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8/3/2019 Connect, Connect, Connect Creating a New Approach toLeverage Social, Collaborative, and Emergent Organization
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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.html8/3/2019 Connect, Connect, Connect Creating a New Approach toLeverage Social, Collaborative, and Emergent Organization
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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/18/3/2019 Connect, Connect, Connect Creating a New Approach toLeverage Social, Collaborative, and Emergent Organization
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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