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Moving forward

22 October 2013 by Clark Leave a Comment

Last week, I talked about what L&D could (and should) look like.  In thinking about how to move folks forwards, I’m working on looking at various ways to characterize the different elements, and what various levels of profession should be.  One of my first stabs is trying to get at the necessary core principles, and the associated approach to be taken.  Here’s the thinking:

RethinkingPrinciplesWe start with the culture of the organization.  What the culture should be doing is empowering individuals, providing them with  support for learning. And that is not to provide all the answers, but to support people discovering the answer.  The goal is to not only address optimal execution, but increasingly to address continual innovation, which comes from cooperation and collaboration.  The goal is to augment their existing capabilities with appropriate skills and tools to focus on accomplishing the work to hand.  And not reintroducing things that already exist or can be found elsewhere.

That means that formal learning really should be focused on proprietary activities. Don’t design training on commercial tools, that exists. Save the effort to do a real course for those things that are fixed for long enough and specific to your organization.  And make it meaningful: contexts that the user  gets, skills that the user recognizes are needed, and that will make a real impact on the business.  Done properly, with sufficient practice, it will take time and money: formal learning  should be expensive, so use those precious resources where and when it really should be applied.

Performance support is more likely to add value in the moment, helping augment our limited memory and working memory capacity. When people need to be focused on the task, designing or curating resources to be used in the moment is a more cost-effective option, though again to be used appropriately.  If things are changing too fast, or the situation’s unique, there are better options.  And when you are developing or sourcing support, realize that less is more.  Look to be minimalist, and your performers (and the bottom line) will thank you.

If things are changing too fast, or the situation’s  new and unique (which will be happening more often), the network is likely to be your best resource and likely should be your  first.  The role here is to make sure that the network is available and vibrant. Facilitation of dialog, and skills, will make this solution the most powerful one in a company that intends to thrive.

The infrastructure, beyond the usual integration of tools, needs to take another level down, and start treating content as an asset that drives outcomes.  The steps that matter are to get detailed about the content structures, the model, underneath, and the associated governance. At the end, it requires a focus on semantics, what labels we have and how we define and describe content to move forward into personalization  and contextualization.

Finally, we need to measure what we’re doing, and we have to stop doing it on efficiencies. How much it costs us per seat hour doesn’t matter if that time in the seat isn’t achieving anything. We need to be measuring real business effects: are we increasing sales, decreasing costs or errors, solving problems faster, decreasing time to market, increasing customer satisfaction, the list goes on.  Then, and only then, should we be worrying about efficiencies. Yes, we should be smart about our investments, but all the efficiency in the world about doing something inane is just kind of silly.

So, does this make sense?  Any tuning or clarification needed? Feedback welcome.

 

A personal look at crowd sourcing

8 October 2013 by Clark 6 Comments

The last time I had a beard was right before college graduation. I was off in the wilderness, and when I came back my razor was busted.  So, I grew a beard that was largely red, and in terms of being well behaved, well, it made Gabby Hayes look well-groomed. So I’ve been clean shaven since (see to the right).

CQOfficialSmallestWell, that’s changed. To make a long story short, I had an extended period of time away from family and razor, and grew it out.  When I came back, the reviews went from mixed to positive, not a negative word. Now, of course, you seldom hear from those who  don’t like a look (wonder how many people do  not like Quinnovation as a company name), but the important people (my immediate family) either initially or grew to prefer the new look.  (Maybe the more of my face I cover, the better ;)

Well, this creates a conundrum, because I’ve plenty of promo photos out there for various speaking engagements that now are no longer appropriate.  It was time for a new official photo (it was anyways, this is close to a decade old, and I do  not want to be the guy who’s photo is decades out of date).

The official way to do this is to hire someone, but I perused the local options, and either they were sidelining portraits on top of weddings, babies, etc, or they used stock backgrounds.  The pre-beard shot above was taken by my friend and colleague Jay Cross, chose it out of several candidates, and liked the more natural setting. So I got my wife to take a bunch of shots, and we (with my daughter’s help) went through them. They were all flawed for various reasons (some problems she saw and I didn’t, and there begins the tale; it was a collaborative project and decision).  We tried again, and finally found two we liked. How to decide?

