Tag Archives: learning

Language Shifts and The Snowplow

14 Apr

I was thinking today about the influential book How the Way We Talk Can Change the Way We Work by Lisa Lahey and Bob Kegan. It suggests ways that slight shifts in tone or nuance or perspective can more or less instantly transmute a difficult or problematic context into a productive one.

The shifts come in the realm of language. Lahey and Kegan suggest you can move easily from a way of talking that’s less productive to one that’s more productive. There are multiple pre-fabricated language movements you can make. My favorite example? Complaint.

With very little effort, the language of complaint (limiting) can be modulated into the language of commitment (inspiring). How? Well the leverage point or hinge is to know that both languages have buried in them a sense of values, a longing, an ethics, a desire for a certain way of life, a need to be connected or valued. In the language of complaint these virtuous components are kind of hidden or implied, but in the language of commitment they are the message itself.

For example, let’s say I don’t feel like my boss gives me enough opportunities to take charge of a project, to show what I can do, to stretch, to lead. If I focus on how bad that makes me feel, and if I don’t talk to her about it directly–“My boss won’t let me try anything new, she doesn’t value me, etc”–that’s the language of complaint. But the point here is that wanting to be trusted with leadership roles, that’s a positive thing, that’s a virtue buried in the complaint–and that’s worth talking about. It shows a path towards a different kind of relationship with your boss, one your boss might even like. Or at least be willing to try out with you. Rephrasing in terms of commitment would look something like this: “Hi boss! I would really like to have a chance to lead a project. I feel I can do a good job for the organization, and it would feel good to see the organization supporting my growth. I realize there’s some risk here because I’ve not led a project before. Can we discuss it?”

The second option, though it has the same, as it were, problem-DNA (not getting to lead a project) as the original phrasing, has a different solution-DNA: it posits a completely different world view. One where organizational and individual growth are both possible. As opposed to one where the organization is seen (by the complainer) to proscribe the individual’s development possibilities.

The shift is as simple as using different words! Ok, it’s more complicated than that. Of course, you’re thinking, there is a different way of thinking going on in the two languages. A different way of thinking, a different way of being with people, a different comfort with risk, a different role for the self, a different assumption about what should happen at work . . . a lot of things. It is a language shift, because you are changing the words you use. But much more is shifting, too. In this way it reminds me of downhill skiing pedagogy. When you learn to downhill ski, you are often taught (among other things) to just look where you want to go–that is, you turn your head to face the place you want to go–whereupon your legs and feet and hips and skis and the slope all align as it were magically to get you there. This language shift is like that. You shift your words, and the rest clicks in. The point is you get there.

I will speak to one other point, which seems important, if tangential. One of the things governing the language of complaint is fear; the language of commitment exposes fear to sunlight, and that can be scary. When we complain, something is bothering us. We don’t feel good. But, importantly, there’s the potential of a worse feeling resulting from any action that keeps us from doing anything about it. In our example, the complainer doesn’t like not being trusted to lead. But if he talks about it with the boss, he might find out that the boss really doesn’t think he’s capable. That would be hard to bear. Worse still, if he asks to lead, he might get to lead! And then there’s a chance he might publicly fail. And that would be the hardest to bear of all. Hard enough to bear that even the specter of the possibility of having to experience it keeps the complainer comfortably tucked in his language of complaint, even though it’s no fun either. It’s a known and manageable discomfort.

It would take quite a little bit of introspection for our complainer to catch himself in this loop and work his way out; Lahey and Kegan’s “language” shift offers him an easy get-out-of-jail-free card. He can look back from having successfully led a project and wonder how he got there.

 

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The Learning Picture and The LOA Way

12 Jul

We held the second successful incarnation of the Learning Organization Academy this week.  A second wave of feedback from our participants and speakers is coming in. More than ever I’m reconfirmed in my sense that LOA (as we call it) is a wonderful, necessary, unusual professional development program. What exactly do we do there? Here’s what I think: we try to paint a picture of what a learning culture looks like, and we try to empower people to seek that culture, using our “way.”

