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Phronesis open space book of proceedings september 2010 final

This document summarizes discussions from multiple open space sessions at a conference on September 14, 2010. The sessions addressed topics such as creating a receptive corporate culture to learning, the purpose of business in the 21st century, and selecting ways to deliver business education. Ideas, issues and opportunities were discussed for each topic. Suggestions included getting buy-in from leadership, balancing formal and individual learning needs, benefiting communities, changing organizational purpose to serve humanity, using different technologies and delivery styles to accommodate learning preferences, and directly surveying learners about their needs.

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Book of Proceedings Open Space | September 14 2010
Open Space Exploration Sessions Meeting Summaries
Creating a Receptive Ideas/Issues/Opportunities Corporate Culture • Q’s value of programs/learning offered. Need to be given to get buy-in Area/Room: Foyer • Learning needs to be accepted/expected Session Time: 10:15am • Short term v’s long term return Initiator: David Hutchins • Matches between what’s important and what’s measured Scribe: Helen Petrusa • See the value in being involved in development Participants: Lynova Brooke, Sara • Will take time to grow a culture Squadrito, Christine Gorberg. • Corporate social responsibility – chances for people to feel they Patricia Frame, Rhonda Paterson, get personal opportunities for self-development Ryan Tracey, Danielle Heidtmann, • Opportunities for people to exercise what they learn, need to Ralph, Sven be provided • Have key processed aligned across an organisation so there are shared understanding of the value of learning • Educational empowerment • Target key influences, CEO, finance, marketing, HR, Receptiveness to learning “Going beyond what we • Should be targeted at middle manager kevel know – Creating your • Ability to give time and value to learning business education for the • Get participants to sell your programs based on their 21st Century” experiences • Balance formal needs with individual wants to get engagement and buy-in.
Creating a receptive Ideas/Issues/Opportunities corporate culture Continued… Area/Room: Foyer • Get business involved in the development and delivery of learning offers Session Time: 10:15am • Effective communications Initiator: David Hutchins • Use concept of change methodology in the learning space to Scribe: Helen Petrusa influence culture Participants: Lynova Brooke, Sara • Get feedback from ppts, to find what works. Squadrito, Christine Gorberg, Patricia Frame, Rhonda Paterson, Ryan Tracey, Danielle Heidtmann, Ralph, Sven “Going beyond what we know – Creating your business education for the 21st Century”
Purpose of Business Ideas/Issues/Opportunities in the 21st Century • Benefit community in general Area/Room: Upper B • Need to make $ - Hygiene factors • Do all businesses have to make $? NGO’s, Government – Session Time: 10:15am defining business Initiator: Paul Sparks • Govt = Spenders Scribe: Suzanne Mercier • Business responsibility and opportunity Participants: Miriam Joy, • Employee engagement, research sustainable Malcolm Pearse, Helen Stollery, • A better world for our grandchildren Rob Wilkins, Lynora Brooke • Organisations competitive – eating each other up. • Length and existence • Changing • Business there to serve humanity or vice versa? • Is it capable of changing? • People change things, inside and outside • Large organisations – anhiliate • People – Geny Y, Gen X more meaning, looking for more “Going beyond what we • Values on websites of largest organisations know – Creating your • Integrity in value business education for the • When do people tip into action? 21st Century” • Depends on orgs and where they are in the orgs
Purpose of Business Ideas/Issues/Opportunities in the 21st Century Continued… Area/Room: Upper B • Found principles – used to guide and inspire, conceptual, lots if interpretations Session Time: 10:15am • Hierachies, command and control – drive salaries, not Initiator: Paul Sparks egalitarian Scribe: Suzanne Mercier • Technology is the human enabler Participants: Miriam Joy, • Prefer to be collaborative Malcolm Pearse, Helen Stollery, • Gladwell tipping point – Copenhagen Rob Wilkins, Lynora Brooke • Made heaps of $ and went back into welfare, People stood up, No that’s not right. Imbalance of power • Re-emergence of tribes • Iphone – runs on Apps – destruction of browser, then have to pay. Microsoft loosing it’s power. • Ipad – all consuming, life in crisis, gave it back. • When things are hollow, not fulfilling any purpose – decide differently “Going beyond what we • Organisations – what are they really responsible for? Counselling, manners, WIIFM. know – Creating your • Noone advocates for the employees business education for the 21st Century”
Selecting the Way to Ideas/Issues/Opportunities Deliver • Generational differences Area/Room: Upper A • Different learning styles • Budget constraints Session Time: 10:15am • Regional delivery Initiator: Rob Dear • Different technologies Scribe: Suzanne Mercier • Budget constraints Participants: Claire Jones, Jo • Cultural considerations McClaren, Malcolm Dawes, Anne Styles Knock, Ange Wilcox, Sylvia Ying, • Face to face Stephen Robinson • 1 to 1 simulation • Webcast • Webinar Experiential/Action based • Similar to ‘second life’ • E-learning / blended learning • Net Meeting “Going beyond what we • Virtual whiteboard know – Creating your • Wiki business education for the • Self directed 21st Century” • Multimedia • Video conferencing
Selecting the Way to Ideas/Issues/Opportunities Deliver Continued… Area/Room: Upper A • Value of face to face is sharing and giving • “over sitting at a computer” Session Time: 10:15am • Aha moment Initiator: Rob Dear • Case studies Scribe: Suzanne Mercier • Hypothetical Participants: Claire Jones, Jo • Flexibility McClaren, Malcolm Dawes, Anne • Business drivers – cost/time/transfer of learing Knock, Ange Wilcox, Sylvia Ying, • Measures of success/return Stephen Robinson • Interest based – find personal meaning • Different ways that we relate – some things can’t be • Metaphor – can’t buy a coffee online • Emotional attachment • Does content type determine how it is delivered? • If you put Gen Y in a classroom for more than 5 days you will loose them “Going beyond what we • Variation, choice of options know – Creating your • Marketing the message – engaging participation business education for the • How much time do we spend surveying our market? 21st Century” • Focus groups
Selecting the Way to Ideas/Issues/Opportunities Deliver Continued… Area/Room: Upper A • Training needs analysis • Perhaps we are not asking the learners directly Session Time: 10:15am • Personal relevance Initiator: Rob Dear • Relationship/passion of facilitator Scribe: Suzanne Mercier • Example: consulting into small to medium orgs, who is your Participants: Claire Jones, Jo target and how to get CEP buy-in. matching what is being sold McClaren, Malcolm Dawes, Anne to what is needed. Knock, Ange Wilcox, Sylvia Ying, • Bums on seats v’s quality of delivery Stephen Robinson • Feedback group • Consequence of not learning • Consolidating generational differences, learning styles, budgets, technologies “Going beyond what we know – Creating your business education for the 21st Century”
Selecting the Way to Ideas/Issues/Opportunities Deliver Continued… Area/Room: Upper A • Training needs analysis • Perhaps we are not asking the learners directly Session Time: 10:15am • Personal relevance Initiator: Rob Dear • Relationship/passion of facilitator Scribe: Suzanne Mercier • Example: consulting into small to medium orgs, who is your Participants: Claire Jones, Jo target and how to get CEP buy-in. matching what is being sold McClaren, Malcolm Dawes, Anne to what is needed. Knock, Ange Wilcox, Sylvia Ying, • Bums on seats v’s quality of delivery Stephen Robinson • Feedback group • Consequence of not learning “Going beyond what we know – Creating your business education for the 21st Century”
Adaptive Mindset for Change / How do we Ideas/Issues/Opportunities unlearn? (merged) • Impact of time to absorb the change • New skill – coach – supply Area/Room: Ruth A • Adaptive mindset Session Time: 10:15am • Environment must support this Initiator: Tanya Harris • Individual must support this • Switching off idea that learning is about content – about Scribe: Liz Norris behavioural change Participants: John Barraclough, • Study- Children that were praised for hard work took on extra Dan Byrnes, Liz Norris, Elijah, work, children that were told they were talented/gifted did not Tania Anderson, Patricia Frame, ask for more work Christine Gazberb, Adam • Goal of training is to change behaviour not about content Monaghan, Mandy, Lina • Change is inevitable Roberton, Chris Alison • How do you get people to have a positive reaction to change? • What is an individual engagement level • Adaptive mindset, what are you personally? • How do you make an adaptive mindset central to the business “Going beyond what we • If youth knows what a 40 year old does now (e.g. emotional know – Creating your intelligence), how would their lives be different, how would business education for the they make better decisions? 21st Century” • Should take change out of the equation, and frame as adaptive mindset • Read: The Decisive Moment (Jonah Lehrer)
Eradicate “Training” Ideas/Issues/Opportunities From Learning • Training “hard work” – selling it, promoting it • Selling in new providers much time spent, more time & $ spent Area/Room: Ruth B than on content Session Time: 10:15am • Training = skills, you do not own the outcomes, tick the box exercise Initiator: Tiffany Jones • Learning holistic, you own the outcomes and consequencw Scribe: Christine Fitzgerald • “we want the learner to be in the room” Participants: David McGuire, • Commercial language to market training e.g. value proposition Nicola Blum, Kimberly Bravery, • Law firms – some use “learning” not training language, others Johanna White, Cassandra “training” using investment language and $ spent on Brooks, Roz Faulkener, Erin Aria, individuals Adeline Cheok, Elizabeth Lewis, • Train v’s Learn v’s Competence Richard Carter, Richard Badham, • Competence = recognition/experience Malcolm Dawes • Did you do it right ? • “It’s a journey” “Going beyond what we • Create time on agenda for learning know – Creating your • Structured time away from action activity business education for the • Face 2 face valuable – collaboration – share best practise 21st Century”
Eradicate “Training” Ideas/Issues/Opportunities From Learning Continued… • Language very important “explore” leadership, not the Area/Room: Ruth B leadership program Session Time: 10:15am • Self-selection/choice – empowers the learner • Learning occurs in dynamic environment, driven by individual, Initiator: Tiffany Jones choice of way you learn, could be fun Scribe: Christine Fitzgerald • Curriculum choice/method choice – smorgasbord of digital, Participants: David McGuire, F2F, online, mentor, coach, read. Nicola Blum, Kimberly Bravery, • Industrial revolution v’s information age Johanna White, Cassandra • Look at how people learn Brooks, Roz Faulkener, Erin Aria, • Still program focused Adeline Cheok, Elizabeth Lewis, • What is it about senior managers that they do not trust their Richard Carter, Richard Badham, learners to learn? Malcolm Dawes • Create a “culture of learning” • Coaching culture • Responsibility to develop others “Going beyond what we • Find space to learn know – Creating your • Learning person in the conversation business education for the • Embed in organisation / 10% of time of business 21st Century”
Benefits to participants beyond Ideas/Issues/Opportunities skills learnt • Young and young at heart experience the tension between the idea of modern organisations and the reality of organisations Area/Room: Ruth A • The idea of modern organisations is far from the reality of organisations Session Time: 10:15am • What are the personal and professional skills that build people Initiator: Anne Matheson resilience to this mis-match and what are the personal and Scribe: Christine Fitzgerald professional skills to allow them to create he change? Participants: Sandra Triulth, • Danielle Heidtmann + others • Issue • Constant reflection on who we are and our contribution to the world • Understand that time happens and life changes overtime and that our roles change over time • Being happy at work, how can we effect/affect this? • What is meaningful in my life? • Being flexible and adaptable in ourselves and our lives • How does the system actually focus on the learners needs “Going beyond what we • ‘How do you get the learner involved to understand/desire know – Creating your their own learning business education for the • Organisational learning culture – is it really there? Does it really 21st Century” enhance the opportunity for life-long learning?
Benefits to participants beyond Ideas/Issues/Opportunities skills learnt Continued… • The need to challenge the “norms” of the organization Area/Room: Ruth A • Create the space for change Session Time: 10:15am • Allow people to create their own change Initiator: Anne Matheson • Learn to • How do we keep this going? Scribe: Christine Fitzgerald • Not work/life balance over your working life and you need to Participants: Sandra Triulth, cope to manage this Danielle Heidtmann + others • What does this mean at different times in life and how can you have this at work • How can we question ourselves and appreciate our changes • Individual needs/desires v’s organisational compliance • How can build resilience and self-motivation • Depression -> close gap between competence/expectations and the reality • How do we build self worth/self esteem and the ability to “Going beyond what we discern know – Creating your • Take responsibility for taking/leading change in an organization business education for the • People skills & confidence & composure 21st Century” • Role model for others • How do we close the loop on learning?
