Don't Be Afraid of Fun in Institutional Learning

The title of the next Chief Learning Officer Webinar I've signed up for is called, “Corporate Learning in 2010: Social, Mobile, Collaborative, Engaging and Fun.” I was interested to find an example of this - of how informal learning at the organizational level can be just that – here near Geneva last week.

I had lunch at WWF International in Gland, Switzerland, last Friday where they were just completing a Learning Week that featured five packed days of learning exchange from “How to take a good photograph” to hot topics like the Water Footprint on which WWF is working. When I walked into their offices at lunchtime I could feel the buzz – sessions were going on all over the building, often five in parallel, all internally sourced. Internally is defined broadly here, as some external people were presenting and running sessions too; these external people however – from globally recognized Business Schools and multi-national corporations – were all WWF partners who had taken the opportunity to contribute some of their knowledge to this organizational learning extravaganza.

Fun and learning are not mutually exclusive, as we all know, although having fun in the workplace is not what we have come to expect. It is refreshing to see how that synergy of informal learning and fun can open up space for real connections both at the content level and interpersonally, that can then lead to productivity results afterwards.

As I left, prizes were being given away by senior management for the best presenters, to the person that attended the most events, and so on, in the wrap up of this Learning Week. It no doubt ended with the same energy with which it started – Day 1 of the agenda featured a Staff Quiz, all about the institution and its work. Eight teams turned out in Fancy Dress (I hear), to compete in rounds towards the champion position. Team scoring was done by Senior management. The Pub Quiz format was about institutional learning and exchange, and also ticked the fun box for team development and relationship building. As a Learning Week launch it no doubt served as a wonderful icebreaker for the open discussions and cross-silo-fertilization of ideas that would no doubt follow such an activity.

Reducing “power distance” in organizational hierarchies can also be treated through fun - a staff party where Senior staff bartend, as WWF had, might demonstrate the service orientation of the highest level of management, not to mention model some of the acute listening skills that bartenders are well-known for (and not just for drink orders.) In addition, everyone was invited to submit a session idea, again taking decision-making out of the hands of a few and into those of many, now co-creators of the content.

These are the kind of clever decisions that have important and subtle effects.

Whether skills building or learning about one another’s programmatic work, event titles on the five-page agenda, featuring over 75 events, were innovative too (“Herding Cats 101” building facilitation skills, and “How to manage your energy, not your time”), promising fun and interaction and not just a barrage of PowerPoint. (In fact, guidelines sent out in advance requested reduced reliance on PPT). Even the physical spaces that were used made that in some cases impossible, I saw a hands-on session happening at a clutch of computers in an open space area, others were in the Visitor’s area - unusual spaces for this kind of exchange that signaled something different than business as usual.

Why not host an in-house learning event/conference that is a provocative mix of formal and informal peer-learning which is interesting, useful and most importantly fun. It takes some courage to put on such an event, but the opt-in, staff-built programme with lots of choice no doubt helps people tailor their learning needs to their own interests, and allows them to learn much more about and from their peers through the shared format of fun.

Get More Done with Less Effort: A Systems Story

Some people ask for examples of how systems thinking can be applied. Here's a story that I came across recently...

Imagine you are a headquarters-based training unit in a big organization and, among other things, you put out a two-page newsletter each month that features short paragraphs describing all the different training activities that the many field units are conducting. Collecting the articles is hard work, you need to bug people all the time to send something in. Finally you get your quota of news and you publish it. At the end of the newsletter, you write "For more information, contact info@ourunit.org ".

Early on, after you would publish the newsletter you would get a string of requests for more information that needed follow up, which took quite a lot of time - going back to all the various authors and asking them for information, or passing along the request and checking that they answered it. It would take a while for the author to respond to you, the central HQ unit, then you would send back the information to the person who requested it. It took so long to get the information, that the perception of responsiveness of the HQ unit started to be affected, and eventually no one asked for more information. It started to get even harder to get trainers to answer your news request, you might eventually need to cast your training news net wider, which would need more research and take more time.

You find you are spending a lot of time administering this information exchange. And actually from the lack of timely response from the trainers, and feedback from your readers, you are not sure what kind of impact this is having. As a result this newsletter might not be at the top of your To Do list. Is it time for the newsletter again?

So what are our opportunities here?

You are putting a lot of energy into making this newsletter work. Is there something that you could do differently that would drive this process for you? How could you get the system to do your work for you, rather than you having to do everything yourself? Maybe there is something in the structure of the system that is currently operating that is making it less efficient than it could be. You are clearly in the middle of it. Can you step aside, and shorten some of these information pathways?

What if, instead of putting "For more information contact: info@ourunit.org" at the very end of the newsletter, you put, "For more information write directly to Trainer SamSmith@hisunit.org" at the end of every article? What does that simple change do? Well, for one thing it lets people send their requests directly to Sam or whoever, and you don't have to get in the middle of all this correspondence. It puts a name and potentially a face to the training (can you put the photo of the trainer by his/her article?), and might encourage more contact between the readers and the trainers. Someone will see Sam now in the corridor on his visit to HQ and be able to talk to him about his training, rather than not knowing who conducted it.

Putting Sam's name on the article serves to raise his visibility as the owner of the activity. He now starts to get some notoriety for his articles, and when people contact him for more information he gets direct feedback on his work. His article might bring him some new contacts, new internal clients, or potential partners. People will start to know more about what Sam is doing and when they are conducting training on a similar topic, they might bring him in. Sam starts to see the value of this reporting activity, and this incentivizes him to use that opportunity and to get his articles in on time; it becomes a great marketing route for him and his team. He might even improve the quality of his article because his name is on it now, instead of some anonymous info-email address in HQ.

Now, when the articles come in to you on their own, the quality is better, and you have more enthusiasm from the trainers, your task putting together the newsletter gets easier and more enjoyable. Your admin time goes down, and maybe you can spend more time instead finding new authors, or starting a friendly competition for the best writer of the year, the most prolific writer, the one that receives the most comments, etc., or working with existing trainers on their writing skills, or maybe you can start to find photos (where you never had time for that before). Now instead of having to free up days of work to get the newsletter out, it might be more like hours, and the newsletter can move up your to-do list.

This process starts with a good question - asking yourself if there is something that you can do to trigger reactions in the wider system that can sustain the positive effects of your actions. That is using systems thinking. You want your effort to achieve progress without constant energy input from you; so you ask yourself, what can I change, even with a small strategic effort, that can create a situation where other people, those centrally involved, are happily doing this work (instead of me)?

In this particular case, incentivising the trainers by giving them more visibility and shortening the feedback time from their readers would be a good and simple move. You might consider as a next step putting your news on a blog, and cultivating a set of trainers who would get a kick out of blogging about their activities, and could even post their own articles instead of you (you could give them a set of guidelines and some support). Then if you still need to publish a newsletter, it would be as simple as going on the blog and pulling off the top articles (SiteMeter could even take the guess work out of that) and republishing them in hard copy for the field based staff. The biographical information on the trainers/bloggers, the instant gratification of publication, along with the instant feedback they would get in the comments section would continue to incentivize them to give you timely, high quality content. Now, your newsletter project is just a quick activity, instead of falling into the pulling-of-teeth category of work. And as a bonus you get a lot of happy higher profile trainers, engaged, proud of their work and potentially more productive as a result.

All that from changing the contact information? Systems thinking!

(NOTE: Of course systems thinking would also have you asking, what kind of resistance might I encounter when I make this change to my system? How can I curtail that before it gets to me? And the systems thinking goes on...)

Is YouTube Making Training Obsolete?

