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  • Doug Belshaw 2:37 pm on August 29, 2017 Permalink | Reply
    Tags: , , learning,   

    The new managerial task is to understand: (1) the speed of the common movement of thought, (2) what is being discussed, (3) the quality and “cool factor” of that conversation, and (4) how problems actually develop towards solutions and scalable learning. Thinking does not take place inside separate people but in rich, continuous interaction. The richer the interaction, the more value and learning are potentially created.

    Esko Kilpi
     
  • Doug Belshaw 2:21 pm on August 29, 2017 Permalink | Reply
    Tags: , , learning,   

    The future architecture of work is not the structure of a corporation, but the structure of the network. The organization is not a given system or a given process, but an ongoing process of organizing. The Internet-based economic spaces see work and cognitive capability as networked communication. The most important model for work is a learning protocol where the value of all interactions is raised by all interactions; where every interaction and every worker benefits from the total number of interactions and workers.

    Esko Kilpi
     
  • Doug Belshaw 4:36 pm on June 16, 2017 Permalink | Reply
    Tags: andragogy, development, learning, School of Life, workshops   

    On the importance of transitions 

    I’m a fan of the School of Life. I think they do a great job of popularising key philosophical ideas in relevant, applicable ways. Just check out their YouTube channel.

    As you’d expect, the School of Life caters for businesses, with an attractive learning and development brochure. Their curriculum is broken down into 24 emotional skills:

    School of Life - L&D - Emotional Skills

    These skills are then unpacked on following pages, giving a high-level overview of the two-hour sessions they offer around each one:

    School of Life - L&D - Self Awareness & Supportiveness

    From there, the two hour sessions around a particular skill are then organised into sample playlists:

    School of Life - L&D - Pathways

    This is a pretty standard model. It means that the people delivering the courses get to develop core content they can re-use. Meanwhile, the customer gets to tailor courses based on their priorities/interests.

    What’s missing from all this? Transitions.

    I think I’m right in saying that, for 24 skills, there are 16,777,216 possible ways to link together two sessions. This obviously increases exponentially as you add more sessions into the mix. As a result, you need talented people who can make the transitions between sessions make sense, ensuring the whole day combines to become more than the sum of its parts.

    Obviously, when you’re putting together a brochure like this for people whose specialism isn’t learning and development, you want to hide some of the complexity involved. However, it’s worth drawing attention to it now and again as running a bespoke workshop, just like teaching in a school or university, is as much of an art as it is a science.

    Given the average feedback score (9.1 out of 10) for these sessions, the School of Life not only have great sessions, but great transitions. That’s where the secret sauce lies: people need to know that they’re not having something done to them, but that facilitators are being responsive, and truly catering the day to who’s in the room.

     
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