Webinar on serendipitous learning with Jane Hart

Last week we discussed the term 'serendipity' in our learning trajectory on social media. One participant thought this might be a country in Africa :). Serendipity doesn't seem to be a very commonly known term for learning professionals, at least not in the Netherlands. Nevertheless, it is something that deserve more attention in my opinion. Therefore we are organising on December 15th from 20-00-21.30 hours Amsterdam time a webinar with Jane Hart, international expert in social learning and writer of the 'social learning handbook'.

What is serendipitous learning and how might it this type of learning be stimulated through the use of social media? Definition from wikipedia: Serendipity is finding something unexpected and useful while searching for something else. The word was introduced in English by Horace Walpole in the 18th century, in a letter talking about a story he read: the three princes of Serendip. In that context serendipity is associated with the capability to draw conclusions from apparent coincidences. In other words: smart, prepared people are better capable of making discoveries based on coincidental circumstances.  The discovery of both penicilline and the post-it notes are known examples of discoveries by serendipity.   

Post-its are an example of serendipity (accidental discoveries): the glue from the post-its was already discovered by researcher Dr. Spence Silver, small sticky bullets. Because there is only a small proportion of the bullets in contact with the surface, this provides a layer which sticks but is easy to remove too. The intention of Dr. Silver, however, was to make a very strong glue. Hence the practical application of this glue was not immediately apparent.  The real invention was by Art Fry. The story goes that Fry was frustrated about the bookmarks that kept falling from his book. In a moment of Eureka he thought of using Silver's glue to make a solid bookmark which is easy to remove.  Source: http://nl.wikipedia.org/wiki/Post-it

A good illustration of the fact that serendipity is not about finding weird and unexpected information but is about making the connections, finding applications without the context of your own work. Social media is excellent for stimulating serendipity, not only at the level of new inventions, but also at the leven of finding creative solutions for problems in your own work.  Jane Hart has written extensively about these possibilities and calls these workers using social media:  'the smart worker'. Click on the following links if you want to know more:

• 1 – The Smart Worker learns continuously as she does her job
• 2 – The Smart Worker wants immediate access to his performance problems
• 3 – The Smart Worker is happy to share what she knows
• 4 – The Smart Worker relies on a trusted network of friends and colleagues
• 5 – The Smart Worker learns best with and from others
• 6 – The Smart Worker keeps up-to-date with what is happening in his industry or profession
• 7 – The Smart Worker constantly strives to improve her productivity
• 8 – The Smart Worker thrives on autonomy

In addition to working smarter I would also like to emphasize the creativity aspect. Social media offers many new connections, but the art is making the connection to your own situation and coming up with new solutions to old problems. For instance, you can stimulate serendipity by looking across various disciplines. Social media can play a large role is this. Here's an example of spaziale, space where Naomi den Besten is blogging about the connections between process and spatial design . Below you find an interesting TedTalk from Joris Luyendijk (thanks Josien!) talking about  'share your learning curve'. Share your learning proces (for instance via a blog), start from zero and be curious. By sharing it, you create new avenues for unexpected connections.


Would you like to work with the concepts of the smart worker or serendipitous learning in your organisation? Then you should definitely read Jane Hart's blogpost: 10 steps for working smarter with social media, helping you with steps to take in an organisation.
 
Are you interested in joining the webinar? Please find more information here.

New emerging practices for trainers and facilitators

I'm currently facilitating two learning trajectories, both starting online. I'm a big fan of starting online because everybody can start at his/her own pace and there is space for everyone to express him/herself (I actually learned this practice from CPsquare). Another recent experience is that I was skyped into a training in Cambodja for a session about online advocacy. It was my second time of being skyped into a session, the first time it felt like talking to a wall, but this time I even had the feeling I had some contact with the group. I asked them questions and they answered by raising their hand. The trainer counted and summarized.  At the end they also asked questions, passing the mike of the headset, which worked pretty well. Here you see a picture. For people who like the technical details: we combined Zipcast en Skype. Zipcast allowed me to show the slides and dictate the pace. The sound of the Zipcast was not good enough so we combined it with skype.

