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Jay's informal learning research deck
1. Informal Learning Reference Deck
These are my presentation slides. Take the ideas but credit the
source. If you make money on them, you must share the wealth.
2. Topics
Big Picture Work
Challenges Change
Community History
Three Things Schooling
Informal Learning Bullitt
Unmanagement Jay
Pull Network Effects
Workscape Elevator Pitch
Metrics Cases
Trends Implementation
Practices Learning
Wrong! Netflix Culture
4. Processes for Informal Learning Project
Problem/case Registration
FAQ Application
Diigo
Blog Announcement
Profiles Protected site space
Synchronous: G+
Survey
Site
Poster
Master deck
6. Learn Informally
objectives
• foundation
◦ understand what informal learning is, how it works, why it’s important
◦ experience learning hands-on through collaborative work, community, search, social software, blogs and tweets
◦ find out how to integrate learning into workflow
◦ review models, cases, archetypes of successful informal learning
◦ gain metalearning perspective, think ecologically
◦ spot the fakes, e.g. “managing informal learning”
• apply to case study project
◦ performance consulting
◦ identify opportunities to improve performance by a minimum of $100,000
◦ prepare a business case for informal
◦ estimate impact
◦ sell the concept internally
◦ implementation plan, change management, cost/benefit
• the morning after
◦ retain membership in persistent help network
◦ Just Do It.
22. Largest U.S. Employers Manufacturing
Service
1960 2010
GM Walmart
AT&T Kelly Services
Ford IBM
GE UPS
U.S. Steel McDonald’s
Sears Yum!
A&P Target
Esso Kroger
Bethlehem Steel HP
IT&T Home Depot
Westinghouse Sears
General Dynamics PepsiCo
Chrysler Bank of America
Sperry Rand GE
International Harvester CVS
23. Future Workplace
People as people
Social Business. Connecting and sharing.
We are the boss. All the world’s a sage.
Transparency, analytics, privacy. No secrets.
Redefining employee. Core and the rest.
Weaving together knowledge from data, people,
and life. Modern apprenticeship. WorkLearn.
32. Two learning experiences
1. Training class on new 2. Learning to pitch a new
security procedures. product by watching video of
Participants have to know winning presentations and
this cold. They are tested. practicing on teammates. The
The class is primarily learning is primarily PULL.
PUSH.
33. Two models of management
1. Top-down. Command 2. Self-organizing team.
and control. Managers give Collaborate and share.
orders. Managers facilitate and
coach.
Mainly PUSH.
Mainly PULL.
34. Two types of motivation
2. Intrinsic. Beyond level of
1. Extrinsic. Carrot and fairness, reward is
stick. Rewards based on satisfaction of making
loyalty and/or production. progress toward greater
goal.
Mainly PUSH.
Mainly PULL.
50. Learning as process
Beginning Middle End
Alumni = support network
Team meets in
advance, get to know
one another, and
discuss their goals for
the workshop
Brief recall session
Wiki Q&A Updates
57. ■ Is this learning?
Objection! ■
■
■
It’s overwhelming.
Some people will just lurk.
Answers are hit or miss.
■ I don’t know how to use it.
■ It’s risky to let anyone post anything.
■ This is all too expensive.
■ This doesn’t create lasting change.
■ It’s not natural.
■ In person is always best.
■ People will say inappropriate things. ■ This can’t be governed.
■ People will post incorrect information. ■ No one will be interested.
■ Our people need training, not socializing. ■ People aren’t paying attention.
■ These systems compromise classified information.
■ Our information is unique. There’s no way to share that.
■ Finished content is more valuable to works in progress.
■ Our management team will never sign off on this.
■ People will waste precious time.
■ Employees will give away company secrets.
■ People will post inappropriate videos.
■ The value of media sharing can’t be measured.
■ Video isn’t for serious businesses.
■ Videos are for fun, not real knowledge transfer.
■ (Re: Twitter) I have too much to say.
■ I don’t have time.
70. Most work will not be performed by employees
Alumni
Contractor
Outsource
Consultant
Core company
Temps
(employees)
Contingent
Team
Customers Freelance
Team
Partner
72. Future Business Structure
Alumni
Contractor
Outsource
Consultant
Core
Temps (employees)
Contingent
Team
Freelance
Team
“Jobs” only
exist here Partner
73.
74.
75. Access to information and people is intoxicating. Creating an online portrait of who we
are or who we want others to see is equality alluring. But without direction,
governance, and discipline, we are at risk of giving ourselves to the very networks we
value rather than managing the platforms to our advantage. Our participation must be
inspired by purpose and parameters. No, we are not obligated to connect with
everyone who connects with us. We are obligated to maintain balance in who we are,
what we value, and equally the value we invest in the communities in which we
participate.
