The tale of aiesec’s global change process v.


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The tale of aiesec’s global change process v.

  1. 1. The Tale of AIESEC’s Global Change ProcessWENA Product Development – July 2003 Change Process 1999-2003
  2. 2. The tale of AIESEC’s Global Change Process Chapter 1: The Background (once upon a time – the call) Chapter 2: The key milestones 2000-2003 (what happened so far) Chapter 3: The Core Work and Structure Design (the adventure) Chapter 4: Key results 2002-2003 (the discovery journey) Chapter 5: Recommendations for 2003-2004 (the moral of the story)WENA Product Development – July 2003 Change Process 1999-2003
  3. 3. The Background The AIESEC of 1999 was confronted with key questions be raised by our external environment: 1. Identity Dilemma – who are we? • Lack of international alignment • Diverse understanding of our Nature 2. Losing Markets (students and organizations) • Embarrassing drop in exchanges 3. Unclear processes and low capacity „We had a strong case for change“WENA Product Development – July 2003 Change Process 1999-2003
  4. 4. The Background Who are we and where are we heading? 1. AIESEC 2005 • A strategic intent that aligns the organization and created the basis for all change efforts • Our way of answering the call we were hearing inside and outside our organisation 2. A new identity! • Organizational Values are agreed upon „Now we agreed on who we are, and where we are heading“WENA Product Development – July 2003 Change Process 1999-2003
  5. 5. Key Milestones: 00-03How are we going to get there? 2001: The 1st Design Team mandated to design the Core Work system to start with 2002: The Design Team released its output 2002: Nine countries began work with AI to put the Design into Practice and capture their experience for the rest of the network. „Finally we got the process right and it started...“WENA Product Development – July 2003 Change Process 1999-2003
  6. 6. Key Milestones: 00-03We had the product but still lacked capacity! 2003: A group of country Presidents was mandated to address the lack of continuity and low capacity and new Structure Models and principles are designed. 2003: The question of how to increase human capacity is asked. The people sub-system remains to be designed. „We have now a good picture of what organisation we want to transform to“WENA Product Development – July 2003 Change Process 1999-2003
  7. 7. What is the Core Work Design? • Unify Members and Trainees  Common induction Process  Access to similar opportunities and expectations • Structured Learning Process  Self-driven learning Mentorship  Community involvement  Exposure to world issues  Issues/Characteristics -Based Learning & Networks • Create and use Global Organisational Brand.WENA Product Development – July 2003 Change Process 1999-2003
  8. 8. Key results 2002-2003? • The Pioneering Process of the Core Work Design started in 9 countries and local offices plus other parts of the network (Africa region) Learning Networks - CSR, HIV, (Enterpreneurship) •Increased understanding & engagement of countries and AI in the Change Process as something practical • The Change Process is starting to shape all areas in AIESEC • The Structure principles and models were defined and started to put in practice in Americas and Africa regions (also AIESEC in the US)WENA Product Development – July 2003 Change Process 1999-2003
  9. 9. Recomendations for 03-04? • Continue Core Work Design pioneering process through coaching of/by Directors • Use learning of pioneers to support implementation in other countries and networks •Start/continue re-structuring the Network where the network wants it (AI structure included) • Design the people system to increase capacity and enable the Core Work Design • Adapt all other areas to enable the change process to unfoldWENA Product Development – July 2003 Change Process 1999-2003
  10. 10. Looking Deeper into Core Work DesignWENA Product Development – July 2003 Change Process 1999-2003
  11. 11. Thinking Process I Education Objectives, Mandate, Change Process Map Internal Analysis Organisational Evolution, Identity, Advanced Learning Models, Stakeholder Requirements & Global Coordinators Competencies, Principles and Boundaries of Design External Analysis Scenario Mapping, External Trends, Reviewing & Understanding AIESEC 2005 & Change Agent Characteristics Strategic Learning Models Paradigm Shifts Models, Learning Theories CWP Analysis Macro Map Core Work Process, Identifying Variances; Identifying causes for problems; Development of Solutions Main Changes in the CWP Identifying the Major Changes requiredWENA Product Development – July 2003 Change Process 1999-2003
  12. 12. Thinking Process II Review Feedback from Organisation IPM, EXPRO and communities input on Design Team Output Benchmarking review and consolidation Review research results for input on exchange models, learning concepts, membership models, AIESEC countries learning concepts Output adaptation and Learning process mapping Incorporating organisational input & benchmarking in learning process and mapping CWP Mapping Consolidating Exchange Process and Learning Process in revised Core Work Process Growth Recommendations Developing growth recommendations for supporting the organisational transformation Envisioning the subsystems Implications of revised CWP for subsystems, Re-Design requirements Implementation plan Draft roles of teams and communication process, Pioneering model developmentWENA Product Development – July 2003 Change Process 1999-2003
