21st century skills: virtual collaboration

I recently started - but regretfully did not manage to finish - an interesting MOOC on the teaching and assessment of 21st century skills. The main focus was the teaching and evaluation of collaborative problem solving skills and case studies were drawn from an online, transglobal exercise in which the participants could chat with, but not see, one another whilst completing tasks of varying complexity. (Well, that's as much as I recall - apologies if I am misrepresenting the MOOC).

Anyway, yesterday I embarked on stage 2 of my international research collaboration project with Gemma and a third colleague, Victoria, which reminded me of the MOOC and caused me to reflect on the skills of collaboration once more. We were Skyping (without benefit of video) between the UK, Finland and Spain with frequent drops in the signal, occasional problems of translation between Catalan and English, and using Google Docs to capture ideas and action points. Clarifying meaning and intention was a key part of the discussion as we were each of us bringing a degree of knowledge about some, but not all, aspects of the project and experiences that varied in terms of our teaching and research backgrounds.

The MOOC I briefly sampled is now closed, but the assessment framework can be found here as a PDF and it provides a useful guide to the functioning of online collaborative partnerships. What I found interesting in our discussions yesterday was the need - and our willingness - to clarify misunderstandings and arrive at shared definitions of our "problem" and how we plan to tackle it. At times it was a case of groping in the dark - which reminded me of a great book about virtual teams I read many years ago and a training exercise it described where a team is sent blindfolded into a room to erect a tent!

I feel quite excited about the collaborative project. The subject matter interests me and fits perfectly with my teaching - indeed, starting on this project has already caused me to redesign the teaching and assessment for my module (and hopefully thereby improving it too). On a personal and professional level I am motivated to do the work in a way I never have been when contemplating starting on a research project of my own, which leads me to think that support and mentoring through the process is what has always been missing for me. Furthermore, collaborating with people who work in different institutions, different countries even, and in different disciplines from my own, is both liberating (I feel more free to make mistakes and admit my shortcomings than I might do with a close colleague) and challenging - the difference of perspective forces me to look at the subject matter in a new light.

Well, one of the principal focii of our project is reflection so here I am reflecting on the way we are working together - telling the story as it unfolds, recording my feelings about the process, making links with my previous experience and setting out my hopes for the future. I have already discovered a surprising new thing about myself from this exercise - I like being part of a team! and I feel a genuine synergy emerging from our combined efforts. This is perhaps a rather shameful realisation for someone who teaches team dynamics and indeed has mainly, over a 30 year career, been employed in the position of team leader. But maybe it simply reflects the perennial difficulty of finding exactly the right combination of people, with exactly the right collaborative skills, to make team work really work.

Fusion 2012 - a week on

The Fusion conference was probably one of the best organised and most enjoyable I have been to and the opportunity to get to know other "e-champions" across the university was incredibly valuable.

The key note speakers were inspirational, the delegates were good humoured, polite and interesting, some of the break out sessions I attended were genuinely educational and the product itself - the learner management system used by my university - looks shiny and engaging. But I have returned to reality and specifically the reality that OUR version of the shiny stuff is a couple of iterations behind and as such still has the clunky awkwardness and grey institutional unattractiveness that makes it difficult to get excited about.


I have spent some time this week trying to discover if and when some of the tools I have seen will be available to use (rubrics! please!) and today I am back to looking at tricky workarounds to be able to teach and assess in a way that is most appropriate for me and my students.


It isn't that I am against VLEs per se - indeed I think the new version of ours will deliver much of what I need - it is just that what I need is constantly moving and changing to keep up with innovations in teaching and learning and the VLE lags a fair distance behind.


So what do I want in an LMS?


1.  The basics: a classlist that links effortlessly to grading information and assessment drop box


2. A place to store or link to resources of various types


3. A "news headlines" feature that automatically notifies students of updates


4. A Discussion Board that does the same


5. An attractive, intuitive interface that makes it as easy as, say, Facebook to log on, find stuff, add stuff, create a personal page or profile (or "portfolio") and submit stuff for assessment


6. A simple way of assessing online OR if files must be downloaded & uploaded, that this can be done in zipped batches and not painstakingly one at a time


7. A way to group topics into folders or sub pages that keeps things tidy and navigable


8. A place where students can easily create and collaborate on content


9. A place where students can easily give feedback - to me, to one another


10. and finally - for added *sparkly*, *shiny* attractiveness - a way of changing the appearance or backgrounds to home pages and a navigation box that is a bit more blog/wiki/ (just - you know - web 2.0) -like. 


Some of this I have seen before in other systems; some I know is to come in the next release of our own. In the meantime, I face the next academic year with my usual battery of work arounds and off-VLE platforms.


And of course, any VLE has limitations - if only in terms of portability. So maybe, I try to convince myself, taking the students out on a virtual field trip is not such a bad idea as it does at least introduce them to tools that they will be able to use after University. Knowing about Google docs, blogs, wikis, survey monkey, twitter, diigo, google+, slideshare, facebook and all the other tools I regularly use is not in itself a BAD thing and judging by the number of my peers to whom these fairly mainstream web tools are a closed book (to use a non-digital metaphor!) it is probably a very good thing.


