skates on yet.) In fact, he had no idea whatsoever that he could not ice skate. He imagined that he could skate and he did. Why not? There were no other people on the rink struggling to stand and falling down, no one telling him to be careful and to go slowly, no one saying that it would take him some time to learn (and even if I had he would not have listened to me). He had complete confidence in himself, and his perception was that he held mastery of that activity.

I am sure that the absolute faith that you can do something does not stop after 5 years old. Maybe we just have to tap back into that 5-year old within… back to frame of mind where absolutely everything is possible. Even if you have never done it before.

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The Strength of Weak Coffee

We write frequently about informal learning in our blog – that 80% of the learning that you do that is not structured in some kind of course (taught or self-taught). Informal learning is what happens when you are surfing the net looking for something, watching TV, in a meeting, even having coffee with someone that you do not know very well. All of these things can give us new insights, expose us to new ideas, help us update ourselves, and allow us to further develop and refine our own knowledge and ideas.

Informal learning for many people is completely accidental, it is not a deliberate learning process and in many cases is not even noticed (this blog is a conscious attempt to notice our own informal learning). Many companies and big institutions are trying to help their staff members be more aware of, and optimise, their informal learning opportunities for the overall benefit of the whole institution. They believe that having a “networked” staff inside as well as outside their doors will build their assets (their knowledge workers) and in the end, give them access to more of what they want. They create organizational environments where people are encouraged to go outside of their daily patterns, into more unstructured, creative spaces (whether virtual or real) and do their most important, inventive work there. The silicon valley IT companies’ billiards rooms, free restaurants, and on-site gyms are more about inspiring creativity and conversation than for pure entertainment.

In Mark Granovetter’s article, The Strength of Weak Ties he argues, “that individuals with few weak ties will be deprived of information from distant parts of the social system and will be confined to the provincial news and views of their close friends [or colleagues – ed]. This deprivation will not only insulate them from the latest ideas and fashions but may put them in a disadvantaged position in the labor market…”

There are lots of ways that institutions can help foster informal learning, especially (as in my organization’s case) for a large team of knowledge workers who are committed to the sustainability movement, and are expected to be visionary, substantive and work together across sectors and disciplines. Some of the ways that my institution has created this important space for exchange and updating has been weekly free coffee mornings that bring together people, many of whom do not usually meet, to share news and information. Another way is through subsidized cafeteria costs, which serve to bring staff together at meal times (rather than scattering to restaurants or their offices with packed lunches) to converse, update and brainstorm new ideas, and make necessary strategic links among a highly diverse set of programmes, projects and operations.

These initiatives have been valuable and could even be strengthened further. Without these kinds of meeting opportunities, informal learning might very well go back to being purely accidental.

As for the title, well, our office coffee is actually very good!

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Learning to Sing

It is a little slow in the office around the holiday season, so I thought I would write in this post about another kind of learning that I have embarked upon recently.

I joined a local choir a few months ago with my neighbour because I like to sing and am a fairly competent; I have sung off and on in choirs and in small groups for many years. I didn’t really expect to learn anything new except some French songs and perhaps more about some other people in my village. However, this current excursion is providing a completely new learning experience, which is immediately noticeable in the quality of my singing. Astounded, I asked myself, what is different about the process this time and is there anything transferable there?

In past choirs, the director would hand out the music, people would struggle with it for a while, we would break it down into parts, practice individually, put it together, have it sound horrible for a while and gradually it would come together and sound pretty good. The focus was on the notes, the words and the voice. Sing, sing, sing – hours of singing. The director’s motto was “do it again!” and gradually, from pure repetition, it would be note perfect, and he would have nearly beaten the life out of it.

In this new choir, the director calls it the “Tao of Voice”, and uses as her inspiration the book of that name by Stephen Cheng. During a 90 minute session, we stand side-by-side and sing from sheets of music for about 30 minutes. The rest of the time we are doing breathing and body movement exercises, singing songs without words, standing with our hands pressed against another singer’s hands to feel different notes, walking around in the semi-darkness singing tones from different parts of our body (have you ever tried to sing out the back of your head, or from your feet – try it, it is not as hard as it sounds). What this means when we do sing, is much more of a sensitivity to your body, and what has to happen in your whole body to sing properly. You sing with every part of you, and you are completely connected to the music, the words, and what you are doing to them while singing.

When you sing like this, you are completely there, in that moment, in that word and in that song – and that complete authenticity of experience and connection of everything we have produces music that is very different than those songs we sang 1,000 times in school choir. Our daily lives can be so scattered – we sit in one meeting, our mind is on our next trip, our heart is at home with the family – and how convincing is anything we say in that meeting? When we can bring all these things together, that is when the real music starts.

