Thursday, July 17, 2014

High-Impact L&D

On my way to work today, I was scrolling through my blog roll and LinkedIn posts and came across this (as always) thoughtfully written post on It's Time to Redesign HR by Josh Bersin. He emphasizes the importance of re-thinking the role of HR and defines some of the aspects that make for a high-impact HR team. And one of the important points he raises is the need to consider HR as a talent function, moving beyond some of the typical administrative tasks that are typically seen as defining parameters of HR roles. To quote him here: “Our research found that only 7% of HR's real value comes from its role as an internal people operations team: more than 5 times its value comes from its role in supporting, developing, and identifying leaders.”

For a detailed understanding, do read the post.

I am not an HR specialist, but as an L&D person (and I am going to switch to calling ourselves P&D – performance and development – as described by Clark Quinn in his Revolutionizing Learning and Development, another must read for L&D/P&D folks), I can see the utmost need to work closely with HR to not only draw up training calendars but also to move an organization towards becoming a high-impact learning and performing org.

Josh Bersin has defined a few characteristics and adaptations that would make for a High-Impact HR team. Drawing inspiration from him, I have tried to capture a few aspects of a High-Impact P&D team. I am also stimulated and inspired by Clark Quinn’s book mentioned above. For those following my blog regularly, some of the points may seem a repetition of earlier posts since I have been writing about L&D on and off for the past few months. This post is a synthesis of my learning, observation and analysis so far. To be fair, none of the ideas are highly original and I stand on the shoulders of giants who are leading the way through innovative thinking, bold vision and an incisive understanding of the current and future state of work.

Here are some of my thoughts…

High-Impact P&D teams must have deep specialists – while it is important to have generalists with an understanding of the various forces at play today, it is vital to have specialists with focus. Like HR, P&D team’s scope of work and influence have multiplied manifold. It is essential that they understand the different nuances and the impact of the forces affecting the workplace today and the future skills required to remain relevant (and survive). It is not possible for everyone to be an expert in all aspects. And with the landscape of work and economy shifting faster than we can comprehend or adapt to, it becomes critical to have each individual in a P&D team focus on certain aspects of their passion. By working together, a team of deep specialists can enable an organization to continually evolve and be on top of the changes and churns.

High-Impact P&D teams are diverse and Interdisciplinary – I strongly advocate Scott E. Page’s book The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies. It’s a complex book but one that provides plenty of insights. One of the key points he makes is the importance of having diverse thinkers and experts. The point I am trying to make is the importance of staffing a P&D team with people of varied skill-sets, passions and experiences. We often fall prey to a standard JD which reflects levels of seniority and formal degrees but not a diversity of skills and experiences. In today’s world of increasing complexity and interconnectedness, it is important to have a team of people (especially a team responsible for the performance and learning of an org) who understand and can take advantage of the varying forces at play – social, mobile, analytics and cloud to name a few. Add to these the drivers that Ross Dawson mentions in his Future of Work infographic given below, and it is evident that it requires a highly poly-skilled, diverse and interdisciplinary team of people to make sense of all that is happening around us, and craft performance development and capability building strategies.


High-Impact P&D team must engage in systems thinking Peter Senge’s seminal work The Fifth Discipline is based on systems thinking and its role in the building of a learning organization. It is becoming increasingly important – almost imperative – to take a systems thinking approach to developing P&D strategy today. Senge’s work makes a very critical point that all P&D professionals need to keep in mind today: “Survival learning” or what is more often termed “adaptive learning” is important – indeed it is necessary. But for a learning organization, “adaptive learning” must be joined by “generative learning”, learning that enhances our capacity to create’ (Senge 1990:14).” - http://infed.org/mobi/peter-senge-and-the-learning-organization/

Today’s orgs can only “survive” and “thrive” if they take generative learning into account. The ability to handle and respond to complexity, learn rapidly and on the go through handling exceptions, share that learning to generate new and innovative ways of working are all going to be the hallmarks of learning organizations today. And only such orgs will survive. P&D has an important role to play in bringing about this transformation. John Hagel has written at length about scalable learning (similar to generative learning described by Senge) over scalable efficiency – the former will drive the orgs of 21C. Read John Hagel’s post here for a better understanding of scalable learning and the importance of systems thinking.
    
High-Impact P&D teams must act local, think global – I think this has become a meme today that everyone uses. I have tried to define what it means in the context of P&D. With most organizations – at least most of the employees – being dispersed, it is a challenge for both HR and P&D.  Add to this the myriad kinds of employees – on the rolls, contractual, project-based, telecommuters, consultants, etc., and the challenges multiply by orders of magnitude. How does one ensure skills and capability building in such situations? P&D thus needs to understand not only the immediate needs of the organization and the existing skills of employees but also foresee future needs and be prepared for the same. This is no mean task given that each employee is likely to have unique needs. With the workplace becoming more and more focused on performance and productivity, P&D has to be cognizant of the various drivers and align their performance development solutions and support to meet the needs of a varied user base.

