Shane & Schein: Learning and Change

Schein’s hypothesis : True learning/behaviour change will rarely occur until an individual’s ‘Survival Anxiety’ (associated with a particular change or event e.g. Go Live) is greater than any ‘Learning/Change anxiety’ associated with that event Learning/Change Anxiety Level of Anxiety Low High Survival Anxiety Time Change Event (Go Live; Assessment etc) Optimum conditions for Change/ Learning Edgar Schein’s theory of ‘Learning Anxiety’ applied to corporate change efforts

Interventions for change success – ‘massaging the anxiety’. Drive Survival Anxiety up by creating risk and triggering evolutionary ‘fight or flight’ response or/and drive Change/Learning anxiety down to bring the ‘tipping point’ forward (example here is how this could be used to support effective training associated with a new system implementation but the same model could also be applied for any change event and a wider change program). Survival Anxiety up pre Training Learning Anxiety Down pre training Before During After
Public timetable and countdown to Go Live in place
Set team and individual milestones for training and follow up on them / enforce
Assign ownership at team level and make accountable
Communicate that all training is assessed and proficiency published to management
Withdrawal of system access in absence of training completed to a desired level of proficiency
Build immediate tests into learning material (ARCS model) to demonstrate need to engage with training (create awareness of need)
Set, communicate and monitor clear targets for completion
Make material challenging and reflective of ‘real life’
Provide ongoing and summative evaluation on user performance
Peer competition
Remind that performance will be evaluated and published to management
Reward early adopters
Post evaluation feedback
Link performance to objectives
Business reports to identify problem areas which need further support (e.g. rates of using old systems/processes)
Follow up tests
Switch off legacy systems
Clear statement of ‘what the end state will look like’ and how new learning required relates to the achievement of that vision
Clear Benefits case has been in place and published so that all impacted agree that the change is necessary or better still, empirically proven to be beneficial or all. Training modules linked to benefits to be realised
Make system/change so intuitive that training should not be necessary
Strong LNA is vital
Involve end users in developing training solution (develop appropriate solution based on preferences/abilities where possible).
Think ARCS!!
Communications timely and targeted with opportunities for feedback
Identify early concerns and address
Develop prototype and pilot (Formative Evaluation)
Secure key sponsors at all levels (managers and users)
Identify early adopters and engage them
Introduction to eLearning training (where appropriate)
Reward early adopters; prizes for completion
Lunch and learn sessions
Provide pre read/work materials
Design and delivery must be engaging (Allen)
Clear signposting of progress against plan to encourage user confidence (ARCS model)
Articulate benefits to the individual form the outset
Provide opportunities for practice (reusable eLearning packages are preferable to ‘Sandpits’ as they offer extrinsic feedback)
Protection (time and physical space) for the user
Provide expert support and assistance (super-users/floorwalkers)
Combine instructional and delivery strategies for maximum impact
Tailor material to individuals as groups to ensure no redundant material (ARCS model)
Provide intrinsic feedback (‘why’ this is right/wrong behaviour)
Story centred curriculum
Provide ongoing opportunities to practice/refresh learning
Provision of floorwalkers/help desk/champion users
Ensure managerial support for demonstrating desired behaviors on the job
Provide accessible Job support tools
Provide access to knowledge (portal or learning community)

Shane & Schein: Learning and Change

by Shane Carmichael on Nov 16, 2009

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Shane & Schein: Learning and Change — Presentation Transcript