1. “A New Way of Learning Contract Management" Neal J. Couture, CPCM, CAE Director, Government Procurement Law and Business Programs Faculty, Center for Excellence in Public Leadership George Washington University

2. Traditional learning models used in training contract management professionals - where learning is distinct and separate from the work itself - are ineffective in achieving the goals of learning, which are to change behaviors and attitudes in a defined manner. A model for incorporating action learning in the workplace will be presented, and an innovative new framework for Federal IT Acquisition Management training will be proposed.

4. work learning

5. ped·a·go·gy

6. Content-focus Instructor-centric Controlled learning “Empty vessel” Extrinsic motivations

7. ped·a·go·gy an·dra·go·gy

8. As people mature, they move from being a dependent personality toward being more self-directed Self-concept

9. As people mature, they amass a growing set of experiences that provide a fertile resource for learning. Experience

10. As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives Readiness to learn

11. As people mature, their time perspective changes from gathering knowledge for future use to immediate application of knowledge. As such, adult learners become more problem-centered rather than subject-centered. Orientation to learning

12. As people mature, they become more motivated by various internal incentives, such as need for self- esteem, curiosity, desire to achieve, and satisfaction of accomplishment Motivation to learn

13. As people mature, they need to know why they need to learn something. Furthermore, because adults manage other aspects of their lives, they are capable of directing or, at least, assisting in the planning and implementation of their own learning. Relevance

14. So if we know there is a better way, why don’t we change how we manage learning?

15. It helps organizations develop creative, flexible and successful strategies to pressing problems. Action learning is a process that involves a small group working on real problems, taking action, and learning as individuals, as a team, and as an organization. http://www.wial.org/action-learning

16. What are the six components of action learning? Action Learning is most powerful when all six of these components are in operation, interweaving and reinforcing each other. http://www.wial.org/action-learning

17. #1. A problem The problem should be urgent and significant and should be the responsibility of the team to resolve. http://www.wial.org/action-learning

18. #2. An action learning group or team The Action Learning team is ideally composed of 4- 8 people who examine an organizational problem that has no easily identifiable solution. The group should be diverse in background and experience. http://www.wial.org/action-learning

19. #3. A process of insightful questioning and reflective listening Action Learning tackles problems through a process of first asking questions to clarify the exact nature of the problem, reflecting and identifying possible solutions, and only then taking action. Questions build group dialogue and cohesiveness, generate innovative and systems thinking, and enhance learning results. http://www.wial.org/action-learning

20. #4. An action taken on the problem Action Learning requires that the group be able to take action on the problem it is working on. Members of the Action Learning group must have the power to take action themselves or be assured that their recommendations will be implemented. If the group makes recommendations only, it loses its energy, creativity and commitment. http://www.wial.org/action-learning

21. #5. A commitment to learning Solving an organizational problem provides immediate, short-term benefits to the company. The greater, longer- term strategic value to the organization is the learning gained by each group member and the group as a whole, as well as how the learnings are applied on a systems-wide basis throughout the organization. http://www.wial.org/action-learning

22. #6. An action learning coach The Action Learning coach helps the team members reflect on both what they are learning and how they are solving problems. The coach enables group members to reflect on how they listen, reframe the problem, and give feedback on how they plan and work together. The Action Leaning coach also helps the team focus on what they find difficult, what processes they employ and the implications of these processes on what they achieve. http://www.wial.org/action-learning Reflection in context

23. How it works: groundrules 1.Statements may be made only in response to questions. 2.Action learning coach may intervene to identify a learning experience. http://www.wial.org/action-learning

24. Let’s give it a try! 1.Form groups of 4. 2.Identify a problem. 3.Describe the problem. 4.Ask questions.

25. Federal IT Acquisition GAO “high risk” item There is a problem Can be approached in small project teams The Approach Project incubator Live project Real people assigned to this project Periodic meetings GW facilitates

26. Team-based learning Action learning Leadership skills Working in teams (or virtual teams) Information systems technology Requirements definition Federal appropriation law Writing skills Presentation skills Project management Contract management Negotiation skills Conflict resolution Budgeting and estimating