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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.
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
personal   professional
Processes for Informal Learning Project


  Problem/case            Registration
      FAQ                 Application
      Diigo
      Blog              Announcement
     Profiles          Protected site space
Synchronous: G+
     Survey
       Site
     Poster
  Master deck
personal   professional
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.
World of PULL
   Humanism
People first
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Mechanical   Complex
Industrial   Organic
WORKPLACE
  Mechanical,     Networked,
  Taylorism,       Complex,
     Push,          Alive,
  Predictable   Surprises ahead




  1800-2010          2010+
Jay's informal learning research deck
Me.   Us.
Faster, faster, faster




                         Now
       1970
Prospering in a Topsy-turvy World
 Top-down becomes inside-out.



      Managers
                                    Customers

     Organization/
       Machine                  Workscape/Network

    Workers (Cogs)
                                    Workers (Pull)
IBM CEO Study by IBM Institute for Business Value
Shift from institutions to individuals
Jay's informal learning research deck
IBM Learning Solutions
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
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.
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
PUSH & PULL
IBM CEO Study by IBM Institute for Business Value
Control

Institution PUSH   PULL   Individual




            Learning
  Formal                  Informal
Industrial   Collaborative




Push                  Pull
Everything human is part
      PUSH and part PULL.

80%
                   PULL
60%


40%
          PUSH
20%
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.
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.
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.
PULL Infrastructure
   Workscape

                      PULL Worker
                       Knowledge
                       Motivation


   PULL Leadership
      Culture
Jay's informal learning research deck
Jay's informal learning research deck
http://www.slideshare.net/reed2001/culture-2009
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
THREE THINGS
“There are always three things.”
Rule of threes: Timing




   Beginning        Middle   Next
Rule of threes: Schooling




  Beginning         Middle           Next



                 Focus of most
              schooling & training
Jimmy Swaggart Syndrome




Beginning          Middle             Next

                            Grit
Training as event

Work        Train          Work
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
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
CHALLENGES
Jay's informal learning research deck
Jay's informal learning research deck
■   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.
At home:




 At work:
Business/learning integration


         Our people are growing fast enough to
         keep up with the needs of the business


             Yes
                          23%



                                           No

                                 77%




          (ITA) n = 200
Jay's informal learning research deck
Don’t call it learning




     eLearning   Informal   Working
                 Learning   Smarter

       2002      2006         2011
Dirty Words
 1. Learning
 2. Learner
 3. Social
 4. Informal
 5. KM
 6. Training
 7. eLearning
 8. ROI                       George Carlin

 9. Web 3.0
                + Formalize
Roads for drivers, not humans




Hans Monderman
1945 - 2008
Don’t call them learners
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Most work will not be performed by employees


                                                             Alumni
                                      Contractor
                   Outsource

                                                                Consultant



                                      Core company
                    Temps
                                       (employees)
                                                              Contingent
                                                                Team



       Customers          Freelance
                            Team
                                                   Partner
Industrial Age     Network Era
  Company        Extended Enterprise
Future Business Structure


                                                   Alumni

                                  Contractor
                 Outsource
                                                    Consultant



                                      Core
                  Temps            (employees)
                                                 Contingent
                                                   Team


                      Freelance
                        Team




                “Jobs” only
                 exist here                      Partner
Jay's informal learning research deck
Jay's informal learning research deck
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
Jay's informal learning research deck
The PULL
 Worker
Tangible Value
(Nodes)




                 Intangible Value
                 (Connections)
Jay's informal learning research deck
Jay's informal learning research deck
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.
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.
Me.   Us.
Work




Fieldwork                               Clockwork Network

-8000                                 1750     1980

               Span of civilization
Collaborative
 Leadership
Jay's informal learning research deck
Jay's informal learning research deck
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.
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
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
The Principles of Radical Management


                     Delight customers

 Communications:
  conversations
                                 Managers enable
                               self-organizing teams


     From value
      to values
                          Dynamic
                           linking
Jay's informal learning research deck
Jay's informal learning research deck
“The Big Shift”

                               Creation
                                Spaces
                     Achieve


                  Attract

         Access
Stocks                Flows
 Push                  Pull
Corporation   Customers



              Corporation
Customers
IBM CEO Study by IBM Institute for Business Value
IBM CEO Study by IBM Institute for Business Value
IBM CEO Study by IBM Institute for Business Value
IBM CEO Study by IBM Institute for Business Value
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
Jay's informal learning research deck
Work and learning
                     are converging.




