tag:blogger.com,1999:blog-144909772024-03-19T08:31:51.273-04:00Naava Frank, LLCMaximize the ROI of your Communities of Practice and NetworksNaava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.comBlogger43125tag:blogger.com,1999:blog-14490977.post-36900723290093045512017-07-24T21:51:00.000-04:002017-07-24T21:53:28.530-04:00July Evaluator Spotlight - Meet Naava Frank<div class="separator" style="clear: both; text-align: center;">
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<br />Naava Frankhttp://www.blogger.com/profile/03497800622870926649noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-18052443459883066762017-04-06T21:26:00.000-04:002017-07-15T21:37:28.691-04:00Data Isn't a Four-Letter Word<div class="separator" style="clear: both; text-align: center;">
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<b><span style="background: white; color: #666666; font-family: "proxima nova"; font-size: 14.0pt; line-height: 115%;">Data Isn’t a Four-Letter Word: Measuring Your Impact (4 Sessions)</span></b></div>
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<span style="background: white; font-size: 12.0pt; line-height: 115%; mso-highlight: white;">Taught by </span><a href="mailto:naavafrankllc@gmail.com"><span style="background: white; color: #faa519; font-size: 12.0pt; line-height: 115%;">Naava Frank</span></a><span style="background: white; font-size: 12.0pt; line-height: 115%; mso-highlight: white;"> and </span><a href="https://d.docs.live.net/22ce9bb5506184fd/Naava%20Frank%20LLC/Micol/Final%20Docs/EJELearningNetwork%20Data%20Session.docx#8r4wlo2m5z2f"><span style="background: white; color: #faa519; font-size: 12.0pt; line-height: 115%;">Laura Shefter</span></a></div>
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<span style="font-size: 12.0pt; line-height: 115%;">This four-part learning lab will take you through the process of data collection, from start to finish, equipping you with knowledge and tools you can use to measure the impact of experiential education in your organization. Each session includes practical tools and worksheets, as well as resources from the <a href="https://www.schusterman.org/introducing-data-playbook-interactive-guide-all-things-data" target="_blank">Schusterman Data Playbook</a> by <a href="mailto:rkaplowitz@schusterman.org" target="_blank">Rella Kaplowitz</a>. The learning lab will teach you about each of the four stages of measurement: determining your goals, collecting data, analysis, and communicating results. Together, we will apply these steps to measuring experiential education outcomes. As part of this lab, you can engage in your own data collection practice to apply your newly acquired skills and tools, with the support and feedback of a hevruta partner. Finally, you will learn important concepts, terms, and questions that will empower you to become a critical consumer of data. Upon completion of this lab, participants will receive a certificate of completion in “Using Data to Measure Impact.” </span></div>
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<a href="https://www.blogger.com/null" name="6413ovv0nuo9"></a><b><span style="color: #faa519; font-size: 12.0pt; line-height: 115%;">Naava Frank</span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6SQTg_lQwmWrRF2WBWR8hCUWtmFnNyCwD8gOETrV2CnITuWac8wdwGKtmN62zdvRXP_o7o3Bb4sFmP0VB-twBxBquEqwKH4HLJNH3wsdIx14UcylcwKh6YnNGV6-Y92G2fXFs/s1600/Headshot+Laura+Shefter.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"> <img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6SQTg_lQwmWrRF2WBWR8hCUWtmFnNyCwD8gOETrV2CnITuWac8wdwGKtmN62zdvRXP_o7o3Bb4sFmP0VB-twBxBquEqwKH4HLJNH3wsdIx14UcylcwKh6YnNGV6-Y92G2fXFs/s200/Headshot+Laura+Shefter.jpg" width="133" /> </a> <span style="font-size: small; line-height: 115%;">Naava Frank, Ed.D. is Founder and Director of Naava Frank, LLC. Naava consults to foundations and non-profit organizations on networks, professional development, and using data to be proactive and measure outcomes. Naava is a nationally recognized expert in the use of communities of practice and networks in the Jewish community. Naava holds an Ed.D. from Harvard Graduate School of Education and a B.A. from Barnard College/Columbia University</span><span style="font-size: 12.0pt; line-height: 115%;">.</span><br />
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<b><span style="color: #faa519; font-size: 12.0pt; line-height: 115%;">Laura Shefter</span></b></div>
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<a href="https://www.blogger.com/null" name="_cjcft4h1mkc0"></a><span style="line-height: 115%;"><span style="font-size: small;">Laura Shefter is an Ed.D. candidate at the William Davidson School of Education at the Jewish Theological Seminary where she studies professional identity and professional development. She focuses on experiential education and has a background in Hillel work. Recently, Laura served as a coach for summer camp inclusion professionals who were doing action research. Laura has a B.A. from the University of Toronto, where she is originally from.</span><span style="font-size: 12pt;"><a href="https://www.blogger.com/null" name="9rds43h1alzq"></a> </span></span><br />
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<b><span style="color: #faa519;">The Experiential Jewish Education Network</span></b><br />
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The Experiential Jewish Education Network, funded by the Jim Joseph Foundation, currently serves the 200+ graduates of the four experiential Jewish education connected programs launched under the <a href="https://jimjosephfoundation.org/" target="_blank">Jim Joseph Foundation</a> Education Initiative at Hebrew Union College-Jewish Institute of Religion, The Davidson School of the Jewish Theological Seminary and Yeshiva University.<br />
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The Experiential Jewish Education Network strengthens the professional knowledge, skills, connections and leadership capability of experiential Jewish educators, increasing success, innovation, collaboration and engagement in the Jewish community.<br />
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<b><span style="color: #faa519;">Follow-Up</span></b><br />
<b><span style="color: #faa519;"><br /></span></b> <span style="font-size: small; line-height: 115%;">For more information about the Experiential Jewish Education Network contact <a href="mailto:micol@ejenetwork.org" target="_blank">Micol Zimmerman</a></span></div>
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<span style="font-size: small; line-height: 115%;">To sponsor a webinar series or sign up to participate in a webinar series contact <a href="mailto:naavafrankllc@gmail.com" target="_blank">Naava Frank</a></span><br />
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Testimonial: "I am already supremely impressed with the level of professionalism this offering is providing."<br />
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<b><span style="color: #faa519;">Advisory Committee</span></b><br />
<span style="color: black;"><br /></span> <span style="color: black;">Thank you to our Advisory Committee: <a href="mailto:dbryfman@thejewisheducationproject.org">Dr. David Bryfman</a>, <a href="http://myjewishcoach.com/">Deborah Grayson Riegel</a>, and <a href="mailto:rkaplowitz@schusterman.org">Rella Kaplowitz</a> for their feedback, guidance, and support. </span><br />
<span style="color: black;"><br /></span> <span style="color: black;">Thank you to <a href="https://www.linkedin.com/in/pearl-beck-9164a1b/">Pearl Beck</a> for being a project mentor. Our appreciation to <a href="http://www.jtsa.edu/mark-young">Mark Young</a> and <a href="http://www.jtsa.edu/jeffrey-kress">Dr. Jeffrey Kress</a> of <a href="http://www.jtsa.edu/">The Jewish Theological Seminary</a> for their encouragement and expertise. Our gratitude to the <a href="https://vimeo.com/157777398">Jewish Evaluation Network</a> of <a href="https://www.ujafedny.org/donate/">UJA Federation</a> of New York. </span><br />
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Naava Frankhttp://www.blogger.com/profile/03497800622870926649noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-88509593781029313372016-11-29T12:41:00.000-05:002016-11-29T13:01:31.772-05:00Setting the Table for Collaboration: A Tool to Deepen Teacher Collaboration<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: inherit; font-size: 12pt;">I had the pleasure and honor to attend the <a href="http://www.pardes.org.il/program/pcje/pardes-center-for-jewish-educators/" style="font-weight: bold;" target="_blank">Pardes Center for Jewish Educators</a> - Teaching Tanakh in Jewish Day Schools Conference on Nov 13-15, 2016 at <a href="http://pearlstonecenter.org/" target="_blank">Pearlstone Retreat Center</a><b>. </b></span><br />
<span style="font-family: inherit; font-size: 12pt;"><br /></span> <span style="font-family: inherit; font-size: 12pt;">I was asked to facilitate a 3-part collaboration track for teachers of Tanach. Our goal was to explore how collaboration with colleagues could improve the teaching and learning of Tanach in Jewish day schools.</span></div>
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<span style="font-family: inherit; font-size: 12pt; line-height: 107%;">Our working definition of collaboration for these sessions was:</span></div>
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<span style="font-family: inherit;"> 1. <span style="font-stretch: normal; line-height: normal;"> </span> <span dir="LTR"></span>Deep, rich and ongoing back and forth exchange of ideas. </span></div>
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<span style="font-family: inherit;">2. <span style="font-stretch: normal; line-height: normal;"> </span><span dir="LTR"></span>Generates new options. </span></div>
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<span style="font-family: inherit;">3.<span style="font-stretch: normal; line-height: normal;"> </span><span dir="LTR"></span>Includes the possibility that you will be changed by it. </span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;">4.<span style="font-stretch: normal; line-height: normal;"> </span><span dir="LTR"></span>Takes place with other adult colleagues*</span></span><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-size: large;"> </span></span></span></div>
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<span style="font-family: inherit; font-size: 12pt;">We explored three guiding questions:</span><br />
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<li><span style="font-size: small; font-stretch: normal; line-height: normal; text-indent: -0.25in;"> </span><span dir="LTR" style="text-indent: -0.25in;"></span><span style="text-indent: -0.25in;">Why collaborate? With whom?</span></li>
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<li><span style="font-size: small; font-stretch: normal; line-height: normal; text-indent: -0.25in;"> </span><span dir="LTR" style="text-indent: -0.25in;"></span><span style="text-indent: -0.25in;">How can you take your collaboration to the next level? What will it take to create a shared culture within your institution to enable effective collaboration? Are there tools that can be helpful? </span></li>
