WOL for Teams didn’t work, but this will

You might call it “WOL for Shared Purpose” or “WOL for Communities.” I like “WOL for Passion.” There’s no need for special materials or training. You can use the free WOL Circle Guides and start now. 

The idea is a result of a failed experiment with WOL for Teams. By applying what we learned, and making some small adjustments to Circles, I think we can help a wide range of communities and causes.

Why WOL for Teams failed

WOL for Teams, as you may have guessed from the name, is a WOL Circle in which the goal and relationship list are shared by everyone in the group, and so the method emphasizes the group over the individual. A modified set of Circle Guides includes other adaptations that flow from that. For example, the goals we suggested in Week 1 are different.

  • Raise awareness about what we do
  • Get feedback from stakeholders
  • Find and learn from others who do related work

Some of the exercises were different too. You would work on the team’s online presence instead of your own. The “Letter from Your Future Self” exercise became “The President’s Award” where you speak about how your team accomplished its goal. And so on.

In the pilot, two kinds of challenges led to us deeming it a failure. The first was procedural. Having a single relationship list in the group made it unclear who was supposed to do what with each person on the list. Would the whole team suddenly offer attention and appreciation to someone? That seemed odd. (The word “stalking” was used.) Also, some teams were larger, making the meetings hard to manage.

More insidious was that we explicitly undermined one of the most important elements of WOL: intrinsic motivation. While some people in the pilot may have truly cared about their team’s goal, it wasn’t enough for most people to spark their motivation to do things differently. The Circle meeting began to feel like yet another team meeting and, as a result, most pilot members stopped showing up.

WOL for Passion

WOL for Passion is subtly different. As in WOL Circles, you're still in a group of 4 - 5 people, and each individual still chooses an individual goal they care about. However, Circles are formed based on goals that are related. By grouping people based on the goal they choose, we preserve each member’s intrinsic motivation while creating possibilities for more interaction within the Circle.

The thematic goals can be anything one truly cares about. Maybe you're passionate about a work topic like autonomous vehicles or cryptocurrencies or the Internet of Things. Or maybe you care deeply about more general topics like innovation or diversity, or education or the environment. Whatever it is, you're likely to find people who share your interests in related online communities inside and outside your company. WOL for Passion would give you all a simple and structured way to contribute and connect.

Because your goals are related, you'll be able to share more resources within your Circle. And as more Circles form related to a given theme, resources could be curated within communities of practice. “Here’s a list of people related to the topic and useful resources. Here’s a sample Contribution Checklist.” All of that would enable WOL for Passion members to make progress more quickly.

In short, WOL for Passion accelerates connecting people and knowledge around a topic, tapping into each individual's intrinsic motivation to do so.

An example in Nebraska

I've been thinking about this idea since I first heard the results of the WOL for Teams pilot over a year ago. Recently, I saw a tweet from John Porter - aka the Urban Agriculture Guru - that pushed me to do something. John had been in a WOL Circle and found it helpful for developing and growing his business and personal relationships. He also cares deeply about urban agriculture and the many benefits of consuming locally-produced food. So he wanted to see if he could use WOL to connect urban food producers with other parts of the food eco-system.

“Our local food system is in its beginning phases here in Omaha, and I really think I can be a catalyst in helping connect the dots between producers and from producers to consumers, retailers, etc.  I’d love to build an informal network of producers so that I can better support this growth, and I think WOL would be a good tool to do this.”

John said there were already meet-ups, Facebook pages, and other efforts to connect people, but that nothing so far had formed a sense of community. 

“We post announcements - but nobody is contributing. I want to use WOL to build purpose for the community. I want to be able to build collaborations between them.”

So I asked John if he would be willing to do an experiment. He would form a few Circles of people with goals related to his, and I would help him along the way. He agreed.

What are you passionate about?

The exercises in Week 11 of the Circle Guides (“Imagine the possibilities”) are about this kind of community building. “As you aim higher, your purpose is no longer about you and what you alone might accomplish but what your tribe will accomplish together.” WOL for Passion builds on this, helping you find people who care about what you care about, build deep relationships with them, and connect and equip them to make progress towards related goals.

What about you? Is there something you care so much about that you want to create connections and possibilities related to it? Try your own experiment by forming WOL Circles of people with related goals. Experience what kind of a difference that can make. I'll be glad to help you, too.

An example of community-building: Nebraska local foods 

An example of community-building: Nebraska local foods 

 

 

What 9 year olds do that’s worth billions to corporations

Olivia & her Rubik's CubeWork, even life, is a kind of Rubik’s cube. Allow me to explain. I’ve never solved a Rubik’s cube. I’ve tried, of course. I turned it this way and that till one side was the same color. Then, frustrated and having no idea what to do next, I tossed it aside. I didn’t know anyone who had solved it either.

So it was with pride and awe that I recently watched my 9 year old daughter, Olivia, teach herself to solve the cube. In a few weeks, she went from not knowing anything about it to solving any cube handed to her. Now she just competes with herself on time. Her personal best is 1 minute 33 seconds.

The way she learned to do that - methods that can apply to learning almost anything - are worth billions to large companies.

Where to start

When Olivia wants to learn something, she expects that someone else has already shared something related to it. Her first stop is usually YouTube and it’s there she found the Simplest Tutorial for 3x3 Rubik's Cube (Learn in 15 minutes) by TheSergsB.

She watched it and tried to follow along, making slow progress. Like any video tutorial, she’d pause it when she couldn’t keep up and would watch the tough parts over and over.

