This formed the backdrop for a closing session on Day One aimed at getting delegates to share insights and experiences on issues their organisation is facing.
Interestingly the topics chosen were reflective of the issues noted in one of the slides.
This document describes a knowledge sharing method called "Open Space Peer Assist" that draws on the experiences of colleagues. It involves volunteers presenting topics they need help with, and participants joining groups to share experiences related to the topics without giving opinions or advice. The process involves the presenter describing their challenge, others asking clarifying questions and sharing relevant personal experiences, the presenter considering the experiences, and reporting back findings. The goal is to capture proven critical knowledge and lessons learned from successful professionals to help others facing similar problems.
Get the whole team together and Design JamJamie McAtee
Stumped for design ideas for a screen or a workflow? Want to explore different perspectives? Some of your best resources are your team members. Not just other designers or your Business Analyst, but your developers and project manager. Get the whole team sketching ideas around a specific screen or workflow. Using the design jam technique, it will only take one hour for you to get multiple ideas from different perspectives, and improve team chemistry as well.
This talk will outline the materials, setup and outline some rules for putting together a design jam. It will also discuss convincing your team to try out the technique. My team loved doing this exercise and would ask to do a design jam when we had a problem we were trying to work out — Yours will too.
Facilitating Online Interaction 4 Learning Resource SlidesNancy Wright White
This document summarizes a workshop on using community strategies for online learning. It discusses several topics:
1. The agenda for the workshop, which included forming goals, exercises, recaps and sharing resources.
2. An exercise where participants identified questions about using communities for online learning.
3. Different types of social learning communities and their purposes, structures, and how they evolve over time.
4. The importance of clearly defining a community's purpose and allowing its structure and activities to support that purpose.
5. Various activities that can be used in social learning communities to engage members, such as meetings, projects, expert support, and relationship building.
Slides for a virtual presentation I did on November 15th for the Benetec learning event. The audio for the last 10 minutes is here: https://www.youtube.com/watch?v=2eQJkYlmp_g (webinar software failure!)
1) The document describes an activity where students are split into groups and given a design challenge to build a platform within parameters using supplied materials and a budget.
2) Key skills employers seek like collaboration, creative thinking, researching, and responding when not knowing answers are practiced.
3) The activity is meant to involve learners through authentic, challenging, and formative experiences that connect to solving real-world problems.
A few background slides on Liberating Structures (http://www.liberatingstructures.com) shared at the Melbourne Knowledge Management Leadership Forum on November 10, 2015
Opportunities to provide training occur every time you help someone with a technology related question, whether it’s one-on-one assistance or in a classroom environment. Making the most of the “teachable moment” involves the right combination of training skills, techniques, and tactics. Technology training is successful when a library patron learns something new and is able to apply it to their life. You don’t need to be a tech expert to learn the practical skills for successful technology training.
Presented August 2014, WebJunction & ALA Learning Roundtable
For inquiries and bookings, email info@kixal.com
This document describes a knowledge sharing method called "Open Space Peer Assist" that draws on the experiences of colleagues. It involves volunteers presenting topics they need help with, and participants joining groups to share experiences related to the topics without giving opinions or advice. The process involves the presenter describing their challenge, others asking clarifying questions and sharing relevant personal experiences, the presenter considering the experiences, and reporting back findings. The goal is to capture proven critical knowledge and lessons learned from successful professionals to help others facing similar problems.
Get the whole team together and Design JamJamie McAtee
Stumped for design ideas for a screen or a workflow? Want to explore different perspectives? Some of your best resources are your team members. Not just other designers or your Business Analyst, but your developers and project manager. Get the whole team sketching ideas around a specific screen or workflow. Using the design jam technique, it will only take one hour for you to get multiple ideas from different perspectives, and improve team chemistry as well.