  13. 13. Major Performance ProblemsAfter the internal and external analysis of AIESEC we identified major performance problems that hinder the organisation to achieve AIESEC 2005. Our organisation does not understand its Unique Selling Points and benefits. We are poor at packaging our service; Wrong kind of preparation or lack of preparation; Learning is not structured; Job description is poor and unsatisfactory; Trainee learning does not facilitate member learning; Inefficient assistance in logistics; No mentoring, personal care and support for trainees; Poor understanding of the role of AIESEC or the importance of Re-integration; Trainees goals and satisfaction are not focussed on as an important objective in a traineeship; Our organisation does not have enough competencies to implement Re-integration. We do not involve externals in Re-integration regularly and in a structured manner; We do not provide trainees a network among themselves (to continue their own development).WENA Product Development – July 2003 Change Process 1999-2003
  14. 14. The Analysis showed that the challenges in the Core Work Subsystem could be from one or more of the following:•Process – it may be illogical and does not enablecore work•Content – it may be that the process is great but thecontent in our core work is poor and therefore reducingcustomer demand•Capacity – it may be that everything else is great but thereis not enough capacity in the organisation to deliver theprocess or contentWENA Product Development – July 2003 Change Process 1999-2003
  15. 15. The most recurring challenges the CWDT identified had to do with the Content of our CW (in terms of the experience our stakeholders undergo) and the Capacity to deliver these. The questions therefore were: What can be done to create an experience that will lead to high demand? (Content) How can we boost our capacity to implement the CWP and deliver the content?WENA Product Development – July 2003 Change Process 1999-2003
  16. 16. Unification & Structured Learning Based on the major performance problems and the underlying issues we identified led to most of them, the CWDT came up with these well- known Big Ideas Unification of members and trainees Implement a Learning ProcessWENA Product Development – July 2003 Change Process 1999-2003
  17. 17. Benchmarking and Feedback In the organisational benchmarking stage the CWDT analysed more than 100 organisations to gain clarity on implementability based on the following criteria (full output of benchmark is about 200 pages and can be made available in the community if needed.  Organisations which have short-term and long-term members/staff and who are all impact drivers  Exchange/Learning organisations where volunteers go through the same or similar learning/ education path with exchange participants  Organisations that have specialised on learning/training Also we researched or got information on innovative models in over 15 AIESEC countries. Detailed and intensive study focussed on the following countries:  Australia, Canada (unification of members and trainees)  Finland, Poland, Turkey, UK (structured learning and mentoring)  Norway (learning and exchange-based partnership Peace Corps)  Japan (member teamwork structure)WENA Product Development – July 2003 Change Process 1999-2003
  18. 18. Benchmarking and Feedback Relevant statements from benchmarking  Full-time staff in headquarters (these have a deeper understanding of the administration and politics of the organisation) with co-ordinating function; and volunteering members (these have a working understanding of the organisation) in the organisation for missions (i.e. Red Cross, United Nations, Peace Corps, AFS)  Intensive networking (alumni and members) based on issues of relevance and coached self-analysis (i.e. Pioneers of Change, Ashoka, IIE)  Trainees find traineeships with assistence of the organisation  Modules of learning, not entire learning process design (role of AIESEC)  Learning modules (i.e. community involvement, world view seminars) were installed in AIESEC countries, some countries faced challenges in implementationWENA Product Development – July 2003 Change Process 1999-2003
  19. 19. Design of Core Work Process Introduction to AIESEC Leadership Taking Heading for responsibilities Role in the future AIESEC Working abroadWENA Product Development – July 2003 Change Process 1999-2003
  20. 20. Taking Introduction responsibilities Working abroad Heading for the to AIESEC future Design of Core Work Process Getting to know what Intense teamwork and AIESEC is starting to build physical network* Getting personal support Reflection and sharing exchange experiences Creating / challenging your world view Selection Traineeship exchange Review and Reflect on worldview and values (mentoring is preferred) Defining values and goal Joining Issues-based or setting (mentoring is Characteristics-based preferred) Learning Network Exposure to local and Reviewing personal learning global issues plan and creative action plan to drive change in society Participants start Issues- Cultural preparation based or characteristics- based Learning. They do Mentoring session (with not join a network at this Mentoring session for mentor in hosting country) Utilize alumni and external stage. They learn about the working abroad (goal setting) network for future possibilities issues or characteristics of interest personally or in Community Involvement small local teams. Challenging work and Working in AIESEC or leadership roles in org Joining the AIESEC learning network doing an assignment for external org. Leadership role in AIESEC Leadership role in AIESEC Keeping a learning diary and Building local and global network of Gaining both practical reflection and collecting personal people who can support the future skills and theoretical goals change agent understandingWENA Product Development – July 2003 Change Process 1999-2003 CONTINUOUS COMPONENTS (Happen at all stages during the process)