Connect, Connect, Connect Creating a New Approach toLeverage Social, Collaborative, and Emergent Organizational Learning

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    Connect, Connect, ConnectCreating a New Approach toLeverage Social, Collaborative, and

    Emergent Organizational Learning

    Application for the EFMD Excellence in Practice Award 2011

    Mireille Jansma & Jurgen Egges,

    Program managers, Innovative Learning

    ING Business School (IBS)

    Phil LeNir, CEO

    Henry Mintzberg, Co-Founder

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    Table of Contents

    STATEMENT OF WORD COUNT ........................................................................................... 4

    EXECUTIVE SUMMARY ...................................................................................................... 5

    INTRODUCTION ................................................................................................................. 6

    ABOUT ING AND INGBUSINESS SCHOOL (IBS) ................................................................................ 6

    ABOUT COACHINGOURSELVES (CO) ................................................................................................ 6

    1. THE CHALLENGE ........................................................................................................... 7

    2. THE COMMITMENT ....................................................................................................... 9

    LAUNCHING THE PARTNERSHIP WITH COACHINGOURSELVES ................................................................. 9

    3. THE L&D INITIATIVE ..................................................................................................... 12

    PHASE 1:INITIAL LICENSES .......................................................................................................... 12

    PHASE 2:MORE TEAMS,MORE TOPICS......................................................................................... 12

    PHASE 3:STRATEGICALLY APPLYING CO TO INGS ENGAGEMENT PROCESS ........................................... 13

    PHASE 4:ADOPTING THE COAPPROACH IN OTHER IBSL&D INITIATIVES ............................................. 15

    4. THE IMPACT ................................................................................................................ 16

    CONCLUSION .................................................................................................................. 16

    END NOTE ....................................................................................................................... 16

    APPENDICES .................................................................................................................... 17

    APPENDIX A:COACHINGOURSELVES LIST OF TOPICS ......................................................................... 17

    APPENDIX B:SAMPLE SCREEN SHOTS FROM COACHINGOURSELVES TOPICS........................................... 19

    APPENDIX C: ADDITIONAL RESOURCES .......................................................................................... 21

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    Statement of Word Count

    4200 words, excluding opening quote, Executive Summary, and Appendices.

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    Executive Summary

    This case study describes an ongoing partnership between ING Business School (IBS) and

    CoachingOurselves (CO) that began in January 2010. It focuses not on a single learningintervention but rather on the evolution of a continually and broadly expanding application of

    CO learning philosophies and materials to a wide range of IBS development programs that serve

    all of INGs leaders, managers, and employees. CoachingOurselves provides a library of topics

    intended for 6 to 8 managers to read and discuss in group sessions. IBS partnered with CO

    initially to use a few topics, but the success of CO as a tool that fosters social, collaborative, and

    emergent learning that leads to meaningful improvements in management performance and

    engagement, along with its low-cost, modular topics, and immediate relevance, has led IBS to

    broadly incorporate CO into many of its learning initiatives.

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    Introduction

    About ING and ING Business School (IBS)

    ING is a global financial institution of Dutch origin, offering banking, investments, lifeinsurance, and retirement services to 85 million customers in 40 countries.

    ING Business School is the internal executive leadership and talent development arm of ING

    Group HR. Originating in 1998, IBS offers a wide range of programs for executive development,

    top talents and specialists.

    Within IBS, Mireille Jansma and Jurgen Egges are responsible for creating innovative learning

    and development (L&D) solutions. Their mission is to create new approaches that enhance the

    traditional programs, and to open up learning to a wider audience within the ING organization.

    About CoachingOurselves (CO)CoachingOurselves is a Montreal, Canada based vendor of management learning materials. It

    was co-founded in 2007 by Phil LeNir and Henry Mintzberg, Cleghorn Professor of Management

    Studies at the Desautels Faculty of Management of McGill University. CO is based on three

    premises that reflect Mintzbergs lifelong work to understand and improve organizational

    performance:

    Traditional concepts of heroic leadership are overvalued. Organizations need leaders whomanage and managers who lead. Middle managers especially play key roles in organizations;

    they have the largest impact on results by inspiring team unity, fostering knowledge and skill

    development, and encouraging innovation. We have had more than enough of detached,

    heroic leadership. It is time for more engaged management, embedded in community-ship.

    Organizations work best when they are communities of committed people who work incooperative relationships, under conditions of trust and respect. The best way to achieve

    that is to allow management teams to take responsibility for developing themselves as

    managers. Development can buildmanagers confidence and commitment alongside their

    capabilities, especially in being able to grow strategies from the middle out.

    Learning occurs through self-reflection. Thoughtful reflection on natural experience, in thelight of conceptual ideas, is the most powerful tool we have for management learning.

