Move at grenoble management school

“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.” www.movelearning
.com
Eric Hoffer

ORGANIZATIONAL LEARNING
FOR SUSTAINABLE PERFORMANCE & DEVELOPMENT

Clement Leemans

Diegem, March 8 - 10
, 2012

ORGANIZATIONS CREATE LEVERS FOR BEHAVIOR & PERFORMANCE

Are you aware of the kind
of ‘behavior’ you actually trigger
in your organization
and how ?”

Organization Behavior : Performance :
Set Up : - Financial
Structure, Culture, - Individual
Management Practices,
- Organizational
Processes, HR practices, - Teams
- Sustainable
Information, Work - Organization
Organization, …
Development

Grenoble École de Management – March 2012 2

HOW TO TRIGGER BUSINESS
PERFORMANCE ?

ORGANIZE FOR 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)

 P ERFORMANCE , B USINESS RESULTS ARE CREATED THROUGH ‘W HAT
P EOPLE D O ’ ( INDIVIDUAL & COLLECTIVE BEHAVIOR )

 B EHAVIOR IS TRIGGERED BY ‘ ORGANIZATIONAL SET UP CHOICES ’
 Strategy
 Organizational Structure
 Culture & Values
 Management Practices
 Processes
 Work organization & Workplace design
 HR processes


CHOICES.. . BASED ON WHAT ?

 N O ‘ABSOLUTE ’
CHOICES : L OTS OF ALTERNATIVES .O RGANIZATIONS ARE

From : Robbins & Coulter., Management, 9e edition. © 2007 Prentice Hall, Inc.. Reformulated
COMPLEX SYSTEMS , NO TWO ARE EVER IDENTICAL .

 O RGANIZATIONS ARE OPEN SYSTEMS

after : Jones (2007), Organizational Theory, Design and Change
 C ONTINGENCY : “A MANAGEMENT APPROACH IN WHICH THE DESIGN OF
THE ORGANIZATIONAL FEATURES IS TAILORED TO THE SOURCES OF
UNCERTAINTY FACING AN ORGANIZATION ”

 W HETHER ‘ 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


ORGANIZATIONAL LEVERS FOR PERFORMANCE

From : Burke & Litwin (1992),

THE NEED FOR ENVIRONMENTAL SCAN / STAKEHOLDER ANALYSIS

7
Grenoble École de Management – March 2012

STAKEHOLDERS ?

 I NDIVIDUALS OR GROUPS THAT ARE AFFECTED ( POSITIVELY OR NEGATIVELY )
BY THE PURPOSE OR ACTIVITY OF THE ORGANIZATION

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

 S HIFT FROM S HAREHOLDER TO S TAKEHOLDER THINKING BASED ON E THICAL
AND U TILITARIAN A RGUMENTS

 I NTERNAL & E XTERNAL S TAKEHOLDERS


WHO ARE THOSE STAKEHOLDERS ?


BUSINESS CONTEXT CHANGES : ENVIRONMENT / STAKEHOLDERS ?


BUSINESS CONTEXT CHANGES : ENVIRONMENT / STAKEHOLDERS ?

 FASTER TECHNOLOGICAL CHANGES

 G LOBALIZATION

 R APIDLY CHANGING ( NEARLY INDIVIDUAL ) CUSTOMER DEMANDS AND
DRASTICALLY SHORTER PRODUCT CYCLES

 S USTAINABILITY ISSUES : LIMITS TO THE GROWTH , S OCIAL & E COLOGICAL
R ESPONSIBILITY

 I NFORMATION REVOLUTION THROUGH INTERNET & SOCIAL MEDIA :
 Speed and quantity of information
 Accessibility

 S TAKEHOLDER EXPECTATIONS CHANGE
& CHANGE IN BARGAINING POWER :
 Workers & Managers
 Shareholders (example : Omega Pharma)
 Society


THE GENERAL TREND …


Global

Complex

Unpredictable

Fast Paced Change

13

HOW DOES THIS CHALLENGE
THE ORGANAZATION ?