As Clay Shirky once observed, “There’s no such thing as information overload — only
filter failure.” My take? “Information overload is a symptom of our desire to not
focus on what’s important.” It’s a choice.
Perhaps said another way, information overload is a symptom of our inability to focus
on what’s truly important or relevant to who we are as individuals, professionals, and
as human beings. But then again, maybe that’s the problem.
The reality is that we are learning how to use these networks and what to expect in
return. We’re learning what’s possible. However, we learn as we go. We discover
where the proverbial line is only after we’ve crossed or are witnesses to those who do.
Our teachers, parents, role models and peers, they to coming to grips with the
evolution of social media and digital culture as it affects online and offline behavior
along with us. Therefore, this is a time when we are all students. But at some point, we
must also become teachers
81. Learning is social.
So while people do indeed learn alone,
even when they are not stranded on
desert islands or in small cafes, they are
nonetheless always enmeshed in society,
which saturates our environment, however
much we might wish to escape it at times.
82. The importance of people as creators and
carriers of knowledge is forcing
organizations to realize that knowledge lies
less in its databases than in its people.
Learning is not simply a matter of acquiring
information; it requires developing the
disposition, demeanor, and outlook of the
practitioners.
Learning is usually treated as a supply-side
matter, thought to follow teaching,
training, or information delivery. But
learning is much more demand driven.
People learn in response to need.
88. Collaborative Values
Collaborative Organizations offer a community of sympathetic individuals a
unique model to realize the five categories of distinctively human potential.
Empathy: an emotional understanding of the sentiments, dreams, desires,
and ambitions of their employees and customers.
Culture: communities are based on trust and like-mindedness, that is,
familiar mores, traditions, and customs as well as shared values.
Morality: no longer tolerate a gap between idealism and pragmatism,
between principles and practical reasons
Creativity: perpetual beta, space for solitude and time for the individual to
be alone with their thoughts -- time and space to be themselves
Aspiration: the quest to work toward a unique mission, whether it is
individual advancement, spiritual enlightenment, or social progress. The
prerequisite of aspiration is imagination, and its immediate product is hope.
89. Collaborative “BLT”
Business Leader Team
Delight customers Take stock Sprint
Rapid cycles Take charge Decide
Embrace change Coach Net-work
Make mistakes Conduct Motivate/happy
Reflect De-stress Converse
90. Take stock, take charge
Delight customers
Collaborate, team-work
De-stress, smile
Inspire performance
Unmanagement Take the pulse
Sprint
Decide wisely
Coach
Nurture serendipity
Net-work
Conduct, don’t control
91. The Principles of Radical Management
Delight customers
Communications:
conversations
Managers enable
self-organizing teams
From value
to values
Dynamic
linking
92.
93.
94. “The Big Shift”
Creation
Spaces
Achieve
Attract
Access
Stocks Flows
Push Pull
100. Peeragogy
PULL
Learning
from “try and force people to learn” to “allow people to engage in meaningful social interactions about how to do their job.”
by building a trusted personal learning network, acquiring new collaboration skills, filtering and sifting through information overload
106. Push Learning Pull Learning
Passive student Active learner
Others set curriculum Learner defines content
Courses, workshops Conversation & discovery
ad es ce
Gr nce wn ten
edie ro m pe ce
b ou Co en
O ny pe nd
up
ar no de ro
Le ng ing In nG
cha dge ar ni
Un wle Le
2.0
kno W eb
107. Push Learning Pull Learning
Passive student Active learner
Others set curriculum Learner defines content
Courses, workshops Conversation & discovery
ad es ce
Gr nce wn ten
edie ro m pe ce es
b ou Co en ad
O ny pe nd Gr p
ar no e ou dience ow
Le ing Ind in Gr be ur
ng rn O yo
cha dge
Un wle ea on
L
2 .0 Le arn ing
kno W eb ng
ha ge
U wnc led
kno
141. Formal Mentoring
Informal
Instructor-led class Hallway conversation
Lunch ‘n learn Profiles/locator
Workshop Conferences
Video ILT Social networking
Simulations Trial & error
Schooling Interactive webinars
Curriculum Search
Performance support Observation
YouTube Asking questions
Podcasts Job shadowing/rotation
Books Collaboration
Storytelling Community
Study group
Web jam
Feeds
Wikis, blogs, tweets
Social bookmarking
Unconferences
159. Free range learners
Free-range learners choose
how and what they learn.
Self-service is less expensive
and more timely than the
alternative. Informal learning
has no need for the
busywork, chrome, and
bureaucracy that accompany
typical corporate training.
Less is more.
159
160. Degrees of formality
Formal Informal
Chosen by outside Selected by
Curriculum
authority individual
Recognition Explicit Intrinsic
Framework,
Topic How-to
overview
Community of
No Maybe
practice?
