Here’s my contribution to the wonderful world of GraphJam…

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Here’s my contribution to the wonderful world of GraphJam…

Filed under: Analytics, Uncommon Comestibles, humor | Leave a Comment »
In learning and communication,
logic and emotion either work together in concert,
or one will rub the other out.
Filed under: Communication Skills, Information Design, Learning | Leave a Comment »
An article in this week’s New Yorker describes medical robots under development which adapt their communication style, when they interact with human patients. As a result of some very simple strategies of “style flexing,” these robots are more effective coaches for recovering stroke victims and patients with Alzheimer’s.
Here are some choice excerpts from the article:
(Maja) Matarić’s work on social robots, however, must address a higher level of complexity. “The challenge is to have cognitive models built into the robots, so the robot understands how to motivate people,” (Allison) Okamura says.
(…)
(The patient) said, “When I’m at home, my husband is useless. He just says, ‘Do it.’ I much prefer the robot to my husband.”
(…)
..robots that were programmed to behave as introverts or extroverts. A robot’s degree of sociability was defined by how far it positioned itself from the patient, the speed of its movements, and its type of communication. For people who were more extroverted, Matarić programmed the robot to move close. “We are not talking sociopathically close, because we always maintain three to four feet of safety distance between the user and the robot,” she explained. “But, with the extroverted robots, they move into your area, and talk with a slightly higher pitch, more words per unit time, and they say things that are more forceful, like ‘Come on, you can do three more. I know you can do better than that.’ ” The more introverted robots were programmed to stay farther away from the user, to gesticulate less, and to speak with a slightly lower pitch and at a slower tempo. “You don’t want to make the introversion glaring,” Matarić said. The introverted robots also said more soothing things and offered more praise.
(…)
..Matarić and her co-workers developed an algorithm for learned behavior, with the robot adapting to match the participant’s preferences in terms of therapy style, interaction distance, and speed of movement. The robot was able to gauge the subject’s time and success in performing the assigned task and then to modify its behavior accordingly. “We actually had the robot slightly shift its personality, gradually, while interacting with the user,” Matarić said. This capacity to adapt is called “machine learning.” The programming has to be carefully done, she explained, because “you don’t want the robot to schizophrenically suddenly change. You don’t want it to become a dictator all of a sudden, because that breaks the whole engagement.” She went on, “But over time, with slow changes, you end up somewhere that’s quite different from where you started. The notion of social engagement is to keep people doing something even if they really don’t want to do it. It may be painful, it may be boring, it may remind them of their disability, which is frustrating. But we know you need to not be in your comfort zone, because if you are fully comfortable, then you are not pushing yourself enough.”
Human coaches, Matarić explained, might read a person’s facial expression, but even an intelligent robot has difficulty interpreting nuances in lighting and appearance. Also, patients may mask their feelings. To overcome these problems, Matarić’s team placed galvanic sensors on a band on the subject’s upper arm, whose readings Matarić believes will provide the robot with sufficient information about whether a patient is being challenged or becoming frustrated.
(…)
So, the next time the person you’re working with is “too introverted” or “too extroverted” for you, just remember: There’s a robot out there just waiting to take your job.
The article ends with some cautionary notes:
Sherry Turkle, a professor at M.I.T. who has expertise in psychology and sociology, is concerned about both the stated need for robots and, she says, the risks they pose to “the most vulnerable populations—children and elders.”
(…)
“..there is no upside to being socialized by a robot.” Based on her observation of groups of different ages, Turkle has found that “children and the elderly start to relate to the object as a person. They begin to love it, and nurture it, and feel they have to attend to the robot’s inner state.” With this attachment and projection of their emotions, Turkle says, people begin to seek reciprocity, wanting the robot to care for them. “We were wired through evolution to feel that when something looks us in the eye, then someone is at home in it.”