THE PERFORMANCE MODEL CHANGES

 I N A STABLE ENVIRONMENT (FORD) PERFORMANCE COMES FROM CHEAP
PRODUCTION OF STANDARDIZED PRODUCTS AND SERVICES : C OPYING THE
PAST IS THE BEST GUARANTEE FOR SUCCESS IN THE F UTURE .

 BUT IT KILLS YOU IN A DYNAMIC & UNPREDICTABLE
ENVIRONMENT

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

… AND YOU DON‟T DO THAT WITH
THE SAME KIND OF ORGANIZATION…

WHAT KIND OF BEHAVIOR DO WE WANT TO „TRIGGER‟ ?
 TAKE INITIATIVE , AUTONOMOUS MOTIVATION

 S HARE KNOWLEDGE AND EXPERIENCE

 C HALLENGE , SPEAK UP, CONTRADICT

 W ORK TOGETHER

 L EARN FROM EACH OTHER

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

 F LEXIBLE ( NOT NINE TO FIVE , NOT JUST ‘ MY JOB ’, …)

 G ET THINGS DONE ( PROACTIVELY )

 N OT ASKING : “ IS THIS MY JOB ” BUT SOLVE IT FOR THE CUSTOMER

 F EEL RESPONSIBLE FOR THE ‘ END RESULT ’

 T HINK GLOBAL , A CT LOCAL

 A LWAYS WANTING TO IMPROVE THINGS


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 SWISS watchmakers
had a dominant position in
the market till the early
seventies
The Quartz Revolution



 O UTWARD L OOKING : DOES THE ORGANIZATION SEE THE CHALLENGES
COMING ?

 I S THE ORGANIZATION CAPABLE OF FUNDAMENTALY RETHINK AND CHANGE ?

 C AN SHE TRANSLATE THAT INNOVATION INTO RESULTS & SUSTAINABLE
GROWTH ?


LEARNING ORGANIZATION

 O RGANIZATIONS 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
(S ENGE )

 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 (R OWDEN )

 A L EARNING O RGANIZATION IS AN ORGANIZATION SKILLED AT
CREATING , ACQUIRING AND TRANSFERRING KNOWLEDGE AND AT MODIFYING ITS
BEHAVIOR TO REFLECT KNOWLEDGE AND INSIGHTS (G AVIN )

22

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/ Demonstrated capacity to generate, seek, capture, share, and use
Expertise Creation 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

Globalized
What organizational What organizational Fast Changing
features hinder the features help the Complex
organization to learn ? organization to learn ? Desired Unpredictable
Situation
HINDERING FACTORS FACILITATING FACTORS

 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


FORCE FIELD ANALYSIS

 W ITH YOUR OWN ORGANIZATION IN MIND

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

 A ND 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


NEW CHALLENGES FOR … ORGANIZATIONS & INDIVIDUALS

Mechanistic Organic
Bureaucratic Learning
Organizations Organizations

Predictability Goal Adaptability

Source : Adapted from Schermerhorn, Management 10e edition, 2009
Centralized Authority Decentralized

Made by management All stakeholders
& communicated Decisions
involved

Many Rules & Procedures Few

Strictly defined
Tasks & Roles Shared & overlapping
& specialized

Do as you’re told Workers authonomy Do the right thing

Controlled distribution Open Access
& strict validation Information
& contribution

Formalized & rigid Organization Flexible

To Content Overview Grenoble École de Management – March 2012 27

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)

CLASSICAL APPROACH TO CHANGE

BURNING PLATFORM TRANSITION FUTURE STATE

ENERGY FOR CHANGE =
REASON + VISION + PLANNING


KOTTER


STILL THIS HAPPENS …

© www.squarewheels.com


RESISTANCE TO CHANGE (WOLDRING)

 T HEY 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 )

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

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

 T HEY RESIST BECAUSE THEY DON ’ T SHARE THE VALUES DRIVING THE
CHANGE . T HIS 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 …

 N OT ONLY THE ‘ WHAT & HOW ’ IS IMPORTANT ( CONTENT )

 A LSO THE ‘ WHO ’ : THE PROCESS OF INVOLVEMENT

 C OMMUNICATION 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, …)

 I T ’ S A ‘ SPIRAL’ AND NOT A ‘ LINEAR ’ PROCESS (A CTION R ESEACH )

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

 T HEIR ANALYSIS OF THE SITUATION , SEARCH FOR THE ‘ NEW FUTURE ’, AND DESIGN OF
THE TRANSITIONAL STEPS … HELPS THEM UNDERSTAND THE CHANGE WHILE THEY GO .

