Archive for the ‘double-loop learning’ Category

Another Communication Boundary: How Far Can You Self-Disclose?

August 28, 2009

Organizational learning requires the ability — and willingness — among members to self-disclose. Senge and his colleagues use tools such as “Left-hand Column” and “Ladder of Inference” which require a member to be aware of, and to publicly describe, how one thinks. That includes many things: how one reasons out, what doubts and uncertainties one entertains, whether one agrees or disagrees and why, what one does not know or what is the extent of one’s ignorance, what facts or observations led to one’s conclusion, the meaning of a word or label one uses, etc. Below are two slides from a PowerPoint presentation on Senge’s “Five Disciplines” that I show my KM graduate class at the Technology Management Center, University of the Philippines, which lists things that members of a learning organization must be able and willing to talk publicly about.

mental models

systems thinking

Double-loop learning is more demanding: it requires self-disclosure that can bring about strong emotional content: personal likes and dislikes behind a behavior or pattern of behavior, personal fears and desires that affect work performance, tacit patterns of inefficient or ineffective behavior one is unwilling to talk about, etc. The strong emotional content itself can inhibit self-disclosure.

How far one is willing to be candid and public about his own thinking and feeling processes — which are normally private or personal things — is another form of communication boundary. This “self-disclosure boundary” delimits what one is willing or comfortable to tell others; just as the “communication boundary” we discussed in the previous blog post (“Announce Your Communication Boundaries”) delimits what one is willing or comfortable hearing from others. In both cases, discomfort is the signal that tells one that his boundary is being breached. These boundaries vary from person to person, and from context to context, but watching at what point the discomfort begins is a useful way to be aware exactly where one’s boundary is.

Browse through the profiles of your contacts in Facebook, Twitter or LinkedIn, or other similar social networks. You will notice the differences in the willingness to self-disclose. In fact people who are “very private” will not even join such social networks. You must be a “social person” or one who is less guarded about your “private space” or “personal life” to join and enjoy participating in them.

In the plane ride from Beijing to Manila last Tuesday, I sat next to a young man who visited his Chinese girlfriend. Wow! He disclosed to me — a stranger — much more than what I expected about him, his girlfriend and what they did in the two weeks he was in Beijing. He showed me their pictures in his laptop. He is a body-piercer. He told me so much about how he does it to minimize the pain in his clients. He described where (=what parts of the body) and which way he had pierced his lady clients as well as gentlemen clients, etc. He showed me the piercings in his face, mouth and head (he had temporarily removed the rings in them).

Willingness to self-disclose is not enough. Some may be willing to self-disclose more than others, and a few may be like my plane seatmate. Most people assume that they know everything about themselves — why they think, feel and do what they keep thinking, feeling or doing or NOT thinking, feeling or doing. This is a wrong assumption. Most people are actually unaware about much of their internal states. For example, most people are unaware of their “blind spots” or “blindfolds”. A willingness to self-disclose is not enough; self-disclosure to be productive of learning must be accompanied by self-knowledge that comes from years of constant practice of double-loop learning and “conscious living”.

Chris Argyris, who introduced double-loop learning, said: “Leaders and subordinates alike… must all begin struggling with a new level of self-awareness, candor and responsibility.”

In the February 2007 issue of the Harvard Business Review, Bill George and his associates wrote about learning how to be an inspiring and empowering leader. They asked 75 members of the Advisory Council of the Stanford Graduate School of Business what is the most important capability that leaders must develop. Their answer was nearly unanimous: self-awareness!

I believe that extending the envelope of organizational performance can be achieved through three steps:

  1. The first envelope is through better technology: this is the easiest.
  2. The second envelope is through better management: this is not difficult as there are numerous management tools for this purpose.
  3. The third envelope is through better psychological-behavioral technology: this is difficult because the tools in this area are still works in progress.

According to Management Today, “Peter Senge’s advocacy of the learning organization helped begin a revolution in the workplace. And, the relevance of Senge’s work is growing rather than diminishing over time. As more businesses go global, the need to overcome psychological barriers to necessary organizational change increases.”