I was not too sure about this until I watched a YouTube video that helped me do something I had never done before (make a video with my computer's integrated webcam to post on my blog), now I think YouTube is going to give technical training, at least, a run for its money...I might have actually taken a training course on this...

Futurists Give Us the "Shape of Jobs to Come": What This Might Mean for Facilitators and Learning Practitioners

Just published by Fast Future is a study commissioned by the UK Government's Science: So What? So Everything campaign on the Shape of Jobs to Come .

The study produced a list of 20 jobs for 2030, which I thought I would share because Rohit Talwar, from Fast Future, keynoted at the International Association of Facilitators European Conference in Oxford last September. His presentation, "Dancing in the Dark: The Future Business Environment", thoughtfully provoked us all consider how we as facilitators might keep up with the game as the institutions we work with, and the profile of people in them, potentially change.

In that context, he had us imagine a participant group with, for example, age ranges fom 18-200. He questioned how will we structure our sessions, breaks, marketing, preparation, when everyone has global internet exposure and is hyperconnected? How will we work in an extremely resource constrained world - green our events, dramatically reduce costs, save time? When there is incredible ethnic as well as other diversity in the room, how will we celebrate that as well as continually work on issues of difference and potentially tolerance? And so on. For some, parts of this future are already here.

I received this list of future jobs this morning and blogged it because I thought it was interesting to consider how facilitators and learning practitioners might flex methods now for working with all kinds of change in the future (whether it is with body part makers or not!):

The Shape of Jobs to Come list of 20 future Jobs in 2030 (taken directly from their list published on the links above today):

1. Body part maker: Advances in science will make the creation of body parts possible, requiring body part makers, body part stores and body part repair shops.

2. Nano-medic: Advances in nanotechnology offer the potential for a range of sub-atomic 'nanoscale' devices, inserts and procedures that could transform personal healthcare. A new range of nano-medicine specialists will be required to administer these treatments.

3. ‘Pharmer’ of genetically engineered crops and livestock: New-age farmers could be raising crops and livestock that have been genetically engineered to improve yields and produce therapeutic proteins. Possibilities include a vaccine-carrying tomato and therapeutic milk from cows, sheep and goats.

4. Old age wellness manager/consultant: Specialists will draw on a range of medical, pharmaceutical, prosthetic, psychiatric, natural and fitness solutions to help manage the various health and personal needs of the ageing population.

5. Memory augmentation surgeon: Surgeons will add extra memory capacity to people who want to increase their memory capacity. They will also help those who have been over-exposed to information in the course of their life and simply can no longer take on any more information thus leading to sensory shutdown.

6. ‘New science’ ethicist: As scientific advances accelerate in new and emerging fields such as cloning, proteomics and nanotechnology, a new breed of ethicist may be required, who understands a range of underlying scientific fields and helps society make consistent choices about what developments to allow. Much of science will not be a question of can we, but should we.

7. Space pilots, tour guides and architects: With Virgin Galactic and others pioneering space tourism, space trained pilots and tour guides will be needed, as well as designers to enable the habitation of space and other planets. Current projects at SICSA (University of Houston) include a greenhouse on Mars, lunar outposts and space exploration vehicles.

8. Vertical farmers: There is growing interest in the concept of city-based vertical farms, with hydroponically-fed food being grown in multi-storey buildings. These offer the potential to dramatically increase farm yield and reduce environmental degradation. The managers of such entities will require expertise in a range of scientific disciplines, as well as engineering and commerce.

9. Climate change reversal specialist: As the threats and impacts of climate change increase, a new breed of engineer-scientists will be required to help reduce or reverse the effects of climate change on particular locations. They will need to apply multi-disciplinary solutions ranging from filling the oceans with iron filings, to erecting giant umbrellas that deflect the sun's rays.

10. Quarantine enforcer: If a deadly virus starts spreading rapidly, few countries, and few people, will be prepared. Nurses will be in short supply. Moreover, as mortality rates rise, and neighbourhoods are shut down, someone will have to guard the gates.

11. Weather modification police: The act of seeding clouds to create rain is already happening in some parts of the world, and is altering weather patterns thousands of miles away. Weather modification police will need to control and monitor who is allowed to shoot rockets containing silver iodine into the air - a way to provoke rainfall from passing clouds.

12. Virtual lawyer: As more and more of our daily life goes online, specialists will be required to resolve legal disputes which could involve citizens resident in different legal jurisdictions.

13. Avatar manager / Devotees Virtual teacher: Avatars could be used to support or even replace teachers in the elementary classroom, for instance, as computer personas that serve as personal interactive guides. The Devotee is the human that makes sure that the Avatar and the student are properly matched and engaged, etc.

14. Alternative vehicle developers: Designers and builders will create the next generation of vehicle transport using alternative materials and fuels. Could the dream of underwater and flying cars become a reality within the next two decades?

15. Narrowcasters: As broadcasting media becomes increasingly personalised, roles will emerge for specialists working with content providers and advertisers to create content tailored to individual needs. While mass market customisation solutions may be automated, premium rate narrowcasting could be performed by humans.

16. Waste data handler: Specialists will provide a secure data disposal service for those who do not want to be tracked, electronically or otherwise.

17. Virtual clutter organiser: Specialists will help us organise our electronic lives. Clutter management would include effective handling of email, ensuring orderly storage of data, management of electronic IDs and rationalising the applications we use.

18. Time broker / Time bank trader: Alternative currencies will evolve their own markets – for example time banking already exists.

19. Social 'networking' worker: Social workers will help those in some way traumatised or marginalised by social networking.

20. Personal branders: An extension of the role played by executive coaches giving advice on how to create a personal ‘brand’ using social and other media. What personality are you projecting via your blog, Twitter, etc? What personal values do you want to build into your image - and is your image consistent with your real life persona and your goals?

Whether you agree with this list or not, it is still interesting to consider how things change (both with the people and the context) as a learning practitioner and facilitator, and consider how you notice this, and how you adapt your practice to work with it.

Make a Game Out of Any Workshop Topic (The drier the topic the better!)

Tweet version:
Dry topic? Make a GAME: Take topic, identify behaviour desired, make game to practice (team it, test it, time it), add drama, give prizes!

Imagine you have what might otherwise be a dry topic, like sharing a complicated membership application process (not that some people won’t find this exhilarating, of course). As exciting as that topic might seem to those people, you cannot imagine being able to keep a workshop room of 30 people’s undivided attention long enough to go through all the 18 steps (no joke), including the many subtleties and elaborate intricacies of the process, as told by one of the experts.

You still need to transfer the skills and knowledge – why not make a game of it?

You might go about it like this:

1. Pin down a goal: What do you want to be different? For example, regionalising a complicated membership application process so that everyone can conduct it, and not only a handful of HQ people.

2. Identify desired behaviours involved: What do people have to do to achieve this goal? For example, A) following the steps of the application process in the right order (order in this case is important because you need to have the right information to meet different external deadlines imposed by a larger governance and funding process), AND B) be able to make judgements on the quality and completeness of application information submitted at different steps. Here we have two very specific actions – perhaps two different games? (We made two games to keep elegantly simple what could otherwise have been too fiddly.)

3. Develop game materials: What are your physical manifestations of the game? For example, can the steps of the process be put on paper and then separated like a puzzle (without the step numbers of course), to be put back together? Can the questions be put in the form of a quiz worksheet?

4. Design the game mechanics: How do people play – in teams or individually? Are there specific roles? What are the steps of the process? What is moving around – are they building something, answering something, putting something in sequence?

5. Set the rules: What are the rules – what you can and cannot do? What do people have to do to “win”? (Be very consistent with the rules if you give them, otherwise some people get very frustrated if shift happens. Make very few and stick to them.)

