Transcript No Slide Title

Baton = Passing
Introducing the Baton Passing workshop for
rapidly capturing, and gaining commitment to
high-value project lessons for re-use
Baton=Passing Introduction
We use Baton=Passing to
Users include:
identify valuable learning from
-
Regulatory organisation
experience so we can use it
-
Legal services business
again in future projects
-
Telecom programme management
consultancy
-
Global pharmaceutical R&D
business
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Biopharma
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
don’t know or may never meet, a GIFT that they will
want to use
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 doesn’t 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.
Baton=Build & Pass: Activities
We encourage
experienced
colleagues to identify
important lessons
within a defined
situation
We use a visual technique for
displaying important lessons
so that we can find the ones
we want to use again
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.
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.
Identify Lessons: Cues for Gifts
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?
G
X3
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 that’s worth passing on to
others?
What major barriers did you
overcome and what would you
recommend to others facing similar
challenges?
Question Themes
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
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?
Capturing and prioritising thematic lessons
(without donor team)
1. Agree Lessons Theme (what do we have to be good
Communicating & Managing
Relationships
at?)
2. Invite participants to brainstorm and share 3 Green
(lessons) post-its each, using black medium pens.
KQTs
KEY LEARNINGS
P
G
A
P
P
B
G
G
G
A
B






G
G
G
G
G
This lesson is related to,
answers this question/
theme (on the left)
This lesson is related
to/ complements the
lesson to the left
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 RightHand 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.
Commit to Personal Action +10/15 mins
Individuals take a
Lesson Tracker
template & complete it
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Baton Pass Lesson Tracker
Owner (Who is going to make it happen?)_____________________
Email: _____________________
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.
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.
Photocopy lesson, and give
copy to LL Team.
3.
Share lesson commitment in
outline (broadly what you will
do and how you will do it) with
your colleagues/ workshop
audience.
5.
4.
6.
Try to include the “so that” phrase in each Key Step to focus on clear
outcomes.
Signature: _______________Date of signing:________________
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.
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"