So I went out to a small group of colleagues who I could trust would give me straight feedback, and they reliably preferred one. This was a relief.  However, there was a problem: my face was kind of dark against the background.  And, lo, one of them stepped up and offered to work on the photo.

She kindly took the shadow off my face, and did another lightening up the whole picture. The former was better, but I was concerned that there wasn’t sufficient contrast, so she also created one that had the background muted.  Her contribution was so valuable.  Now I had two more to choose from: the more natural one or the one with the muted background.  How to answer this?

CQOfficialSmallestSo I went out to four of the groups I have or was going to talk for, and asked them which they would prefer for their brochures or websites. Of the 3 that responded, they all preferred the natural background (my preference).  I’d converged on a new headshot.

More importantly, I had avoided my usual blind decisions, and got contributions all along the way that made the outcome better.  Throwing out ego and being willing to ask for help isn’t my natural approach, as I hate to impose, but I know I don’t mind helping colleagues and friends, so I stepped out of my comfort zone and I’m so grateful they stepped up.

The take-home lesson for me is the power of communication and collaboration: crowd sourcing works.  You may not like the new look, but it’s where I’m at, and it’s a lot better picture than I’d had if I tried to do it alone.

Esther Quinn (1924-2013) RIP

31 August 2013 by Clark 56 Comments

EstherQuinnEarly this morning, my mother died.  She’d been wanting to go;  having lost one leg to bad circulation and with continuing pain in the other for the same reason, her quality of life wasn’t great despite the loving care my brother and family provided.  She needed help to get around, and hated to impose.  She’d already outlived all her siblings, and fortunately her passing was relatively quick and painless.

She had led a most interesting life; she grew up in Germany in a slightly privileged family (with a few servants), including during the time of World War II.  The war was tough on the family; while one of her two twin brothers was lost to leukemia, the other lost his life as a fighter pilot.  Her firm but loving father was briefly imprisoned for not being an ardent proponent of Hitler, but as a community official the local townspeople advocated for his release.  Their house was bombed during the course of the war, but they had escaped to the countryside home of their family friends.  I remember my mom telling me about heading with a friend to that region, and ducking under trees at times to avoid planes machine-gunning the field!

She was anorexic for a time, and so had to spend time in the hills of Czechoslovakia to recuperate, escaping some of the war. She also studied nursing in Switzerland, again avoiding some of the carnage, and felt remorse in both cases.  She was also  embarrassed  about getting credit for not participating in a war-hawking May Day parade because the real reason wasn’t principled objection but instead that she didn’t want her birthday preempted.  For the rest of her life she was always looking to help others.  She was sympathetic to the disabled, as her father had lost his arm in the first world war, yet never let that slow him down.

After the war, she headed to the New York to stay with her aunt, and worked taking care of an elderly lady.  She grew tired of being cold, and headed west by bus. She almost stopped in New Mexico, but ended up continuing on to Los Angeles, where she worked in a hospital, and ended up meeting my father, Nives.  She never regretted leaving her native land and family, though she did miss them.

My folks got married, and she subsequently became a mother to me and then my brother Clif.  With no proximal family of hers, she had to become quite independent, also as my father worked long hours.  She kept us well fed, becoming a good cook and a strong advocate of natural foods long before such became popular.  A good education was also a priority, and she took us to museums regularly as well as advocating for summer school and other activities.  Frugal too (and occasionally penny-wise and pound-foolish, as she’d laughingly admit), our regular vacations were camping except for the occasional trips to Germany to visit her family.  And she was capable: she knitted us sweaters, sewed, gardened, and had a ‘can do’ attitude.