High-Impact P&D teams must be connectors and collaborators – they have to act as “organizational glue” by connecting people and enabling collaboration. For generative learning to take place, it is important that people converse, exchange ideas and hold discourses. The era of becoming an expert in isolation is gone. Today, in an era of ubiquitous connectivity, expertise comes from one’s networks. The richer and diverse the network, the faster one learns. And it is the role of P&D to enable the creation of such networks within the org. John Hagel describes this beautifully when writing about collaboration curves in the context of the hugely popular online game, the World of Warcraft: “the more participants–and interactions between those participants–you add to a carefully designed and nurtured environment, the more the rate of performance improvement goes up. … Collaboration curves hold the potential to mobilize larger and more diverse groups of participants to innovate and create new value. In so doing they may also reverse the diminishing returns dynamics of the experience curve and deliver increasing returns to performance instead.” (Introducing the Collaboration Curve)


Wednesday, July 16, 2014

21C Workplace Skills and L&D

Back from Ladakh and settling into my “normal” routine. Needless to say, it’s not at all easy after visiting a place like Ladakh. I will put up a post on the trip over the coming weekend.

For now, I am focusing back on my other passion outside of traveling—workplace learning, enabling performance and social learning.

Going through my blog-roll, I read two related posts – Four Basic Skills for 2020 by Harold Jarche and Technology Changes Everything by Jane Hart.  Harold’s post also pointed to a report called Future Work Skills 2020 published by the Institute for the Future for the University of Phoenix Research Institute. While published almost 3 years back, it is as—if not more—relevant today. And is a #mustread for all L&D and workplace learning designers.
The report talks about the key drivers of change as well as the skills needed to ride the wave of these disruptive shifts.

The future work skills required and defined (as per the report) are: 
  1. Sense Making - ability to determine the deeper meaning  or significance of what is being expressed 
  2. Novel and Adaptive Thinking - proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based 
  3. Social Intelligence - ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions 
  4. Design Mindset - ability to represent and develop tasks and work processes for desired outcomes 
  5. New Media Literacy - ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication 
  6. Computational Thinking - ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning 
  7. Transdisciplinarity - literacy in and ability to understand concepts across multiple disciplines 
  8. Cognitive Load Management - ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques 
  9. Cross-Cultural Competency - ability to operate in different cultural settings 
  10. Virtual Collaboration - ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team

As I read this, I was also reminded of a post by Jonathan Anthony (@thismuchweknow) where he highlights some of the new/evolving trends and behaviours, which I have copied from his post for quick ref:
I will come back to why I mentioned @thismuchweknow ‘s post. Going back to the future work skills mentioned above, there are two aspects to this: 
  • Do organizations realize that these are the skills they have to help their employees to acquire? 
  • Do individuals realize that these skills are going to ensure their continuing relevance in the workplace?

And the most critical question for us to ask is: 
  • How will L&D enable individuals and organizations acquire and hone these skills?

I have written/pondered on the role of L&D in the 21c workplace in my last two posts here and here. As I revisited my posts in the light of the article mentioned above, I realized I had neglected to mention quite a few significant aspects of L&D’s role in the 21C workplace.

And these involve enabling employees to become better learners, i.e., foster the skills of meta-learning. 

We are so used to thinking of courses and training, skills gaps and learning objectives, sessions and modules…that it is going to take a conscious and collective effort to step back and move up a few thousand feet in the learning and performance sphere. We have to trust that once individuals are equipped with the skills and tools available today, the learning will take care of itself. It is more critical for us – the L&D / Performance Support folks – to come up with ways and means of supporting the meta-skills mentioned above. The challenge lies in the HOW.

While courses around specific topics and skill areas are easier to pin down, design and disseminate (and these will still be needed), it is much more difficult to design a course on “Design Mindset” or “Sense Making”. These lie in the nebulous zone of meta-learning and require the following to get started: 
  1. A growth mindset as opposed to a fixed mindset 
  2. A willingness to view technology as an ally (be neither overwhelmed by it nor see it as an enemy) 
  3. An ability to gauge the culture of the organization and make small changes to accommodate some of the new skills 
  4. An experimental disposition and readiness to work on the edges (bring in the change from the edge to the core) 
  5. A serious and wholehearted attempt to move from scalable efficiency to scalable learning

On one hand, L&D will have to be the one practicing and displaying the skills, and on the other, they will also need to provide the infrastructure and organizational culture needed for individuals to acquire the skills. Since these are not skills that one can acquire by taking a course, the challenge multiplies. And here I believe, that some of the memes/behaviours that @thismuchweknow defines could help L&D.