The Learning Picture

What does a learning culture look or feel like?  It’s seeing people not as individual units but as a complex adaptive system, a kind of hyper-complexity of interconnectedness interwoven with a sense–an ethical call–that the parts and the connections between the parts and the overall system can and should continuously improve, develop, evolve, adapt, become more capable, understand more, see more, be more, do better, do more good.

It’s a feeling you’re with people who perceive you deeply and care about your development. It’s chatter, it’s movement, it’s connectedness. It’s a fascination with information or idea flow and with sharing and with perspectives. It’s information residing in between and among people. It’s a suspension of the individual and the group. It’s a hyper-individualism suspended in a bionic group. It’s icky and wonderful and true and healing and difficult to hear and necessary and life-changing like support groups and Alcoholics Anonymous. But it’s also intellectually challenging, mind-blowing, inspiring, visionary, like great keynotes or Ted Talks or moments of wonderful brainstorms or getting, say, Spinoza for the first time. It’s a kind of platonic intimacy. It’s also mindful, calm, reflective, consolidating, simplifying, like the presence of a great meditation teacher.

It’s not superficially happy, as in the avoidance of bad feelings from fear of them; because it involves a desire to improve, it requires a constant grappling with discomfort. Because it’s learning, it involves real, meaningful, true feedback. You’re supported in the grappling, though. It asks you to re-evaluate or put in context a bunch of existing structures you’ve absorbed and perhaps not really considered, that we use to make sense of the work world (and life), like production, power, authority, efficiency, limits, boundaries, success, rules, norms, the bottom line.

It’s a delight in the awareness of yourself improving, as you had when you were a kid, and a happiness in being able to help people improve, as you have when you are a parent or a teacher or a coach. Mixed with the joy of doing what you love or the simple wonder of perceiving the natural world. All this with the kind of sense of collective achievement you would have from, say, working on the crew of a winning America’s Cup yacht.  It’s Maslow’s idea of a society of self-actualized people, plus the feel of the classroom in Alfie Kohn, plus the lab-like discovery in Eleanor Duckworth’s The Having of Wonderful Ideas, plus the fascination and love and being-with-people that the humanistic psychologist Carl Rodgers models, plus the mindfulness of the Buddha, plus the curiosity and intellectual stimulation of, say, Richard Feynman. Plus the fun of learning to whistle. Plus the crinkly-eyed humor of a whimsical anecdote. It’s learning and being with people the way you wish you could.

The LOA Way

So that’s the picture. So how do we help people get there? What’s our “way?” Well, we do share some tips, tricks, techniques, approaches, projects, perspectives. But I think the main part of what we do is not so much to give technological or instrumental advice or answers but to model or encourage a way of being or a disposition or an attitude.

This didn’t quite come to me until I reviewed the website of another professional development program shortly after LOA had ended. This program struck me as embodying a kind of industrial-masculine-skills-fixed-knowledge-surgical-breathless-mechanical approach. It was about learning discrete things and applying them. Cause and effect. Focused-intellectual-logical-IQ stuff. Intensely individual. Maybe I picked up a sense of underlying anger or conviction or intensity. It was a closing trap. Fixing, fixing, fixing. Driving. Mechanical.

The LOA way is the opposite. It’s perhaps more feminine, organic, slow.  It’s about perception, appreciation, spaciousness, and joy.  It’s about the context, replacing the parts in the whole, resolving dualities, healing divisions, not rushing to solutions, yet embracing spontaneity, thinking, being mindful, sensing, sensing, doing less, questioning certitude, imaging other possibilities, sloughing off a veneer of sophistication or adulthood or responsibility for a cultivated youthfulness or naiveté. It’s perhaps primarily about seeing and understanding the richness and beauty of things as they are as much as it is about gentling nudging them along.

The Disruption Percentage

16 Oct

I’ve been thinking about the right balance of learning and performance at work. Or the balance of disruption and consistency of action, or of painfully self-aware norm-forming and happy living within established norms.

I say disruption because I think significant learning–adaptive, as opposed to technical–is disruptive. Especially at work. At some level you are re-thinking an assumption, a rule, an understanding, a belief, and while you are in between the old rule and the rule you replace it with, you are uncomfortably aware of two alternate interpretations of the world, and you can’t float along with autopilot engaged, as we all prefer.