 T HEY 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 .

 B Y GOING THROUGH THE CHANGE PROCESS THEMSELVES THEY ACQUIRE AS THEY GO
THE NECESSARY COMPETENCIES TO COPE WITH THE CHANGES . S INCE 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 .

 A ND GOING THROUGH THE CHANGE PROCESS , SHARED MEANING AND
UNDERSTANDING IS BUILD AND SHARED VALUES ARE BUILDING UP. I T 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

RESISTANCE AS „UNAVOIDABLE‟ ? (PEOPLE DON‟T LIKE CHANGE)

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

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

 T HE 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.

Source : Kilian M. Bennebroek Gravenhorst. (2003). A Different View on Resistance to Cha

THE ILLUSION OF DIFFERENT CHANGE STRATEGIES


PROJECT APPROACH TO CHANGE MANAGEMENT ?

 P ROBLEM OR ‘ TRIGGER ’ FOR CHANGE IS SET BY MANAGEMENT

 S TEERING GROUP / PROJECT GROUP IS ‘ COMPOSED ’ BASED ON
REPRESENTATION OF ALL ‘ STAKEHOLDERS

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

 T HEN 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

AND OTHER TYPES OF LEADERSHIP

 F ROM :
 Deciding
 Controlling
 Knowing the answers

 TO : ENABLE PEOPLE TO ACT


AND WHAT DO WE SEE HAPPENING
IN THE REAL WORLD ?

AND STILL ?....“MODERN TIMES”


REASONS NOT TO INVEST IN ORGANIZATIONAL PERFORMANCE…
 I F ‘ 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‟
1. We need to ‘show & prove’ the link between organizational performance and
 The illusion of control …
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

GENERAL ELEMENTS

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

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

 C ONTENT VERSUS P ROCESS ( EX : FACILITATING INVOLVEMENT IN STRATEGIC
PROCESS )

 R OLE SHIFT TOWARDS CHANGE AGENT, PROCESS
FACILITATOR , MANAGEMENT COACH , …

 I SOLATED VERSUS HOLISTIC

 A BUSINESS CAP ON … PUSHING HR TOWARDS THE FLOOR

HR AS STRATEGIC LEVER FOR „PERFORMANCE‟

 S TRATEGIC HUMAN RESOURCES MANAGEMENT IS LARGELY ABOUT
INTEGRATION AND ADAPTATION . I TS 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)

 S TRATEGIC 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 (M ELLO , 2002).


HRD IN YOUR ORGANIZATION ?

 R OLE ?

 O RGANIZATION ?

 P OSITIONING WITHIN THE ORGANIZATION

 P OLICY

 P RACTICES

 A CTIVITIES
CHOICES
 ….


CHOICES BASED ON… 2 DISTINCT PARADIGMS

LEARNING AS LEARNING AS
„TRANSFER‟ „CONSTRUCTION‟
• Focus on knowledge and content • Focus on doing and business
impact
• Learning as preparation for doing
• Learning as the result of „doing‟
• Driven by „experts‟, starting from
„proven knowledge‟ • Every one‟s experience
counts, active learners
• The learners is rather passive
• For „new solutions‟ and „insights‟
• Learning and working are
separated • Learning = working = learning
• Focus on the „individual‟ • Learning is contextual, social &
relational