Both experiences made me reflect on how big the shift is for trainers and facilitator who embrace social media and integrate in in their practice. I can see some emerging new practices which are not widespread yet. Online learning exists for a long time already. However,  online learning was mainly elearning as individual online modules and had nothing to do with classroom training. Elearning and classroom training were two separate 'things'. Now with the widespread use of social media, elearning2.0 as you might call it, has come under the control of facilitators/trainers. However, making use of this potential as facilitator requires a huge shift in practices. Based on my own experiences, I'd say facilitators who want to leverage the opportunities offered by social media need to adopt the following practices:   

Select and manage your own tools. With elearning- in the sense of individual online learning modules- design and implementation is done by an instructional designer and some IT-support. Working with Learning Management Systems, there is often a more technical person involved in the design and implementation of the platform which alienates the technical design from the design of the learning process. With social media, there are so many free and easy tools, which has given facilitators the control over the tools. It is easy to set up a wiki, facebook group, a Yammer community or Ning social network. Or start your own zipcast- you don't need expensive webinar software. Even when organisations offer tools which do not suit what you want, you can set up your own toolset. To do this effectively however, facilitators need to know those tools and to be able to make a good selection.

Weave online and face-to-face activities into a powerful, mutually reinforcing blend (hence design longer trajectories). I think there is already an important trend moving from one-off training events to longer learning trajectories. Online hasn't always found its right way into the blend. I've observed that people have different ideas about what's best to do online and what kind of learning activities fit best face-to-face. Some are convinced all presentations should be done online, so that you can use face-to-face for interactions. I'm not sure whether a 'this is best done online' or 'that is best done face-to-face' exists. I've experienced that it is powerful to sandwich topics. Start online (or face-to-face) and continue to deepen them in another modus. What's for sure is that the design of blended trajectories is a new field for most trainers and new practices will have to develop over time. There are lots of blended experiences but not many trainers yet who master a systematic design of blended trajectories.


Be prepared to understand and support real problems and practice dilemmas. Tailor-made.  When you start adding online activities to the mix, you will see that there is ample space and time for people to express their questions, doubts, thoughts and experiences. You will notice that you get much closer to the actual problems and workplace-based questions of the participants. This means for a facilitator or trainer, it will not be enough to have a standard tool and exercise and take your participants through the flow, but you will need to prepared to understand their issues and respond in a tailor-made way. Take the example of a teambuilding session. If it is a one day session, you do an exercise to let the team reflect on their collaboration, their styles, give feedback to eachother. But the real effect of the exercises will surface after some time when the team is back to work. Continuing online with the team creates an opportunity for real (and longer!) support to the teambuilding process, but it also demand a deeper understanding, wider skillset and motivation from the facilitator.

Be available 24/7. Continuous partial attention. This may be the reason why not many trainers have made a real shift. A training can be neatly blocked in the agenda. Working online with a group, however, you have to be flexible and devote some continuous partial attention to the proces. If you are still immersed in a full trainings schedule, it may be hard to make this shift. One of the solutions may be to work more often in small teams of facilitators.

Open your boundaries. In the classroom training setting, it is clear who is in and who is out, there is a trainer and there are trainees. The trainer is in front of the group, the trainees are not (except in some exercises). Using social media this boundary becomes more fluid, there are no longer 'walls', anybody with an internet connection can participate. Online, you may invite additional people in the role of expert, interested colleagues, supervisors, mentors, guests or inspirators. This automatically changes the fixed roles from 'trainer' and 'trainee' to a more dynamic scene with various players. Everyone can bring in  knowledge and expertise. Which brings me to the next one:

Bring expertise into your training. You have to think out of the box (and out of the country!) and think of possible expert inputs for your trajectory, which you can bring in through webinars, skype sessions or through asynchronous discussions. In the case of the Cambodja training I knew the trainer personally and she arranged for my input, she is definitely an out-of-the-box person. Many trainers act like the expert, bring in a colleague or only facilitate processes without bringing in expertise. Facilitating process is important, but offering training without expertise input does not work for the participants who value expertise inputs. Distance is no longer an excuse!

Pay attention to social learning and building social capital. And last but not least: working with social media means fostering interaction. Social media are about online interaction. This means that collaborative learning and sense-making are important. Hence it is logical that the facilitator also understands social learning processes and knows how to work with those processes. This means taking a relational approach into account. I have the impression many trainers do that already in their training sessions, but not really consciously.

Curious to know whether you recognise these practices and whether you are already applying them too?

About serial mastery and social media

One of my interest areas is the professionalisation process of professionals. How do you become a master, an expert, a thought leader? What are the best ways to learn individually and collectively?

Shift- the future of work is already here

An inspiring book in that context is 'The shift by Linda Gratton'- a must read book if you are interested in the future of work. She is a professor at the London Business School and describes in her book what work and the jobs of the future will look like. The reason for her research and book was the quest of her sons to find a study areas, one wants to be a journalist and the other wants to study medicine. Is that smart? Will that earn that a living in the future? But it is not only an interesting read with the future of your children in mind, but also for yourself.