Value Proposition of Ideas/Issues/Opportunities Management • Do we have examples of shared best practice? • Having a pipeline of capability Area/Room: Richard B • Giving back to the individuals Session Time: 10:15am • Too much myth in university education – how do we make sense of learning in the real world? Initiator: Richard Hale • Getting a metaperspective on their organisation Scribe: Richard Hale Participants: Leslie Breackell, • Individual Ralphe Kerl, Jennifer Woodroe • Organisation • Society • Are organisation thinking strategically about their capability needs? • Generational maturity • Hard to be brave in corporate culture! • Encouraged to express themselves.. “Going beyond what we know – Creating your business education for the 21st Century”
Engaging Gen Y and Z in Meaningful Ways Ideas/Issues/Opportunities (staff & customers) • Is there a real difference between Gen X, Y & Z? • How do we define these groups? Area/Room: Richard C • Technology influence – shapes generations Session Time: 10:15am • Ability to speak open, confidently up the chain Initiator: Ramanthan Shankar • Use of social media to connect and engage with generations, need to remain active Scribe: Philip Andersson • Flexibility is critical to the basic reality we have right now we Participants: Vivien Lim, Natasha have no idea what is best methods might be for all generations Fong, Amy Lee, Jay Kulkarni • Individual differences v’s generational? • What are we catering to? • Engagement of Gen Y and Z – not one solution or one size fits all • Flexibility and speed of learning opportunities • New ‘real time’ technology for customers and staff “Going beyond what we know – Creating your business education for the 21st Century”
Political Correctness Ideas/Issues/Opportunities in Training • If Someone is wrong, say “you’re wrong” Area/Room: Foyer • 30% mark – how do you find the positive? Session Time: 11:00am • Cultural – Australian not to give negative feedback Initiator: Stephen Robinson • Subjective v’s Objective • Persona point of view Scribe: Stephen Robinson • University scores – Pass is 50% Participants: SR, Viveen, Robyn, • Value of qualifications if pass? They are useless so why not Sylvia, makia, Linda, Richard increase the score? Badham, Sue • Competency and knowledge “Going beyond what we know – Creating your business education for the 21st Century”
Transforming Business through Ideas/Issues/Opportunities Education Challenges • Getting people into training and learning Area/Room: Foyer • Is education, training, individual development seen as core to Session Time: 11:00am the business? • Indicators, No. of L&D Staff not reducing Initiator: Richard Carter, Robin • Drivers to get soft skills as core amongst all staff Kramer • Drives business and individual development Scribe: Jo McClaren • BERSIN -> Alignment in personal and organisational Participants: Kate Hughes, Anita development is good for business growth e.g. retention of staff, Ko. Anne Matheson, Paul Sparks, profitability John Barraclough Companies/firms are: • Competitive • Grow Business • High value clients • Retention “Going beyond what we • Profit ROI know – Creating your business education for the individuals are: 21st Century” • Employees • Engaged
Wisdom in Corporate Ideas/Issues/Opportunities Culture • Definition: • Wisdom = applied learning, continued learning, accumulation Area/Room: Upper B of experience, capacity to reflect, ability to dialogue, individual/collective, self-actualising, knowledge of many Session Time: 11:00am things, Self-awareness, awareness of ego Initiator: Jennifer Woodrow • Scribe: Johanna White, Tania • Why important in corporate culture? Anderson • Need to define to set cultural parameters Participants: Angela Wilcox, • Recognition Helen Stollery, Sandra Triulzi, Rob • Wilkins, Tania Anderson, Lesley • What does it add to corporate culture? Simmons, Megan Young, Leslie • Collective experience impacts way you do business Breakwell, Paul Sparks, Miriam • Provides basis for making decisions Joy, Linn Roberton, Brad Jobe, • Functioning in the best way it can be Richard Carter • Withstand time for contemplation/reflection • “Going beyond what we • Decisions/Traits exhibited know – Creating your • Observe a wise person business education for the • “aha” moment 21st Century” • Observational process • More than giving of knowledge
Wisdom in Corporate Ideas/Issues/Opportunities Culture Continued… Structures for reflection Area/Room: Upper B • Information AND experience Session Time: 11:00am • Critical thinking/doing/reflection Initiator: Jennifer Woodrow • Move beyond • Incorporate into everyday learning Scribe: Johanna White, Tania Anderson • Organisations/Individuals/Mentors • Wisdom process is a journey, continuous Participants: Angela Wilcox, • Does wisdom require reflective capability? Helen Stollery, Sandra Triulzi, Rob • Wisdom is contextual Wilkins, Tania Anderson, Lesley Simmons, Megan Young, Leslie • Overcoming adversity Breakwell, Paul Sparks, Miriam • Collective wisdom (shared) –“wisdom of the crowds” Joy, Linn Roberton, Brad Jobe, • Culture valuing wisdom Richard Carter • Encourages the sharing of information • Mastery v’s Wisdom • Gen Y & Z – What is wisdom to them? “Going beyond what we • Social Media – how does it play a role know – Creating your • Wisdom – connecting/linking information business education for the 21st Century” • Wisdom broader than mastery but different • Mastery philosophically informed – is it a skill?
Wisdom in Corporate Ideas/Issues/Opportunities Culture Continued… • Younger generation – want to meet their goals/dreams without Area/Room: Upper B compromising their integrity and what they want, is this wisdom? Session Time: 11:00am • Business education should develop career paths, develop Initiator: Jennifer Woodrow wisdom, direct Scribe: Johanna White, Tania • An example is a forward-thinking company that provides Anderson employees with 1 week reflective leave – it’s open to how they Participants: Angela Wilcox, use it but they must be able to provide tangible evidence of a project/thoughts. Helen Stollery, Sandra Triulzi, Rob Wilkins, Tania Anderson, Lesley Simmons, Megan Young, Leslie Breakwell, Paul Sparks, Miriam Joy, Linn Roberton, Brad Jobe, Richard Carter “Going beyond what we know – Creating your business education for the 21st Century”
Misconception of Failure – the essential Ideas/Issues/Opportunities element of success • Failure is an emotion, emotional brain is geared to defend our vulnerabilities and weaknesses Area/Room: Ruth B • When we are threatened our logical brain shuts down and we become emotional Session Time: 11:00am • Need encouragement and support to overcome weakness Initiator: Cris Allison • Don’t blame failure, it is not an issue Scribe: Tanya Harris • Look at failure as “not yet competent” therefore framed as Participants: Claire Jones, Sara room to improve Squadrito, Vanessa Harris, • Asia does not see failure as a toxic word – use it to overcome Suzanne Mercier, Sylvia Young, challenges Kate Hughes, Katya, Tanya Harris, • Important to address our emotional side Elyah Fish, John Barraclough, • Corporate culture rewards success Cassandra Brooks, Ramantha • Reflection day – groups get together to talk about challenges Shankar and opportunities • Setbacks not failures • About asking for help, not waiting until you have failed “Going beyond what we • Be sure on what you are willing to risk, and what is the learning curve? know – Creating your • Blaming each other is the biggest mistake of failure, people business education for the hiding their mistakes 21st Century” • Have a process that supports and reflects to learn and share emotions
Misconception of Failure – the essential Ideas/Issues/Opportunities element of success Continued… • Open conversations about how you feel and what you have Area/Room: Ruth B learnt and the outcome Session Time: 11:00am • People have to accept responsibility and not blame others to learn and change Initiator: Cris Allison • Environment that is open and supports change Scribe: Tanya Harris • Use of simulation for failure and create a process to analyse Participants: Claire Jones, Sara your part of the problem and to correct errors Squadrito, Vanessa Harris, • (John Gottman) Can read the successes of a marriage by Suzanne Mercier, Sylvia Young, interviewing couples for 3 minutes based on their emotional Kate Hughes, Katya, Tanya Harris, investment/facial expressions Elyah Fish, John Barraclough, • Organisation must understand how to repair failure Cassandra Brooks, Ramantha • (Darwin) You have to adapt to the culture, need to look around Shankar and check out the wider community otherwise we can limit our thinking/ability/etc • People behave in the way they are rewarded • Malcolm Bladwell for research “Going beyond what we • Companies quickly blame rather than learn from mistakes know – Creating your • Some culture nuture – comply or leave business education for the • People do not like to talk about failure as it attacks our self- 21st Century” esteem
Misconception of Failure – the essential Ideas/Issues/Opportunities element of success Continued… • Strong characters apologise and wash out the noise Area/Room: Ruth B • Team based failure is easier than individual failure Session Time: 11:00am • They say “we failed” not “I failed”. Initiator: Cris Allison • There is usually always more than 1 person involved in a failure • How do you improve without taking risk Scribe: Tanya Harris • Look at yourself first. Learn. Participants: Claire Jones, Sara • Psycho-Cybernetics book to read (Maltz, 1960) Squadrito, Vanessa Harris, Suzanne Mercier, Sylvia Young, Kate Hughes, Katya, Tanya Harris, Elyah Fish, John Barraclough, Cassandra Brooks, Ramantha Shankar “Going beyond what we know – Creating your business education for the 21st Century”
How do we use our senses to make Ideas/Issues/Opportunities learning more • Use of different spaces for learning, by forcing changes in the space we use (e.g. location, room, set-up) we can meaningful? drive/encourage change within the learning groups • Explored how we can incorporate sight, sound, touch, smell, Area/Room: Richard A taste into our learning environment to increase retention Session Time: 11:00am • Idea of self-directed learning (e.g. museum style) where we can Initiator: Philip Andersson set up a space to contribute to a range of learning experiences and allow participants to drive their own learning Scribe: (not filled in) • Challenge of catering to all learning styles while remaining Participants: Yvonne Collier, midway to not upset/make uncomfortable participants with Adam Monaghan, Suzanne extreme learning preferences Mercier, Helen Petrusa, Danielle • Discussion of what we need to actually incorporate smell, Heidtman, Rhonda Paterson touch, taste, sound, to achieve the results • Can we use linguistics to create these senses enough to achieve learning retention “Going beyond what we know – Creating your business education for the 21st Century”
Enabling a Learning Ideas/Issues/Opportunities Culture Questions for discussion • What does a learning culture look like? Area/Room: Upper A • Scope and scale Session Time: 11:00am • Define Initiator: Kimberly Bravery • How to cultivate Scribe: Christine Garberg • Collaboration v’s competitive culture Participants: Cassandra Brooks, Mandy Varley, Roz Faulkner, Definition: Individual taking responsibility for their own learning in Adeline Cheok, Patricia Frame, an organisation that supports learning John Tracey, Malcolm Pearse, • Time and space to learn Nicole Blum, Tiffany Jones, Amy • Permission to learn Lee, David McGuire, Belinda • Create expectation of self and others to learn Essex, Heather Cardin, Katya • Reflective practise Zhuravleva, Jay Kulkarni, Megan • Individual know what learning is and how to do it Young, Johanna White • Learning behaviours and learning how to learn • Recognise when and how you have learned “Going beyond what we • Learning happens when current experience conflicts with know – Creating your future experiences business education for the • Creates a desire and need to learn/change 21st Century” • Systematic nature of learning
Enabling a Learning Ideas/Issues/Opportunities Culture Continued… How to enable? Area/Room: Upper A • Meaningful experience based learning Session Time: 11:00am • Environment to enable learning Initiator: Kimberly Bravery • Individuals within a culture/societal influence Scribe: Christine Garberg • Tap into experiences people have had Participants: Cassandra Brooks, • Adapt and encourage learning to learn and learning styles Mandy Varley, Roz Faulkner, • Senior people need to be learning – as an example Adeline Cheok, Patricia Frame, • Reward learning culture behaviours John Tracey, Malcolm Pearse, • Leaders need to know that they can learn from anyone Nicole Blum, Tiffany Jones, Amy • Learning is not a hierarchy Lee, David McGuire, Belinda • “elders”/”SMES” in each of us it is the opportunity to identify Essex, Heather Cardin, Katya and use thus knowledge to learn from each other Zhuravleva, Jay Kulkarni, Megan • Learning from mistakes and failures Young, Johanna White • Overseas organisations better than Australian organisations as this “Going beyond what we • Learning involves moderate risk know – Creating your business education for the 21st Century”