Peter_Senge

PETER SENGE

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L23- What is Your Communication Intent?

August 8, 2009

bowl

Is it to beg, ask or plead?


lasso

Or is it to rope in, coopt or recruit into your group, convince to your way of thinking?


knife

To fight, hurt, get even, exact revenge?




gift


To give, offer, augment, provide?


hook

To capture, possess, ensnare?



door


Are you opening a door, giving a chance, offering a way, providing a choice?




mixed


Are you offering a Trojan Horse, a gift hiding your desire to capture, win, or vanquish?




What is your communication intent?

And what is your manner of voicing? (Review the “12 Manners of Voicing” in a previous blog post.)

Your end and means of communication determine its learning outcomes.

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How We Form Judgments of Other People: Female Circumcision, Lying, the Jury System and the Scientists’ “Sacred p<.05"

July 20, 2009

This afternoon I was watching a BBC news report about the new Egyptian law banning female circumcision — the traditional practice of cutting off the clitoris of young girls. A survey revealed that 70% of Egyptian women respondents say they were circumcized. Westerners judge such practices as barbaric. Interviewed by BBC, an Egyptian mother entertains an opposite judgment, namely, that uncircumcized females are unclean. “They must be cleansed. Who will marry them if they are not circumcised? It will bring shame to the family.”

Some of our judgments of people were clearly culturally-dictated. Others were the result of obscure personal decisions we made sometime in the past.

What is your answer to this question: “After how many times that you catch a person lying when you conclude that the person is a liar?”

Once?

Twice?

I asked many of my friends this question. The answer ranges from once to thrice. It is rare that people wait for four or more occasions of lying before concluding that the person in question is a liar. We make a judgment on trustworthiness after we see a behavior pattern repeated only one to three times.

That is how quickly we make conclusions about a person’s untrustworthiness. We are quick to judge untrustworthiness. Trust, on the other hand, takes longer to build. This means that for most people, they do not like to bear the (material) risk or cost of trusting someone whose future action shows he is not trustworthy. To them this cost is more important than the (goodwill) cost from not trusting someone when in fact he is trustworthy. Material costs seem to be more important to most people than goodwill costs.

In the American jury system, if only one juror in twelve entertains reasonable doubt, a man cannot be condemned for a criminal offense. In Scotland, there are fifteen jurors (thanks to Michael Heaney for pointing this out). The reason is that Western legal systems consider the cost (to the individual accused) of condemning an innocent person to be more important than the cost (to the rest of society) of not punishing a guilty person. In the Western mindset, an individual’s rights are paramount.

In modern scientific practice, a conclusion is not accepted for publication if the probability that that conclusion is wrong is more than 5%. This is the “sacred p<.05" criteria among scientists. Scientists' criterion for acceptance is stricter than the jury system. To scientists, getting at the empirical truth is a more strict procedure than establishing criminal guilt in a Western jury system.

There is a big problem from this scientific practice.

If accepting vs. rejecting a scientific hypothesis entails very substantial economic and social consequences (e.g. global warming, cancer from cigarette smoking, etc.), insisting on the "sacred p<.05" criterion is foolish. The social costs of making wrong decisions on hypotheses about the sex life of fruit flies is miniscule compared to the social costs of making wrong decisions on hypotheses about the global climate or cancer from cigarette smoking.

What I am saying is that the p<.05 decision rule is incomplete. It must be weighed by the total planetary costs and benefits of making wrong decisions: the costs and benefits of accepting a hypothesis when in fact it is wrong and the costs and benefits of rejecting it when in fact it is correct.

But back to how people construct their mental models.

Our judgments and assumptions about other people, and the process by which we adopt them, are often unconscious and obscure. Here is a practical way to make them explicit for conscious re-evaluation. Only if these judgments and assumptions are made explicit can we revisit them and ask questions such as: How have they been (unconsciously) affecting my decisions on the person? Are these judgments/assumptions still valid? If not, how do I revise them?