    To actualize these premises, CO produces a library of topics (currently ca. 70 business topics,

    available separately or bundled into thematic modules with 3-8 related topics See Appendix A)

    that serve as the basis for 90-minute guided learning discussions among groups of 6-8

    managers who meet every two to four weeks. No preparation is needed and no equipment such

    as laptops is used in the meetings. The groups download and print their topic before meeting,

    then read the pages together and follow prompts to discuss management challenges arising out

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    of the issue. The format is designed to drive reflection, discourse, and sharing around

    managerial issues, resulting in new insights, collaborative problem solving, and team building.

    Topics are prepared by world-renowned management authorities including David Ulrich, Philip

    Kotler, John Seely Brown, Marshall Goldsmith, Ed Schein, Ricardo Semler, Henry Mintzberg, and

    many others.

    1. The ChallengeUntil recently, IBS almost exclusively offered traditional executive development and top

    talent training programs: classroom-based, onsite, with external faculty as experts. Mireille

    Jansma and Jurgen Egges were hired into the business school in September 2008, coming from

    INGs former Knowledge and Information Centre. Utilizing their theoretical and practical

    background in Knowledge Management (KM), they were tasked with exploring new learning

    initiatives that would solve three pressing challenges IBS was facing, all relevant to INGs

    strategic goals to be a top employer, strengthen its customer service orientation, and increase

    operational efficiency:

    1. Reduce costs of L&D With development expenditure under pressure and a rigid embargoon air travel because of the financial crisis, it became harder for IBSs customers to attend

    centralized training programs. More cost-effective approaches were required:

    decentralized L&D solutions that would be flexible, low cost, transportable, easy to

    implement and reuse at any location, with little or no use of expensive outside experts.

    2. Broaden the audience for L&D Facing major company-wide reorganizations, IBS felt itneeded new L&D modalities to foster a learning organization and facilitate cross silo, inter-

    silo and inter-hierarchical collaboration. New initiatives were needed to involve middlemanagers and the general workforce whose knowledge and experiences are crucial to

    improve customer service and operational efficiency, in the mean time boosting employee

    engagement and retention.

    3. Develop a more engaged, proactive managerial focus Recognizing that the banking andfinancial services industry was under rapid change, ING needed its leadership and

    managers to take greater responsibility and personal initiative, even without immediate

    assignment, and to be more engaged and solution oriented. Customer service and

    operational efficiency required a new focus on critical thinking, decision making, and

    learning by doing, with a focus on achieving meaningful short- and long-term results.

    To respond to these IBS challenges and INGs strategic goals, Jansma and Egges devised an

    overarching strategy, which they called Connect, Connect, Connect. The name emphasized

    their philosophy that knowledge exchange, collaboration, and continuous management

    development derive from connecting (1) people with information, (2) people with people, and

    (3) communities with communities. The Connect3

    strategy, which sought to leverage INGs

    internal knowledge as a critical organizational asset, was based on an evolution in KM thinking

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    that transpired since the 1990s, a progression which KM thought leader Nancy Dixon describes

    as spanning three eras that increasingly move toward social, collaborative, and emergent

    learning:1

    The era of explicit knowledge (ca. 1990s)KM thinkers posited that organizationsneeded to collect and store all the explicit knowledge of their workers. This led to the

    popular trend to create knowledge databases and warehouses. These, however, proved

    ineffective in helping organizations mine their internal knowledge for greater learning.

    The era of experiential knowledge (ca. early 2000s)KM thinkers such as EtienneWenger and Nancy Dixon argued that most organizational knowledge is not explicit and

    documentable; but rather is dynamic, emergent, and essentially social, being held in the

    minds of groups of individuals. This inspired organizations to begin using the internet and

    intranets to set up communities of practice, expert locator systems, and knowledge

    harvesting to promote informal information exchange and continuous, just-in-timelearning.

    The era of collective knowledge (ca. 2010)KM thinkers sought to find ways to leveragecollective knowledge and bring the whole organization to bear on strategic issues,

    through collaboration in large and small group conversations, team meetings, and

    formats such as Knowledge Cafs. Dixon stated, There is a growing understanding that

    in an age of increasingly complex organizational issues, leaders cannot be expected to

    have all the answers; rather the task of leaders becomes convening the conversations

    that can come up with new answers.

    The Evolution of

    Knowledge

    Management

    (Reproduced with

    permission from

    Nancy Dixon,

    Common Knowledge

    Associates.)

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    In light of this evolution, Jansma and Egges set out to create new initiatives that could

    actualize social, collaborative, and emergent learning opportunities, which in their view were

    precisely the right innovations needed to meet the strategic goals of ING and the challenges

    facing IBS.