How do we effectively educate Ideas/Issues/Opportunities the importance of innovation? • Innovation – concept of the deliver • How do we educate business the concept of innovation • There is a concept of failure and accepting failure Area/Room: Richard B • Prepare the fail fast concept Session Time: 11:00am • Is there a formal innovation process to lessen risk? Initiator: Steve Trpkovski • How do you sell innovation to business? Scribe: Cat Dunne • Do you need to be creative? Participants: Erin Ana, Malcolm • Innovation has currency because if what we give the word Davies, Cat Dunne, Steve • We need to understand the DNA of an organisation and culture of an organisation, look at apple as a case study Trpkvski, Richard Hale • Innovation is an outcome, it drives creative input • Experimentation and failure are parameters that are drivers of creativity • Organisations are always changing and innovative on a daily basis “Going beyond what we • Need to look at it from a microlevel know – Creating your • Innovation is transformational – iterative business education for the • Tool – foresight, innovation thinking style 21st Century”
How do we effectively education Ideas/Issues/Opportunities the importance of Continued… innovation? • Real ideas occur at iteration “ROI” return in iteration • Need to have a shared purpose and have a common goal • How do you develop critical thinking? Create a world view of Area/Room: Richard B how you define Session Time: 11:00am • Philosophical and raising on the agenda with the board or Initiator: Steve Trpkovski leader, enrol them properly • Cognitive structure – what does innovation mean to them? Scribe: Cat Dunne (across organisation) Participants: Erin Ana, Malcolm Davies, Cat Dunne, Steve Trpkvski, Richard Hale “Going beyond what we know – Creating your business education for the 21st Century”
Where would money/resources Ideas/Issues/Opportunities come to make our • Education innovation centre ideas a reality? • Translate ideas for buy in • Market failure of innovation • Cross Industry Area/Room: Richard B • Do you need money/resources to develop and produce ideas? Session Time: 11:45am • Start open space Initiator: Miriam Joy • Developing ideas Scribe: Miriam Joy • Deep simplicity Participants: John, Jo, Robyn, • Complex adaptive systems Cassandra • Pressure test across industry • Research based (academia) • What rules of engagement? • What is the structure? • Just focused on innovation • Focus on what we want to achieve and how to do it • Need an environment “Going beyond what we • Evidence based know – Creating your • (A group of people want to do it) business education for the 21st Century”
Carnival Ideas/Issues/Opportunities • Creating a fun environment for creativity and stress release is important, e.g. google and some call centres Area/Room: Richard C • Not just “fun” playful, freedom not to question everything, Session Time: 11:45am including fun Initiator: Richard Badham • Carnival is a public space for satire, ridicule, positive as well as Scribe: Richard Badham negative Participants: (not filled out) • To create a physical space; time space; symbolic space; confidentiality; right people; elimination of fear; recognise paradox, permission by senior figures being self-critical • How to create in L&D environment? Mental space; relaxed; anti-titles/ name badge symbols representing rank – create yourself • Key role of art (music, craft, play), comedy (stand-up), allow option to participate, reversal of roles. “Going beyond what we Phronesis Linkedin subgroup: know – Creating your “Creating a Carnival” business education for the Owner: Richard Badham/MGSM 21st Century”
What makes the 21st Century different? Ideas/Issues/Opportunities • When did the millennium begin? Area/Room: Upper A • Internet –> creates the global worlds Session Time: 11:45am • -> Gen changes = adaptability to change • Major competencies – this generation is different Initiator: Stephen Harris • Global citizens Scribe: Anne Knock • Unpredictability of life and circumstances Participants: Anne Knock, Robin • WW1 and WW2 – losing these generations and identifying the Kramar, Anne Matheson, legacy Malcolm Pearse • Babyboomers product of this period • What is this generation impacted by? • Immigration • Changing ideologies – cold war • Population and demographics • Every system changed, crumbled or false • Have we entered a phase with a different narrative? • Lines between legal and illegal businesses is blurred “Going beyond what we • Secularisation – ethics know – Creating your • Increased in individualism – no concept of life beyond “me” = business education for the weak concept of citizenship 21st Century” • Changes to funding – personal responsibility to look after self and look after “own”
What makes the 21st Century different? Ideas/Issues/Opportunities Continued… Area/Room: Upper A • From political complacency -> collectivism Session Time: 11:45am • Diversity of “values group” – diverse fragmented • Empowering knowledge through internet information Initiator: Stephen Harris accessing Scribe: Anne Knock • Media presence Participants: Anne Knock, Robin • Not such defined loyalty Kramar, Anne Matheson, • Lack of compliance – over complex in some areas, ability to Malcolm Pearse choose & question • Decline of U.S and rise of China and India • Death of print media control of messages • Huge consumer control • Information is pervasive – need for thinking skills • Opinion thrust as news “Going beyond what we know – Creating your business education for the 21st Century”
What makes the 21st Century different? Ideas/Issues/Opportunities Continued… What are key things make 21st context different? Area/Room: Upper A • Dependency on media, tv, computer, technology Session Time: 11:45am • People used to join for life -> commitment and loyal Initiator: Stephen Harris • Less choices Scribe: Anne Knock • Commitment to family Participants: Anne Knock, Robin • Global connectivity Kramar, Anne Matheson, • Global power shift Malcolm Pearse • Complexity of community • Never moved faster • People more willing to test and challenge – regardless of age and experience • People don’t want to be left behind • Make a difference – leave a legacy • Stress, anxiety, medication, counselling (Awareness and acceptance and knowledge of mental health issues) “Going beyond what we • Change in ‘respect’ – but greater awareness of action know – Creating your • Paradigm shift in west-transferring responsibility to institution business education for the • Size of companies / sovereign states 21st Century” • Change in business paradigms • Power of corporation – from person to organisation • Transparency
If Learning is constrained by time Ideas/Issues/Opportunities and delivered through • Ways to share knowledge e.g. story telling, circles • Can you develop wisdom in isolation? technology – how can • If wisdom involves personal reflection and learning from wisdom be adversity, how do you develop reflection? developed? • Wisdom requires: reflection, self-discipline and personal motivation/drive Area/Room: Ruth A • In some organisations wisdom is about Talent mgmt and knowledge mgmt. Session Time: 11:45am • Why do we value wisdom? Initiator: Helen Stollery & Leslie • What is the organisations intent toward it’s employees? Breackell • The learning of wisdom can be done on the job – enabled Scribe: (not filled in) through leadership (and driven by culture) Participants: Rhonda Paterson , • How do we bring about a wise culture? (it’s about leadership Anita Ko, Paul Sparks intent) • Developing wisdom depends on style of leadership (no hope if leadership is focused on egos and personal gain) • How do you develop wisdom? “Going beyond what we • People have to want it and it has to be desired know – Creating your • It needs a more balanced humane environment and it needs a business education for the leader who values wisdom 21st Century” “The courage to change the things I can, the fortitude to accept the things I cannot change, the wisdom to know the difference”
Virtual Classroom Ideas/Issues/Opportunities • What is technology? -poor cousin of the classroom • If we just copy /initiate classroom format it will fail Area/Room: Ruth B e.g video is not the same as attending • Is classroom actually effective anyway? Session Time: 11:45am • Is classroom easier to create energy? Initiator: Heather Cardin • Goal of any session – how much is implemented back at base Scribe: Nicola Blum • How do we define a virtual classroom? Participants: Richard Carter, • Is it synchronous or asynchronous learning? Claire Jones, Vanessa Harris, Amy • Is there a difference between online learning? Lee, Tania Harris, Lina, Tiffany • Is it harder virtually to connect, stay in touch with learners? Jones, Pat Frame, Stephen • Energy with people and technology Robinson, Christine Fitzgerald, • Many people still want face to face learning Cris Allison, Joanne McClaren • Do we even have a choice, the world is changing we have to use the technology, kids are used to it • Global chatrooms and classrooms • How do we make it exciting and interesting? “Going beyond what we • Great to see how cultures and other worlds ‘live’ know – Creating your • Take the technology and the action business education for the • Has to be visual, sensory 21st Century” • Not pre filmed but learning can impact the interaction
Virtual Classroom Ideas/Issues/Opportunities Continued… • Reality TV – cultural interest in others Area/Room: Ruth B • We are trying to replicate classroom setting, not going back and redesigning how we teach/use the virtual world Session Time: 11:45am • Facilitator in motion Initiator: Heather Cardin • Perhaps we need to experience on the learners behalf Scribe: Nicola Blum • Participants – video themselves Participants: Richard Carter, • Interactivity is critical Claire Jones, Vanessa Harris, Amy • How can a virtual class create a sense of relationship/network Lee, Tania Harris, Lina, Tiffany • Connections -> share or listen Jones, Pat Frame, Stephen • Are we missing out on building real connections? Robinson, Christine Fitzgerald, • Is the word classroom the problem? Virtual classroom Cris Allison, Joanne McClaren • I want to be famous, who cares about what you are doing all the time, e.g. twitter • Growth of USA universities is all online, face to face is flat • Yet most people in session want to go to a face to face session “Going beyond what we • How do we structure what learning is for different know – Creating your environments? business education for the • Virtual classroom good for systems training 21st Century”
Virtual Classroom Ideas/Issues/Opportunities Continued… • What are we missing? Is this innovative? Area/Room: Ruth B • Do the learners/children need to be solving the problem? • Does the next generation need to be the problem solvers Session Time: 11:45am • Learning evolution Initiator: Heather • Is it a relative concept? Scribe: Nicola Blum • What will find in 20 years, what will the effect be on their Participants: Richard Carter, minds, bodies? Claire Jones, Vanessa Harris, Amy Lee, Tania Harris, Lina, Tiffany Jones, Pat Frame, Stephen Robinson, Christine Fitzgerald, Cris Allison, Joanne McClaren “Going beyond what we know – Creating your business education for the 21st Century”
Is Australian Business Education Ideas/Issues/Opportunities internationally • To be competitive, need to look out for: • Relevance, commercial quality competitive? • Know competitors • Alumni program (strong) and leads to learning opportunities • Using like industry to promote (e.g. a way we promote sports overseas) Area/Room: Richard B • Learning from countries like sport and it’s competiveness Session Time: 11:45am internationally Initiator: Natasha Fong • Link with academia and business is not in Aust, but is in the U.S Scribe: Vivien Lim for e.g. • Looking at Australia’s competitive advantage, what is it? Participants: David Hutchins, Liz Innovation & Creativity Norris, Ralph Kerle, Sven • Australians are not so good at commercialisation • From an international students perspective – Students of MBA @ MGSM, Aust education is more practical than in Germany, but in Germany they will question the degree and they will have to work harder and convince germans that they are just as “Going beyond what we good know – Creating your business education for the 21st Century”
Learning is social & contextual and we Ideas/Issues/Opportunities should abandon L&D • Social and contextual – No need for L&D departments, especially in HR departments (and • HR has a strategic agenda re: talent, recruitment etc scatter) • But learning and work are fused • We learnt best in the context of practise • Social = share ideas, converse, connect w/ people Area/Room: Upper B • L&D is seen as a “sacred cow” Session Time: 11:45am • No need for L&D department, not no need for L&D people Initiator: Rob Wilkins • Social is more than just oral – twitter etc Scribe: Ryan Tracey • Social interaction is an enabler Participants: (not filled out) • User connection with business is important • Why ban social media? • Internal social media v’s external. • Competing agenda with confidentiality • Risk -> some teams will fail with specialist L&D • Are L&D people “trainers”? Are they the SME’s? “Going beyond what we • Anything we do should be social know – Creating your business education for the 21st Century”
