social Archives - Page 31 of 39

Social Media for Trainers (by Jane Bozarth)

1 October 2010 by Clark 1 Comment

Jane Bozarth’s Social Media for Trainers is a wonderfully handy, and important, book. It succinctly introduces why you would want to think about social media to augment training, introduces several of the major social media tools that represent categorical differences, and, for each, focuses on practical explanations about the tools, pluses and minuses, and classic ways to use them before, during, and after learning events.

As a disclaimer, let me note that not only am I mentioned in the book, but I also reviewed the manuscript for the publisher, so understand that I’m not completely unbiased. On the other hand, I can point to principle about why this book is so needed.

As I mentioned before, the key to deep learning is processing the information in a variety of ways, and social interaction around the content is a valuable form of processing. Consequently, social media can have a valuable role in training and learning. However, trainers are not always familiar or comfortable with social media, nor understand how they could practically be used.

This book provides just the concise information needed. The media are presented simply with examples and steps, the examples are clear and relevant, and appropriate disclaimers are made about the changing nature of the technology.

The nicest part, for me, is the last chapter where Jane reconnects the message back into the larger picture: of learning, of work, and of organizations. For one, she talks a bit about how social relates to learning, an important conception. And she makes the necessary link between augmenting formal learning and the informal learning power of social networks.

The last, in particular, is enabled by mobile. Jane does address mobile, as the social tools mentioned have mobile mechanisms. The mobile dimension extends the reach of the opportunities, and the learning experience, as well as opening up the possibilities of bridging the gap between informal and formal.

While I could make small tweaks (put the processing up front, mention personal reflection via blogs), overall this book is a ‘must own’ for trainer & instructional designers, and managers of same. This book complements Marcia Conner & Tony Bingham’s The New Social Learning, and our The Working Smarter Fieldbook, serving as the hands on guide to frontline use of social media.

Shifting perspectives

23 September 2010 by Clark 5 Comments

In the Internet Time Alliance chat, yesterday, we were discussing the apparently difficultly some are seeming to have with the necessary mind shifts to comprehend the benefits of social media for organizational learning. It seems to me that there are 3 roles and each has an associated shift.

‘Management’

The old thinking was that the thinking is done from the top and percolates down. Whatever skills are needed are brought in or identified and the learning unit develops it. There’s a direct relationship between the specific skills and the impact on the business.

The new thinking is that the goals are identified and made clear and then the employees are empowered to achieve the goals in the ways that seem best. They can provide input into the goals, and adapt the skillsets as needed.

The is important because of speed, productivity, and outcomes. First, the world is moving faster, and there is no longer time to plan, prepare and execute. It has also been demonstrated that employees are more productive when they’ve bought into the plan and have responsibility. It’s also the case that bringing more brains ‘online’ to help achieve goals ultimately makes better decisions.

The necessary components are that workers need a context where they can contribute safely and are empowered to work.

The Learning Unit

The old thinking was that the learning unit was about ‘training’. That the learning unit responded to identified skill needs, created training, delivered it, and then measured whether employees thought it was worthwhile. The focus was on courses.

The new thinking is that the learning unit is about ensuring that the necessary complement of skills and resources are available. That the responsibility is not just for formal learning, but performance support, and social interchange. That the role is facilitation, not delivery.

This is important because the workforce needs to be focused on the task, with the tools to hand, but the nature of the important work is changing. It’s no longer about doing something known, but about dealing with the unknown. Really, any time you’re problem-solving, research, design, creating new products and services, by definition you don’t have the answer and the skills necessary are meta-skills: how to problem-solve, get information, trial solutions, evaluate the outcomes. It’s about working together as well as independently.

The necessary components are to define and track the new skills, to provide an infrastructure where learners can take responsibility, and to track outcomes and look for opportunities to improve the environment, whether the performer skills, the tools, or the resources. Yes, there are still courses, but they’re only one component of a bigger picture, and they take a format that is conducive to these new skills: they’re active and exploratory.

The workforce

The old thinking was that they did what they were told, until they could do it without being told. The strategic thinking was done elsewhere, and they took a defined role.

The new thinking is that workers are told what the goals are, and have to figure out how to accomplish it, but not just alone. It’s a collaborative effort where there are resources and tools, and we contribute to the outcome while reviewing the work for opportunities to improve. Workers contribute at both the execution and the innovation level. They have to take responsibility.

This is important because, as stated above, what with automation, the work that really matters is shifting, and organizations that try to continue to sequester the important thinking to small sections of the organization will lose out to those that can muster larger brain trusts to the work.

The necessary components are leadership, culture, and infrastructure. Workers have to comprehend the goals, believe in the culture, and have the tools – individual and collective – to accomplish the goals.

