LeaderMOOC: Week 4 Communicating

A week has passed since the Influencing module of LeaderMOOC. Though I'm not sure I've tried using any of the influencing techniques, I have started to expand my network. I started by joining the League of Women Voters, a women's nonprofit with a local chapter. According to a few folks who know the group, the group skews older, but is always looking for new members. Within a few days of registering, I received a welcome packet and found out I can join the educational committee, which sounds like a good fit for me. Unfortunately, their next meeting is while I'm out of town, but hopefully I can catch them when I get back.

The theme for Week 4 is Communicating. We talked a lot about communicating criticisms and also about the coaching method. I've actually been very intrigued about coaching. Many training programs seem like ways to get money from people, so I was interested to see the method in practice.

This week's assignment is: Think beyond the questions you replied to in the discussion forums. Consider what aspect of communication you learned about this week can help you, and what personal goal you would like to achieve as a result of what you learned about communication and leadership.

My response is: 

1. The leadership communication technique or approach I found most valuable was the Situation, Behavior, Impact (SBI) technique. Not a week after I watched the video, I started implementing this technique. It's been very useful in communicating an issue that I'm unsure how to resolve. I don't supervise anyone, but I have still found it useful in working with others because it sets up a way to solve the issue. Additionally, I've thought quite a bit about how I've handled issues in the past and how I could have handled them better by using this technique.

2. My one simple goal is to begin/continue to practice this technique or approach by thinking out the SBI technique before handling a situation. By consciously deciding how to deal with the situation, I can better guarantee that I will make a positive change. I think it can be hard to step back and give yourself enough time to plan a response, but in the long run, it will be worth it. The challenge will be in giving myself enough time to develop an SBI response to a situation/behavior, but still responding in a timely manner. Hopefully, after implementing this technique several times, the process will become more streamlined in my head.

This upcoming week's module is Learning Agility, which sounds fairly exciting. Looking forward to my next assignment!

LeaderMOOC: Week 3 Influencing

As I'm going through this MOOC, I'll be using my blog as a place to turn in my assignments. Week 3 is all about influencing. The most fun for me was a cool workbook they gave out to us to find out more about our networks - I shared it with a coworker who thought it was super fun. I also enjoyed looking at my LinkedIn Map, which showed how my connections are connected. The assignment for Week 3 is: Think beyond the questions you replied to in the discussion forums. Consider why influencing matters to you personally, and what personal goal you would like to achieve as a result of this week’s discovery.

Here is my response:

1. My take-away from learning about my own personal network is it is currently very diverse, but I need to improve my network in some key areas. Much of my network has come from geographic locations or jobs. If I'm no longer in that geographic location, it's unlikely I'll need to reach out them for work in the near future. I'll stay in touch with those folks, but I need to expand my network into areas where I see my future headed. For example, I should join some women's groups which will have folks of similar interests. I am also interested in online learning, so I'll need to reach out to folks who might be involved in that field or have skills I want to develop.

2. My one simple goal for using influence more effectively is to broaden my leadership styles. Currently I use rationalizing and negotiating on a frequent basis. I probably use rationalizing because I enjoy working with data and understanding why things are based on actual evidence. Negotiating comes naturally to me as I'm a bit of a peacemaker - wanting everyone to be happy, which, depending on the situation can be good or bad. I'd like to experiment with inspiring as I'm in the nonprofit field and many folks use inspiring influence to make a point. I have a friend and colleague who is incredibly talented at bridging and I'd like to learn from her. Asserting will definitely be the most difficult for me, being that I like everyone to be happy. However, I think some of my ideas are worth asserting!

LeaderMOOC: Leader Mindset

It's week three of the LeaderMOOC, but we've only received grades for up to week 1 (includes week 0). Many folks are still trying to figure out the peer review function and those who are just dipping in and out are holding up the process a bit. So far my Week 0 & 1 submissions have only been graded twice (each submission is graded three times). The organizers of the MOOC will be grading any that have not yet been graded yet.

Week 1 Leader Mindset Submission:
For this week's assignment we were asked:  

Consider why leadership matters to you, personally, why you want to become known for your leadership skills, and what you hope to accomplish. Also what leadership model or role model most inspires you? You can link to an image as part of your answer if you like. What's one simple goal that can help you get there?

In response, I wrote:

1) Leadership matters to me because I want to accomplish a Ph.D. and create a non-profit for young women interested in leadership. I want to become a leader for these young women to see an example of a successful woman in leadership. I also want to use my leadership skills to develop a curriculum of afterschool programs for middle & high school students to know that women can be leaders and learn how to become leaders themselves.

 2) The leadership model or role model that inspires me is the flock of geese and I chose this model or person because I think that leadership can be shared effectively by multiple people. In fact, a group of students I work with select a different leader for their committee each month based on their availability to meet and interest in leading. One simple goal that will bring me closer to this model is to provide opportunities for women in the meetup group that I run to take turns leading projects that best fit their abilities and goals. I want to reach out to these women to find out if what they're currently doing fits with their goals and abilities and reassign projects based on that. 