Learning is social & contextual and we Ideas/Issues/Opportunities should abandon L&D Continued… • Barriers to social media – they don’t trust it departments (and  Shyness scatter)  fear of the unknown  Lack of training  Too many tools Area/Room: Upper B • Context of the organisation can reinforce Session Time: 11:45am • Managers and leaders are key to enabling L&D Initiator: Rob Wilkins • At times (a lot) we just run events – not solutions Scribe: Ryan Tracey • Knowledge / Doing gap Participants: (not filled out) • L&D embeds – community, fosters conversation • Break down rules between L&D, talent, recruitment etc. • All about people capability • Learning is work, work is learning • What is the nature of the work? • HR can divorce its purpose from local business operations “Going beyond what we know – Creating your business education for the 21st Century”
How to manage performance of Ideas/Issues/Opportunities managers (who don’t • Sycophants definition: people who flatter / “suck up” to them • Political environment common manage performance • GM relationship with shareholders/mayor of their sycopants)? • Some people know how to keep their boss happy, but not managing below/managing those who flatter them Strategies: Area/Room: Richard A • manage them out of the organisation – follow or create policies Session Time: 11:45am • Safe in knowing good practise/law Initiator: Jay Kulkam • Start with the executive team, send the message Scribe: Tania Anderson • Organisations can’t survive without some people? (nor true) Participants: Tania Anderson, Jay • Be genuine, measure underperformance Kulkam, Mandy Varley • Draw a line in the sand • Coaching for poor performance • Find a business part. – HR or line manager – need their buy-in • Policy e.g. termination clear • Fair process even if no policy, clear and consistent for all “Going beyond what we • Painful but value building skills know – Creating your • Manage stakeholders business education for the • Create a line of sight to exec team 21st Century” • Utlise an outsourced organisation to create a “performance culture”
Does Management education feed or Ideas/Issues/Opportunities • Delivery of behaviour breed arrogance? • Waste of energy on a mask • Instead of putting energy into a problem resolution Area/Room: SPE • Discussion of value systems/behaviour about this issue Session Time: 11:45am • It is an issue – not wanted Initiator: Richard Hale • Cultural – Australia v’s U.S Scribe: various • Must have fear Participants: Lynora Brooke, Maika Rawolle, Linda M, Phil Andersson, Eva Lo, Kate Hughes “Going beyond what we know – Creating your business education for the 21st Century”
Open Space Action Sessions Action Plan Summaries
Leading Phronesis Forward • Eva Lo offered her skills as an accountant and Action Items: process improvement specialist. Phronesis will • Jennifer Woodrow can be contacted to share be in touch with her action learning models with Phronesis • Sara, Anne K and Jennifer W offered to • Linda will begin to use linked in site to start investigate if her organisation would sponsor a discussions and encourage other phd Phronesis event students to do that • Christine Fitzgerald offered to lead forward a bi • Anne knock will create a connection with her monthly social meeting with Phronesis members blog and linked in site to continue discussions. • Tania will volunteer to promote phronesis events and work on a Phronesis event for Gen Y and Gen Z • Lucy Fisher will think about how we could use Phronesis as a development tool • Jennifer will talk to her HR network about Phronesis doing a promotion/event with them in North Ryde Initiator: Miriam Joy Participants: Christine Fitzgerald, Jennifer Woodrow, Anne Knock, Linda (MGSM), Tania Anderson, Lucy Fisher, Eva Lo, Sara Squadrito
Innovation Action Research Group Action Items: • Expand on definition of groups purpose “a create a space to pressure test ideas and encourage peer mentoring for those focused on education in business across industries” • Group to meet to discuss, plan and set agenda for an initial invitation to a meeting for those interested in joining this space • Christine Garberg to send through some Phronesis Linkedin subgroup: information on Peer Mentoring Framework “Innovation Action Research Group” • Miriam to organise initial meeting Owner: Miriam Joy Initiator: Miriam Joy Participants: Robyn Dear, Elyah Fish, Vivien Lim, Johanna White, Anita Ko, Sandra Triulzi, Kimberly Bravery, Lesley Symons, Christine Garberg
Rebrand L&D to Organisational Readiness • Admit it is our responsibility to change our Action Items: behaviours so we become a ‘trusted advisor’ • In every interaction with the business, ask • Sit in the business and follow their routine – yourself does this add value? How is it relevant? Secondment • Give contribution in meetings – evidence the AND value • Think differently about ourselves – similarities • Business sits with L&D help them to drive matter, we are not trainers what is realistic give perspective • It is not a “classroom” • Change the essence of the experience • i.e Partners in law, flexibility by industry So we understand the business Initiator: Heather Cardin Participants: Johanna White, Nicola Blum, Amy Lee, Vivien Lim, Philip Andersson, Stephen Robinson, Natasha Fong
Value Proposition for Management Education Action Items: • Individual in smaller orgs, medium orgs, large orgs • Adding values • Why do MSA, promotion, career, org-based • Creating values in organisations • Last thing I want as a Dean is a 4-yr program – to • Talent identification match markets • How to get orgs to recognise value if paying • Successions • Org budgeting, resources, employee • Business profit retention, internal structures, retention • Leaders tools and mechanisms • Future Proofing • Competing demands of family • How can be done • Intensive program prohibitive, 4 years • Individual case wants for a degree • Employer programs • Individual programs Initiator: Richard Hale Participants: Helen Stollery, Robert Wilkins, Richard Hale, David Hutchins, Mandy Varley, Lina Robertson, Malcolm Pearse, Anne Matheson, Stephen Trpkovski
Wisdom • Wisdom not knowledge management Action Items: • Collective Wisdom • Wisdom and Phronesis • Is wisdom learned? • Limited discussion in business • How do people become wise or experienced? • How is it being used? • Experience of wisdom & personal perspective • Futurologists/Strategy • MGSM to lead and take first cut (Eastern, • Research conceptions of wisdom – corporate Western) survey? • Academic/History/Perspective • Relevance to business • Corporate use i.e Knowledge Management • Connection to Spirituality (Spirituality, • Measurement Leadership & Management – Conference Nov 13th) • Who uses it, how is it used? Phronesis Linkedin subgroup: “The Meaning of Wisdom in Business” • Define a model of wisdom in business Owner: Richard Carter • Mastery v’s Wisdom • Ages & Gender profiles – Wisdom • Wisdom as the result of a transformation Initiator: Richard Carter through adversity • Being of the doing & Reflective space Participants: Elyja Fish, Anne Matheson, Malcolm Pearse, Lesley Symons, Leslie Breackell, Helen Stollery, Katya Zhuravleva, Adam Monaghan, Anita Ko, Helen Petruza, Sandra Triulzi, Yvonne Collier, Tanya Harris, Malcom pearse
Key takeaway to share with other L&D professionals • As a facilitator it is important to let an Action Items: individual/group know when to lead • Concept of failure – Learnt from? Action • Shared learning/experience between the group taken? of L&D professionals confirms we all have similar • Feedback essential to learn challenges and also different ideas • Ask the question: “How have you • Know when to let others lead experienced wisdom at work?” • Many colours of the rainbow • Challenge the definitions of wisdom • Develop a forum to roadtest ideas • As L&D professionals we all work at different • Finding right structures to find the right levels & different aspects/issues that are info/actions important to us • Understand global / international capabilities • How do we add value? (also note differences) • How do we use technology? • Coaching conferences a good idea • Observation of different facilitation • Identify best practice techniques to use, e.g open space • Being authentic when running sessions and Initiator: Phil Andersson own the space to get group to participate, look for leadership within Participants: Tania Anderson, Helen Petruza, Catrina Dame, Adam Monaghue, Cassandra Brooks, Lucy Fisher, Danielle Heidtman
Practical Ideas for Learning Cultures • Build coaching, facilitating and mentoring into Action Items: skill set of organisation What we will do - Including immediate next • Everyone plays a role in learning – behaviour and steps attitude is important Categories • Infrastructure to support culture • Environment and Individual • – through workforce planning • Info How – Creating physical space e.g • - Comms and marketing plan libraries, Virtual space • - Reinforce role of learning in achievement • Facilitate learning • Help business leaders teach – make it easier for • Rewards for sharing learning and info them to share their stories • Leaders drive learning • 3 up and 3 down – 3 things that went well, 3 • Environment where there is no hierarchy things that didn’t go well • Individual motives aligned to learning • At the end of the meeting – learning and • Creating an aspirational culture reflection Enablers Phronesis Linkedin subgroup: • Support from top “Creating a Learning Culture” Owner: Kimberly Bravery • – Modelling • Resources Initiator: Kimberly Bravery • Accountability all the way down the hierarchy Participants: Tania Anderson, Helen Petruza, Catrina • Learning strategy must go hand in hand with the Dame, Adam Monaghue, Cassandra Brooks, Lucy Fisher, business strategy Danielle Heidtman
Guidelines for using Technology in Learning/Training Action Items: What we will do - Including immediate next steps • Develop 10 question survey to understand current knowledge of usage of technology • What are the questions? • More research needed • Do we need a guide? • What’s the outcome/target of the guide? • Robyn to undertake more research around this topic and update on main Phronesis linkedin Group/create a subgroup depending on what is found. Initiator: Robyn Dear Participants: Tanya Harris, Natasha Fong, Paul Sparks.
Engaging Younger Learners in the Virtual Learning World Action Items: • Observe students in the “virtual rooms” and see how it works and the impact on them • Potential questions for survey • Survey the kids about the program • How do you learn best? • As kids – how do you want to learn? • How would you like to learn? (Remove focus from virtual but leave it • (Set questions, research questions) open) • Asking learning professionals who are introducing new models of engaged learning • Ask our children how do you want to learn • Ask random people in respective business Phronesis Linkedin subgroup: how they would like to learn “Research Youth for Virtual Learning Needs” • The plans of asking and collating data rely on Owner: Tanya Harris capturing via Phronesis website (or alternate suggestions) Initiator: Tanya Harris Participants: Nicola Blum, Heather Cardin, Stephen Robinson, Anne Knock, Amy Lee, Patricia Frame, Roz Faulkner
“Other Action Items” • Content, challenge and question in formal • Espouse theory, theory in use – need to close the education gap • “unprecise” what does this mean? • How to live in difference? • YR 5,6,7,8 integrated matrix… choice, larger • Process Model – surface the undiscussables, number of short Q’s and smaller No. interactions, learn more than content, style seen • Target Q’s, Innovative Research Centre as a as no longer “a-typical” but consistent School • Need to be consistent across world/system • Job v’s generating an income • Cross cultural issues • Education –not necessarily “work” but • How to successfully teach online? generating income.. plus lifestyle. • Engage me don’t enrage me • IQ + EQ + Lifestyle • “DO” then “THINK” (reflection) • Process – people meant to be leading • Proactive model for change brought by a different model • “Life is lived forwards and thought backwards, • Constant change and getting used to it, but there is no place for me to think forwards” – fluidity Kierkegaard • World is more complex especially the • 21st Changing complexity - online education, contexts, but in earlier times based on change from content to process, concept of survival space/furniture, dealing with complexity. • Recognizing different stakeholders • Management education in the 21st century • In a subject you can have boundaries but also have fluidity Initiator: Richard Badham • Organisation Management and Education Participants: Stephen Harris, Robin Kramer
This is The Hour. It is time to speak your Truth. Create your community. Be good to each other. And do not look outside yourself for the leader. This could be a good time! There is a river flowing now very fast. It is so great and swift that there are those who will be afraid. They will try to hold on to the shore. They will feel like they are being torn apart, and they will suffer greatly. Know the river has its destination. The elders say we must let go of the shore, push off toward the middle of the river, Keep our eyes open, and our heads above the water. See who is there with you and celebrate. At this time in history, we are to take nothing personally, least of all Ourselves! For the moment we do, our spiritual growth and journey comes to a halt. We are the ones we have been waiting for. The Elders, Oraibi, Arizona Hopi Nation 2009

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Phronesis open space book of proceedings september 2010 final

  • 1.
    Book of Proceedings Open Space | September 14 2010
  • 2.
    Open Space ExplorationSessions Meeting Summaries
  • 3.
