Professional Mentoring Unpicked #4

This is the next blog in my short series exploring the key aspects of mentoring others as a professional mentor.

Today I’m looking at Key Aspect 4: Skills, Knowledge, Career, and Personal Growth

Photo by Annie Spratt on Unsplash

“Mentorship encompasses a holistic view of professional development, including technical skills, industry knowledge, career advancement, and even personal attributes that contribute to professional success.”

Hmmm… how to write something about this that doesn’t sound like self-aggrandisement…

How about this?

I’ve been in Learning and Development for over 35 years – and I’m still waiting to be found out!

Seriously, I came to L&D late, having been a professional actor for some 12 years. In that time, I only acted for about four of those years; for the rest of that time – as my blog page header says – I was many other things, fruit-picker, postman, delivery driver, barman, audio typist/temp, ‘industrial overload’, professional actor, Office Manager, Business Owner, Trainer, IT Training Manager, Head of Technology Assisted Learning and latterly, Learning Consultant with the CIPD and Accreditation Mentor with the LPI. Meanwhile becoming a husband and father of two.

The common thread here was me trying to earn a living and ‘having a go’ at whatever opportunities presented themselves to achieve and sustain that objective. Along the way, I picked up a raft of transferrable skills and have used some or all of them at different stages of my career.

Resilience, flexibility, adaptability, learning, unlearning, leading, sharing, and yes, even performing.

And all the while, waiting to be found out, to be exposed as unqualified, inexperienced, delusional… Imposter phenomena, anyone?

And yet, here we are. Now I’m at the ‘late career/flexible working’ stage, it feels right to be bringing the skills and knowledge developed over the years into my role now as a professional mentor, supporting others on their career journeys.

There is no such thing now as a job for life. We all need to be able to flex, skill up, reskill, recognise our strengths and our areas for development, and take responsibility for our careers – never more so than now.

Let me invite you to take a reflective look back at your career journey so far. How much of it was intentional, planned, achieved? What impact have you had to date? What skills and personal attributes have got you this far?

And how often have you had to roll with the punches, get derailed, start again? What are you doing to prepare for an uncertain professional job market and the different roles and responsibilities therein? What are your transferrable skills? What’s missing?

Let me know if I can help you answer some of those questions and support your career journey.

#Mentoring #PersonalDevelopment #LnD #HR #ProfessionalMentoring #Skills #Impact

 

 

Week Minded

Highdown Hill, West Sussex - Photo NJG

It's Friday, one of my non-work days. With some time to myself, I've been reflecting on how it's gone.

What's been happening? How did I show up? Did I learn anything? Did I apply any of that learning? 

Well, yes and no.

Being present in social media channels means that one gets exposed to a lot of noise. Sometimes I contribute to that noise; sometimes, I hope, helpfully.

The week started off really well, with my weekly walk and talk with my Counsellor followed by my continuing to walk further, exploring local pathways not previously walked, but trusting my sense of direction and following the waymarks. In total, some 10k in uncharteristically glorious weather, the benefits of which for my mental and physical wellbeing lasted well into Tuesday. Joyous.

This week also saw two "[insert cause/subject here] Week" campaigns which are both areas of personal interest to me - "Learning at Work Week" (#LAWW21) and "Dementia Action Week" (#DAWW21). 

One of my professional bodies (for whom I work part-time) is an active sponsor of LAWW and we have discussed and acted on this both internally as a team and in our support for the HR, L&D and OD profession externally.

This blog is my activity recognising that, enabling me to reflect on and share what I've learned this week.

It's also Dementia Action Week, a cause close to my heart, for family reasons. I'm a research volunteer for the Join Dementia Research (@BeatDementia) programme, and have been contributing to their online studies since 2014. A few weeks ago, they asked their volunteer community of study participants if they would be prepared to be interviewed to share their story of how and why they got involved. I was selected, interviewed and my story was published this week, as part of their DAW campaign, here: "Making a difference through online research studies".

My hope is that people reading it may be prompted to get involved themselves and thereby add to the data which will hopefully speed understanding about and prevention or cure of this cruel disease.

Then on Wednesday morning, I learned from a friend on facebook that another friend from my college days back in 73-76 had died suddenly of an aneurism. A year younger than me, a wife, grandmother, photographer, generous sharer and all-round lovely person, her death hit me quite hard. 