The first response includes a somewhat far off goal... trying to convince myself that I can even do another graduate program has been tough, but I know I'm smart enough and capable.

Here were the comments from the folks that graded my assignment:
I can feel your desire and passion around empowering women. I also like the goal of letting others lead. All the best to you :-)

Your vision is large in scope yet focused on individuals and small groups. This has remarkable potential.

If I was flattered by the comments of my last submission, I am blown away by these responses. The fact that someone said "This has remarkable potential," I'm overwhelmed. A complete stranger thinks my ideas are worthwhile and can make an impact. Really excited for my next steps in life!

How to Learn All the Things

A couple things of significance happened this week, already, and it's only Wednesday. First, I taught a class on Online Learning. Second, I realized I will never learn all the things. I'm pretty sure the first event is connected to the second.

Creating an Online Learning Curriculum
This event was a follow-up to my much praised Online Learning 101 class, which introduced about 12 women to the options in online learning. The Online Learning Curriculum class had about 6 people total, and eventually devolved into the Online Learning 101 class, as most of the folks who requested the follow-up class did not attend. 

The event was fine in that I introduced another group of women to the possibilities of online learning. However, I've led the horse to water, but it sounds like no one has had a drop to drink. I'm considering a few options for encouraging online learning participation, including a MOOC study group or even weekly meetings for those taking online courses. I do hope the women who joined my class will take up at least one online class!

As it turns out, I can be an Agent of S.H.I.E.L.D.

I'll Never Learn All the Things
In essence, this class was about how to learn all the things. The internet is vast and full of a multitude of information and now we have many options for learning that were not available even 10 years ago. However, I'm seeing that time is infinite, but I am not. As much as I'd like to learn all the things, it's just never going to happen.

So what happens now? Do I cry about how I'll never be a NASA astronaut or learn to play guitar? Probably not, but there are certainly some goals that seem impossible - learning another language fluently, learning to dance, picking up some coding skills, writing a novel. 

At this point, it's time to prioritize. Obviously, I want to focus on some skills that will help at work and some skills that will help with future plans. On the other hand, I'd certainly like to do some fun classes. I've found that classes I'm really enjoying and are of personal interest to me, I'm more likely to "find the time" to participate (sorry Statistics One). 

What's Next?
Next steps are to list out those things I want to learn, triage those things, and make a plan (online learning curriculum perhaps?). Sometimes it feels like post-grad school is just a bit too unorganized for my tastes. Perhaps it's time to think hard about that 5, 10, 20 year plan.

LeaderMOOC: So Why Would Anyone Want to Be Led By You?

One of the MOOCs (massive open online courses) I'm enrolled in right now is LeaderMOOC on canvas.net. Canvas offers some pretty excellent courses, anything from Sustainable Energy Innovation to Society, Science, Survival: Lesson's from AMC's The Walking Dead. I highly recommend checking them out in addition to sites like coursera.org or edx.org.

In LeaderMOOC, we're learning about ourselves as leaders. Rather than giving us a mold that you're supposed to somehow fit into, LeaderMOOC has us examine ourselves. Each lesson focuses on becoming self-aware, which in turn, will make us understand how we can lead. 

So Why Would Anyone Want to Be Led By You?
The first assignment was to answer the question: So why would anyone want to be led by you? A bit of a heavy question to start with, but after a few videos on collaborative leadership, I felt comfortable answering. My answer below:

I thought a lot about my own leadership style within an organization where I am the president and final decision-maker.

You would want to be led by me because:

1. I think about the whole process/system rather than just the end result, considering your time, my time and the impact it will make on our organization.
2. I delegate with meaningful tasks. Having been an intern doing mostly data entry, I think about the types of assignments I would want or would be useful to your progress and what needs to be done.
3. I make informed decisions based on research and discussions with people involved in the process. I make it a point to hear many voices, including dissenting ideas. 

I felt really comfortable with this answer and thought it conveyed my ideas well. The first peer-reviewer said: "Carolyn, It is apparent that you have the ability to hold both a micro and macro view which is very unique and a great quality to have in a leader."

I have to say I was flattered by this comment, mostly because that's what I hope to achieve through my leadership style. Having been the lowest in an organization and now the highest in albeit a small organization, I hope that I've learned to see big picture and details.

Unfortunately, the second reviewer was not as kind: Based on your response to #2-are your decisions about what to delegate based on what you think others need, or are you actively engaging them in the process and finding what they really/want need?

I agree this was a valid question as I did not make that clear in my response. I think I was thinking a lot more of myself in that "follower" position rather than as the "leader." The change of perspectives is confusing. However, I'm not sure that validated a 0 on whether the reviewer would want to be led by me. Particularly since there's not much constructive criticism on why this person wouldn't want to be led by me. Perhaps I just don't take criticism well. Something to work on during this process.

