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Ann Alder
Dr. Geoff Cox
LEARNING AND LEADING
THE FOUNDATIONS OF SUCCESSFUL
TRANSFORMATION
WHAT DO WE MEAN BY
TRANSFORMATIVE LEARNING?
EN ABLIN G P EOP LE TO TAKE ON BIG
CHALLEN GES
QU ES TION IN G LON G ES TABLIS...
WHAT HAS THIS TO DO WITH
PROJECT MANAGEMENT AND
PROJECT MANAGERS?
AN Y P R OJECT MAN AGER S EEKIN G TO
TR AN S FOR M A BU ...
INTRODUCTION TO
DAN GLISCZINSKI
M O D E L F R O M
‘ L I G H TI N G U P T H E M I N D ’
Q1. W HAT LEAR N IN G P R OCES S ES...
THE KEY QUESTION FOR
PROJECT MANAGERS
WHAT PRACTICAL STEPS CAN A
PROJECT LEADER TAKE IN ORDER
TO INCREASE THE PROBABILITY
...
STAGE 1
PRESENTING PERSPECTIVE
EXPANDING INFORMATION
WHAT DOES THE WORLD LOOK LIKE
IF WE VIEW IT FROM A DIFFERENT
PERSPECT...
STAGE 1
CHALLENGING ASSUMPTIONS
PRACTICE EXAMPLE:
DEUTSCHE TELEKOM
SHAPING THE FUTURE
STAGE 2
DEVELOPING QUESTIONING SKILLS
FOU R TYP ES OF QU ES TION :
1 . R ELATIN G TO LOGIC AN D AN ALYS IS
2 . R ELATIN G ...
PRACTICE EXAMPLE:
TNT NV AMSTERDAM
RISK AND CONTROL PROJECT
STAGE 3
DEVELOPING THE SKILLS OF
ANALYSIS, SYNTHESIS AND
CRITICAL THINKING
LEAD ER S N EED TO MOD EL THE W AY
IN W HICH MU...
PRACTICE EXAMPLE:
LAING O’ROURKE
THE BRIDGE AT HIGHGATE
STAGE 4
ADOPTING EXPANSIVE
PERSPECTIVES AND
MEANING MAKING
COACHIN G AN D MEN TOR IN G
LEAR N ER S TO EN S U R E THAT N EW...
PRACTICE EXAMPLE:
WORLD HEALTH ORGANISATION
BIORISK MANAGEMENT TRAINING
SUMMARY
FOUR THINGS YOU CAN DO TO SUPPORT
TRANSFORMATIVE LEARNING
1 . CHALLEN GE ‘ W HAT W E’ VE ALW AYS D ON E’
AN D P R ...
CONTACTS
FEEL FREE TO KEEP IN TOUCH
AN N ALD ER
D R . GEOFF COX
http : //rs vp des ign.co.uk/
a nna lder@rs vp des ign.co....
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Learning and Leadership: the foundations of successful transformation

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Presentation led by Ann Alder and Geoff Cox from RSVP Design Ltd, within the 'Individual' stream at the APM Project Management Conference 2016.

Published in: Leadership & Management
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Learning and Leadership: the foundations of successful transformation

