Featured Post - Beautiful organisations

It would be inconceivable to think that a life could be lived without making mistakes. We make mistakes all the time, daily in fact. Our lives are actually so full with mistakes it’s surreal. Each mistake is a touch point, an opportunity to reassess the result against a perceived alternative outcome. Through this experience reflection occurs and intrinsically we know to move towards improvement. The time it takes to demonstrate proficiency in that newly acquired chunk of awareness is dependent on our own mindset and that of the collective surrounding us.

Organisations are networks. They are social by nature simply because people work in them, and they work with others. This network of mindsets influence our own perceptions and our abilities to attain the ultimate goal of life, love.

Love of what you do, with those you love most.

It is within the reach of every organisation to improve their culture. Not only is it within their reach, it is a fundamental duty of the organisation to improve their culture, for the welfare of all its stakeholders. The organisation’s existence therefore is to compassionately nurture those that give it life. It’s a symbiotic relationship.

Just as it is inconceivable to think a life could be lived without making mistakes, it is also inconceivable to imagine a life without enjoying learning.

Mistakes and learning are connected, one doesn’t exist without the other and both benefit from the existence of the other. As an organisation’s existence is dependent upon the outcome of those mistakes and learning opportunities, and it’s purpose for existence is to nurture the welfare of its stakeholders, then it is clear to see where improvement in culture can be achieved.

Kevin Roberts describes his ‘schooling’ at Procter and Gamble, and in this short quote he captures the essence of a culture required for people to love what they do, with those they love most.

“He constantly gave me responsibility before I was ready and then provided me with a nurturing environment that when I failed, it felt ok, and I learnt very quickly.“

Those who lead an organisation, need to do just that, lead. They need to embrace an open culture of learning from mistakes and they need to display their own mistakes and learning openly. They need to create an, “it felt ok”, feeling for each and every one of their stakeholders. In striving to attain this culture, a great deal of love will be generated. This love is only attainable as a direct result of the mistakes and learning being visible to all. Culture is reformed when a swelling of compassion and empathy occur, which over time converts into trust. It is that trust that makes organisations great.

It is our duty to create beautiful organisations by appreciating the mistakes people make and by encouraging and nurturing a culture of love for life long learning.
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  • How Music Should Be Taught In Schools

How Music Should Be Taught In Schools

Brilliant team work! 

It’s not ok to only memorise birth dates and locations of famous musicians, kids need to feel music, they need to DO something, then it will stick.

Watch the video here:

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  • Collaboration isn’t a technology, it’s a behaviour.

Collaboration isn’t a technology, it’s a behaviour.

Collaboration isn't a technology, it’s a behaviour. Implementing one doesn't automatically make the other happen.

So how does an organisation support behaviour change?

Some things to consider:

Think hard about the culture required. Map where you are currently. See the gap, share the gap.

Behaviour change can be learnt as with any other skill. Once mastered it can be applied to any habit change.

Encourage cross-silo conversation that includes many stakeholders. A high degree of trust is required, as is the right culture to embrace. As ideas begin to flow, innovation and creativity wake up.

Nurture cooperation; without it collaborative projects fail.

Collaboration is not required all the time, work together only when it makes sense to.

Collaboration has its roots within hierarchy. Cooperation is fundamental to networks.

Everyone wants to contribute value and be part of the creation process. Personal contribution and how it is encouraged is vital to building a sustainable competitive culture.

And a few more: 

1. Don't be too quick to judge
2. Dialogues beat monologues
3. Laughters makes people think
4. Hierarchy stifles engagement
5. Co-created ideas get adopted
6. Small contributions matter
8. Humour stimulates conversation
9. Minimize the individual fear of failure
10. Big ideas in small packages

Employees need to be enthusiastic about getting involved and engaging; they need to feel safe that sharing their opinions will be supported; and relaxed to work with others, where required, to meet the goals and targets the company requires. If your organisation is not engaging, honest, exciting or interesting you'll have an almost impossible task expecting behaviour to change.
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  • How can open data help us make better decisions?

How can open data help us make better decisions?

Having access to a open data is an important step, but it's only the beginning of the journey. The lure of even more open data is attractive, but knowing how to get improved insights that are actionable is something else, and in most cases out of the reach of those without either the talent or funds.

"The UK is absolutely at the vanguard of the global open data movement, and NGOs have a great sense that this is something they want to play a part in.