Hopefully, the contrasts are clear, as are the opportunities. It’s the shift from hierarchy to wirearchy. What am I missing?

Enterprise Thinking, or Thinking Enterprise

14 September 2010 by Clark 1 Comment

I realize, with recent releases like Jane Bozarth’s Social Media for Trainers and Marcia Conner & Tony Bingham’s The New Learning (both recommended, BTW, reviews coming soon, with standard disclaimer that I’m mentioned in both) that the message is finally getting out about new ways to facilitate not just formal learning and execution, but informal learning and innovation. But there’s more needed. It takes new thinking at the top. You need to think about how the enterprise is thinking.

So what do you want for your enterprise thinking? Shows like The Office make us laugh because we identify with it. We know the officious types, the clueless, the apathetic, the malevolent, the greedy, the ones just marking time. They’re definitely not thinking about how to make the organization more successful, they’re thinking more about what will make their life most enjoyable, and there’s little or no alignment. That’s not what you want, I’ll suggest, but is what’s seen, in various degrees, in most places.

Instead, you (should) want folks who know what the goal is, are working towards it individually and collectively. That are continually looking for opportunities to improve the products, processes, and themselves. This is where organizations will derive competitive advantage.

How do you get there? It takes coordinating several things, including the dimensions of the learning organization: leadership, culture, and practices), and the information infrastructure for working well together. You need to have the tools, you need to understand the behaviors required, you need to know that working this way is valued, and you need to be informed as to what the goals are.

We want to be empowering people with the models that help understand the shifts that are happening and how to cope, so they’re part of the movement. They need to understand things like networks and complexity, so that they’re equipped to contribute at the next level.

It’s time to stop thinking patchwork (“we’ll just put in the tools”, or “we’ll move in the direction of more open leadership”), and starting thinking systemically and strategically. Identify and acknowledge where you are now, and figure out a path to get where you need to be. It’s not likely to be easy, but it’s clearly time to get started.

Brainstorming, Cognition, #lrnchat, and Innovative Thinking

7 September 2010 by Clark 2 Comments

Two recent events converged to spark some new thinking.

First, I had the pleasure of meeting up with Dave Gray, who I’d first met in Abu Dhabi where we both were presenting at a conference. Dave’s an interesting guy; he started XPlane as a firm to deliver meaningful graphics (which was recently bought by Dachis Group, and he’s recently been lead author on the book Gamestorming.

What Gamestorming is, I found out, is a really nice way to frame some common activities that help facilitate creative thinking. Dave’s all over creativity, and took the intersection of game rules and structured activities to facilitate innovative thinking, and came up with a model that guides thinking about social interaction to optimize useful outcomes. The approach incorporates, on a quick survey, a lot of techniques to overcome our cognitive limitations. I really like his approach to provide an underlying rationale about why activities that follow the structure implicitly address our cognitive limitations and are highly effective at getting individuals to contribute to some emergent outcomes.

I also happened to have a conversation with a lady who has been creating some local salons, particular get-togethers that have a structured approach to interaction (I’ve attended another such). Hers was based upon biasing the conversation to the creative side, a very intriguing approach. Not only was she thinking of leveraging this for tech topics, but she was also thinking about leveraging new technologies, e.g., a Second Life Salon.

Which got me thinking that there were some relationships between Dave’s Gamestorming approach and the salons . I wouldn’t be surprised to find salons in Dave’s book! Moreover, however, was that there are intriguing potentials from tapping into virtual worlds to remove the geographic constraints on such social interactions.

What was also interesting to me, reflecting on an early experience with the Active Worlds virtual world, your attention eventually focused on the chat stream, because that’s where all meaningful interaction really happened. Which is really what #lrnchat is, a chat. One of the nice properties of a chat is that you’re not limited to turn-taking. A problem in the real world is that the more people you add, the less time each gets to contribute in a conversation. In a simultaneous medium like #lrnchat, everyone can contribute as fast as they can, and the only limitations are on the participants ability to process the stream and contribute (which are, admittedly, finite). Still, it’s a richer medium for contribution, as I find I can process more chats in the same time only one person would talk (of course, the 140 char limit helps too).

The important thing to me is that social media have new capabilities to enable contribution, and achieve the innovation end that Dave’s excited about in ways that maximize the outcomes based upon new technology affordances that we are just beginning to appreciate. Can we do better than we’ve done in the past, leveraging new technologies? I think Dave’s model can serve for virtual as well as real events, and we may be able to improve upon the activities with some technology capabilities. To do so, however, means we really have to look at our capabilities in conjunction with new technologies. Yeah, I think we can have some fun with that ;).

Thou Shalt Learn!