Objective Knowledge Activity
161. Common characteristics
Formal Informal
Control Top-down Laissez-faire
Delivery Push Pull
Duration Hours, days, weeks Minutes
Locus Apart from work Imbedded in work
Instructional
Author Individual
designer, SME
Time to develop Months, weeks Minutes
When? In advance At time of need
What? Know Become
162. What pull learners need to do and believe
Skills Beliefs
■ learning how to learn ■ optimism
■ critical thinking & conceptualization ■ confidence
■ pattern recognition ■ curiosity
■ design thinking ■ resilience
■ working with one another, co-creation ■ purpose
■ navigating complex environments ■ autonomy
■ software literacy
166. Using these tools:
• to solve learning/performance problems quickly and easily (ain't no one
checking for the LMS or looking for their CLO's take on the problem); they use
Wikihow, YouTube, Google.
• to keep up to date with their industry and profession (blogs, podcasts - they
may look for it, but they also use RSS to make stuff come to them)
• to build a Personal Learning Network (Google+, Facebook, etc, to
brainstorm, ask questions, learn without knowing it - serendipitous learning!)
• to keep up to date w/what is happening inside their orgs (Chatter, Yammer,
Dropbox, etc)
• to share what they know and learn with their colleagues (creating content -
Jing, screenr, Prezi, YouTube, etc)
• to reflect on what they are doing and learning - and to share their thoughts
and experiences (see the ITA groups individual blogs)
Jane Hart
167. 1. Take responsibility and control
Take responsibility for their own learning personal/professional development in the organisation
2. Reflect and review
Continuously review their strategies in the light of a changing world – as Harold says “life is in perpetual beta“.
3. Seek-Sense-Share
Use Personal Knowledge Management (PKM) techniques as a continuous process of seeking, sense-making
and sharing
4. Contribute and share
Become a valued contributing node in the networks to which they belong
5. Get organized
Use a variety of personal and organisational tools including social media tools and networks to organise and
manage their own personal learning – but this certainly doesn’t mean being forced to record everything in an
organizational LMS or learning platform
6. Get things done
Performance is key; it’s not about the learning per se but what they can do as a result of all their learning
activities. Success of learning is therefore measured in terms of their new or improved performance
7. Narrate and converse
Narrating their learning is an integral part of narrating their work – i e. regularly recording activity,
achievements and reflections (in a personal blog or in an activity stream) in the workflow for others to read
and learn from.
Jane Hart
http://www.c4lpt.co.uk/blog/2012/04/20/is-it-time-for-a-byol-bring-your-own-learning-strategy-in-your-organization-byol/
168. LQ personal
Learning is everywhere in the connected workplace. Networked professionals need more than advice (training); they
need ongoing, real-time, constantly-changing, collaborative, support. However, many of us have relegated our own
learning to the specialists over the years – teachers, instructors, professors. We’re not used to handling all of this learning
on our own. But if we want to thrive in complexity and if we want our work teams to be effective, we have to integrate
our learning into the workflow.
PKM is the foundation of connected work. It’s up to each of us to develop, and continuously revise, our sense-making
frameworks as we work inside and outside the increasingly permeable walls of our organizations. Unlimited information,
distributed work, self-publishing, and ridiculously easy group-forming all point in one direction – the organization will no
longer address all your learning needs in the network era.
Additional skills are needed to help groups and teams learn as they work.Narration is a base skill for the networked
workplace. Other skills include network weaving, curation, and network analysis. We also have workshops on how to use
social media for professional development, as well as setting up and sustaining an online community. These
workshops are not just for ‘learning professionals’ but for any role; from sales to marketing to production, and especially for
management. More workshops are in development and we are always interested in getting suggestions. Custom workshops
and skills coaching can also be arranged.
To improve our own and our organization’s learning quotient, we need to look at ways to be more self-directed, social,
and agile learners. Life in perpetual Beta requires a high LQ.