I've spent a lot of time in the last few months discussing and sorting out my and Mandy's end-of-life admin - Lasting Powers of Attorney, Wills, Funeral Plans - and, having survived heart surgery myself six years ago, death has been much on my mind. Sheila's death and her family's loss really brought this to the fore.

Wednesday was probably the low point of my week. Thursday, however, was satisfyingly clear-minded, focussed and productive.

And here we are, it's Friday already, and today I chose not to join in the weekly 08:00 am #LDinsight tweetchat with my #PLN (Personal Learning Network), and had a long lie and leisurely breakfast instead.

So, what, if anything, did I learn this week?

It's good to to talk | Sometimes you don't need to have a clear destination in mind and you can just enjoy the journey for itself and for whatever physical and mental nourishment it provides | It's OK to have a down day; don't beat yourself up about it | You don't always have to show up; the world will keep turning.

Have a great weekend, folks.

What's in a Number?

Photo by Alexander Suhorucov from Pexels

Ten years ago today, I wrote and published my first ever #blog - "The Blog Bullet - Bitten!", the first of an inconsistent series of musings, commentary, reflections and occasional rants, the culmination of which is today's blog marking that 10 year 'anniversary'.

I've said before that, for me, posting into the digital and social media space is not - and should not - be a numbers game. Twitter, for example, has never been about the number of followers I have, or the number of retweets I get. Blogging has similarly not been about how many posts can I get out per week/month/year, or the number of pageviews (although you bet I do check the stats!).

And yet, with an absolute acknowledgement of the irony herein, here I am writing a blog specifically to make up the numbers and celebrate a spookily serendipitous numerical milestone - 120 blogs in 10 years. That's an average of 12 blogs a year - one a month.

Almost like there was a plan.

But there wasn't.

My purpose in blogging was to reflect and expand on my professional interests and experiences in learning and development, and my interaction with others in related fields, beyond the then 140 character limit of Twitter. I hoped that it would be a two-way street, that others would engage with my posts and that dialogue would ensue. Sometimes, that has been the case.

I've tried to be guided by the mantra "Does this need to be said? Does it need to be said by me? Does it need to be said by me right now?" (Attrib. Craig Ferguson).

Sometimes I've even managed to follow that rule.

Blogging remains a very personal thing for me, and I've taken a very non-systematic approach to it. For example, last year (2020), I posted just two blogs - both about how I was coping with and feeling about COVID-19 and its impact - and in 2019, I posted 15! 

This flies in the teeth of all the accepted wisdom about consistency and audience-building. But, sorry, if I ain't feeling it, it ain't getting written.

That said, I'm grateful to everyone who's ever taken the time to read and comment my posts. If you've found any value, inspiration or just entertainment, then that's good enough for me.

I can't promise anything different in the months - maybe even years - ahead. 

Twitter will continue to be my go-to micro-blogging channel but there will always be that longer blog thing, that blog thing needs to be said, that blog thing that needs to be said by me, that blog thing that needs to be said by me right now!

Like today.

 

The Garden of Ignorance

This is our garden. When we moved here 6½ years ago, it was just a grassy rectangle with a small square patio.

Once we had settled in, we got some quotes from gardeners to design an easy-to-maintain layout and planting. This is what we ended up with, and it has proved to be sufficiently low-maintenance for me to engage with trying to keep it tidy, planted and pleasant to look out onto and relax in. 

But I'm no gardener.

I do what I do from an ongoing position of horticultural ignorance.

Like many people, I suspect, I want to have a nice garden (be able to play the piano / be a Digital Learning Expert) without necessarily doing all the heavy lifting (practising / theoretical & experiential study) required.

But I’m happy to get stuck in.

I Google / read up / ask others / observe / try out stuff / persevere / try again – with the incentive that others have an expectation of me so doing but are also willing to work with me and support me to achieve the desired outcomes.

Does that make me ‘lazy’ / a ‘chancer’ / a yet-to-be-outed imposter? 

Or a learner?

Judge me by my results.

And keep challenging me to be better.

I might just surprise you.

And myself.

Command and Control

Photo by Oladimeji Ajegbile from Pexels

I've just been to the pharmacy to collect my heart drugs. I wore a face mask in the shop for the first time since Covid19 struck. On my walk home, I was pondering why.

It's not to protect me, it's to protect others from me (in case I've got it and don't know it). 