Although open data may in part be a solution for the 'fear of failure' problem, it would seem that this is more a solution looking for a problem. The interpretation of the data is still a key component in the process and this needs to be done by those with sector or industry expertise and with data they can interpret.

Solving the fear of failure problem is one of the main arguments for adopting an open data policy in any sector or industry, and the 'fail fast' approach has been used by big data businesses for decades.

The quality of the decision-made is the outcome of many steps. Giving the permission to fail is one thing, but it would be less of an issue if it was easier to minimise the risk of failure in the first place. Making collaborative decisions based on enriched data sets, from linked, open and internal data sets is currently an expensive process, and with (real) time being of the essence, a culture that can take the view of mistakes as 'progressive', is a culture that will minimise the fear and get to better decisions quicker.

"We're in a new era of open data where we need permission to fail, we need to try to open up the whole conversation to allow everybody to see what we're doing, to learn from our mistakes," said Gavin Starks, CEO of the ODI.

Clearly there is a need to provide support for those who need to take decisions based on complex data, especially for those who lack data analysis experience on such a level, but is it realistic to expect a quick turnaround? Mining open big data is one thing, linking it to other data sets adds value, visualising it provides new views, but getting to an actionable decision stage requires collaborative skills that not every culture has yet.

Open data can often take the form of complex databases that need to be interrogated by a data specialist, and many charities simply do not have these technical resources sitting untapped. OKFN is foremost among a number of organisations looking to bridge this gap by training members of the public in data mining and analysis techniques.

Quote source:
Image source: Jonathan Gray
/ Foter.com / CC0 1.0 Universal (CC0 1.0) Public Domain Dedication
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  • How do better decisions get made?

How do better decisions get made?

Insight: "Put simply, the outcome of a leader’s choices and decisions can, and usually will, make or break them. The fact of the matter is that senior executives who rise to the C-suite do so largely based upon their ability to consistently make sound decisions. What most fail to realize is while it may take years of solid decision making to reach the boardroom, it often times only takes one bad decision to fall from the ivory tower. As much as you may wish it wasn’t so, when it comes to being a leader you’re really only as good as your last decision."

#fav #bigdata #leadership #enterprise

6 Tips for Making Better Decisions
The one thing everyone on the planet has in common is the undeniable fact we’ve all made our fair share of regrettable decisions. Show me someone who hasn’t made a bad decision and I’ll show you someo...

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  • Enterprise Social Etiquette

Enterprise Social Etiquette

Don't do social (etiquette-less), be social (with etiquette)
This show on Enterprise Social Etiquette will have the 'Through The Firewall' panellists discuss and debate the rules of etiquette needed for internal social networks and whether social really does flatten hierarchies.

Join the #SWChat community on G+ 
Thanks to Liz Christopher for inviting me to tonights #SWChat, and thanks to Jenn Emerson, +Amanda ColemanMark Oehlert for making me feel very welcome. It was  especially nice to finally meet Mark in the (virtual) flesh, as we've been exchanging thoughts and ideas for a few years now via Twitter; Mark, I hope it won't be so long before the next meeting!

The full video is 30 minute long and asks the following three question.
Q1 Do Etiquette rules apply behind the firewall and if so what are they?

Q2 Does social really flatten hierarchy to the extent that anyone can disagree publicly with their CEO or boss?

Q3 Should employees or employers be worried of the risks social carry - for example saying the wrong thing?

---- Personal notes ----

Q1 Do Etiquette rules apply behind the firewall and if so what are they?

Wikipedia:  Etiquette is a code of behavior with precise expectations for social behavior according to contemporary conventional norms within a society, social class, or group. 

From a human point of view, we need to be consistent, same on the inside as we are on the outside (regardless of a firewall). Practising the art of being social behind the firewall can help build confidence before engaging outside the firewall. 

Some examples of bad etiquette

  • Bad Etiquette

  • Not following back,

  • Pretending to know someone,

  • Pure push marketing,

  • Engaging then ignoring,

  • Poor moderation,

  • No human Avatar

  • Not consistent,

Relationships are built on Open Communication:

  • Honesty

  • Trust

  • Confidence

  • Genuineness

 There is also an important need for filtering noise to get the signal (both in terms of content and people); we need to focus on where and who to give our time to, and where we genuinely engage to meet our goals.
Q2 Does social really flatten hierarchy to the extent that anyone can disagree publicly with their CEO or boss?

