tag:blogger.com,1999:blog-46957795353354286892024-03-15T12:43:55.280+00:00Learning in PracticeInterested in understanding how managers work and learnJohn Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.comBlogger58125tag:blogger.com,1999:blog-4695779535335428689.post-60896618069497165802019-11-14T09:42:00.000+00:002019-11-14T09:42:12.855+00:00Developing talent in a voluntary organisation<h4 class="MsoNormal" style="text-align: justify;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I was invited to join the facilitation team for a talent
programme called i.MOVEit, run by the Scouts last weekend.<span style="mso-spacerun: yes;"> </span>As the programme’s title suggests, its purpose
is to encourage participants to make change happen.<span style="mso-spacerun: yes;"> </span>In the case of i.MOVEit, the change emerges
from the ideas conceived by young adult leaders, aged 18-25, and is part of a
broader national strategy for growth influenced and shaped by young people.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">i.MOVEit started about 7 years ago and is run by regionally-based
teams in response to their local plans to develop younger adults into
leadership roles earlier than might be expected.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-spacerun: yes;">The programme is in three parts: </span></span></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"> </span></span></span>A weekend event during which participants are
introduced to the basics of leadership and management and begin to identify a
change management project to work on over the following 6 months.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"> </span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span></span></span>Project work for 6 months supported by an
experienced adult.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"> </span></span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">One day follow up workshop to hear back on
progress and to continue learning.</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Reflections on the weekend event</span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">A quality product</span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What impressed me most of all about this event was its
quality.<span style="mso-spacerun: yes;"> </span>I have been involved in corporate
leadership development for over 25 years and the attention to detail was as
good as anything I have experienced – and all run by volunteers to boot.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Networking</span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Just like any other management development event, the taught
content probably plays second-<span style="mso-spacerun: yes;"></span>fiddle to
the networks being facilitated.<span style="mso-spacerun: yes;"> </span>The 26
participants, drawn from Northamptonshire, Leicestershire, Lincolnshire and
Derbyshire, were able to mix and learn from each other along with some excellent guest speakers in influential leadership roles in the national Scouting
organisation.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">‘Give us a break’</span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">How many programmes have you ever attended that allow
participants time-off to play or chill-out within the core time of the programme? <span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">On i.MOVEit, there were two one hour breaks in the agenda,
on the first full day, to allow participants time away from the taught sessions.
<span style="mso-spacerun: yes;"> </span>There was a choice of archery or
air-rifle shooting for those who wanted something structured or there was the
option to simply take time out, chat with other participants, or go for
a walk in the woodland location of the event.<span style="mso-spacerun: yes;">
</span>The point is that there was no training or formal learning taking place;
it created a space to recharge, which felt to me very important.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The medium is sometimes to message.<span style="mso-spacerun: yes;"> </span>Several speakers talked about the importance,
especially in a volunteer role, to look after yourself.<span style="mso-spacerun: yes;"> </span>‘Give us a break’. QED.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Who has potential?</span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Each of the programme participants had been
nominated by a local line manager.<span style="mso-spacerun: yes;"> However, unlike some corporate talent programmes, </span>talent was not being defined using
any kind of matrix of potential.<span style="mso-spacerun: yes;"> </span>Nominating
managers will have used some kind of sub-conscious metrics, but certainly nothing
formal.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">At the end of the programme, the facilitators reviewed the contribution made by each participant. Given the programme inputs, who, in our view, was taking
an active interest in helping the organisation to grow its youth-shaped vision?<span style="mso-spacerun: yes;"> </span>Our discussion was informal and supportive. We wanted to be able to give feedback to the nominating managers about how their participants had responded to the programme and where further support might be of most benefit. We certainly won’t have got all of our judgements right.<span style="mso-spacerun: yes;"> </span>However, focusing on who was taking an
interest in making change happen seemed a sensible way of thinking about talent. It also connects with the purpose of the Scouts, which </span><span style="font-family: "arial" , "helvetica" , sans-serif;">empowers young people to make a positive contribution to society. <span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Shaped by young people – do we yet believe it?</span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As I mentioned earlier in this post, The Scout Association's 2018-2023 vision is to be more inclusive and to be shaped by young people.<span style="mso-spacerun: yes;"> </span>There are plenty of signs of progress being
made in this area: from the appointment of Youth Commissioners (aged between 18-25)
to facilitate the youth-shaped programme, to a shift, albeit gradually, towards
younger adults being appointed into significant leadership roles.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">However, whatever structural changes are being made, the
test is in what younger people are feeling about their ability to influence.<span style="mso-spacerun: yes;"> </span>With Baby Boomers still occupying many of the key decision-making roles in Scout Groups, or in the structures that support them,
the actual balance of power is skewed.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Notwithstanding the excellent example of i.MOVEit, I noticed
that, for some of the participants, there was a difference, not at all surprisingly, between the espoused
vision and their everyday lived-experience.<span style="mso-spacerun: yes;"> </span>The doubts expressed were concerned with their
ability to influence older people, and/or that older people perceived them as ‘not
yet ready’.<span style="mso-spacerun: yes;"> The Scout Association is in the midst of an ambitious change agenda</span>, which will, quite naturally, take some time to acheive. There will need to be plenty more encouragement of younger
adults, via i.MOVEit and more, as well as feedback to older leaders where their unconscious biases hold
back the emergence and acceptance of new ideas. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Conclusion</span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I am a volunteer with the Scouts and I have a consultative role in
Northamptonshire to help shape and influence talent management practices.<span style="mso-spacerun: yes;"> </span>Attending i.MOVEit gave me direct access to a
critical mass of younger leaders who are the target audience for my work.<span style="mso-spacerun: yes;"> </span>It was a source of great encouragement. There is a strong pool of young talent coming through who are keen and capable to effect change. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In fact, programmes like i.MOVEit demonstrate how seriously The Scout Association is about effecting the desired shift. But changing a culture from one that's been hierarchical and elder-led, to one that's open to new ideas, from wherever they emerge, represents a signficant and continuing challenge. My role is to use talent management as a symbol and signal of the desired change. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
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<![endif]-->John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com1tag:blogger.com,1999:blog-4695779535335428689.post-56012439695954293972019-02-26T11:32:00.000+00:002019-02-26T11:32:35.280+00:004 ways to reframe leadership development<div style="text-align: justify;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgK7HFacEClzCkr2sosyKc8tB5K3ul02dNCKVj6sFlwFyB7M1uWFI9O8vww3OyQ59Bm7qqNI5Eef5CxkjvIxPJiixX2XX-ugrUgGWJZWyr3XAJZL88J66WGsn-_QtwABAT9mDTo_c25r5E/s1600/oli-gibbs-40805-unsplash.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgK7HFacEClzCkr2sosyKc8tB5K3ul02dNCKVj6sFlwFyB7M1uWFI9O8vww3OyQ59Bm7qqNI5Eef5CxkjvIxPJiixX2XX-ugrUgGWJZWyr3XAJZL88J66WGsn-_QtwABAT9mDTo_c25r5E/s320/oli-gibbs-40805-unsplash.jpg" width="320" /></a></div>
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I'm interested to find use cases of online approaches to leadership development but meaningful examples seem to be thin on the ground. </div>
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My interest is in collaborating with people who either are or would like to take a wholehearted approach to using online methods to teach leadership and management. And by wholehearted, I mean placing online learning upfront as the primary source of teaching. Not a blend with the classroom, but the primary content resource. </div>
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Learning that has required mandatory oversight, for example regulatory topics like safeguarding, and GDPR, or training to support the implementation of new systems or induction, have made the switch to online learning much faster. Some of what has driven this has to do with the need to produce evidence to regulators. And this ticking the box rationale has created an image problem when applying online approaches to higher order social and emotional topics. </div>
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The best that can be said of online learning for leadership development is that it is now not uncommon to find programmes that blend synchronous classroom sessions with a-synchronous e-learning. But, in my experience at least, the classroom session remains the primary teaching method and the online material is treated as something like homework to be done pre or post workshop by the super-committed. </div>
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Online content to teach leadership and management
practices is now widely available and much of it is of a very high
quality - licenced off-the-shelf content from CrossKnowledge, SkillSoft,
Cegos and others to the free to use resources like TED videos,
podcasts, books, etc. </div>
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Reframing leadership development</h4>
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Whilst there will never be a one-size-fits-all approach, I do think
there is a significant opportunity to apply online learning to leadership
development. Doing so would be strongly learner-centric, would produce
deep learning and consistent quality every time as well as delivering the tried and tested cost benefits of e-learning.</div>
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To move in the direction in which I'm interested would require leadership development to be reframed. </div>
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Self directed development</h4>
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Mainstream practice in leadership development is typically a classroom event of some kind, mirroring our early experiences in education. </div>
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In a corporate setting, I have long been uncomfortable with the ways in which classroom courses spoon-feed learners. Self-directed learning is not what is done. Instead, everything about the learning is directed by the trainer: the learning need, objectives, content, the sequencing and so on will have been defined by somebody other than the learners themselves. The provision of 'take-outs' that summarise the 'top 10' things that
need attention make it too easy for the student and remove any
challenge. </div>
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I'm curious as to why everybody involved - from the sponsors to learning and development departments - default to acting as gatekeepers of the learning process rather than enablers of self-directed learning. I think it's because the status quo exerts such a vice-like grip on practice that we take for granted what's in plain sight. And training and coaching suppliers have a vested interest in maintaining the status quo too. </div>
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However, if we create the conditions in which we enable and truly challenge and expect learners to take responsibility to self-direct their learning they will do so. All the time we make decisions for them we are lessening the impact. Which is a paradox of course since the purpose of every management training event, whether explicit or tacit, is, to some degree or other, to enable personal behavioural change. </div>
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The enablers of a self-directed approach follow below. </div>
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1. Creating a space to learn...mastery generates confidence</h4>
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<span style="color: #1f497d;"><span style="color: black;">People
like to feel competent and, in my experience, the drive to challenge
oneself and really being able to master something creates deep learning
and confidence. But this can only occur if the learner is expected and
allowed to follow their interests. </span></span></div>
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<span style="color: #1f497d;"><span style="color: black;">This might seem like common sense,
but it's more subtle than we might think. Our interests, our hopes, our
dreams are quite ephemeral. They can appear briefly
before disappearing just as quickly as we meet others' expectations. If
we treat these interests as being
something like waiting in a hide to see a wild animal, we can get a
sense of how patient we have to be to allow these interests time to surface
and to be worked on. The pressures on training programmes to produce
quick fixes are enormous and work against providing an open space to
learn, but it's
really important if we want to produce deep-seated, long lasting
behavioural change.</span></span><br />
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2. Enabling workers to forge their own path and make their own choices</h4>
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However tempting it is to define and prescribe what others need to do to develop social skills like leadership and management, doing so is the wrong way of approaching things. Management competences are difficult to develop because they are nebulous and messy and are essentially acquired through experience. </div>
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When it comes to leading and managing others, learners aren't empty vessels waiting to be filled. They come with their own experiences of life and
the learning should release what's already inside of them. Context is everything and it's the learners who are best placed to know what they need. </div>
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And if it sounds like I am making a tacit case for coaching to feature more strongly, I'm not. I know coaching is popular and is often included as an element of post-course support to help make learning stick, but it's an example of another prescribed approach by L&D. At face value, the offer of coaching support seems helpful but its prescription in the design assumes that the learner either can't or won't make a behavioural change without professional intervention. This needs to be challenged. What might be the alternatives? </div>
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Learners are resourceful and if we structure a programme or course to encourage self-directed learning, which might for example include problem solving challenges linked to a learner's context, then we are more likely to help the learner help themselves to find their own path. </div>
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3. Create a framework or scaffolding <span style="mso-spacerun: yes;">
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Some level of structure is important to provide purpose,
direction and motivation. Things like start and end dates for the
programme of learning, an assessment process - I like and use
end-of-programme presentations - and some level of completion reward, like a
certificate, are important.</div>
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As noted above, at a
deeper level, the framework should create a philosophical 'space to
learn'. Something that genuinely and patiently enables people to
confront uncertainty and ambiguity. To be able to
allow them to surface the questions and issues that come from <i>their </i>lived-experience,
rather than a generic set of needs arrived at from aggregating the
training needs of a larger target group. </div>
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4. Content - curation not dictation </h4>
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Since there is already a large base of licensed off-the-shelf courses and free resources, the most helpful task that we can do is to curate those materials that are likely to be useful. There may well be some courses or resources that should be treated as mandatory but the balance should favour the elective elements chosen by the learner. There should also be the scope for the learner to find and use their own resources. For example, well curated resources can often open up pathways to other content and learners should be encouraged to follow their interests.</div>
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Conclusion</h4>
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At the heart of my interests in management and leadership development is to develop approaches that enable self-directed learning. Online learning isn't the only means to this end, but in the corporate context it has a great deal to offer in terms of quality, time and cost. Displacing mainstream practice and replacing it with online approaches won't be for all but I know it works - if you are interested, please follow these links [<a href="https://johnrogers960.blogspot.com/2016/02/online-leadership-learning-does-it-work.html" target="_blank">Online leadership -does it work?</a>] and [<a href="https://johnrogers960.blogspot.com/2015/10/do-we-need-management-courses-revisited.html" target="_blank">Do we need management courses? - revisited 3 years on...</a>] to my own use case which relate to a consultancy assignment I did with a global mining company. </div>
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An area that I am exploring further is how Learning Experience Platforms might help to enhance a self-directed learning culture. For example, peer-to-peer learning and semantic analysis of natural language processing look like fruitful ways to engage learners and produce deep learning. This excellent white paper by Ben Betts, <a href="https://www.ht2labs.com/wp-content/uploads/2019/01/LXP-Guide.pdf" target="_blank">HT2 Labs guide to Learning Experience Platforms</a> is well worth a read.<br />
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I'd welcome comments and if you would like to make contact, please email me. See my profile for details. <br />
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<span>Photo by <a href="https://unsplash.com/photos/FJ9NAgNkrCM?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Oli Gibbs</a> on <a href="https://unsplash.com/search/photos/changing?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Unsplash</a></span></div>
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John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com9tag:blogger.com,1999:blog-4695779535335428689.post-24189217238606865452018-10-14T14:55:00.000+01:002018-10-14T14:58:41.563+01:00Authentic leadership – the courage to lead<!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_MOvY2A9PYboUqq9EJjN1THpBTqFfYjJnUE-PhgixXvmFJXvZC3r5qM7Crwf1HRy7GNA-HqtUnBtbrX8tVpxVNVqkSt3jcdxJuVivYIInQDBUopgWjhOAFMD4009Er_ae4Y8bfbYv_sw/s1600/green+shoots_jason-leung-460419-unsplash+%25281%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_MOvY2A9PYboUqq9EJjN1THpBTqFfYjJnUE-PhgixXvmFJXvZC3r5qM7Crwf1HRy7GNA-HqtUnBtbrX8tVpxVNVqkSt3jcdxJuVivYIInQDBUopgWjhOAFMD4009Er_ae4Y8bfbYv_sw/s400/green+shoots_jason-leung-460419-unsplash+%25281%2529.jpg" width="400" /></a></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
I am returning to this blog after
a pause of about 18 months.<span style="mso-spacerun: yes;"> </span>I had
reached a stage where I had said what I had wanted say about learning in
practice up to that point.<span style="mso-spacerun: yes;"> </span>Now feels
like the right time to get back into some writing.</div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<h4 class="MsoNormal" style="text-align: justify;">
Trigger points</h4>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
During a consulting assignment looking at shaping an approach to help individuals develop
their sense of purpose, I came across the Center for Courage and Renewal and
the work of Parker Palmer.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
Having spent a good chunk of my
adult life training managers on leadership, here was a body of work that was
saying something very different about development and change management.<span style="mso-spacerun: yes;"> </span>Gone were the competences, objectives and
models and instead was an approach where people were given the time to be
still, to listen, to discern the work of the soul.<span style="mso-spacerun: yes;"> </span> </div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
From what I have read about it, and what I
particularly like, is that it’s not a coaching intervention and neither is it
counselling or therapy.<span style="mso-spacerun: yes;"> </span>It is an
approach that seems to create a safe space to nurture personal and professional
integrity and the courage to act on it.<span style="mso-spacerun: yes;">
</span>Although this might sound a bit hokey for some people, this ‘soul work’,
as Parker Palmer would put it, struck a chord with me.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<h4 class="MsoNormal" style="text-align: justify;">
Reinventing ourselves,
reinventing organisations</h4>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
In his book Reinventing Organizations,
Frederic Laloux talks about the emergence of new organisations that are
shifting away from traditional hierarchical models towards those that are
employee-centred. </div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
Laloux’s thinking has been informed
by Parker Palmer’s work.<span style="mso-spacerun: yes;"> </span>His book
provides many examples of organisations that are practising new organisational
