IFMA

International Facilities Management Association

Successful Change Agents

Photo of brainstorming activity board

Three Qualities of Highly Successful Change AgentsThree Qualities of Highly Successful Change Agents was written by Alastair Rylatt for the July 2013 issue of T&D magazine. This short article was a result of Dr. Rylatt’s research study highlighting the capabilities that enable professionals to be effective change agents in their organization. The article begins with Dr. Rylatt asking the question, “why do some leaders and managers succeed against the odds to facilitate and influence change?”

Well, with that opening question I was hooked and so I kept reading the article. The questions that Dr. Rylatt raised in the article made me reflect back on past situations and the positions I’ve held in different organizations. For several days I kept thinking back to what I thought were some of my perceived better successes and some situations that were, well … not so successful.

In his article Dr. Ryatt listed just three categories that effect change:
1. Resolving difficult challenges
2. Communicating compelling reasons for change
3. Ensuring accountability over time

The categories were not unusual. The categories Dr. Ryatt supported with two - three questions for each category. The questions were penetrating. Under resolving difficult challenges one of the questions related to acceptance of responsibility and how you deal with it. One of Dr. Rylatt’s questions was about reaction when confronting resistance and a reflection on communication style. As for accountability, Dr. Ryatt challenges the reader’s relationship with senior management. The questions are pointed and thought provoking.

It may only have been a sampling of his research but using those three categories and nine short questions I was able to match in each of my situations, why I might have been successful and why the situation did not work out the way I had planned. Now I am looking closer at some of my current situations and rethinking my approach to several of them.

I’ve read hundreds of similar articles but this one was refreshing and thought provoking. After reading Dr. Rylatt’s article you may just want to rethink your approach to becoming a more effective agent of change in your organization.

Learning Objectives Simplified: Check out the New Bloom’s Taxonomy Tool

Candle Flame

The tool is simple, easy to understand, and easy to use. If you are the course designer, a trainer, an instructor, or the firm's Learning and Development Coordinator, Manager, Director or the CLO - this tool will make your professional life a little easier. If only this tool had been available during the past 30 years.

I would like to thank the Center for Excellence in Learning and Teaching (CELT) at the University of Iowa for posting on their website the Model of Learning Objectives. This model was created by: Rex Heer, Iowa State University.

Sharing this tool with my professional peers who are working in the A/E/C design industry, this is probably the best gift I can offer for the New Year. Try it for yourself; I think you will like it.

Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives.

If you have trouble accessing the interactive Flash-based model the content is available in a text-only table.

Free Learning & Development Resources - 7 Tips

Open Source Education

For those of you in the A/E design profession who have difficulty finding free time during a 24/7 work week consider a free, on-demand, learning–in-the-moment approach to supplement your formal training and on-the-job experience. There are a variety of free online resources available to you. Here are some great tricks and online resources for developing your own, personal professional learning skills and development.

7 Tips to Getting Started:
1. Formulate what you need to know. This is called your learning objective and can be revised as you go, but take your best shot when you begin. (Tip: Start with your annual training objectives).
2. Use search engines like Google, Bing, Yahoo, and YouTube (the largest source of online learning) to find three kinds of information: specific, general, and connected.
3. Use search engines to find tutorials, ebooks, online courses and classes – the obvious. But also search and locate online communities (blogs, forums, associations, white papers and chat rooms).
4. Evaluate each resource that you encounter to determine if they relate or are connected to your learning objectives.
5. Organize your information for reading and assembly. If you are learning something that takes longer than a day, you can use free websites like All My Faves and Symbaloo to organize and group your links, and then retrieve them with one click.
6. Read, take notes, and learn the way you learn best.
7. If you have a certificate, membership or license -MCE requirements be sure to record and track your progress. You can do this for free in an EXCEL file or for those of you with a state license and who are willing to pay a little for convenience and due date reminders try AECredentialing.

7 Options of Open Source Courses…..

Coursera:
Outstanding engineering related college-courses from universities like Duke University, Rice University, Escole Polytechnique Federale de Lausanne, University of Pittsburgh, and Princeton.

Class Central:
A gateway to a variety of online and self-paced courses offered by Stanford, MIT, Harvard, Berkley, Udacity, and Courses.

