The learning organization: an often described, but seldom observed phenomenon


The last #eCollab's Blog Carnival poses the question of the learning organization and the mobilization of collective intelligence: In theory, everyone is for the learning organization or the mobilization of collective intelligence. How could you be against it? Would that make you in favour of the "stupid organization"? Yet few organizations have developed a model for a sustainable learning organization. So, is collective intelligence a myth? What are the reasons for successive failures at attempts to implement the learning organization? How can this be fixed?

Here is my contribution:

W. Edwards Deming understood that systemic factors account for more organizational problems, and therefore more potential for change, than any individual’s performance. The role of managers should be to manage the system, not the individual functions. The real barrier to systemic change, such as becoming a learning organization, is command & control management. This is why the third principle for net workshared power, is a major stumbling block to becoming a learning organization. Narration of work and transparency are easy, compared to sharing power. But learning is what organizations need to do well in order to survive and thrive.

In 2009 I listened to Peter Senge’s keynote address at the CSTD national conference. Senge’s book The Fifth Discipline is the seminal text for learning organizations. His later research findings showed that a key factor in sustaining an enterprise is organizational learning. Knowledge, Senge said, is the capacity for effective action (know how) and it is the only aspect of knowledge that really matters in business and life. Value is created by teams, but mostly by networks of people. Even team-based knowledge comes and goes. Learning really spreads through social networks.

This year I have reviewed and synthesized several of my observations on learning in networked environments. Here is what I have found.

1) Learning is not something to get. Individuals need to take control of their learning in a world where they are simultaneously connected, mobile, and global; while conversely contractual, part-time, and local. Organizations must also move learning away from training and HR, as some external band-aid solution that gets called in from time to time. Learning must be an essential part of doing business in the network age. Learning has to be owned by the workers and learning support has to be a business function.

2) The only knowledge that can be managed is our own. In my opinion, knowledge management should be about supporting personal knowledge management in networks, with a distributed, not a centralized, approach. Net Work Literacy entails self-organized learning while cooperating in diverse networks. Each of us is responsible for our own learning but we are now obliged to share this learning. If nobody shared what they have learned, there would be no Wikipedia or other free learning resources on the web. The same pertains to sharing inside organizations.

3) Learning in the workplace is much more than formal training. There are many relatively simple and fairly inexpensive things that can be done to support workplace learning. These include creating real and virtual spaces to encourage conversation. In an open environment, learning will flourish, as it has on the Web.

4) When we remove artificial boundaries, we enable innovation.

“The central change with Enterprise 2.0 and ideas of managing knowledge [is] not managing knowledge anymore — get out of the way, let people do what they want to do, and harvest the stuff that emerges from it because good stuff will emerge. So, it’s been a fairly deep shift in thinking about how to capture and organize and manage knowledge in an organization.” ~ Andy McAfee

5) Learning is everywhere. Learning and working are interconnected in the network era. If learning support is not connected to work, it’s rather useless. Learning is the new black – it’s everywhere. Net workers need more than advice (training), they need ongoing, real-time, constantly-changing, collaborative, support. This is management’s primary responsibility in a learning organization.

In my experience, these three indicators would suggest a true learning organization:


Harold Jarche   Entreprise Collaborative   Ecollab AdministratorHarold Jarche passionately believes in the re-integration of work and learning. People have connected with Harold over the past decade, through his blog and consulting practices, for innovative ideas on business, technology, social networks and learning. He also distills heady topics like complexity theory into practical advice. Harold has saved clients time and money by focusing on business objectives and conducting cause analyses, instead of prescribing training as a solution looking for a problem.

A graduate of the Royal Military College, Harold served over 20 years in the Canadian Army in leadership and training roles. Harold has held senior positions at the Centre for Learning Technologies and e-Com Inc.

His preferred workplace is on his bike, where he gets his best ideas.




The #eCollab Blog Carnival: The Stupid Company or the Myth of Collective Intelligence ?


Ecollab New PictoIn theory, everyone is for the learning organization or the mobilization of collective intelligence. 

How could you be against it? Would that make you in favour of the "stupid organization" ? Yet few organizations have developed a model for a sustainable learning organization. 

So, is collective intelligence a myth ? What are the reasons for successive failures at attempts to implement the learning organization ? How can this be fixed ?


Please join us in this discussion


If you wish to participate:

  • Quick & Easy: give us your opinion by commenting on this article.
  • Do you have a blog?

- Respond with an article you publish on your blog. Send an email to fdomon (at) or a tweet to @hjarche or @fdomon to make sure we do not forget your article

- Please mention the context in which this article appears: Insert a link in your article to

- If you use Twitter, send a message linked to your post using the hashtag #ecollab

- We will publish all articles, or excerpts of them on the site. This will make for easier reading of the blog carnival. We will link to the original article and will contact you for a short bio and photo to include with the article

  • You do not have a blog but this interests you?

- Send your article directly to fdomon (at) We will then publish it.

Good blog Carnival and thank you in advance for your participation .



Contribution to #eCollab's Blog Carnival:


The learning organization: an often described, but seldom observed phenomenon

By Harold Jarche


W. Edwards Deming understood that systemic factors account for more organizational problems, and therefore more potential for change, than any individual’s performance. The role of managers should be to manage the system, not the individual functions. The real barrier to systemic change, such as becoming a learning organization, is command & control management. This is why the third principle for networkshared power, is a major stumbling block to becoming a learning organization. Narration of work and transparency are easy, compared to sharing power. But learning is what organizations need to do well in order to survive and thrive...