Harold Jarche
http://www.jarche.com/2012/05/its-time-to-focus-on-your-lq/
169. Jay’s Learning Ecosystem
Processing
Inputs
Workflowy
Skype chat with ITA
Blog: Internet Time, Berkeley Diet
Working Smarter Daily
Private blog (Moi)
Dipping into Twitter
Journal
A few email subscriptions
Tweets
Google+
jaycross.com
Jane’s Social
Comments
2012 files
books, NYT, Wired
occasional article
Capture, review
& storage Publicity, rebroadcast
Diigo bookmarks Blog
Flickr Twitter
Google Docs Facebook
DropBox LinkedIn
Evernote Google+
Tumblr
170. Vital practice: “Working out loud”
It’s not a YACC
(Yet Another Communications Channel)
Working out loud = Narrating your work + Observable work”
--Bruce Williams
Andy McAfee’s Do’s and Don’ts
John Stepper
171. Managing the Transition to a Social Business
Transparency
culture is exposed, good or bad
interconnected people bypass old structures
Narration
model new behaviors
requires trust
rely on communities of practice
Adoption
takes time for reflection and sharing stories
support sharing, don’t just talk about it
Harold Jarche
integrate into daily workflow
http://www.cmswire.com/cms/social-business/managing-the-transition-to-a-social-business-015911.php
175. Traditional L&D in Social Business
L&D
Workscape
Workshops
& eLearning
Workshops
& eLearning
176. Business Workscape: 21st Century
Customers Partners
Professional
Prospects Temps communities
Suppliers
Employees
Channels Specialists
Ad hoc teams
Community
Advisors Contractors
The industry
Government
Media Outsource providers
178. Conversing at HP, MIT, Merck, Sun
Who knows? Expertise? Background? Instant connections.
Their current location, status, availability.
Project coordination
Professional development Collaboration
Process innovation
Staying current
Monitoring situation
Locating references
Individual expression
Idea sharing
Beta
181. Classroom Workscape
apart from work embedded in work
training, push learning, pull
programs platform
piecemeal holistic
events processes
static fluid
know things work smarter
185. Supporting the Social Workplace Learning Continuum
1 – Think “learning spaces/places” not “training rooms”
2 – Think “social technologies” not “training/learning technologies”
3 – Think “activities” not “courses”
4 – Think “lite design” not “instructional design” – for organized activities
5 – Think “continuous flow of activities” not just “response to need”
Jane Hart
http://www.c4lpt.co.uk/blog/2012/06/04/supporting-the-social-workplace-learning-continuum/
186. the five pillars of social intranets:
• Information. To be social, an intranet must allow information to easily flow vertically and horizontally, and allow employees to express
themselves in various ways (articles, status updates, comments, content sharing…).
• Knowledge. Content repositories are way too statics, they must evolve to a more democratic and flexible way to capitalize on
knowledge (enterprise wikis) and to spread it (social learning).
• Communities. I assume you are already convinced of the importance of enterprise social networks. But simply providing a ESN to your
employees will not allow communities to emerge, you will have to enable them through stimulation and moderations.
• Collaboration. I also assume you are aware of the benefits of online collaborative workspaces, but one can do much more with
socialized project management solutions, ideagoras or social serious games.
• Business processes and data. Last but not least, software allowing employees to produce, collect, structure, analyze and publish data
is key to wider adoption. You will easily find pockets of users willing to participate in “social experiments”, but to rally EVERY employee,
you will have to include business applications and processes in your internal social platform.
http://www.forbes.com/sites/fredcavazza/2011/11/30/from-social-intranets-to-collaboration-ecosystems/
187. Relative Importance of Ways of Learning in Corporations
http://www.c4lpt.co.uk/blog/2012/04/16/only-12-think-that-company-training-is-an-essential-way-for-them-to-learn-in-the-workplace/
188. How managers learn
http://goodpractice.com/white-papers/The-Learning-and-Performance-Link--How-managers-learn--in-their-own-words.pdf
189. Business vision Forms Change management
Continuous improvement Communities Stakeholder support
Strategic flexibility Learnscapes Role re-definition
Customer learning Social nets Buy-in
Organizational culture Infrastructure
Nurturing
Openness Workscape Lightweight
Open source
Flattening Ready to go
Learning sciences Psychology Access Embedded learning
Meta-learning Engagement Mobile Visual
Experience design Ambiguity Games Chunks
Informal learning Fun 24/7 Reflection
193. While designing their own workspace Stanford
University’s Design School tested the best practices
accumulated over the last few decades and put the
best techniques into a cookbook for others to use.
Sit in circles and gather around square tables. The
symmetry implies that all positions are equal. If a
room naturally has a "place of honor" (such as the
head of a table), let a lower-status individual sit there.
194. This change in orientation applies to learning as well as
product/service design.
You can’t run a service the way you run a factory.
Customers interrupt. Learners as customers.
Dave Gray, Connected Company
202. Community
Practitioners need a community to:
• help each other solve problems (this
is a very fundamental reason to
participate, much better than the
usual knowledge sharing imperative)
• hear each other’s stories and avoid
local blindness
• reflect on their practice and improve
it
• build shared understanding
• keep up with change
• cooperate on innovation
• find synergy across structures
• find a voice and gain strategic
influence
Etienne Wenger
http://blog.hansdezwart.info/2012/03/29/working-smarter-in-online-communities-etienne-wenger-at-tulser/
209. Cost : benefit
Your sponsor is god.
Coordinate throughout.
