6509s. A work in progress (Bob Mical/flickr.com)

What is a connector?

Learning strategy

Where some believe that the value of their network is based on its exclusivity, connectors are people in the organization who have developed large networks of people and who see their role in introducing people in their network to each other. This connector role is closely related to the knowledge brokering process that recombines existing knowledge and facilitates knowledge transfer. The relationships leveraged by connectors may be personal or based on prior experience rather than ascribed to the current role, especially in the context of decentralization. Building a dense network of relationships is a prerequisite for the connector function. As connectors, we are empowered toward the collection vision in which can act as knowledge brokers to foster, replicate, scale, and harmonize innovation by National Societies. Photo: 6509s. A work in progress (Bob Mical/flickr.com)

Wire (Kendra/flickr.com)

What does it mean to broker knowledge in a network?

Learning strategy

Our network function requires that we interact with the network. We observe profound changes in the nature of knowledge, how it circulates, and this affects how we work (learn). Members in the network, too, have changed. We struggle to keep up with and adapt to these changes. In working with them, we prioritize results against their own expectations as well as those of donors and governments. Hence, it is difficult to justify learning approaches that take us away from such priorities. We wish for time after delivery to reflect on lessons learned, but such wishes may be swept away by the next urgent task. The alternative to this frustrating cycle of task delivery at the expense of reflection is to adopt a knowledge brokering approach. We broker knowledge when we link learning with innovation in the context of the long history of work done by the network. When trying to …

Danger of death (Lars Plougmann/flickr.com)

How do we learn from the network?

Learning strategy

When our organization’s hierarchy prohibits direct contact with the field, indirect and informal contact becomes more important than ever. Global and regional meetings, bilateral programmes, and various kinds of informal events provide opportunities for staying in touch. In fact, decentralization raises the stakes of informal and incidental learning – activities “flying under the radar” of decentralization’s hierarchical relationships may become the primary mode for learning about, with and for the field. How do we overcome barriers to learning from the network? First, when we reframe new ideas and possibilities, we ask how this aligns with the current characteristics of the nodes in the network (“the membership”). Second, we need to leverage continual learning to innovate, recombining and inventing new solutions (knowledge brokering). Third, we need to consider indicators other than the volume of programming, and consider how we can scale up quality. Photo: Danger of death (Lars Plougmann/flickr.com)

Vintage Bank Vault (Brook Ward/flickr.com)

Death of the knowledge bank

Learning strategy

The complexity of the networks in which our organization operates is scaffolded by a corpus of mostly-unwritten, tacit knowledge and ‘ways of working’ that we learn mostly from our peers. It would be impossible to justify time to study even a fraction of the written corpus of policies, procedures, regulations and other instruments of bureaucracy that provides the legal and operational framework – and even that would not provide access to the tacit knowledge that we need. So we learn as we go from our colleagues. In some contexts, we may proceed by trial and error, making adjustments when we receive negative feedback. When asked where we learn such knowledge, sources may remain apocryphal. We seldom reflect on where, when, how, and from whom we learn. Relegating learning about operational complexity to the informal domain may seem to present a risk for the organization. In practice, we find that we do tend to …

Crop Circle - Waylands Smithy (Ian Burt/flickr.com)

Decentralization done wrong

Learning strategy

Leave the global functions to headquarters, and shift responsibility for the field to those who are actually there (or close by). It sounds perfectly sensible. And, in fact, it is an approach to decentralization adopted by some organizations. What are its implications for learning strategy? At the most obvious level, decentralization for those of us who work at the global – and, to a lesser extent, regional – level has reduced direct contact with the network. We often experience this as a constraint, limiting our ability to stay current with what is happening in the network to ensure that our work is closely aligned to the mission. We duly note that privileged relationships with donors have been preserved at the global level, despite decentralization. We observe mostly negative consequences of decentralization, even though in principle it should be the best support to take into account differences from one geographic region to another. In the organization’s culture of …

The hub upon which all things turn (Nic McPhee/flickr.com)