This talk will outline the materials, setup and outline some rules for putting together a design jam. It will also discuss convincing your team to try out the technique. My team loved doing this exercise and would ask to do a design jam when we had a problem we were trying to work out — Yours will too.
Facilitating Online Interaction 4 Learning Resource SlidesNancy Wright White
This document summarizes a workshop on using community strategies for online learning. It discusses several topics:
1. The agenda for the workshop, which included forming goals, exercises, recaps and sharing resources.
2. An exercise where participants identified questions about using communities for online learning.
3. Different types of social learning communities and their purposes, structures, and how they evolve over time.
4. The importance of clearly defining a community's purpose and allowing its structure and activities to support that purpose.
5. Various activities that can be used in social learning communities to engage members, such as meetings, projects, expert support, and relationship building.
Slides for a virtual presentation I did on November 15th for the Benetec learning event. The audio for the last 10 minutes is here: https://www.youtube.com/watch?v=2eQJkYlmp_g (webinar software failure!)
1) The document describes an activity where students are split into groups and given a design challenge to build a platform within parameters using supplied materials and a budget.
2) Key skills employers seek like collaboration, creative thinking, researching, and responding when not knowing answers are practiced.
3) The activity is meant to involve learners through authentic, challenging, and formative experiences that connect to solving real-world problems.
A few background slides on Liberating Structures (http://www.liberatingstructures.com) shared at the Melbourne Knowledge Management Leadership Forum on November 10, 2015
Opportunities to provide training occur every time you help someone with a technology related question, whether it’s one-on-one assistance or in a classroom environment. Making the most of the “teachable moment” involves the right combination of training skills, techniques, and tactics. Technology training is successful when a library patron learns something new and is able to apply it to their life. You don’t need to be a tech expert to learn the practical skills for successful technology training.
Presented August 2014, WebJunction & ALA Learning Roundtable
For inquiries and bookings, email info@kixal.com
Be present when they need you. Many beginning students in the developmental track struggle to regularly attend residential classes or get online help from their instructors. This presentation will demonstrate how to add a human touch to your course room using Google Drive and YouTube to alleviate this challenge.
This document outlines a design thinking challenge to reimagine the classroom of the future. It provides guidance on forming a team, conducting user research through empathy and needfinding sessions, ideating potential solutions, prototyping concepts, testing designs, and presenting ideas. The process is broken into 7 sessions with suggestions for activities, tools, and materials to help complete each step of the design thinking methodology.
Wondering how to be an entrepreneur?
The first ever Ideathon in Hong Kong, a great opportunity to know more about startups.
Hong Kong Baptist University, November 2013
Turning your ideas into a concrete design or plan: Perhaps it will be a service, a physical device, an initiative, a network, or something no-one has thought of yet.
DSC LIT is an introductory fun event for you newbies to interact with us and connect among yourselves and with the team 朗
Reinvigorate your minds, play some games, win exciting goodies and have some fun time with the DSC team!
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Problem-Solving" and will show you how to improve your approach to problem-solving and solve more problems successfully.
This document provides instructions for participants in an online group training program. It outlines how to get started with the training platform and expectations for participation during the 3 hour session. Participants will work in groups of 5-7 members to complete activities, discuss questions, and learn new skills from each other. The training aims to help participants plan their professional development.
This document provides information on designing training sessions using the experiential learning cycle (ELC). It defines the ELC as a process involving experience, processing, generalizing, and applying lessons learned. Each step of the ELC is described in detail. An example training session on teamwork is outlined demonstrating how to incorporate all steps of the ELC, from setting goals to providing closure. The document emphasizes that the ELC aligns with adult learning theory and allows participants to learn from structured experiences.
The document provides an overview of an online training program called "In Business Training Programme" that aims to help small businesses develop skills through peer learning networks. It outlines the structure and expectations for participants, which involves completing activities in breakout groups and discussing questions together over Zoom to learn from each other. The training is facilitated and takes around 3 hours to complete. Participants are instructed on how to engage respectfully with each other and work as a group to get the most out of the experience.