This disruption isn’t that big a thing when you’re in school. On the one hand, you’re used to it, because you’re reforming rules constantly. On the other, you’re not that far away from your early years, when your whole existence was a messy and constantly discombobulating attempt to understand what was going on around you. And the school environment reinforces you. You’re learning things with a peer group. You’re helped by an expert who’s led people your age through the ideas you’re facing time and again. All your time is essentially set aside for you to learn, and society is happy with you doing it. But perhaps most importantly, there’s a certain philosophical remove from what you’re learning. It isn’t yet you. Whether you really get Moby Dick or Astrophysics isn’t going to deeply affect what you think about yourself and who you are and threaten whether you can pay your mortgage and send your kids to school.

Not so at work. Here learning is harder and more disruptive, because what you’re learning is a sapper’s tunnel to your identity. The rules and norms and behaviors and beliefs that are changed in workplace learning are linked to our image of ourselves as professionals, to our sense of belonging to a social group, to our belief in our power to influence people, to protecting ourselves from shame, and then through the transverse theory of the paycheck, they’re linked as well to our sense of financial and familial stability. Our workplace norms in a sense pay our mortgages, put food on the table, get us a Bosch dishwasher, etc. These thoughts are all connected in one big constellation of dark matter stars, and it’s a way we deal with living in an uncertain world.

If you start to question workplace beliefs and rules, you trigger this system. “If what I have been doing,” people will think to themselves on a certain level, “and what people around me have done for years, and what I painfully learned the hard way to do, etc., isn’t totally right, then . . . uh oh . . . I might not be able to do the new thing expected of me,, I might loose face in the workplace, I might loose influence over the world around me, I might be exposed to shame, I might not be able to pay my mortgage, I might not be able to get food, and there goes the Bosch dishwasher, etc . . .”

That’s what I mean when I say learning is disruptive, especially at work.

But of course we have to learn. To change, to adapt. As individuals, as teams, as organizations, as a society. In a world of constant flux, that is the one constant, everyone is agreed. You can either figure out a way to activate or initiate your own learning and change in some controlled and regulated system, like a prescribed burn, or you can wait and have external change, which you can’t control, wash over you like a tsunami, or wildfire.

The idea of the learning organization is basically the former–instead of thinking that we can achieve a stable state, to refer to Donald Schon’s book Beyond the Stable State, we accept that our context is always changing, and we try to find and bake in ways to help ourselves constantly and consistently learn and change. If external change obligations come along, fine, we’ll take advantage of them; if not, we won’t sit around eating pistachios, we’ll concoct our own internal change obligations.

So given that learning and change at work are disruptive and highly anxiety-provoking, how do you do that? How do you manage to do them regularly, consciously, intentionally? Clearly you can’t change everything everyone is doing or question everything everyone is believing all at once. Without some amount of consistency of behavior and expectations, the organizational identity dissolves. We don’t know why we’re here and what we’re doing. Chaos ensues.

I like Edgar Schein’s idea. The leader of the learning organization, he says, in my beloved chapter 20 of Organizational Learning, has to simultaneously assuage his team’s anxieties and prompt people to learn and change in some particular area. “We’re ok in general, but in this little bit, we need to do something differently,” she would say. We have to, that is, finesse a kind of propping up of the existing norms, while we rewrite some of them. It’s about a balance, or a percentage. We have to reinforce our status quo in, say 80% of our work, while we help people deconstruct and reform the status quo in the other 20%. It’s like a rolling blackout, but it’s not a blackout, it’s a spotlight.

But what would the right percentage of learning–the disruption percentage— be? I think the 80/20 rule probably works just as well as any other. I come at it from the opposite angle–If you take the reciprocal of work, when we’re learning full-time, in college, say, and you look at the ratio of learning to performance, you come up with something close to the 80/20 rule reversed. The average college student, say, works 10 hours a week, and has four classes, each roughly 10 hours a week, when you add up class time and homework. That’s a 20/80 work/learn rule, and we can induce from it that full-time work could be the opposite and do OK. In addition, it’s the percentage Google has seized upon in its famous workplace learning initiative.

Of course you’ll ask, percentage of what? Of time, of units worked, of number of work “categories”? I think you can use whatever metric you settle on with your team to organize what you do. It’s a rule of thumb, after all.

