Move at grenoble management school

ORGANIZATIONAL LEARNINGFOR SUSTAINABLE PERFORMANCE & DEVELOPMENT

Diegem, March 8 - 10 , 2012

Clement Leemans

“In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.”

Eric Hoffer

www.movelearning.com

Grenoble École de Management – March 2012

Organization Set Up :

Structure, Culture, Management Practices,

Processes, HR practices, Information, Work Organization, …

Behavior :

- Individual- Teams- Organization

Performance :

- Financial- Organizational- Sustainable

Development

2

ORGANIZATIONS CREATE LEVERS FOR BEHAVIOR & PERFORMANCE

Are you aware of the kindof ‘behavior’ you actually trigger

in your organizationand how ?”

HOW TO TRIGGER BUSINESS PERFORMANCE ?


AN ORGANIZATION IS : A social network (human structure)

Somehow structured and coordinated

Embedded in a specific socio-economic environment

To create added value for several groups of stakeholders (products & services)

PERFORMANCE, BUSINESS RESULTS ARE CREATED THROUGH ‘WHAT PEOPLE DO’ (INDIVIDUAL & COLLECTIVE BEHAVIOR)

BEHAVIOR IS TRIGGERED BY ‘ORGANIZATIONAL SET UP CHOICES’

Strategy

Organizational Structure

Culture & Values

Management Practices

Processes

Work organization & Workplace design

HR processes

4

ORGANIZE FOR PERFORMANCE


NO ‘ABSOLUTE’ CHOICES : LOTS OF ALTERNATIVES.ORGANIZATIONS ARE COMPLEX SYSTEMS, NO TWO ARE EVER IDENTICAL.

ORGANIZATIONS ARE OPEN SYSTEMS

CONTINGENCY : “A MANAGEMENT APPROACH IN WHICH THE DESIGN OF THE ORGANIZATIONAL FEATURES IS TAILORED TO THE SOURCES OF UNCERTAINTY FACING AN ORGANIZATION”

WHETHER ‘THE WAY THEY DO THINGS’ IS SUCCESSFUL OR NOT DEPENDS ON :

The business environment : do the choices match the challenges from the environment the organization operates in ?

Stakeholder expectations : is the organization creating sufficient commitment and energy from all stakeholders in order for them to ‘contribute’

Internal consistency and fit of these choices

5

CHOICES.. . BASED ON WHAT ?

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Grenoble École de Management – March 2012 6

ORGANIZATIONAL LEVERS FOR PERFORMANCE

Fro

m :

Bu

rke &

Lit

win

(1992),


THE NEED FOR ENVIRONMENTAL SCAN / STAKEHOLDER ANALYSIS

7


INDIVIDUALS OR GROUPS THAT ARE AFFECTED (POSITIVELY OR NEGATIVELY) BY THE PURPOSE OR ACTIVITY OF THE ORGANIZATION

INDIVIDUALS OR GROUPS THAT AFFECT OR IMPACT THE PERFORMANCE/BUSINESS RESULT OR FURTHER DEVELOPMENT OF THE ORGANIZATION/BUSINESS ACTIVITY.

SHIFT FROM SHAREHOLDER TO STAKEHOLDER THINKING BASED ON ETHICAL AND UTILITARIAN ARGUMENTS

INTERNAL & EXTERNAL STAKEHOLDERS

8

STAKEHOLDERS ?


WHO ARE THOSE STAKEHOLDERS ?


BUSINESS CONTEXT CHANGES : ENVIRONMENT / STAKEHOLDERS ?


FASTER TECHNOLOGICAL CHANGES

GLOBALIZATION

RAPIDLY CHANGING (NEARLY INDIVIDUAL) CUSTOMER DEMANDS AND DRASTICALLY SHORTER PRODUCT CYCLES

SUSTAINABILITY ISSUES : LIMITS TO THE GROWTH, SOCIAL & ECOLOGICAL RESPONSIBILITY

INFORMATION REVOLUTION THROUGH INTERNET & SOCIAL MEDIA :

Speed and quantity of information

Accessibility

STAKEHOLDER EXPECTATIONS CHANGE& CHANGE IN BARGAINING POWER :

Workers & Managers

Shareholders (example : Omega Pharma)

Society

BUSINESS CONTEXT CHANGES : ENVIRONMENT / STAKEHOLDERS ?


