There is a growing demand for the ability to connect to others. It is with each other that we can make sense, and this is social. Organizations, in order to function, need to encourage social exchanges and social learning due to faster rates of business and technological changes. Social experience is adaptive by nature and a social learning mindset enables better feedback on environmental changes back to the organization.
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A framework for social learning in the enterprise - 0 views
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framework social learning enterprise Jarche womenslearningstudio
shared by Doris Reeves-Lipscomb on 04 Apr 16
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The web enables connections, or constant flow, as well as instant access to information, or infinite stock. Stock on the Internet is everywhere and the challenge is to make sense of it through flows of conversation
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Learning really spreads through social networks. Social networks are the primary conduit for effective organizational performance. Blocking, or circumventing, social networks slows learning, reduces effectiveness and may in the end kill the organization.
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Social learning is how groups work and share knowledge to become better practitioners. Organizations should focus on enabling practitioners to produce results by supporting learning through social networks. The rest is just window dressing. Over a century ago, Charles Darwin helped us understand the importance of adaptation and the concept that those who survive are the ones who most accurately perceive their environment and successfully adapt to it. Cooperating in networks can increase our ability to perceive what is happening.
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Wirearchies inherently require trust, and trusted relationships are powerful allies in getting things done in organizations.
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Three of these (IOL, GDL, PDF) require self-direction, and that is the essence of social learning: becoming self-directed learners and workers, all within a two-way flow of power and authority.
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Knowledge: the capacity for effective action. “Know how” is the only aspect of knowledge that really matters in life. Practitioner: someone who is accountable for producing results. Learning may be an individual activity but if it remains within the individual it is of no value whatsoever to the organization. Acting on knowledge, as a practitioner (work performance) is all that matters. So why are organizations in the individual learning (training) business anyway? Individuals should be directing their own learning. Organizations should focus on results.
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Because of this connectivity, the Web is an environment more suited to just-in-time learning than the outdated course model.
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Developing emergent practices, a necessity when there are no best practices in our changing work environments, requires constant personal directed learning.
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Developing social learning practices, like keeping a work journal, may be an effort at first but later it’s just part of the work process. Bloggers have learned how powerful a learning medium they have only after blogging for an extended period.
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Building capabilities from serendipitous to personally-directed and then group-directed learning help to create strong networks for intra-organizational learning.
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Our default action is to turn to our friends and trusted colleagues; those people with whom we’ve shared experiences. Therefore, we need to share more of our work experiences in order to grow those trusted networks. This is social learning and it is critical for networked organizational effectiveness.
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LawsonCG-Delegate Effectively - 0 views
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Don't dismiss delegation as an outmoded concept that's part of the "command-and-control" model of years past. You may not believe in rigid, hierarchical organizations. But even the founders of flatter, more collaborative young businesses must ensure that every employee can acquire higher-level skills and duties.
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Delegation is not task assignment. You're not simply assigning work to employees that falls within their job duties and responsibilities. To delegate, you must give someone the responsibility and authority to do something that's normally part of your jo
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Beware of giving the following excuses to avoid delegating: "It takes too long to explain." "No one on my staff is capable of doing it." "If you want it done right, you have to do it yourself." "My people are already overworked. I can't dump anything more on them."
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Online Communities Depend on Online Volunteers - NTEN - 0 views
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volunteering online Ellis NTEN online community womenslearningstudio
shared by Doris Reeves-Lipscomb on 14 Apr 17
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“online communities” – the thousands of discussion forums allowing like-minded people to find one another, keep in touch, and share information. Most often these online communities are started by one or two highly motivated and unpaid individuals (aided by the amazing availability of free platforms to host such groups), and participation by all subscribers is intentional and voluntary. They operate on the principle of exchange, since if everyone lurks and never posts, no helpful ideas can emerge.
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I asked them about how they worked with online volunteers and at first they said they didn’t have any. Naturally, I soon changed their perception. In fact, NTEN depends on the freely donated time and skills of its involved members.
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Why is it important to recognize this quasi-invisible workforce? Because seeing and valuing the volunteer nature of this service will let you appreciate and strengthen it. Further, it’s possible to apply the principles of volunteer management to make such volunteer participation easier and more productive. For example:
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Adrienne Rich on Why an Education Is Something You Claim, Not Something You Get - Brain... - 0 views
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Rich Brainpickings learning women history male_subjectivity womenslearningstudio
shared by Doris Reeves-Lipscomb on 27 Aug 17
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One of the devastating weaknesses of university learning, of the store of knowledge and opinion that has been handed down through academic training, has been its almost total erasure of women’s experience and thought from the curriculum… What you can learn [in college] is how men have perceived and organized their experience, their history, their ideas of social relationships, good and evil, sickness and health, etc. When you read or hear about “great issues,” “major texts,” “the mainstream of Western thought,” you are hearing about what men, above all white men, in their male subjectivity, have decided is important. And yet Rich is careful to counter any misperception that taking
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Responsibility to yourself means refusing to let others do your thinking, talking, and naming for you; it means learning to respect and use your own brains and instincts; hence, grappling with hard work. It means that you do not treat your body as a commodity with which to purchase superficial intimacy or economic security; for our bodies to be treated as objects, our minds are in mortal danger. It means insisting that those to whom you give your friendship and love are able to respect your mind. It means being able to say, with Charlotte Bronte’s Jane Eyre: “I have an inward treasure born with me, which can keep me alive if all the extraneous delights should be withheld or offered only at a price I cannot afford to give.”
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The difference between a life lived actively, and a life of passive drifting and dispersal of energies, is an immense difference. Once we begin to feel committed to our lives, responsible to ourselves, we can never again be satisfied with the old, passive way.
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Too often, all of us fail to teach the most important thing, which is that clear thinking, active discussion, and excellent writing are all necessary for intellectual freedom, and that these require hard work.
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The contract on the student’s part involves that you demand to be taken seriously so that you can also go on taking yourself seriously.
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The contract is really a pledge of mutual seriousness about women, about language, ideas, method, and values. It is our shared commitment toward a world in which the inborn potentialities of so many women’s minds will no longer be wasted, raveled-away, paralyzed, or denied.