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CASE STUDY: HFHI HARVARD MANAGEMENTOR PROGRAM
BACKGROUND - PILOT
In 2003, HFHI partnered with Harvard Business School to provide 600 people within
Habitat with access to 33 Harvard ManageMentor performance support units and 3
Harvard full courses on key leadership issues for one year. At the end of the one-year
pilot, an evaluation survey was sent to the 600 learners. Regarding the survey
response, the HFHU Director said,
“We received just over 100 responses to the surveys sent to all 600 users last
month. Those who responded were enthusiastic about the tools and their
applicability. However, the relatively small number of surveys prevents us from
making strong conclusions about the potential for use of these tools throughout
the Habitat for Humanity movement.
Therefore, we are exploring a variety of ways to move forward, with renewal of
this particular program with HBSP being one of a number of options under
consideration. As you know, stewardship of Habitat’s financial resources is of
great importance, and HFHU is committed to making the decision that strikes the

2. wisest balance between careful use of resources, easy access, broad use and
strong impact.” (14 June, 2004)
Cost/Enrollment Information as of Sept, 2003 (546 different users registered as of that
date)
HMM Units Decision
Making course
Leadership
Transitions
course
What is a Leader?
course
Enrollments 403 352 384 357
Cost per
learner
$16450/403=
$40.82 for all
units
$11666.66/352=
$33.14
$11666.66/384=
$30.38
$11666.66/357=
$32.68
PLANNING FOR CURRENT HMM INITIATIVE
In late 2004, the interim CEO for Habitat for Humanity had a dream. He wanted HFHI’s
culture to become one where everyone expects to be learning continuously. He
envisioned a program that had everyone learning around the same topics at the same
time but in such a way that learners and groups of learners could contextualize the
topics to their situations and needs. His hope was for unity in organizational learning
AND a focus on individual relevance and application.
To accomplish this dream, the CEO and the HFHU Director came up with an initial
framework that took advantage of the past partnership with Harvard Business School:
1. HFHI would purchase unlimited access to Harvard ManageMentor (HMM) units
for those “currently employed by or actively involved with Habitat for Humanity at
the local, national, regional or international level”.
2. In order to be considered for a merit increase, all HFHI Staff who supervised
others would be required to take 19 units of key relevance to HFHI and
participate in group discussions.
3. HFHU and the Global Training Team would develop an implementation plan that
ensured that HFHI staff who supervised others would globally be studying same
19 units at roughly the same time.

3. 4. Summaries of discussions were required to be submitted so that the CEO could
review highlights of the discussion and any issues raised.
During the Global Training Conference in April of 2005, the CEO laid out his
expectations for the global implementation of Harvard Manage Mentor, noting two key
outcomes:
• A broad-based introduction to the content in those courses
• And the establishment of a process for learning and working together in a
disciplined fashion.
In describing his vision for the HMM initiative, He said that “We need to meet people
where they are…..and connect them to where they need to go….through something of
substance.” He made clear that HMM implementation was to be a Global Training Team
(GTT) priority over the next seven months and assured the group that they would have
the support of their Area Vice Presidents(AVP’s) as he had gotten the AVP’s on board
during a meeting on this initiative at the recent IBOD meeting. (See Appendix A for AVP
follow-up email).
During the Human Resources Conference in April of 2005, the HFHU Director was able
to spend some time with Area and HQ H.R. Managers and talked with them about the
HMM program: what it is, how it can be used, and what HFHU’s mandate is related to an
enterprise-wide study of selected units. At the end of the meeting, the HFHU Director
asked the group if it would be accurate for her to say that people in that room were
excited about moving ahead and working with the training group on this. They told her
“no, it would only be accurate if you reported that we are VERY excited”. Per the HFHU
Director, “They were extremely well-informed about the potential uses of these
resources in terms of making sure there’s a tight link between individual and group
development, HR’s performance management systems and policies and reporting. Full
of good, practical ideas for making this happen in the right way, and extremely eager to
have a role in implementing this effectively.” Based on this meeting with H.R. leaders,
the HFHU Director encourage the GTT to “ turn to your HR directors for collaboration
and see them as invaluable learning partners in this effort—they were delighted to hear
of this and ready to hit the ground running to make this happen”.(04 May, 2005 email)

4. Based on this directive from the CEO, the GTT then devoted part of the Global Training
Conference to brainstorming around the topic of an HFHI Global Learning Agenda (of
which the HMM initiative would be the first) and planning for HMM Implementation. See
Appendix B for complete notes from the sessions. An outline of the broad
implementation plan and recommendations from the GTT were shared with the CEO.
The CEO responded by saying “It means a lot to me to see HFHU, Global and US
training and HR coming together around this program. It will amaze everyone at how
much we can accomplish with a common mission.” (04 May, 2005 email)
The GTT then went back to their respective areas and began to plan for area-specific
implementation, receiving varying degrees of support….from strong to very little… from
area leadership. Key issues raised in planning for area-specific implementation
included:
• Technology-related issues:
*With staff spread across continents, face-to-face discussions were not possible
in some areas so other options such as phone conferencing (which could be
quite expensive) and online discussions had to be considered.
*Some learners experienced difficulty, due to poor infrastructure and unreliable
internet connectivity, in studying units online. The current HFHU agreement with
Harvard Business School did not allow for the units to be put on CD-ROM so
instructions for how to print out units was shared with learners so that they only
had to be online long enough to print units and take practice quizzes. (In order for
a learner to be tracked by the HFHU Learning Management System as having
completed a unit, he/she has to complete and submit the practice quiz.)
• Workload/travel-related issues:
*Program supervisors often have very full travel schedules which made taking
online units and participating in discussions difficult. A policy allowing learners to
“opt out” of participating in up to 2 discussions was created to address the travel
issue. A “make up” policy had learners having individual discussions with their
supervisors around units where they missed the group discussion.
*While traveling, learners often did not have reliable access to internet (and could
not access HMM units on CD-ROM per HFHU/Harvard Business School