THE GENERAL TREND …

Tendency

13

GlobalComplexUnpredictableFast Paced Change

HOW DOES THIS CHALLENGE THE ORGANAZATION ?


IN A STABLE ENVIRONMENT (FORD) PERFORMANCE COMES FROM CHEAP PRODUCTION OF STANDARDIZED PRODUCTS AND SERVICES : COPYING THE PAST IS THE BEST GUARANTEE FOR SUCCESS IN THE FUTURE.

BUT IT KILLS YOU IN A DYNAMIC & UNPREDICTABLE ENVIRONMENT

IN A FAST CHANGING ENVIRONMENT PERFORMANCE COMES FROM INVENTING NEW SOLUTIONS FOR NEW AND OLD CHALLENGES. IN SUCH A CONTEXT THE SUCCESS FROM THE PAST MAY WELL BE THE REASON FOR FAILING IN THE FUTURE.

15

THE PERFORMANCE MODEL CHANGES

… AND YOU DON’T DO THAT WITH THE SAME KIND OF ORGANIZATION…


TAKE INITIATIVE, AUTONOMOUS MOTIVATION

SHARE KNOWLEDGE AND EXPERIENCE

CHALLENGE, SPEAK UP, CONTRADICT

WORK TOGETHER

LEARN FROM EACH OTHER

LEARN FROM MISTAKES, EXPERIENCE, … (DISCUSS WHAT WENT WRONG ISO TRYING TO MAKE IT GO AWAY UNNOTICED)

FLEXIBLE (NOT NINE TO FIVE, NOT JUST ‘MY JOB’, …)

GET THINGS DONE (PROACTIVELY)

NOT ASKING : “IS THIS MY JOB” BUT SOLVE IT FOR THE CUSTOMER

FEEL RESPONSIBLE FOR THE ‘END RESULT’

THINK GLOBAL, ACT LOCAL

ALWAYS WANTING TO IMPROVE THINGS16

WHAT KIND OF BEHAVIOR DO WE WANT TO ‘TRIGGER’ ?


THE MOST IMPORTANT CHALLENGE FOR AN ORGANIZATION ?

“Learn & Change faster,may be the only sustainable

competitive advantage”

A. De Geus


BUSINESS RESULTS & SUCCESS DEPENDS ON …?





The Quartz Revolution

The SWISS watchmakers had a dominant position in

the market till the early seventies


OUTWARD LOOKING : DOES THE ORGANIZATION SEE THE CHALLENGES COMING ?

IS THE ORGANIZATION CAPABLE OF FUNDAMENTALY RETHINK AND CHANGE ?

CAN SHE TRANSLATE THAT INNOVATION INTO RESULTS & SUSTAINABLE GROWTH ?

21


Learning Organization


LEARNING ORGANIZATION

ORGANIZATIONS WHERE PEOPLE CONTINUALLY EXPAND THEIR CAPACITY TO CREATE THE RESULTS THEY TRULY DESIRE, WHERE NEW AND EXPANSIVE PATTERNS OF THINKING ARE NURTURED, WHERE COLLECTIVE ASPIRATION IS SET FREE, AND WHERE PEOPLE ARE CONTINUALLY LEARNING TO LEARN TOGETHER (SENGE)

A MODEL OF STRATEGIC CHANGE IN WHICH EVERYONE IS ENGAGED IN IDENTIFYING AND SOLVING PROBLEMS SO THAT THE ORGANIZATION IS CONTINUOUSLY CHANGING, EXPERIMENTING AND IMPROVING, THUS INCREASING ITS CAPACITY TO GROW AND ACHIEVE ITS PURPOSE (ROWDEN)

A LEARNING ORGANIZATION IS AN ORGANIZATION SKILLED AT CREATING, ACQUIRING AND TRANSFERRING KNOWLEDGE AND AT MODIFYING ITS BEHAVIOR TO REFLECT KNOWLEDGE AND INSIGHTS (GAVIN)

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LEARNING ORGANIZATION ?