She eventually went back to nursing when we were old enough, and was a revered fixture in the local emergency room for many years (though we had to restrain her from telling injury tales at the dinner table).  She and my father remained active in politics and social efforts; after retirement they did considerable traveling but also volunteered time when home. She was always heading off to go shopping for the abused women’s shelter or to deliver something for somebody in need.   She also was continually restless, courtesy of an overactive thyroid gland, and it was a family joke that she’d say she was finally going to sit and watch a movie, but soon she’d be up making snacks or doing some other thing around the house.

The thing that I grew to recognize and appreciate was how much my mother was a  people person.  Our house regularly had visitors, often from far away.  My mom had the gift of really listening – she loved hearing others’ stories about life –  and the next time she met you she would remember and ask.  And help if she could.  As a consequence, my folks always had invitations to visit, and people they met on their travels were always stopping through on their way elsewhere.

She never thought she was smart or wise, and yet she was both.  She cared and her varied experience and endless curiosity meant she often had something useful to say.  Her brain remained strong long after her body began to fail her.  Despite the travails of infirmities, she continued with good cheer.

She was gentle, kind, thoughtful, and good, and we were very very lucky to have her.  Rest in Peace.

How I Work

31 May 2013 by Clark Leave a Comment

David Kelly posted the following:

Lifehacker has a series called “How I Work. Every Wednesday they feature a new guest and the gadgets, apps, tips, and tricks that keep them going. It‘s a very interesting series that gives you a glimpse into how different people work and solve problems.

After recently seeing  Daniel Pink‘s interview  some colleagues and I thought it would be interesting to answer these questions as well as a fun way to share and get to know each other better.  I invite you to participate as well – I‘ll link other people‘s postings at the bottom of this post.

I decided to join in:

Location

Walnut Creek, CA

Current Gig

Executive Director of Quinnovation and Senior Director of Interaction & Mobile for the Internet Time Alliance.

Current mobile device

iPhone 4 & (original) iPad

Current computer

MacBookPro 13″ (w/ Apple Monitor)

One word that best describes how you work

Interruptedly (and, yes, I made that word up)

What apps/software/tools can’t you live without?

Looking at what’s open or has been recently: Safari, TweetDeck, Mail,  Skype, Reminders, iCal,  Word, Keynote, Notes, OmniGraffle, & OmniOutliner.

I keep up with what’s new with Safari and TweetDeck, maintain communication channels with Mail and Skype, keep myself organized with iCal and Reminders, write with Word and Notes, plan and present with Keynote, and think things through with OmniGraffle and OmniOutliner.

QuinnovationWorldHeadquartersWhat’s your workspace like?

Somewhat compact and crowded.  I moved from a bigger desk to our smallest room to accommodate the changing needs of our kids.  The room also houses a couch that becomes a bed for guests, and some shelves, so there’s not a lot of space. It’s organized for efficiency and effectiveness, not aesthetics.

What’s your best time-saving trick?

To put things into my calendar or my reminder list  now!

What’s your favorite to-list manager?

I struggled after losing Palm Desktop, but finally have settled on Reminders (Apple’s tool), as it synchs across devices seamlessly.

Besides your phone and computer, what gadget can’t you live without?

Definitely my iPad.  It replaces computer on many trips, and serves as a content and interactive device at times when I’m in more leisure than on the go.  If that’s cheating, it’d be a pocket tool kit: usually the Coast micro-tool, or Swiss-Tech Micro-Tech when traveling (no blade). Always need a file, screwdriver, …

What everyday thing are you better at than anyone else?

I’d like to say diagramming, representing models, but I don’t know if that’s ‘everyday’. If not, I’d say taking what ever’s left over in the fridge and making a real meal out of it.

What do you listen to while you work?

Not bloody much.  I can’t listen to most music while working, as the lyrics interfere with my thinking.

Are you more of an introvert or an extrovert?

I’m definitely an introvert, but I’m also a ham (a nice tension, eh?).  So I don’t mind being on stage, but as soon as I’m off I go back to ‘I wonder if someone will talk to me’, and get drained when I’m around too many people.  I work best in small groups.