5. agreement), so learners were encouraged to print out and study from hard
copies.
*Some required learners were already participating in a Masters program and
wanted to opt out of the HMM initiative. This was vetoed.
• Participation issues: several areas wanted to include “non-required” participants
in the discussions so that the discussions included all members of departmental
and regional work teams. This was deemed OK but these participants would not
be tracked by HFHU in the same way as the required group of learners.
• Customization issues:
*One area wanted to tie units studied to professional development plans and
customize the units each individual studied to their learning and development
needs rather than have each supervisor study all 19 units. This idea was vetoed
because of the CEO’s desire that everyone study the “same units at roughly the
same time”. However, most of the area 19-unit study schedules were
customized to fit their area calendars and schedules to some extent, making
each area’s schedule slightly different with regards to timing of study for each
unit.
*Some learners and learner groups asked for permission to opt out of the
program and/or specific units because they had participated in prior, more in-
depth training relating to the unit topics. This was vetoed.
• Funding issues: Because budgets had already been set that did not include HMM
initiative costs, this was especially a concern for some areas with very tight
budgets and the Global Training Department offered to help underwrite some of
the discussion costs.
• Language issues: The original agreement between HFHU and Harvard Business
School Publishing was for access to English-version units only, which raised
some language-related difficulties for some of the required learners. A specific
number of additional licenses for access to units in French and Spanish were
purchased and the cost was covered by AME and LAC area budgets. However,
not all 33 (including some of the required 19) HMM units were available in French
and Spanish.
IMPLEMENTATION

6. Despite the many issues raised during implementation planning, progress on planning
for a July 1 launch moved forward, albeit somewhat unevenly per area. FAQ sheets
(see Appendix D), brochures with access instructions, global and area specific launch
letters (see Appendix C) and other materials were developed and discussion facilitators
were oriented as to expectations and support materials available. Areas began
discussions as early as July 5 and as late as September 6.
As individual study and group discussion progressed in each area, the following
challenges were experienced:
• Workload/travel: Even with the 2-session opt out and make-up policies, some
learners experienced difficulty in participating in discussions due to travel schedules.
Some did not want to “opt out” of any discussions and wanted more options for
participating in discussion. Some felt that the “discuss with supervisor” make up
policy was not realistic.
• Phone conference discussions: There were struggles with the quality of discussions
via phone conference call…. participation was low, sound quality at times was not
good, etc.
• Registration/Log-in: Some learners experienced technical difficulties in registering
for the units online and the Spanish speakers had to click through several English
log-in screens to get to the Spanish-version units. Spanish learners had to be
registered by some appointed to act as “registrar” for the LAC area. This task was
given to a volunteer to handle but LAC experienced quite a bit of turnover of
volunteers.
Despite the challenges, several promising examples of specific, relevant discussion and
application were shared.
• “People were very eager to share and I must say I am enjoying it too. This gives me
the opportunity to tackle issues that are causing a lot of work for HR.”
• “We are launching our staff development program at the end of this month. I want to
do a session for supervisors on managing your career so they can work with their
staff to develop personal development goals. Our new tuition reimbursement
program requires that supervisors relate approvals to the personal development

7. plan. I will use a combination of the HMM course and other tools that I have used in
the past.”
• “One of our Regional Directors had her team study the “Working with Virtual Teams”
unit ahead of schedule since that is the way they operate on a daily basis.
• “Used the knowledge I have gained to be more aware of the need to set goals, stay
on top of overall temperature of department, catch any signs of stress and deal with
the problems causing it. I listen to staff to get feedback valuable for addressing
changes that need to be made. All of these steps will enable me and staff to plan
better and evaluate better.”
• “It [studying the HMM units] gave us as a regional team the opportunity to come to a
similar understanding of certain issues and processes.”
• “Many of the units prompted me to think more about my own management style.”
90-DAY IMPLEMENTATION EVALUATION
In October, which marked 90 days of implementation for some areas, an evaluation
survey was sent to all required learners. Overall, the ratings for the self study of the
online HMM units were positive.
• 69% of respondents said they would recommend the HMM units to others.
• 71% of the respondents said that the unit content was relevant to their work.
• 66% of the respondents said that they did learn something new.
• 92% found the units easy to use and 84% found them easy to navigate through.
Ratings for the discussion portion of the HMM initiative were also generally positive
except for a bit of mixed ratings when it came to discussions being useful to their
job:
• 69% said length of discussion was right.
• 87% felt they had an opportunity to participate and be heard.
• 69% said topics and ideas generated during the discussion were relevant to their
work as supervisors.
• 45% said that everyone participated, 40% said they did not, 16% neither agreed nor
disagreed.
• 41% said that discussions helped them find real applications for the unit content,
31% said they did not, 28% were neutral or replied with “N.A.”

