About Content in Context

Content in Context helps companies to define the market for their products and services, to identify customers and build the business pipeline, and to develop their content marketing strategies. By working with our clients to design, build and grow their business, our primary focus is to extract commercial value from unique assets, including knowledge, data, know-how, processes and transactional information.

Looking back on 6 years of blogging

It’s that time of year to reflect on the past 12 months, the season of lists and growing wistfulness (to misquote Keats). Time to think about the year that was, and what might have been. I have been writing this blog for 6 years, and it seems like a good opportunity to take stock, as Content in Context takes a break until the new year.

First, some facts. The most popular post this year has been “I’m old, not obsolete”, even though it was published more than three years ago. In a similar vein, my most popular posts of all time could both be regarded as evergreen articles: one about crate digging in Japan, and another about the new conglomerates (update here). This year’s most popular new posts were both about Blockchain (here and here). In fact, I have mentioned the broader topic of Blockchain, cryptocurrencies and digital assets more than 50 times in the past 5 years, starting with a reference to CoinJar in mid-2013. Not too surprising, given this is where I have been focusing most of my efforts over the past two and half years.

Second, as regular readers will know, I have tried to be very disciplined about the frequency and scheduling of my posts. Whether this is purely for my benefit, or whether it helps my audience, I don’t know – but it seems to work, as I need a regular deadline, and posting on a weekly basis avoids the risk of fatigue (my own and the readers’).

Third, I realise it took me a while to find my voice – and to gain confidence in sharing my thoughts and ideas in public. Some of my early efforts didn’t quite hit the mark, as I was either trying too hard or I hadn’t yet identified what made my content have impact. Over time, based on reader feedback, the more I express my own opinions (rather than regurgitating other people’s’ views) the more that people engage with the content.

Fourth, I have always maintained two key principles in producing this blog: 1) every word is my own; and 2) no cash for comment. Over the years, I have been approached by numerous freelance bloggers who want to produce articles for me (for a fee, of course); and by PR firms who want to push sponsored content on behalf of their clients. I have managed to avoid going down that path. Nothing wrong with either activity, but it’s not in keeping with what I set out to do, and it would undermine my desire to be authentic – plus, I think it would potentially compromise my independence.

Finally, writing this blog often helps me to work out my thoughts, and develop them into ideas that I can use for my consulting work. At the same time, this platform allows me to air my views on topics which don’t immediately relate to my professional life – but which are consistent with my personal perspective and tastes. And while this blog doesn’t define who I am, it does form part of my personal branding, and I also hope it is a true reflection of my beliefs and values.

On that note, my I wish all my readers a safe, peaceful and reflective festive season. Usual output will resume in the New Year.

 

 

 

The new education #3: Curiosity

Week 3 (and final part) of “What they should be teaching at school” – Curiosity.

If curiosity is supposed to have killed the cat, then in my case, curiosity probably changed my life. Earlier in my career, I was offered the opportunity to relocate overseas. When I asked my manager why I had been chosen, he replied that I had “asked the right questions” to justify my selection. In fact, I had no idea that I was in contention for the role – I was simply interested in the new project from a business perspective. I hadn’t even considered whether I wanted the role itself – but my questioning apparently displayed the right amount of curiosity, and I was seen as the right fit for the job.

Being curious means you are less willing to simply accept something as “received wisdom”. It shows that you want to make sense of things for yourself. It helps you ask why things are done a certain way (especially if the answer is “because they’ve always been done this way…”). It demonstrates you want to find out how things work for yourself.

The downside is you may be more disbelieving, more sceptical, and prone to being suspicious. It can also mean you distrust certainty. But I would gladly take a level of ambiguity over a sense of complacency any day. A questioning nature can act as a defence mechanism against hype, cant and bullsh*t.

I hope kids learn how to take their early curiosity (and not just their knack for asking “but, why, mummy, why?”) into later life. Curiosity is how we learn to find our passions and interests outside the formal school curriculum and the set learning model. Our natural curiosity helps us to make sense of the world. I don’t think I would have developed any real critical thinking if I hadn’t strayed “off piste” and explored books that were not on the list of set texts.

Recently, I explained to a former colleague how I had participated in a number of startup and tech hackathons, even though I’m not a coder or programmer. My ex-colleague asked, almost in disbelief, “why would you do that?” Apart from being part of my journey into a new career path, my answer was simple: “Because I was curious, because I wanted to learn something, because I wanted to network and make new connections, and because I also wanted to get out of my comfort zone.”

In my view, if you stop being curious, you stop growing as a person, you stop developing your mental faculties, and metaphorically, you stop breathing.

Next week: Looking back on 6 years of blogging

 

 

The new education #2: Resilience

Week 2 of “What they should be teaching at school” – Resilience.

Life doesn’t always turn out how we hoped. Life isn’t always “fair”. And sometimes life just sucks. In the words of The Rolling Stones, “You can’t always get what you want.”

Given that:

  • people entering the workforce now are likely to be made redundant at least 5 times during their career;
  • within the next few years, 40% or more of the workforce will be self-employed, contractors, freelancers, or employed in the gig economy, and therefore will be more reliant than ever on their own abilities to generate an income; and
  • an increasing number of today’s jobs will disappear through automation or other technology advances;

it makes sense to include resilience on the curriculum, to prepare students for the reality of the new economy.

As we are all too aware, having a degree or other formal qualification is no guarantee that candidates will get a job or role in the career of their choice. And even if they do, sooner or later they will have to consider a career switch – which may include having to make a sideways or even a backwards move in order to go forward in a new field or discipline. Plus some re-training or skill updates wouldn’t go amiss.

Resilience helps us to deal with life’s disappointments and overcome personal and professional setbacks. It can also help us to learn from those experiences – what doesn’t kill us makes us stronger.

While it’s important to provide a safe and supportive learning environment, I’m not a fan of  helicopter parents, so-called tiger parenting, let alone stage parents. Over-coddled kids are more likely to come unstuck (or go off the rails) at the first obstacle or challenge they face, especially in circumstances where they might not like the choices life has presented them.

I may be drawing a long bow here, but I can’t help thinking there is some sort of correlation between current concepts of modern parenting and education, and the higher incidences of allergies and mental illness – and maybe stronger resistance through greater resilience would help pupils cope with whatever gets thrown at them. Just saying.

Next week: Curiosity

 

 

The new education #1: Agility

Week 1 of “What they should be teaching at school” – Agility.

We are used to ‘agile’ in terms of project management and software development; it’s even been applied to a style of business management itself. From the agile process, we recognise the value of continuous learning from a combination of task-based collaboration, iterative experimentation, rapid validation and constant improvement.

So it would make sense to deploy agile learning in school. Whether it’s research methods, data validation, practical experiments, rapid testing, team collaboration or scenario planning, agile thinking can foster the ability to be empathetic, consider alternative perspectives,  evaluate different contexts, and respond to new data or situations.

While it’s important to learn core foundational facts and key conceptual frameworks, we can’t remain rigid in the face of new information. But the rate at which our knowledge is changing (new science, new data, new discoveries) also means it’s a challenge trying to keep up. Therefore, agile thinking is essential to being able to gather appropriate information, process and interpret the data, construct and validate innovative theories, and apply them to new situations, based on the available evidence. This approach should also foster greater creativity, build stronger reasoning skills, and see the development of logical thought processes.

Next week: Resilience