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Jay's informal learning research deck
This document contains presentation slides on the topic of informal learning. It discusses key concepts like the shift from formal "push" learning to informal "pull" learning. It notes that most workplace learning is now informal, occurring through collaboration, social networks, and on-the-job experiences rather than traditional training courses. However, organizations still spend most of their learning budgets on formal learning methods. The document advocates for a more self-directed, autonomous approach to learning where workers have more control over how and what they learn.
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Jay's informal learning research deck
- 1. Informal Learning ReferenceDeck These are my presentation slides. Take the ideas but credit the source. If you make money on them, you must share the wealth.
- 2. Topics Big Picture Work Challenges Change Community History Three Things Schooling Informal Learning Bullitt Unmanagement Jay Pull Network Effects Workscape Elevator Pitch Metrics Cases Trends Implementation Practices Learning Wrong! Netflix Culture
- 3. personal professional
- 4. Processes for InformalLearning Project Problem/case Registration FAQ Application Diigo Blog Announcement Profiles Protected site space Synchronous: G+ Survey Site Poster Master deck
- 5. personal professional
- 6. Learn Informally objectives • foundation ◦ understand what informal learning is, how it works, why it’s important ◦ experience learning hands-on through collaborative work, community, search, social software, blogs and tweets ◦ find out how to integrate learning into workflow ◦ review models, cases, archetypes of successful informal learning ◦ gain metalearning perspective, think ecologically ◦ spot the fakes, e.g. “managing informal learning” • apply to case study project ◦ performance consulting ◦ identify opportunities to improve performance by a minimum of $100,000 ◦ prepare a business case for informal ◦ estimate impact ◦ sell the concept internally ◦ implementation plan, change management, cost/benefit • the morning after ◦ retain membership in persistent help network ◦ Just Do It.
- 7. World of PULL Humanism People first
- 11. Mechanical Complex
- 12. Industrial Organic
- 13. WORKPLACE Mechanical, Networked, Taylorism, Complex, Push, Alive, Predictable Surprises ahead 1800-2010 2010+
- 15. Me. Us.
- 16. Faster, faster, faster Now 1970
- 17. Prospering in aTopsy-turvy World Top-down becomes inside-out. Managers Customers Organization/ Machine Workscape/Network Workers (Cogs) Workers (Pull)
- 18. IBM CEO Studyby IBM Institute for Business Value
- 19. Shift from institutionsto individuals
- 21.
- 22. Largest U.S. Employers Manufacturing Service 1960 2010 GM Walmart AT&T Kelly Services Ford IBM GE UPS U.S. Steel McDonald’s Sears Yum! A&P Target Esso Kroger Bethlehem Steel HP IT&T Home Depot Westinghouse Sears General Dynamics PepsiCo Chrysler Bank of America Sperry Rand GE International Harvester CVS
- 23. Future Workplace People aspeople Social Business. Connecting and sharing. We are the boss. All the world’s a sage. Transparency, analytics, privacy. No secrets. Redefining employee. Core and the rest. Weaving together knowledge from data, people, and life. Modern apprenticeship. WorkLearn.
- 27.
- 28. IBM CEO Studyby IBM Institute for Business Value
- 29. Control Institution PUSH PULL Individual Learning Formal Informal
- 30. Industrial Collaborative Push Pull
- 31. Everything human ispart PUSH and part PULL. 80% PULL 60% 40% PUSH 20%
- 32. Two learning experiences 1. Training class on new 2. Learning to pitch a new security procedures. product by watching video of Participants have to know winning presentations and this cold. They are tested. practicing on teammates. The The class is primarily learning is primarily PULL. PUSH.
- 33. Two models ofmanagement 1. Top-down. Command 2. Self-organizing team. and control. Managers give Collaborate and share. orders. Managers facilitate and coach. Mainly PUSH. Mainly PULL.
- 34. Two types ofmotivation 2. Intrinsic. Beyond level of 1. Extrinsic. Carrot and fairness, reward is stick. Rewards based on satisfaction of making loyalty and/or production. progress toward greater goal. Mainly PUSH. Mainly PULL.
- 35. PULL Infrastructure Workscape PULL Worker Knowledge Motivation PULL Leadership Culture
- 38.
- 44.
- 45. “There are alwaysthree things.”
- 46. Rule of threes:Timing Beginning Middle Next
- 47. Rule of threes:Schooling Beginning Middle Next Focus of most schooling & training
- 48. Jimmy Swaggart Syndrome Beginning Middle Next Grit
- 49. Training as event Work Train Work
- 50. Learning as process Beginning Middle End Alumni = support network Team meets in advance, get to know one another, and discuss their goals for the workshop Brief recall session Wiki Q&A Updates
- 54.
- 57. ■ Is this learning? Objection! ■ ■ ■ It’s overwhelming. Some people will just lurk. Answers are hit or miss. ■ I don’t know how to use it. ■ It’s risky to let anyone post anything. ■ This is all too expensive. ■ This doesn’t create lasting change. ■ It’s not natural. ■ In person is always best. ■ People will say inappropriate things. ■ This can’t be governed. ■ People will post incorrect information. ■ No one will be interested. ■ Our people need training, not socializing. ■ People aren’t paying attention. ■ These systems compromise classified information. ■ Our information is unique. There’s no way to share that. ■ Finished content is more valuable to works in progress. ■ Our management team will never sign off on this. ■ People will waste precious time. ■ Employees will give away company secrets. ■ People will post inappropriate videos. ■ The value of media sharing can’t be measured. ■ Video isn’t for serious businesses. ■ Videos are for fun, not real knowledge transfer. ■ (Re: Twitter) I have too much to say. ■ I don’t have time.