    Creating a Receptive Ideas/Issues/Opportunities Corporate Culture • Q’s value of programs/learning offered. Need to be given to get buy-in Area/Room: Foyer • Learning needs to be accepted/expected Session Time: 10:15am • Short term v’s long term return Initiator: David Hutchins • Matches between what’s important and what’s measured Scribe: Helen Petrusa • See the value in being involved in development Participants: Lynova Brooke, Sara • Will take time to grow a culture Squadrito, Christine Gorberg. • Corporate social responsibility – chances for people to feel they Patricia Frame, Rhonda Paterson, get personal opportunities for self-development Ryan Tracey, Danielle Heidtmann, • Opportunities for people to exercise what they learn, need to Ralph, Sven be provided • Have key processed aligned across an organisation so there are shared understanding of the value of learning • Educational empowerment • Target key influences, CEO, finance, marketing, HR, Receptiveness to learning “Going beyond what we • Should be targeted at middle manager kevel know – Creating your • Ability to give time and value to learning business education for the • Get participants to sell your programs based on their 21st Century” experiences • Balance formal needs with individual wants to get engagement and buy-in.
  • 4.
    Creating a receptive Ideas/Issues/Opportunities corporate culture Continued… Area/Room: Foyer • Get business involved in the development and delivery of learning offers Session Time: 10:15am • Effective communications Initiator: David Hutchins • Use concept of change methodology in the learning space to Scribe: Helen Petrusa influence culture Participants: Lynova Brooke, Sara • Get feedback from ppts, to find what works. Squadrito, Christine Gorberg, Patricia Frame, Rhonda Paterson, Ryan Tracey, Danielle Heidtmann, Ralph, Sven “Going beyond what we know – Creating your business education for the 21st Century”
  • 5.
    Purpose of Business Ideas/Issues/Opportunities in the 21st Century • Benefit community in general Area/Room: Upper B • Need to make $ - Hygiene factors • Do all businesses have to make $? NGO’s, Government – Session Time: 10:15am defining business Initiator: Paul Sparks • Govt = Spenders Scribe: Suzanne Mercier • Business responsibility and opportunity Participants: Miriam Joy, • Employee engagement, research sustainable Malcolm Pearse, Helen Stollery, • A better world for our grandchildren Rob Wilkins, Lynora Brooke • Organisations competitive – eating each other up. • Length and existence • Changing • Business there to serve humanity or vice versa? • Is it capable of changing? • People change things, inside and outside • Large organisations – anhiliate • People – Geny Y, Gen X more meaning, looking for more “Going beyond what we • Values on websites of largest organisations know – Creating your • Integrity in value business education for the • When do people tip into action? 21st Century” • Depends on orgs and where they are in the orgs
  • 6.
    Purpose of Business Ideas/Issues/Opportunities in the 21st Century Continued… Area/Room: Upper B • Found principles – used to guide and inspire, conceptual, lots if interpretations Session Time: 10:15am • Hierachies, command and control – drive salaries, not Initiator: Paul Sparks egalitarian Scribe: Suzanne Mercier • Technology is the human enabler Participants: Miriam Joy, • Prefer to be collaborative Malcolm Pearse, Helen Stollery, • Gladwell tipping point – Copenhagen Rob Wilkins, Lynora Brooke • Made heaps of $ and went back into welfare, People stood up, No that’s not right. Imbalance of power • Re-emergence of tribes • Iphone – runs on Apps – destruction of browser, then have to pay. Microsoft loosing it’s power. • Ipad – all consuming, life in crisis, gave it back. • When things are hollow, not fulfilling any purpose – decide differently “Going beyond what we • Organisations – what are they really responsible for? Counselling, manners, WIIFM. know – Creating your • Noone advocates for the employees business education for the 21st Century”
  • 7.
    Selecting the Wayto Ideas/Issues/Opportunities Deliver • Generational differences Area/Room: Upper A • Different learning styles • Budget constraints Session Time: 10:15am • Regional delivery Initiator: Rob Dear • Different technologies Scribe: Suzanne Mercier • Budget constraints Participants: Claire Jones, Jo • Cultural considerations McClaren, Malcolm Dawes, Anne Styles Knock, Ange Wilcox, Sylvia Ying, • Face to face Stephen Robinson • 1 to 1 simulation • Webcast • Webinar Experiential/Action based • Similar to ‘second life’ • E-learning / blended learning • Net Meeting “Going beyond what we • Virtual whiteboard know – Creating your • Wiki business education for the • Self directed 21st Century” • Multimedia • Video conferencing
  • 8.
    Selecting the Wayto Ideas/Issues/Opportunities Deliver Continued… Area/Room: Upper A • Value of face to face is sharing and giving • “over sitting at a computer” Session Time: 10:15am • Aha moment Initiator: Rob Dear • Case studies Scribe: Suzanne Mercier • Hypothetical Participants: Claire Jones, Jo • Flexibility McClaren, Malcolm Dawes, Anne • Business drivers – cost/time/transfer of learing Knock, Ange Wilcox, Sylvia Ying, • Measures of success/return Stephen Robinson • Interest based – find personal meaning • Different ways that we relate – some things can’t be • Metaphor – can’t buy a coffee online • Emotional attachment • Does content type determine how it is delivered? • If you put Gen Y in a classroom for more than 5 days you will loose them “Going beyond what we • Variation, choice of options know – Creating your • Marketing the message – engaging participation business education for the • How much time do we spend surveying our market? 21st Century” • Focus groups
  • 9.
    Selecting the Wayto Ideas/Issues/Opportunities Deliver Continued… Area/Room: Upper A • Training needs analysis • Perhaps we are not asking the learners directly Session Time: 10:15am • Personal relevance Initiator: Rob Dear • Relationship/passion of facilitator Scribe: Suzanne Mercier • Example: consulting into small to medium orgs, who is your Participants: Claire Jones, Jo target and how to get CEP buy-in. matching what is being sold McClaren, Malcolm Dawes, Anne to what is needed. Knock, Ange Wilcox, Sylvia Ying, • Bums on seats v’s quality of delivery Stephen Robinson • Feedback group • Consequence of not learning • Consolidating generational differences, learning styles, budgets, technologies “Going beyond what we know – Creating your business education for the 21st Century”
  • 10.
    Selecting the Wayto Ideas/Issues/Opportunities Deliver Continued… Area/Room: Upper A • Training needs analysis • Perhaps we are not asking the learners directly Session Time: 10:15am • Personal relevance Initiator: Rob Dear • Relationship/passion of facilitator Scribe: Suzanne Mercier • Example: consulting into small to medium orgs, who is your Participants: Claire Jones, Jo target and how to get CEP buy-in. matching what is being sold McClaren, Malcolm Dawes, Anne to what is needed. Knock, Ange Wilcox, Sylvia Ying, • Bums on seats v’s quality of delivery Stephen Robinson • Feedback group • Consequence of not learning “Going beyond what we know – Creating your business education for the 21st Century”
  • 11.
    Adaptive Mindset for Change / How do we Ideas/Issues/Opportunities unlearn? (merged) • Impact of time to absorb the change • New skill – coach – supply Area/Room: Ruth A • Adaptive mindset Session Time: 10:15am • Environment must support this Initiator: Tanya Harris • Individual must support this • Switching off idea that learning is about content – about Scribe: Liz Norris behavioural change Participants: John Barraclough, • Study- Children that were praised for hard work took on extra Dan Byrnes, Liz Norris, Elijah, work, children that were told they were talented/gifted did not Tania Anderson, Patricia Frame, ask for more work Christine Gazberb, Adam • Goal of training is to change behaviour not about content Monaghan, Mandy, Lina • Change is inevitable Roberton, Chris Alison • How do you get people to have a positive reaction to change? • What is an individual engagement level • Adaptive mindset, what are you personally? • How do you make an adaptive mindset central to the business “Going beyond what we • If youth knows what a 40 year old does now (e.g. emotional know – Creating your intelligence), how would their lives be different, how would business education for the they make better decisions? 21st Century” • Should take change out of the equation, and frame as adaptive mindset • Read: The Decisive Moment (Jonah Lehrer)
  • 12.
    Eradicate “Training” Ideas/Issues/Opportunities From Learning • Training “hard work” – selling it, promoting it • Selling in new providers much time spent, more time & $ spent Area/Room: Ruth B than on content Session Time: 10:15am • Training = skills, you do not own the outcomes, tick the box exercise Initiator: Tiffany Jones • Learning holistic, you own the outcomes and consequencw Scribe: Christine Fitzgerald • “we want the learner to be in the room” Participants: David McGuire, • Commercial language to market training e.g. value proposition Nicola Blum, Kimberly Bravery, • Law firms – some use “learning” not training language, others Johanna White, Cassandra “training” using investment language and $ spent on Brooks, Roz Faulkener, Erin Aria, individuals Adeline Cheok, Elizabeth Lewis, • Train v’s Learn v’s Competence Richard Carter, Richard Badham, • Competence = recognition/experience Malcolm Dawes • Did you do it right ? • “It’s a journey” “Going beyond what we • Create time on agenda for learning know – Creating your • Structured time away from action activity business education for the • Face 2 face valuable – collaboration – share best practise 21st Century”
  • 13.
    Eradicate “Training” Ideas/Issues/Opportunities From Learning Continued… • Language very important “explore” leadership, not the Area/Room: Ruth B leadership program Session Time: 10:15am • Self-selection/choice – empowers the learner • Learning occurs in dynamic environment, driven by individual, Initiator: Tiffany Jones choice of way you learn, could be fun Scribe: Christine Fitzgerald • Curriculum choice/method choice – smorgasbord of digital, Participants: David McGuire, F2F, online, mentor, coach, read. Nicola Blum, Kimberly Bravery, • Industrial revolution v’s information age Johanna White, Cassandra • Look at how people learn Brooks, Roz Faulkener, Erin Aria, • Still program focused Adeline Cheok, Elizabeth Lewis, • What is it about senior managers that they do not trust their Richard Carter, Richard Badham, learners to learn? Malcolm Dawes • Create a “culture of learning” • Coaching culture • Responsibility to develop others “Going beyond what we • Find space to learn know – Creating your • Learning person in the conversation business education for the • Embed in organisation / 10% of time of business 21st Century”
  • 14.
    Benefits to participants beyond Ideas/Issues/Opportunities skills learnt • Young and young at heart experience the tension between the idea of modern organisations and the reality of organisations Area/Room: Ruth A • The idea of modern organisations is far from the reality of organisations Session Time: 10:15am • What are the personal and professional skills that build people Initiator: Anne Matheson resilience to this mis-match and what are the personal and Scribe: Christine Fitzgerald professional skills to allow them to create he change? Participants: Sandra Triulth, • Danielle Heidtmann + others • Issue • Constant reflection on who we are and our contribution to the world • Understand that time happens and life changes overtime and that our roles change over time • Being happy at work, how can we effect/affect this? • What is meaningful in my life? • Being flexible and adaptable in ourselves and our lives • How does the system actually focus on the learners needs “Going beyond what we • ‘How do you get the learner involved to understand/desire know – Creating your their own learning business education for the • Organisational learning culture – is it really there? Does it really 21st Century” enhance the opportunity for life-long learning?
  • 15.
    Benefits to participants beyond Ideas/Issues/Opportunities skills learnt Continued… • The need to challenge the “norms” of the organization Area/Room: Ruth A • Create the space for change Session Time: 10:15am • Allow people to create their own change Initiator: Anne Matheson • Learn to • How do we keep this going? Scribe: Christine Fitzgerald • Not work/life balance over your working life and you need to Participants: Sandra Triulth, cope to manage this Danielle Heidtmann + others • What does this mean at different times in life and how can you have this at work • How can we question ourselves and appreciate our changes • Individual needs/desires v’s organisational compliance • How can build resilience and self-motivation • Depression -> close gap between competence/expectations and the reality • How do we build self worth/self esteem and the ability to “Going beyond what we discern know – Creating your • Take responsibility for taking/leading change in an organization business education for the • People skills & confidence & composure 21st Century” • Role model for others • How do we close the loop on learning?
  • 16.