My students are very unlikely to ever again live their lives within the metaphorical confines of a VLE-like system (unless they continue in academia). It is highly likely that they will go on to work in jobs where an understanding of social media and web 2.0 tools will be essential, for marketing, planning, working on projects, reaching service users and for just keeping in touch with colleagues. 


So although I was very nearly convinced in San Diego that the promised land of "version 10" will provide me with everything I need in one place, maybe I'll also continue to steer my students on their own course through slightly more uncharted waters.....

Adventures in (wiki) space

At the end of January I began teaching a final year module to undergraduate social work students on leadership, teams and motivation. I ran this for the first time last year and had some really inspiring - and inspired - final projects from students using a variety of platforms.

This year I have used Wikispaces as a unifying platform to bring together this group, and one other from a different course, who are sharing the module for the first time. I could have asked IS to build me a common learning room on the VLE, but where would be the fun in that?

I confess I am becoming a fan of the Wikispaces tool for higher education. It remains to be seen whether the students will become fans, but there is no option within the VLE for anything like this kind of interactivity. Students are contributing to discussions, signing up to create groups, and now - thanks to the "Projects" option,  each group has a private workspace within the wiki which I can monitor.

They still have the option of making their final presentation using a different platform altogether, but so far they seem happy to play with the Projects pages and are sharing and building their ideas there.

Week 1 saw many students still not signed up to the wiki, confused by it, scared of editing anything and feeling a bit out in the cold. Last week I ran an intensive IT suite session with all 70 students in 2 rooms over 2 hours and managed to get 90% signed on and relatively comfortable with the concept. There is a bit of activity going on within the Project pages now, too.

One interesting dimension to this cohort is that one of their number is out in the Australian outback at the moment. She is able to participate via the wiki of course but we have also sent her a video greeting and I am looking into Skyping a lecture. This has added strength to my argument about using on line tools for collaboration i.e. one of the main benefits is the ability to bring together "virtual" team mates.

And as the final presentation of the group project will also be virtual, this does not disadvantage two of the group members who are due to give birth round about the time the assignment is due in! (Of course we could Skype them in from the maternity ward - but even I think that may be going too far...)

So - early days yet but encouraging to see the collaboration happening before my very eyes. The trick now will be to keep an eye open for those who still feel a bit lost in (wiki)space!

Responding to Employers - Moving into the Mainstream

SLIDES Leading and Learning Virtually

View more PowerPoint from Jane Challinor

These are the papers and slides from my presentation at the Employer Engagament Conference at DMU on June 11th. Please feel free to explore the rest of this blog for more discussion about e-learning and virtual teams.

Let it snow, let it snow, let it snow.......

oh the weather outside IS frightful and has resulted in me spending an entire week marooned at home: too nervous of the wintry weather to venture onto the treacherous roads and even more treacherous pavements.

Has this affected my ability to do my job? Added to the several £billions lost in productivity during the cold snap? No! of course not... I am a teleworker!

This week I have:

• followed up a marketing lead for a new post graduate course (by phone & email)
• conducted an informal appraisal of a new member of the tutor team and provided him with a number of resources to support his teaching (phone and email)
• checked with the team on progress with the marking of the programme's final module (Blackboard, phone, email)
• held tutorials with a student (via Skype)
• collaborated with colleagues on documentation for the validation of a new Module (email)
  
• found out about a really interesting up and coming conference and booked onto it (via Twitter and Eventbrite)
• organised some appointments for next week (Outlook calendar)
• read the current edition of a great journal about e-learning (on line)
• discovered a fantastic file transfer site (via postingon Twitter) and used it to send some huge files to a colleague whose email provider kept on rejecting them
• taken part in a research study conducted by an academic based in Brazil (via Twitter and Googledocs)
• started to write up the findings from some research of my own (conducted with distance learning students via Googledocs)
• used the rest of the time to re-work the Virtual Teams module based on that feedback, students' assignments and a personal review of what has and hasn't worked this time.
• taken part in many fun and thoughtful conversations on Twitter and through reading others' blogs

I have also been giving some thought to what the Virtual Leader should be focusing on in times of inclement weather. For the most part, it's the same as usual, but more so.

Making sure the team members are safe and well and not taking unnecessary risks - maybe even issuing some guidance about home working/travel safety and ensuring those who have to be out and about, because of the nature of their jobs, check in regularly.

Keeping in touch - not to check up that those stranded at home are being properly productive, but to discuss with them what they are able to do, what they could be catching up on, checking what support they might need in rearranging commitments, and even just being a friendly ear if they are going stir crazy after a few days stuck behind a wall of snow!

Even more importantly, if just one or two team members are stranded whilst others have made it into the team meeting, look at how you can involve those who have become temporarily disconnected - with teleconferences, Skype or even just an email to fill them in on what is happening. Encouraging team members to buddy up and chat on the phone to keep each other up to date is also a good idea: it's not just the boss who should be oiling the social wheels of the team but all members can share this responsibility.

The great thing about Yammer, Twitter, even Facebook contact with my colleagues this week is that it has given me a sense of continuing to be part of the work community and afforded a few classic "water cooler" moments where we share news and a joke. Continuing to feel included is important for teleworkers.

An "out of sight, out of mind" attitude is just plain lazy leadership, whatever the weather!

