Connecting Dots In Real Time

 

We’ve built the ship for efficiency, stability and sustainability…

The question now becomes, can we rebuild and recreate it for speed, agility and adaptability?

Have we noticed the world has changed, and not in subtle, but often exponential ways?

Are we aware that the speed and turbulence of change has and is accelerating at an unprecedented rate?

Can we see how disruptive this technological (fourth industrial) revolution has been and will be in the future?

In a world that often supports that tagline adapt or die, nothing less than organizational transformation is sufficient for survival in a world gone VUCA (volatile, uncertain, complex, ambiguous).

We cannot bury our head in the sand and believe that the disruption that stands at our doorstep will pass us by unnoticed.  The shifts are too enormous to be ignored.

If we are not careful, if we remain more lethargic than proactive to the changes we do and will face, we may find our future mirroring the Parable of the Boiled Frog.  Or as Hemingway states, “gradually, then suddenly” may very well define the discovery of just how disruptive “1” degree can shift the environment in which we exist.

The ambiguity of today’s world is leaving us awash in anxiety.  Fear and uncertainty often makes us recoil from the plethora of unknowns we face, further entrenching us in status quo thinking and doing.  The permanence of the past is an illusion in today’s turbulent and accelerated world.

We can’t conquer the ambiguity and uncertainty that this new world creates, but we can learn to adapt ourselves to it. We can learn to parallel pace this heightened speed of change by becoming more agile, in adjusting quicker and more effectively to the shifts that it provokes in our individual and organizational lives.

To attain the level of adaptability and agility necessary to deal more relevantly with these exponential shifts and the new levels of complexity that accompany them, it will ultimately require us as individuals and organizations to engage in learning that: builds greater individual and organizational capacity, is more strategic and intentional, provokes intrinsic motivation, is continuous and evolving, leverages ‘best’ practices while engaging in ‘next’ practices, creates greater idea flow through the use of internal and external collaborations and networks, is based in a want for better, while being focused on the tenets and principles of continuous improvement.

Technology isn’t just driving innovation…it’s changing our mental models and disrupting the entire ecosystem of the future.

To keep pace in this new world, we will have to become much better in connecting dots in real time, and to do this, we will ultimately find that our ability to learn, and to connect that learning in new and novel ways, becomes our best advantage.

“Though we know far more about everything in it, the world has in many respects become less predictable.  Such unpredictability has happened not in spite of technological progress, but because of it.”  -via Team of Teams: New Rules of Engagement for a Complex World

Networks: An Engine For Scaling Learning And Innovation (Part 1)

 

“It is not simply the brightest who have the best ideas; it is those who are best at harvesting ideas from others.  It is not only the most determined who drive change; it is those who most fully engage with like-minded people.  And it is not wealth or prestige that best motivates people; it is respect and help from peers.”  -Alex Pentland Social Physics: How Good Ideas Spread – The Lessons from a New Science

We live in a hyperconnected world, which in many ways has provided us a wealth of access and answers to the challenges that we face, while adding new complexities to an already complex world.   In the midst of this hyperconnected world, we are seeing the rapid rise of networks, both informal and formal, serving as engines for new learning and innovation.  The Stanford Social Innovation Review shares, “With the rise of new digital media platforms and social networks, people are absorbing information at a greater velocity and from a wider set of channels than ever before; they are also using that information in new ways.”  For which they add, “Leadership has become distributed and collaborative.  The new reality is that leaders don’t lead alone.  We are all part of a much broader problem-solving network, with many high-performing organizations and individuals-public and private-working on different parts or the same problem or even the same part of the same problem.  The most influential members of the collaborative are increasingly harnessing new technology to share ideas, get real-time feedback, and build knowledge for the field.  Leaders are no longer just steering their own ship; they are helping a network solve problems with the best and must current thinking available.”

It is in this hyperconnected world that we are just beginning to see new distinctions drawn between what some term as communities and networks (communities vs. networks).  While there are distinctions between the two, the better option is in enhancing and leveraging both for better access to greater learning and innovation.  This is best achieved by engaging the AND of both communities AND networks.  As Team BE of Wenger-Traynor state, “For most groups, however, the aspects are combined in various ways.  A community usually involves a network or relationships.  And many networks exist because participants are all committed to some kind of joint enterprise.”  So, while we’ve become much more accustomed to working in “communities” of learning and practice within our organizations, the digital transformation and this hyperconnected world has led to an exponential rise and engagement in both formal and informal networks to support and infuse greater idea flow and new learning into our organizations, leading to better innovative value for both our individuals and organizations.  As Alex Pentland shares in Social Physics, “In the last few years, however, our lives have been transformed by networks that combine people and computers, allowing much greater participation and much faster change.”  