8. • 49% said that discussions triggered new thinking about their work, 20% said it did
not, 31% were neutral.
Ratings for the overall program….self study combined with group discussion were also a
bit mixed with a good portion of the respondents remaining neutral on many of the
ratings.
• 39% said that, given their work environment and schedule, the HMM Program was
an effective use of their time while 38% said it was not and 22% were neutral.
• 50% said the HMM Program was a valuable investment in their professional
development while 28% said it was not and 22% were neutral.
• 50% expressed overall satisfaction with their experience in the HMM program while
30% were not satisfied and 21% were neutral
• 61% said there was value in HFHI Supervisors studying the same topics at the
same time. 18% did not there was value in this. 22% were neutral
• 67% felt they took ownership of their learning experience in this HMM program. 19%
did not feel ownership
• 43% felt the combination of self study and discussion helped them to identify ways
to apply learning to daily work. 25% did not feel this combination helped. 33% were
neutral
For those who disagreed or strongly disagreed, there were several strong complaint
themes:
Time constraints/aggressive schedule: too much in too little time, too much given
realities of workload, impossible to take time at work to study, conflicted with other
studies and commitments (9 respondents):
Not individualized to my needs, where I am at, my level of experience and
knowledge, need more complex/in-depth content and learning opportunities (7
respondents)
Imposed using coercion without understanding my reality, my workload, my
schedule, my needs. Holding merit pay hostage does not send a good message.

9. One respondent asked what value coercion reflects at the cost of what other values?
(4 respondents)
Sometimes inconsistent with HFH practice: Units promote thinking not accepted in
HFH and further rejected during group discussion. Need to deal with incoherence
between content and HFH practice. No observable impact on my supervisors.
Did not focus enough on real life application to my work at HFH (3 respondents)
See Appendix E for more complete information on survey data.
Usage data as of December 3, 2005 shows that all learners (required and non-
required) had completed a total of 1824 units which puts the cost to HFH, as of
December 3, for a learner to have access to a specific unit for the duration of the
agreement at $38.44. This cost per unit will decline to the extent that learners
complete more units in the month of December. See Appendix F for more detailed
usage data.
FOR DISCUSSION
1. What could have been done differently to make the HMM Program more
successful?
2. Imagine that you are to make recommendations for the Senior Leadership Team
regarding the way forward based on the survey responses and 90 days of
implementation experience. What would you recommend
3. What are the key learnings from this experience that can be applied towards the
implementation of future global learning initiatives?

10. APPENDIX A: CEO LETTER TO AVP’S
From: Paul Leonard
Date: 7 June 2005
Re: Harvard e-learning program to begin July 2005
This memo outlines the commitment I expect you to make to an important organizational
learning program we discussed in Cape Town. You play a critical role in the success of
this program. I believe we can expect others in the organization to be excited about
learning and make the time for serious study if we ourselves are willing to do the same
and if we make it possible for our training and HR staff to design and deliver the
programs effectively.
Beginning in July 2005, managers throughout HFHI will be required to study and discuss
essential management principles and practices using 19 of Harvard Business School
Publishing’s “ManageMentor” online courses. Attached to this memo is the schedule that
the SLT will follow (with each unit having a two week period for individual study,
culminating in a small group discussion using H-P’s virtual classroom). You will be
receiving more information soon regarding our team study of these units—for now,
please update your Outlook calendars.
At the recent HR and Global Training Conferences, I told attendees that this particular
learning program is the most important staff development activity they will be involved in
this coming fiscal year. I asked them to place high priority on orchestrating a worldwide
study of the same units that the SLT are studying and over roughly the same time
frame. While the training and HR staff are responsible for implementing
this program, it is important for you to know that I told them that I will be

11. holding their managers and Area VPs accountable for providing the
necessary resources to get it done.
If you have not already done so, please talk with your training and HR staff to make sure
that they are given adequate budgeted time to set up and manage the individual and
group study for their Area. This is not something that they can do effectively as
‘collateral duty’ nor can it be done in ‘fits and starts’. I will expect you to make sure that
your training and HR staff are adequately committed to the project, are coordinating
everything they do with HFHU and HR in Americus, and are maintaining the necessary
commitment throughout the duration of the project. The second attachment to this memo
gives you a snapshot of the progress the project team has made towards implementing
this program in each Area (including HQ).
Please let me know if you foresee any problems, and thank you in advance for your
leadership in this important area.

