The tale of aiesec’s global change process v.
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Transcript of The tale of aiesec’s global change process v.
Change Process 1999-2003 WENA Product Development – July 2003
The Tale of
AIESEC’s Global
Change Process
Change Process 1999-2003 WENA Product Development – July 2003
The tale of AIESEC’s Global Change Process
Chapter 1: The Background (once upon a time – the call)
Chapter 2: The key milestones 2000-2003 (what happened so far)
Chapter 3: The Core Work and Structure Design (the adventure)
Chapter 4: Key results 2002-2003 (the discovery journey)
Chapter 5: Recommendations for 2003-2004 (the moral of the story)
Change Process 1999-2003 WENA Product Development – July 2003
The Background
The AIESEC of 1999 was confronted with key
questions be raised by our external environment: 1. Identity Dilemma – who are we?
• Lack of international alignment
• Diverse understanding of our Nature
2. Losing Markets (students and organizations) • Embarrassing drop in exchanges
„We had a strong case for change“
3. Unclear processes and low capacity
Change Process 1999-2003 WENA Product Development – July 2003
The Background
„Now we agreed on who we are, and where we are heading“
Who are we and where are we heading?
1. AIESEC 2005
• A strategic intent that aligns the organization and created the basis for all change efforts
• Our way of answering the call we were hearing inside
and outside our organisation
2. A new identity!
• Organizational Values are agreed upon
Change Process 1999-2003 WENA Product Development – July 2003
Key Milestones: 00-03
How are we going to get there?
2001: The 1st Design Team mandated to design the
Core Work system to start with
2002: The Design Team released its output
2002: Nine countries began work with AI to put the
Design into Practice and capture their experience for
the rest of the network.
„Finally we got the process right and it started...“
Change Process 1999-2003 WENA Product Development – July 2003
Key Milestones: 00-03
We had the product but still lacked capacity!
2003: A group of country Presidents was mandated to
address the lack of continuity and low capacity and
new Structure Models and principles are designed.
2003: The question of how to increase human
capacity is asked. The people sub-system remains to
be designed.
„We have now a good picture of what organisation we want to transform to“
Change Process 1999-2003 WENA Product Development – July 2003
What is the Core Work Design?
• Unify Members and Trainees
Common induction Process
Access to similar opportunities and expectations
• Structured Learning Process
Self-driven learning
Mentorship
Community involvement
Exposure to world issues
Issues/Characteristics -Based Learning & Networks
• Create and use Global
Organisational Brand.
Change Process 1999-2003 WENA Product Development – July 2003
Key results 2002-2003?
• The Pioneering Process of the Core Work Design started in 9 countries and local offices plus other parts of the network (Africa region)
Learning Networks - CSR, HIV, (Enterpreneurship)
•Increased understanding & engagement of countries and AI in the Change Process as something practical
• The Change Process is starting to shape all areas in AIESEC
• The Structure principles and models were defined and started to put in practice in Americas and Africa regions (also AIESEC in the US)
Change Process 1999-2003 WENA Product Development – July 2003
Recomendations for 03-04?
• Continue Core Work Design pioneering process through coaching of/by Directors
• Use learning of pioneers to support implementation in other countries and networks
•Start/continue re-structuring the Network where the network wants it (AI structure included)
• Design the people system to increase capacity and enable the Core Work Design
• Adapt all other areas to enable the change process to unfold
Change Process 1999-2003 WENA Product Development – July 2003
Thinking Process I
Education
Objectives, Mandate, Change Process Map
Internal Analysis
Organisational Evolution, Identity, Advanced Learning Models, Stakeholder Requirements & Global Coordinators Competencies,
Principles and Boundaries of Design
External Analysis Scenario Mapping, External Trends, Reviewing & Understanding AIESEC
2005 & Change Agent Characteristics
Strategic Learning Models
Paradigm Shifts Models, Learning Theories
CWP Analysis
Macro Map Core Work Process, Identifying Variances; Identifying causes for problems; Development of Solutions
Main Changes in the CWP Identifying the Major Changes required
Change Process 1999-2003 WENA Product Development – July 2003
Thinking Process II
Review Feedback from Organisation IPM, EXPRO and communities input on Design Team Output
Benchmarking review and consolidation Review research results for input on exchange models, learning concepts,
membership models, AIESEC countries learning concepts
Output adaptation and Learning process mapping Incorporating organisational input & benchmarking in learning process and
mapping
CWP Mapping Consolidating Exchange Process and Learning Process in revised Core Work
Process
Growth Recommendations Developing growth recommendations for supporting the organisational
transformation
Envisioning the subsystems Implications of revised CWP for subsystems, Re-Design requirements
Implementation plan Draft roles of teams and communication process, Pioneering model
development
Change Process 1999-2003 WENA Product Development – July 2003
Major Performance Problems
After the internal and external analysis of AIESEC we identified major performance problems
that hinder the organisation to achieve AIESEC 2005.
