Wednesday, December 28, 2005
I actually had various talks on the topic of how knowledge sharing works in the network and while designing the question for Eddy I thought asking about obstacles would make a negative question and almost choose the alternative of asking about succesful learning processes within the network. Nevertheless, I decided that you can't go around understanding some of the obstacles as well. I asked Eddy because we had discussed the same topic in July as well. He talks about 3 important elements: the fact that people are brought up with information flows from older to younger generations rather than lateral flows, the assumption that knowledge and wisdom comes with age and the perception that people will make money out of knowledge which inhibits free sharing of information.
He actually suggests that education is needed to change people's perceptions to realize that young people may have useful knowledge to contribute and complement. With regard to the fact that people can make money with their knowledge, you may think about ways of rewarding experts, in non-monetary ways. Which is exactly the art of a community of practice to draw in experts and keep them interested by rewarding them with recognition and interesting contacts.
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Tuesday, December 27, 2005
Saturday, December 24, 2005
I vlogged Manju about this experience: she has a great explanation of how online interactions can contribute to deepening (learning) relationships, reflecting on our relationship as an example. I knew it would be hard to get her on video, but I succeeded (I think the topic did a lot there)!!
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Monday, December 19, 2005
Saturday, December 17, 2005
My plane was full of Ghanaians living abroad, going home for X-mas, many from the US. And there was one lady, carrying her baby on her back, tying it the Ghanaian way (when I did that some time, I felt like the baby could fall every moment, but Ghanaian women are quite comfortable doing so). And there was also one man, carrying his baby on his belly, with a 'western' carrier. It would have been great to post the two pictures on my blog if only I had dared.
In the plane, I got upgraded to business class (for the second time in my life :). While swimming in my seat, I watched all the movies there were to see and found out you can also send sms/emails if you want. (I resisted this).
We did some brainstorming with GINKS board members (in the picture: Agnes Adjiabeng from EPA; clearly happy with the results). I was very impressed with everything going on. And did I hear the word blogging during the brainstorm??
Thursday, December 15, 2005
Wednesday, December 14, 2005
Yesterday I met the first person who knew my blog without knowing me!! Weird experience. Since I had few comments, you have the impression that nobody is reading your blog. (which is OK because it is also a way of organising and documenting your own thoughts, but getting comments is very stimulating). It was at an informal gathering of people working in development organisations. I also met a person who talked about oyster as important for searches for content on the web (I'll try it). Since we met f2f I forgot his name & it took me some time to find oyster on the web (didn't know how you write it). Beth Kanter mentioned live blogging at Global Voices Summit in London with pictures of people meeting f2f and still hooked up to their computer, which seemed (and still seems) utterly weird to me, but OK there are some disadvantages not putting something immediately in your computer...
I also heard about interesting work by my own colleagues from people from other organisations, which was funny, and shows how hard it is for organisations to develop systems for good internal knowledge sharing, without ending up in boring meetings all the time. I think blogging would be great to keep eachother informed of the basics, but it goes with the habit of blogging and reading. Just wonder if there are private blogformats (suppose there are). It shouldn't be public. But the habits and discipline to blog?. I'll talk about my experiences with documenting in Ghana some other time.
For the last time: sinterklaas by Pathuis from Intermediair
Cost reduction; 'what you can't achieve without firing staff'' 'to start with the show-around Piet, did you ever hear about navigation?'
Probably the joke will be hard to understand without knowing the context (so it's for the 33% of my blogreaders who log in from the Netherlands, amazing what statistics you can get from a free sitemeter..).
Monday, December 12, 2005
There is a webcast with a presentation by
Verna Allee on value creating network. The good thing is that it takes an hour, but you can click on subparts, and the whole webcast is on transcript as well (I ended up reading rather than listening). There are some really interesting parts related to communities of practice.
First she makes important distinctions between different social networks like information networks, affiliation networks, and purpose networks like knowledge networks and communities of practice; whereas social network analysis has not really made this distinction. She recalls an organisation where everyone was so excited about communities of practice that they started calling everything a CoP (hm very recognisable!). She distinguishes CoPs from knowledge networks since CoPs have a shared domain, a joint enterprise flowing from a joint understanding of the practice, which comes from within. So there is a whole educational process needed to make people understand the difference. She mentions that CoPs are very popular because it seems to build people's skills to survive in a networked society. A different set of skills than needed for survival in a hierarchical organisation.
