INFLUENCING STYLE STRATEGIES

THAT MAXIMISE PERSONAL

AND

ORGANISATIONAL PERFORMANCE

The Facilitators Systematic Approach to Getting Things Done –

Successfully!

Developing Change Facilitation Skills

To be an effective Facilitator, you need to be able to use:

1.A Quad of Aims to set up the task

2.Force Field Analysis to identify and get around the blockers to change, as well as increase the power of the drivers

3.Assumption busting to generate ideas especially to overcome seemingly impenetrable blockers!

Providing Task Direction, buy-in, and desired outcomes

The Quad of Aims

GETTING THE DIRECTION RIGHT

Give me a task and I’ll rush into action!

Task

Ideas - solutions

GETTING THE DIRECTION RIGHT

Give me a task and I’ll think about what I’m doing!

Task

Why – for what purpose?

Success Criteria?

What end result?

Who for?

Ideas -solutions

Task

Why – for what purpose?

Success Criteria?

What end result?

Who for?

Ideas -solutions

Task

Why – for what purpose?

Success Criteria?

What end result?

Who for?

Ideas -solutions

DIRECTION

Quad of Aims

End Result

what will good look like?

Purpose

Why? – in order to; so that

Success Criteria

Measures of success

Customer Benefits

who are the customers? What are the benefits?

Task: Improve Communications with our staff

Purpose(s)

Customers/Benefits

End results

Success Criteria

Do collectively

1st Issue: state your issue as a Task, and then develop a Quad of Aims for it.

Share in pairs when ready.

Influencing Strategies

Overcoming obstacles to change

Force Field Analysis

Analysis of Force Field(Identifying the blockers)

There are driving forces that initiate a change and keep it going

But there are blockers acting against the desired change and counter the effect of the driving forces which we need to identify and overcome

The analysis will also provide an efficient way to began prioritising actions

CURRENT

SITUATION

TARGET

Blockers

DRIVING FORCES

FORCE FIELD ANALYSIS

proposals

FORCE FIELD ANALYSIS

Assess impact of restraints by looking at:

STRENGTHS – the strength of impact of the constraint on the change (marks out of 10)

ABILITY TO CHANGE – the degree to which you/the organisation can overcome the constraint (marks out of 10)

Weighting = strength (x) X ability to influence (y) = x X y

CURRENT

SITUATION

TARGET

RESTRAINING FORCES

DRIVING FORCES

FORCE FIELD ANALYSIS

proposals

S=8; A=2 – total = 16

S=7; A=9 – total = 63

Therefore, spend time on overcoming second constraint/blocker

Taking one of your issues as an example

Let us as a whole group develop a Force Field Analysis

Now apply this thinking to your own issue as below

Individual Issues: ContinuedThis time:

Use the Force Field Analysis to:

• Identify the forces supporting change

• Identify the forces inhibiting change, decide which ones that are important and that you can effect.

• Chart your FFA

• Share in pairs

HELPING TO THINK AROUND CONSTRAINTS

Task  Produce (so that I can see them) as many four letter words as possible, and improve upon your previous performance. The production stage begins with the opening of the container and ceases within 3 mins of opening it.

You have three periods of up to 7 mins, each including the 3 min production run (i.e. includes a 4 minute planning period). Report your results to the facilitator in the main room after each production run

ASS-U-ME

Assumptions make an Ass out of You and Me!!

Every organisation operates under certain mental models, paradigms, assumptions: these are our customers, this is how we sell, this is how we do business. My proposition is that an organisation will never discover anything new unless it first questions what it already has and says: why are we doing it like this, could there be another way? As long as they are happy and satisfied with what they have, they are not going to search for something new - and will never discover anything new as a result.

Costas Markides, Professor of Strategic and International Management, London Business School

‘We used to be in the petrol business – with a focus on technology to increase efficiencies – until someone said ‘we are in the business of maximising satisfaction at the point of sale’ – I now spend most of my time on the garage forecourt talking to customers’

Assumptions (constraints) Alternatives

We need stock levels

We need to keep the customer happy

We don’t deliver directly to the consumer

We are in competition with others

We don’t pass on the inventory cost to the customer

Stock in transit isn’t counted in stock inventory

We respond to existing customer call-off patterns

Consumers are not involved in our stock holding strategy

Assumption-Busting

Task – reduce stock levels

Assumptions (constraints) Alternatives

We need stock levels Don’t have any – either deliver direct to consumer or direct to customer from plant

We need to keep the customer happy Go into back-order from time-to-time – work with supermarkets to establish minimum/JIT stock levels

We don’t deliver directly to the consumer Go ‘Royal Mail on-line’ – explore Tesco type door delivery with other manufacturers – go ‘cash ‘n carry’

We are in competition with others Work with other suppliers – to use common warehousing and delivery system

We don’t pass on the inventory cost to the customer Work with the customer to share savings from stock and delivery efficiencies

Stock in transit isn’t counted in stock inventory Cost of stock in transit may be significant – treat with same rigour as stock in warehouse

We respond to existing customer call-off patterns Calculate trends to respond better – alter trends to suit us; e.g size and frequency – work with marketing to offer incentives to transfer stock holding to consumers

Consumers are not involved in our stock holding strategy

Observe and talk to consumers – what determines their call-off rates and willingness to hold more stock – attitudes to use internet/phone, or local milk deliveries.

Assumption-Busting

Task – reduce stock levels

Plenary

Let’s try Assumption Busting out on one of your issues – taking a blocker – list alternatives

Issue continued

In this session :

• Looking at the blockers of the FFA, apply the Assumption Busting thinking to explore alternative ways around the difficulties – in trios (10 mins each)

• FINALLY, integrate these new ideas and information into your action plan. Discuss in pairs.

• Share with the Group.

FACILITATION

FACILITATION SKILLS to help you handle a group.

What is the function of ‘a facilitator’?

What sort of things do they do to help group’s move forward?

FACILITATOR’S CHECK LIST – overview

THE MEETING

1. Establish the task to be discussed.

2. Develop a Quad of Aims involving everyone.

3. Ideas generation (relevant to Purpose)

4. Identify the other issues to do with ‘information’, like – Resources? Skills? Timing?

5. Then decide ‘What has to be done’ – the stages of the job in hand.

6. Then allocate the jobs out – who does what when?

7. Review timetable, to adjust plan as necessary.

A Systematic Approach to Getting Things Done

Background (Situation)

Task

Purpose – in order to…..

Customers/Benefits Quad of Aims

End Results (Targets – and for this session)

Success Criteria

Information – ideas; skills; resources; risk analysis

What has to be done – stages of the job Proposals

Plan – who does what when

Action!

Review – and modify as necessary

2 groups

Use Facilitation Skills to help your work group develop action plans around an issue of importance.

SuggestionIn groups discuss your working successes and difficulties as a team, and identify and list those blockers in the way of you achieving more.

Then, to produce some plans that will help you get around the blockers to be more effective: - Produce a Quad of aims to clarify your purpose and desired end results, and - then use Force Field analysis to identify the blockers in the way of you achieving more, and identify ideas that will help you get around the blockers. - use the Systematic Approach to make sure you go through all the stages

Remember to challenge your assumptions about the blockers, so that you can generate alternative ideas to move forward.

Groups: Present in teams (time 30 mins task; 5 mins each presentation)

Finalise Personal Learning Logs

Final commitments for action.

END OF WORKSHOP

INFLUENCING STYLE STRATEGIES

THAT MAXIMISE PERSONAL

AND

ORGANISATIONAL PERFORMANCE