The new poor

Gratton's story is not sheer positive. She describes a process of globalization in which the 'new poor' and 'talented' can live anywhere. Your birth in the Netherlands, Europe or the US will no longer be a guarantee for a good job, we must increasingly compete with other professionals from around the world (not without reason that the tigers moms in China described by Amy Chua get so much attention). And ofcourse that's already happening. Hence a focus on self-promotion and branding rather than modesty will be normal for professionals. This too is a shift that you can already see happening. If you are self-employed like me, you can still function without a blog using your old networks and offline networking skills. However, increasingly you have an advantage if you know how to brand yourself online and to find your professional voice.

From shallow generalists to serial mastery

The book also talking about the shift from shallow generalist to serial master. A serial master has a deep knowledge and competencies in several domains. So you have to specialize, and you will need and discover a new domain of relevance every few years or so. Interestingly enough, that's like reading about myself, when I started as an irrigation engineer, morphed into an organisational advisor and I'm currently a specialist in the design and facilitation of learning processes. I typically had three-year contracts. This forces you to become a sort of serial master, because after two years if you have to start thinking what you would like to do next.

The new self-directed learning = Learning

I was asked to facilitate two workshops about the 'new learning' for career counselors. Below you can find the presentation in Dutch (in a prezi).

NOLOC presentatie on Prezi

I zoomed in on 'the new learning' (hate the word!) as self-directed learning, which can be nicely linked to the vision of Lynda Gratton: serial masters are professionals who continuously develop themselves driven by their own interests and passions (after all it is not called "serial education"). After this introduction, we did a line-up exercise with the participants who were asked to what extent they consider themselves "new learners". Interesting points in this discussion were:

• There is quite some confusion about the term 'new learning'. Is it primarily about the use of online tools or is it about more than the tools, ie an attitude towards learning in which professionals take matters into your own hands? I think the latter.

• Even when you use the definition of self-directed learning a number of people indicated this is hard for them. How do you determine your own issues, what to focus on? They prefer courses and training programs because they do not know where to start. Apparently it's not easy for anyone to take matters into their own hands and be the steward of your own learning agenda.
  

The second part of the session was about how social media can play a role to support the new learning / self-directed learning in the context of 'serial mastery'. That social media will have a role to play is beyond doubt. So the professionals who are able to handle and use social media conveniently will have an advantage edge.

The role of career counsellors

And so it is therefore the task of career counselors to assist professionals in the process of what Lynda Gratton calls 'sliding and morphing' into new domains. This is the process whereby a professional a new domain to master, and there develops a unique vision and adds value. Through a brainstorming we have distilled the following points of importance for career counselors:

• Help the client to find his own style and finding a domain
• Be a role model and an example in the use of social media as a professional
  
• Know how to use LinkedIn to look for job (networking)
• Make sure you have enough knowledge of various online platforms and relevant audiences
• Help the client articulate his/her professional profile
  
• Challenge clients to learn and develop and take matters into own hands
• Make conscious use of social media and online media as a writing exercise for the client in addition to the known methods of conversations.
  

The dangers of social media for youth

The high school of my daughter organised a meeting about "internet and social media". As you might guess it was focused on the dangers.. "The potential hazards are discussed and the possibilities to take measures to enhance safety .." It was very funny to hear someone do the opposite of what I do: I'm trying to enthuse people about professional use of social media and Donny Gieskens of the 'stichting veilig online' (Foundation internet safety) is raising awareness about the dangers of Internet and social media .. and he did make his point! Especially with his presentation with the blonde girl on his webcam who turned out to be an old man:). There are a lot of technical possibilities to create innovative online communities, but also for people with bad intentions.

I wanted to make notes for this blog post but thought a laptop would look kind of weird. And there was no wifi so live-blogging was not even an option. Eventually I brought an iPad for notes and I was the only one. Finally I did not dare to take pictures because it is forbidden by school protocol!.

Though I pity the fact that social media are usually approached from the danger side by parents, it felt useful to have a look at side of social media to which I usually don't pay a lot of attention. I might give it a clearer space within my own work.

Some facts

First some facts and figures for 12-16 year olds in the Netherlands

• What does a typical teenager do on the internet? Main use is YouTube (videos), MSN messenger (chat), browsing (surfing), social media (contacts and new contacts), Word (word processing) and games (gaming)
• 87% had a bad experience through the internet.
  
