Planning the route to improved digital capability in your organisation with action mapping
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Speaker: John Sumpter, subject specialist: teaching, learning and assessment, Jisc. Staff training is important but isn’t always the only answer to building your organisation’s digital capabilities. In this workshop we’ll look at action mapping, a tried and tested method for analysing your goals and choosing the right interventions to get the results you want ensuring your time and investment is well-targeted.
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Planning the route to improved digital capability in your organisation with action mapping
- 1. Northern Ireland Tuesday 19 June
- 2. Planning the route to improved digital capability John Sumpter, Subject specialist: teaching, learning and assessment
- 3. What’s the best training you’ve ever experienced? What made it so great?
- 5. »cathy-moore.com »Established, easy to follow process »Increases the likelihood of success »Ensures resources are applied wisely Action mapping
- 6. »A vision and strategy »Clear business goals »Doing and knowing »Classifying the issues »Choosing the right actions What’s key to action mapping?
- 9. Two (of four) fundamental questions »Assignable/role-specific »Observable »Achievable What do people need to do? »Without this knowledge the action cannot be completed »Accept you cannot always observe and measure this »Consider if this is retained knowledge or accessible information What do people need to know?
- 10. Business goal: Role: Action Knowledge Action mapping From now on, all new, MS Word-based learning resources should meet basic accessibility standardsAll teaching and relevant support staff College accessibility standards Create documents using the template How to use Styles and ToC in Word Access the MS Word template Location of template Follow the college accessibility standards
- 12. (The other) two fundamental questions »Important to avoid judgement, assumptions and projection »Issue might seem obvious… but record it »If it is happening already… record that too! Why isn’t this happening? »Environment? »Skills? »Knowledge? »Motivation? What kind of issue is this?
- 13. Issue types » Issues or obstructions outside of the immediate context and management of the task, or the influence of the individual Environment » Motivated, empowered and knowledgeable people don’t know how to do/use something new or updated Skills » Motivated, empowered and skilled people, don’t have access to vital information, updated processes etc Knowledge » Skilled and knowledgeable people, but for some reason the activity is not taking place… Skills
- 14. Business goal: Action Knowledge Why isn’t it happening? Issue type Identifying the issues All new, MS Word-based learning resources should meet basic accessibility standards All teaching and relevant support staff College accessibility standards Create documents using the template How to use Styles and ToC in Word Access the MS Word template Location of template Follow the college accessibility standards Staff unfamiliar with relevant functions in Word Current template is out of date Some staff unaware of which intranet page to look at Staff unaware that there is a set of standards Some staff see the standards as unnecessary Knowledge Skills Environment Knowledge Motivation Role: Imagine leadership have come up with these conclusions!
- 15. Choosing the right actions
- 16. »Avoids transposing key issues of culture, motivation and access to information into a training programme »Identify other required interventions »Enables you to address the issues in advance or in parallel Why this approach helps
- 17. »Write (or encourage your colleagues to write) better business goals and break down vison and strategy into goals that people can deliver »Use an action and issue mapping approach to identify capability issues and opportunities › Expect aspects of the strategy to be challenged › Take responsibility for the issues you can resolve Your next steps?
- 18. Except where otherwise noted, this work is licensed under CC-BY-NC-ND. John Sumpter Subject specialist John.sumpter@jisc.ac.uk @sumpterjohn Action mapping
Editor's Notes
- MOVE TABLES INTO 4 GROUPS Place issue types on each table INTRODUCE MYSELF AND CONTEXT OF THIS SESSION TITLE IS CLICK BATE (DON’T TELL COMMS I SAID THAT!) DESCRIPTION SAID – ACTION MAPPING WE USE TO HELP ORGS PLAN FOR CHANGE – SUCH A DIGITIAL CAPABILITY
- What made it positive? 2 mins with your neighbour > Feedback And ask - Did it get the job done? We find not always? Or on its own. Other interventions can be considered _______________________________________________________________________________ We’ve all got good and bad experiences of training. Let’s focus on the positive. What’s the best you’ve experienced? What made it so great? (Think of the most important thing) Share this with your neighbour (2 mins) Ask for quick feedback from a handful of people. Important issues to highlight: It’s great if training is enjoyable and done well. Certainly don’t want badly delivered training. (For this session, this is less important) How many people responded that it helped them to develop and change what they do? If we’re responsible for designing & delivering training or deciding when its important to do, both these factors are important to get right but we mostly want to make sure that the training does the job. What we find at Jisc is that quite often the idea of developing an organisation’s digital capabilities is synonymous with training. Basically, it’s seen as a staff skills issue first and foremost. It may very well be in some cases, but not always.
- THIS IS PART OF THE DIGTIIAL LEADERS PROGRAMME A SLIMED DOWN VERSION FOR 30MINS It may not be highly revolutionary but it’s a technique we use with member.