models. Models that are replacing traditional command and control methods, where
responsibility for decision-making is held by a few senior people, and
replacing them with approaches that visualise the corporate entity as a living
organism with a soul.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
And this is what strikes a chord
with me.<span style="mso-spacerun: yes;"> </span>Over a number of years now, I
have been interested in leadership development practices that shift attention
away from the exogenous world of other people’s theories and models towards
those that are deeply centred on the endogenous workings of each person’s interests.<span style="mso-spacerun: yes;"> </span>What Parker Palmer and the Center for Courage
and Renewal seems to offer is the means by which we can nurture our personal
and professional integrity to transform ourselves and the worplaces and
communities in which we live.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<h4 class="MsoNormal" style="text-align: justify;">
Shapes of Leadership</h4>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
My last blog was called ‘<a href="http://johnrogers960.blogspot.com/2017/03/culture-change-recognising-releasing.html" target="_blank">Culturechange - recognising, releasing and nurturing what is already present</a>’ in
which I was reflecting on how change happens in organisations.<span style="mso-spacerun: yes;"> </span>In here are the same themes of the outside
and the inside like a battle between two opposing forces.</div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
And perhaps what I’m sensing is a
battle for ideas that will turn on its head current practice around things like
leadership development and change management.<span style="mso-spacerun: yes;">
</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
What shape would we like
leadership to take in the future?<span style="mso-spacerun: yes;"> </span>The
answer to this must surely not be something that can be defined and taught
through any kind of model simply because any model must be a
simplification.<span style="mso-spacerun: yes;"> </span>Models and
theories do help shape the outline of what makes good leadership.<span style="mso-spacerun: yes;"> </span>In other words, they can help us to define
some of the important elements that might go into the mix.<span style="mso-spacerun: yes;"> </span>But what they can’t do is to give shape to
what’s on the inside and no amount of training will fix this.<span style="mso-spacerun: yes;"> </span>Great leadership comes when what’s on the
outside is matched by what’s on the inside and to create the conditions where
this becomes possible requires a different intervention; one that allows us the
space to explore our sense of purpose.</div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
I’m interested in learning more about
the Center’s work and have signed up to participate in an open event called the
<a href="https://www.couragerenewal.org/events/shapes-of-leadership-a-courage-to-lead-retreat_uk_19/" target="_blank">Shapes of Leadership: A Courage to Lead ® Retreat</a> taking place on 17<sup>th</sup>
to 19<sup>th</sup> May 2019.</div>
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<br /></div>
<br />
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Picture credit </div>
<div class="MsoNormal" style="text-align: justify;">
Photo by <a href="https://unsplash.com/photos/_joJ1MbZexo?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Jason
Leung</a> on <a href="https://unsplash.com/search/photos/woodland?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Unsplash</a></div>
<br />
<br />
<br />John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com1tag:blogger.com,1999:blog-4695779535335428689.post-50480847356663191372017-03-05T22:43:00.000+00:002017-03-05T22:43:53.199+00:00Culture change - recognising, releasing and nurturing what is already present<br />
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I attended the HR Summit in Barcelona on 12-14 October 2016, which is a long-standing networking event that brings together suppliers and buyers of HR services. Interspersed amongst the meetings, were a series of practitioner-led sessions and I went to a couple of the sessions that talked about culture change.</div>
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What interested me is how culture change is talked about in sessions like this. First, a sense of something that's 'done to' rather than 'done by' people - in other words many culture change programmes are in fact doing the very opposite of what they are intended to do: they are disempowering. Second, that the process of change is quite formulaic and simplifies, or at least attempts to simplify, something that is, in practice, emergent and messy. Third, that the leaders and managers of an organisation are somehow blessed with special powers to make the change happen. </div>
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Here's what I mean. To start with, you run a series of focus groups to capture how things are working at the moment and how people are feeling. You then identify a set of values and behaviours that describe how the future will look when the culture has been changed and from which you develop a communication and engagement process. In their way, these communications have a kind of pious, almost cult-like, air about them, exhorting the organisation to adopt its new values and behaviours. Into this mix is often the implementation of an expensive leadership development process targeting weary, and somewhat cynical, middle-management to lead the change. </div>
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Approaches like this are popular because of the ways in which they first define the problem - there is a starting point - and then create a sense of action that will take us to an end point. Unfortunately, however seductive such approaches are, this is not how change works. They take little or no account of how an organisation actually works in practice: how people talk and interact with each other and how things get done. If a culture can in fact be changed at all, it emerges from what is already being done and has always been done. It can be observed in the many, many taken-for-granted everyday interactions between people. </div>
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Releasing what's already there</h4>
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A few weeks ago, the reading for the day at my local church was the passage from Luke's Gospel (17: 5-6). This describes a change management problem in which Jesus' disciples ask him to increase their faith. Jesus' response is that if you have faith like the grain of a mustard seed, you could make all kinds of extraordinary things happen.</div>
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Whatever your personal beliefs, Jesus is saying something here that is very relevant to how we might approach change in organisations. The disciples plea to Jesus is that if you give us more, (in the biblical example it was faith, but we could replace this with skills and behaviours), we can do our work even better. What's interesting is what happens next. Instead of acceding to their request, he turns the question on its head and points out that it's not <i>more </i>faith that's required but to release what is already within themselves. </div>
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Where does this lead us? </h4>
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Whether your mission is to propagate the Gospel or something else, the point is that instead of seeing culture change as being about fixing something, perhaps we are looking at this through the wrong end of the telescope. Maybe what's needed is to find ways that can enable people within an organisation to work together naturally and the product of which enhances what is already present. This means looking for approaches that are practical and that can create a shared experience and ownership. My hunch is what would emerge from this is greater individual self confidence and a clearer sense of what it means to belong in a given working environment.</div>
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<br />John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-33957681199561626352016-02-22T18:57:00.001+00:002016-02-22T18:57:04.022+00:00Online leadership learning – does it work?<!--[if gte mso 9]><xml>
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‘I feel the course
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<br />
<blockquote class="tr_bq">
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‘I’m not forced to
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‘The online courses
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These aren’t my words.<span style="mso-spacerun: yes;">
</span>They are from a manager that I’ve been mentoring as part of a leadership
programme (see my <a href="http://johnrogers960.blogspot.com/2015/10/do-we-need-management-courses-revisited.html" target="_blank">blog </a>in October), the primary content for which has been done
exclusively online using off-the-shelf short courses and videos. </div>
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My reflections…</div>
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<h4 class="MsoNormal">
Course design</h4>
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The off-the-shelf content has been very well received.<span style="mso-spacerun: yes;"> </span>In fact, much better than I might have expected.<span style="mso-spacerun: yes;"> </span>I was concerned that a generic treatment of
topics like performance management, change management, feedback, and so on
would miss the specific context for the organisation.<span style="mso-spacerun: yes;"> </span>This has not been the case at all.<span style="mso-spacerun: yes;"> </span>All the participants seem to have been able
to see past these potential weaknesses and to be able to apply the learning in their
own context.</div>
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<br /></div>
<h4 class="MsoNormal" style="text-align: justify;">
Independent learning</h4>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
The online approach has allowed the learners to make their
own choices.<span style="mso-spacerun: yes;"> </span>This is something that
we’ve known about e-learning for a long time so what’s my point?<span style="mso-spacerun: yes;"> </span>It’s that the online learning approach
matches the responsibility that leaders and managers are expected to
demonstrate all the time in driving performance.<span style="mso-spacerun: yes;"> </span>To learn from the online material, learners
have to engage with it, which is in stark contrast to the traditional
classroom model for teaching leadership.<span style="mso-spacerun: yes;">
</span>It’s not enough just to show up at class and complete the course
evaluation form.<span style="mso-spacerun: yes;"> </span>With the online
approach the learner has to do the work.<span style="mso-spacerun: yes;">
</span>To put it another way, no input.no output.</div>
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<br /></div>
<h4 class="MsoNormal" style="text-align: justify;">
Deep learning</h4>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
The ability to go back over content, at the learner’s own
pace, to deepen understanding, is again a feature of online learning.<span style="mso-spacerun: yes;"> </span>What really impressed me was how seriously
the individual I was mentoring took their learning.<span style="mso-spacerun: yes;"> </span>I am certain that the online content really
helped to produce deep learning through the learn-do-review process.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
<h4 class="MsoNormal" style="text-align: justify;">
The utility of the online content</h4>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
In his feedback following the end of programme review, the
senior manager who is sponsoring the work commented on the obvious utility of
the online portal and content.<span style="mso-spacerun: yes;"> </span>Learning
portals can sometimes seem to best serve the needs of the self-starting and self-motivated.<span style="mso-spacerun: yes;"> </span>But what my work has shown me is that by bundling
resources, along with a simple programmatic structure, we can create very
cost-effective learning that can deliver practical everyday value; it works.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></div>
John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com1tag:blogger.com,1999:blog-4695779535335428689.post-28913724313549716422015-10-26T10:14:00.000+00:002015-10-26T10:14:35.945+00:00Note taking as a learning aid<div style="text-align: justify;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizpNt1amU4B-cYWcsNGsOHMrtGVonbJ60w-fBF_xGFxAyoRHmCJQbUXO3wpgvUAOV5n6-L_L8sdZdYgU0V6CLQQUJRHDFY1uBql5-aSXTE1yImAQfWjp1ftDZuwBR85Fl1IoaxQ3Upzs8/s1600/Note+taking+image+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizpNt1amU4B-cYWcsNGsOHMrtGVonbJ60w-fBF_xGFxAyoRHmCJQbUXO3wpgvUAOV5n6-L_L8sdZdYgU0V6CLQQUJRHDFY1uBql5-aSXTE1yImAQfWjp1ftDZuwBR85Fl1IoaxQ3Upzs8/s320/Note+taking+image+2.jpg" width="320" /></a></div>
<span style="font-family: inherit;">Note taking is a critical learning skill because it helps to capture <span style="font-family: inherit;">the<span style="font-family: inherit;"> </span></span>fragments of thoughts, observations and ideas t<span style="font-family: inherit;">hat emerge as you<span style="font-family: inherit;"> work and learn. I <span style="font-family: inherit;">keep a small note<span style="font-family: inherit;">book </span></span></span></span>to hand a<span style="font-family: inherit;">t all times that I only use for my learning notes. <span style="font-family: inherit;">My note<span style="font-family: inherit;">book and my blog are </span></span></span>central to <span style="font-family: inherit;">my le<span style="font-family: inherit;">arnin<span style="font-family: inherit;">g<span style="font-family: inherit;">. </span></span></span></span> This post is a reflection on note-t<span style="font-family: inherit;">aking as a learning aid using the what? so what? now what? model.</span> </span><br />
<span style="font-family: inherit;"> </span><br />
<h4>
<span style="font-family: inherit;">What? </span></h4>
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<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: inherit;"><span style="font-family: inherit;">The </span>most influential process of learning that I have experienced <span style="font-family: inherit;">was </span>the Masters in Management Learning from Lancaster University, UK that I completed between 2006 and 2008. The expectation to explore, inquire into and reflect on my own practice was relentless, challenging and messy - messy because the process of inquiry never followed <span style="font-family: inherit;">direct pathways to 'the answer'. <span style="font-family: inherit;">It felt much more lik<span style="font-family: inherit;">e det<span style="font-family: inherit;">ective work, where notes became critical ways of making connections between ideas and the means of returning to<span style="font-family: inherit;"> <span style="font-family: inherit;">specific pages in articles and the like<span style="font-family: inherit;">. </span></span></span></span></span></span></span></span></div>
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<h4>
<span style="font-family: inherit;">So what?</span></h4>
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</div>
<div style="text-align: justify;">
<br />
<span style="font-family: inherit;">I was briefing a group of team leaders recently at the kick-off of a new leadership programme that I'm supervising. The core learning resources for the programme are online and, <span style="font-family: inherit;">sim<span style="font-family: inherit;">ilar t<span style="font-family: inherit;">o </span>the process that I exper<span style="font-family: inherit;">ienced during my<span style="font-family: inherit;"> masters, I am expecting the </span></span></span></span>participants to make notes about what they are learning and noti<span style="font-family: inherit;">cing</span> as they progress<span style="font-family: inherit;">.</span> The method for this is a weekly learning report that's to be shared with a mentor and also submited to the programme office. The latter step is there solely as a means of monitoring that the reports have been done and is not an evaluation of the content. </span><br />
<br />
<span style="font-family: inherit;">The note-taking is important because I want <span style="font-family: inherit;">to help them to develop the confidence to follow their own learning interests <span style="font-family: inherit;">and<span style="font-family: inherit;">, therefore, to be able to search for resources that will address their personal and <span style="font-family: inherit;">work-based learning needs, r<span style="font-family: inherit;">ather than following a spoon-fed age<span style="font-family: inherit;">nda. N<span style="font-family: inherit;">ote</span>-taking is also important because it's a 12 week <span style="font-family: inherit;">programme <span style="font-family: inherit;">at the end of which each person will need to produce a </span></span></span></span></span></span></span></span>personal summary of their learning highlights and impacts. <span style="font-family: inherit;">To be effective this needs to be<span style="font-family: inherit;"> </span></span>based on solid continuous reflection. </span></div>
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<br /></div>
<div style="text-align: justify;">
<span style="font-family: inherit;">As I briefed the group, I thought back to how it felt to be part of a learning process that demanded a formative assignment. In the case of the <span style="font-family: inherit;">masters </span>course, this was done via an online virtual learning environment rather than a weekly report, but regardless of the approach, I remember feeling exposed by the need to share my thoughts and unsure as to whether they were good enough, or what was expected. If this is how I felt, and I was already a mature learner, I know that what I'm asking <span style="font-family: inherit;">i</span>s quite demanding. So to help the process I thought I would make some notes about why note taking is important and how it might be done.</span></div>
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<span style="font-family: inherit;"><br /></span></div>
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<h4>
<span style="font-family: inherit;">Now what? </span></h4>
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<div style="text-align: justify;">
<span style="font-family: inherit;"></span></div>
<ul>
</ul>
<div style="text-align: justify;">
<span style="font-family: inherit;"><span style="font-family: inherit;">W</span>riting <span style="font-family: inherit;">i<span style="font-family: inherit;">s useful </span></span>bec<span style="font-family: inherit;">ause it helps you</span>...</span><br />
<br />
</div>
<span style="font-family: inherit;">...notice more. You become more aware of what is
happening around you and this helps to link learning and practice. </span><br />
<br />
<span style="font-family: inherit;">...get
ideas and thoughts out of your head. The process of writing allows
things to be put into perspective and assessed more objectively.</span><br />
<br />
<span style="font-family: inherit;">...to
share ideas. Blogging is a very public form of note-taking but even if
you don't want to publish, sharing notes with fellow participants opens
up the possibility of others relating to your insights and prompting
their own thoughts and ideas.</span><br />
<div style="text-align: justify;">
<br /></div>
<span style="font-family: inherit;"><b>Use a notebook</b> </span><br />
<br />
<span style="font-family: inherit;"><span style="font-family: inherit;">B</span>y this I mean a paper notebook. Of course, if you prefer to make notes on a tablet or laptop, then OK, but a notebook is cheap<span style="font-family: inherit;"> and portab<span style="font-family: inherit;">le </span></span>and it's a handy way of m<span style="font-family: inherit;">aking brief notes about <span style="font-family: inherit;">a</span></span>nything that emerges from the things you read or observe. <span style="font-family: inherit;">As well as written notes, note-taking can also include </span>pictures, mind maps, colours<span style="font-family: inherit;">, cut<span style="font-family: inherit;">ting and pasting from newspapers</span></span> - anything that helps you capture what comes to mind.</span><br />
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<span style="font-family: inherit;"><b>Use a smartphone to make audio notes</b> </span><br />
<br />
<span style="font-family: inherit;">I sometimes find it helpful to talk through my ideas first before wri<span style="font-family: inherit;">ting things do<span style="font-family: inherit;">wn</span></span>. </span><span style="font-family: inherit;">As Karl We<span style="font-family: inherit;">ick, </span>the Organi<span style="font-family: inherit;">zational <span style="font-family: inherit;">Theorist<span style="font-family: inherit;">,</span></span> </span>on<span style="font-family: inherit;">ce said, "How can I know what I think un<span style="font-family: inherit;">t</span>il I see what I say?" </span></span><span style="font-family: inherit;">If there is nobody availab<span style="font-family: inherit;">le to listen, then use <span style="font-family: inherit;">the re<span style="font-family: inherit;">corde<span style="font-family: inherit;">r on a smartphone. </span></span></span></span><span style="font-family: inherit;"></span></span><br />
<br />
<span style="font-family: inherit;"><b><span style="font-family: inherit;">T</span>ake pictures, short videos and screen grabs</b> </span><br />
<br />
<span style="font-family: inherit;">Images can be very usefu<span style="font-family: inherit;">l to bring ideas to li<span style="font-family: inherit;">fe, especiall<span style="font-family: inherit;">y where you are interes<span style="font-family: inherit;">ted i<span style="font-family: inherit;">n s<span style="font-family: inherit;">h<span style="font-family: inherit;">owing some<span style="font-family: inherit;">thing about how t<span style="font-family: inherit;">hings get done in the workplace. </span></span></span></span></span></span></span></span></span></span><br />
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<span style="font-family: inherit;"></span></div>
<ul style="text-align: justify;">
</ul>
<div style="text-align: justify;">
<b>Make notes continuously</b><br />
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<div style="text-align: justify;">
<span style="font-family: inherit;"><span style="font-family: inherit;">My experience is to make notes as often as you can. A<span style="font-family: inherit;">n</span> approach that I <span style="font-family: inherit;">often use, wh<span style="font-family: inherit;">ich <span style="font-family: inherit;">I picked up from my coaching practice,</span></span> is to ask myself the questions<span style="font-family: inherit;"> 'what am I thinking?', 'what am I seeing?' and 'what am I feeling?'<span style="font-family: inherit;"> <span style="font-family: inherit;">The latter two questions can be particularly useful in tapping into <span style="font-family: inherit;">other aspects of our conscious and un<span style="font-family: inherit;">consci<span style="font-family: inherit;">ou<span style="font-family: inherit;">s experiences.</span></span></span></span></span></span> </span></span></span></span><br />