While each organization will have its own requirement, L&D can do some of the following to foster the skills: 
  1. Ensure there is a robust enterprise collaboration platform in place (if not, make a strong case for one to stakeholders) 
  2. Facilitate a culture/practice of working aloud (micro-blogs, blogs, podcasts, videos, etc.) as a method for sharing, peer-to-peer learning, and sense-making 
  3. Instead of responding to each request for training with a course, connect employees to experts in that area or to resources on the open web 
  4. Enable and promote “pull” learning by moving from courses to shorter bytes of performance support content 
  5. Provide simple FAQs and guidelines around virtual collaboration for distributed teams; encourage team members to contribute to the creation of the guidelines (UGC will have greater buy in) 
  6. In consultation with management, encourage job rotation (Josh Bersin writes about it here
  7. Socialize short Common Craft like videos on different aspects of new media literacy; these can be augmented with specific organizational context 
  8. Move from helping HR with planning replacements to integrated talent management (refer to Bersin diagram below) 
  9. Encourage/enable visitors from other global offices to hold short sessions on their culture, ways of working and so on as a means of building cultural sensitivity and appreciation for diversity 
  10. Move from reactive course creation mindset to proactive skills and capability development in keeping with the needs of the workplace of the future 

Friday, July 4, 2014

Off to Ladakh

This is a short post to let my readers and friends know that I am traveling to Ladakh today. It has been one of my dream destinations. We will be traveling from Shrinagar to Leh and then go up to Nubra Valley via the highest motorable road in the world... We will also get an opportunity to see the Hemis Festival.

I won't be blogging for a week. Once I am back on the 14th, along with posts on learning and ID, I will share my experience of Ladakh. Hoping to get plenty of memorable photographs!

Till then, wish you all a happy time. :) 

Thursday, July 3, 2014

Evolution of L&D - Some more thoughts

I love the serendipity of the web. And as John Hagel said, we shape serendipity.  To quote Yossi Vardi, “Serendipity doesn’t just happen in a serendipitous way. You have to work for it.” I have seen this happen again and again when interacting on the web—learning, lurking, contributing and participating. And it happened again over the last two days.

I recently wrote a post on the Role of L&D in the 21C Workplace which made me a part of a discussion happening half-way around the world and of which I had been so far unaware. When Don Taylor responded with a comment to my post on LinkedIn and called attention to a post around similar discussion via Twitter, I was led to this thoughtfully written post by Kandy Woodfield (@jess1ecat), The Future of Learning: Are we equipped for it?  
I loved this line in her blog: “I want learning in our organisation to be personally owned but organizationally supported.” This is what we need to strive for – the future of L&D lies in providing each individual with the personalized support they need to develop professionally and personally. We need to become – what Jane Hart had said a long time back – Learning Concierges. Suddenly, I was part of a larger discussion and debate with people of similar passion and interest. All of these made me think some more. I love my PLN!

Now to get back to the topic of L&D today, which is what this post is about…
Today’s L&D is faced with myriad challenges as highlighted in the posts linked above. And we have to accept that: 
  1. These challenges are not going to go away – if anything, they will multiply. 
  2. Technology will continue to evolve faster than we can cope leaving us all feeling like the Red Queen. 
  3. Workplace composition will get even more complex – it will no longer be only five generations working together but each one working very differently indeed – permanent, temporary, project-based, across time zones, from different cultures and countries. 
  4. Everyone (almost) will have their own devices and maybe, even wearable. 
  5. They will expect to learn using multiple devices – and L&D will have to consider this. 
  6. And of course, the nature of work itself will undergo multiple paradigm shifts in the next 10 years or less.

How can L&D remain relevant? Or should we ask, will L&D the way we know it remain? Do we see L&D undergoing a name change, identity shift or morphing into a different entity altogether. Charles Jennings makes very insightful suggestions here: The Best of Times, the Worst of Times: Opportunities and Challenges for the L&D Profession

Here are some of my conjectures to add to the ongoing discussion. IMHO, L&D will need to do some of the following: 
  1. Work together across organizations, countries, verticals and sectors to form L&D CoPs 
  2. Share learnings and new ways of doing things with greater focus on building the CoP – domain, community and practice 
  3. Use technology as an enabler and not the main aspect of learning 
  4. Become a part of the “learner” community as facilitators and enablers, providing support where needed 
  5. Be aware of the various drivers impacting the economy and the world of work today. (Refer to this excellent infographic by Ross Dawson.)

