hourly 1 1970-01-01T00:00+00:00 Building Dynamic Learning Programs <p class="plain">For anyone who creates or oversees the creation of learning events:</p><p align="center" class="plain"><a link="" target="_blank" href="" class="plain"><img width="300" alt="Hackman big" daid="17548525" src='//' title="Hackman big" height="193"></a></p><p class="plain"> </p><p class="plain">You generate learning events to deliver professional development, at monthly meetings or at conferences. How are you ensuring high-quality sessions from your presenters?</p><p class="plain"> </p><p class="plain">Five steps towards dynamic programs:</p><ol><li class="plain">FORMAT:  Identify a format that works best for your members. What’s important to them? Networking, learning new tools, peer coaching?</li><li class="plain">NETWORKING:  You can include informal networking time before your meeting, and you can create something more structured, for example:  have people introduce themselves in their small groups.  Give them a guiding question, such as:  What brought you here today?  What would you like to get out of this meeting?   Bonus step:  connect the guiding question to the topic of the meeting!   I.e. “What’s a current challenge you’re working on relative to (topic x)?”</li><li class="plain">STANDARDS: Define standards of excellence for your programs, for example: Members will have a chance to get to know 5 new people; Participants will report feeling engaged and able to contribute knowledge; There will be a buzz in the room from small group discussions; People will leave with 2-3 skills or tools that they can apply in their work or practice.</li><li class="plain">ENSURE SUCCESS: Coach presenters in advance on the desired format and standards. Review their agenda to make sure it conforms with your standards. Tell presenters: <i>I want to be sure that you’ll be successful with our audience!</i></li><li class="plain">DURING THE MEETING:  Don’t be afraid to intervene gently but firmly during the session if the energy is lagging. If necessary, engage someone with facilitation skills who can do this for you.</li></ol><p class="plain"> </p><p class="plain">When we create learning events, we often focus on what the presenter can provide to participants – at the same time, participants want to feel that they are contributing value to the conversation; members bring their own knowledge to the table, so an ideal meeting will include both!   When you coach the presenter, you might suggest that they build off the wisdom in the room.</p><p class="plain">If you have a topic or question about program design that you’d like to see featured here, let me know.</p><p class="plain"></p> axem7dd 2013-11-18T08:14:24-08:00 Building Dynamic Learning Programs How are you doing in your meetings? <p class="plain">Someone asked recently "How do you evaluate<br>meetings?"   (You are evaluating them, right? :-) Many facilitators use a "<i>Plus/delta</i>", i.e. "What worked well" and "What could we improve?"  Others suggested <i>Start/ Stop/Continue</i>  (SSC) - What should we continue doing (that's working well); What should we start doing (that will make things better), and, What should we stop doing (because it's not working).  For example, “I think we should continue clarifying the objectives for each meeting”;  “I think we should start inquiring into our own and each other's assumptions, in order to understand everyone's reasoning,” and “I think we should stop spending a lot of time on updates.”  I find SSC generates richer data.</p><p class="plain"><br>I've also seen an interesting twist on Plus/delta, which connects the outcome to people's needs - where were your needs met and where were they not met.  So a plus for me could be "The meeting met my need for clarity about the decision making process", or a delta:  "The meeting didn't meet my need for staying on topic".  I really like that twist!  </p><p class="plain"><br>What works for your meetings?</p><p class="plain"> </p> axem7dd 2013-08-19T14:32:12-07:00 How are you doing in your meetings? Health Care Improvement <p class="plain">We know about the benefits of doctors using checklists to improve their delivery of care.  (“Checklist Manifesto” by Atul Gawande).  As you probably know, “wrong site surgery” sometimes occur, where surgeons operate on the wrong side of your body.   There are several steps in the checklist to prevent this from happening:  they mark your leg or arm with a special marker (which should not be erased when they cleanse the area during prep);  they check with others on the team, and they ask the patient “What side are you having surgery on?”   </p><p class="plain"> </p><p class="plain">I participate in a Health Care Innovation Network, where recently one surgeon described what happened when his hospital implemented this procedure – they ask the patient ”which side?” so many times that the patient loses confidence in the clinical staff, and wonder whether they’re paying attention. Ouch – unintended consequences!</p><p class="plain">So when we talk about introducing a new procedure such as this one, let’s remember to:</p><p class="plain"> </p><p class="plain">a.  Include the patient/customer/client in the<br>conversation.  Ask them:  what could you imagine going wrong, if anything?</p><p class="plain"> </p><p class="plain">b.  Ask the staff:  What unintended consequences<br>could you imagine when we implement this?    If we go to the other extreme, where we ask too many times, or do X too often, what do you think<br>might happen?</p><p class="plain"> </p><font class="plain">c. What are our measures for evaluation of success?  When and how often will we evaluate if things are working?  What’s our plan for adjusting the procedure as we go forward?</font><br><p class="plain"> </p><p class="plain">What’s your experience implementing new procedures?  What checks do you put in place to make sure things are going well, or to make<br>any necessary adjustments?</p> axem7dd 2013-08-18T06:29:23-07:00 Health Care Improvement Creating “Organizational Learning” – What could get in the way? <p class="plain">I’ve had my eye out for examples of where Organizational Learning goes right, or wrong.  I came across 2 fascinating examples:</p><p class="plain"> </p><p class="plain">Working with a client group last month: they were encouraged to spend time learning and sharing new skills with one another; it was even written into their job description.  They were to have x% of their work time devoted to learning.  Problem was, no-one was protecting that time; neither HR nor, in many cases, the supervisor, unless s/he thought it was important.  So the intention is there, but not the follow-through.  My job as a consultant was to point out this structural problem to them, and suggest that maybe the workers raise this to senior management or the board.   Great example for the need to get commitment from upper management to implementing ongoing learning.</p><p class="plain"> </p><p class="plain"><font class="plainlarge"><span class="plain"><b>Part 2.</b>  <i>Health Care Improvement  (see next blog entry)</i></span></font></p><p class="plain"></p> Test Drive 2013-08-13T17:19:45-07:00 Creating “Organizational Learning” – What could get in the way? Training: One size fits all??  <font class="plainlarge">Picture this:  Your organization is delivering skill-building programs to several project teams, all at different stages of team development.  Do you have one curriculum for all these teams?  Hopefully not – you/we need to adjust the curriculum to the different stages of development of the teams.  For example, if team members are doing very well at figuring out the distribution of roles among the team, then you can skip that.</font><p class="plain"><font class="plainlarge">I saw this in one client’s training programs, and urged them to adjust the curriculum.   The case studies they/we use should also come from the industry or work examples of the participants.  If you’re working in health care, you wouldn’t use an example of a zoo board of directors.  Adult Learning 101.  In addition, the trainers need to identify more clearly the learning objectives of the different teams – which they could do through a survey or a focus group.  Whatever’s necessary to streamline the workshop to the needs of the participants – and to get them off their blackberrys <img alt=";)" daid="17548526" src='//' title=";)"> </font></p><p class="plain"><font class="plainlarge">I also noticed that the trainers were facilitating the discussion among team members (on project content), while the team leader was sitting down and participating in the discussion.  Why?  If we’re trying to build capacity (that’s what training is for) then we/the trainer should let the team leader facilitate the discussion, and then we can sit in the back and make ourselves available to coach the team leader if necessary.   That might be a new role for trainers, but could be fun learning to observe and comment only when needed.   Capacity-building at many levels!</font></p> Test Drive 2013-08-13T17:18:22-07:00 Training: One size fits all??