<br />
<span style="font-family: inherit;"><b>Review, <span style="font-family: inherit;">reflect, make notes</span></b></span><br />
<br />
<span style="font-family: inherit;">And if you do make notes<span style="font-family: inherit;"> then at some stage you should go back to w<span style="font-family: inherit;">hat you have written, reflect <span style="font-family: inherit;">and, as <span style="font-family: inherit;">you do so, to </span>make more <span style="font-family: inherit;">notes<span style="font-family: inherit;">.</span></span></span></span></span> </span><br />
<br />
<span style="font-family: inherit;">However simple the concept of note-taking may seem, I have learnt never to underestimate the challenge inherent in committing our thoughts to paper. But my encouragement, and my experience, is that the rewards of doing so are deeper learning and greater self-confidenc<span style="font-family: inherit;">e<span style="font-family: inherit;">.</span></span> </span></div>
John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-81344877366321263962015-10-23T21:02:00.000+01:002015-10-24T21:42:31.871+01:00Do we need management courses? - revisited 3 years on...<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAck3vkwQrZFdLwJ8mq_R3i8rzKm6kgqxLXznD4vQrpLkhKTx1zWjr-axaEdMzunibuGrLdSDRoegh4A0n_nL3QeNigyerEXNRCzIBo0VrNkkEM5yN6AbYYmeJMFI_AS5SwCaboCOkJ3I/s1600/Sup+prog+slide.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAck3vkwQrZFdLwJ8mq_R3i8rzKm6kgqxLXznD4vQrpLkhKTx1zWjr-axaEdMzunibuGrLdSDRoegh4A0n_nL3QeNigyerEXNRCzIBo0VrNkkEM5yN6AbYYmeJMFI_AS5SwCaboCOkJ3I/s320/Sup+prog+slide.jpg" width="320" /></a></div>
<div style="text-align: justify;">
One of the things that I really value about maintaining a blog is that it provides me with a reference point that can used in a number of ways. Perhaps of most value is that it enables me to return to topics that I've reflected on in the past but which, for whatever reason, have been kicked into the long grass, laying dormant until ready to be brought back into play.</div>
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<div style="text-align: justify;">
I wrote this piece called <a href="http://johnrogers960.blogspot.co.uk/2012/10/do-we-need-management-courses.html" target="_blank">'Do we need management courses?'</a> just over three years ago as a reflection on several trends that I was observing at the time. I was interested in the idea that learning practice might be shifting away from courses towards bundles of resources like videos, documents and quizzes that could act as aids to learning in situ in the workplace and not in the classroom. And alongside this was a thought-provoking presentation by John Seely Brown about the cultivation of the entrepreneurial learner. Here is the <a href="https://vimeo.com/37857533" target="_blank">link </a>again to his presentation. </div>
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<h4>
A movement of independent learners</h4>
<h4>
</h4>
<div style="text-align: justify;">
<br />
When I wrote the blog 3 years ago I remember doing so with a certain wistfulness. I could detect a shift and was interested in the challenge to the status quo but could find no immediate outlet for the ideas to be applied in my practice as a leadership developer...until that is about 2 months ago.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
I'm currently working on a corporate university assignment for a global organisation the core element of which is a portal that provides a range of resources: courses, videos, PDFs, presentations, handbooks and so on. Contained within a branded corporate university wrapper, the offer is a self-development proposition that promises to solve workplace problems, increase knowledge and provide a career builder. To encourage participation, the period either side of the launch about 4 months ago, target users were exhorted to register through an intensive communications campaign. The take-up has been good - approximately 75% of the target group registered in the first couple of months. However, the challenge is to sustain the intitial interest and turn the natural curiosity of the first few weeks into something that can drive itself; indeed to create a movement of independent learners. </div>
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<h4>
Necessity is the mother of invention </h4>
<h4>
</h4>
<div style="text-align: justify;">
Because of challenging economic conditions, the organisation has had to make some tough choices about its spending and this has affected some traditional classroom-based management training activities. Into this space the corporate university has been able to extend its reach and provide the resources to support development in much the same way as I wrote about 3 years ago.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
One of the things I'm trialling is a management development process for a group of about 20 people, the teaching for which is entirely online. I've put together a structure - see image above - a bundle of resources to provide some starting points and a briefing for the participants and mentors. As the participants move through the process and grow in confidence, I am expecting them to follow their interests and create their own bundles of content. </div>
<br />
<h4>
Support and challenge </h4>
<br />
<div style="text-align: justify;">
What I have found particularly interesting so far is the reaction at the end of the participants' briefing. Asked whether it was what they were expecting, and after a short pause, one of the group volunteered the view that 'no' it was not what he had been expecting and that it was a lot more challenging. Challenging because of the expectation that learners: will have to make their own time to learn; make choices, as they progress through the process, as to what they want to learn; make a commitment to share their learning with a senior manager at the end of the programme. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
But alongside this challenge, the participants can see that they are being supported in the workplace by access to a mentor - not a heavy process - but an informal advisor and someone to talk to. And I've had feedback that the participants are really valuing the chance to revisit the content as many times as they like, or to refer to it whilst they are working. This is such an encouraging response. </div>
<div style="text-align: justify;">
<br /></div>
<h4>
Learning from the learning </h4>
<br />
<div style="text-align: justify;">
I've been candid with the pilot group, and the senior manager who is sponsoring the programme, that what we are doing here is quite experimental. As much as I want the programme to be successful, I am also interested to learn what works and what doesn't. I'm also interested to gauge to what extent this approach to management development is sufficient to meet the needs of the organisation. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
My hunch is that it will work and, I hope, provide the hard evidence that this mixed resource, work-based approach is superior to the classroom. Superior because at its heart is a learning process that encourages self-discipline, self-discovery and independence. </div>
<div style="text-align: justify;">
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John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-34003971385368547022015-01-12T19:12:00.000+00:002015-01-12T19:12:08.752+00:00Lessons on learning from the spiritual to the secular - enough is never enough<div style="text-align: justify;">
<span style="background-color: white;"><span style="font-family: inherit;"><span style="font-size: small;">
</span></span></span><br />
<blockquote class="tr_bq">
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 6pt; text-align: center; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: inherit;"><span style="font-size: small;"><span style="color: black;">Ubuntu speaks particularly about the fact
that you can't exist as a human being in isolation. It speaks about our
interconnectedness. You can't be human all by yourself, and when you have this
quality – Ubuntu – you are known for your generosity. We think of ourselves far
too frequently as just individuals, separated from one another, whereas you are
connected and what you do affects the whole World. When you do well, it spreads
out; it is for the whole of humanity.</span></span></span></div>
</blockquote>
<span style="background-color: white;"><span style="font-family: inherit;"><span style="font-size: small;"> </span></span></span>
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<span style="color: black; font-family: Calibri; font-size: 16.0pt; language: en-GB; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: +mn-cs; mso-bidi-theme-font: minor-bidi; mso-color-index: 1; mso-fareast-font-family: +mn-ea; mso-fareast-theme-font: minor-fareast; mso-font-kerning: 12.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: black; mso-style-textfill-fill-themecolor: text1; mso-style-textfill-type: solid;"><span style="font-family: inherit;"><span style="font-size: small;">F</span><span style="font-size: small;"><span style="font-family: inherit;">r</span>om </span></span></span><span style="font-family: inherit;"><span style="font-size: small;"><span style="color: black;">a quotation by Desmond Tutu </span></span></span><span style="color: black; font-family: Calibri; font-size: 16.0pt; language: en-GB; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: +mn-cs; mso-bidi-theme-font: minor-bidi; mso-color-index: 1; mso-fareast-font-family: +mn-ea; mso-fareast-theme-font: minor-fareast; mso-font-kerning: 12.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: black; mso-style-textfill-fill-themecolor: text1; mso-style-textfill-type: solid;"><a href="http://en.wikipedia.org/wiki/Ubuntu_(philosophy)"></a></span><span style="color: black; font-family: Calibri; font-size: 16.0pt; language: en-GB; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: +mn-cs; mso-bidi-theme-font: minor-bidi; mso-color-index: 1; mso-fareast-font-family: +mn-ea; mso-fareast-theme-font: minor-fareast; mso-font-kerning: 12.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: black; mso-style-textfill-fill-themecolor: text1; mso-style-textfill-type: solid;"> </span></div>
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<br />
The purpose of this post is to revisit a model of learning that I put together as part of some study for a coaching qualification that I completed in 2013. The model that I produced I've called NODES in recognition of the fact that, for me, much if not all of what I learn is accomplished in relationship with others. It emerged as a means of conceptualising a number of things that felt important to me about the process of learning: I learn with and from others, and the resposibilities of learning: if I am learning from others then I have a responsibility to be generous in sharing what I am learning.<br />
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I've embedded a link to a Slideshare presentation about NODES and the underpinning ideas, from which I have drawn, to develop the model.<br />
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</span></span><span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span>
<span style="font-family: inherit;"><span style="font-size: small;"><iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/23996332" style="border: 1px solid rgb(204, 204, 204); margin-bottom: 5px; max-width: 100%;" width="425"> </iframe></span></span> </div>
<div style="margin-bottom: 5px; text-align: justify;">
<span style="font-family: inherit;"><span style="font-size: small;"><b> <a href="https://www.slideshare.net/johnrogers73157203/nodes-model-slide-share-july-2013" target="_blank" title="Nodes model of conversational learning and social collaboration">Nodes model of conversational learning and social collaboration</a> </b> from <b><a href="https://www.slideshare.net/johnrogers73157203" target="_blank">John Rogers</a></b></span></span> </div>
<div style="text-align: justify;">
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<h4>
From the spiritual</h4>
<span style="font-family: inherit;"></span><br />
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</div>
<div style="text-align: justify;">
I want to draw
attention to a conversation that I listened to in December 2014 when the
Archbishop of Canterbury, the Most Reverend and Rt Hon Justin Welby,
was interviewed for the BBC Desert Island Discs programme. In the
conversation the presenter Kirsty Young asked the Archbishop a question
about prayer:</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<blockquote class="tr_bq">
KY "How do you know when a time of prayer has finished? How do you know when enough is enough?<i> </i></blockquote>
<blockquote class="tr_bq">
JW:
"I don't think enough is ever enough in prayer. Because prayer is
about engaging with Jesus Christ, us allowing his presence to shape us
and to bring what is in us to him or just to enjoy his presence and
there's never enough of that and certainly not in this job is there ever
enough of it and so I don't think I can answer it because I don't think
I've got to enough of it yet." </blockquote>
</div>
<div style="text-align: justify;">
I thought that this was an interesting response for a number of reasons: The
Archbishop was underlining the importance of relationships and inter-relationships, the need to engage in a relationship openly,
whether through conversation or simply enjoying being with another
person; to being open to our thoughts and feelings and to allow these
thoughts to be shaped by others; to take seriously our own experience
and to make it available to others so they too can use the ideas to
develop their own experiences. In sum, it was pointing the way
towards what it means to be human and therefore, in the context of who
was saying it, how to live in the image of God.<br />
<br />
</div>
<h4 style="text-align: justify;">
</h4>
</div>
<h4>
To the secular</h4>
<h1>
<span style="font-weight: normal;"><span style="font-size: small;"><span style="font-family: inherit;"><span class="watch-title " dir="ltr" id="eow-title" title="Community of Practice (CoP) success story"><span style="font-family: inherit;">From the secular domain of everyday workplace learning, here are three examples of <span style="font-family: inherit;">how Rio Tinto, Xerox and LV= are solving problems by invoking the spirit and the practice of NODES.</span></span> </span></span></span></span></h1>
<ul>
<li><h1>
<span style="font-weight: normal;"><span style="font-size: small;"><span style="font-family: inherit;"><span class="watch-title " dir="ltr" id="eow-title" title="Community of Practice (CoP) success story">Fixing the brakes on a bulldozer: a Community of Practice (CoP) success story</span></span></span></span><span style="font-size: small;"> <span style="font-weight: normal;">from Rio Tinto <a href="https://www.youtube.com/watch?v=YgGAJeXbIFM" target="_blank">link</a> </span></span></h1>
</li>
<li><h1>
<span style="font-weight: normal;"><span style="font-size: small;"><span style="font-family: inherit;">Mending photocopiers<span style="font-family: inherit;">: <span style="font-family: inherit;">an In<span style="font-family: inherit;">fographic from Xerox</span></span></span> <a href="http://www.thinglink.com/scene/583294234837123073" target="_blank">link</a></span></span></span></h1>
</li>
<li><h1>
<span style="font-weight: normal;"><span style="font-size: small;"><span style="font-family: inherit;">Helping customers get the right information: a case study from LV= <a href="https://www.acquia.com/resources/case-study/lv" target="_blank"><span style="font-family: inherit;">link</span> </a></span></span></span></h1>
</li>
</ul>
</div>
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</div>
<h4 style="text-align: justify;">
<span style="font-family: inherit;"><span style="font-size: small;">Conc<span style="font-family: inherit;">l<span style="font-family: inherit;">usion - </span></span></span></span>enough is never enough</h4>
<h4 style="text-align: justify;">
</h4>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
<span style="font-family: inherit;"><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;">It is in the Archb<span style="font-family: inherit;">ishop's response t<span style="font-family: inherit;">o the questi<span style="font-family: inherit;">on '<span style="font-family: inherit;">How do you know when enough is enough?'</span></span></span></span></span> that I relate <span style="font-family: inherit;">something of<span style="font-family: inherit;"> my own experience <span style="font-family: inherit;">of </span>what it means to learn with and learn from others<span style="font-family: inherit;">. From the cosmic to the commonplace, from the spiritual to the secular</span>, <span style="font-family: inherit;">it is in the <i>work </i>of net<span style="font-family: inherit;">working with others that we <span style="font-family: inherit;">create the spaces and the oppo<span style="font-family: inherit;">rtunitie<span style="font-family: inherit;">s to learn continuously and ongoingly. In that sense enough is never enough<span style="font-family: inherit;">.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br />
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<span style="font-family: inherit;"><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><br /></span></span></span></span></span></span></span></span></span></span></span>
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<span style="font-family: inherit;"><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"> </span></span></span></span></span> </span></span></span></span></span></span></div>
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<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span>
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<br />John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-21828274708978033892015-01-06T16:34:00.001+00:002015-01-06T16:34:56.843+00:00Learn from observing human behaviour using an 'empathy map'<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgY68ETX9tr7mIlsojUKjBYLILQC_swEukxjJmXY6ZLls7xugieerPRgIc_d6pILQNsw8IIiJWoCgCRbgpyoZjVlyDJVq4ICBkYe49GzQ5QWQ18XyXoW7VCBXc4fZDbgmX0oAT539SmLDE/s1600/Empathy+map.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgY68ETX9tr7mIlsojUKjBYLILQC_swEukxjJmXY6ZLls7xugieerPRgIc_d6pILQNsw8IIiJWoCgCRbgpyoZjVlyDJVq4ICBkYe49GzQ5QWQ18XyXoW7VCBXc4fZDbgmX0oAT539SmLDE/s1600/Empathy+map.jpg" height="240" width="320" /></a></div>
<br />
<div style="text-align: justify;">
<span style="font-family: inherit;"><span style="font-size: small;"><span style="font-weight: normal;">I picked up this piece from the Harvard Business Review blog - Three Creativity Challenges from IDEO’s Leaders </span></span></span><b><a href="https://hbr.org/2013/11/three-creativity-challenges-from-ideos-leaders/?utm_campaign=Socialflow&utm_source=Socialflow&utm_medium=Tweet" target="_blank">Link to HBR blog</a></b></div>
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<br /></div>
<div style="text-align: justify;">
All three of the creativity challenges are good; I know about mind-mapping and already use it regularly but the other two were new to me. Of most interest was the third challenge - 'Learn from observing human behaviour'. </div>
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<h4 style="text-align: justify;">
Why is this of interest?</h4>
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<span style="font-size: small;"><span style="font-family: inherit;">I learn a lot from watching and listening intently to what is going on around me everyday. In my coaching work, in particular, <span style="line-height: 115%;">I pay attention to the social data emerging in
the conversation.<span> </span></span><span style="line-height: 115%;">In my professional development as a coach a lot of emphasis was placed on paying attention in any conversation to what is being heard, what you see the other person doing and how all of this is making you feel. The parallels between this and the empathy map were instantly clear.</span></span></span></div>
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<br /></div>
<div style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="line-height: 115%;">I’m interested in observing
all aspects of talk including things like pace and tone of voice, facial
expressions, hand gestures and use of humour.</span><span style="line-height: 115%;"><span> </span></span><span style="line-height: 115%;"><span></span>I then use this social data to provide detailed observational feedback. And in turn I have had consistent feedback about how useful this approach is. Perhaps it's because it helps an individual to make a connection between the
interaction-in-that-moment in the room, to parallel experiences happening
elsewhere.</span> </span></span></div>
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<h4 style="text-align: justify;">
Why it is important to management learning?</h4>
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<br /></div>
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This quote from John Seely Brown and Paul Duguid describes something that reflects my own experience of management learning:</div>
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abstract knowledge over actual practice and as a result to separate
learning from working and, more significantly, learners from workers. </span></blockquote>
</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
As I have discovered through observing managerial work, if everyday workplace practice is placed centre-stage, in other words endorsing actual practice over abstract knowledge, then what you get is lots of context-rich learning: about what actually gets done; practice that is good and bad; practice that shows what's 'in' and what's 'out' through what people talk about; practice that pays attention to who does what and how.</div>
<div style="text-align: justify;">
<br /></div>
<h4 style="text-align: justify;">
The 'Empathy Map'</h4>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
The Empathy Map is a practical tool that can help structure the observational process. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Here are the instructions, copied from the IDEO blog </div>
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TOOL: Empathy Map</div>
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PARTICIPANTS: Solo or groups of two to eight people</div>
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TIME: 30-90 minutes</div>
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<div class="advertising">
<div style="left: 0px; position: absolute; top: 0px; visibility: hidden;">
<img src="https://ox-d.hbr.org/w/1.0/ri?ts=1fHBpZD01MzcwNjM3ODd8cmlkPWNjMDkxNmRiLTk4NDgtNDYxOS05Y2E4LTg2YjA1ZDBlZjNlMnxydD0xNDE5NDE4MDI3fGF1aWQ9NTM3MjI3NjE3fGF1bT1ETUlELldFQnxzc2lkPTUzNzA2MzgxOXxzaWQ9NTY3MHxwdWI9ODc4NHxwYz1VU0R8cmFpZD01OGRkNDI3MC1kZTc1LTQ2YzgtODI4Mi0yMWVlOGFhOTJmMGV8YWlkPTUzNzU3MTQ4OXx0PTF8YXM9NjAweDEyMDB8bGlkPTUzNzM2NjIwMXxvaWQ9NTM3MjMyNjQ1fHA9MjUwMDB8cHI9MjUwMDB8YWR2PTkzODl8YWM9VVNEfHBtPVBSSUNJTkcuQ1BNfGJtPUJVWUlORy5OT05HVUFSQU5URUVEfHVyPVFXSjVvdmloeXU" /></div>
</div>
</div>
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SUPPLIES: Whiteboard or large flip chart, Post-its, and pens</div>
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<b>INSTRUCTIONS: </b></div>
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<li>On a whiteboard or a large flip chart, draw a four-quadrant map.