It’s time to bring learning out of the classroom. And if we miss the bus at this point, we stand to lose the collective trust of business that L&D can make a difference and is the much needed partner to business. Now, the question is not “What to do?” We are more or less in agreement on that. The devil is in the details, so to speak. In this case, “How do we go about bringing the change and making an impact?”

I have mulled over this question, and it has often kept me up at night. I imagine myself as head of L&D charged with the responsibility of making a difference to the bottom line, looking at short term requirements while keeping an eye on the long term strategic changes needed, and often break out in a sweat. 
And I ask myself, “What would I do?”

Here are some things I could think of and looking to the L&D CoP to learn more… : 

Connect with business: Keep an ongoing and open conversation with business using the language of business. 
Here are some possible conversation starters. 
  1. What are the key business measures / success factors? 
  2. What are the impediments to success at the moment? (Probe deeply in this area
  3. Who are the customers? What do they want? 
  4. What is the future vision? 
  5. What are the key skills required according to business to make things work?

Probe to find out if it’s a training (skill-gap related) need: Very often, training gets treated like a panacea for all ills to show the “authorities” that something has been done to revive the business. L&D unfortunately becomes an accomplice to this. The need to appear useful and show some results drive L&D to tackle all problems with a course/program or training session. L&D needs to step into the domain of OD (Organizational Development) and do a Root Cause Analysis. We need to stop feeling irrelevant and insecure and ask some tough questions.
Here are some possible conversation starters: 
  1. What challenges are the team/business unit/project facing? 
  2. What processes are being followed? 
  3. Since when has this problem/challenge existed? 
  4. Has there been any change in processes, workflow, or even in leadership? 
  5. What makes business think it’s a skill-gap issue? (Probe deeply in this area
  6. Has any key member(s) left the team, i.e., are less experienced folks doing the work of more experienced people or vice versa? 
  7. How aligned is the unit/team with the overarching organizational vision/objectives? 
  8. Is the team a new one – think of the stages of team formation (Forming, Norming…) and not yet used to working together? 
  9. Could there be a motivation issue? Are employees happy with the overall org culture? Do they feel valued? 
  10. Is the team co-located or distributed? If the latter, what is the communication process? How frequent is it?

Some of these questions may seem irrelevant, but from my experience, they matter. These often un-uttered questions lead L&D down the rabbit hole of courses and training programs. In the process of digging deeper, it is entirely possible to uncover information that the organization was unaware of and which could be a major cause of the issue being faced today. In short, let’s not jump in to design training but let’s take a step back and see what is needed.

Be a curator: Make courses (where needed) more dynamic – put together a course outline
that includes custom content (only if absolutely needed) and direct the learners to related 
content on the web – blog posts, You Tube videos, SlideShare presentations, podcasts,
white papers and articles, and even links to Twitter handles of experts in the said area.

Be a facilitator/enabler: Help employees find what/who they need to solve their 
immediate problem. Become a Help Line that anyone can reach out to for guidance. This 
means being comfortable with the various tools and devices the employees will use at 
work; being willing to research and be a connector; and have an online presence to 
facilitate conversations. Moreover, enable workers to use social tools to develop their 
own PLNs – within and outside of the organization.

Partner with HR: While L&D is a part of HR, we often tend to forget that.
L&D’s role should ideally start at recruitment itself: 
  1. To understand the kinds of individuals the organization is hiring and the reasons behind that 
  2. To prepare for onboarding that makes it meaningful for new hires 
  3. To connect new hires to relevant communities within the organization that will facilitate quicker learning and shorter time to productivity besides building a connect 
  4. Work in partnership with HR to think through the entire capability development framework in an organization.

Refrain from making skills/capability related training mandatory (if there has to be a 
training at all): Adults want to do well in their work and they are the best judge of how 
they want to learn. Provide different ways to acquire the skills – short courses, job aids, 
reference resources, links to external content, connect with experts, and so on. The 
employee will choose what suits him/her best at that point. When designing compliance 
courses that have to be mandatory for the sake of the org, make them crisp and succinct. 
Adding unnecessary games, locking progress and loading with irrelevant, good-to-know 
content is best avoided. 
  
These are just some of the things we can do. There are many more requiring a much more incisive approach and mindset.


Tuesday, July 1, 2014

MOOCs in Performance Support

I have been writing about MOOCs and the characteristics of MOOCs in my last few posts. One of my recent posts talks about the differences (some of them) between an online course and a MOOC. The more I mull over some of the core characteristics of a MOOC ecosystem, I feel it lends itself very well to providing performance support (PS) within the workflow. Conrad Gottfredson and Bob Mosher defined the Five Moments of Learning Needs and captures the requirements for a PS infrastructure beautifully in the diagram below:

As I was contemplating the relatedness of a MOOC to PS, it occurred to me that a MOOC has the possibilities of offering the kind of transfer and sustained learning required for innovation and continuous improvement by any organization, especially in today’s world of complex and interconnected learning and the need to do more with less. A MOOC transforms an event (a course) to a continuous and just-in-time learning experience that is accessible anywhere, anytime and, ideally, from any device.

