Phronesis open space book of proceedings september 2010 final

Book of Proceedings

Open Space | September 14

2010

Open Space Exploration Sessions

Meeting Summaries

Creating a Receptive Corporate Culture

Ideas/Issues/Opportunities • Q’s value of programs/learning offered. Need to be given to get

buy-in

• Learning needs to be accepted/expected

• Short term v’s long term return

• Matches between what’s important and what’s measured

• See the value in being involved in development

• Will take time to grow a culture

• Corporate social responsibility – chances for people to feel they get personal opportunities for self-development

• Opportunities for people to exercise what they learn, need to be provided

• Have key processed aligned across an organisation so there are shared understanding of the value of learning

• Educational empowerment

• Target key influences, CEO, finance, marketing, HR, Receptiveness to learning

• Should be targeted at middle manager kevel

• Ability to give time and value to learning

• Get participants to sell your programs based on their experiences

• Balance formal needs with individual wants to get engagement and buy-in.

Area/Room: Foyer

Session Time: 10:15am

Initiator: David Hutchins

Scribe: Helen Petrusa

Participants: Lynova Brooke, Sara Squadrito, Christine Gorberg. Patricia Frame, Rhonda Paterson, Ryan Tracey, Danielle Heidtmann, Ralph, Sven

“Going beyond what we know – Creating your business education for the 21st Century”

Creating a receptive corporate culture

Ideas/Issues/Opportunities Continued…

• Get business involved in the development and delivery of learning offers

• Effective communications

• Use concept of change methodology in the learning space to influence culture

• Get feedback from ppts, to find what works.

Area/Room: Foyer


Initiator: David Hutchins

Scribe: Helen Petrusa

Participants: Lynova Brooke, Sara Squadrito, Christine Gorberg, Patricia Frame, Rhonda Paterson, Ryan Tracey, Danielle Heidtmann, Ralph, Sven


Purpose of Business in the 21st Century

Ideas/Issues/Opportunities • Benefit community in general

• Need to make $ - Hygiene factors

• Do all businesses have to make $? NGO’s, Government – defining business

• Govt = Spenders

• Business responsibility and opportunity

• Employee engagement, research sustainable

• A better world for our grandchildren

• Organisations competitive – eating each other up.

• Length and existence

• Changing

• Business there to serve humanity or vice versa?

• Is it capable of changing?

• People change things, inside and outside

• Large organisations – anhiliate

• People – Geny Y, Gen X more meaning, looking for more

• Values on websites of largest organisations

• Integrity in value

• When do people tip into action?

• Depends on orgs and where they are in the orgs

Area/Room: Upper B


Initiator: Paul Sparks

Scribe: Suzanne Mercier

Participants: Miriam Joy, Malcolm Pearse, Helen Stollery, Rob Wilkins, Lynora Brooke


Purpose of Business in the 21st Century


• Found principles – used to guide and inspire, conceptual, lots if interpretations

• Hierachies, command and control – drive salaries, not egalitarian

• Technology is the human enabler

• Prefer to be collaborative

• Gladwell tipping point – Copenhagen

• Made heaps of $ and went back into welfare, People stood up, No that’s not right. Imbalance of power

• Re-emergence of tribes

• Iphone – runs on Apps – destruction of browser, then have to pay. Microsoft loosing it’s power.

• Ipad – all consuming, life in crisis, gave it back.

• When things are hollow, not fulfilling any purpose – decide differently

• Organisations – what are they really responsible for? Counselling, manners, WIIFM.

• Noone advocates for the employees

Area/Room: Upper B


Initiator: Paul Sparks


Participants: Miriam Joy, Malcolm Pearse, Helen Stollery, Rob Wilkins, Lynora Brooke


Selecting the Way to Deliver

Ideas/Issues/Opportunities • Generational differences

• Different learning styles

• Budget constraints

• Regional delivery

• Different technologies

• Budget constraints

• Cultural considerations

Styles

• Face to face

• 1 to 1 simulation

• Webcast

• Webinar Experiential/Action based

• Similar to ‘second life’

• E-learning / blended learning

• Net Meeting

• Virtual whiteboard

• Wiki

• Self directed

• Multimedia

• Video conferencing

Area/Room: Upper A


Initiator: Rob Dear


Participants: Claire Jones, Jo McClaren, Malcolm Dawes, Anne Knock, Ange Wilcox, Sylvia Ying, Stephen Robinson




• Value of face to face is sharing and giving

• “over sitting at a computer”

• Aha moment

• Case studies

• Hypothetical

• Flexibility

• Business drivers – cost/time/transfer of learing

• Measures of success/return

• Interest based – find personal meaning

• Different ways that we relate – some things can’t be

• Metaphor – can’t buy a coffee online

• Emotional attachment

• Does content type determine how it is delivered?

• If you put Gen Y in a classroom for more than 5 days you will loose them

• Variation, choice of options

• Marketing the message – engaging participation

• How much time do we spend surveying our market?

• Focus groups

Area/Room: Upper A


Initiator: Rob Dear






• Training needs analysis

• Perhaps we are not asking the learners directly

• Personal relevance

• Relationship/passion of facilitator

• Example: consulting into small to medium orgs, who is your target and how to get CEP buy-in. matching what is being sold to what is needed.

