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Trust or Control? It’s one or the other.

14 Oct

When I speak to people about the value of participating in professional learning networks (PLN), work out loud (WOL) practices, and the promise of sharing freely in order to reap the benefits of the Learning Age, I hear the same reservations time and again. The obstacles most often come down to trust.

Do I trust my organization and bosses to value my time and my contributions? Do I trust my peers, known and yet unknown, to accept my perspective and ideas without judgment to hostility? Do I trust my friends and family not to mock me for putting myself out there? (Early in my social sharing participation activities, I did get some “Who do you think you are, Mr. Fancy-pants?!” kind of responses. Then I realized that vulnerability is the part of the process of learning… a topic for another day.)

Most of all, at formal events and in conversations with individuals alike, I hear what amounts to lack of trust in one’s self. Do I trust myself to share the right things, and to be able to sort and make sense of what I find out there?

I attended an event at my local ATD Cascadia chapter last week in which Nan Russell presented on “The Titleless Leader.” What stuck with me most in a great presentation was when she asked the participants, “What’s the opposite of trust?” The answer? “Control.”

This is so important. We have to give up the idea that we can control our daily forays into learning, sharing, and growing. Nor should we want to hold onto control. In order to make the most of explorations, we should prepare to encounter the unknown. It is a matter of trust that good things will happen when we give up control, open to what comes.

Our Competition Is Our Co-Operator: The new coopetition

16 Sep

The term coopetition has actually been around for quite some time, as strange as it may seem. Going back to at least the 1930s, the word was coined to capture the idea that those who we compete against are in fact our partners in developing technologies and processes. We may fight fiercely to protect our trade secrets and to differentiate ourselves from our competitors, but we all gain from new developments. Think Microsoft and Apple—the mouse, windows, directory systems, tablets, product design—both benefit from “stealing” from the other.

However, the idea of coopetition is just now having—or about to have—its moment in the world of knowledge management, workplace learning, organizational dynamism and professional development. In our connected, networked, decentralized world, the very notion of X vs. Y, Us vs. Them, Me vs. You is falling away. Whether we think this is good or bad is irrelevant—it simply is. (I happen to think it’s wonderful.)

Manuel Lima has a really interesting take on how the interconnected, leaderless network is expressed in the shift in visualizations from the paradigm of trees and hierarchies to meshes of interconnectivity: from the “Tree of Life” to the “Network of Life.” If you have 12 minutes, check it out:

The point is that we are not insulated in our working groups, departments, organizations or the few professional colleagues who we happen to meet at annual conferences. We should seek out peers, experts and diverse members of our networks throughout our industry and across the globe. A widget manufacturer, a financial consultant or an electrician can and should learn as much from “competing” organizations as from the coworkers they see every day. We should constantly forage for innovations, learning and insights—the essence of modern work—across our networks. This is especially true of our supposed competitors.

We all improve together when we cooperate through open sharing and knowledge transfer. Coopetition requires a new mindset for our organizations. Individual workers are transitory, taking their expertise with them from workplace to workplace. Institutional memory becomes less important than mining the networks for functional knowledge that may or may not exist within the walls of a particular company.

The rising tide of shared knowledge and strengthening networks through coopetition really does raise all in our flotilla of ideas.

The lesson: Learn through the diversity of our competitors. In my next post I’ll share some ways to achieve that openness to learning that builds coopetition.

A Manifesto (with Poor Graphic Design)

26 Aug

(This post is anchored as the first post, at least for now. Latest posts appear below.)

If you have been following my blog over the last couple of years (thank you!), you may have noticed some changes to the banner and template recently. Other than the aesthetics, which I like better, I wanted to have a banner image in my own hand that represents what I’m working on in this space, and in my professional life.

That said, I know that the graphics are a bit opaque. Allow me to explain.

For fully realized learners* to function across an organization and find personal satisfaction through professional development, three foundational elements must stand firm:

3 pillarsAcculturation & Alignment: Individuals must feel that their efforts are adding value to the organization, and that those efforts are nurtured in turn by coworkers, organizational leaders and professional peers. Tasks have meaning, and individuals should feel a part of something larger within a set of cultural cues that enable growth and autonomy.

Competency & Assessment: Workers need a measure of their own competence and a way of assessing and measuring the growth of new competencies over time. As we move to an increasingly automated workplace and rote tasks are replaced by automation, workers’ sense of worth (competency) must grow, adapt and change over time, in internally and externally measurable ways. Stagnation is the enemy not only of the human spirit but of organizational livelihood.