External Alignment Demonstrated capacity to use knowledge about, adapt to, and shape changes in relevant environments to enhance effectiveness

Internal Alignment Demonstrated capacity to enhance effectiveness by integrating or aligning goals, strategies, and processes of different units and by assessing effects of actions in one part of the system on other parts

Commitment System-wide commitment to the vision, mission, goals, strategies; and to do what it takes for success

Learning Demonstrated capacity of groups and the system to learn from own and others’ experience for both problem solving/incremental improvement and fundamental change

Knowledge/ Expertise Creation

Demonstrated capacity to generate, seek, capture, share, and use tacit and explicit knowledge and expertise

Innovation Demonstrated capacity to recognize needs and opportunities for, and to get and use, new ideas and approaches to enhance effectiveness


BUILDING BLOCKS OF LEARNING ORGANIZATION


FORCE FIELD ANALYSIS

Learning organization

Learn from experience

Use the expertise & experience in organization

Creating innovative products and services

Capable of changing behavior, innovation

Innovative & creative solutions

Flexible and fast

Involvement

What organizational features hinder the

organization to learn ?

What organizational features help the organization to learn ?

HINDERING FACTORS FACILITATING FACTORS

Structure

Culture

Processes

ManagementPractices

WorkOrganization

GlobalizedFast

ChangingComplex

Unpredictable

DesiredSituation

HR Policy& Practices


WITH YOUR OWN ORGANIZATION IN MIND

IDENTIFY SOME CONCRETE EXAMPLES OF ‘ORGANIZATIONAL CHOICES’ THAT ARE FACILITATING THE ‘LEARNING ORGANIZATION’, TRIGGERING EXPECTED BEHAVIOR ?

AND A FEW EXAMPLES OF HINDERING CHOICES

TAKE NOTE : Use red / green card (hindering versus

facilitating)

One example, practice, per card

max 4 to 5 words, write big, use markers

Hindering / Facilitating # Negative / Positive

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FORCE FIELD ANALYSIS

INTERDISCIPLINARYPROJECT WORK

STRICT RULES FOR INTERN. MOBILITY


NEW CHALLENGES FOR … ORGANIZATIONS & INDIVIDUALS

OrganicLearning

Organizations

GoalPredictability Adaptability

AuthorityCentralized Decentralized

Rules & ProceduresMany Few

Tasks & RolesStrictly defined& specialized Shared & overlapping

Workers authonomyDo as you’re told Do the right thing

InformationControlled distribution

& strict validationOpen Access& contribution

OrganizationFormalized & rigid Flexible

DecisionsMade by management

& communicatedAll stakeholders

involved

MechanisticBureaucraticOrganizations

Source : A

dapted from S

chermerhorn, M

anagement 10

e edition, 2009

27To Content Overview


A CHALLENGING SHIFT

From : Daft (2007), Understanding the Theory and Design of Organisations


WORK PLACE AS A LEARNING PLACE

Source : Clement Leemans, Move! Organizational Learning. (2007)

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CLASSICAL APPROACH TO CHANGE

BURNING PLATFORM FUTURE STATETRANSITION

ENERGY FOR CHANGE =

REASON + VISION + PLANNING


KOTTER


STILL THIS HAPPENS …

© www.squarewheels.com

?


