knowledge - Blogs - DPG Community2024-03-28T10:53:22Zhttps://community.dpgplc.co.uk/blog/feed/tag/knowledgeTowards Maturity: Capturing and Sharing Company Know-Howhttps://community.dpgplc.co.uk/blog/towards-maturity-capturing-and-sharing-company-know-how2017-02-15T13:24:49.000Z2017-02-15T13:24:49.000ZAdy Howeshttps://community.dpgplc.co.uk/members/AdyHowes<div><img src="https://storage.ning.com/topology/rest/1.0/file/get/2217181?profile=RESIZE_400x&width=400"></div><div><p>When it comes to the need for knowledge and skills, we are living in truly exceptional times. That's according to Jason Hathaway, Director of Content and Learning Solutions at Cross Knowledge in the foreword of the new Towards Maturity report. Published this week, In Focus: Capturing and Sharing Company Know-How reveals how staff share their knowledge best, along with evidence-based tactics for improving knowledge transfer in your organisation.</p>
<p>This report addresses the concerns faced by C-suite executives to address major talent and capability gaps and considers how L&D leaders can enable and facilitate the sharing of knowledge across their organisation.</p>
<p>You can find out more information and download the report on <a href="http://www.towardsmaturity.org/article/2017/02/14/in-focus-capturing-sharing-company-know-how/" target="_blank">this link on the Towards Maturity site</a>.</p>
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</div>Using Flipboard for professional developmenthttps://community.dpgplc.co.uk/blog/using-flipboard-for-professional-development2016-03-16T17:21:38.000Z2016-03-16T17:21:38.000ZAdy Howeshttps://community.dpgplc.co.uk/members/AdyHowes<div><img src="https://storage.ning.com/topology/rest/1.0/file/get/2216799?profile=RESIZE_400x&width=400"></div><div><p>I've had a couple of questions come in this week that's prompted me to make this short video. One was asking me how to access DPG's free online 21st century magazines. The other was asking for my tips on how best to curate content to share with people in an organisation.</p>
<p>We use Flipboard in each of our zones. There's the 21st Century HR professional in the HR Zone, the 21st Century L&D professional in the L&D zone as well as the 21st Century leader in the Leadership zone. You can access these on the Flipboard website and there's a pretty neat free app for both IOS and Android devices. These magazines are designed to help you keep up with the very latest thinking by providing you with access to articles, vidoes, websites and resources. It's a great addition to your CPD.</p>
<p>Flipboard is also a great tool when it comes to sharing useful resources with others too. At no cost, you can setup your own online magazine, quickly curate content and share with others.</p>
<p>The video below helps you to get started.</p>
<p>I'd love to hear your comments below. How could you use Flipboard in your own organisation?</p>
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<p><iframe width="560" height="315" src="https://www.youtube.com/embed/fw4xjaICWPg" frameborder="0" allowfullscreen=""></iframe></p>
</div>Organisational Development and the Learning Cyclehttps://community.dpgplc.co.uk/blog/organisational-development-and-the-learning-cycle2015-10-23T11:00:50.000Z2015-10-23T11:00:50.000ZBay Jordanhttps://community.dpgplc.co.uk/members/BayJordan<div><img src="https://storage.ning.com/topology/rest/1.0/file/get/2216713?profile=RESIZE_400x&width=400"></div><div><p><span>It all began with an introduction into Max Boisot’s theories about the learning. Like most people, I was already aware of the distinction between data and information and so the differentiation between information and knowledge was only a small step. Likewise to understand that knowledge has no value until it is put into use. The discussion was around <i>why</i> knowledge isn’t always put to use, however, was very enlightening. The following diagram is my interpretation and helps explain better.</span></p>
<p style="text-align: left;"><span><a href="http://storage.ning.com/topology/rest/1.0/file/get/1357675?profile=original" target="_self"><img src="http://storage.ning.com/topology/rest/1.0/file/get/1357675?profile=RESIZE_1024x1024" width="750" class="align-center" height="480"></a></span></p>
<p>Working from left to right, you can see how information is distilled from raw data. The information developed, however, is subjective, which means it is somehow filtered. Some data is used more than once while other data isn’t used at all. Distillation depends on why the data is being accessed, as well as how you obtain it.</p>
