301 A Champion s Role in Sustaining a Distance Learning Program Produced by Managing Interpersonal and Team Dynamics for Success
A Champion s Role in Sustaining a Distance Learning Program Aynsley Leigh Hamel, MDE Zane Berge, Ph.D. Hamel & Berge, 2008 In this session, we will review: Necessary information and resources that a champion should have The kinds of characteristics that a champion should possess Contacts from both within and outside the organization that a champion and team should have access to Ways to maintain the currently established distance learning program and to keep its momentum going 2 Page 1
Note on terms utilized Distance learning (DL) Champion Sustainability 3 How are we going to get there? Examine the champion Skill set needed Other traits Review information needed to go forward People to talk with Information to review related to the course Information not directly related to course Developing the team 4 Page 2
Getting there? cont. Factors the team needs to keep in mind Reviewing all of this in relation to the champion Conclusions Questions 5 The first 3-minute exercise Think about a change initiative in an organization that you are or were a part of. On paper, write down at least three reasons why you think it was not sustainable. If possible, think of a distance training and education initiative. 6 Page 3
Examining the champion 7 Where the champion comes from A Project Manager who was in charge of the implementation of the first DL program Manager who understood how much money was saved by using the program The System Administrator who sees from a technical perspective how the program could be better A Subject Matter Expert who knows the importance of having the training available all of the time, and is well-respected either within the organization and/or industry 8 Page 4
Champion skill sets needed Manage resources well Communication skills Prior leadership experience Resourceful Flexibility Analytical Team-oriented Others related to specific organization 9 What is needed in relation to program Passion for distance learning and how it can help Vision sees where it can go Catalyst Makes change happen 10 Page 5
Information needed from the past Who to speak with from prior iterations of the program Former team members Instructors C-suite or executive management group (EMG) Past students 12 Page 6
Information directly from prior learning opportunities Evaluations Course materials Actual courses 13 Paper trail outside the course Accounting Purchase requests Bills related to program Information about contractors Administrative Minutes from prior meetings emails 14 Page 7
Have I missed anything? Please type additional sources of information in the Chat pod 15 However, the champion should examine all of this with the team Page 8
Potential team members Subject Matter Expert Technology group System Administrator who understands the current IT infrastructure Graphic designers to assemble materials logically Instructional Designer Marketing team member Others? (Please type in Chat) 17 Team members should... Have the ability to work with people both within their field and the larger organization in order to get the job done Have the desire to learn and grow their skills set Be team players getting involved should not be about glory for themselves HAVE PASSION Great Talent + Good Attitudes = Great Team* *The 17 Indisputable Laws of Teamwork, 2001. 18 Page 9
Note on prior team members... Fine to utilize some team members from the past HOWEVER, this is not always the best idea Overall team lacked necessary skill sets A team member has moved on within organization A team member or two did not have necessary attitude and caused overall team to sour Need new ideas and passions to go forward 19 With the team assembled, everyone can work on... Page 10
What activities can a team do to become more cohesive? Please type in Chat 21 Working together as a team Suggested ways include Team building exercises Gathering for a meal Meeting to discuss areas of strength, weakness, interests and opportunities Decide on timelines and milestones But, most importantly: START THE ENVISIONING PROCESS TOGETHER SO EVERYONE KNOWS WHERE IT IS GOING 22 Page 11
Divide up information and ask questions What do the evaluations say? What did the previous instructors mention? What did previous students cite as strengths and weaknesses? Did management see any value and/or potential in the program? Where is the program now? 23 Where is the organization now: the maturity model+ The stages of the maturity model: Stage 1: sporadic DL opportunities Stage 2: it starts to catch on through responding to needs in the organization it anticipates Stage 3: DL policies are established, and a stable and predictable process is in place for current and future DL opportunities + Sustaining Distance Training, 2001. 24 Page 12
The maturity model cont. + Stage 4: DL is fully aligned with business objectives and has its own identity; is seen as one important component of the entire business model + Sustaining Distance Training, 2001. 25 A note on the maturity model First: all change is incremental Second: most organizations do not fit neatly into one stage vs. another Some parts might be in one stage, while others are in another Not all will move to the fourth stage Please see figure in next slide 26 Page 13
Mature Processes Institutionalization of Distance Training Events Establishment of Organizational DE Policy Experienced Distance Training Events Separate/Sporadic Distance Training Events =a critical jump, that not all organizations make or should make Immature Processes 27 Looking at the program another way... The DL team should conduct a SWOT analysis S=strengths W=weaknesses O=opportunities T=threats Strengths Opportunities Weaknesses Threats 28 Page 14
Regarding SWOT^ Examine the environment both outside and inside the program currently Focus on both the organization and the industry the organization is in (health care, education, etc.) There are other tools that can be utilized to discover this information ^Introducing Management, 2000. 29 So, where is the champion now? Page 15
Keeps the team focused Methods will differ, but what needs to happen stays the same Let team members do what is needed Design brochures, investigate software and hardware, find their own team members Meet on a regular basis Check in Team members will see progress Team members can help each other out as needed Team members can offer up suggestions Keeps team members on the timeline 31 Champion checks in on team Makes sure progress is being made Team members have other priorities, so make sure this one stays on top Knows when a team member struggles Professionally Personally Sees a troublemaker before that person becomes a bad apple Celebrates the achievement of milestones! Champion can do this with formal reports or informal check-in sessions 32 Page 16
Communicates outside of team Informs C-suite of progress Formally through regular reports Informally through emails or phone calls Reviews budgets Make sure that project does not go over 33 The last 3-minute exercise Think about a change initiative in an organization that you are or were a part of. On paper, write down at least three reasons why you think it was or is sustainable. If possible, think of a distance training and education initiative. 34 Page 17
Conclusions Champion must possess various traits, including: Leadership Team player Strong communicator Analytical Others as related to the organization 35 Conclusions, cont. In relation to the DL program, the champion must be: Passionate A visionary A catalyst for change After bringing the team together, the team must create their vision for the program The team must take data from previous iterations of the programs to know where it can go 36 Page 18
Conclusions, cont. The team can utilize many tools to understand where the program is, including the maturity model and a SWOT analysis While team members work on their aspects of the program, the champion must continue to communicate both within the team and outside of it 37 Thank you and questions... Contact us: Aynsley L. Hamel, MDE aynsleyleighhamel@gmail.com Zane Berge, Ph.D. berge@umbc.edu Hamel & Berge, 2008 Page 19