UNITED RAILWAYS

It has been decided to build a common railway connection from the northern to the southern part of Southeast Asia. The manager of United Railways has chosen you and your team of experts to build the part of the railway that goes through your country.

The project is very prestigious, and if you are successful, you will be national heroes.

The project is incredibly demanding due to the challenging landscape and the fact that the railway lines must cross the Mekong river several times.

Planning and implementing the project take 12 months, and are deadlines not met, there will be huge consequences.

Due to the time pressure, focus on delivery on time and the high quality demands, the ability to use the resources of the team and optimising cooperation will be vital to the success. The exchange of knowledge between the individual teams is an element that may prove even more valuable than the material resources.

It will be likewise important that the team is able to predict and handle external challenges and build up good working relations with other countries/teams.

Enjoy!

BENEFITS

WHY PLAYFULL LEARNING WORKS …

Playful Learning can be the difference between passive knowledge and value adding behavioural change. 

When companies train their employees, it is in order to create value for the company.

But classic teaching as we know it from many educations where the teacher talks to the participants only supported by PowerPoint has a lot of serious limitations that may carry the risk of making the effort worthless, because:

  • We are only able to remember a fraction of what we hear.
  • When we are only listeners, it is in no way guaranteed that we actually understand and can convert the new knowledge when we return to work.
  • We learn better when we are actively involved and are challenged to use the new knowledge.

The purpose of any training or education is in the end the shift in behaviour, and in order for this to happen, there are 4 elements that need to be part of the process:

THE HEART – The person needs to want to change:

The most important thing is that igniting the inner drive and ensuring acceptance of the change in question would be valuable to the person him or herself, else any kind of teaching would be in vain.

THE HEAD – Knowledge needs to make sense: 

Therefore, it is important to tell what, why, and how something is done since the goal is for the participants to develop an intellectual understanding of the new behavioural patterns and especially how the new behaviour differs from the present one.

THE HANDS – Knowledge is moved from theory to practice:

The participants should be in no doubt how to implement the things they just learned once they are back in the company. This step is where the learning becomes a future skill.
The participants must grow confident and acquire the ability to transfer the new skills once back at work.

 

THE IMPLEMENTATION – New knowledge that is not implemented is close to being worthless:

The largest hindrances working against the use of a new behaviour or skill are:

  • Unlearning old habits and patterns that are second nature.
  • Time pressure means that it is quicker to do like we are used to.
  • Lack of support and backing from manager or surroundings.
  • Lack of confidence in oneself and weight.

Playful Learning can optimise your benefits … 

It may be necessary to add a theoretical foundation, but in order to optimise the learning process as much as possible, you can use some of the following options:

  • Exercises and activities designed in such a way that the participants can test the new learning in different scenarios where it is possible to experience the consequence of different ways of acting.
  • Simulations offering the participants the chance of testing the theory in ”Thought-up Practise” that they recognise. Simulations are very effective when the participants are challenged in the use of new learning with the purpose of achieving a better result than they were previously able to.
  • Implementation in projects that are relevant to the company is an excellent way for the participants to gain ownership of the new knowledge, to test it in practise and to reach an even higher level of consciousness.

Training/education based on Playful Learning can use several of the above methods, and that is exactly why it is easy to see why it is so effective.

FOCUS:

INTERN KOMMUNIKATION
& SAMARBEJDE 

 

 

Dét, der gør INNER ACTIONs koncept unikt, er, at det hæver sig over niveauet for klassisk teambuilding. Det er ikke bare tant og fjas eller en sjov dag i skoven – det er aktiv, legende læring, med fokus på refleksion.

Der er altid sat tid af til sidst, hvor vi forholder os til, hvilke mønstre vi har lagt mærke til hos os selv i aktiviteten. Derefter trækker vi paralleller til hverdagen i virksomheden og identificerer, hvad vi med fordel kan gøre endnu bedre.

Vi har blandt andet indgået konkrete samarbejdsaftaler og udarbejdede interne kontrakter om, hvordan vi bedre kan servicere og hjælpe hinanden på tværs i organisationen. Det har efterfølgende vist sig at været effektivt og værdifuldt.

Din virksomhed eller organisation vil opnå:

  • Forståelse for vigtigheden af en fælles målsætning.
  • Forståelse for vigtigheden af et godt samarbejde til interne og eksterne samarbejdspartnere.
  • Forståelse for vigtigheden af en klar rolle- og ansvarsfordeling i jeres teams.
  • At blive i stand til at benytte relevante opgavestyringsværktøjer.
  • Positiv energi og motivation i jeres teams.

FOCUS:

PROJEKTLEDELSE
& PROJEKTKULTUR

 

“INNER ACTION leverede den mest professionelle og engagerende projektledertræning jeg nogensinde har været med til.

INNER ACTION har mange værktøjer i bæltet til at træne projektledere, men det bedste jeg oplevede var United Railways.

Det var fedt, at det simulerede projekt havde et helt konkret fysisk aspekt, som man ikke kan skabe på et whiteboard eller i en powerpoint-præsentation.

Uddannelsen blev tilpasset vores interne projektfasemodel, så deltagerne fik simuleret dynamikken i et projekt med klassiske udfordringer og dilemmaer. Ligeledes fik deltagerne trænet leverancer og implementeret værktøjer i alle projektets faser, samt erfaret vigtigheden af at levere høj kvalitet til de aftalte “quality gates”.