• 1 in 4 boys aged 12-16 engages in cybersex
• 2 out of 10 have met someone in real life they met through the Internet (but so do I!)
• 1 in 100 parents think their child has been involved in cyberbullying
• However, 40 out of 100 teenagers has really engaged in cyberbullying
• 12-16 year olds play on average 1 hour day games
• There are already 5.9 million years played in the game World of Warcraft
• On average, a 21 year old has gamed for 10,000 hours
  

The dangers

1. Information sharing

Importantly, a lot of information is shared by children, which the parents don't want to be shared, such as holiday dates (burglars are actively using the internet for information too!). The caches of search engines will all be kept for five years, what teenagers do not always realize. So when you share a picture when you are 16, this picture may still be found on the net when you apply for a job at 21. The privacy settings on social networking sites (like MySpace and Facebook) are not always set consciously to visible for friends only. Moreover Twitter has a public account by default, what teenagers may not realize. Youngsters do not always realize what their settings are and whether their information is public or visible only to friends. Also with links between network sites like Twitter and Facebook privacy settings can be overwritten. On a positive note: companies like MySpace and Facebook may sell user statistics, but not the individual information, because it is protected by the (dutch) law on personal data.

Some tips on sharing information are: Use a nickname (not your own name and not sexygirl15). This is an opinion contrary to my advice in building a professional identity however ... And ensure good privacy settings: have a look at them together.

2. Cyberbullying

Bullying can be done by acquaintances or strangers (anonymous).

Tips: Keep all threatening or bullying emails. Every Internet connection has its own IP address, and is recognizable. In a chat program you can block unwanted people, chat programs are required to provide this function. If bullying comes from a public computer, eg library, there are many cameras that have registered who have made use of this computer, so the anonymous persons are traceable.

3. Phishing

Phishing is social engineering by imitating emails individuals are trying to extort information. If you give someone your password voluntarily and they abuse is by posting on your behalf or using your credit card it is still a crime (contrary to popular belief). Your password is yours alone. This is a legal offense.

Phishing Tips: Change your password every 70 days, using 5 digits 2 3 Unicode characters. A good free virus program is AVG.com. Do not forget to log out when you leave a computer. Automatic locking may also help.

4. Gaming

Gaming is also positive for the development of language, manners and communication. Unfortunately, 3 out of 10 parents buy games for 18 + for children under 18. 6 out of 10 parents have no control over the types of games that teenagers play.

Tip: Know what they play! Do not buy 18 + games for under 18.

5. Sexual Abuse

Especially for girls a modeling offer may be tempting, and it comes with the instruction not to consult with the parents. Also, blackmail and threats occur. He showed a convincing example of a man who posed as webcam blonde girl. So you think you are talking to a nice girl, but in fact it is someone else.

Tips: If you suspect abuse attempts: contact the site administrator. In case of concrete evidence: File a report with the police. Webcam only with people you know in real life. To check authenticity of the webcam image: ask to raise a hand. Cover the webcam with a cloth so the webcam can not film from a distance without you noticing.

Some general tips for parents:
Talk to teens about online behavior and provide parental control and agree on time limits, etc., after school, not directly behind your computer, check age limit games, talk about experiences, learning a critical attitude. Write an Internet protocol and let the teenager sign.

I'm a little double about this focus on the dangers. It is useful to me, because it is my invisible spot. On the other hand, you could have a much wider and interesting debate about social media, socially-constructed learning and learning within the curriculum..

Twittering = learning?

I often have conversations about the role of social media in learning processes. Sometimes people might say: 'Ok, but twitter is not learning. How can you learn from 140 characters?!

The theory about learning you embrace determine how you look at social media and its importance (or unimportance). From a behaviourism point of view, twitter might not be very relevant as a means for learning. However, from a social-constructist view you might see a twitter network building relations. In that case twitter is very important. I used a Dutch article about various learning theories: ontwikkeling van leren in organisaties by Keursten to look at what the various thought streams might think about twitter:

• Behaviorism: learning is equivalent to influencing and changing behaviour. You do this by offering situations to practice the desired behavior. One example is a course about giving feedback. You can teach people the right way of giving feedback and create a situation to practice it. Twitter will not be seen as an important means for learning, because the change in behavior needs face-to-face to practice (although there are also research which shows that an innovative program using a webcam to practice social skills worked very well).

