Here’s a summary of some of they key points from the first Flock session.
Making a commitment to (at least) one thing you will do to make Flock a success for you.
The end of the session was most important — your commitment is something we will check in with at the second and subsequent sessions. This commitment would make the most difference if it contribute to the conditions that will enable you to hear, understand, apply and learn from the Flock lessons. The sheet you completed with your aspirations, learning preferences, vision and strengths is a great reference point for this commitment, and for guiding your participation in the rest of the program (You can click on the image below to download the template if you want to)
Flock principles and characteristics
We designed Flock to be the best possible ‘return on investment’ for our time and money, and yours. We will keep our commitments to creating the conditions and providing the content that is most likely to enable you to succeed. You are also able to take responsibility for getting a good ‘return on investment’ yourself. From previous learning programs we’ve learned a lot about what enables participants to learn, grow, and develop their ventures. For Flock, we’ve distilled these lessons into three key characteristics you should aim to embody if you want to get the most out of this program:
- Open — open to new ideas, honest with yourself and others
- Reflective — stepping back to get a different view, evaluating what you’re doing, how and the outcomes…basically creating the space to choose different behaviours, strategies or approaches if what you’re doing now isn’t working.
- Responsible — everyone on this program is an adult and can be responsible for getting out of Flock what they want. Through reading, responding to requests, being an active participant in sessions and outside.
Framing your learning and experience as a learner
A few ideas about learning were addressed too:
- Learning zones — recognise when you feel in your comfort zone, stretched or panicked. Realise also that those concepts and feelings are just your own relationship to the experience or information, and you could (for the sake of your learning or venture) choose to relate differently. Doing something new will feel differently.
- Questions — there is a great couple of articles attached which are about the power of asking great ‘questions’. The question ‘why’ is always more powerful than ‘which’. For example you should be clear on ‘why’ you are using social media for promotion before you ask ‘which’ social media platform to use. You can go even further too, as Pollinators has its own set of 9 guiding questions that we currently use to guide our development, including : “What’s enabling of innovation and innovators” and “Is our harvesting (of ideas and learning) nurturing (for our members, community)?”
- Learning levels — a nice quote to summarise the experience of learning levels is that ‘opportunity knocks once, learning knocks repeatedly’. Rather than make the same mistakes (e.g. sending out important letters with spelling errors), reflect on how you’re learning and how that learning could be applied to other contexts (e.g. always find someone who can peer review your work – letters or otherwise) and about you as a learner (e.g. I don’t like asking for help, and I always leave things to the last minute, so no time for anyone to review).