Agree on measures up front.
Only valid metrics are business metrics.
If numbers squishy, interview sample and
extropolate.
You must manage what you cannot measure
210. Promoting and assessing value creation in communities and networks: a conceptual framework
http://wenger-trayner.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf
215. Benefits from in-house use
Reduce time to market 29%
Increase number of successful
innovations 28%
Increase speed of access to knowledge 77%
Faster access to in-house experts 52%
Reduce operating costs 40%
Increase employee satisfaction 44%
216. Benefits from customer use
Reduce time to market 26%
Increase revenue 24%
Reduce marketing costs 45%
Reduce customer support costs 35%
Reduce travel costs 63%
Increase customer satisfaction 50%
225. Spectrum of activities
Formal Informal
Instructor-led class Mentoring Hallway conversation
Workshop Lunch ‘n learn Profiles/locator
Video ILT Conferences Social networking
Schooling Simulations Trial & error
Curriculum Interactive webinars Search
Performance support Observation
YouTube Asking questions
Podcasts Job shadowing/rotation
Books Collaboration
Storytelling Community
Study group
Web jam
Feeds
Wikis, blogs, tweets
Social bookmarking
Unconferences
226. Autonomy: People want
to have control over their
work.
Mastery: People want to
get better at what they do.
Purpose: People want to
be part of something that
is bigger than they are.
Trust
230. Key ideas about learning have emerged from research in the
cognitive sciences.
People learn by:
• constructing their own understanding based on their prior
knowledge, experiences, skills, attitudes, and beliefs.
• following a learning cycle of exploration, concept formation,
and application.
• connecting and visualizing concepts and multiple
representations.
• discussing and interacting with others.
• reflecting on progress and assessing performance.
Howard Rheingold
231. Do we need customer-driven learning?
Overall, how was your experience with Enterprise?
Apple has calculated that every hour of time spent calling detractors results in an incremental $1000 in
revenue.
232. CREDO
• We are open and transparent.
• We narrate our work. Need to share.
• Continuous learning, not events.
• We value conversation as a learning vehicle.
• We are a vanguard of change within the Company.
• We drink our own champagne (or mimosas).
• Business success is our bottom line.
• Learning is work; work is learning.
• We are not a training organization.
• We value time for self-development and reflection.
• We recognize that reflection is a key to learning.
• We establish business metrics for every engagement
and report back publicly on outcomes.
233. The Behaviors of Successful Teaming
Speaking Up
Communicating honestly and directly with others by asking questions,
acknowledging errors, raising issues, and explaining ideas
Experimenting
Taking an iterative approach to action that recognizes the novelty and
uncertainty inherent in interactions between individual and in the possibilities
and plans they develop
Reflecting
Observing, questioning, and discussing processes and outcomes on a
consistent basis—daily, weekly, monthly—that reflect the rhythm of the work
Listening Intently
Working hard to understand the knowledge, expertise, ideas, and opinions of
others
Integrating
Synthesizing different facts and points of view to create new possibilities
234. Know What
Too Big to Know...Too Much to Train?
• Find it, don’t memorize it
• Hire at least one organizational curator
• Cherry pick from external curators
• Take part in an advice network
• Set up alerts, feeds, aggregators
Gary Woodill
Knowledge workers spend a third of their time
looking for stuff and scheduling meetings. They
spend 14% of their day duplicating information Curator
and managing spam.
“What percentage of the 75%
knowledge you need to
do your job is stored in
your own mind? 20%
Robert Kelly, CMU 10%
Filter
1986 1997 2006
245. During a presentation, it’s like note taking on steroids. A key point captured can take on
a life of its own. A notebook is closed channeled, twitter is open channeled.
Content is king. You become privy to the intellectual capital of your network. Learning
extends beyond the presenter.
Distance becomes a myth. The classroom extends beyond the four walls.
Feedback is instant. Inhibition is often less present in the virtual world versus the real world
Engagement is standard. The learner is engaged the entire presentation (and even after)
due to the abundance of information.
Learners become more connected to the community in the room and out.
The presenter receives real-time level one and two evaluations.
The learner will exist simultaneously in both the synchronous and asynchronous
learning environment. As necessary, they’ll be engaged by both the presenter and a
catalogue of other resources provided by their network.
Collaboration is as present as oxygen. Learners are joining together to enhance their
learning experience as a community.
Learners and presenters experience, “Presentation Ping”. An idea is presented live,
spreads via the backchannel and returns back to the classroom changed into a bigger or more
complete idea.
Control is not conducive to learning. In the modern classroom, Learners are released from
Presenter ego. When the presenter’s ego is active, the learner can explore a more relevant use
of their time.