This document outlines an agenda for a UX Kitchen webinar on designing solutions for COVID-19. It includes sections for team introductions, defining the problem statement, presenting the solution statement, summarizing research findings, demonstrating solution prototypes, describing the target audience and impact, and reviewing implementation plans and timelines. Attendees are encouraged to book pitch mentorship sessions and submit slide decks by the deadline. The webinar will feature 5-minute pitches from teams walking through their problem-solving process and proposed solutions.
Gordon Vala-Webb presents a framework for developing a collaboration strategy. The strategy involves:
1) Defining business outcomes from collaboration.
2) Focusing efforts on specific people, tasks, and types of collaboration.
3) Nurturing new ways of working by addressing psychological needs.
4) Measuring collaboration activities and outcomes to evaluate progress.
5) Revising the strategy based on feedback to accelerate or stop certain approaches.
The presentation provides examples of collaboration tools and challenges of implementing new strategies in organizations. Attendees are engaged in exercises to apply the framework to their own contexts.
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
This document outlines three projects focused on developing critical thinking skills. Project 1 involves conceiving, documenting, and pitching a project to address an identified problem in three lessons. Project 2 focuses on implementing the project, assessing personality types, and managing teams. Project 3 teaches critical thinking techniques like defining problems, considering past efforts, and using tools like the 5 Whys. The document provides detailed activities and instructions to guide participants through each step of the three projects.
The document summarizes a workshop that aimed to encourage creativity and reflection in curriculum design using Viewpoints, a series of reflective tools. Participants were split into groups to address scenarios relating to assessment, information skills, or creativity using worksheet prompts. They mapped principles to a student timeline, selected implementation ideas, and discussed tailoring solutions. Groups then shared their key outputs. The presenters concluded by discussing next steps to refine the workshop format, develop an online tool, and disseminate examples.
This document outlines the schedule and activities for Term 2 Weeks 1 and 2 of a course. It includes recapping and introducing complex systems analysis. Students are asked to complete a project recap checklist, identify personal risks to managing their work, and do surveys and interviews. Rich picture mapping exercises are described as a way to represent problems holistically using nodes, links, boundaries, and perspectives. Students map out the system of making toast and identify potential interventions. Comparing individual and composite rich pictures can incorporate different experiences and perspectives.
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
This workshop was delivered on 18th April 2011 at the TFL Development Programme Residential at the Rosspark Hotel in Ballymena. The theme of the Programme was 'Student Engagement' and there were 3 project teams from the University of Ulster exploring this theme.
21. Farmers field school (training of trainers to t and ffs)Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
The document outlines an agenda for a 3-day "Train the Trainer" workshop which will cover topics such as learning styles, training course design, training delivery techniques, and handling difficult training situations. Participants will learn how to identify training needs, design effective training sessions, and use various teaching methods and activities to engage learners. The workshop also provides opportunities for participants to practice delivering short presentations and receive feedback to improve their skills as trainers.
The document provides an overview of the I-Corps E245 Syllabus Revision 17 course. The course aims to help teams determine the commercial readiness of their technology through experiential learning and customer discovery. It is taught over several in-person sessions and online lectures, and requires teams to spend significant time outside of class talking to customers. The goal is for teams to develop a go/no go decision about commercial viability and a transition plan if moving forward. Coursework focuses on testing business model hypotheses through customer interactions rather than academic papers or presentations.
This document outlines the syllabus for the Lean LaunchPad course at Berkeley. The course is designed to provide hands-on learning about starting a high-tech company through customer development. Students will work in teams to test hypotheses about their business model and iterate their product based on customer feedback. The course emphasizes getting out of the classroom to talk to customers over creating business plans or presentations. Students will watch online lectures and discuss lessons learned from customer interviews during weekly team presentations.