Robots, Turkle argues, risk distorting the meaning of relationships, the bonds of love, and the types of emotional accommodation required to form authentic human attachments. She questions whether robots are necessary in the settings that Matarić and others are exploring. “What human purposes are served by fostering these attachments?” Turkle asks. “The benefits have to be extraordinary, and, as far as I’m concerned, the jury is still out. You are dealing in deception about what is fundamentally human—the nature of conversation, attachment, nurturing.” She is not convinced that the elderly in nursing homes need robots. “Why not people?” And she is not convinced that robots serve as a bridge for autistic children to learn how to connect with family or friends. Only a small number of children have participated in studies, Turkle notes, and there are no data on long-term effects. And while Turkle does not doubt the good intentions of roboticists like Matarić, she points out that the direction, if not the purpose, of their research is to produce a robot that can function independently of a human therapist. “Is it something a robot can really do that a person cannot?” she asks. “Why is a machine touching something in us that is so appealing?”
In Turkle’s interviews with people who interact with robots, she has been struck by how many state that they “can’t trust people,” and that the robot offers a safe and secure relationship. “We need to really think through now where we are headed with social robots, whether we really don’t have people for these jobs.” The idea that robots will teach people to relate to others, she says, is as fallacious as the argument that e-mail facilitates telephone conversation and then direct discussions. “People lock into the place where they can hide and feel safe,” she said. “And while we know this with computers, we seem ready to move ahead with robots that are designed to perform in a way so that a person believes there is somebody at home. If the patient actually learns something about himself, then I could imagine that these objects would be valuable. But that is not proven. Right now, it’s a giant social experiment with real risks.”
Matarić is aware that intelligent social robots raise worries about emotional impact. She and her team, in the course of their research, have asked, What happens if a robot breaks down, or is taken away, after the person invests the robot with the qualities of a grandchild or a companion? What if a user begins to treat the robot like a slave, and then extends this destructive behavior to a family member or a friend? And, even if the machines are unaware of morality, robots must be prepared to act ethically. Her team is trying to envisage future ethical dilemmas. For example, if a patient being assisted suddenly needs emergency attention, what is the robot’s responsibility? Matarić is trying to create independent robots that are able to perform the tasks of human caregivers and are capable of displaying empathy toward patients. “But robotic interaction should not replace human interaction,” she said. “It should only improve it.”
I think this technology provides some good hope/evidence for all the extremely shy geeks out there: Sociability can be learned. You just need to improve the accuracy of your sensors and hard-wire your behavior with some good, adaptive algorithms. Run the program from a few years and before you know it, AI (or in this case, EI), may actually emerge on its own…
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From a friend’s status update on Facebook:
Sandra: if it costs more than $1,000, I feel like I should be able to take a hammer to it, and have it still work when I’m done with it. (Yesterday at 9:04pm)
Dan: again with those Ming Vases, Sandra… how many times to I gotta tell ya… (13 hours ago)
Sandra: I question where we place value. (11 hours ago)
Dave: I bought a 6-pack of temporary-adhesive towel hooks for $10 (for the adhesive strips) and a concrete cinder block for $1.80. Makes you question how we decide how much we’ll pay for things. (3 hours ago)
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In business, the “first mover advantage” isn’t always an advantage.
The same goes for “thought leadership.”
“The early bird gets the worm” applies only if you are high enough in the food chain.
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This morning, Gil Yehuda and I co-delivered a keynote/workshop entitled “Leveraging Social Networking During Your Job Search” to 100+ senior executives via Keystone Partners. The caliber of the job seekers in the room was outstanding — a reminder of the incredible talent available on the market right now. There were also a number of people at the session who are currently employed — or as I like to call it, the state of being ”between job searches.” All of the attendees seemed interested in improving their use of social media tools — LinkedIn, Blogs, Facebook, Twitter — to position themselves for career advancement.
I’d like to share a few of the key messages from the session, and also reflect a bit on the design process.
Much of this material is based on a set of evolving conceptual models (and online-social-gadget-tinkering-best-practices) that Gil had previously developed. We developed the material a bit further together for this particular workshop, and knowing Gil, he will probably continue to develop this stuff further in the days, weeks and months ahead… (the best is always yet to come!)