In Learning to Improve, Bryk and his co-authors build on this idea of AND, drawing on the work of Douglas Engelbart in what he termed Networked Improvement Communities (NIC).  It is in this Networked Improvement Community that Engelbart has created an ABC Model for Continuous Improvement.  As Bryk shares in Learning to Improve, there are “three interrelated levels of learning” which serves as the basis for this ABC Model.

Level-A which “represents the knowledge acquired by front-line workers as they engage in their practice.”

Level-B which is when “learning occurs across individuals within a workplace.”

Level-C which is when learning occurs “across institutions.”

This idea of an ABC Model for Continuous Improvement and Networked Improvement Communities was cast over 35 years ago by Engelbart in his assessment and determination that the “complexity and urgency [of world problems] are increasing exponentially, and the product of the two will soon challenge our organizations and institutions to change in quantum leaps rather than incremental steps.”

The one thing to realize is that most organizations, even individuals for that matter, do not operate well in all three (ABC) of these learning areas.  Engelbart shares that “most organizations operate in at least two dimensions,” which is most often Level A and B.

Which is where much of our future work in networks lies, especially since Level C work is vital to improving the learning and the innovative work of our individuals and organizations.

As Engelbart shares, “Most organizations already have all three activities going on, but the ‘C’ activity is generally pretty haphazard and the ‘B’ activities suffer accordingly.”  Whether Engelbart or Bryk’s work in Learning to Improve, we see an emphasis on the importance Level-C.

As Bryk adds in Learning to Improve in regards to Level-C learning, “It is an especially potent form of knowledge generated as ideas are elaborated, refined, and tests across many different contexts.  The development of Level-C learning is not a simple, naturally occurring extension of Level-A and -B learning.  Rather it requires deliberate organization.  It is catalyzed and orchestrated by a network hub and relies on appropriate technologies for rapid communications about insights developing across distributed sites.  Operating in this way enables a network to accelerate how it learns.”  For which Bryk adds, “When individual insights are systematically pooled, collective capabilities grow.  Moving this to Level-C learning radically speeds up this social learning process.  When many more individuals, operating across diverse contexts, are drawn together in a shared learning enterprise, the capacity grows exponentially.”

Understanding the value and importance of networks and the platform they provide for the acceleration of social learning is going to be vital to the future relevance of our organizations as we seek to improve both individual and organizational learning and capacity.  In a world of exponential shifts, the only true advantage to parallel pacing the speed of change that we are will be facing, will be found in how we enhance and improve our ability to learn, at pace and scale.

“It seems that the key to harvesting ideas that lead to great decisions is to learn from the successes and failures of others and to make sure that the opportunities for this sort of social learning are sufficiently diverse.”  Alex Pentland Social Physics: How Good Ideas Spread-The Lessons from a New Science

 

In The Exponential Age…

 

In the Exponential Age…

If we want to truly birth innovation, we will have to learn how to bury the successes that keep us entrenched in the glory days of the past.

In the Exponential Age…

It will not be our failures that trap us in organizational stasis and status quo…but rather, our successes that will marry us to a deep-seated fear of change and the uncertainty and ambiguity that accompanies that change.

In the Exponential Age…

Transform or Reform? Refusal or Reinvention?  Those will be the questions that we will have to grapple and come to terms with.  Those are the questions that every organization and leader will eventually have to make decision upon.  And those are the questions that will determine how effectively we evolve into this new and unknown future.

In the Exponential Age…

We will find that creativity and innovation are not only required, but are cognitively demanding shifts that we will all have to learn how to balance, especially if leaders and organizations are going to scale this work.  We will have to find ways to diminish the cognitive load that is brought on by the changes in thinking and doing that is required in order to undertake this work.

In the Exponential Age…

Inability to learn how to become more agile and adaptive will serve as the beginning signs of individuals and organizations emerging into the future in a much more archaic and irrelevant manner.  Disruption will move from markets to mindsets.

In the Exponential Age…

An inhibitor to future growth and learning is not that we aren’t connecting and cross-pollinating dots…but, rather, that we continue to connect and cross-pollinate the same dots.

In the Exponential Age…

The deep work of today’s leaders will be in seeing the shift from ‘technical’ problems to ‘adaptive’ challenges…and determining not to avoid the heavy lifting this work will require.

In the Exponential Age…

If we’re going to move to more creative and innovative collective capacity…we must be willing to move past veneer understandings of what this actually means and the incremental actions that allow us to continue to operate at a surface level.

In the Exponential Age…

Much will be required of our leaders, our organizations and everyone within.

In the Exponential Age…

“People who lead frequently bear scars from their efforts to bring about adaptive change. Often they are silenced.”  -Richard Foster Creative Destruction