Having exercised pretty strict social and physical distancing from everyone except Mandy, including our grown-up children, I'm fairly sure that I'm not infectious. But I felt the need to reassure the hard-working - and similarly masked - pharmacy staff, that I was being careful on their behalf; that it mattered to me.

Because it does. In the face of what I see as an unseemly and ill-judged race to lift restrictions, I am genuinely concerned that we will soon experience a second wave of the pandemic in the UK.

And I am fearful (that word again) that many others think that it's worth taking the risk of that possibility, to regain some semblance of 'normal' life and freedom of movement and association. To take back control. 

Sound familiar? I'm not judging (well, I'm trying not to).

In the early days of Lockdown, the Government instruction was unambiguous: Stay Home - Protect the NHS - Save Lives. Who wouldn't want to get behind that? It mattered to everyone. So the instruction was pretty universally followed. And the numbers started to go down.

Now it's all gone a bit wooly, a bit less directive, a bit more discretionary. It's introduced an optional element into how we can behave. And we're seeing people respond according to what matters more to them now than it did initially - social interaction, being physically closer, shopping. Their own needs have superseded their willingness to recognise the continuing greater risks of taking the brakes off.

So I'm sticking with it. I'm continuing to maintain 2 metres distancing, to cross the road when someone comes towards me, to use click and collect for the weekly shop rather than go into the store, to wear a facemask if and when I absolutely have to be in a 'confined' environment, to sanitise and/or wash my hands, to work from home.

In my small way, I'm trying to keep you safe from me, just in case.

Footnote: There's a training analogy that could be made here about one of the reasons why people do or don't buy into different kinds of learning - whether it matters to them, whether there's a benefit for them or for others. Compliance training springs to mind. But that feels a bit contrived, so I won't go there. You could probably write that bit yourself anyway.

Screened

"Naked Drag Queens Pink and White" by Natasha Gavin

This morning's (Fri 15th March '19) #LDinsight chat on Twitter was a Doozey!

The facilitator (much kudos to them) disrupted the usual text chat format with an invitation for us to respond to the question "What do you think about the use of video for learning solutions?" USING VIDEO to reply.

I confess to being completely thrown by the challenge. I'd only been up for 15 minutes. I was still in my dressing gown. I had major bed hair. I had only had one cup of tea FFS! Suddenly, there was no hiding place. 

I had choices to make: Run away; Do/say nothing, just lurk and learn; Respond in the customary tweet format; or Person up, pause, prepare and do some kind of video response. I had no idea what to do.  

As I was considering my options, people began posting videos. How could they do that so quickly? How could they seem so considered, calm , well-dressed and made up already? I got very flustered. I drank some more tea.

Having used #Periscope earlier in the week at a Sussex CIPD Branch Meeting (https://bit.ly/2Fgg64r), I decided to do a quick Periscope video, using a print by my daughter (see above) as the visual interest and just voice-overing my initial thoughts. I faffed about with my mini-tripod, set up the title - and immediately started broadcasting the rustle and sleeves of my dressing gown! 

(Lesson 1: Ensure your kit is already set up and steady ready for you to commence recording/broadcasting your video).

Stopped, deleted video and settled myself. (Text from @MandyRG: "I've just seen a video of your dressing gown! Did you mean that to go out live?")

Started again. Phone cam steady, all quiet. Hit the broadcast button. Voice like sandpaper (see 'Tea' above). Half-formed thoughts, clearly unscripted (but I can do 20 minutes when the fridge door light comes on, so not too much of a problem). Doing OK. Cat decides she's hungry and being ignored; joins in, loudly. Throws me a bit. Press on. Cat persistent. Apologise for cat. Press on. Manage to finish my piece, reasonably coherently (https://www.pscp.tv/w/1OdJrRzEWQkJX)

(Lesson 2: There's a difference between Live and recorded! As I tweeted, "...spontaneity's OK in some cases (reflection etc) but planning and rehearsal essential if aiming for some kind of information/knowledge sharing impact". I would have had a much tighter script and been much better rehearsed with sufficient notice and preparation. In a recorded video, you can build in time and space for editing and refining content.)

Back to the #LDinsight tweetchat. So many videos and so much great comment and insight from the #PLN. Hope I haven't let myself down with my own contribution and that it's had some relevance to the discussion. Some nice feedback, likes and a couple of retweets. That'll do me.

(Lesson 3: Video is just another tool in our kitbag, both as producer/facilitator and as consumer of learning. We need to have a reasonable familiarity with its potential and some competence in its production and consumption.)

