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Switch the Change Breakthrough Participant Comments from Jackson Chamber of Commerce Event
Tuesday, March 6th, 2012How do you get a monkey to ride a skateboard?
Thursday, February 23rd, 2012“A journey of 1000 miles begins with a single step.” As cliche’s go, thatts pretty wise.
But you know what else starts with a single step? An ill conceived amble that you abandon after a few minutes.
In order to keep the steps coming, you’ve got to celebrate the first steps of success. Thus, the skateboarding monkey.
What do you do in the first day to teach a monkey to skateboard? The answer does not involve punishment. See if that works with an elephant and you’re likely to be a splinter after short order. Instead, we use “approximations,” to reward the tiny steps.
For example, in the first hour of the first day of training, the future skateboarding monkey gets a chunk of mango for not freaking out when the trainer puts the board in his cage. Later he gets mango for touching the board, then for sitting on it, then for letting the trainer push him back and forth on it. Mango, mango, mango. Hundreds of sessions later, you’ve got a mango-bloated monkey ready to skate a half-pipe!
Now there might not be a mango or a monkey, but lets remember – change is a process. The monkey doesn’t instantaneously skateboard, there’s a process. Same goes for that new employee at work and the community transition to more recycling.
A long journey requires a lot of mango!
Tim Walther
A modified excerpt from Switch: How to change when change is hard.
An outsiders perspective on the inside of Business, Culture and Leadership in Kenya
Friday, December 16th, 2011Over the last two weeks I have had the privilege to meet a variety of business professionals in Nairobi, including human resource professionals, business editors from the two main newspapers The Standard and The Nation, PR experts, Hotel Marketing Directors and leaders of local non-profits. In general my entry point has been to discuss the opportunity for a business to participate in team building and as a corporate social responsibility programs whereby supporting ACV Kenya in their efforts to educate young girls of Kenya.
As I was able to get a better understanding of some of the challenges of business in Kenya, it became clear that while team building is something that many companies do believe in, there are also critical needs in areas of culture change and leadership development. Here’s my insight.
My experience in the business context of Nairobi has ranged from highly inspirational to highly disappointing. I have heard the stories of business leaders who came from remote villages with disabilities who have become educated and made a powerful positive difference, as well as those that simply exude total apathy. And in both instances the surrounding employees throughout the business were a reflection of the culture. And as in any company, that culture is reflected at various points in the business.
I arrived at one meeting and the guardian at the gate began to give harsh directions about moving and parking the car. Once past the gate the first reception guard immediately began talking about how no visitors can have an appointment that is not confirmed. Imagine a dark frown, closed body language and in general bad attitude. I like to refer to those people you first meet at a place of business as “directors of first impressions.” They are a direct reflection of the culture of that organization. You can imagine how the meeting with that HR professional went.
On the other hand I have had meetings with very sharp professionals diligently analyzing the workforce culture and how to facilitate positive change. Many meetings even included smiling happy receptionists and even happy security guards! I have to tell you that a smiling happy Kenyan is quite a contagious thing! Magical actually.
CULTURE is essentially “the way things are around here.” Yes, smiles included! Workplace culture is based on an ingrained sense of norms, values and beliefs that take form in how people behave, interact and go about doing their business. And culture has a dramatic impact on team performance. A culture creates expectations of performance and also the critical element of how people hold each other accountable.
TEAM: “A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.” – From The Wisdom Of Teams, Katzenbach and Douglas, Harvard Business School Press, 1993.
A key part of this definition of team is the mutual accountability. This is where the overall culture in Kenya may be challenging.
The “Yes” Culture: This appears to be a very common situation where you will be told yes to whatever the request is, even if they don’t really mean yes. And if not yes, then “later,” which really means “never.” Reminded me of the Jack Johnson song, “seems to me that maybe, pretty much means no…”
Where does this cultural norm come from? The roots seem to be in the culture of the village. The village culture is one where everyone helped each other out and shared everything. Even if there is nearly nothing to share, they shared anyway. And there was always the intention to help out another person in the community village. The idea of uhbuntu, or brotherhood, reigns supreme.
Fast forward to modern day business. And at an initial perception, this may seem like to be highly beneficial as the team-support concept is one that can be a powerful driving force. However, if there is an employee that does something wrong or isn’t performing well, the common tactic is to watch that person’s back. And what the culture significantly lacks is straight talk and telling it like it is.
This can lead to a culture where performance drops and people in the company take precedent over the business results. Overall work place engagement can suffer as the commitment may not be to the company.
And in essence this is really just a culture that is fostered just like any other. Keep in mind that this Yes cultural norm is just one example of a type of culture that may be ingrained in a company that may not promote healthy interaction and positive business results. And I am also not saying to strip away the history and culture of the people of Kenya. They key point here may be to focus on the bright spots. Those area that do produce positive results and also respect the history of the culture or Kenya.