<p>Similarly, information is also filtered and does not necessarily convert into knowledge. This may be a matter of simple choice (e.g. I have no interest whatsoever in learning how the internal combustion engine works) or simply a question of using only what I can ascertain or access. In both cases the information exists, but is like a library book that is never taken out or read. To the extent it is not utilised and remains dormant, it does not merit being designated as knowledge.</p>
<p>Knowledge is thus information that is personalised and put into action. Even then the action is filtered by how the knowledge is applied. Just think how many discoveries have evolved when something has been used in a completely different way to existing practice: e.g. Coca-Cola being transformed from a medicine to a soft drink.</p>
<p>This leads to another fact: knowledge is never static. This is because the outcomes of the derived activity are constantly being evaluated. This in turn is a process that demands comparison with the original reasons for the activity. This, as the diagram depicts, means that learning is a cycle with a multitude of inter-dependencies. Just as changing needs lead to new objectives, new data, information and knowledge, so too new information and new knowledge leads to new activity.</p>
<p>You would be totally justified if, right now, you are questioning what is new and why the excitement. Thus far all I have described is the logic behind continuous improvement and that is hardly new. The difference is the introduction of the “filters.” </p>
<p>These filters occur at every stage in the cycle and affect what happens subsequently. They may consist of such things (the list is by no means exhaustive) as innate values, preconceptions, past experiences, and other personal constraints as well as ‘environmental’ issues like the corporate culture, management pressure and the demands for quick action. All of which lead to unrealistic demands, stress and inevitable shortcomings. This means they almost invariably act as inhibitors rather than magnifiers and lead to sub-optimal outcomes.</p>
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<p>Furthermore these filters are not necessarily constant, but can be affected by changing needs. This makes identifying and improving them, so that they become magnifying lenses instead, more difficult. This only becomes possible when you understand that filters are personal. They affect each and every person differently and so their effects are shaped by the individual response to them. Nevertheless, they have a compounding negative impact on the organisation, since activity ultimately always depends on people.</p>
<p>This is key: while you intuitively understand that your organisation is the aggregate of the people who work in it, you must consciously recognise that every person is an individual. Maximising your organisational learning means maximising individual employee learning. Thus creating a learning organisation, with an effective continuous improvement programme that secures your organisational development, necessitates ensuring you introduce mechanisms that will identify and circumvent the limiting effects of these filters. Your business demands nothing less. </p>
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<p>___________________________________________________________________________________________</p>
<p>Feel free to contact me directly if you'd like to know more about the model and how it could be used in your organisation.</p>
<p>___________________________________________________________________________________________</p>
<p><a rel="nofollow" href="http://www.linkedin.com/profile/view?id=82056457&authType=NAME_SEARCH&authToken=uDVg&locale=en_US&srchid=820564571406729562615&srchindex=1&srchtotal=4&trk=vsrp_people_res_name&trkInfo=VSRPsearchId%3A820564571406729562615%2CVSRPtargetId%3A82056457%2CVSRPcmpt%3Aprimary" target="_blank"><strong><span>Bay Jordan</span></strong></a></p>