I like the stricter definition, but if you apply it strictly, I wonder if multistakeholder networks would qualify for CoPs (because of a wide variety of practices and maybe very uneven practices) or are more often knowledge networks (and then what are the different implications for supporting or structuring it?). So far I tried to avoid looking at the name but rather whether CoP theory could help in any way to understand what's going on in a network or CoP. (??)
In the appendices, the five cases are summarised: they vary from corporate CoPs (SNV), to a inter-organisational CoP of civil society organisations (IMAC), to a CoP of M&E professionals. At SNV a team works to promote the CoP, which is key to the success, and work programmes can become very ambitious. IMAC and PACT found that the existence of a webpage that recorded the history of the CoP made it easier to integrate new members. EVALperu concludes that it is not indispensable to have external funding. (here members pay a subscription for running costs). IMAC concludes that it's indispensable to contract someone specifically to promote exchange and learning between members, connect and follow-up. Also that organisations with sufficient resources to cover their own operations are more able to participate in the CoP.
Overall, most seem to be relatively formalised with mention of constitutions, internal rules and operational plans. Unfortunately, there are no reflections on the cultural adaptation of the concept, but the conclusion is that CoP provide interesting ways of promoting learning within and between organisations on a larger scale.
Sunday, December 11, 2005
Thursday, December 08, 2005
There is a site map with a very visual overview of CoP theory (like the picture for hierarchy). Though it doesn't go much in-depth and doesn't offer links to articles, it gives a quick overview and some short definitions of terms (though it doesn't state where the definitions are originating).
1. Information and sustainability. Both imply that information is crucial for sustaining a social system.
2. Change and emergence. Relationships are characterized by constancy or change.
3. Order and chaos. (I only understood the overlapping areas when reading the full explanation)
I found the differences as interesting as the overlaps: the essay argues that Guanxi defines insider and outsider relationships, which may be compared to strong and weak ties in social network theory. Yet, whereas in the Chinese tradition of Guanxi the outsider is treated with mistrust and the insiders with trust and sharing of information, in social network theory, weak ties are seen as critical because they are a source of new information. Within Guanxi the collective identity is important and relationships are seen as permanent (as in other collectivist cultures).
The articles conclused that social network theory claims to be a new idea set, yet, the practices of social networking are much older (and more universal?). There will always be emergent rules to create coherence in social interaction. (I would add that the rules may vary in each cultural context).
To link this story to communities of practice; I'm still trying to think through possible differences of CoPs in various cultural settings. I guess it would be too easy to think that in collectivist cultures people are used to be in communities and hence it would be easier to nurture CoPs, as these social networks (like Guanxi) are not around practices. From the above explained differences in the essay I gather that outsiders might be regarded with much suspicion compared to insiders. Even though it is a risk in any CoP, the risk of CoPs becoming clique-ish in collectivist societies may be higher. These kind of clique-ish communities tend to stagnate and the close ties may prevent members from critiquing each other or from seeking to deepen their understanding of the domain. (p. 145 cultivating communities of practice, Wenger, McDermott and Snyder).
I went to the local library because they had purchased their first book on weblogs (apparently Rosmalen is about to enter blogosphere). But someone had borrowed it already and I bumped into Nancy Dixon's book on 'Kennisoverdracht in organisaties'. In english: Common knowledge: how companies thrive by sharing what they know. I had read her book on the organizational learning cycle, but this one was quite different.
Personally I had abandoned the term 'knowledge transfer' because I thought it's impossible to transfer knowledge. Rather people should take their own learning trajectories in hand. But after reading this book, I see it can be possible under some conditions. (still I feel the term knowledge transfer implies an easiness in handing over knowledge which is misleading)
She first does away with three mythes about knowledge transfer:
1. Build the system, people will come
2. Technology can replace human contact
3. First you have to create a learning culture
(must admit I was not sure that the third one is a myth, but I'm happy it is..). It's easier to build on what exists rather than changing the culture by introducing something new. She distinguishes 5 categories of transfer (very useful to make a distinction, I have the feeling often all kinds of knowledge are heaped in a single discussion on knowledge management):
1. Serial transfer (the same team executing a task in a new context)
2. Near transfer (transfer from a source team to a receiving team with a similiar task in a similar context)
3. Far transfer (transfer from a source team to a receiver team with a non-routine task, implicit knowledge)
4. Strategic transfer (transfer of complex knowledge from one team to the other, separated in place and time, the task is of strategic interest to the organisation)
5. Specialist transfer (transfer of explicit knowledge about a task not performed on a regular basis) This is a typical case where a listserve may work.