So how does one shift a culture? This is the million dollar question. And the million dollar answer begins with one word: LEADERSHIP. Leadership is the art and science of mobilizing others to want to achieve shared aspirations. Business leaders in Kenya have the responsibility to foster a positive culture with norms and behaviors that produce a healthy and productive work environment. It starts with a clear vision of the culture to be created and continues with fostering empowering team members who hold each other accountable for the vision.
This needs to be done on both cognitive/intellectual capacities as well as the emotional. The vision of positive change must be inspiring as well as celebrated as progress is made. These are but a few critical ingredients to the process lf leadership.
It is the ability of the leader to FOSTER POSITIVE CHANGE that will be the positive driving force in a sustainable organization. Leadership, change management, team performance and culture change. These concepts are all skills and strategies that can be learned and implemented with a committed workforce. And in my opinion, experiential training is one of the most powerful and effective ways to support those efforts. Engaging, inspiring and facilitated experiences which focus on promoting the critical skills necessary to propel a sustainable organization into future success.
But only if a company is willing to take the proactive steps to train and develop their employees to shift the culture and empower a new way of doing business.
Tim Walther
- from Nairobi, Kenya
ACV KENYA ANNOUNCES “100 Girls in 100 Days” Campaign to educate girls in North Eastern Province
Friday, December 16th, 2011The following article overviews the campaign that Grand Dynamics International is supporting by offering training and development services in Kenya in 2012.
INTRODUCTION
“67 million children in the world are denied the chance to go to school. These children should be our next generation of leaders, doctors, scientists and teachers – but without access to free, quality education, they won’t be. Instead, they face a lifelong struggle against disease, violence and poverty.”
Omondi Otieno, Executive Director, ACV Kenya
Most communities living in the North Eastern region are nomadic and semi-nomadic, and depend on livestock for their livelihood. That girls’ education here is sacrificed for the sake of livestock is a matter that has come to be of great concern lately. According to statistics from the Garissa District Education Office, the enrolment rate of girls is just half that for boys. In 2003 when FPE was introduced, the total number of boys enrolled in primary schools was 11,397, compared to 5,539 girls. Sighted Source.
Successive years have seen enrollment of boys continue to tower over that of girls. In 2006, the enrollment of boys stood at 13,214, while that of girls was 7,120. A similar scenario was evidenced last year when 14,867 boys enrolled in schools, compared to just 8,071 girls. A similar enrollment ratio is noticed as they transit to Secondary schools where boys enrollment is twice that of the girls.
Education opportunities to both sexes have many benefits to the individual, family, community and the entire nation. Although the Kenyan Government’s introduction of free primary education in 2003 was a big boost for parents who couldn’t afford school fees for their children, the initiative also led to increased school enrollment for both boys and girls. This also meant that more pupils qualify to join secondary schools hence the need to put up more schools which can accommodate them.
Girl child education is a sure way of eradicating poverty as it empowers women and helps them play an active role in development matters apart from enhancing civilization from discriminative cultures such as Female Genital Mutilation (FGM) which is still rampant in the North Eastern region.
The campaign seeks to increase access to girl secondary education within the entire North Eastern province.The campaign will also play a major role in increasing the number of girls who complete their secondary education, which over the past has been compromised by poverty forcing the girls to drop out of school.
67 million children in the world are denied the chance to go to school. These children should be our next generation of leaders, doctors, scientists and teachers – but without access to free, quality education, they won’t be. Instead, they face a lifelong struggle against disease, violence and poverty. Sited Source US Aid
It doesn’t have to be this way. In the past 10 years, the international community has made a big difference to the lives of 40 million children. But the financial crisis has led to budget cuts in developing countries, meaning millions of children are working instead of learning.
The cost to get the remaining children around the world into school and learning is small and achievable – and the potential benefits are vast:
1. every dollar invested in education would generate 10-15 dollars in returns through higher growth
2. 7 million cases of HIV/AIDS could be prevented in the next decade if every child receives an education
3. a child born to a literate mother is 50% more likely to survive past the age of 5 years.
In regards to this we are asking you to make a commitment to the Education For Girls in the North Eastern Province for the next few months.
Point of Intervention
We are asking you to:
1. Make a commitment to pay a fair share to basic education – and deliver on your promise.
2. Untie aid and ensure it is spent in promoting the education of the children in North Eastern Kenya.
3. Deliver predictable aid to basic education and focus on teachers.
Target:
Our most immediate target is to raise a total KES 20 million over the next 100 days beginning December 17th, 2011. The average cost of educating one child for one year is KES 50,000 per year, ($587 USD) which means it costs an average of about KES 200,000 ($2,345 USD) to support them throughout the 4 year high school education. This average cost includes the cost of uniforms and other scholastic support.
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As an effort to contribute to the fund raising of this campaign, Grand Dynamics is donating their time to offer training programs to corporations in 2012.
