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

1. Ann Alder
Dr. Geoff Cox
LEARNING AND LEADING
THE FOUNDATIONS OF SUCCESSFUL
TRANSFORMATION

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. 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. 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. 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. STAGE 1
PRESENTING PERSPECTIVE
EXPANDING INFORMATION
WHAT DOES THE WORLD LOOK LIKE
IF WE VIEW IT FROM A DIFFERENT
PERSPECTIVE?

7. STAGE 1
CHALLENGING ASSUMPTIONS

8. PRACTICE EXAMPLE:
DEUTSCHE TELEKOM
SHAPING THE FUTURE

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. PRACTICE EXAMPLE:
TNT NV AMSTERDAM
RISK AND CONTROL PROJECT

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. PRACTICE EXAMPLE:
LAING O’ROURKE
THE BRIDGE AT HIGHGATE

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. PRACTICE EXAMPLE:
WORLD HEALTH ORGANISATION
BIORISK MANAGEMENT TRAINING

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. 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