Training as a Change Lever Part 3......moving to adoption

In my previous post on using training as a change lever we looked at how you start to move people up the commitment curve. This is all about raising people's awareness about a change and then starting to develop an understanding. As people start to become more aware then this is a critical time - it is an opportunity for people to become worried "now I understand how this is going to impact me......and I don't like it"

So how can learning and development interventions help people understand why the change is good for them (even if it may be painful) and then how can it move people into adopting the change themselves.......?

Whereas awareness and understanding are about providing a consistent and general view, the next step is about building on this but being more specific about your role.

Whilst it is of course important that people at all levels in the organisation are aware of and understand the change, it is the more senior managers that will initially have significant influence. Once people start thinking about the impact on them and their role they will need to be reassured and given the opportunity to discuss.

If your senior managers aren't equipped with adequate coaching and change management skills then this can really cause more problems and even create further resistence to the change.

What kind of change skills are useful to focus on developing - here are a couple?

• Give them an understanding of why people resist change. A bit of theory can be useful and help managers spot certain types of behaviour. Point them towards books and papers by John Kotter and you won't go far wrong. My favourite is Leading Change....gold dust.


• Teach people how to identify and manage stakeholders. Not only is this a great skill to have it is vital to manage change.


• Help them understand how to move people to take action. Whilst worthy of it's own post (book...library) it is at the heart of any change. If your manager can do this......keep hold of him!

As well as equiping your managers for the change it is important to provide more role specific training for people. This will really help to equip them with the skills for their specific role. A great technique to help people consider new ways of working and thinking is the use of dilemmas.

A dilemma is a scenario that people are given to consider, discuss and debate. Typically it will be related to the change and will stimulate lots of discussion. For example if you are trying to introduce a culture of ethical behaviour in an organisation you might create real life scenarios that highlight a number of ethical dilemmas eg. dealing with a conflict of interest, dealing with dishonesty etc. If used well these can be a very powerful development tool and can really help people deal with change. Action Learning Groups, role plays and case studies are all training methods that fit very well with the use of dilemmas. Consider delivering some elearning first and then following up with classroom based discussion and exploration in more detail.

A final item to consider and one that will help you sustain the change, moving you right up the commitment curve. Look at the existing competencies that exist in the organisation. Do they reflect the required behaviour needed to drive through and sustain the change......it's unlikely of course. Undertaking an exercise that really examines what is needed and how these need to be layered into the competency model is critical to embed change. Again this is worthy of it's own post......so maybe that's one for the future.

Making Change Stick in an organisation is tough and it is something that I covered on this blog in other posts. So if you want to know more then check out these:

Making Learning Stick - Part One

Making Learning Stick - the role of the Line Manager

Ride the Credit Crunch with Action Learning

7 Principles for Leadership Development

The Role of the Line Manager....how to motivate people

Line Manager Tips - GROW, a model for coaching

In the modern corporate world and particularly in the current climate it is important for training professional to really be able to show their worth. Having a set of skills and tecnhiques that can help your organisation deal with change will guarantee you a seat at the top table...good luck!

Action Learning....Part 2

.....my second post on Action Learning focuses on what the elements of it are and how they fit together....

What is Action Learning and why bother....?

Action learning is an approach to management development – its supporters would say that it is the only really effective way to develop managers . Not only does action learning achieve growth in individuals – it does it in a way that delivers direct benefits to the business as the development is focussed on overcoming challenges in the real work of the individual.

Compared to traditional training programs, action learning is relatively inexpensive as there is not the cost of trainers or the need to develop training materials. But action learning is not cost free -participants are required to attend action learning set meetings. Each one lasts a couple of hours and they are scheduled at regular intervals (eg. monthly) for a period of about 6 months.

How do the elements fit together...?

1. Experiential learning – take action to solidify learning and reflect on action to increase learning in a continuous cycle

2. Cooperative approach – people take turns to help each other with their problems. Working openly with colleagues helps the person to externalise their thinking and gain insights into the reality of their situation.

3. Questioning process – others are there to help the person understand their situation, their options and their choices. Colleagues are not there to give advice or direction –they act as a mirror to improve the quality of the individual’s reflection on their situation.

What's in it for me....what's the deal?

Participation in an action learning programme imposes three obligations on participants

• As ‘problem owner’, to take the challenging actions that have been agreed in the action learning set (ALS) meeting, so you actively experiment with new ideas and gain new experience.


• As ‘problem owner’, to reflect openly and honestly with others on the action that you have taken so that you can learn fully from the experience and plan further actions during the ALS meeting.


• As ‘supportive colleague’, to help others reflect on their actions by questioning and challenging what they have done and plan to do in a supportive manner, in the ALS meeting
  

Action learning programmes are run by the combined efforts of participants, for the benefit of participants. A collaborative partnership amongst all set members is essential for everyone to benefit and everyone must ‘pull their weight’ – by attending set meetings, by engaging with participants when at the meetings and by moving their own actions forward in between meetings.

So participation in an action learning programme is first and foremost an opportunity for personal development. The cost to the individual is measured in the time they give to the programme, the tension they may feel as they open up to others on their problem (opportunity) situations, their willingness to give support to their colleagues on the programme.

Who else needs to be involved....?

The role of the facilitator:

• In establishing the set, the facilitator guides the formation of the participant group, helping in the definition of its purpose, the selection of its members, the engagement of stakeholders (especially line managers and sponsors), the preparation of participants – so they understand what they can expect from action learning and what they will be expected to give in return.


• At the first set meeting the facilitator will help participants to establish appropriate ground-rules, explain how the process within the set meeting interacts with activity outside the meeting to produce Action Learning, explain the way that dialogue should be handled within the set meeting, and explain how each person, at different times, takes on the role of ‘problem owner’ or ‘supportive colleague’ to create a powerful learning environment.


• Once the process has started, particularly after the initial meetings as participants gain confidence with the process and build trust in each other, the facilitator will intervene less and less. Their aim is to set up an environment where dialogue is driven by participants and outcomes are owned by the participants. It is common (and healthy) for established sets to meet without facilitation.
  

The role of the sponsor:

• As sponsor, your interest will be in the project or process that is to be the subject of the individual’s actions and reflection in the meetings. You will want to stay close to what is happening so that the organisation benefits just as much as the individual. And you will want to help the individual to benefit the organisation.

The role of the manager:

• As manager of the individual, you are interested in their development, their welfare, and their productivity. Balancing these three will need your support for the individual, in the (potentially) emotional cauldron of an action learning set where personal challenges are being confronted openly and perhaps for the first time. However, as senior-level people themselves, you will want to ensure that the individual takes ownership of their own development within action learning, engaging fully in what is being offered to them.
  

In the next post we will look at tips for getting Action Learning going in your organisation and also how to integrate it with your other learning activities.