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Harvard Manage Mentor And Leaders As Teachers Demo   Oct. 15 2008
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Harvard Manage Mentor And Leaders As Teachers Demo Oct. 15 2008

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Presentation from the launch of our Harvard and Leaders as Teachers Initiative

Presentation from the launch of our Harvard and Leaders as Teachers Initiative

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Harvard Manage Mentor And Leaders As Teachers Demo   Oct. 15 2008 Harvard Manage Mentor And Leaders As Teachers Demo Oct. 15 2008 Presentation Transcript

  • Harvard ManageMentor – Implementation Demo and Presentation Building and sustaining a successful learning partnership between Aker Solutions and Harvard Business Publishing Andrew Wojecki, Ph.D. Corporate University Manager
  • Why we’re here today
    • Our focus is on engineering, execution, and project excellence
    • Harvard Business School is part of the University backbone – w/ both online and classroom focus
    • Our focus in on building a Leaders as Teachers framework
    • Step 1 Demonstration and Presentation (Oct. 15, 16)
    • Step 2 Developing People Module – classroom based (Nov. 3,11)
    • Step 3 Strategic Planning Session – classroom based (Dec. 15, 16)
    • Leadership Pipeline – 4 Learning Pathways w/core and elective curriculum
    • - Manage Self
    • - Lead Teams
    • - Manage Projects
    • - Lead Business
    • Emphasizing technical skills and discipline specific training – both externally and using our SME’s as Leaders as Teachers
    • Providing PE credits for maintaining professional licenses and accreditation
  • We execute projects best, when we learn together.
  • Have you listened to WIIFM lately?
    • As leaders you play a tremendous role in facilitating learning for your project teams
    • The incoming workforce brings a learning and development mindset – we must be prepared and responsive
    • Our workforce has made it clear that they want more learning and development opportunities
    • The further you move up the leadership pipeline your project success and impact is directly related to your competence in developing people
    • This is an opportunity to share your knowledge and skills and enhance your profile and visibility
    • This is an opportunity to sharpen your leadership capabilities and competencies
    • We expect you to
  • ManageMentor Overview
    • Harvard ManageMentor provides Aker Solutions with the most practical and engaging resources needed for leadership and project execution. With 42 key management topics it enables a broad curricular framework to further build upon and tailor specific learning solutions for our continued excellence in project execution and market growth.
    • With 24x7 access to elearning modules it provides staff a ‘just in time’ resource when facing particular business and project challenges.
    • Built upon a multi-media platform, ManageMentor offers comprehensive overviews on topics, interactive activities, video clips and interviews, downloadable audio, real-world scenarios, practical tips and tools, self-tests and comprehension tests, and access to additional resources, such as articles from the Harvard Business Review.
  • The Four Learning Pathways
    • Manage Self
    • This learning pathway consists of modules supporting, enabling, and sharpening your role as a technical specialist, providing expertise and knowledge work to disciplines and project teams. As an individual contributor you are a critical link in the knowledge chain. Your contributions enable excellence in project execution. Individual contributors work effectively in producing the required deliverables for both discipline and cross-disciplinary teams.
    • Leads Team
    • This learning path contributes to individuals responsible for the work of others. These are technical specialists who have assumed leadership responsibilities in allocating, coordinating, and evaluating the work of individual contributors. Transitioning from a specific focus in a skills or knowledge area, to understanding the broader impact for projects or business functions, these individuals focus on providing the necessary tools and resources required of other technical specialists to effectively produce deliverables for projects and businesses.
    • Manage Projects
    • This learning pathway consists of modules to enhance leaders' abilities in building and aligning high performing teams. With a focus on project execution, leaders are responsible for overseeing the effective delivery of project deliverables for clients. Leaders are accountable for developing and sustaining an effective project culture that is focused on performance.
    • Leads Business
    • This learning pathway will be tailor designed in consultation with the Manager, Corporate University.
  • Manage Self Core Curriculum
  •  
  • Harvard Knowledge Cafe’
    • A knowledge café is a live face to face forum where participants share, learn together, and are guided by a Leader as Teacher, who makes connections between the content and the practical realities of the project and workplace.
    • Knowledge Cafés can do all of the following:
    • Bring people together, either from within project teams or across a spectrum of business and project functions.
    • Develop a timely responses to address a market trend, explore a business opportunity, or engage with a project challenge.
    • Be a catalyst for sharing, disseminating, and managing knowledge within and across teams.
    • Ensure and support the participation of and engagement in ManageMentor elearning modules.
    • Provide a broad management and leadership curriculum framework in which to further build a more specific Aker Solutions focus on learning and development activities.
    • Enable a Leaders as Teachers initiative to innovate performance management processes, strengthen and enhance leaders engagement with staff in learning and development, and add value to recruiting and retention strategies.
  • Knowledge Café Process
    • It can occur as a lunch and learn; take place as the designated topic for a project team meeting; be facilitated by a Leader as Teacher ‘virtually’ using collaborative technology; or, be integrated into a particular leadership development program.
    • Leaders as Teachers (on projects and in business functions) develop a calendar of knowledge cafes for targeted audiences, or those on particular learning pathways
    • Leaders as Teachers build upon the curriculum and share their “teachable points of view” and tailor to suit specific Aker Solutions processes, values, and business/project challenges
    • Leaders as Teachers see the value in co-teaching. They work with others or with Corporate University facilitators.
  • The Three Golden Rules to Harvard ManageMentor
    • Three Golden Rules
    • Learning in isolation is not good enough.
    • Learning with others creates value in our investment.