1 September 2010 by Clark Leave a Comment

Like that will work…not! Seriously, there are several things that have to line up to get social media working for you (which, if you’ve been paying attention, is the new and only sustainable competitive advantage). As I discussed a couple of days ago, your learners have to have the skills. But there are a couple of other things you have to have in place.

First, you have to have the tools. And, frankly, not just any tools. There are some nuances that will likely make a difference. Certainly usability is one. The closer the necessary usage steps are to a) familiar uses and/or b) user goals, the more likely the tools will be used. Similarly, the more they’re aligned with the user’s task flow, and tasks, the more likely they’ll be used to the benefit of the organization. The notion is that the tools are ‘ready to hand’ as the need strikes.

You also have to have a culture where contributing is accepted: safe, even rewarded. I previously commented on the dimensions necessary, including a supportive learning environment, leadership, and concrete processes and practices. People won’t contribute if it’s not safe, valued, and rewarded. As my ITA colleague Jon Husband says, wirearchy is based upon trust and credibility, as well as information and knowledge. Marcia Conner and Tony Bingham, in their new book The New Social Learning, similarly emphasize trust.

The fact of the matter is, if you build it, they may not come. There are lots of reasons why people may be hesitant, and really you have to actively recruit and support their participating in most cases. They have to experience it, perceive the value, and still be supported in adopting the regular use of a social infrastructure. It will take time, but the outcomes are powerful. Just don’t go into it naively; either be willing to take the time to experiment and learn, or bring in the outside help to accelerate your use of social learning to accelerate learning in the big sense: problem-solving, experimentation, research, creativity, etc (all those areas that contribute to organizational innovation and success).

Social media is the key to leveraging the power of people, to learn, and you don’t want to leave it to chance. Really, it’s learn or die. Which are you keen on?

Designing Social Processing

27 August 2010 by Clark 2 Comments

In reflecting on the presentation I gave earlier this week, I realize that I didn’t make it clear that just making it social will make activities lead to better processing. Of course, my goal was evangelizing, but I reckon I should followup with some clarity. There are some design principles involved.

First, the assignment itself needs to be designed to involve valuable processing activities. If it’s merely reviewing other’s comments (after you’ve had them either “restate the concepts in your own words” or “indicate how this explains something in your past or will influence your future behavior”), asking for a “contentful contribution” (where you’ve made clear that a contentful contribution addresses the substance of their post in an elaborative or constructively critical way) is fairly straightforward. If, however, you’re looking for discussion, you will need to strive for a topic that is likely to have different points of view, either from a base of values or from different conceptions. Areas where misconceptions are rife are useful as they can be used for constructive feedback.

If you’re asking them to collaborate to apply the knowledge to a problem (which I encourage), then you’ll want to find an application exercises the core knowledge in ways that is as closely related as possible to how they’ll need to apply it in the world. Choose appropriately challenging applications that will bring out differences of opinion that will need active interaction to resolve. Having teams submit intermediate representations gives the instructor a chance to provide guidance, ala Laurillard.

However, there’s more than just the assignment. For one, do not assume learners know how to interact well on a collaborative project. When I first assigned such to online learning teams, they questioned how to work together. I’m glad they did, as I was able to develop a set of guidelines for them that subsequently smoothed the process. Things like each coming up with their draft response, and then sharing before negotiating a shared approach are not necessarily obvious to learners.

Finally, you need to have an environment where learners understand the expectations about taking responsibility for learning and contributing sincerely on projects, as well as tolerating differences of opinion and tolerating diversity. Don’t assume it, engineer it by stating at the outset what’s appropriate, and always welcome inquiries on process.

Social learning does provide richer processing (next to an individual Socratic tutor, but that’s not very scalable), but it takes careful design as well. Design your learning experiences well, and generate powerful outcomes!

Transforming Business: Social Media and Conversations

19 August 2010 by Clark 3 Comments

In a conversation with my ITA colleagues (we keep a Skype channel open and conversations emerge daily), we revisited the idea that there’s a higher perspective that needs to be highlighted: social media is a business engine, both internally and externally! Jane Hart’s been helping clients with social media marketing, and this has been an entree to talk about social media for working and learning.

The point here is that conversations are the engine of business. (I mean conversations in the broad sense of discussions, collaborations, partnerships, productive friction, and more.) We converse, therefore we work. Just as, internally, innovation, research, new products etc are the results of interaction, so to are the external aspects of business. Market research is listening to customers, branding is conversations about value propositions, negotiations with partners and suppliers, RFPs, it’s all communication. And, the Cluetrain Manifesto has let us know that with the internet and more open information, we can’t control the conversation, we have to be authentic and engage in open communication.