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<li><span style="font-size: small; font-stretch: normal; line-height: normal; text-indent: -0.25in;"> </span><span dir="LTR" style="text-indent: -0.25in;"></span><span style="text-indent: -0.25in;">What role can collaboration play in achieving your own professional goals once you leave the conference?</span></li>
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<span style="font-family: inherit; font-size: 12pt;">In preparing for the event I was inspired by an article I read in the </span><a href="https://issuu.com/prizmah/docs/hayidion-fall-2016" style="font-family: inherit;" target="_blank">Hayidion Fall, 2016</a><span style="font-family: inherit; font-size: 12pt;"> issue, devoted to the subject of collaboration. The article titled “Dialogue Across Difference: The Power of Collaboration When Colleagues Disagree” by Lauren Applebaum and Sivan Zakai advocates for the benefits of collaboration between professionals who do not necessarily have shared perspectives. </span><br />
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<span style="font-family: inherit; font-size: 12pt;">Applebaum and Zakai use the metaphor of a <b>mirror </b>to describe the outcomes of collaboration with like-minded colleagues and a <b>microscope </b>to describe the outcomes of collaboration with diverse colleague. </span><span style="font-size: 16px;">We are naturally drawn to colleagues who are like us. </span><span style="font-family: inherit; font-size: 12pt;">Collaborating with a colleague with whom you share perspectives and values is both useful and important and provides a mirror to see your work more clearly. For example, you may both be committed to supporting students' development of textual skills and can share and compare assessments and student outcomes. </span><br />
<span style="font-family: inherit; font-size: 12pt;"><br /></span> <span style="font-family: inherit; font-size: 12pt;">However, Applebaum and Zakai point out that there are many assumptions not tested and questions not asked when working with someone who mirrors your perspectives. </span><span style="font-family: inherit; font-size: 12pt;">Collaborating with a colleague who does not share your beliefs and values is more challenging -- which has both positive and negative implications. For example, if you are collaborating with someone whose focus is helping students make personal meaning from Tanach, and your focus is the development of textual skills, it is more difficult at first to understand each other's work. </span><br />
<span style="font-family: inherit; font-size: 12pt;"><br /></span><span style="font-family: inherit; font-size: 12pt;"><span style="font-size: 12pt;">Nonetheless, the challenge of being understood by someone who is different, also encourages you to dig deeper, think harder and examine questions you might not otherwise consider. </span></span><span style="font-size: 16px;">The metaphor of a microscope </span><span style="font-size: 12pt;">points to the details that become visible and open for examination when you collaborate with someone who holds different assumptions. </span><span style="font-family: inherit; font-size: 12pt;">Research shows that <i>unlike pairs</i> produce new thinking that is stronger, richer and more innovative. In the case of teacher collaboration, the result of collaborating with more diverse colleagues can be the ability to successfully reach more diverse students. </span><br />
<span style="font-family: inherit; font-size: 12pt;"><span style="font-size: 16px;"><br /></span><span style="font-size: 16px;">I developed and then piloted this Setting the Table for Collaboration Tool at the Pardes Tanach Conference. The tool engages teachers in exploring assumptions about working with colleagues who have different perspectives. It could be used in schools at the beginning of a collaboration as part of a conversation about norms. Taking the time to discuss and agree upon <a href="http://wvde.state.wv.us/ctn/Informational%20Documents/Developing%20Norms%20(NSDC).pdf" target="_blank">norms</a> can establish an environment and culture that is safe, respectful and welcoming to all perspectives. The result of fostering a rigorous and productive collaboration culture is sure to maximize the learning outcomes for teachers and students alike. </span><br />
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<span style="font-family: inherit; font-size: 12pt;"></span><br />
<span style="font-family: inherit; font-size: 12pt;">Please click here to <a href="https://docs.google.com/document/d/17MVYrkE5KqS9V65PKUbsIkuMML3gv46rehFdbEWbn-4/edit?usp=sharing" target="_blank">download</a> the Setting the Table for Collaboration Tool along with instructions for how to use it. Find yourself a collaborative partner and give it a try. Feel free to share the experience and tools with others.<br />
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Read more about <a href="http://wvde.state.wv.us/ctn/Informational%20Documents/Developing%20Norms%20(NSDC).pdf" target="_blank">norm development</a> from the National Staff Development Council.<br />
<b><i><u><sub><sup><strike><br /></strike></sup></sub></u></i></b></span><span style="font-family: inherit; font-size: 12pt;">I am grateful to the <a href="http://www.pardes.org.il/program/pcje/pardes-center-for-jewish-educators/" target="_blank">Pardes Center for Jewish Educators</a>, authors of the article, </span><span style="font-size: 16px;">Lauren Applebaum and Sivan Zakai, <a href="http://www.prizmah.org/" target="_blank">Prizmah</a>'s <a href="http://www.prizmah.org/hayidion/" target="_blank">Hayedion</a>, and Suri Jacknis of <a href="http://www.jewishedproject.org/" target="_blank">The Jewish Education Project</a>.</span><br /><span style="font-size: 16px;"><br /></span></span></div>
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<span style="font-family: inherit;">*While there is much to say about collaboration with and between students, that was not the focus of this series of sessions. </span></div>
Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-17013457068238618542013-10-23T13:27:00.000-04:002013-10-23T13:27:00.168-04:00How to Be a Network Weaver ♦ by Deborah Fishman and Naava Frank<div id="NewsPostDetailSummary" style="font-family: Georgia, Times, serif; font-size: 13px; line-height: 18.65625px; margin: 0px; padding: 0px;">
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<strong style="background-color: white; margin: 0px; padding: 0px;">The term “network weaver” occurs throughout this issue. This article provides a job description and suggestions for operational techniques for this newest of occupations.</strong></div>
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<span style="background-color: white;">The DSLTI (Day School Leadership Training Institute) part-time network weaver, Jane Taubenfeld Cohen, became aware of several alumni who had a common need. They had previously served as heads only of high schools but would be starting at the helm of K-8 schools, and were concerned about their ability to lead instruction without background in emerging language and literacy in young children.</span></div>
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<span style="background-color: white;">She turned to early childhood educator Anna Hartman for advice, and out through the DSLTI listserv zoomed an invitation to a series of webinars on early and emerging literacy in Judaic and general studies for leaders moving from high school to elementary school. Five people responded, “This is just what I need right now!” They generated a flurry of 37 emails in one night, discussing, How should we organize the webinars? When should we meet? How will we let others we might have missed know our plan?</span></div>
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<span style="background-color: white;">They designed a series of three small-group webinars to be publicized through Facebook and Twitter and held in August, and a follow-up discussion to assess further need and decide on next steps. “It was contagious. You would think they had just won the lottery. We understood their need and responded quickly. We also didn’t overdesign up front; we brought them in to make the content and structure their own,” Jane reflected on this project.</span></div>
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<span style="background-color: white;">This all was able to happen because the people involved recognized the possibilities that emerge from working with a network. A social network is a collection of individuals and the connections that exist between them. The more connections there are, the more potential that exists for those in the network to become more effective in their jobs, be it fostering communication, spreading ideas, bringing in resources, getting work done, or influencing others.</span></div>
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<span style="background-color: white;">In Jewish education, like general education, teachers often face isolation in their classrooms. Yet the enormous, rapid change happening in education today means that educators and administrators need to develop new skills and strategies, and they can’t do that alone. Indeed, research affirms the importance of educators learning from each other. While there is some vulnerability in sharing curriculum and ideas, there’s also enormous power to strengthen the Jewish educational experience through connecting with and supporting each other. In a Jewish day school, this could look like teachers seeking to connect with other teachers to find and share new classroom resources; directors of admissions looking to reach new families and increase enrollment; and school administrators wanting opportunities for professional development.</span></div>
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<span style="background-color: white;">The way to create more connections within a network is by network weaving. June Holley, who coined this term, gave the following definition: “A network weaver is someone who is aware of the networks around them and explicitly works to make them healthier [more connected]. Network weavers do this by helping people identify their interests and challenges, connecting people strategically where there’s potential for mutual benefit, and serving as a catalyst for self-organizing groups.”</span></div>
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<span style="background-color: white;">In some networks, someone steps up to volunteer to be a network weaver. In other networks, an organization may pay or assign someone to be the primary network weaver such as the coordinator of a community of practice or professional learning network. Yet the more people involved in weaving the network, the stronger the network becomes, and the more resources, ideas, and projects the network comes to embrace. The idea of weaving networks is not new; many of us naturally operate in and weave networks as part of our day-to-day life. Yet we are not always as deliberate in this as we could be, especially now that best practices are emerging through academic research in social network theory. Each of us can be proactive as a network weaver for the networks we care about.</span></div>