The Stupid company or the myth of collective intelligence ?

By Augusto Cuginotti


Those two terms, learning organisation and collective intelligence, carry lots of interpretations, insights and fantasies. I will add more to it :) with a dialogical perspective and then look at the question of implementation of a learning organisation.

A Learning Organisation is not an Organisation made to Learn

Organisations do not have learning as the centre of what they do. Organisations are purposeful systems, constructs of people who want to perfom a function together. That central function is never about learning (not even schools and universities have learning as their raison d’etre)...



What is social learning? Part Two: the organisational experience


In this series of three articles, i want to explore social learning from the perspective of the individual and the organisation in today’s workplace and then take a look to the future, to where social may take us. Yesterday we explored the experience of the individual, looking at how social capital is increasingly important: the ability to survive and thrive in online spaces and how this differs from the past. Today i want to explore the challenges for organisations.


An organisation is only as healthy as it’s messaging, it’s ability to communicate ideas and to shape, strengthen and influence it’s reputation in the marketplace. Much of this ability falls to it’s control of messages, it’s ability to define what the brand stands for and to influence how others perceive it by ensuring that messaging is ‘on brand’. In other words, every advert you see, every website, every letter or press release, the scripts used by the call centre handlers and every aspect of every shop or branch, from the colour of the marble floor to the type of door handle used is controlled.

Consistency, compliance and replicability of experience are the hallmarks of today’s global or aspirational business. Go to McDonalds in Peking or Portsmouth and the experience is controlled the same. HSBC is the world’s local bank because the promises they make in Shanghai are as valid as the ones they make in Surbiton.

Within this web of control, social learning sits like a warty toad. It’s not very welcome and nobody wants to kiss it. Historically, organisational learning has been about taking people and bringing them in line with the organisational view of the world, be that product knowledge, how to lead people or how to change a valve without blowing something up. There are many good reasons for this. The skills needed to be safe and successful are often well understood, organisational knowledge built up over time. If you work in an engineering business, nobody particularly wants you to contribute an original idea to how that valve gets changed.

Formal and traditional learning structures are often well suited to the development of of skills and behaviours that help strengthen this organisational view of the world. Social learning can sit comfortably alongside this, but it’s different. It’s less about the training for formal knowledge and more about the development of skills around using knowledge, applying it. Social learning is more collaborative and fluid, looking for emergent truth out of debate and discussion, challenge and exploration. I view it more as a mindset and a tool that can be deployed to support practice and embedding of knowledge.

Social is not about control, it’s about collaboration. For the organisation this can present all sorts of challenges: legal, ethical and around consistency. Take that problem with a valve: firstly, the organisation has a legal obligation to train you to change it safely. They have to discover the best way, then they have to have that way accredited and verified, then they have to train you, let you practice and sign you off as competent. Within this legal framework, there is little space for social learning, which would be more likely to ask why not try this other way?

You could include a space for more experienced engineers to contribute feedback and thoughts, although this can easily breach legal guidelines (if one of them says ‘just hit it with a hammer’).

Ethical challenges emerge especially in global social learning spaces where we need to take into account different cultural norms around gender and sexual equality, the role of the manager and what it means to learn. Some cultures are more comfortable with the free form collaborative approach that tends to typify social whilst others prefer there to be more structure. In some cultures it’s unusual for women to be engineers of managers and there is a risk that debate can start to make people uncomfortable. Do we have a duty to champion liberal values in social learning spaces, or is that simply rude to other cultures? Should we avoid these issues, or does that form a moral cowardice? These are significant organisational challenges that can prevent the utilisation or success of social learning. As we discussed yesterday, building social capital is important for individuals to gain benefit in social learning spaces, but there is a darker side to this too in the form of bullying or, in a lesser form, hustling in these spaces. Some people have strongly developed skills in putting their view across forcefully and the transition into the virtual world of social can reinforce the way they do this. It’s well known that people can tend to say things in emails or texts that they would never say in person. We tend to be less inhibited, giving greater potential for conflict or misunderstanding.

I sometimes think that legal and ethical concerns are more legitimate reasons not to take up social than the other main reason: control. Organisations like to control messaging and often for good reasons as we have seen above. They don’t want people blowing things up and they don’t want debate around whether women can be engineers. It’s all just a distraction. But beyond that, there is a fear that the messages can’t be moderated or controlled.

Lets just think about the range of ways that organisations communicate: websites, brochures, corporate literature, this all tends to be written in advance, heavily edited by legal, compliance, communication teams and MDs. It’s a heavily moderated and controlled message. Social media tend to fall at the other end of the spectrum: forums, Twitter, status updates, these all tend to be relatively unmoderated, more conversational, immediate and disposable. Or rather, we intend for them to be disposable. But things persist in the virtual world, meaning that posts in forums come back to haunt us later. Where so much organisational value and reputation is built upon control of messages, it’s understandable that there is a nervousness about introducing social spaces where messages can be unmoderated.

I guess moderation is the key to all of this: for organisations and the individuals that make them up to debate and decide upon what stance they want to take. What is the organisational tone of voice for engaging in social learning spaces and for moderating them?