MIT OpenCourseWare:
Free Online courses from MIT in energy, transportation, environment, business and others areas.

Open Culture – 625 Free Online courses:
625 Free online and self-paced courses offered by Harvard, UC Berkley,
MIT, Carnegie Mellon, and Stanford, that include the sciences, computers, Engineering (Mechanical, Civil & Electrical), Environmental, and basic business.

Ted Conference Videos:
Best for exposure and finding things to learn more about online. Inspirational, informative, cutting edgue and less than 20 minutes long.

YouTube/EDU:
YouTube really now functions as a video search engine, and so you can find much more to learn and see on YouTube than just the EDU area. However, this area has been tuned and curated just for good educational content on traditional subjects.

Today I Found Out:
Daily essays of well-researched interesting topics.

I would like to offer a special thanks to Katin Imes at Expedition 21 Media, Inc. for content suggestions.

Instructional Method: A Professional Action Plan

Learning contracts do not need to be complex. A number of years ago when I was involved with the AIA/CES Firm Leadership Symposium we needed to a simple method for an after-training-support-by-the-faculty. The process and tool we developed was simple. At the beginning of the workshop we would spend a few minutes explaining that each participant would be expected to identify at least one goal that they would like to accomplish after the workshop was over and they returned to their work environment. The action plan exercise was always planned at the end of the workshop so should that should they choose, the participants could include some of what they learned during the workshop into their action plan.

First we would discuss the purpose of the action plan. We would provide each participant with a Leadership & Learning: Professional Action Plan worksheet. The worksheet was intended as a simple structured outline for developing an individual action plan. Each participant was expected to identify at least one goal or action that they wanted to complete. The Leadership & Learning: Professional Action Plan required that the participants respond to 7 questions:

What is the goal?
What are the strengths related to achieving the goal?
What obstacles are we likely face?
What opportunities would likely be present?
What resources would they need?
What action steps are needed to complete the plan?
What were the related timelines?

First the participants would work to complete their own action plans. Additional time was then set aside to work in pairs - sharing with each other their goal and how they intend to accomplish it. At the end of the exercise participates exchanged POC information and committed to contacting each other after 30 days and again after 60 days.

The group faculty member or facilitator can become as involved after the event as appropriate. For those who did make contact at the 30 day mark, most went on to complete their goals. This process can be accomplished on-site, on-line or as a blended approach. I have since used the action plan approach successfully at the executive, manager and supervisory levels, and in both the private and public sectors. Hope this provides you with enough information. If you would like a free WORD copy of the worksheet just contact me directly at tlowther7@gmail.com.

How to Analyze a Case Study

Photo by Thom Lowther

Most of you who know me well know that I believe passionately in the use of cases studies as a learning tool. Years ago I discovered a excellent tool for analyzing case studies in the "Handbook for Training and Development" published by ASTD. I share below a simplified version of tool. I have used it often - in professional firms, in associations workshops and in college classrooms.

When analyzing a case study, an orderly, step-by-step approach is helpful. It is important to gain an appreciation of the overall situation initially, as well as to learn what information is contained in the case. Therefore, it is suggested that the case study be skimmed first to gain this overall perspective. While or after doing so, jot down the key points and issues that come to mind, as well as your first impression of the problems, issues, and opportunities facing the company. Then read the case in detail, adding to and modifying your initial thoughts. Remember that not everything in the case is vitally important, nor is all the important information necessarily included. The case represents someone's (e.g., management's) description of the company and its situation - it is up to you to probe deeper, sort and shift things out, and acquire additional information. It is your responsibility to analyze and recommend alternatives and approaches to management.

The following guide may be helpful to you in your task:

1. Define the situation. What are the challenges, problems, potential problems, opportunities, and potential opportunities facing the company? Typically, the case will contain various systems you will have to diagnose. To do so, try and isolate the major issues facing the company and their causes. Keep in mind that there are likely to be sub and secondary issues, as well as related and perhaps extraneous issues described in the case. Your task is to assign priorities to the issues, focusing on the critical few.

2. Assemble and analyze the important facts (gleaned from the case) which bear on the situation.

3. Specify important information that is needed but not included in the case. Determine whether or not it is available elsewhere. If available, acquire about it.

