Military Review English Edition January-February 2014

development of shared SKA seem increasingly advantaged by these digital social media interactions, by the actions of the “digitally dependent.” This seems particularly the situation today for Millennials. As IM and KM capabilities increase exponentially, there seems to be near unlimited capabilities and opportunities to develop shared information, knowledge, and understanding within leader teams. Many of these leader teams become high performers across borders of domains, venues, and boundaries. Each border crossed can generate unanticipated effects just as ripples from a stone dropped in a pool of water can multiply effects. Essential professional practices stimulating routine communications across borders are embedded in the structure of America’s Army, including Active, National Guard, and Army Reserve as well as joint and intergovernmental. That aspect is not new. What is new is serious, purposeful, broadening of collaboration to build high-performing leader teams drawing on the learning power of the ToL development model across all borders now added to the CTC development model. Discussed below are various borders of important human interaction and their “crossings.” Each is deﬁned as follows:6 ● Venues. “The scene or locale of any action or event.”7 Leader learning (training, education and experience) venues are individual, team or collective in institution, self-development or unit.”8 ● Domains. “A ﬁeld of action, thought, inﬂuence, realm, or range of personal knowledge.”9 Domains for Teams of Leaders development and sustainment are Information Management, Knowledge Management, Leader Team Development, and Domain Integration. The paradigm visualization is the ToL “stool.”10 ● Boundaries. “Something that indicates bounds or limits.”11 Boundaries of human interaction considered are organizational structure, functional purpose, level of governance, and encompassing social culture. Borders are crossed in full realization that there seems to be exponential growth in social interactions across all borders—that is, venues, domains and boundaries, as well as directly inﬂuencing the ranges of IM and KM effectiveness. Every part of the ToL development model is profoundly 64 changed. “Millennials” emerge as much more than generation Y “digital natives.” They are increasingly digitally dependent with expectations that resistance to crossing the various borders of human interactions will effectively disappear—for better or worse. In sum, perhaps a revolution in learning stimulated by global communications (www, icloud, and Siri-like knowledge generation) could anticipate and virtually eliminate distance, time, and various borders of personal interactions. That is, there can be near unlimited opportunities to create leader teams across previously uncrossed borders to improve individual and grouped human performance. This suggests the presence of a new Fourth Revolution learning world! To observe more closely, apply distance, time, and borders approa ching zero to each of nine venues of the “Third Revolution.” Apply the developmental model of ToL, including the collective domain existing in organizations subject to organizational bureaucratic boundaries. No case is intended to be conclusive. The purpose is to portray some potential impacts of hyper-learning and the learning opportunities and challenges associated with each of the various combinations and permutations of borders crossed. Digital natives and growing digital dependents seem certain to develop many more. 1. Individual in Institutional. Understand and practice ToL requirements and opportunities speciﬁcally collaborating to develop leader teams with shared SKA within and across various borders. Understand requirements and the processes to develop both “hard” TCS and “soft” SKA proﬁciencies in self and others. Practice simulations and gaming to intensify all learning processes by drawing on CTC learning processes. Practice developing high-performing, global, relationships (shared SKA) routinely, by drawing on various current KM professional forums. 2. Individual in Unit. Apply individual LTX competencies to build shared SKA while applying the CTC development model supporting unit mission performance. Practice learning from experiences of predecessors in current position through LTXs developing shared SKA. 3. Collective in Institutional. Generate mentor export of learning collective “hard” and “soft” January-February 2014 MILITARY REVIEW

Military Review English Edition January-February 2014 | Page 66