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Baton = Passing Introducing the Baton Passing workshop for rapidly capturing, and gaining commitment to high-value project lessons for re-use.

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Presentation on theme: "Baton = Passing Introducing the Baton Passing workshop for rapidly capturing, and gaining commitment to high-value project lessons for re-use."— Presentation transcript:

1 Baton = Passing Introducing the Baton Passing workshop for rapidly capturing, and gaining commitment to high-value project lessons for re-use

2 2 Victor Newman (Inventor of Baton Pass Technique) Technique Origins Came from combining Learning Team Approach with mindmapping, information ordering and visual layering technique to capture lessons on accelerating products to market with small business CEOs at Cranfield University. Applied in earlier format with Pfizer to reduce expensive reinvention of experience by capturing and transfering key lessons from teams which had completed an investment stage-gate meeting at the end of the product feasibility phase, to those who were 18 months away from a similar meeting. Recent format Baton=Build and Pass technique applied in legal and financial services organisations 2004/5. Now included in innovation café technique repertoire. Victor Newman Pfizers former Chief Learning Officer 2000-2005 On Advisory Boards for Samsung, Fifty Lessons, Eyeforpharma, Axon Automotive Ltd. Visiting Professor in Knowledge Management and Innovation to The Open University Business School. Led 1 st complete SME collaboration iCafe cycle for London Chamber of Commerce & Industry (March 2006) Recent work includes working with entrepreneurs, regulatory organisations, biopharmaceuticals, mentoring CEOs and guiding policy makers on innovation policy strategy.

3 3 Baton=Passing Introduction We use Baton=Passing to identify valuable learning from experience so we can use it again in future projects Users include: - Regulatory organisation - Legal services business - Telecom programme management consultancy - Global pharmaceutical R&D business - Biopharma

4 4 Background The big problem in managing learning to have an impact is to know what knowledge is useful, to whom, the form it should take, where and when it is best applied and when best to share it Baton Passing is about giving people the knowledge they need in the form they can use at the most appropriate time. It is definitely not about documenting everything. This is like working out how to give someone you dont know or may never meet, a GIFT that they will want to use

5 What people say about how to ensure that lessons are not learnt Write long, boring documents So no-one wants to read them. Use ineffective language to make it obscure Specialist jargon. Recommendations instead of defined actions. More than 3 key points Pretend that publishing means the job is done and something has been learnt (and will change) Just because you post a lessons learnt document on a shared drive doesnt mean it has been learnt or is likely to happen. Make it ineffective through delay and decay Long political sign-off process for management buy-in means it lacks bite, and topicality. Make it impersonal… No drive to identify who needs to do what, differently.

6 6 Baton=Build & Pass: Activities We encourage experienced colleagues to identify important lessons within a defined situation We identify the lessons we intend to apply in the future, break them down into the key steps involved in making them happen, and commit to personal action. We use a visual technique for displaying important lessons so that we can find the ones we want to use again

7 7 Successful Baton Passing Fast Aims for less than 3 hours together for teams with relevant knowledge and good questions. Can be as fast as 45 minutes for a defined topic. Visual, colourful and intuitive Exploits the way the mind organises information best. Social and dramatic Brings together the people who have answers and the people who have questions. Personal Documented commitment In real-time to specific outcomes that can be tracked.

8 8 Identify Lessons: Cues for Gifts If you drew a timeline showing the highs and lows in your project, what events and key lessons would emerge? What is the most important advice you have thats worth passing on to others? What major barriers did you overcome and what would you recommend to others facing similar challenges? For use by the team who are giving their lessons If you could do this project again, what would you do differently, how & where would it go? X 3 G

9 9 Question Themes What questions would you most like answered that will benefit your / or a future project? What do you perceive as the major challenges in your project where others may have ideas or experience that might help you? For designing Key Question Themes for bundling lessons into useful categories for future team use Give a group of (Green post-it) lessons a useful name to identify them as a group (this can be a sentence or a question) P

10 10 KQTsKEY LEARNINGS PGG GG G P P G 1. Agree Lessons Theme (what do we have to be good at?) 2. Invite participants to brainstorm and share 3 Green (lessons) post-its each, using black medium pens. 3. Group Green post-its into families around a common theme and use Pink post-Its to name the themes. 4. Reposition Pinks vertically on Left-Hand side and align related Green post-its horizontally on Right- Hand side. 5. Garden Greens (remove duplicate lessons). 6. Allocate 3 ticks to each participant to distribute across the Green lesson, identify the most powerful lessons for action, and circle these. 7. Remove the lessons which are seen as low priority. 8. Ask participants to identify a lesson they can use in their work. 9. Invite participants to complete a Baton Pass Lesson Tracking Template (see next slide) photocopy it, and ask them to briefly share an outline of their chosen lesson with the room. Capturing and prioritising thematic lessons (without donor team) A B A B This lesson is related to, answers this question/ theme (on the left) This lesson is related to/ complements the lesson to the left Communicating & Managing Relationships G G G

11 11 Commit to Personal Action +10/15 mins Individuals take a Lesson Tracker template & complete it – State when this lesson will have been applied by (for scheduling an completion tracker email from Lessons Learnt Team)! – List the key steps required to deliver the lesson, using the phrase so that to state outcomes for each Key Step and necessary detail for implementation. – Photocopy lesson, and give copy to LL Team. – Share lesson commitment in outline (broadly what you will do and how you will do it) with your colleagues/ workshop audience. Baton Pass Lesson Tracker Owner (Who is going to make it happen?)_____________________ Email: _____________________ Lesson Donor (Whose lesson was it originally?) ________________ Completion Tracker Date: _______________________ Name of Lesson (What do you want to call it?) Key Steps Involved (How will you make it work?) 1. 2. 3. 4. 5. 6. Try to include the so that phrase in each Key Step to focus on clear outcomes. Signature: _______________Date of signing:________________

12 12 Stop/Start/Continue +10/ +60 mins – for facilitator leading workshop STOP Identify items that are unnecessary! START Suggest ideas or actions that might improve baton building sessions! CONTINUE Identify promising practices or techniques that should continue to be applied in the future.

13 13 Conclusion Thank you for your participation in this workshop. If you have further ideas for improving this workshop process please provide feedback to the Lessons Learnt Team. Learning has occurred only when behaviour has changed"

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