Coaching community leaders on community cultivation and technology integration Workshop John Smith, Lauren Klein and Theodora Fitzsimmons Communities and Technology, 3 rd International Conference Michigan State University East Lansing, Michigan June 28, 2007

Today’s Workshop Agenda Introductions Review our study context process findings Conduct Coach-Coachee demonstration Workshop exercise Discussion

Introductions

Review our study

context

process

findings

Conduct Coach-Coachee demonstration

Workshop exercise

Discussion

Our Study Grew out of individual practice John Smith, Lauren Klein re-connected Fall ‘06 Theodora Fitzsimmons got involved Spring ’07 Fundamental assumptions at CPsquare Communities of practice matter Leadership matters Practice – doing something – matters Our question: How do community leaders become competent?

Grew out of individual practice

John Smith, Lauren Klein re-connected Fall ‘06

Theodora Fitzsimmons got involved Spring ’07

Fundamental assumptions at CPsquare

Communities of practice matter

Leadership matters

Practice – doing something – matters

Our question: How do community leaders become competent?

The Purpose of the Study Explore learning practices around leader development Learning in practice, in service of practice CoP context (both theory and application) Through conversations with other coaches and their coachees (or mentors or members) Look for common elements Fishing trip (what doesn't exist?) Look for trends Look for evidence of success and barriers to success Understand the role of technology in the coaching/mentoring relationship Articulating what we already knew: our assumptions

Explore learning practices around leader development

Learning in practice, in service of practice

CoP context (both theory and application)

Through conversations with other coaches and their coachees (or mentors or members)

Look for common elements

Fishing trip (what doesn't exist?)

Look for trends

Look for evidence of success and barriers to success

Understand the role of technology in the coaching/mentoring relationship

Assumptions: About Community Leadership Community leadership embedded in a social setting Typically: volunteers leading volunteers Leadership involves engagement with members Relationships often mediated through technology Personal characteristics of leaders Passion as a community bond that leaders must have Professional maturity Kinds of influence available to leaders Minimal positional authority Self as instrument: setting an example Admin rights on a software platform Focus beyond the self Extended network

Community leadership embedded in a social setting

Typically: volunteers leading volunteers

Leadership involves engagement with members

Relationships often mediated through technology

Personal characteristics of leaders

Passion as a community bond that leaders must have

Professional maturity

Kinds of influence available to leaders

Minimal positional authority

Self as instrument: setting an example

Admin rights on a software platform

Focus beyond the self

Extended network

Assumptions: False Friends of Community Leadership Developing a CoP is like “any other project” Community life == Postings or volume Over-reliance on theory or cookbooks Community stages Cookie cutter / checklist compliance It's “all about technology” “Learning is commonplace”, so will take care of itself Learning is what happens in a classroom I’m the SME and don’t need any consultant to help me

Developing a CoP is like “any other project”

Community life == Postings or volume

Over-reliance on theory or cookbooks

Community stages

Cookie cutter / checklist compliance

It's “all about technology”

“Learning is commonplace”, so will take care of itself

Learning is what happens in a classroom

I’m the SME and don’t need any consultant to help me

Assumptions: CoP Theory & Leadership Challenges Legitimate peripheral participation frames coaching & false friends Community, Practice, Domain model frames Domain Supported CoPs are common where topics are complex, subtle, or new Competence in the domain determines status in the community Community Global membership of communities creates challenges for leaders Diverse languages, cultures, and organizational affiliations add complexity Creating useful connections within a community can be hard work Cultivating the next generation of leaders needs to be part of ongoing work of the community Practice (repertoire) Making a collective practice visible at a distance can be a challenge Technology plays an enabling and a complicating role

Legitimate peripheral participation frames coaching & false friends

Community, Practice, Domain model frames

Domain

Supported CoPs are common where topics are complex, subtle, or new

Competence in the domain determines status in the community

Community

Global membership of communities creates challenges for leaders

Diverse languages, cultures, and organizational affiliations add complexity

Creating useful connections within a community can be hard work

Cultivating the next generation of leaders needs to be part of ongoing work of the community

Practice (repertoire)

Making a collective practice visible at a distance can be a challenge

Technology plays an enabling and a complicating role

Assumptions: Improvisational nature of practice Improvisation is key Growth of leaders and communities happens step-by-step focus on zone of proximal development Transformation is "the norm" goals means identity Planning is important but the unexpected may be more so In general: focus on the time dimension Emergence Behavior and perception are situated