IMHO, here are some of the characteristics of a MOOC that offer the possibilities of PS: 
  1. MOOCs go beyond fixed courses to dynamic context sharing – The “Discussion Forum” that surrounds a MOOC lend itself to dynamic knowledge sharing thus keeping the course content “alive”. In any rapidly evolving field, incorporating every piece of knowledge in a time-bound courseware is not possible. A MOOC ecosystem takes care of this challenge by providing learners with the ability to create, co-create, and share content. This ensures that the course is constantly being updated with new knowledge from the field, and that user-generated content is encouraged.A holistic MOOC ecosystem enables learners to access the core knowledge required via the formal course components while facilitating access to emerging knowledge, enabling discussions around complex and ambiguous situations and helping learners see the emerging patterns from various disciplines. 
  2. MOOCs work very well for a distributed set of learners/workers - A MOOC could be an ideal way to bring a set of workers or learners together virtually, and enabling them to form a community of professionals embarking on the same learning journey. Not only does this eliminate the risk of isolation, it also inculcates the habit of collaboration, knowledge sharing and problem solving. Apart from enabling the formation of cohorts, this aspect ensures that a MOOC offers PS by allowing learners to reach out to their communities at the point-of-need, learn from others’ experiences and share their own unique experiences. A well-designed and well-facilitated MOOC encourages learners to share their learning thus abiding by one of the fundamental principles of Andragogy – all adult learners come with a reservoir of experience and know-how, and it benefits everyone concerned when they can contribute and help each other. 
  3. MOOCs facilitate problem-based learning – Peer-to-peer learning is especially pertinent when engaging in problem-based learning. And today’s organizations need workers to be focused on problem-solving, analytical thinking & pattern sensing, and be adept at exception handling. None of these skills can be truly acquired in isolation or through one-time event-like interventions – courses or programs. Given a MOOC’s requirement for active participation rather than passive content consumption, it fosters the skills of self-directed learning along with those mentioned above, an ability to articulate challenges, share thoughts and ideas, and draw on the network to enhance one’s learning. Problem-solving skills work best when one is able to share thoughts and ideas and get feedback from peers and experts. All of these again tie back to providing a sustained learning environment that is so critical in fostering on going innovation. Most organizations today are looking to nurture skills like adaptability, ability to generate new knowledge and critically reflect on improving existing processes and practice. In this context, the collaborative environment fostered by a MOOC-way of disseminating a course could be an ideal introduction. 
  4. MOOCs tap in-house expertise and make tacit knowledge explicit – “Discussion Forums” and “Ask an Expert” tap into the expertise existing in an organization, often in siloes. Very often, access to expertise gets limited to being co-located. However, a MOOC ecosystem eliminates this challenge by bringing learners in touch with experts on the same platform – a critical condition for a successful PS and capability building strategy. This benefits both the learners and the experts, and above all the organization. The evolving knowledge base of the organization becomes explicit enabling faster learning, reducing loss of critical information and fostering an environment of continuous learning. 
  5. MOOCs bring synchronous and asynchronous, online and offline together – The MOOC can have both synchronous and asynchronous learning modalities built in. Instant chats and webinars (hangouts) can be effective ways to share knowledge or pose a question. A short webinar to discuss a case study or any other learning resource will not only lead to deeper learning but also foster the skills of critical thinking. A recorded webinar can be provided to those unable to participate in real time. The learning from the MOOC need not stay within the MOOC and can be taken outside. “Lunch and Learns” to share knowledge and talk about recent experiences, or to discuss a case-study or a course module can farther enhance the learning experience. 
  6. MOOCs work well when practices are evolving – Courses are typically designed around existing, codified knowledge and are built to share best and good practices, established processes and other critical knowledge required to get started in a field of work. And courses will still continue to be needed. However, MOOCs extend the learning spectrum by adding context to core content. The ability to add and enrich a course with ongoing context facilitates articulation of evolving practices, new knowledge in a specific field, and unique and exceptional situations. If I were to map this to the Cynefin framework (I am partial to the framework and bring it up at every opportunity I get), I would say that a MOOC-like dissemination model takes over where an event-like courses ends. They extend the learning spectrum and facilitate continuous learning.      