Skills and Knowledge: This is the core. Learners’ sense of self and their value to others starts here. “I know what I know!” and “I know what I can do!” are the essence of professional identity. The practice that needs to develop is how learners can share what they know, and do so in a manner that cuts across the other realms of competency and acculturation. Continue reading

Working in the Age of (Digital) Exploration: Part I – Exploring our digital world

11 Aug

Ferdinand Magellan. Marco Polo. Leif Eriksson. Christopher Columbus. The big names of the Age of Exploration traversed land and sea in search of adventure, discovery, glory and wealth. Hong Kong. Amsterdam. Timbuktu. New York. Samarkand. Goa. San Francisco. Great trading cities of the last 700 years (or more), where peoples, cultures, ideas, trades and goods came together and combined in new ways.

We know even less about our digital world than Ptolemy knew about his physical one, circa 1470.

We know even less about our digital world than Ptolemy knew about his physical one, circa 1470.

I say we’re entering a new age of exploration. One in which we are all explorers pushed by digital trade winds to find a new type of discovery, wealth, culture and trade. This new exploration age (what I call The Learning Age) brings together three interrelated facets:

  • The Do It Yourself (DIY) movement overlaps with the “sharing economy,” the “maker movement” and the “hack revolution.” DIY arises from the fact that we don’t need permission to find and use whatever shiny object we happen upon. We can create our own processes, find our own learning opportunities wherever we find them, creating our own Professional Development paths. Intellectual property (IP) rights are in an upheaval, and artifacts that we find in abundance are there to be used, combined, repurposed or discarded—such is our new age of discovery.
  • Digital communities are emerging in ways that allow us to meet people that would have otherwise been impossible, and share ideas exponentially farther than was possible for all but a handful of very famous people in previous generations. The digital trading posts are everywhere, bringing ideas, cultures and wealth of knowledge (along with the same number of hucksters and swindlers, I acknowledge). When TIME ran its person of the year issue in 2006 as “You,” I thought it nothing more than a gimmick. In fact, they were prescient. Who would have guessed?!
  • Learning is the work (not the job): As is increasingly recognized by economists, technologists, strategists, learning professionals and keen observers, the traditional job-based economy is morphing into the “gig economy.” Tasks that require automation and repetition will increasingly become the domain of machines. Economic buoyancy depends on our ability to change, adapt, create and add value. That’s learning, my friends!

But that necessary learning doesn’t happen when we sit behind our desks performing the same tasks in the same ways, and relying on the same information and interpretation as we did yesterday and five years ago. Time to set on a journey of discovery! When we meet new ideas and people on our excursions near and far, traversing the marketplaces of ideas for novelty and gems, we are very much akin to explorers of old. The biggest difference is that we don’t risk our lives at sea, count on the generosity of the moneyed or monarchy, or rely on a crew of many to journey the globe. No, we don’t need the purse of monarchs and financiers to take our trips, nor will anyone command we leave port.

Marco Polo and the extension of the Silk Road into Europe.

Marco Polo and the extension of the Silk Road into Europe.

We are all able to set sail to New Goa or caravan to Nova Samarkand on our own exploration, to ride whatever winds we catch to carry us into unknown regions of knowledge, culture and application. In my next post, I’ll share ways to navigate this new world without knowing exactly where you’re going to land.

The Blimage Challenge: Just use your blimagination

27 Jul

I’ve been watching the #blimage activities from the edge, but decided it was time to jump in and test the waters. I read Clark Quinn’s response to Jane Hart’s challenge last week (nicely done!), and decided to take him up on his open challenge to join the pool party.

The #blimage (blog image, I suppose) idea is a kind of Rorschach test. An image is presented as the challenge, and the responder conjures a way to make sense of it as metaphor or interpret it as a way to look at our work. This process works well for me, as it aligns with my own approach to working, thinking and learning (all the same things, really): 1) the key is acting, not the prompt for the action, 2) artifacts don’t carry their own meaning, only the meaning the observer assigns (why curation is so critical) and 3) we should share ideas transparently before they have a chance to set into solid ideology or methodology (#WOL/#LOL).

So, here is the image:

maze

Watch your step!

We all work through the maze of our professional and personal lives. Obstacles present themselves in the forms of walls to overcome and holes to avoid falling into. The danger is in planning moves too far in advance.

Here, our figure seems prepared, alert, and ready to take on his challenges. His gaze is up and to the right, on where he’s headed. He’s prepared to execute his plan to navigate to his goal, quite unaware that he is one stride away from falling into the hole directly in front of him.

He’d… we’d… OK, I’d… be much better off focusing on the task at hand and negotiating the small work-arounds as they present themselves rather making long-term plans to achieve a goal that may very well be an ever-moving target.

The skill, then, is to have a navigable path, or at least a direction in which to set sail by setting a few easily sighted principal points of orientation by which to measure progress. (I wrote about navigation by stars here a while ago as a similar metaphor, but perhaps it’s time to revisit that theme.) Then, be prepared for what lies directly at the fore, and have a plan should you find yourself falling into a hole.

So, chart a course by which to navigate. Avoid the pitfalls that you may not see directly in front of you. Be prepared should you need to pick yourself up after you fall.

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