• Cognitivism: learning as information processing; the mind and thought process is put at the centre of the learning process. Within cognitivism, a clear distinction between knowledge, skills and attitudes is made and sharpened. I see the cognitivist approach reflected in many conferences, where the expert notify and explain to participants what the latest findings and trends are. Twitter will be interestingly but mostly because people may link to articles, books and information. I must admit I have used this argument myself. I would now respond differently.
  

• Pragmatism: learning by doing. This an approach I see clearly in the design of 23things, a course for librarians. See for instance here. People can learn 23 new Web 2.0 tools by using them, experimenting and experiencing them. Within this movement Twitter will not be so important (unless you want to learn how to use Twitter!)

• Constructivism: learning means developing a unique world view based on all experiences acquired. Learning is a process by which a professional adds new knowledge and ideas to his or her existing body of knowledge. Independent and self-directed learning is important. Within this thought stream twitter is more interesting. Twitter provides a window on the world. And using twitter means quite some self-direction, choosing who to follow, what to tweet etc.

• Social constructivism: learning through collaboration. This school of thought views learn as the result of interactions between individuals, learning within networks and communities is important. I am myself a supporter of this school of thought. That explains why I think being active on Twitter might be an important part of a learning process. Using twitter to build your network and maintaining relationships.

Keursten did not yet talk about connectivism. This is also an important school of thought developed by Siemens.

• Connectivism: was developed because the previous schools of thought were not impacted by technology. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations. Learning is a process that occurs within chaotic environments of shifting core elements and is not entirely under the control of the individual. Learning can reside outside of ourselves. Connectivism might be summarized as 'I store my knowledge in my network'. In the case of connectivism Twitter might be a source of serendipitous learning and self-organisation.
  

When you are talking about using Twitter and Yammer (a single twitter tool) within your organization is therefore important to do this in the context of your learning theory. This may help surface the differences. How do you feel about learning through twitter?

Interview about the birth and growth of the HR community

On October 6th, we are going to work on a casebook learn and organise through social media with a group of about 12 learning professionals. Though the analysis of various cases of learning and change processes in which social media has played a role we hope to gain more insights into this relatively new field. I interviewed Remco Mostertman, the initiator of a large HR community mainly on LinkedIn (Remco is on the right). Here's the interview:


Start
"It all started about 5 years ago. The basic idea was that we all need to improve and develop the HR field. I am convinced HR is the most relevant discipline in organizations, but HR is not always taken serious. There is a need for innovation in HR. The main target hence are line managers in organizations. I believe in learning by connecting and exchanging experiences.

At first I just started with a LinkedIn group. I accidentally running up to LinkedIn, I was receiving all kind of annoying reminders and wanted to get rid of those. Searching on LinkedIn I discovered LinkedIn groups. Immediately I saw the potential of the group section of LinkedIn. In many LinkedIn groups nothing much was happening, and I thought I could do this in a better way."

Approach
"There are different types of communities: communities of purpose, communities of practice and communities of interest, the HR community you could say is all three. The core team is a community of purpose, the community as a whole is more a community of interest. I started inviting my acquaintances, then they another 1 or 2 people out of their networks. I saw that we grew to 20 members, now there are 15,000 members in the largest group and come every month 750 members join. In the beginning there were no subgroups possible on LinkedIn, so we started groups next to the main group started, such as change management, social innovation, diversity, leadership and talent management. Now there are subgroups possible on LinkedIn and we work with subgroups, like HRD Employability and Vitality.

I learn continously. Learning by doing, that's my learning style. Every week I have some new experiences. Sometimes I think about a problem, and forget that I have a huge think tank I can ask for help."



Mix online and offline
"A mix between online and offline is important. People get to know each other online, but when they meet each other there is more depth. I organize World cafés four times a year (see photo), about 80 people attend. The world cafés started when we had 5000 people and wanted to celebrate this. It's been organised 8 times now, at zero cost. I see that the online interaction deepens.

I received many applications from different countries such as India, which I rejected. I thought: I'm going to start a global HR group there is an interest. Currently I have 16 international groups, such as Italian and Russian groups. Great things happen here-it is booming. I search local group managers and organize international conference calls. My dream is: 10 country-based communities that eventually linked together and all contribute to the discipline of innovation by sharing knowledge and experiences."

Business model
"The business model is changing. The newsletter from LinkedIn is free. Eventually we will have a spin / off. so. There will be a fixed group knowledge partners, and there are organizations that will have paid subscriptions, for example on a HRjob-site and people who pay to participate in activities of the HR Business University. Besides the HR community I work one day a week for the University of Amsterdam, where I coach students."