Be present when they need you. Many beginning students in the developmental track struggle to regularly attend residential classes or get online help from their instructors. This presentation will demonstrate how to add a human touch to your course room using Google Drive and YouTube to alleviate this challenge.
This document outlines a design thinking challenge to reimagine the classroom of the future. It provides guidance on forming a team, conducting user research through empathy and needfinding sessions, ideating potential solutions, prototyping concepts, testing designs, and presenting ideas. The process is broken into 7 sessions with suggestions for activities, tools, and materials to help complete each step of the design thinking methodology.
Wondering how to be an entrepreneur?
The first ever Ideathon in Hong Kong, a great opportunity to know more about startups.
Hong Kong Baptist University, November 2013
Turning your ideas into a concrete design or plan: Perhaps it will be a service, a physical device, an initiative, a network, or something no-one has thought of yet.
DSC LIT is an introductory fun event for you newbies to interact with us and connect among yourselves and with the team 朗
Reinvigorate your minds, play some games, win exciting goodies and have some fun time with the DSC team!
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Problem-Solving" and will show you how to improve your approach to problem-solving and solve more problems successfully.
This document provides instructions for participants in an online group training program. It outlines how to get started with the training platform and expectations for participation during the 3 hour session. Participants will work in groups of 5-7 members to complete activities, discuss questions, and learn new skills from each other. The training aims to help participants plan their professional development.
This document provides information on designing training sessions using the experiential learning cycle (ELC). It defines the ELC as a process involving experience, processing, generalizing, and applying lessons learned. Each step of the ELC is described in detail. An example training session on teamwork is outlined demonstrating how to incorporate all steps of the ELC, from setting goals to providing closure. The document emphasizes that the ELC aligns with adult learning theory and allows participants to learn from structured experiences.
The document provides an overview of an online training program called "In Business Training Programme" that aims to help small businesses develop skills through peer learning networks. It outlines the structure and expectations for participants, which involves completing activities in breakout groups and discussing questions together over Zoom to learn from each other. The training is facilitated and takes around 3 hours to complete. Participants are instructed on how to engage respectfully with each other and work as a group to get the most out of the experience.
This document outlines an agenda for a UX Kitchen webinar on designing solutions for COVID-19. It includes sections for team introductions, defining the problem statement, presenting the solution statement, summarizing research findings, demonstrating solution prototypes, describing the target audience and impact, and reviewing implementation plans and timelines. Attendees are encouraged to book pitch mentorship sessions and submit slide decks by the deadline. The webinar will feature 5-minute pitches from teams walking through their problem-solving process and proposed solutions.
Gordon Vala-Webb presents a framework for developing a collaboration strategy. The strategy involves:
1) Defining business outcomes from collaboration.
2) Focusing efforts on specific people, tasks, and types of collaboration.
3) Nurturing new ways of working by addressing psychological needs.
4) Measuring collaboration activities and outcomes to evaluate progress.
5) Revising the strategy based on feedback to accelerate or stop certain approaches.
The presentation provides examples of collaboration tools and challenges of implementing new strategies in organizations. Attendees are engaged in exercises to apply the framework to their own contexts.
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
This document outlines three projects focused on developing critical thinking skills. Project 1 involves conceiving, documenting, and pitching a project to address an identified problem in three lessons. Project 2 focuses on implementing the project, assessing personality types, and managing teams. Project 3 teaches critical thinking techniques like defining problems, considering past efforts, and using tools like the 5 Whys. The document provides detailed activities and instructions to guide participants through each step of the three projects.
The document summarizes a workshop that aimed to encourage creativity and reflection in curriculum design using Viewpoints, a series of reflective tools. Participants were split into groups to address scenarios relating to assessment, information skills, or creativity using worksheet prompts. They mapped principles to a student timeline, selected implementation ideas, and discussed tailoring solutions. Groups then shared their key outputs. The presenters concluded by discussing next steps to refine the workshop format, develop an online tool, and disseminate examples.
