The Change Practitioner's Toolkit: Tools, Techniques, Traps, & Takeaways

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ASTD ICE 2011 Session W316: Description: By itself, training often is not enough to improve individual or organizational effectiveness. After all, training is only an appropriate intervention when the performance gap is due to a lack of skills and/or knowledge. Solutions that affect real change and fully address business needs typically involve multiple interventions. Learning and performance professionals require basic skills to gauge and stage business readiness to support training sustainability. The speaker will present a step-by-step approach that will allow you to start adding change management tools and techniques to your existing training toolkit.
Objectives:
-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.

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The Change Practitioner's Toolkit: Tools, Techniques, Traps, & Takeaways

  1. 1. Session  #  W316  
  2. 2.   The  Future  of  Learning  &  Performance    Learning  Trends    The  Change  Practitioner’s  Toolkit    Orienting  Yourself    Case  Study:  Applying  the  Change   Management  Toolkit    Resources  
  3. 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. 4.   Describe  a  situation  where  you  provided  a   solution  that  had  unanticipated  impacts  on   another  area  of  the  organization.  
  5. 5. The  New  Normal   “It’s a VUCA world! Volatility, Uncertainty, Complexity, Ambiguity.” – Bob Johansen, Institute for the Future
  6. 6.   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  
  7. 7. “A learning organization is a group of people whoare continually enhancing their capabilities tocreate what they want to create.” – Peter Senge
  8. 8.   The  Mission  Statement  of  the  American  Society  for   Training  &  Development  (ASTD)  is:   Through  exceptional  learning  &  performance,     we  create  a  world  that  works  better.  
  9. 9. 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    
  10. 10.   Three  key  areas   ROLES AREAS OF EXPERTISE FOUNDATIONAL COMPETENCIES
  11. 11. Learning  &  Performance  Professionals   “What were saying today is that youre either part of the solution or youre part of the problem.” - Eldridge Cleaver
  12. 12. Who?•  ASTD & Pennsylvania State Strong trends: UniversityWhat?•  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 leadersOutcomes•  Competencies and areas of expertise outlined in the ASTD Competency Model remain highly relevant today. “Keeping it Real,” T+D | AUGUST 2008
  13. 13. 47%of the workforce in 2014 will be Millennials born between 1977 - 1997
  14. 14. •  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 EventBusiness Performance Productivity / Performance Dip
  15. 15. 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  
  16. 16. 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  
  17. 17. Change Management:   Shared Need   Shaping Vision   Mobilizing CommitmentActivities:  Document Stakeholders and Functions  Determine engagement strategies  Monitor Alignment  Mitigate Misalignment by Intervention
  18. 18.   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.  
  19. 19. Change Management:   Shaping Vision   Mobilizing CommitmentActivities:  Document & Execute CommunicationsPlan  Determine Communications Channels  Create Customized Content  Deliver Communications per plan  Facilitate Communications review lifecycle
  20. 20.   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.  
  21. 21. Change Management:  Mobilizing Commitment  Making Change Last  Monitoring Progress & LearningActivities:  Training Needs Analysis  Training Strategy & Schedule  Content have, build or buy  Conduct Training  Measure Effectiveness
  22. 22.   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.  
  23. 23. •  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    
  24. 24. 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  
  25. 25. Download  Tools  &  Templates:  www.changepractitionertoolkit.com       Based on the Hangers Emporium Case Study
  26. 26.   “Keeping  it  Real,”  T+D  |  AUGUST  2008    “Learning  Gets  Social,”  T+D  |  AUGUST  2009  

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