The point is to be humble in the breath and scope of your norm-changing initiatives, but be bold in the consistency and continuousness which which you inexorably promote them.

Bill Snyder on Communities of Practice

18 Jul

Bill Snyder, expert on communities of practice, spoke at the Learning Organization Academy last week. My notes below. For the record, Bill co-wrote Cultivating Communities of Practice: A Guide to Managing Knowledge.

The Engaged and Messy Nature of Knowledge and Learning

Knowledge, according to Bill, is not abstract, fixed, and unconnected from life. It’s “situated, tacit, dynamic;” “social;” and “practical.” It’s interwoven between and among people and what they’re doing and need to do, in the environment where they are. Correspondingly, learning is largely informal, is built on communication and connections—stories, conversations, experiences, coaching. It depends heavily on trust and reciprocity.

Communities of Practice Steward Messy Knowledge

The kind of knowledge and learning above aren’t that well-served by formal education. What works better are communities of practice–groups of people sharing a particular domain of knowledge who gather and talk about what they know and what they do. The emphasis is on social relationships and communication; communities of practice are heterarchical as opposed to hierarchical. There isn’t a rigid power or control structure; they grow up where people who share a particular passion feel a need to talk to each other. They’re voluntary. As such they stand in contrast to the hierarchical workplace, its emphasis on control and outcomes, and its investment in its own existence. They can be “natural” in that they occur on their own when a few people find their way together, and intentional, in that people actively develop them, though this is an art. They can be conceptualized using a three-mode framework: domain (or subject matter); community (the people); and practice (how they apply the knowledge they share).

Peripheral and Core Participation

A key feature of communities of practice is that they allow for a variety of ways to be involved. You don’t have to be an expert: peripheral participation, or lurking, is OK, and even seen positively (because it’s a way to enter into the field—consider the apprenticeship model).  Usually, though, a core group comprising 3 – 5% of the people ends up being responsible for most of the activity of the community; these people are generally experts and well-respected (though there is a role for some in that core group to focus on the organizational details who don’t therefore need to be a subject mater expert). Importantly, the community of practice allows you to shift from lurker to middle to core group and back—in fact, you can see that movement as a kind of sideways Zone of Proximal Development.

Distinction Between Communities of Practice and Project Teams

Bill makes a key distinction between communities of practice, which self-organize to shepherd the learning in a social group, and project teams, which are formed, usually by fiat, to achieve a particular end. The community of practice focuses on knowledge sharing, is voluntary, has a long-term focus, boundaries are permeable, and the nature of the group is often emergent; the team is different—it has a clear outcome in mind, it gathers information on whether it meets that goal or not, it ends, roles are kinda fixed, it reports back. The project team works well in the hierarchical workplace of course; but it’s not antithetical to the community of practice. A project team can peel off of a community and go work on a project then share outcomes with the community. Just don’t assign a discrete, short-term, actionable goal to the overall community.

Phases of Communities of Practice

Communities of Practice go through various stages: Potential (basic parts are there: topic, social group, desire to share); Coalescing (community begins to work together and build trust); Maturing (clarification of the subject, individual roles; identification of gaps in knowledge); Stewardship (focus on action and maintaining momentum, attracting new members, keeping knowledge up-to-date); Transformation (its work may be done; members may leave; it may go dormant to return later).  Bill notes that it’s important to accept the community where it is—the stewardship phase isn’t necessarily the ultimate goal, for instance: a community may function perfectly well and serve its members even in the early stages.

Things to Avoid

There are some things you shouldn’t do if you want your community of practice to be successful. You can’t tell it what to do—the passion has to come from the people involved (although you can find and build on existing passions). You need the domain to be somewhat practical and problematic; if it’s too superficial—that is, only about relationships and pleasantries, it won’t work. The topic also can’t be too narrow or too broad. You have to be wary as well of problems that occur in all communities: cliques and factions, and people who “squelch” or “spoil.” And a key pitfall: “impermeable boundaries”–if people can’t move from the fringes to the core group and every stage in-between, it’s not a heterarchy anymore.