Google Wave

Recently been exploring Google Wave - a new platform that combines instant messaging with Discussion Board/email and has something of the wiki about it as multiple editors are also allowed.

Access is by invitation only - and I have a few spare invites if anyone wants one - so I was not an early adopter but there is still an air of "what do we do now?" about many "Waves" as the message threads are named.

I have made a concerted effort this week to invite a number of work colleagues to get on board as I can see potential here for collaboration on projects. It also occurs to me that it presents a great opportunity for people to keep in touch when working in virtual teams.

Here is a link to the Introductory Video which goes some way to explaining what it is/does. And here is a blog post about a really exciting use of a Wave involving a thousand or more young people across the globe.

Currently I am involved in one discussion about the use of Twitter in education but most of the Waves that come my way seem to be of the "what do we USE this for???" variety. Pretty much like Twitter in the beginning I guess.

It definitely needs people to be involved and active - and there needs to be a specific purpose to the Wave before people will get involved and start to use it......so I am still exploring and will no doubt write more about my adventures on the Wave as they unfold.

No one in charge?

image: flickr salimfadhley

Been catching up on some of my favourite blogs this morning and the following caught my attention:

Graeme Martin's HR and People Management Blog

I include here three very short and somewhat out of context quotes (I hope Graeme will forgive me: but do please look at the rest of the post to review his evidence and well argued case)

• celebrity leadership and traditional leader development are typically planned and individualistic while (Distributed Leadership) is typically emergent and collective (I have paraphrased here)
  
• 'no-one in charge' can lead to highly positive outcomes......
• "The 'romance with leaders' is definitely on the wain"

One of my interests in looking at leadership of virtual or dispersed teams probably springs from my own disillusionment with leadership as much as it does from my personal predeliction for working from home.

My own sense of the reality of making things happen is that very often the impetus emerges from within a network of interested and proactive people and very infrequently at the behest or dictat of a nominated leader.

This is certainly true of all of the really exciting projects I am currently involved in - they seem to mainly involve small networks of people who do not naturally fit within any organisational matrix - indeed seem to exist in spite of it! - but who are working with passion (for their "subject" or service, for an inspiring end goal ) and well beyond their usual "terms and conditions of service".

Even when I have been placed in the position of formally leading a project, I have found that the outcomes are significantly improved when each team member has been able to contribute their own thoughts - and even better, when they have individually or in small groups, been charged with taking on some of the responsibility for designing those outcomes and working to achieve the desired results. Such teams are energised, they feel an ownership for and pride in the final product and the sense of having achieved it by themselves.

Unfortunately it is still the traditional view that certain tasks - setting targets, deciding on strategic direction, monitoring performance - are the sole province of a designated "celebrity" leader, ignoring the expertise of equally or more experienced colleagues in the name of "strong leadership". At best this approach produces bored, underutilised people who doggedly follow the rules and produce whatever mediocre results are deemed sufficient to tick the boxes. At worst it leads to passive aggressive behaviour: deliberate sabotaging of goals, disaffected staff who leave to find new jobs, take long term sick leave or simply refuse to contribute to "team meetings".

There are analogies here with teaching. Certainly in the areas in which I "teach", I am not the expert dispensing wisdom from on high, but the facilitator of students accessing their own and others' expertise, helping them to making sense of it and to turn this knowledge into something useful, something they might themselves start to feel passionate about.

This last few weeks, as always when I work with groups of clinical managers in the NHS, I have felt genuinely humbled by their creativity, dedication and genuine desire to make a change for the better. Despite the complaints of target driven bureaucracy and poor leadership I also see evidence of distributed leadership at work in the inspiring and creative projects these managers produce - and beyond that to see the genuine difference this work makes in the lives of others - their colleagues, team members, students, volunteers, patients.

My romance with leaders has clearly been on the wain for years and I see nothing around me to make me want to start believing in them again. Here's to the Distribution of Leadership....and to no one in charge!!

Leading and Managing at Distance: Case Studies in the use of Web 2.0 tools

image: flickr Nimages DR

Caroline: dispersed team of healthcare trainers

The team of trainers, nominally co-located, would for large parts of each month be working as a dispersed team. All worked on a part time sessional basis on different projects and days of the week had consequent difficulties in communication, coordination and in finding time for the team to reflect on performance, consider improvements, undertake their own professional development and discuss new policies and training in the latest techniques.

The LAMD module gave Caroline the opportunity to undertake an analysis of these difficulties, discussing these in various forums with fellow students, and to experience for herself the uses of blogs, wikis and other relevant tools for collaboration and communication.

She chose to focus in her final project on the development of a wiki and a group web page for her team which could be used as a noticeboard, document repository and discussion forum to enable everyone to keep in touch and up to date with changes in regulations and practice.

From this she went on to develop another wiki to aid communication and collaboration in planning a CPD conference with another dispersed team.

Caroline Taylor is Lead Dental Care Professional Tutor - North East Scotland. She can be contacted at caroline.taylor@nes.scot.nhs.uk for further information.

Alison: how my leadership style has changed..