    2. The CommitmentIn April 2009, Jansma and Egges launched their first initiative under Connect

    3. Called

    Challenging Minds, it was comprised of three building blocks; each was crafted to be low-cost,

    stand-alone, yet combinable with other learning trajectories on all types of subjects. It is

    important to describe briefly the first two elements because they are part of Jansmas and

    Egges overall strategy to implement social, collaborative, and emergent learning. Over time,

    they also coordinate with the third element that is the subject of this case study the use of

    CoachingOurselves.

    1. Research Alerts These are a series of special communications containing topical articlesof interest, information, and news. This element is designed to advance emergent learning

    throughout the organization, by alerting participants to new ideas and approaches to

    current business issues. Working with Dick Ringelberg (Information Manager), Jansma and

    Egges sent out Alerts via email and RSS feed to anyone who subscribed; they were also

    available on the companys intranet portal and at Diigo (an online bookmarking site). To

    date, Challenging Minds has sent 22 Research Alerts to a growing internal audience now

    numbering ca. 1000 subscribers.

    2. Video + Knowledge Caf Discussions Jansma and Egges were inspired to establishKnowledge Cafs (KCs) by the work of David Gurteen, fine-tuning his concept by addingvideos to supply focused conceptual input for each KC. This element seeks to encourage

    collaborative and social learning by breaking down silos and rigid hierarchical dynamics so

    as to empower all participants and increase engagement. Following a brief introduction

    and watching the video together, attendees are invited to converse and share their

    experiences on the topic. Some KC sessions are open to all ING employees, regardless of

    department, role, or rank. Other KCs are limited to certain groups of managers. By the end

    of 2010, Challenging Minds had hosted 32 KCs, attracting over 700 internal participants.

    Launching the Partnership with CoachingOurselves

    CoachingOurselves forms the third building block of the Challenging Minds initiative. In

    January 2010, Jansma and Egges invited Phil LeNir, CEO of CO to IBS to explain his companys

    conceptual framework and demonstrate how its materials could actualize their strategic goals

    for social, collaborative, and emergent learning.

    LeNir discussed how CO is the practical application of Henry Mintzbergs model of

    management learning based on reflection, community building, and on-the-spot problem

    solving using real world, immediate issues of relevance to managers. The CO group meetings

    among 6 to 8 managers offer participants a context to openly discuss and share their day to day

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    working experiences, exchanging insights that can improve their managerial competence and

    acumen. As Mintzberg states, You need a different kind of educational initiative in business

    schools. You have to go beyond conventional classroom instruction. You have to foster

    commitment: to the job, for sure, but also to the organization as a community, and beyond that,

    to society.

    With LeNir in attendance, Jansma and Egges invited several groups of managers to pilot test

    a few of the CO topics. Teams of HR staff also tried some topics so they could personally

    experience the team building and knowledge sharing dynamics created in a session. The

    reactions were unanimously positive. Below are a few screen shots to illustrate the format of CO

    topics a combination of explanation punctuated with prompts for discourse among session

    participants. (Appendix B contains additional screenshots.)

    Screenshot from

    Dealing with the Pressures of Managing

    Screenshot from

    FeedFORWARD Instead of FeedBACK

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    Jansma and Egges concluded that the CO format would substantially assist them in meeting

    the three business challenges IBS faced, as well as be an excellent match for their mission to

    develop initiatives emphasizing social, collaborative, and emergent learning. The following chart

    identifies how the benefits of CO correlate with IBSs business challenges:

    IBS Business Challenge How CoachingOurselves Solves It

    Reduce costs of L&D The CO materials are low cost, adaptable, modular, andtransportable. They require no travel; any group of managers at any

    ING location could use them.

    The topics do not rely on outside experts; there are no facilitators,trainers or formal coaches, just managers and employees

    empowering each other to learn from their own practical

    experiences.

    Broaden the audience The CO format extends the reach of L&D to a larger audience ofpeople, especially middle managers.

    The conversations highly support the goal of encouraging people atmany levels to share knowledge, co-create solutions, and foster

    community.

    The list of topics available enables IBS to address a variety of issuesthat managers at many levels and their teams struggle with.

    Develop a more

    engaged, proactive

    managerial focus

    The format of the sessions empowers participants to takeresponsibility for their own development.

    The topic sessions build trust networks and stimulate socialnetworks, thus flattening silos and building a unified, learning-

    oriented corporate culture.

    The modularity of topics provides a framework to deal withimmediate and emerging management issues, while inviting

    participants to continue exploring specific aspects of the issues

    discussed during the KC sessions.

    The CO topics introduce managers to a wide range of businessthinkers and management consultants, from which they can learn a

    variety of theories, practices, and approaches that can contribute to

    their self-development and engagement.

    The partnership officially launched when IBS licensed three topics from CO and began using

    them over the next months. The initial objective of this first commitment was limited to using

    CO as a complementary building block to the other two elements of the Challenging Minds

    initiative.