Label the sections with “say,” “do,” “think,” and “feel,” respectively.</li>
<li>Write down each of your key observations from the field on one
Post-it note and populate the “say” and “do” quadrants. Try
color-coding, for example, using green Post-its for positive statements
and actions, yellow for neutral, and pink or red for frustrations,
confusion, or pain points.</li>
<li>When you run out of observations (or room) in those quandrants,
begin to fill the “think and” and “feel” sections with Post-its, based
on the body language, tone, and choice of words you observed. Use the
same color coding.</li>
<li>Take a step back and look at the map as a whole. What insights or
conclusions can you draw from what you’ve written down. What seems new
or surprising? Are there contradictions or disconnects within or between
quadrants? What unexpected patterns appear? What, if any, latent human
needs emerge?</li>
</ol>
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Conclusion</h4>
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Whether your interest is in IDEO's use of the empathy map as an aid to creativity or as a tool to capture different aspects of everyday practice, my sense is that it offers a practical method to help pay attention to what is going on. And from which new ideas might emerge or provide the basis for feedback. Experience-based learning can sometimes mean taking people out of the workplace to experience different environments, e.g. learning expeditions and project assignments but it can more simply be about learning from what's going on right now in situ. </div>
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<ol>
</ol>
John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-63119210066124780792014-12-19T16:06:00.000+00:002014-12-19T16:06:43.496+00:00Management development - filling empty vessels or valuing experience?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaaJV-MvvWQ5JhjL97qyBibMEc1HeMUMc09VlxiLMSW2no2XtscYC5ernCFiPF9w1kF6FsFJscqQ6aUC-cgqfgRY6AfLBFMD5PyvjCQAt7RH2C5C6i8io3GQKIz-mYB8ekWEel91VdBwI/s1600/blue+paint.img_assist_custom-230x321.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaaJV-MvvWQ5JhjL97qyBibMEc1HeMUMc09VlxiLMSW2no2XtscYC5ernCFiPF9w1kF6FsFJscqQ6aUC-cgqfgRY6AfLBFMD5PyvjCQAt7RH2C5C6i8io3GQKIz-mYB8ekWEel91VdBwI/s1600/blue+paint.img_assist_custom-230x321.JPG" height="320" width="229" /></a></div>
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<a href="http://www.helpingyouharmonise.com/blue_paint" target="_blank">Picture credit - Helping you Harmonise</a></div>
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I return to an issue that I have written about before, namely the development of management competence.</div>
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The reason that this has come back into my consciousness again is the experience that I had last week working with a group of aspiring managers over a period of three days. In the group of 12, one person was currently in a line management role, another had been a line manager at a mobile phone company before joining the current organisation in a front-line role; the remaining 10 people were also in front-line roles but who had had no explicit management experience. I share this because it posed some questions for me: would a course designed primarily for people with management experience still be relevant? how might I need to adapt my style to facilitate their learning?</div>
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An important principle that guides my thinking is that people are not empty vessels waiting to be filled with knowledge. Their life experiences, the jobs they are doing or have done, their prior knowledge and skills all come with them into any situation be this a formal learning intervention like a course or doing their everyday work. It is this experience that is the root of their learning and my job is to facilitate or animate this. To animate derives from the French – <i>animateur</i> – and includes meanings of
“to give life to, to quicken, to enliven, to inspire, to
encourage, to activate or to put in motion”. This is a reference from David Boud and Nod Miller's 1996 book 'Working with Experience: Animating Learning in which they describe five propositions to guide facilitators/animators:</div>
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</div>
<ol style="text-align: justify;">
<li>Experience is the foundation of, and stimulus for, learning</li>
<li>Learners actively construct their own experience</li>
<li>Learning is holistic</li>
<li>Learning is socially and culturally constructed</li>
<li>Learning is influenced by the socio-emotional context in which it occurs </li>
</ol>
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<h4>
<span style="font-size: small;"><span style="font-family: inherit;">Take seriously our own e<span style="font-family: inherit;">xperie<span style="font-family: inherit;">nce</span></span></span></span></h4>
<h4>
<span style="font-size: small;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"> </span></span></span></span></h4>
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The themes and topics that I talked about with the group covered a typical agenda for management development: self-awareness, situational leadership, objective setting, development planning, characteristics of high performing teams and stages of development, influencing, motivation, feedback and coaching. In conversation with the group, it quickly became clear that, far from being empty vessels, they already knew a great deal about the topics. In fact, as I reflect on this experience, perhaps the most important thing I did was to take seriously their prior knowledge <i>before </i>adding to it. The result was a palpable sense of self-confidence within the group that they already knew a great deal, notwithstanding their relative managerial inexperience. Both they and I were encouraged and motivated by this approach. </div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"> </span></span> </span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;">My encouragement to all who I work with, whether in groups or individually, is to </span></span><b><span style="font-size: small;"></span></b><span style="font-size: small;">pay attention to </span><span style="font-size: small;"><span style="font-family: inherit;">what each of us is already doing and has always been doing, as opposed to what <span style="font-family: inherit;">we </span>should be doing. <span style="font-family: inherit;">Experience is the critical </span>reflection point from wh<span style="font-family: inherit;">ich our </span></span></span><span style="font-size: small;"><span style="font-family: inherit;">insights can form the basis for
action. </span></span>
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<h4>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><span style="font-size: small;"><span style="font-family: inherit;"><i></i></span></span><span style="font-size: small;"><span style="font-family: inherit;"><b>Learning: Roman roads or woodpaths</b></span></span></h4>
<h4>
<span style="font-size: small;"><span style="font-family: inherit;"><b> </b></span></span><span style="font-size: small;"><span style="font-family: inherit;"></span></span></h4>
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<span style="font-size: small;"><span style="font-family: inherit;"> </span>A<span style="font-family: inherit;">s I wrote about in my post <a href="http://johnrogers960.blogspot.com/2011/11/learning-roman-roads-or-woodpaths.html" target="_blank">Learning: Roman roads or woodpaths, </a>management developers are attracted to the possibility
of identifying clear pathways and
defined steps to follow. In practice, much of our
management learning is messy and nebulous<span style="font-family: inherit;"> and resistant to approaches<span style="font-family: inherit;">, however tempting, that force us to fol<span style="font-family: inherit;">low a <span style="font-family: inherit;">prescribed path.</span></span></span></span> </span></span>
<span style="font-size: small;"><span style="font-family: inherit;"> </span></span>
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<h4>
<span style="font-size: small;"><span style="font-family: inherit;"><b>How?</b></span></span></h4>
<h4>
<span style="font-size: small;"><span style="font-family: inherit;"><b> </b></span></span>
</h4>
<span style="font-size: small;"><span style="font-family: inherit;">
Any form of inquiry-based process<span style="font-family: inherit;"> that stimulates the workings of our cognitive sy<span style="font-family: inherit;">stems and wh<span style="font-family: inherit;">ich give us control over what is learn<span style="font-family: inherit;">ed<span style="font-family: inherit;">.</span></span></span></span></span> </span></span><br />
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<span style="font-size: small;"><span style="font-family: inherit;">Coaching and action learning. Both are effective if there are others that can work with you in these ways. </span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;">Or self-reflective methods that can be done on your own like<span style="font-family: inherit;">:</span></span></span><br />
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<span style="font-size: small;"><span style="font-family: inherit;"><a href="http://www.freefallwriting.com/" target="_blank">Freefall Writing</a>
- this is good for working on issues or
topics where you have a nagging concern about something but
are struggling to articulate. </span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><a href="http://www.evernote.com/" target="_blank">Evernote</a>, which is good for grabbing web pages and adding notes about fragments of ideas that can be returned to later and reviewed.</span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><a href="http://johnrogers960.blogspot.co.uk/2013/03/blogs-creating-shattering-masterpieces.html" target="_blank">Blogging</a> <span style="font-family: inherit;">is certainly my most important learning tool. I<span style="font-family: inherit;"> value the disc<span style="font-family: inherit;">ipline that comes with writ<span style="font-family: inherit;">ing something that is visible to all<span style="font-family: inherit;">.</span></span></span></span></span> </span></span></div>
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John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-11935145545005825012014-11-13T15:27:00.001+00:002014-11-13T15:27:32.751+00:0011 qualities of an effective manager - updated with a Slideshare presentation.<div class="post-title entry-title" itemprop="name">
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I have been blogging regularly for just over three years and the most popular post over this period was the one I wrote in September 2013 called <a href="http://johnrogers960.blogspot.co.uk/2013/09/11-qualities-of-effective-manager-and.html" target="_blank">11 Qualities of the Effective Manager and their sources of learning</a> It summarised the key findings of some research done with practising managers by two academics at Lancaster University in the UK.</div>
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To build on this blog, I have produced a short presentation of the research and included some reflections about the implications and possible methods to continue to develop managers and leaders. The link to the presentation is <a href="http://www.slideshare.net/johnrogers73157203/11-qualities-of-the-effective-manager-slideshare-nov-2014" target="_blank">here </a></div>
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<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/41511809" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"> </iframe> <br />
<div style="margin-bottom: 5px;">
<b> <a href="https://www.slideshare.net/johnrogers73157203/11-qualities-of-the-effective-manager-slideshare-nov-2014" target="_blank" title="11 qualities of the effective manager slideshare nov 2014">11 qualities of the effective manager slideshare nov 2014</a> </b> from <b><a href="https://www.slideshare.net/johnrogers73157203" target="_blank">John Rogers</a></b> </div>
John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-34353975944430481222014-11-06T20:52:00.002+00:002014-11-09T13:47:58.288+00:00What else? - a great coaching question but what else? <div style="text-align: justify;">
Julie Johnson, a business associate of mine, posted this piece on her blog about the 'What else?' question in a coaching conversation: </div>
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<br />
<blockquote class="tr_bq">
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="color: #666666; font-family: "Helvetica","sans-serif"; font-size: 11.5pt; line-height: 150%;">I<span style="font-size: small;"><span style="font-family: inherit;">magine that you are coaching someone, and you both agree that
it is time to focus on generating possible solutions to the challenge at hand.
So you ask your coachee: “How can you achieve this goal?” Without any
hesitation, you receive an answer. What do you do next?<br />
<br />
Let’s take a case in point. A few years ago I was coaching someone who wanted
to get better at giving strategic presentations, especially to senior
management. We had already explored what had gone well and less well in the
past, conditions that have an impact on performance, the advantages to
achieving the goal and the disadvantages of not achieving it. By this point,
his motivation was solidly in place. With both of us keen to get to solutions,
the conversation went something like this: </span></span></span><span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #0a0a0a; line-height: 150%;"> </span></span></span></div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; text-align: justify;">
<br /></div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666;">I
asked, “What can you do to improve your presentations skills when
presenting to senior management?” My coachee quickly replied, “I can take a
course.” </span><span style="color: black;"></span></span></span></div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
</div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666;">Tempted
to explore possible courses, and whether there was a budget for a course
available, etc. etc., I simply made note and asked, “What else?” He
quickly replied, “I can get a presentation coach.” </span><span style="color: black;"></span></span></span></div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
</div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666;">I
thought about exploring the qualities of the ideal presentation coach, but
didn’t. Instead I inquired, “And what else can you do?” There was a
slight pause, and then he answered, “Well, I could go on YouTube and check out
the techniques of some of my favorite speakers. [pause] And TedTalks. Mmm. I’d
like that.” </span><span style="color: black;"></span></span></span></div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
</div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666;">I noted
once more, and then said, “What other things might you do?” There was a
significant pause, during which he looked out the window. Then he said, “David.
He is quite good. I’d love to have coffee with him and pick his brain. [pause]
And I really need to watch him more consciously when he presents next time, and
figure out what it is he is doing exactly that works so well.”</span><span style="color: black;"></span></span></span></div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
</div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666;">“Mmmm.”