  1. 1. Ann Alder Dr. Geoff Cox LEARNING AND LEADING THE FOUNDATIONS OF SUCCESSFUL TRANSFORMATION
  2. 2. WHAT DO WE MEAN BY TRANSFORMATIVE LEARNING? EN ABLIN G P EOP LE TO TAKE ON BIG CHALLEN GES QU ES TION IN G LON G ES TABLIS HED ATTITU D ES AN D MIN D S ETS MAKIN G S TEP CHAN GES P OS S IBLE THR OU GH S ELF-MAN AGED LEAR N IN G
  3. 3. WHAT HAS THIS TO DO WITH PROJECT MANAGEMENT AND PROJECT MANAGERS? AN Y P R OJECT MAN AGER S EEKIN G TO TR AN S FOR M A BU S IN ES S OR OR GAN IS ATION HAS TO ACCEP T HIS /HER R OLE AS AN ED U CATOR . THIS R EQU IR ES AN U N R EMITTIN G FOCU S ON , AN D U N D ER S TAN D IN G OF, LEAR N IN G
  4. 4. INTRODUCTION TO DAN GLISCZINSKI M O D E L F R O M ‘ L I G H TI N G U P T H E M I N D ’ Q1. W HAT LEAR N IN G P R OCES S ES AR E AT W OR K W HEN TR AN S FOR MATIVE LEAR N IN G HAP P EN S ? Q2. HOW D O W E D ES IGN OR S ELECT ACTIVITIES THAT HAVE THE P OTEN TIAL TO BECOME TR AN S FOR MATIVE?
  5. 5. THE KEY QUESTION FOR PROJECT MANAGERS WHAT PRACTICAL STEPS CAN A PROJECT LEADER TAKE IN ORDER TO INCREASE THE PROBABILITY OF TRANSFORMATIVE LEARNING BEING TRANSFERRED BETWEEN PROJECTS?
  6. 6. STAGE 1 PRESENTING PERSPECTIVE EXPANDING INFORMATION WHAT DOES THE WORLD LOOK LIKE IF WE VIEW IT FROM A DIFFERENT PERSPECTIVE?
  7. 7. STAGE 1 CHALLENGING ASSUMPTIONS
  8. 8. PRACTICE EXAMPLE: DEUTSCHE TELEKOM SHAPING THE FUTURE
  9. 9. STAGE 2 DEVELOPING QUESTIONING SKILLS FOU R TYP ES OF QU ES TION : 1 . R ELATIN G TO LOGIC AN D AN ALYS IS 2 . R ELATIN G TO VIS ION AN D IMAGIN ATION 3 . R ELATIN G TO EMOTION AN D EMP ATHY 4 . R ELATIN G TO D ETAIL AN D CON TR OL
  10. 10. PRACTICE EXAMPLE: TNT NV AMSTERDAM RISK AND CONTROL PROJECT
  11. 11. STAGE 3 DEVELOPING THE SKILLS OF ANALYSIS, SYNTHESIS AND CRITICAL THINKING LEAD ER S N EED TO MOD EL THE W AY IN W HICH MU LTI-S EN S OR Y D ATA IS AN ALYS ED AN D EVALU ATED , CR EATIN G AN D P R OTECTIN G THE TIME TO D R ILL D OW N AN D ES TABLIS H D EEP LEVEL LEAR N IN G BEFOR E MOVIN G IN TO AP P LICATION .
  12. 12. PRACTICE EXAMPLE: LAING O’ROURKE THE BRIDGE AT HIGHGATE
  13. 13. STAGE 4 ADOPTING EXPANSIVE PERSPECTIVES AND MEANING MAKING COACHIN G AN D MEN TOR IN G LEAR N ER S TO EN S U R E THAT N EW LEAR N IN G IS P ER S ON ALIS ED , TR AN S FER R ED AN D AP P LIED . EN ABLIN G IN D IVID U AL LEAR N ER S TO ‘ MAKE MEAN IN G’ THAT IS R ELEVAN T TO THEM, THEIR P R OJECTS AN D R OLES
  14. 14. PRACTICE EXAMPLE: WORLD HEALTH ORGANISATION BIORISK MANAGEMENT TRAINING
  15. 15. SUMMARY FOUR THINGS YOU CAN DO TO SUPPORT TRANSFORMATIVE LEARNING 1 . CHALLEN GE ‘ W HAT W E’ VE ALW AYS D ON E’ AN D P R ES EN T N EW P ER S P ECTIVES 2 . EN COU R AGE CR ITICAL CU R IOS ITY AN D D EVELOP QU ES TION IN G S KILLS 3 . S EEK D EEP ER LEVELS OF U N D ER S TAN D IN G BY AP P LYIN G CR ITICAL THIN KIN G 4 . MOD EL THE IMP OR TAN CE OF LEAR N IN G, BY VALU IN G R EFLECTION , TOLER ATIN G S OME R IS K, COACHIN G AN D MEN TOR IN G
  16. 16. CONTACTS FEEL FREE TO KEEP IN TOUCH AN N ALD ER D R . GEOFF COX http : //rs vp des ign.co.uk/ a nna lder@rs vp des ign.co.uk geoff@rs vp des ign.co.uk

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