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I forked yesterday for the first time. I'm pretty thrilled. Not about the few lines of code that I posted. If anyone notices and thinks the feature is a good idea, they'll re-write my bit from the ground up.* What's thrilling is seeing this ecology in operation, for the software development ecology is now where the most rapid learning happens on the planet, outside the brains of infants.
Compare how ideas and know-how used to propagate in the software world. It used to be that you worked in a highly collaborative environment, so it was already a site of rapid learning. But the barriers to sharing your work beyond your cube-space were high. You could post to a mailing list or UseNet if you had permission to share your company's work, you could publish an article, you could give a talk at a conference. Worse, think about how you would learn if you were not working at a software company or attending college: Getting answers to particular questions - the niggling points that hang you up for days - was incredibly frustrating. I remember spending much of a week trying to figure out how to write to a file in Structured BASIC [SBASIC], my first programming language , eventually cold-calling a computer science professor at Boston University who politely could not help me. I spent a lot of time that summer learning how to spell "Aaaaarrrrrggggghhhhh."
On the other hand, this morning Antonio, who is doing some work for the Library Innovation Lab this summer, poked his head in and pointed us to a jquery-like data visualization library. D3 makes it easy for developers to display data interactively on Web pages (the examples are eye-popping), and the author, mbostock, made it available for free to everyone. So, global software productivity just notched up. A bunch of programs just got easier to use, or more capable, or both. But more than that, if you want to know how to do how mbostock did it, you can read the code. If you want to modify it, you will learn deeply from

The general principles of this rapid-learning ecology are pretty clear. First, we probably have about the same number of smart people as we did twenty years ago, so what's making us all smarter is that we're on a network together. Second, the network has evolved a culture in which there's nothing wrong with not knowing. So we ask. In public. Third, we learn in public. Fourth, learning need not be private act that occurs between a book and a person, or between a teacher and a student in a classroom. Learning that is done in public also adds to that public. Fifth, show your work. Without the "show source" button on browsers, the ability to create HTML pages would have been left in the hands of HTML Professionals. Sixth, sharing is learning is sharing. Holy crap but the increased particularity of our ownership demands about our ideas gets in the way of learning! Knowledge once was developed among small networks of people. Now knowledge is the network.

This question came up in an online seminar this morning. "How can I demonstrate the value of Informal Learning?"

First of all, understand that you're not buying informal learning. It's already going on in your organization. In fact, three-quarters of the learning on and about how to do one's job is informal.

The natural learning that occurs outside of classes and workshops is vital but it probably flies under your corporate radar. No manager is accountable; no department is committed to making improvements; there's no identifiable budget. Hence, one of the most important functions in an organization, keeping up with skills to prosper in the future, is left largely to chance.

It would be far too ambitious to try to summarize this book in the space of a blog posting (even my long blog postings).  So let me attempt to tease the reader with a few key messages from the book that I would summarize as follows: We are in need of a fundamental reassessment of our learning models New learning models will embrace and institutionalize tension Imagination and play are the fuel that will sustain learning

As we enter the 21st century, the role of "alpha persons" is very much in question. No doubt traditional leadership (and traditionally minded books on how to lead) will continue. But the following seem the best predictions as to how the concept of leadership will develop:     Leadership is for everyone.  No doubt some people are better flutists than others, but almost everyone can learn to play the flute. In the modern organization, everyone is a team member and every one is a project manager. So everyone needs to learn and to exhibit leadership.      Leadership involves learning.  The leader is one who uncovers new knowledge and knows how to share it with others. More than ever before, knowledge is truly power. More than ever before, leadership will be shown by spreading learning.

Company Overview
The Creative Leadership Forum Learning Centre is a global management consultancy specialising in the benchmarking, measuring and development of creative behaviors for organizational value.

Committed to developing human capital in organizations, the Creative Leadership Forum Learning Centre collaborates with its clients to help them realize their organizations' visions to create tangible value.