The hub in a network

Learning strategy

We sit at the hub of a distributed network. In the past, only some organizations sought to organize as networks – those that had to bring together, federate or otherwise affiliate disparate groups characterized by diversity. Today, an organization that does not distribute its functions is unlikely to leverage its network. Learning strategy therefore carefully considers how to decentralize the means while sharpening the aim. We explore the tension between the consequences and risks of decentralization and the benefits of learning in the network. We share a collective vision and commitment to building the capacity of our network and leveraging our organization’s connectedness to improve. How well we execute on that commitment is measured by mission performance. We are empowered as connectors in the network: from members to the hub, from the hub to the members, and members to each other. What is changing about the collective vision we share? What needs to change? How …

Under the Bridge (Kim Hill/flickr.com)

Mind the gap

Learning strategy

How do we establish a mentoring relationship? What do we do when we identify a knowledge or performance gap in a colleague? This is a sensitive issue. Pointing to a gap is more likely to lead to a productive process when mutual trust is a pre-existing condition. When we mentor a colleague, we rely on our relationships as peers and our shared values. We deploy a range of context-specific approaches. We use sophisticated strategies to provide support while respecting silo boundaries, personal pride, and limitations circumscribed by institutional culture. When we establish a mentoring relationship, we take a careful, considered approach, respectful of the other person’s experience and context. Developing mentoring is easier in smaller teams. Because the concept of “mentoring” implies different levels of experience, we emphasize mutual support between peers. One recurring gap is the lack of knowledge or experience in the organization or industry. Those of us who …

Chinese Garden of Friendship in Sydney Australia (Ajith/flickr.com)

Being mentored

Learning strategy

Mentor was the name of the adviser of the young Telemachus in Homer’s Odyssey. A mentor is an experienced and trusted advisor. In the workplace, mentoring usually involves providing counsel to colleagues. Mentoring relationships may be purely informal one-offs or imply a deeper investment for both mentor and mentee. For mentoring relationships to deepen and become sustainable requires mutual identification and recognition. The organization does not currently formally prescribe or support mentoring. And, for some of us, at times we have had to find our own way because there was no one to turn to for guidance or support. Yet, most of us can recall how support, counsel and advice received from more experienced colleagues both helped collaboration and furthered our individual development. By exploring when and how we received mentoring, we can better envision how the organization might be able to recognize and support it. Line managers may be …

Boarding Royal Carribean's Vision of the Seas in Santo Domingo, Dominican Republic (Light Nomad/flickr.com)

Onboarding

Learning strategy

How do we get newcomers onboard? Onboarding refers to the mechanism through which new staff acquire the necessary knowledge, skills, and behaviors to become effective “insiders” of the organization. The organization’s onboarding process, for most us, was very informal and lacked structure, except for various administrative tasks. We know that there are no shortcuts, given the amount and complexity of tacit knowledge that is difficult to transfer. When we started working in the team, we may have found gaps in our knowledge, skills, or experience – including ones that no one could foresee or expect. Efforts to formalize onboarding inevitably run into the same difficulties as formal training. When a person arrives in a role, there are likely to be urgencies to attend to. In the process of dealing with these, newcomers have to establish themselves, begin building relationships with others, and make sense of the complexities of the workplace, often …

Benjamin West, Calypso's Reception of Telemachus and Mentor (Daniel Reinberg/flickr.com)

Mentoring

Learning strategy

Fostering relationships that enable and sustain collaboration and inquiry requires building trust about both technical competencies and each person’s interest in dialogue. Therefore, two contexts require special attention. First, when newcomers come onboard to the team, they may or may not be familiar with the general organizational context or the specific working conditions. This requires thinking through how they are brought on board (“onboarding”). Second, when a performance gap is identified, in-service coaching and mentoring may be considered, especially if stopping work is not a possibility or the gap covers tacit knowledge that is not taught formally. Although coaching and mentoring require specialized skills, most of us recognize that the mentoring and support we receive helps develop our capabilities. Having received support, we are also willing to provide it, with or without institutional support. When we identify a gap in knowledge, skills or experience in a new colleague, how do we provide …