What’s your sleep routine like?

I work hard to get a regular eight hours,  having read the research. So it’s usually  to bed sometime between 10 and 11, and the house wakes up around 6.  Travel wreaks havoc with that, but caffeine helps.

Fill in the blank. I’d love to see _______ answer these same questions.

Alan Kay or John Seely Brown

What’s the best advice you’ve ever received?

To be myself.

Integrating Meta-learning

29 May 2013 by Clark 2 Comments

There’s much talk about 21st Century skills, and rightly so: these skills are the necessary differentiators for individuals and organizations, going forward.  If they’re important, how do we incorporate them into systems, and track them?  You can’t do them in a vacuum, they only can be brought out in the context of other topics.  We can integrate them by hand, and individually assess them, but how do we address them in a technology-enabled world?  In the context of a project, here’s where my thinking is going:

MetaLearningTaggingFirst, you have some domain activity you are having the learner engage in. It might be something in math, science, social studies, whatever (though ideally focused on applied knowledge). Then you give them an assignment, and it might have a number of characteristics: it might be social, e.g. working with others, or problem solving. You could choose many characteristics, e.g. from the SCANS competencies (using information technology, reasoning), that the task entails.  That task is labeled with tags associated with the required competency, and tracked via SCORM or more appropriately with the Experience API.  There may be more than two, but we’ll stick with that model here.

MetaLearningStructureSo, when we then look across topics that the learner is engaging in, and the characteristics of the assignments, we can look for patterns across competencies. Is there a particular competency that is troubling or excelling?  It’s somewhat indirect, but it’s at least one way of systematically embedding meta-learning skills and tracking them.  And that’s a lot better than we’re doing now.

Remember the old educational computer games that said ‘develops problem solving skills’?  That was misleading. Most of those games ‘required’ problem-solving skills, but no real development of said skills was embedded.  A skilled parent or teacher could raise discussion across the problems, but most of the games didn’t.  But they could. Moreover, additional 21C resources could be made available for the assignments that required them, and there could be both programmatic or mentor intervention to develop these.

We need to specifically address meta-learning, and with technology we can get evidence.  And we should.  Now, my two questions are: does the concept make sense?  And does the diagram communicate it?

Games & Meaningful Interactivity

8 April 2013 by Clark 5 Comments

A colleague recently queried: “How would you support that Jeopardy type games (Quizzes, etc.) are not really games?”  And while I think I’ve discussed this before, I had a chance to noodle on it on a train trip.  I started diagramming, and came up with the following characterization.

GameSpacesI separated out two dimensions. The first  is differentiating between knowledge and skills.  I like how Van Merriënboer talks about the knowledge you need and the complex problems you apply that knowledge to.  Here I’m separating ‘having’ knowledge from ‘using’ knowledge, focusing on application.  And, no surprise, I’m very much on the side of using, or  doing, not just knowing.

The second dimension is whether the learning is essentially very true to life, or exaggerated in some way.  Is it direct, or have we made some effort to make it engaging?

Now, for rote knowledge, if we’re contextualizing it, we’re making it more applied (e.g. moving to the skills side), so really what we have to do is use extrinsic motivation.  We gamify knowledge test (drill and kill) and make it into Jeopardy-style quiz shows.   And while that’s useful in very limited circumstances, it  is  not  what we (should) mean by a game.  Flashy rote drill, using extrinsic motivation, is a fall-back, a tactic of last resort.  We can do better.

What we should mean by a game is  to take practice scenarios and focus on ramping up the intrinsic motivation, tuning the scenario into a engaging experience.  We can use tools like exaggeration, humor, drama, and techniques from game design, literature, and more, to make that practice more meaningful.  We align it with the learners interests (and vice-versa), making the experience compelling.