September Happiness Project: Let Me Tell You About My Lamp

This week has been ridiculously busy. I feel like I can't keep my head on straight, but luckily tonight is the last of the crazy. Or so I hope. Of course, part of my Happiness Project is to keep myself from feeling overwhelmed and busy.

August Happiness Project

For August, my plan was to floss more, workout more and spend less (time and money). Thus far, I floss about 2-3 times a week at best, which is better than none at all. I keep spending money on a gym I don't go to, but hopefully this weekend I'll make it at least once. The money situation isn't helped by a $177 electric bill this month (my landlord and I will be having a chat about how to seal up my house a bit better). And my time keeps flying out the window.

One success includes bowing out of a very interesting lecture to go see my favorite author, Jasper Fforde (see photo to the left). He signed four of my books!! And it was an absolute delight as he's a funny guy. While I felt guilty about missing the lecture, I knew that if I didn't go see Jasper, I would be pretty disappointed for a long while. All worked out as the folks going to the lecture found each other and I got to see Jasper.

September Happiness Project

This September involves adding to my ongoing goals. I'm going to keep trying to floss. I'm thinking of investing in a physical calendar in hopes that perhaps writing things down will help me to remember they're going on. And I'm going to start making meals for the week on Sundays to save money and time. 

In addition to these small changes to my ongoing goals, I'm making September all about making my days better. The first thing I did was buy a new alarm clock. That sounds a bit silly, but the BEST way for me to wake up is through sunlight. After visiting the BF who of course doesn't have curtains, and waking up feeling blessedly refreshed even while sleeping on a firm mattress, I realized something had to change. 

Now, I can't fall asleep if there is light in the room, so I can't just leave the curtains up as I live in the city and lights are everywhere. But I need natural light to wake up feeling good in the morning. Turns out, they make a lamp for that - meet the Verilux Rise & Shine. I beat out a few other bidders on this lovely used version (retail at over double what I paid). I can't wait to tell you how it turns out. I'm hopeful and excited!

Define a Current Ecosystem: Informal Science Non-Profits

Challenge 1 of the Badges: New Currency for Professional Credentials MOOC

Our first assignment is to consider an industry or community of practice where badges could have a positive impact. As I'm currently working for an informal science non-profit and we are interested in developing a digital badge eco-system, I have chosen to analyze this community of practice.

Describe the Ecosystem

Informal science non-profits include museums, university extension programs and independent non-profits. Not much currently connects these organizations aside from science museums which have their own conference and professional organizations. No organization provides the exact same programming as another and if they do provide similar programming, they are often in different regions. Some address a variety of age groups, other address only students, some only work with teachers and so on. For this particular exercise I'll think of one particular organization in describing stakeholders.

Roles of the Stakeholders

• Learning Providers - Often working on a small budget to provide much needed out-of-school STEM (science, technology, engineering and math) programs to students, teachers and adults. These programs can vary from after-school programs to lectures to hands-on interactive science days. Most programs are inquiry-based rather than lecture style.
• Job Seekers/Learners - Age range can be anywhere from toddlers to retirees, with many focusing on middle/high school learners. These learners often opt-in to the programs on their own so they are not "forced" to learn material as in more formalized programs.
• Employers - This can be a college (for our younger learners) or a science lab position or technology start-up. The possibilities for a STEM education are really endless. Most students in these programs are looking to enter college. Colleges would be looking for leadership skills and content knowledge of science, perhaps even lab experience at more competitive institutions. 

Personas of Learners

• Middle School Student - This learner often participates in informal science programming for the pursuit of their own interests in science. These students often look for hands-on activities and unique experiences outside of school programming.
• High School Student - This learner is starting to prepare for college and is looking for programs of interest to themselves, but also that can help on a college application. Students can also process higher level of information than the middle school student. These students are also exploring the fields of science that might be of interest to them for a career.
• Professional Scientist - Pursues information relevant to their field and often attends lectures. Possibly has more interest in applying science rather than learning additional information as they are already studying in their field. Younger scientists might be interested in learning new information or keeping abreast of ongoing research.
• Hobbyist - These are adults with no plans on using the information for work, but have a significant interest in science. Possibly have collections or dabble in some scientific work.

Before Badges

Take for example the high school student persona. This student is still in school, but perhaps has limited access to STEM education beyond the required coursework and no access to AP, IB, or other advanced coursework. The student pursues their high interest in STEM through an after-school program, but has no record or validation of the accomplishments made through this program, perhaps aside from a letter of recommendation from the group leader. 

Conclusion

There are certainly opportunities for a badge ecosystem within the Informal Science Non-profit community. The special experiences offered through these non-profits are often completely unique from anything these students experience in school. The ability to demonstrate content knowledge or experience from these programs would be of value, especially to the young learner.