This document outlines the schedule and activities for Term 2 Weeks 1 and 2 of a course. It includes recapping and introducing complex systems analysis. Students are asked to complete a project recap checklist, identify personal risks to managing their work, and do surveys and interviews. Rich picture mapping exercises are described as a way to represent problems holistically using nodes, links, boundaries, and perspectives. Students map out the system of making toast and identify potential interventions. Comparing individual and composite rich pictures can incorporate different experiences and perspectives.
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
This workshop was delivered on 18th April 2011 at the TFL Development Programme Residential at the Rosspark Hotel in Ballymena. The theme of the Programme was 'Student Engagement' and there were 3 project teams from the University of Ulster exploring this theme.
21. Farmers field school (training of trainers to t and ffs)Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
The document outlines an agenda for a 3-day "Train the Trainer" workshop which will cover topics such as learning styles, training course design, training delivery techniques, and handling difficult training situations. Participants will learn how to identify training needs, design effective training sessions, and use various teaching methods and activities to engage learners. The workshop also provides opportunities for participants to practice delivering short presentations and receive feedback to improve their skills as trainers.
The document provides an overview of the I-Corps E245 Syllabus Revision 17 course. The course aims to help teams determine the commercial readiness of their technology through experiential learning and customer discovery. It is taught over several in-person sessions and online lectures, and requires teams to spend significant time outside of class talking to customers. The goal is for teams to develop a go/no go decision about commercial viability and a transition plan if moving forward. Coursework focuses on testing business model hypotheses through customer interactions rather than academic papers or presentations.
This document outlines the syllabus for the Lean LaunchPad course at Berkeley. The course is designed to provide hands-on learning about starting a high-tech company through customer development. Students will work in teams to test hypotheses about their business model and iterate their product based on customer feedback. The course emphasizes getting out of the classroom to talk to customers over creating business plans or presentations. Students will watch online lectures and discuss lessons learned from customer interviews during weekly team presentations.
The document provides an overview of online course design and development. It discusses analyzing learning outcomes and assessments, designing course structure and content, developing interactive learning modules, implementing the course, and evaluating effectiveness. Key aspects covered include using the ADDIE model, Quality Matters rubrics, addressing the seven principles of effective practice, and balancing pedagogical expertise with technical skills in instructional design.
The document provides presenter notes for leading a workshop on Keeping Learning on Track (KLT) Foundations, outlining the goals of introducing teachers to formative assessment strategies and how their learning will continue through job-embedded professional learning communities. It describes the agenda and activities for the workshop, emphasizing formative assessment techniques to model such as using parking lots for questions, learning targets, and traffic light signals to check understanding. Presenters are guided to facilitate discussions and activities to help teachers understand how to implement formative assessment in their classrooms.
This document provides information about the structure and prerequisites for a startup course. It includes:
- An overview of lectures, workshops, and program dates focused on the business model canvas
- Requirements to complete customer discovery workbooks and checklists from the Startup Owner's Manual
- Instructions to update team profiles and business model hypotheses in the LaunchPad Central software
- Guidance for mentors to set goals, provide weekly plans, and coach their teams towards success
This document outlines an agenda and discussion topics for an advanced agile testing workshop. The workshop will use collaborative problem solving and various brainstorming techniques. Attendees will work in groups to identify testing problems, set goals, and generate experiments to tackle issues. Techniques that will be used include impact mapping, brainwriting, drawing, and discussing solutions if participants had "superpowers". The goal is for attendees to leave with concrete experiments to help address their biggest testing challenges.
This document provides a syllabus for the Berkeley EMBA 295T course on technology entrepreneurship and lean startups. The course aims to provide hands-on learning about starting a high-tech company through team projects. It will cover topics like business models, customer development, and agile development. Students will get experience talking to customers, partners and competitors to test hypotheses and iterate their startup ideas. The course is graded based on team and individual work, including blog updates, presentations, and a final report. It requires significant time commitment from students to test ideas outside of class.