So if we move up a level, we recognize that both internally and externally, to succeed we need to facilitate conversations. We need a social media infrastructure that allows stakeholders internally and externally to negotiate mutual goals and collaborate to achieve them. The successful organization needs to fundamentally rewire itself into a wirearchy. He who communicates best, wins.

Communication is fundamental to human nature; we’ve developed the ability to accelerate our adaptation to the environment by communication. We’ve moved from evolution to invention. We interact, therefore we are. I’ve largely been focused on internal dialog, but it’s clear that from an executive perspective, you need to realize that communication is fundamental, and social media is another technology lever to move the earth. We’ve been doing it with the phone and email, but there are so many more powerful tools to augment those now. We moved from the buggy to the automobile, and we can (and should) move from email to a rich social media environment. If we want competitive advantage, at any rate. And you do, don’t you?

Social InFormal – it’s the network!

18 August 2010 by Clark Leave a Comment

Yesterday, I talked about how social added to formal learning. Today I want to extend social learning learning to informal learning. When I talked about the value social adds to formal, it was about processing the information in richer ways, to help facilitate learning. However, the value proposition for informal learning is different.

We can start, however, with formal learning, because I see learning as a continuum from formal to collaboration. We start with designed activities to generate productive processing, but then we could and should want that learning to extend out into the community, where the fostered understanding can take root and grow. It’s about having others improve on what we start with in a virtuous cycle (just as Dave Ferguson added breed to my original seed, feed, and weed).

While our individual learning might involve a portal with resources and search engines, our social learning goes beyond this. We again see expressing ideas and adding feedback to others, but now it’s very task-focused, particularly in collaboration. Further, we can specifically ask for help and pointers, and track others’ information that serve as virtual mentors for us.We are our network.

And it’s this latter, this collection of people who we’ve come to recognize as valuable, as well as those we may not even know about but input into the same mental space, where the deliberate and serendipitous collide to provide synergistic value.

This is a slightly different cut on it than Harold Jarche captures, focusing more on the processes of working than the organizational role, but in both cases, it’s still about the network. It’s about what the network can add to our ability to do.

And, of course, it’s about putting in place the infrastructure that enables performers to tap into their network as easily as they can tap into organizational resources, so that the focus is on the task, not on the tools.

Social Formal – it’s the processing!

17 August 2010 by Clark Leave a Comment

In thinking about the benefits of adding social to formal learning for a presentation I’ll be giving, I realized that the main reason to extend social activities into formal learning is for the additional processing it provides. While there is processing individually, social interaction provides more opportunities.

The types of learning processing that matter for learning are personalizing, elaborating, and applying. All of this can be done individually. We can: restate what we understand, write up what the content means to us personally, write up how the concept could be reconsidered, and apply the knowledge to solve problems. Our goals are retention over time ’til the learning is needed, and transfer to all appropriate situations. Applying it is the most useful, but it’s a probabilistic game. We work to increase the likelihood that the learner will succeed (even with criterion-referenced approaches, some may not make it).

Those forms of processing are useful, but feedback is better. Diana Laurillard, in her book Rethinking University Teaching had a conversational model where the learner articulated their understanding after performing and then the instructor could provide feedback. This doesn’t always scale well, however. Are there other things we can do?

Well, how about if we require learners to put out their thoughts to each other, and then have them comment on the other’s thoughts? There are additional processing benefits here. First, learners are listening to other, possibly wrong or different interpretations, and they have to review their understanding of the material to provide feedback. Internalizing that monitoring of the concept is really useful to create a self-improving learner! So, just having them comment on each other is a first step.

However, having them having to negotiate a shared understanding is better. Having learners work to create a shared definition or response to an extension question means that they can’t just ‘agree to disagree’, but have to work to a compromise. That knowledge negotiation is a very powerful tool to get them to reprocess the concept and refine their understanding. Thiagi, for example, has a whole suite of training exercises that are specifically design to get learners working together to reprocess information.

And, if we are after meaningful skill shifts (and we should be), then having them actually apply the knowledge to solve a problem or create a response to a contextualized performance should be our ultimate task. Here, learners have to work together to determine not only their understanding, but how it applies to a particular circumstance, committing as a team to their solution. With the right amount of ambiguity in the process, learners will have to wrestle with the issues to create a response.

The outcomes from social learning extend and augment individual processing in ways that make the material more memorable. They not only have to create a response, but they have internal cycles of feedback and refinement that are more than any realistic cycle of assignment and formal feedback can provide. And, typically, the only cost besides social media is the ability to develop meaningful tasks.

Look, we know that information dump and check doesn’t work. Processing does. Processing together is more engaging and more effective, and usually quite cost effective. What more do you want?

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