6. Time it: How long is a round? How long is the game? (Make sure to keep to the time and don’t go soft on it unless specifically contracting an extension or change with the group, or else the boundaries of the game start to blur.)

7. Record it: How do people record their progress? (back to that quiz sheet) How do they know when they have won? Is there a place to record scores? (what about a big team scoreboard like in baseball?)


8. Test it: Who is the authority who will announce the winner? If appropriate, do you have on hand the “suggested answers” and someone who can explain them?

9. Add drama and surprise: Where can you add some of the fun that goes with games? Mysterious prizes – like a Skip-a-Session-To-Go-Shopping Card? (even better than Get-Out-of-Jail-Free!) Running light commentary like at an auction or football game? New unusual seating arrangement or new room? New teams with different team names? A “judge” as a role play? A bell or whistle to signal round changes?

10. Celebrate it: What is the prize for winning? Chocolates to share? Longer coffee break? First in line in the lunch buffet? The glory of being first (Note: Personally, I get a lot better engagement with more desirable prizes – excuse a pertinent yet non-work example: I cannot get my kids excited to compete in the Getting Dressed in the Morning Game if they know the prize is a Big Kiss from Your Mother.) Also, if you have two games, give different prizes.

11. Debrief it: How can you help the teams make the points? What questions can you ask for people to notice their learning or question aspects of the practice?

It’s certainly not as easy as it sounds to make a good game that people will have fun playing and also have it be a successful learning intervention. One of the most important steps is of course:

12. Practice it: Make sure you know how to brief and debrief it, know and have tested the rules, and have all the measurements of success and prizes ready to go.

Then change the name of your workshop session from: Introduction to Regionalising the Membership Application Process to GAMES DAY! (and at the end of the session, instead of "Good Work" you can delightfully say "Thanks for Playing!")

Thought for the Day: On Knowledge Workers

Like cobblers kids, do Knowledge Workers kids get no time?

(This rather bleak thought has been haunting me since I Tweeted it last week, I'm hoping posting will exorcise it - or maybe it's better as a New Year's resolution not to work so much!)

Putting Action into Words (Hunh?)

I have been spending the last weeks at my desk developing a shared “curriculum” for a trio of sustainability leadership development programmes in different parts of Africa. I find myself writing about activities that help people make impact in their contexts and communities, and about how to take ideas from rhetoric to behaviour change.

That's what I'm writing about, but what I'm doing is actually the opposite. I'm taking action and putting it into words. And I realise as I write this shared curriculum, ostensibly from existing materials, for a global programme that has already existed for some 15+ years, how useful and unusual it is for practitioners to take this extra step in their capacity development and facilitation work. That is, to actually write their “curriculum” down, or record it in some way - to capture more than just the content, but the learning process used (the learning objectives, the frames, the questions, the activities, the timing, etc.) Here are a few reasons why I think this is useful and important in this day and age.

Finding efficiencies and economies of scale

This curriculum development exercise was initiated because of a consolidation of three existing programmes who want to create efficiencies and economies of scale from sharing past and future learning investments and practice. These programmes are located in the same “region”, but that region is Africa, and we all know how big that is. So frequent face-to-face work and oral exchange becomes less viable, and flying the one person around who knows how to do X-by-heart is also more problematic. It needs to be documented some way so that everyone can use it.

Democratising the learning process and creating on-demand resources

Writing the process learning down, or recording it in some way, helps move the learning from the expert model, where the knowledge is kept in one or a few people, and makes it available to a wider community of other facilitators (or would-be facilitators). Although distance knowledge sharing is aided by conference calls and video skype, (although still somewhat limited by accessibility), it is still rather impossible to download days (or years) of process this way, and unless you record the exchange, it is not available later when you might need it as an on-demand resource. And even if it is recorded, it is probably not tagged so not searchable later (and who will wade through 40 hours of hand-held workshop video?) I know change is coming in this area because I participated in a demo webinar of Quindi, which is a software package that aims to capture all aspects of meetings including video recording, which then is organized through tagging and bookmarking, but I have only just heard of this recently and not seen it in practice yet.

Promoting knowledge retention and exchange

When each programme team started their own training work many years ago, they probably did not anticipate that they would be in the position one day where they needed to share everything. In this global programme there were initiatives to report on curriculum, outlines were shared, presentations made, but not a lot of learning content was shared across the network and used by other programmes. As a result, I am not finding as much of the curriculum and learning process documented as I would like for this exercise I'm undertaking. It exists in the heads of the facilitators and faculty, but without a great deal of investment, that is very hard to use. Putting action into words can help document the learning process into reusable learning objects which then can be shared and really used.

I wouldn’t mind how this was done - practice and learning materials could be taped and YouTubed and well-titled, recorded into how-to podcasts, blogged, or simply written up (well-labelled -not pdfed please, what a pain to reuse!) and stored on a hard drive somewhere ready for emailing, even better on the cloud. Not only would it be useful for me, but it would be useful for anyone new (and in this time of high turnover, new colleagues are not unusual.) We would all benefit from this tacit knowledge of how things work, whether it is to build it into a new learning process, or share good practice with other parts of the larger leadership development network.

Creating Social Learning Opportunities

Writing things down or recording them in any way takes time, and it is certainly easier for a facilitator to simply have a learning framework in your head, to put together your materials and make it happen. And this immediacy can be very good for learners (but not so good for your peers - in fact, the better you are at facilitating learning activities, with your stock of tried-and-true games and activities, the less likely you are to record your process I find.) However, I think you can do both. If you want to contribute to social learning, and in turn benefit from the conversation that happens when someone can see and query your practice, then find some way to record it and make it useful to others who can then benefit from your work and grow the practice overall.

People who work in leadership for sustainable development need to help leaders make transformational change, and put their words into action, but in order to help this leadership learning community to strengthen its own practice, we also need to put this action, somehow, into words.

BBC's Holiday Video: Wish I Had Home for Christmas

Thanks to the BBC for a slightly odd, but very environmentally-message friendly holiday video!

PS: And just to make more of a learning object out of this (e.g. more than learning that squirrels can play the saxophone), this is the first time I have embedded a video into blog post, much easier than I thought to copy in the code. OK, maybe the squirrels are more interesting - Happy Holidays from me!)

Follow the Leaders: Sharing Jay Cross' Collected Wisdom

The recent Online Educa International Conference on Technology Supported Learning and Training featured a stream of fascinating workshops in and around informal learning that was organized and facilitated by Jay Cross (author of Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance.)

I attended a number of the workshops in this stream, that started with a session called "The Great Training Robbery" and included others such as "The New Era of Corporate Learning Unconference" and a Pecha Kucha Mini-Master Class (my first exposure to this cool presentation technique). (Note for conference organizers: Titles are everything when you have 10 parallel sessions to choose from, plus the ongoing pull of the cafe or bar for networking; this stream had some of the most provocative titles and they lived up to their promise.)

Today, Jay kindly sent around to participants of his workshop stream a wonderful set of links to all the rich content and out-front thinkers who contributed to his sessions and said, "Feel free to pass it to others." So here it is, a veritable cornucopia of fantastic stuff about learning, well worth exploring for new ideas and to get a feeling for where some of the leaders in this field are heading:

Session: Informal Learning + Web 2.0 = Social Learning Breakthroughs

The Cluetrain Manifesto, the important book for understanding web culture;

Jerry Michalski's video interviews with Dutch traffic engineer Hans Monderman (who challenged transport planners to look again at the way people and technology relate to each other);

Enterprise 2.0, important new book by Andy McAfee;

CIA Blog & Wiki Vision by CLO Carl Andrus;

Toolwire, David Clarke IV's company;

Jerry's online Brain and tweetstream

Jay's Research Page and Articles

Jane Hart's eLearning Pick of the Day

Jane's Social Media in Learning

Pecha Kucha Mini-Master Class:
Recordings of our first four Pecha Kucha sessions on YouTube.