• Bums on seats v’s quality of delivery

• Feedback group

• Consequence of not learning

• Consolidating generational differences, learning styles, budgets, technologies

Area/Room: Upper A


Initiator: Rob Dear






• Training needs analysis

• Perhaps we are not asking the learners directly

• Personal relevance

• Relationship/passion of facilitator

• Example: consulting into small to medium orgs, who is your target and how to get CEP buy-in. matching what is being sold to what is needed.

• Bums on seats v’s quality of delivery

• Feedback group

• Consequence of not learning

Area/Room: Upper A


Initiator: Rob Dear




Adaptive Mindset for Change / How do we unlearn? (merged)

Ideas/Issues/Opportunities • Impact of time to absorb the change

• New skill – coach – supply

• Adaptive mindset

• Environment must support this

• Individual must support this

• Switching off idea that learning is about content – about behavioural change

• Study- Children that were praised for hard work took on extra work, children that were told they were talented/gifted did not ask for more work

• Goal of training is to change behaviour not about content

• Change is inevitable

• How do you get people to have a positive reaction to change?

• What is an individual engagement level

• Adaptive mindset, what are you personally?

• How do you make an adaptive mindset central to the business

• If youth knows what a 40 year old does now (e.g. emotional intelligence), how would their lives be different, how would they make better decisions?

• Should take change out of the equation, and frame as adaptive mindset

• Read: The Decisive Moment (Jonah Lehrer)

Area/Room: Ruth A


Initiator: Tanya Harris

Scribe: Liz Norris

Participants: John Barraclough, Dan Byrnes, Liz Norris, Elijah, Tania Anderson, Patricia Frame, Christine Gazberb, Adam Monaghan, Mandy, Lina Roberton, Chris Alison


Eradicate “Training” From Learning

Ideas/Issues/Opportunities • Training “hard work” – selling it, promoting it

• Selling in new providers much time spent, more time & $ spent than on content

• Training = skills, you do not own the outcomes, tick the box exercise

• Learning holistic, you own the outcomes and consequencw

• “we want the learner to be in the room”

• Commercial language to market training e.g. value proposition

• Law firms – some use “learning” not training language, others “training” using investment language and $ spent on individuals

• Train v’s Learn v’s Competence

• Competence = recognition/experience

• Did you do it right ?

• “It’s a journey”

• Create time on agenda for learning

• Structured time away from action activity

• Face 2 face valuable – collaboration – share best practise

Area/Room: Ruth B


Initiator: Tiffany Jones

Scribe: Christine Fitzgerald

Participants: David McGuire, Nicola Blum, Kimberly Bravery, Johanna White, Cassandra Brooks, Roz Faulkener, Erin Aria, Adeline Cheok, Elizabeth Lewis, Richard Carter, Richard Badham, Malcolm Dawes


Eradicate “Training” From Learning


• Language very important “explore” leadership, not the leadership program

• Self-selection/choice – empowers the learner

• Learning occurs in dynamic environment, driven by individual, choice of way you learn, could be fun

• Curriculum choice/method choice – smorgasbord of digital, F2F, online, mentor, coach, read.

• Industrial revolution v’s information age

• Look at how people learn

• Still program focused

• What is it about senior managers that they do not trust their learners to learn?

• Create a “culture of learning”

• Coaching culture

• Responsibility to develop others

• Find space to learn

• Learning person in the conversation

• Embed in organisation / 10% of time of business

Area/Room: Ruth B


Initiator: Tiffany Jones


Participants: David McGuire, Nicola Blum, Kimberly Bravery, Johanna White, Cassandra Brooks, Roz Faulkener, Erin Aria, Adeline Cheok, Elizabeth Lewis, Richard Carter, Richard Badham, Malcolm Dawes


Benefits to participants beyond skills learnt

Ideas/Issues/Opportunities • Young and young at heart experience the tension between the

idea of modern organisations and the reality of organisations

• The idea of modern organisations is far from the reality of organisations

• What are the personal and professional skills that build people resilience to this mis-match and what are the personal and professional skills to allow them to create he change?

•

• Issue

• Constant reflection on who we are and our contribution to the world

• Understand that time happens and life changes overtime and that our roles change over time

• Being happy at work, how can we effect/affect this?

• What is meaningful in my life?

• Being flexible and adaptable in ourselves and our lives

• How does the system actually focus on the learners needs

• ‘How do you get the learner involved to understand/desire their own learning

• Organisational learning culture – is it really there? Does it really enhance the opportunity for life-long learning?

Area/Room: Ruth A


Initiator: Anne Matheson


Participants: Sandra Triulth, Danielle Heidtmann + others


Benefits to participants beyond skills learnt


• The need to challenge the “norms” of the organization

• Create the space for change

• Allow people to create their own change

• Learn to

• How do we keep this going?

• Not work/life balance over your working life and you need to cope to manage this

• What does this mean at different times in life and how can you have this at work

• How can we question ourselves and appreciate our changes

• Individual needs/desires v’s organisational compliance

• How can build resilience and self-motivation

• Depression -> close gap between competence/expectations and the reality

• How do we build self worth/self esteem and the ability to discern

• Take responsibility for taking/leading change in an organization

• People skills & confidence & composure

• Role model for others

• How do we close the loop on learning?

Area/Room: Ruth A


Initiator: Anne Matheson


Participants: Sandra Triulth, Danielle Heidtmann + others


Value Proposition of Management

Ideas/Issues/Opportunities • Do we have examples of shared best practice?