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<span style="background-color: white;">Are you ready to be a network weaver? Here are some first steps you can take.</span></div>
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<span style="background-color: white;">Identify the strengths and gifts of those in your network</span></h3>
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<span style="background-color: white;">The first step in strengthening your network is getting to know the people in your network. Look around you. Start in your physical school building or office, and also look virtually at people you know in different schools and communities, whether through virtual or in-person connections. What are their interests, strengths, challenges, and resources they use from which you may be able to learn and benefit? In most cases, asking people about their work or expertise makes them feel valued, and most people like to be recognized for as having expertise and being able to provide helpful information.</span></div>
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<span style="background-color: white;">Once you know about what information someone would be happy to share with you, you will know you can turn to them<br style="margin: 0px; padding: 0px;" />for help in specific areas in the future, and they may contact you in areas of your expertise, or because you have positioned yourself as someone “in the know,” in contact with different parts of the network. Best of all, you will then be able to suggest ways to connect to create productive synergies. But all of this requires an investment in getting to know people before you can begin to reap the rewards of the network.</span></div>
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<span style="background-color: white;">If you are a teacher, find out more about the parents and grandparents of your students. There may be all kinds of interesting non-monetary resources they can provide to your classroom. If you are in a small school, find teachers in other schools who are teaching similar grade level and content areas. Sharing resources and ideas can you save you time and energy and lead to creative new possibilities of collaboration. If you are an administrator, create a personal learning network (PLN) of people and places that provide value to you when you check in with them. (For more on PLNs, seee the article by Meir Wexler in this issue.)</span></div>
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<span style="background-color: white;">How can you learn about those in your network?</span></h3>
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<span style="background-color: white;"><em style="margin: 0px; padding: 0px;">Meet at a coffee shop:</em> For people who are local, take advantage of your geographic proximity. While online communication is revolutionary, it has not overthrown the fundamental benefit of human in-person connection. Meeting in person helps each party gain a more complex and holistic understanding of the other—and a coffee shop (rather than at your school or organization) is a comfortable “third place” which can provide a good environment in which to really get to know someone.</span></div>
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<span style="background-color: white;"><em style="margin: 0px; padding: 0px;">Interview those in your network: </em>If you have a professional role as a network weaver, plan a formal interview with members of your network. Asking someone questions about themselves and their work is always the best way to get to know someone. Even more, consider documenting their answers. At minimum, you will have a record of the conversation which can be referred to later. If the interview produces information you find useful or interesting, it can also be shared publicly. Recording the conversation adds a layer of formality and purpose to the meeting and also gives it a concretely productive goal.</span></div>
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<span style="background-color: white;">Below are questions from that can be used in a conversation.</span></div>
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<span style="background-color: white;"><em style="margin: 0px; padding: 0px;">Exploration/expression of interest (getting the lay of the land)</em>: What have you been working on recently? This week? Today? What are your top priorities at the moment?</span></div>
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<span style="background-color: white;"><em style="margin: 0px; padding: 0px;">Probe for successes and challenges</em> (<em style="margin: 0px; padding: 0px;">be sure to learn about both</em>): How is it going? Anything really exciting / successful / fulfilling / surprising? Where are you stuck?</span></div>
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<span style="background-color: white;"><em style="margin: 0px; padding: 0px;">Offer of support:</em> Is there anything I or other members of the community can do to help you better realize your goal? What do you think would help you get unstuck (skills, resources)?</span></div>
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<span style="background-color: white;">What special talents or passions do you have that you might be willing to share with your peers?</span></div>
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<span style="background-color: white;">To see a sample of an interview done by a professional community of practice facilitator along with other resources, go to the wiki of the Baltimore Associated Family Engagement COP and clink on the document “COP Member Interview Guide” (<a href="http://bjfamiliescop.wikispaces.com/Evaluation+Resources" style="color: #00499c; margin: 0px; padding: 0px;">bjfamiliescop.wikispaces.com/Evaluation+Resources</a>).</span></div>
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<span style="background-color: white;"><em style="margin: 0px; padding: 0px;">Send out a survey:</em> If you have a preexisting group of people you are looking to learn about, want to collect such a group, or already have been through all your coffee shop meetings and interviews, you can set up a simple form (using Google forms or wufoo.com) to learn about the group’s interests and skills. (Click here for an example: <a href="http://tinyurl.com/kehilliyot" style="color: #00499c; margin: 0px; padding: 0px;">tinyurl.com/kehilliyot</a>.)</span></div>
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<span style="background-color: white;">Help people with common interests connect</span></h3>
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<span style="background-color: white;">Network-weaving goes beyond simply making connections, or “networking.” The next step in weaving a network is to actually form productive working relationships. Weaving can be done through thinking about whose skills you have identified in a particular area could be useful to someone else, and introducing them to each other. Then collaborations can develop, starting with small projects and growing to strengthen the community and increase the knowledge available in it.</span></div>
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<span style="background-color: white;"><em style="margin: 0px; padding: 0px;">Questions for weaving the network:</em> How can we share your success with others? Whom do we know who can be of help to you?</span></div>
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<span style="background-color: white;">Encourage complex reciprocity</span></h3>
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<span style="background-color: white;">While establishing collaborations, it is important for a network weaver to foster a culture that values <em style="margin: 0px; padding: 0px;">complex reciprocity</em>: sharing information and resources with others without expecting a return from that person, because you know others will share with you.</span></div>
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<span style="background-color: white;">Dov Emerson, the facilitator of the YU2.0 Community of Practice, has a motto for his CoP: “As always, remember that the strength of our CoP lies in all of the wonderful resources and thoughts on Jewish EdTech that you can share! It may be ‘obvious to you,’ but it’s ‘amazing to others!’”</span></div>
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<span style="background-color: white;">Another teacher posted an example of a homework assignment given to a class, and thanks to the use of technology, teachers in another school saw it and reported it started a “homework revolution” among their teachers. This is how helpful ideas are spread.</span></div>
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<span style="background-color: white;">The importance of diverse perspectives</span></h3>
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<span style="background-color: white;">When you are working hard on specific projects or within the context of a school or organization, it is very easy for the conversations and ideas sharing to be concentrated in colleagues directly involved with those projects or groups. Yet it is critically important to maintain and cultivate relationships with those outside of this immediate group—known as your<em style="margin: 0px; padding: 0px;">periphery. </em>The periphery has fresh perspectives which will bring new ideas and innovation into your work. Even when those views at times conflict your own, exposing yourself to them is important, will help you grow, and benefits the network as a whole.</span></div>
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<span style="background-color: white;">Ask yourself: Who can I connect to this network who has some parallel but not many overlapping interests? Perhaps a non-Jewish educator or someone from a different school? Their questions and perspectives will help you get out of your own limitations, discover your blind spots and likely solve your problem more quickly and easily.</span></div>
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<span style="background-color: white;">Grow more network weavers</span></h3>
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<span style="background-color: white;">Traditionally, leadership has been appointed through titles and positions. But new trends in technology, communication and theories of distributed leadership have empowered individuals to exercise grassroots leadership, regardless of their technical position.</span></div>