Session: The New Era of Corporate Learning

Internet Time Alliance, the folks running the workshops

Charles Jennings' blog

Jay's blog

Kevin Wheeler's Global Learning Resources and blog, Over The Seas

Kevin's Corporate University site

Jane's Centre for Learning and Performance Technologies

Jay's notes on Unmeetings and Open Space Technology

Jay's Research Page

Online Educa Learning Video Festival
The video listing is at http://bit.ly/8XPDsB

Faculty (Gillian: I added the links here)

• Jay Cross: Internet Time Alliance
• Charles Jennings: Internet Time Alliance & Duntroon Associates Ltd.
• Jane Hart: Internet Time Alliance & Centre for Learning & Performance Technologies
• Harold Jarche: Internet Time Alliance
• Jon Husband: Internet Time Alliance & Wirearchy
• Heike Philp: Lancelot School
• David James Clarke IV: Toolwire
• Jerry Michalski: Sociate
• Kevin Wheeler: Global Learning Resources
  

All of these experts make multiple resources available for other's to use, whether its a daily reviews of learning tools and news on their blogs, Delicious pages, Flikr accounts, Podcasts, YouTube videos, and Twitter feeds - all are focused on social learning, walking their talk, and making it easy for others to follow some of the leading thinkers exploring this growing field.

The Two-Day Total Twitter Immersion: Using Twitter for Social Learning

Many people do not see the point of Twitter. I know this because I counted myself as a proud member of this large, non-plussed group until a few days ago. We had followed the hype and set up an account, followed some people (quickly stopped following some people), Tweeted a few times to see how it worked, and then thought, "so what?" Nobody tweeted back to me, most of my "followers" didn't know me, and it felt a little silly to be sending these cheeps out alone.

Using Twitter in a conference setting however completely changed my mind about its utility and possible applications for learning.

The Online Educa Conference was full of Tweeters. I know that because I spent a lot of time looking at the hashtag that was set up by the conference organizers (smart, they printed it in the front of the Conference Programme Catalogue in "Important Practical Information".) A hash tag – like #oeb2009 – is a tag that people include in their 140 character Tweets that is searchable on Twitter. If you put the hash tag in the search box on your home page, any post that includes it will come up in an aggregator window on Twitter. So you can keep track of the whole conversation happening in real time, even if you are not following the individual people Tweeting (yet).

Believe it or not, a big conference was a great place to be totally immersed in Twitter as it had so many useful applications at the event. Here is what I was noticing about how people were using Twitter for social learning in this setting (remember there were some 2000+ people attending).

• At any time, there were up to 10 sessions going on in parallel and obviously you could only attend one, but you could count on the fact that a dozen or so people in each session were Tweeting the main points, and if one of those sessions sounded better than yours you could always split and go find it. Twitter helped make more purposeful the Law of Two Feet.
• Speakers were using Twitter to publicise their sessions in advance (plenty of healthy competition with participants spoiled for choice). They also used Twitter to share their websites and papers. They even used them to announce changes to rooms, speakers line ups etc.
• Being active and thoughtful on Twitter helped people gain visibility in a large conference. In vast plenary halls, no one could really stand out, and very few got to make their points publically, but on Twitter anyone could jump in with good ideas, and be rewarded with comments and engagement.
• Participants were using Twitter to gather people together – for example plenty of Tweets announced snacks and discussion at a certain time at some stand in the Exhibition Hall, or at the bar. As one Tweeter lamented, "Shoot!!!.... i see i missed the Tweet meetup at the oeb bar yesterday...always good to meet tweeps in RL."
• In each session, there were assistants handing out paper feedback forms, but I noticed that not too many people were filling them in. I think they didn’t need to, people were giving real feedback to speakers and organizers on Twitter on everything from the quality of the presentations to lunch. One Tweeter wrote, "maybe we need an online course for silently closing the door!" (obviously sitting too close to some conference room exit).
• Panel Chairs could use Twitter to gather questions from the audience. At least one Chair monitored Twitter for questions, that she then used to launch discussion when the panelists were done with their formal presentations. One Tweeter even asked his "followers" (not at the conference), "going to mobile learning session- mates of mine, any questions I should ask?"
• People were using Twitter to be a part of the larger conversation and interact with many more interesting people. We noticed that we could talk to about 20 people face-to-face in the breaks during the two-day conference. However, we heard from and engaged in conversations with hundreds on Twitter.
• Now, after the conference, Twitter acts as an archive of content through Tweets, with their links, ideas, and connections to a previously unknown group of like-minded people.
  

Overall, I was impressed by how much Twitter added to my conference-going experience. It took me a while to get into it. I needed to install Tweetdeck on my I-phone before it got really easy to use it for all the things above. It took me some time to find my "voice", make some personal policies about what, when and how I would engage with the community through Twitter. And suddenly, I wasn't learning alone anymore.

Ahead of the Curve: This Year’s Learning Trends at Online Educa

I just spent the last two days at Online Educa, one of the largest global conferences for technology-supported learning and training, held annually in Berlin. It is my third time attending and every time I return full of new ideas and a glimpse at the future learning trends through the eyes of some of the top thinkers, academics and techno-geeks. This year was no different.

Each year there is some tool or topic that is capturing the excitement and imagination of the 2000+ participants. When I first attended in 2006 it was blogs and wikis, with many people enthusing about their experiences with these young tools. At that time we had just started this blog, so were eager to hear how people were experimenting with theirs for learning. Informal learning was also a topic with Jay Cross’ original book on this published.

In 2007, the buzz was around real learning applications in virtual worlds, like Second Life (SL), which most people had discarded as playgrounds for slackers. Many formal and informal learning experts were exploring and exploiting their potential for all kinds of learning. Podcasting was also a hot topic, and mobile learning was a beginning topic of conversation then, but was being drowned out by SL avatars and a much bigger conversation about the quality and quantity of user-generated content. (I'll never forget plenary speaker Andrew Keen -author of The Cult of the Amateur: How Today's Internet is Killing Our Culture- who was boo-ed for proclaiming to the audience of thousands of otherwise very polite internet enthusiasts that wikipedia and the internet was being written by monkeys, or something to that extent.)

Trending this year were a few things: Tools like Twitter were not only mentioned in practically every session, but also was being actively used to extend the learning beyond the seminar rooms throughout the conference. All kinds of video application was also a trend, from having school kids use the video clips they took with their phone for show and tell, to the question of whether YouTube and its mega supply of how-to, just-in-time learning content might ever replace formal training. Mobile learning was also very big this year, with everyone doing it on their I-phones (or other, although I saw lots of them) as well as discussing the future of learning as being “hand held”. This was linked to an ongoing discussion about the coming of cloud computing, having everything in the "cloud" with ubiquitous access, where any user can access any content, anytime with their phone, PDA or even a TV. One plenary speaker heralded the end of "bulky" laptops, while holding up one of the smallest I've seen.

I myself found it fascinating that I only turned on my own PC once the whole two days (and that was for a skype call to Sweden). Not that I was taking notes and talking instead, no, I was on my phone the whole time. I used it to Twitter the conference, used it to give feedback in sessions on Backnoise.com, to ask questions of other participants, to meet and interact with many people, and more. Instead of sitting down to write my blog posts, I micro-blogged the whole time (I would have never found the hour it takes me to write a proper blog post during that fast-paced conference.) And in doing got some experiential learning in "going mobile", learning alot about this new handheld future, from many who do it so expertly.