(just realize I don't know which english terms she uses as I read the Dutch translation, near and far transfer sounds weird). Other things which were striking:
* The fact that elements of a new situation can trigger people's implicit memory, so that old experiences bubble up.
* The reason to name a certain scattered, existing knowledge practice is to make is a legitimate activity, which makes a request for support no longer a favour from your colleague but a recognised part of your professional practice.
* Putting all implicit knowledge on paper on in text is very hard. Because implicit knowledge does not only exist by facts but also of the linkages between facts and how people link facts to deal with a certain situation. So gains from implicit knowledge can be found in situations where new things have to be designed or thought through. (this last one helps me to specify my question on virtual communities of practice, I still wonder how they will deal with transferring some of the deeper levels of implicit knowledge of the members, which can only be observed through reacting to certain situations).
A difference between Ghana and the Netherlands is that here you are supposed to put your mobile off in meetings. In Ghana, in 2003, important people used to leave their mobiles on and answer the phone during the meeting (whispering though). Will see if that changed.
The 7-8 years suddenly remind me of the fact that in the UNDP case (see previous post) it took from 1999-2003 before numbers of members of CoPs really went up. Would be interesting to know more about that process and if there was a specific reason for it to go up at that point in time.
Tuesday, December 06, 2005
Subscription is voluntarily and rose slowly from 1999-2003, but sharply between 2003-2005. CoPs have improved connections between the headquarters and the field, between country offices, leveling the hierarchy and enabling inputs from bottom up into policy and practice. It is reported to be a huge shift from 1998, where staff were required to clear message content with senior managers before sending out e-mails. (I recall this too, in 1998 in Ethiopia, our secretaries were printing, stamping and filing all e-mail messages :)) to direct communication between national programme staff. The consolidated reply is reported to be a real time saver by CoP members.
Key ingredient for healthy CoPs are reported to be:
* Moderation or facilitation
* Maintaining quality
* Balancing participation with quality of contributions
* Getting to know community members
* Sequencing and managing the flow on the electronic network
You should not presume CoPs can do everything and take the place of organised project mapping or knowledge gathering. A key issue was to maintain the quality, yet if the bar is set too high, members were too intimidated to provide contributions.
Further efforts will go into ongoing translations (over five official languages), systematic collection of knowledge to complement the connecting by the CoPs, and mainstreaming knowledge management into human resource approaches such as performance assessement and career tracks. The article concludes by saying CoPs can be an excellent entry point for knowledge management initiatives within development organisation. Yet, CoPs can only take an organisation so far, and efficient systems for collecting information are required as well.
The first thing is that she mentioned that all the information my colleague forwarded to her about HIV/AIDS contributed to her change from patient/victim to activist. So knowing more about HIV/AIDS changed her attitude.
The second thing is about being at the cutting-edge of practice. We asked her to comment on the HIV/AIDS educational materials that IICD partners in Ghana produced (a comic depicting HIV/AIDS by monsters). She felt the content would probably be very appropriate for youth, but that the second part of the message is missing, being the message about the availability of antiretroviral drugs. And this could be important to stimulate people to go for testing. It clicked with the story of a friend who went back to Ethiopia. While we were there till 2000, testing was very uncommon, but now lots of people in his area (Ambo) had gone for tests, since they had free access to antoretroviral drugs, in case they would test positive.
It seems that being linked to a community of practice is very important to be at the cutting edge of practice, since the scenery is changing rapidly. It would be a pity if all these NGOs and agencies continue with the famous ABC (abstain, be faithful and condoms) message while there is an important opportunity to change people attitude towards testing. (apparently there are more drugs available in Kenya than people who have tested positive and qualify for it). Huge needs to speed up collective learning.
Wednesday, November 30, 2005
I asked him: 'what are the specific dynamics of CoPs in the Netherlands?' The interview is roughly 3 minutes and he explains partly in Dutch and summarizes in English towards the end. He stresses that every CoP is unique due to the self-organising nature and that it's hence hard to craft general rules. According to Marc, the Netherlands culture has strong positive and negative characteristics that do influence the functioning of CoPs. First there is a drive for results, to be productive, concrete and pragmatic. But with little room for philosophying. He misses sometimes attention for reflection and some long-term perpective in thinking.