Communities of Practice Improve Performance

You might think such an ephemeral structure might not result in anything tangible, but it does—those relationships and passions drive the participants to “build, share, and apply” core practices and capabilities, increasing their capability, and all that of course translates to improved performance outcomes.

Chris Jernstedt on Learning

12 Jul

Chris Jernstedt, Professor of Psychological and Brain Sciences at Dartmouth College, spoke Monday at the Learning Organization Academy. My summary of key points:

Learning Organizations Should Map to the Brain

If we really want to build learning organizations, they should of course take into account how the brain works; fortunately, we might already be heading in the right direction: chris notes that the literature on organizational growth and change is remarkably consistent with how the brain operates.

Learning Should Include Thinking, Feeling, and Interacting

The brain’s major regions focus on three key areas: social (watching what other people do, emulating it), executive (making decisions, plans, interpretations), and emotional processing (feeling and dealing with how we feel about things). All three are integral to how the brain works; all three should be a recognized part of a learning organization (consider to what extent cognitive / executive thought is privileged now in most organizations and higher education).

Memory and Learning are Active

“Memory and learning are something you do,” said Chris. Rather than files retrieved from an efficient archive, the process of remembering is more similar, for Chris, to an archeological dig (!). Each memory is a product of reconstruction and re-interpretation (!) of a bunch of scattered bits. And the same for learning: rather than receiving knowledge as a jukebox might receive coins, we’re actually building the things we know association by association.

The Brain is Not Neat

“The brain is built to be sloppy,” Chris said. There’s a trade-off between the kinds of mental structures and processes that make for efficient memory and the kind that allow for creativity; the brain allows some sloppiness and inefficiency so we can make new connections, associate unlikely things, invent our way out of a tight corner. But in exchange we’re imperfect warehouses.

Engage or Forget

The most important thing in remembering or learning something new is to use the information actively. Engagement is even more important than overall time spent. Talk about it, write about, do something with it. Otherwise it’s gone in 24 hours, says Chris; 60 to 80% of your learning should require you to be engaged, he said; and he therefore suggested we use symbols to capture the key points of his talk (writing or images). He also stopped every few minutes to challenge us in groups with a provocative question or two. “The person doing the talking is the one doing the learning,” he said.

Prompts

The brain uses prompts and incentives to help it learn. Prompts relate to its powerful predictive ability: to survive we need to know what effects follow from what causes; we’re so good at associating effects with causes that after even one highly-charged cause-effect sequence, the brain will subsequently predict the outcome of any similar cause and feel and act as if the effect had happened, even if it hadn’t. Every time you see a certain person, they frown at you? After a while you start to feel frowned-at just by thinking of that person. Good learning understands this strong promptability and tries to unpack and discharge prompt-associations that impede learning, and kindle positive ones that encourage it.

The Three Rules of Feedback

Incentives work on the other end of the cause and effect sequence–a positive outcome makes the brain feel good, and it remembers what it did to get that; then it’s more likely to do that thing later. This process is what makes feedback work so well; as long as feedback is useful, consistent, and rapid, you can effectively learn just about anything. Including to control anything the body does–even lowering high blood pressure certain degrees at your will, slowing down or speeding up your digestive tract, or keeping sperm (if you have them) from swimming. These body-related learnings require a biofeedback monitor of some kind and are done in the lab, but still: if you can control the speed at which food passes through your intestines, you can make all sorts of changes in any of your behaviors.

Transfer Requirements

For learning in one situation to be called upon in another, thus achieving the famous holy grail of “transfer,” Chris notes that the first situation needs to be as simliar as possible to the second. And practicing it three times before the transfer helps, too.

Extrinsic Motivation Doesn’t Work; Neither Does “Espoused Theory”

No change will come of telling people what they should do, says Chris. Rather, you have to “give them what they want when they do it.” A useful and speedy reward or some kind of feedback that tells their brain that what they just did was good. A second problem with extrinsic motivation is that the brain isn’t fooled by rhetorical positions, claims, values statements, plans, that are different than the real behavior of the individual who promotes them (see Chris Argyris’ famed “espoused theory”). People’s brains will “see” that a given leader isn’t listening to them, even if he or she espouses an open-door policy (and maybe even if they consciously believe that policy).