Select a person with whom you have problematic communications or relationship. Let’s call him Reuben. Fill in the following incomplete questions:

Reuben should… (enumerate)
Reuben should not… (enumerate)

What I like about Reuben are… (enumerate)
What I don’t like about Reuben are… (enumerate)

Reuben has a bad habit of… (enumerate)
Reuben has a good habit of… (enumerate)

Just list whatever comes to your mind, without editing or censoring. The objective is to make these judgments and assumptions explicit so that the owner of these judgments and assumptions can objectify and examine them, and see whether they are still valid and scrutinize whether they are based on deeper assumptions that can be further re-examined.

Not doing the above could mean that our communication with the person will continue to be problematic. Since we cannot identify possible root-causes within ourselves, then we continue to be the victims of our own assumptions and we cannot resolve the problematic communication.

These are tools in personal knowledge management and organizational learning. Ability to manage one’s mental models is one of the five disciplines of a learning organization, according to guru Peter Senge.

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External Attention Can Block Your Learning

July 15, 2009

The difference between double-loop learning and single-loop learning is self-reflection, whether organizational or individual. Looking for root causes in double-loop learning can be directed outwardly or inwardly. Outwardly-directed double-loop learning looks at possible root-causes of ineffective action such as:

  • Organizational policies and assumptions behind policies
  • Standards of work performance and assumptions behind such standards
  • Organizational culture: communication practices (e.g. “undiscussables”), informal norms and roles, interpersonal relationships
  • Leadership styles and their effect on staff behaviors

Outwardly-directed double-loop learning can also be called “organizational self-reflection.” On the other hand, inwardly-directed double-loop learning is “individual self-reflection.”

Inwardly-directed double-loop learning works faster and better when the knowledge worker is a reflective person, or when he practices internal attention. Learning is a feedback process, and learning is facilitated when the knowledge worker installs a feedback loop within himself. The key to this feedback loop is internal attention.

In an ordinary day in the office, the knowledge worker’s attention is mostly directed outward:

  • Listening to what the boss is telling him
  • Attending to a phone call
  • Reading a memo
  • Calling your secretary
  • Signing a letter
  • Checking your emails
  • Looking at lunch options in the company cafeteria

The above is very common.

Inwardly-directed attention happens when:

  • You check your reactions, mentally and emotionally, during a phone call
  • Being aware of your judgments as you weigh the possible implications of a memo
  • Detecting a hint of irritation in you as you call your secretary
  • Seeing a momentary hesitation on your part just before you sign a letter, and reflecting shortly afterwards where the hesitation is coming from
  • Thinking about the option of asking an important and urgent question to your boss instead of continuing to attend to your emails
  • Sensing that today your body seems to be craving for protein and a less hurried pace of eating.

The ideal situation is constant or moment-to-moment external-plus-internal attention.

A person who is 99% externally attentive will learn more about things outside himself. When action or its result goes wrong, he will look for external causes or blame others. If he is part of the problem, he won’t see it because his attention is externally-directed. He can still perform double-loop learning, but the root causes of problems that he will see are only external organizational root causes and not internal or personal root causes. He observes external data but not internal data. In effect, he sees only 50% of the world.

The common habit of external attention can be an effective block to total learning.

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A Tool for Learning to Unlearn: Internal “5 Why’s”

July 4, 2009

Discovering root causes is important in problem solving. A tool in identifying root causes is “5 Why’s.” It is used in TQM, Six Sigma, Lean Six Sigma and other process improvement methods where the causes sought are often technical, procedural, systemic and other external causes.

If “5 Why’s” is used for eliciting root causes of a particular human behavior, then it becomes a tool in double-loop learning. Let us illustrate how to apply “5 Why’s” in internal double-loop learning.

Let us imagine that a quality management problem occurred and it was found out that the immediate cause was a person’s failure to perform a specific action assigned to him. The following is an illustration of the method.

    Why 1: Why did you not do action X?
    Answer1: I don’t know how to do it.
    Clarificatory question: When did you discover that you don’t know how to do it?
    Answer: Much earlier.