(it was easy to do and VERY easy to upload with castpost!! except that you cannot choose the coverphoto. For my next interview I have to think of how to start, with or without the question and should try to avoid laughing)
At work, we celebrate it the traditional way where you draw a paper with the name of one person for whom you have to buy a small present. But what's more important you make a poem about the good and bad characteristics of the person....
Tuesday, November 29, 2005
I'm very scared that I interpret the theory differently as intended summarizing it so much :), so her question gives me the opportunity to explain more as I read it. Wenger writes in communities of practice, meaning, learning and identity:
Reification can take a great variety of forms: a fellting smoke signal or an age-old pyramid, an abstract formula or a concrete truck, a small logo or a huge information-processing system, a simple word jotted on a page or a long silence, a private knot on a handkerchief or a controversial statue on a public square, an impressionist painting of a butterfly or a scientific specimen in an entomological collection. What is important about all these objects is that they are only the tip of an iceberg......
An an evocative shortcut, the process of reification can be very powerful...
But the power of reification- its succinctness, its portability, its potential physical persistence, its focusing effect - is also its danger. The politician's slogan can become a substitute for a deep understanding of and a commitment to what it stands for. The tool can ossify activities around its inertness.
I find this part very important because I have seen it happening so many times that a tool (eg. PRA tools) start leading their own life and the whole idea behind the tools and methodology is not understood. For people who do not possess sufficient knowledge and skills about a topic, tools are very appealing and gives them something to hold onto. But the danger is that they do not understand the deeper levels of practice. So tools can never replace a thorough understanding and knowledge of a subject. And the development arena seems to be particularly fond of tools and toolbooks. (what a great opportunity to get this out!!). To answer the question: so reification is never a substitute for connecting people in practice and this may often mean working together or allowing people to come in an observe and observe.
Another example: at my posting about my daughter's school exercise there was a comment to add it as a good reason for homeschooling. Whereas I'm a big fan of the Dutch schoolsystem and would never be in favour of homeschooling!
Monday, November 28, 2005
Not too long ago I discussed with someone the possibility of working with some organisations abroad and the person responded that she did not want to travel. Through her response, I realised I had assumed a collaboration at distance using various technologies. My participation in the Foundations of communities of practice workshop and the Online facilitation course have changed my perception about what is possible working at distance (not just online, also using teleconferences), I think you have to experience this once to believe it. Apparently for the people of ICT4DJamaica it not too hard to be at ease with the option of working at distance with trust. But OK, we just started, will tell you more in February when we will have finished the process :).
Saturday, November 26, 2005
Hofstede lists countries with a high uncertainty avoidance and explains that in these countries it might be harder for people with opposing convictions to be friends. So in CoPs in countries with high uncertainty avoidance (Guatamala, Uruguay, Portugal, Greece, France, Belgium, etc) it may be more difficult (in general, in can imagine there are professional sub-cultures!) to get people to explore their diverging views on practice and get a healthy level of diversity. Hence, CoPs in these countries may tend to go for more formalisation than in countries with low uncertainty avoidance where CoPs may remain more informal and organic?
I'm wondering how a high collectivist dimension would influence the functioning of a CoP. People of highly collectivist national cultures tend to find their identity in their social network, so would easily identify with a CoP but keep their other strong social identities. These cultures tend to go for harmony and avoid direct confrontation. So this might make it harder to stimulate diversity of views and as a result the innovative capacities of the CoP.
One interesting point on organisations is that organisational cultures are not determined by values of its employees but rather by shared practices. Factors like nationality, age, education, etc. are more important to determine a person's values rather than the organisation they work in. Yet values of the founders do play a role in determining the practices within the organisation.
Tough to think this through, hope to find more practical examples!
Friday, November 25, 2005
It reminds me of the exercise whereby you ask people to indicate with their hands how large they see the moon. Women tend to indicate a larger moon than men. (forgot the explanation of this phenomenon but try it!)
