The document outlines key concepts and strategies for effective change management within learning initiatives, emphasizing the integration of change management and training tasks to enhance organizational performance. It discusses the importance of stakeholder management, communications plans, and various learning methods to prepare employees for transitions in a volatile and uncertain environment. Tools and resources for practitioners are suggested to drive engagement, satisfaction, and overall return on investment in learning efforts.

1. Session
#
W316

2.  The
Future
of
Learning
&
Performance
 Learning
Trends
 The
Change
Practitioner’s
Toolkit
 Orienting
Yourself
 Case
Study:
Applying
the
Change
Management
Toolkit
 Resources

3.  Identify
common
change
management
tasks
for
learning
initiatives.
 Implement
simple
tools
for
creating
deliverables.
 Integrate
change
management
tasks
with
training
tasks
to
create
an
overall
transition
strategy.

4.  Describe
a
situation
where
you
provided
a
solution
that
had
unanticipated
impacts
on
another
area
of
the
organization.

6. The
New
Normal
“It’s a VUCA world!
Volatility, Uncertainty, Complexity, Ambiguity.”
– Bob Johansen, Institute for the Future

7.  Complexity:
Situations
that
are
difficult
to
understand,
have
considerable
ambiguity
and
uncertainty,
and
often
have
no
“solutions,”
only
options
and
tradeoffs
 Chaos:
Seemingly
random
events
that
have
an
underlying
pattern
(which
is
difficult
to
discern)
 Change:
Turbulent
environments
in
which
the
future
is
difficult
to
predict
or
control

8. “A learning organization is a group of people who
are continually enhancing their capabilities to
create what they want to create.”
– Peter Senge

9.  The
Mission
Statement
of
the
American
Society
for
Training
&
Development
(ASTD)
is:
Through
exceptional
learning
&
performance,
we
create
a
world
that
works
better.

10. OD
Consultant

Every
WLP’s
ultimate
aim
is
to
Knowledge
Librarian
improve
human
performance.
Career
Coach
Learning
Strategist
 Focus
ranges
from
individuals
Instructional
Designer
to
whole
organizations
Talent
Manager
 Tools
vary
from
assessment,
to
training,
to
coaching
and
beyond

11.  Three
key
areas
ROLES
AREAS OF
EXPERTISE
FOUNDATIONAL COMPETENCIES

14. Learning
&
Performance
Professionals
“What we're saying today is that you're either part
of the solution or you're part of the problem.”
- Eldridge Cleaver

16. Who?
• ASTD & Pennsylvania State
Strong trends:
University
What?
• Conducted qualitative and
quantitative research to assess
the model’s continuing
applicability.
Data Collection Methods
• In-depth literature review
• Survey
• Interviews w/ practitioners and
thought leaders
Outcomes
• Competencies and areas of
expertise outlined in the ASTD
Competency Model remain highly
relevant today. “Keeping it Real,” T+D | AUGUST 2008

17. 47%
of the workforce in 2014 will be
Millennials
born between 1977 - 1997

19. • Minimize
and/or
accelerate
through
the
Produc4vity
/
Performance
Dip
• Provide
employees
with
the
awareness,
knowledge
and
skills
to
be
ready,
willing,
and
able
to
perform
their
job
du4es
• Engage
the
business
in
their
prepara4on
for
a
readiness
state
Change Event
Business Performance
Productivity / Performance Dip

20. What
will
it
mean
for
me?
I
didn’t
know
about
…?
Do
I
have
to
use
this
new
tool
/
How
do
I
get
process?
ready?
Why
are
they
What’s
the
doing
this
to
me?
business
value
to
me?
Did
they
tell
Does
this
work
for
anyone
about
this
my
department?
before
doing
it?
20

21. Poten4al
Differen4ator
Change
Management
in
Learning
Projects
can:
 Drive
Learner
sa4sfac4on
 Increase
2
way
dialogue:
Training
<-­‐>
Business
 Improve
Learning’s
relevance
 Drive
earlier
awareness
and
buy-­‐in
 Increase
ROI
on
Learning
investment
21

22. Change Management:
 Shared Need
 Shaping Vision
 Mobilizing Commitment
Activities:
 Document Stakeholders and Functions
 Determine engagement strategies
 Monitor Alignment
 Mitigate Misalignment by Intervention