This is something that needs to emerge, not that can be totally planned in advance. Because social media are so responsive, so conversational, we can’t codify how we react, but we can agree on a tone of voice. Take my blog, it’s run on principles of collaboration and positive tone of voice. If i can’t think of something positive to say on a subject, i won’t talk about it. I won’t write articles knocking other projects or sites, unless i have something constructive to say about it. Why? Because i find that social media postings that are just negative are depressing. If you don’t feel you can contribute towards building knowledge, sharing learning and understanding and building something better, you have to ask yourself if you should contribute at all. But that’s just my tone of voice. It’s ok to have a different one, but organisations should think what theirs is.

So we need to set out ground rules, maybe in collaboration with learners. For example, we could agree that we won’t discuss engineering solutions, or that debates around gender are off limits. Or, conversely, we may tackle these things head on and say ‘we are a global business operating in countries with different attitudes towards women, lets explore what these are and decide what our stance will be’ (although it would be a brave organisation that tackled that one head on!).

I see the role of the moderator as key for the successful implementation of social learning in organisations. The moderator is the person or team that control risk, but do so in a collaborative way. They also help us to draw the learning out of the debate.

So, for organisations, social learning presents both opportunity and challenge. The case for adopting it is never so clear cut as the risks are both widespread and obvious, but, with correct moderation and a flexible approach to management, social spaces can liberate great thinking and facilitate a real shift in organisational learning. Just because something is risky or hard doesn’t mean we shouldn’t do it: the rewards may be all the greater.


Julian Stodd Entreprise Collaborative Ecollab ContributeurJulian Stodd is E-Learning Director for GP Strategies and a prolific author in the fields of social learning, e-learning and mobile learning, writing daily on his Learning  blog.

His current book 'Exploring the world of social learning' looks at how both organisations and individuals need to adapt to the changing nature of formal work environments and informal social ones, as the gap between the two disappears. Julian runs an active research community through LinkedIn and Twitter and collaborates widely, running a series of popup learning sessions each year, as well as consulting and delivering innovative e-learning solutions.

Based primarily in the UK but working globally, Julian is a strong believer that technology only facilitates learning, it doesn't guarantee it. Creating high levels of engagement through great storytelling and understanding the everyday reality of the learner is the way forward.


Social Learning fills the empty barrels of Enterprise 2.0


Learning is social by nature

Without going all the way back to the theories of Vygotsky or Albert Bandura, the simplest way to explain social learning is perhaps to look at the work of Richard J. Legers (Harvard Graduate School of Education), who has shown that one of the most important factors for success in higher education is a student’s ability to form and/or participate in small study groups. In comparison to those who had worked alone, those students who had studied in a group, even only once a week, were more involved and better prepared. The students from these groups were able to ask questions to resolve uncertainties and improve their own understanding of the subject by hearing the answers to other students’ questions. The most powerful element was the ability to play the role of teacher to other students, as it has been shown that the best way to learn is to teach.

The philosophy of social learning is in contrast to the traditional Cartesian view of education. In the Cartesian model, knowledge is a kind of substance and learning is a way for teachers to transfer this substance to their students. Instead of basing itself on the Cartesian principle "I think, therefore I am", the social conception of learning holds that "We participate, therefore we are".

It is in society that we learn. Observation, discussion and collaboration are also opportunities to learn. The social aspect of learning is fundamental. Social learning is therefore not a novelty that has appeared alongside Web 2.0.

Learning is not an event

When we talk about learning, we immediately think about formal learning; in other words, about training and education. However, this kind of organized learning only represents about 20% of everything we learn in our lives (see the works of Cofer).

Solving problems, design, creativity, research, experimentation and innovation are full-fledged learning experiences. Sharing experiences, observations, discussion, helping one another and cooperation are also kinds of learning. 80% of our learning is therefore unexpected, unplanned and informal.

From this point of view, the emphasis is less on the content and more on the activities and the human interactions that take place around the content. Indeed, real learning can be found in all the nuances of our way of collaborating, sharing and working. Learning is not something that takes place outside of work. Learning and work are in fact part of a single stream; it’s a continuous process, a skill, an ability to act.

Enterprise 2.0 = Learning 2.0

In our businesses, we know that informal learning takes place all the time, most of the time however, the answers and the experts most capable of solving a problem are not connected with the person who is attempting to tackle it. Social learning networks can remedy this situation by giving everyone access to a much larger group of people who can help them.

2.0 technologies are enabling technologies that connect us with each other, facilitating communication and collaboration. But they are not only technologies; and social learning, by allowing us to capitalise on the ever-increasing streams of knowledge that have made the walls of our organisations porous, fills the empty barrels of 2.0.

4Cs for Enterprise 2.0

Because social learning necessitates design, training, support, leadership, oversight and highlighting successes both big and small, we have developed an innovative and pragmatic approach in order to support our clients throughout their projects, both internally (tools and collaborative learning) and externally (social media). This approach facilitates acquiring and diffusing knowledge within social networks via an iterative and fractal process that can be summarised in four steps: Comprehension, Conversation, Collaboration and Capitalization.

Socialearning%20 %20matrice%204c%20en

Our 4C method is based on two indirect consequences of 2.0, which are vital for the success of any Enterprise 2.0 project: visibility and transparency.

Making work visible and transparent

One unexpected and rarely-acknowledged consequence of the first generation of IT tools (email, word processing) which make up our day-to-day work environment is to render the work process less visible, precisely at the moment when we need it to be as visible as possible.