RESISTANCE TO CHANGE (WOLDRING)

THEY DON’T UNDERSTAND THE CHANGES AND THE REASONS BEHIND, THEY DON’T UNDERSTAND WHERE IT LEADS TO AND HOW TO GET THERE. (STRESS, UNCERTAINTY AND ‘BLOCKING’ AS CONSEQUENCE)

THEY DON’T HAVE THE TIME TO ENGAGE WITH THE CHANGE. FOCUSING THEIR ENERGY ON THE CHANGE ACTIVITY PUTS THEM AT RISK ON MEETING THEIR REQUIRED ACCOUNTABILITIES. (COMPETITION BETWEEN URGENT AND IMPORTANT)

THEY RESIST CHANGE BECAUSE THEY DO NOT HAVE THE COMPETENCIES TO DO WHAT THEY HAVE TO DO IN THE NEW WORLD. (FEAR FOR FAILURE)

THEY RESIST BECAUSE THEY DON’T SHARE THE VALUES DRIVING THE CHANGE. THIS ESSENTIALLY MEANS THAT THEY THINK YOU ARE WRONG TO INITIATE THE CHANGE IN THE ORGANIZATION. (RESISTING FOR THE ‘WELL BEING’ OF THE ORGANIZATION)


IT OFTEN DOESN’T WORK BECAUSE …

NOT ONLY THE ‘WHAT & HOW’ IS IMPORTANT (CONTENT) ALSO THE ‘WHO’ : THE PROCESS OF INVOLVEMENT COMMUNICATION DOESN’T WORK… YOU NEED ACTUAL PARTICIPATION IN …

Analysis of the ‘problem’ to come to a subjective ‘sense of urgency’, burning platform

Participative visioning (within a business framework) Collective and participative planning of the transition, and create a context that

is set up for success (support, follow-up, re-medial action where necessary, …)

IT’S A ‘SPIRAL’ AND NOT A ‘LINEAR’ PROCESS (ACTION RESEACH)People need to be made ‘actor’ in their own play, it gives them

‘control’ over the situation, manages their stress and anxiety, takes away their ‘suspicion’ and avoids the feeling of being a

‘victim’ of change that is done to them.


ACTION RESEARCH AS SUSTAINABLE CHANGE PROCESS


INVOLVEMENT PREVENTS RESISTANCE

THEIR ANALYSIS OF THE SITUATION, SEARCH FOR THE ‘NEW FUTURE’, AND DESIGN OF THE TRANSITIONAL STEPS … HELPS THEM UNDERSTAND THE CHANGE WHILE THEY GO.

THEY DESIGN THEMSELVES THE TRANSITION WHERE THEY DEAL WITH THE POSSIBLE ‘COMPETITION’ BETWEEN THE CHANGE AND THE ONGOING ACTIVITIES AND STAY VERY MUCH IN CONTROL OF THE PROCESS.

BY GOING THROUGH THE CHANGE PROCESS THEMSELVES THEY ACQUIRE AS THEY GO THE NECESSARY COMPETENCIES TO COPE WITH THE CHANGES. SINCE THE CHANGE PROCESS IS SET UP AS A ‘SEARCH’, NOT KNOWING, NOT BEING SURE, STILL HAVING TO DEVELOP COMPETENCIES IS PART OF THE GAME FOR EVERYBODY AND NOBODY IS SEEN AS MORE ‘COMPETENT’ THEN OTHERS.

AND GOING THROUGH THE CHANGE PROCESS, SHARED MEANING AND UNDERSTANDING IS BUILD AND SHARED VALUES ARE BUILDING UP. IT IS FROM THE VERY BEGINNING A PARTICIPATIVE AND ‘SHARED’ PROCESS, WITH ‘SHARED OUTCOMES’.

Being in control creates the necessary ‘safety’ and ‘confidence’ you need to change


THE FIRST QUESTION IN THIS STUDY WAS IF RESISTANCE IS A STANDARD RESPONSE TO ORGANIZATIONAL CHANGE. THE RESULTS INDICATE IT IS NOT.