The communities of practice theory (he calls it rather a social learning theory) has been developed by Etienne Wenger (and others?) (by the way I just saw a new picture of him on his website so I'll have to readjust my mental image of him abruptly, I always knew the picture with the moustache :)). He is Swiss, but lives in the US. I don't feel in a position to point out the cultural dimension in the theory because it would also imply rating his individual cultural dimensions somehow. Switzerland scores low on the power distance scale (34 out of 100), higher on individualism (68 out of 100), very high on the masculinity scale (70 out of 100) and average on uncertainty avoidance (58 out of 100). So in how far is does the theory reflect the cultural dimensions of Switzerland and/or the US? And for which countries would that fit more/less easily?
What is very interesting is that in development work we often talked about Western cultures versus Southern cultures, but the research of Hofstede shows there are huge differences between countries like Germany and the UK for instance. Germany scores very high on uncertainty avoidance, and the UK rather low. Uncertainty avoidance is the level to which people feel threatened by uncertain situations, which translates in tensions and a need for formal or informal rules to increase predictability. Similarly, there are huge differences between for instance Brasil which score very high on uncertainty avoidance and Jamaica which scores very low on uncertainty avoidance. So if communities of practice work in eg. India, it does not mean it may also work in for instance, Mali, because the national cultural dimension may be very different. Or they may work in a very different manner.
One thing I drew from the book is that the intercultural sensitivity starts with understanding your own cultural values, followed by understanding the other cultures. And that cultural integration like in international collaborations (think of mergers also) should be carefully guided, it will not be something happening automatic and if not guided can lead to lots of difficulties.
I was very happy with his warning against stereotypes, as I felt his work on national cultures could lead to stereotyping. He explains that the dimensions of national cultures are averages and can not be applied to individuals or smaller groups. Even though Japanese on average are less individualistic than American, Mr. Suzuki from Japan may be more individualistic than Mr. Jones from the USA. Also, power distance varies according to the level of education. Lower educated people had a significantly higher score on the dimension of power distance (power distance is the degree to which people expect and accept that power is unevenly distributed). Funny is also that he found a relations between power distance and geographical place (higher latitudes less power distance). Now I can see the advantage of knowing the general dimensions of a culture, so that some differences can be anticipated.
He is not of the opinion that cultures will grow closer (though with globalisation and coca cola all around it would seem easy to think so), but does think intercultural collaboration is more and more important. Since the main research took place between 1968-1972 it would be interesting to know more about how cultures evolve. (over the 4 years he did not see any evidence of converging of cultural dimensions, rather diverging).
Thursday, November 24, 2005
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In the video you see how my daughter (and a friend) have learned how to read and write the word HUT. In school they use a method which includes a sign for each letter to accomodate for the visual learners amongst the children (I guess). This was not the case when I learned how to read and write (I learned it nevertheless). I can see the use of vlogs or video podcasts to accomodate for visual learners (and even illiterate people?). Just yesterday a colleague mentioned that it makes such a difference in workshops at all levels if you have visual materials (talking about Burkina Faso). I wonder how if there are example of CoPs who used it to support their learning processes?
Tuesday, November 22, 2005
The basic theory is covered in three books: by Cultivating communities of practice Wenger, McDermott and Snyder which is a very good guide for practitioners, Communities of practice: learning, meaning, identity by Etienne Wenger and Situated learning by Wenger and Lave. I read cultivating communities of practice first and this gives a very practical introduction to all issues around communities in various stages of community development. I later read the other two which helped me amongst others to understand the concept of legitimate peripheral participation (a form of apprenticeship whereby people are learning by participating in the practice of the CoP) and reification and participation. (difficult to explain in short but roughly reification is when practice gets defined in forms, documents, instruments, etc., participation is when people interact.) These two concepts help me to analyse situations where there is no balance between the two (for instance where there is a lot of written materials, but people do not read them or really engage with the content, there is too much reification and too little participation and learning gets obstructed).
Sunday, November 20, 2005
Bernd and Hilla Becher have spent all their lives photographing industrial artifacts like mine shafts and silos all over the world. In an exposition in the Hamburger Bahnhof in Berlin these photographs were displayed according to countries; 9-15 artifacts by function together in a group per country (see pictures, each picture is one country). As you can see, the displayed waterreservoirs have very similar features within one country, but look amazingly different across countries, showing the 'vernacular' in engineering. The question is now whether bringing together the engineers and letting them work jointly would have lead to an enriched device and practice? Or they all serve their purpose well enough within their own context? At least it shows there is not one single way of building a waterreservoir. (as there is no one single technology design to support communities of practice)
An example of how a technological change (the invention of the milktank) can influence practice (need to specialise and scale up milk production to cover the milktank investment). So choices in technologies to support communities of practice may also influence and drive the communications of that community (and culture of the community?)