The end products of our work are highly refined abstractions. For example, this article tells you nothing about the initial idea or its evolution. Likewise, it doesn’t give you any information about the exchanges I may have had with my peers (via social networks or face-to-face), or about my own experiences that have shaped my thinking.

In business, the gains in personal productivity produced by these IT tools are often made at the detriment of organisational learning.

In the 1.0 world, I worked in an events management company. I was in charge of organizing a professional trade show, and for a beginner like myself, the sales targets seemed unreachable. The only way to meet them was to bring together all the stakeholders of the project whilst meeting their needs (explicit or otherwise). I couldn’t rely on the planning boards from previous years’ shows, or on the sales databases, and even less on the dry minutes of old meetings to help me understand.

I was lucky enough to have a managing director who gave me access to his office for several months. I was able to access all his notes, emails and his address book. I participated in all the formal and informal exchanges on the topic. Within a few months I was able to sketch a reasonably accurate map of the world of Florence that I had to navigate and proposed a strategy to make this trade show an unmissable event. By allowing me to observe his work, the director gave me an invaluable learning opportunity.

Transparency is the key to social learning and to Enterprise 2.0.

This transparency encourages access to the people and information that we may need to make good decisions. It is the consequence of the open and multidirectional communication made possible by social tools. It can’t be imposed or forced. Transparency in Enterprise 2.0 involves making our actions and decisions visible to others. It’s about sharing information and knowing who has provided it. We’re talking about accountability and recognition. By bringing people and their experiences and ideas together, social learning allows us to increase our confidence in the shared information and in those who created it.

Changing models: from "command & control" to "connect & animate"

It is transparency that is proving the greatest challenge to the classic "command and control" management model. Managers have to accept that information is created and spread more quickly over networks. They must also accept that this movement will most often happen outside of their control.

Lately, one of our clients told me that "the problem with your approach is that if you give everyone the right to speak, they might just take you up on it!" It’s precisely this commitment to openness and transparency, which goes hand in hand with Enterprise 2.0, which must pressure management to innovate and adopt a "connect and animate" model.

Your IT department and in-house lawyers will tell you that it’s risky. But these risks can be managed. The value created by greater transparency in business is much greater than the potential cost. On the contrary, the real risks are attached to a lack of transparency, to bad decision-making, to making the same mistakes again or redoing the same work, to an inability to innovate or to understand and satisfy client needs.

Until now competitive advantages have been built on information asymmetry. In the future, we will be mistaken if we think that exclusive access to information is an advantage. In today's complex environment, real competitive advantages are created by people who can find relevant information, transform it into practical knowledge and use it to create value. The challenge is to find, attract and hold on to these people; the challenge is to create an environment in which their talent can be developed and used to its fullest; and transparency is essential in such an environment.

Enterprise%2020%20french%20touchFind this article in the "Enterprise 2.0 - French Touch" White Paper, a collective and collaborative work.




Frederic Domon

Frédéric Domon has spent most of his career leading marketing and communication departments in sectors such as yachting, luxury real estate sectors, PR and business press.


Co-founder of Socialearning, a collaborative organization and strategy consulting agency. Socialearning assist organizations, from the development of collaborative work and learning practices (Enterprise 2.0 and social learning) to the set up of innovative interaction frameworks with customers (social media and social business).


He shares the Socialearning spirit with our clients: leveraging social media (social earning) and learning through them (social learning).



Social media and the change form information to formation


The change towards the creative economy has major implications for the nature of what we have called assets. In the industrial age, the assets were physical resources, plant and equipment. Most of the resources were traded in markets and could thus be valued. Taking care of the value of an organization could be understood as managing physical assets and resources.

Now knowledge and people are seen as the major assets. But since neither of them are efficiently traded in markets, their value cannot easily be measured. Knowledge can neither be understood as an asset that can be managed like a physical asset. This is what many people within the Knowledge Management community learned the hard way. Knowledge is not a thing! Thus it cannot be stored, measured or shared.

From a more modern point of view, knowledge creation is understood as an active process of communication between people. Knowledge cannot be stored but is all the time constructed and re-constructed in interaction. Knowledge cannot be shared but arises in action. Knowledge is the process of relating.

The assumption was that learning and knowledge management involve processes that transmit content. This notion derived from the information theory/model of communication developed by Claude Shannon and Warren Weaver. Their theory created a sender receiver model of communication according to which person A sends a signal (message/content) to person B, who receives it and then perhaps sends a responding feedback signal back to A. From this perspective, learning and knowledge creation are processes that resemble transmission or sharing of content. This is why schools and other educational institutions still look the way they are.

But the Shannon & Weaver concept was meant to be purely technical. They were interested whether a byte sent was a byte received in a technical sense. They said nothing about the meaning of the bytes. For a human being a message can evoke a very wide range of associations and interpretations depending on the experience and emotional state of the individual. One person's interpretation is never quite the same as another person's interpretation. There is no linear causality in the world of human beings.

If learning was understood from a more modern relational perspective it would resemble a process of many voices interacting at the same time. In this way, each comes to know the context in which the other makes meaning. The progression of B's understanding of A's story constitutes also a change for A's story creating new meaning, learning, for both.

Social media are most meaningful when giving voice to multiple perspectives, making it possible to seek out, recognize and respect differences as different but equal.

