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

Looking Deeper into

Core Work Design

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