• Having a pipeline of capability

• Giving back to the individuals

• Too much myth in university education – how do we make sense of learning in the real world?

• Getting a metaperspective on their organisation

• Individual

• Organisation

• Society

• Are organisation thinking strategically about their capability needs?

• Generational maturity

• Hard to be brave in corporate culture!

• Encouraged to express themselves..

Area/Room: Richard B


Initiator: Richard Hale

Scribe: Richard Hale

Participants: Leslie Breackell, Ralphe Kerl, Jennifer Woodroe


Engaging Gen Y and Z in Meaningful Ways (staff & customers)

Ideas/Issues/Opportunities • Is there a real difference between Gen X, Y & Z?

• How do we define these groups?

• Technology influence – shapes generations

• Ability to speak open, confidently up the chain

• Use of social media to connect and engage with generations, need to remain active

• Flexibility is critical to the basic reality we have right now we have no idea what is best methods might be for all generations

• Individual differences v’s generational?

• What are we catering to?

• Engagement of Gen Y and Z – not one solution or one size fits all

• Flexibility and speed of learning opportunities

• New ‘real time’ technology for customers and staff

Area/Room: Richard C


Initiator: Ramanthan Shankar

Scribe: Philip Andersson

Participants: Vivien Lim, Natasha Fong, Amy Lee, Jay Kulkarni


Political Correctness in Training

Ideas/Issues/Opportunities

• If Someone is wrong, say “you’re wrong”

• 30% mark – how do you find the positive?

• Cultural – Australian not to give negative feedback

• Subjective v’s Objective

• Persona point of view

• University scores – Pass is 50%

• Value of qualifications if pass? They are useless so why not increase the score?

• Competency and knowledge

Area/Room: Foyer


Initiator: Stephen Robinson

Scribe: Stephen Robinson

Participants: SR, Viveen, Robyn, Sylvia, makia, Linda, Richard Badham, Sue


Transforming Business through Education

Ideas/Issues/Opportunities Challenges

• Getting people into training and learning

• Is education, training, individual development seen as core to the business?

• Indicators, No. of L&D Staff not reducing

• Drivers to get soft skills as core amongst all staff

• Drives business and individual development

• BERSIN -> Alignment in personal and organisational development is good for business growth e.g. retention of staff, profitability

Companies/firms are:

• Competitive

• Grow Business

• High value clients

• Retention

• Profit ROI

individuals are:

• Employees

• Engaged

Area/Room: Foyer


Initiator: Richard Carter, Robin Kramer

Scribe: Jo McClaren

Participants: Kate Hughes, Anita Ko. Anne Matheson, Paul Sparks, John Barraclough


Wisdom in Corporate Culture

Ideas/Issues/Opportunities • Definition:

• Wisdom = applied learning, continued learning, accumulation of experience, capacity to reflect, ability to dialogue, individual/collective, self-actualising, knowledge of many things, Self-awareness, awareness of ego

•

• Why important in corporate culture?

• Need to define to set cultural parameters

• Recognition

•

• What does it add to corporate culture?

• Collective experience impacts way you do business

• Provides basis for making decisions

• Functioning in the best way it can be

• Withstand time for contemplation/reflection

•

• Decisions/Traits exhibited

• Observe a wise person

• “aha” moment

• Observational process

• More than giving of knowledge

Area/Room: Upper B


Initiator: Jennifer Woodrow

Scribe: Johanna White, Tania Anderson

Participants: Angela Wilcox, Helen Stollery, Sandra Triulzi, Rob Wilkins, Tania Anderson, Lesley Simmons, Megan Young, Leslie Breakwell, Paul Sparks, Miriam Joy, Linn Roberton, Brad Jobe, Richard Carter




Structures for reflection

• Information AND experience

• Critical thinking/doing/reflection

• Move beyond

• Incorporate into everyday learning

• Organisations/Individuals/Mentors

• Wisdom process is a journey, continuous

• Does wisdom require reflective capability?

• Wisdom is contextual

• Overcoming adversity

• Collective wisdom (shared) –“wisdom of the crowds”

• Culture valuing wisdom

• Encourages the sharing of information

• Mastery v’s Wisdom

• Gen Y & Z – What is wisdom to them?

• Social Media – how does it play a role

• Wisdom – connecting/linking information

• Wisdom broader than mastery but different

• Mastery philosophically informed – is it a skill?

Area/Room: Upper B








• Younger generation – want to meet their goals/dreams without compromising their integrity and what they want, is this wisdom?

• Business education should develop career paths, develop wisdom, direct

• An example is a forward-thinking company that provides employees with 1 week reflective leave – it’s open to how they use it but they must be able to provide tangible evidence of a project/thoughts.

Area/Room: Upper B






Misconception of Failure – the essential element of success

Ideas/Issues/Opportunities • Failure is an emotion, emotional brain is geared to defend our

vulnerabilities and weaknesses

• When we are threatened our logical brain shuts down and we become emotional

• Need encouragement and support to overcome weakness

• Don’t blame failure, it is not an issue

• Look at failure as “not yet competent” therefore framed as room to improve

• Asia does not see failure as a toxic word – use it to overcome challenges

• Important to address our emotional side

• Corporate culture rewards success

• Reflection day – groups get together to talk about challenges and opportunities

• Setbacks not failures

• About asking for help, not waiting until you have failed

• Be sure on what you are willing to risk, and what is the learning curve?