All stories continue, meaning that learning takes place, as participants create a more shared understanding of what the other means. Knowledge that used to be regarded as independently existing in people and things becomes viewed as co-constructed in communication.

Communication does not represent things in the world. It brings people and things into being in constantly surprising ways.

Supportive, energizing and enabling patterns of interaction are the most important "assets" of a modern organization. That is what should be nurtured and taken care of. Communication either accelerates and opens up possibilities or slows down and limits what would be possible. Communication either creates value or creates waste. Communication either creates energy and inspiration or demeans and demotivates.

Information theory is not only unhelpful but harmful, when trying to understand communication between human beings. Communication is not about sharing information but a process of formation.



Esko%20kilpi%20 %20entreprise%20collaborative%20 %20ecollab%20contributeurEsko Kilpi is the founder and principal of Esko Kilpi Ltd, a leading research and consultancy firm working with digital, network based work.

The organization is based in Helsinki, Finland. In addition to his work as an executive adviser Esko Kilpi takes part in academic research and lectures on the topics of interactive value creation, agile methods, relational view of the firm and Internet based technologies in Europe, Middle-East, Far-East and USA.

This article was originally published in

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  I’ve written before about the changes I see coming for organizations (e.g. here), and they’re driven by the changes I am seeing in business and...

Social Business doesn’t mean what you think it does. And neither does E2.0

Deb%20lavoy%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  “Social Business” is not about technology, or about “corporate culture”. It is a sociopolitical historical shift that is bigger, broader and much more fascinating. A new...

What is social learning? Part One: the personal experience

Stories.Julian Stodd Entreprise Collaborative Ecollab Contributeurnsp 350

  In this series of three articles, i want to explore social learning from the perspective of the individual and the organisation in today’s workplace and...

Barriers to Learning in Organizations

Stories.stephen J Gill   Entreprise Collaborative   Ecollab Contributeurnsp 350

  Continuous acquisition and application of knowledge, skills, and beliefs by individuals, teams, and the whole enterprise is an essential aspect of high performance organizations. However, barriers...

Why Organizations Need Social Learning

Stories.laurent Pacalin   Entreprise Collaborative   Ecollab Contributeurnsp 350

  The world has changed — people now live and work in a world where Google gives the answers, where a mobile phone is the lifeline...

4 reasons why social learning will fail at work

Stories.jeevan Joshi   Entreprise Collaborative   Ecollab Contributeurnsp 350

  Yes, I know that Facebook has 23 million users. Yes, I see people on Facebook everywhere I look – on the trains, at traffic lights...

Communities of practice and social learning systems: the Career of a concept (part 1)

Etienne%20wenger%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  Previously: Introduction: Communities of Practice and Social Learning Systems: the Career of a Concept.   A social systems view on learning: communities of practice as social learning systems A community...

Formalizing the informal

Stories.articles.entreprise Collaborative   Dennis Callahannsp 350

  I’m responding to the Ecollab’s question – “can we formalize the informal?”Yes, you can formalize informal learning. Formalizing informal learning doesn’t mean that informal learning...

The Five Failures of Workplace Learning Professionals

Stories.will Thalheimer   Entreprise Collaborative   Ecollab Contributeurnsp 350

  To improve, we must know our biggest failings. In the training and development field, our five biggest failures are as follows: We forget to minimize forgetting and...

Why People Don't Engage With Learning

Stories.nic Laycock   Entreprise Collaborative   Ecollab Contributeurnsp 350

  Jonathan Miles post “A group of would be friends”, reports a Twitter discussion last week that hinged around reasons why people do not engage with learning.  Jane Hart...

The Learning Age

Stories.articles.entreprise Collaborative Age Apprentissagensp 350

          "This isn't the Information Age, it's the Learning Age; and the quicker people get their heads around that, the better"    Professeur Stephen Heppell's remarks appear...

Performance, strategies, and social learning

Dianne%20rees%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  Performance in the workplace is shaped by individual capabilities, defined roles, knowledge and skills, feedback, and a motivation loop that includes the confidence that performing...

Social Learning for a Social Workplace

Michael%20rose%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  There is little doubt that the emergence of Web 2.0 and social networking tools have radically changed the way organizations do business... so much so...

How can Social Learning scale massively? Lesson from World of Warcraft

Ben%20betts%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  Much fuss is made of class-size effects in schools, but I often get blank stares when I talk about the dangers of putting 10,000 people together in...

Blue collar collaboration 350

  People on the front lines, doing nitty-gritty manual work, can teach us plenty about real collaboration. Two men walk into a bar... Even if they both wear...

Social Learning is NOT a new training trend

Jane%20hart %20entreprise%20collaborative%20 %20ecollab%20contributeur

  I've written a few postings recently (notably Social Learning doesn't mean what you think it does) where I have tried to show how the fundamental changes...

3 Practical Considerations for Implementing Social Learning

Michael%20rose%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  In Tony’s previous post, “Tearing Down Cubicle Walls – The Rise of Social Learning In Business”, he mentioned some of the business issues driving the...

HR Failing To Lead The Social Revolution At Work Dir Mdnsp 350

  Is this your HR leader? Do companies need social media? Ever notice HR leaders shying away from this question, typically being led by the Marketing or IT...