We took these concepts and strategies, translated them into some very physical terms (we’re talking body physical!), and gave practical next steps for action:

In terms of outcomes for the attendees, Gil and I followed the ol’ Peter Rogen “change what they THINK-FEEL-DO” approach for our objectives, namely:

Did we accomplish our objectives? Yes, yes, YES, and then some. Overall, the participants showed an impressive willingness and ability to learn and apply what was being presented to them — and to help each other out too. Sure, some folks called me and Gil out for our sometimes over-the-top, sometimes subliminal forms of motivation (hey, it’s called “accelerated learning” for a reason). But really, it was all them. Really.
Working with Keystone Partners and Gil Yehuda was a real pleasure — both of those organizations (yes, Gil, you’re an institution) are world class. I hope to do more things with both of them in the near future.
Finally, a personal win: Leveraging the strategies, tools and techniques learned while working at rogenSi, combined with some of Ray Wlodkowski’s insight, towards subject matter that most large companies wouldn’t pay to teach their employees. (“Teach you how to position yourself for a better job?? Get back to work, Smith!“) Helping such a great group of people in their job search — this is one of those areas where the reward is truly in the work itself.
Onwards and upwards!
Filed under: Business, Career, Learning, LinkedIn, Networking | 7 Comments »
My colleague Matt R predicted it, back in December 2008.
“Things are pretty bad out there, and they’re getting worse. Fortunately, Americans have a short memory, and when the recovery comes, it will happen quickly.”
With the Dow Jones Industrial Average now back over the psychological mark of 10,000, it’s still too early to say how “fast” this “recovery” is… one never truly knows where one is in the larger historical fractal landscape of profit-taking and recursive Dead Cat Bounces… but then, business life ain’t about macroeconomics… it’s about what’s going on in your particular neck of the woods, as a partial result of that bigger picture.
In terms of training and talent development projects for large companies, the Long Delayed Major Projects are coming back online. I’m hearing this from clients with respect to my company, as well as other partners they work with. Of course, since these clients have held their breath for so long, now they want everything done yesterday!
Yesterday. What feels like just yesterday is showing up for sales meetings with existing and prospective clients, after they had delayed and re-scheduled those meetings multiple times because of the “uncertainty,” only to find out that the person we were supposed to meet with had been laid off. This happened more than once: Leave a meeting confirmation voicemail/email with them the day before; arrive the next day; clear through security in the lobby; take the elevator up to their floor; meet the PA at their floor; wait while a series of increasingly awkward phone calls are made; deal with a flustered admin and disoriented successor.
Now they want everything done yesterday.
Well…
..that’s good!
That’s exactly why we need to meet, now.
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Here’s an almost-completely-baked model / acronym / mnemonic / metaphor, that addresses the key elements that go into achieving success (also called “performance”) in business and life (yes… we’re being ambitious today) :
A.V.O.C.A.D.O.
or…

A+V+O+C+A+D=O
Where the last ”O” stands for ”Outcomes” aka, Results.
Start at the core (the pit?) of this A.V.O.C.A.D.O. model and work your way out:
A = Aspirations: What are you striving for? What’s the vision? ..the mission? ..the goal? ..the dream?
V=Values: What rules are you playing by? If you don’t understand the relationship between standards of behavior (sometimes called”ethics”) and performance, talk to my good friend David Gebler.
O=Opportunities: What is available to you? Many human performance models ignore this element, and/or take it as a given — mainly because it’s outside a person’s control — but I take a less (or more?) controlling view of these matters. After all, we don’t control everything internal to our organizations or even every aspect of ourselves, but we still generally include those things in our typical performance models. Some of us are born with or without certain capabilities, in a way that makes us stand out from the crowd, and the same goes for the opportunities that our environment presents. Yet, our available opportunities are a crucial factor to us consider, together with the other variables in this model. Furthermore, as with the other factors of success, our available opportunities can be deliberately manipulated using actions that are guided by decisions or strategies which change our external environment… not all the time, but often.