    • When we measure what we are learning, we are having real impact.
  • Why establish a Leaders as Teachers framework? A targeted approach for Leadership Pipeline Development
  • Just because it’s Harvard, it doesn’t mean we are going to get any smarter. ManageMentor is like any tool: the quality and impact it will have is completely up to how we use it. eLearning can only be effective when we actively engage participants. Passive learning is unproductive and a poor investment. Active learning is rewarding and ensures return on investment. The success of this program squarely rests on your shoulders. We can’t blame IT, we can’t blame HR, we can’t blame the university. Look around the room: it’s up to us. A well coordinated approach requires Leaders as Teachers .
  • Author of : Control Your Destiny or Someone Else Will The Leadership Engine: How Winning Companies Build Leaders at Every Level The Cycle of Leadership: How Great Leaders Teach Their Companies to Win Judgement: How Winning Leaders Make Great Calls
  • Aker Solutions framework for developing people Manage a business Manage a function Business track Manage self Manage a function in a project Manage managers in projects Project track Manage a project Manage others Manage managers Manage others in projects Higher level engineer / functional expert Deepened professional competence Manage self Crossover between project and base organisation Manage a group of businesses Manage a complex major project
  • Competence Requires Continued Learning Competence minimum proficient Course  On-the-job application and continued learning  For learners to become truly proficient, learning must continue on the job. Without reinforcement, performance rapidly returns to pre-course levels. Coaching as business strategy to ensure skills transfer and proficient competence
  • Leaders-as-Teachers understand the value that coaching and mentoring make on individual and team learning
    • t
    Organizational/ Personal inertia Course/training Follow-through period Hours/Days 6-8 Weeks/months Training with follow through is much more likely to impact upon the ability to raise individual and organizational performance Adapted from Wick et. al. (2006). The Six Disciplines of Breakthrough Learning . Organizational/ Personal Inertia Course/training Hours/Days Training with no follow through or leadership support is training to fail
  • Training as a Process: Investing in our people who lead learning Where resources are traditionally allocated? But, where results are generated? What actions must we take to ensure proper resources are applied for Phase III? Learning occurs in three phases: 20% 75% 5% 20% 20% 60% Phase I (Preparation) Phase II (Learning Event) Phase III (Transfer and Apply) Phase I Phase II Phase III Phase I Phase II Phase III
  • Individual – Focused Learning Team – Focused Learning Low Manager Engagement High Manager Engagement A Team-Focused and Leader-Centric Approach for ManageMentor
    • Level 1
    • Employee completes in own time, at own pace, outside of work hours
    • Selection of modules at own discretion
    • Level 2
    • Manager links module completion to performance appraisal processes
    • Employee participates in schedule of listed modules facilitated by University
    • Level 3
    • Manager facilitates ongoing ‘knowledge cafés’ and lunch and learns
    • Identified teams participate and collaborate together
    • Further assignments and activities developed
    • Personalized feedback provided and linked to performance
    • ‘ Just in time’ delivery to assist project needs
  • Why Leaders as Teachers
    • What leaders get out of it.
    • It humanizes leaders to the majority of employees who don’t see them in the day to day humdrum of work.
    • Provides leaders with a quick way to gain the pulse of the organization.
    • Enables leaders to identify talent.
    • Preparing to teach offers opportunities to reflect and focus on particular skills and knowledge.
    • Leaders need to focus on their ‘learning edge’ – how are they staying current and fresh in their thinking.
    • Teaching Makes Better Leaders.
    • What employees get out of it.
    • Get to know leaders in a more personal way.
    • Are exposed to see how leadership principles and practices are applied and connected to organizational values.
    • Gain exposure to the business logic behind organizational priorities and strategies.
    • Employees gain a sense of recognition and appreciation for their efforts.
    • Heightens engagement and interaction amongst staff.
    • Builds stronger ‘relational trust’ between leaders and employees.
  • Competing views on the value of Leaders as Teachers
    • Positive Views Offered by Leaders
    • As Leaders of Learning, and champions of the Leaders as Teachers initiative, we must proactively work to dispel the myths many managers may have.
    • The bottom line is finding the right medium of support for our Managers. How do we evaluate their levels of ‘scaffolding’ learning and developmental opportunities for their people? And if they’re not, what positions might better utilize their strengths?
    • Challenging Views Offered by Leaders
    • “ It takes up too much of my time”
    • “ It distracts me from my real work”
    • “ This isn’t relevant to the project”
    • “ If my managers don’t value this process, then I shouldn’t either”
    • “ They don’t pay me to teach”
  • “ Organizations in the engineering and construction industry cannot afford to make repetitive mistakes on major projects. Conversely, great benefits come from repeating positive project experiences. This need for institutional memory is amplified by the reality that in the course of normal turnover and retirement, people with years of experience leave their organizations.” Executive Summary, CII Report IR230-2 “Teaching organizations are better able to achieve success and maintain it because their constant focus is on developing people to become leaders.” Noel Tichy and Eli Cohen, The Leadership Engine “When you want to know how you are doing as a leader, consider how you are doing as a teacher.” Larry Bossidy, former CEO, Honeywell Industries “Teaching is learning twice.” Some wise dude Reflections
  • The Value of Seeing Ourselves as a Teaching Organization
    • “When leaders prepare to teach, an increased self awareness takes place. Self-awareness is the basis of self-improvement. When leaders teach, they frequently are involved in topics related to corporate, business, or regional strategy, as well as career and leadership development of themselves and others. Their increased attention to those areas often helps them apply what they know and what they teach to their own areas of responsibility. Said simply, this practice helps us solve business problems.”
    • Tichy and Cohen (2002). The Leadership Engine . New York: HarperCollins Publishers.
  • The strength of the University is in this room – our strength is our people – you’re our leadership engine. What’s your contribution? What’s your 50% to the University?