Some final thoughts: Context is really important here. Is video the right tool for the job in hand? Is it adding any value to the message/impact you are trying to share or achieve? Have you made it accessible and inclusive for everyone (captioning etc)? 

And a final question (Personal Bias Alert), do we really need to see more full-screen, self-satisfied, beaming faces about to launch into their 'shtick', in our timelines?

VR in Learning - A collaborative Research Project

Welcome! This is the first of a blog and video series which will be published over the next two weeks, by myself and fellow L&D consultant, Rachel Burnham (@BurnhamLandD). Our purpose is to share our learning journey (our 'Odyssey', as Rachel has called it), as independent L&D Consultants, into the world of Virtual - and Augmented - Reality, to better understand the technology and its potential application in learning. We do not present ourselves as experts here, but as curious professionals, keen to understand the subject but also willing to share our experiences and insights with others who may have a similar interest.

This first blog is a combination of mine and Rachel's initial blogs on the subject, which Rachel is also posting on her blog page at http://rachelburnham.blogspot.co.uk/. We will also post some videos on YouTube and blog individually later in the series.


Why Did We Do This Research? (Niall)

Stimulated by a Learning & Performance Institute (@yourLPI) Webinar on 13 Dec 2016 “Go Virtual!” with Ron Edwards from Serious Games International, both Rachel and I realised independently that Virtual Reality (and Augmented Reality – more on that later) was a subject area and practice about which we knew very little but wanted to understand more. For myself, my reasoning was that, as an independent L&D & Learning Technologies Consultant, VR was an area which was gaining more and more attention and interest both within the L&D world, but more importantly, outwith L&D, in the real world! And I needed to be able to experience it, play with it, understand its capabilities and limitations, so that I could, as a minimum, discuss intelligently and with confidence both within my L&D/HR and OD network, but much more importantly, in conversation with potential and existing clients who may have expressed interest in its potential to support their learning programmes. 

We had a brief discussion after the webinar and decided that we would collaborate on some research on VR for Learning, to increase our own knowledge & understanding, but with the added benefit of being able, perhaps, to share that learning for others’ benefit later.

As has become the norm with so much these days, the consumer/domestic uptake of easily accessible and easily grasped technologies has the potential to leave L&D out in the cold without the necessary knowledge and skills to be able to understand, discuss and/or apply them appropriately. Often, what people do and use in their private lives becomes their norm and their expectation elsewhere, especially in the workplace.

Now, it’s not just down to L&D to be responsible for the adoption and integration of relevant technologies into the workplace. Often, corporate policy and/or cultural practice mitigates against rapid inquiry, experimentation, refinement and adoption of such tools. But Rachel and I feel that L&D has an opportunity to show some leadership here, to be seen as a bridge-builder and a trusted partner to business and its people by offering advice about and practical experience of using such tools in the support of performance improvement.

What follows in this series is our individual and joint journey in Virtual Reality discovery to date, some personal insights, a curation of further analysis, thinking and resources, and an invitation/call to action to others to engage and share their virtual journeys with us.

What is VR? (Rachel)

VR or Virtual Reality is a technology that is widely used in gaming to create a 360 degree/3 dimensional experience that immerses participants.  The degree of immersion can vary from simply being able to look around you 360 degrees, at either an image or video of the real world or some kind of simulation, through to being able to interact with this ‘world’ by picking up and working with objects.  Increasingly, people in L&D are working out how to use this technology to enable effective learning for individuals and organisations.

A closely related, though different technology is AR or Augmented Reality.  This is where technology, utilizing a smartphone or tablet, is used to project additional information or images into the real world, as an overlay.  One of the big hits of the summer of 2016 was the game ‘Pokemon GO’ which used AR technology, through mainly mobile phones, to enable people to see and collect ‘cartoon-like’ creatures whilst out and about.  AR technology for use in L&D is not as advanced, at the time of writing (February 2017) as for VR, but some authors believe that there is even more potential to use AR in the workplace eg as part of performance support.

VR is often thought synonymous with the use of expensive headsets, but there are different ways of accessing VR to suit a range of budgets.  At the cheap and cheerful end, you can purchase a ‘Google Cardboard’ headset for under a tenner and use this to view VR apps through a mobile phone.  The quality is not as good as with the more expensive sets, particularly if you already wear glasses and they can only be used for VR apps which involve no interaction. With this equipment some sound is possible, either broadcast through the mobile phone or via the earphones for your mobile phone, though the quality may not be great. It is worth searching online for access to free apps to use with this type of equipment and this is an easy way to get a flavour of what is possible with VR.