    However, as noted, the relationship between IBS and CO would substantially evolve over the

    course of 2010 and into 2011. From this initial commitment, it would grow into a far-reaching

    partnership spanning many types of L&D initiatives at Group level as well as extending into

    multiple business units, as the next sections will describe.

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    3. The L&D InitiativeThe L&D partnership between IBS and CO has gone through what might be viewed as four

    phases. The flow from one phase to the next was not originally planned; rather it morphed

    organically as Jansma and Egges recognized new applications for which they could leverage theCO philosophy and group session format to advance the goals of the Connect3

    strategy. Each

    success of CO inspired them to investigate its broader potential for other L&D initiatives.

    Phase 1: Initial Licenses

    Challenging Minds first licensed only three topics from CO. These were Time to Dialogue,

    Foresight,and Decision Making: Its Not What You Think.The initial use of the topics besides

    their application in the Challenging Minds campaign was limited, given that it took time to

    raise awareness among company managers that this new type of learning initiative was

    available to them. In this phase, approximately 5 teams formed to use the topics independently

    of the Challenging Minds campaign.

    Jansma and Egges measured the success of those groups using SurveyMonkey, a 3rd partyonline surveying tool. The results were extremely positive, garnering a 97% approval rate and an

    average appreciation score of 8.9 out of 10. Participant feedback included the following types

    of comments:

    The method is appealing because we can put it into practice immediately. Another advantage isthat we work in groups and learn from each others experiences.

    I like the open questions (no steering) and that you can be creative while brainstorming anddiscussing. Together we complement each others ideas and arrive at new insights.

    The method is simple but highly effective. The way the topics are structured forces you to step-by-step explore the subject further. Absolutely worthwhile to continue using this approach.

    Phase 2: More Teams, More Topics

    As awareness of the CO topics spread through ING in mid-2010, more groups of managers

    voluntarily formed to use the topics already licensed, plus new topics, thus increasing the usage

    of CO. No HR directives were ever imposed on anyone. Some groups of managers began

    meeting consistently every few weeks, solidifying their teams and moving through the list of

    available CO topics. Jansma and Egges even conducted CO topic sessions for an external

    network of visiting managers.

    Feedback from the expanded use of CO continued to be not only highly positive, but also

    illustrative of the impact the methodology was having on improving managerial competence

    immediately. For example, one high level HR manager who had done the Time to Dialogue topic

    reported implementing what he had learned, e.g., to split meetings into two parts, a dialogue

    portion and then a decision portion. He pursued this strategy during two difficult meetings

    one with a diverse group of stakeholders and the other with many high level managers from

    Dutch banks and banking regulators. In both cases, attendees lauded his results, saying they had

    never been to a meeting so productive in making decisions. It was unbelievable how quickly we

    started to trust and connect, and could really talk with each other, one attendee told him.

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    Photos of

    CO sessions

    at ING

    Phase 3: Strategical ly Applying CO to INGs Engagement Process

    The third phase of the IBS-CO partnership evolved out of a specific dilemma that Jansma and

    Egges sought to solve for IBS. For years, ING had been conducting an annual employeeengagement survey. The results were used to guide managers in follow-up conversations they

    had with their teams. However, Group HR was concerned with a critical problem that plagued

    the effectiveness of the process the inability of management to address engagement gaps

    identified in the survey.

    Jansma and Egges proposed using the CO philosophy and group meeting format as the

    solution. Given the close partnership dialogue they had built up with LeNir, they recommended

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    that CO bundle five related topics into a single integrated unit. LeNir liked the concept of

    thematic management groupings and so he created the CO Engagement Module , consisting

    of:

    Time to Dialogue: a topic to practice specific behaviors that help managers move towardsa more dialogue-based way of communicating with employees.

    Rewards of Recognition: a topic to help managers take recognition seriously, therebyeffectuating increased motivation, greater acceptance of ongoing change, and improved

    organizational performance.

    FeedFORWARD Instead of FeedBACK: a topic that presents managers with an alternativeto the common, often overly critical practices of giving feedback to their group.

    Appreciative Inquiry (AI): a topic that offers an alternative to the problem solvingapproach that dominates most organizations.

    Models of Engagement: a topic that introduces various models of employee engagement,helping managers assess the realities of these models relative to their own team.

    This thematic module would help managers develop a more explorative mindset about

    engagement, and learn how to work collaboratively with their team members to start real

    dialogue, build trust, and thus enhance motivation and commitment.