- 58. At home: Atwork:
- 59. Business/learning integration Our people are growing fast enough to keep up with the needs of the business Yes 23% No 77% (ITA) n = 200
- 61. Don’t call itlearning eLearning Informal Working Learning Smarter 2002 2006 2011
- 62. Dirty Words 1.Learning 2. Learner 3. Social 4. Informal 5. KM 6. Training 7. eLearning 8. ROI George Carlin 9. Web 3.0 + Formalize
- 63. Roads for drivers,not humans Hans Monderman 1945 - 2008
- 64. Don’t call themlearners
- 70. Most work willnot be performed by employees Alumni Contractor Outsource Consultant Core company Temps (employees) Contingent Team Customers Freelance Team Partner
- 71. Industrial Age Network Era Company Extended Enterprise
- 72. Future Business Structure Alumni Contractor Outsource Consultant Core Temps (employees) Contingent Team Freelance Team “Jobs” only exist here Partner
- 75. Access to informationand people is intoxicating. Creating an online portrait of who we are or who we want others to see is equality alluring. But without direction, governance, and discipline, we are at risk of giving ourselves to the very networks we value rather than managing the platforms to our advantage. Our participation must be inspired by purpose and parameters. No, we are not obligated to connect with everyone who connects with us. We are obligated to maintain balance in who we are, what we value, and equally the value we invest in the communities in which we participate. As Clay Shirky once observed, “There’s no such thing as information overload — only filter failure.” My take? “Information overload is a symptom of our desire to not focus on what’s important.” It’s a choice. Perhaps said another way, information overload is a symptom of our inability to focus on what’s truly important or relevant to who we are as individuals, professionals, and as human beings. But then again, maybe that’s the problem. The reality is that we are learning how to use these networks and what to expect in return. We’re learning what’s possible. However, we learn as we go. We discover where the proverbial line is only after we’ve crossed or are witnesses to those who do. Our teachers, parents, role models and peers, they to coming to grips with the evolution of social media and digital culture as it affects online and offline behavior along with us. Therefore, this is a time when we are all students. But at some point, we must also become teachers
- 77.
- 78. Tangible Value (Nodes) Intangible Value (Connections)
- 81. Learning is social. Sowhile people do indeed learn alone, even when they are not stranded on desert islands or in small cafes, they are nonetheless always enmeshed in society, which saturates our environment, however much we might wish to escape it at times.
- 82. The importance ofpeople as creators and carriers of knowledge is forcing organizations to realize that knowledge lies less in its databases than in its people. Learning is not simply a matter of acquiring information; it requires developing the disposition, demeanor, and outlook of the practitioners. Learning is usually treated as a supply-side matter, thought to follow teaching, training, or information delivery. But learning is much more demand driven. People learn in response to need.
- 83. Me. Us.
- 84. Work Fieldwork Clockwork Network -8000 1750 1980 Span of civilization
- 85.
- 88. Collaborative Values Collaborative Organizations offer a community of sympathetic individuals a unique model to realize the five categories of distinctively human potential. Empathy: an emotional understanding of the sentiments, dreams, desires, and ambitions of their employees and customers. Culture: communities are based on trust and like-mindedness, that is, familiar mores, traditions, and customs as well as shared values. Morality: no longer tolerate a gap between idealism and pragmatism, between principles and practical reasons Creativity: perpetual beta, space for solitude and time for the individual to be alone with their thoughts -- time and space to be themselves Aspiration: the quest to work toward a unique mission, whether it is individual advancement, spiritual enlightenment, or social progress. The prerequisite of aspiration is imagination, and its immediate product is hope.
- 89. Collaborative “BLT” Business Leader Team Delight customers Take stock Sprint Rapid cycles Take charge Decide Embrace change Coach Net-work Make mistakes Conduct Motivate/happy Reflect De-stress Converse
- 90. Take stock, takecharge Delight customers Collaborate, team-work De-stress, smile Inspire performance Unmanagement Take the pulse Sprint Decide wisely Coach Nurture serendipity Net-work Conduct, don’t control
- 91. The Principles ofRadical Management Delight customers Communications: conversations Managers enable self-organizing teams From value to values Dynamic linking
- 94. “The Big Shift” Creation Spaces Achieve Attract Access Stocks Flows Push Pull
- 95. Corporation Customers Corporation Customers
- 96. IBM CEO Studyby IBM Institute for Business Value
- 97. IBM CEO Studyby IBM Institute for Business Value
- 98. IBM CEO Studyby IBM Institute for Business Value
- 99. IBM CEO Studyby IBM Institute for Business Value
- 100. Peeragogy PULL Learning from “try and force people to learn” to “allow people to engage in meaningful social interactions about how to do their job.” by building a trusted personal learning network, acquiring new collaboration skills, filtering and sifting through information overload
- 102. Work and learning are converging. 20th Century 21st Century
- 105. Cohesive Organization Work Learning Work = Learning
- 106. Push Learning PullLearning Passive student Active learner Others set curriculum Learner defines content Courses, workshops Conversation & discovery ad es ce Gr nce wn ten edie ro m pe ce b ou Co en O ny pe nd up ar no de ro Le ng ing In nG cha dge ar ni Un wle Le 2.0 kno W eb
- 107. Push Learning PullLearning Passive student Active learner Others set curriculum Learner defines content Courses, workshops Conversation & discovery ad es ce Gr nce wn ten edie ro m pe ce es b ou Co en ad O ny pe nd Gr p ar no e ou dience ow Le ing Ind in Gr be ur ng rn O yo cha dge Un wle ea on L 2 .0 Le arn ing kno W eb ng ha ge U wnc led kno
- 108.