<p><em><span>Bay is the founder and director of </span></em><a rel="nofollow" href="http://www.zealise.com/"><span>Zealise</span></a><em><span>, and the creator of the ‘Every Individual Matters’ organisational culture model that helps transform organisational performance and bottom-line results. Bay is also the author of several books, including </span></em><a rel="nofollow" href="http://www.zealise.com/publications/lean-organisations-need-fat-people/"><span>“Lean Organisations Need FAT People”</span></a><em><span> and </span></em><a rel="nofollow" href="http://www.bayjordan.com/books/the-7-deadly-toxins-of-employee-engagement/"><span>“The 7 Deadly Toxins of Employee Engagement.”</span></a></p>
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</div></div>The Power of Knowledge Sharinghttps://community.dpgplc.co.uk/blog/the-power-of-knowledge-sharing2014-08-31T19:22:59.000Z2014-08-31T19:22:59.000ZKatri Delimogehttps://community.dpgplc.co.uk/members/KatriDelimoge<div><img src="https://storage.ning.com/topology/rest/1.0/file/get/2216238?profile=RESIZE_400x&width=400"></div><div><p></p>
<p><b>Knowledge hoarding is one of the principle issues of many modern day companies’ employees and such behavior is “backed up” by endless excuses from lack of time to the mentality of “what shall I get for it in return?”. The notion of not sharing knowledge in order to keep a valuable trump card in one’s back-pocket to secure the so-called status of being irreplaceable is humanly more common than one could initially imagine. In reality, sharing knowledge plays a crucial role in ensuring the organization’s sustainability as well as maintaining its competitive edge. Therefore – how to encourage us, humans, to be more open to share our knowledge and what could be done to break down such restrictions?</b></p>
<p><b>Knowledge – definition, classification and conceptualization</b></p>
<p>The Estonian dictionary of orthography defines knowledge as “knowledge about something (as a set); a set of facts, events and beliefs organized for systematic use”. In parallel, the Merriam-Webster dictionary explains knowledge as “information, understanding or skill that you get from experience or education”. Although knowledge contains a variety of categories, then the most common classification divides it into two: explicit and tacit knowledge. Professor and Researcher of knowledge management Donald Hislop (2005) has characterized these two types as well as their differences as follows:</p>
<ul>
<li><u>explicit </u>knowledge is expressed in codification, it is objective, impersonal, not dependent on the context and easy to share. Such knowledge appears in many versions, e.g. books, manuals, reports and presentations;</li>
<li><u>tacit </u>knowledge is hidden in the heads of people and often referred to as the know-how. As such knowledge is generally acquired via experiences, learnt behavior and individual creativity (e.g. innovation, leadership skills, emotional intelligence etc.), then it is subjective, person as well as context dependent, and hence difficult to share.</li>
</ul>
<p>When the explicit knowledge is all about capturing what the Employees have previously learnt and allowing the company to maintain it until the end of time (of course, provided that a relevant systematic approach as well as technological means exist), then tacit knowledge is a real challenge.</p>
<p>The recently two most cited ways to conceptualize knowledge are Hislop’s (2007) <u>objectivist</u> and <u>practice-based perspectives</u>. The objectivist perspective sees knowledge as an entity: hard facts, where objective knowledge is superior to tacit knowledge. The practice-based approach, however, sees knowledge as a social and cultural construct that is embedded in what people do, i.e. knowing and doing are inseparable.</p>
<p><b>Email „The mistakes I have made this week“</b></p>
<p>This is the exact headline of the email sent out by Bill Gates, the establisher of Microsoft, to his Employees on weekly basis. The aim of it is to encourage people to learn from their mistakes as making mistakes is an inseparable part of every learning and acquiring new knowledge process. And of course, knowledge sharing and learning go hand in hand, but let’s focus now on how to encourage and support the sharing of (tacit) knowledge in an organization.</p>
<p><u>Connecting people to people</u> allows putting people in touch with each other in order to share experiences and knowledge. This way tacit knowledge can be transferred to another individual or group via a variety of ways (e.g. brainstorming sessions, action learning, via phone, email, e-forums, and video conferences). Another and by no means of less importance is <u>connecting people to expertise </u>which puts the main emphasis on technology where knowledge is codified and stored in databases. Such approach requires very strong IT support, but makes information accessible by anyone at any point of time.</p>