Stories are Important 

According to Chris, the story you create is more powerful than truth. If you’re given some pictures and told to tell “false” stories about them (that is, stories that don’t truthfully reflect the contents of the pictures), you’ll remember the stories and not the pictures themselves. Which suggests how important it is that we include stories and narratives in our understanding of the workplace environment.

The Unconscious is Powerful

“Most of what you do,” says Chris, “is unconscious.” As much as 98% (!).  Chris referred to research that shows our brain can solve math problems well before we actually know it. The conscious mind, driving to a speedy conclusion, or incapable of processing all the data, can even impair the whole brain from working: Chris noted a study that showed people who were given some minor task to occupy their conscious mind actually solved complex problems faster than people who were consciously thinking about the problem, showing that the brain has a way of drawing on problem-solving capacities we don’t know about. “The brain knows,” said Chris. The way you tap into this power is to give yourself time. Add periods of unscheduled time into the routine; places for reflection, etc.

Pieces of an Ecology of Workplace Learning

9 Apr

Lately I’ve been saying that you should cultivate learning in your organization as you might manage an ecological resource, like a forest, or any other complex system of high priority (like your computer network or your budget). As if learning were a “cognitive enterprise infrastructure” or worked like a kind of water cycle. But how would you do that, and what would it be like, and how would it be different than what you do when you think of your workplace as a kind of machine that consistently produces material stuff? I am not totally sure, but here I take a guess at nine possible pieces of an ecology of workplace learning.