THE SECOND QUESTION WAS IF MEMBERS OF MANAGEMENT TEAMS, LINE-MANAGERS, AND EMPLOYEES DIFFER IN THEIR RESPONSE TO CHANGE. THESE THREE GROUPS DO DIFFER AND THERE SEEMS TO BE A PATTERN IN THESE DIFFERENCES. IN EACH OF THE CASES THE MEMBERS OF THE MANAGEMENT TEAMS WERE MOST WILLING TO CHANGE. THEIR OUTCOME EXPECTATION AND SUPPORT FOR CHANGE CAME CLOSE TO A 100%.

THE THIRD QUESTION WAS HOW THESE RESULTS CAN BE EXPLAINED : People don’t resist the ‘change’ but “ results suggest that top-down change

approaches and the conduct of change managers and top managers seem to be the primary focus of resistance”

Different focus & role in the change process (input focus, later, more operational, at a moment the key decisions are already taken) explains the different response to change

People do not resist change as such, they resist being excluded from a change process that affects every aspect of the organization, including their work.

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RESISTANCE AS ‘UNAVOIDABLE’ ? (PEOPLE DON’T LIKE CHANGE)

Source : Kilian M. Bennebroek Gravenhorst. (2003). A Different View on Resistance to Change. University of Amsterdam


THE ILLUSION OF DIFFERENT CHANGE STRATEGIES


PROJECT APPROACH TO CHANGE MANAGEMENT ?

PROBLEM OR ‘TRIGGER’ FOR CHANGE IS SET BY MANAGEMENT

STEERING GROUP / PROJECT GROUP IS ‘COMPOSED’ BASED ON REPRESENTATION OF ALL ‘STAKEHOLDERS

WORK IS SPLIT BETWEEN ‘SUB-PROJECTS’ WITH EXPERTS CREATING SOLUTIONS FOR THE DIFFERENT ISSUES

THEN THE IMPLEMENTATION IS STARTED OFTEN BASED ON EXPLANATION AND TRAINING

What’s the problem with this approach ?


THE NEED OF ‘INVOLVEMENT’ CREATES OTHER TYPES OF INTERVENTIONS…

© www.change-facilitation.org


FROM : Deciding

Controlling

Knowing the answers

TO : ENABLE PEOPLE TO ACT

42

AND OTHER TYPES OF LEADERSHIP

AND WHAT DO WE SEE HAPPENING IN THE REAL WORLD ?


AND STILL ?....“MODERN TIMES”


IF ‘ORGANIZATIONAL CAPABILITY’ (CHANGE, INNOVATION, SHARING, LEARNING, RISK TAKING, EMPOWERMENT, PARTICIPATION AND INVOLVEMENT, ….) IS KEY FOR BUSINESS PERFORMANCE : WHY IS ORGANIZATIONAL PERFORMANCE THAN FOR A LOT OF ORGANIZATIONS NOT A TOP STRATEGIC PRIORITY ???

….short term long term

….their own ‘financial focus’ and competencies (looking at revenue, cost, margins, …)

….complexity of organizational issues (no exact science)

….always ‘incubation time’ for organizational interventions

….impact of financial markets is big (other stakeholders not strong enough) and I cannot translate it in Shareholder value

….organizational change is always TEAMWORK where top management decisions do not work ‘automatically’

The illusion of control …

REASONS NOT TO INVEST IN ORGANIZATIONAL PERFORMANCE…

1. We need to ‘show & prove’ the link between organizational performance and business performance :

FINANCIAL IMPACT

SUSTAINABILITY

2. We need to support MANAGEMENT in their effort to develop and change their organization and create organizational performance

SUPPORT MANAGEMENT IN BUILDING THE ORGANIZATION


IS THE PRACTICES, PROCESS, POSITIONING OF HR SUPPORTING THE BEHAVIOR YOU WANT TO SEE IN A LEARNING ORGANIZATION ? (SEE EXAMPLES FFA) ?

