Creating a Culture of Collaborative Learning to Foster Organisational Innovation Designing programs through user centred design and sense making Empowering people to collaborate to solve problems and innovate Fostering a blended learning approach through stimulating technical and social networks and offsetting the tyranny of distance through technology Successful strategies to effect change Learnings and advice for those embarking on such a journey Cory Banks, Parsons Brinckerhoff
PB Perspective Knowledge - Supply & Demand Demand Decision making Problem solving Supply Information Experience Expertise Strategy Connect people with people Connect people with information Foster collaboration Learning organisation Promote innovation Development (70 / 20 / 10) 70% on the Job Processes & Procedures Project Work, Assignments, Secondments Site Visits Client Interactions 20% Through Others Mentoring, Coaching, Buddy Shadowing Networks Professional Memberships Alumni Social Networking Collaboration Tools 10% formal Learning Conferences, Seminars, Lectures Coursework, Workshops Courseware Induction Collaboration - Working Together Communication Awareness Speaking and Listening Aware of what others are working on. Improve awareness of what you are working on. Cooperation Supporting Providing support to others Requesting support from others Collaboration Partnering Crewing / Virtual Teams Internal Alliance Cory Banks, Parsons Brinckerhoff
Another aspect we need to consider is a question of complexity In d6 we use the Cynefin complexity model to talk about levels of complexity. The lowest level we deal with is called the Simple space. In simple space we talk about cause and effect is obvious. A + B will always equal C. The approach is to sense the situation, categorise the condition and deliver the required response by using best practice. In complicated space the relationship between cause and effect requires analysis or some other form of investigation through the use of expert knowledge. A + B will equal C but we need to take some time to work out what C is. This is the space of the consultant. The approach is to sense the situation, analyse the condition and arrive at an appropriate good practice. In complex space the relationship between cause and effect can only be perceived in retrospect, not in advance. A + B will equal C today, but may equal Z tomorrow. The approach is to run probes to discover the situation, sense what emerges from those probes and respond with more probes to step further towards discovering an emergent practice. In the chaotic space there is no relationship between cause and effect. We don’t even know what A or B is. The approach is to act first, then sense if it worked and discover how to move forward. Once you have identified where your problem sits, you can begin selecting the right approach to solving your problem.
Cory Banks, Parsons Brinckerhoff
Creating a culture of collaborative learning
Creating a Culture of Collaborative Learning to Foster Organisational Innovation Cory Banks A knowledge based approach to learning
PB Perspective Knowledge Demand = decision making, Problem solving & Innovation Supply = information, Experience & Expertise Connect people with people Connect people with information Foster collaboration Learning organisation Promote innovation DEVELOPMENT SUCCESS PROFILES Capability Maturity Model Realise your potential (RYP) 70% on the job Processes & Procedures, Project Work, Assignments, Secondments, site visits, CLIENT INTERACTIONS 20% through others mentoring, coaching, networks, buddy, shadowing, professional memberships, alumni, social networking, collaboration tools 10% formal learning conferences, lectures, seminars, coursework, courseware, induction Collaboration Working together Collaboration PARTNERING Crewing / Virtual teams. internal ‘alliance’. cooperation SUPPORTING Providing support to others. Requesting support from others. communication AWARENESS Speaking and Listening. Aware of what others are working on. Improve awareness of what you are working on.
complexity Complicated Knowable Cause and effect separated over time and space Analytical/Systems Thinking Requires depth of knowledge Sense-Analyse-Respond Simple Known Cause and effect repeatable, perceivable and predictable Standard Operating Procedures Process Reengineering Standard responses Sense-Categorise-Respond Complex Unknown Cause and effect only coherent in retrospect and do not repeat Pattern Management Complex Adaptive Systems Requires diversity of knowledge Probe-Sense-Respond Chaos Unknowable No cause and effect relationships perceivable Crisis Management Act-Sense-Respond
principles <ul><li>Thinking Foundations </li></ul><ul><li>Reuse, recycle, renew </li></ul><ul><li>Think about your thinking </li></ul><ul><li>Identify problem 1 st </li></ul><ul><li>Get past first pattern match </li></ul><ul><li>Diversity of thought (Collaboration) </li></ul><ul><li>Realise where you are (Complexity) </li></ul><ul><li>Assumptions can kill (Weak Signals) </li></ul><ul><li>Address the Clients needs </li></ul><ul><li>Reflect and share experience </li></ul>
tools Brainstorming What Idea Generation Why Collaboratively generate a large volume of ideas in a short time, free of criticism and judgement. When <ul><li>discover, develop </li></ul><ul><li>Develop a list of possible causes to a problem </li></ul><ul><li>Develop a list of possible solutions to a problem </li></ul>How <ul><li>Brainstorming Worksheet </li></ul>Tips <ul><li>Nominate a recorder </li></ul><ul><li>Quantity is key </li></ul><ul><li>Half hour at most </li></ul><ul><li>Sprints (2 minutes) </li></ul><ul><li>No criticism </li></ul><ul><li>Encourage all </li></ul><ul><li>Manage dominance </li></ul>
tools 5 Ws & H What Data Gathering Why Collect information on the context of a situation to assist thinking and decisions. When <ul><li>discover, define, develop, deduce </li></ul><ul><li>Generate data gathering questions </li></ul><ul><li>Generate idea provoking questions </li></ul><ul><li>Generate criteria for evaluating options </li></ul><ul><li>Develop a list of possible solutions to a problem </li></ul>How <ul><li>Who? What? Where? When? Why? How? </li></ul>Tips <ul><li>Divergent and Convergent use </li></ul>
tools Assumption Busting What Breaking Patterns Why Understanding the assumptions you are making and misconceptions you may have and testing them. When <ul><li>discover, develop </li></ul><ul><li>Identify perceptions around problem discovery </li></ul><ul><li>Uncover bias in solution development </li></ul><ul><li>Identify assumptions around problem definition </li></ul><ul><li>Discover assumptions around solution selection </li></ul>How <ul><li>Assumption Busting Worksheet </li></ul>Tips <ul><li>You will discover more assumptions </li></ul><ul><li>Get an external perspective </li></ul>
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Workspace Toolbox Network Support Workspace A space for teams to work collaboratively. Structured by the organisation hierarchy. Network A space for staff to share information and knowledge about their capability. These may be local or global networks. Support A space for staff to access the corporate services provided by the organisation to support them in their work. Toolbox A space for reference material and various libraries that staff require to do their work.