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<span style="background-color: white;">With network leadership like other forms of leadership, there is always a temptation to practice it by yourself. But it is actually part of a network weaver’s role to set the culture of the network, including the expectation that all will take responsibility to build the relationships that will strengthen a network supportive of learning and work. As an indirect leader, the weaver identifies, mentors, and influences new emergent leaders appearing throughout the community who will eventually take over much of the network building and maintenance. This transition is necessary for the network to increase its scale, impact and reach.</span></div>
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<span style="background-color: white;">We hope these steps will lead you on a journey of network weaving which will not only increase your productivity, access to resources, and professional growth, but also will expose you to new perspectives you may not have found otherwise and new fulfilling relationships that will add value to your life on both personal and professional levels. Behatzlachah!♦</span></div>
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<span style="background-color: white;"><span class="Name" style="margin: 0px; padding: 0px;">Deborah Fishman</span> is the director of communications at The AVI CHAI Foundation. She can be reached at dfishman@avichaina.org.</span></div>
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<span style="background-color: white;"><span class="Name" style="margin: 0px; padding: 0px;">Naava Frank EdD</span> is the director of continuing education and professional development at the Institute for University School Partnership at Yeshiva University. She can be reached at nfrank1@yu.edu.</span></div>
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<span style="background-color: white;">A major part of network weaving is connecting people. But before you type in two email addresses and press “send,” be aware that there are many ways of forging those connections. Are you using the most appropriate mode for your context? Are you just encouraging schmoozing, or truly facilitating productive collaboration? Here’s a table to help you be a strategic network weaver.</span></div>
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<span style="background-color: white;">The Introduction Pyramid by June Holley*</span></h3>
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<strong style="background-color: white; margin: 0px; padding: 0px;">Level</strong></div>
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<strong style="background-color: white; margin: 0px; padding: 0px;">Activity</strong></div>
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<span style="background-color: white;">1</span></div>
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<span style="background-color: white;">Suggesting to A that A should talk to B</span></div>
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<span style="background-color: white;">2</span></div>
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<span style="background-color: white;">Suggesting A talk to B; tell B to look for A</span></div>
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<span style="background-color: white;">3</span></div>
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<span style="background-color: white;">Introducing A to B in an email</span></div>
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<span style="background-color: white;">4</span></div>
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<span style="background-color: white;">Introducing A to B in a joint conference call</span></div>
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<span style="background-color: white;">5</span></div>
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<span style="background-color: white;">Introducing A to B in person</span></div>
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<span style="background-color: white;">6</span></div>
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<span style="background-color: white;">Introducing A to B in person, following up with A & B to nurture connection</span></div>
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<span style="background-color: white;">7</span></div>
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<span style="background-color: white;">Introducing A to B in person and offering transitional collaboration to get A & B off to a successful partnership</span></div>
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<span style="background-color: white;">*p. 113 in the Network Weaver Handbook – www.networkweaver.com</span></div>
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<span style="background-color: white;">Cited from:</span><br />
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<span style="background-color: white; color: #1155cc; font-family: arial; font-size: x-small; text-decoration: underline;">http://www.ravsak.org/index.php?mact=News,cntnt01,detail,0&cntnt01articleid=605&cntnt01returnid=53#.UmgE-HC-1I4</span>Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-28595487967211901662013-10-22T07:05:00.003-04:002013-10-22T07:07:09.015-04:00Barriers and Benefits to Knowledge Sharing<div style="text-align: left;">
There are many natural barriers to people and organizations sharing knowledge.</div>
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<ul>
<li>Failure to appreciate the value of sharing knowledge.</li>
<li>Lack of understanding how to effectively share knowledge.</li>
<li>There are no incentives or rewards (material or psychic) for knowledge sharing.</li>
<li>People are busy and even with the best of intentions don’t develop a habit of knowledge sharing.</li>
<li>Professionals are afraid to reveal they do not know something; they do not want to take risks or be shown wrong because they would feel embarrassed.</li>
<li>Concern that sharing knowledge will reduce one’s own value, prestige or recognition. Competition -- real or perceived -- for limited resources decreases motivation and safety for sharing.</li>
<li>Perceived benefits of knowledge hoarding: makes people feel secure, safe or powerful; people hope to benefit (dollars, power, and credibility) from having exclusive access to knowledge.</li>
<li>Lack of clarity on issues of confidentiality can lead to either withholding information that can be helpful or sharing it inappropriately.</li>
</ul>
<br />
<br />
Benefits to sharing knowledge include:<br />
<br />
<ul>
<li>Enhancement of effectiveness and efficiency by spreading good ideas and practices.</li>
<li>Cost effectiveness – knowledge is developed and then re-used by many people.</li>
<li>Time savings - Professionals learn from their mistakes and those of others.</li>
<li>Emotional relief and decreased tension are experienced when problems are shared.</li>
<li>Bonds and connections between professionals are strengthened; solving problems brings people together.</li>
<li>More sophisticated ideas, insights and information sources are applied to problems resulting in better solutions.</li>
<li>Innovation and discovery increase as does: excitement, engagement and motivation.</li>
<li>A feeling of satisfaction from sharing knowledge, much like giving charity, results from making a contribution to society.</li>
<li>Respectful ways of using knowledge – with attribution and permission -- benefit the person who generates the knowledge and the person who shares it.</li>
</ul>
<br />
<br />
People who have a positive experience of knowledge sharing typically wish to continue to invest in knowledge sharing activities.<br />
<br />
<br />
<b>Good Habits of Knowledge Sharing</b><br />
<br />
"Whoever repeats a statement in the name of the one who said it brings redemption to the world." (<i>Avot</i> 6:6)<br />
<br />
Commentary: The sages deemed it so imperative that credit should be given for another's ideas that they identified the act as a cause for redemption, both communal and personal (<i>Midrash Shmuel</i>).<br />
<br />
<i>Thank you to Michael Miloff and Ilene Vogelstein for their contributions to this document.</i><br />
<i><br /></i>
<i>Distributed by Naava Frank & Associates/ Knowledge Communities</i>Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-3514429087863957732013-08-25T12:30:00.003-04:002013-08-25T12:33:51.979-04:00Jewish Virtual Learning Networks: A mapping of online ‘Communities of Practice’ by Dr. Erik Cohen<div class="UFICommentContent" data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0]" style="background-color: #edeff4; color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 11px; line-height: 14px;">
<span data-ft="{"tn":"K"}" data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0].[0][2]"><span data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0].[0][2].[0]"><span data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0].[0][2].[0].[2]">From the Jim Joseph Foundation Website.</span></span></span><br />
<span data-ft="{"tn":"K"}" data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0].[0][2]"><span data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0].[0][2].[0]"><span data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0].[0][2].[0].[2]"><br /></span></span></span>
<span data-ft="{"tn":"K"}" data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0].[0][2]"><span data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0].[0][2].[0]"><span data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0].[0][2].[0].[2]">"Please find linked here a groundbreaking piece of research entitled “Jewish Virtual Learning Networks: A mapping of online ‘Communities of Practice’ in the North American Jewish institutional world”. This work, led by Bar Ilan University’s Dr. Erik Cohen, is dedicated in the memory of the remarkable Jack Slomovic." </span><a class="" data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0].[0][2].[0].[3]" href="http://jimjosephfoundation.org/wp-content/uploads/2011/10/JVLN_dedicatedtojackslomovic.pdf" rel="nofollow" style="color: #3b5998; cursor: pointer; text-decoration: none;" target="_blank">http://jimjosephfoundation.org/wp-content/uploads/2011/10/JVLN_dedicatedtojackslomovic.pdf</a></span></span><span data-reactid=".r[2zdo1].[1][4][1]{comment167317503467355_167323893466716}.[0].[right].[0].[left].[0].[0].[3]"></span></div>
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Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-9749325387426089162013-05-07T12:42:00.003-04:002013-05-07T12:43:35.118-04:00<br />
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My comment to a wonderful EJewishphilanthropy post by Rabbi Hayim Herring. </div>
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<a href="http://ejewishphilanthropy.com/how-to-minimize-the-risk-of-network-un-weaving/" target="_blank">How to Minimize the Risk of Network Un-weaving</a></div>
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Hayim,</div>
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Thank you for this wonderful piece on the timely and important topic of networks. I particularly like this phrasing “They rely on influence and not control, connections and not command.” I want to build on your piece and ask the question how do networks integrate with organizations, or put another way, how do networks integrate with hierarchies?</div>