I said, noting these new ideas. “And what else would work for you?” This pause
was even longer, and I waited. Finally he said, “Well, a couple of my team
members have attended some senior management meetings, and they’ve seen me in
action. I bet they would be happy to give me candid feedback and
suggestions.”</span><span style="color: black;"></span></span></span></div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
</div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666;">Tempted
to ask who he might speak with and what questions he might ask, I just
said “Ok. Anything else?” After a very, very long silence, he said “Well
frankly, if I am really serious about this, I should practice my next
presentation several times before I actually have to give it. [pause] I could
even film myself. Yes! Yes! It would be so useful to observe
myself in action! Then, when I finally like what I see, I will have the
confidence to do a repeat performance when it really matters!”</span><span style="color: black;"></span></span></span></div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 16.9pt; margin-left: 30pt; text-align: justify;">
</div>
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666; line-height: 150%;">When he was out of ideas, we reviewed each option he had
generated, and then moved eagerly on to action planning.<br />
</span></span></span></div>
</blockquote>
<br />
<blockquote class="tr_bq">
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666; line-height: 150%;">While some of those post-question silences were pretty long, I don’t even think
that my coachee noticed them. He was very busy creating. His first ideas were
probably not new, because his answers came immediately after the question was
posed. But because I kept asking the same question (with different words) over
and over again, his mind kept creating, and the pauses between question and
answer got longer and longer.<br />
</span></span></span></div>
</blockquote>
<br />
<blockquote class="tr_bq">
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666; line-height: 150%;">My general guideline in these situations is “The longer the silence, the newer
the idea.” There are two things to avoid once you have carefully crafted this creative
moment:</span><span style="color: #0a0a0a; line-height: 150%;"> </span></span></span></div>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666; line-height: 150%;">Don’t grab
one idea and analyze it in detail – leave that for later once all the
ideas are on the table.</span></span></span></li>
</ul>
</blockquote>
<br />
<blockquote class="tr_bq">
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666;">Keep in mind that the longer the silence after
your question, the harder your coachee is probably thinking, and therefore
creating. If your question is followed by silence, you are probably ‘on a
roll’! This is the best confirmation that your question is a good one!</span></span></span></li>
</ul>
</blockquote>
<a href="http://www.julie-johnson-consulting.com/blog_view/October_What_Else" target="_blank">Link to</a> Julie Johnson's blog<br />
<br />
<br />
I like the narrative style. It's practical and gives a good insight into the judgements that a coach continually has to make about the nature of their interventions. I shared the blog with some managers that I had been working with on coaching practices the day after the blog was posted and I received this response from one of the recipients shortly afterwards: <!--[if gte mso 9]><xml>
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<blockquote class="tr_bq">
<div class="MsoNormal">
<i><span style="font-family: inherit;"><span style="font-size: small;">Thanks John. I actually used this approach with one of my team – it worked
brilliantly, and almost as set out above.</span></span></i></div>
</blockquote>
<br />
...nice feedback and evidence of the importance of sharing ideas and practices. <br />
<br />
<h4>
<span style="font-family: inherit;">Coaching practice - what else do we need to consider?</span></h4>
<br />
<div style="text-align: justify;">
Through my masters studies I looked in some detail at the field of conversation analysis and ethnomethodology and the structuring of sense-making that is part of everyday conversational interaction. If you are interested in following this in more detail please go to my blog <a href="http://johnrogers960.blogspot.co.uk/2011/12/normal-0-false-false-false-en-gb-x-none.html" target="_blank">Observing Practice</a>.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Of particular interest in Julie's account is the description of the silences. What's noticeable is the work that's going on in the silences. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
The 'what else?' question is an effective device to stimulate thought and the skill of the coach is to hold the pause to allow the thinking work to develop - <span style="font-size: small;"><span style="font-family: inherit;"><span style="color: #666666;">"There was a
significant pause, during which he looked out the window</span></span></span>". However, what we can't tell from this is what the coach was doing whilst the coachee was looking out of the window. My expectation is that the coach was helping to maintain the silence by following good listening practices like maintaining eye contact and avoiding non-verbal gestures or movements that might distract the silence. My point is that these practices are being taken-for-granted but they are as much a part of the ordering process to accomplish an effective coaching intervention as the powerfulness of the question itself. </div>
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<span style="font-family: inherit;">Why is this important? </span></h4>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Coaching is an important approach to helping facilitate change in individuals and teams. However, like other management practices, it has a kind of mysterious 'black box' quality to it; coaching is not accomplished through a model or a set of questions or behaviours but through a choreography of fine-grained actions that emerge situationally each and every time a coach works with an individual or a team. In other words, however good 'what else?' is as a question - and it's one that I often use too when I'm coaching - it rather glosses over a lot of important but unseen work that is also contributing to the result. </div>
<div style="text-align: justify;">
<br /></div>
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<br /></div>
<h4 style="text-align: justify;">
<span style="font-family: inherit;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">The challenge of capturing everyday action </span></span></h4>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: inherit;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">My continuing interest in conversation analysis is the opportunity that it offers </span>to study the choreography and use it as a
learning tool to enhance the development of coaches and coaching
practice. </span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: inherit;">The challenge is that this choreography slips by too quickly and is too nuanced; and to be of use the action would need to be captured on video or audio and then analysed to produce a micro level detail of practice. I know from personal experience that the analysis takes a great deal of time and, at present, is too onerous to be of practical use. </span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: inherit;">However, I am hopeful. Big data technologies are now emerging that are able to provide information about, inter alia, workplace interactions - for an example see the HBR blog <a href="http://hbr.org/2012/04/the-new-science-of-building-great-teams/ar/1" target="_blank">The new science of building great teams</a> and the use of electronic badges to gather interactional data.</span> This type of analysis looks very promising and is producing some ground-breaking insight into how people interact. It forms part of some work that is being described as social physics that is coming out of MIT. I'm reading up on this at the moment and will write a further post of my sensing making on this topic.</div>
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<br />John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-6446125374238156982014-10-09T18:32:00.001+01:002014-10-10T11:25:24.001+01:00Leadership and management in the participation age<h1>
<span style="font-weight: normal;"><span style="font-size: small;"> <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuleByaIhPbFbaOfpokNp6v7fhrw70VPEwKayHPL26-LeiNHRMapQ8ZRHFXQRuROv9VItb8nvogvcNwXI3rw39PEpfKG0TcFbRbx1vM0O5sevplIKFdTISXANMjgFIC8fn8TJ3x0a3kxw/s1600/KnowledgeWorkerProductivityVenn.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuleByaIhPbFbaOfpokNp6v7fhrw70VPEwKayHPL26-LeiNHRMapQ8ZRHFXQRuROv9VItb8nvogvcNwXI3rw39PEpfKG0TcFbRbx1vM0O5sevplIKFdTISXANMjgFIC8fn8TJ3x0a3kxw/s1600/KnowledgeWorkerProductivityVenn.png" height="321" width="400" /></a></div>
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</span></span></h1>
<h1>
<span style="font-weight: normal;"><span style="font-size: small;"> </span></span></h1>
<h1>
<span style="font-weight: normal;"><span style="font-size: small;">Image by <a href="https://twitter.com/oscarberg/status/448193973710897152" target="_blank">Oscar Berg </a> </span></span></h1>
<br />
<div style="text-align: justify;">
I've provided a short list of articles and blogs that I've been following recently talking about changing working practices; practices that place more responsibility on individuals to make their own choices, like Richard Branson's holiday offer, or those that provide examples of organisations that are operating without managers. <br />
<br />
Branson unlimited holiday plan for Virgin blazes trail others should follow <a href="http://theconversation.com/branson-unlimited-holiday-plan-for-virgin-blazes-trail-others-should-follow-32180">link to article</a><br />
<br />
Managers are waste: Five organisations saying goodbye to the boss <a href="http://paulbromford.wordpress.com/2014/08/22/managers-are-waste-five-organisations-saying-goodbye-to-the-boss/">link to article</a><br />
<br />
Companies Without Managers Do Better By Every Metric <a href="http://www.inc.com/chuck-blakeman/companies-without-managers-do-better-by-every-metric.html">link to article</a><br />
<br />
How Medium Is Building a New Kind of Company with No Managers <a href="http://firstround.com/article/How-Medium-is-building-a-new-kind-of-company-with-no-managers">link to article</a><br />
<br />
<h4>
The end of management?</h4>
</div>
<div style="text-align: justify;">
<br />
What's interesting is the number and range of organisations that are working without formal hierarchies - from small entrepreneurial start-ups like Medium to WL Gore employing thousands of people. Although my sense is that the claims for the end of management are overstated what they point to is other ways of organising work, which are quite different from the status quo, and which are working. </div>
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<h4>
From the industrial age to the participation age</h4>
</div>
<div style="text-align: justify;">
<br />
The birth and development of today's management practices, organised around hierarchies, evolved from the industrial revolution. The emphasis was on efficiency, replication and stability. The metaphor was the organisation as a machine. Today's industrial revolution is the internet. The emphasis is on participation, collaboration and sharing. The metaphor is the organisation as a network with workers as nodes contributing their own interests, ideas and aspirations. </div>
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<br />
<h4>
Less management and more leadership</h4>
</div>
<div style="text-align: justify;">
<br />
As Warren Bennis once said, 'Managers do things right and leaders do the right things'. In other words, the distinction is about the exercise of judgement rather than applying prescriptions. In the participation age the claim is that organisations won't need managers as people will organise themselves in self-managed teams. But that there will still be a place for leaders; people who can create the conditions in which a group of people can organise their outputs towards a shared sense of purpose and meaning. Leaders in this context are facilitating rather than controlling; accountable and clear about the decisions they have the authority to make but also getting out of the way to allow people to problem solve with each other. <br />
<br />
<h4>
What makes knowledge workers productive? </h4>
</div>
<div style="text-align: justify;">
<br />
I've shared Oscar Berg's Venn diagram of 'What makes knowledge workers productive?' because it captures something of the changing focus of workplace practices to support the participation age.<br />
<br />
<h4>
Where next?</h4>
<br />
The ways in which organisations are changing is very interesting. I am certainly looking forward to keeping track of how things develop through blogs, Twitter and the like. Where next? Perhaps the key is continued experimentation: in terms of organisation designs that facilitate collaborative approaches and help make sense of what's possible for everybody in an organisation; and in approaches to learning that are built around emerging everyday workplace practice and directed by what the learner wants to find out rather than what teachers/facilitators, call them what you will, want to teach. </div>
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John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com1tag:blogger.com,1999:blog-4695779535335428689.post-86428261252086077702014-09-08T12:06:00.002+01:002014-09-08T12:13:12.158+01:00The information revolution - is this leading or following organisational change?<div style="text-align: justify;">
In this post, I want to return to the topic of collaboration as a skill required by people, especially those working in organisations. A question that I'm thinking about it whether collaborative practices are leading organisational change or whether they are following the emerging developments in the ways people are beginning to work together in a more networked fashion. </div>
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<br /></div>
<div style="text-align: justify;">
Just recently I had the chance to talk to a group about a trend, in an increasing number of organisations, to introduce enterprise-wide communication systems that are encouraging radically different methods of information dissemination. What's changing is a shift from the top-down formal practices of traditional internal corporate communications towards something that feels much more collaborative. In this environment, employees are being expected to:</div>
<div style="text-align: justify;">
<br /></div>
<ul style="text-align: justify;">
<li>participate and share their ideas, concerns and points of view through an emergent network of virtual groups. These groups cross traditional business unit 'silos' and hierarchies.</li>
<li>select and customise the streams of corporate information of most interest and make these visible on a personal home page. </li>
<li>use of a powerful search function to locate just-in-time information about, for example, company policies. </li>
<li>make themselves visible through personalised profiles with CVs, skill summaries, personal blogs and news items, wikis and videos.</li>
</ul>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
To add a couple of perspectives drawn from recent publications: </div>
<div style="text-align: justify;">
<br /></div>
<h4 style="text-align: justify;">
LinkedIn</h4>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
In the article <a href="http://www.economist.com/news/business/21612191-social-network-has-already-shaken-up-way-professionals-are-hired-its-ambitions-go-far?fsrc=scn/tw_ec/workers_of_the_world_log_in" target="_blank">Workers of the world - log in</a>, The Economist charts the growth in importance of the business social networking site in shaking up the way professionals are hired. Of interest is the ways that it is now being used by organisations for internal searches and some are using the skills data to help them make location decisions about new offices and factories.</div>
<div style="text-align: justify;">
<br /></div>
<h4 style="text-align: justify;">
From teams to teaming</h4>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
The article <a href="http://hbr.org/2012/04/teamwork-on-the-fly/ar/1" target="_blank">Teamwork on the Fly </a>in HBR April 2012 highlights a growing interest and shift in porous communities of colleagues who come together to solve a business challenge, or launch a new initiative. One of the keys to making this type of organisation work is to have a skills marketplace where people with an interest in a particular issue can find partners. <span class="paragraph"> </span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span class="paragraph">The multinational food company Group Danone
believes strongly in this concept and has
institutionalised it in the form of Networking Attitude, a programme
that encourages ad hoc projects involving employees spread across hundreds of
business units that previously operated independently, with little or
no cross-pollination. </span></div>
<div style="text-align: justify;">
<br /></div>
<h4 style="text-align: justify;">
Conclusion</h4>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Perhaps where we are now, at least in terms of how organisations are evolving in the networked era, is the end of the beginning. The internet and social media have created the means to enable networks to grow that transcend traditional notions of hierarchy and control. Whilst many company workers may have signed up to LinkedIn and other social media tools, the effect on everyday organisational life has been limited. Apart from a few early adopters, the majority have been content to 'wait and see' and the status quo of company-wide centralised communications and local and business unit team meetings remain the norm in terms of dissemination of information. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
But my sense is that we have only just begun to grasp the revolution that is unfolding. There are now a few organisations that are experimenting with different ways of organising work, e.g. Zappos, the online retailer and its holacracy model or Haier, the Chinese appliance maker that is using a large network of self-managed teams. Whether these specific models stand the test of time is less important. What is common to both, and the Danone example, are the ways in which they are pointing towards the opportunities that exist for working collaboratively. </div>
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<br /></div>
<div style="text-align: justify;">
In this context, whether the new collaborative communication practices that I cited earlier are leading or following this change is probably a moot point but what is for certain is that they will place much more emphasis on active participation from the majority. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
One practical benefit that we might all vote for is the potential for fewer emails. How? A lot of email traffic is generated by requests to multiple addressees for comments. Threaded discussions in virtual groups would eliminate this type of clutter and, other things being equal, reduce the size of the inbox - we live in hope. </div>
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John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-55053059865420787682014-08-29T13:36:00.000+01:002014-08-29T13:36:37.966+01:00Learning practices - what is best practice?<div style="text-align: justify;">
First my thanks to Harold Jarche for his blogpost that alerted me to this piece on the Neurobonkers blog<span style="font-weight: normal;"><span style="font-size: small;"><span style="font-family: inherit;"> <a href="http://bigthink.com/neurobonkers/assessing-the-evidence-for-the-one-thing-you-never-get-taught-in-school-how-to-learn#.U_7bj9RLTFQ.twitter" target="_blank">'The lesson you never got taught in school: How to learn!'</a></span></span></span>. The latter draws attention to and summarises an academic paper called 'I<span class="Z3988" title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.jtitle=Psychological+Science+in+the+Public+Interest&rft_id=info%3Adoi%2F10.1177%2F1529100612453266&rfr_id=info%3Asid%2Fresearchblogging.org&rft.atitle=Improving+Students%27+Learning+With+Effective+Learning+Techniques%3A+Promising+Directions+From+Cognitive+and+Educational+Psychology&rft.issn=1529-1006&rft.date=2013&rft.volume=14&rft.issue=1&rft.spage=4&rft.epage=58&rft.artnum=http%3A%2F%2Fpsi.sagepub.com%2Flookup%2Fdoi%2F10.1177%2F1529100612453266&rft.au=Dunlosky%2C+J.&rft.au=Rawson%2C+K.&rft.au=Marsh%2C+E.&rft.au=Nathan%2C+M.&rft.au=Willingham%2C+D.&rfe_dat=bpr3.included=1;bpr3.tags=Psychology">mproving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology'. 10 techniques were evaluated. The context of the study was primarily concerned with students in higher and further education.</span></div>
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<span class="Z3988" title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.jtitle=Psychological+Science+in+the+Public+Interest&rft_id=info%3Adoi%2F10.1177%2F1529100612453266&rfr_id=info%3Asid%2Fresearchblogging.org&rft.atitle=Improving+Students%27+Learning+With+Effective+Learning+Techniques%3A+Promising+Directions+From+Cognitive+and+Educational+Psychology&rft.issn=1529-1006&rft.date=2013&rft.volume=14&rft.issue=1&rft.spage=4&rft.epage=58&rft.artnum=http%3A%2F%2Fpsi.sagepub.com%2Flookup%2Fdoi%2F10.1177%2F1529100612453266&rft.au=Dunlosky%2C+J.&rft.au=Rawson%2C+K.&rft.au=Marsh%2C+E.&rft.au=Nathan%2C+M.&rft.au=Willingham%2C+D.&rfe_dat=bpr3.included=1;bpr3.tags=Psychology">Distributed practice </span></h4>
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<span class="Z3988" title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.jtitle=Psychological+Science+in+the+Public+Interest&rft_id=info%3Adoi%2F10.1177%2F1529100612453266&rfr_id=info%3Asid%2Fresearchblogging.org&rft.atitle=Improving+Students%27+Learning+With+Effective+Learning+Techniques%3A+Promising+Directions+From+Cognitive+and+Educational+Psychology&rft.issn=1529-1006&rft.date=2013&rft.volume=14&rft.issue=1&rft.spage=4&rft.epage=58&rft.artnum=http%3A%2F%2Fpsi.sagepub.com%2Flookup%2Fdoi%2F10.1177%2F1529100612453266&rft.au=Dunlosky%2C+J.&rft.au=Rawson%2C+K.&rft.au=Marsh%2C+E.&rft.au=Nathan%2C+M.&rft.au=Willingham%2C+D.&rfe_dat=bpr3.included=1;bpr3.tags=Psychology">Having read the paper I want to use this blog to reflect on the learning technique of distributed practice both because the authors rated it highly in terms of effectiveness and because it's the most relevant to me in terms of its application in the business context. </span></div>
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<span class="Z3988" title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.jtitle=Psychological+Science+in+the+Public+Interest&rft_id=info%3Adoi%2F10.1177%2F1529100612453266&rfr_id=info%3Asid%2Fresearchblogging.org&rft.atitle=Improving+Students%27+Learning+With+Effective+Learning+Techniques%3A+Promising+Directions+From+Cognitive+and+Educational+Psychology&rft.issn=1529-1006&rft.date=2013&rft.volume=14&rft.issue=1&rft.spage=4&rft.epage=58&rft.artnum=http%3A%2F%2Fpsi.sagepub.com%2Flookup%2Fdoi%2F10.1177%2F1529100612453266&rft.au=Dunlosky%2C+J.&rft.au=Rawson%2C+K.&rft.au=Marsh%2C+E.&rft.au=Nathan%2C+M.&rft.au=Willingham%2C+D.&rfe_dat=bpr3.included=1;bpr3.tags=Psychology"><br /></span></div>
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In summary, distributed practice is about the spacing out of learning episodes over time, compared to cramming, and the optimum gaps between each episode to aid retention. </div>
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The conclusions of the paper are that the optimal level of distribution of sessions for learning
is 10-20% of the length of time that something needs to be remembered.