Improvisation is key

Growth of leaders and communities

happens step-by-step

focus on zone of proximal development

Transformation is "the norm"

goals

means

identity

Planning is important but the unexpected may be more so

In general: focus on the time dimension

Emergence

Behavior and perception are situated

Assumptions: About Coaching as a Practice A model relationship One-to-one helping relationship Trusted advisor & sounding board Developmental (performance-based) A model business Business model / practice is well-established Code of ethics is established Coaching certification (General purpose) Applied to sports, management & personal development Adapting to CoP leadership setting What are we borrowing from the existing role & trappings

A model relationship

One-to-one helping relationship

Trusted advisor & sounding board

Developmental (performance-based)

A model business

Business model / practice is well-established

Code of ethics is established

Coaching certification (General purpose)

Applied to sports, management & personal development

Adapting to CoP leadership setting

What are we borrowing from the existing role & trappings

The Study Design: The Interviews Systematic practitioner-to-practitioner conversations Used our network to find pairs of supportive relationships Interviewed nine pairs (in separate interviews) in diverse settings John and Lauren interviewed each other as practitioners and each other’s clients as coachees The Interviews: Emailed questions in advance of interview to guide conference calls Calls were recorded for later data analysis Participants were assured confidentiality Conversations were structured by questions but also allowed for wandering Notes were shared shortly after interviews Analysis of Interviews Analyze recordings and notes for themes Using Mind Map to organize themes

Systematic practitioner-to-practitioner conversations

Used our network to find pairs of supportive relationships

Interviewed nine pairs (in separate interviews) in diverse settings

John and Lauren interviewed each other as practitioners and each other’s clients as coachees

The Interviews:

Emailed questions in advance of interview to guide conference calls

Calls were recorded for later data analysis

Participants were assured confidentiality

Conversations were structured by questions but also allowed for wandering

Notes were shared shortly after interviews

Analysis of Interviews

Analyze recordings and notes for themes

Using Mind Map to organize themes

Sharing the Findings Held a "findings" phone call with participants Gather reactions to what we found Participants who missed the call were invited to listen to recording Comments continued through email and the blog Project blog describes the project and holds continuing conversations CPsquare session at some point Planning to publish something next Fall / Winter This C&T Workshop as extending the inquiry

Held a "findings" phone call with participants

Gather reactions to what we found

Participants who missed the call were invited to listen to recording

Comments continued through email and the blog

Project blog describes the project and holds continuing conversations

CPsquare session at some point

Planning to publish something next Fall / Winter

This C&T Workshop as extending the inquiry

Findings: The relationships between our respondents Relationship duration, intensitiy, & basis varied a great deal Conversations were private, behind the scenes Meetings ranged from structured to ad hoc and varied in frequency and regularity Occasional collaboration on deliverables “ Going meta" - standing back together and reflecting Coaching and mentoring were mixed moment to moment Common technologies to support interaction Face-to-face meetings Phone calls Email IM Web Boards “ Every technology generates new possibilities."

Relationship duration, intensitiy, & basis varied a great deal

Conversations were private, behind the scenes

Meetings ranged from structured to ad hoc and varied in frequency and regularity

Occasional collaboration on deliverables

“ Going meta" - standing back together and reflecting

Coaching and mentoring were mixed moment to moment

Common technologies to support interaction

Face-to-face meetings

Phone calls

Email

IM

Web Boards

“ Every technology generates new possibilities."

Evolution of the Relationship Supporter Community Leader CoP Supporter Community Leader CoP Beginning of the relationship Later in the relationship

Findings: Seeing the actual & inventing the possible Grounding in practice (Disciplined Realism) Jointly interpreting the evidence Dealing with changing technology, membership & politics Addressing individual interests A sense of history Passion for what could be (Cultivated Imagination) Conversations about things that don’t exist Intent behind the charter or goals Future orientation Make order out of chaos

Grounding in practice (Disciplined Realism)

Jointly interpreting the evidence

Dealing with changing technology, membership & politics

Addressing individual interests

A sense of history

Passion for what could be (Cultivated Imagination)