    Jansma and Egges prepared a proposal to submit to Group HR with their idea for the new

    engagement curriculum. They approached Celine Aladel, Senior Project & Change Manager

    within the engagement team, explaining the benefits ING could gain in using the CO module to

    help managers prepare for engagement conversations with their employees, including:

    Less reliance on HR to train managers; Lower costs to train managers; Faster time to readiness.Aladel endorsed the proposal wholeheartedly; she agreed to use the team of HR

    coordinators to encourage managers to start using the CO Engagement Module. Hendrik-Jan

    Bot, Program & Change Manager within the engagement team, also agreed and proposed yet

    another innovation using the CO approach itself to introduce the Engagement Module to the

    HR coordinators. He thereby created a CO-like topic session to which he invited HR coordinators

    so they could experience first-hand the social learning, information and knowledge sharing,

    trust and problem solving insights uncovered in the CO environment. The experiment was

    successful, so Bot and Aladel took the proposal to INGs Director of Leadership and Talent

    Development who approved a plan to purchase from CO 50 team licenses covering the 5 topics

    in the Engagement Module.

    In December 2010, Jansma and Egges began promoting the new approach. They coordinated

    with INGs communications department to release an announcement to the global HR

    community that simultaneously included the engagement survey results and information about

    using the CO Engagement Module. They also promoted it on the ING intranet, through their

    Research Alerts, and during Challenging Minds KC sessions. They produced a video to introduce

    the CO format to managers who had not yet participated in a prior CO topic session. Teams were

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    invited to form and sign up on a voluntary, first-come first-served basis, identifying one person

    as a coordinating team manager. It was then up to these individuals to take responsibility for

    scheduling and running their groups sessions for all five topics within the engagement module.

    The 50 teams met from January to April 2011. In May, Jansma and Egges will conduct a

    qualitative survey to assess results. Thus far, informal feedback from the team managers about

    the effectiveness of the CO engagement module has been highly positive.

    Phase 4: Adopting the CO Approach in other IBS L&D initiatives

    Since late 2010, Jansma and Egges, as well as numerous other HR managers have been

    impressed with the results achieved in using CO topics and have moved to incorporate them

    into many other L&D initiatives, as follows:

    1. ING International Graduate Program (IIGP) This program is a four-year curriculum

    attended by young graduate talents from around the world to master their knowledge of

    financial services and develop their leadership capacities. Live classes are conducted inAmsterdam during several weeks once per year. Maarten Hoekstra, IIGP Program Manager,

    explained to Jansma and Egges that one of the weakest areas of the program is a sharp loss of

    community building and knowledge sharing among participants between annual sessions.

    Hearing about CO, he thus opted to begin using some topics during the year to strengthen their

    students sense of community. The first CO topic was introduced during the IIGP session in April

    2011 when participants were on-site, and the teams accepted responsibility to do four

    additional CO topics via online conferencing during 2011. With this benefit, the IIGP program

    managers plan to trim external faculty time and replace it with CO topics in alignment with their

    curriculum, which will be a significant cost saver.

    2. New Talent Development Initiative As of this writing, a new 7-year talent development

    program currently being designed intends to incorporate CO formats and topics as an integral

    part of its curriculum.

    3. Redesigned Management and LeadershipInitiatives In addition, several ofIBSs

    traditional leadership programs will be redesigned to accommodate a finer granularity of

    building blocks by integrating various CO topics into their curriculum, thus making those

    programs more flexible and quickly adaptable to emerging market challenges. For example, just

    as this paper was finalized, the global HR manager of ING commercial banking announced she

    wants to implement CO in her line manager development programs.

    4. Challenging Minds Crash Course In early 2011, Jansma and Egges designed a new

    initiative that tightly integrates all three original Challenging Minds elements the Research

    Alert, Challenging Minds KC sessions, and CO into a 3-day program. It begins with content of

    the Research Alert as pre-work, then invites people together to do several Challenging Minds KC

    sessions, interspersed with related CO topics, after which they receive follow-up information

    and ongoing written conversations. The course is planned to run five times in Q1-2 of 2011, and

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    every session is already fully bookedwith a waiting list to boot. In the future, Jansma and

    Egges will also train others to run elements of the crash course themselves. Their objective is to

    introduce more people to experience the transformative, self-reflective dynamic of the

    Challenging Minds social and collaborative learning approach and to encourage others to adopt

    CO topics into their own business lines, regions, and ING companies.

    5. Intercompany Trainings Jansma and Egges are also involved in a movement for inter-

    company trainings, fueled by the Connect3

    strategic idea of establishing across-company

    learning networks for anyone who wants to learn from others, regardless of position, region, or

    organization. They have given workshops about CO for the Paper Tigers, Philips, and Tata Steel.