"... I have learned many things both about technology and its application to team work. I was aware of some means of online communication but had not related it to my working practice nor experienced its use. That has changed and I have now set up and administered a wiki which I would not have had the confidence or knowledge to do before. I have used blogs and accessed online learning. I did find the use of the wiki and online discussions very helpful to gain differing views and opinions.

I have also learned about my own abilities and am aware some of the pitfalls of leading and managing at a distance. I believed I had good communication skills but have become aware that these need to be better when the opportunity of face to face communication is not available. I have learned to listen to my team more and use every opportunity to give positive feedback rather than focussing on the negative. I will also be encouraging more reflective practice....

So what will I do now?

......... I could have used a better method for introducing the wiki to the team which may have been more successful. Instead of using email I plan to relaunch it with improved explanations of the benefits it could bring at the next team meeting . In this way I hope to better motivate the team to embrace new technology and to look for other means of improving the service to patients. It will also encourage the team members to think as a team and communicate with each other more consistently.

My Myers Briggs personality is ISFJ which means I like structure, hierarchy and organisation all features that are difficult with a dispersed team . I will need to work on being less controlling and more trusting of my team members’ abilities to allow them to develop their own skills. "

Alison Pendlowski is Deputy Head of Speech & Language Therapy at Perth Royal Infirmary

The how, what, why and where of blogging

image: Flickr ehoyer

This is a guide I have developed for students who are having to write a blog for the first time as part of their studies.

Whatever the format and purpose of your blog, this guide is intended to give you some ideas about how to get started, what sort of things to blog about and how to do it safely and easily.


First you might want to look at this short video




And here’s a blog entry about the usefulness of blogging.
Here’s another blog exploring the value of the blog in learning…..

If you are setting up your own, web-based blog, a good place to start is Blogger.com where you will find simple and clear instructions on how to begin and how to customise and develop your own blog.

Getting started

A great way to start with blogs is to read other people’s first, so you get an idea of what you want to write about and the style you might want to adopt. Here are some others to look at- as you see the topics and intended audience can be very varied:

http://www.stephenfry.com/blog/
http://wsysinspireindia.wordpress.com/about/
http://daydreamlily.blogspot.com/
http://thesecretlifeofamanicdepressive.wordpress.com/
http://clayoven.wordpress.com/

See if you can find others – search via Google blog search or “blogs of note” on Blogger.com

Key tips for blogging

*Start with a short introduction about yourself and your blog and invite people to make comments, giving you feedback.

*Most people feel very self conscious when they first start to blog and think they have nothing to say that anyone else will be interested in reading. Gradually your confidence will increase – but only if you practise. As with most things, little and often is the key.

*Blogs don’t all need to be in words! You can easily upload pictures and even videos to illustrate what you want to say, as you will have noticed in some of the blogs listed above.

*One important tip is not to write your blog first in a different programme (say, a Word document) and then attempt to cut and paste it into the blog. Although technically this is possible, you will probably encounter problems with the formatting and the finished product won’t look the way you intended.

*Don’t forget that you can edit and re-edit your blog as often as you like (in Blackboard, just click on “edit” at the top of the entry. With Blogger you can save entries as drafts until you are quite sure you want to publish them – but even then you can go back and change them at any time!

*Make sure you stay within copyright law if you are using videos, pictures or quotes: everything needs to be fully acknowledged and referenced just as in a conventional assignment; you may also need others’ permission to use their images or illustrations.

*Take care of your digital identity! A simple guide and workbook on the protection of your privacy and development of a positive online identity can be found in this free download

*Blogs can be used for collaboration and as forums for discussion: a post by one user can have a number of comments added which takes the form of a conversation between the author and their audience.

*Blogs can have multiple authors and so many people can contribute to the development of a body of knowledge. This is an example of a multi author blog.

*Use tags: in order to find linked postings for specific subjects, “tags” or labels are used – short descriptions which identify the key topics. Make sure you tag your own postings, and click on topics in the list of tags in the side panel of this blog, to find posts that might be of interest to you.

Feedback on this guide is welcomed. There is a space at the bottom for you to leave comments. Why not leave one now? Do you agree with the points made? What is your view? I’d be really pleased to get some feedback from you.

Thanks for reading!

Trust in teams pt 2

As if in answer to my own questions, I came across this interesting Trust building Model in the Handbook of High Performance Virtual Teams, Nemiro et al 2008, Jossey Bass, San Francisco

The three axes for building trust, virtually and in face to face teams are simple:

Competence - believe the team can do the job, involve them in decisions and make sure they have the right skills

Contractual - maintain boundaries, keep agreements, delegate appropriately

Communication - share information, tell the truth, give and receive constructive feedback, admit mistakes, maintain confidentiality

This has helped me to pinpoint where things have been going wrong in a virtual project team I have been working with over the last few weeks:

Specifically, I have had little involvement in key decisions about the project, constructive feedback has been poorly recieved and met with defensiveness rather than an admission that mistakes have been made. Furthermore, deadlines agreed have not been met and promises not kept: my trust in the team is pretty low as a result .....!!!

Is this model useful in pinpointing where trust has been betrayed and what new behaviours might rebuild relationships?

Trust in teams

Conventional wisdom would tell us that trust exists in teams where there have been work and social relationships built up over many years. That it would be difficult to experience trust in a temporary group of people, self selected as members, never meeting face to face and with geographical and cultural differences dividing them.