Because, as the value chain suggests, tarting up rote knowledge (which is useful  if that’s what we need, and sometimes it’s important, e.g. medical terminology) is better than not, but not near as valuable as real practice via scenarios, and even better if we tune it into a meaningful experience.  Too often we err on the side of knowledge instead of skills,  because it’s easy, because we’re not getting what we need from the SME, because that’s what our tools do, etc, but we should be focusing on skills, because that’s what’s going to make a difference to our learners and ultimately our organizations.

What we should do is be focusing on better able to  do, moving to the skill side. Tarted up quiz shows are not really games, they’re simplistic extrinsic response trainers.  Real, serious, games translate what Sid Maier said about games – “a series of interesting decisions” – into a meaningful experience: a series of important decisions.  Practicing those are what will make the difference you care about.

Aligning coherency

2 April 2013 by Clark Leave a Comment

CoherentOrgLayers

In thinking about the coherent organization, a couple of realizations occurred to me.  One is about how those layers actually are replicated at different levels. The other is how those levels need to be aligned in the organization to the overall vision.

For one, those work teams can be at any level. There will be work teams at the level that the work gets done, but there’ll also be work teams at the management and even executive levels.  Similarly, there are communities of practice at all these levels as well.  Even the top level executives can be members of several communities, including as executives of their org, but also with their peers at other orgs.

Moreover, at each of these levels they need to be tapping into what’s happening outside the organization, and tracking the implications for what they do.  They need to feed back out as well (of course, not their proprietary information).

The two way flow of information has to be in and out as well as up and down.  Communication, for both collaboration and cooperation, is key.

CoherentOrgAlignmentA second necessary component is alignment.  Those groups, at every level, need to be working in alignment with the broader organization’s goals, and vision.  When Dan Pink talks about the elements of motivation in Drive, the 3rd element, purpose, is about knowing what you’re doing and why it’s important.  So organizations have to be clear about what they’re about, and make sure everyone knows how they fit. Then you can provide autonomy and the paths to mastery (the other two elements) and get people working from intrinsic motivation.

The integrated focus on communication and alignment are two keys to developing the ability to continually innovate, and cope in the increasing complexity which will make or break an organization.  That’s how it seems to me.

#itashare

Daniel Coyle #LSCon Keynote Mindmap

14 March 2013 by Clark Leave a Comment

Daniel Coyle gave a wonderfully funny, passionate, and poignant keynote, talking about what leads to top performance. Naturally, I was thrilled to hear him tout the principles that I suggest make games such a powerful learning environment: challenge, tight feedback, and large amounts of engaging practice. With compelling stories to illustrate his points, he balanced humor and emotional impact to sell a powerful plea for better learning.

20130314-101527.jpg

Living with Complexity

30 January 2013 by Clark Leave a Comment

Don Norman (disclaimer, my PhD advisor and mentor) has had a string of important books, starting with his stellar  Design of Everyday Things (tops my ‘recommended books’ list for designers).  His latest, Living with Complexity, is not as landmark a book as that, but it has some very astute thinking to present.

The book, as the title implies, is largely about how complexity isn’t bad, it’s necessary, and the real issue is about designing to manage it.  We want powerful systems to accomplish meaningful goals, and he makes the case that this naturally requires complexity, either at the front end or at the back end.  Complexity at the front end offers powerful choice at the tradeoff of comprehensibility, which we often want. Complexity at the back end can seem like magic, but offers more opportunity for things to go wrong catastrophically.

Good design is naturally the solution.  He suggests that good design makes complexity usable, and bad design makes complexity frustrating.  And he makes a strong point that it’s now about services.

He goes beyond product design in detailing how you really aren’t designing just a product, but an experience, and that it takes a system to create an experience.  Using Apple’s iPod, he points out how simplifying the purchasing (backend: lining up publishers to allow downloading individual titles for a simple fee) and downloading music (instead of converting files and storing in special folders) made a device that could carry a lot of music in a small package.