Role of social Media
"Social media are supportive, they are a means and not an end. Social media have to help achieve my ideas. Without the media I was going to build a community anyhow, but it would not have been possible on this scale. Social media also promote transparency and increase the speed. People will in the future have to be authentic, unethical conduct will be visible.

I started with LinkedIn groups, and then there are about 10-12 twitter account currently. Now the HR community participates in a newsletter from one of the partners; we provide trending topics from the groups. We always ask whether people approve, but without exception they agreed to have their issues highlighted in the newsletter.

We use a tiered model, the most current topics owners make a summary for the knowledge portal and the newsletter. We are building nine websites, including two knowledge portals. Knowledge of the groups is then secured to the website. There is also a magazine 2-4 times a year. We have put up Facebook pages for future use, there is nothing to be found currently. Each topic has its own website soon, a LinkedIn (sub-) group and a twitter account."

Critical situations in the growth of the community
a. Tipping Point
"There is a tipping point: a LinkedIn group with over 2,000 members runs itself, even though it differs per theme. What makes a theme work? Whenever they are needed. I do an inventory and latera twitt poll (a poll via Twitter). From there I gather a few sub / theme groups and start. If I invent the topics myself "accidentally" they may grow, but not as good. So start from the questions / orientation. Besides that what is always needed ... active moderation on the content. Remove advertising and promotions or remove spam and place jobs in the section for jobs. Start discussion and / or boost them. From the tipping point onwards, this is less or not needed. Until 2000, you need to recruit and activate members. Only 5% are active, 10% send or read things, so at 200 members, it is not dynamic. However, it can be a good number for a project or group that wishes to exchange information, but not for a community of practice / interest. I'm amazed how fast it develops. HRD and L & D subgroup on LinkedIn already has 1100 members (in 2 months!) and there are four face-to-face peer meetings planned. We do not actively market this.

b. Core Team.
"In the beginning I worked alone, but at some point you need a buddy. I have created an inner circle of about 20 very enthusiastic people who share the same passion and goals and cooperate in different ways and with different intensities. Yet, with the enormous growth there was also a need for more structure and stability in the heart of the community, now there's a solid core team of six people who put in time, and participate at least 1.5 years till December 2012. I invited a number of them myself and some expressed their interest to join to me. Each member manages a label. A label is what we use to market a business unit or window. There are four named values ​​from which we work: skills, openness, curiosity and ownership. We work with shared leadership."

My own role
"Maintaining the LinkedIn group takes me about two hours a day. Some professionals start a group, and nothing happens, they underestimate the work. It's hard work and you must begin with a vision. Every community has a leader. I am the leader for this HRcommunity. You also need luck. What I bring: I like to experiment with the computer, I want to discover how it works. I have a passion for HR, Social Media and the development of organizations. My role is very diverse: till the tipping point I invite people and alert them about discussions, after the tipping point it grows by itself. I also moderate content and topics, and start boosting discussions. I try to read everything, it provides a good view into the field, I enjoy reading everything. I get a message when someone starts a new thread. Sometimes things go out of hand with advertising issues, then I filter it out. This is a lot of work, but otherwise it's annoying for the members. I put all applications manually on a list of members in an excel sheet, and I review the composition of the group occassionally."

Results
"We have contributed to an HR field in motion and development. There is an active community with 20,000 members nationally, 30,000 internationally. The largest group has 15,000 members, 50% are consultants, 40% work within organizations, 5% are students and 5% recruiter. I would like a mixed composition - so I am pleased with the growth in number of students since this was only 1%. The number of people is not an end in itself - the dynamics and depth are more important than the numbers, the debates and reactions, and numbers of people showing up at meetings. In my perception, there are more and more in-depth topics, they run longer and more people participate than in the beginning. Participants gain new insights, news and interesting facts and get new contacts. The network has a value. Thus I have been approached for cooperation, but the bottom line is that I'm not selling products, then people will lose interest in the community."

Reflection
"It is a different way of working. If you ask a question, you often get a solution and suggestions within few hours. Even I forget sometimes that this is possible. Within the HR field, the awareness that being active in a community is part of your work is not so high. The community-based work is not in the DNA of organizations. What has really surprised me is the incredible speed at which things are going and the mega impact. The goal for next year is: develop the groups and platforms, further animation and professional development, connecting people, developing a talent bank and career portal for matching on the labor market and an assessment site for HR service providers .