    Why 2: Why did you accept the assignment when you know you cannot do it?
    Answer: (pause) I cannot bring myself to say that I am not sure I can do it.

    Why 3: Why can’t you tell frankly you cannot do it in the first place?
    Answer (more likely to be elicited in a private conversation with a trusted colleague): I want to appear that I know; I don’t want to appear that I am stupid.
    Clarificatory question: Do you find yourself in this situation often?
    Answer (after some pause): I guess so, yes.

    Why 4: Why do you keep putting yourself in this situation, only to create more trouble for yourself when you yourself know that it often ends up that you are unable to do your assignments?
    Answer (elicited only after the person sees his own pattern of behavior): I really don’t know; it just keeps happening.

    Why 5: Please recall many similar situations in the past, even as far back as your childhood. Study these situations. What do you see or discover?
    Answer (after several days or weeks of recall and reflection): I remember I was so hurt and humiliated and afraid when my mother kept scolding me saying “You are really very stupid and incompetent” every time I cannot do something. I just avoided those feelings next times by not saying anything.

I offer the following observations in relation to the above.

  1. If a BPI team has not established a trustful culture of learning, the team cannot go past Why 1 or Why 2 because the first questions will trigger defensive reactions, rationalizations or even debate that will fail to get at the root causes.
  2. According to Harvard Professor Chris Argyris, BPI cannot really get at many root causes unless individual team members are willing to delve into why they keep on doing what they do or why they keep not doing what they don’t do (Why 2 and Why 3 and up). Argyris calls this “double-loop learning” which he said requires deliberate effort because often people are not aware of the reasons behind their own patterns of behavior.
  3. Deeper levels of “why” (Why 3 and up) require time (it cannot be rushed), a trusting atmosphere (it depends on WHO is asking) and a private or one-on-one situations (it depends on a supportive context). It also requires skills of “conscious living” on the person asking the question and candid reflection on the person answering.
  4. Self-discovery at Why 5 can be cathartic and lead to effective self-healing of the automatic behavior pattern. In the specific example above, it also requires a strong enough foundation of self-esteem to be able to get to acknowledge deep-seated emotional hurts unearthed by Why 5.
  5. The ability to unlearn is an extremely rare skill. A knowledge worker who, through practice, can go deep at Why 4 and Why 5 levels is better able to unlearn.

Laotse

Listen to Lao-tse:

    “He who knows much about others may be learned, but he who understands himself is more intelligent. He who controls others may be powerful, but he who has mastered himself is mightier still.”

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L15- Double-Loop Learning

July 1, 2009

Indigo learning (the overall topic of this L Series of blogs) is team learning or group learning, and group learning can best proceed if each member of the group practices double-loop learning.

The essence of double-loop learning is simple: the knowledge worker asks why she does what she keeps doing. While single-loop learning only changes ineffective behavior, double-loop learning also changes the internal and external reasons behind the ineffective behavior. It entails acknowledging that her actions are ineffective, and discovering external reasons (which she may or may not be able to change) and especially internal reasons (causes within herself, which she CAN change) behind her ineffective action. In double-loop learning, the knowledge worker takes responsibility in changing those internal reasons as far as she can. It requires practice in self-observation and reflection. It requires watching for any internal patterns of thinking that may be the reason behind an ineffective behavior.

In other words, double-loop learning means installing a feedback loop within youself. It starts with a personal decision to self-improve and to keep learning. It means practicing the habit of learning about yourself.

Yesterday, I practiced a technique of self-observation I would like to share with you.

I was interviewing Indonesians and I obtained their permission to record the interview (I use MP3). The audio record is useful for ensuring accuracy of quotations and capturing nuances of answers (better than the notes I take). The MP3 audio record is also a good tool to listen to myself and review how I speak and interact with my interviewees.

When I listened to the audio recording of my interview I observed many things about my manner of speaking that I was not aware of during the interview:

  • I speak too fast. The Indonesians need to hear the English words clearly and more slowly.
  • I tend to finish their sentence. I realize this is a discourteous habit of mine that shows up when someone is pausing too long or groping for words to express what they are thinking.
  • I tend to paraphrase after someone says something long and rambling or unclear. What I should have done is to convert my paraphrasing into a question, “Do you mean to say that…?”