In fact, my last Tweet from the Conference was: "#oeb2009 Difference @ OEB for me this yr: Didn't use my laptop at all- all interaction with mobile & found it great- Next yr no pc 4 me!"

11 Ways to Build More Learning Into Your Work Life

Learning can be a useful accelerator for the work you do. It can help keep you motivated, let you experience your progress in a different way, keep you engaged with wider processes. So how can you build more learning into your work life? As a learning practitioner, I asked myself this question, and here is what I came up with:

1. Ask great questions
It is surprising how many people don't ask any questions, or only ask rhetorical, obvious or yes/no questions. Try to ask engagement questions that people want to answer, questions that ask people to think and share. Ask questions of yourself (like I just did). For all of your questions, consider how you ask them - an approach like Appreciative Inquiry can help you refine your questioning practice (it even works on yourself).

2. Listen for learning
Listening is a companion to number 1: How often do you ask yourself as you go into a listening or a conversation opportunity, "What do I want to learn?" Answering this question can help you listen very differently and more deliberately. You can also ask yourself, "How am I listening to this?" This can help you explore your openness to learning at that moment, and to notice when you are most receptive to new ideas and messages (and when you are not).

3. Be a better storyteller
Storytelling has so many contributions to make to learning, as we have written about so many times. It helps take you through the process of packaging your learning for better recall and resuse, makes it easier to repeat/retell (thus further embedding it), and makes your learning more useful not only to you, but also to others, as you do the work for them to distill the most meaningful parts of some experience or learning.

4. Start a blog/vlog
For so many reasons, blogs help you be a part of the conversation (even if you are only talking to yourself). They provide an opportunity to notice your experience and a provide a virtual place to record it. Because it's public, it asks for some quality control (through, say, number 3 above.) Its chronological organization and tagging helps structure your experience, so it can be used as a knowledge management tool. And I personally use it to strengthen my reflective practice, more on this below.

5. Join a community of practice
These can be physical, virtual or both. They can help you share and be shared with, providing rich opportunities for peer learning. They can be even more useful if you use them to practice some of these other learning tools, like asking great questions, and listening for learning. If you don't find a community of practice that fits, can you start one? (Ning makes this easy for virtual CoPs.)

6. Practice it
Find opportunities to try something again. Maybe you went to a great visual facilitation workshop - how can you continue to practice that even if you are a beginner? As you sit in on a conference call, or in a meeting, can you doodle icons of the conversation process ?

7. Move your learning into a different side of your brain
Can you add an image to the theory, or link your learning to a physical experience that makes the point visceral? Can you draw a diagram that explains your thinking in addition to writing a paragraph about it? Can you move your learning from knowledge to behaviour change, from left brain to right?

8. Notice/Map your personal knowledge management system
If knowledge is a flow, how are you tracking the flows? What kinds of tools are you using to manage this flow - google is good of course, and what other kind of nets are you throwing out in the ocean of information to help you get the quality of inputs you need when you need them? In effect, what are you using as your personal knowledge management system? For example, do you have a list of the gurus in your field whose blogs or tweets you follow? Do you tag useful incoming content in your gmail or in a delicious account? Can you improve your email management system (e.g. through something like Inbox Zero?) Plenty of opportunities exist in the Web2.0 world of today.

9. Be deliberate about reflection
People use different means for this, and generally agree that they are more fully present for learning when they are actively reflecting on their experience. Capture, whatever your tool - journaling, blogging, songwriting, slam poetry - is helpful for many reasons that can be found in the points above. The choices you make about what to record helps to prioritise information, makes it more reusable and, depending on your tool, makes it available on demand for both yourself and others.

10. Help other people learn
In addition to the obvious social value of this, learning through teaching (with a small "t", thus not necessaily in a formal learning setting) is a well known way to embed learning. How can you volunteer your learning to others and in doing so practice and progress your own? Every conversation is an opportunity to exchange, so you don't need to have a classroom environment to help other people learn.

11. Know your own learning preferences
There are of course diagnostics around this, and I think one of the simplest ways to identify your learning preferences is to ask yourself some questions (and voila we're back to point 1): "When was the last time I learned something new? What were the conditions that helped me learn? What was I doing? What were the people around me doing to help me learn? In what situations do I learn the best?"

Learning happens continually, and still there are always opportunities to integrate it more powerfully into personal practice and team practice, even without a training budget. For example, just writing this blog post gave me an opportunity for learning, which combined many of the above. Once you get out of the formal learning environment it's free for the most part, it's relatively easy, and still, it takes a little thought, and perhaps a change in daily practice. The rewards, however, can be great - a boost in productivity, satisfaction, direct engagement with your topic, as well as an opportunity to strengthen yourself as a practitioner and further increase the value of your contribution to your community(ies) of choice.

Making Memories: Improving Your Workshop Impact With Visual Facilitation, Slam Poetry and More

Many of us go to hours, days, even weeks of meetings and workshops as a part of our working life. Then when we return home have the added pleasure of trying to remember what happened and what we agreed to do.

Thankfully many of us also have developed good systems for tracking our next actions (I'm happy with my GTD practice, which 2 years after adopting is still going strong), and of course we also rely on the organizers to send out a report which further reminds us what happened and what's next. These reports take many forms, and a good one is one that we a) actually read, that b) keeps the interest/excitement/momentum of the hours/days everyone spent together, and c) encourges follow-up on our part.

With the flurry of meetings and workshops that most people experience as part of their work process, how can you make your own event memorable? What can you add during and after the event that makes it stand out and finds a little home in the grey matter of each participant for the duration of your collaborative work?

Helping people remember is something that can be built into a workshop process. Like the deliberate process of creating a story from an experience - it helps people to organize and contextualise information, distill its meaning, reorganize it into a lean narrative, and create a product (story) with title or tag that is easier to remember and reuse later.

You can of course, literally, ask people to create stories from their experiences at the end of a workshop, and practice telling each other these stories and notice the great ones (people can always share and use each other's stories). You can also use techniques like some we saw at the Society for Organizational Learning conference last year, which had "Weavers" (two charismatic people who opened and closed each day, Sonny and Cher style), who effectively linked or wove together what was going on in the conference into funny stories and jokes -again contextualising the information and applying it to real life in a humorous way. They created and told the stories for us in that case.

That conference also had a Slam Poet duo - Tim Merry and Marc Durkee - who by the end of each day had written a rap-like song, with guitar accompaniement, which pulled out a few of the strongest points from the day's plenary presentations and built them into a strong refrain. To get big messages to stick, they even had a sing-along component. You can't get much more memorable than that (600 people singing along to the key messages over and over again).

Visual facilitation and graphic recording are two practices that also help to create icons and memory triggers for participants, not to mention helping information and data creep over from our rational left to the creative right side of the brain (more brain real estate cannot be bad). The image above (of me!) was created in a recent workshop by Fiami, a Geneva-based graphic recorder and visual facilitator, who worked at the back of our room to capture the essence of the discussion in one pane images which are informed by his work in "bandes-dessinees" (which translates (poorly) into comic strips). His work creating one frame images with captions is slightly different than the main-stream graphic interpretations by visual facilitation groups such as Bigger Picture, a Danish group with which we have also had the pleasure to work.

Bigger Picture, like many of the visual facilitators who work in the tradition of David Sibbet and The Grove (often credited with first bringing strong visuals into planning and strategy processes), capture the process in murals which visually track the progress, decision, discussions of the group in real time. With this approach, at the end of the workshop, you have a large graphic artifact (literally meters of interconnected drawing) which ultimately can be reproduced as a poster for each participant if you have the budget (they are not cheap). These mural creation processes, which do go on quietly at the back of the room during your meeting, have the most impact if some time is built into the agenda for participants to interact with the visual - validate it, add their own post-its of icons and meaningful words here and there, and reflect on some of the key messages. With these visual "fingerprints" of participants embedded within it, the final visual's utility as an aide memoire is greatly enhanced.