20th Century




               21st Century
Jay's informal learning research deck
Jay's informal learning research deck
Cohesive Organization



Work                          Learning


            Work = Learning
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
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
INFORMAL
LEARNING
Jane Hart
Clark Quinn, mapping Jane Hart
experiential            formal


       70/20/10
                from
               others
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Charles Jennings
Charles Jennings
Charles Jennings
Charles Jennings
Charles Jennings
Charles Jennings
Charles Jennings
Workers are taking matters into their own hands




Jane Hart
Jay's informal learning research deck
Learning
Jay's informal learning research deck
Novice’s Learning Mix
How Novices Learn


            Informal


                           PUSH
            Formal
                           • Curriculum
                           • Many at once
                           • Event, ends
High-performer’s Learning Mix
How Experienced People Learn

                       PULL
                       • Self-directed
                       • Unscheduled
                       • Continuous
          Informal




           Formal
Learning
Formal              Informal
80%+ of Workplace Learning is Informal



                                    Form



         Inform
80%+ of Spending on Workplace Learning
Goes to Formal



                                 Inform




          Form
80/20 Research largely
predates the internet
                                 Formal




Pre Google            Informal
Pre online help
Pre pervasive email
Pre web
Pre social networking
Workplace Learning
As One Gains Experience
                          Informal




Formal
Novice                Practitioner
Workplace Learning Over One’s Career


                                       Informal




                            Training department’s
                            Comfort Zone

             Formal

            Novice
Workplace Learning Over One’s Career


                               Informal


     Where most learning
            takes place




        Formal

                              Practitioner
The Spending/Learning Paradox
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
POSTER
Workscape
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
FORMAL LEARNING
INFORMAL LEARNING
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Doing
   Learning Spectrum




Formal/Push                Informal/Pull
     Controlled        Autonomous
        Rigid            Flexible
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
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
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
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
Peeragogy
Jay's informal learning research deck
DIY Learning Tools




Jane Hart
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
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/
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/
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
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
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
Jay's informal learning research deck
PULL
 Infrastructure
(WORKSCAPE)
Jay's informal learning research deck
Traditional    L&D in Social Business
   L&D

                     Workscape



 Workshops
 & eLearning




                Workshops
                & eLearning
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
Workscape Functions
Know-who (profiles)
Know-how (knowledge store)
Know-now (feeds & streams)
Know-not (unlearning)
Know when (project management)
Know-why (aspirations, motivation)
Know what-if? (sims, probes)
Know where (indexes, rankings)
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
Open Source
Conversing at HP, MIT, Merck, Sun

                       Facebook

        Ning                            Wiki




           Blogger                  Del.icio.us
Beta
Collaborative Workscape




                  !
Classroom          Workscape
apart from work    embedded in work
  training, push     learning, pull
    programs            platform
    piecemeal            holistic
      events           processes
      static              fluid
   know things       work smarter
Jay's informal learning research deck
Harold Jarche
Enterprise Circuitry
                      Learning
                      principles

Workflow

                      Workers
Feeds &
streams


                      Partners
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/
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/
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/
How managers learn




 http://goodpractice.com/white-papers/The-Learning-and-Performance-Link--How-managers-learn--in-their-own-words.pdf
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
Beta
Beta
Beta
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.
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
Traditional L&D vs Working Smarter