• Blaming each other is the biggest mistake of failure, people hiding their mistakes

• Have a process that supports and reflects to learn and share emotions

Area/Room: Ruth B


Initiator: Cris Allison

Scribe: Tanya Harris

Participants: Claire Jones, Sara Squadrito, Vanessa Harris, Suzanne Mercier, Sylvia Young, Kate Hughes, Katya, Tanya Harris, Elyah Fish, John Barraclough, Cassandra Brooks, Ramantha Shankar




• Open conversations about how you feel and what you have learnt and the outcome

• People have to accept responsibility and not blame others to learn and change

• Environment that is open and supports change

• Use of simulation for failure and create a process to analyse your part of the problem and to correct errors

• (John Gottman) Can read the successes of a marriage by interviewing couples for 3 minutes based on their emotional investment/facial expressions

• Organisation must understand how to repair failure

• (Darwin) You have to adapt to the culture, need to look around and check out the wider community otherwise we can limit our thinking/ability/etc

• People behave in the way they are rewarded

• Malcolm Bladwell for research

• Companies quickly blame rather than learn from mistakes

• Some culture nuture – comply or leave

• People do not like to talk about failure as it attacks our self-esteem

Area/Room: Ruth B








• Strong characters apologise and wash out the noise

• Team based failure is easier than individual failure

• They say “we failed” not “I failed”.

• There is usually always more than 1 person involved in a failure

• How do you improve without taking risk

• Look at yourself first. Learn.

• Psycho-Cybernetics book to read (Maltz, 1960)

Area/Room: Ruth B






How do we use our senses to make learning more meaningful?

Ideas/Issues/Opportunities • Use of different spaces for learning, by forcing changes in the

space we use (e.g. location, room, set-up) we can drive/encourage change within the learning groups

• Explored how we can incorporate sight, sound, touch, smell, taste into our learning environment to increase retention

• Idea of self-directed learning (e.g. museum style) where we can set up a space to contribute to a range of learning experiences and allow participants to drive their own learning

• Challenge of catering to all learning styles while remaining midway to not upset/make uncomfortable participants with extreme learning preferences

• Discussion of what we need to actually incorporate smell, touch, taste, sound, to achieve the results

• Can we use linguistics to create these senses enough to achieve learning retention

Area/Room: Richard A


Initiator: Philip Andersson

Scribe: (not filled in)

Participants: Yvonne Collier, Adam Monaghan, Suzanne Mercier, Helen Petrusa, Danielle Heidtman, Rhonda Paterson


Enabling a Learning Culture

Ideas/Issues/Opportunities Questions for discussion

• What does a learning culture look like?

• Scope and scale

• Define

• How to cultivate

• Collaboration v’s competitive culture

Definition: Individual taking responsibility for their own learning in an organisation that supports learning

• Time and space to learn

• Permission to learn

• Create expectation of self and others to learn

• Reflective practise

• Individual know what learning is and how to do it

• Learning behaviours and learning how to learn

• Recognise when and how you have learned

• Learning happens when current experience conflicts with future experiences

• Creates a desire and need to learn/change

• Systematic nature of learning

Area/Room: Upper A


Initiator: Kimberly Bravery

Scribe: Christine Garberg

Participants: Cassandra Brooks, Mandy Varley, Roz Faulkner, Adeline Cheok, Patricia Frame, John Tracey, Malcolm Pearse, Nicole Blum, Tiffany Jones, Amy Lee, David McGuire, Belinda Essex, Heather Cardin, Katya Zhuravleva, Jay Kulkarni, Megan Young, Johanna White


Enabling a Learning Culture


How to enable?

• Meaningful experience based learning

• Environment to enable learning

• Individuals within a culture/societal influence

• Tap into experiences people have had

• Adapt and encourage learning to learn and learning styles

• Senior people need to be learning – as an example

• Reward learning culture behaviours

• Leaders need to know that they can learn from anyone

• Learning is not a hierarchy

• “elders”/”SMES” in each of us it is the opportunity to identify and use thus knowledge to learn from each other

• Learning from mistakes and failures

• Overseas organisations better than Australian organisations as this

• Learning involves moderate risk

Area/Room: Upper A



Scribe: Christine Garberg

Participants: Cassandra Brooks, Mandy Varley, Roz Faulkner, Adeline Cheok, Patricia Frame, John Tracey, Malcolm Pearse, Nicole Blum, Tiffany Jones, Amy Lee, David McGuire, Belinda Essex, Heather Cardin, Katya Zhuravleva, Jay Kulkarni, Megan Young, Johanna White


How do we effectively educate the importance of innovation?

Ideas/Issues/Opportunities

• Innovation – concept of the deliver

• How do we educate business the concept of innovation

• There is a concept of failure and accepting failure

• Prepare the fail fast concept

• Is there a formal innovation process to lessen risk?

• How do you sell innovation to business?

• Do you need to be creative?

• Innovation has currency because if what we give the word

• We need to understand the DNA of an organisation and culture of an organisation, look at apple as a case study

• Innovation is an outcome, it drives creative input

• Experimentation and failure are parameters that are drivers of creativity

• Organisations are always changing and innovative on a daily basis

• Need to look at it from a microlevel

• Innovation is transformational – iterative

• Tool – foresight, innovation thinking style



Initiator: Steve Trpkovski

Scribe: Cat Dunne

Participants: Erin Ana, Malcolm Davies, Cat Dunne, Steve Trpkvski, Richard Hale


How do we effectively education the importance of innovation?