With deep expertise in management innovation and a broad global network of academics and practitioners with proven experience in consulting in this space, the Creative Leadership Forum Learning Centre can mobilize the right people, skills, alliances to realise your organization's key drivers for success.

Using the theories of organizational economics and its own unique IP, the Creative Leadership Forum Learning Centre benchmarks and measures the key elements of the organization's key drivers for success - its management innovation infrastructure and its creative ecology.

The overview   

Provides a holistic view of the organization as a creative system
Benchmarks the organization's management innovation capabilities and capacities in that syste
Identifies critical areas with potential for development and improvement
Recommends and delivers interventions to drive value, success and growth.

Most corporate learning remains traditional, formal, and follows patterns laid down decades ago by firms such as GE and IBM. While it is hard to fault the content of these programs, as they are usually generic and seem to make sense; there is also little evidence that they make a huge difference to profits, success, or productivity. It is much easier to show that a quality program or a process improvement initiative have more impact than a learning program.

Formal classes and training programs are still the mainstay of corporate learning functions. Instructional designers and professional presenters spend thousands of hours designing training that should, in theory, transfer the needed skills to leaners as fast as possible. Unfortunately there is little evidence that these classes work very well.

Based on the experiments results I would like to recommend the following way forward (for my team, but likely for any team): Don't formalize narrating your work and don't make it mandatory. Many people commented that this is one aspect that they didn't like about the experiment. Focus on helping each other to turn narrating your work into a habit. I think it is important to set behavioural expectations about the amount of narrating that somebody does. I imagine a future in which it is considered out of the norm if you don't share what you are up to. The formal documentation and stream of private emails that is the current output of most knowledge workers in virtual teams is not going to cut it going forward. We need to think about how we can move towards that culture. We should have both a private group for the intimate team (in which we can be ourselves as much as possible) as well as have a set of open topic based groups that we can share our work in. So if I want to post about an interesting meeting I had with some learning technology provider with a new product I should post that in a group about "Learning Innovation". If have worked on a further rationalization of our learning portfolio I should post this in a group about the "Learning Application Portfolio" and so on.

Right now the demand for access to learning is rising like the average temperature throughout the globe, flooding traditional institutional capacity. At the same time the web offers all-new possibilities for how we can both connect and share information. How can the practitioners of the open-source software movement develop and share new tools and practices to foster learning? What are the most successful ways to supplement and to replace the traditional university's functions of knowledge transmission, socialization, and accreditation? How does openness function as a philosophy as well as a tactic to move forward the frontiers of learning and knowledge discovery?

I had intended writing a series of blog posts in the run up to the pilot launch of  The Smart Work Company's social learning platform in September. Turmoil in global financial markets, with the downgrading of the US credit rating and simultaneous shenanigans in the Euro zone, gives focus to the topics I want to explore.
The series, Smart Working in Turbulent Times, will include themes that I have talked about before in previous blog posts in a random way. My hope is that this series will pull topics together to create a rationale for smart working, to explore what it is, to make the case for why now (urgently) and to show how smart working practices can be enabled, drawing on researching new ways of working over a fifteen year period and years of practical experience of helping senior executives make the transition to new ways of working.
Themes
Off the top of my head, the themes will include:
What?
Context: turbulent times past and present - there are lessons
How organisations work (and don't) - relationship dynamics, power, culture, conflict, alliances, psychological needs, performance environments etc
Smart principles underpinning design for:
Viability (including emotional and psychological well-being)
Adaptability
Autonomy
Integration
Collaboration
Wirearchy
Distributed diversity
Collective intelligence
Social skills
Thinking skills
Leadership skills
Learning skills
Performance environments, including:
Cultural and social environment
Online place
Physical space
Whole system of leadership
How?
All this research and good practice that others have found effective in specific contexts and at specific times cannot be be copied or rolled out. What to do?
Draw out principles and interpret for your own situation
Create hypotheses about what is happening or what you want to happen
What might work?
What might enable or prev

Even though most large corporations have a training and development function they are always somewhere on the periphery.   For employees, managers and executives alike, training and development is looked on as a nice to have luxury and not as an essential tool of business strategy execution. The general belief is that it helps individuals get better, not the organization as a whole.