Monday, June 30, 2014

Role of L&D in the 21C Workplace

It is increasingly becoming evident that L&D department in organizations can no longer function the way they used to, at least not if they want to be relevant and be a business partner to the organization. The impact of technology, globalization, ubiquitous connectivity, remote work and distributed work teams, and economy of individuals to name a few drivers have changed the face of workplace learning and performance dramatically. Refer to Ross Dawson’s The Future of Work for a detailed overview.

Workplace learning in many places is still struggling to come out of the Industrial Era where workers were trained on best practices, put to work, and their efficiency measured by supervisors. The more of the same task they performed, the more efficient they became. And time to production improved. Economy of scale was achieved. Gone are those days and those requirements. Repeatable tasks are performed more rapidly, with greater accuracy and more cost effectively by machines. Somewhat complicated tasks are being outsourced but even the face of outsourcing is undergoing rapid change. But I will leave that discussion for another post.

Most of the work in today’s organizations require some or all of the following key skills: 
  1. Problem solving 
  2. Critical and analytical thinking 
  3. Pattern sensing and meaning making (connecting the dots) 
  4. Networking and collaborating 
  5. Exception handling

Ability to learn rapidly is perhaps the mega-skill that makes the rest possible. Today’s workers can no longer rest on their laurels and past success doesn’t necessarily imply future success as well. This is the world of work that L&D must support today. And this means reskilling for L&D as well. They must support an environment where continuous learning and innovation are the key differentiators. And this mega-shift calls for some key role changes and skill acquisition for L&D.

From course designers to learning facilitators – Given that till date, L&D has been tasked with designing courses based on TNA, task analysis and skill gaps, this is perhaps one of the fundamental and most difficult shifts. While courses will still have their place, the approach to course design itself will need to become more dynamic, rapid and inclusive of informal and social components. The courses will serve very specific needs for specific groups. For a more holistic performance support and knowledge sharing, L&D will have to shift to enabling learning at an organizational as well as at an individual level. Some of the related skills required to do this are given below.

Proficiency in social media usage – While we would all like to boast about being social media gurus, using it effectively for learning and enabling others to do the same calls for a different understanding of social media. It goes beyond a Facebook status update. It is essential that the L&D team members develop the skills of building their own PLNs. This will not only help them stay on the cutting edge in the space of L&D but will also enable them to support others in building their PLNs. This requires an ability to connect to the right people on social media, filter and curate the right content in the right context. 

Facilitating self-driven learning – As course designers and course disseminators, L&D role has been more of that of the sage on the stage. However, with the need for learning new skills becoming more dynamic and skill requirement more complex, workers must know how to “pull” what they need to drive performance. This requires them to reach out to the right people, access the right content and use their own PLN to acquire the information or skill required.  All of this doesn’t happen overnight and requires time to set in place. It requires L&D to don the hat of coaches and mentors as well as facilitators who support at the point of need.  

Managing/facilitating communities and networks – IMHO, learning in the workplace will increasingly take place in communities – these could be communities of interest, communities of practice, or even communities formed out of project groups. Some will be temporary like those of people coming together for projects; some will be long term, like CoPs where workers from across the organization come together to evolve their domain, learn from each other and add to the knowledge pool. While people may still come together to share and learn as they often do without L&D intervention, support from L&D in this area will not only make it more efficient and bridge silos, it will also benefit the organization immensely by providing a platform for the capture of tacit knowledge residing within. 

Driving change management – L&D today needs to be the harbinger of change and also the driver. It is not enough to acquire the abovementioned skills and then expect the change to take care of itself. Moving to a new way of working and learning takes time, perseverance and belief from a set of people and L&D has to lead the charge. This means getting the buy-in of key stakeholders and talking the language of business. This also means having a very clear change management plan in place that includes various phases of the shift from short term goals to long term vision. Short term goals can focus on low-hanging fruits so that some quick results can be shown thus fostering trust. Bersin’s model below captures the shift. While the model has certain dates affixed to each stage, each organization will evolve at its own pace and the dates are indicative only.

These are some of the critical and macro-level shifts in the role of L&D that are becoming apparent. There are more micro-level ones like: 
  1. The ability to put together a course rapidly from existing content on the web, OERs, and internal content 
  2. Being up-to-date with different technologies that can impact learning 
  3. The capability to gauge what kind of support is required for optimal and timely output – a course, a Job Aid, initiating and facilitating a forum discussion, curating external content and sharing internally, and so on.
The role of L&D will continue to evolve and expand. It is going to become strategic and critical but the onus lies on us to keep honing our skills and shaping our capabilities to meet the constantly changing needs of the workplace. 

Thursday, June 26, 2014

11 Differences between a MOOC and an Online Course

I love this definition of MOOCs by Ignatia Inge deWaard in her e-book, MOOC Yourself: “A MOOC is a non-defined pedagogical format to organize learning /teaching/training on a specific topic in an informal, online, and collaborative way.”