- 109.
- 110. Clark Quinn, mappingJane Hart
- 111. experiential formal 70/20/10 from others
- 120.
- 121.
- 122.
- 123.
- 124.
- 125.
- 126.
- 127. Workers are takingmatters into their own hands Jane Hart
- 129.
- 131. Novice’s Learning Mix HowNovices Learn Informal PUSH Formal • Curriculum • Many at once • Event, ends
- 132. High-performer’s Learning Mix HowExperienced People Learn PULL • Self-directed • Unscheduled • Continuous Informal Formal
- 133. Learning Formal Informal
- 134. 80%+ of WorkplaceLearning is Informal Form Inform
- 135. 80%+ of Spendingon Workplace Learning Goes to Formal Inform Form
- 136. 80/20 Research largely predatesthe internet Formal Pre Google Informal Pre online help Pre pervasive email Pre web Pre social networking
- 137. Workplace Learning As OneGains Experience Informal Formal Novice Practitioner
- 138. Workplace Learning OverOne’s Career Informal Training department’s Comfort Zone Formal Novice
- 139. Workplace Learning OverOne’s Career Informal Where most learning takes place Formal Practitioner
- 140.
- 141. Formal Mentoring Informal Instructor-led class Hallway conversation Lunch ‘n learn Profiles/locator Workshop Conferences Video ILT Social networking Simulations Trial & error Schooling Interactive webinars Curriculum Search Performance support Observation YouTube Asking questions Podcasts Job shadowing/rotation Books Collaboration Storytelling Community Study group Web jam Feeds Wikis, blogs, tweets Social bookmarking Unconferences
- 142.
- 143.
- 148.
- 149.
- 158. Doing Learning Spectrum Formal/Push Informal/Pull Controlled Autonomous Rigid Flexible
- 159. Free range learners Free-rangelearners choose how and what they learn. Self-service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy that accompany typical corporate training. Less is more. 159
- 160. Degrees of formality Formal Informal Chosen by outside Selected by Curriculum authority individual Recognition Explicit Intrinsic Framework, Topic How-to overview Community of No Maybe practice? Objective Knowledge Activity
- 161. Common characteristics Formal Informal Control Top-down Laissez-faire Delivery Push Pull Duration Hours, days, weeks Minutes Locus Apart from work Imbedded in work Instructional Author Individual designer, SME Time to develop Months, weeks Minutes When? In advance At time of need What? Know Become
- 162. What pull learnersneed to do and believe Skills Beliefs ■ learning how to learn ■ optimism ■ critical thinking & conceptualization ■ confidence ■ pattern recognition ■ curiosity ■ design thinking ■ resilience ■ working with one another, co-creation ■ purpose ■ navigating complex environments ■ autonomy ■ software literacy
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- 166. Using these tools: •to solve learning/performance problems quickly and easily (ain't no one checking for the LMS or looking for their CLO's take on the problem); they use Wikihow, YouTube, Google. • to keep up to date with their industry and profession (blogs, podcasts - they may look for it, but they also use RSS to make stuff come to them) • to build a Personal Learning Network (Google+, Facebook, etc, to brainstorm, ask questions, learn without knowing it - serendipitous learning!) • to keep up to date w/what is happening inside their orgs (Chatter, Yammer, Dropbox, etc) • to share what they know and learn with their colleagues (creating content - Jing, screenr, Prezi, YouTube, etc) • to reflect on what they are doing and learning - and to share their thoughts and experiences (see the ITA groups individual blogs) Jane Hart
- 167. 1. Take responsibilityand control Take responsibility for their own learning personal/professional development in the organisation 2. Reflect and review Continuously review their strategies in the light of a changing world – as Harold says “life is in perpetual beta“. 3. Seek-Sense-Share Use Personal Knowledge Management (PKM) techniques as a continuous process of seeking, sense-making and sharing 4. Contribute and share Become a valued contributing node in the networks to which they belong 5. Get organized Use a variety of personal and organisational tools including social media tools and networks to organise and manage their own personal learning – but this certainly doesn’t mean being forced to record everything in an organizational LMS or learning platform 6. Get things done Performance is key; it’s not about the learning per se but what they can do as a result of all their learning activities. Success of learning is therefore measured in terms of their new or improved performance 7. Narrate and converse Narrating their learning is an integral part of narrating their work – i e. regularly recording activity, achievements and reflections (in a personal blog or in an activity stream) in the workflow for others to read and learn from. Jane Hart http://www.c4lpt.co.uk/blog/2012/04/20/is-it-time-for-a-byol-bring-your-own-learning-strategy-in-your-organization-byol/
- 168. LQ personal Learning is everywhere in the connected workplace. Networked professionals need more than advice (training); they need ongoing, real-time, constantly-changing, collaborative, support. However, many of us have relegated our own learning to the specialists over the years – teachers, instructors, professors. We’re not used to handling all of this learning on our own. But if we want to thrive in complexity and if we want our work teams to be effective, we have to integrate our learning into the workflow. PKM is the foundation of connected work. It’s up to each of us to develop, and continuously revise, our sense-making frameworks as we work inside and outside the increasingly permeable walls of our organizations. Unlimited information, distributed work, self-publishing, and ridiculously easy group-forming all point in one direction – the organization will no longer address all your learning needs in the network era. Additional skills are needed to help groups and teams learn as they work.Narration is a base skill for the networked workplace. Other skills include network weaving, curation, and network analysis. We also have workshops on how to use social media for professional development, as well as setting up and sustaining an online community. These workshops are not just for ‘learning professionals’ but for any role; from sales to marketing to production, and especially for management. More workshops are in development and we are always interested in getting suggestions. Custom workshops and skills coaching can also be arranged. To improve our own and our organization’s learning quotient, we need to look at ways to be more self-directed, social, and agile learners. Life in perpetual Beta requires a high LQ. Harold Jarche http://www.jarche.com/2012/05/its-time-to-focus-on-your-lq/