12. APPENDIX B: Global Training Conference ’05 Session on
“Global Learning Agenda”(of which, HMM Initiative would be the first)
Brainstorm: A GLA…
Is…? Is not….?
-Evolving -Fixed/static
-Thematic(focused on what) -Not prescriptive re: how
-A reflection of common themes -Schedule of activities x2
-Shared vision of all the world -Defined by majority rules
-A reflection of org’s learning philosophy -Standardized curriculum
-Based on business needs -Not event-based
-Intervention based -Not just a list of courses
-For the WHOLE world -Based on the assumption we all
start
-Recognizes whole scope of clients in the same place
-Aligned with S.P. -Responsibility of specific role or
function
-Linked to SP AND business needs -Developed from a single source
-Starts with building capacity of GTT
-Presents consistent message where needed
(around policies, process, system)
-Manages the tension between
standardize & contextualize
-Focused on outcomes
-Impact oriented and strategic
-Integral to process of transformation
-A system and a process leading to common
outcomes, knowledge sharing and open
communication
-A part of all of us like breathing…how we learn
-A vehicle for learning

13. From this brainstorm activity, we came up with the following key points for a definition of
GLA:
A Global Learning Agenda is:
-a reflection of our learning philosophy
-everyone’s responsibility
-means to cultural change within HFHI
-a process for knowledge sharing
-focused on needs, outcomes and impacts
-aligned with our strategic plan
-evolving and adaptable
What do we gain from having a GLA?
-Consistency in messages around core content
-Discipline around methods and processes used
-Improvement in core skills
-Focused learning
-Focused energy, synergy, unity
-Clear direction
-Alignment globally
-Economies of scale in the area of learning around GLA topics
-Measurable impact x2
-Can capitalize on other learnings, learn from each other
-Opportunity to learn through process instead of focusing only on content
-Provides training function with influence and credibility
Analogy from Frank: GLA would be like a tandem bicycle. With a GLA, we’re all on the
bike and pedaling in the same direction. Sometimes certain riders, because of what is
happening in their areas, may not be able to pedal as hard but will still benefit and move
in the same direction.
What could we stand to lose from having a GLA?

14. -independence (re: area agendas)
-decision-making power re: resource use
-ability to address local needs
-needs of many may outweigh needs of few
-less options for contextualization
What information do we still need?
The Global Training Conference participants felt that we still needed some key pieces of
information in order to tackle the task of coming up with a process for working together
to set a global learning agenda:
-What is Paul’s vision of a learning organization…what does it look like? What is it
doing/not doing? What are the outcomes/results of being a learning organization?
-What is Paul’s definition of a GLA? What are the hoped for outcomes of having a GLA?
-What pain or business need are SLT members hoping to address through a GLA?
-What are the negotiables, non-negotiables, constraints?
-What is the scope of the GLA….whose needs does it address?
-How does the GLA fit into a broader picture? How does the GLA fit into the new Dept. of
Org Learning? How far along do we develop this knowing that there soon with be a new
Director of Org. Learning who may have his/her own ideas about GLA processes?
What we need as internal consultants to set a global learning agenda
-commitment and support of senior and middle leadership: time, willingness to
implement/integrate into multiple systems, etc
-input and commitment of senior and middle leadership re: how to brand ourselves as a
learning org.
-strategic plan
-access to representatives of all functional departments in order to gather info on felt
needs
-timeline and budget
-consistent process for assessing local/regional learning needs and connecting these to
GLA
-resources for marketing and communicating GLA
-H.R. commitment to provide mgmt. with training on integrating GLA into development
plans

15. Group’s thoughts on outcomes/benefits of implementing HMM globally:
-facilitates participatory learning, cohesion and commonality of purpose for common learning
language and experience
-elevates basic management practice/skills
-develops a common language around management practice
-helps learners to discover how to apply learning to work
-encourages habit of preparing, via learning, for real work
-helps me as an individual to prioritize to learn (accountability)
-act as vehicle for developing discipline of learning
-encourages/facilitates communities of practice via HMM discussion groups
-provides platform for dialogue
-could build team organizationally and reduce fragmentation
-sends message that org. values learning and people
-staff are motivated by professional development opportunity
-could be a model for implementation of learning on a global basis
-provides opp/opens door for global training to identify and implement a global learning agenda
-could increase our expertise in building virtual teams
Strategies for implementing HMM with HFHI Staff
Point people: Iva (HQ staff), Jane (to act as coordinator of Area HMM Implementation
Teams)
Process:
-Communicate HMM as a performance support tool, not as a series of courses
-Tie HMM to performance development process/plans
-Make taking HMM units a pre-requisite for key gatherings/activities
-Training depts. and division heads jointly set schedule
-Group discussion facilitated by subject matter experts and not just trainers
-Set up CoP of HMM facilitators to share tools, ideas, successes
-Regularly ask learners to evaluate: Am I using HMM for real work? What part of
learning process is making this add value to my work? What would make the process
add more value?
In order to maximize value:

16. -HMM should be delivered as much as possible to link to real work so schedule should
be flexible
-HMM delivery should allow for learning – application - reflection
Strategies for implementing HMM with U.S. Staff and Affiliates
Carol Gregory, Ada Bickert and Mary Ellen Taylor will work on approval and
implementation on the recommendations below.
July 1 Implementation of HMM with senior affiliate support managers.
Affiliate support managers to be directed by Field Directors.
Will follow same schedule as senior leadership with facilitated groups.
Note: United States area office staff will take HMM with Area Vice President Ted
Swisher and facilitator in conjunction with above.
August 1 Train affiliate support managers and senior affiliate support managers on
HP virtual classroom and HMM leader tools.
End of Aug. Further planning on implementation with affiliates. Senior affiliate support
managers will take lead.
October 1 Rollout to affiliates with commitment for continuation of HMM throughout
2006.
Strategies for implementing HMM with national organizations
Point people: Area Training Staff and Regional Directors (Jane to coordinate sharing
between area implementation teams)
-Present to N.O.’s as an opportunity
-Incorporate elements of HMM into regular orientations
-Set up peer discussion groups so that team building and knowledge sharing are added
results
-Establish peer groups at various levels who are responsible for transfer to lower level
-Determine what units are appropriate for various target groups

17. Recommendations for Paul:
-Encourage AVP’s to model the use of HMM as well as behaviors learned
-Next year have courses available as non-web-based deliverable (CR-ROM’s, manuals,
etc). Connectivity issues in some areas seriously inhibit our ability to roll HMM out to all
national programs and to some affiliates.
Overall Needs:
• Communication plan
• Identify facilitators
• Define tools needed and available
• Define roles
• Assurance that HMM access will continue beyond Dec. 31
• Person to facilitate regular sharing re: implementation progress, ideas, statistics, etc.
(Jane volunteered by group.)
Next steps
-Phase One Implemenation Team (POIT): Mary Ellen, Jane, Carol and Iva will review summary of
recommendations before they go to Paul and HFHU
-Recs submitted to Paul and HFHU
-Response shared by Jane with POIT
Questions:
-Is HMM Café available in Spanish? French?
APPENDIX C: CEO LAUNCH LETTER
To: HFHI Supervisors
From: Paul Leonard, Chief Executive Officer, HFHI
Date: 15 June 2005
As Habitat for Humanity looks forward to an exciting future, it is clear that our ability to
adapt and thrive will depend on our ability to continuously learn and share knowledge

18. with each other. Likewise, sound management and leadership will be crucial for both
day-to-day and long-term success. I am pleased to tell you about the upcoming launch
of a new learning program serving both goals.
Beginning in July, HFHI supervisors at all levels and in all locations around the world will
embark on the simultaneous study of essential management principles and practices.
Habitat for Humanity University has worked with education leaders throughout Habitat to
create a worldwide learning program based on the excellent online materials in Harvard
Business School Publishing’s ManageMentor PLUS catalog. HFHI supervisors will
study topics such as change management, leadership, setting and monitoring goals,
implementing strategy, decision-making, project and team management, negotiation,
and the hiring, motivating, appraising and retention of staff. There are two key elements
in the program: for each topic, learners will use the online units to do individual study.
Each learner will then participate in facilitated small group discussions with their peers,
where they will exchange reactions and share ideas for application to the Habitat
workplace.
Because I see these topics and this learning approach as essential to our
organizational success, I am requiring all HFHI supervisors around the
world to participate in and complete this program. In fact, my senior leadership
team and I will soon begin studying this program together. I have asked those senior
leaders to ensure that managers throughout their divisions and departments are
supported in their study and are encouraged to share and apply the learning.
While participation in this program is only required of HFHI supervisors, the online units
are available to anyone actively involved in the Habitat ministry, paid and volunteer, at
affiliates, national organizations, campus chapters, the IBOD and HFHI offices.
You will be contacted very soon with comprehensive information regarding the program
overall and your learning schedule in specific.

19. I hope you are as excited as I am about the potential of this learning program. If you
have questions or comments before or after receiving that information, please feel free
to share them with me through hmm@habitat.org.
APPENDIX D: HMM FAQ FOR SUPERVISORS
Answers to Supervisors’ Questions about Harvard
ManageMentor
Why has HFHI developed the Harvard ManageMentor Program?
As Habitat for Humanity looks forward to an exciting future, it is clear that our ability to
adapt and thrive will depend on our ability to continuously learn and share knowledge
with each other. Likewise, sound management and leadership will be crucial for both
day-to-day and long-term success. The Harvard ManageMentor Program was created
to address both of these goals. It is hoped that the HMM Program will help to:
• instill the habit of ongoing, collaborative learning throughout the organization
through individual study and group discussion
• increase the level of management capacity organization-wide
Why are we implementing the HMM Program this way?
HFHI supervisors were chosen as the initial focus for the HMM Program for two reasons:
• HFHI supervisors serve to gain the most from these units as they focus on topics
key to sound management practices
• HFHI supervisors are a strategic choice in that, once supervisors have studied the
HMM units, they will then be poised to serve as catalysts for the program and assist
their staff and work teams in taking advantage of the HMM units in a way that best
suits their staff and builds individual and team capacity.
For HFHI supervisors, there are two key elements in the program:
• For each of 19 selected topics, learners will use the online units to do individual
study.
• Each learner will then participate in facilitated small group discussions with their
peers, where they will exchange reactions and share ideas for application to the
Habitat workplace.
This blended methodology was chosen to meet the collaborative learning objective
above.