   

At the next level of expense are a range of headsets which not only include glasses, but also more substantial earphones.  These also use mobile phones to play the software, but the addition of the earphones means that they can incorporate sound much more effectively alongside the visual images.  They also can incorporate some options for interaction within the VR programme, so that the participant can make limited choices between options for action eg to see some tips or to jump straight in or to choose between answers.  This makes the whole experience much more engaging for the learner.   Some programmes will also build in feedback for the learner on their performance in the activity and this also enhances the experience.

With this middle range equipment, you can continue to use the free apps, but there are also a good range of developers offering off-the-shelf VR experiences that could be used.  However, for many learning and performance needs you may find that you need to commission a bespoke VR solution.  Whilst it is possible to create VR solutions in-house, it is much harder to produce interactive solutions without external specialist support at this stage in the development of the technology. 

At the top end of the market a much fuller immersive and participatory experience can be gained using a combination of headsets, with earphones plus handheld devices which allow you to interact with the environment.   This means that you can pick up objects, turn handles or levers, open doors and manipulate objects in other ways – leading to a much fuller experience and vital for VR software that is about becoming familiar with servicing equipment for example.   It also means that it is possible to have a much more interactive experience in VR, which of course can contribute to more effective learning. These sets are much more likely to be used with bespoke designs for the VR environment, created to meet the specific needs of an organisation and a specialist provider will be needed to support this.

For details of equipment please take a look at the accompanying curated resources list, which will appear at the end of this series.

We hope you enjoy this journey, and will follow and join in the discussion here in blog comments, on Twitter (hashtag #VRinLearning), LinkedIn, YouTube and facebook. We hope to set up an online 'further resources' Google Document, with links to curated blogs, articles, infographics etc, and hope that - in this most dynamic and quickly-changing environment - you will add your own thoughts and links as the subject develops. 

A Slack Future

I'm participating in a week-long online workshop on the subject of Futures, hosted by James Allen (@thejamesallen) of Creative Huddle (@creative_huddle). In the snappily-titled channel, #futureworkshop, James introduced the topic thus:


"Let’s talk about the future. We’ll find out what futurologists think is in store for us, and we’ll learn how to make our own predictions."

James had first shared the upcoming workshop of LinkedIn, advising that it was a new venture for Creative Huddle, using the Slack application as the platform for sharing content and facilitating the conversations. As I am now working with another HR & Training Consultancy who use Slack as their internal channel, I was keen to understand it's potential as a learning support tool. And as a science fiction fan, the topic of futures and futurology, combined with the opportunity to experience slack, was irresistable. So I signed up.

There are 10 of us involved in the Workshop. We're on Day 3 now, and for today's 'Task', James asked us to "list different types of futures that could occur. As with the previous task, write your thoughts in a post, expanding on each of the following headings:

• The future is what I expect.
• The future is better than I expect.
• The future is worse than I expect.
• The future is weirder than I expect.

And let’s try and define ‘the future’ for this particular task: at least ten years from now."

So, here's what I contributed today, and I await the peer review from my co-participants accordingly. If you'd also like to comment here, please feel free. Thanks.

-----------------------------------------------------------------------------------------------

Task 2: My Futures

I have always been a big fan of science fiction - both written and on film & broadcast media. I read Isaac Asimov and Arthur C Clarke in my early teens and was transported into what I have always considered plausible future and/or alternate realities, the verisimiltude of which relied on solid and consistent underpinning - if completely new - 'science'. I am old enough to remember watching the first ever episode of Dr Who (scared me rigid) and following Star Trek from the beginning. I am not, however, and never have been, a fan of Fantasy/Magical fiction as a result. Give me a Dalek over Bilbo Baggins any day.

I continue to read sci-fi regularly. It's my go-to literature when I'm between other reading, be it fact or fiction. I tend to read for pleasure, less for learning, but that's just my preference. So, with a nod to my Sci_fi reading...

• The future is what I expect.
  
  • Global warming will raise sea levels faster than we have readied ourselves for and our weather patterns will continue to oscillate between extremes, whilst populations start to migrate inland and onto higher ground.
  • Our transport infrastructure will collapse under the weight of increased need and utilisation, both public and private. Grid-lock ensues. This will lead to...
  