The number of groups around the world working in visual facilitation is growing. Many of these practitioners are connected through networks like the International Forum of Visual Facilitators and vizthink which operate globally, the latter of which includes all kinds of applied visual techniques.

Whatever you do (come up with your own!) you can increase your chances of success, longevity of ideas, and active follow-up to your workshop by being more memorable for participants. It might feel a bit risky at first, but my experience has been that participants are most thankful for the extra help making their time spent with you in the workshop more actionable.

The Work-From-Home Field Guide to Time

Time is like snow. It's all made of the same stuff - minutes for time, or water in the snow case - but it takes so many different forms. Did you know there was a Field Guide to Snowflakes? (over 35 different kinds!) I want to write the Field Guide to Time.

I never noticed what kind of time I had until I had a different kind of time. And now that I have made this observation I've started to look more closely at the nature of my time, at the individual forms of time, to see how different they really are. In my Field Guide to Time I would have both Office Work Time and Home Work Time.

In the office I saw different kinds of time floating around me:

• Desk Time - Perceived blocks of time for working on documents/reports/proposals, often interrupted by all of the following. What you tend to get hired to do.
• Email Time - Chunks of time for zeroing in-box and working on action file. Should be linked to "Desk Time", but can include many other extraneous things.
• Meeting Time - Hours of time (and sometimes whole days or weeks of time) for collaborative discussion that can sometimes also count as working, and sometimes not.
• Corridor Meeting Time - Minutes of time to gather information that is not found elsewhere.
• Pop-in Meeting Time - Usually happens when you are at "Desk Time", longer or shorter depending on the pop-in person's place in institutional hierarchy, and/or desire to procrastinate.
• Phone Time - Answering calls that I miss while I was at Meeting and Corridor Meeting Time.
• Negotiation Time - Very brief moments providing windows of opportunity to change things.
• Talk to Your Colleagues Time - This time expands when procrastinating and can often lead to "Coffee Time".
• Coffee Time - Self-explanatory
• Cleaning Your Office Time - Time so called when you can't or don't want to concentrate on anything else. Could also be called "Procrastination Time" except nobody would ever pay you for that.

If you were lucky, you could get useful things done in all of these times (including needed mental rest and processing time from the last one). And if you needed to, you could theoretically shift around the time so that you had more Desk Time when you needed it, and less of the other kinds of time in your day.

Now that I am working at home, I am getting to identify some different kinds of work-related time, some are the same, many are different. At home, for example, I find I can subtract "Corridor Meeting Time" (for obvious reasons) and "Pop-In Meeting Time" has reduced (or at least now there is a warning phone call since I live outside of town). And some new specimens of time have been added:

• Car Time - This could also be called "Thinking Time" for return trips when car is empty.
• Judo Time/Circus Time/Football Time - Highly fragmented minutes of calm during children's flurry of activities - could also be called "Checking Iphone Time".
• Car Park Time - This time only occurs in daytime or in carparks where the space near the light is free. Includes much balancing of papers on knees.
• Skype Time - Occurs more because now I am paying the phone bills myself.
• Google and Social Networking Time - This time increases, as guilt decreases about surfing when someone else is paying for your time.
• Cafe Time - This is different than "Coffee Time", although they can overlap. Cafe Time is more about working around people (as opposed to working with them).
• Making Dinner Time - This would have previously been called "Phone Time", now all the most important calls come when you are making dinner.

I'm sure there are more, feel free to add some!

These latter kinds of time take forms that I am not yet used to using productively, although I am getting better at it. I do notice that they crowd out a lot of "Desk Time", which means that I need to be clever about the kind of projects I take on. No longer do I seem to have long stretches, day after day of "Desk Time" when I can work on a big writing project, for example, or any task that demands hours back-to-back of stationary, uninterrupted concentration. This seemed to be an easier environment to organize in a workplace office rather than a home office. Now every work day is an aggregation, a collection of kinds of time, a veritable snow bank of the many different, often fleeting forms of Time that make up my day.

Being productive in this kind of environment must be like choosing the right shovel or wearing the right clothes - noticing the kind of work that fits the quality of your time. Being able to identify the kind of time you have, in your own Field Guide to Time, must be a first step.

I’m With The Brand

I just spent a worthwhile 30 minutes reading Brenda Bence’s, “The Top 10 Branding Mistakes Entrepreneurs Make”. Since I went independent in June this year I'm still getting my head around many aspects of what it means to work independently. I thought this was a useful set of points for newly independent workers to consider – it works almost like a checklist, if you turned it around with an appreciative frame (I am not too fond of thinking in mistakes, I rather prefer opportunities to do things differently, which is a little easier on my ego.)

One of the first things that struck me among those 10 points was the second one (the first one about company names I felt pretty good about). The second point is: Forgetting that you are your brand. I type this as I sit on the Heathrow Express on my way to an afternoon meeting in a multi-national’s corporate Headquarters in London with a purple and black backpack and jeans. I am definitely going to change for my meeting this afternoon, and what if I bump into the whole group in the lobby before I even get there?

I would like to hope that my brand is more than just the aesthetics, and at the same time some branding expert/communication specialist/marketing guru might disagree with me, at least partially.

Before I became independent I worked for a string of sustainable development institutions, from small to large - an academic institute, a leadership training foundation, a conservation organization/NGO. The larger they got, the more people who were holding up the brand, and perhaps the stronger the corporate branding (and thus the lighter the individual brand within in.) When you turned up at meetings you were a person from that INSTITUTION, and although you obviously had to sound and look ok, the reputation of the institution made up for any shortfalls (e.g. from lost luggage, thus the tennis shoes at the conference, on down.)

And now I’m independent, and at least for the moment, it’s just me.

Of course I have a certain persona/reputation within my networks, with people who have known me and worked with me for years. But what about the new people, those that I am meeting for the first time? I can always quote my CV to them, if I get the opportunity, and still, the further I get from being an ex-staffer, hiding behind a great big brand, the more I need to build my own.

(Later) So, I made it to my hotel and managed to check in and get up to my room undetected, and of course, the electronic key didn’t work. On my second pass through the lobby I was not as lucky. That rather embarassed greeting of new colleagues from around the world firmed up my resolve to start thinking a bit more about what I want my brand to say about me, all the time, and what I want to say about my brand. After all, I’m not with the brand anymore, like Brenda Bence says, I am the brand.

(Next action: Reframe to make this sound less frightening and more exciting...)

"They Threw Out My Exercise!"

All week I have been working with a mixed Private Sector/ Not-for-Profit group (the latter from one conservation organization) in a joint learning exercise about partnerships between these two different sectors. It was structured in an interesting way, the first two days were internal to the conservation organization, with headquarters staff joined with their regional and national office counterparts. The third day invited a wide range of interesting and interested multi-nationals, and the final day featured a more intimate meeting between those private sector partners with a more formalised relationship with the NGO, and the relationship managers from both organizations.

This was a marathon meeting for some, and almost more so because of the highly interactive nature of it – no sitting and vegging out during hours of plenary presentations. At the same time, this intense interactivity in a workshop - working in pairs, individual reflection with Job Aids, trio Peer Consult walks, Learning Cafes, Graffiti Boards, Carousel discussions – all has accelerating affects on the group development process. And if you succeed and get far enough in developing trust, open communication and comfort around authenticity in the group, what that often means is that at one point in the agenda, the group kicks out one of the exercises. I’ve seen it happen over and over again.

That happened in our meeting, and while my counterpart (who had picked that session to facilitate) was a little distressed by this, I saw it as a strong indicator of success.