“Education of children offers a long-term solution to a variety of systemic challenges in Kenya, and the business community certainly can benefit from Grand Dynamics training programs. We are happy to offer our services to ACV as our corporate social responsibility effort.”
Tim Walther, President, Grand Dynamics International
Top Winter Corporate Retreat Destination – Arizona
Friday, November 25th, 2011Inspiration is a key ingredient to a retreat destination. And when you combine amazing destinations, outstanding resorts and a beautiful outdoor environment you have the beginning recipe for a successful corporate retreat or team building destination. Check out this time lapse video of Arizona. Quite Nice. Grand Dynamics offers amazing corporate retreats and training programs in Arizona and Winter is one of our favorite times of year to be there. Contact us to find out about programs in the surrounding landscapes of Phoenix and about our favorite spot – Sedona~
Landscapes: Volume Two from Dustin Farrell on Vimeo.
Evaluating ROI with a story based approach
Sunday, November 20th, 2011For many practitioners in the field of learning, ROI—return on investment—has taken on a negative connotation. Evaluating ROI for learning initiatives is viewed as time-consuming, expensive, and difficult to do, akin to setting up a big science experiment in an organization with variables, statistics, equations, and working with dreaded spreadsheets. Now, while it’s true that some in the field of evaluation do approach ROI in this way, it does not have to be this way.
In fact, taking a story-based approach to ROI evaluation not only offers an alternative approach to the “science experiment,” it is a more powerful approach that has proven to be faster, cheaper, and easier to do.
What does taking a story-based approach mean? It means conducting a series of conversations with learners, asking questions, and constructing a story of value creation based on their answers. In doing so, evaluation methodology becomes a structured process of reflection for telling the value story through these conversations.
Here are the five basic questions to include in conversations with learners.
1. What were your key learnings? This open-ended question is intended to have the learners reflect and, in their own words, describe which part of what they had learned was most important for them.
2. How did you apply what you learned? Take the conversation a step further to learn how the learner’s behavior changed. Probe for details, for example: what was done specifically, who else was involved, and where did the actions take place?
3. What impact did these actions have? Impact can be both intangible and tangible in nature. Intangibles include areas such as improved teamwork, upward communications, decision-making, etc. More tangible impact areas include improved productivity and service quality, increased sales, and reduced costs.
4. How much of this impact (on a percentage basis) would you attribute directly to the actions you took? The actions of the learners may have improved service quality, however, there may have been other potential influencing factors on service quality. The intention of this question is to isolate the effects of the learning experience on the improvements in service quality.
5. How confident are you (on a percentage basis) in this estimate? In question 4, the learners estimated the percent of impact their actions had on service quality. Since no estimate is perfect, the answer to this question is intended to account for the error of the estimate.
Several conversations with the learners are conducted—generally about 10 to 20, depending upon the size of the learner group. These conversations are written into concise narratives. General themes from these stories are captured and written into an overall report. These stories balance the “head with the heart,” conveying the value of the learning initiative to stakeholders, sponsors, business leaders, and others.
As an option, the data from questions 3, 4 and 5 can be analyzed so tangible benefits can be converted into monetary value. The ROI of the learning initiative can be calculated by factoring in the full cost of the initiative.
For example, one learner noted that service quality was improved by the actions she took as a result of the learning initiative:
• (Question 3) She noted an annual benefit of $40,000 (later verified)
• (Question 4) Attributed 80 percent of this benefit to the learning initiative
• (Question 5) And was 75 percent confident in her estimate
•$40,000 x 80% x 75% = $24,000
A similar analysis is completed for all learners: Their monetary benefits are tallied, program costs identified, and ROI calculated. So, for example, if the tallied benefits were $500,000, and the program cost was $300,000, then the ROI would be:
ROI = (($500,000 – $300,000) / $300,000) x 100 = 67%
Three key points regarding this story-based approach to ROI:
1. The power of the data comes from the stories the learners shared. The evaluators do not create the data—they merely ask questions, listen to the answers, collect the data, and organize it into a master narrative. The credibility of the data comes in large measure from the credibility of the learners providing the data and the veracity of the stories they share. The linkage from the learnings to the actions taken, and then to the impact these actions had in the organization, are written to be both transparent and believable.
2. Conducting a story-based analysis of a learning initiative does not have to be onerous or time consuming. True, conducting 10 to 20 conversations does take time, as does writing up the data. However, the story-based approach is, in and of itself, a participatory change process that reinforces the learning. Story-based evaluation may be positioned as a follow-up activity to the learning initiative and an additional opportunity for learners to make sense of their own learning experiences and to share their insights with others.
3. Taking a story-based approach takes into account environmental and business factors. The nature of the open-ended questions allows for the expected to enter the conversations. A wide variety of contextual factors that influence the behaviors and the impact of these behaviors can be surfaced and explored further. This information further adds to the richness of the stories.
Content by Merrill Andersen
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