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The reason I find this question interesting and relevant is that at this point in the life of the Jewish community the building blocks of our community are organizations (note it need not be in the future – see the example of Berkana that reorganized itself out of an organizational structure).</div>
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How do organizations integrate network thinking, values and structures? In my recent experience I see a few organizations going the mile and leading the path to become networked non profits, hybrids of sorts. And a challenge I note in the integration is the lack of clarity of how networked and how hierarchical and where the boundaries are. I think that as networked thinking penetrates an organization, a fear — or a wish — sets in that everything is now networked and flat and resentment and demoralization can set in about existing hierarchical features of the organization. In order to avoid this problem (and I may be pushing the envelope beyond where most organizations are) I encourage leadership that are moving in this direction to be thoughtful about setting expectations and try to be clear about where the boundaries and limits of network and the hierarchy exist. Its messy and evolving but I think it gets beyond the all or nothing thinking that can paralyze those who want to take the risk and bite those who are out in front. We are living in interesting times and need to figure this out together. Thank you for continuing the dialogue.</div>
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Naava</div>
Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-45491410557436198912013-05-02T15:54:00.003-04:002013-05-02T17:44:05.286-04:00Why Do So Many Online Communities Fail?<br />
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<em>by Naava Frank</em></div>
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The good news is that technology has created unprecedented opportunities for people to meet like-minded peers to learn, collaborate and support each other. The bad news is that so many of these well-meaning and inspiring projects that have enormous potential to help people and strengthen causes, are failing. Not just in the Jewish community, throughout the nonprofit world, hundreds of thousands of dollars (at least) have been spent over the past decade on designing systems that ended up not being utilized. I don’t mean to point a finger – my guess is most of us have participated in, dreamed of, sponsored, or funded one of these projects. And there is no simple answer to explain what went wrong. What I would like to present today is a way of thinking that in my experience has helped communities succeed.<br />
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The idea is that when we focus on building a technology infrastructure, we often neglect to build an accompanying relationship infrastructure. The word community can be defined as “a group of people with a common background or with shared interests within society.” Those interests may be shared geography, affiliation, values, purpose, enemies or problems.<br />
<br />
When you bring a group of strangers or acquaintances together for a gathering, a party, you don’t expect them to suddenly bond, reveal their secrets or foibles, or become best friends. So why do we expect that if we build a website or community platform which is even more remote than an in person gathering, people will jump in and participate? An online space has fewer social clues such as age, clothing, body language or accent than a face-to-face gathering. When we go online the only social clues we usually get are an email address or name, and if we are lucky a small image of the person. We all know how resistant we are to completing the profile section of online social platforms, even though it would help a lot.<br />
<br />
So what would you do if you were a host or hostess at a cocktail party? You would circulate and get to know people, introduce people to each other that have shared interests, maybe set up some games or some interesting conversation pieces. You might encourage a few of the more gregarious folks to help make people feel comfortable. There might be some people you would not invite because they cause trouble.<br />
<br />
In order to make online communities successful we need to pay attention to the relationships not just the technology infrastructure. We need to help people find each other and connect around shared interests.<br />
<br />
What does relationship infrastructure consist of? Roles, protocols, norms, expectations, motivations, mission and purpose and other social structures. (Think about Daniel Pink’s work on motivation.) Note I said motivation – not incentives – research has demonstrated that incentives are only good for simple tasks not for complex knowledge based tasks. So let me be concrete about what relationship infrastructure looks like:<br />
<br />
This past week I was working with the National Consortium of Deaf-Blindness – they are just finishing up a platform for a national community of practice that includes representative from 50 states. They want to introduce the platform to their 20 staff members. We talked about the usual approach – a technology training – letting staff get in the site and press buttons. The focus was on technology. Then we asked ourselves, how can we do this in a way that develops relationships – both relationships between people and relationships to the mission of the organization? We came up with the following protocol.<br />
<ul><ul><ul>
<li>We paired people up – intentionally thinking about who might benefit from doing this work together – make sure someone who is technology averse is paired with someone who is technologically comfortable. Maybe pair people who work on the same team? Or maybe pair people across teams?</li>
<li>We sent them into the platform with an assignment. While they are in the site and “kick the tires” we helped them imagine what it would be like driving the car. We gave them some guiding questions to think about.</li>
<li>Name 3 ways this platform can help you forward your mission.</li>
<li>Name 2 technology improvements you would like to see for this platform.</li>
<li>Name 1 surprise from this experience.</li>
<li>We asked everyone to post these responses in the site so that others can see how their peers respond to the experience. (Thereby giving them another opportunity to get to know others – by reading their responses.)</li>
</ul>
</ul>
</ul>
Relationship infrastructures have to be carefully matched to the culture of the community, stage of development of the community (how well do people know each other) and many other factors. Just like technology may need to be revisited and upgraded, the relationship infrastructure needs to be revisited and changed as the community changes.<br />
<br />
So next time you think about designing a technology platform for a community – don’t forget to take the time and effort and get the expertise you need to build the accompanying relationship infrastructure that will ensure the success of your investment.<br />
<br />
<em>Naava Frank, EdD, is a consultant and researcher focused on the impact of communities of practice and networks. She can be reached at naavafrank1@gmail or <a href="http://www.knowledgecommunities.blogspot.com/">knowledgecommunities.blogspot.com</a></em></div>
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Cross posted from <a href="http://ejewishphilanthropy.com/why-do-so-many-online-communities-fail/comment-page-1/#comment-121863" target="_blank">EJewishPhilanthropy May 2, 2013</a> check out the comments section of this blog post on EJewishphilanthropy for some interesting follow up comments. Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com1tag:blogger.com,1999:blog-14490977.post-46079366971986024472013-04-25T05:49:00.001-04:002013-04-25T06:51:36.664-04:00How to Give Effective Feedback Both Positive and NegativeThe nuanced distinction in the article below between feedback for young people and feedback for senior people is important. I like when the complexity of an issue is presented and this article does that. It also validates my own experience.<br />
<br />
At the goodbye party held for me at YU School Partnership I was touched and surprised by the ways that younger staff in the office articulated the positive impact my encouragement had on them. They reported things like I had pushed them out of their comfort zone, helped them gain confidence and find their voice. <br />
<br />
I learned a great deal from the feedback I received from Dr. Scott Goldberg my supervisor at <a href="http://schoolpartnership.org/" target="_blank">YU School Partnership</a> and Jane Taubenfeld Cohen my wise colleague.<br />
<br />
Hope others find this useful as well. <br />
<br />
Thank you to Kerri <a href="https://www.facebook.com/karvetski?hc_location=stream" target="_blank">Kervatsi</a> and <a href="http://hildygottlieb.com/" target="_blank">Hildy Gottleib</a> for bringing this to my attention. <br />
<br />
<a href="http://mobile.nytimes.com/2013/04/06/your-money/how-to-give-effective-feedback-both-positive-and-negative.xml?utm_source=dlvr.it&utm_medium=twitter" target="_blank">How to Give Effective Feedback, Both Positive and Negative</a> <span class="aut">By <a href="http://www.alinatugend.com/" target="_blank">ALINA TUGEND</a></span>Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-79855264296122079162013-04-22T04:24:00.002-04:002013-04-22T05:41:21.968-04:0067% find company training/e-learning of little or no value – according to the Learning in the Workplace 2013 survey results.This survey, by Jane Hart, (600 people sample) replicates the findings of Etienne Wenger's first study of IBM repair professionals (see #1 below). People learn best with contextualized peer-mediated learning. <br />
<br />
"I’ve aggregated the Very Important and Essential scores and highlighted <strong>i<span style="color: blue;">n blue</span></strong> the top 5 rated ways of learning in the workplace. This shows …<br />
<ol>
<li>that<strong> company</strong> <strong>training/e-learning</strong> is the lowest rated way to learn at work , and</li>
<li>that workers find other<strong> (<em>self-organised and self-managed)</em></strong> ways of learning at work far more valuable – with <strong>team</strong> <strong>collaboration</strong> being the highest rated."</li>
</ol>
<br />
"Nevertheless as a whole, these survey results are yet another piece of evidence that show how workers are continuing to organise and manage their own learning in many different ways – and in doing so are bypassing the L&D Department. What’s more a comparison with the <a href="http://www.c4lpt.co.uk/blog/2012/04/16/only-12-think-that-company-training-is-an-essential-way-for-them-to-learn-in-the-workplace/"><strong><span style="color: #cc0000;">2012 Learning in the Workplace survey results</span></strong></a> shows that this is a continuing trend."<br />
<br />
How are you organizing learning in your workplace?<br />
<br />
source: <a href="http://www.blogger.com/Learning%20in%20the%20Social%20Workplace:%20Jane%20Hart's%20Blog" target="_blank">Learning in the Social Workplace: Jane Hart's Blog</a><br />