This captures the key essence of a MOOC highlighting the key differentiators between a MOOC and an online course. I think the confusion between a course on an LMS and a MOOC—especially now that MOOCs are all set to enter the workplace where course tracking has so far been the norm—is going to be rampant. Hence, it is essential to identify the key aspects of what makes a MOOC a MOOC.

Here are some of my thoughts: 
  1. Unlike an online course which focuses more on content, MOOCs focus more on context. Good content is a prerequisite to creating a MOOC but what keeps it going is dynamic building up of context around the content. 
  2. Online courses are close-ended with static content. The content in a MOOC is not static. It evolves dynamically through learner participation, creation of user-generated content and collaboration. The base content is just a starting point for any MOOC. Each MOOC will gather around it a repository of content – reference links, resources, participant blogs, podcasts, videos, and so on – over and above the initial content used to start the MOOC. 
  3. Courses are assigned to learners, typically by the organization they work in. Sometimes, learners will sign up voluntarily for a degree or a diploma. However, in either case they will learn in isolation, as individuals. In a MOOC, learners come together voluntarily to form cohorts and groups. MOOCs have the potential to give rise to Communities of Practices or enhance the learning within an already existing CoP. I believe MOOCs and CoPs are going to have strong bonds going forward. 
  4. Courses are either bought off-the shelf or custom built. MOOCs do not always require custom-built content to set up unless the need is very specific. MOOCs on various topics can be set up using blended content – some custom designed and some re-purposed from OERs and other available content from the net as long as one takes care to note the various IPR-related policies. 
  5. The content in a MOOC can be replaced/updated quickly because a well-designed MOOC should ideally be based on the principles of micro-learning with no learning byte exceeding a max of 10~12 mins ideally unless the topic calls for a longer chunk of learning for it to be meaningful. 
  6. Courses are designed by learning designers and SMEs and disseminated to the learners. MOOCs flatten the world of learning by bringing everyone on the same plane. A learner can become a facilitator and vice versa. The roles blur making learning a democratic process rather than a hierarchical one. 
  7. Courses are close ended with a defined start and end point. Learning in a typical MOOC is not confined to a specific “digital space.” It spills over with participants tweeting about their experience, blogging about it, holding meetups and Hangout sessions. The offline and the online world can come together with the boundary of a MOOC being essentially porous. 
  8. MOOCs require a set of digital skills beyond the ability to take courses online and attempt multiple-choice questions. MOOCs require online collaboration and facilitation skills. Participating in a MOOC is a two-way process—participants are consumers as well as creators. 
  9. MOOCs enable building of PLNs (Personal Learning Networks). Participants in a MOOC typically come together from varied background; and without that particular MOOC, this diverse group of individuals may not have had any reason to come together. The common MOOC topic thus fosters “weak ties” among unlikely individuals opening the door to innovation and learning. 
  10. Online courses require basic computer skills of navigation. However, MOOCs can be effective in fostering some of the critical 21st Century skills like collaboration, self-driven learning, pattern sensing and problem solving. Participants in a MOOC “learn how to learn” in the course of a MOOC, with each one finding their own strengths and weaknesses. 
  11. Courses are built around pre-defined objectives and may or may not cater to just-in-time learning. MOOCs are fundamentally build on the principle of just-in-time, “pull” learning empowering the learners and treating adult learners—well, like adults. This is perhaps one of the fundamental reasons why MOOCs have seen such popularity. It is immaterial whether everyone is completing all the MOOCs they attend or not. The fact is people are signing up, voluntarily, and taking what they need. The power is back in the hands of the learners. 

Corporates looking to implement MOOCs within their organizations will need to look at some of these characteristics before putting a set of courses on a platform and calling those MOOCs. 

Wednesday, June 25, 2014

What Makes a MOOC a MOOC?

MOOCs have taken the world of higher ed and corporate learning by the proverbial storm. When George Siemens, Dave Cormier and Stephen Downes came up with the concept in 2008, they had a vision of how a “learning design” based on Connectivism could change the face of learning and collaboration. The OER movement was the trigger for the MOOCs then. The MOOCs evolved and morphed as all things new must going through its various avatars of cMOOCs, xMOOCs, with more to come.

