PROVOCATEUR QUESTIONS,
by John Burton, Regan Carey, Mike Moore, and Don Stepich

In formulating these questions, we took the role of a DAI manager outside of the training department (perhaps Valerie Purcell as VP of Human Resources) hearing Jason's recommendations for the first time at the team meeting Cynthia Berry has scheduled.

Common Question for All Teams

"Can we slow this down a little, Jason? You've only been here for what, a month and you've talked with a few people. And based on that, you're making an assortment of recommendations that resemble reconstructive surgery on our company. I don't think the boss will be all that impressed and, frankly, it seems like overkill to me, too. We're looking to add an EPSS, not restructure the company. What elements of your proposal can be implemented, realistically, within the existing corporate structure and timelines to get the EPSS going and support its operation?"

Response to Common Question

OPSS with EPSS Nucleus
The first recommendation directly addresses the EPSS. I have recommended an OPSS with an EPSS nucleus. The advantage of this is that many of the EPSS elements are already in place, with many of the remaining elements easily implemented within the required time frame. We can immediately begin work on the following:

1. Let's Get Started!
   We'll begin by describing the OPSS' concepts, procedures, and components. These will then be placed on the Intranet as the first formal component to our EPSS.

2. I Can Do That!
   We can begin immediate work on constructing the skills inventory. Once constructed, the questionnaires can be distributed, completed, compiled, and ultimately published on the company Intranet. This information will be indispensable to the supervisors and animators. It will likely be of great use during the production of Rocket Boy.

3. Tips and Tricks!
   Tips and tricks already exist on the company Intranet. We will use those already in existence as the foundation of this EPSS component. We'll begin by organizing these into a searchable index on the Intranet and continue to add to it as the animators contribute.

4. Tutorials
   Several animator created tutorials already exist. Our first step will be to organize these tutorials for ease of use on the company Intranet. We can then add to the collection the vendor created tutorials. This will allow the animators to access them during this production.

5. Software Support
   We can act on this component immediately by collecting the vendor software support numbers and publishing them on the Intranet. This will enable the animators to access help more readily during this production cycle.

6. Training Materials
   We have in house training materials already developed. We can easily make these available on the Intranet within the required time frame. This will allow the animators to access material from class when they really need it - during production. Once we get our own materials on-line, we can then begin adding the vendor created materials to the Intranet.

7. Community
   We can set up newsgroups and electronic bulletin boards on the Intranet immediately. For best results, we will need to focus our efforts on communicating the uses of these tools to the pipeline.

8. Management Communication
   We can begin posting management communication on the Intranet immediately. We'll start by first posting the company mission statement. Using this as the foundation, we'll add pertinent information about DAI financial status, goals, productivity reports, and employee recognition.

9. Feedback/Response Loop
   We can implement a very simple version of this immediately in an email system. This piece will require a great deal of care and attention. Awareness is the key to change, but feedback is the engine. If we implement the feedback response loop, but do not act on and respond to feedback immediately, we will lose credibility in the eyes of the animators and the entire OPSS will be in jeopardy.

10. Process Map
    The pipeline chart already exists. This is easily posted on the Intranet so that it can be accessed by anyone needing to reference it.

11. Conceptual/Process Presentations
    Processes already documented can be posted on the Intranet immediately, for example, employee performance appraisal processes. Other processes that are job specific will take a little more time if they are not already formally documented.

12. Practice Questions, Procedures, Simulations, Example Database, and Field-Level Help
    These pieces will take longer to implement since we will have to directly work with animators, supervisors, and vendors for the subject matter expertise. But we can immediately begin creating the structure and organization of these items on the Intranet.

Process Action Team
Recall that in my recommendation for a process action team, I stated that the processes currently in place "may" not be best practices. While it appears there is inefficiency in the current process, I do not have the animation subject matter expertise to appropriately say where those process problems lie. A process action team composed of the stakeholders in the process would best be able to determine where the specific problems in the processes are and make recommendations on how to best address those issues. The stakeholders I am referencing are people representing each phase of the animation process. At least one member of the training department should participate, and perhaps a member of upper management.

Dramatic reconstructive recommendations may or may not come out of this team - but the bottom line is that it is the stakeholders who have identified problems and recommended solutions, not a single person making sweeping recommendations based on a series of interviews.