                                       Training                                                                 Working Smarter Services
                                                                                                  supporting continuous learning and performance improvement in the
                                       Services                                                                                workflow
                                   packaging/organising                                                       (the ‘70:20’ segments of the 70:20:10 framework)
                                      learning events
                                   (the ‘10’ segment of the                                      Identifying performance problems and designing workplace
                                     70:20:10 framework)                                                                 solutions
                                                                                                       performance consulting, workflow and performance audits
                                  Organising training                                                         identifying bottlenecks and process issues




                                                               Working Smarter Modus Operandi
                                   designing, delivering
Traditional L&D Modus Operandi




                                                                                                          supporting managers in team development strategy
                                    managing training                                                    helping managers develop people development skills
                                  measuring completions




                                                                                                                                                                                             continuous improvement loop
                                                                                                     co-designing and supporting workplace development activities
                                                                                                                agreeing performance success metrics

                                         Solutions                                                                    Activities and solutions
                                   courses, workshops                                                      assisting creation of personal knowledge networks
                                  programmes, webinars                                                guiding information and knowledge management capabilities
                                 curricula, learning paths                                                              facilitating experience sharing
                                     blended learning                                                        supporting a culture of coaching and mentoring
                                      social add-ons                                                     building and helping sustain professional communities
                                                                                                              facilitating co-creation and sharing of content
                                                                                                               supporting development of Social Web skills
                                            Skills
                                 Instructional design skills
                                   | Project management
                                           skills |                                                                               Skills
                                  Learning administration                                              Business skills | Social media skills | Adult Learning skills
                                            skills                                                  Coaching skills | Performance consulting skills | Community skills

                                    Mindset / Culture
                                    focus on learning |                                                                   Mindset / Culture
                                  command and control |                                         focus on performance | encourage and engage | connect and collaborate |
                                     plan and manage                                                                      partner and guide


                                    Tools & Systems                                                                        Tools & Systems
                                   Authoring tools | LMS                                          Frameworks and guidelines |Social media tools | Social platforms and
                                                                                                                              intranets
                                                                                                                                                     © 2012 Internet Time Alliance, all rights
Push   Pull




Jane Hart
Courses are dead.
Learning ecosystems are the future.
Jay's informal learning research deck
IBM CEO Study by IBM Institute for Business Value
IBM CEO Study by IBM Institute for Business Value
COMMUNITY
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/
Jay's informal learning research deck
Truffle
Beta
METRICS
Jay's informal learning research deck
Jay's informal learning research deck
Metrics
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
Promoting and assessing value creation in communities and networks: a conceptual framework




http://wenger-trayner.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf
Mark Brian
Reference: http://bit.ly/e59bxe and http://bit.ly/e5Pr5o
Jay's informal learning research deck
Jay's informal learning research deck
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%
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%
Jay's informal learning research deck
Jay's informal learning research deck
Business & Web 2.0
Jay's informal learning research deck
TRENDS
trends
web: pages to streams
search to social
push to pull
reactive becomes proactive
FLIP

       AH HA            messages   documents


       S
Jay's informal learning research deck
PRACTICES
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
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
http:workingsmarterdaily.com
Lean, not big.
Conversations, not chains.
Sharing, not telling.
Performance Support & Learning:
      Separated at Birth?
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
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.
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.
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
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
Conversation

Arnold Lakhovsky, The Conversation
Doing
Learning
Natural
Social
Spontaneous   Conversation
Informal
Unbounded
Adaptive
Fun
Top tools
Jay's informal learning research deck
#lrnchat
http://bit.ly/
  kRE12Z
Jay's informal learning research deck
Jay's informal learning research deck
http://c4lpt.co.uk/140Learning/twitter.html
Jay's informal learning research deck
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
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.
Field Service
Xerox
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
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/
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
Jay's informal learning research deck
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
Instructional Design
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
Impact Increased by Reinforcement

           Review time   10 minutes             5 minutes          3 minutes
        Novice

                    Workshop

        Retention             On the job
Retention                   ---------------maybe----------------




                             Time

                                                                     258
Jay's informal learning research deck
Social Infrastructure
Jay's informal learning research deck
Leaping the Chasm
without limits
WRONG!
Corporate Social Media Policies
What’s wrong with this approach to informal learning?