<p>Yet, in order to make any knowledge sharing a reality and a common practice of the organization, it is essential to analyze the role of knowledge sharing in this very specific organization as well as identify what kind of knowledge will be important for the company then and in the future. In order for the <u>knowledge sharing culture</u> to flourish and succeed, the Senior Management as well as all other Managers must together lead the sample as role models who promote its importance and power. Managers must support the organization of relevant events, conduction of projects and encourage use of equipment that support effective knowledge sharing. It is also essential to recognize Employees who practice it and, most of all, establish an environment of trust where people feel safe for sharing their knowledge.</p>
<p><b>Methods for sharing knowledge</b></p>
<p>There are a variety of mechanisms for effective knowledge sharing out of which have been highlighted the following options:</p>
<p>1) Communication systems: e-communication, e.g. the company’s own internal website or Intranet, email, video-and teleconferencing;</p>
<p>2) Action Learning Sets (Revans, 1954) whereby effective learning takes place when people are faced with a real issue to solve. It is also an excellent method of collaborative learning;</p>
<p>3) On the job learning which is an informal way of learning that occurs through experience and by doing the job;</p>
<p>4) Mentoring and coaching whereby internal as well as external Experts support the development of people within the organization;</p>
<p>5) Communities of Practice or CoPs (Wenger and Lave, 2002) enable groups of professionals to get together and share experiences as well as issues in order to share knowledge, develop tools and methods, be updated of the latest ideas and technology developments, identify good practices, coach and support each other. This method can be applied either in person or via IT systems.</p>
<p><b>Knowledge - the treasure of gold </b></p>
<p>The Italian astronomer, philosopher and physicist Galileo Galilei (1564-1642) stated already several centuries back that: „ I have never met a man so ignorant that I couldn’t learn something from him.“ It is clear that every organization’s treasure box should include a great portion of knowledge sharing. There are plenty of ways how people’ s learning can be supported and good leaders can make knowledge sharing a rewarding and valued practice, so that tacit knowledge could be effectively made tangible. It is about creating the trusting environment, giving Employees the supportive tools, and allowing everyone to see the fruits of success derived from it. It is about building a team and embracing collaboration where people of a successful organization could finish every day by asking themselves: what did I learn and what did I teach today?<a href="http://storage.ning.com/topology/rest/1.0/file/get/1357535?profile=original" target="_self"><br></a></p></div>Getting the most out of your studies with the DPG Communityhttps://community.dpgplc.co.uk/blog/getting-the-most-out-of-your-studies-with-the-dpg-community2014-02-18T09:32:18.000Z2014-02-18T09:32:18.000ZAdy Howeshttps://community.dpgplc.co.uk/members/AdyHowes<div><p>Morning All,</p>
<p></p>
<p>I've just seen a discussion sharing some advice from a collaboration of some level three foundation groups from Autumn 2013.  It's hints and tips around how to get the most out of the programme you are studying.  If you're about to start, part way through or even finished wondering what you could have done better, it's worth a read and you'll find it <a href="http://community.dpgplc.co.uk/group-hub/autumn-winter-2014-cipd-programmes/forum/hints-tips-from-past-learners" target="_blank">here</a>.</p>
<p>I think for me perhaps sharing a little more knowledge and information during the programme would be a useful addition to my studies.  Whilst I have done some of this, I've no doubt I could have done more.  I'd start by using less of the "I've got no time" excuse that has occasionally prevented me from sharing on the community.  Really, that old time excuse is just a tiny rock that's easily stepped over.  Yes, I've spent half an hour on this particular article but it doesn't always have to be that way.  It's amazing what you can share just on your status of the DPG Community in just 140 characters.  It takes just a minute or two to pop a sentence on saying "Here's a great link I've found on this particular topic - click it to find out more" and sharing it out there.  Of course, when you do have a bit more time, there's blogs, discussions and all sorts to get involved in.</p>