In a recent survey I carried out in two teams, one co-located and in existence over many years (with normal staff turnover) and the other an "e-community" that came together for the purpose of learning for about 3 months, just the opposite proved to be true.

The co-located team reported negative feelings about working together - such as lack of groundrules, fear of being ridiculed, misunderstanding of one anothers' intentions and rivalry.

The e-community in contrast felt an intuitive understanding of one another, were willing to offer and accept support and felt that relationships were characterised by caring and sharing.

All in all the co-located group gave almost as many negative repsonses (97) as positive (116) in response to 25 questions; the E-community gave a significantly different 189 positive responses to just 13 negative ones.

An interesting study* of why people share information in on-line communities of practice demonstrates that a desire to enhance one's public profile or reputation may hold the key, but not especially any need to have the sharing reciprocated. But this doesn't really explain why we may feel more trusting of, more connected to relative strangers than we do to the people with whom we share an office.

Obviously, in the history of any long term relationship there are difficulties, knock backs, betrayals and disappointments along with the friendships and sharing. A short lived, on line group, just like a weekend conference or a holiday romance, may allow us to get to know one another intensely but superficially, without the burden of a long term "commitment". We show one another our best sides, just as we can carefully choose the picture that goes on our profile page and what we write about our lives.

Familiarity, we know, breeds contempt.

So is there a solution for co-located teams that have intransigent "personality clashes" or other dysfunctions to deal with?

And what are the prospects for long term virtual teams - will the same problems begin to arise over time, and can they be avoided?

One significant factor in my experience is the role of leadership: in the E-community there was excellent facilitation from a team of volunteers who encouraged me to join in, to find like minded people to talk to, and who modelled respect and helpfulness. I had a lot of support and guidance when I needed it, and a lot of freedom to explore and to make mistakes. The deadlines for completion of tasks were also clear and immutable. However, everyone took responsibility for themselves, for completing the task and for building trusting relationships with others.

A team leader can model respect and maintain boundaries that stamps on petty bickering and promotes greater democracy - for example, another "conventional" team I am a part time member of has monthly "socials" and a rotates chairing of the team meetings which are short, focussed and frequent.

So if you are leading a team, ask yourself - are you helping trust to develop? Are you supporting the team to learn, connect and take risks? And are you also maintaining clear boundaries about acceptable behaviour, deadlines and quality of work?

What other factors are there which help teams to develop trust and to maintain it over time? And maybe an important question to ask is, what are the trust killers? By exploring those factors which destroy trust in a team, perhaps we can develop a working model of how to promote it instead.

*McLure Wasko,M; Faraj,S Why should I share? Examining social Capital and knowledge contribution in electronic networks of practice MIS Quarterly Vol. 29 No. 1/March 2005

Collaborative Learning

image: flickr Andross

Rewriting the introduction to the Virtual Teams Module this week and, more particularly, redesigning the process.


I want this to be an interactive and collaborative module which simulates virtual team working, so I am asking students to work together in small teams, on a project of their choosing and to present their final work electronically (as we never meet face to face on this module!)

In the midst of my ruminations on this I was given an idea for a blog post by my Twitter compañero @ffolliet :

"The sadness about education is that clever people can't always share their wisdom".

I think what he meant was that some very knowledgeable teachers are not very good at expressing and sharing what they know - and that is certainly true.

There is a famous cycle of learning that shows the learner moving through unconscious incompetence ("I don't know what I don't know" - the pre-learner) through conscious incompetence ("aaagh! I am terrible at this!" - the beginning learner) onto conscious competence ("hey! I am getting the hang of /pretty good at this!" - the apprentice) and finally to unconscious competence ( "I can do this in my sleep" - the Expert).

Teachers, it is alleged, are worse than useless if they are at the Expert stage because they have forgotten the struggles of learning, do not necessarily know how to help someone get to their elevated levels and can't understand why someone else is struggling to grasp the point. (see my earlier post on The Curse of Knowledge).

I think though when I first read this Tweet I immediately leaped to another interpretation: how difficult we make it in education for very clever, knowledgeable and experienced students to share their knowledge.

In Distance Learning with mature, work based students I think it only fair to assume that students will have valuable skills, knowledge and experience to share and to build upon - so why should I think I am the only person worth listening to? - or assume that the set texts and articles I am recommending are the only knowledge worth sharing?

In Action Learning (and similarly in Person Centred approaches to teaching and coaching) we start from the premise that the "client" knows where it hurts and how to fix it - they just need help in articulating & acting on that knowledge.

So - just as @ffolliet's comment on Twitter stimulated me to write this blog and share something that deep inside I have known for a long time, just maybe forgotten - with a well timed question or prompt we can all bring out the cleverness inside each other. Student-directed groups, action learning sets, wikis for collaborative writing are all spaces where we can do this.

This isn't signalling mass unemployment for academics - just that the role has to change from being the clever person in the room who has all the answers to being the one who knows how to encourage everyone to ask clever questions of one another.

10 c's of teleworking

Flickr image:neoporcupine

I don't get why some people don't get working from home. I have had various comments about the lack of socialisation, the fear of being ill-disciplined in their work habits and .....well, that's it mainly.