4. Make assumptions! For important information that is not available from the case or elsewhere, make logical assumptions as to what it might be. State these assumptions.

5. Draw conclusions Based on your analysis, information, and assumptions.

6. Determine alternatives and their likely outcomes. What are the major alternative actions open to the company, and what is likely to happen if each is adopted? Evaluate each.

7. Make recommendations. Based on your analysis, what do you recommend to management and why? Be prepared to defend your recommendations under critical questioning by the instructor and the class (the types of questions which might be posed by the company's management and other stakeholders).

8. Prepare an implementation plan. How should your recommendation be implemented, by whom? and in what sequence (short-term versus long-term actions). Where will the resources come from?

9. Prepare contingency plans. What do you recommend if your suggestions do not work as anticipated, or if certain external or internal conditions change?

Continuing Professional Education Audit Options for Associations

Certificates: A growing trend

There is a variety of approaches to providing continuing professional education quality assurance (QA) or compliance audits of association’s members. Regardless of whether the intend is to meet internal association education requirements, state mandatory continuing education (MCE) licenses related requirements, or continuing education requirements to maintain a specific skill certification. Below I will outline three approaches to conducting such audits or reviews from the auditing organizations perspective.
1. Professional Member Solely Responsible

The simplest approach for an association is to place full responsibly of compliance on the individual member. The member is responsible for everything relate to compliance. The member’s responsibilities would start from taking and completing the appropriate coursework and obtaining proof of passing the course requirements successfully at an acceptable level and in a timely manner. The responsibility of maintaining accurate records and reporting results to meet related requirements also becomes the full responsibility of the individual. Like taxes, there is generally a compliance time period that all records need to be maintained.

In this model the association only requests documentation from the individual member under extreme situations. Examples may include, but not be limited to a complaint or charge of fraud or incompetence by a client or customer. Another example, the individual member might be charged with a related legal violation or a professional ethics violation. Request of the individuals related continuing professional education documentation may be a required part of their defense. In this model a special review panel should be appointed to review and verify the documentation.

2. Blended Responsibility Model
Another approach would still require that the member be responsible for maintaining all continuing professional education documentation related to their meeting the association’s and/or certification requirements.
This model requires commitment and dedicated resources on the part of the association as they take a more systematic approach. This model requires that a small percentage of the members be audited on a regular pre-determined basis (5 - 20%). The association needs to commit at least a part-time dedicated reviewer that will be responsible to review and verify the documentation. A special audit/review task group should be appointed to establish guidelines and a review process policy. They should also act as a final decision making body for all disputed audits outside of a legal system. The established review process needs to be published and made available to all participants.

3. Association Commitment Model

An extensive association commitment approach should include a blended approach to records maintenance. While the responsibly of compliance falls on the member, course content and delivery should be a role that the association is at least involved with supporting and monitoring. The record keeping in this model becomes a shared approach.

Through an automated system it would be possible to offer a full menu of services. This could includes a selection of courses from pre-approved course content providers or listed options of alternate externally approved methods of obtaining the appropriate skills and knowledge. An automated records system can be monitored by the association. Records for members would include appropriate completed coursework that is maintained and monitored during the compliance time period. This approach also allows the association to provide and ongoing audit and review process towards a 100% compliance rate.

Similar to the Blended Responsibility Model an audit/review standing committee should be appointed to establish guidelines and a review process policy. They should also act as a final decision making body for all disputed audits outside of a legal system.

Depending upon the size of the association and the number of members involved, this model would require full time staff dedicated as reviewers responsible to review and verify the documentation. And depending upon the commitment of using an automated system, the service could be either in-house or contracted out. Appropriate staff to support either effort would be required.

An Emphasis Shift from Teaching to Learning

Emphasis on the learner

The situation, instruction and facilitation are becoming more difficult and challenging. Today the emphasis is on the learner, not the instructor. In January I wrote that learning objectives where a key to selecting the best delivery approach by the instructor in a classroom. Today’s learning objects are the contract between what the course designer and faculty are supposed to deliver and what the learner or student should expect to learn. For continuing professional development (CPD). in today’s firms the learning emphasis should be focused on the learner, not the instructor or facilitator.