- 169. Jay’s Learning Ecosystem Processing Inputs Workflowy Skype chat with ITA Blog: Internet Time, Berkeley Diet Working Smarter Daily Private blog (Moi) Dipping into Twitter Journal A few email subscriptions Tweets Google+ jaycross.com Jane’s Social Comments 2012 files books, NYT, Wired occasional article Capture, review & storage Publicity, rebroadcast Diigo bookmarks Blog Flickr Twitter Google Docs Facebook DropBox LinkedIn Evernote Google+ Tumblr
- 170. Vital practice: “Workingout loud” It’s not a YACC (Yet Another Communications Channel) Working out loud = Narrating your work + Observable work” --Bruce Williams Andy McAfee’s Do’s and Don’ts John Stepper
- 171. Managing the Transitionto a Social Business Transparency culture is exposed, good or bad interconnected people bypass old structures Narration model new behaviors requires trust rely on communities of practice Adoption takes time for reflection and sharing stories support sharing, don’t just talk about it Harold Jarche integrate into daily workflow http://www.cmswire.com/cms/social-business/managing-the-transition-to-a-social-business-015911.php
- 173.
- 175. Traditional L&D in Social Business L&D Workscape Workshops & eLearning Workshops & eLearning
- 176. Business Workscape: 21stCentury Customers Partners Professional Prospects Temps communities Suppliers Employees Channels Specialists Ad hoc teams Community Advisors Contractors The industry Government Media Outsource providers
- 177. Workscape Functions Know-who (profiles) Know-how(knowledge store) Know-now (feeds & streams) Know-not (unlearning) Know when (project management) Know-why (aspirations, motivation) Know what-if? (sims, probes) Know where (indexes, rankings)
- 178. Conversing at HP,MIT, Merck, Sun Who knows? Expertise? Background? Instant connections. Their current location, status, availability. Project coordination Professional development Collaboration Process innovation Staying current Monitoring situation Locating references Individual expression Idea sharing Beta
- 179. Open Source Conversing atHP, MIT, Merck, Sun Facebook Ning Wiki Blogger Del.icio.us Beta
- 180.
- 181. Classroom Workscape apart from work embedded in work training, push learning, pull programs platform piecemeal holistic events processes static fluid know things work smarter
- 183.
- 184. Enterprise Circuitry Learning principles Workflow Workers Feeds & streams Partners
- 185. Supporting the SocialWorkplace Learning Continuum 1 – Think “learning spaces/places” not “training rooms” 2 – Think “social technologies” not “training/learning technologies” 3 – Think “activities” not “courses” 4 – Think “lite design” not “instructional design” – for organized activities 5 – Think “continuous flow of activities” not just “response to need” Jane Hart http://www.c4lpt.co.uk/blog/2012/06/04/supporting-the-social-workplace-learning-continuum/
- 186. the five pillarsof social intranets: • Information. To be social, an intranet must allow information to easily flow vertically and horizontally, and allow employees to express themselves in various ways (articles, status updates, comments, content sharing…). • Knowledge. Content repositories are way too statics, they must evolve to a more democratic and flexible way to capitalize on knowledge (enterprise wikis) and to spread it (social learning). • Communities. I assume you are already convinced of the importance of enterprise social networks. But simply providing a ESN to your employees will not allow communities to emerge, you will have to enable them through stimulation and moderations. • Collaboration. I also assume you are aware of the benefits of online collaborative workspaces, but one can do much more with socialized project management solutions, ideagoras or social serious games. • Business processes and data. Last but not least, software allowing employees to produce, collect, structure, analyze and publish data is key to wider adoption. You will easily find pockets of users willing to participate in “social experiments”, but to rally EVERY employee, you will have to include business applications and processes in your internal social platform. http://www.forbes.com/sites/fredcavazza/2011/11/30/from-social-intranets-to-collaboration-ecosystems/
- 187. Relative Importance ofWays of Learning in Corporations http://www.c4lpt.co.uk/blog/2012/04/16/only-12-think-that-company-training-is-an-essential-way-for-them-to-learn-in-the-workplace/
- 188. How managers learn http://goodpractice.com/white-papers/The-Learning-and-Performance-Link--How-managers-learn--in-their-own-words.pdf
- 189. Business vision Forms Change management Continuous improvement Communities Stakeholder support Strategic flexibility Learnscapes Role re-definition Customer learning Social nets Buy-in Organizational culture Infrastructure Nurturing Openness Workscape Lightweight Open source Flattening Ready to go Learning sciences Psychology Access Embedded learning Meta-learning Engagement Mobile Visual Experience design Ambiguity Games Chunks Informal learning Fun 24/7 Reflection
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- 192.
- 193. While designing theirown workspace Stanford University’s Design School tested the best practices accumulated over the last few decades and put the best techniques into a cookbook for others to use. Sit in circles and gather around square tables. The symmetry implies that all positions are equal. If a room naturally has a "place of honor" (such as the head of a table), let a lower-status individual sit there.
