Month: March 2009

Leadership in Uncertain Times

It seems every conversation I have with someone here or overseas  starts with some comment about “these times we are in.” Moreso for my US colleagues, but the change in economic times is on everyone’s mind. I’m doing more work online and less on the road. Budgets for current projects are sticking pretty steady, but no one seems to know what tomorrow will bring. For us independents, this uncertainty is nothing new, but clearly the playing field has changed.

However, I am blessed that I don’t have to lay any one off. I read about closures and layoffs and friends are losing their jobs and it breaks my heart. I feel pretty powerless and am doubling my efforts to help others in my network find gigs. Relationships and networks matter now, more than ever.

But what are leaders of organizations to do when their budgets are slashed by 20, 30 and even 50%? I look at my State’s budget shortfall and know there are no easy paths. Difficult times call for leadership in many forms and at every level, both formal and informal.
When I read Dan Oestreich‘s Reflective Leadership in the Age of Layoffs, I said “aha!” I must share this with my husband who, as a middle manager, is fighting the budget and morale battle every day. Dan writes:

Most managers I know do not feel they’ve actually been given much guidance about how to proceed with cost cutting and, particularly, layoffs. As the first line of a recent Harvard Business Review article asks,“Why aren’t layoffs taught as a subject at business school?” I assume the reason is that the subject is both very complex and comes far too close to what it really means to lead, touching that sensitive cross-over point between personal values and professional conduct, a place where theory definitely has its limits.

Dan encourages us to slow down, to reflect, to ask questions that matter. This is good advice for any tough decision regardless of the economic environment.  Dan writes:

…in addition to the fact that the leaders all seemed pretty much adrift and self-enclosed, is their push to simply get together in a room, have some hurried discussion, and then decide what needs to happen. The role of reflection seemed to be bypassed in this rush to create the right strategy — and then, ipso facto, to know what to do. Surely, when the financial heat is turned up, there’s no time to waste, but this is also a time when alignment with real brand values — a topic that requires reflective leadership as a team and as individuals — is likely to be the most reliable long-term guide. Understanding and applying these values demands decisiveness founded on thorough and creative consideration, not some three hour “tall grass” meeting where competing self-interests have a field day, followed up by a briefing and hand-out from Human Resources.

It’s as if no one wants to ask the telling question, “Wait a minute, what was this place supposed to be about, anyway?”

I encourage you to read Dan’s article. It is fabulous from beginning to end and offers some practical advice about how to lead in a time of layoffs.  Then think about your strategy for decision making and leadership in uncertain times.  What are you doing?  What values are driving your decisions? How are you living those values in every step? How can we prepare ourselves to make these hard decisions? How do we account for our responsibility to others in our decisions?

For me, here are some of the things I’m doing with my clients. They are tiny, piddling things when compared to the scale of things in organizations.

  • Do we have to meet face to face at this moment in time, or can we save time, money and carbon into the environment and meet online and on the phone? Doing this with a recent client saved them a $600 ticket and 16 hours of my billable travel time. The final outcome of the work is not visible yet, but I think I delivered quality consulting in a way that was probably more flexible than if we had met face to face. (And I have more time with my family!)
  • Is some  one else doing something similar to what you have to do and can you do it together to share the costs (and benefits!)? Right now I have two pairs of clients who are cross fertilizing their work and sharing some things with each other. This is bliss for me and saves them time, money and they can focus on their own work more closely.
  • What can be deferred? What is most important and valuable now? I think this is the toughest one, because it is easy to become short sighted in tight times. Really asking ourselves the hard question about how we invest our time and resources is critical. We can’t forget about tomorrow as we consider today.
  • How much can I not spend to keep my costs down? Both in terms of my own business and with my clients? I tend to be thrifty (some say ‘cheap’) but it is easy to fritter money away on things that don’t really matter. It helps that I work at home, away from shops and places to eat out. When I do shop and eat out, I am trying to patronize businesses in my local neighborhood.

Related to this is a great piece by Peter and Trudy Johnson Lenz  on Six Habits of Highly Resilient Organizations .Here is a snippet of the habits. Do read the whole article! It makes me reflect on my own little one-person organization!

  1. Resilient organizations actively attend to their environments.
  2. Resilient organizations prepare themselves and their employees for disruptions.
  3. Resilient organizations build in flexibility.
  4. Resilient organizations strengthen and extend their communications networks – internally and externally.
  5. Resilient organizations encourage innovation and experimentation.
  6. Resilient organizations cultivate a culture with clearly shared purpose and values.