So if you want to remember something for: a year you should study at
least every month; for five years then the spacing should be every six to twelve months; for a week then the spacing should be 12-24 hours
apart. </div>
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Implications for practice</h4>
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Pros</h4>
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Managers value the stimulation of periodic learning about management. I know this because this is what some of the participants on my programmes tell me. I also read something similar to this about Decurion, a US real-estate and cinema organisation, which had created a 10 week management course, run by their leaders. Attendance was voluntary and many employees had taken the course several times to enable them to understand the ideas and practices at a much deeper level and to see how to apply them to the business.</div>
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In my experience as a management developer, I can sense that my practice and salience increases the more I do it. In one sense there is no real surprise with this point because it is already well understood that teaching others is itself a deep learning method. However, what I notice is that when combined with my prior knowledge and experience as a manager and my interest in management learning practice, regular learning episodes seem to help. So, it is a combination of good practices done regularly - e.g. facilitation, reading, note taking, blogging, which help. The paper makes this point too - distributed practice is about the importance of a schedule of learning activities rather than favouring a particular kind of learning episode. </div>
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I did a short piece of research at a UK bank in 2007 that looked at how managers were learning and the methods that worked. Although learning through day-to-day experience came out top, this verbatim extract from one of the research interviews validates the value of distributed learning practice:</div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">“…feels
very different…because we were coming back and working on assignments it does
feel like a 12/18 month journey and I do feel like I’m applying things because
it’s in my thoughts almost every day…more with me than any other kind of
training I’ve done before<span style="mso-spacerun: yes;"> </span>I’d say that
95% of the training I’ve done in the past has been lost probably over the
years.<span style="mso-spacerun: yes;"> </span>I’m sure that I’ve taken some of
it in, but the ...[external programme] stuff seems to have the daily
reinforcement.”</span></i></div>
<br />
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
</div>
<h4 style="text-align: justify;">
Cons</h4>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Notwithstanding the positive effects of distributed practice, there are some important catches.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
It may work best when processing information deeply and so for the greatest benefits it looks like it needs to be combined with some level of testing or assessment. The purpose of testing may be twofold: to deepen the learning and introduce a level of formality and structure. In my experience, this is something that many businesses shy away from for a range of cost, operational and/or philosophical reasons.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
If you do go down the route of testing, then students tend to cram the activity required for the assessment into the last minute. Human nature? Probably. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
If distributed practice is organised around periodic workshops that take delegates off their jobs this creates operational tensions. </div>
<div style="text-align: justify;">
<span class="Z3988" title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.jtitle=Psychological+Science+in+the+Public+Interest&rft_id=info%3Adoi%2F10.1177%2F1529100612453266&rfr_id=info%3Asid%2Fresearchblogging.org&rft.atitle=Improving+Students%27+Learning+With+Effective+Learning+Techniques%3A+Promising+Directions+From+Cognitive+and+Educational+Psychology&rft.issn=1529-1006&rft.date=2013&rft.volume=14&rft.issue=1&rft.spage=4&rft.epage=58&rft.artnum=http%3A%2F%2Fpsi.sagepub.com%2Flookup%2Fdoi%2F10.1177%2F1529100612453266&rft.au=Dunlosky%2C+J.&rft.au=Rawson%2C+K.&rft.au=Marsh%2C+E.&rft.au=Nathan%2C+M.&rft.au=Willingham%2C+D.&rfe_dat=bpr3.included=1;bpr3.tags=Psychology"> </span></div>
<h4 style="text-align: justify;">
Conclusion</h4>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Businesses want managers to adapt and change their practices. What this research is pointing to is the importance of using learning practices that aid long term retention. At one extreme sporadic standalone interventions will only deliver short-lived effects and at the other a longer term programme of learning and testing is probably not viable for high volume requirements because of operational and cost reasons. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
The gap can be filled by educating learners on how to learn. From a self-help point of view, I like 'A Manager's Guide to Self Development' by Mike Pedler, John Burgoyne and Tom Boydell. It is based on solid research and contains lots of targeted exercises. The other techniques highlighted by the research paper are also worth exploring because no one solution or approach suits everybody. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Reference:</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
<span class="Z3988" title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.jtitle=Psychological+Science+in+the+Public+Interest&rft_id=info%3Adoi%2F10.1177%2F1529100612453266&rfr_id=info%3Asid%2Fresearchblogging.org&rft.atitle=Improving+Students%27+Learning+With+Effective+Learning+Techniques%3A+Promising+Directions+From+Cognitive+and+Educational+Psychology&rft.issn=1529-1006&rft.date=2013&rft.volume=14&rft.issue=1&rft.spage=4&rft.epage=58&rft.artnum=http%3A%2F%2Fpsi.sagepub.com%2Flookup%2Fdoi%2F10.1177%2F1529100612453266&rft.au=Dunlosky%2C+J.&rft.au=Rawson%2C+K.&rft.au=Marsh%2C+E.&rft.au=Nathan%2C+M.&rft.au=Willingham%2C+D.&rfe_dat=bpr3.included=1;bpr3.tags=Psychology">Dunlosky,
J., Rawson, K., Marsh, E., Nathan, M., & Willingham, D. (2013).
Improving Students' Learning With Effective Learning Techniques:
Promising Directions From Cognitive and Educational Psychology <span style="font-style: italic;"><a href="http://psi.sagepub.com/content/14/1/4.full?ijkey=Z10jaVH/60XQM&keytype=ref&siteid=sppsi" target="_blank">Psychological Science in the Public Interest,</a> 14</span> (1), 4-58 </span></div>
John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-36286767827422430462014-07-15T19:28:00.002+01:002014-07-17T15:48:57.727+01:00The messy business of learning to become a leader<div style="text-align: justify;">
I have spent today, as I often do, working with a group of team leaders on the practices of feedback and coaching.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Running workshops for managers who work in commercial organisations is always interesting. Managers are hungry for hints and tips that will help them solve pressing performance issues. <span style="font-size: small;"><span style="font-family: inherit;"></span></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;">Of course, providing hints and tips makes sense. If there is knowledge that can be shared that will help improve performance then why not? However, what I notice, and indeed concerns me, is the extent to which this approach to learning, especially management learning, attempts to reduce it to a set of instrumental steps. </span></span><span style="font-size: small;"><span style="font-family: inherit;"></span></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;">This need for certainty in managerial practice is fed by the organisations that sponsor and commission management development. Organisations want managers who are competent to, inter alia, manage performance, give feedback and establish a coaching culture that fosters personal responsibility. They too are looking for instrumental approaches that will solve organisational performance needs.</span></span> The analogy that I've used before is the notion of learning as a garage refit - <span style="font-size: small;"><span style="font-family: inherit;">“remove a group of managers/team members
from the workplace, repair or fit higher performance parts as instructed,
lubricate if necessary and return to service.”</span></span></div>
<div style="text-align: justify;">
<br /></div>
<h4 style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;">Knowing vs Becoming</span></span></h4>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
I came across an interesting reflection about the vulnerability of learning in this <a href="http://www.elearnspace.org/blog/2014/01/13/the-vulnerability-of-learning/" target="_blank">blog </a>from elearnspace. What interested me was the way it drew attention to the distinctions between knowing and becoming and, in the writers view, a deficit in practices that encourage learners to explore their vulnerabilities and to notice how they are 'becoming' whatever it is they are learning to become. Of interest was the extent to which this was not about the content but on the challenges of learning. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<br /></div>
<h4 style="text-align: justify;">
Roman roads or woodpaths</h4>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
This reminded me of my <a href="http://johnrogers960.blogspot.co.uk/2011/11/learning-roman-roads-or-woodpaths.html" target="_blank">blog </a>in November 2011, based on the above title, in which I explored the issues of learning practices that were concerned with providing clear cut 'Roman roads' to knowledge compared with the messier notion of 'woodpaths' that meander and involve getting lost but which also produce useful learning about what works and what doesn't.</div>
<div style="text-align: justify;">
<br /></div>
<h4 style="text-align: justify;">
Back to today</h4>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
And so coming back to what I noticed about my work with the group today. The models that underpin practice in feedback and coaching are freely available - A.I.D, Skill/Will, GROW, for example, can be easily acquired. The challenge is in their application and in becoming somebody who can give feedback well and facilitate others learning.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
For me it comes down to a choice about who is in control of the learning; the teacher or the learner. In my own 'becoming' as a management developer and understanding how managers learn the most important role that I can play is to do everything I can to put the learner in control. On skills based topics like today I favour the use of learner-generated scenarios over prescribed role plays. There are risks with this approach, principally that the teacher/facilitator has no control over the scenarios and, consequently, the 'take aways'. But, if I listen to the feedback, the managers tell me that they prefer this over the alternative prescribed approaches.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
It's messier but it's also a deeper learning experience.</div>
John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-54208211700360271772014-05-23T17:21:00.000+01:002014-05-23T17:21:04.234+01:00Trends in Human Resource Development - piccolo, econimo, rapido<div style="text-align: justify;">
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Some years ago I was working with an organisation development consultant on a programme for operations managers. His mantra was piccolo, econimo, rapido or, in other words, what could be done in small steps, cheaply and quickly to make something happen. Working in a large and slow moving organisation at the time, the notion felt rather pioneering. I had become quite stuck with the idea that learning had to be planned and organised, like a military operation. The result was that the quality of what was done was usually good, but at the expense of being too slow in the eyes of the client. The idea of piccolo, econimo, rapido made a big difference - it helped change perceptions of the training department from slow and unresponsive to an enabler of workplace performance, in tune with the pace of the business. </div>
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Followers of this blog will know that I like to muse about what's happening in human resource development and, perhaps, the notion of piccolo, econimo, rapido captures something of the trends that are taking place right now in learning. I talked to a group of undergraduates at Durham Business School in March about trends in HRD and this post is a summary and reflection of some the key things we talked about.</div>
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<h4>
Encouraging independence</h4>
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<br /></div>
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Access to powerful search engines means that we can now find most information that we want, when we want it and for free, thus bypassing the traditional gatekeepers. This means that, most of the time, we can get answers to our time-bound and situation-bound questions without the need for a traditional intermediary like a training department. <br />
<br /></div>
<div style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">In my own practice, I am an active user of online networks to access new
ideas. Whilst it's possible that I might be part of a user group that's paying more attention to these networks and their value, it seems
to me that it is only a matter of when, rather than if, this openness
will have an impact on formal
training. <span style="mso-spacerun: yes;"> </span> </span></span></span></div>
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<br /></div>
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In my work with leaders, I often point to ideas and information that I've found on the web, which post-date the production of any course materials, and leave the participants to make their own notes and actions, outside the course, to find them for themselves. For me it's an example of some simple steps, taken in the context of a formal learning setting, which can stimulate and encourage independence.</div>
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Single use learning - immediate and disposable </h4>
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<br />
At the Learning and Skills Exhibition 2014 I saw an interesting example of <a href="http://www.ice.cam.ac.uk/component/courses/?view=course&cid=10602" target="_blank">coaching using online tools</a> like Skype. <br />
<br />
Although this is a formal development process it does give us a glimpse of what's possible, quickly and cheaply, with tools like Skype when applied to workplace learning - the ability to coach
people over distance, the ability to give people information or support and
encouragement, the ability to get groups of people in different locations, from
different divisions, different countries or different companies together
quickly.<br />
<br />
It's not difficult to imagine a situation where somebody has just heard that a colleague has got<span style="mso-spacerun: yes;"> </span>some good techniques for selling a product and they then get everybody onto a Skype call to demonstrate the techniques, talk about it, record it, turn it into a conversation
that other people can listen to and then do it. The focus is on performance and practice rather than getting into the whole cycle of developing a formal piece of
learning. <br />
<br />
<h4>
'Enlighten us, but make it quick'</h4>
<div>
<br /></div>
<div>
Ignite
is the name for a particular type of event that has been held in around
100 cities worldwide, organised by volunteers, at which participants
speak about their ideas and personal or professional passions according
to a
specific format. The tagline is 'enlighten us, but make it quick'.