For example, let’s say you’re looking to sell something… or get a job… or find a mate. In some cases, changing your location will be a viable strategy that improves your available opportunities. Other times, your opportunities will be constrained by externalities beyond your control… or will be constrained as a result of your own aspirations and values. So, yes, let’s include oppportunities as part of our A.V.O.C.A.D.O. performance formula. You can think of it as the back half of a S.W.O.T. analysis… and then some… as Peter Senge notes, opportunities (aka “reality“) and aspirations are often in creative tension. Don’t deny reality… work with it… stretch it upwards to a better place.
C=Capabilities: What can you do? What knowledge and skills do you possess / need to possess? What learned abilities do you have (or need to have), and what natural talents or strengths can you leverage, to get stuff done? Most corporate “talent development” functions — e.g. recruiting, hiring, training and coaching – deal with this part of the equation.
A=Attitudes: What kind of emotional energy do you have… or need to have? To quote something often said by the good folks at rogenSi: What is your “ability to access your ability” when it matters most? What beliefs about reality (as opposed to beliefs around values – that’s a different part of this model) cause you to act on your capabilities effectively? Human brains are not computers – effectively harnessing the non-rational aspects of our minds is a key component to achieving success, whatever your aspirations are.
D=Disciplines: What are the good habits that you practice? Some people call this “following a process” which sort of makes sense… though discipline is so much more than process, it’s process done with perseverance and purpose. Disciplines are a willful mastery of the things described above. Disciplines are what enable you to take the A.V.O.C.A. and achieve the outer “skin” of this model, namely…
O=Outcomes: What are your results? Taken as the output of the equation, outcomes are the sum (product?) of all the other A.V.O.C.A.D. elements… but outcomes are also an important input to the equation, in terms of reinforcement and continuous improvement/development of those elements.
THE SALES PITCH: This model captures, in a few tasty bites, some of the key concepts that are embedded in the more complex systems — for example, BPM (Business Performance Management), HPT (Human Performance Technology), OBM (Organizational Behavior Management), and probably several other TLAs (Three Letter Acronyms) that I’m not thinking of – all of which seek to help people and businesses get stuff done and achieve success.
Example of how to apply the A.V.O.C.A.D.O. Model:
For a long time now, I’ve been looking for an easy-to-remember checklist of criteria to use when analyzing performance issues. Training and development consultants tell you that your performance problems can be solved by their training. Leadership consultants tell you that your problems can be solved by their vision and values alignment seminars. Research analysts tell you that your problems can be solved by their market insights. Management consultants tell you that your problems can be solved by their processes and strategies (and PowerPoint decks and high daily billable rates). Mental health professionals tell you that your problems can be solved by yourself… with a little guidance from them, and maybe some meds. So, before you hire that army of consultants and shrinks, slice open the A.V.O.C.A.D.O. and take stock of the issues. This well-rounded (egg shaped?) model offers a level of breadth that is found in some of the more complex and rigorous performance consulting process diagrams/systems that are out there, but without all the… process.
For example, I’m currently designing a diagnostic survey for a client, one of the Big Four accounting firms, to measure (a) their people’s competency in a few specific “soft skills” areas, and (b) to gauge individual interest in receiving training in those areas. This little A.V.O.C.A.D.O. was useful for me to think about the kinds of questions that I was asking in the survey, in relation to those competencies/behaviors: What is their current state of knowledge or skill? What kinds of attitudes are they bringing to the table? What kinds of output (results) were they seeing? What do they value? How often were they exercising “good habits” versus “bad habits,” and so forth.
The “opportunities” vector didn’t play out too much in this particular diagnostic survey, but it will be very important in terms of designing & delivering training to these folks, based on the output of the survey. When designing and delivering a learning intervention, having a good understanding of the performance context and the opportunities it presents, is second only to understanding who the learner is and what they’re all about.
So, to recap:
AVOCADO stands for: Aspirations, Values, Opportunities, Capabilities, Attitudes, Disciplines & Outcomes
Combine that with a T.O.M.A.T.O. human performance model, an O.N.I.O.N model and some L.E.M.O.N. (or my preference, O.R.A.N.G.E), then you’ve got yourself a…
Grand
Utopian
Altruistic
Community
Accommodating
Many
Other
Learning
Excellencies….