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
INSTRUCTIONAL CHOICES INSTRUCTIONAL CHOICES

 HRD POLICIES
Training, classroom, expert driven  Designed as POLICIES
HRD an experiential learning cycle (Kolb)
HRD POLICIES
 Trainers are „content providers‟  Learning is seen as a discovery process, over time (track)
ORGANIZATION CULTURE ORGANIZATION CULTURE
 One shots
 HRD positioned as „responsible for learning = training‟  Learning is a social / relational activity : Whole system is
 Formalizedand Work are „isolated realities‟ (idea of  Development planning is based on future business
involved
 Learning and Centralized Training Organization challenges
transfer of learning)  Mixed methodologies : formal training, on-the-
 Role = supplier, administrator, controller
 Is basically excluded from the intervention  Management & Business is the HRD customer
job, communities of practice, coaching, intervision, …
 Trainer / program creates the offer that is „consumed‟ by  All behavioral „levers‟ are considered in the intervention
 The context & stakeholderson training for learning‟ are
 Needs analysis is focusing as „levers demands often
learners  Management is seen as responsible for learning
(holistic approach)process oriented
Interventions are
largely with Individual Performance Management
linked discarded
 Efficiency in delivery (standardize contents, automated  Role of HRDwork is intertwined
Focus is on “final result”consultant‟ change and business
Learning & is „internal (behavior for management
 Sometimeslarge external provider contracts,…) … govern
 Adelivery, „conditions‟ are formulated for training
lot of rules, processes, systems, automation,
the interventions
success, but they are placed „outside‟ the intervention  impact) point are „performance issues‟ and not training
Starting
 demands of alignment between diverse organizational
Importance
 Measurements & Objectives are formulated in „training
action terms‟ (number of courses, number of  practices,effectiveness in business terms
Measure processes, values, …
attendees, percentage of salary mass, …)

Instructional Choices
PASSIVE ACTIVE
TRANSFER CREATION

HRD Vision & Policies
PASSIVE ACTIVE
TRANSFER CREATION

Organization Culture
PASSIVE ACTIVE
TRANSFER CREATION


IMPACT ON „TRAINING DESIGN‟


MISSION HRD : DEVELOP THE
LEARNING ORGANISATION

MISSION : SUPPORT YOUR ORGANIZATION

 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

To Content Overview Grenoble École de Management – March 2012 70

YOUR ROLE AS INTERNAL CONSULTANT ?
 E D S CHEIN : “ WHY DO ORGANIZATIONS HIRE CONSULTANTS ?”
 Expert role

 Pair of Hands

 Collaborative role

 A ND IN YOUR CASE ?

 O THER 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

2

Source : Adapted from Block, P., Flawless Consulting, 1981
3

4

5


STEPS IN THE CONSULTING PROCESS (2)

Source : Adapted from Block, P., Flawless Consulting, 1981
5

6

7

8


INVOLVING LEARNING METHODOLOGY

 W ORKSHOPS & F OCUS G ROUPS USING :
 Force Field Analysis
 SWOT
 Mindmapping & Metaplanning
 Brainstorming

 L ARGE G ROUP I NTERVENTIONS ( FUTURE SEARCH ,
WORLD CAFÉ , OPEN SPACE , APPRECIATIVE E NQUIRY )

 A CTION L EARNING & A CTION R ESEARCH

 E XPERIENTIAL G AMES + D EBRIEF

 C ASE S TUDIES , C RITICAL I NCIDENT M ETHOD , …

 R OLE P LAY & S IMULATION WITH V IDEO F EEDBACK

 Q UESTIONNAIRES , 360 FB TOOLS , J OB - AIDS , …

 T EAM & I NDIVIDUAL C OACHING T ECHNIQUES


NOW IT‟S UP TO YOU ?

76

ASSIGNMENT

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

 W E FORM ‘ THREE ’ GROUPS AROUND THE THREE CUSTOMER
ORGANIZATIONS

 F IRST ROUND OF INFORMATION GATHERING

 W ORK ( IN YOUR OWN TIME ) ON ANALYZING THE ISSUES

 S ATURDAY MORNING : BRING ANALYSIS TOGETHER AND DEVELOP SOME
POSSIBLE ‘ ROUTES FOR INTERVENTION ’

 W E SHARE THAT WITH EACH OTHER


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

clement.leemans@movelearning.com

+32 497 91 93 63

Move! Organizational Learning
Bankstraat 27,
B-3000 Leuven

clementleemans

https://www.facebook.com/Movelearning

@CLEMENTatMOVE

www.movelearning.com


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