Conversations about things that don’t exist

Intent behind the charter or goals

Future orientation

Make order out of chaos

Findings: leaders focus alternately self and group Passion for domain as a working basis Purposeful community leadership Alternate, reinforcing focus on self and on group Inquiry into the self Emotional Intelligence and a hunger for continuous learning, especially around fostering a CoP Self starter and leader; instrumental in making things happen, such as via gathering people together Risk Taker Inquiry into the group Technologically minded in order to learn and leverage the technologies involved Detail oriented for event planning and project management Salesperson, Recruiter, Maven and Connector

Passion for domain as a working basis

Purposeful community leadership

Alternate, reinforcing focus on self and on group

Inquiry into the self

Emotional Intelligence and a hunger for continuous learning, especially around fostering a CoP

Self starter and leader; instrumental in making things happen, such as via gathering people together

Risk Taker

Inquiry into the group

Technologically minded in order to learn and leverage the technologies involved

Detail oriented for event planning and project management

Salesperson, Recruiter, Maven and Connector

Findings: Coaching and Mentoring Roles Characteristics : Formality: a structured cycle of goal-setting, observation, and performance assessment Front-loaded set-up: depends on negotiating rules and terms at the beginning Rigorous: focuses on a developmental process Formal, Standing outside the social system Coachee’s as clients Coaching A person who supports people to achieve their goals, with goal setting, encouragement and questions. Mentoring A person who shares expertise with less experienced individuals in order to help them advance their careers, education, or networks. Characteristics : Informality: informal shop talk between more- and less-experienced persons Reflection on relevant experience Share local lore, connections, and street credibility with mentee Both in a social & political fabric Mentors may be community members Mentors may be actors in the social system, opening doors, locating resources, etc. Mixing or alternating roles less important than the work

Characteristics :

Formality: a structured cycle of goal-setting, observation, and performance assessment

Front-loaded set-up: depends on negotiating rules and terms at the beginning

Rigorous: focuses on a developmental process

Formal, Standing outside the social system

Coachee’s as clients

Mentoring

A person who shares expertise with less experienced individuals in order to help them advance their careers, education, or networks.

Characteristics :

Informality: informal shop talk between more- and less-experienced persons

Reflection on relevant experience

Share local lore, connections, and street credibility with mentee

Both in a social & political fabric

Mentors may be community members

Mentors may be actors in the social system, opening doors, locating resources, etc.

Findings: Coaching and Mentoring Spectrum Coaching highlights Coaching role is familiar and programs to organize and support it exist in many organizations Coaches role is professionalized through training & certification processes Process seeks to be neutral, focused on coachee's unique goals Up-front negotiations create a useful learning platform Limitations May lack local connections & clues Too formulaic? Assumptions It's "the method": a good coach can help individuals with diverse goals Mentoring highlights Informal & flexible Local Familiar: Companies institutionalize it Relationship is negotiated in an ongoing fashion Limitations Too idiosyncratic? Lacking permission for giving personal feedback Assumptions A good mentee can translate from mentor's experience to something useful Interchangeable terms can provide a useful distinction Coaching Mentoring

Coaching highlights

Coaching role is familiar and programs to organize and support it exist in many organizations

Coaches role is professionalized through training & certification processes

Process seeks to be neutral, focused on coachee's unique goals

Up-front negotiations create a useful learning platform

Limitations

May lack local connections & clues

Too formulaic?

Assumptions

It's "the method": a good coach can help individuals with diverse goals

Mentoring highlights

Informal & flexible

Local

Familiar: Companies institutionalize it

Relationship is negotiated in an ongoing fashion

Limitations

Too idiosyncratic?

Lacking permission for giving personal feedback

Assumptions

A good mentee can translate from mentor's experience to something useful

Group Self Cultivated Imagination Disciplined Realism Coaching Mentoring CoP Evaluation Attending meetings together New potential of role Tool use & techniques Leadership skills inventory a friendly ear Developing a leadership style Charter development Finding sponsorship Joint projects Motivating Envisioning future possibilities Interpeting political winds Swapping war stories Lending confidence “ to-do” lists Integrating all 3 dimensions: Inspiring

Findings: activities and outcomes Power of one-to-one conversations Part of social learning Back-channel Vygotsky: guided participation EW's distinction between “learning with & from”: Learning with Sounding board aspect is important Learning partner Learning from Access to other people's experience Grist for transformation

Power of one-to-one conversations

Part of social learning

Back-channel

Vygotsky: guided participation

EW's distinction between “learning with & from”:

Learning with

Sounding board aspect is important

Learning partner

Learning from

Access to other people's experience

Grist for transformation

Reported Benefits of Supportive Relationships Supporters help leaders look at what they have through experienced eyes and help them see opportunities for promoting community interaction. Using a conversational process helps to simplify, prioritize, and focus on what is important. Practice and immediate feedback from a co-committed supporter is a building block for increased performance. A co-committed supporter: Facilitates the new leader's ability to see both part and the whole. Presents more opportunities that the new leader may not have thought of on his or her own. Leaders realize that they have more resources to draw upon for things they can do. May inspire the new leader to reach new heights. As new community leaders become more secure and confident in their role, they tend to be more innovative and try new things. New leaders are able gain more confidence in stages with less pressure.