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#1: A famous example of a community of practice within an organization is that which developed around the Xerox customer service representatives who repaired the machines in the field (<a href="http://en.wikipedia.org/wiki/Community_of_practice#CITEREFBrownDuguid2000">Brown & Duguid 2000</a>). The Xerox reps began exchanging tips and tricks over informal meetings over breakfast or lunch and eventually Xerox saw the value of these interactions and created the Eureka project to allow these interactions to be shared across the global network of representatives. The Eureka database has been estimated to have saved the corporation $100 million. source: <a href="http://en.wikipedia.org/wiki/Community_of_practice" target="_blank">Wikipedia article on Etienne Wenger</a>Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-67898986826797203622013-04-18T18:11:00.002-04:002013-04-18T18:11:38.918-04:00Client Journal - The 'aha' momentExciting session with clients today.<br />
<br />
My work is helping people who are accustomed to working in a hierarchical way to make room in their repertoire for working in a networked way. They are embedded in a hierarchy but when they want to work on engaging their constituents, they need to shift their thinking - and it's hard - it takes time and conversation and dialogue because its so far away from their experience of what it possible. <br />
<br />
I need to say things like "what would happen if we tried it this way." Its soo exciting when that 'aha' happens like it did today! <br />
<br />
We were talking about how to get staff onto the new webplatform. And our introductory buddy system visit (see blog post ) worked well so we had leaders identified who were ready to go. <br />
<br />
My clients wanted to go back to planning mode, which is their comfort zone, get teams ready to go into the platform as a group -- like the marines - no man left behind - and I said "what about if we just let the people who are ready start now." The teams can reflect on and organize themselves after we have some action and facts on the ground in two weeks from now. <br />
<br />
A light bulb went off -- all of a sudden they did not have to carry their team members on their back into the platform -- it was every man and woman for themselves. It was exhilarating. <br />
<br />
Also a little scary. But I reassured them the order and structure emerge from the activities of the individuals. Instead of hierarchical control - we have other means of control - like peer pressure, norms, policies, taxonomies, technology structures.<br />
<br />
It takes practice and reinforcement to keep the light bulb lit - but I know over time it will become second nature. And then my job is done. <br />
<br />
At least until the community moves into another phase of its development.Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-26435348951905780972013-04-15T12:04:00.002-04:002013-04-15T12:06:11.932-04:00A Family Engagement Community of Practice: A Case Study of a Collaboration ModelBy Naava Frank and Lara Nicolson<br />
<em>JCSA Journal of Communal Service, March 2013</em><br />
<br />
How can you take a group of local federated agencies working in a similar fi eld— some competing, some working in synergy, some unaware of the others’ existence—and bring them together to have a profound impact on a critical sector of the Jewish community? This article tells the story of 12 months in the life of a Community of Practice (CoP) that shaped a collaborative culture among seven agencies of THE ASSOCIATED: Associated Jewish Community Federation of Baltimore and led to a shared grant for a project maximizing the impact of their work with Jewish families with young children. This article shares the successes, challenges, and learning from the perspective of the community facilitators and members. We hope that it will help other Jewish organizations use the CoP model of collaboration to strengthen professional networks. Although work with human systems may not always be replicable, the CoP model described here can be adapted with thoughtful consideration to differences in context.<br />
<br />
<a href="http://copbibliography.wikispaces.com/Writings+by+Knowledge+Communities" target="_blank">Writing by Knowledge Communities</a><br />
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<br />Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-4788604441994300992013-03-22T15:10:00.000-04:002013-03-22T15:11:37.796-04:00Testimonial<div class="MsoNormal">
<span style="font-family: Calibri; font-size: 10.5pt;">February 26, 2013</span></div>
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<span style="font-family: Calibri; font-size: 10.5pt;">Dear Naava,</span></div>
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<span style="font-family: Calibri; font-size: 10.5pt;">I just wanted to let you know that it was truly a pleasure to work with you. Not only did I very much enjoy interacting with you but I also learned a lot from you. One thing that stands out in my mind from our work on the Bruria project is your careful attention to the critical role of reflection in the learning process, even if it means giving up on 'covering more ground' for the sake of really solidifying other elements that were learned. I also so much appreciate your warmth and openness- I always felt like you really listened to what I had to say and were genuinely interested in my ideas and thoughts.</span></div>
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<span style="font-family: Calibri; font-size: 10.5pt;">It was such a pleasure to work with you.</span></div>
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<span style="font-family: Calibri; font-size: 10.5pt;">Warm regards,</span></div>
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<span style="font-family: Calibri; font-size: 10.5pt;"> </span></div>
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<span style="font-family: Calibri; font-size: 10.5pt;">Ilana</span></div>
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<span style="color: #222222; font-family: Calibri; font-size: 10.5pt;">Ilana Turetsky, Ed.D.</span></div>
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<span style="color: #222222; font-family: Calibri; font-size: 10.5pt;">Faculty, Azrieli Graduate School</span></div>
Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-2425369374068796312013-01-17T13:56:00.004-05:002013-01-17T13:56:46.096-05:00Thank Your Mentor Day<br />
Thank Your Mentor Day - from Facebook<br />
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<img alt="" class="_s0 profilePic _rw img" src="http://profile.ak.fbcdn.net/hprofile-ak-snc6/275158_535562501_183669404_q.jpg" /> <br />
<br />
<a data-hovercard="/ajax/hovercard/user.php?id=535562501" href="http://www.facebook.com/shapiroplevan">Shapiro-Plevan</a><span class="fwn fcg"></span><br />
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<span class="userContent">Today is Thank Your Mentor Day. I want to thank <a data-hovercard="/ajax/hovercard/user.php?id=591681097&extragetparams=%7B%22group_id%22%3A0%7D" href="http://www.facebook.com/naava.frank?group_id=0">Naava Frank</a>,
who is a mentor not just to me but to many, for her formal and informal
mentorship, for helping me to ask the hard questions of myself and
others, pushing me to develop expertise and own it, and for helping me
to grow as a reflective practitioner. Naava's presence in my life is a
lucky accident of place and time, and I am truly blessed to be able to
learn from her as my teacher and mentor.</span></div>
</span></h5>
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<a class="UFICommentActorName" data-ft="{"tn":";"}" data-hovercard="/ajax/hovercard/hovercard.php?id=591681097" href="http://www.facebook.com/naava.frank" id=".reactRoot[1].[1][2][1]{comment10151439452157502_28321222}.0.[1].0.[1].0.[0].[0][0]">Naava Frank</a><span id=".reactRoot[1].[1][2][1]{comment10151439452157502_28321222}.0.[1].0.[1].0.[0].[0][1]"> </span><span data-ft="{"tn":"K"}" id=".reactRoot[1].[1][2][1]{comment10151439452157502_28321222}.0.[1].0.[1].0.[0].[0][2]"><span class="UFICommentBody" id=".reactRoot[1].[1][2][1]{comment10151439452157502_28321222}.0.[1].0.[1].0.[0].[0][2].0"><span id=".reactRoot[1].[1][2][1]{comment10151439452157502_28321222}.0.[1].0.[1].0.[0].[0][2].0.[0]">awww i am so deeply honored! it is a mutually enriching relationship - thank you for being in my life!</span></span></span></div>
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Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-47509919190757830342013-01-09T13:33:00.000-05:002013-01-09T13:33:50.354-05:00<h1 class="entry-title">
Launching HaReshet at AVI CHAI: Pilot Program in Jewish Network-Weaving</h1>
<div class="post-info">
Posted on <span class="date published time" title="2013-01-08T10:55:30+00:00">January 8, 2013</span> Written by <span class="author vcard"><span class="fn"><a class="fn n" href="http://ejewishphilanthropy.com/author/ejp/" rel="author" title="eJP">eJP</a></span></span> <span class="post-comments"><a href="http://ejewishphilanthropy.com/launching-hareshet-at-avi-chai-pilot-program-in-jewish-network-weaving/#comments">5 Comments</a></span> </div>
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<em>by Deborah Fishman</em><br />
A year ago, I set out on a journey to understand how Jewish
professionals are acting as network-weavers. I started by interviewing
trailblazers who are activating their organizations’ constituencies
towards common goals. I met community organizers advocating for causes
from new educational models to environmental consciousness in the Jewish
community. I encountered group facilitators sparking conversation on
best practices in using technology in day schools and growing vibrant
synagogues. I spoke with those engaging alumni, young Jews, and other
target populations to become active, lifelong Jewish learners. Some of
these interviews were featured <a href="http://ejewishphilanthropy.com/tag/network-weaver/">here</a> on <em>eJewishPhilanthropy</em>.
These conversations led me to realize that Jewish professionals working
with networks in a diversity of settings would benefit tremendously
from resources on network-weaving within and beyond a Jewish context –
including one another. I first wrote <a href="http://ejewishphilanthropy.com/the-emerging-field-of-network-weavers/">here</a> about the idea of providing this through a training program for network-weavers.<br />
In my role as Director of Communications for The AVI CHAI Foundation,
I am creating a laboratory for experimentation around how
network-weaving can be applied to improve the effectiveness of Jewish
organizations in engaging their constituencies. From November 2012 to
August 2013, in <em>HaReshet</em> (“The Network”), a pilot group of AVI
CHAI grantees are learning together about network-weaving; developing
and practicing skills in a guided and reflective way; and benefiting
from sharing lessons with one another along the journey.<br />
Grantees were selected for this pilot program based on two criteria.