How can it be successful if a group decides to not play along with an exercise, but instead tells you that this is not the right question or activity, and proposes another one? That sounds scary from a facilitator’s point of view, and this might sound counter-intuitive: if you are a good facilitator you need to be ready for that.

When a group kicks out a session, it can be a sign that the group, the network or team that you are building, is making its own decisions. It knows where it needs to go, and is comfortable enough with the relationship they are building together, and with the facilitator, to articulate that (in the nicest possible way as we experienced). The group exerts its independence and drives the conversation in another direction. Potentially this new direction involves the Elephant-in-the-Room question - that might have been perceived to be uncomfortable or unsafe early on in the relationship building process - and for which resolution is critical to overall long-term success.

For the facilitator, the right reaction, like in good improv theatre, is to say “Yes!” and go with it. Seeing a decline in dependence on the facilitator at the end of a workshop is always a good thing, and can even be built into the agenda, as the group will continue on its own afterwards, and manage its own processes. So it is an excellent thing if this independence can occur and be practiced in the safe, face-to-face environment of the workshop.

So if a group throws out your exercise, think about it, it might be a sign of a job well done!

Embedded Learning and Making the Bed

Last night I participated in an excellent webinar run by Chief Learning Officer Magazine called "Metrics of the Modern CLO: Measuring Formal and Informal Learning".

(CLO offers a great series of free learning webinars, by the way, see the archived version of this webinar here.)

The speaker was Josh Bersin, and he spoke about three kinds of workplace informal learning and how to measure them:

1) On-Demand Learning
2) Social Learning, and
3) Embedded Learning

He said businesses report that informal learning gives the greatest business value, with 72% of learning coming from on-the-job experience (stretch assigments, etc); on-the-job mentoring/projects/rotations; and coaching and peer learning. Only some 28% comes from formal training. He noted that informal learning was not fad, it was an evolution in workplace learning. Yet only 1/3 of organizations have learning and development programmes that reflect future talent needs (and that is in the private sector, I wonder what the percentage is in the other sectors - higher? lower?)

This morning I woke up thinking about the third kind of informal learning. I am not used to seeing or hearing the words "embedded learning" and I needed a way to remember this, and here is the learning anecdote I came up with.

Embedded Learning is the invisible learning on the job, feedback from managers, performance support from mentors and peers, and so on. It helps you on the job to learn as you go, in the context of your working community, rather than noticing something you need to learn and then going out to search for it yourself (this is on-demand learning).

From June I started working from home. So that is my workplace, and at the moment I work primarily alone. Of course I have many virtual partners, and occasionally meetings in my home office. However, one person I do see weekly during my working day is the nice lady who comes in to help for a few hours. She just started just over a month ago, and we already appreciate her as a masterful mentor in her approach to family order.

The first week she was here, the house was a jumble, and when she left the house was perfect. Everything that had been out on any flat surface was gone. Some things are still not found (library book, football socks, telephone list). The second week, it happened again. The third week, again, although slightly less was exposed. After a few weeks I noticed that just a few days prior to her arrival, things started to get put away. Now, the day before she arrives, everyone reminds one another of her imminent arrival. And like magic, order gets restored even before she comes. She set us on this learning pathway and it is working through embedded learning.

This woman is a household manager and she is clearly giving us feedback. When she doesn't like where something is, she shows us what she wants by putting it where it belongs (in her estimation). She models the kind of (workplace in my case) environment she wants us to maintain. It's happening over time, and she is helping us make the change ourselves. This is embedded learning. There is no job aid or checklist on how to maintain this productive learning/working environment (on-demand learning) or no wiki where we are writing down where we are putting things (social learning). Although both of these kinds of learning might also be useful in the future.

Today when my husband left the house he reminded me very seriously that it was Friday (implicitly, anything you don't want to disappear needs to be moved now) - and this from someone who has not traditionally noticed anything below 1 meter. The mere mention of her name and my 8-year old is scouring his bedroom floor for precious items. This order mentor and household coach has been like magic. She has embedded new practices at the smallest unit of organization, although not through formal training, or setting formal systems into place. If she stays long enough, dare I say, this might be permanent; and eventually she could leave quietly and move to another family, like Mary Poppins, her work done.

Once you start to think about it, you might notice embedded learning in other places around you. Today's high turnover in organizations might provide an opportunity for embedded-learning spotting. In a workplace where someone has moved on, you might notice habits and practices that have changed as a result of someone's influence, coaching, modelling, mentoring. That is, if they happened to be in tune with embedding learning, overtly or not (I am not sure the nice lady in my house is actively thinking about her household learning programme, although I may be wrong about that.) Not everyone operates that way of course.

How you get people to operate like that is one of the keys to a learning organization. Then people can move in and out, and the learning is embedded, it stays and just keeps building and growing.

Even if it is not the original person, with successful embedded learning, someone keeps making the bed.

Motivating the returning new mother in her first days back to work

Some top tips for managers from my first day:

• Invite her to a ‘welcome back’ one-to-one meeting with you and brief her on key ‘must know’ information before she delves into the delighting deluge that is her inbox

• Present her with prioritized objectives and actions to get stuck into… things that you just can’t wait to get her tackling with her unique and much missed talents! (No mother wants to leave her child to be at work twiddling her thumbs.)

• And offer chocolates, biscuits, balloons and beaming smiles (helping her realize that there is still a heart beating in her chest even if it feels like she left it in the crèche)

What tips do you have for the powers that be… and me?

Create a Facilitator Role for Your Conference Calls and Webinars

Last week I was asked to facilitate a conference call. Sound odd?

Well, originally it was supposed to be a face-to-face meeting on sustainability reporting for a high-level company review panel. In its first iteration it had two people conferencing in from distant time zones. That meant we had to design activities that the participants physically present could do, as well as meaningfully engage the people who were virtual. We created a design and it seemed like it would work, using in part the interactivity of an internal webinar platform. However, before the meeting occurred, the format changed again.

For financial reasons, for time reasons, and for environmental reasons, the organizers decided to hold the meeting entirely virtually, and yet, they still wanted interactivity and a facilitator. Why a facilitator for something that would end up as a modified conference call? Surely someone from the team could convene the call and walk the group through the agenda? It turned out to be a good idea to have a facilitator. Here is what we learned...

First, having someone facilitating the call helped the team hosting it to concentrate entirely on what people were saying (the content), rather than focus on process -and I can tell you that it is hard to do both for a virtual event. In the end, we decided on a blended format - we used a webinar platform to show a Powerpoint slide set which we could control in our HQ office. Then we added a phone-based conference call so that we could talk to one another, as we went through the slides. So my facilitation included managing the telephone (calling on people, mute button, helping people come in and out, getting technical advice), as well as paying attention to the webinar slide show questions and the transitions (thankfully I had someone else changing slides, I just called them and facilitated their content.) I was surrounded by technology, and still it took just a few minutes to get used to it so it would run smoothly. (Note: We did a thorough test of the system a week before the event.)

Second, having a facilitator also meant that another layer of structure could be incorporated into the virtual meeting and there would be someone there to handle that extra complexity. Rather than asking the question to the group and then opening for comments -thus having people jump in at the same time and potentially speak over top one another (the case in both conference calls and in meeting rooms), I managed the inputs by having a list of participants beside me and calling on people by name. I varied the order so it wouldn't get too monotonous, and each person got the chance to comment on each question without fail, or say "Pass". And I could go back to people if someone built on their answer in a way that might change their comment. This way there was no stress on the part of participants about how and when to jump into a conversation, as it is in open conference calls, and no fear of interrupting people. We set some norms at the beginning around brevity and conciseness and people seemed to be happy to support these. Because they were called by name each time, they always knew who was saying what.