- 194. This change inorientation applies to learning as well as product/service design. You can’t run a service the way you run a factory. Customers interrupt. Learners as customers. Dave Gray, Connected Company
- 195. Traditional L&D vsWorking Smarter Training Working Smarter Services supporting continuous learning and performance improvement in the Services workflow packaging/organising (the ‘70:20’ segments of the 70:20:10 framework) learning events (the ‘10’ segment of the Identifying performance problems and designing workplace 70:20:10 framework) solutions performance consulting, workflow and performance audits Organising training identifying bottlenecks and process issues Working Smarter Modus Operandi designing, delivering Traditional L&D Modus Operandi supporting managers in team development strategy managing training helping managers develop people development skills measuring completions continuous improvement loop co-designing and supporting workplace development activities agreeing performance success metrics Solutions Activities and solutions courses, workshops assisting creation of personal knowledge networks programmes, webinars guiding information and knowledge management capabilities curricula, learning paths facilitating experience sharing blended learning supporting a culture of coaching and mentoring social add-ons building and helping sustain professional communities facilitating co-creation and sharing of content supporting development of Social Web skills Skills Instructional design skills | Project management skills | Skills Learning administration Business skills | Social media skills | Adult Learning skills skills Coaching skills | Performance consulting skills | Community skills Mindset / Culture focus on learning | Mindset / Culture command and control | focus on performance | encourage and engage | connect and collaborate | plan and manage partner and guide Tools & Systems Tools & Systems Authoring tools | LMS Frameworks and guidelines |Social media tools | Social platforms and intranets © 2012 Internet Time Alliance, all rights
- 196. Push Pull Jane Hart
- 197. Courses are dead. Learningecosystems are the future.
- 199. IBM CEO Studyby IBM Institute for Business Value
- 200. IBM CEO Studyby IBM Institute for Business Value
- 201.
- 202. Community Practitionersneed a community to: • help each other solve problems (this is a very fundamental reason to participate, much better than the usual knowledge sharing imperative) • hear each other’s stories and avoid local blindness • reflect on their practice and improve it • build shared understanding • keep up with change • cooperate on innovation • find synergy across structures • find a voice and gain strategic influence Etienne Wenger http://blog.hansdezwart.info/2012/03/29/working-smarter-in-online-communities-etienne-wenger-at-tulser/
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- 209. Cost : benefit Your sponsor is god. Coordinate throughout. Agree on measures up front. Only valid metrics are business metrics. If numbers squishy, interview sample and extropolate. You must manage what you cannot measure
- 210. Promoting and assessingvalue creation in communities and networks: a conceptual framework http://wenger-trayner.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf
- 211.
- 212. Reference: http://bit.ly/e59bxe andhttp://bit.ly/e5Pr5o
- 215. Benefits from in-houseuse Reduce time to market 29% Increase number of successful innovations 28% Increase speed of access to knowledge 77% Faster access to in-house experts 52% Reduce operating costs 40% Increase employee satisfaction 44%
- 216. Benefits from customeruse Reduce time to market 26% Increase revenue 24% Reduce marketing costs 45% Reduce customer support costs 35% Reduce travel costs 63% Increase customer satisfaction 50%
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- 222. trends web: pages tostreams search to social push to pull reactive becomes proactive FLIP AH HA messages documents S
- 224.
- 225. Spectrum of activities Formal Informal Instructor-led class Mentoring Hallway conversation Workshop Lunch ‘n learn Profiles/locator Video ILT Conferences Social networking Schooling Simulations Trial & error Curriculum Interactive webinars Search Performance support Observation YouTube Asking questions Podcasts Job shadowing/rotation Books Collaboration Storytelling Community Study group Web jam Feeds Wikis, blogs, tweets Social bookmarking Unconferences
- 226. Autonomy: People want to have control over their work. Mastery: People want to get better at what they do. Purpose: People want to be part of something that is bigger than they are. Trust
- 227.
- 228. Lean, not big. Conversations,not chains. Sharing, not telling.
- 229. Performance Support &Learning: Separated at Birth?
- 230. Key ideas aboutlearning have emerged from research in the cognitive sciences. People learn by: • constructing their own understanding based on their prior knowledge, experiences, skills, attitudes, and beliefs. • following a learning cycle of exploration, concept formation, and application. • connecting and visualizing concepts and multiple representations. • discussing and interacting with others. • reflecting on progress and assessing performance. Howard Rheingold
- 231. Do we needcustomer-driven learning? Overall, how was your experience with Enterprise? Apple has calculated that every hour of time spent calling detractors results in an incremental $1000 in revenue.
- 232. CREDO • We are open and transparent. • We narrate our work. Need to share. • Continuous learning, not events. • We value conversation as a learning vehicle. • We are a vanguard of change within the Company. • We drink our own champagne (or mimosas). • Business success is our bottom line. • Learning is work; work is learning. • We are not a training organization. • We value time for self-development and reflection. • We recognize that reflection is a key to learning. • We establish business metrics for every engagement and report back publicly on outcomes.