    4. The ImpactIn the perspective of this case study, the best metric attesting to the positive impact of the

    IBS-CO partnership is the sheer expansion in the adoption of CO across so many IBS L&D

    initiatives. What began as an original commitment to only a few topics for one initiative has

    grown to CO having a key involvement in a total of six initiatives Challenging Minds (regularand Crash Course), ING Engagement, IIGP, new Talent Development initiatives, new Leadership

    Development Programs, and inter-company trainingswith even more ideas under discussion.

    The CO philosophy, format, and topics are used at both Group level and in the businesses, and

    the audience now extends to include senior executives and alumni from the IIGP program, top

    ING talents, middle managers, and employees.

    IBS has not measured in any quantitative way the impact of CO on actual management

    results. However, qualitative feedback shows that managers and employees who participate in

    CO are nearly unanimous in endorsing the materials for precisely the reasons Jansma and Egges

    selected them: the CO format and topics have helped them discover new insights, quickly adopt

    new ways of managing, form stronger team bonds and a sense of community, and boost thelevel of engagement.

    ConclusionWith their background in KM, Jansma and Egges believe they have found an ideal solution to

    embedding effective social, collaborative, and emergent learning in an organization. Not only

    does CO now serve as an integral element of the Connect, Connect, Connect strategy, it has

    inspired a profound change in the global IBS delivery model itself, leading to a new approach

    and excitement in L&D program design for all initiatives. Its modular character provides

    considerable benefits in the design and delivery of training interventions, as tailoring them to

    specific or timely business needs is easier, while contrary to what one would expect the

    delivery process is simplified and costs substantially lowered. Whereas the traditional programs

    take a long time to design and cannot easily be modified for topical relevancy, COs modular

    approach facilitates quick, customized solutions that lead to immediate learning results.

    _______________________________

    End Note1

    This description of the evolution of KM thinking is summarized from an article authored by Nancy Dixon. See

    http://www.nancydixonblog.com/2010/08/the-three-eras-of-knowledge-management-summary.html.

    http://www.nancydixonblog.com/2010/08/the-three-eras-of-knowledge-management-summary.htmlhttp://www.nancydixonblog.com/2010/08/the-three-eras-of-knowledge-management-summary.htmlhttp://www.nancydixonblog.com/2010/08/the-three-eras-of-knowledge-management-summary.html
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    Appendices

    Appendix A: CoachingO urselves List of TopicsCoachingOurselves topics are grouped around common management themes, such as Basic

    Managing, Leadership, Establishing Strategy, and Venturing & Innovating. Themes make it easier

    for organizations, or the groups themselves, to select a series of topics that work together to

    reinforce reflection and insight around a larger issue. Themes may include from 3 to 8 related

    topics. The CoachingOurselves website displays the list of specific topics included in each

    thematic grouping. However, companies are not required to use thematic groupings; they can

    also select individual topics as desired directly from the library.

    Thematic Groupings Individual Topics Library

    Basic Management

    Communicating More Effectively Consolidation Dealing with Mergers and other

    Combinations

    Developing the Organization Driving Change Engaging People Establishing Strategy Fortifying Culture

    Leadership Practical Tools and Skills Strengthening Teams Venturing and Innovating

    Analyzing Employee Performance Appreciating Appreciative Inquiry Being a Catalytic Leader Beyond Bickering Beyond Bullying Brand Building for Every Manager Chains, Hubs, Webs, and Sets Changing Things: What and How Coaching Others Consulting Ourselves-The Wiki Way Control Through Decision Making

    Crafting Strategy Dealing With the Pressures of Managing Decision Making: Its Not What You Think Developing Our Organization as a Community FeedFORWARD Instead of FeedBACK Fit to Lead Foresight From Top Performer to Manager Global or Worldly? High Performing Teams How Global Should Our Firm Be? Igniting Momentum with Customer Insights Innovate Using Generative Relationships Introducing Culture In Organizations Introducing Strategy Through Robin Hood Leading Change in Difficult Times Learning in and from the Social Sector Lenses for Leadership Insights Lessons from Machiavelli and Lao Tzu

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    Management Competency Raising Management Styles: Art, Craft, Science Managing On the Edges Managing to Lead Managing Metaphors Managing on the Planes of Information, People, and

    Action

    Managing Time and Energy Models of Engagement: Employment Relations Models Of Human Behavior Opening Up The Moral Senses Ordinary People, Extraordinary Leadership (The) Play of Analysis (The) Players of Cultural Change Political Games in Organizations (The) Power of Social Learning Practical Tips for Leading Meetings That Matter In Praise of Middle Management Probing Into Culture Reflection (The) Rewards of Recognition Searching the Invisible Web Seeing Beyond Belief: Observation Skills for

    Managers

    Silos and Slabs In Organizations Some Surprising Things About Collaboration Strategic Blindspots Strategic Thinking as Seeing SWOT for Strategy Talent Management Ten More Ways to Release Change Ten Ways to Release Change Thinking Entrepreneurially to grow your Business Time to Dialogue Turning the Tables: Unusual Seating for Creative

    Problem Solving

    Two Models of Change Understanding Organizations Understanding Stakeholders Visionary Management The Art of Seeing First

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    Appendix B: Sample Screen Shots from CoachingOurselves Topics

    Each CoachingOurselves topic is composed of about 15 PowerPoint screens. Managers

    download the selected topic and print out the screens. Groups of 6 to 8 managers meet in a

    comfortable setting to review the topic, reading the pages together and discussing the issues as

    prompted. Each session last 90 minutes in total; information in the top right corner of each

    screen informs managers how much time to spend on each screen. The sample screens shown

    are reduced in size.