I don’t know what tomorrow will bring. I know our family is blessed and recognize so many are struggling. I’d love to hear your advice about how you are leading in difficult times… Again from Dan…

In troubled times, reflective leaders step back to witness…and to learn.

flowers

CoP Series #8: Content and Community

This is the eighth  in a series of blog posts I wrote for Darren Sidnick late last year. I am finally getting the rest of the series up.  Part 1, part 2, part 3,, part 4, part 5, part 6,  part 7 ,  part 8 , part 9 and  part 1o  are all here on the blog.

We have talked throughout this series on communities of practice about “content.” Well, what the heck is content, why is it important and how do we make the most of it – especially when there is a LOT of it. First the what and why, then one idea about how to work with volume.

What do we mean by “content?” 
We can mean many things. Books, papers, self-paced learning modules, resources, learner discussions, reflective logs/blogs, images, audio, video. All the “stuff” that carries both the subject matter information and the artifacts of our interactions to make meaning of those subjects. Today we can capture both the resources and the interaction artifacts. We can draw from a closed, defined set of resources, or tap into the larger set of resources on the world wide web. The content may be dynamic, changing and evolving so one set of static resources that works for todays course is outdated in six months. So content is never fully “done.” It is alive in our learning communities.

Why is content important? 
From a communities of practice perspective, it is important for two reasons. Content embodies or captures what we know about the domain (see Series 2: what-the-heck-is-a-domain-and-why-should-i-care?). 

Second, the creation of content during the learning process is a key part of that very process. In CoP terms, this is “reification.” Here is a bit from the upcoming book by Etienne Wenger, John Smith and I that talks about reification.

“Members of a community of practice need to interact with each other as well as produce and share artifacts such as documents, tools, and links to resources. Sharing artifacts without interacting can inhibit the ability to negotiate the meaning of what is being shared. Interacting without producing artifacts can limit the extent and impact of learning. Indeed, the theory of communities of practice views learning together as involving the interplay of two fundamental processes of meaning making: Members engage directly in activities, interactions, conversations, reflections, and other forms of personal participation in the learning of the community; members produce physical and conceptual artifacts—words, tools, concepts, methods, stories, documents, and other forms of reification—that reflect their shared experience and around which they organize their participation. (Literally, reification means “making into an object.”) Meaningful learning in a community requires both processes to be present. Sometimes one may dominate the other. They may not always be complementary to each other. The challenge of this polarity is how successfully communities cycle between the two.”

So not only do we have the content provide us a base resource or curriculum of the course, we have the content created by the members as part of their learning. As Etienne likes to tell us, the community becomes the curriculum. This is why content is important!

Members Creating Content
Over time, learners create content related to courses and their learning communities that may have value beyond the “course.” Learners may wish to track and organize their own content. Portfolios, particularly ones that are not bound up in a proprietary platform, allow this portability. There is also the value of the content to other learners and communities of practice. Contribution of articles, blog posts, links to external resources that learners or tutors have tagged can all enrich the content of what used to be viewed simply as a course, and is now an ongoing potential learning hub.

Bringing in New Content
Learning content is not a static element, particularly for topics that are deeply embedded in our rapidly change society. So a childcare course may need to have a “line of sight” to changing policy, or local trends. We need a means of identifying emerging and related content and weaving it back into the more traditional “course” is a newer role. This curation of content can be an organisationally drive or user generated aspect. Probably both. This is where technology and human beings combine to make a strong contribution. While we have human bees in platform, particularly in the community context mentioned “across courses” in the last blog post (see cop-series-7-roles-and-scalability/), we can use technology to scale human curation. Consider things like aggregated content pulled in by persistent searches and tags, Amazon style interests. The ability to use these tools to find and aggregate content can also be used to link people to that content. This could be organised by the instructors and/or the learners. In fact, it has been my experience that learners who find their own content tend to be more deeply engaged with it. Plus learning how to find and critique external content is a core skill in today’s world. So rather than be afraid of what “junk” students will find, equip them to be critical assessors of content and find the gold among the dross.

In the new Ufi learndirect Childcare portal pilot (reminder: this series was originally written for Darren who works at Ufi), learners can create “their learning plan” and can draw on learndirect content and bookmark and rate content. Through technology (Amazon style), there is also “suggested content” based on their interests/previous use.