• Real ideas occur at iteration “ROI” return in iteration

• Need to have a shared purpose and have a common goal

• How do you develop critical thinking? Create a world view of how you define

• Philosophical and raising on the agenda with the board or leader, enrol them properly

• Cognitive structure – what does innovation mean to them? (across organisation)



Initiator: Steve Trpkovski

Scribe: Cat Dunne

Participants: Erin Ana, Malcolm Davies, Cat Dunne, Steve Trpkvski, Richard Hale


Where would money/resources come to make our ideas a reality?

Ideas/Issues/Opportunities • Education innovation centre

• Translate ideas for buy in

• Market failure of innovation

• Cross Industry

• Do you need money/resources to develop and produce ideas?

• Start open space

• Developing ideas

• Deep simplicity

• Complex adaptive systems

• Pressure test across industry

• Research based (academia)

• What rules of engagement?

• What is the structure?

• Just focused on innovation

• Focus on what we want to achieve and how to do it

• Need an environment

• Evidence based

• (A group of people want to do it)



Initiator: Miriam Joy

Scribe: Miriam Joy

Participants: John, Jo, Robyn, Cassandra


Carnival Ideas/Issues/Opportunities • Creating a fun environment for creativity and stress release is

important, e.g. google and some call centres

• Not just “fun” playful, freedom not to question everything, including fun

• Carnival is a public space for satire, ridicule, positive as well as negative

• To create a physical space; time space; symbolic space; confidentiality; right people; elimination of fear; recognise paradox, permission by senior figures being self-critical

• How to create in L&D environment? Mental space; relaxed; anti-titles/ name badge symbols representing rank – create yourself

• Key role of art (music, craft, play), comedy (stand-up), allow option to participate, reversal of roles.

Area/Room: Richard C


Initiator: Richard Badham

Scribe: Richard Badham

Participants: (not filled out)


Phronesis Linkedin subgroup: “Creating a Carnival”

Owner: Richard Badham/MGSM

What makes the 21st Century different? Ideas/Issues/Opportunities

• When did the millennium begin?

• Internet –> creates the global worlds

• -> Gen changes = adaptability to change

• Major competencies – this generation is different

• Global citizens

• Unpredictability of life and circumstances

• WW1 and WW2 – losing these generations and identifying the legacy

• Babyboomers product of this period

• What is this generation impacted by?

• Immigration

• Changing ideologies – cold war

• Population and demographics

• Every system changed, crumbled or false

• Have we entered a phase with a different narrative?

• Lines between legal and illegal businesses is blurred

• Secularisation – ethics

• Increased in individualism – no concept of life beyond “me” = weak concept of citizenship

• Changes to funding – personal responsibility to look after self and look after “own”

Area/Room: Upper A


Initiator: Stephen Harris

Scribe: Anne Knock

Participants: Anne Knock, Robin Kramar, Anne Matheson, Malcolm Pearse



Continued…

• From political complacency -> collectivism

• Diversity of “values group” – diverse fragmented

• Empowering knowledge through internet information accessing

• Media presence

• Not such defined loyalty

• Lack of compliance – over complex in some areas, ability to choose & question

• Decline of U.S and rise of China and India

• Death of print media control of messages

• Huge consumer control

• Information is pervasive – need for thinking skills

• Opinion thrust as news

Area/Room: Upper A



Scribe: Anne Knock




Continued…

What are key things make 21st context different?

• Dependency on media, tv, computer, technology

• People used to join for life -> commitment and loyal

• Less choices

• Commitment to family

• Global connectivity

• Global power shift

• Complexity of community

• Never moved faster

• People more willing to test and challenge – regardless of age and experience

• People don’t want to be left behind

• Make a difference – leave a legacy

• Stress, anxiety, medication, counselling (Awareness and acceptance and knowledge of mental health issues)

• Change in ‘respect’ – but greater awareness of action

• Paradigm shift in west-transferring responsibility to institution

• Size of companies / sovereign states

• Change in business paradigms

• Power of corporation – from person to organisation

• Transparency

Area/Room: Upper A



Scribe: Anne Knock



If Learning is constrained by time and delivered through technology – how can wisdom be developed?

Ideas/Issues/Opportunities • Ways to share knowledge e.g. story telling, circles

• Can you develop wisdom in isolation?

• If wisdom involves personal reflection and learning from adversity, how do you develop reflection?

• Wisdom requires: reflection, self-discipline and personal motivation/drive

• In some organisations wisdom is about Talent mgmt and knowledge mgmt.

• Why do we value wisdom?

• What is the organisations intent toward it’s employees?

• The learning of wisdom can be done on the job – enabled through leadership (and driven by culture)

• How do we bring about a wise culture? (it’s about leadership intent)

• Developing wisdom depends on style of leadership (no hope if leadership is focused on egos and personal gain)

• How do you develop wisdom?

• People have to want it and it has to be desired

• It needs a more balanced humane environment and it needs a leader who values wisdom

“The courage to change the things I can, the fortitude to accept the things I cannot change, the wisdom to know the difference”

Area/Room: Ruth A


Initiator: Helen Stollery & Leslie Breackell

Scribe: (not filled in)

Participants: Rhonda Paterson , Anita Ko, Paul Sparks


Virtual Classroom Ideas/Issues/Opportunities • What is technology? -poor cousin of the classroom

• If we just copy /initiate classroom format it will fail

e.g video is not the same as attending

• Is classroom actually effective anyway?