    Screenshot from

    Appreciative Inquiry (AI)

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    Screenshot from

    Time to Dialogue

    Screenshot from

    Dealing with the

    Pressures of Managing

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    Appendix C: Additional Resources

    These resources provide links to further background information that informs this case study.

    About CoachingOurselves

    Henry Mintzberg, Rebuilding companies as communities (HBR, July-August 2009)http://hbr.org/2009/07/rebuilding-companies-as-communities/ar/1

    Paul Crookall, Coaching Ourselves: Achieving success through guidedconversations (Executive, 14 March 2011)

    http://cge.itincanada.ca/index.php?id=13916&cid=311

    Henry Mintzberg, Why Managers Need to be Curious (TEDx Montreal, 2011),http://tedxmcgill.com/2010/12/23/henry-mintzberg/

    The Economist, Never Too Old to Learn, May 12,2010 (cites Henry Mintzberg),http://www.economist.com/node/16036092?story_id=16036092

    Mike Prokopeak, Self-Coach to Boost Retention, (Chief Learning Officer, January 5, 2100)http://clomedia.com/articles/view/self-coach-to-boost-retention

    Art Kleiner, Management by Reflection: An Interview with Henry Mintzberg, (Strategy +Business, March 15, 2010)

    http://www.coachingourselves.com/sites/default/files/ManagementbyReflection-1_0.pdf

    Henry Mintzberg, Management Education on the Fly, (Bloomberg Businessweek, March 8,2010)

    http://www.businessweek.com/bschools/content/mar2010/bs2010038_762086.htm

    About Knowledge Management Nancy Dixon, The Three Eras of Knowledge Management - Summary (Conversation

    Matters, 1 August 2010)

    http://www.nancydixonblog.com/2010/08/the-three-eras-of-knowledge-management-

    summary.html

    David Gurteen, Introduction to the Knowledge Cafe (Bob Buckman Masterclass, Universityof Greenwich, London, February 2006).

    http://www.gurteen.com/gurteen/gurteen.nsf/id/kcafe

    David Gurteen & Dan Remenyi, The Knowledge Cafe If Only We Knew What WeKnow (Slideshare, 2007)

    http://www.slideshare.net/dgurteen/introduction-to-the-knowledge-cafe Dave Snowden, 7 Principles of Knowledge Management (Cognitive Edge, 10 October 2010)

    http://www.cognitive-edge.com/blogs/dave/2008/10/rendering_knowledge.php

    John Seely Brown. Collaborative Innovation and a Pull Economy (Stanford TechnologyVentures Program, 14 April 2010)

    http://edgeperspectives.com/blog/2010/04/jsb-at-stanford-collaborative-innovation-and-a-