So why do I love working from home? And how do I overcome the discipline/socialisation thing? Here are the advantages for me:

1. Commute: 30 seconds from breakfast table to pc compared with 1hour minimum drive. No brainer.

2. Carbon footprint - see 1 above. Plus, as I work in a sunny, well insulated room in my house, with large south facing windows, I almost always don't have electric light or heating on. (OK - I gave in during the last couple of weeks of unusually harsh British Winter). My office at work is North facing and single glazed: dark and cold even in summer (its one advantage, I grant you).

3. Comfort. I have THE BEST office chair money can buy. I know the one in my "official" office is supposed to meet basic health and safety requirements but it sucks. Same goes for the cathode ray tube monitor I am supplied with, the migraine inducing overhead fluorescent lighting, the desk that's too high and the foot rest that's too low. At home I have a height adjustable desk, that really excellent chair, a footrest suitable for somebody shorter than 6', bags of natural daylight from my French windows, a flat screen monitor, wrist rests for the keyboard and my mouse hand. All of these were supplied many years ago by the company I worked for on an official "home working" contract. They took their responsibilities seriously, paid for the right equipment and let me buy it back when I left.


4. Company: yes, I do have company at home in the shape of my two lovely cats. They are never grumpy, depressed, jealous, competitive, bitchy, sarcastic or petty. (Except of course with one another, but that's cats for you!) They shower me with love, they are quiet, appreciative and hang on my every word & gesture with blatant adoration.


5. Community - ok, ok: even I know I need a little constructive criticism from time to time. My community consists of my online network. Twitter, Yammer, Skype, blogs, even the odd telephone call or email keep me in touch with a huge community of co-workers in my wider institution, my profession, right across the UK and beyond, who influence my work, provide feedback, ask intelligent questions, work in collaboration on projects, want advice, and yes, provide humour, support, sympathy and human warmth. Non social networkers don't get how it is possible to have real relationships mediated by technology. But it is. And if you doubt it - ask your kids if you can wrestle them away from their mobile phones, MSN or MyBeeboBook for two minutes.....


6. Concentration and creativity - these two go hand in hand for me: in order to research, write, plan, develop and design (even to mark assignments) I need space in my head and on my desk. In the office if I am not directly interrupted, I am constantly aware of people around me and in the corridor. My difficulty isn't in applying enough self discipline to focus on work when I am alone, it's applying too much. I have to remember to get up, stretch, turn away from the screen, have a short walk .....

image: author's own

7. Which brings me to countryside: I chose my house because of its location. A short walk to the rear of my house brings me to a classic English countryside of rolling hills, trees, and water populated by fluffy sheep, friendly cows and cute little squirrels. The birdsong provided by the thrushes and blackbirds is almost deafening....bluetits and robins flit through the branches.... the river is crowded with swans, geese and ducks, along with the odd heron....yes I know the City has Caffe Nero and John Lewis, but really, there is no competition.

8. Computer applications. Work systems are locked down and I don't have admin privileges on my own pc. I can't install anything. No Skype, no Jing, no Tweetdeck, no E-lluminate or Wimba Classroom. No webcam. No headset. Moving from home to office also affects continuity of work (I run around with multiple memory sticks containing whatever project I am currently working on as my work pc never has what I need). And the server is sooooo SLOOOOOOOOOOOOOOOOOW even searching on the internet is painful. All of this of course restricts my productivity. I reserve office time for face to face meetings: I don't expect to be able to produce anything there.

9. Children (maybe that should be kids to keep the alliteration going): I have two. I like to see them occasionally. Its great to be here when they get out of school so we can chat over the day's tribulations and challenges (theirs and mine!) They are actually teenagers now and won't be around much longer, one way or the other, so this is important time we spend together.


10. last but not least Coffee: I don't really miss Caffe Nero or those other places: I make the best coffee, because its the coffee I like, and I can even do frothy milk now and call it cappuccino.....

If there is a disadvantage it is the occasional suspicious glances of those office-tied individuals who think I put WFH in my diary as a euphemism for watching daytime tv, shopping or private consultancy......

I am lucky in being supported by a boss who judges me on outcomes and not attendance, but to make it a successful and accepted alternative, homeworking does really need proper institutional support.

Teleworking isn't science fiction: it's happening now in millions of homes around the world. One day, as the recession deepens and global warming reality bites, home working will be the norm, and the suspicious glances will be directed at those demented individuals in cars passing each other on congested motorways as they travel in opposite directions to work. "Do you really NEED to do that?" we'll be asking...... "can't you work from home?"

Collaborative Learning

I want to stress right away that this is NOT my video: it is one I helped to make in a collaborative exercise with colleagues I have never met - some of them thousands of miles away and operating in different timezones, from different continents.

When I get students moaning to me about how hard it is to get together (on line) to produce a group presentation, I am going to show them this!!

Actually to be fair, it isn't just students: work colleagues too complain they can't find the time/space to work together or even to learn about the technology that would allow them to do it virtually.

This video emerged from a group of busy, professional people who were largely participating in the learning event in their own time. The woman who created the original movie was commuting between Melbourne and Brisbane for a conference and was, at the time, beside herself with worry about the devastation of Victoria by bush fires.