20. What exactly is expected of me as a supervisor?
As a supervisor, you are required to:
 individually study 19 selected HMM units and
 participate in at least 17 scheduled discussions.
For information specific to your learner group, see:
http://insite.habitat.org/xpedio/groups/hfhi/documents/webpage/insitedoc009905.pdf
Consideration for merit increase is dependant on your fulfilling these two requirements.
Note: HFHI supervisors will be advised to set up one-on-one discussions with their
supervisors should there be no way they can attend a group discussion AND they need
to make up the discussion to fulfill the “participate in at least 17 discussions”
requirement. If you have HFHI supervisors reporting to you, you should be prepared to
make time in your schedule to participate in these make-up discussions.

21. How can I involve my staff?
While participation in this program is only required of HFHI supervisors, 37 online units
are available to anyone actively involved in the Habitat ministry, paid and volunteer, at
affiliates, national organizations, campus chapters, the IBOD and HFHI offices.
Here are some tips for involving your staff with the HMM units:
Use the performance review cycle to assess with your employees what HMM units
would be beneficial for them and include them on individual staff job plans.
Support your employees’ learning efforts by ensuring that they have time available
to study.
Regularly ask each employee what he/she is learning from the HMM units that
he/she is studying.
Set aside some time at staff meetings for employees to share their learnings.
Encourage your staff to discuss individual learning together over lunch.
Jot down that one great idea or applicable tip that you gained from the discussion
you participated in as a learner and bring it back to your team. Share it to help get them
excited to review the unit and have their own team discussion.
Have handy in your meeting room and at team members’ desks, some paper icon
(a star, for example) and have members hand them out between discussions when a
principle or practice from your discussion is exhibited without prompting. Review the icon
activity that recently occurred at your next meeting or discussion.
Record those great examples of application that your staff comes up with and
share them with the broader HFH community by sending them to hmm@habitat.org
As a refresher for the learner, appoint a team member to teach or demonstrate a
key principle from their individual study at staff meetings.

22. What if I want to organize group discussions for my staff similar
to what I experienced?
Wonderful! While you are not required to organize group discussion sessions with your
staff, if you would like to do so, here are some tips:
Use planned team meetings as a platform for discussions. Rather than make HMM
unit discussions additional meetings, use them at the start of a work team meeting,
planned event or conference.
Ideally, choose a unit with content that is aligned to what you are planning to talk
about in your team meetings.
Rotate discussion facilitation duties among team members.
As a refresher, appoint a team member to teach or demonstrate a key principle
from your current discussion at the beginning of the next session.
Here is a progression of simple questions that can be used to facilitate discussion
around any HMM unit:
In some of the first discussion sessions, you might want to start by asking about the
study process itself to help ensure that your staff is getting the most out of their study
time.
-What was your self-study experience like?
-What about studying this unit on your own was difficult? What was easy?
-Why was that difficult/easy for you?
-What adjustments might you need to make to make your study time more
effective
next time?
Discussion questions suitable for any unit:
- Call out words or short phrases that were highlighted in this unit.
- Where did the content intrigue or excite you? Where did the content frustrate
or
concern you?
- What aspect of this unit do you think is most critical to our work with HFH?
- What lessons have we learned from our study and discussion of this unit?
- How can we apply what we have learned and talked about to our work with
HFH?
- How can we share with others the ideas, learning and actions that have come
from our study and discussion of this unit?
If you need more help in organizing discussions with your staff, email hmm@habitat.org

23. We need to hear from you in order to be able to evaluate this program. Please give us feedback
by sending an email to your area training/H.R. manager regarding any aspect of the HMM
initiative (facilitation, unit content, schedule, etc) and cc hmm@habitat.org We would also like to
continue to expand the “how to involve your staff” list (above) so would also love to hear how you
are involving your staff in the HMM Program.

24. APPENDIX E: HMM 90-DAY SURVEY ANALYSIS
DEMOGRAPHIC AND STUDY DATA
Response Rate
Surveys
sent
Response
s
Response
rate
186 66 35.5%
Who responded
0-1 yrs 1-3
yrs
3-8 yrs More than 8 yrs
Length of time
with HFH
9.8% 16.4% 29.5% 44.3%
SLT Directo
r
Immediate/Front
Line Supervisor
Other
Level in
organization
10% 46.7% 35% 8.3%
Other: anonymous, NA, ODC/facilitator, Program Manager, have supervised in past
AME AP ECA LAC US Admin Com
m
Dev Exec Field
Ops
Other
HQ
Divisio
n or
Area
11.5% 8.2% 4.9% 4.9% 13.1% 14.8% 9.8% 8.2% 8.2% 9.8% 6.6%
Other: anonymous, NA, Programs, Operation Home Delivery
How learners viewed HMM units
Printed
Hardcopy
Online-Read Text
Only
Online-Read Text &
Used Some Features
Online-Read text &
Used All Features
Other
30.3% 27.3% 25.8% 21.2% 1.5%
Other: studied hard copy but did not go back and take end-of-unit quiz online
Average Length of Time Spent per Unit
Less than 1
hour
1-2 hours 2-4 hours More than 4
hours
43.9% 42.4% 7.6% 6.1%