• Is classroom easier to create energy?

• Goal of any session – how much is implemented back at base

• How do we define a virtual classroom?

• Is it synchronous or asynchronous learning?

• Is there a difference between online learning?

• Is it harder virtually to connect, stay in touch with learners?

• Energy with people and technology

• Many people still want face to face learning

• Do we even have a choice, the world is changing we have to use the technology, kids are used to it

• Global chatrooms and classrooms

• How do we make it exciting and interesting?

• Great to see how cultures and other worlds ‘live’

• Take the technology and the action

• Has to be visual, sensory

• Not pre filmed but learning can impact the interaction

Area/Room: Ruth B


Initiator: Heather Cardin

Scribe: Nicola Blum

Participants: Richard Carter, Claire Jones, Vanessa Harris, Amy Lee, Tania Harris, Lina, Tiffany Jones, Pat Frame, Stephen Robinson, Christine Fitzgerald, Cris Allison, Joanne McClaren


Virtual Classroom Ideas/Issues/Opportunities Continued…

• Reality TV – cultural interest in others

• We are trying to replicate classroom setting, not going back and redesigning how we teach/use the virtual world

• Facilitator in motion

• Perhaps we need to experience on the learners behalf

• Participants – video themselves

• Interactivity is critical

• How can a virtual class create a sense of relationship/network

• Connections -> share or listen

• Are we missing out on building real connections?

• Is the word classroom the problem? Virtual classroom

• I want to be famous, who cares about what you are doing all the time, e.g. twitter

• Growth of USA universities is all online, face to face is flat

• Yet most people in session want to go to a face to face session

• How do we structure what learning is for different environments?

• Virtual classroom good for systems training

Area/Room: Ruth B



Scribe: Nicola Blum



Virtual Classroom Ideas/Issues/Opportunities Continued…

• What are we missing? Is this innovative?

• Do the learners/children need to be solving the problem?

• Does the next generation need to be the problem solvers

• Learning evolution

• Is it a relative concept?

• What will find in 20 years, what will the effect be on their minds, bodies?

Area/Room: Ruth B


Initiator: Heather

Scribe: Nicola Blum



Is Australian Business Education internationally competitive?

Ideas/Issues/Opportunities • To be competitive, need to look out for:

• Relevance, commercial quality

• Know competitors

• Alumni program (strong) and leads to learning opportunities

• Using like industry to promote (e.g. a way we promote sports overseas)

• Learning from countries like sport and it’s competiveness internationally

• Link with academia and business is not in Aust, but is in the U.S for e.g.

• Looking at Australia’s competitive advantage, what is it? Innovation & Creativity

• Australians are not so good at commercialisation

• From an international students perspective – Students of MBA @ MGSM, Aust education is more practical than in Germany, but in Germany they will question the degree and they will have to work harder and convince germans that they are just as good



Initiator: Natasha Fong

Scribe: Vivien Lim

Participants: David Hutchins, Liz Norris, Ralph Kerle, Sven


Learning is social & contextual and we should abandon L&D departments (and scatter)

Ideas/Issues/Opportunities • Social and contextual – No need for L&D departments,

especially in HR

• HR has a strategic agenda re: talent, recruitment etc

• But learning and work are fused

• We learnt best in the context of practise

• Social = share ideas, converse, connect w/ people

• L&D is seen as a “sacred cow”

• No need for L&D department, not no need for L&D people

• Social is more than just oral – twitter etc

• Social interaction is an enabler

• User connection with business is important

• Why ban social media?

• Internal social media v’s external.

• Competing agenda with confidentiality

• Risk -> some teams will fail with specialist L&D

• Are L&D people “trainers”? Are they the SME’s?

• Anything we do should be social

Area/Room: Upper B


Initiator: Rob Wilkins

Scribe: Ryan Tracey



Learning is social & contextual and we should abandon L&D departments (and scatter)


• Barriers to social media – they don’t trust it

Shyness

fear of the unknown

Lack of training

Too many tools

• Context of the organisation can reinforce

• Managers and leaders are key to enabling L&D

• At times (a lot) we just run events – not solutions

• Knowledge / Doing gap

• L&D embeds – community, fosters conversation

• Break down rules between L&D, talent, recruitment etc.

• All about people capability

• Learning is work, work is learning

• What is the nature of the work?

• HR can divorce its purpose from local business operations

Area/Room: Upper B


Initiator: Rob Wilkins

Scribe: Ryan Tracey



How to manage performance of managers (who don’t manage performance of their sycopants)?

Ideas/Issues/Opportunities • Sycophants definition: people who flatter / “suck up” to them

• Political environment common

• GM relationship with shareholders/mayor

• Some people know how to keep their boss happy, but not managing below/managing those who flatter them

Strategies:

• manage them out of the organisation – follow or create policies

• Safe in knowing good practise/law

• Start with the executive team, send the message

• Organisations can’t survive without some people? (nor true)

• Be genuine, measure underperformance

• Draw a line in the sand

• Coaching for poor performance

• Find a business part. – HR or line manager – need their buy-in

• Policy e.g. termination clear

• Fair process even if no policy, clear and consistent for all

• Painful but value building skills

• Manage stakeholders

• Create a line of sight to exec team

• Utlise an outsourced organisation to create a “performance culture”

Area/Room: Richard A


Initiator: Jay Kulkam

Scribe: Tania Anderson

Participants: Tania Anderson, Jay Kulkam, Mandy Varley


Does Management education feed or breed arrogance?