Each speaker is allocated five minutes of presentation time and is
accompanied by 20 presentation slides. During the presentations, each
slide
is displayed for 15 seconds and then automatically advanced. To see
examples follow these links <a href="http://www.ignitecardiff.co.uk/video/" target="_blank">Ignite Cardiff</a> <a href="http://igniteshow.com/" target="_blank">Ignite Showreel</a></div>
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Reflections on format having seen it in action? Positives: lots of content in a short space of time,
redundancy for the listener is minimised, encourages presenters to
practise because the slides' advance is uncontrollable. Negatives -
creates tension for the speaker - when I have seen this format in practice I noticed that several of the
presenters rushed and on many occasions were waiting for the next slide
to advance; it creates tension for the listener - I found myself paying a
lot of attention to anticipating the next slide than necessarily
concentrating on the speaker.</div>
<div>
<br /></div>
<div>
But it is a great example of the small, cheap and quick concept. It's got some rough edges, for sure, but I loved the energy that it creates and there are lots of practical learning benefits for both the giver and the receiver. <br />
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<h4>
Energy, engagement and exploration</h4>
<br />
<br />
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black; font-style: italic;">‘The New Science of Building Great
Teams’ </span><span style="color: black;">appeared in Harvard Business Review April 2012, p61-70.</span></span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">I'm very interested in the research done at MIT's Human Dynamics Laboratory and Sociometric Solutions on what differentiates great teams. Their approach captures data to measure 1) how team members contribute to a team as a whole (Energy) 2) how team members communicate with one another (Engagement) and 3) how teams communicate with one another (Exploration). It's most startling and interesting claim is that productive teams have certain data signatures - a mix of the energy, engagement and exploration practices - that are so consistent that they can predict a team's success simply by looking at the data without ever meeting its members. Their data gathering processes are hard to replicate in everyday practice, however, keeping small, cheap and quick in mind, a lot could be done with a digital video camera, a tally sheet and some interviews. </span></span></span><br />
<br />
<h4>
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">Conclusion</span></span></span></h4>
<br />
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">In no sense am I making a singular pitch for learning to always be small, cheap and quick. Some of my best and deepest learning has come from the hard graft of working on my own, researching, reading, note taking and writing. </span></span></span></div>
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However, in the workplace setting, it is time, or the lack of it, which is the greatest barrier to learning. Piccolo, Econimo, Rapido is a useful principle to work with to deliver results. </div>
John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-73454166482301912052014-04-23T12:09:00.001+01:002014-04-24T12:49:16.630+01:00Business leadership in Africa<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnLuxzKWUBv7_Wypd0yvGmdIACm3vGUi2Fnz177RD_TRGZ2ppOACukW0JMoINhfKtWI5RWC5-hJbqwgZU4wk9YuNi-RKkpfW7tIVPENbVSr1nWx_Epuwc9UuHlfp64Jd0F1KacUgeXLDQ/s1600/Africa+continent.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnLuxzKWUBv7_Wypd0yvGmdIACm3vGUi2Fnz177RD_TRGZ2ppOACukW0JMoINhfKtWI5RWC5-hJbqwgZU4wk9YuNi-RKkpfW7tIVPENbVSr1nWx_Epuwc9UuHlfp64Jd0F1KacUgeXLDQ/s1600/Africa+continent.png" height="300" width="320" /></a></div>
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One of the things that I'm actively working on at the moment is a learning expedition to Africa. <span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">These expeditions are about learning in context by visiting a country and learning, through discovery and reflection, about business practice. </span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">The expedition will be based in Accra, Ghana and will focus on business leadership. We will meet with business</span><span style="color: black; vertical-align: baseline;">
leaders</span><span style="color: black;">,
university</span><span style="color: black; vertical-align: baseline;"> faculty</span><span style="color: black;">,
government ministers, students and NGOs to find out the strategies, business models and leadership approaches that are being used to take advantage of Africa's rising economic growth. </span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">What's different about doing business in Africa?</span></span></span></h4>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;"><br /></span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">I've spent the past seven years shuttling between the UK and Nigeria working on a contract with one of the oil majors. Apart from some rather obvious differences between working in, say, London or Paris, compared to Lagos, which are about the weather and the traffic, the day-to-day business practices are, on the surface at least, quite familiar. But if you stand back a little and observe what's going on you find, just as you would in any business, a texture to how things get done that reflects the cultural norms of that place. It's tempting for international businesses to assume that their practices can be applied unproblematically but to make this assumption is both naive and disrespectful.</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;"><br /></span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">Here is an example of what I mean in this piece written by </span></span></span>the African journalist, Adaobi Tricia Nwaubani for the BBC -<span style="font-size: small;"> <a href="http://www.bbc.co.uk/news/world-africa-27081948" target="_blank">Letter from Africa: Doing business in Nigeria</a></span></div>
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<br /></div>
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<span style="font-size: small;">In it there is a great example of how a foreign mobile phone company applied an international standard in its Nigerian call centres of ending a call with the question </span>"Is there anything else I can do for you?" The problem they encountered was that the majority of Nigerians were not used to rejecting a blank cheque. </div>
<br />
<blockquote class="tr_bq">
<div id="story_continues_4">
"Whenever you asked them that
question, they automatically assumed that they must request something
else - almost like when diners at a buffet feel compelled to keep
stuffing their bellies because the tureens are not yet empty. </div>
</blockquote>
<blockquote class="tr_bq">
And so, the conversations between customer service staff and Nigerian customers never seemed to end. Each time staff attempted to conclude by once again asking the question, another round of requests began. Sometimes, the customers would invite their nearby family and
friends to the phone, in case anyone had a problem that might need
sorting out."</blockquote>
The solution to the problem was simple: with the exception of premium customers, calls were concluded with a simple "Thank you for calling".<br />
<br />
<h4>
What should you expect on the learning expedition?</h4>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
The approach that we are taking is to provide a diverse range of interactions that will expose participants to the economic, social and political practices. We will, for example, be collaborating with a Ghanaian business technology incubator to run a 'hackathon' on business issues presented by the participants. In another example, participants will be working with <span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">vendors in a typical African street
market to sell mobile phones to customers. The bottom line is about learning in the field from practitioners. We will meet in a classroom each day but this will be to facilitate the individual and collective learning that is emerging from the experience.</span></span></span></div>
<div style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;"><br /></span></span></span></div>
<h4 style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">Want to know more?</span></span></span></h4>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">Africa is changing </span></span></span>and <span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">the leadership it needs is changing too.
Many organisations, wherever they are based, </span><span style="color: black;">know
they need to have </span><span style="color: black;">executives who will be leaders in
Africa.</span></span></span></div>
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<br /></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">If you want to know more please contact me on john@gtnworld.net or +44 7748 984628 </span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;"><br /></span></span></span></div>
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John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-45025370092431104242014-04-02T16:19:00.000+01:002014-04-02T16:19:22.463+01:00Learning online - 'playing to strengths' <br />
<div style="text-align: justify;">
I came across this <a href="http://www.thesmartworkcompany.com/towards-the-social-business-school/" target="_blank">blog post</a> from the Smart Work Company which provided a useful list of benefits that derive from participating in open online conversations. In fact, the blog makes an interesting point about reflective conversations, developed online, might be offering an alternative approach to business education. </div>
<div style="text-align: justify;">
<blockquote class="tr_bq">
<ul>
<li><i>Extending the informal relationships that people have always needed for fun, social support and learning</i></li>
<li><i>Letting us discover who knows what</i></li>
<li><i>Enabling us to ask our network for recommendations</i></li>
<li><i>Providing opportunities to find serendipitous and timely information</i></li>
<li><i>Helping us to make sense of and see patterns in flows of information</i></li>
<li><i>Helping us to practise disagreeing without being disagreeable</i></li>
<li><i>Helping us to practise asking questions, thinking critically and learning to challenge the status quo</i></li>
<li><i>Building our social capital — being known for our expertise, helpfulness and quality and influence of our network connection</i></li>
<li><i>Enabling us to self-organise</i></li>
<li><i>Letting us experiment</i></li>
<li><i>Letting us bounce ideas off each other</i></li>
<li><i>Giving us the opportunity to learn from and be inspired by others</i></li>
<li><i>Having playful conversations</i></li>
<li><i>Giving us courage and emotional support when we are fearful or overwhelmed by doing something new</i></li>
</ul>
</blockquote>
</div>
<div style="text-align: justify;">
It's a good list and it reflects my own experience of using social media, websites, blogs and so on as the means of facilitating my learning. But like any list there are some things that I would give more priority to than others which, I guess, reflects a lot about what I find useful, who I am and how I interact with others, regardless of the medium of communication.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
My sense is that what learning online in doing is nurturing the strengths that each of us already has. For example, if we find it useful to make notes about what we are learning - I do - then writing a blog plays well to this. Or if you are already strong at bouncing ideas off others - I'm not - then forums and chat rooms work in the same way just at greater scale and provide access a wider net of people. <br />
<br />
<br />
So my point is this: working and learning online amplifies what it is we are already doing and have always been doing be that writing or asking questions or providing feedback or observing or sense-making or thinking critically, etc. What we should be doing is noticing and taking seriously what it is that we are good at and then participating in the online environment in ways that play to these strengths. In so doing, we will be honing our strengths and practising 21C ways of working. <br />
<br />
Here are my suggestions for getting started... <br />
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</td>
<td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; text-align: left; width: 152.55pt;" valign="top" width="203">
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Facebook, LinkedIn, Google+</div>
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Helping others</div>
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Set up or participate in online forums</div>
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LinkedIn special interest groups</div>
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Google+</div>
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Yammer/Socialcast/Jive/Ning</div>
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Share slide presentations</div>
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SlideShare</div>
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Making short ‘how to’ videos</div>
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YouTube</div>
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Working collaboratively</div>
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Sharing and creating documents or presentations </div>
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Google Drive/Docs</div>
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<br />John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-71074667401297939812014-02-28T11:18:00.001+00:002014-02-28T11:18:37.461+00:00Experiments in organisation and the implications for management<br /><div style="text-align: justify;">
There have been a number of articles and blogs published recently discussing the implications for management and management structures in the internet age. Here are a couple of links that I've been following:<br /><br /><a href="http://www.hrzone.com/feature/leadership/do-we-still-need-managers/142999">Do we still need managers</a> from the HR Zone blog that talks about the potential implications for management of the announcement by Zappos, the US online retailer, to abolish its reporting hierarchy and job titles. In its place is a self-organising model called Holacracy. The rationale is that this will help the company to become more adaptive to change and improve employee engagement, as individuals take on more responsibility for their own work.<br /><br /><a href="http://www.economist.com/news/business/21587792-radical-boss-haier-wants-transform-worlds-biggest-appliance-maker-nimble">Haier and higher </a>from The Economist describes the attempts to transform the world’s biggest appliance-maker into a nimble internet-age firm. The firm has organised itself into 2000 self-managed teams that include responsibilities for P&L and rewarding performance.<br /><br /> It's too early to say whether either of these approaches will work or how they will adapt. Of greater importance is what they are pointing towards in terms of the practice of management and, perhaps, a much more fundamental disruption of how we think about this notion.<br /> </div>
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Whilst modern management as both a theorectical study and as a practice is a 20th century phenomenom, in truth management practices have been present long before these things became codified in the way they are now, e.g the building of the pyramids, the exploitation of slaves, the deployment of armies have all required the organisation of labour to achieve a desired outcome. <br /><br /><br /> <b>So what might this mean for the future role of managers? </b><br /><br />In my blog <a href="http://johnrogers960.blogspot.co.uk/2013/12/do-managers-matter-using-data-to-make.html">Do manager's matter - using data to make the case </a>I highlighted the analysis done by Google as to what employees wanted from their managers. Somewhat surprisingly, to my mind at least, was how conventional the results were: a good coach, empowering, results orientated and so on. <br /> </div>
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My hunch is that what constitutes good management practice, whether viewed from traditional management theory or a manager's perspective or from an employee's simply reverts to the status quo. It also reinforces a number of taken-for-granteds about management: that good management is about applying a set of generalised attributes and a fallacious separation between the work of managers and employees. However plausible, the attributes are too neat; they do not describe the interactional work that's taking place minute by minute between, say, the manager and their employees. If we were to look at the <i>work </i>of management or leadership what we would discover would not be generalisable or concrete but ephemeral and in a constant state of flux. <br /> </div>
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The moves by Zappos and Haier to experiment with how they organise work is interesting on a number of levels.<br /> </div>
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<li>First, they are bold attempts to break away from traditional approaches of organisation. The internet age is changing the ways in which we connect with each other so why not experiment with radical approaches to organisation too?</li>
<li>Second, they appear to be placing much greater emphasis on co-operation to get things done and less on the artificial distinctions between people at different levels in a hierarchy. </li>
<li>Third, they are pointing towards something that Henry Mintzberg has been writing about for some years and that is the need for less leadership and more community-ship. Here is his quote from a piece in the FT in 2006: </li>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black; font-style: italic;">Isn’t </span><span style="color: black; font-style: italic;">it
time to think of our organisations as communities of cooperation, and in so
doing put leadership in its place: not gone, but alongside other important
social processes.</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black; font-style: italic;">What </span><span style="color: black; font-style: italic;">should
be gone is this magic bullet of the individual as the solution to the world’s
problems. We are the solution to the world’s problems, you and me, all of us,
working in concert. This obsession with leadership is the cause of many of the
world’s problems.</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black; font-style: italic;">And </span><span style="color: black; font-style: italic;">with
this, let us get rid of the cult of leadership, striking at least one blow at
our increasing obsession with individuality. Not to create a new cult around
distributed leadership, but to recognize that the very use of the word
leadership tilts thinking toward the individual and away from the community. We
don’t only need better leadership, we also need less leadership.</span></span></span></div>
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<span style="font-weight: normal;"><span style="font-size: small;">Mintzberg, H. (2006) <i>'Community-ship is the answer'.</i> Business Education Supplement, Financial Times 23rd October 2006: 8</span></span></h1>
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Conclusion</h4>
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Whether what's happening at Zappos or Haier will work is not the point. Of more importance is what emerges from these experiments. As I have written about on many occasions before, what should be of interest to practitioners, management developers, coaches and so on is the study and understanding of the intricate workings of meaning making between people. These experiments, if studied, may help brush away the legacies of hierarchy and to look instead at how people are working together.</div>
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John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-12671728539317003782014-02-16T22:44:00.000+00:002014-02-16T23:01:18.596+00:00Learning and Skills Exhibition 2014<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUjGuAjy96s9O0ol49i-AjF_U8X7zCUDzG-YUG2YF3Fb_pp25Hco25qjOVWtuLjeDHEMgGSShk_iR2uNl2rsjmxDWuWfB1YPvLc-Midw4jtVSo2Cu1iH_kHcuiMssBkKTBlKjeCLxaLSQ/s1600/group.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUjGuAjy96s9O0ol49i-AjF_U8X7zCUDzG-YUG2YF3Fb_pp25Hco25qjOVWtuLjeDHEMgGSShk_iR2uNl2rsjmxDWuWfB1YPvLc-Midw4jtVSo2Cu1iH_kHcuiMssBkKTBlKjeCLxaLSQ/s1600/group.gif" height="87" width="320" /></a></div>
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I went to the Learning and Skills Exhibition at Olympia this year. It is a popular event that's co-located with the Learning Technologies Exhibition and Conference and both days were very busy.</div>
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The exhibition is free to enter and there were a large number of seminars running in parallel across 10 open theatre areas. These were being run by commerical training providers and although this meant that they included a certain amount of 'selling', by and large, I found the content well presented and a good way of taking the pulse about what's going on in the L&D market. It was also a great networking event. I bumped into a lot of people both on the stands and as attendees and had some interesting chats with old and new contacts.</div>
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The things that I saw which interested me were...</div>
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Social learning using user-generated video</h4>
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Fuse Universal and Phones4U gave a lively presentation about the use of user-generated <a href="http://www.youtube.com/watch?v=imcNa42TQ7g&list=PLfsYGPxWnWaLN9VbViEPFkLAd93kKdiec&index=2" target="_blank">video </a>to help develop sales effectiveness. The video link that I've added does a good job in making the case for this type of social learning. What I can't find online is the video that was shown at the conference, produced by one of Phones4U's frontline sales people. It was creative, full of energy and contained lots of context-specific content with sales tips and tricks. </div>
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Online Coaching Development</h4>
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The University of Cambridge's Institute of Contunuing Education (ICE) presented their <a href="http://www.ice.cam.ac.uk/component/courses/?view=course&cid=10602" target="_blank">online </a>approach to coach development. The title of the presentation was 'Can you really learn coaching skills online?'</div>
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Given that this was a presentation about their online learning programme, then the answer was 'yes' of course. What really interested me was the analysis from research done with students about their levels of discomfort with self-disclosure in discussions. The continuum was from: working 1:1 with another person face-to-face (most comfortable) through working in trios, groups of up to 5, groups of 6 or more to online (least comfortable); the results were just over 70% for 1:1 to about 20% for online working.</div>
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What impressed me was that the presenter acknowledged the virtue of workshop-based coach development but also pointed towards an alternative approach using online methods. The course uses Skype to create a 'bubble' for paired coach/coachee practice with the facilitator also present providing verbal feedback, through the Skype channel, to the trainee coach. The rest of the learning group/set could listen to the conversation through headphones and were invisible to the coaching pair. They were able to add their written feedback about the coaching practice. </div>
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The point in all of this is that if you want to develop coaching skills and you can get along to a traditional workshop then this approach has a lot going for it. But not everybody can work this way and the online model demonstrated a compellling alternative that replicated the 1:1 'safe space' for self-disclosure using Skype and also encouraged good deep learning processes from those observing through the written feedback process; an additional benefit being to the trainee coach of a permanent and reviewable record of the feedback for continuing reflection and learning. </div>
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Ignite</h4>
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Ignite is the name for a particular type of event that has been held in around 100 cities worldwide, organised by volunteers, at which participants speak about their ideas and personal or professional passions according to a
specific format. The tagline is '...enlighten us, but make it quick'. Each speaker is allocated five minutes of presentation time and is
accompanied by 20 presentation slides. During the presentations, each slide
is displayed for 15 seconds and then automatically advanced. To see examples follow these links <a href="http://www.ignitecardiff.co.uk/video/" target="_blank">Ignite Cardiff</a> <a href="http://igniteshow.com/" target="_blank">Ignite Showreel</a></div>
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At the session I saw there were 6 speakers and the topics covered were: The best training event ever - NHS Couch to 5k programme, Skills@School, Life as a Digital Apprentice, Avoiding the Mariah Carey Syndrome, Being Your Best Self and The Baloney Detection Kit - Bertram Forer's Personality Test.</div>