Read dutch? There is an article by Kim Castenmiller. The home of the HR community is a linkedIn group. You may follow Remco Mostertman on twitter or the HR community op twitter

Develop creativity and empathy through opposing perspectives

I have been rethinking my focus. I started working within the framework of knowledge management and communities of practice. But knowledge management in the Netherlands is still associated with databasebuilders. And communities are hijacked by the marketeers for client communities... The core of my work is about 'the learning professional' / the innovative professional / the creative professional. Communities of practice as still a very powerful environment to stimulate professional innovation at an individual and collective level. I found a book which divides the learning professional in personal and professional development. Not sure how useful I find this distinction however.

I've lived in various countries and I am convinced that a new environment works great for self-knowledge and awareness of your own beliefs. An anecdote: when we lived in Mali we were invited by Bintou, a colleague to join her for lunch on a Saturday. We were very surprised to see that everyone had already eaten, and we were seated separately with a dish to eat and left alone. We thought we were late but that was not the case. Then you realize again that there is a strong social connotation in the Netherlands to lunch invitations. It's not about the food, it's primarily a social activity, eating together, while at Bintou's she literally wanted to feed us. Those types of collisions between different worlds make you more creative and empathetic.

Here's a great TEDtalks of Raghava KK, artist. He wrote a children's book on the ipad. If you shake the iPhone changes the perspective, instead of a father and mother there are suddenly two mothers. He believes that learning children to understand different perspectives stimulates creativity and empathy. Have a look, it's great!



And for the social media twist... you can use social media to broaden your view to various perspectives. It's not automatic though. You have to be aware of your networks and who you are following. Follow some people on twitter from a radically different background, or lurk in some totally different communities... Who knows what you will learn..

Finding the perfect learning platform in 5 steps

After the holidays I have been bumping into the same issue with different clients: "Which platform you choose for a online part of a learning trajectory as trainer/facilitator?" It is already clear that you want to combine online learning with face-to-face meetings, you need a private online platform and there is also a budget for it. With the enormous amount of social media tools it is much easier for a trainer/facilitator to make his/her own choice of tools fitting the learning activities rather than trying to fit your learning activities into a predetermined platform.

I have a first blog post written about the broader range of platform options that exist for online discussions. In this blog post I'm going deeper into the selection process for online exchange in a private group. In large organisations, there may be a platform available and you may have to decide whether you want to use this, or an alternative. I noticed many start with the tool rather than thinking about the participants and the learning activities.

For a good selection process, take the following five key steps:

Five step approach to finding your learning platform Make a shortlist of potential platforms by asking around (and I'll help if my shortlist), review and test them on the following criteria: Identify what your participants are familiar with Determine the features you need by designing the learning activities Look at the implementation trajectory of the platform Find out what the price is

Make a nice table (something like this) to sort out your findings in writing and help support your decision to support (x-ax the potential tools, y-ax the criteria


Re 1. Make a Shortlist of possible platform There are many different platforms. You can be practical by asking some experienced people. The shortlist that I currently have for tools that are relatively easy to implement are Elgg, Moodle, Ning, Drupal, Bloom Fire, Buddy Press for wordpress, and Social Engine. Do you have a good platform, please let me know by leaving a reaction!

Ad 2. Familiarity of participants with tools This step is often forgotten, but is important. You can send a short survey, some people call or arrange a meeting. If you combine this with the design of learning you save two birds with one stone. Awareness of different tools also gives an indication of how easily they get used to a new tool. If many people are familiar with such a tool like Yammer, but it has not all the features you want? This may be an argument for your intent to reconsider. Because it gives you a flying start.

Ad 3. Needed functionalities (based on design of learning activities) To know what features you need as a minimum requirement, you need your design of learning activities already have quite some detail. Would you give assignments, much literature do you need to upload, do you want to tag? Can you use videos? Do participants need a blog? This determines the features you want. Often you will develop a good feel for the various functionalities when you have worked with a number of platforms. And balance 2 and 3: if a platform has fewer functionalities, but people have experiences, you might simplify your design.

Ad 4. Implementation path Some platforms like Ning, you can tweak by yourself as a facilitator in one afternoon. Other platforms such as Drupal need more support and expertise. Maybe you want the platform to be hosted on your own server or not. These are implementation requirements. While chosing a platform these are important to consider too. To what extent do you support? How long is the design and implementation process?

Re 5. Price Well, it speaks for itself .. What will it cost? Per month, per year? How easy can you cancel? (Important in a learning process with a clear endpoint)

Although it is now may appear as a very structured process, in practice it will be messier. But what is important is that you first look to at the experiences of users and design of learning activities before you select the best tool - though you will probably not find the perfect tool... after all the process is more important than the tool.