Informal becomes a partner of formal learning
246. How I use Twitter
While I am high volume twitter publisher, I try to add value, here’s how:
1) As a ‘shared feed’ reader. I’ll post up links of what I’m reading that I find is interesting in near real time,
and give some commentary. I try to add value here, rather than adding to noise. So use me as a news filter.
2) As a chat room. We collectively work out problems, issues, and I gain insight to other people’s viewpoints.
Often when conversations are just between a few folks, I shift to direct messages or email –sparing my
community from hearing my minutia.
3) Event capture: Lately, when I attend an event (like Mark Cuban’s presentation at BlogWorldExpo, or
Teresa’s webinar on Facebook yesterday) I’ll fire off the top nuggets I learn.
4) Listening tool: It’s interesting to find out what others are sharing and talking about, from very personal to
big concepts. I frequently use the search tools around different topics to keep on top of what’s happening.
5) Traffic driving tool: I use it to direct people to this blog, sometimes (I’ll admit) a bit too enthusiastically.
Google Analytics indicates this is one of the largest referrers of folks to my blog.
6) For work: When I’m conducting interviews or briefings that aren’t confidential, I’ll state who I’m speaking
to and what I find interesting, if you listen closely, you’ll hear me tweet about other interesting findings from
my job as a social media analyst. Also, I will announce new research, request interviews, and promote
workshops, conferences and other services.
252. Learning in the Workplace
Workplace Activity
keeping up to date inside the
Email a world without email
organization
Conversation “ nooks, photos, conference rooms
keeping up to date outside
Read blogs & articles aggregate, share, social bookmarks
the organization
Search the social web solve problems put together resources for search
keeping up to date outside participate in private and public social
Connect with communities
the organization networks
Harold Jarche
http://www.jarche.com/2012/05/learning-in-the-workplace/
253. Social Business
Social business is a journey, not a project. Social business is about culture change, process change, and
creating an transformational strategy that will get there. Yes, it should focus on specific business problems too.
But a linear project it really isn’t.
1. Transactional engagement is just as important as open-ended engagement. Some social business
efforts deliberately encourage only general purpose collaboration, instead of focusing on specific aspects of
how the business work and improving that with social. This would be missing a major part of the value.
2. The adoption process is not sequential, nor will it look much like anything you’ve done until now. Tight
feedback loops, deliberately cultivating unexpected value creation, and other means of becoming true digital
businesses is key to unlocking both the short and long term value.
3. Feedback loops powered by measurement and optimization = success. Social analytics and social
business intelligence will let us close the feedback loop and at last gives us a potent tool to tune and optimize
our social business solutions. Big data tools in particular to support this lifecycle should be a major focus.
4. Put social into the flow of work, don’t overly compartmentalize or silo it. One of the biggest lessons
we’ve learned the last couple of years is connect our systems of record with systems of engagement or
significant value won’t be realized.
5. Aim social squarely at existing business problems. If your social business effort isn’t directed at your
organization’s top problems, then maybe it’s not a surprise it isn’t perceived as delivering major value.
6. You mostly won’t get credit for emergent outcomes, don’t even try. But that doesn’t mean you shouldn’t
do as much as reasonably possible to encourage them.
7. Whatever you do, baseline before and after. This alone will typically validate your effort. Many
practitioners don’t do nearly enough to measure their social business efforts nor do they baseline the
performance of the business show they can demonstrate results. A smaller group of practitioners spends too
much time trying to measure everything. All you generally need to do is measure direct outcomes, that’s
usually enough to justify the whole social business effort.
Dion Hinchcliffe
254.
255. writer,
presenter, community builder
tech, • Bringing new members up to speed with the community’s technology.
designer • Identifying and spreading good technology practices.
• Supporting community experimentation.
• Assuring continuity across technology disruptions.
• “Keeping the lights on”
(including backups, permissions, vendor payments and domain registrations).
Learnscape architect
Producers, moderators, reporters, bloggers
connectors, wiki gardeners, internal publicists, news anchors and performance consultants.
performance consultant and coach
businessperson
emerging tech & fit with learning
understand adult & organizational learning
257. Rules for Successfully Scaling Startups
Robert Scoble’s advice to startups applies to scaling enterprise learning:
Have a story.
Have everyone on board with that story.
If anyone goes off of that story, make sure they get on board
immediately or fire them.
Make sure people are judged by the revenues they bring in. Those
that bring in revenues should get to run the place. People who don't
bring in revenues should get fewer and fewer responsibilities, not
more and more.
Work ONLY for a leader who will make the tough decisions.
Build a place where excellence is expected, allowed, and is enabled.
Fire idiots quickly.
If your engineering team can't give a media team good
measurements, the entire company is in trouble. Only things that are
measured ever get improved.
When your stars aren't listened to the company is in trouble.