"Change, if not managed, can bring about a complete social upheaval, loss of cultural identity, famine, disease and manipulation by corporations and national authorities including theft of natural resources and traditional environmental knowledge."
"It is human nature to want an easier life and modernization seems to bring this. I like many of the new developments and changes in my own world. I like instant electricity, central heating, mobile phones, good movies…if that’s what they want too then its patronising to deny them that desire? The problem comes when change isn’t managed and the community is not warned of the various pitfalls such as commercial predation (like selling their land), or loss of cultural identity, pride, language, traditional environmental knowledge etc."
"Cultural dominance or intolerance is a very destructive premise in a rapidly shrinking world (e.g US in Iraq). There are plenty of practices that we take for granted as right and acceptable which other cultures find disgusting. Saving the contents of one’s nose in one’s pocket; using paper rather than water to go the loo; putting old people in homes to die alone; owning land which is meant for all; taking trees with little regard for the future. Are we so superior? It can only be a good thing to question one’s own culture before looking down on another."
Friday, November 18, 2005
Look there is the steamer
from far-away lands it
brings us Saint Nicholas
he's waving his hands
his horse is a-prancing
on deek up and down
the hamers are waving
in village and town
Black Peter is laughing
and tells everyone
the good kids get candy
the bad ones get none
Oh dearest St. Nicholas
if Pete and you would just
visit our house
for we all have been good
(lost track of how THIS relates to CoP4D but how about seeing it as an experiment in exporting traditions across language areas by means of blogs??)
The World Bank has embraced communities of practice as an important strategy for knowledge management. They have a question and answers section on communities of practice. November 15 they organised a videoconference session for a community of practice on e-government. The two-hours webcast where participants from Sri Lanka, Tunisia, Ghana, Rwanda, Kzakhstan, Moldova and the USA exchange experiences on their e-government projects is available online. (Ghana starts at 1:32 minutes :)). I must say I admire the fact that these kind of webcasts make these project very transparent. On the other hand, it is very raw information, and I rather had a good article on their projects and lessons. I did not hear so many interesting things, and tried to read e-mail, the newspaper, cook and pour drinks for the children at the same time. I can imagine a face-to-face meeting would have provided much more opportunities for participants to exchange and dig deeper. I visited the videoconference facility at GIMPA in Accra (also described in the Iconnect story on Ghana) and the manager told me some people regret the fact that videoconferences reduce the opportunities to travel around the globe....
Ghana reported that it is working on an enabling regulatory environment, including policies and a Telecom Act. And it has set up an information and communication agency. To come up with concrete projects and programs they have surveyed the MDAs (goverment bodies) and found a specific interest in revenue mobilisation, business registration and payroll applications. Public-Private Partnerships are seen an important way to implement more projects with less funding.
The World Bank mentioned that they see this group as a community of practice. I'm very curious to know how the community functions beyond this type of videoconferences. I got the impression there is much more communication between the World Bank (weekly teleconferences were mentioned) and the individual country participants than amongst the countries themselves. I haven't found many case descriptions from the World Bank describing the community of practice nurturing process (but haven't dug their whole website).
Thursday, November 17, 2005
Anyhow, this shows that even deeply embedded traditions do change to go with overall changes in society (in Den Bosch, see picture, the music played has a carnaval rhythm :)).
The dynamics of tradition reminds me of my visit to a village in Ghana where we met a female chief. Since we were always tracking the numbers of female mayors in Ghana (thinking of the traditional authorities as something static and male), I was curious to know her story. She explained that she had been very involved in development activities in her village, so when the old chief died she was invited to become the new chief (traditionally, one of the eligible men of certain families will be chosen). Everything can change.
"No! You are not a boy! Boys can be doctors! You can be a nurse!"
I can't figure out where she gets these very strong beliefs, as in Ghana, I had a contract and my husband was at home... so we thought we were the perfect role models :). And I know the teachers at school are not telling her these things either, neither television. She has the same strong ideas on football, boys should play football and girls do ballet. So is it genetic after all?? 1-0 for nature versus nurture in the ongoing debate.