25. Given number of complaints relating to time, this means that a majority of the learners felt
unhappy for various reasons in committing a maximum of 3 hours (self study plus discussion)
every 3 weeks (or 1 hour per week) on this learning activity.
RATING OF SELF STUDY COMPONENT
NA Disagree/
Strongly
Disagree
Neither
Agree
or
Disagre
e
Agree/
Strongly
Agree
I would recommend HMM units to someone
else within HFH.
0 13.6% 15.2% 71.2%
The content was relevant to my job function
and day-to-day work activities.
0 7.6% 19.7% 72.7%
I learned something new from studying the
HMM units that I have applied to my job or
will within the next 6 months
0 22.7% 10.6% 66.7%
*Of the learners who disagreed, the most common comments were:
-the content was too basic
-the content was geared towards entry level supervisors
-the content did not offer any new learning.
Content most appropriate for what:
Refresher
/
review
Gen’l
overview
Pre-work for
more in-depth
discussion
Just-in-time
content for on-
the-job support
Content was
not
appropriate
50% 47.6% 28.8% 24.2 3%

26. Content most appropriate for whom:
SLT Director Immediate/Front Line
Supervisor
Open to all
audiences
28.8% 42.4% 57.6% 53%
Benefits gained from individual unit
study(most mentioned first):
Most useful units(most mentioned first):
Gave practical tips, hints and other info I could
apply to work
Managing Workplace Stress
Gave new ideas/understanding Assessing Performance
Good/quick review/refresher Making Business Decisions
New or different learning format, resources:
online, case studies,
articles, scenarios
All units
Opportunity to do reflection around self, own
management style, HFH practices
Capitalizing on Change
Allows team, org to have similar/baseline
understanding
None of the units
Opp to validate/reaffirm previous learning &
compare to HMM content
Giving and Receiving Feedback
Learn something from outside of HFH Setting and Monitoring Goals
Opp to take charge of own learning Others mentioned: Leading Virtual Teams,
Making Presentations, Leading and Motivating
Teams
Logistics:
A majority of the learners felt the units were easy to use (92.4%) and easy to navigate (83.3%). A
majority had no technical problems with studying online (85%) or while registering or logging in
(66.7%). Comments from those who did have some struggles with navigation and
registration/log-in gave us insights as to how to improve the experience for future learners.

27. RATING OF GROUP DISCUSSION COMPONENT
NA Disagree/
Strongly
Disagree
Neither
Agree
or
Disagre
e
Agree/
Strongly
Agree
Discussions with my peers triggered new
thinking about my work for Habitat.
1.6% 19.4% 29% 50%
Topics and ideas generated in discussions
were relevant to my work as a supervisor.
4.8% 11.3% 14.5% 69.4%
Discussions helped me find real applications
for the content of the unit self study
3.2% 30.6% 24.2% 41.9%
*Of the learners who disagreed, the themes from the comments were:
Session Design: Discussion did not help learner think further about topic or about applying
learning. Discussion did not get in-depth enough. More about HFH culture than about work.
No new insights gained from discussion. Did not highlight/reinforce learning objectives.
Missed out on opportunity to implement practical solutions based on learning. Topic
questions to spur discussion were not very interactive and did not have intended results.
Facilitators: Some sessions were definitely better than others based upon the facilitator.
Facilitator was instructed to give overview and this was not needed. Facilitators complained
about slides they had to show. Facilitators should have done more to encourage participation
by all.
Logistics:
A majority of the learners felt the discussions were the right length (66%), that discussion
activities were appropriate for the topic (66%) and that they had sufficient opportunity to
participate and be heard (84%). The most common negative complaint about group discussion
logistics focused on telephone conferencing not being a good mode of delivery for interactive,
participatory group discussion.
Note: An interesting side benefit of group discussions for HQ and US group was that they gave
participants the opportunity to interact with and learn from staff outside of their departments and
with staff that they would normally not have an opportunity to interact with.

28. RATING OF OVERALL HFHI HMM PROGRAM (INDIVIDUAL STUDY
+GROUP DISCUSSION)
Disagree/
Strongly
Disagree
Neither
Agree or
Disagre
e
Agree/
Strongly
Agree
Given my work environment and schedule, the HFHI HMM Program
used my time effectively. 37.1% 22.3% 40.3%
I feel the HFHI HMM Program has been a valuable
investment in my professional development.
25.8% 22.6% 51.6%
Overall, I am satisfied with my experience in the HFHI HMM
Program.
27.4% 21% 51.6%
There was value in HFHI Supervisors studying the same
topics at the same time.
19.4% 21% 58.1%
The combo of unit self study and group discussion helped me
identify ways to apply my learning to my daily work.
22.6% 32.3% 45.2%

