Creating Environments That Help Us Move Beyond Fear to Passion

But I’ve also come to believe that we’ll be much more successful in this quest if we live in environments that encourage and nurture the passion of the explorer, rather than seeking to crush it. Unfortunately, most of the environments we live and work in today are driven to crush this passion. It’s one of the reasons that, based on a survey I did of the US workforce, only 14% of US workers have this form of passion in their work.

In an institutional environment of scalable efficiency, we’re taught that the key to success is just to read the process manual, follow the instructions and deliver the anticipated results reliably and efficiently. Passion is viewed as deeply suspect. Passionate people ask too many questions, they take risks and they deviate from the script.

And our school systems are explicitly designed to prepare us for work in those institutional environments. As young people, we’re told that if you have a passion, pursue it on the playground or at home, but don’t bring it into the classroom. We’re also told to focus on finding a career that pays well and has high status, not something that we’re passionate about. Many parents also echo this message with the well-intentioned desire that their children do well in life.

If we’re all going to achieve more of our potential and have impact that’s meaningful to us, we need to come together to evolve our environments in ways that encourage and nurture the passion of the explorer for everyone. My book helps us to understand what those environments will need to look like.

But we can’t just wait until our environments evolve. We need to get started now so that we can overcome our fear sooner rather than later and find a more fulfilling life.

In my book, I outline the role that our personal narrative plays in shaping our emotions and our lives. We need to make our personal narratives explicit (they are implicit for most of us) and then find ways to evolve our personal narratives so that they begin to focus on opportunities that are truly exciting to us. As I indicated in my previous blog post and in my book, I have a very different definition of narrative than most people do, so that’s key to understand.

And sooner rather than later, we need to find a small group of people (not more than 15 in total) who share our desire to move beyond fear and who will both support us in our efforts as well as challenge us to have even more impact.

The key is to move beyond conversation and focus on action that will help us to connect with the opportunity that excites us the most and learn more as we go.

As we begin to focus on the opportunity that excites us the most, we also need to take steps wherever possible to evolve our personal and work environments so that they support us in our quest to address the exciting opportunity.

John Hagel, Passion of the Explorer

Catalyzing Impact Groups

Rather than motivating people with fear, explorers seek to draw out the passion of the explorer in others, so that more and more people are excited about venturing out into new territories and addressing emerging opportunities. Explorers create work environments that support exploration and accelerate learning by drawing people together and focusing them on emerging opportunities. Rather than organizing into hierarchical command and control structures, explorers focus on becoming a catalyst for bringing people together into small impact groups that are focused on action and impact and then expanding impact by organizing larger and larger networks of impact groups.

John Hagel, From Expert to Explorer

Going Beyond Knowledge to Becoming Our True Selves

The implications of integrating a Community of Practice approach with a Community of Inquiry would place less emphasis on the instructional aspects of the teaching role and instead see them focusing on the importance of modeling desired behaviour such as critically reflecting on their own experiences. Labels for individuals such as teacher and student would diminish in significance as all community members adopted different roles according to their knowledge, experience and changing identity. Individuals membership of different online and f2f communities would allow for the opportunity of cross pollination of ideas and experiences.

The description could be developed further, but in such a model, the single most important identifier of success, would be who are the community members becoming rather than what do they know about X or Y.

Stephen Powell, Online Community of Inquiry – Online Community of Practice