Tuesday, November 15, 2005
I think it's an interesting example of how you may facilitate a blogging community and some practical ideas of interventions (collective topic on a given day, linking blogs on a website). The article does not say whether the Iraqi bloggers were already blogging or whether they were stimulated to do so.
BlogAfrica is a collection of weblogs by Africans, both on the continent and living in the diaspora, as well as non-Africans writing about Africa and is reported to be undergoing a move from allafrica, a news site to Global Voices Online (the world is talking are you listening?).
In KM4Dev someone linked to Will blogs change development thinking? by Tim Harford and Pablo Halkyard (if I knew the trackback function I could use it, I'm really lazy in finding out these kind of things, I still have to start using RSS feeds). Anyhow, they are quite optimistic and think blogging can improve the quality of debate. The technology makes it easy to see who is citing similar ideas to you. New research and opinion-forming analysis is quickly disseminated and discussed. They argue it changes the terms of the development debate too. Being a big organisation counts for very little, what counts is quick, relevant content. They conclude by stating people all over the world are talking , but only now we can hear what they're saying.
Such an optimistic view almost leads me to place a more critical remark: all tourists flying all over the world do not automatically listen to a local view, and often our own views gets confirmed because of the process of selective interpretations which works to confirm our own assumptions. See Ladder of inference. So wouldn't that be even more true for blogger opinions from the south (that we end up reading only the blogs which confirm what we already believe?). Uhm, have to start reading myself (but time?!).
Sunday, November 13, 2005
The second great comment was from Jan Pronk, talking about the need for organisations to listen to the people in the south and not going by hypes alone. He stressed the need to retain the voluntary spirit in development cooperation amidst all 'professionalisation' and 'result/efficiency orientation'. I can relate this easily to communities of practice where practitioners are connected who are passionate about their field and work. Without this commitment, its much harder to connect and innovate.
To add one anecdote: when my husband talked in Unicef about his experiences with FAO in Ethiopia, it was reported in a magazine that he worked to 'eradicate hunger'. So if you work in a supermarket in the Netherlands would you be reported to 'enhance food security'? Sometimes work in development cooperation gets mystified.
Saturday, November 12, 2005
Friday, November 11, 2005
I was involved in a community readiness assessment for a potential community of ICT4D trainers in the south for IICD with John Smith of Learning Alliances. The idea was to assess whether it is possible to form a community of practice of trainers to ensure a continuous social learning process linked to the Itrain online website, which is full of training resources. Even though there is no single best way of doing a community readiness assessment I think it's good to share our experiences, even though the official research brief for public use is not ready yet. We did an online survey, followed by a 4-weeks online focus group discussion to deepen the findings of the survey. Amongst the main topics of the assessment were (starting from the basics of domain, community and practice):
- Work profile
- Knowledge areas
- Group identity in terms of expertise
- Ease with technologies and languages
- Existing networks/informal networks
- Interest in a community of practice and to play certain roles in the community
We did lots of brainstorming and thinking, as well as a pretest of the survey in Zambia. Looking back I would say the focus group was really an important follow-on of the survey, which helped to make the findings more dynamic and tease out some of the difficulties of nurturing such a community. Next time, a southern trainer could be part of the assessment team. As soon as the research brief is ready, I'll try and link to it. But one of the findings of the assessment which amazed me was that this group (we had a good response of almost 100 trainers) did not have such a problem with access to the net, some working over 40 hours per week with their computers (on and offline), and had lots of experiences with online discussion groups. Of course this is influenced by our method (an online survey) but nevertheless. During WSIS the partner organisations will discuss the results.
A summary of seven principles for cultivating communities of practice by Wenger, McDermott and Snyder can be found here
Nancy White reacted on my posting on web 2.0. My first critical comment :). I like it, because that makes you think (and it made me think I know very little about all these issues, but having a job related to ICT for development gives me a good excuse to read and learn more). In the newspaper (Volkskrant) was an article about the upcoming 'revolution' at Microsoft. The new products Windows Live and Office Live will be available at every moment from every location. (similar to the idea of writely where you can write jointly in a document on the web I imagine.) But the revolution I can understand easily is that most of the new services will be for free. Even though the design is not purposely done with southern end-users in mind, it may by coincidence suit them. (like Gmail seems to suit the needs of people in eg. Ghana perfectly).
