Transnet ALPGuide

Gavin PriceGIBS

0824998888priceg@gibs.co.za

Objectives & Outcomes

• High level insights into the principles of adult learning and your own preferences

• High level understanding of action learning and other learning components of the PME

• Understand the BIP, its deliverables and time lines

• Provide some thought starters around processes and thinking

The Range of Influences on Learning

Learning and Development

Recognition of Need

Past Experience of Learning Awareness of the

Learning Process

Rewards and Punishment

Blockages to Learning

Personal Learning Style

Learning Skills

Impact of Manager, Colleagues, Subordinates

Impact of Trainer or Facilitator

Methods of Learning

Culture/Climate

Job Content

Range of Opportunities

Impact of Shocks/Mistakes

Learning as a Continuous Process

(Kolb; Honey; Mumford)

Stage 1 Having an experience

Stage 3 Concluding

from the experience

Stage 2 Reviewing the

experience

Stage 4 Planning the next

steps

Ways of Distorting the Learning Cycle

• The four stages- experiencing, reviewing, concluding and planning are mutually supportive.

• People are rarely equally comfortable in each stage• Most people develop preferences

- Experiencing – activities; constantly on the go; assumption that having

experiences is synonymous with learning from them

- Reviewing – postpone reaching conclusions whilst more information is

gathered

- Concluding – keen to reach an answer quickly; tendency to jump to

conclusions

- Planning – tendency to go for ‘quick fixes’ by over emphasizing the

planning, to the detriment of reviewing and concluding

Kolb’s Learning Style Indicator

Intuitive Experience ACTIVIST REFLECTOR

Active Reflective Experimentation Observation

PRAGMATIST THEORIST

Rational Analytical

Learning Preferences

Activists Reflectors

* Action Learning * E-learning* Business game solutions * Learning reviews* Discussion in small groups * Listening to lectures/ presentations* Job rotation * Observing role-plays* Outdoor activities * Reading* Role playing * Self-study/ self-directed learning* Training others

Theorists Pragmatists* Analytical reviewing * Action learning* Exercise with a right answer * Discuss organizational work problems* Listening to lectures * Discussion in small groups* Self-study/ self-directed learning * Group work with tasks* Solo exercises * Problem solving workshops* Watching talking-head videos * Project work

PME: ProcessPME: Process

• Sessions with business leaders

• Panel discussions

• Site visits

• Lectures, discussions, debates

• Networking opportunities

• Cultural experiences

• Daily reflection and application sessions

• Exchanges with faculty

PROCESS

Seven Levels of Learning

• What am I learning about the external environment;

• What am I learning about my organization and its

challenges;

• What am I learning about my team’s effectiveness;

• What am I learning about myself as an effective

manager;

• What am I learning about how I learn;

• What am I learning that I can apply after this

programme; and

• Who else needs to know about this learning and with

whom do I share this learning.

• Review and Preview Sessions

• Learning Logs

• Business Driven Action Learning (BDAL)

What is Business Driven Action Learning?

• Some definitions:• “the social exchange in which managers learn

with and from one another during diagnosis and treatment of real problems.” (Reg Revans)

• “The process of developing employees on hard (e.g.,marketing, financing) and soft (e.g., vision, leadership, values) skills by having them work with others on real organisational challenges and reflecting on their decision-making and experiences throughout”

Y Boshyk – Global Executive Learning

Who’s Doing ItWho’s Doing It

Currently EDA survey 2006 – top ranked learning methodglobally

Historically (a selection)GE Deutshe PostABB MotorolaNatwest (UK) IBMDu Pont BoeingSAB Miller SamsungJohnson & Johnson Irish Government

Why Do It ?Why Do It ?

• Significant business benefits.• Leverages learning & change.• Leads to change in personal behaviour.• Integrates with team approach & enhances

networks.• Return on investment for individual &

organisation• Integral to customisation

Double Loop

Learning

BUSINESS CHALLENGEBUSINESS CHALLENGE

Challenges created – real,

significant,

strategic, stimulatingDelegates work in syndicates Coaches and internal subject matter

experts advise syndicates on

challenges supported by high level

guidance from sponsors.Presentation of proposed business

solutionsImplementation of proposals if

approved

Challenges created – real,

significant,

strategic, stimulatingDelegates work in syndicates Coaches and internal subject matter

experts advise syndicates on

challenges supported by high level

guidance from sponsors.Presentation of proposed business

solutionsImplementation of proposals if

approved

PERSONAL DEVELOPMENT PLANPERSONAL DEVELOPMENT PLAN

Using the information and goals

already developed in their PDP

groups, delegates would have the

opportunity to practice and implement

planned behaviour changes and get

feedback.Syndicates encourage learning and

thus behaviour change as they

tackle the BIP.

Using the information and goals

already developed in their PDP

groups, delegates would have the

opportunity to practice and implement

planned behaviour changes and get

feedback.Syndicates encourage learning and

thus behaviour change as they

tackle the BIP.