 UNITED RAILWAYS tilfører uddannelsen et konkurrenceelement, som gør det både sjovt og samtiddigt enormt lærerigt.

Jeg anbefaler uden forbehold INNER ACTION til alle der vil øge deres projektleder kompetencer.”

FOCUS:

NÅR LEDELSE ER
EN HOLDSPORT

 

Igennem eksperimenterende ledersimulering, som afspejler klassiske lederudfordringer og dilemmaer, vil du påbegynde en udviklingsrejse, der giver indsigt i både egne styrker og udviklingsområder.

Uden floskler, letkøbt teori og udvandede begreber tager vi udgangspunkt i dig og din kommunikation, når du:

  • Skal stå til ansvar overfor den øverste ledelse.
  • Skal indgå i en ledergruppe.
  • Skal lede dit eget lederteam.

Din adfærd og performance vil blive evalueret, og du vil modtage værdifuld og direkte feedback på din lederadfærd, din gennemslagskraft, beslutningskraft og evne til at facilitere en god beslutningsproces. Du vil få konkrete tips og værktøjer til at hæve din ledelse til næste niveau.

Vi tester din evne til at lede sammen med andre ledere og simulerer situationer, hvor du:

  • Vil skulle tæffe svære beslutninger.
  • Skal overbevise og få andre med.
  • Skal definere mål og nå dem.
  • Skal overholde deadlines under pres.
  • Skal holde fokus – også i kaotiske situationer.
  • Skal motivere, udvise energi og engagement.
  • Vil stå i situationer, hvor du skal give direkte og konstruktiv feedback.

 

INNER ACTION´s approach to teaching (learning method) is based on a solid theoretical foundation, many practical experience and strong communication skills. The settlement is very practice-oriented, diverse and motivating for participants. There is a high degree of cohesion in the educational learning loop – instruction, reflection, action and evaluation.

This is where INNER ACTION really differentiates itself from many other providers. The above is not just my opinion – but also what I through time have read in the many feedback from the participants.

Søren K. Nielsen, HR-ManagerEnergiMidt

 

INNER ACTION delivered the most professional and engaging training I’ve ever been to. I recommend unreservedly INNER ACTION for anyone who wants to enhance their project management competencies.

Regardless of the project model a company uses, it is extremely important that you understand the general dynamics of a project. INNER ACTION rehearse this in simulations with elements of competition, which makes it both fun and contemporary poem enormously instructive.

INNER ACTION has many tools in the belt to train project managers, but the best thing I saw were the United Railways. The program was adapted to the project phase model used in Siemens AG, as the participants were simulated what it meant to comply with one or other quality gate when the client suddenly requires major changes in scope and so on. It was cool to the simulated project had a very specific physical aspect that you can not create on a whiteboard or a slide deck.

Allan Møller Larsen, Projektleder, Siemens Wind Power A/S

 

I have had the pleasure of having INNER ACTION supplier for all of my project management courses in my time as head of Siemens Wind Power’s PMO in the supply chain. We developed together a wide range of courses intended to support and disseminate a newly developed process and project model and provide more than 300 employees a boost in their skills related to project management. The courses were developed as they were 100% customized Siemens’ processes and INNER ACTION´s ability to understand our situation and needs were impressive.

My collaboration with INNER ACTION was characterized by positive energy, idea generation and I really felt that I was listened to with respect to my needs. INNER ACTION´s strength is that they are able to understand the customer needs, develop ideas with the customer and subsequently deliver with conviction Further, INNER ACTION ability to create motivation among the students they handle and this is in my view essential to a successful implementation.

I got a group of employees that were significantly better at project management and at the same time began to speak the same “project language”. Furthermore, the new processes strongly rooted in the organization. A clear proof of this is our evaluation of the courses showed a high level of satisfaction among students.

Henrik Hjorth Bonde, Director Tender & Project Management, Eltronic A/S

LEVEL 1

Setting the scene and experiencing

challenges and solutions personally

We start with a fun, exciting and challenging exercise, that sets the scene for the focus areas of the day. Here the participants are confronted with the challenges and dilemmas of elevating the cooperation beyond the close team.

This means that the communication and cooperation skills of the participants are challenged in regard to creating common results across more teams.

Apart from being challenged, the participants will also get the opportunity of evaluating their effort and optimising their cooperation and in this way get the opportunity of experiencing the success of cooperating across teams and taking responsibility for reaching a common goal.

So, the initial part of the process will highlight both challenges and potential solutions.

LEVEL 2

Learning, reflecting and relating.

Ready – Set – Go!

After the first level we will assess the process, make the criteria of success concrete and relate these to our everyday work.

This act is essential for the transition from the activity to level 3 which centres around new behaviour.

LEVEL 3

Making new

behaviour concrete

An old saying has it that if you do the same tomorrow as you did today, you are likely to get the same result. That is why the third level is so important.

Here we will put words to which new behaviour is needed in order to give us new and better results. Depending on the available time, we will achieve the following (STEP 1 is the least time consuming, the higher steps depend on the lower steps being completed):

STEP 1: A common awareness of how you can optimise the cooperation across teams and make everyone contribute to the common goal.

STEP 2: Make a specific letter of intent which afterwards can serve as a follow-up tool.

STEP 3: Make and prioritize specific suggestions for initiatives to be initiated with the purpose of optimizing the cooperation.

After the completion of STEP 3 teams are set up to start the actual work within their area of responsibility. But no matter how far we choose to go together, it will be important that the topics are addressed afterwards.

That is what we call management.

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