  
• The future is better than I expect.
  
  • Telecommuting finally becomes the norm as we all become short-term contractors
  • The South of England will become the new Champagne Region.
  • There will be a radical reassessment and readjustment of Elderly and end-of-life care, with a recognition of the need for a holistic, as opposed to a medical, approach, resulting in a huge investment in and provision of hospice care.
  
  
• The future is worse than I expect.
  
  • Donald Trump gains the Republican nomination and wins the US Presidency.
  • Fear of - or actual - terrorist outrage/s will lead to an enforced surveillance and control structure to society, where guilt is assumed before innocence is proven. Society will accept this and live accordngly.
  • Sex will become a recreational and solo/virtual activity with tech surrogates representing the other partner/s (this may have already happened). Marriage will become the exception and be contractually time-limited & short-lived, probably only for procreation. The resulting progeny will be raised by robots.
  
  
• The future is weirder than I expect
  
  • SETI makes contact with intelligent extraterrestial life and life as we understand it changes for ever.
  • AND/OR...
  • Global climate change forces the human race underground or underwater and we abandon the surface
  • OR...
  • Our alien 'friends' provide us with the technology and/or means to migrate off-planet and into the Universe.

 ------------------------------------------------------------------------------------------------------

Along the way, I am also learning a great deal about the features, benefits, limitations and potential of Slack. It's a win/win, as far as I'm concerned. I believe that James and the Creative Huddle team will be running further workshops like this, so I'd recommend getting in touch if you think it might be of interest to you or your colleagues.

Fear of Swimming

I had the pleasure of meeting and chatting with Caroline Walmsley (@carowalmsley), CEO of Brightwave, last week and we had a wide-ranging conversation about learning, learners, L&D, vendors and the ambiguous spaces betwixt and between them.

We talked about the shift that's happening in learning, the shift that's making learners, trainers and vendors take a good look at themselves and their current and future skill needs. And we wondered why so many of us are finding it difficult to evolve our thinking and our practice to keep up with, and stay ahead of, these changes.  We talked about arrogance and we talked about fear. 

© Copyright David Douglas and licensed for
reuse under this Creative Commons Licence

And I was reminded of learning to swim. I remembered going to swimming lesson at Paisley Baths when I was 8 or 9 years old. I remembered the panic of trying to keep my head above water, to stay in the world above the surface, the belief that I would not be able to breathe if my head went under the surface. The result of that thinking, of course, was that I spent all the time in swimming lessons struggling to 'stay alive' and paid no heed whatsoever to learning the techniques and thereby discovering the fun to be had in swimming.

That fear stayed with me for years. I denied myself the pleasure and the benefits of swimming, despite the many opportunities available to me, well into my late teens. When I did eventually - with the encouragement of friends and colleagues - learn to swim, it was still not with the unbridled joy and abandon that I saw in others. I was staying afloat, my feet were finally 'off the bottom', but I was still essentially expending all my energy in trying to keep my head above water.

And then, at the age of 22, I went to Corfu with my best pal for my first ever foreign holiday. I was determined that I would swim in the Mediterranean. Any Mike brought a snorkle and goggles. That combination of factors finally released me from the fear. At one and the same time, I found I was able to swim AND get my head under the water, whilst still breathing! It was a transformative experience. Not only did I not die, but the world underneath the surface was beautiful. I was surrounded by fish, I was 'flying' over an undersea landscape of forms and shapes and colours I had never imagined. I loved it.

And when I lifted my head back out of the water, I was a quarter of a mile away from the shore. I was a swimmer! (I panicked at that point, but had the sense to stick my head back under the water, and follow the undersea slope back to the beach - learning in action!)

That's what I think those of us engaged in UK Learning PLC need to do. We need to stop struggling to stay alive in the safe world we've always known, to put all our energies into keeping our heads above the water. We need to be brave, to find a way of getting our heads under the surface, to see the world of possibilities open to us, whilst realising that not only can we survive in that space, but we can develop new skills and have fun at the same time. We can operate in more learning environments than we think.

So, feel the fear and do it anyway. Stick your head under the surface, have a good look round and, in the immortal words of 'Dory' from the Disney Pixar film 'Finding Nemo', "just keep swimming, swimming swimming..."

Chaired

I had the privilege of Chairing two sessions on the afternoon of the first day of this year's Learning Technologies Conference at Olympia in London last week. I chaired a single LT conference session last year, but this year's felt like a bigger challenge with more responsibility.