    Value Proposition of Ideas/Issues/Opportunities Management • Do we have examples of shared best practice? • Having a pipeline of capability Area/Room: Richard B • Giving back to the individuals Session Time: 10:15am • Too much myth in university education – how do we make sense of learning in the real world? Initiator: Richard Hale • Getting a metaperspective on their organisation Scribe: Richard Hale Participants: Leslie Breackell, • Individual Ralphe Kerl, Jennifer Woodroe • Organisation • Society • Are organisation thinking strategically about their capability needs? • Generational maturity • Hard to be brave in corporate culture! • Encouraged to express themselves.. “Going beyond what we know – Creating your business education for the 21st Century”
  • 17.
    Engaging Gen Yand Z in Meaningful Ways Ideas/Issues/Opportunities (staff & customers) • Is there a real difference between Gen X, Y & Z? • How do we define these groups? Area/Room: Richard C • Technology influence – shapes generations Session Time: 10:15am • Ability to speak open, confidently up the chain Initiator: Ramanthan Shankar • Use of social media to connect and engage with generations, need to remain active Scribe: Philip Andersson • Flexibility is critical to the basic reality we have right now we Participants: Vivien Lim, Natasha have no idea what is best methods might be for all generations Fong, Amy Lee, Jay Kulkarni • Individual differences v’s generational? • What are we catering to? • Engagement of Gen Y and Z – not one solution or one size fits all • Flexibility and speed of learning opportunities • New ‘real time’ technology for customers and staff “Going beyond what we know – Creating your business education for the 21st Century”
  • 18.
    Political Correctness Ideas/Issues/Opportunities in Training • If Someone is wrong, say “you’re wrong” Area/Room: Foyer • 30% mark – how do you find the positive? Session Time: 11:00am • Cultural – Australian not to give negative feedback Initiator: Stephen Robinson • Subjective v’s Objective • Persona point of view Scribe: Stephen Robinson • University scores – Pass is 50% Participants: SR, Viveen, Robyn, • Value of qualifications if pass? They are useless so why not Sylvia, makia, Linda, Richard increase the score? Badham, Sue • Competency and knowledge “Going beyond what we know – Creating your business education for the 21st Century”
  • 19.
    Transforming Business through Ideas/Issues/Opportunities Education Challenges • Getting people into training and learning Area/Room: Foyer • Is education, training, individual development seen as core to Session Time: 11:00am the business? • Indicators, No. of L&D Staff not reducing Initiator: Richard Carter, Robin • Drivers to get soft skills as core amongst all staff Kramer • Drives business and individual development Scribe: Jo McClaren • BERSIN -> Alignment in personal and organisational Participants: Kate Hughes, Anita development is good for business growth e.g. retention of staff, Ko. Anne Matheson, Paul Sparks, profitability John Barraclough Companies/firms are: • Competitive • Grow Business • High value clients • Retention “Going beyond what we • Profit ROI know – Creating your business education for the individuals are: 21st Century” • Employees • Engaged
  • 20.
    Wisdom in Corporate Ideas/Issues/Opportunities Culture • Definition: • Wisdom = applied learning, continued learning, accumulation Area/Room: Upper B of experience, capacity to reflect, ability to dialogue, individual/collective, self-actualising, knowledge of many Session Time: 11:00am things, Self-awareness, awareness of ego Initiator: Jennifer Woodrow • Scribe: Johanna White, Tania • Why important in corporate culture? Anderson • Need to define to set cultural parameters Participants: Angela Wilcox, • Recognition Helen Stollery, Sandra Triulzi, Rob • Wilkins, Tania Anderson, Lesley • What does it add to corporate culture? Simmons, Megan Young, Leslie • Collective experience impacts way you do business Breakwell, Paul Sparks, Miriam • Provides basis for making decisions Joy, Linn Roberton, Brad Jobe, • Functioning in the best way it can be Richard Carter • Withstand time for contemplation/reflection • “Going beyond what we • Decisions/Traits exhibited know – Creating your • Observe a wise person business education for the • “aha” moment 21st Century” • Observational process • More than giving of knowledge
  • 21.
    Wisdom in Corporate Ideas/Issues/Opportunities Culture Continued… Structures for reflection Area/Room: Upper B • Information AND experience Session Time: 11:00am • Critical thinking/doing/reflection Initiator: Jennifer Woodrow • Move beyond • Incorporate into everyday learning Scribe: Johanna White, Tania Anderson • Organisations/Individuals/Mentors • Wisdom process is a journey, continuous Participants: Angela Wilcox, • Does wisdom require reflective capability? Helen Stollery, Sandra Triulzi, Rob • Wisdom is contextual Wilkins, Tania Anderson, Lesley Simmons, Megan Young, Leslie • Overcoming adversity Breakwell, Paul Sparks, Miriam • Collective wisdom (shared) –“wisdom of the crowds” Joy, Linn Roberton, Brad Jobe, • Culture valuing wisdom Richard Carter • Encourages the sharing of information • Mastery v’s Wisdom • Gen Y & Z – What is wisdom to them? “Going beyond what we • Social Media – how does it play a role know – Creating your • Wisdom – connecting/linking information business education for the 21st Century” • Wisdom broader than mastery but different • Mastery philosophically informed – is it a skill?
  • 22.
    Wisdom in Corporate Ideas/Issues/Opportunities Culture Continued… • Younger generation – want to meet their goals/dreams without Area/Room: Upper B compromising their integrity and what they want, is this wisdom? Session Time: 11:00am • Business education should develop career paths, develop Initiator: Jennifer Woodrow wisdom, direct Scribe: Johanna White, Tania • An example is a forward-thinking company that provides Anderson employees with 1 week reflective leave – it’s open to how they Participants: Angela Wilcox, use it but they must be able to provide tangible evidence of a project/thoughts. Helen Stollery, Sandra Triulzi, Rob Wilkins, Tania Anderson, Lesley Simmons, Megan Young, Leslie Breakwell, Paul Sparks, Miriam Joy, Linn Roberton, Brad Jobe, Richard Carter “Going beyond what we know – Creating your business education for the 21st Century”
  • 23.
    Misconception of Failure – the essential Ideas/Issues/Opportunities element of success • Failure is an emotion, emotional brain is geared to defend our vulnerabilities and weaknesses Area/Room: Ruth B • When we are threatened our logical brain shuts down and we become emotional Session Time: 11:00am • Need encouragement and support to overcome weakness Initiator: Cris Allison • Don’t blame failure, it is not an issue Scribe: Tanya Harris • Look at failure as “not yet competent” therefore framed as Participants: Claire Jones, Sara room to improve Squadrito, Vanessa Harris, • Asia does not see failure as a toxic word – use it to overcome Suzanne Mercier, Sylvia Young, challenges Kate Hughes, Katya, Tanya Harris, • Important to address our emotional side Elyah Fish, John Barraclough, • Corporate culture rewards success Cassandra Brooks, Ramantha • Reflection day – groups get together to talk about challenges Shankar and opportunities • Setbacks not failures • About asking for help, not waiting until you have failed “Going beyond what we • Be sure on what you are willing to risk, and what is the learning curve? know – Creating your • Blaming each other is the biggest mistake of failure, people business education for the hiding their mistakes 21st Century” • Have a process that supports and reflects to learn and share emotions
  • 24.
    Misconception of Failure – the essential Ideas/Issues/Opportunities element of success Continued… • Open conversations about how you feel and what you have Area/Room: Ruth B learnt and the outcome Session Time: 11:00am • People have to accept responsibility and not blame others to learn and change Initiator: Cris Allison • Environment that is open and supports change Scribe: Tanya Harris • Use of simulation for failure and create a process to analyse Participants: Claire Jones, Sara your part of the problem and to correct errors Squadrito, Vanessa Harris, • (John Gottman) Can read the successes of a marriage by Suzanne Mercier, Sylvia Young, interviewing couples for 3 minutes based on their emotional Kate Hughes, Katya, Tanya Harris, investment/facial expressions Elyah Fish, John Barraclough, • Organisation must understand how to repair failure Cassandra Brooks, Ramantha • (Darwin) You have to adapt to the culture, need to look around Shankar and check out the wider community otherwise we can limit our thinking/ability/etc • People behave in the way they are rewarded • Malcolm Bladwell for research “Going beyond what we • Companies quickly blame rather than learn from mistakes know – Creating your • Some culture nuture – comply or leave business education for the • People do not like to talk about failure as it attacks our self- 21st Century” esteem
  • 25.
    Misconception of Failure – the essential Ideas/Issues/Opportunities element of success Continued… • Strong characters apologise and wash out the noise Area/Room: Ruth B • Team based failure is easier than individual failure Session Time: 11:00am • They say “we failed” not “I failed”. Initiator: Cris Allison • There is usually always more than 1 person involved in a failure • How do you improve without taking risk Scribe: Tanya Harris • Look at yourself first. Learn. Participants: Claire Jones, Sara • Psycho-Cybernetics book to read (Maltz, 1960) Squadrito, Vanessa Harris, Suzanne Mercier, Sylvia Young, Kate Hughes, Katya, Tanya Harris, Elyah Fish, John Barraclough, Cassandra Brooks, Ramantha Shankar “Going beyond what we know – Creating your business education for the 21st Century”
  • 26.
    How do weuse our senses to make Ideas/Issues/Opportunities learning more • Use of different spaces for learning, by forcing changes in the space we use (e.g. location, room, set-up) we can meaningful? drive/encourage change within the learning groups • Explored how we can incorporate sight, sound, touch, smell, Area/Room: Richard A taste into our learning environment to increase retention Session Time: 11:00am • Idea of self-directed learning (e.g. museum style) where we can Initiator: Philip Andersson set up a space to contribute to a range of learning experiences and allow participants to drive their own learning Scribe: (not filled in) • Challenge of catering to all learning styles while remaining Participants: Yvonne Collier, midway to not upset/make uncomfortable participants with Adam Monaghan, Suzanne extreme learning preferences Mercier, Helen Petrusa, Danielle • Discussion of what we need to actually incorporate smell, Heidtman, Rhonda Paterson touch, taste, sound, to achieve the results • Can we use linguistics to create these senses enough to achieve learning retention “Going beyond what we know – Creating your business education for the 21st Century”
  • 27.
    Enabling a Learning Ideas/Issues/Opportunities Culture Questions for discussion • What does a learning culture look like? Area/Room: Upper A • Scope and scale Session Time: 11:00am • Define Initiator: Kimberly Bravery • How to cultivate Scribe: Christine Garberg • Collaboration v’s competitive culture Participants: Cassandra Brooks, Mandy Varley, Roz Faulkner, Definition: Individual taking responsibility for their own learning in Adeline Cheok, Patricia Frame, an organisation that supports learning John Tracey, Malcolm Pearse, • Time and space to learn Nicole Blum, Tiffany Jones, Amy • Permission to learn Lee, David McGuire, Belinda • Create expectation of self and others to learn Essex, Heather Cardin, Katya • Reflective practise Zhuravleva, Jay Kulkarni, Megan • Individual know what learning is and how to do it Young, Johanna White • Learning behaviours and learning how to learn • Recognise when and how you have learned “Going beyond what we • Learning happens when current experience conflicts with know – Creating your future experiences business education for the • Creates a desire and need to learn/change 21st Century” • Systematic nature of learning
  • 28.
    Enabling a Learning Ideas/Issues/Opportunities Culture Continued… How to enable? Area/Room: Upper A • Meaningful experience based learning Session Time: 11:00am • Environment to enable learning Initiator: Kimberly Bravery • Individuals within a culture/societal influence Scribe: Christine Garberg • Tap into experiences people have had Participants: Cassandra Brooks, • Adapt and encourage learning to learn and learning styles Mandy Varley, Roz Faulkner, • Senior people need to be learning – as an example Adeline Cheok, Patricia Frame, • Reward learning culture behaviours John Tracey, Malcolm Pearse, • Leaders need to know that they can learn from anyone Nicole Blum, Tiffany Jones, Amy • Learning is not a hierarchy Lee, David McGuire, Belinda • “elders”/”SMES” in each of us it is the opportunity to identify Essex, Heather Cardin, Katya and use thus knowledge to learn from each other Zhuravleva, Jay Kulkarni, Megan • Learning from mistakes and failures Young, Johanna White • Overseas organisations better than Australian organisations as this “Going beyond what we • Learning involves moderate risk know – Creating your business education for the 21st Century”
  • 29.