Getting rid of the CEO, even if it's all his fault, won't help unless you
replace him/her with someone who is visionary and who can fix the
other problems.
DRAFT
258. Impact Increased by Reinforcement
Review time 10 minutes 5 minutes 3 minutes
Novice
Workshop
Retention On the job
Retention ---------------maybe----------------
Time
258
267. Wrong-headed approach to informal learning
Informal Learning This is top-down, Best Practices look
self-organizes. the bus instead of backward. Create Next
the bike. Practices instead.
Ready or not,
workers are Figure out how to
learning informally. use the social Can’t quarrel with
Make it better. infrastructure need to measure
you’ve got. but be sure to
focus on business
outcomes.
271. Lots of people are hopping on the informal learning
bandwagon with plenty of buzz words and muddled thinking.
Huh?
The development of the knowledge society and of active citizenship have
posed individuals and institutions face to the need for remediation of roles
and methodologies in teaching and learning to allow the individual to become
the protagonist and the aware author of his/her lifelong learning (LLL).
E-learning, enhanced by social networking tools of web 2.0, supports the
collaborative construction of knowledge, success key factor in a networked
and distributed environment.
Formal and non-formal learning, on one side, and informal learning, on the
other, are more and more intersected; in fact, a growing use of informal
networks is taking place in professional environments to acquire knowledge
and competences.
http://www.elearningplace.it/the-increasing-need-of-validation-of-non-formal-and-informal-learning-the-case-study-of-the-community-of-practice-webm-org/
275. Education in Prussia
Goal = graduates will obey arbitrary
orders
• Conditioning, not learning
• Memorization, not thinking
• Isolation from first-hand information
Das große Wappen des Königreichs Preußen im Deutschen Reich
tp://en.wikipedia.org/wiki/File:Wappen_Deutsches_Reich_-_K%C3%B6nigreich_Preussen_(Grosses).png
276. "We who are engaged in the
sacred cause of education are
entitled to look upon all parents
as having given hostages to
our cause."
"Men are cast-iron; but children
are wax. Strength expended
upon the latter may be
effectual, which would make no
impression upon the former."
Horace Mann
Image: Mathew Brady http://hdl.loc.gov/loc.pnp/cph.3g07396
http://www.sntp.net/education/
school_state_3.htm
277. One had to cram all this stuff into one's mind,
whether one liked it or not. This coercion had
such a deterring effect that, after I had passed
the final examination, I found the
consideration of any scientific problems
distasteful to me for an entire year....
It is in fact nothing short of a miracle that the
modem methods of instruction have not yet
entirely strangled the holy curiosity of inquiry;
for this delicate little plant, aside from
stimulation, stands mainly in need of freedom;
Albert Einstein without this it goes to wrack and ruin without
fail.
It is a very grave mistake to think that the
enjoyment of seeing and searching can be
promoted by means of coercion and a sense
of duty.
278. The only thing spoon-feeding teaches is
the shape of the spoon.
307. Don’t call it learning
eLearning Informal Working
Learning Smarter
2002 2006 2011
308.
309. The Un-rules
Tell it like it is
It’s not about the technology
Nothing is predictable; control is an illusion
Everything flows; reality is in perpetual beta
Everything is connected; context trumps logic
318. Frowns
Smiles
Each additional friend increases odds of your being happy 9%.
n = 353
319. September 10,
Nicholas Christakis and James Fowler 2009
When a Framingham resident became
obese, his or her friends were 57
percent more likely to become obese,
too. Even more astonishing to
Christakis and Fowler was the fact that
the effect didn’t stop there. In fact, it
appeared to skip links. A Framingham
resident was roughly 20 percent more
likely to become obese if the friend of a
friend became obese — even if the
connecting friend didn’t put on a
single pound. Indeed, a person’s risk
of obesity went up about 10 percent
even if a friend of a friend of a friend
gained weight.
320.
321.
322. Social Contagion
Smoking, they discovered,
also appeared to spread
socially — in fact, a friend
taking up smoking
increased your chance of
lighting up by 36 percent,
and if you had a three-
degrees-removed friend
who started smoking, you
were 11 percent more likely
to do the same.
326. Tell a story
“Putting a simple
information sharing
system on our repair
staff’s mobile phones
could cut downtime and
increase our revenues $3
million to $5 million a
year. It could be in place
in two weeks.”
“Can I drop by your office
later to talk with you about
this?”
327.
328.
329. Tell a story “We’ve come up with a simple
network that could free up
more than 10,000 billable
hours a year among our
systems engineers. That’s
about $30 in incremental
revenue. Our investment would
internet be minimal.”
inside “It’s something we might
provide to customers down the
road.”
“Can I get your support on
fleshing out the concept?”
330. Tell a story
“What if we could share
what we learn in battle
every day with every
company commander? In
our own words? Daily?