Flicr CC image by Beth KanterOrganising and manage their own content
The mechanics of finding, labeling and sorting content have direct impact on the later findability and usability of that content. Does your learning and community software enable easy tagging of content so learners can find it on their own terms later? Do you organise external content so it can be aggregated into course domains? Let’s look at tagging as a specific example. Tagging is when a person associates some key words of their own choosing to a piece of digital content. This can be done outside of a learning platform using a social bookmarking tool like http://www.delicious.com, http://www.furl.com or http://www.connotea.org/ (the latter is specifically designed for research and education contexts). These allow a person to embed a bookmarking tool in their internet browser, and then when they want to tag something, they click a button in the browser and a pop up screen appears, and the person fills in the fields. If individual learners are tagging on their own, you can pull in their tags into your learning platform using the RSS feeds provided by most of these tagging services. This way the learner maintains control and ownership of their bookmarking, but the learning community benefits from the activity. This build longer term learning and finding capacity, rather than locking the content (and the learner’s access to it) inside the learning platform of your organization. (This is certainly applicable outside the area of learning communities too! See this great visual from Beth Kanter about the role of tags/content in the non profit technology community.)

Social Media Workshop Curriculum MateriaTags have another great application. They can be visualized as a “tag cloud” where each tag word shows up in a size related to the number of times it shows up in a list of tags. This gives a quick visual image of what is getting most attention from an individual in their tag cloud or, for tags associated across a group of learners, of the group itself. This visual “hook” can engage those who would otherwise skip reading a text listing of tags, engaging a different learning style. It has been very interesting to me to see how a tag cloud invites in browsing of content from people who would otherwise glaze over at a list of files or links. (By the way, if you like playing with any kind of word clouds, you may enjoy http://www.wordle.com!). Ufi learndirect’s new Childcare portal pilot utilises tag clouds as a vital element.

Now you might start getting worried about people tagging things “correctly.” Don’t worry. Tags represent the participants view. Yes there will be typos. Look for tools that allow you to fix that, but don’t fixate on the practice. You WANT people to tag, which is better than no tags. You may also want to introduce some key tags and use those as navigation points across key course content. You will see that others may actually follow your tagging conventions, so set some good examples at the start.

A final word on content
Yes, content is important. But if people don’t use it, interact with it and making meaning of it so they can apply it, it is not worth the electrons. When you design for content, make sure it is attached to people and their processes. Then you get the magic happening!

Resources/Photo credit:

Chris Corrigan – 3 Lessons on Leadership

spiralsChris Corrigan  shares three lessons he learned about leadership while doing work this week with Aboriginal leaders in Canada. This is good stuff. I rarely quote this much, but I sense this is stuff that has value far and wide for all of us. It resonates with the groundswell I hear, feel and read about concerning our need for each other, for community, in turbulent times. And how we take responsibility matters, regardless of label of “leader.” Thanks, Chris.
 

Teaching one came from Nancy Jones one of the Elders who gave us small blankets with a medicine wheel design based on a vision that she had about unity, leadership and healing.  One of the great teachings in this medicine wheel was about the north, the direction from which winter weather and wind comes.  We laboured here through a blizzard today, waiting for an hour until whoever was coming was going to show up, and working small processes with diminished numbers.  But the Elder gave the teaching that essentially the weather teaches us that “whatever happens is the only thing that could have” and that the chaordic path is an inherent part of leadership: you can never really be in control.

The second teaching was from Ralph Johnson.  I asked him about the Ojibway word “ogiimaw” which is often translated as “chief” or “boss.”  I asked Ralph what he thought the word must have meant before contact, when the concept of “chief” was basically unknown.  He said that word relates to the word ogiimatik which is the poplar tree, the tree that is considered the kindest of trees.  Poplars are gentle, flexible, quiet and kind and are also good medicine.  He said this idea of kindness is what is under the word “ogiimaw” and that influencing people through kindness is the kind of leadership that the word implies.  This is very different from the kinds of leadership implied by the word “chief” which is a  title now won by competition in a band election, a process that seems to engineer kindness right out of the equation.  This is a great legacy of colonization – the lowering of kindness from a high leadership art to a naive sentimentality.

Ralph also gave me one more little teaching that rocked me.  He told me that the word I had always understood as “all my relations” – dineamaaganik – actually means “belonging to everything.”  Seems like a small change in translation, until another Elder, Marie Allen chimed in and said that the problem with leadership these days was the way ideas like “all my relations” activated the ego.  The difference between “all my relations” and “belonging to everything” is the difference between the ego and the egoless I think.  This is what Ralph was trying to tell me.  That the centre of the universe is not me, and things are not all related to me, rather I belong to everything.  Marie and I took a moment to express amazement at the way the earth used us to channel life in a particular shape for a short period of time.  We come from her, we return to her, and in the interim we do our work upon her.