29. The overall ratings were much more mixed. Comments from those who disagreed fell into the
following categories and echoed some of what was said by those who disagreed when rating
individual study and group discussion:
Time constraints/aggressive schedule: too much in too little time, too much given realities of
workload, impossible to take time at work to study, conflicted with other studies and
commitments (9 respondents):
Not individualized to my needs, where I am at, my level of experience and knowledge, need
more complex/in-depth content and learning opportunities (7 respondents)
Imposed using coercion without understanding my reality, my workload, my schedule, my
needs. Holding merit pay hostage does not send a good message. One respondent asked
what value coercion reflects at the cost of what other values? (4 respondents)
Sometimes inconsistent with HFH practice: Units promote thinking not accepted in HFH and
further rejected during group discussion. Need to deal with incoherence between content and
HFH practice. No observable impact on my supervisors.
Did not focus enough on real life application to my work at HFH (3 respondents)
Usage Information
As of December 3, 2005, 1824 HMM units had been completed by all learners (both within
and outside of required group), which puts the cost to HFH, as of December 3, for a learner to have
access to a specific unit for the duration of the agreement at $38.44. This cost per unit will decline to
the extent that learners complete more units in the month of December.
APPENDIX F: USAGE DATE AS OF DECEMBER 3, 2005
(does not include usage of French version units via CD-ROM)
REQUIRED 19 UNITS (from highest to lowest re: number of students who
have completed course)

30. Enrolled Completed
Assessing Performance: 275 202
Evaluacion de desempeno: 81 8
TOTAL: 356 210
Setting Goals: 271 156
Como establecer objetivos: 82 13
TOTAL: 353 169
Capitalizing on Change: 250 156
Como capitalizar el ca mbio: 83 10
TOTAL: 333 166
Giving and Receiving Feedback: 248 156
Como hacer y recibir comentarios: 82 9
TOTAL: 330 165
Managing Workplace Stress: 206 101
Como manejar la tension en el
lugar trabajo: 83 2
TOTAL: 289 103
Making Business Decisions:
TOTAL: 200 95
Leading and Motivating: 225 71
Liderazgo y Motivacion: 82 5
TOTAL: 307 76
Implementing strategy:
TOTAL: 201 62
Project Management: 205 48
Gestion de proyecto: 82 4
TOTAL: 287 52
Managing for Creativity &
Innovation: 171 35
Como dirigir al personal para
lograr creatividad y innovacion: 82 5
TOTAL: 253 40
Working with a Virtual Team: 146 35
Como trabajar con equipo virtual: 85 2

31. TOTAL: 231 37
Keeping Teams on Target: 181 30
Mantener los equipos centrados
en el objetivo: 81 2
TOTAL: 262 32
Managing difficult interactions: 161 26
Gestion de interacciones dificiles: 82 4
TOTAL: 243 30
Negotiating: 158 26
Negociacion: 84 4
TOTAL: 242 30
Delegating: 159 20
Como delegar responsabilidades: 82 4
TOTAL: 241 24
Dismissing an Employee: 133 18
Como despedir a un empleado: 82 3
TOTAL: 215 21
Hiring: 139 16
Contratar: 79 3
TOTAL: 218 19
Retaining Valued Employees: 141 16
Como retener a los empleados
valiosos: 82 2
TOTAL: 223 18
Coaching: 155 6
Coaching (Spanish): 81 8
TOTAL: 236 14
OTHER UNITS: (from highest to lowest re: number of students who have
completed course)
Budgeting: 154 66
Planificacion del Presupuesto: 103 11

32. TOTAL: 257 77
Managing Your Time: 137 33
Como administrar su tiempo: 83 7
TOTAL: 120 40
Leading a Team: 153 33
Como dirigir un equipo: 82 6
TOTAL: 235 39
Becoming a Manager: 119 29
Convertirse en gerente: 82 4
TOTAL: 201 33
Making a Presentation: 125 24
Como hacer una presentacion: 82 3
TOTAL: 207 27
Finance Essentials: 111 26
Conceptos financieros basicos: 82 4
TOTAL: 193 30
Running a Meeting: 117 19
Como dirigir una reunion: 82 6
TOTAL: 199 25
Managing Crises: 115 17
Como actuar ante una crisis: 83 6
TOTAL: 198 23
Managing your Career: 110 15
Como administrar su carrera: 83 8
TOTAL: 193 23
Preparing a Business Plan: 126 16
Como preparar un plan de negocios: 82 7
TOTAL: 208 23
Implementing innovation: 96 19
Managing Upward: 108 16
Gestion inversa: 82 2
TOTAL: 190 18
Writing for Business: 109 13
Como escribir para los negocios: 82 4

33. TOTAL: 191 17
Marketing Essentials: 99 14
Conceptos basicos de marketing: 82 3
TOTAL: 181 17
Focusing on your customer: 93 13
Como concentrarse en su cliente: 82 2
TOTAL: 175 15
Laying off Employees: 84 11
Como hacer una reduccion
de personal: 82 3
TOTAL: 166 14
Persuading Others: 103 11
Solving Business Problems: 108 8
Como resolver una problemas de
negocios: 82 2
TOTAL: 190 10
TOTAL NUMBER OF UNITS COMPLETED BY ALL LEARNERS: 1824 units
COST PER UNIT: $7120 (Spanish fee) + $...... /1824=$38.44