Similar to KMUK Open Source Peer Assist session - support presentation jun15 (20)
Setting the standard in KM: ISO 30401 as viewed thru the lens of the KM Cookb...Paul Corney
This presentation was given in November 2019 to an invited group of European Legal KM professionals at an event arranged by and hosted at EBRD: "Development Finance Lawyers: Delivering Knowledge Innovation and Impact"
Here's a link to the EBRD summary of the event: https://www.alifdo.com/gz20maykmandlegalops.html#
Acquisitions, mergers disposals: why knowledge matters - a presentation to th...Paul Corney
This document summarizes a presentation on why knowledge matters for acquisitions, mergers, and disposals. It discusses how over 75% of mergers and acquisitions fail to deliver expected benefits due to a lack of knowledge mapping and management. The presentation covers techniques for using technology to assess targets, leverage knowledge for integration, and evaluate an organization's knowledge assets, maturity, and expertise. It emphasizes the importance of identifying critical knowledge that could be lost if experts leave the company.
The knowledge enabled firm in 2019: A presentation to VQ Forum Stockholm 2018Paul Corney
This document summarizes a presentation given by Paul J. Corney on why knowledge matters for law firms. The presentation covered challenges related to collaboration, environment, and technology that law firms face. It also discussed how firms can improve by effectively managing critical knowledge, knowing expert networks, and investing in usable technology. The presentation argued that knowledge-enabled firms will be better at collaboration, mergers and acquisitions, partnerships, learning, and finding expertise. It provided examples of how some leading law firms are addressing knowledge management.
Virtual Working & Learning: Is it working for you?Paul Corney
Virtual working and learning can be effective when certain factors are considered. Key factors for successful virtual teams include having leadership buy-in, effective knowledge sharing across boundaries, and flexible resourcing of multiple global teams. Case studies from various organizations demonstrated both pain points of virtual collaboration as well as good practices, such as the importance of virtual social interactions. Presenters shared tips for effective virtual setup considerations and technology choices to support remote teams.
From Survive to Thrive: KM in a crisis - A presentation to the CILIP Conferen...Paul Corney
This document outlines a presentation on knowledge management (KM) during the COVID-19 crisis from a local perspective in Eastbourne, England. The presentation is divided into three sections: "Survive", "Revive", and "Thrive". "Survive" focuses on the initial crisis response and lessons learned. "Revive" discusses outreach efforts, engagement, and recovery planning. "Thrive" reflects personally on KM during the crisis and emphasizes collaboration, communication, and knowledge-sharing networks. The overarching goal is to explain how KM supported Eastbourne's response and can help its future recovery from the pandemic.
Professionalising KM: A presentation to the 2020 KM SummitPaul Corney
I trace my journey from 2016 and why I believe the Chartered Knowledge Manager Accreditation together with the KM Standards (ISO 30401) are important steps down the path to corporate legitimacy for KIM professionals.
The Story of the book: A presentation at Petronas HQ KLPaul Corney
In this talk Paul:
- shared insights on the method he and his co-author Patricia Eng used to create the book;
- examined some of the core findings drawn from interviews conducted with 18 leading KM driven organisations inclusding Petronas
- looked at the implications for the Knowledge & Information Management Profession
Making use of surplus food - a presentation in Lewes for the Treasures from T...Paul Corney
I was asked to give this presentation after a screening of The Gleaners & I, a wonderful documentary about how the French allow 'pickers' (gleaners) to collect the surplus after harvests.
Plan Zheroes was invited by the organisers (Trevor Watson & Neil Thompson) who participated in the orginal knowledge cafe I ran in Lewes two years ago.
Why space matters...the role of orchestrated serendipityPaul Corney
A presentation that formed the backdrop of a workshop I ran for the NetIKX group in early 2014. It explored why it is important for organisations to consider how they organise their working environment, what works and what doesn't.
