Allied Healthcare Professions Service Improvement Projects Regional Event Capturing and Sharing...

Allied Healthcare Professions Service Improvement Projects

Regional Event

Capturing and Sharing Learning Resource Pack

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Company Confidential

Aims of the session

• understand how capturing learning delivers successful change

• introduce tools to review learning at key milestones to modify approach and celebrate success

• introduce principles to capture the essence of sharing learning to facilitate change

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Model-248

Organisational change management

Consult with key stakeholders to understand why

change is necessary and

the scope of the change

Ensure the business case

for the change is clear and

compelling

CommunicateCommunicateCommunicate

Undertake change initiatives, in partnership with

stakeholders, which are business driven

Deal with resistance – cater for personal issues and

concerns, which accompany a shift in work styles and

responsibilities during change

Identify and pursue

opportunities forquick wins

Manage performance so as to reward

partnership working, knowledge sharing and

innovation.

Align the senior management

team, and other stakeholders,

around the need, the scope, the approach and

style of change required and define their

leadership roles

Make sure there is enough

resource - time, energy and skills - to embark on

the journeyAlign organisation –

define new roles and

responsibilities, and areas of

accountability, engaging the wider

team

Mobilise commitment and create ownership

for making change happen, identify change agents to

spearhead activities

Develop a change plan which is consistent,

stretching and achievable and

meets customers needs

Implement and sustain change

Engage and enable the organisation

Set the climate for change

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Eight steps to transforming your organisation

1. establishing a sense of urgency

2. forming a powerful guiding coalition

3. creating a vision

4. communicating the vision

5. empowering others to act on the vision

6. planning for and creating short-term wins

7. consolidating improvements and producing still more

change

8. institutionalising new approaches

John Kotter (1995)

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1. establishing a sense of urgency:

– examining market and competitive realities

– identifying and discussing crises, potential crises, or major opportunities

2. forming a powerful guiding coalition:

– assembling a group with enough power to lead the change effort

– encouraging the group to work together as a team

3. creating a vision:

– creating a vision to help direct the change effort

– developing strategies for achieving that vision

4. communicating the vision:

– using every vehicle possible to communicate the new vision and strategies

– teaching new behaviours by the example of the guiding coalition


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5. empowering others to act on the vision:

– getting rid of obstacles to change

– changing systems or structures that seriously undermine the vision

– encouraging risk taking and non-traditional ideas, activities and actions

6. planning for and creating short-term wins:

– planning for visible performance improvements

– creating those improvements

– recognising and rewarding employees involved in the improvements

7. consolidating improvements and producing still more change:

– using increased credibility to change systems, structures and policies that don’t

fit the vision

– hiring, promoting and developing employees who can implement the vision

– reinvigorating the process with new projects, themes and change agents

8. institutionalising new approaches:

– articulating the connections between the new behaviours and corporate success

– developing the means to ensure leadership development and succession


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Why is capturing learning important?

• good planning, checking on progress and capturing the learning are key to introducing successful change and developing an organisation's capabilities

“The only way to cope with a changing world is to keep learning…”

Dixon 1998

• a generally accepted definition of learning is “any relatively permanent change in behaviour that occurs as a result of experience”

• any changes in behaviour indicate that learning has taken place

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What is capturing learning?

• capturing learning is what we know and what we are learning in a dynamic environment

• learning within a project does not happen naturally

• it is a complex process that needs to be managed

• it requires deliberate attention, commitment, and continuous investment of resources

• it turns learning into knowledge to improve decision making

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Principles of capturing learning

• the process of gathering, documenting and analysing feedback on events that happened during a project for the benefit of other project teams in the future

• gives project team members a chance to reflect on events and activities during the project

• brings closure to the project, providing an opportunity for team members, sponsors and stakeholders to discuss successes that happened during or because of the project

• identifies unintended outcomes that happened during or because of the project

• identifies things that might have been better handled if done differently; and recommendations to others who might be involved in future projects of a similar type

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Timing of capturing learning

The point of the exercise is to recognise and document lessons so that future project teams do more of the successful things and less of the unsuccessful things

• do it early and do it often

• don’t wait for the phase or project to be over

• it should not be an afterthought, but a key component of all project management processes

• to be successful consistently do two things– gather learning as issues arise– implement learning into future activities

• establish a Lessons Learned log throughout the life cycle of the project

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A Learning Organisation – The Learning Cycle and Learning Behaviours