First, they see the value of their organizations as networks working
toward a particular goal. Second, someone is currently on staff with
time allocated to work with this network and help it achieve its
potential. These criteria match the intention of <em>HaReshet</em> to
help expedite the work of organizations who will regardless be exploring
the frontier of building networks this year. I am truly excited to be
working with the following participants:<br />
<ul>
<li>Frayda Goshor-Cohen and Luba Yusim from the <a href="http://www.casje.com/">Consortium of Applied Jewish Studies in Jewish Education</a>, managed by Rosov Consulting: Connecting researchers, practitioners and philanthropists in the field of Jewish education;</li>
<li>Gary Hartstein from <a href="http://digitaljlearning.org/">DigitalJLearning</a>, a project of the Jewish Education Project: Networking Jewish day schools which are implementing online and blended learning;</li>
<li>Jane Cohen from <a href="http://www.jtsa.edu/The__Davidson_School/In_the_Field_Curriculum_and_Profe%20ssional_Development/Day_School_Leadership_Training_Institute.xml">Day School Leadership Training Institute</a>
of the Davidson Graduate School of Education at JTS: Activating the
alumni network of graduates of the DSLTI professional development
program, which trains and supports heads of Jewish day schools;</li>
<li>Debbie Feinstein and Yael Bailey from the <a href="http://www.newteachercenter.org/jntp">Jewish New Teacher’s Project</a>
(JNTP), a project of the New Teacher Center: Creating a network of
alumni of its programs, which accelerate the effectiveness of beginning
teachers in Jewish day schools;</li>
<li>Rebecca Braverman of Reshet Ramah of the <a href="http://www.campramah.org/">National Ramah Commission</a>; Creating a network of Ramah alumni; and</li>
<li>Miriam Cohen and Drorit Farkas of <a href="http://talam.org/">TaLAM</a>: Creating a network of teachers using the TaL AM curriculum of Hebrew Language Arts and Jewish Studies.</li>
</ul>
<em> HaReshet</em> brings alive a vision of how network-weaving is
not just new content to be learned. Rather, it is a mindset and
approach, which the program itself embodies. Instead of top-down
lectures, blended in-person and online webinars accommodating
participants both within and beyond New York City enable the interactive
discussion of network concepts. Instead of passive learning,
participants are required to actively apply the material through
exercises between the monthly webinars.<br />
Also critical to network-weaving is the belief that learning is not unidirectional. As the Jewish <em>chevruta</em>
model recognizes, there is tremendous value in learning – and in
learning together. This concept is particularly relevant to the emerging
field of network-weaving, where some may have more experience in
working with networks, but we all stand to learn from one another. In <em>HaReshet</em>,
each participant is paired with a chevruta partner experienced in
network-weaving who will coach him or her to achieve specific personal
and professional goals. Our esteemed chevruta partners are: Miriam
Brosseau of The Jewish Education Project/ Darim Online (See3), Caren
Levine of Etheoreal, Lisa Colton of Darim Online (See3), Liz Fisher of
Birthright NEXT, Naava Frank of YU Institute for University-School
Partnership, and Sara Shapiro-Plevan of Rimonim Consulting.<br />
Ultimately, in a woven network, the discrete components add up to a
whole which is greater than the sum of its parts. The AVI CHAI
Foundation in North America invests in a wide range of initiatives that
further Jewish literacy, religious purposefulness, and peoplehood/Israel
at Jewish day schools and summer camps. While grantees are united
around these three core values, they each represent a different path
toward making them come to life. Given that AVI CHAI is sunsetting in
2020, it is especially important to the foundation to leave a legacy of
strong organizations that can consciously articulate and promote the
values to future generations. Part of this work may be to bring together
grantees who perceive themselves as operating in very different
contexts and helping them understand the ways in which they are working
toward similar goals. <em>HaReshet</em> hopes to enable the individual
participating networks to grow and each network-weaver to achieve
greater confidence and mastery in acting in this role. It also may be
one place where grantees can benefit not only from the value of the
program, but also the value of access to one another. In doing so, they
may begin to think about how they are a part of and can enhance a bigger
picture.<br />
At the same time, I have realized the deep importance not just of
network-weaving as a concept, but of the individual network-weavers
themselves. Their skills, personalities, and dedication greatly
influence the ways their networks develop, and are in many cases what
enables their networks to take off. I am privileged to work with and
learn from so many passionate and talented network-weavers, and look
forward to what we can achieve together.<br />
<em>Deborah Fishman is Director of Communications at The AVI CHAI Foundation.</em><br />
<br />
Source: http://ejewishphilanthropy.com/launching-hareshet-at-avi-chai-pilot-program-in-jewish-network-weaving/ Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-60286537384715678932012-10-09T21:26:00.001-04:002012-10-09T21:28:54.309-04:00How to Be A Network Weaver by Deborah Fishman and Naava FrankSee the article that Deborah and I wrote in the HaYidion Journal - P. 46.<br />
<br />
<a href="http://www.ravsak.org/uploads/files/hayidion/HaYidion_1203.pdf" target="_blank">http://www.ravsak.org/uploads/files/hayidion/HaYidion_1203.pdf</a><br />
<br />
<br />
The term “network weaver” occurs throughout this issue. This article provides a job description and<br />
suggestions for operational techniques for this newest of occupations. Along with tips for 5 practical tasks of a network weaver.<br />
<ol>
<li>Identify the strengths and gifts of those in your network</li>
<li>Help people with common interests connect</li>
<li>Encourage complex reciprocity</li>
<li>The importance of diverse perspectives</li>
<li>Grow more network weavers</li>
</ol>
<div>
Happy Weaving!</div>
<div>
<br /></div>
<div>
Naava</div>
<br />
<br />
<br />Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-63492389627950639322012-07-17T13:49:00.002-04:002012-07-17T13:49:57.712-04:00<h6 class="uiStreamMessage" data-ft="{"type":1,"tn":"K"}" style="font-weight: normal;">
<span class="messageBody" data-ft="{"type":3}" style="font-size: small;">Nice article about the work of my department in YU Alumni news. Covers both our work in communities of practice as well as our certificate programs. </span></h6>
<h6 class="uiStreamMessage" data-ft="{"type":1,"tn":"K"}">
<span class="messageBody" data-ft="{"type":3}" style="font-size: small;"><a href="http://blogs.yu.edu/alumni-news/2012/07/06/back-in-the-classroom-university-school-partnership-programs-offer-continuing-education-for-alumni-teachers/" rel="nofollow nofollow" target="_blank">http://blogs.yu.edu/<wbr></wbr><span class="word_break"></span>alumni-news/2012/07/06/<wbr></wbr><span class="word_break"></span>back-in-the-classroom-universit<wbr></wbr><span class="word_break"></span>y-school-partnership-programs-<wbr></wbr><span class="word_break"></span>offer-continuing-education-for<wbr></wbr><span class="word_break"></span>-alumni-teachers/</a></span></h6>Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-39567922930092782602012-07-11T19:37:00.001-04:002012-07-11T19:37:19.329-04:00Sharing My Practice on CP Square - July 2012I am really honored an excited to be sharing my practice for the next 2 weeks on Cp Square. The structure is that for 10 days, I check in twice a day and respond to questions, share what I am doing, muse on topics I am thinking about. I love to write because of the reflection and find I always get new insights from the process. I hope others do as well. Join me.<br />
<br />
<a href="http://conversations.cpsquare.org/WebX?14@@.3bb4cffa" target="_blank">Share My Practice on CP Square</a>
<br />
<br />
NaavaNaava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-81490011425233826142012-06-27T11:14:00.000-04:002012-06-27T11:21:07.258-04:00Teacher Community Success StoriesNaava Frank coaches community of practice facilitators to build the capacity of Jewish day school educators at Yeshiva University Institute for University School Partnership (YU School Partnership/YUSP)<br />
<br />
2 success stories covered in the YU press below <br />
<br />
<a href="http://blogs.yu.edu/news/2012/06/26/teaching-talmud-in-the-21st-century/" target="_blank">CoP of Talmud Teachers</a><br />
<br />
<a href="http://blogs.yu.edu/news/2012/05/09/preparing-the-prophets/" target="_blank">CoP of Navi (Prophets) teachers</a>Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-10391200155290068142010-06-08T19:20:00.000-04:002010-06-08T19:29:02.793-04:00Testimonial<span style="font-size: large;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">"I want to thank you for guiding us in the process of building this community of practice. I think the work itself and community we are creating has so much potential, and the role you are playing is really important. I look forward to our continuing work together!"</span> </span><br />
<br />
Rabbi Bridget Wynne<br />
Executive Director<br />
<a href="http://www.jewishgateways.org/">Jewish Gateways </a>Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-80400860751806479252010-06-08T19:18:00.000-04:002010-06-08T19:29:22.048-04:00Testimonial<span style="font-family: Arial, Helvetica, sans-serif;">"Thank you very much for being a masterful guide this year....Very helpful and will continue to be very useful." </span><br />