<p></p>
<p>So <strong>here's some suggestions on how to get the most out of the DPG Community</strong>...  You can do as many or as few of these as you would like in whatever order, however frequent you want to!</p>
<p></p>
<ul>
<li>Use the <strong>'SEARCH' function</strong> to type in key words or phrases. In the 4 years the community has been around there have been so many great discussions and resources shared so make sure you make the most of them. You can find the search button in the top right of the community. </li>
</ul>
<p></p>
<ul>
<li>Spend just <strong>half an hour write a listing your key learning points for each unit in your programme</strong>.  Share these on the community and send a link to your group (and also make sure there's an entry in your CPD log).  Do this after EVERY unit and all of a sudden you've nailed an entry in your CPD log every single month</li>
</ul>
<p></p>
<ul>
<li><strong>Review a link from one of your e-lessons, the community or social media.</strong> Think about what it means to you in your role and how you can use it and write down your findings.  Then put your comments on the DPG community about that particular topic in a discussion and ask others what they think.  Don't forget, send a link to those on your group.</li>
</ul>
<p></p>
<ul>
<li>As soon as you get an assignment, use the DPG community to carry out your research.  <strong>Use the discussions  to post questions</strong> such as... "I'm just about to write an assignment on x.  What's your views on this subject?  Let me know how this works in your organisation". Use quotes from this discussion in your assignments (using of course the link in the reference section)</li>
</ul>
<p></p>
<ul>
<li><strong>Share a link to a picture</strong> that represents a really good model that you've been learning about</li>
</ul>
<p></p>
<ul>
<li>Use You Tube to <strong>find a video that really explains well something you're learning about</strong> and post a link on the DPG Community.</li>
</ul>
<p></p>
<ul>
<li>Attend a seminar, training event, workshop, online webinar (which DPG often host from time to time) then <strong>write a blog on what you found useful.</strong></li>
</ul>
<p></p>
<ul>
<li>Find someone on the DPG Community on <strong>Twitter and ask their advice on or for links to information on a particular topic</strong> you're learning about.  </li>
</ul>
<p></p>
<p>And remember, it's not just about the period of time you're studying.  The DPG Community exists beyond your qualification achievements.  I'm hanging around here on the Community for many years (or at least until the injunction goes through!).</p>
<p>So <strong>what's your ideas</strong>....?  What other ideas have you got for using the DPG Community for your studies?  What have you found that works really well in terms of using this?  How has this community contributed to your CPD log?  Not yet started, which one of these ideas do you see yourself doing?  What other ideas have you got?  Have you shared a link to these discussions with your new group members?</p>
<p>Look forward to hearing back from you....</p>
<p></p>
</div>Why Audio Blogging?https://community.dpgplc.co.uk/blog/why-audio-blogging2014-02-12T10:32:46.000Z2014-02-12T10:32:46.000ZAdy Howeshttps://community.dpgplc.co.uk/members/AdyHowes<div><p>Morning All (or afternoon or evening!)</p>
<p>I could do with your help for about 7 and a half minutes ish!... Grab yourself a tea break!</p>
<p>I've recorded an audio blog on the subject of audio blogging. It took me three outakes (and a couple of swear words on the cutting room floor). I'd be interested to hear your views on what I have to say on the subject...</p>
<p>The clip below lasts just over 5 minutes, and I wondered whether afterwards whether you'd spend a couple of minutes commenting below about what you think about what you've heard. </p>
<p>So grab a drink, feet up, have a listen and let me know your views.</p>
<p>Thanks loads</p>
<p>Here's the link: </p>
