Formation Agile

Lancement d'une communauté transverse de 40 personnes. Contexte, conception et animation de l'atelier à distance.

Le Lean Coffee est un format plutôt innovant d'animation de réunion, initié en 2009, du côté de Seattle. Il permet d'allier l'informel, la rapidité,  la passion des discussions de café et l'efficacité des bonnes réunions de travail par un cadre et une facilitation favorisant une dynamique collective.

Les communautés de pratique sont des groupes de personnes qui collaborent ensemble, en face à face ou virtuellement. Les membres sont liés par un intérêt commun dans un champ de connaissance et sont conduits par un désir et un besoin de s’entraider, de partager leurs meilleures pratiques et de développer de nouvelles connaissances. Les membres de la communauté, dont l’adhésion est généralement volontaire, approfondissent leurs connaissances en interagissant sur une base continue et à long terme.

The practice goes like this: everyone at a meeting belongs to a leadership group – and each group stewards one part of the learning process of the whole group. In this way leadership of the community meeting is distributed over the entire event.

Leadership here is seen as an act of service, that is, not leadership in terms of telling others what to do, but helping the group develop itself as a learning partnership.

We’ve seen these groups lead to some transformational turn-arounds in group dynamics and the learning potential. (Notwithstanding the times they flopped – which led us to learn a great deal!)

A central concept in our social learning theory is that of a community of practice (Wenger, 1998). Our work with this concept is relevant to this article in two ways. First, the challenge of evaluating communities of practice has pushed us to develop an evaluation framework for social learning that integrates various data streams and makes sense to participants, evaluators, and stakeholders. It is this framework that we introduce in this article.1

Second, boundaries are salient features in our theory of learning. Communities of practice are formed through shared histories of learning. Over time these histories inevitably create boundaries between those who have been participating and others (Wenger, 1998). In our more recent work on learning in landscapes of practice, where learning capability involves multiple communities of practice, boundaries have become even more salient. While “boundaries are places of potential misunderstanding and confusion arising from different regimes of competence, commitments, values, repertoires, and perspectives,” they also “hold potential for unexpected learning” (Wenger-Trayner & Wenger-Trayner, 2014). Rather than trying to eliminate boundaries we propose treating boundary encounters as potential learning opportunities. Trying to foster learning beyond single practices has led us to engage with serious boundaries among communities whose members experience the world very differently—the chasms that Hesse-Bieber refers to. As such, our consultancy work dovetails with a view of mixed methods inquiry as a cross-boundary endeavor inviting “respectful conversation, dialogue, and learning one from the other, toward a collective generation of better understanding . . .” (Greene, 2007, p. xii).

Bâtir une ou des communauté(s) au sein d'un réseau social grand public ou d'entreprise (aussi appelé réseau social "privé") est certainement l'action la plus décisive et exaltante qui soit - car raison d'être du réseau lui-même - et la plus difficile.

C'est cadeau !🎁

Le PDF de mon intervention a Agile Tour Sophia 2023 👇

Sur le framework Community Canvas.

Un framework pour aider a bâtir des communautés… | 12 comments on LinkedIn

Bang the Table has found the surest way of how to grow online community through regular engagement by engaging often and eclectically on the widest possible range of subjects.

Ce numéro d’Innovations comporte deux cahiers spéciaux qui analysent la complexité de cette organisation innovante. Le premier met l’accent sur les communautés de connaissances, internes et externes à l’organisation, qui jouent le rôle « d’accélérateur d’innovation et de créativité » mais qui soulèvent nombre d’enjeux liés à la coordination, l’utilisation ou encore l’appropriabilité de la connaissance ainsi produite. Le second cahier présente l’innovation agile comme « activateur de lien », c’est-à-dire une capacité de l’organisation à interagir avec l’ensemble des parties prenantes liées à l’innovation.

There is always a moment when face-to-face folk wave good-bye to those participating online. The feeling on both sides is one of friends parting. What is it that gets us to that moment?

We’ve written before about our experience of blending online and face-to-face (here and here) but I thought I’d revisit the topic with our ongoing learning about what works for us – and what we could do better.

In our work we have observed many people taking up social learning leadership. One key observation is that they display seemingly contradictory characteristics. To engage BEtreaters in reflections on their leadership, we have put our observations on this diagram. Its axes represent what looks like paradoxes. We’ve noticed that good social learning leaders (or leadership teams) embody both ends of each axis. They manage to live with the tension; they embody the paradox. By rating themselves on each axis, participants were able to see the shape of their profile as social learning leaders, and even to think about who else should be on their team.

For us this is a work in progress, so don’t be surprised if it looks different when we next see you. And whether it resonates or you have suggestions or a different experience, we’d be glad to hear from you.

What are the similarities between a social learning leader and a teacher? We had a quick brainstorm and the results were captured by Bonnie Johnston