In the American and many other Western cultural contexts, individuals are supposed to develop themselves and take responsibility for their own career advancement.  The firm has little responsibility to develop employees, relying on the competitive nature of employment and learned self-sufficiency to provide any needed skills.  Individual employees as well as managers operate under the belief system that those who take the initiative to learn will and should get promoted.  However, reality is often very different with personal prejudices and organizational politics dictating more promotions than merit.

We will continue to focus relentlessly on our customers. * We will continue to make investment decisions in light of long-term market leadership considerations rather than short-term profitability considerations or short-term Wall Street reactions. * We will continue to measure our programs and the effectiveness of our investments analytically, to jettison those that do not provide acceptable returns, and to step up our investment in those that work best. We will continue to learn from both our successes and our failures.* We will make bold rather than timid investment decisions where we see a sufficient probability of gaining market leadership advantages. Some of these investments will pay off, others will not, and we will have learned another valuable lesson in either case. * When forced to choose between optimizing the appearance of our GAAP accounting and maximizing the present value of future cash flows, we'll take the cash flows. * We will share our strategic thought processes with you when we make bold choices (to the extent competitive pressures allow), so that you may evaluate for yourselves whether we are making rational long-term leadership investments. * We will work hard to spend wisely and maintain our lean culture. We understand the importance of continually reinforcing a cost-conscious culture, particularly in a business incurring net losses. * We will balance our focus on growth with emphasis on long-term profitability and capital management. At this stage, we choose to prioritize growth because we believe that scale is central to achieving the potential of our business model. * We will continue to focus on hiring and retaining versatile and talented employees, and continue to weight their compensation to stock options rather than cash. We know our success will be largely affected by our ability to attract and retain a motivated employee base, each of whom must think like, and therefore must actually be, an owner

When I ask Hamilton, skeptically, if it is possible to conduct a conventional business meeting in a virtual environment, he answers that of course you can - but why would you? He is convinced that the zaniness of virtual environments plus the steep learning curve of making your avatar function from a keyboard is an effective icebreaker, especially important when partners need to overcome differences in cultural traditions, languages, work ethics, and political systems in order to complete a project together. Second Life's oddities lend an improvisational quality to interactions that it's harder to achieve in formal business meetings. "Playing in a band I learned that you need to leave spaces for others to fill," Hamilton insists. "Given this opportunity, people step into the gap. Talented teams connect, commingle and co-create."

About Quantified Self
Are you interested in self-tracking? Do you use a computer, mobile phone, electronic gadget, or pen and paper to record your work, sleep, exercise, diet, mood, or anything else? Would you like to share your methods and learn from what others are doing? If so, you are in the right place. This short intro will help you get you oriented.

What is Quantified Self?
Quantified Self is a collaboration of users and tool makers who share an interest in self knowledge through self-tracking. We exchange information about our personal projects, the tools we use, tips we've gleaned, lessons we've learned. We blog, meet face to face, and collaborate online. There are three main "branches" to our work.

*The Quantified Self blog and community site. You are here! This is the central hub, where we keep track of all important goings-on, and you will soon be able to make connections, develop ongoing collaborations, and share detailed documentation of your personal projects.

