I can see clearly now
Today, I visited Wirerarchy, Jon Husband’s blog. I was delighted to find the 5 principles of future work in plain language.
I do encourage you to go over and read his version.
To make sure I fully understood what Jon was saying, I rewrote his five points in my own words and compared them to other writings on the future of work.
Yes, Jon’s principles almost perfectly match the work on positive organizational scholarship, poetry and work, Hero’s Journey and positive organizational design. Jon uses much more accessible language though.
Here is my version. I’ll add links to other versions below. And then I’ll walk the talk and tell you how I used the principles in the most unlikeliest of circumstances!
1 Changing focus
The future of work is not about institutions and organizations.
The future of work is about you and me.
2 Listening to the people who do the work
We don’t want to talk about abstract theories any more.
We want to hear the stories of people. Directly. With no translation.
3 Valuing what we can do for ourselves
We don’t want organizations and institutions to decide things for us.
We ‘ll support changes that allow us to do things for ourselves.
4 Representing ourselves
We won’t listen to so-called experts who secretly represent other people.
We’ll listen to people we know or who our friends recommend.
5 Being active and positive
We aren’t interested in being told to wait.
We will begin with what we do well. Right here. Right now.
How would you phrase these rules-of-thumb?
I would love to hear what you think of these rules-of-thumb and the way I have phrased them.
Links to my previous posts and slideshare
All phrased a lot more esoterically –
Previous posts on future work
Slideshare on future work
So how will we get things done in this enchanting, new world?
For three years, I taught Management to a very large class of 800 to 900 students in a lecture theatre with 400 seats. You may remember attending lectures in one of these oversized rooms yourself. Hordes of students come in and sit in rows and struggle to stay awake as the lecturer drones on.
Of course, no lecturer wakes up in the morning intent on being deadly dull. But they do feel constrained. After all, how much can you do with this format and the size of the class?
Well, a surprising amount – if you follow the principles above.
The world through the eyes of the individual
I was teaching Management and Organizations. Students simply aren’t interested in perspective of the organization. But if you can think of how they view the organization from the vantage point of their part-time jobs and where their careers are going, then you have their attention.
Give me the whole story at once – circumstances, goal, steps, feedback loops, quirks and fancies
Students aren’t interested in the rules of organizing. No matter how elegant these rules are or how much work we put into thinking them up and trying them out!. They do like case studies, though, where they could follow a story. Then their active intellects take over. They imagine themselves playing a similar role in similar circumstances and start asking probing questions.
Don’t leave me out of the story – let me try out parts of it
Students don’t like being passive. Taking notes is better than sitting still. Solving puzzles is even better. I used questionnaires a lot in which they could see illustrations of concepts and relate them to themselves. Or I used two sets of power point slides – theirs had blank spaces and mine had the answers. In this way, they could anticipate (not just fill in) what I was going to say.
The way I relate to other people is part of the story – I’ll do this with others
Learning is social and students are influenced more by their peers than by us. They like to see and hear what other students think. There is a surprising amount of feedback from the noise and murmuring in a lecture room which is why so many students come to class in the first place! We also took polls often with a show of hands. It is active in an minor way. More importantly, students could see how much opinions varied. Developing a keen acumen of how much we vary in our preferences will be important to them as organizational leaders and influential citizens.
Harvard has a video of 2009 Reith lecturer, Michael Sandel, using the Socratic method with 800 students in one lecture theatre. Our students would have liked that – as long as we were able to be as courteous as Professor Sandel. Students really don’t like being put in the wrong in front of their friends, particularly in such a large room. (Who does?)
There is no journey unless I can take the first step
The jobs my students imagined after graduation were, to my surprise, not particularly ambitious. Though I didn’t fully approve at the time, now I think they had a well developed sense of starting with the ‘ground beneath their feet’ and growing from there.
These students particularly liked techniques that helped them do their jobs better, right now, or helped them put in words something that had puzzled them for some time.
Am I exaggerating the good points and dismissing the weak points?
You might be thinking that this was a University – we set the curriculum and the exams and the students did not have much control.
It is true that we began each year with a ‘classical’ textbook. But we would take topics that students had responded to well and use those as cornerstones to introduce new topics -or extend the conversation, so to speak. Thus as the year proceeded, a theme would emerge that was distinctive for that class.
One year, for example, the refrain became: “I will be me as I am. Not who you want me to be”.
You might recognize this line as coming from the film about Steve Biko, Cry Freedom.
Organizing for “Me as I am. Not who you want me to be.”
The challenge of management, as we put it to that class, is to design organizations where each of us can be “Me as I am. Not who you want me to be.”
What do you think?
Can you imagine organizing along these lines? Would you like to give me a case and see if I can rephrase it using Jon’s five principles?