Ideas/Issues/Opportunities • Delivery of behaviour

• Waste of energy on a mask

• Instead of putting energy into a problem resolution

• Discussion of value systems/behaviour about this issue

• It is an issue – not wanted

• Cultural – Australia v’s U.S

• Must have fear

Area/Room: SPE



Scribe: various

Participants: Lynora Brooke, Maika Rawolle, Linda M, Phil Andersson, Eva Lo, Kate Hughes


Open Space Action Sessions

Action Plan Summaries

Leading Phronesis Forward

Action Items: • Jennifer Woodrow can be contacted to share

action learning models with Phronesis

• Linda will begin to use linked in site to start discussions and encourage other phd students to do that

• Anne knock will create a connection with her blog and linked in site

• Tania will volunteer to promote phronesis events and work on a Phronesis event for Gen Y and Gen Z

• Lucy Fisher will think about how we could use Phronesis as a development tool

• Jennifer will talk to her HR network about Phronesis doing a promotion/event with them in North Ryde


Participants: Christine Fitzgerald, Jennifer Woodrow,

Anne Knock, Linda (MGSM), Tania Anderson, Lucy Fisher, Eva Lo, Sara Squadrito

• Eva Lo offered her skills as an accountant and process improvement specialist. Phronesis will be in touch with her

• Sara, Anne K and Jennifer W offered to investigate if her organisation would sponsor a Phronesis event

• Christine Fitzgerald offered to lead forward a bi monthly social meeting with Phronesis members to continue discussions.

Innovation Action Research Group

Action Items: • Expand on definition of groups purpose “a

create a space to pressure test ideas and encourage peer mentoring for those focused on education in business across industries”

• Group to meet to discuss, plan and set agenda for an initial invitation to a meeting for those interested in joining this space

• Christine Garberg to send through some information on Peer Mentoring Framework

• Miriam to organise initial meeting


Participants: Robyn Dear, Elyah Fish, Vivien Lim, Johanna

White, Anita Ko, Sandra Triulzi, Kimberly Bravery, Lesley Symons, Christine Garberg

Phronesis Linkedin subgroup: “Innovation Action Research Group”

Owner: Miriam Joy

Rebrand L&D to Organisational Readiness

Action Items:

• Sit in the business and follow their routine – Secondment

AND

• Business sits with L&D help them to drive what is realistic give perspective

• i.e Partners in law, flexibility by industry So we understand the business


Participants: Johanna White, Nicola Blum, Amy Lee,

Vivien Lim, Philip Andersson, Stephen Robinson, Natasha Fong

• Admit it is our responsibility to change our behaviours so we become a ‘trusted advisor’

• In every interaction with the business, ask yourself does this add value? How is it relevant?

• Give contribution in meetings – evidence the value

• Think differently about ourselves – similarities matter, we are not trainers

• It is not a “classroom”

• Change the essence of the experience

Value Proposition for Management Education

Action Items:

• Adding values

• Creating values in organisations

• Talent identification

• How to get orgs to recognise value if paying

• Org budgeting, resources, employee retention, internal structures, retention tools and mechanisms

• Competing demands of family

• Intensive program prohibitive, 4 years

• Individual case wants for a degree

• Employer programs

• Individual programs


Participants: Helen Stollery, Robert Wilkins, Richard

Hale, David Hutchins, Mandy Varley, Lina Robertson, Malcolm Pearse, Anne Matheson, Stephen Trpkovski

• Individual in smaller orgs, medium orgs, large orgs

• Why do MSA, promotion, career, org-based

• Last thing I want as a Dean is a 4-yr program – to match markets

• Successions

• Business profit

• Leaders

• Future Proofing

• How can be done

Wisdom

Action Items: • Wisdom and Phronesis

• Limited discussion in business

• How is it being used?

• Futurologists/Strategy

• Research conceptions of wisdom – corporate survey?

• Relevance to business

• Connection to Spirituality (Spirituality, Leadership & Management – Conference Nov 13th)

• Who uses it, how is it used?

• Define a model of wisdom in business

• Mastery v’s Wisdom

• Ages & Gender profiles – Wisdom

• Wisdom as the result of a transformation through adversity

• Being of the doing & Reflective space

Initiator: Richard Carter

Participants: Elyja Fish, Anne Matheson, Malcolm

Pearse, Lesley Symons, Leslie Breackell, Helen Stollery, Katya Zhuravleva, Adam Monaghan, Anita Ko, Helen Petruza, Sandra Triulzi, Yvonne Collier, Tanya Harris, Malcom pearse

• Wisdom not knowledge management

• Collective Wisdom

• Is wisdom learned?

• How do people become wise or experienced?

• Experience of wisdom & personal perspective

• MGSM to lead and take first cut (Eastern, Western)

• Academic/History/Perspective

• Corporate use i.e Knowledge Management

• Measurement

Phronesis Linkedin subgroup: “The Meaning of Wisdom in Business”

Owner: Richard Carter

Key takeaway to share with other L&D professionals

Action Items: • Concept of failure – Learnt from? Action

taken?

• Feedback essential to learn

• Ask the question: “How have you experienced wisdom at work?”

• Challenge the definitions of wisdom

• As L&D professionals we all work at different levels & different aspects/issues that are important to us

• How do we add value?