    How do we effectively educate Ideas/Issues/Opportunities the importance of innovation? • Innovation – concept of the deliver • How do we educate business the concept of innovation • There is a concept of failure and accepting failure Area/Room: Richard B • Prepare the fail fast concept Session Time: 11:00am • Is there a formal innovation process to lessen risk? Initiator: Steve Trpkovski • How do you sell innovation to business? Scribe: Cat Dunne • Do you need to be creative? Participants: Erin Ana, Malcolm • Innovation has currency because if what we give the word Davies, Cat Dunne, Steve • We need to understand the DNA of an organisation and culture of an organisation, look at apple as a case study Trpkvski, Richard Hale • Innovation is an outcome, it drives creative input • Experimentation and failure are parameters that are drivers of creativity • Organisations are always changing and innovative on a daily basis “Going beyond what we • Need to look at it from a microlevel know – Creating your • Innovation is transformational – iterative business education for the • Tool – foresight, innovation thinking style 21st Century”
  • 30.
    How do we effectively education Ideas/Issues/Opportunities the importance of Continued… innovation? • Real ideas occur at iteration “ROI” return in iteration • Need to have a shared purpose and have a common goal • How do you develop critical thinking? Create a world view of Area/Room: Richard B how you define Session Time: 11:00am • Philosophical and raising on the agenda with the board or Initiator: Steve Trpkovski leader, enrol them properly • Cognitive structure – what does innovation mean to them? Scribe: Cat Dunne (across organisation) Participants: Erin Ana, Malcolm Davies, Cat Dunne, Steve Trpkvski, Richard Hale “Going beyond what we know – Creating your business education for the 21st Century”
  • 31.
    Where would money/resources Ideas/Issues/Opportunities come to make our • Education innovation centre ideas a reality? • Translate ideas for buy in • Market failure of innovation • Cross Industry Area/Room: Richard B • Do you need money/resources to develop and produce ideas? Session Time: 11:45am • Start open space Initiator: Miriam Joy • Developing ideas Scribe: Miriam Joy • Deep simplicity Participants: John, Jo, Robyn, • Complex adaptive systems Cassandra • Pressure test across industry • Research based (academia) • What rules of engagement? • What is the structure? • Just focused on innovation • Focus on what we want to achieve and how to do it • Need an environment “Going beyond what we • Evidence based know – Creating your • (A group of people want to do it) business education for the 21st Century”
  • 32.
    Carnival Ideas/Issues/Opportunities • Creating a fun environment for creativity and stress release is important, e.g. google and some call centres Area/Room: Richard C • Not just “fun” playful, freedom not to question everything, Session Time: 11:45am including fun Initiator: Richard Badham • Carnival is a public space for satire, ridicule, positive as well as Scribe: Richard Badham negative Participants: (not filled out) • To create a physical space; time space; symbolic space; confidentiality; right people; elimination of fear; recognise paradox, permission by senior figures being self-critical • How to create in L&D environment? Mental space; relaxed; anti-titles/ name badge symbols representing rank – create yourself • Key role of art (music, craft, play), comedy (stand-up), allow option to participate, reversal of roles. “Going beyond what we Phronesis Linkedin subgroup: know – Creating your “Creating a Carnival” business education for the Owner: Richard Badham/MGSM 21st Century”
  • 33.
    What makes the21st Century different? Ideas/Issues/Opportunities • When did the millennium begin? Area/Room: Upper A • Internet –> creates the global worlds Session Time: 11:45am • -> Gen changes = adaptability to change • Major competencies – this generation is different Initiator: Stephen Harris • Global citizens Scribe: Anne Knock • Unpredictability of life and circumstances Participants: Anne Knock, Robin • WW1 and WW2 – losing these generations and identifying the Kramar, Anne Matheson, legacy Malcolm Pearse • Babyboomers product of this period • What is this generation impacted by? • Immigration • Changing ideologies – cold war • Population and demographics • Every system changed, crumbled or false • Have we entered a phase with a different narrative? • Lines between legal and illegal businesses is blurred “Going beyond what we • Secularisation – ethics know – Creating your • Increased in individualism – no concept of life beyond “me” = business education for the weak concept of citizenship 21st Century” • Changes to funding – personal responsibility to look after self and look after “own”
  • 34.
    What makes the21st Century different? Ideas/Issues/Opportunities Continued… Area/Room: Upper A • From political complacency -> collectivism Session Time: 11:45am • Diversity of “values group” – diverse fragmented • Empowering knowledge through internet information Initiator: Stephen Harris accessing Scribe: Anne Knock • Media presence Participants: Anne Knock, Robin • Not such defined loyalty Kramar, Anne Matheson, • Lack of compliance – over complex in some areas, ability to Malcolm Pearse choose & question • Decline of U.S and rise of China and India • Death of print media control of messages • Huge consumer control • Information is pervasive – need for thinking skills • Opinion thrust as news “Going beyond what we know – Creating your business education for the 21st Century”
  • 35.
    What makes the21st Century different? Ideas/Issues/Opportunities Continued… What are key things make 21st context different? Area/Room: Upper A • Dependency on media, tv, computer, technology Session Time: 11:45am • People used to join for life -> commitment and loyal Initiator: Stephen Harris • Less choices Scribe: Anne Knock • Commitment to family Participants: Anne Knock, Robin • Global connectivity Kramar, Anne Matheson, • Global power shift Malcolm Pearse • Complexity of community • Never moved faster • People more willing to test and challenge – regardless of age and experience • People don’t want to be left behind • Make a difference – leave a legacy • Stress, anxiety, medication, counselling (Awareness and acceptance and knowledge of mental health issues) “Going beyond what we • Change in ‘respect’ – but greater awareness of action know – Creating your • Paradigm shift in west-transferring responsibility to institution business education for the • Size of companies / sovereign states 21st Century” • Change in business paradigms • Power of corporation – from person to organisation • Transparency
  • 36.
    If Learning is constrained by time Ideas/Issues/Opportunities and delivered through • Ways to share knowledge e.g. story telling, circles • Can you develop wisdom in isolation? technology – how can • If wisdom involves personal reflection and learning from wisdom be adversity, how do you develop reflection? developed? • Wisdom requires: reflection, self-discipline and personal motivation/drive Area/Room: Ruth A • In some organisations wisdom is about Talent mgmt and knowledge mgmt. Session Time: 11:45am • Why do we value wisdom? Initiator: Helen Stollery & Leslie • What is the organisations intent toward it’s employees? Breackell • The learning of wisdom can be done on the job – enabled Scribe: (not filled in) through leadership (and driven by culture) Participants: Rhonda Paterson , • How do we bring about a wise culture? (it’s about leadership Anita Ko, Paul Sparks intent) • Developing wisdom depends on style of leadership (no hope if leadership is focused on egos and personal gain) • How do you develop wisdom? “Going beyond what we • People have to want it and it has to be desired know – Creating your • It needs a more balanced humane environment and it needs a business education for the leader who values wisdom 21st Century” “The courage to change the things I can, the fortitude to accept the things I cannot change, the wisdom to know the difference”
  • 37.
    Virtual Classroom Ideas/Issues/Opportunities • What is technology? -poor cousin of the classroom • If we just copy /initiate classroom format it will fail Area/Room: Ruth B e.g video is not the same as attending • Is classroom actually effective anyway? Session Time: 11:45am • Is classroom easier to create energy? Initiator: Heather Cardin • Goal of any session – how much is implemented back at base Scribe: Nicola Blum • How do we define a virtual classroom? Participants: Richard Carter, • Is it synchronous or asynchronous learning? Claire Jones, Vanessa Harris, Amy • Is there a difference between online learning? Lee, Tania Harris, Lina, Tiffany • Is it harder virtually to connect, stay in touch with learners? Jones, Pat Frame, Stephen • Energy with people and technology Robinson, Christine Fitzgerald, • Many people still want face to face learning Cris Allison, Joanne McClaren • Do we even have a choice, the world is changing we have to use the technology, kids are used to it • Global chatrooms and classrooms • How do we make it exciting and interesting? “Going beyond what we • Great to see how cultures and other worlds ‘live’ know – Creating your • Take the technology and the action business education for the • Has to be visual, sensory 21st Century” • Not pre filmed but learning can impact the interaction
  • 38.
    Virtual Classroom Ideas/Issues/Opportunities Continued… • Reality TV – cultural interest in others Area/Room: Ruth B • We are trying to replicate classroom setting, not going back and redesigning how we teach/use the virtual world Session Time: 11:45am • Facilitator in motion Initiator: Heather Cardin • Perhaps we need to experience on the learners behalf Scribe: Nicola Blum • Participants – video themselves Participants: Richard Carter, • Interactivity is critical Claire Jones, Vanessa Harris, Amy • How can a virtual class create a sense of relationship/network Lee, Tania Harris, Lina, Tiffany • Connections -> share or listen Jones, Pat Frame, Stephen • Are we missing out on building real connections? Robinson, Christine Fitzgerald, • Is the word classroom the problem? Virtual classroom Cris Allison, Joanne McClaren • I want to be famous, who cares about what you are doing all the time, e.g. twitter • Growth of USA universities is all online, face to face is flat • Yet most people in session want to go to a face to face session “Going beyond what we • How do we structure what learning is for different know – Creating your environments? business education for the • Virtual classroom good for systems training 21st Century”
  • 39.
    Virtual Classroom Ideas/Issues/Opportunities Continued… • What are we missing? Is this innovative? Area/Room: Ruth B • Do the learners/children need to be solving the problem? • Does the next generation need to be the problem solvers Session Time: 11:45am • Learning evolution Initiator: Heather • Is it a relative concept? Scribe: Nicola Blum • What will find in 20 years, what will the effect be on their Participants: Richard Carter, minds, bodies? Claire Jones, Vanessa Harris, Amy Lee, Tania Harris, Lina, Tiffany Jones, Pat Frame, Stephen Robinson, Christine Fitzgerald, Cris Allison, Joanne McClaren “Going beyond what we know – Creating your business education for the 21st Century”
  • 40.
    Is Australian Business Education Ideas/Issues/Opportunities internationally • To be competitive, need to look out for: • Relevance, commercial quality competitive? • Know competitors • Alumni program (strong) and leads to learning opportunities • Using like industry to promote (e.g. a way we promote sports overseas) Area/Room: Richard B • Learning from countries like sport and it’s competiveness Session Time: 11:45am internationally Initiator: Natasha Fong • Link with academia and business is not in Aust, but is in the U.S Scribe: Vivien Lim for e.g. • Looking at Australia’s competitive advantage, what is it? Participants: David Hutchins, Liz Innovation & Creativity Norris, Ralph Kerle, Sven • Australians are not so good at commercialisation • From an international students perspective – Students of MBA @ MGSM, Aust education is more practical than in Germany, but in Germany they will question the degree and they will have to work harder and convince germans that they are just as “Going beyond what we good know – Creating your business education for the 21st Century”
  • 41.
    Learning is social& contextual and we Ideas/Issues/Opportunities should abandon L&D • Social and contextual – No need for L&D departments, especially in HR departments (and • HR has a strategic agenda re: talent, recruitment etc scatter) • But learning and work are fused • We learnt best in the context of practise • Social = share ideas, converse, connect w/ people Area/Room: Upper B • L&D is seen as a “sacred cow” Session Time: 11:45am • No need for L&D department, not no need for L&D people Initiator: Rob Wilkins • Social is more than just oral – twitter etc Scribe: Ryan Tracey • Social interaction is an enabler Participants: (not filled out) • User connection with business is important • Why ban social media? • Internal social media v’s external. • Competing agenda with confidentiality • Risk -> some teams will fail with specialist L&D • Are L&D people “trainers”? Are they the SME’s? “Going beyond what we • Anything we do should be social know – Creating your business education for the 21st Century”
  • 42.