Neither Olivia nor SergsB think of what they’re doing as working out loud, but that’s what it is. SergsB is making his work visible, framing it as a contribution, and in doing so is developing a network (now 14,000+ subscribers and 3+ million views) that gives him access to other possibilities. Olivia started by just consuming that content, but then she took it a step further.

Getting better

Even before she could complete the puzzle, Olivia started sharing her progress with family and a few friends at school. We offered encouragement which further motivated her to keep going. Since she wasn’t competing with other people, she wasn’t reluctant to share what she was learning. The goal was simply to get better.

As she started talking with people about it, she learned about a faster model of the cube and met more people at her school who were interested in Rubik's cubes. One of them was Amiri Bell, a fifth-grader who had won a local contest for solving 4 cubes in 7 minutes. Amiri also taught himself to solve the cube by watching a YouTube video.

Sharing practices

At school, Olivia’s teacher told her about the Rubik’s Cube club in fifth grade. Amiri was part of that club but so were people who were learning to solve the cube for the first time. It is, in effect, a community of practice. As the definition states, “It is through the process of sharing information and experiences with the group that the members learn from each other, and have an opportunity to develop themselves personally and professionally.”

I knew Olivia wanted to keep improving her time, so I asked her what she would do when she got stuck. “Probably watch more videos,” she said. She also wants to learn to solve bigger cubes. The original cube is 3x3x3 and the biggest is a mind-boggling 11x11x11. That will be something she can get help with in the fifth-grade club.

Life is a Rubik’s cube

Olivia learns other things this way too. Whether it’s playing golf or playing cello, she benefits from studying the visible work of others, she shares what she learns herself, and she connects with others who are learning so they can all get better.

Now think of how people in your company learn to do anything. Is knowledge from experts freely available online or is education outsourced to a Learning & Development department? Is the opportunity to learn reserved only for those labelled top performers?Do people compete with each other based on what they know, thus suppressing sharing and learning?

If any of that is true, it’s a colossal waste of human and commercial potential.

We could learn a lot from 9 year olds. We could all work out loud, focus more on getting better than getting ahead, and connect what we all know so we can build on it.

If we did that, think of how much better things would be for both the individuals and their firms.

What 9 year olds do that’s worth billions to corporations

Olivia & her Rubik's Cube

Olivia & her Rubik's Cube

Work, even life, is a kind of Rubik’s cube. Allow me to explain. I’ve never solved a Rubik’s cube. I’ve tried, of course. I turned it this way and that till one side was the same color. Then, frustrated and having no idea what to do next, I tossed it aside. I didn’t know anyone who had solved it either.

So it was with pride and awe that I recently watched my 9 year old daughter, Olivia, teach herself to solve the cube. In a few weeks, she went from not knowing anything about it to solving any cube handed to her. Now she just competes with herself on time. Her personal best is 1 minute 33 seconds.

The way she learned to do that - methods that can apply to learning almost anything - are worth billions to large companies.

Where to start

When Olivia wants to learn something, she expects that someone else has already shared something related to it. Her first stop is usually YouTube and it’s there she found the Simplest Tutorial for 3x3 Rubik's Cube (Learn in 15 minutes) by TheSergsB.

She watched it and tried to follow along, making slow progress. Like any video tutorial, she’d pause it when she couldn’t keep up and would watch the tough parts over and over.

Neither Olivia nor SergsB think of what they’re doing as working out loud, but that’s what it is. SergsB is making his work visible, framing it as a contribution, and in doing so is developing a network (now 14,000+ subscribers and 3+ million views) that gives him access to other possibilities. Olivia started by just consuming that content, but then she took it a step further.

Getting better

Even before she could complete the puzzle, Olivia started sharing her progress with family and a few friends at school. We offered encouragement which further motivated her to keep going. Since she wasn’t competing with other people, she wasn’t reluctant to share what she was learning. The goal was simply to get better.

As she started talking with people about it, she learned about a faster model of the cube and met more people at her school who were interested in Rubik's cubes. One of them was Amiri Bell, a fifth-grader who had won a local contest for solving 4 cubes in 7 minutes. Amiri also taught himself to solve the cube by watching a YouTube video.

Sharing practices

At school, Olivia’s teacher told her about the Rubik’s Cube club in fifth grade. Amiri was part of that club but so were people who were learning to solve the cube for the first time. It is, in effect, a community of practice. As the definition states, “It is through the process of sharing information and experiences with the group that the members learn from each other, and have an opportunity to develop themselves personally and professionally.”

I knew Olivia wanted to keep improving her time, so I asked her what she would do when she got stuck. “Probably watch more videos,” she said. She also wants to learn to solve bigger cubes. The original cube is 3x3x3 and the biggest is a mind-boggling 11x11x11. That will be something she can get help with in the fifth-grade club.

Life is a Rubik’s cube

Olivia learns other things this way too. Whether it’s playing golf or playing cello, she benefits from studying the visible work of others, she shares what she learns herself, and she connects with others who are learning so they can all get better.

Now think of how people in your company learn to do anything. Is knowledge from experts freely available online or is education outsourced to a Learning & Development department? Is the opportunity to learn reserved only for those labelled top performers?Do people compete with each other based on what they know, thus suppressing sharing and learning?

If any of that is true, it’s a colossal waste of human and commercial potential.

We could learn a lot from 9 year olds. We could all work out loud, focus more on getting better than getting ahead, and connect what we all know so we can build on it.

If we did that, think of how much better things would be for both the individuals and their firms.