<p><a href="http://storage.ning.com/topology/rest/1.0/file/get/1357494?profile=original" target="_self">12th Feb 2014 - Ady Howes Why Audio Blogging?</a></p>
<p>Ady</p>
<p></p>
<p>P.S. No pressure, but this may contribute to my final project. Thanks loads :-)</p>
<p></p>
<p></p></div>HRD Level 5: Knowledge Management Assessmenthttps://community.dpgplc.co.uk/blog/hrd-level-5-knowledge-management-assessment2013-11-17T12:03:46.000Z2013-11-17T12:03:46.000ZAdy Howeshttps://community.dpgplc.co.uk/members/AdyHowes<div><p>Hi All,</p><p>I've been doing some work on my Knowledge Management Assessment for HRD Level 5. I've put below a few useful links if you are working on this. But also, could do with some help...</p><p><strong>Has anyone got, or can point me in the direction of, any useful reading on "knowledge productivity and competitive advantage"</strong> I need to understand what these mean and how they relate to the world of knowledge management. </p><p>Drop me a comment below if you know any resources where I can read more up on this.</p><p>In the meantime, some useful reading for you on the subject of Knowledge Management:</p><p></p><ul><li>Peter Senge founder and director of the Society for Organisational Learning and author of the book The Fifth Discipline (2006);</li><li>A blog on Knowledge Management (<a rel="nofollow" href="http://knowmgt.blogspot.co.uk/2007/08/difference-between-tacit-and-explicit.html">http://knowmgt.blogspot.co.uk/2007/08/difference-between-tacit-and-explicit.html</a></li><li><a rel="nofollow" href="http://www.cipd.co.uk/onlineinfodocuments/journals/byatoz.htm">“Diagnosing cultural barriers to knowledge management” by clicking here.</a> (Academy of Management Executive; Nov2000, Vol. 14 Issue 4, p113-127</li></ul><p></p><p>Thanks</p><p>Ady</p><p></p><p></p></div>The Accelerated Learning Handbook linked to Knowledge Managementhttps://community.dpgplc.co.uk/blog/the-accelerated-learning-handbook-linked-to-knowledge-management2013-11-10T12:40:37.000Z2013-11-10T12:40:37.000ZAdy Howeshttps://community.dpgplc.co.uk/members/AdyHowes<div><p><a rel="nofollow" href="http://www.amazon.co.uk/gp/product/0071355472/ref=as_li_qf_sp_asin_il?ie=UTF8&camp=1634&creative=6738&creativeASIN=0071355472&linkCode=as2&tag=wwwbizzbacouk-21" target="_blank"><img src="http://ws-eu.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=0071355472&Format=_SL110_&ID=AsinImage&MarketPlace=GB&ServiceVersion=20070822&WS=1&tag=wwwbizzbacouk-21" class="align-right" width="189" height="248"/></a></p><p><strong>The Accelerated Learning Handbook Dave Meier</strong> and it's link to Knowledge Management</p><p>I'm just doing some work on Knowledge Management (what else to be doing on a Sunday you might ask!) and it's been quite good. </p><p>But randomly, in the middle of this, Exercise your Brain activity 10 appeared asking me to review a <a rel="nofollow" href="http://web.ebscohost.com/ehost/detail?vid=16&hid=11&sid=f227ad17-35ca-4007-8f7a-58da0d89f012%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=bch&AN=9085920">Learning about Accelerated Learning”</a> article in the Training and Development Journal.</p><p><strong>So the question for me was what has Accelerated Learning got to do with Knowledge Management?</strong></p><p>But then I considered the explicit and tacit knowledge that we had been talking about on the workshop. Of course Accelerated Learning for those of us that know it, is a good consideration in terms of making workshops (explicit knowledge) much more engaging, interesting and interactive. But I guess it's also a good reference point when thinking about creating, engaging, interesting ways to gather tacit knowledge - e.g. brainstorming activities, collaborative exercises etc.</p><p>I remember this also being a useful resource for me when completing the Level 3 HRD course.</p><p><span>In "The Accelerated Learning Handbook", discover how leading corporations are using A.L. methods to: <em><strong>speed and enhance learning</strong></em>; greatly <em><strong>reduce course design time</strong></em>; <em><strong>improve retention and job performance</strong></em>; <em><strong>involve learners</strong></em> at every stage of the process; enhance both classroom and Web-based learning; create <em><strong>healthier learning environments</strong></em>; build <em><strong>effective learning communities</strong></em>; and, <em><strong>energize and re-humanize the learning process</strong></em>.