How It WorksHow It Works

ACTION LEARNING

PROBLEM(S)

COACH

LEARNING ACTION

QUESTIONS

GROUP

Marquandt

Stages of Action Learning

• Formation of group

• Determination of issue or opportunity by syndicate group

• Reframing the problem

• Determining the goal

• Developing action strategies

• Taking action

• Capture learnings

Effective Action Learning Groups

• Leadership

• Shared commitment to solving the challenge

• Clear, common purpose

• Willingness to work with others to develop strategies

• Courage to question others

• Clear and accepted norms

• Courage / risk

• Respect and support

• Willingness to learn and to help others to learn

• Cohesiveness and trust

• Effective use of coach / sponsor / self correction

PACE and STAMINA

PME: BIP: Activities & Deliverables

This Week

(1) Consider & select a BIP

• Business• Strategically significant to Company• Capable of being implemented and measured• Could be an existing challenge or new opportunity• Have a potential senior management sponsor who

would be interested in the outcome and prepared and able to implement

• Personal/ Syndicate• Could be something you don’t know anything about• Should be interesting, challenging for the syndicate

(2) Consider and select a potential sponsor(s)

(3) Develop a team charter(4) Prepare and present a Project

Proposal

PME: BIP: High Level Activities & Deliverables

This Week

Deliverables

Your Support System

• Yourselves

• Sponsors

• Stakeholders

• BIP Coach

Some Process Starters:

• Create a team charter:o Agree groundruleso Clarify roleso Agree decision making processes

• Share personal development plans• Understand individual expectations &

objectives• Use your project management skills tool box• Understand team dynamics – forming,

storming, norming, performing• Don’t problem solve too quickly• Have fun • The business of paradigms

Introduction to the Action Learning Project

Jonathan Cook

Gordon Institute of Business Science

Agenda• Introduction to ALP• Objectives of the ALP• Suggested approach • Evaluation criteria for the final report• Role of the GIBS mentor• Report layout and structure• Submission of the final report• Report timetable• Evaluation Criteria Template

Introduction

• Syndicate based project• Serves as a culmination of learning• Multi-disciplinary in nature• Focus on a specific opportunity or problem

Objectives of the ALP• To demonstrate the ability to investigate a specific problem or opportunity

• To identify possible alternative solutions

• To present an evaluation of the alternative solutions

• To recommend an action plan for implementation of the recommended solution

• To demonstrate the ability to present a professional management report

• To demonstrate the ability to work as an effective team and to manage team dynamics

• To demonstrate the ability to integrate a wide range of lessons from the PMD as a whole

Examples of previous ALPs (PMD 2007)

• Flexible bond repayments in the mortgage space at Standard Bank Home Loans

• Market acceptance of Sappi recycled paper• The impact of the new National Credit Act (NCA) on the profits of the Motor

Finance Corporation (MFC)• Creating more brand awareness and exposure for Guntram Jussel• Improving profitability and sales at Imperial Toyota, Wadeville• Minimising the inconsistent levels of productivity at Securities & Trading

Technology (STT)• Food 4 Life: Tapping the fortune at the bottom of the insurance pyramid• Billing processes within national key accounts of ADT Security (Pty) Ltd• Harnessing diversity to support orphaned and vulnerable children in South

Africa• Attracting and retaining black females at Tiger Brands Ltd.

Suggested approach to submission

• Adopt a Project Management Approach

• Concept phase• Planning phase • Execution phase• Closure phase

• Records should be kept of meetings – review of what you have learned from project

Suggested Approach continues..

– Pay attention to team dynamics issues– Maximise skills, experience & knowledge of

team members– Appoint contact person– Choose topic from one organisation

represented in syndicate– Once approved topic cannot be changed

Evaluation criteria for the final report

In three parts• Practical value to the organisation• Methodology • Report presentation

Each stage of the process subject to penalties

Syndicate assignment – everyone must participate

No interim mark will be assigned during process

Role of the GIBS mentor

• To provide ongoing advice and guidance throughout the process

• Will be assigned once the syndicate group has decided on an ALP topic• An initial meeting with the syndicate• An interim meeting• A final meeting

Syndicate responsible for

setting up meetings

Report layout and structure

• Title page, Table of Contents• Executive summary • Introduction • Research methodology • Alternative solutions • Recommendations

and action plan • Appendices • Reference list• Each delegate to submit a page of learning that took

place (appendix to report)

Submission of the final report

Submitted in printed form• Use of table of contents and page numbering to assist in

navigation through the document• Use of paragraph numbering and headings• Use of appropriate business language, grammar and

spelling• Use of graphics and illustrations as appropriate• The report should be submitted in black text on white

paper.• The report should be presented professionally, e.g. spiral

binding – front and back cover

Report timetable

• Draft/ proposed topic title and description

• Monday, 14 April 2008

• First draft report • Friday, 4 July 2008

• Final report• Monday, 1 December 2008

Report Evaluation Criteria: % % Remarks / comments

- Problem or opportunity: identification and motivation

10

- Depth of investigation & research (Suitability of methodology related to research objectives)

15

- Alternative solutions identified and evaluated

20

- Business case for chosen solution 10

- Action plan for implementation 10

- The use of recent & relevant literature as well as PMD course material

15

- Documentation of learning about the team process (page each from each delegate added as appendix to final report)

10

- Structure, presentation and flow of report (as per briefing document)

10

TOTAL 100%