Its amazing to discover something you keep doing that you were never aware of!

For more on double-loop learning, you can check these two past blog posts:
“D17- Single-Loop Learning versus Double-Loop Learning”
“Practice Internal Double-Loop Learning”

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The Reflective Knowledge Worker

June 17, 2009

If self-reflection (or similar internal listening skills; see my last blog post on “Learning How to Learn”) is a key to successful business leadership, then self-reflection is also a key to success for knowledge workers.

What is the first practical step in learning self-reflection? From my experience, the doorway to learning internal listening skills is conscious moment-to-moment control of attention.

Practice it now. As you read these words, your attention is on the computer screen. If a phone rings now, your attention will be diverted to the telephone and to what the caller is saying. After the call, you revert your attention to reading this blog post starting from where you left off.

All of these are externally-focused and externally-driven attention. As much as 99% of our attention at the workplace is external.

Practice being also aware of how your mind is responding to what you are reading now. Is there agreement, or doubt? Does your mind shoot off on something you remember that is related to what you just read? Is your mind now making a silent internal conversation stemming from the ideas expressed here? Are you noticing any discomfort triggered by a word or phrase? Is your interest level moving up or down?

It all starts by your decision to consciously control where you focus your attention. There are times when your mind — without your conscious control or decision — shoots off in a different direction while you are attending, say, a meeting. In each such occasion of absent-mindedness you miss what is being said for several seconds.

The mind — the prime tool and asset of knowledge workers — is often like a poorly-tamed horse that literally gets off-track every now and then. And worse, the horse rider (=we) fails to notice this most of the time! Control of the horse begins with conscious attention: the horse rider must direct his attention on his horse consciously and every moment along the way.

The knowledge worker depends very much on his horse; therefore he must be a constantly alert horse rider.

untamed horse

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L13- Learning How to Learn

June 14, 2009

From two earlier blog posts (F9- Economics of Unconscious Learning and Q13- Learning = KM + “Power of the Third Kind”) we noted two things:

  1. Most (about 70%-95%) of our individual knowledge now we did not learn from formal schooling. We learned more from work and from life than from formal means.
  2. Our learning from work/life has been largely an unplanned, informal and unconscious process.

Isn’t that shocking?!

The UNESCO Task Force on Education for the Twenty-first Century, headed by former two-time EU president Jacques Delors, concluded in 1996 that there are four critical types of learning for the 21st century:

  • Learning how to learn, or learning to know
  • Learning to do
  • Learning to live together, or learning to relate
  • Learning to be

(see “Learning: the Treasure Within; Report of the UNESCO Task Force on Education for the Twenty-first Century”)

JACQUES DELORS (picture courtesy of Wikimedia Commons)

JACQUES DELORS (picture courtesy of Wikimedia Commons)

Our school systems are primarily aimed at “learning to do” or providing professional or technical knowledge. This D Series of blogs on Indigo Learning Practices is aimed at contributing skills towards the other three largely ignored but equally critical learning, particularly learning to live together — a foundational skill in building relationship capital.

To develop a new formal and systematic system for learning how to learn, we start by being conscious and keenly observant of our daily learning processes. Psychologists call this practice metacognition. MIT Prof. Donald Schon studied and described the personal knowledge processes of a “reflective practitioner”. Prof. Charles Tart of the University of California at Davis calls it “self observation” (interview by Dr. Jeffrey Mishlove in the book “Thinking Allowed: Conversations in the Leading Edge of Knowledge and Discovery”).

At CCLFI, we call it internal attention or simply “listening within”.