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Jumping in Front of the Bus

Why do people sometimes find learning so frightening?

Even me – last weekend I was offered the opportunity to organize a 4-day meeting of senior scientists, systems thinkers and sustainability practitioners on the topic of climate change and behaviour change. My response – no way! I have worked in the sustainable development field for over 20 years now, but I have never worked directly on the climate issue and am certainly not a SME (subject matter expert) in that complex field – I work in capacity development and learning.

Then I thought more about this – what was it about the meeting that caused me to react like that? In retrospect, it was probably being acutely aware of the enormous body of knowledge that already exists, the proliferation of different opinions about what to do about it, and a bit of fear about providing a quality event to a very high calibre audience. Overall it represented to me a very steep learning curve and a great sense of responsibility. How many other people react like this to a) big learning generally and b) the climate issue in particular?

I fortunately got to sleep on it, and the next morning I reframed this for myself. I need to learn more about this issue (as do some other 6 billion people on the planet), so I needed to embrace this opportunity to work on the climate issue. I needed to put myself in the way of learning – to jump in front of the bus, so to speak – not sit there on the sidewalk and watch it go by because it is going too fast, is too big, and seems unstoppable.

I found this analogy useful to give me the energy to take on this challenge. However, my friend Valdis, who works in climate change policy for one of the Baltic governments, usefully pointed out that by “jumping in front of a bus” you could get squashed. He observed that thinking about learning like that can take people from their comfort zone, through their eustress (or good stress zone) into distress. I think that was my case when I was first confronted with organizing a meeting about climate change. He suggested that instead of telling people to embrace new learning by “jumping in front of the bus”, to encourage them to push themselves or take risks in a safer way.

So I took the challenge to organize that meeting, I am going to learn alot more about climate change in the next year, and, with the help of my very knowledgeable friends, will not get squashed in front of the bus, but will do a little learning bungee jumping instead.

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New Technology: It’s Not Just for Christmas

I just received a new video I-pod for my birthday as I am very interested in seeing how podcasting can be useful to my work (not to mention getting the latest episode of Lost each week).

However, the worrying thing is that I have not yet set it up properly and the papers are sitting all over my desk. What does that say about my commitment to using this new piece of technology in the long run?

I heard Dr. Palitha Edirisingha from the University of Leicester speak about the process to move students there into using podcasting in their studies – he called the process “Domesticating a technology” and he talked about 4 steps:

Appropriation: Taking the technology from the shop to home (or ordering it through Amazon)

Objectification: Creating a space in your home for the technology (in the lounge, or on your desk)

Incorporation: Finding a place for the technology in the routine of your life (remembering to charge your phone every day)

Conversion: Displaying ownership and competence in a public culture (like being evangelistic about keeping your blog up to date)

So I need to think about this – if I don’t want this i-Pod to become a paperweight, I need to get through to the incorporation stage. When I start writing blog posts about podcasting you will know that I have succeeded!

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How Old is Your Knowledge?

When you learned your science, physics and chemistry at high school, could you imagine that the information you were getting was over 30-50 years old already? How old are you now? You do the math – you might possibly be a little bit out of date.

Professor Natalia Tarasova, Director of the Institute of Chemistry and Problems of Sustainable Development at Mendeleev University of Chemical Technology of Russia, spoke at our network meeting today about the need to update curricula in the sciences and keep it current so that our next generation of scientists don’t leave school already out of date.

What about the rest of us? How do we update our learning? We can’t all go back to school – this takes time (which we don’t have), it takes money (which we might also not have available), and it might take displacement (which we don’t want necessarily.) And it is possible that the information you will get is also 30-50 years old. That updates you a bit, now you are just 30 years out of date again instead of 70. But what if you want to be right up to date – how do you do this?

Where do you get your information? Do you have time to read books? Do you have time to surf the web? How deliberately do you try to find the information you need to do your work and make your decisions, or do you rely mostly on what you have? Jay Cross, author of Informal Learning, says that workplace learning is 20% formal and 80% informal. Formal learning might be those introductory Spanish classes that they offer at your work. Informal learning however, is an interesting combination of reading, internet surfing and search, audio-visual inputs, speeches and presentations, meetings, and conversations in the cafeteria, corridors, and on the bus. For the most part in these activities learning is quite accidental and not a deliberate objective. There are learning opportunities around every corner. What are you doing to structure your informal learning?