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Reflections about format? Positives: lots of content in a short space of time, redundancy for the listener is minimised, encourages presenters to practice because the slides' advance is uncontrollable. Negatives - creates tension for the speaker - I noticed that several of the presenters rushed and on many occasions were waiting for the next slide to advance; creates tension for the listener - I found myself paying a lot of attention to anticipating the next slide than necessarily concentrating on the speaker.</div>
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Overall, I thought that this was an interesting idea that has value as a learning process both for the presenter and the listener. </div>
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John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-23996049889952735832013-12-10T17:32:00.000+00:002014-02-27T12:00:49.879+00:00Do managers matter? - using data to make the case<div style="text-align: justify;">
Over the past few months I've been commenting on leadership behaviours <a href="http://johnrogers960.blogspot.co.uk/2013/10/how-should-your-leaders-behave.html" target="_blank">blog link</a> and the qualities of effective managers <a href="http://johnrogers960.blogspot.co.uk/2013/09/11-qualities-of-effective-manager-and.html" target="_blank">blog link</a>. And so I read with interest the piece in the December 2013 edition of HBR 'How Google Sold Its Engineers on Management' by David A. Garvin. (Reprint R1312D)</div>
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What's interesting about this piece is not so much the conclusions reached about what Google's best managers do, but the ways in which these were validated by employee research.<br />
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Do managers matter?</h4>
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In an organisation dedicated to being a company built by engineers for engineers, there was an instinctive belief that management might be more destructive than beneficial; a distraction from the real work of problem solving. Indeed, so uncertain were they about the value of managers, they experimented with a completely flat organisation, eliminating engineering managers. The experiment lasted only a few months when too many people were going to the CEO with questions about expense reports, interpersonal conflicts and other nitty-gritty issues. And then there were the contributions that managers made to communicating company strategy and policy, prioritising resources, facilitating career development, etc.</div>
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What do good managers do?</h4>
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Here's the list developed from studying, coding and processing qualitative comments from thousands of employee surveys, performance reviews and submissions for the organisaton's great manager award. </div>
<ol style="text-align: justify;">
<li>Is a good coach</li>
<li>Empowers the team and does not micromanage</li>
<li>Expresses interest in and concern for team members' success and personal well-being</li>
<li>Is productive and results-oriented</li>
<li>Is a good communicator - listens and shares information</li>
<li>Helps with career development</li>
<li>Has a clear vision and strategy for the team</li>
<li>Has key technical skills that help him or her advsie the team</li>
</ol>
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No surprises but the list resonated because it was based on Google data. The behaviours emerged from what was already happening and working, bottom-up. This contrasts starkly with the top-down approach on which I have commented previously. </div>
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Things that I noticed...</div>
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Small incremental increases in manager quality were quite powerful </h4>
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Through the application of statistical techniques, the researchers were able to show how even small differences in manager performance against the eight behaviours reduced employee turnover and improved retention as well as greater satisfaction in areas like innovation, work-life balance and career development.</div>
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A common language and agenda for improvement</h4>
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The behaviours served three important functions:</div>
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<li>A shared vocabulary for discussing management. The behaviours primarily describe leaders of small and medium sized teams and are especially relevant to first and second level management.</li>
<li>Clear guidelines for how to improve it - through use of verbatim examples of best practices from the survey participants</li>
<li>Encapsulated the full range of management responsibilites; from strategy development to delivering results</li>
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Practice-based learning</h4>
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Google has put in place practice-based training, e.g. 'hands-on' exercises based on the actual things that managers need to do, plus piloting online Google Hangout sessions so that managers from around the world can participate and panel discussions featuring high-scoring managers from each function.</div>
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Understanding management...going deeper into the data</h4>
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Google has taken a very interesting step towards using data to understand what managers do and what effect differences in relative performance have on a range of employee measures, most of which are intangible. But, as the article admits, the causal relationships between employee satisfaction and the bottom-line are difficult to establish.</div>
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As I have written about on several previous occasions, management work remains understudied. Even Google's approach here misses and glosses over the detail of the intricate interactional work that takes place second by second in the workplace. Ethnographic methods that observe managers working would provide a rich source of new information, something that Google themselves recognise and the research team have started to do. The work by <a href="http://www.sociometricsolutions.com/" target="_blank">Sociometric Solutions</a> at MIT is showing how technology can help get at this data (<span style="font-size: small;"><span style="font-family: inherit;">featured in the April 2012 edition of HBR '<i>The New Science of Building Great Teams' </i>pages 59-70).</span></span> And maybe what will eventually be possible are other tools that can show not only generalised behavioural characteristics but detailed interactional data maps - see my Mapping social settings <a href="http://johnrogers960.blogspot.co.uk/2012/12/mapping-social-settings.html" target="_blank">blog </a>for further observations about this.</div>
John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-59359654876563378442013-11-22T13:02:00.000+00:002013-11-22T13:02:15.660+00:00What am I noticing?...about blogging<div class="separator" style="clear: both; text-align: center;">
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There are many reasons why people blog: demonstrating expertise, sharing knowledge, self-promotion, as an aid to learning and so on. </div>
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I think these are some of the reasons why I blog too but there's also some other things that I notice about myself when engaging with the process of blogging.</div>
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The discipline of feeding the blog with copy</h4>
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My self-imposed goal is that I will write something at least once a month. The discipline to keep the blog alive is a powerful enabler for me, especially the closer I get to the end of the month. The timeline gives a kind of structure to my learning that I might otherwise let slip.</div>
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What am I noticing?</h4>
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To write something I must find something that's of interest to my practice. I ask myself the question 'What am I noticing?' and 'What am I paying attention to?' in whatever I am doing. What I notice is that there is always something, in these fragments of reflections, that sparks an idea. I like the ways in which this makes my learning feel constantly renewed.</div>
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Walking the talk</h4>
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I feel a strong sense of 'walking the talk' of personal responsibilty for learning, through my management development practice and blogging is one way in which I can show this. I am encouraged to keep going when people tell me that they value what I am sharing.</div>
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A place for reflection</h4>
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<span style="font-size: small;"><span style="font-family: inherit;"><span>Like everybody else, my day-to-day life is full of interactions and it's not easy keeping track of or making sense of what it is I am learning. </span><span>The permanent recording of my interests in the flow of time provides me with a place for reflection and something that I find really helpful.</span></span></span></div>
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<![endif]--><span style="font-size: small;"><span style="font-family: inherit;"><span></span>Useful links </span></span></h4>
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<span style="font-size: small;"><span style="font-family: inherit;">I've added below a few links about blogging which I hope are of some use.</span></span></div>
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Internal blogging is good for your career - 7 Ways Internal Blogging Can Help Your Career <a href="http://www.vialect.com/internal-blogging-benefits-career" target="_blank">link </a></div>
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How writing a blog can make you a better manager <a href="http://euansemple.com/theobvious/2013/8/13/how-writing-a-blog-can-make-you-a-better-manager" target="_blank">link</a></div>
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Are you a Sketchy Google Plusser?<a href="http://www.steadydemand.com/blog/sketchy-google-plusser-229.html" target="_blank">link </a></div>
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Note taking on steroids <a href="http://donaldclarkplanb.blogspot.it/2011/06/social-media-learning-note-taking-on.html" target="_blank">link</a></div>
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Blogs - creating shattering masterpieces or a foundation for creativity? <a href="http://johnrogers960.blogspot.co.uk/2013/03/blogs-creating-shattering-masterpieces.html" target="_blank">link</a></div>
John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-2649243853713544532013-10-28T14:26:00.003+00:002013-10-28T14:26:58.611+00:00How should your leaders behave ?<div class="separator" style="clear: both; text-align: center;">
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'How should leaders behave?' is the title of a brief article that appeared in HBR October 2013 (reprint F131OE).</div>
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Reading it I found myself feeling irritated by the nature of its prescriptions:</div>
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'We had to put the focus on the behaviours we expected leaders to display, and those had to be spelled out by the top team that was highly engaged, intellectually and emotionally, in the process.' </blockquote>
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What's going on here that makes the writer so sure that this was the right approach and that some level of coercion was required to make the ideas stick.</div>
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The 'no alternative' problem</h4>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">The
article expresses a point of view that's commonly found in management
development literature: that there is a tacitly stated ‘no
alternative’ and that, as the article goes on to infer, adherence is mandatory. This is backed up by a starkly stated comment: </span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">'...we found ways to foster behaviours using evaluations, surveys, communications and highly visible actions by leaders - including occasional dismissal for consistent and significant violations'</span></span></span></blockquote>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">Interesting. This is the same organisation that was attempting to use behaviours to build, develop and lead empowered and diverse teams. </span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;"><span style="font-family: inherit;">What's being taken for granted? </span></span></span></span></h4>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;"><span style="font-family: inherit;">I have a concern with how the behavioural standards came into being, typical no doubt of how other organisations do this too. I noticed that the author wanted to emphasise how the </span></span></span></span><span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;"><span style="font-family: inherit;">top
team had been given the chance to explore and challenge the language
used in the descriptors. This privileged the top team and treated them
as separate from others in the organisation who would also be expected
to adopt the behaviours. T</span></span></span></span>aken at face value, this set up an approach that felt quite cult-like, almost like commandments from a higher authority. This may or may not have been intentional, but the effect might have been to have reinforced the status quo of how things get done in that organisation rather than enabling it to respond to growth and change.<br />
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Management 'science'</h4>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">Organisations use behavioural frameworks because I think they like the patina of objectivity which they offer in the tricky process of measuring and rewarding not just what gets done, but also how things get done. </span></span></span><span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">But this is problematical because organisational life is dynamic.</span></span></span><br />
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;">I'm not against behavioural frameworks as such because I think they do
provide some helpful clarifications of what's expected. And <span style="font-size: small;"><span style="font-family: inherit;"><span style="color: black;"><span style="font-family: inherit;">behaviours
are probably most useful as a means of
calibration in those situations that require a snapshot of performance,
e.g. for recruitment or talent spotting. But in the day-to-day work of
management my sense is that they are much less effective because,
however well drafted and communicated, they are treated as being
separate from, rather than integrated with, the work itself. </span></span></span></span> </span></span></span><br />
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Organisations and organisational life is full of paradoxes </h4>
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Organisations are awash with paradoxes and contradictions. For managers and leaders, who are required to manage the performance of the organisation, this is especially complicated. To illustrate, they must continually: </div>
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<li>divide up complex tasks to enable them to get done, but at the same time ensure that the outputs are integrated</li>
<li>deliver results personally and collaborate to get things done</li>
<li>maintain continuity and innovate</li>
<li>create order and experiment</li>
<li>plan and react</li>
<li>control and empower </li>
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And perhaps the most striking paradox in the HBR article is that leaders should display the prescribed behaviours and capitalise on individual styles. This feels like a 'have your cake and eat it' problem.<br />
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<span style="font-family: inherit;">It is how we relate with others that matters</span></h4>
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<span style="font-family: inherit;">The purpose in writing this blog is to explore the paradoxes in play and to think about what this might mean for management learning. </span><br />
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<span style="font-family: inherit;">For me, the heart of the matter is the need for each of us to pay close attention to how we interact with each other. We might try to boil this down to a set of five to ten behaviours but if we approach it this way we deflect ourselves from paying close attention to what's really going on in any two-way process of communication. </span><br />
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<span style="font-family: inherit;">What I'm pointing to is that there are diverse ways of relating to others, behaviours if you want to describe it this way, but these ways of relating will always be situational based on who's involved, the task and the cultural and societal norms of that organisation or group. </span><span style="font-family: inherit;"><span style="font-family: inherit;">The fact is that we are human beings, not machines. We come with our own unique styles and strengths and what's more important is that each person takes seriously the pros and cons of how they relate with other people rather than attempting to display behaviours annointed by others. In my experience, the reward for doing so is better self awareness as to what works, more confidence in playing to strengths and, therefore, better quality relationships. </span> </span><br />
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<span style="font-family: inherit;">Concluding thoughts</span></h4>
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<span style="font-family: inherit;">My sense is that the views expressed in the HBR article describe an approach that is neither desirable nor appropriate for today's business environment. </span><span style="font-family: inherit;">The greater complexity in organisations today means that we need people, regardless of their level of responsibility, who can think for themselves, who can act as part of a community and who have very good self awareness. This is even more important for managers because of the influence that they have over others through their roles. It follows that we need approaches to development that </span><span style="font-family: inherit;">encourage a much greater sense of inquiry, openness and collaboration and much less that is directed and top-down. </span><br />
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<span style="font-family: inherit;">My work on the NODES model sets out an approach for development that pays attention to these ideas. You can read more about them either in my <a href="http://johnrogers960.blogspot.co.uk/2013/07/nodes-model-of-conversational-learning.html" target="_blank">blog</a> or by going to my <a href="http://www.slideshare.net/johnrogers73157203/nodes-model-slide-share-july-2013" target="_blank">presentation</a> on SlideShare </span><br />
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<br />John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com0tag:blogger.com,1999:blog-4695779535335428689.post-47615849963799630022013-09-25T15:49:00.001+01:002014-11-20T10:38:43.593+00:0011 Qualities of the Effective Manager and their sources of learning<div style="text-align: justify;">
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This model was developed by John
Burgoyne and Roger Stuart at Lancaster University in the 1970s. The
write up of their research is buried in a long-since-forgotten paper
published in 1976. If you are interested in their research there is a
chapter about the 11 qualities in the book <a href="http://www.amazon.co.uk/A-Managers-Guide-Self-Development/dp/0077149882/ref=sr_1_2?ie=UTF8&qid=1377858493&sr=8-2&keywords=a+managers+guide+to+self+development" target="_blank">A Managers Guide to Self Development</a>. This deals solely with the qualities and not the sources of management learning. It's
their research on how managers have acquired the skills and other
attributes, described in the model, which I have found of most interest. I've summarised their findings here. </div>
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Sources of Managerial Skill Development </h4>
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Two methods were used to ascertain the sources of learning. Firstly, a
critical incidents interview technique with 28 managers and secondly,
using the data emerging from the interviews, via questionnaires
distributed to over 100 managers from a variety of organisations.<br />
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In essence the question being asked was something like 'tell me about something that is critical to your role that you do well, and then describe how you have learnt to do this?' </div>
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The nine sources <br />
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This produced nine learning sources, ranked here in order of importance</div>
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<li>Doing the job - the tasks and skills of management picked up as they go along</li>
<li>Non-company education - graduate and post-graduate studies at universities and business schools</li>
<li>Living - the learning experience of life itself</li>
<li>In-company training - one-off seminars to structured programmes of management training</li>
<li>Self - derived from reflection, introspection and self assessment</li>
<li>Doing other jobs - the experiences gained from doing a diverse range of non-managerial jobs</li>
<li>Media - newspapers, books, professional journals, etc</li>
<li>Parents - derived from background and upbringing</li>
<li>Innate - skills and attributes considered to be genetically pre-determined </li>
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Taken overall, the three most frequently mentioned sources were
doing the job (42% of all mentions), non-company education (21%) and
living (12%) <br />
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Which sources help develop which skills?</h4>
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Slideshare </h4>
Since writing the original post in September 2013, I have produced a summary of the research and its implications as a Slideshare presentation.<br />
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<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/41511809" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"> </iframe> <div style="margin-bottom: 5px;">
<b> <a href="https://www.slideshare.net/johnrogers73157203/11-qualities-of-the-effective-manager-slideshare-nov-2014" target="_blank" title="11 qualities of the effective manager slideshare nov 2014">11 qualities of the effective manager slideshare nov 2014</a> </b> from <b><a href="https://www.slideshare.net/johnrogers73157203" target="_blank">John Rogers</a></b> </div>
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Conclusion - what are the implications for management learning?</h4>
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What strikes me as being most important about this research is that it's based on what managers are themselves saying. Their answers tell us how they link critical qualities/skills and learning sources.</div>
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That a variety of experience matters: doing the job, doing other jobs and from the experience of life itself.</div>
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That structured learning experiences are helpful, especially when learners have the chance to engage with others outside of the organisation and to engage in deep learning practice and assessment.</div>
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What's notable, by its absence, is any reference to coaching and mentoring as sources of learning. Given that it's a learning practice that has become widely used in organisations either with external coaches and mentors or with the development of line manager coaching skills, this absence is surprising. The researchers made no comment about this and it's possible that as a management development practice it was less prevalent in the mid-70s. Or perhaps that for the managers it was wrapped up in the natural processes of doing the job or living.</div>
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And maybe that's the key point: that managers get it that they learn most of what they can do by doing the job. As learning specialists, my sense is that we can and should do more to help managers learn from their experience; through observation, by paying attention and thinking about what it is that they are already doing. Observation and reflection then becomes the foundation for trying out new practices, getting feedback from peers and colleagues, developing a network inside and outside the organisation to share what it is that's working and what's not. My <a href="http://www.slideshare.net/johnrogers73157203/nodes-model-slide-share-july-2013" target="_blank">NODES mode</a>l provides a way of representing this as a flow of personal and collective learning. </div>
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<br />John Rogers - Learning in Practicehttp://www.blogger.com/profile/01602875610686060861noreply@blogger.com4