- HAS ANYONE HEARD OF CATHY-MORE? (ELEARNING CONSULTANT) PROPONANT OF ACTION MAPPING Established, easy to follow process – used in the field of staff development for a number of years. Increases the likelihood of success – responsibilities for change are placed with the right people. Ensures resources are applied wisely – if we get things wrong the first time round – its harder to do again. http://www.cathy-moore.com/ - for more info.
- ACTION MAPPNG REQUIRES; Vision and strategy – NEEDS TO BE INPLACE Clear business goals – NEEDS TO BE INPLACE Doing and knowing – 4 KEYS QUESTIONS WE WILL USE Classifying the issues – INTO THE RIGHT ISSUE TYPES Choosing the right actions -
- We’re not running a session on setting out a vision, here, or goals. BUT, ACTION MAPPING HELPS YOU ACHIEVE THE GOALS BUY UNDERSTANDING THE PEOPLE AND ACTIONS THAT WILL TURN THEM INTO REALITY _____________________________________ The important thing is to make sure there’s a clear line of sight from the Vision, through the strategy to the goals and ultimately to the people that will be turning it all into reality. The way the goals themselves are articulated are important as the action mapping’s effective hangs on them.
- WE USE 4 KEY QUESTIONS KNOWING AND DOING QUESTIONS (1ST TWO) HELPS BREAK DOWN OUR GOALS Put simply, in order to meet the goal what will the people responsible have to know and do.
- SAY IF WE HAD LONGER YOU WOULD BE DOING THIS FOR YOUR OWN ORG. IN BLUE PETER STYLE – THIS IS ONE I MADE THIS EARLY it’s a business goal from an imaginary FE college. ______________________________________________________________________________________________ Ask: of the things in the knowledge column, which are the ones where they have to carry the knowledge in their heads and which are the ones where the knowledge can be accessed elsewhere. Clue: They’ll need to remember where to go find the template, they won’t NEED to know what the standards are – so long as they can go and look. Ask the group:
- We now need to ask the 2 remaining questions. If people remember nothing else from this session, remember these!
- “Eskimo” ESK-Mo as a handy mnemonic.
- COPY OF THE 4 ISSUES ARE ON YOUR TABLES ENIVOMENT IS ANYTHING BEYOND AN INDEVIDUALS CONTROL _________________________________________________________ The Skills, Knowledge and Motivation refer to things that re within the influence of the people directly concerned. They need to have all three to complete the goal. Think of it like the fire triangle or fuel, ignition, oxygen – remove one and the fire won’t happen. Environment is the thing that the people concerned don’t have control over. This might be because it’s something to do with the law (you might have a goal, but if it’s illegal that will (eventually) prevent you from doing it!), it might just be that decisions, resources or circumstances are needed but these are someone else’s responsibility (leadership, IT, another team etc) Explain how you are going to give them an example of an issue that might result in training getting derailed in some way and you would like them to decide which of the categories it falls under by going to the appropriate table.
- ? AUDIENCE TO MOVE TO THE TABLE WITH THE CORRECT ANSWER – DISCUSS (why have you chosen….) KNOWLEDGE SKILLS ENVIROMENT MOTIVATION ESK-Mo as a handy mnemonic. ___________________________________________________________________ Show the Why isn’t it happening column – imagine that leadership have looked into this and these were the conclusions they drew. Take them at face value. ASK (before showing column 4) Out of ESKM, which would you say these are? Next question – in small groups/pairs – which of these issues can be most successfully dealt with by training alone? What other interventions might you consider. Training could cover all of them but also consider: Is the template stored in an easy-to-get to location? This is about info management (you could class this as an environmental issue) Skills training – does everyone need it at the same time? What if the next time someone actually creates a new resource is 9 months after the training and they’ve forgotten. Could it be an online tutorial? (pull rather than push) Current template out of date – someone needs to update it! This is a key dependency. Imagine trying to do the training before this was sorted! Staff unawareness of the standards can be covered in training even though it’s not a skill - are there other ways of making people aware? Staff see it as unnecessary – Skills training won’t fix this on its own. Could you get students who need accessible resources involved somehow to build empathy. Also – MS docs that use Styles and Tables of Contents etc are more accessible but are also easier to use and edit for everyone – try persuasion by what’s-in-it-for-them.
- WE HAVE SEEN A SINGLE GOAL CAN MULTIBLE ISSUES NOT ALL CAN BE DELT WITH BY TRAINING ASK AUDIENCE WHAT ARE THE OTHER INTERVENTIONS WE CAN TAKE? DISCUSS WITH YOUR NEIGHBOUR FOR A NEW MINUITES. FEEDBACK MAIN POINT HEREIS THAT WITH THIS ONE GOAL. THERE ARE DIFFIND ISSUES THAT TRAINING WILL NOT ON ITS OWN RESOLVE. OTHER APPORACHES / ACTIONS NEED TO TAKE PLACE. Soo – choosing the right action is important