(I’ve just killed it, haven’t I…)
Filed under: Business, Information Design, Jargon, Learning, Life | Leave a Comment »
I have a lot of synonyms for learning. ‘Risk taking’ is one. ‘Truth telling’ is another. A sense of safety is crucial for learning. If there isn’t a sense of safety, it becomes very difficult to learn.
- Canice McGarry
There’s powerful form of learning which takes place when you get out of your natural comfort zone — whether it’s to test your own limits (risk taking) or to become vulnerable to a greater self-understanding (truth telling). Making that leap forward — like a baby hawk following its parent out of the nest and tumbling through the air awkwardly — requires safe conditions.
For some people, this is the allure of certain types of military training… for others, it’s the corporate training workshop/ weekend team-building retreat / 10k race / thesis project / therapy session / etc. etc… the common thread being that in this form of learning , the instructor’s job is to create a safe environment and let the learners take on the responsibility for pushing themselves forward and teaching themselves.
A sense of safety facilitates learning within the whole brain — from the lofty hemispheres of the cerebrum, right down to the basic level of the hippocampus and the amygdala.
But what about the opposite of safety — what about learning under a feeling of threat?
There’s another powerful form of learning called fear conditioning, which is highly efficient at teaching certain lessons (aka “learning outcomes”), but often not the intended — or desired — lessons. This form of learning places the learning responsibility on the instructor… the learner is a dependent party, acted upon by teacher.
When I started first grade, I had a teacher who had a habit of screaming at certain students and dumping out their desks in front of the whole class, especially those students who were messy or disorganized. I think she came from Transylvania or something… in my mind, I can still hear a shrieking, Eastern European accent berating me for not doing my homework. Apart from a kid once peeing his pants during one of her tirades, she certainly kept a measure of decorum in that classroom — excellent fear conditioning.
However, my desk is still messy to this day, so I guess in terms of stated/intended/desired learning outcomes, her methodology was lacking.
(To be clear: 30+ years later, my messy desk isn’t her fault… at this point, I’ll take full responsibility for that! However, her dominating “high -impact” pedagogical style — combined with the mediocrity of subsequent teachers — was definitely responsible for the lack of skill, interest and motivation that me and my classmates displayed for her assigned subjects during first grade, and for many years afterwards. As a teacher, her primary accomplishment was to create some powerful, negative associations. Thankfully she didn’t teach English, Math or General Studies.)
As with any profession, the teaching profession has its talented players, and its less-talented players. Considering what is sometimes at stake though, perhaps it would be wise for teachers to take an educator’s equivalent to the Hippocratic Oath, especially that part where the practitioner pledges at first (and at the very least) to “abstain from doing harm.” Sadly, if you search YouTube for videos of ”teacher hitting student,” “teacher beating students” or similar terms, you’ll get hundreds of results. Well, at least the kids have cellphone cameras these days…
None of this is to diminish the undeniable role of the Teacher as Motivator. Using fear to motivate is easy, and while it’s a powerful motivator, it’s also very limited and unpredictable in its effects… especially when the instructor lets his/her guard down or leaves the scene. Finding a way for learners to feel secure enough to challenge themselves takes a lot more work up front, but in the long term, it makes an instructor’s job a lot easier… and a lot more effective.
As I currently see it, the role of teacher as an effective motivator is twofold:
Combine this with having a deep understanding of (a) the student, (b) what the learning objectives specifically are, and (c) how the attainment of those objectives will be positively confirmed, and you’ve got a great teacher!
Oh yeah, those things and also (d) good communication skills, (e) genuine sense of inquiry, (f) positive attitude, (g) respect for the Other, (h) passion for learning, (i) caring, (j) flexibility and (k) external focus.
Easy, hunh?
Filed under: Learning, Life | 4 Comments »
What we think or what we know or what we believe is, in the end, of little consequence.
The only consequence is what we do.
- John Ruskin
All the really good ideas I ever had
came to me while I was milking a cow.
- Grant Wood
(There’s something about those two guys that make them a good pairing)
((Segue from last week’s post))
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