• How do we use technology?

• Observation of different facilitation techniques to use, e.g open space

• Being authentic when running sessions and own the space to get group to participate, look for leadership within

Initiator: Phil Andersson

Participants: Tania Anderson, Helen Petruza, Catrina

Dame, Adam Monaghue, Cassandra Brooks, Lucy Fisher, Danielle Heidtman

• As a facilitator it is important to let an individual/group know when to lead

• Shared learning/experience between the group of L&D professionals confirms we all have similar challenges and also different ideas

• Know when to let others lead

• Many colours of the rainbow

• Develop a forum to roadtest ideas

• Finding right structures to find the right info/actions

• Understand global / international capabilities (also note differences)

• Coaching conferences a good idea

• Identify best practice

Practical Ideas for Learning Cultures

Action Items: What we will do - Including immediate next steps

Categories

• Environment and Individual

• Info How – Creating physical space e.g libraries, Virtual space

• Facilitate learning

• Rewards for sharing learning and info

• Leaders drive learning

• Environment where there is no hierarchy

• Individual motives aligned to learning

• Creating an aspirational culture

Enablers

• Support from top

• – Modelling

• Resources

• Accountability all the way down the hierarchy

• Learning strategy must go hand in hand with the business strategy


Participants: Tania Anderson, Helen Petruza, Catrina

Dame, Adam Monaghue, Cassandra Brooks, Lucy Fisher, Danielle Heidtman

• Build coaching, facilitating and mentoring into skill set of organisation

• Everyone plays a role in learning – behaviour and attitude is important

• Infrastructure to support culture

• – through workforce planning

• - Comms and marketing plan

• - Reinforce role of learning in achievement

• Help business leaders teach – make it easier for them to share their stories

• 3 up and 3 down – 3 things that went well, 3 things that didn’t go well

• At the end of the meeting – learning and reflection

Phronesis Linkedin subgroup: “Creating a Learning Culture”

Owner: Kimberly Bravery

Guidelines for using Technology in Learning/Training

Action Items: What we will do - Including immediate next steps

• Develop 10 question survey to understand current knowledge of usage of technology

• What are the questions?

• More research needed

• Do we need a guide?

• What’s the outcome/target of the guide?

• Robyn to undertake more research around this topic and update on main Phronesis linkedin Group/create a subgroup depending on what is found.

Initiator: Robyn Dear

Participants: Tanya Harris, Natasha Fong, Paul Sparks.

Engaging Younger Learners in the Virtual Learning World

Action Items: • Observe students in the “virtual rooms” and

see how it works and the impact on them

• Survey the kids about the program

• As kids – how do you want to learn? (Remove focus from virtual but leave it open)

• Asking learning professionals who are introducing new models of engaged learning

• Ask our children how do you want to learn

• Ask random people in respective business how they would like to learn

• The plans of asking and collating data rely on capturing via Phronesis website (or alternate suggestions)

Initiator: Tanya Harris

Participants: Nicola Blum, Heather Cardin, Stephen

Robinson, Anne Knock, Amy Lee, Patricia Frame, Roz Faulkner

• Potential questions for survey

• How do you learn best?

• How would you like to learn?

• (Set questions, research questions)

Phronesis Linkedin subgroup: “Research Youth for Virtual Learning Needs”

Owner: Tanya Harris

“Other Action Items” • Content, challenge and question in formal

education

• “unprecise” what does this mean?

• YR 5,6,7,8 integrated matrix… choice, larger number of short Q’s and smaller No.

• Target Q’s, Innovative Research Centre as a School

• Job v’s generating an income

• Education –not necessarily “work” but generating income.. plus lifestyle.

• IQ + EQ + Lifestyle

• Process – people meant to be leading brought by a different model

• Constant change and getting used to it, fluidity

• World is more complex especially the contexts, but in earlier times based on survival

• Recognizing different stakeholders

• In a subject you can have boundaries but also have fluidity

• Organisation Management and Education

Initiator: Richard Badham Participants: Stephen Harris, Robin Kramer

• Espouse theory, theory in use – need to close the gap

• How to live in difference?

• Process Model – surface the undiscussables, interactions, learn more than content, style seen as no longer “a-typical” but consistent

• Need to be consistent across world/system

• Cross cultural issues

• How to successfully teach online?

• Engage me don’t enrage me

• “DO” then “THINK” (reflection)

• Proactive model for change

• “Life is lived forwards and thought backwards, but there is no place for me to think forwards” – Kierkegaard

• 21st Changing complexity - online education, change from content to process, concept of space/furniture, dealing with complexity.

• Management education in the 21st century

This is The Hour.

It is time to speak your Truth. Create your community.

Be good to each other. And do not look outside yourself for the leader.

This could be a good time! There is a river flowing now very fast.

It is so great and swift that there are those who will be afraid. They will try to hold on to the shore.

They will feel like they are being torn apart, and they will suffer greatly. Know the river has its destination.

The elders say we must let go of the shore, push off toward the middle of the river,

Keep our eyes open, and our heads above the water. See who is there with you and celebrate.

At this time in history, we are to take nothing personally, least of all Ourselves!

For the moment we do, our spiritual growth and journey comes to a halt.

We are the ones we have been waiting for.

The Elders, Oraibi, Arizona

Hopi Nation 2009

Documents

Phronesis open space book of proceedings september 2010 final