AN EXPERTISE / SOLUTION APPROACH … VERSUS A PROBLEM FOCUSED / INTERNAL CUSTOMER FOCUSED APPROACH (HR NEEDS TO BE PUSHED INTO THE ORGANIZATION)

CONTENT VERSUS PROCESS (EX : FACILITATING INVOLVEMENT IN STRATEGIC PROCESS)

ROLE SHIFT TOWARDS CHANGE AGENT, PROCESS FACILITATOR, MANAGEMENT COACH, …

ISOLATED VERSUS HOLISTIC

A BUSINESS CAP ON… PUSHING HR TOWARDS THE FLOOR60

GENERAL ELEMENTS


STRATEGIC HUMAN RESOURCES MANAGEMENT IS LARGELY ABOUT INTEGRATION AND ADAPTATION. ITS CONCERN IS TO ENSURE THAT:

(1) human resources (HR) management is fully integrated with the strategy and the strategic needs of the firm

(2) HR policies cohere both across policy areas and across hierarchies; and

(3) HR practices are adjusted, accepted, and used by line managers and employees as part of their everyday work. (Schuler 1995)

STRATEGIC HUMAN RESOURCE MANAGEMENT INVOLVES THE DEVELOPMENT OF A CONSISTENT, ALIGNED COLLECTION OF PRACTICES, PROGRAMS (STRATEGIES), AND POLICIES TO FACILITATE THE ACHIEVEMENT OF THE ORGANIZATION’S STRATEGIC OBJECTIVES (MELLO, 2002).

61

HR AS STRATEGIC LEVER FOR ‘PERFORMANCE’

ZOOM IN ON HRD


ROLE ?

ORGANIZATION ?

POSITIONING WITHIN THE ORGANIZATION

POLICY

PRACTICES

ACTIVITIES

….

63

HRD IN YOUR ORGANIZATION ?

CHOICES


CHOICES BASED ON… 2 DISTINCT PARADIGMS

LEARNING AS ‘TRANSFER’

• Focus on knowledge and content

• Learning as preparation for doing

• Driven by ‘experts’, starting from ‘proven knowledge’

• The learners is rather passive

• Learning and working are separated

• Focus on the ‘individual’

LEARNING AS ‘CONSTRUCTION’

• Focus on doing and business impact

• Learning as the result of ‘doing’

• Every one’s experience counts, active learners

• For ‘new solutions’ and ‘insights’

• Learning = working = learning

• Learning is contextual, social & relational

64

Copy of proven recipes in the past Creating new recipes for new and old issues

What does your organization need today ?


THE TRANSFER VISION OF LEARNING (TRAINING CULTURE)


ORGANIZATIONAL LEARNING : EXPERIENTIAL & RELATIONAL


THE PARADIGMS … IN DISGUISE

Training, classroom, expert driven Trainers are ‘content providers’ One shots Learning and Work are ‘isolated realities’ (idea of

transfer of learning) Trainer / program creates the offer that is

‘consumed’ by learners Efficiency in delivery (standardize contents,

automated delivery, large external provider contracts,…)

INSTRUCTIONAL CHOICES

HRD positioned as ‘responsible for learning = training’

Formalized and Centralized Training Organization Role = supplier, administrator, controller Needs analysis is focusing on training demands

often linked with Individual Performance Management

A lot of rules, processes, systems, automation, … govern the interventions

Measurements & Objectives are formulated in ‘training action terms’ (number of courses, number of attendees, percentage of salary mass, …)

HRD POLICIES

Is basically excluded from the intervention The context & stakeholders as ‘levers for learning’

are largely discarded Sometimes ‘conditions’ are formulated for training

success, but they are placed ‘outside’ the intervention

ORGANIZATION CULTURE

Designed as an experiential learning cycle (Kolb) Learning is seen as a discovery process, over time

(track) Learning is a social / relational activity : Whole

system is involved Mixed methodologies : formal training, on-the-job,

communities of practice, coaching, intervision, … Interventions are process oriented Learning & work is intertwined