None of this is new information or insight. Then why bother writing about it you may ask.
As a learning designer in the workplace learning and “performance” space, I encounter this query quite often —“how can we design learning/training programs for employees that are cheaper and yet more effective”—often enough to realize that corporates are desperately looking for a learning model / methodology / format that will enable new skill acquisition, just-in-time learning, and provide employees with the skills required to perform better. Most organizations (hopefully) have accepted that learning is crucial to their strategy for growth and performance, and if done right, has a direct impact on the bottom line. However, the flipside is that training and other forms of structured, top down learning—the pillars of organizational learning so far—are tottering. They are no longer cutting the ice. Employees are rejecting them; L&D is desperately trying to prove the ROI of these programs while employees are finding their own means of acquiring the required skills and knowledge.

Added to this is the relentless pressure to do more with less – both on organizations and on employees. Many smart employees who have invested time and effort in building their own learning networks are turning to their PLNs (Personal Learning Networks) for help at the point of need. They are using various tools for PKM (Personal Knowledge Management) and taking onus of their own learning. Refer to Harold Jarche’ blog for a deeper understanding of PKM.

However, not everyone comes with the skills of knowing how to learn and require support. L&D needs to be – no, actually MUST BE – in this space enabling employees “learn how to learn”, facilitate networking and knowledge sharing skills, and help to connect the edges of the organization to its center such that all can benefit.
Into this space enters MOOCs! MOOCs, apart from being massive, open and online, has certain underlying characteristics that – if tapped into – can lay the groundwork for building a learning organization.

I will try to define what I mean by a learning organization since definitions abound. For the purpose of this post, this is how I choose to define a learning organization. 
  1. It’s as flat as possible and even if hierarchies exist, they do not interfere with knowledge sharing, empowered decision making or trust. Trust, respect, and sharing are the mantras. 
  2. It encourages – no, celebrates – diversity, and not only the obvious ones of gender, race, and religion, but the more subtle and hidden ones of thoughts and opinions, approaches and skills, experience and background. 
  3. Knowledge sharing is actively encouraged, facilitated, and rewarded. Knowledge hoarding and hoarders are weeded out. 
  4. Everyone is encouraged to build their own PLNs – both within and outside of the organization. 
  5. The organizational walls are porous such that the outside can flow in without too much of a challenge while sensitive information is protected. 


Looks like a tall order but not impossible for certain!

How does all of this relate to MOOCs? The nature of the MOOC model has the potential, IMHO, to trigger some of the movement towards enabling organizations becoming a learning organization, and I have expanded on some of the thoughts below.
MOOCs, based on the principles of Connectivism, comes with aspects of collaboration included. One cannot put up a set of courses on a platform and call that a MOOC unless the following also exist: 
  1. The employees can access any course at any point of time 
  2. The courses are curated and updated regularly to keep the content current and relevant 
  3. The employees have the ability to form groups, discuss and learn from each other, i.e., the principles of Peeragogy is applied. The learning is not restricted to only the MOOC content. 
  4. User generated content is encouraged and feeds into the courses keeping them contextual and current 
  5. L&D dons the hat of community managers, curators and connectors enabling employees to find the right course, access the right discussion forums and reach out to expertise when needed


All of this implies a MOOC philosophy that is not course-centric but learner-centric. Access to good quality courses via a technologically sound platform is the bare minimum—the hygiene factor for starting a MOOC. What will make MOOCs successful in an organizational setting is the philosophy driving the whole endeavor.

My concern is that organizations will jump onto the MOOC bandwagon gunning for a platform with a set of courses, much like when organizations tried to become social businesses by putting an enterprise collaboration platform in place and claiming to have become an E2.0 org. The philosophy behind a MOOC is very different. The word Open can imply much more than access to all employees. For successful MOOC implementations, organizations must re-visit the word Open from the aspects of transparency, collaboration and cooperation.

MOOCs designed around relevant content should act as triggers for collaboration and social learning. Hence, the role of an enterprise community (learning) manager could become even more imperative in the success of a MOOC. Participating in a MOOC is not only about going through a series of courses; it is more about the forming connections, making sense of complexity and enabling each other see new insights in the same course. Hence, the discussions or context will be more important than content. This is what will differentiate a MOOC from any old course running on an LMS.  

The allure of reduced cost and wide dissemination of courses with the help of technology can blindside organizations to the actual requirements. However, alert and knowledgeable L&D departments will realize that going the MOOC way requires 1. a comprehensive change management strategy, 2. a sound content management plan, and 3. a focus on community management.    

While MOOCs have the capability to make learning more effective at a reduced cost, the approach requires a fundamental shift in how we typically think of learning. While the “C” in MOOCs stand for courses, a MOOC is much more than a course. Learning cannot be and shouldn’t be controlled and managed the way it used to be during the LMS era. 

Organizations will have to trust that employees will cherry pick what they need to and want to learn as and when they need it. Rather than tracking course completion, it’s time to track performance output. Measures for evaluating the impact of a MOOC on employee performance will need to be thought through and directly linked to the organizational goals and vision. 

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