Change

Taking risksFeelings

Development

Sharing

Alternatives

New ideas

Talking about learning

Listening

Feedback

Reflecting

Questioning

Learning from mistakes

Thinking

Experience

Plan Review

Think

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Lessons learned are knowledge

If learning is to be made useful to an organisation, three steps must be kept in mind:

• The first one is capturing of the individual learning. This can include storage of the knowledge, publications, activity reports, lessons learned, interviews, or presentations

• The second one is transferring of the knowledge to everyone that needs it in a way that can easily be understood

• The third step that must be kept in mind is mobilisation of the knowledge. In other word, the knowledge won’t be useful if there is a gap between knowing and doing

This mobilising knowledge requires integrating and using relevant knowledge from many, and often diverse sources

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5 tips for capturing learning

5 questions to answer with your team (see handout):

1. what were the challenges and good points of the project?

2. did you develop any useful solutions to problems that cropped up during the project?

3. for any problems unresolved, what preventative measures could you put in place for next time?

4. are there any new best practices you can derive from this project?

5. can you create a useful repository for lessons learned?

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Communities of Practice

“The concept of a community of practice(often abbreviated as CoP) refers to the process of social learning that occurs when people who have a common interest in some subject or problem collaborate over an extended period to share ideas, find solutions, and build innovations.” –Wikipedia

“In brief, they’re groups of people informally bound together by

shared expertise and passion for a joint enterprise. Some

communities of practice meet regularly….Others are connected

primarily by e-mail networks. They may or may not have explicit

agendas on given weeks and, even if they have agendas, they may

not follow them closely. Inevitably, however, they share their

experience and knowledge in free-flowing, creative ways that foster

new approaches to problems.”

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Evaluation and learning at work

Community of

practice

Activity

History

Lessons learned

Know-how

Training, processe

s

Apply Reflect

Question

Distil, validate

Embed

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Telling stories to promote and share

learning

Denning (2005)

If your objective is:

You will need a story that:

In telling it, you will need to:

Your story will inspire such phrases as:

Sparking action (springboard stories)

Describes how a successful change was implemented in the past, but allows listeners to imagine how it might work in their situation

Avoid excessive detail that will take the audience’s mind off its own challenge

“Just imagine . . .”

“What if . . .”

Communicating who you are

Provides audience-engaging drama and reveals some strength or vulnerability from your past

Provide meaningful details but also make sure the audience has the time and inclination to hear your story

“I didn’t know that about him!”

“Now I see what she’s driving at!”

Transmitting values

Feels familiar to the audience and will prompt discussion about the issues raised by the value being promoted

Use believable (though perhaps hypothetical) characters and situations, and never forget that the story must be consistent with your own actions

“That’s so right!”

“Why don’t we do that all the time!”

Communicating who the firm is – branding

Is usually told by the product or service itself, or by customer word-of-mouth or by a credible third party

Be sure that the firm is actually delivering on the brand promise

“Wow!”

“I’m going to tell my friends about this!”

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Telling stories to capture learning

Denning (2005)

If your objective is:

You will need a story that: In telling it, you will need to:

Your story will inspire such phrases as:

Fostering collaboration

Movingly recounts a situation that listeners have also experienced and that prompts them to share their own stories about the topic

Ensure that a set agenda doesn’t squelch this swapping of stores – and that you have an action plan ready to tap the energy unleashed by this narrative chain reaction

“That reminds me of the time that I . . .”

“Hey, I’ve got a story like that”

Taming the grapevine

Highlights, often through the use of gentle humour, some aspect of a rumour that reveals it to be untrue or unreasonable

Avoid the temptation to be mean-spirited – and be sure that the rumour is indeed false!

“No kidding!”

“I’d never thought about it like that before!”

Sharing knowledge

Focuses on mistakes made and shows, in some detail, how they were corrected, with an explanation of why the solution worked

Solicit alternative – and possibly better – solutions

“There but for the grace of God . . .”

“Gosh! We’d better watch out for that in future!”

Leading people into the future

Evokes the future you want to create without providing excessive detail that will only turn out to be wrong

Be sure of your storytelling skills. (Otherwise, use a story in which the past can serve as a springboard to the future!

“When do we start?”

“Let’s do it!”

Lindsay Winterton

Mobile 07801 376 011

e-mail: [email protected]

Allied Healthcare Professions Service Improvement Projects Regional Event Capturing and Sharing...

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