</span></p><p><a rel="nofollow" href="http://www.amazon.co.uk/gp/product/0071355472/ref=as_li_qf_sp_asin_tl?ie=UTF8&camp=1634&creative=6738&creativeASIN=0071355472&linkCode=as2&tag=wwwbizzbacouk-21" target="_blank">You can find more about the book on Amazon just here</a></p></div>Using Social Tools to Support Professional Developmenthttps://community.dpgplc.co.uk/blog/using-social-tools-to-support-professional-development2012-12-12T11:00:00.000Z2012-12-12T11:00:00.000ZMike Collinshttps://community.dpgplc.co.uk/members/MikeCollins<div><p><a target="_self" href="http://storage.ning.com/topology/rest/1.0/file/get/1357158?profile=original"><img class="align-left" src="http://storage.ning.com/topology/rest/1.0/file/get/1357158?profile=RESIZE_180x180" width="100"></a>I was lucky enough to speak at the recent <a href="http://www.trainingjournal.com/event/marketplace-events-winter-conference-2012-using-social-media-in-learning/" target="_blank">Training Journal Winter Conference on using Social Media in Learning</a>, it was a great event. I thoroughly enjoyed hearing the presentations from each of the speakers and chatting with fellow attendees on a subject that is very close to my heart.</p>
<p>My slot focused on how using social tools have support by own career progression and professional development and it was interesting reflecting on the last 6 years since I joined L&D and how social tools have played a part.</p>
<p>From a personal perspective social tools have allowed me to connect with other like-minded professionals and thought leaders and to access a huge amount of information that I would not have known existed otherwise. I believe my development has been fast tracked through using these tools and building relationships as part of my personal learning network. It hasn't been about the tools it's been about the people that I've connected with through the tools. Technology is merely the enabler.</p>
<p>From a career perspective social tools have provided opportunities for me to be brave and try new things, they have allowed me to challenge tradition and to bring networks and social tools in to the workplace that evolve the methods of communication and the way information can flow through an organisation. Social tools aren't a fad or a time waster they bring genuine and tangible business benefits that can be harnessed and directed by both L&D and HR. In fact I believe that L&D and HR MUST understand the value that social can bring to an organisation and the impact it can have on (to name a few) leadership, communication, engagement, recruitment, learning, performance management and CULTURE.</p>
<p>The world has changed, sounds a cliche but it has. The ways and means in which people can share, connect and access information has evolved, why won't this change the way in which we work?</p>
<p>It will.....the rate of this change in your business is likely down to you, so it is time to start thinking in new ways about professional development and what is (and who is) available to support this development. The need to understand the business benefits and the value that these tools can provide is no longer an option it is a necessity. Saying I'm not in to technology or I don't have time or that it is something that kids do is not a valid reason, it's an excuse.</p>
<p>This is why I'm excited about the DPG Community as it can really support people on this journey and demonstrate the value of using social tools and networks. Next year we will be focusing on running some webinars on using social tools to support your professional development so watch this space.</p>
<p>Here is my presentation that I used, it's a bit different but tells a great story - what's going to happen next? Who knows that's the exciting thing:</p>
<p><a href="http://prezi.com/pcrmorfpsq3s/social-media-to-support-professional-development/?kw=view-pcrmorfpsq3s&rc=ref-11823700" target="_blank">Using Social Tools to Support Professional Development</a></p>
<p>If you have any questions about the conference or any of the things I mention in this blog then I'd love to hear them.</p>
<p>Some questions for you to ponder over if I may....</p>
<p><em>What social tools are you currently using to support your professional development?</em></p>
<p><em>What does your online identity say about you?</em></p>
<p><em>Who is having the conversations around social in your organisation?</em></p>
<p><em>What the barriers you see personally or professionally to using social tools?<br></em></p>
<p>Be great to hear from you</p></div>