- 233. The Behaviors ofSuccessful Teaming Speaking Up Communicating honestly and directly with others by asking questions, acknowledging errors, raising issues, and explaining ideas Experimenting Taking an iterative approach to action that recognizes the novelty and uncertainty inherent in interactions between individual and in the possibilities and plans they develop Reflecting Observing, questioning, and discussing processes and outcomes on a consistent basis—daily, weekly, monthly—that reflect the rhythm of the work Listening Intently Working hard to understand the knowledge, expertise, ideas, and opinions of others Integrating Synthesizing different facts and points of view to create new possibilities
- 234. Know What Too Bigto Know...Too Much to Train? • Find it, don’t memorize it • Hire at least one organizational curator • Cherry pick from external curators • Take part in an advice network • Set up alerts, feeds, aggregators Gary Woodill Knowledge workers spend a third of their time looking for stuff and scheduling meetings. They spend 14% of their day duplicating information Curator and managing spam. “What percentage of the 75% knowledge you need to do your job is stored in your own mind? 20% Robert Kelly, CMU 10% Filter 1986 1997 2006
- 235. Conversation Arnold Lakhovsky, TheConversation
- 236. Doing Learning Natural Social Spontaneous Conversation Informal Unbounded Adaptive Fun
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- 243.
- 245. During a presentation,it’s like note taking on steroids. A key point captured can take on a life of its own. A notebook is closed channeled, twitter is open channeled. Content is king. You become privy to the intellectual capital of your network. Learning extends beyond the presenter. Distance becomes a myth. The classroom extends beyond the four walls. Feedback is instant. Inhibition is often less present in the virtual world versus the real world Engagement is standard. The learner is engaged the entire presentation (and even after) due to the abundance of information. Learners become more connected to the community in the room and out. The presenter receives real-time level one and two evaluations. The learner will exist simultaneously in both the synchronous and asynchronous learning environment. As necessary, they’ll be engaged by both the presenter and a catalogue of other resources provided by their network. Collaboration is as present as oxygen. Learners are joining together to enhance their learning experience as a community. Learners and presenters experience, “Presentation Ping”. An idea is presented live, spreads via the backchannel and returns back to the classroom changed into a bigger or more complete idea. Control is not conducive to learning. In the modern classroom, Learners are released from Presenter ego. When the presenter’s ego is active, the learner can explore a more relevant use of their time. Informal becomes a partner of formal learning
- 246. How I useTwitter While I am high volume twitter publisher, I try to add value, here’s how: 1) As a ‘shared feed’ reader. I’ll post up links of what I’m reading that I find is interesting in near real time, and give some commentary. I try to add value here, rather than adding to noise. So use me as a news filter. 2) As a chat room. We collectively work out problems, issues, and I gain insight to other people’s viewpoints. Often when conversations are just between a few folks, I shift to direct messages or email –sparing my community from hearing my minutia. 3) Event capture: Lately, when I attend an event (like Mark Cuban’s presentation at BlogWorldExpo, or Teresa’s webinar on Facebook yesterday) I’ll fire off the top nuggets I learn. 4) Listening tool: It’s interesting to find out what others are sharing and talking about, from very personal to big concepts. I frequently use the search tools around different topics to keep on top of what’s happening. 5) Traffic driving tool: I use it to direct people to this blog, sometimes (I’ll admit) a bit too enthusiastically. Google Analytics indicates this is one of the largest referrers of folks to my blog. 6) For work: When I’m conducting interviews or briefings that aren’t confidential, I’ll state who I’m speaking to and what I find interesting, if you listen closely, you’ll hear me tweet about other interesting findings from my job as a social media analyst. Also, I will announce new research, request interviews, and promote workshops, conferences and other services.
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- 252. Learning in theWorkplace Workplace Activity keeping up to date inside the Email a world without email organization Conversation “ nooks, photos, conference rooms keeping up to date outside Read blogs & articles aggregate, share, social bookmarks the organization Search the social web solve problems put together resources for search keeping up to date outside participate in private and public social Connect with communities the organization networks Harold Jarche http://www.jarche.com/2012/05/learning-in-the-workplace/
- 253. Social Business Social businessis a journey, not a project. Social business is about culture change, process change, and creating an transformational strategy that will get there. Yes, it should focus on specific business problems too. But a linear project it really isn’t. 1. Transactional engagement is just as important as open-ended engagement. Some social business efforts deliberately encourage only general purpose collaboration, instead of focusing on specific aspects of how the business work and improving that with social. This would be missing a major part of the value. 2. The adoption process is not sequential, nor will it look much like anything you’ve done until now. Tight feedback loops, deliberately cultivating unexpected value creation, and other means of becoming true digital businesses is key to unlocking both the short and long term value. 3. Feedback loops powered by measurement and optimization = success. Social analytics and social business intelligence will let us close the feedback loop and at last gives us a potent tool to tune and optimize our social business solutions. Big data tools in particular to support this lifecycle should be a major focus. 4. Put social into the flow of work, don’t overly compartmentalize or silo it. One of the biggest lessons we’ve learned the last couple of years is connect our systems of record with systems of engagement or significant value won’t be realized. 5. Aim social squarely at existing business problems. If your social business effort isn’t directed at your organization’s top problems, then maybe it’s not a surprise it isn’t perceived as delivering major value. 6. You mostly won’t get credit for emergent outcomes, don’t even try. But that doesn’t mean you shouldn’t do as much as reasonably possible to encourage them. 7. Whatever you do, baseline before and after. This alone will typically validate your effort. Many practitioners don’t do nearly enough to measure their social business efforts nor do they baseline the performance of the business show they can demonstrate results. A smaller group of practitioners spends too much time trying to measure everything. All you generally need to do is measure direct outcomes, that’s usually enough to justify the whole social business effort. Dion Hinchcliffe