Third, we added another interesting facilitating feature of this virtual meeting. We took the decision to send out the slide set in advance, and to design it as a job aid. Instead of just descriptive information, we used the slide format and made it more instructional, guiding participants through the agenda. We included the various questions for discussion and formatted them into something that could be used as a preparatory worksheet for participants with places to fill in answers, and visuals (matrices, scales) to capture responses to different questions. For example, one question included a continuum, which we put on a slide, numbered the options along the continuum (1 to 5), and asked people to place themselves along it in advance with a cross. When we got to the call, we showed the continuum on the webinar and asked people to tell us where they were using the numbers as a guide for precision puroses. We collected these orally and made an aggregated visual continuum for the group and report.

Having the slide set also meant that the few people who for some reason (firewall, etc) could not access the webinar, could follow along on their printed slideset, using the page numbers. Because it was a worksheet, everyone had been able to think about their answers to the questions in advance and have a place to record them for use during our call. We got brief, considered responses and the participants got a practical way to prepare. Because people knew they would be asked each question they could hold their comments/questions and elaborate on their previous answers in the next question.

On final reflection, we are not sure that a face-to-face meeting would have produced very different results. Certainly it would have taken more time for a number of reasons. We probably wouldn't have sent through a worksheet in advance with the exact questions, and as a result, people might not have prepared as much. Also the quick feedback (supportive/opposition) and the spontaneity of facilitated face-to-face meetings might have encouraged people to speak longer as they took the cue from the group to define their points of view as well as their role/value in the group. Our virtual meeting took exactly 2 hours, and I think it would have been twice that at least for F2F meeting. And we still had good interaction, with people listening to each other (that might also have been because I was calling on them in different order, so as to not miss your turn you had to pay attention and not just lurk and do your email in the background- although I didn't do that on purpose!)

Conference calls and webinars are getting more and more popular for the reasons cited here. Consider establishing a facilitator role, and some facilitation structure to help your meeting be te most productive learning environment possible.

Who Wants to Be A...Converting Game Shows to Workshop Learning Games

For an event that combines product designers, technology experts and policy makers, you want to move into as many innovative "integrative" spaces as possible. That takes buy-in from all parties, as well as lots of courage!

On Tuesday, the second day of a 2-day international conference on sustainable products and services in Essen, Germany, we took the familiar format of "Who Wants to Be A Millionaire" and converted it into "Who Wants to Be a Sustillionaire" (credit to the CSCP team for the title!) We used this modified format to do something interesting and new for plenary reporting on a series of 5 parallel workshops, in which 200 people from 29 countries took a set of project ideas to their next stage of development.

Many conferences have a combination of plenary sessions and parallel workshops as a part of their design. The challenge is how to bring in the learning and outcomes from the parallel work back to the whole group in a way that is not a boring sequential set of oral reports from the workshop organizers.

It's an interesting decision about whether to do plenary report-backs at all. Really large conferences don't bother. Medium-sized ones with community-building goals, often try. And it is a challenge for organizers and facilitators to do this in a way that is engaging and not sleep-inducing (heaven forbid adding into the mix the after lunch snooze-time zone.)

One compelling reason to do after-workshop reporting, is that it ups the stakes in terms of quality outcomes. If you need to report back to 200 people what you accomplished during your 2 hour session, you put some extra effort into it and want it to be good. Another pro is that it promotes more authenticity in reporting, as you have your whole group of 40 or so participants in the room witnessing and hopefully validating your description of what came out of the event.

So there are some good arguments around why to try to bring some of the flavour and learning from parallel sessions into a plenary setting. We decided to do it.

So back to our game session, "Who Wants to Be A Sustillionaire". We thought it would be interesting to get each of the Project Incubators (the titles of our parallel workshops) to give us two questions, in the familiar multiple-choice format of the game show. We would combine them all into one game round which would be delivered by Powerpoint in the plenary after the conclusion of the parallel sessions.

On each slide we had the question, and then an A, B or C choice. The next slide had the same question with the right answer highlighted. There were 10 questions. Each question was asked to the audience by the game host (in this case it was me), and their answers were collected in different ways. After some of the questions (at least one per workshop) I asked someone from that particular Project Incubator, either an organizer or participant, to tell us a little more about the question's answer and in doing so some of the results of their workshop.

It was ambitious, we got some laughs, and good humoured responses. In retrospect, I would do it again. Here are some of the things I learned about the conversion process, converting the game show format to the learning format, that I would consider next time:

What I liked:

1. I could administer the game from the audience, I had a lapel mike and walked through the audience as I asked the questions which were shown on the big screen at the front of the plenary. I also had a hand mike, so I could either ask the group to respond, or I could ask individuals the questions. It made it more spontaneous.
   
2. The quiz was at the end of the conference, so I knew many people by that point, and when I needed to pick an individual to answer a question, I knew who might be happy to answer a queston in front of a group of 200 people, and who might add a little extra humour to their answer.


3. I thought 10 questions was about right, I would not have wanted more (perhaps a few less, but generally, the 10 questions went pretty quickly).


4. I thought it worked well to collect the answers in different ways. For some I asked the audience to stand if they thought it was A, B or C; or asked them to raise their hands; or ask individuals. I could also lightly play on the ask the audience, phone a friend etc. (although no one took me up on the latter). I couldn't easily use 50:50 as we always had 4 answers.

What I would try or do differently next time:

1. I would number the questions (1 to 10), so as the game host, I could tell when we were getting near the end and raise the drama.


2. I think I would put the questions in order from very easy to hard, like in the game show. Ours were mixed, and all of them had some funny answer choices, which was good, and at the same time made the questions continue to be rather easy. Next time, I would make the first ones very funny and easy, and then get gradually harder so that people didn't automatically know the answers. It might give me more opportunity to get discussion going within the audience and not just between the audience and me.


3. I would vary the kinds of questions - we used a template to make it easier for the session organizers to give us their questions. We even gave them some samples, and then asked them to give us the wrong answers in advance and then give us the right answer after their session. I think having different kinds of questions, and different numbers of answers (e.g 2, 3, 4, 5) might have given more variety, and therefore be easier to animate.


4. I was a good idea to have question "stems" (e.g. What are the priorities for...? What is the role of...?) which were sent in advance (5 days) to the organizers who could use them to frame their questions. In the future we could go back to the game show for some familiar stems, to even further connect the audience to the energy of the tv game.


5. I would build in a little more time between the end of the workshops and the quiz in plenary - we had a courageous 30 minute coffee break to collect the final answers, check through them and run the game. It did feel like the quiz was very fresh which was great, and perhaps little more time would help iron out any little hiccups, let us look over the quiz as a whole for the build in difficulty and drama, and give us a test period. A lunch break time length would be great.
6. I might add a final question that is not directly related to the indvidual workshops but was a comment on the overall goal or message of the conference - that could be the 1 million Euro question.
7. Adding monetary figures overall to each question might have added some fun, at the end I could have asked who wanted to donate their winnings to the Project Incubator follow-up (hopefully everyone would have raised their hand!)
   

These are some of the things I learned from the experiment to convert a game show into a conference reporting game. It was infinitely better than stand up reports, gave some interesting energy to the end of a lively conference, and gave people a shared experience that could continue to bind them together (more than sitting shoulder-to-shoulder together and listening to podium speakers).

I think it also showed the organizers in a good light, as courageous and willing to try something new. It promoted the idea that there are always new ways to do routine things, things that we might do without giving it much thought, especially in a familiar setting (in this case, like a conference). How can we keep from going on autopilot and missing out on the innovation and energy that comes from trying something different and new? And for sustainability, we will take all the innovation and energy we can get!