Intrepid
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.
Jay's informal learning research deck
Jay's informal learning research deck
What’s wrong with this picture?
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/
Schooling
Jay's informal learning research deck
Jay's informal learning research deck
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
"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
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.
The only thing spoon-feeding teaches is
       the shape of the spoon.
http://www.recombinantrecords.net/docs/2009-12-Challenged.html
Jay's informal learning research deck
Jay's informal learning research deck
HISTORY
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
1999
2011
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Evolution of Education




          24,000 years   10 years
                         10 years
Change
Heidelberg, 1970
Honeymoon Trip
1970
Time
The rate of innovation is
increasing exponentially.




                            Now
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Bullitt
Chestnut Street, Marina District, San Francisco
Jay's informal learning research deck
Jay
Don’t call it learning




   eLearning   Informal   Working
               Learning   Smarter

     2002       2006        2011
Jay's informal learning research deck
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
Network Effects
Jay's informal learning research deck
Jay's informal learning research deck
Network evolution
“Collaboration Curve”



Value




        Number of participants
Jay's informal learning research deck
Social Network Analysis




       Organizational Development
Connections
Frowns




                                                      Smiles
                   Each additional friend increases odds of your being happy 9%.
         n = 353
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.
Jay's informal learning research deck
Jay's informal learning research deck
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.
Network Effects
ELEVATOR
  PITCH
Talk about business results
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?”
Jay's informal learning research deck
Jay's informal learning research deck
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?”
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?”
CASES
SUN
Sales training: before


                                     Making
         Hired         15 months
                                     Quota

Before

            One-week                 Selling @
            workshop               $5 million/year
Sales training: after

                     6 months

 After
         eLearning    Coaching     Selling @
                                 $5 million/year
             One-week
             case study
Achieved quota in 6
         months instead of 15

                           15 months
Before

             6 months

 After
                                       9 months

              Time saved




                                                  335
Incremental revenue


120 hires/month = 1440 hires/year

9 months = 3/4 year

quota attained = $5 million


1440 x ¾ x $5 million = $3.5 billion
Cut cycle time
Efficiency




                    Web 2.0 & Informal Learning
Beta
Intelpedia
Revenue: $35.4 billion
Net income: $5.0 billion
Number of employees: 94,000
SDN User Profile
Beta
SAP Community Network
Beta
Beta
Iraq war blogs
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
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
IMPLEMENTATION
Working Smarter: Individual & Behavior Change


        Getting Things Done in the
        Collaborative Organization

                    Collaborative
                      Culture


       Motivation                   Infrastructure



                    Collaborative
                      Learning
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
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
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
Jay's informal learning research deck
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
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.
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Jay's informal learning research deck
Learning
Natural Learning

                   Self service




 Comprehending
Trial & error
Mimicry
Conversation
Collaboration
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.
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.
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.
The Spending/Learning Paradox




     Spending
                Learning
How People Learn Their Jobs



       Informal
       Learning



                               Formal
                              Learning
Trust
relationships
Jay's informal learning research deck