 From Harold Jarche:
“Leadership in networks does not come from above, as there is no top.”

1) Social networking helps to breaks down silos.

2) Conversations occurs in real time across time zones and countries. As conversation build cooperative behaviours start and the beginning of new relationships form.

3) When cooperation is established, collaboration can occur - where it is required.

4) Within such an environment serendipity flourishes and ideas are arrived at that could never have previously been arrived at.

5) Conversations are data. Being able to merge conversations (or data sets) so that they can be viewed in different ways by different people leads to innovation.

6) Social networking is the catalyst for flatter organisational structures as it enables dialogue with anyone across any department.

7) It’s not an overnight transformation though, it’s a marathon than a sprint, but it does help to shift the culture.

8) A bigger shift can occur when the c-suite lend support, the best way being to immerse themselves - though often the gap is too wide; this has the effect of motivating management to engage and so it goes on.

The business goal is ultimately faster, more accurate decisions. Enter Open, Linked, Big data... 

Q3 Should employees or employers be worried of the risks social carry - for example saying the wrong thing? 

1) In the same way they should worry in any public setting, when representing the brand.

2) Organisations need to create the environment that reduces the risks, both for the brand and the individual.

3) Clear policy and governance, and support of it, from the top down is important; it’s important because management will be motivated to coach others about it

4) Management lead the change and ultimately scale it.

5) They should really be worried about the effects of forgetting etiquette.

Final thanks to David Christopher for the post on Twitter:

Image source: Muffet / Foter.com / CC BY
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  • Social Business: Fundamentally Transforming The Way Work Is Done

Social Business: Fundamentally Transforming The Way Work Is Done

Insight: "The case for why ever more organizations are implementing social business practices comes down to sustaining their competitiveness and profitability in economies in which rivals, partners and customers are adopting new ways of conducting business. More than simply using social media tools, we have entered a new period of fundamental transformation in the way work is done at all levels of the enterprise and across all organizational boundaries."

Quote source: (PDF)

Photo credit: Bert Kaufmann / Foter / CC BY

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  • The World of Personalisation

The World of Personalisation

Insights: Highly personal, predictive, contextualised data available real time, 24/7, across all devices. Interesting insights about the expectations of a sixth month cycle and how software should focus on serving us, as individuals. Customer focused and agile, and not chasing shiny technology. Like imagination replacing information in CIO :)  Better quality inbound, better quality outbound. Google glass, an assistant who knows who you are; merging datasets of those with you to best serve all interests. The world of personalisation. Great final quote about gravity at 30:00.

Reshared post from +Vala Afshar
my video interview with +Robert Scoble and +Michael Krigsman about death of the desktop, social machines and contextual intelligence Is the desktop dead? Scoble and friends face-off on mobile
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  • Implementing 70-20-10

Implementing 70-20-10

Why is the 70-20-10 model important? That's what you'll discover if you invest the time on the attached post. Take some time to study this amazing collection of insights from +Jay Cross and others at the http://internettimealliance.com.

Insights: Sharing 50 suggestions on putting 70-20-10 to work has consumed five posts spread over two months. Today the series is complete.

Part 1 of 5

People learn their jobs by doing their jobs. Effective managers make stretch assignments and coach their team members. Experience is the teacher, and managers shape their teammembers’ experiences.

Players throughout the corporate ecosystem need to be operating on the same wave-length. This can only happen when we’re adapting to the future, i.e. learning, at the same pace.Internally, everyone needs to stay current.

He (+Charles Jennings) is the world authority on 70:20:10 and these posts draw heavily on his work.

Part 2 of 5

The 70 percent: learning from experience. People learn by doing. We learn from experience and achieve mastery through practice. Experience is a difficult task master. We learn more from making a mistake than from getting it right the first time.

Part 3 of 5

The 20 percent: learning through others. Learning is social. People learn with and through others.

Conversations are the stem cells of learning. Effective managers encourage their team members to buddy up on projects, to shadow others and to participate in professional social networks. People learn more in an environment that encourages conversation, so make sure you’re fostering an environment where people talk to each other.

Part 4 of 5

Formal learning includes courses, workshops, seminars, online learning and certification training.

If what we learn is not reinforced with reflection and application, the lessons never make it into long-term memory.