The cycle of serendipity (or not) came to me while having coffee yesterday with Valdis Krebs: "what you know depends a lot on who you know which depends a lot on what you know which depends a lot on who you know"…iteratively.  If you stay within those confines, your network remains fairly constant and self-selected.  Your chances of learning something new, of encountering 'happy accidents' is reduced, perhaps not zero, but not high.  It's when you venture outside of that circle that your network, and knowledge, starts to expand - you 'know' more people so you 'learn' more which leads to knowing more people and on and on. As I reflect upon how I know what I know, almost all of that knowledge & network has been serendipitous - Random Collisions of Unusual Suspects (#RCUS), to quote Saul Kaplan.   Let's look at Random (and then examine the other words over the next few weeks before BIF-7).  The OED defines Random as "Having no definite aim or purpose; not sent or guided in a particular direction; made, done, occurring, etc., without method or conscious choice; haphazard."  Originating in the 14th Century with an unclear origin, it meant impetuosity, sudden speed, violence.  In the mid 17th Century, it took on the meaning of haphazard, from the Old French randon (v. randir "run impetuously, fast") from the Frankish rant "running" from the prehistoric German randa.  But here's where I think it gets very interesting.  Originally, randa meant 'edge' - which lead the English rand, an obsolete term for 'edge' (now the South African currency).[2] It is this last, or very very early, meaning of 'edge' that intrigues me.  Innovation, especially disruptive innovation, comes from the edges, from the fringes.  So, for the next week or so, just try to put yourself in Random situations - situations that are not planned, not directed and even perhaps at the edge of your usual business or personal world and see what

Marcia Conner's classic learning culture audit. A benchmark for working smarter.

Listen up, budding Masters of the Universe about to start boot-camp week at business school (and sign away $100,000 over two years). For all the wonderful instruction at places like Harvard, Wharton and my alma mater, the Stern School of Business at NYU, remember that making money involves so much more than columns in a spreadsheet and the ever shifting assumptions behind them. Keep in mind:

1. If it ain't broke, still fix it. One of the hardest decisions business owners have to make is turning their backs on cash when it's flowing. But that's exactly what you must have the courage to do at times to protect your franchise.

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2. Unless you end up at Goldman Sachs, forget what you learned about finance. "In a 12-year finance career with large respected companies," says one of my former classmates, who is finance chief for the unit of a large manufacturing firm, "I can count on two hands the number of IRR [internal rate of return], DCF [discounted cash flow] and NPV [net present value] analyses I have completed." He adds: "A career in corporate finance is nothing like what is taught in school. The job is largely to be the conscience of the business--expecting and demanding explanation for decisions and [being] well versed in most topics."

3. Take your financial models with a boulder of salt. "Too often people in business rely upon a model demonstrating projections out 15 to 30 years," says another biz-school mate, now a health care consultant. Really? In school we worked in more modest 3- to 5-year increments, with an understanding that anything beyond that was magical thinking. "Believe it or not," he went on, "I have seen some done out that far for deals [acquisitions] and often for public-private partnerships."

4. Overpromise and try to deliver. Underpromising and overdelivering may work on conference calls with Wall Stree

Donald's contrarian and practical viewpoint on how people learn.

Over the last couple of weeks there have been a number of rather interesting and insightful blog posts that have been covering IBM's journey to become a social business. A journey that started back in 2001, but that it had its main roots well substantiated within the company for much longer. Interestingly enough, when everyone was starting to think about going social within the enterprise, IBM had already well established, and recognised, since May 2005, the well known Social Computing Guidelines that soon became an industry standard in setting up a reliable and trustworthy governance model and guidelines for knowledge workers to engage with both internal and external social networking tools. However, fast forward to 2011 and I still get asked, every so often, how is IBM doing in the social business space, not just from a vendor perspective, but also from its own internal social transformation. Are we there yet? Have we already made that transition successfully? What has been the experience like so far?

Well, I could probably summarise it all with a single sentence at this point in time: It's been a long journey, indeed! We have learned a lot, we have become much more efficient and effective at what we do, but we still have got lots more to be done! Like for almost everyone out there, becoming a social business is a tough job, for sure, we are not discovering anything new in there, there needs to be a significant cultural shift, a change of mindset, a change on how we do and conduct business, but the good thing is that the trip to provoke such social transformation has been worth while all the way coming from a Globally Integrated Enterprise into a Socially Integrated Enterprise (a.k.a. SIE)