Our organisation does not understand its Unique Selling Points and benefits.
We are poor at packaging our service;
Wrong kind of preparation or lack of preparation;
Learning is not structured;
Job description is poor and unsatisfactory;
Trainee learning does not facilitate member learning;
Inefficient assistance in logistics;
No mentoring, personal care and support for trainees;
Poor understanding of the role of AIESEC or the importance of Re-integration;
Trainees' goals and satisfaction are not focussed on as an important objective in a traineeship;
Our organisation does not have enough competencies to implement Re-integration. We do not
involve externals in Re-integration regularly and in a structured manner;
We do not provide trainees a network among themselves (to continue their own development).
Change Process 1999-2003 WENA Product Development – July 2003
The Analysis showed that the challenges in the Core Work Subsystem could be from one or more of the following: •Process – it may be illogical and does not enable core work
•Content – it may be that the process is great but the content in our core work is poor and therefore reducing customer demand
•Capacity – it may be that everything else is great but there is not enough capacity in the organisation to deliver the process or content
Change Process 1999-2003 WENA Product Development – July 2003
The most recurring challenges the CWDT identified had to do with the Content of our
CW (in terms of the experience our stakeholders undergo) and the Capacity to
deliver these.
The questions therefore were:
What can be done to create an experience that will lead to high demand? (Content)
How can we boost our capacity to implement the CWP and deliver the content?
Change Process 1999-2003 WENA Product Development – July 2003
Unification & Structured Learning
Based on the major performance problems and the
underlying issues we identified led to most of
them, the CWDT came up with these well-
known Big Ideas
Unification of members and trainees
Implement a Learning Process
Change Process 1999-2003 WENA Product Development – July 2003
Benchmarking and Feedback
In the organisational benchmarking stage the CWDT analysed more than
100 organisations to gain clarity on implementability based on the following
criteria (full output of benchmark is about 200 pages and can be made
available in the community if needed.
Organisations which have short-term and long-term members/staff and who are all impact drivers
Exchange/Learning organisations where volunteers go through the same or similar learning/
education path with exchange participants
Organisations that have specialised on learning/training
Also we researched or got information on innovative models in over 15 AIESEC
countries. Detailed and intensive study focussed on the following countries:
Australia, Canada (unification of members and trainees)
Finland, Poland, Turkey, UK (structured learning and mentoring)
Norway (learning and exchange-based partnership Peace Corps)
Japan (member teamwork structure)
Change Process 1999-2003 WENA Product Development – July 2003
Benchmarking and Feedback
Relevant statements from benchmarking
Full-time staff in headquarters (these have a deeper understanding of the
administration and politics of the organisation) with co-ordinating function; and
volunteering members (these have a working understanding of the organisation)
in the organisation for missions
(i.e. Red Cross, United Nations, Peace Corps, AFS)
Intensive networking (alumni and members) based on issues of relevance and
coached self-analysis
(i.e. Pioneers of Change, Ashoka, IIE)
Trainees find traineeships with assistence of the organisation
Modules of learning, not entire learning process design (role of AIESEC)
Learning modules (i.e. community involvement, world view seminars) were installed in
AIESEC countries, some countries faced challenges in implementation
Change Process 1999-2003 WENA Product Development – July 2003
Design of Core Work Process
Heading for
the future
Introduction to
AIESEC
Taking
responsibilities Leadership
Role in
AIESEC
Working abroad
Change Process 1999-2003 WENA Product Development – July 2003
Design of Core Work Process
Introduction
to AIESEC
Taking
responsibilities
Working abroad
Heading for the
future
Getting to know what
AIESEC is
Creating / challenging
your world view
Defining values and goal
setting (mentoring is
preferred)
Participants start Issues-
based or characteristics-
based Learning. They do
not join a network at this
stage. They learn about the
issues or characteristics of
interest personally or in
small local teams.
Joining the AIESEC
learning network
Intense teamwork and
starting to build physical
network*
Selection
Cultural preparation
Mentoring session for
working abroad (goal setting)
Working in AIESEC or
doing an assignment for
external org.
Leadership role in
AIESEC
Getting personal support
Traineeship exchange
Exposure to local and
global issues
Mentoring session (with
mentor in hosting country)
Community Involvement
Keeping a learning diary and
reflection and collecting personal
goals
Building local and global network of
people who can support the future
change agent
Gaining both practical
skills and theoretical
understanding
CONTINUOUS COMPONENTS (Happen at all stages during the process)
Reflection and sharing
exchange experiences
Review and Reflect on
worldview and values
(mentoring is preferred)
Reviewing personal learning
plan and creative action plan
to drive change in society
Utilize alumni and external
network for future possibilities
Challenging work and
leadership roles in org
Leadership role in AIESEC
Joining Issues-based or
Characteristics-based
Learning Network