Those who took part wanted to "be there", wanted to contribute, to make a difference and to learn. The goal maybe meant different things to different people but whatever it was, as individuals we felt committed to completing it.

We made decisions by consensus (or at least by noone objecting if some people took a lead)and volunteers stepped up to the mark to get things done.

The saying goes, "where there's a will, there's a way" - my guess is with projects that fall by the wayside, or with groups that fall apart, there is just, somewhere, a lack of will for it to succeed .........

15 minute manager

one of the techniques for "virtual leadership" we discuss in the module is the coaching conversation. Most managers usually complain they have no time for such luxuries ..... and you can't possibly manage people effectively over the phone.......but I thought this short piece had some good practical suggestions for catching up with members of the team.


http://blogs.harvardbusiness.org/cs/2009/02/the_31_coach.html

we don't always need long meetings or formal appraisals to let people know they are appreciated and check whether they need support.

Leaders and followers......

.....there has been a lot of speculation about whether Obama will live up to the hype - to people's expectations - and generally commentators guess he won't.

Well, of course, how could he?

In a sense we get the leaders we deserve - because we get the leaders we create. A leader is in many ways just the sum total of all of our hopes, fears, expectations and - yes - projections.

So its encouraging that at this moment the US - and the rest of the world - has got in Obama a leader who promises hope: who (in the words of Nina Simone's song) is "young, gifted and black". (Coincidentally the title of an album by Aretha Franklin, who sang at his inauguration today).

This must say something encouraging and hopeful about the state of the world, of democracy, and of human development?

But leaders are ever at the mercy of these communal projections - whether US presidents, parents or teachers.

I know that as a "teacher" (or facilitator), I am never quite as all-powerful, as all-knowing, as wonderful (or as awful) as my students imagine.

The learning journey is usually one in which the student moves from dependency to self responsibility. It's one reason why I am so excited about the development of the Personal Learning Environment, of initiatives in collaborative learning and the use of self and peer assessment.

In the same way, mature teams are those which assume responsibility for delivering outcomes and don't fall apart if the boss proves to be a fragile human being - just like the rest of us....

Indeed, teams can be self managing: there needn't be a leader at all - and each individual accepts that they have a key part to play in the success or failure of a project.

I am currently involved in a "leaderless project" as part of the Digifolios Ning Community on personal learning spaces and accepting individual responsibility for supporting the completion of the task, collaborating in learning and sharing resources is the unspoken principle behind all we are doing there.

So the real question is, are WE going to live up to the promise that Obama's election brings? Will we disappoint ourselves as a global community? Will we accept responsibility for the successes and failures ahead - and are WE prepared to do something to make a difference?

virtual leadership - lessons from the module

Reflecting on the assignments from this first run of the Module (ok I promise this will be the last mention of assignments), I have been caused in turn to reflecton my own leadership of this virtual team of learners.

One observation is that this of course isn't a team at all but a group as although each student aims to complete and pass their individual assignment, they do not have a common aim or common task to complete as a team.

As the "leader" I supplied the task ( the assignment) and resources to complete it in the form of learning materials, but some individual interpretation of that task was permitted.

Participation in any group activities was therefore entirely voluntary: there were neither rewards offered nor sanctions imposed for not participating.

The only performance management activity undertaken by me was to monitor who was participating in the Discussion Boards and wiki, but the criteria for assessing participation - or team efectiveness - were not transparent.

Individuals were not directly superivised unless they requested a coaching or tutorial session, though I did write to those who appeared not to be participating to check they were able to access everything OK.

I guess that on the one hand my leadership style could be described as laissez faire - I allowed them to work in whatever way they appeared to choose (but without enquiring as to what actually did suit them best...). On the other hand, I tell myself, I am simply treating them as adults who are responsible for their own learning.....

The results then are interesting:

Over half of the group achieved a very good or excellent mark for their assignment. The majority of these were also actively participatory in Discussion Board, Wiki, chat room and tutorials. One could conclude that participation, self-awareness, organisational skills and high achievement orientation went together.

Curiously though, about 1/3 of this "very good - excellent group" had had no contact with me or with one another. They displayed all the same levels of self awareness, application, and achievement orientation without ever having functioned as part of a learning "team". Clearly these were highly self motivated and required little direction to keep them on track - perhaps these are the ideal Virtual Team members?

Of the half of the group in the satisfactory or good range of results, most made little attempt to participate in group work beyond introducing themselves initially: variously they were afflicted by technical difficulties and onerous work demands. Some however missed out important sections of the brief - but by not asking for at least a personal tutorial, they did nothing to help themselves, which was a missed opportunity.

And then there were a couple who appeared not to have particpated at all in the module; did not refer to any of the learning materials or recommended reading resources and did not offer any reflection, but nonetheless submitted a half decent offering albeit working entirely to their own brief.

I can now reflect on this and think of ways in which I could improve the learning experience (and my leadership role) - say by offering marks for Discussion Board participation and wiki contribution to enhance motivation and clarifying the criteria by which performance will be assessed.

However, the really fascinating thing for me is that these results have a lot of parallels in work "teams" - especially where a "hands off " leadership style is being employed and the purpose or overall aim is neither fully articulated or regularly measured.