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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
  • 3. personal professional
  • 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
  • 5. personal professional
  • 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.
  • 7. World of PULL Humanism People first
  • 11. Mechanical Complex
  • 12. Industrial Organic
  • 13. WORKPLACE Mechanical, Networked, Taylorism, Complex, Push, Alive, Predictable Surprises ahead 1800-2010 2010+
  • 15. Me. Us.
  • 17. Prospering in a Topsy-turvy World Top-down becomes inside-out. Managers Customers Organization/ Machine Workscape/Network Workers (Cogs) Workers (Pull)
  • 18. IBM CEO Study by IBM Institute for Business Value
  • 19. Shift from institutions to individuals
  • 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.
  • 28. IBM CEO Study by IBM Institute for Business Value
  • 29. Control Institution PUSH PULL Individual Learning Formal Informal
  • 30. Industrial Collaborative Push Pull
  • 31. Everything human is part PUSH and part PULL. 80% PULL 60% 40% PUSH 20%
  • 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.
  • 35. PULL Infrastructure Workscape PULL Worker Knowledge Motivation PULL Leadership Culture
  • 45. “There are always three things.”
  • 46. Rule of threes: Timing Beginning Middle Next
  • 47. Rule of threes: Schooling Beginning Middle Next Focus of most schooling & training
  • 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.
  • 58. At home: At work:
  • 59. Business/learning integration Our people are growing fast enough to keep up with the needs of the business Yes 23% No 77% (ITA) n = 200
  • 61. Don’t call it learning eLearning Informal Working Learning Smarter 2002 2006 2011
  • 62. Dirty Words 1. Learning 2. Learner 3. Social 4. Informal 5. KM 6. Training 7. eLearning 8. ROI George Carlin 9. Web 3.0 + Formalize
  • 63. Roads for drivers, not humans Hans Monderman 1945 - 2008
  • 64. Don’t call them learners
  • 70. Most work will not be performed by employees Alumni Contractor Outsource Consultant Core company Temps (employees) Contingent Team Customers Freelance Team Partner
  • 71. Industrial Age Network Era Company Extended Enterprise
  • 72. Future Business Structure Alumni Contractor Outsource Consultant Core Temps (employees) Contingent Team Freelance Team “Jobs” only exist here Partner
  • 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
  • 78. Tangible Value (Nodes) Intangible Value (Connections)
  • 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.
  • 83. Me. Us.
  • 84. Work Fieldwork Clockwork Network -8000 1750 1980 Span of civilization
  • 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
  • 94. “The Big Shift” Creation Spaces Achieve Attract Access Stocks Flows Push Pull
  • 95. Corporation Customers Corporation Customers
  • 96. IBM CEO Study by IBM Institute for Business Value
  • 97. IBM CEO Study by IBM Institute for Business Value
  • 98. IBM CEO Study by IBM Institute for Business Value
  • 99. IBM CEO Study by IBM Institute for Business Value
  • 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
  • 102. Work and learning are converging. 20th Century 21st Century
  • 105. Cohesive Organization Work Learning Work = Learning
  • 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
  • 110. Clark Quinn, mapping Jane Hart
  • 111. experiential formal 70/20/10 from others
  • 127. Workers are taking matters into their own hands Jane Hart
  • 131. Novice’s Learning Mix How Novices Learn Informal PUSH Formal • Curriculum • Many at once • Event, ends
  • 132. High-performer’s Learning Mix How Experienced People Learn PULL • Self-directed • Unscheduled • Continuous Informal Formal
  • 133. Learning Formal Informal
  • 134. 80%+ of Workplace Learning is Informal Form Inform
  • 135. 80%+ of Spending on Workplace Learning Goes to Formal Inform Form
  • 136. 80/20 Research largely predates the internet Formal Pre Google Informal Pre online help Pre pervasive email Pre web Pre social networking
  • 137. Workplace Learning As One Gains Experience Informal Formal Novice Practitioner
  • 138. Workplace Learning Over One’s Career Informal Training department’s Comfort Zone Formal Novice
  • 139. Workplace Learning Over One’s Career Informal Where most learning takes place Formal Practitioner
  • 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
  • 142. POSTER
  • 158. Doing Learning Spectrum Formal/Push Informal/Pull Controlled Autonomous Rigid Flexible
  • 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
  • 177. Workscape Functions Know-who (profiles) Know-how (knowledge store) Know-now (feeds & streams) Know-not (unlearning) Know when (project management) Know-why (aspirations, motivation) Know what-if? (sims, probes) Know where (indexes, rankings)
  • 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
  • 179. Open Source Conversing at HP, MIT, Merck, Sun Facebook Ning Wiki Blogger Del.icio.us 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
  • 184. Enterprise Circuitry Learning principles Workflow Workers Feeds & streams Partners