  1. Cultivate Development, Rather Than Manage Performance. The point is not to manage people’s performances, but rather to get them to develop as much as they can, on the assumption that more highly evolved people do better things. The annual performance review that tracks behaviors against rather limited metrics and has a kind of binary output (wrong or OK) here evolves into something more like a coaching relationship in an experiential context: growth is the focus, not proscription. You look for activities that are motivating to the individual, that are a bit out of their comfort zone, yes, and you expect to support them in iterative cycles of trying things out, reflecting, adapting, and trying them out again. And you might add a variety of unheard-of supports and activities to help people think and reflect and be aware of themselves in a variety of dimensions, drawing on things from personality styles assessments to mentoring relationships to counseling-like activities, such as item 2, below. The trick is that these things, that we kinda do now in a knee-jerk way, away from work, would be more like the work.
  2. Support Cognitive Development. According to the work of Bob Kegan and Lisa Lahey (whom I talk about a lot), we evolve through a series of increasingly sophisticated ways of seeing ourselves and the world around us. That is, we can so develop, if given the right environment. And with this increased epistemological sophistication comes a better ability to deal with and thrive in complex environments. One such complex environment is the increasingly global, flat, multi-cultural, resource-starved, post-ideological, environmentally-challenged, a-traditional, scary world of today. To help people be effective in this kind of world requires activities that help us know differently; Kegan and Lahey’s Immunity to Change coaching process is one such structure. Having done it myself, I am amazed by its ability to make you reinvent the way you think about yourself and the world in which you engage; I fairly salivate to try it with a team of colleagues in a workplace. The downside? It’s an intensive, six-month process of bi-weekly meetings, invoking much deep personal questioning; that’s a huge investment. But in an ecology of workplace learning, invest in people is what you do: no rain means no rivers means no seas means no evaporation means no rain, etc.
  3. Assess Development in New Ways. In Higher Education we try to assess student learning, and it’s a challenge. But we don’t even try to assess faculty and staff learning; and the generic workplace doesn’t generally assess staff learning, either. But we should.  To promote development over production, we have see where this development is happening, individually and in teams. Of course it gets tricky: it’s easy to see your behaviors, but how do you see what’s going on behind the behaviors? Fortunately there are new kinds of tools that have potential in this regard: things like the Developmental Testing Service’s reflective judgment assessments, such as their test of managerial decision-making, which asks you to analyze complex, asymmetrical workplace problems, assesses you according to a complex scale of cognitive development rooted in Kurt Fischer’s work, and gives you (you yourself, the test taker!) rich feedback about your strengths and ways in which you can improve, data which feeds right back into the coaching relationship I mention above.
  4. Represent the Learning Ecosystem. If you’re going to try to manage an ecosystem, you need some kind of a representation of it. As the water cycle has its famous circular chart with arrows and the budget has its classic representations in profit/loss statements and balance sheets, so does the learning system have something. I don’t know what it will look like, exactly; but I imagine it will be something like the famous Kellogg Logic Model, which the well-known foundation suggests you use to understand your various high-stakes interventions, and which helps you see programmatic inputs, outputs, assessments, changes. With a key difference: the effect of your ecology isn’t an output external to you, it’s an evolution of your ecology. So a learning logic model would show as its characteristic feature a looping back upon its constantly changing self.
  5. Analyze How We Work; Analyze Our Culture. Part of learning is seeing yourself learn. That may be the single biggest difference between a learning organization and a producing organization: the learning organization sees itself and not just the things it makes. We will need to learn to pay attention not just to the products of our culture but to our culture, not just to the deliverable of the project, but to the way we work together on the project. For that a lot of tools exist already, like various kinds of post-activity group reflection encouraged in psychologically safe spaces, that let anyone share their experiences along the way. But new tools will help: the same sort of analytics thinking that has been transforming everything around us can help transform how we work together: social and network analyses to show us how we engage, corpus-linguistics analyses on the big data of our communications and cultural artifacts; these will help us, too, to see the patterns that make up our togetherness.
  6. Assign Staff to Cultivate Learning. Of course you can’t really have a garden without a gardener. And all the network analysis and group reflection exercises you might want to use won’t be that helpful unless it’s somebody’s job to watch learning in the organization at a meta level: to gather relevant data, assess its meaning, and help the group understand where it’s going. The teacher, if you will, of the organization. This would be a new thing: we’re used to thinking of Chief Information Officers, Chief Information Security Officers, Chief Executive Officers: this would be a Chief Learning Officer. Although of course it needs to be more than one person. And of course everyone has to be involved. But still the CLO might help organize it all. How much of your people resources should you put into learning, CLO and everything else thrown in? I propose 20% as a start. But I suspect it should be more, maybe up to 50%. Maybe 63%.
  7. Find New Ways to Gather and Share Ideas. Which Means Liking Them. One of the most important things in your organization are the ideas in people’s minds. The business world is just beginning to learn that to be relentlessly innovative, they have to gather and tend ideas in new ways, because ideas are the seed of innovation, be these ideas from their staff, their customers, their partners, their competitors. (See my last post for more on this). Part of this idea-tending requires a real cultural change–towards the acceptance and collective cultivation of ideas–and away from the general distrust of all things new that naturally grows up in an organization designed to perform consistently. Let me say that again: we will have to learn to like each other’s ideas.  And treat them, as it were, like a community resource, like, as it were, children. Because without them growing and maturing, we’ll fail. Businesses are starting to do this by building open, inclusive, idea-participation systems called Ideation Engines or Idea Stock Markets that aim to make the ideas in the group transparent and collectively developed. But I suspect you can go a long way without a particularly unique tool (a shared spreadsheet might work as well).
  8. Create Loops and Groups. In my perhaps over-simplified way of thinking, learning comes down to loops (in that feedback and reflection are crucial) and groups (in that learning is social; and in that your co-learners are as important for your learning as your own mind). So I think much of the key work of the Chief Learning Officer and her team will boil down to finding or building, and supporting, new sorts of groups in which people are desirous of learning together, and in adding “loops” to existing processes, to work reflection into the fabric of the organization.
  9. Do Some Old-School Ethnography. I am continually amazed by the complexity and mystery of people and of organizations. And by the fact that all you need to do to begin seeing and unravelling (or ravelling) the mystery is to observe people and ask questions (of course taking notes and writing down the answers). This is the way anthropologists settled on coming to know things as complex and mysterious as entire alien (to them) cultures. Libraries and IT departments have recently begun seeing that ethnography helps them understand the mysterious complexities of cultures alien to them, too (their customers). And it will work for you. On a certain level you can see an ethnographically-inclined research project as a kind of mirror to the people (if its results are shared with the people it studies), a loop at a high level, that both honors people and lets them see what’s going on. I think a lot about the emphasis in the popular Reggio Emilia model on the artful documentation of what the learners are doing; an ethnographic approach to your own organization is like that.