What Agile Means To Me

Stories.sahana Chattopadhyay   Entreprise Collaborative   Ecollab Contributeurnsp 350

  I complete exactly 3 months at ThoughtWorks today. While this has been a momentous career shift for me, I may not have written a blog post on...

Tearing Down Cubicle Walls: The Rise of Social Learning In Business

Tony%20yang%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  Learning professionals have long recognized that the majority of learning takes place outside the classroom, primarily because effective learning takes place contextually. An employee will...

Learning Content Is Not Your Job Any More: The Effect of Convergence

Stories.rick Wilson   Entreprise Collaborative   Ecollab Contributeurnsp 350

  There are two new rules for professionals with responsibilities in the generation and production of content for knowledge acquisition: Rule One: You are no longer in...

The Non Formality of How Work Gets Done in Organizations

Stories.sweet Spotimagensp 350

  How does work really get accomplished in organizations? Work usually doesn’t get accomplished the way management sees it formally. The problem with formality is the fact...

Holistic Approach to Learning

Stories.luciana Annunziata   Entreprise Collaborative   Ecollab Contributeurnsp 350

  I've recently read the post by Frédéric Domon at the Socialearning blog site. He describes in a very precise manner the origin and the consequences of the 70-20-10 approach...

Enterprise Social Networks: contribution, trust and loyalty

Stories.claude Super   Entreprise Collaborative   Ecollab Contributeurnsp 350

  The latest feedback shows that the contribution remains the question mark as to the implementation and success of an enterprise social network! Today, a rate of 20-25% of...

Informalizing Formal Learning

Stories.jason Green   Entreprise Collaborative   Ecollab Contributeurnsp 350

  Our relationship with technology is changing the ways we live and work. We connect digitally with our mobile devices, social networking tools, and various computer...

The knowledge-bubble trap worsens

Stories.nick Milton   Entreprise Collaborative   Ecollab Contributeurnsp 350

  I posted a while back about the way we tend to create knowledge silos in social media, giving the example below of knowledge related to BP during...

Who needs training again ?

Stories.charles Jennings   Entreprise Collaborative   Ecollab Contributeurnsp 350

  At some point in time I am sure we’ve all found ourselves with an answer staring us in the face, but we just haven’t managed...

Find Where Social Learning Will Work at Your Company

Stories.entreprise Collaborative   Ecollab   Find Where Social Learning Will Work F1nsp 350

  If you haven't been hiding under a rock on the edge of Antarctica for the past few years, you've probably heard of social learning. If you've...

Learning vs Development

Entreprisecollaborative%20 %20rooke%20%20torberts%20framework

  Is there a difference between learning and development? I ruminated over this question for a number of years as a Learning & Development professional, but without...

Social CRM and business transformation

Mark%20tamis%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  Forget all this talk about “Social Business”, “Social Enterprise”, “Social Organization”, “Social XYZ” – your business already is “Social” because by its very nature it...

Is Collaboration a Crock ?

Stories.articles.thierry De Baillon   Entreprise Collaborative   Ecollab Contributeurnsp 350

  Let us face it; we, as humans, are selfish, individualists, and undoubtedly clinging to any privileges associated with power. Goodwill and sharing among peers follow Nielsen’s...

Enterprise 2.0 - French Touch (white paper)


  When we think of about "Enterprise 2.0" since 2006, the year that Andrew McAfee coined the term, we see that there has been considerable experience...

Moving from the Learning to the Teaching Enterprise

De%20lentreprise%20apprenante%20%20lentreprise%20enseignante%20 %20entreprise%20collaborative

    In a recent post published on the Harvard blog, Bill Taylor notices the rise of the Teaching Organization, as an evolutionary step of the Learning...

Formaliser l’apprentissage informel : Consulting et Bene Gesserit

Stories.articles.benegesseritnsp 350

No translation available    Pouvons nous formaliser l’apprentissage informel ?  Je vais donner mon point de vue en faisant un petit détour par le cycle de Dune...

Collaborative training departments

Tom%20haskins%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  It's likely that new start-ups in the coming decade will be intensely collaborative, but initially small and without training departments. Established organizations, large enough to...

Social Networking: Bridging Formal and Informal Learning

Ecollab%20 %20construire%20un%20pont%20entre%20la%20formation%20formelle%20et%20informelle

  There’s been much justifiable excitement about social media recently; are you on top of it?  The recognition that learning is 80% informal suggests that we...

Joining Is Important to Social Learning

Enterprise%20collaborative%20 %20joining%20in%20social%20learning

  Ever sign up for a gym membership and not really use it that much?  I know… I know this probably hasn’t happened to you.  But,...

In order to join, you need a social identity, and you need a space

Dennis%20callahan%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur%20copie

  I’m still thinking about the concept of joining since I wrote my post last week Joining is Important to Social Learning. Other people have been thinking...

Le département de la formation survivra-t-il à l’entreprise collaborative ou 2.0 ?

Stories.articles.formationnsp 350

 No translation available   La formation est importante pour le fonctionnement et le développement d’une entreprise car sa mission est de développer les compétences qui lui sont...

7 objections to social media in learning (and answers) Media Worldnsp 350

  Social media, I’m a fan. I blog, facebook and tweet daily, and love all of the additional resources and tools. But when an important social...

Where Social Learning Thrives

Entreprise%20collaborative%20 %20where%20social%20learning%20thrives

  To benefit from social learning, build a culture that makes learning fun, productive and commonplace, a culture where learning is part of everyday work. Marcia Conner and Steve...