<br />
Chelsea Bailey, Communal Leadership Specialist at <a href="http://bjeny.org/">Board of Jewish Education of New York</a><br />
Former Asst Prof in Early Childhood Education at New York UniversityNaava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-47771310730801675672010-06-08T15:33:00.000-04:002010-06-08T15:33:49.065-04:00Tips on Knowledge Management from the Community Rountable<a href="http://community-roundtable.com/2010/05/the-state-of-community-management-webinar/">From the Community Roundtable:</a> On our recent 'State of Community Management' webinar we got so many great questions that we've archived them all here. One question we liked in particular dealt with a problem many community managers face when trying to gain traction with their audience.<br />
<br />
<br />
Q: How to overcome barriers for knowledge sharing?<br />
<br />
A: Any cultural change takes time but I like to think of it as an infection model. Pinpoint and find key influencers who are already supportive of more open sharing of information and acclimate them to new tools and techniques. Like leaders, it may take some time but it is well worth it as they will 'infect' the rest of the organization. Also people must have the time, receive recognition, and have familiarity with new tools and processes in order to participate effectively. Think about the 'What is in it for me' factor - if that is not there, the initiative will be hard to move forward.<br />
<br />
More from Rachel: <br />
<br />
Reducing barriers to knowledge sharing is a classic cultural change issue and, like many things in community management, not one with a "right" answer. Changing behavior requires motivation to change and the best motivation is to make the change meaningful to the individual in question. The difficult part is what is meaningful to one person may not be to another and means a variety of programs, training, mentoring, and incentives have to be applied to create lasting change. This theme comes up repeatedly and you can find some ideas and practices employed by practitioners in The State of Community Management.<br />
<br />
Jim's take:<br />
<br />
Internally, it has a lot to do with having the right people in your corner. While it's important to have an enthusiastic senior executive involved in getting your company to embrace knowledge sharing, I've found it's the middle managers that are the key to widespread adoption. Often times it's their teams and relationships at stake, so if you're able to show them the value, you're on your way. <br />
<br />
<br />
Another key to building a knowledge sharing culture (internal and external) is creating opportunities for experimentation. I've found brown bag lunches are extremely effective at getting people together to try new tools and techniques. During a customer conference several years ago, I put a Flip camera on each lunch table along with a table tent with three questions. The people at the table took turns recording interviews of one another and had a lot of fun in the process. Later in the day we showed them a compilation of the interviews and you could see them have that "aha" moment. Not soon after we launched a customer community with great success.<br />
<br />
<br />
Finally, publicize and reward. Often times it's hard to be the first person trying something different. Publicly acknowledge people who take that risk and reward them for their courage. It can be something as simple as lunch with the Sr. VP, just something that makes them feel good about sharing what they know. <br />
<br />
Cross-posted with permission of the <a href="http://community-roundtable.com/">Community Roundtable</a>: A peer network for community managers and social media practitioners.Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com1tag:blogger.com,1999:blog-14490977.post-42781962831763743192010-06-08T06:56:00.000-04:002010-06-08T06:56:22.995-04:00Jigsaw by Lawrence KushnerEach lifetime is the peices of a jigsaw puzzle.<br />
For some there are more pieces.<br />
For others the puzzle is more difficult to assemble.<br />
<br />
Some seem to be born with a nearly completed puzzle.<br />
And so it goes.<br />
Souls go this way and that.<br />
Trying to assemble the myriad parts.<br />
<br />
But know this. No one has within themselves<br />
All the pieces to their puzzle.<br />
Like before the days when they used to seal<br />
jigsaw puzzles in cellophane. Insuring that<br />
All the pieces were there.<br />
<br />
Everyone carries with them at least one and probably<br />
Many pieces to someone else's puzzle.<br />
Sometimes they know it.<br />
Sometimes they don't.<br />
<br />
And when you present your piece.<br />
Which is worthless to you,<br />
To another, whether you know it or not,<br />
Whether they know it or not,<br />
You are a messenger from the Most High<br />
<br />
Reprinted with permission of author and publisher: Lawrence Kushner 1977, pp 69-70. <a href="http://www.amazon.com/gp/product/1580230733/ref=pd_lpo_k2_dp_sr_2?ie=UTF8&cloe_id=4409573f-ba07-4eb6-86f2-77fadc0cb0f8&attrMsgId=LPWidget-A2&pf_rd_p=486539851&pf_rd_s=lpo-top-stripe-1&pf_rd_t=201&pf_rd_i=1879045028&pf_rd_m=ATVPDKIKX0DER&pf_rd_r=08EB1D5YFF3VMK9H7H35">Honey from the Rock.</a><br />
<br />
Thank you to Linda Greenseid the facilitator of the <a href="http://www.peje.org/">PEJE</a> <a href="http://www.peje.org/programs/communities_of_practice/lay_leadership.php">Leadership Community Of Practice</a> for my calling attention to this poem.Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-15495540200577432342010-06-07T18:58:00.000-04:002010-06-20T08:32:26.191-04:00Quotes I like - shared by IISC<em>These wonderful quotes have come in the mail to me from <a href="http://www.interactioninstitute.org/">IISC</a> - the Interaction Institute for Social Change. I saved and gathered them and share them below.</em><br />
<br />
<br />
Be a lamp or lifeboard or a ladder Help someone's soul heal. Walk out of your house like a shephard. (Rumi)<br />
<br />
The essence of love is to affectively affirm as well as unselfishly delight in the well being of others, and engage in acts and care of service on their behalf, without exception, in an enduring and constant way. Love. (Institute for the Study of Unlimited Love at Case Western University)<br />
<br />
If we are to survive as a global community, we must understand the imperative nature of giving birth and space to the moral imagination in human affairs. (John Paul Lederach).<br />
<br />
Do what you do best and link to the rest. (Jeff Jarvis)<br />
<br />
I refuse to accept the view that mankind is so tragically bound to the starless midnight of racism and war that the bright daybreak of peace and brotherhood can never become a reality... I believe that unarmed truth and unconditional love will have the final word. (Martin Luther King Jr.)Naava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0tag:blogger.com,1999:blog-14490977.post-43384010157944911032010-06-06T19:03:00.000-04:002010-06-06T19:20:01.513-04:00Simple model for Collaborative Group Work by Ken OtterThis simple model was derived from a 13 month research project by Mat Schwarzman, Linda Sartor and Ken Otter while doctoral students at the California Institute of Integral Studies in 1995. Using Collaborative Inquiry methodology facilitated by Elizabeth Kasl, Mat, Linda and Ken, studied the experience of several groups engaged in collaborative work. This is the outline of their findings. <br />
<br />
I. VALUES OF IDEAL COLLABORATION <br />
<br />
<br />
A) The infrastructure of the group ought to be developed and determined by the group.<br />
B) Authority, power, and leadership ought to be shared by members of the group.<br />
C) Shared meaning-making should be fostered.<br />
D) Individual and group development ought to be viewed as mutually enhancing.<br />
E) A group purpose ought to be agreed-upon collectively.<br />
F) Facilitation should be practiced in service to the group's collective purpose.<br />
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II. STRATEGIES FOR COLLABORATION<br />
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A) Emphasize inquiry over advocacy.<br />
B) View all perspectives as potentially valid.<br />
C) Provide reassurances about the challenges inherent in collaboration.<br />
D) Attend to development of group skills needed for collaboration.<br />
E) Foreground group goals and purposes throughout.<br />
F) Create opportunities for members to cultivate interpersonal connections.<br />
G) Encourage reflection as a regular feature of group life.<br />
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III. EVIDENCE OF COLLABORATION<br />
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A) All members actively participate. <br />
B) Roles are not rigidly fixed or permanent. <br />
C) Agreements are articulated and operationalized.<br />
D) Meaning is constructed by the group as a whole.<br />
E) Varied perspectives are registered and encouraged.<br />
F) When conflict occurs, members attend to it with an eye towards the potential benefit it may hold for the group.<br />
G) Unexpected meanings, decisions and other results get made.<br />
H) Members articulate differing perspectives held by one another in a similar fashion.<br />
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Cross-posted with permission of the author. Originally posted posted by <a href="http://www.smcleadership.org/">Ken Otter</a> on Leadership Learning Community discussion: <a href="http://www.leadershipforanewera.org/">leadership for a new era </a>Aug 5 2009, 3:06 PM EDTNaava Frankhttp://www.blogger.com/profile/05004862806947496479noreply@blogger.com0