Thursday, November 10, 2005
(cartoon text: salaries, options, car, pension, I think we have a deal! .....One more thing: on my first workday I want to be dropped by a helicopter on the parking lot)
I started working at IICD, the International Institute for Communication and Development as Knowledge Sharing Officer (I had always wanted to be an officer :)). I'm very happy having colleagues again, and such an international team as well. During lunchtime, the hard topic of payment of per diem or daily subsistence allowance came up. It is customary practice in most development trainings, conferences and workshops to pay participants a per diem. It's such an engrained practice that it's hard to go around it. And it an important additional to their incomes for participants. In one event, participants from the south came to Europe and were given a per diem under the assumption that it would enable them to socialize and have dinner with fellow participants. But they ended up eating take-away food in their rooms to save the money.
It's a practice which influences learning processes negatively because people may participate for the per diem rather than the topic. And within organisations the question of who participates in a learning event becomes politicised, because it is not only about learning, but also about additional income. It makes it much harder to get people to take their own personal learning processes in hand and become active learners rather than training or workshop attendants. Whereas a Community of Practice thrives on a personal connection with the domain of the community and passion for this topic.
By the way, I noticed the same difference in a training for which I paid for myself and others had it paid for by their employers. I was more fanatic in getting everything out of it. Sometimes lunch conversations touch upon the core of all issues, more easily than formal meetings....
Tuesday, November 08, 2005
I finally read a book he wrote with his son Gert Jan Hofstede (you can find out how to pronounce his name here) and Paul Pedersen who has a site with practical exercises. The book I read is called 'werken met cultuurverschillen' (in English 'Exploring culture: Exercises, Stories and Synthetic Cultures' and is a practical book with lots of exercises. What I learned is that the core of working across culture is learning to separate observations on what people do or say from interpretations (which is easier said than done). The book includes a description of the five basic dimensions which can be used to describe a culture. Interestingly, they link the collectivism dimension (as opposed to individualism) to poverty, as a cultural adaptation to scarse resources and individualism as an adaptation to wealth and abundance. The same for hierarchy, they link a high power distance to poverty (but the link is less strong than for collectivism).
And they do state that regional, ethnic, class or other differences lead to the forming of separate groups with quite different subcultures. Another important distinction is between culture and personality, it is quite easy to misinterpret behaviour as bad intentions or difficult personality, whereas the underlying reasons may be cultural differences.
So if countries in the south are -generally speaking- more collectivist oriented, how does that affect communities of practice? Will it be easier because people are used to live and feel part of groups? How will the preference for harmony affect the innovation in the knowledge domain of the community? and will the expert/reputation building in a CoP be different? Hope to get more practical cases!
Sunday, November 06, 2005
The shift he talks about is from the web as a platform for information updates and scheduled software releases on the basis of proprietary control towards the web as an 'architecture of participation', with services acting as brokers connecting the edges of the web and harnessing the power of the users themselves. These applications get better the more people use it (eg. the more people use skype, the easier it gets to phone all your friends with skype and forget about the phone). Web 2.0 giants have used the power of the web to harness collective intelligence by the use of hyperlinking, associations becoming stronger with repetition or intensity. Examples of innovations are the peer (and free) productions of wikipedia, flickr and open source software. And of course blogging as creating dynamic content versus the more static webpages. Uhm, so much more to explore... The mindset behind it seems to be one of sharing ideas and experiences freely in public, with a different definition of trust. John Barben has a blog as well.
Why I was struck by web 2.0 is because I can see the potential of web 2.0 applications for development. Harnessing collective intelligence by linking southern views. And the opportunity for northerners to listen to southern views and vice versa (though I realize the opportunity to listen does not mean that people will be interested in listening, they need a rationale first) . For instance, southern bloggers (think of eg. NGO leaders) could help partners organisations in the North to understand their realities. But blogging needs time, ease of writing and a certain mindset of freely sharing thoughts. So blogging may seem a luxuory to southern NGO leaders (and for a blogging community to emerge, bloggers need to read each other's blogs as well, which makes it even more time consuming). Maybe I'll try and trace more about the number of southern bloggers.
By the way, Beth's suggestion on my previous post to introduce the sentence 'my mom is a blogger' into Dutch school books reminded me of the school's project on mail, where they invited a postman and walked all children to the postbox to send a letter to their grandparents or friends. My suggestion to link the theme mail to email as well was well appreciated :-). So I'm not sure my daughter's teachers would even know what a blog is (and neither did I till last February... ).