Traditionally the transfer of knowledge occurred when the subject matter expert or instructor imparted their knowledge to the student. I still support this approach, but conditionally. In several of my earlier blogs I stressed the use of situational instruction, how the instructor could determine effective approaches to teaching the subject matter. Once you determine the development and motivation level of your students the learning objects should indicate when it is appropriate to be directive, when to use a coaching technique, when to be supportive and facilitate a group activity or when to delegate a learning approach. For the instructor the critical key to successful instruction or facilitation in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need.

While the situational instruction approach is still valid in traditional education, for employees with experience, graduate level courses, and professionals concerned with their CPD the focus has shifted to the learner and away from instruction. The learner is no longer exclusively dependent upon the instructor. Regardless of the expertise, experience, or knowledge level of today’s instructor, if the instructor cannot gage the development level of the learner correctly and deliver the material accordingly the learner will simply tune out and seek alternate sources of learning. By searching the internet, an iPod, or a personal tablet, sharing with the learner’s peers, any number of delivery methods are now available to the learner for finding on-demand and open source education material. Various sources of information can provide the content outlined in the learning objects of a course in a format and pace where the learner will successfully learn – without or without the instructor.

The emphasis of learning today is literally in the hands of the learner. The classroom style of instruction is not obsolete, however instructors beware! Once the course learning objectives are agreed to between the deliverer and the learner, the instructor needs to be flexible and adaptable to the changing needs of the learner. If not, someday all instruction may be limited to mechanical or experiential.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, The One Minute Manager Builds High Performing Teams authored by Dr. Ken Blanchard, Donald Carew, Eunice Parisi-Carew.

Appropriate Education Provider: Line dance or tango?

Dancing Partners or Selecting an Education Partner

Organizations can develop simple certificate programs or complex certification programs. However, before your organization progresses too far into the development of the standards and requirements take a pause and think strategically. During your development process, think about those education providers who will be developing and offering the education courses that support your program. Consider those certificate holders who be required to take classes from the education providers and how in the long term that relates to your overall program. Think strategically about your education providers. Do you set up a system that shapes and influences the education or do you rely on randomness, good luck and the good intentions of the education providers? Let me give you three simple examples of what it could look like and then suggest four indicators that will help you determine if the education provider(s) is the right dance partner for your organization.

If you have ever been to a western style or honky-tonk bar you may have witnessed the country line dance. You know the one - where two or three of the patrons get up on the dance floor in a line and start a two –step motion. After awhile other patrons join in with various levels of skills. This can be entertaining and fun to watch as you never know how the dance will conclude.

Have you seen the Broadway production or the movie of the Chorus Line? It starts out with professional performers who are generally better dancers than your average two-step line dancers. After a lot of practice and rehearsals on the part of these dancers they provide a well choreographed dance routine that even an untrained eye can appreciate.

Several years ago I had the opportunity to visit Argentina and my host took me to a cabaret show where the performers did the tango. It was a totally new level of dance to which I had not been previously exposed. The performers showed a grace, elegance and harmony where the partners performed as one motion.

Now, think about the education providers that your organization relies on to provide the education to your certificate or certification holders. What are your education outcome expectations? There at least four basic indicators that will help you determine the type of dance partner that you are dependent upon.

Do you and your education providers share the value of credibility? Is the big motivator for your organization or that of your education providers to generate revenue as a result of your certification program requirements? Is participation growth the primary concern of your program and that of your education providers? Do you and your providers emphasis quality as the most important issue?

In several of my other blogs I point out seven keys to developing a quality education program. The first key is a strategic approach that stresses the integration of the organization’s short and long term goals. This would include how the education providers would support your certificate or certification program. The second, develop a systematic approach to engage the education providers in a way that benefits and supports your certification program. Do you want the relationship to look like a line dance or a tango?

Emerging Blend of Degrees, Certification, and Professional Development: Impact on A/E/C/ firms

Continuing Professional Development Conference

Today many A/E/C/ firms have established professional development programs. These were created to address the continuing professional development (CPD) of their staff, certification programs and state licensure Mandatory Continuing Education (MCE) requirements. A few progressive firms extend their programs to their clients and peers through cooperative programs with associations and universities.