  • 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
  • 190. Beta
  • 191. Beta
  • 192. Beta
  • 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
  • 195. Traditional L&D vs Working Smarter Training Working Smarter Services supporting continuous learning and performance improvement in the Services workflow packaging/organising (the ‘70:20’ segments of the 70:20:10 framework) learning events (the ‘10’ segment of the Identifying performance problems and designing workplace 70:20:10 framework) solutions performance consulting, workflow and performance audits Organising training identifying bottlenecks and process issues Working Smarter Modus Operandi designing, delivering Traditional L&D Modus Operandi supporting managers in team development strategy managing training helping managers develop people development skills measuring completions continuous improvement loop co-designing and supporting workplace development activities agreeing performance success metrics Solutions Activities and solutions courses, workshops assisting creation of personal knowledge networks programmes, webinars guiding information and knowledge management capabilities curricula, learning paths facilitating experience sharing blended learning supporting a culture of coaching and mentoring social add-ons building and helping sustain professional communities facilitating co-creation and sharing of content supporting development of Social Web skills Skills Instructional design skills | Project management skills | Skills Learning administration Business skills | Social media skills | Adult Learning skills skills Coaching skills | Performance consulting skills | Community skills Mindset / Culture focus on learning | Mindset / Culture command and control | focus on performance | encourage and engage | connect and collaborate | plan and manage partner and guide Tools & Systems Tools & Systems Authoring tools | LMS Frameworks and guidelines |Social media tools | Social platforms and intranets © 2012 Internet Time Alliance, all rights
  • 196. Push Pull Jane Hart
  • 197. Courses are dead. Learning ecosystems are the future.
  • 199. IBM CEO Study by IBM Institute for Business Value
  • 200. IBM CEO Study by IBM Institute for Business Value
  • 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
  • 212. Reference: http://bit.ly/e59bxe and http://bit.ly/e5Pr5o
  • 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%
  • 221. TRENDS
  • 222. trends web: pages to streams search to social push to pull reactive becomes proactive FLIP AH HA messages documents S
  • 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
  • 228. Lean, not big. Conversations, not chains. Sharing, not telling.
  • 229. Performance Support & Learning: Separated at Birth?
  • 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
  • 236. Doing Learning Natural Social Spontaneous Conversation Informal Unbounded Adaptive Fun
  • 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.
  • 248. Xerox
  • 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
  • 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
  • 264. WRONG!
  • 266. What’s wrong with this approach to informal learning? Intrepid
  • 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.
  • 270. What’s wrong with this picture?
  • 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.
  • 286. 1999
  • 287. 2011
  • 294. Evolution of Education 24,000 years 10 years 10 years
  • 295. Change
  • 298. 1970
  • 299. Time The rate of innovation is increasing exponentially. Now
  • 304. Chestnut Street, Marina District, San Francisco
  • 306. Jay
  • 307. Don’t call it learning eLearning Informal Working Learning Smarter 2002 2006 2011
  • 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
  • 314. “Collaboration Curve” Value Number of participants
  • 316. Social Network Analysis Organizational Development
  • 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.
  • 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?”
  • 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?”
  • 331. CASES
  • 332. SUN
  • 333. Sales training: before Making Hired 15 months Quota Before One-week Selling @ workshop $5 million/year
  • 334. Sales training: after 6 months After eLearning Coaching Selling @ $5 million/year One-week case study
  • 335. Achieved quota in 6 months instead of 15 15 months Before 6 months After 9 months Time saved 335
  • 336. Incremental revenue 120 hires/month = 1440 hires/year 9 months = 3/4 year quota attained = $5 million 1440 x ¾ x $5 million = $3.5 billion
  • 338. Efficiency Web 2.0 & Informal Learning Beta
  • 339. Intelpedia Revenue: $35.4 billion Net income: $5.0 billion Number of employees: 94,000
  • 342. Beta
  • 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
  • 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.
  • 359. Natural Learning Self service Comprehending
  • 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.
  • 367. The Spending/Learning Paradox Spending Learning
  • 368. How People Learn Their Jobs Informal Learning Formal Learning