    Learning is social& contextual and we Ideas/Issues/Opportunities should abandon L&D Continued… • Barriers to social media – they don’t trust it departments (and  Shyness scatter)  fear of the unknown  Lack of training  Too many tools Area/Room: Upper B • Context of the organisation can reinforce Session Time: 11:45am • Managers and leaders are key to enabling L&D Initiator: Rob Wilkins • At times (a lot) we just run events – not solutions Scribe: Ryan Tracey • Knowledge / Doing gap Participants: (not filled out) • L&D embeds – community, fosters conversation • Break down rules between L&D, talent, recruitment etc. • All about people capability • Learning is work, work is learning • What is the nature of the work? • HR can divorce its purpose from local business operations “Going beyond what we know – Creating your business education for the 21st Century”
  • 43.
    How to manage performance of Ideas/Issues/Opportunities managers (who don’t • Sycophants definition: people who flatter / “suck up” to them • Political environment common manage performance • GM relationship with shareholders/mayor of their sycopants)? • Some people know how to keep their boss happy, but not managing below/managing those who flatter them Strategies: Area/Room: Richard A • manage them out of the organisation – follow or create policies Session Time: 11:45am • Safe in knowing good practise/law Initiator: Jay Kulkam • Start with the executive team, send the message Scribe: Tania Anderson • Organisations can’t survive without some people? (nor true) Participants: Tania Anderson, Jay • Be genuine, measure underperformance Kulkam, Mandy Varley • Draw a line in the sand • Coaching for poor performance • Find a business part. – HR or line manager – need their buy-in • Policy e.g. termination clear • Fair process even if no policy, clear and consistent for all “Going beyond what we • Painful but value building skills know – Creating your • Manage stakeholders business education for the • Create a line of sight to exec team 21st Century” • Utlise an outsourced organisation to create a “performance culture”
  • 44.
    Does Management education feed or Ideas/Issues/Opportunities • Delivery of behaviour breed arrogance? • Waste of energy on a mask • Instead of putting energy into a problem resolution Area/Room: SPE • Discussion of value systems/behaviour about this issue Session Time: 11:45am • It is an issue – not wanted Initiator: Richard Hale • Cultural – Australia v’s U.S Scribe: various • Must have fear Participants: Lynora Brooke, Maika Rawolle, Linda M, Phil Andersson, Eva Lo, Kate Hughes “Going beyond what we know – Creating your business education for the 21st Century”
  • 45.
    Open Space ActionSessions Action Plan Summaries
  • 46.
    Leading Phronesis Forward • Eva Lo offered her skills as an accountant and Action Items: process improvement specialist. Phronesis will • Jennifer Woodrow can be contacted to share be in touch with her action learning models with Phronesis • Sara, Anne K and Jennifer W offered to • Linda will begin to use linked in site to start investigate if her organisation would sponsor a discussions and encourage other phd Phronesis event students to do that • Christine Fitzgerald offered to lead forward a bi • Anne knock will create a connection with her monthly social meeting with Phronesis members blog and linked in site to continue discussions. • Tania will volunteer to promote phronesis events and work on a Phronesis event for Gen Y and Gen Z • Lucy Fisher will think about how we could use Phronesis as a development tool • Jennifer will talk to her HR network about Phronesis doing a promotion/event with them in North Ryde Initiator: Miriam Joy Participants: Christine Fitzgerald, Jennifer Woodrow, Anne Knock, Linda (MGSM), Tania Anderson, Lucy Fisher, Eva Lo, Sara Squadrito
  • 47.
    Innovation Action ResearchGroup Action Items: • Expand on definition of groups purpose “a create a space to pressure test ideas and encourage peer mentoring for those focused on education in business across industries” • Group to meet to discuss, plan and set agenda for an initial invitation to a meeting for those interested in joining this space • Christine Garberg to send through some Phronesis Linkedin subgroup: information on Peer Mentoring Framework “Innovation Action Research Group” • Miriam to organise initial meeting Owner: Miriam Joy Initiator: Miriam Joy Participants: Robyn Dear, Elyah Fish, Vivien Lim, Johanna White, Anita Ko, Sandra Triulzi, Kimberly Bravery, Lesley Symons, Christine Garberg
  • 48.
    Rebrand L&D toOrganisational Readiness • Admit it is our responsibility to change our Action Items: behaviours so we become a ‘trusted advisor’ • In every interaction with the business, ask • Sit in the business and follow their routine – yourself does this add value? How is it relevant? Secondment • Give contribution in meetings – evidence the AND value • Think differently about ourselves – similarities • Business sits with L&D help them to drive matter, we are not trainers what is realistic give perspective • It is not a “classroom” • Change the essence of the experience • i.e Partners in law, flexibility by industry So we understand the business Initiator: Heather Cardin Participants: Johanna White, Nicola Blum, Amy Lee, Vivien Lim, Philip Andersson, Stephen Robinson, Natasha Fong
  • 49.
    Value Proposition forManagement Education Action Items: • Individual in smaller orgs, medium orgs, large orgs • Adding values • Why do MSA, promotion, career, org-based • Creating values in organisations • Last thing I want as a Dean is a 4-yr program – to • Talent identification match markets • How to get orgs to recognise value if paying • Successions • Org budgeting, resources, employee • Business profit retention, internal structures, retention • Leaders tools and mechanisms • Future Proofing • Competing demands of family • How can be done • Intensive program prohibitive, 4 years • Individual case wants for a degree • Employer programs • Individual programs Initiator: Richard Hale Participants: Helen Stollery, Robert Wilkins, Richard Hale, David Hutchins, Mandy Varley, Lina Robertson, Malcolm Pearse, Anne Matheson, Stephen Trpkovski
  • 50.
    Wisdom • Wisdom not knowledge management Action Items: • Collective Wisdom • Wisdom and Phronesis • Is wisdom learned? • Limited discussion in business • How do people become wise or experienced? • How is it being used? • Experience of wisdom & personal perspective • Futurologists/Strategy • MGSM to lead and take first cut (Eastern, • Research conceptions of wisdom – corporate Western) survey? • Academic/History/Perspective • Relevance to business • Corporate use i.e Knowledge Management • Connection to Spirituality (Spirituality, • Measurement Leadership & Management – Conference Nov 13th) • Who uses it, how is it used? Phronesis Linkedin subgroup: “The Meaning of Wisdom in Business” • Define a model of wisdom in business Owner: Richard Carter • Mastery v’s Wisdom • Ages & Gender profiles – Wisdom • Wisdom as the result of a transformation Initiator: Richard Carter through adversity • Being of the doing & Reflective space Participants: Elyja Fish, Anne Matheson, Malcolm Pearse, Lesley Symons, Leslie Breackell, Helen Stollery, Katya Zhuravleva, Adam Monaghan, Anita Ko, Helen Petruza, Sandra Triulzi, Yvonne Collier, Tanya Harris, Malcom pearse
  • 51.
    Key takeaway toshare with other L&D professionals • As a facilitator it is important to let an Action Items: individual/group know when to lead • Concept of failure – Learnt from? Action • Shared learning/experience between the group taken? of L&D professionals confirms we all have similar • Feedback essential to learn challenges and also different ideas • Ask the question: “How have you • Know when to let others lead experienced wisdom at work?” • Many colours of the rainbow • Challenge the definitions of wisdom • Develop a forum to roadtest ideas • As L&D professionals we all work at different • Finding right structures to find the right levels & different aspects/issues that are info/actions important to us • Understand global / international capabilities • How do we add value? (also note differences) • How do we use technology? • Coaching conferences a good idea • Observation of different facilitation • Identify best practice techniques to use, e.g open space • Being authentic when running sessions and Initiator: Phil Andersson own the space to get group to participate, look for leadership within Participants: Tania Anderson, Helen Petruza, Catrina Dame, Adam Monaghue, Cassandra Brooks, Lucy Fisher, Danielle Heidtman
  • 52.
    Practical Ideas forLearning Cultures • Build coaching, facilitating and mentoring into Action Items: skill set of organisation What we will do - Including immediate next • Everyone plays a role in learning – behaviour and steps attitude is important Categories • Infrastructure to support culture • Environment and Individual • – through workforce planning • Info How – Creating physical space e.g • - Comms and marketing plan libraries, Virtual space • - Reinforce role of learning in achievement • Facilitate learning • Help business leaders teach – make it easier for • Rewards for sharing learning and info them to share their stories • Leaders drive learning • 3 up and 3 down – 3 things that went well, 3 • Environment where there is no hierarchy things that didn’t go well • Individual motives aligned to learning • At the end of the meeting – learning and • Creating an aspirational culture reflection Enablers Phronesis Linkedin subgroup: • Support from top “Creating a Learning Culture” Owner: Kimberly Bravery • – Modelling • Resources Initiator: Kimberly Bravery • Accountability all the way down the hierarchy Participants: Tania Anderson, Helen Petruza, Catrina • Learning strategy must go hand in hand with the Dame, Adam Monaghue, Cassandra Brooks, Lucy Fisher, business strategy Danielle Heidtman
  • 53.
    Guidelines for usingTechnology in Learning/Training Action Items: What we will do - Including immediate next steps • Develop 10 question survey to understand current knowledge of usage of technology • What are the questions? • More research needed • Do we need a guide? • What’s the outcome/target of the guide? • Robyn to undertake more research around this topic and update on main Phronesis linkedin Group/create a subgroup depending on what is found. Initiator: Robyn Dear Participants: Tanya Harris, Natasha Fong, Paul Sparks.
  • 54.
    Engaging Younger Learnersin the Virtual Learning World Action Items: • Observe students in the “virtual rooms” and see how it works and the impact on them • Potential questions for survey • Survey the kids about the program • How do you learn best? • As kids – how do you want to learn? • How would you like to learn? (Remove focus from virtual but leave it • (Set questions, research questions) open) • Asking learning professionals who are introducing new models of engaged learning • Ask our children how do you want to learn • Ask random people in respective business Phronesis Linkedin subgroup: how they would like to learn “Research Youth for Virtual Learning Needs” • The plans of asking and collating data rely on Owner: Tanya Harris capturing via Phronesis website (or alternate suggestions) Initiator: Tanya Harris Participants: Nicola Blum, Heather Cardin, Stephen Robinson, Anne Knock, Amy Lee, Patricia Frame, Roz Faulkner
  • 55.
    “Other Action Items” • Content, challenge and question in formal • Espouse theory, theory in use – need to close the education gap • “unprecise” what does this mean? • How to live in difference? • YR 5,6,7,8 integrated matrix… choice, larger • Process Model – surface the undiscussables, number of short Q’s and smaller No. interactions, learn more than content, style seen • Target Q’s, Innovative Research Centre as a as no longer “a-typical” but consistent School • Need to be consistent across world/system • Job v’s generating an income • Cross cultural issues • Education –not necessarily “work” but • How to successfully teach online? generating income.. plus lifestyle. • Engage me don’t enrage me • IQ + EQ + Lifestyle • “DO” then “THINK” (reflection) • Process – people meant to be leading • Proactive model for change brought by a different model • “Life is lived forwards and thought backwards, • Constant change and getting used to it, but there is no place for me to think forwards” – fluidity Kierkegaard • World is more complex especially the • 21st Changing complexity - online education, contexts, but in earlier times based on change from content to process, concept of survival space/furniture, dealing with complexity. • Recognizing different stakeholders • Management education in the 21st century • In a subject you can have boundaries but also have fluidity Initiator: Richard Badham • Organisation Management and Education Participants: Stephen Harris, Robin Kramer
  • 56.
    This is TheHour. It is time to speak your Truth. Create your community. Be good to each other. And do not look outside yourself for the leader. This could be a good time! There is a river flowing now very fast. It is so great and swift that there are those who will be afraid. They will try to hold on to the shore. They will feel like they are being torn apart, and they will suffer greatly. Know the river has its destination. The elders say we must let go of the shore, push off toward the middle of the river, Keep our eyes open, and our heads above the water. See who is there with you and celebrate. At this time in history, we are to take nothing personally, least of all Ourselves! For the moment we do, our spiritual growth and journey comes to a halt. We are the ones we have been waiting for. The Elders, Oraibi, Arizona Hopi Nation 2009