For decades there were only a few firms that encouraged professional development or had organized mentoring programs for their staff, but those firms were the exception and not the rule. In 1995 the American Institute of Architects (AIA) implemented MCE requirements of their members. Within ten years most state licensing boards began requiring MCE for licensure for registered architects, engineers, interior designers, and landscape architects. The number of industry related certification programs, such as those offered by AWI,IFMA,ICBO,NFSA,NKBA,and LEED also expanded during this period. Professional development began to take on a new importance.

What was lacking during the 1990’s, role models of how the A/E/C firms should adjust to the changing CPD environment? No longer is that the situation for A/E firms. One solution from 1997 - 2008 – the AIA Continuing Education System (CES) Award for Excellence program The AIA/CES award program not only recognized firms for their commitment to internal CPD, the award program also provided a roadmap for all firms to achieve professional development success. The AIA/CES award program was a blend of the Malcolm Baldrige award and education standards established by International Association for Continuing Education ( IACET). The AIA/CES award criteria involved a detailed review of the firm’s education strategy, planning and analysis, design, implementation, delivery, evaluation and the improvement process of their professional development programs.

At first only large firms had the resources to build these types of programs. Large firm award winners included NBBJ; HOK; FreemanWhite; Rosser International; Gresham, Smith and Partners; Einhorn Yaffee Prescott; Mithun; Cannon Design; and Lord Aeck & Sargent. During the last several years of the award some mid-sized firms such as Rogers Krajnak Architects, Inc and Marshall Craft Associates, Inc. also met the standards and won the award. Turner Construction was the first to achieve the honors for creation of their online education efforts following the standards of the International Learning Unit (ILU).

Now added into the mix are a few online certificate or certification programs such as those found on UGotClass that are developed by associations, colleges and A/E firms. Don’t forget the free online management courses from leading universities such as Stanford, Yale, MIT, Harvard, Berkeley and other colleges. While the Boston Architectural College offers an online Sustainable Design degree, RedVector delivers sustainable design courses created by University of Tennessee faculty for professional in the A/E/C industry. What’s coming? Look for A/E firms to offer online professional practice education using their own adjunct college faculty’s to reach out their clients globally, 24/7.

The Emerging Blend of Degrees, Certification, and Professional Development: Impact on Associations

Certificates: A growing trend

A service that many associations offer is continuing professional education (CPE) for their members and the profession, trade or industry that the association represents. These offerings are delivered in a variety of formats. Among those formats, the growing trend to also offer a specialized certificate program or a profession related certification program. These certificates and certifications are becoming widely recognized and accepted by professionals, employers and government agencies. For many the certification has replaced the degree for those who wants to get the promotion or a raise and at a cost generally much expensive than the college degree.

Keeping the definition simple, certificate programs are generally limited in scope of the subject matter, time and accountability. Certificate programs can be as simple as a one day, one class program or they may go for a week or a month. Certificates are generally awarded based upon completion of the course or a limited series of courses. Generally there is no accountability on the part of the association that is offering the certificate about what is actually learned, only that the individual attended the class or program about a given topic.

Associations that offer specialties of Certification are more focused upon continuing professional development (CPD). of the membership and related industry. Certification programs are generally longer, running several months, possibly as much as a year. Certification may be offered after completing one long class or a series of shorter classes. Additionally, many certification programs require updates or renewals every few years. Associations are placing their reputations on the fact that those who complete a certification will have measurable knowledge or skills that are taught in the framework of the certification program.

Associations are not chartered to offer degrees, but some associations similar to the National Kitchen and Bath Association (NKBA) are working closely with colleges like the Alexandria Technical and Community College to incorporate their certification program into the college program. Other examples of blended cooperation include West Virginia University offering their Forensics Science Initiative (FSI) program in collaboration with the National Institute of Justice. And there is theInternational Facility Management Association (IFMA) offering their certification programs, Facility Management Professional (FMP), Sustainability Facilities Professional (SFP), and their Certified Facility Manager (CFM) program in collaboration with various community colleges across the country. These are all examples of the emerging blend of college degrees, certificate and certification programs, and continuing professional development.

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