Start sharpening your skills of listening within by practicing the following:

  • Study your attention habits. When you read newspapers, notice that you habitually zero in on certain sections and always ignore other sections. Is it time for you to free yourself from your unconscious attention habits and consciously plan and select your information sources?
  • When you encounter a “silly” or “stupid” idea, it is your unconscious mental models, assumptions and value systems that are labelling the idea as “silly” or “stupid” or whatever. Suspend your judgment; hold your horses. Use the moment as a mindful opportunity to discover your unconscious assumptions. Are they still valid? Or are they valid in this instance?
  • Have you tied yourself to a pet theory? A theory or framework is double-edged: it allows you to see things that otherwise you could hardly see, but it also channels your seeing and thinking in particular and predictable ways. Theories and frameworks come and go. Is it time to let go of a “pet”?
  • Notice what things, events, words, experiences, people or any trigger make you uncomfortable, uneasy or drain you of energy. Very often these things happen repeatedly but you never noticed, until it surfaces as disproportionate anger, headache or sickness (because these drains lower your body’s resistance to germs and viruses). Listen to your body. Practice observing what and how these things drain you. Study how you can avoid these energy drains. An energy drain may stem from an internal resistance on your part against something; if you find a way to inwardly accept that something then the energy drain can fade away.
  • Be aware of your learning preferences and your thinking and learning style. Take a free online MBTI test or online learning style inventory and be more aware of the best ways that YOU learn.
  • Install a feedback habit within you. After finishing a task exceptionally well, ask yourself “how did I do that?” and “what made me do that task so well?” or “what do I do to repeat the success?” Practice the same feedback habit after making a mistake. Write down your learning and other insights in a journal that you can re-read later.
  • When you are driving in heavy traffic and you notice that you are tense, watch the tension within you. Many times the tension will die off simply by watching it. Don’t say “I am tense” because that statement makes you identify yourself with the tension. Objectify the tension by saying to yourself “I see tension in me”. Of course, continue to pay attention to your driving! Practice this skill minutes before you attend a meeting that you expect will be tense. Start by noticing and watching that expectation within you. That expectation is inside your head; what will happen in reality could well be something else!

In the February 2007 issue of the Harvard Business Review, Bill George and his associates wrote about learning how to be an inspiring and empowering leader. They asked 75 members of the Advisory Council of the Stanford Graduate School of Business what is the most important capability that leaders must develop. Their answer was nearly unanimous: self-awareness!

If you have your own personal practice in sharpening how you learn from daily work and daily life, please share it by clicking the Comment link below.

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Indigo Learning Practices (L Series)

June 2, 2009

Group learning is superior to individual, isolated learning. Most of us went through school using the individual, competitive and concept-based learning model. There are many reasons to believe that collaborative and practice-based learning will be the next learning model for production, innovation and conflict-prevention in the 21st century:

  • Group learning lies in the indigo quadrant (see lower left cell in the diagram below that clusters KM tools) and major world problems (e.g. global financial crisis and many on-going military conflicts) stem from our lack of knowledge in this quadrant. Read more about this in the blog post “Emerging Indigo Practices.” “Indigo quadrant” is the lower-left or tacit-group quadrant in the expanded KM model described in the blog post “Q27- Combining Megatrends #1 and #2: the Next Societal Innovations” and applied in many subsequent posts.
    A CLUSTERING OF KM TOOLS

    A CLUSTERING OF KM TOOLS

  • For effective group learning, group members need to learn how to value and nurture mutual trust. Trust is an indigo quality that is the fundamental value driver behind all forms of relationship capital. Trust underlies the worst fears and threats to our planetary society. Read more about this in blog post “A Value Driver behind Relationship Capital.”
  • Two long-term global megatrends converge towards the indigo quadrant. This means that major societal innovations are expected to emerge from the indigo quadrant (see “Q27- Combining Megatrends #1 and #2: the Next Societal Innovations”). Such innovations must steer clearly away from value-destruction and towards value-creation (see “Q25- Robin Hood versus the Sheriff of Nottingham” and “Value-Creating and Value-Destroying Social Innovations”)
  • Because corporate production is basically a group process, then it follows that corporate learning and knowledge conversion/transfer processes must be managed from a group perspective. Many organizational learning and intra-organizational knowledge conversion/transfer tools are available for this purpose (see “Knowledge pathways in a learning organization” and “Appreciating Nonaka’s SECI model”). However, the tools for group learning in the context of a network of equals or parties with different interests are few and less developed. The latter tools are needed for conflict-prevention and similar political processes.
  • Social networks have become very popular. They serve needs for socialization, business and professional purposes, advocacy and sometimes for group learning and group innovation.