Social media learning principles

Entreprise%20collaborative%20 %20social%20media%20learning%20principles

    At the LAMS European conference I gave a talk in which I explored what we know about learning, and what I've deduced about social media. My conclusion...

Stupendous bronze and the man who didn’t win the National

Dave%20ferguson%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

    Collaborative Enterprise’s blog carnival this month looks at formalizing the informal – are there ways to deliberately harness social media to foster learning without losing the...

L'avenir de la formation dans l'Entreprise Collaborative

Anthony%20poncier%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

 No translation available   Pour ce premier thème sur la formation dans l’entreprise, je vais aborder deux points qui me semblent importants, notamment pour les grandes entreprises...

Knowledge: Cheshire or Schrödinger’s cat ?

Ecollab%20 %20modern%20definition%20of%20knowledge

  Much has been told and written about the capital importance of knowledge in organizations, and the rise of networks-enabled enterprise emphasizes even more the role...

Knowledge, From Productivity Source to Critical Component

Thierry%20de%20baillon%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  Productivity: The amount of output per unit of input (labor, equipment, and capital). Enterprise has for long understood, and applied, that training and education are an important part of its hunt for competitive advantages. ...

Examples of Facilitating Collaborative Work and Learning

Stories.articles.michael Glazer   Entreprise Collaborative   Ecollab Contributeurnsp 350

  The nature of my work has changed significantly over the past few years. Some of the change is due to advances in technology while others...

The Future of the Training Department

Mark%20tamis%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  In my previous role at BEA Systems/Oracle, I created and managed a Professional Services business unit for training clients on the implementation of Enterprise Portals...

social learning: learning never ends

  a video from LAB SSJ    

The future of the training department in the Collaborative Enterprise

Ecollab%20 %20future%20of%20training%20department

      The latter 20th Century was the golden era of the training department. Before the 20th Century, training per se did not exist outside the special...

LMS is no longer the centre of the universe


  OK, so here’s the deal – if learning is work and work is learning, why is organizational learning controlled by a learning management systems (LMS)...

Formalizing the informal

Stories.articles.ecollab2   Social Learning Blog Carnivalnsp 350

  Ecollab will discuss Informal Learning. Can we formalize it? Can we Should we? How much? How?   This is our own response, originally written by Harold Jarche and Jane Hart:   If informal...

The Evolving Social Organization

Stories.articles.thierry De Baillon   Entreprise Collaborative   Ecollab Contributeurnsp 350

    Simplicity and the Enterprise Most companies start simple, with a few people gathering together around an idea. For small companies, decision-making, task assignments and direct interaction...

Informal Learning: mission critical

Harold%20jarche%20 %20entreprise%20collaborative%20 %20ecollab%20administrator

    When Canadian soldiers in Afghanistan return from patrol, they spend time relaxing together in small, tightly-knit groups and tell stories about the mission. There is...

The Community Manager: enabling knowledge flows

Stories.articles.entreprise Collaborative   Le Community Manager Activer Les Flux De Savoirnsp 350

  With digital media becoming embedded in our lives, many of us will be connected to several online communities at any given time.  The Web enables...

Formalized informal learning: a blend we don’t need

Stories.dont Formalize 440x323nsp 350

    Telling people that we can “formalize informal learning” is a not so subtle way of saying, “it’s OK, you don’t have to make any fundamental...

Innovation through network learning

Stories.PKM Mar2010 293x440nsp 350

  Innovation I’ve really appreciated the many posts where Tim Kastelle and I have connected by sharing ideas. Tim says that innovation is the process of idea management, which makes...

Resetting learning and work


  A large portion of the workforce face significant barriers to being autonomous learners on the job. From early on we are told to look to...

Social learning: the freedom to act and cooperate with others 394 Statusquonsp 350

  “Hyperlinks subvert hierarchy“ - Article #7 of The Cluetrain Manifesto, 1999. The Net, especially working and learning in networks, subverts many of the hierarchies we have developed...

Social Learning is real

Ecollab%20 %20le%20social%20learning%20concretement

    Once again, I’m learning from my colleagues, as yesterday I realized how important self-direction is in enabling social learning. Now I’m picking up on Jay’s post on Social...

An interview with Jay Cross, the author of Informal Learning

Stories.articles.51rlu5xokl. Ss500 Nsp 350

  Jay Cross, Chief Scientist at the Internet Time Group, is the author of Informal Learning: Rediscovering the natural pathways that inspire innovation and performance, which was...

Social Learning and Customer Engagement

Entreprise%20collaborative%20 %20social%20learning%20et%20engagement%20client

      One of the approaches to improving Customer Engagement and Experiences I’d like to explore is the potential to include customers, partners and suppliers in the Social...

LearnTrends 2009: The corporate learning trends and innovations conférence

Stories.learntrends2nsp 350

        From 17 to 19 November 2009 will take place one of the most important conferences devoted to trends and innovation in corporate learning. The theme of...

How to formalise Informal Learning


In my last post, I asked some questions about formalising informal learning. And answered them. If: you understand that formalising informal learning will have organisation-wide consequences you use...

The Collaboration Cycle

Stories.collabcyclensp 350

  In a previous instalment entitled “The Collaboration Curve”, I discussed the basic premise that over a period of time and as the use of collaboration...