Well attended and an interesting set of conversations (you'd expect that with Harold Jarche and David Gurteen in the audience - an accompanying report was made available - here's the link: http://www.scribd.com/doc/205349954/when-space-matters-and-the-role-of-orchestrated-serendipity-survey-and-workshop-findings
A narrative approach to adoption and engagement Paul Corney
The document describes the use of scenarios and stories to obtain adoption for an IT strategy from a board of insurance practitioners. It details how one company used the story of "Jade", a new employee, to showcase how new technologies could improve the employee experience and support the CEO's vision. The story demonstrated proposed changes like mobile devices for information, electronic onboarding resources, and WiFi-connected maps and directories. By creating an empathetic story, the company hoped to gain agreement for their goals through understanding rather than technical details. The document warns that stories only represent the present and may date quickly if inaccurate.
Mastering the Concepts Tested in the Databricks Certified Data Engineer Assoc...SkillCertProExams
• For a full set of 760+ questions. Go to
https://skillcertpro.com/product/databricks-certified-data-engineer-associate-exam-questions/
• SkillCertPro offers detailed explanations to each question which helps to understand the concepts better.
• It is recommended to score above 85% in SkillCertPro exams before attempting a real exam.
• SkillCertPro updates exam questions every 2 weeks.
• You will get life time access and life time free updates
• SkillCertPro assures 100% pass guarantee in first attempt.
Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...Suzanne Lagerweij
This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
This presentation by Professor Alex Robson, Deputy Chair of Australia’s Productivity Commission, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
3. ‘proven critical knowledge capture….’
‘A book providing advice, tactics, and lessons learned from
successful KM professionals from around the globe. What worked,
what didn't, and why.’
Patricia L Eng & Paul J Corney
KMUK: drawing on the experience of others slide 3
4. Typical problems & challenges
how to get senior
leadership?
what’s the best
way to conduct
and measure a
pilot?
how do I map
critical
knowledge?
how to get
adoption of a new
system?
how to capture &
retain
knowledge?
how do I build
KM into the
process of the
firm?
how to collect
and present
lessons learned?
how do I get a
CoP to work?
KMUK: drawing on the experience of others slide 4
how can I
measure the
impact of what I
do?
5. Today’s questions
! What problems are you facing?
! In what areas would you like to share your experience
with others?
! What are others doing that you would like to find out more
about?
KMUK: drawing on the experience of others slide 5
6. Open Space Peer Assist
! The open space is a self-organizing method for creating
an agenda during a meeting or an event.
! Peer assist is a process that enables the gathering of
knowledge drawn from the experiences of colleagues
before embarking on a project or piece of work, or when
facing a specific problem or challenge within a piece
of work.
KMUK: drawing on the experience of others
Need a couple of volunteers (Assistees)
slide 6
7. Open Space Peer Assist
KMUK: drawing on the experience of others
Source: http://gaurisalokhe.blogspot.co.uk/2008/10/
open-space-to-design-agenda.html
slide 7
8. Open Space Peer Assist
KMUK: drawing on the experience of others
! Write down a topic
you’d like help on.
! Stand up and say what
its about.
! Go to a table and wait
to see who joins.
! Choose 1 from the
proposed topics then
join that group.
Under the Chatham House Rule
Source: http://gaurisalokhe.blogspot.co.uk/2008/10/open-space-to-
design-agenda.html
slide 8
9. 30 minute Peer Assist Process
! Assistee describes the challenge or problem.
! Assisters ask questions of clarification.
! Assisters offer personal experiences (no opinions or advice)
which might be useful. The assistee can ask questions of
clarification.
! Assistee reviews the offers of experience and summarises
what action she/he will consider as a result of the help.
! Assistee shares findings back to plenary.
KMUK: drawing on the experience of others
Under the Chatham House Rule
slide 9