INSTRUCTIONAL CHOICESINSTRUCTIONAL CHOICES

Development planning is based on future business challenges

Management & Business is the HRD customer Management is seen as responsible for learning Role of HRD is ‘internal consultant’ for

management Starting point are ‘performance issues’ and not

training demands Measure effectiveness in business terms

HRD POLICIESHRD POLICIES

All behavioral ‘levers’ are considered in the intervention (holistic approach)

Focus is on “final result” (behavior change and business impact)

Importance of alignment between diverse organizational practices, processes, values, …

ORGANIZATION CULTURE

Organization Culture

HRD Vision & Policies

Instructional Choices

PASSIVETRANSFER

PASSIVETRANSFER

PASSIVETRANSFER

ACTIVECREATION

ACTIVECREATION

ACTIVECREATION


IMPACT ON ‘TRAINING DESIGN’

MISSION HRD : DEVELOP THE LEARNING ORGANISATION


WITH THEIR ORGANIZATIONAL CHALLENGES

IN ORDER TO HELP THEM CHANGE THE WAY THEY DO THINGS

TO IMPROVE BUSINESS PERFORMANCE

BY INVOLVING ALL STAKEHOLDERS

TO DEVELOP COMPETENCIES FOR LEARNING& CHANGE

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MISSION : SUPPORT YOUR ORGANIZATION

To Content Overview


YOUR ROLE AS INTERNAL CONSULTANT ?

ED SCHEIN : “WHY DO ORGANIZATIONS HIRE CONSULTANTS?” Expert role

Pair of Hands

Collaborative role

AND IN YOUR CASE ?

OTHER WAY OF LOOKING AT IT ? Content, expertise focused versus process focused

Working for customers … versus … working with customers

Act on demand of customers …versus … mirroring, questioning, challenging, …

Working from the ‘problem’ or working from a ‘requested solution’

Sustainable consulting (autonomy versus dependence) 71



STEPS IN THE CONSULTING PROCESS

1

5

2

4

3

Source : A

dapted from B

lock, P., Flaw

less Consulting, 1981


STEPS IN THE CONSULTING PROCESS (2)

5

6

8

7

Source : A

dapted from B

lock, P., Flaw

less Consulting, 1981


INVOLVING LEARNING METHODOLOGY

WORKSHOPS & FOCUS GROUPS USING : Force Field Analysis

SWOT

Mindmapping & Metaplanning

Brainstorming

LARGE GROUP INTERVENTIONS (FUTURE SEARCH,WORLD CAFÉ, OPEN SPACE, APPRECIATIVE ENQUIRY)

ACTION LEARNING & ACTION RESEARCH

EXPERIENTIAL GAMES + DEBRIEF

CASE STUDIES, CRITICAL INCIDENT METHOD, …

ROLE PLAY & SIMULATION WITH VIDEO FEEDBACK

QUESTIONNAIRES, 360° FB TOOLS, JOB-AIDS, …

TEAM & INDIVIDUAL COACHING TECHNIQUES


NOW IT’S UP TO YOU ?

76


WE SELECT THREE CHALLENGES (FROM THE LIST WE MADE THIS MORNING)

WE FORM ‘THREE’ GROUPS AROUND THE THREE CUSTOMER ORGANIZATIONS

FIRST ROUND OF INFORMATION GATHERING

WORK (IN YOUR OWN TIME) ON ANALYZING THE ISSUES

SATURDAY MORNING : BRING ANALYSIS TOGETHER AND DEVELOP SOME POSSIBLE ‘ROUTES FOR INTERVENTION’

WE SHARE THAT WITH EACH OTHER

77

ASSIGNMENT


LEAD QUESTIONS


RECOMMENDED READING

Electronically Available :

Jobaids that we used (more on my website) Is yours a learning organization Resistance to change The missing link (between organizational performance and financial

performance


CONTACT

[email protected]

+32 497 91 93 63

Move! Organizational LearningBankstraat 27,B-3000 Leuven

clementleemans

https://www.facebook.com/Movelearning

@CLEMENTatMOVE

www.movelearning.com

mailto:[email protected]




http://www.movelearning.com/


Education

Move at grenoble management school