He goes deeper into service design, using the examples of waiting in lines (I now know why immigration in SFO can be so frustrating!).  He finally gets to coverage of recommendations for improvements, including signifying (making affordances perceivable), checklists, and job aids (over courses).  His focus is on tapping into how our minds work, and aligning tools with them.  He covers both sides, including what designers should do differently, and what ‘consumers’ can do.   He also covers some of the mismatches between design and consumers, going beyond the design to the overall system.

Overall, while seemingly not as well structured as previous books, this book offers some advanced thinking into design that will benefit those looking to take a bigger picture.  Feeling more like a collection rather than a coherent narrative, each of the elements is related and there are important insights in each section.  Recommended for the advanced designer.

Old -> New

23 January 2013 by Clark 2 Comments

My ITA Colleague Jay Cross had a hangout over the weekend and the conversation rolled around to the role of L&D in the new era (related to yesterday’s post). I’ve previously  addressed  how we can now be using tech for more of the full suite of performance, but  it occurred to me that there are some ways we could and should be thinking differently about the ways in which performance can be supported.  And while these old:new lists are fun and sometimes overdone, and these may have been covered elsewhere by others, it seemed reasonable to go through a few that occurred to me.

Courses -> Search

The first is that too often we think of courses, but what’s happening these days is that people are increasingly self-helping.  Rather than take a course ‘just in case’, they’re getting the help they  need ‘just in time’.  It seems to me that we should be focusing on making sure that learners have good search skills, and searchable and well-organized portals, to ensure searching success.  Whether you view it as performance support or a ‘teachable’ moment, the fact is that learners are self-serving, going for pull solutions more.  The goal is to support performers how they want to, and are learning, rather than trying to force them into our models.

Instruction -> Coaching

As social media is more available, people are more available, and people are often reaching out to others for support rather than courses.  Whether it’s a quick query through a microblog or a full blown video chat, people are increasingly reaching out to folks for help. This is similar to the courses/search above, but sometimes they go for content and sometimes for people.  Are you making it easy to reach out to people?

Development -> Mentoring

Rather than developing people through programs, increasingly people are looking for mentoring. Programmed development is like taking the bus, when mentoring is like having a chauffeur.  It may seem extravagant, but folks like to help, and increasingly having a program of ‘each one teach one’, where those who’ve benefitted from mentoring pass it on, is workable. With digital support, this becomes both a more momentary, and longer term activity.  It’s increasingly viable, so it should be on your radar.

Read -> Watch

It used to be that to the only way to find things out was to read the manual, or a step-by-step job aid. That’s no longer true, and increasingly it’s easy to create videos that show how to do things.  So, for example, it’s now easy to create software ‘walkthrus’, and it’s not just the L&D department that are creating them.  Learners are getting them through services like Lynda.com, and creating their own with screen casting software.  Not to say reading won’t continue to play a role for concepts, but for procedures, the context and dynamism makes videos powerful.  Are you supporting video/screen cast creation, hosting, and searching?

Test -> Simulation  

The pragmatic barriers to creating simulations are falling down, and we now know that knowledge test isn’t an adequate assessment of ability to apply. We no longer have to have separate summative assessments, as digital environments can store performance as part of a portfolio of ability.  Most importantly, we can make the practice environment much closer to the performance environment.  When we’ve determined a real skill needs to be developed, we can and should be looking at rich assessments of ability.

“’til they get it right” -> “’til they can’t get it wrong”

Coupled with the above is the notion that we can move from minimal practice that isn’t sufficient to develop capability and confidence, and start providing sufficient practice to ensure ability.  We need to be spacing it out over time, and ensuring real competence, not just until folks have had a taste of it, but inadequate to develop real capability.  If it matters, we need to match practice to task and learner, and we can.

Desktop -> Mobile

People are now going ‘mobile first’, as are companies like Google.  The reality is that the mobile devices are more familiar, and more available.  People are getting in the habit of getting their support through a mobile device.  And enterprise platforms are increasingly making that solution available.  Are you enabling your workers to meet their needs with mobile?

These are just a few ways we can, and should, be shifting our thinking.  I’m sure you’ve got more, and I look forward to hearing them.

#itashare

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