Pipeline Partnering Program
This is already occurring among the animators. They frequently consult each other and admittedly learn best from one another. My recommendation is not a dramatic change to this already informal and very positive process. I propose to simply "help" it along by facilitating interchange between the two basic groups, those with technical expertise and those with artistic expertise. As it stands right now, the animators seem to seek help only within in their respective cultural groups. They could be a great resource to each other by crossing group lines and working closely with someone who has expertise in a skill set they wish to learn.

Training Department with Performance Improvement/Support Focus My fourth recommendation is intended to enhance the current role of the training department. The training department is already working with animators on creating workshops, working with vendors to set up workshops, and supporting the company Intranet. By attending instructional design workshops, the training department will be more than just "familiar" with instructional design terminology. It will gain a tool set that will enable it to better assess performance needs and support the performance support system you want to implement.

Reconstructive surgery is certainly not needed to show positive results in the required time frame. In fact, reconstructive surgery would undoubtedly have a counter-productive effect. Each of my recommendations will support processes already in place in DAI. Additionally, the EPSS Nucleus to the recommended Organizational Performance Support System can be implemented and supported within the existing corporate structure and timeline.

My original proposal clearly outlines recommended next steps to get us started. Please take a moment to review them. These next steps are designed to yield maximum results with a minimal amount of disruption to the pipeline as we enter this busy production cycle in Rocket Boy. If we proceed with this plan, beginning with these recommendations, we will be well on our way to meeting our goal. We will show positive results in production, while giving the animators the support they need, within the required timeframe.

Specific Question:

You've recommended a formalized pipeline partnering program as part of your OPSS. There is already a lot of "mentoring" going on. Employees frequently consult with one another and this seems to be a very positive part of the pipeline. My concern is that a formal partnering program will be more disruptive than supportive. How do you propose to structure a partnering program so that it will support, rather than disrupt, the existing collaboration?

Response to Specific Question:

The Pipeline Partnering Program proposes to enhance the peer tutoring that is already occurring. I have intentionally avoided the word "mentoring" because it tends to imply a superior/subordinate relationship not likely to be well accepted by talented and proud professionals.

There are two cultural groups of animators right now, those with technical expertise and those with artistic expertise. Management sees both groups as invaluable. What one group has in expertise, the other lacks. The animators clearly see the need to learn the skills of the other group and admittedly learn best from each other on the job. This would not only help them with professional mobility, but it will also increase production. The fundamental problem with the informal peer tutoring occurring right now is that these two groups are not intermingling. They are seeking help within their respective groups only.

The Pipeline Partnering Program can facilitate interchange across the two animator cultures. As we begin to develop this program, I recommend we take the following steps:

1. Seek buy-in from the Visual Effects Supervisor.
   We may already have it! Based on my interview with Glen Michener, he sees apprenticeship as an "effective method for training and development." He expressed the need to "create that community again - where there is a healthy exchange of ideas." If we approach him and offer to facilitate "his" idea, we are likely to win his support. This is extremely important to the success of the program. With Glen Michener as an advocate of the program, the animators will be more inclined to participate. They will feel that participation is time well spent, not only in their eyes, but also in the eyes of their supervisor.

2. Coordinate and facilitate a brown-bag luncheon to get the program off the ground.
   It is very important that we include the animators in the structuring of the program. They enjoy learning from each other informally already and if we give them ownership in the program, they will be more likely to enjoy learning from each other formally. At this luncheon, we can discuss our proposal, explain the benefits of participation, get feedback from the animators, and request volunteers to get the program started.

3. Implement the program.
   Implementation will include not only matching partners, but also orienting partners to their roles, facilitating periodic meetings with participants to provide support, answer questions, and anticipate challenges.

4. Evaluate the program.
   This should involve verbal and written comments, review of program results, recommended changes, if any, and the creation of change implementation time-lines.

5. Add results to the EPSS.
   Program results, lessons learned, and testimonials should be incorporated into the knowledgebase on the company Intranet.

6. Cycle the Partnering Program.
   This is an important piece to keep the program in place and of use to the animators. This will allow animators to ultimately partner with a different person to learn a new skill set in another cycle. The partnering cycle can run with production cycles. This enables the animators to have a partner with very specific skills they want to learn, while providing a clear beginning and end to the formal relationship. They can then transition, if desired, into an informal relationship after production.

If implemented properly, the Pipeline Partnering Program is a great way to seize the knowledge assets of DAI and use them to the advantage of both, the company and the animators. This program will enable us to meet our goal on two levels: The animators' professional mobility will be greatly enhanced and DAI production levels will increase.