Creating Conditions for Inclusion and Engagement in Virtual Communities

Session Submission Type: Workshop

Short Description

As organizations and communities increasingly rely on the collective intelligence of their members for problem solving and innovation, inclusive and engaged communities become more important than ever. This workshop will introduce participants to an action research project conducted by learners, alumni, and faculty of a graduate leadership program who sought to understand the conditions that create inclusiveness and engagement within a virtual community of practice. Through this hands-on, interactive workshop, participants will leave with tools and ideas to begin designing and developing a plan to increase member inclusion and engagement for use in their own settings.

Detailed Abstract

In this workshop we share learning, experiences, insights and tools in a hands-on, interactive way so participants can begin identifying and designing opportunities for increasing inclusion and engagement within distributed groups in their own settings. Learning outcomes include:

• learn an orienting framework of inclusive engagement in virtual communities
• gain an understanding of methods to identify and measure inclusive engagement within a virtual community
• learn and share ideas and best practices for cultivating inclusive engagement within distributed groups

Introduction

This workshop presents the latest research findings of an ongoing action research (AR) project conducted by learners, alumni and faculty of a graduate leadership program to design and develop a virtual Community of Practice (vCoP) for leadership practitioners. Our research project began in response to a critical need for graduates to maintain connections, learning, and support in their leadership practice after graduation and across geographic distances. In the first phase of our project we created a vCoP that provides an online environment for members to connect for continued learning and support; harness the collective knowledge and experience of our community; and support each other in practicing leadership in our organizations and communities. The second phase of the research project, which is the focus of this workshop, aims to identify ways to cultivate sustained engagement and participation in our vCoP.

The Problem

We had created an appealing online environment for our members to connect, yet we struggled to generate regular and continued engagement in the community. We realized that without engagement sustained learning, support, and shared knowledge creation would be hindered. As we considered our challenge, we wondered: To what extent does technology, member identity, and inclusion factor in creating an environment where members want to participate and contribute? With what group(s) do members identify: e.g., cohort, graduate, practitioner, or other/all/none of the above? How do members feel included in a community that is, by definition, exclusive? And what is the relationship between inclusion and engagement when participation is voluntary? It occurred to us that, in an interconnected world where collaboration often occurs across geographical borders, these challenges were not unique to us. Understanding the engagement equation has implications not just for our community, but for others seeking to engage diverse perspectives to solve challenging problems.

Literature Based Framework

Our research has been guided by literature relating to communities of practice (CoPs), defined as groups of people who share a passion or concern about something they do and interact regularly to learn how to do it better. (Wenger, McDermott, & Snyder, 2002). Wenger et al. (2002) offer valuable insights into challenges that distributed communities face when they cannot rely on face-to-face interactions as the primary means of connecting. Virtual CoPs add an additional layer of complexity with technology and the difficulty of building trust in an online environment. Wenger, White and Smith (2009) offer helpful technology acquisition strategies that informed our selection of an online platform and continue to inform our development of the technical aspects of our community. Greer (2012) details the linkages between individual, community, and technological factors involved in designing and developing online CoPs. And Greer and Deokar (2013) provide a powerful model of community commitment in online CoPs that informs the further development of both the technical and human-centered aspects of our vCoP.

Our AR Approach

AR is an inquiry process that draws upon lived experience of participants to address a problem of mutual concern (Bray, Lee, Smith & Yorks, 2000; Reason & Bradbury, 2006). The research question that has guided our inquiry is: how do we develop a sustainable 21st Century Leadership community of practice that will increase the success of the leadership initiatives of the members as they practice leadership in their organizations? AR requires a specific and relevant research question, which has helped focus our attention. The cycles of action/reflection deepen our understanding of the needs of the human systems touched by the project. And the clearly defined steps and validity procedures employed through each research cycle have enabled us to measure outcomes at all stages of the project.

Dispersed Leadership

Since its inception, our vCoP has been designed and developed using methods where leadership is distributed or dispersed throughout the community. Denis. Langley, and Sergi (2012) describe dispersed leadership as occurring when

different people take up various roles, activities, and responsibilities at different times in response to emergent needs and circumstances. Dispersed leadership is more functional than role-based, and more horizontal than vertical in orientation. Communication, coordination, collaboration, adaptability, and mutual accountability are key ingredients for effectiveness in dispersed leadership. (Denis et al., 2012).

Leadership that is distributed or dispersed requires a context of trust, a culture of autonomy, a participatory approach to change, and collaborative relationships that nurture and develop leadership capacities in many people (ALTC/OLT, n.d.). The participation and governance structures we use provide a living laboratory for members to practice these principles.

Design

We begin with a welcome/introductions, brief description of the project, and an overview of our research findings and key learnings (20 min). Participants then break out into discussion groups to identify challenges and opportunities for increasing engagement within distributed groups in their own settings (15 min). After a brief discussion of best practices and measurement methods, participants work in discussion groups and use planning tools to begin developing an inclusive engagement action plan for their own environments (40 min). We conclude with a full group discussion/response followed by a brief closing (15 min). Participants will leave with handouts, resources and practical tools to continue their learning and development of their action plans.

Conclusions

As more organizations and communities are relying on the collective intelligence of their members for problem solving and innovation, engaged communities are becoming more important than ever. While our vCoP provides the context and setting for our research inquiry, the findings and outcomes of our project have broad applicability in the varied settings that leadership practitioners find themselves in. We look forward to sharing our project and findings with the ILA community!

Sub Unit

• Leadership Development

Presenters

• Kristen Del Simone, Leverage Point Consulting Corp.

• Ty Tynan, Leverage Point Consulting Corp.

• Marguerite Welch, Saint Mary's College of California

• Daniel McKegney, Independent Scholar