    pull-economy.html

    http://hbr.org/2009/07/rebuilding-companies-as-communities/ar/1http://hbr.org/2009/07/rebuilding-companies-as-communities/ar/1http://cge.itincanada.ca/index.php?id=13916&cid=311http://cge.itincanada.ca/index.php?id=13916&cid=311http://tedxmcgill.com/2010/12/23/henry-mintzberg/http://tedxmcgill.com/2010/12/23/henry-mintzberg/http://www.economist.com/node/16036092?story_id=16036092http://www.economist.com/node/16036092?story_id=16036092http://clomedia.com/articles/view/self-coach-to-boost-retentionhttp://clomedia.com/articles/view/self-coach-to-boost-retentionhttp://www.coachingourselves.com/sites/default/files/ManagementbyReflection-1_0.pdfhttp://www.coachingourselves.com/sites/default/files/ManagementbyReflection-1_0.pdfhttp://www.businessweek.com/bschools/content/mar2010/bs2010038_762086.htmhttp://www.businessweek.com/bschools/content/mar2010/bs2010038_762086.htmhttp://www.nancydixonblog.com/2010/08/the-three-eras-of-knowledge-management-summary.htmlhttp://www.nancydixonblog.com/2010/08/the-three-eras-of-knowledge-management-summary.htmlhttp://www.nancydixonblog.com/2010/08/the-three-eras-of-knowledge-management-summary.htmlhttp://www.gurteen.com/gurteen/gurteen.nsf/id/kcafehttp://www.gurteen.com/gurteen/gurteen.nsf/id/kcafehttp://www.slideshare.net/dgurteen/introduction-to-the-knowledge-cafehttp://www.slideshare.net/dgurteen/introduction-to-the-knowledge-cafehttp://www.cognitive-edge.com/blogs/dave/2008/10/rendering_knowledge.phphttp://www.cognitive-edge.com/blogs/dave/2008/10/rendering_knowledge.phphttp://edgeperspectives.com/blog/2010/04/jsb-at-stanford-collaborative-innovation-and-a-pull-economy.htmlhttp://edgeperspectives.com/blog/2010/04/jsb-at-stanford-collaborative-innovation-and-a-pull-economy.htmlhttp://edgeperspectives.com/blog/2010/04/jsb-at-stanford-collaborative-innovation-and-a-pull-economy.htmlhttp://edgeperspectives.com/blog/2010/04/jsb-at-stanford-collaborative-innovation-and-a-pull-economy.htmlhttp://edgeperspectives.com/blog/2010/04/jsb-at-stanford-collaborative-innovation-and-a-pull-economy.htmlhttp://www.cognitive-edge.com/blogs/dave/2008/10/rendering_knowledge.phphttp://www.slideshare.net/dgurteen/introduction-to-the-knowledge-cafehttp://www.gurteen.com/gurteen/gurteen.nsf/id/kcafehttp://www.nancydixonblog.com/2010/08/the-three-eras-of-knowledge-management-summary.htmlhttp://www.nancydixonblog.com/2010/08/the-three-eras-of-knowledge-management-summary.htmlhttp://www.businessweek.com/bschools/content/mar2010/bs2010038_762086.htmhttp://www.coachingourselves.com/sites/default/files/ManagementbyReflection-1_0.pdfhttp://clomedia.com/articles/view/self-coach-to-boost-retentionhttp://www.economist.com/node/16036092?story_id=16036092http://tedxmcgill.com/2010/12/23/henry-mintzberg/http://cge.itincanada.ca/index.php?id=13916&cid=311http://hbr.org/2009/07/rebuilding-companies-as-communities/ar/1
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    About Complexity and Emergent Learning

    Henry Mintzberg, Crafting Strategy, (HBR, July-August 1987),http://zonecours.hec.ca/documents/H2009-P6-1881381.craftingstrategy.pdf

    Shawn Calahan, A Simple Explanation of the Cynefin Framework (Anecdote, 3 April 2009)http://www.anecdote.com.au/archives/2009/04/a_simple_explan.html

    Dave Snowden & Mary Boone, A Leader's Framework for Decision Making (HBR, 1November 2007)

    http://hbr.org/product/a-leader-s-framework-for-decision-making-harvard-b/an/R0711C-

    PDF-ENG

    Dave Snowden, The Cynefin Framework (Cognitive Edge, July 2010)http://www.youtube.com/watch?v=N7oz366X0-8

    Nassim Taleb, Anti-Fragility (The Economist, October 2010)http://www.youtube.com/watch?v=7IpTpjhVo7I

    http://zonecours.hec.ca/documents/H2009-P6-1881381.craftingstrategy.pdfhttp://zonecours.hec.ca/documents/H2009-P6-1881381.craftingstrategy.pdfhttp://www.anecdote.com.au/archives/2009/04/a_simple_explan.htmlhttp://www.anecdote.com.au/archives/2009/04/a_simple_explan.htmlhttp://hbr.org/product/a-leader-s-framework-for-decision-making-harvard-b/an/R0711C-PDF-ENGhttp://hbr.org/product/a-leader-s-framework-for-decision-making-harvard-b/an/R0711C-PDF-ENGhttp://hbr.org/product/a-leader-s-framework-for-decision-making-harvard-b/an/R0711C-PDF-ENGhttp://www.youtube.com/watch?v=N7oz366X0-8http://www.youtube.com/watch?v=N7oz366X0-8http://www.youtube.com/watch?v=7IpTpjhVo7Ihttp://www.youtube.com/watch?v=7IpTpjhVo7Ihttp://www.youtube.com/watch?v=7IpTpjhVo7Ihttp://www.youtube.com/watch?v=N7oz366X0-8http://hbr.org/product/a-leader-s-framework-for-decision-making-harvard-b/an/R0711C-PDF-ENGhttp://hbr.org/product/a-leader-s-framework-for-decision-making-harvard-b/an/R0711C-PDF-ENGhttp://www.anecdote.com.au/archives/2009/04/a_simple_explan.htmlhttp://zonecours.hec.ca/documents/H2009-P6-1881381.craftingstrategy.pdf