- 255. writer, presenter, community builder tech, • Bringing new members up to speed with the community’s technology. designer • Identifying and spreading good technology practices. • Supporting community experimentation. • Assuring continuity across technology disruptions. • “Keeping the lights on” (including backups, permissions, vendor payments and domain registrations). Learnscape architect Producers, moderators, reporters, bloggers connectors, wiki gardeners, internal publicists, news anchors and performance consultants. performance consultant and coach businessperson emerging tech & fit with learning understand adult & organizational learning
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- 257. Rules for SuccessfullyScaling Startups Robert Scoble’s advice to startups applies to scaling enterprise learning: Have a story. Have everyone on board with that story. If anyone goes off of that story, make sure they get on board immediately or fire them. Make sure people are judged by the revenues they bring in. Those that bring in revenues should get to run the place. People who don't bring in revenues should get fewer and fewer responsibilities, not more and more. Work ONLY for a leader who will make the tough decisions. Build a place where excellence is expected, allowed, and is enabled. Fire idiots quickly. If your engineering team can't give a media team good measurements, the entire company is in trouble. Only things that are measured ever get improved. When your stars aren't listened to the company is in trouble. Getting rid of the CEO, even if it's all his fault, won't help unless you replace him/her with someone who is visionary and who can fix the other problems. DRAFT
- 258. Impact Increased byReinforcement Review time 10 minutes 5 minutes 3 minutes Novice Workshop Retention On the job Retention ---------------maybe---------------- Time 258
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- 265. Corporate Social MediaPolicies
- 266. What’s wrong withthis approach to informal learning? Intrepid
- 267. Wrong-headed approach toinformal learning Informal Learning This is top-down, Best Practices look self-organizes. the bus instead of backward. Create Next the bike. Practices instead. Ready or not, workers are Figure out how to learning informally. use the social Can’t quarrel with Make it better. infrastructure need to measure you’ve got. but be sure to focus on business outcomes.
- 270. What’s wrong withthis picture?
- 271. Lots of peopleare hopping on the informal learning bandwagon with plenty of buzz words and muddled thinking. Huh? The development of the knowledge society and of active citizenship have posed individuals and institutions face to the need for remediation of roles and methodologies in teaching and learning to allow the individual to become the protagonist and the aware author of his/her lifelong learning (LLL). E-learning, enhanced by social networking tools of web 2.0, supports the collaborative construction of knowledge, success key factor in a networked and distributed environment. Formal and non-formal learning, on one side, and informal learning, on the other, are more and more intersected; in fact, a growing use of informal networks is taking place in professional environments to acquire knowledge and competences. http://www.elearningplace.it/the-increasing-need-of-validation-of-non-formal-and-informal-learning-the-case-study-of-the-community-of-practice-webm-org/
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- 275. Education in Prussia Goal = graduates will obey arbitrary orders • Conditioning, not learning • Memorization, not thinking • Isolation from first-hand information Das große Wappen des Königreichs Preußen im Deutschen Reich tp://en.wikipedia.org/wiki/File:Wappen_Deutsches_Reich_-_K%C3%B6nigreich_Preussen_(Grosses).png
- 276. "We who areengaged in the sacred cause of education are entitled to look upon all parents as having given hostages to our cause." "Men are cast-iron; but children are wax. Strength expended upon the latter may be effectual, which would make no impression upon the former." Horace Mann Image: Mathew Brady http://hdl.loc.gov/loc.pnp/cph.3g07396 http://www.sntp.net/education/ school_state_3.htm
- 277. One had tocram all this stuff into one's mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.... It is in fact nothing short of a miracle that the modem methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; Albert Einstein without this it goes to wrack and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
- 278. The only thingspoon-feeding teaches is the shape of the spoon.
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- 294. Evolution of Education 24,000 years 10 years 10 years
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- 299. Time The rate ofinnovation is increasing exponentially. Now
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- 304. Chestnut Street, MarinaDistrict, San Francisco
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- 307. Don’t call itlearning eLearning Informal Working Learning Smarter 2002 2006 2011
- 309. The Un-rules Tell itlike it is It’s not about the technology Nothing is predictable; control is an illusion Everything flows; reality is in perpetual beta Everything is connected; context trumps logic
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- 314. “Collaboration Curve” Value Number of participants
- 316. Social Network Analysis Organizational Development
- 317.
- 318. Frowns Smiles Each additional friend increases odds of your being happy 9%. n = 353
- 319. September 10, Nicholas Christakisand James Fowler 2009 When a Framingham resident became obese, his or her friends were 57 percent more likely to become obese, too. Even more astonishing to Christakis and Fowler was the fact that the effect didn’t stop there. In fact, it appeared to skip links. A Framingham resident was roughly 20 percent more likely to become obese if the friend of a friend became obese — even if the connecting friend didn’t put on a single pound. Indeed, a person’s risk of obesity went up about 10 percent even if a friend of a friend of a friend gained weight.
- 322. Social Contagion Smoking, they discovered, also appeared to spread socially — in fact, a friend taking up smoking increased your chance of lighting up by 36 percent, and if you had a three- degrees-removed friend who started smoking, you were 11 percent more likely to do the same.
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- 325. Talk about businessresults
- 326. Tell a story “Putting a simple information sharing system on our repair staff’s mobile phones could cut downtime and increase our revenues $3 million to $5 million a year. It could be in place in two weeks.” “Can I drop by your office later to talk with you about this?”
- 329. Tell a story “We’ve come up with a simple network that could free up more than 10,000 billable hours a year among our systems engineers. That’s about $30 in incremental revenue. Our investment would internet be minimal.” inside “It’s something we might provide to customers down the road.” “Can I get your support on fleshing out the concept?”