Research has found that the most important factor in translating formal learning into improved performance is the expectation set by managers before the training takes place

Part 5

You will need to become a champion for the new approach to developing talent. You must convince your sponsor that managers and supervisors are the linchpins to developing new talent.

The 70-20-10 model depends on L&D teaming up with managers to improve learning across the company, but often managers do not appreciate how vitally important they are in growing their people. This is the absolute, must-do secret to success to improving learning and development. Frontline managers must take this as the very definition of manager: someone who develops others by challenging them with assignments that stretch them to the point of flow.

Lifelong Learning

"Education isn't something you can finish." ~ Issac Asimov

"Lifelong learning is the "ongoing, voluntary, and self-motivated"[1] pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship and personal development, but also competitiveness and employability.[2]

The term recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations. During the last fifty years, constant scientific and technological innovation and change has had a profound effect on learning needs and styles. Learning can no longer be divided into a place and time to acquire knowledge (school) and a place and time to apply the knowledge acquired (the workplace).[3] Instead, learning can be seen as something that takes place on an on-going basis from our daily interactions with others and with the world around us."

Post source.
Image source: http://goo.gl/ahWN1 - (CC BY-ND 2.0)

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  • Education: Something has gone very wrong

Education: Something has gone very wrong

Insight: "Instead of introducing children to new design techniques , such as #biomimicry (how we can emulate nature to solve human problems), we now have a focus on cookery. Instead of developing skills in computer-aided design, we have the introduction of horticulture. Instead of electronics and control, we have an emphasis on basic mechanical maintenance tasks," he told a conference of educators earlier this month. "In short, something has gone very wrong."

Sad state of affairs! I think this has a direct relationship to this article: http://t.co/fzKdlEs4s6

Suggestion: Poll learners about what and how they'd like to learn. If #Education can begin to focus on the #learner as the customer and treat them as such, alignment is more likely to occur. 19c thinking has no place in a 21c technological world. #fav

New curriculum teaches 'more cookery and horticulture than technology'
BAE Systems chairman Dick Olver criticises inadequacy of DfE proposals, while unions deride uncreative 'pub-quiz primer'

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  • Which of the nine network principles do you like the best?

Which of the nine network principles do you like the best?

Insightful analysis of network principles. Personally, "Learning over education" is my favourite. How about you, does one stand out above the rest?

Reshared post from +Rich Pollett
Joi Ito of MIT Media Lab:

There are nine or so principles to work in a world like this:

1. Resilience instead of strength, which means you want to yield and allow failure and you bounce back instead of trying to resist failure.

2. You pull instead of push. That means you pull the resources from the network as you need them, as opposed to centrally stocking them and controlling them.

3. You want to take risk instead of focusing on safety.

4. You want to focus on the system instead of objects.

5. You want to have good compasses not maps.

6. You want to work on practice instead of theory. Because sometimes you don’t why it works, but what is important is that it is working, not that you have some theory around it.

7. It disobedience instead of compliance. You don’t get a Nobel Prize for doing what you are told. Too much of school is about obedience, we should really be celebrating disobedience.

8. It’s the crowd instead of experts.

9. It’s a focus on learning instead of education.

We’re still working on it, but that is where our thinking is headed.

View the video here - (11:06) #INKtalks

MIT Media Lab: http://www.media.mit.edu/

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  • Context is King: Think Marathon, Not 100m Sprint

Context is King: Think Marathon, Not 100m Sprint

Swimming in an ever growing sea of content means you need to be focused on context; it is the real 'King'. Watch Gary's keynote video here.

The way to build engaged customers is not push marketing. Customers are pulling those brands near that are increasingly recommended through trusted sources. To be recommended you have to do something good, even great; and yes it's hard work, and no there are no short cuts. Think marathon, not 100m sprint.
On Social ROI, Gary says; "What is the ROI on your Mum?"
I'd also add another ROI, "You'll still be in business in 5 years!"

Social Media Marketing needs to shift from push to pull focus. Time to be transparent, build trust and be willing to demonstrate both successes and failures openly. Is your organisation ready for such a challenge?

For those who are posting links to the Social Business community on #SEO, you may want to watch this! #SPAM
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  • What Is The Difference Between Training and Learning?

What Is The Difference Between Training and Learning?