For a start there is the social crew (they are never alone!) who organise birthday lunches, send one another funny emails and turn up to every team meeting, but nonethless work really hard to further the group's overall aim, which is something they believe in fervently.

Those lone stars who rarely interact but whose work output is high and whose contribution is original, creative, and occasionally pays great dividends for the wider organisation.

The worker bees who attend for the contracted hours and ususally come up with the goods but give team meetings a wide berth, suspecting them to be "soft and fluffy claptrap". Most likely to be flustered by technology or overwhelmed by the amount of paper on their desks (or under it, behind it, etc)

The most worrying of course is the maverick who ignores any direction from the centre, shares nothing with colleagues (information is power afterall!) works only to further their (largely personal) ends, and keeps just enough this side of the "law" to avoid sanctions.... a very difficult one for any leader to manage.

If you recognise anyone here, please believe me, this blog is not based on any actual person, either living or dead.....

Trust and communication

image by Nick in exsilio



Marking assignments could be a chore but I feel as if I am witnessing the results of some very interesting action research projects and listening in on some very thoughtful and at times profound reflections on what it is to be part of a dispersed or virtual team.

First conclusion I come to is that working remotely is nothing new in the NHS and certainly not in Scotland. In particular Community Health practioners of all disciplines have long been used to working away from base and their managers have had to be creative about managing such teams even before the advent of mobile phones.

Secondly, for such teams, mobile technology doesn't get much better than a mobile phone (Blackberry if you are lucky) and access to collaborative spaces like blogs and wikis is a pipe dream when you are constantly out on the road. Text messaging is essential for quick updates and social networking. (See also Ken Thompson on Bio Teaming: http://tinyurl.com/39fmts )

Thirdly, building Trust is the foundation stone for all virtual teams. Without Trust communication breaks down, messages get misinterpreted and more mistrust abounds... a vicious cycle.With trust, teams become more creative and more productive, and the leader trusts them more, and the team trusts in the leader more: a virtuous cycle. And what builds trust? Communication.......

Fourth - communication requires structure: netiquette is helpful and aids clarity, regular messages from the leader to all the team maintain a sense of belonging and being kept in the loop, having a place to find and deposit information for and by the team is helpful (a shared drive, a wiki, an intranet space - some sort of virtual noticeboard)

Fifth - training is needed to ensure everyone communicates in the best way for the team. Students came up with some intriguing ideas - putting a Christmas e-card on a shared drive to see who could access it; organising a Chritmas social event via the team wiki; getting the team to design and manage the induction of a new team member so s/he could get quickly immersed in the team norms.

I have also paused to reflect on my own experiencing of managing a virtual learning group - specifically one set within the Scottish NHS.

Technology is difficult and unstable: not everyone is able to access the Wimba classroom we set up so remote sessions of the normal classroom style were not a great success. Not everyone has webcam, headset and mic.

However chat on Blackboard worked well: it could equally be Skype or MSN chat. OK it was like herding cats at times, but the students enjoyed the "meeting" space and it added a much needed social dimension to the module. We covered topics related to the assignment and students shared ideas with one another about team building, developing trust and improving communications.

To inject a bit more of a personal element into the process I set up a video introduction (early in this blog) and used Jing from time to time to teach about the technological aspects of the course. These were well received. I think on reflection that podcasting would really add something here. Regular updates on key topics could be posted so that students could access them in their own time - again mostly out of work time so that NHS firewalls don't block media.

I have also since discovered - and gained access to - a community space within the NHS Scotland e-library where a discussion board and document sharing space could be set up specifically for this programme. This could provide the answer to the firewall problem and would leave students with a legacy - a space where graduates could continue to meet after the end of the programme and which they could colonise for their own work teams' use, instead of having to try and set up their own wiki with all the attendant access issues. I think there is an important learning here about using the avialable technology and what is already familiar!

My own e-learning coach asked me to think about what more I could do in terms of "teaching" on this module.....

I am not keen to lecture - with Wimba or podcast - and the evidence suggests that the learning materials on Blackboard are well accessed and provide a sound basis from which students can tackle the assignment.

Providing a space where they can discuss their responses to that material seems to me to be the key - but instead of the activities we currently have, I think the discussion boards would be better used in

• getting students to read articles and present their responses,



• setting up small groups to work together on short focused tasks



• presenting short case studies or issues for discussion in the style of an action learning set

I also think a social networking element is needed: one comment that struck me is that virtual teams lack a space where they can bump into one another for a quick chat. Something like Twitter might be the answer here, if, once again, people can be persuaded to try it or can find their way around the technological problems of accessing it.

ah well - back to the marking now!

NHS messaging system

One of the things (maybe the only really important thing) that students on the Leading and Managing at A Distance Module (part of the Frontline Leadership and Management Programme for NHS Scotland) have consistently complained about is the lack of IT support. It is fitting then, on the final day of the current run of this programme that a new email system for the NHS is being announced.

The important words are right at the end - better support for mobile messaging! Hallelujah!

Procrastination.....

One of the reasons some people give for not wanting to work from home is that they fear they will find too many distractions there. There now appears to be a mathematical formula by which you can judge the likelihood of you completing a task - or maybe for working out what it takes to keep your team focused on the job in hand.....

http://tinyurl.com/6f7e94