- 330. Tell a story “What if we could share what we learn in battle every day with every company commander? In our own words? Daily? Right after it happened?” “How many lives might we save?”
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- 333. Sales training: before Making Hired 15 months Quota Before One-week Selling @ workshop $5 million/year
- 334. Sales training: after 6 months After eLearning Coaching Selling @ $5 million/year One-week case study
- 335. Achieved quota in6 months instead of 15 15 months Before 6 months After 9 months Time saved 335
- 336. Incremental revenue 120 hires/month= 1440 hires/year 9 months = 3/4 year quota attained = $5 million 1440 x ¾ x $5 million = $3.5 billion
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- 338. Efficiency Web 2.0 & Informal Learning Beta
- 339. Intelpedia Revenue: $35.4 billion Netincome: $5.0 billion Number of employees: 94,000
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- 344. Knowledge Repository Hires 1,500temporary workers during tax season Group blog and wiki capture rules of thumb Savings = two minutes/call at $20/minute
- 345. Largely explicit Learning about. Focus = get something done Acquire knowledge or skill For example Annual $ benefit Category Users Organizational Intelpedia $20,000,000+ Know-where 20,000 employees wiki Automated FAQ T. Rowe Price $3,000,000 Know-how 1,500 temps Community Know-who SAP $50,000,000+ 1,000,000 customers network Know-how Professional CGI Systems $10,000,000+ Know-what 4,000 professionals updates Professional 15,000 military Company Command lives saved Know-how network officers & NCOs Know-who Blogs as KM Sun Microsystems $10,000,000+ 1,000 employees Know-how
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- 347. Working Smarter: Individual& Behavior Change Getting Things Done in the Collaborative Organization Collaborative Culture Motivation Infrastructure Collaborative Learning
- 348. How to begin Whereyou go depends on where you’re coming from Maturity of your Just beginning Some progress Many successes efforts made Why bother? Explore, Proliferate Leverage experiment, solve applications enterprise assets immediate need Level Individual or team Group or Enterprise or major department, division community Focus Prototyping, small- Application, Infrastructure, scale unbounded workscape Sample project “Wikipedia” inside Online Comprehensive the firewall communities of product knowledge practice system
- 349. Current Perception Progress =progression thru steps social learning tip-toe into ecosystem thinking e-collaboration & support of informal some eLearning course delivery traditional workshops Years
- 350. Our vision Progress =leapfrog to end-state social learning tip-toe into ecosystem thinking e-collaboration & support of informal some eLearning course delivery traditional workshops Months
- 352. Rules for SuccessfullyScaling Startups Robert Scoble’s advice to startups applies to scaling enterprise learning: Have a story. Have everyone on board with that story. If anyone goes off of that story, make sure they get on board immediately or fire them. Make sure people are judged by the revenues they bring in. Those that bring in revenues should get to run the place. People who don't bring in revenues should get fewer and fewer responsibilities, not more and more. Work ONLY for a leader who will make the tough decisions. Build a place where excellence is expected, allowed, and is enabled. Fire idiots quickly. If your engineering team can't give a media team good measurements, the entire company is in trouble. Only things that are measured ever get improved. When your stars aren't listened to the company is in trouble. Getting rid of the CEO, even if it's all his fault, won't help unless you replace him/her with someone who is visionary and who can fix the other problems. DRAFT
- 353. EXERCISE | Rule#1: Exercise boosts brain power. SURVIVAL | Rule #2: The human brain evolved, too. WIRING | Rule #3: Every brain is wired differently. ATTENTION | Rule #4: We don't pay attention to boring things. SHORT-TERM MEMORY | Rule #5: Repeat to remember. LONG-TERM MEMORY | Rule #6: Remember to repeat. SLEEP | Rule #7: Sleep well, think well. STRESS | Rule #8: Stressed brains don't learn the same way. SENSORY INTEGRATION | Rule #9: Stimulate more of the senses. VISION | Rule #10: Vision trumps all other senses. GENDER | Rule #11: Male and female brains are different. EXPLORATION | Rule #12: We are powerful and natural explorers.
- 358.
- 359. Natural Learning Self service Comprehending
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- 364. The importance ofpeople as creators and carriers of knowledge is forcing organizations to realize that knowledge lies less in its databases than in its people. Learning is not simply a matter of acquiring information; it requires developing the disposition, demeanor, and outlook of the practitioners. Learning is usually treated as a supply-side matter, thought to follow teaching, training, or information delivery. But learning is much more demand driven. People learn in response to need.
- 365. Learning is social. Sowhile people do indeed learn alone, even when they are not stranded on desert islands or in small cafes, they are nonetheless always enmeshed in society, which saturates our environment, however much we might wish to escape it at time.s.
- 366. 1.Exercise. Exercise boostsbrain power. 2.Survival. The human brain evolved, too. 3.Wiring. Every brain is wired differently. 4.Attention. We don’t pay attention to boring things. 5.Short-term memory. Repeat to remember. 6.Long-term memory. Remember to repeat. 7.Sleep. Sleep well, think well. 8.Stress. Stressed brains don’t learn the same way. 9.Sensory integration. Stimulate more of the senses. 10.Vision. Vision trumps all other senses. 11.Gender. Male and female brains are different. 12.Exploration. We are powerful and natural explorers.
- 367. The Spending/Learning Paradox Spending Learning
- 368. How People LearnTheir Jobs Informal Learning Formal Learning
- 369.