Myths & Truths about Training and Learning

This was a really fun project to be involved, even though curating and organising 50 pages of Twitter transcript was quite an arduous task! With the help of some of the regular #lrnchat'ers we managed to break it down in to manageable chunks and within a few days we were able to turn around the insights. For all those interested in learning and training, these insights should provide interesting reading.

"On February 4, 2010 the topic for #lrnchat was Myths & Truths about Training and Learning. Nothing scientific, just fun. A group self organized to pull out the responses and they are posted in the following pages.

Myths about Training | Myths about Learning
Truths about Training
| Truths about Learning

Myths and Truths: Summary

For the purpose of this exercise (and #lrnchat in general), I put forth the following definitions — if not perfect, at least to serve as a place to start.

Insight: "Training (teaching too) as an “outside in” activity, the part of the equation that focuses on the delivery. Learning is the “inside out” part, that originates from the learner’s desire or need to know." ~ +Marcia Conner

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  • How does Education produce entrepreneurs?

How does Education produce entrepreneurs?

Start inspiring children when they're young.

Top Insights: 
"What is needed is a system that takes seriously the most vital life skill that students in the UK could acquire: the ability to think and act entrepreneurially. Only by learning that critical set of skills will this generation be able to adapt to the volatile and uncertain economic future it faces." 
"Embracing entrepreneurship in the heart of its education system from beginning to end is quite likely the most important step the UK can take to help reverse the trends of rising youth unemployment and social dislocation." 
"At its core, thinking and acting entrepreneurially is about a cycle of act-learn-build. You take a step, learn from that – whether it’s good news or bad – and build on that learning to take the next step. Now it is time for UK educators to take that first step, and embrace entrepreneurial principles on a systemic basis, so they can practice what they preach."

Education must produce entrepreneurs - FT.com
Private and public money is being provided at all levels of UK education, but the right questions are not being asked about return on investment. With MBAs costing as much as £68,000, and, at the othe...

Photo credit: stevendepolo / Foter / CC BY
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  • The Dominant Systems of Education

The Dominant Systems of Education

"The dominant systems of education are based on three "assumptions" that are exactly opposite to how human lives are actually lived. First, they promote standardization and a narrow view of intelligence when human talents are diverse and personal. Second, they promote compliance when cultural progress and achievement depend on the cultivation of imagination and creativity. Third, they are linear and rigid when the course of each human life, including yours, is organic and largely unpredictable." ~ Ken Robinson

Thanks to +Inma VP for the signpost.

Do Schools Kill Creativity?
We're all born with deep natural capacities for creativity, and systems of mass education tend to suppress them. It is increasingly urgent to cultivate these capacities and to rethink the dominant app...

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  • Richard Buckminster Fuller: 1969 Humanist of the Year

Richard Buckminster Fuller: 1969 Humanist of the Year

Buckminster Fuller published more than 30 books, inventing and popularizing terms such as "Spaceship Earth", ephemeralization, and synergetic. He also developed numerous inventions, mainly architectural designs, including the widely known geodesic dome. Carbon molecules known as fullerenes were later named by scientists for their resemblance to geodesic spheres.

An impressive opening paragraph, no? But wait, there's more and I recognise a pattern.

He was expelled from Harvard twice: first for spending all his money partying with a vaudeville troupe, and then, after having been readmitted, for his "irresponsibility and lack of interest." By his own appraisal, he was a non-conforming misfit in the fraternity environment.

How many others who were considered misfits by educationalists went on to produce extraordinary successes that benefited humanity?

By age 32, Buckminster Fuller was bankrupt and jobless, living in low-income public housing in Chicago, Illinois. In 1922, Fuller's young daughter Alexandra died from complications from polio and spinal meningitis. Allegedly, he felt responsible and this caused him to drink frequently and to contemplate suicide for a while. He finally chose to embark on "an experiment, to find what a single individual [could] contribute to changing the world and benefiting all humanity."

It seems it's never too late to turn things around, and life's hard knocks can be a blessing in disguise - it's not what you see, but how you see it.

He finally chose to embark on "an experiment, to find what a single individual [could] contribute to changing the world and benefiting all humanity.

Keywords: chose, purpose, benefit, humanity

Buckminster Fuller believed human societies would soon rely mainly on renewable sources of energy, such as solar- and wind-derived electricity. He hoped for an age of "omni-successful education and sustenance of all humanity." Buckminster Fuller referred to himself as "the property of universe" and during one radio interview he gave later in life, declared himself and his work "the property of all humanity". For his lifetime of work, the American Humanist Association named him the 1969 Humanist of the Year.