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We Don’t Use the “L” Word…….Enough

Did you know that the Earth Charter, a soft law instrument that is gradually becoming “harder”, has the word Love in it? One of the principles of the Earth Charter is to “Care for the community of life with understanding, compassion and love.”

Leadership development practitioners, such as those at the Teleos Leadership Institute are increasingly talking about “Whole Leaders” and how to build capacities in our development leaders which incorporate mind, heart, body and spirit. Their new book Resonant Leaders explores “renewing yourself and connecting with others through mindfulness, hope and compassion.”

This weekend I am at a steering committee meeting for a network of sustainability scientists and leaders that I have the pleasure to attend each year in December, in Walliselen, Switzerland. In our very first conversation this morning we talked about what makes this particular network of sustainability leaders, which has been active for 25 years, so successful. Members agreed that when this community meets, it becomes one of the few environments – safe creative spaces- where you can integrate your intellectual work and “love”. In the conversations of this group, people can talk in the same sentences about global change, development trends and dynamics and care, concern and love for society, the environment, their friends and themselves.

The difference? They do not feel that this type of holistic conversation diminishes the intellectual rigor of their points. On the contrary. It is felt to be more real, more accurate and more representative of the real world, than the potentially one-sided conversations happening in science-based bodies now. Think about it, when was the last time you used the “L” word in one of your workplace conversations?

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When did I first know I needed an iPod?

How many of you have an iPod? Asks Kevin Wheeler, Global Learning Resources Inc. Many hands in the room go up. When did you first know you needed one?

I do have an iPod. My husband bought his iPod home a couple of years ago. He (we) started buying tracks from iTunes instead of albums on CD, and I suddenly found that where he goes, our favourite music goes. What about me and my music? I’d dabbled in the world of Ipod and, like any good marketer, he’d sold me on customized playlists, podcasts and pocket-sized. A few months later, I knew I now needed my own iPod.

Kevin’s point? Executive buy-in to the use of technology-enhanced learning for professional development is all a question of marketing. How do we help our executives know they, and their organization, need technology enhanced learning? Is it really as simple as enticing them to have a quick dabble with technologies they never knew they needed? Perhaps we should be providing our CEO with a choice of links to our end of year report: podcast or a wiki?

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Me and My Multiple Intelligences. We and Ours.

Eight kinds of “intelligence” exist in us as humans and we all possess varying levels of the different intelligences, determining our unique cognitive profile. This is at the heart of Howard Gardners Multiple Intelligences theory – explains Ann Shortridge.

Ann and Benay Dara-Adams have been looking at the theory of Multiple Intelligences and posed the following questions during one of the Online Educa Berlin pre-conference workshops:

* How aware of we of the intelligences making up our cognitive profile?
* How do our intelligences affect our learning style?
* How do our intelligences and learning styles affect the way we interact with others, including trying to help one another learn?

I think I’m pretty aware of my own ‘intelligences’ and learning style. I hadn’t given much thought before to how it affects my interactions with others.

Following the ‘Exploring Deep Change’ meetings that we organized a couple of weeks ago, we asked people to send us their ‘learning stories’: short, personal reflections on what they took away from the sessions. Collecting these has been fascinating. For any one session, the diversity of stories has been great (ranging from appreciating one-to-one interpersonal story-telling exercises to recommending greater use of bold and colourful visualizations to trigger the imagination). Is this indicative of the diversity of intelligences and learning styles present? I can only think so.

My question now is – in our organizations, what are we doing to make sure we interact in ways that address diversity of intelligences and learning styles? And how can we engage the multiple intelligences of our colleagues to best answer this question?

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Fish!ing for a compliment?

Arriving at my desk this morning, I was greeted by a delightful surprise. In fact, it was a surprise that made my day. Stood proud on my desk was a bottle of wine, wrapped in a paper bag sealed with a staple, with a small, silver, star-shaped sticker attaching a little note. On the front of the note – a friendly graphic, carefully chosen from our photo bank, and my name in hand-written calligraphy. Inside – a simple, personal sentence of thanks. Following a few ‘delicate’ weeks at work, this touched me greatly. I went to my colleague to thank them for the gift – more for the words than the wine. What I didn’t tell them was that they made my day.

I recently read a wonderful little book called Fish! in which it is suggested that organizations introduce a ‘box’ which isn’t for complaints or suggestions, but rather for people to acknowledge others in an organization who make their day. We don’t have such a box in our organization – yet. If we did, I know who would have got my vote today, and in the absence of a box I am just going to have to tell them myself! A little, genuine appreciation can go a long way.

Whose day did you make today? And who made yours?

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