Supporters help leaders look at what they have through experienced eyes and help them see opportunities for promoting community interaction.

Using a conversational process helps to simplify, prioritize, and focus on what is important.

Practice and immediate feedback from a co-committed supporter is a building block for increased performance.

A co-committed supporter:

Facilitates the new leader's ability to see both part and the whole.

Presents more opportunities that the new leader may not have thought of on his or her own. Leaders realize that they have more resources to draw upon for things they can do.

May inspire the new leader to reach new heights. As new community leaders become more secure and confident in their role, they tend to be more innovative and try new things.

New leaders are able gain more confidence in stages with less pressure.

A coaching session model An evolving agenda Set a regular time (may be interleaved with other contact) Confirm readiness Whole person “check-in” Develop communication conventions such as real-time note-taking Verification of notes, commitments, learning Connecting conversation and practice

An evolving agenda

Set a regular time (may be interleaved with other contact)

Confirm readiness

Whole person “check-in”

Develop communication conventions such as real-time note-taking

Verification of notes, commitments, learning

Connecting conversation and practice

Workshop Activity Purpose: to give participants an opportunity to experience a community coaching exchange from the perspective of a coach, coachee, and critical friend. Directions: Form into groups of three. Conduct the activity three times so that each person has an opportunity to experience the three roles. The coachee brings an issue related to a community of practice they lead (or to a social situation that has learning implications) The coach responds with clarifying questions, resources, challenges or advice. The observer listens to the conversation between coach and coachee and does not intervene in the conversation in any way. After each person has had a turn at each role, begin a quick debrief, which we'll share afterwards: Describe the conversation, including differences in perception between coach, coachee, observer. Which comments are most helpful to the coachee, ones which are "Coach's" or "Mentor's" comments?

Purpose: to give participants an opportunity to experience a community coaching exchange from the perspective of a coach, coachee, and critical friend.

Directions: Form into groups of three. Conduct the activity three times so that each person has an opportunity to experience the three roles.

The coachee brings an issue related to a community of practice they lead (or to a social situation that has learning implications)

The coach responds with clarifying questions, resources, challenges or advice.

The observer listens to the conversation between coach and coachee and does not intervene in the conversation in any way.

After each person has had a turn at each role, begin a quick debrief, which we'll share afterwards:

Describe the conversation, including differences in perception between coach, coachee, observer.

Which comments are most helpful to the coachee, ones which are "Coach's" or "Mentor's" comments?

Let’s continue the conversation… On our project blog: http://coachcopleaders.wordpress.com/ … and, please join us for a beer between 5:30 p.m. and 7:00 p.m. at Beggars Banquet: http://www.beggarsbanquet.com/ Near Cowles House, Michigan State University Campus John Smith, Lauren Klein and Theodora Fitzsimmons will be on hand to welcome CPsquare members, C&T attendees, and friends. Please stop by for a chat!

On our project blog:

http://coachcopleaders.wordpress.com/

… and, please join us for a beer between 5:30 p.m. and 7:00 p.m. at Beggars Banquet: http://www.beggarsbanquet.com/

Near Cowles House, Michigan State University Campus

John Smith, Lauren Klein and Theodora Fitzsimmons

will be on hand to welcome

CPsquare members, C&T attendees, and friends.

Please stop by for a chat!

Contact Information John D. Smith – +1 (503) 963 8229 john.smith@learningalliances.net Lauren Klein – +1 (775) 336-8204 [email_address] Theodora Fitzsimmons – +1 (301) 460-2896 [email_address]

John D. Smith – +1 (503) 963 8229 john.smith@learningalliances.net

Lauren Klein – +1 (775) 336-8204 [email_address]

Theodora Fitzsimmons – +1 (301) 460-2896 [email_address]