We are indeed "the property of the universe", if we choose to see it so. Thanks John.

Inspired by +John Kellden's comment on this post.

Image source: www.bfi.org/
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  • Children can learn almost anything if...

Children can learn almost anything if...

Learning by doing; socially, informally. 
And as adults are only a scaled version of children, this applies to them too!

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  • Conversation, Cooperation, Collaboration

Conversation, Cooperation, Collaboration

Great post and follow up comments, worthy of review for those interested in #enterprise20   #sociallearning   #socbiz. Kudo's to +Joachim Stroh for a stunning graphic :)

Reshared post from +Joachim Stroh
Inspiring discussion today in the Conversation community [1] about how to set our differences (identity, status, position) aside and become who we were born to be (paraphrasing Elrond):

"The biggest problem? Once people were put into a comfortable enough situation to converse and collaborate, their egos came out in spades — they were threatened by this self-perpetuating idea that their own identities would be rendered obsolete by the group. I believe this is an ingrained characteristic, one part genetic or biological, the other part social conditioning. What happened in this particular case, is that we got them to cooperate without the use of language — we limited them to symbols, drawings, gestures and actions — and they learned how to cooperate. Then we were able to have conversations around what collaboration would look like, and how their individual roles would play important parts in the overall process." ~ +Gunther Sonnenfeld

[1] Via this post.
[img] National Geographic A heard of Icelandic horses gallop across Lake Hóp in northern Iceland. (Photo by Tina Thuell, Your Shot)
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  • 18 Pearls of Wisdom for a Smarter Workplace

18 Pearls of Wisdom for a Smarter Workplace

During a recent meeting with the principles of the Internet Time Alliance (ITA's), I scribbled down some of the key memes being discussed; enterprises, educational establishments and individuals alike would benefit a deeper consideration of the following this list:
  1. openness enables transparency
  2. transparency fosters diversity
  3. diversity reinforces openness
  4. trust emerges from the cycle of openness, transparency & diversity
  5. integrate learning and work by encouraging social behaviours:
  6. welcome innovations
  7. encourage reflection
  8. tolerate mistakes
  9. share information
  10. work across boundaries
  11. adapt to changing organisations
  12. people are the major asset
  13. innovation is essential
  14. information and expertise flows
  15. work is changing
  16. rigid organisational structures will be replaced with dynamic teams
  17. job roles will disappear
  18. self-directed development is the only way to keep up
Also check out the Working Smarter Fieldbook, which is a great collection of the ITA's deeper thoughts.

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  • Born to learn - see learning in a different light

Born to learn - see learning in a different light

First in a series of videos that help the viewer to see learning in a different light. There is a lot to like in this video, and it's only the tip of iceberg, from the 30 years worth of curation by John Abbott.

We facilitate the emergence of new approaches to learning that draw upon a range of insights into the human brain, the functioning of human societies, and learning as a community-wide activity. via http://www.21learn.org/

And if you want get more involved, there is also a community you can join;
http://www.responsiblesubversives.org. HT +Seb Paquet

Watch the video here.

Photo credit: umpcportal.com / Foter / CC BY-ND

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  • Productivity is for robots

Productivity is for robots

"Humans excel at wasting time, experimenting, playing, creating, and exploring."

None of these fare well under the scrutiny of productivity; which is why the entire education system needs to be turned on its head to support creativity. The next generation will not fair well without the having learnt the importance of these key factors.

Reshared post from +Gideon Rosenblatt
This is a really interesting piece questioning our assumptions about productivity and the nature of economic development.

Great stuff from one of my favorite writers, +Kevin Kelly.

"Generally any task that can be measured by the metrics of productivity -- output per hour -- is a task we want automation to do. In short, productivity is for robots. Humans excel at wasting time, experimenting, playing, creating, and exploring. None of these fare well under the scrutiny of productivity."

Originally posted by +Trish Fraser in the Good Business Community.

The Technium: The Post-Productive Economy
Take a look at these farm houses which I saw under construction in remote areas of Yunnan province China. They were not unusual; farmsteads this size were everywhere in rural China. Note the scale of ...

Photo credit: onosendai2600 / Foter / CC BY

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