What can knowledge interventions contribute to development?

I was interviewed for Vice Versa and asked for input. It was a double interview together with Eric Smaling working for the Royal Tropical Institute in Amsterdam. An interesting combination as he is well grounded in the science world as professor. I will blog what I remember as main points and issues. I hope I remember enough- waited a little too long to blog it and didn't make any notes (as the journalist was taping it). Curious to see what she will choose to publish too!

The first difference I remember is about what knowledge is. In my practitioners view- knowledge resides in the head of people, practitioners or policy makers. Eric Smaling would consider a phd research as knowledge. I would prefer to call this information rather than knowledge (if it does not reside in anybody's head except the phd student's head..). Or if you'd like to call this knowledge too, then I would like to clearly distinguish it from 'actionable knowledge', knowledge that leads to changing practices. Smaling pointed out that there is a gap between research and practice. A lot of research never gets transformed into changing realities. So how to close this gap? My solution would be to think of dynamic learning communities and networks where scientists, researchers and practitioners can meet. This solution is so logical to me, but I am now conscious of the fact that it is not all the solution for many others. I pointed out my belief in the power of south-south learning to increase the impact of development efforts. The World Bank has done a survey and the results tell us many respondents agree with this.

One of the first questions was 'what kind of knowledge should the Netherlands 'export' or 'transfer'?. I explained my vision that in my idea the counterpart model in development (the northern expert working with a southern person for a longer period of time) has disappeared because it is not how people learn and change happens. Rather, I look with a learning lens knowledge and change. Hence I start with the learner and his/her learning journey. Then it is more logical to talk about what are the knowledge needs and questions at stake. I'd say that depends on the sector and type of knowledge workers. A finance manager or minister could probably learn a lot from another manager or finance minister (through a network or community, though trainings, workshops and exchanges help too). But I guess the question of relevant knowledge within the Netherlands could be asked at a global, policy level in the sense of what are the strengths and expertise areas of the Netherlands.

This kind of led us to jump to the reciprocity in learning and knowledge sharing. Is learning north-south? Can we in the Netherlands also learn from developing countries? I definitely think so (and Smaling agreed). It is a pity if we feel that learning is north-south only, like I mentioned before, I believe in south-south learning and south-south-north learning. I gave the example of the forest landscape restoration learning network. A network where people from Brasil, Indonesia, Ghana and other countries learn, but also people from Scotland. Smaling and I both felt strongly that openess to learning is necessary. If you are in a relationship where you feel you are the expert or know more, you are not open to learning from others (but you may share). I have seen this between participants from two African countries (one looking down upon the other), I have seen it between departments in organisations and I've also noticed it myself as a trainer. What is, for instance, obstructing southern NGOs from learning is that they feel that they have obtained funding for a program because they can implement it. That doesn't favour asking questions or visiting others who may have undertaken similar programs. And sometimes it is simply lack of time. I feel when you start a new project, you should always ask around for experiences. That's not the common way of working.

Given my focus on south-south learning and networks (and alliances too by the way) to enhance learning for more impact on development, the interviewer was wondering 'but what's the role of the Netherlands'? Well, there is definitely a role to be facilitate south-south learning, to spot innovations, to compile information. As Lucia Nass, a former SNV colleague also observed there is a mindboggling number of website and manuals and even studies to compile and compare all manuals on climate change. We focus on collecting, but not enough on connecting the learners.

And ofcourse social media play a huge role and have an enormous potential to facilitate south-south-north learning, but there is a need to learn to make effective use of these media. To find information, to connect with the relevant people, to participate in online communities in ways that change and improve development practices. That's why I focus on helping people to start and facilitate communities, or to develop themselves using internet and social media. I think that we are starting to see a shift but to quote Clay Shirky "social media will not become socially interesting till they become technologically boring". In other words the real change in connecting likeminded learners and speeding up learning and change is still ahead of us.

We ended (if I recall well) with a kind of philosophical question about the role of internet and social media with regards to learning and working together in this globalised and connected world. Can we learn our way out of the global problems? On the one hand I'd like to be a sort of cyberutopian believing we will all learn to solve all global problems like poverty, climate change, feeding the growing world population. Peace through the internet. On the other hand I can imagine that there is a limit to collaboration when there is a scramble for dwindling resources. A kind of fighting for a piece of the cake. No matter how empathetic we may be, in the end we will try and make sure we and our closest families and friends are fine.