23.  Who
is
involved?
 Learning
/
Training
Lead,
Change
Management
Lead
(as
required)
 What
is
it
and
why
are
we
doing
it?
 Stakeholder
management
is
a
process
to
manage
the
people
within
the
affected
business
to
ensure
they
are
aware
and
support
the
learning
initiatives.
 How
will
the
activity
be
conducted?
 The
Learning/
Training
lead
facilitates
communication
with
the
identified
key
stakeholders
and
stakeholder
groups;
delivered
through
meetings,
interviews,
presentations,
e-­‐mails,
etc.
 When
will
the
activity
be
conducted?
 The
project
specific
stakeholder
management
program
immediately
follows
the
formal
scoping
and
kickoff
of
a
learning
project.

25. Change Management:
 Shaping Vision
 Mobilizing Commitment
Activities:
 Document & Execute Communications
Plan
 Determine Communications Channels
 Create Customized Content
 Deliver Communications per plan
 Facilitate Communications review lifecycle

26.  Who
is
involved?
 Learning
/
Training
Lead,
Communications
Lead
(as
required)
 What
is
it
and
why
are
we
doing
it?
 Project
communications
are
developed
to
focus
on
the
activities
leading
up
to
go-­‐live
to
ensure
employees
are
informed
and
prepared.
 How
will
the
activity
be
conducted?
 Communications
are
delivered
via
e-­‐mail,
newsletters,
Intranet,
employee
meetings,
podcasts,
tweets,
posters,
meetings
with
managers,
and
other
methods
as
appropriate
and
funded.
 When
will
the
activity
be
conducted?
 Project
communications
vary
per
the
project
timeline
depending
on
size
and
scale
of
the
project
and
upon
completion
of
stakeholder
analysis
and
definition
of
project
scope.

27. Change Management:
 Mobilizing Commitment
 Making Change Last
 Monitoring Progress & Learning
Activities:
 Training Needs Analysis
 Training Strategy & Schedule
 Content have, build or buy
 Conduct Training
 Measure Effectiveness

28.  Who
is
involved?
 Training
Lead,
Instructional
Designer
/
Facilitator
(as
required)
 What
is
it
and
why
are
we
doing
it?
 A
variety
of
learning
methods
are
utilized;
web-­‐based
training,
distance
learning,
knowledge
transfer,
scheduled
practice
sessions.
 An
appropriate
level
of
training
investment
to
be
made
as
required.
 How
will
the
activity
be
conducted?
 Through
instructor
led
courses,
knowledge
transfer
sessions,
lunch
and
learns
and
web-­‐based
training.
 When
will
the
activity
be
conducted?
 As
needed,
per
defined
deployment
plan.

32. • Workshops
&
consulting
for
people
who
Accidental
Project
have
to
manage
projects.
Manager
• www.accidentalprojectmanager.com
• Certified
Professional
in
Learning
&
CPLP
Coach
Performance
(CPLP)
study
prep
materials.
• www.cplpcoach.com
• Resources
for
people
and
organizations
requiring
organizational
change
Change
management
and
business
readiness
Practitioner
Toolkit
assistance.
• www.changepractitionertoolkit.com

33. Speaker
Bio
trishuhl@owls-ledge.com
 ~
Trish
Uhl,
PMP,
CPLP
 CEO
&
founder
–
Owl’s
Ledge
LLC
 2005
CPLP®
Pilot
Pioneer
 2009
Training
Magazine
Top
Young
Trainer
of
the
Year
award
recipient
 2010/2011
ASTD
International
Conference
&
Exposition
(ASTD
ICE)
presenter
 Contributing
Author
▪ ASTD
Press,
“10
Steps
to
Successful
Teams”
▪ Pfeiffer,
“Fortify
Your
Sales
Force:
Leading
&
Training
Exceptional
Teams”
 2011
Chicagoland
ASTD
(CCASTD)
President

34. Download
Tools
&
Templates:
www.changepractitionertoolkit.com
Based on the Hangers Emporium Case Study

35.  “Keeping
it
Real,”
T+D
|
AUGUST
2008
 “Learning
Gets
Social,”
T+D
|
AUGUST
2009