This L Series will deal with tools and practices for group learning within a network of equals. We could label this as horizontal or network learning, but I chose the label “indigo learning practices” to emphasize the long-term importance of indigo processes and to remind us that group learning stems from solid personal learning practices. In turn, better personal learning arises from a foundation of mastery of Power of the Third Kind.

Below will be our tentative list of blog topics. If you believe that a topic should be included, please contribute a comment (click the “Comment” link below). Blog topics that had been posted appear as links (colored text) below; while pressing “Ctrl” click on the link to read the blog you want in a new browser tab.

1. Setting a Personal Learning Mode

    L11 Will to self-improve
    L12 Listening
    – Can we manage knowledge? (a practice in listening)
    – Listening (and building cross-cultural relationship capital)
    L13 Learning how to learn
    – The reflective knowledge worker
    – Personal learning history
    L14 Voicing
    – Ask high-value questions
    – The art of interviewing
    L15 Double-loop learning
    – A tool for learning to unlearn: internal “5 why’s”
    L16 Concepts can block learning
    – Your judgment can block your learning
    – Memories (or past experiences) can block (or unblock) learning
    – External attention can block your learning

2. Communicating

    L21- On Michael Jackson, or our mental models of people we know
    – How we form judgments of other people: female circumcision, lying, the jury system and the scientists’ “sacred p<.05"
    – When judgment closes the door to productive communication
    L22 200% listening
    – Internal listening and anger management
    – Listening where mental models of people conflict
    – Listening to life
    L23 What is your communication intent?
    – Tools for conscious shifting of communication ends and means
    – Personal intangible assets and intentions
    – Communication intents behind Indigo Practices
    L24 Announce your communication boundaries
    – Another communication boundary: how far can you self-disclose?
    – When your communication boundaries are breached
    L25 12 types of learning, part 2
    L26 Bohm’s dream: a revolution in how we communicate
    – John Lennon’s dream: a world free of mental boxes and mental fences
    – The dream of Pierre Teilhard de Chardin: humankind’s discovery of the “second fire”

3. Setting a Common Space of Mutual Trust

    L31 Transparency in intentions
    L32 A free and open space for sensing each other’s meanings
    L33 Sensing one another’s internal drivers
    L34 Respect
    L35 Building energy from appreciative sensing
    L36 Sharing your most fulfilling moments
    L37 Process partnering

4. Together We See the Whole

    L41 Story listening: seeing how she sees
    L42 Seeing how we see
    L43 Seeing the forest, not just the trees
    L44 Connecting the cosmic dots: three “Big Bangs”
    L45 Problem-finding then problem-solving
    L46 Sensing the emergent
    L47 Indigo governance: consensual discernment

5. Co-Creating Shared Realities

    L51 “Big Bang #4”?: conscious co-evolution
    L52 From win-win to build-build
    L53 Senge’s “presencing”
    L54 Isaac’s “generative dialogue”
    L55 Co-ownership
    L56 Co-creation
    L57 Bridging leadership

Below is a tentative (and still evolving) mind map of how the above topics are organized.

Building together

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Q28- Recap of KM Virtues and Gaps, or Will KM Disappear?

May 30, 2009

This Q Series had been a successful one; 16,267 hits came in since it started. We end this blog series with this summarizing post. To better appreciate an item that strikes you, I suggest reading the blog which explains that point. The blogs are accessible from this post through embedded links (which appear as colored text). While pressing “Ctrl”, you can click on the colored text to create a new tab to read the previous blog post referred to.

Virtues of KM and OL (organizational learning):

Gaps in KM and OL practice:

What we need next, a new KM or the next discipline after KM:

Q28 cartoon

We will start the new L Series on “Indigo Learning Practices” in the next blog. Stay tuned in!

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