Can we formalise Informal Learning

Stories.ecollab Blooms Taxonomy Posternsp 350

  Ecollab ask the question for their blog carnival: Informal learning - can we formalise it? Should we? How much? How?   1. Can we? Is it practical? Any...

To Really Drive Enterprise 2.0 Forward We Need A Behaviour Change

Ecollab%20 %20barriers%20to%20social%20business

  At the beginning of the year, on January 2 in fact, I wrote about reciprocity. My hopes were that we’d begin using the behavior of reciprocity...

Informal Learning: Can we formalize it ?

Christiana%20houck%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  Formalizing informal learning is my research topic for writing class. It may very well be the foundation of my dissertation! Recently I posted the mind...

Impact of Informal Learning: Output learning

Stories.ol1 2nsp 350

  How do you assess whether your informal learning, social learning, continuous learning and performance support initiatives have the desired impact or if they achieve the...

Apprenance en réseau : Entre formel et informel

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No translation available Pour Thierry de Baillon, je cite «  il est de plus en plus illusoire de vouloir considérer le savoir comme étant soit informel, soit...

From the silo enterprise to the networked enterprise

Stories.cecil Dijoux   Entreprise Collaborative   Ecollab Contributeurnsp 350

  When an innovation emerges, there always are two steps. The first one consists in integrating the innovation in the way we work. The second one...

Creating Value from Social Learning

Stories.articles.entreprise Collaborative   Creating Value From Social Learningnsp 350

  Social learning — namely, the use of social media in the workplace to foster learning, collaboration, networking, knowledge sharing, and communications — has taken on...

L'avenir de la formation et Mars

Stories.articles.marsnsp 350

 No translation available   Depuis plusieurs années, Mars a suscité l'intérêt des chercheurs. Des robots sont envoyés sur cette planète pour détecter des signes de vie et...

Social Learning, Social Media: Brothers in Arms

Craig%20weiss%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

    Is it me or does it seem that most vendors in the LMS/LCMS market still believe that with some smoke and mirrors, you won’t realize...

Social Learning: Take Me To Your Experts

David%20mallon%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  Quick Question:  How easy is it to find another employee in your organization with a specific expertise?  Let me ask the question again another way:...

Social Learning, Collaboration, and Team Identity

Stories.articles.larry Irons   Entreprise Collaborative   Ecollab Contributeur Copiensp 350

  Harold Jarche recently offered a framework for social learning in the enterprise to outline how the concept of social learning relates to the large-scale changes facing organizations...

Learning to Learn in the modern Enterprise

Stories.articles.collaborative Enterprise Learning To Learn In The Modern Enterprisensp 350

  The last few days in Hong Kong have been incredible -- I saw some great sights, participated in some interesting activities and backed all of...

The Lean IT applied to the e-learning

Stories.niconsp 350

  The Social Learning is based on the sharing of knowledge between each individual people. Everyone can bring something into the knowledge pool of its colleagues. The fixed...

Gossip, Collaboration, and Performance in Distributed Teams

Stories.water Cooler Uidnsp 350

  What do you think the typical manager might say if you told them their employees don't gossip and engage one another enough in social interaction...

What constitutes a Social Learning Culture?

Socialearning%20 %20un%20social%20software%20quest Ce%20que%20cest%20jen%20ai%20dj%20plein%20les%20mains

  I've often thought of social learning as a very culture dependent phenomenon. A few weeks back I read an interesting article by Thierry de Baillon, his...

At the Corner of Assertiveness & Cooperation: Collaboration

Ecollab%20 %20cooperative%20assertive%20matrix

  What do we meet at the corner of Assertiveness and Cooperation? The Thomas-Kilmann assessment suggests that it's Collaboration. Their assessment, which is the basis for many others, explores different...

From Competition to Cocreation - and Back Sometimes

Stories.michelle James   Entreprise Collaborative   Ecollabnsp 350

  How do you approach working with others? What is your resonant mode? Here's my two cents: Competition - "I win if you lose." Cooperation - "I will agree...

Why Best Practices Don't Work for Knowledge Work

Stories.luis Suarez   Entreprise Collaborative   Contributeurnsp 350

  I don’t recall having put together a blog post over here on the specific topic of capturing "Best Practices"; so after reading last Friday’s blog...

The Collaborative Curve

Stories.collabcurvensp 350

  Now that I’m on a mission to merge the terms Social Business and Enterprise 2.0 and rephrase asCollaboration, I thought it would be a good...

Formalizing the Informal: Been there, done that

Donald%20clark%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  @Ecollab asks, “Can we formalize informal learning ?” My answer, “We've been there, done that.” Except for perhaps compliance learning programs, formal learning processes are...

Learning to formalize informal learning

Tom%20haskins%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

    When we don't already know how to formalize informal learning, there's a lot to learn. We can welcome the challenge if the process of learning...

From Social Media to Social Business: The social learning as missing link

Thierry%20de%20baillon%20 %20entreprise%20collaborative%20 %20ecollab%20contributeur

  I am often puzzled by the way organizations and agencies tackle social media, as if conversational marketing and Enterprise 2.0 were living in separate worlds,...

The Real Secret to Social Learning Success

Stories.entreprise Collaborative   The Real Secret Of Social Learning Succesnsp 350

      For years training and development departments have struggled to compile the data they need to show value to their organizations. However, we will find ourselves...