Right after it happened?”
“How many lives might we
save?”
344. Knowledge Repository
Hires 1,500 temporary
workers during tax season
Group blog and wiki capture
rules of thumb
Savings = two minutes/call
at $20/minute
345. Largely explicit
Learning about.
Focus = get something done
Acquire knowledge or skill
For example Annual $ benefit Category Users
Organizational
Intelpedia $20,000,000+ Know-where 20,000 employees
wiki
Automated FAQ T. Rowe Price $3,000,000 Know-how 1,500 temps
Community Know-who
SAP $50,000,000+ 1,000,000 customers
network Know-how
Professional
CGI Systems $10,000,000+ Know-what 4,000 professionals
updates
Professional 15,000 military
Company Command lives saved Know-how
network officers & NCOs
Know-who
Blogs as KM Sun Microsystems $10,000,000+ 1,000 employees
Know-how
347. Working Smarter: Individual & Behavior Change
Getting Things Done in the
Collaborative Organization
Collaborative
Culture
Motivation Infrastructure
Collaborative
Learning
348. How to begin
Where you go depends on where you’re coming from
Maturity of your Just beginning Some progress Many successes
efforts made
Why bother? Explore, Proliferate Leverage
experiment, solve applications enterprise assets
immediate need
Level Individual or team Group or Enterprise or major
department, division
community
Focus Prototyping, small- Application, Infrastructure,
scale unbounded workscape
Sample project “Wikipedia” inside Online Comprehensive
the firewall communities of product knowledge
practice system
349. Current Perception
Progress = progression thru steps
social learning
tip-toe into
ecosystem thinking
e-collaboration &
support of informal
some eLearning
course delivery
traditional
workshops Years
350. Our vision
Progress = leapfrog to end-state
social learning
tip-toe into
ecosystem thinking
e-collaboration &
support of informal
some eLearning
course delivery
traditional
workshops Months
351.
352. Rules for Successfully Scaling Startups
Robert Scoble’s advice to startups applies to scaling enterprise learning:
Have a story.
Have everyone on board with that story.
If anyone goes off of that story, make sure they get on board
immediately or fire them.
Make sure people are judged by the revenues they bring in. Those
that bring in revenues should get to run the place. People who don't
bring in revenues should get fewer and fewer responsibilities, not
more and more.
Work ONLY for a leader who will make the tough decisions.
Build a place where excellence is expected, allowed, and is enabled.
Fire idiots quickly.
If your engineering team can't give a media team good
measurements, the entire company is in trouble. Only things that are
measured ever get improved.
When your stars aren't listened to the company is in trouble.
Getting rid of the CEO, even if it's all his fault, won't help unless you
replace him/her with someone who is visionary and who can fix the
other problems.
DRAFT
353. EXERCISE | Rule #1: Exercise boosts brain power.
SURVIVAL | Rule #2: The human brain evolved, too.
WIRING | Rule #3: Every brain is wired differently.
ATTENTION | Rule #4: We don't pay attention to boring things.
SHORT-TERM MEMORY | Rule #5: Repeat to remember.
LONG-TERM MEMORY | Rule #6: Remember to repeat.
SLEEP | Rule #7: Sleep well, think well.
STRESS | Rule #8: Stressed brains don't learn the same way.
SENSORY INTEGRATION | Rule #9: Stimulate more of the senses.
VISION | Rule #10: Vision trumps all other senses.
GENDER | Rule #11: Male and female brains are different.
EXPLORATION | Rule #12: We are powerful and natural explorers.
364. The importance of people as creators and
carriers of knowledge is forcing
organizations to realize that knowledge lies
less in its databases than in its people.
Learning is not simply a matter of acquiring
information; it requires developing the
disposition, demeanor, and outlook of the
practitioners.
Learning is usually treated as a supply-side
matter, thought to follow teaching,
training, or information delivery. But
learning is much more demand driven.
People learn in response to need.
365. Learning is social.
So while people do indeed learn alone,
even when they are not stranded on
desert islands or in small cafes, they are
nonetheless always enmeshed in society,
which saturates our environment, however
much we might wish to escape it at time.s.
366. 1.Exercise. Exercise boosts brain power.
2.Survival. The human brain evolved, too.
3.Wiring. Every brain is wired differently.
4.Attention. We don’t pay attention to boring
things.
5.Short-term memory. Repeat to remember.
6.Long-term memory. Remember to repeat.
7.Sleep. Sleep well, think well.
8.Stress. Stressed brains don’t learn the same
way.
9.Sensory integration. Stimulate more of the
senses.
10.Vision. Vision trumps all other senses.
11.Gender. Male and female brains are different.
12.Exploration. We are powerful and natural
explorers.