I was first approached by Don Taylor, Chairman of the Learning & Performance Institute and the Learning & Skills Group, back in September last year, with an email simply asking if I would be prepared to take on the challenge of Chairing two sessions. He pointed out that he wanted to mix things up a bit at this year's conference and that there would of necessity be a larger commitment of time and effort required.  Always up for a new learning opportunity, I agreed.  Now, with the conference behind us, I have been reflecting on the experience.

There are now 128 emails in my 'LT15uk' folder since that initial request some four months ago. These represent the history of the to and fro exchanges between myself and Don and his team, as well as with the speakers in both of the sessions I was to Chair - five terrific professionals from different sectors, sharing their case studies and experiences in two discussions streams being run in two different conference rooms back-to-back on the same afternoon!  We're all busy people, with busy day jobs and full-time responsibilities, so we all had to balance our time and commitments accordingly.

If you want a masterclass on how to Chair conference sessions, I recommend you volunteer to Don to do so if and when he extends the invitation in the future. His requirements were clear; his timeline and gateways explicit, but the how and when to do these things he left up to me.  After advising the session speakers that I was their Chair, Don left us to get on with it.  Which we did.

I shan't bore you with the details of the several conference calls and email exchanges we had between then and Wednesday last week when we assembled at the agreed hour/s, got set up and ran our sessions. Suffice to say that juggling our time and effort had not been wasted and they went well.

Having spoken at several conferences before now, I have recognised the importance of a good Chair - someone who soothes speaker nerves (we all have them, no matter how experienced), keeps things in order and to time, sets the audience expectations and 'session norms' (not 'rules', you'll note), makes the necessary introductions - and then gets the h*ll out of the way until any Q&A discussion at the end, then makes sure as many people as possible get to makes their point or ask their question. I tried to live up to those standards last week and hope that that's what my speakers and attendees experienced. My

only 'innovation' if you can call it that, was to tweet several times before Wednesday, and on the day itself, inviting people to tweet me any questions they might have for my speakers in advance, so I could pose them for them 'in the room'. No-one did beforehand, but two people in the audience did tweet me their question during one of the sessions and I was able to pass it on to the panel during the Q&As (thanks to @happyhenry and @danroddy for those!)

So everything went well and I was congratulating myself on not having dropped the ball, when  Sukhvinder Pabial, another first-time Chair (and valued member of my #PLN - Personal Learning Network), tweeted the following...  

 

Sukh's tweets, together with an overheard comment from someone at the conference drinks later, that the conference sessions still seemed to be 'audiences sitting in a theatre being talked at by 'experts'', got me thinking; what could I have done differently to have made the sessions I chaired more interactive and even more engaging? 

I realised I had quite happily gone along with - indeed, set - the agenda and format of my two sessions in a traditional 'Intro / Speaker / Q&A / Sum Up' way and I had not, in fact, encouraged my speakers to think differently, to encourage audience involvement, challenge, conversation or debate during their presentations. I did throw a couple of unplanned questions at them during the Q&As, but that was about it. That said, all my speakers delivered interesting, insightful case studies in their presentations and the Q&A sessions were lively, added even more information and content and, as a result, were fully attended to the end.

So, if I am ever asked to Chair any future conference sessions, my challenge will be to think - and to get my speakers to think - outside of the traditional conference presentation format box and to see what innovations we can bring to the learning exchange that we are all there to benefit from.

What would you like to see done differently? Have you ever been to or participated in an Un-Conference? Would that format work within the context of a larger, multi-stream, multi-day, multi-venue event? What about running 'Ignite' presentations (20 slides, 15 seconds per slide, auto-timed)? I'd love to hear your thoughts or ideas.

I just want to finish by thanking my speakers for their cooperation and trust in the run-up to, and their contributions during, our sessions on Wednesday 28th January at the Learning Technologies Conference 2015 - Velda Barnes (@velbarnes) from Addaction, Jason Simeon from Selex ES, Jane Daly from Marks & Spencer, Edward Gallier (@EdwardGallier) from Jurys Inn and Kandy Woodfield (@jess1ecat) from NatCen Social research. Thanks also to Don Taylor (@DonaldHTaylor) for the giving me the opportunity to Chair these two sessions, and to Sukh Pabial (@sukhpabial) for making me reflect - always learning!