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JAMES HAUDAN AND CHRISTY CONTARDI STONE

The Learning Map Approach

If a picture is worth a thousand words, a metaphor is worth a thousand pictures.

—Author Unknown

PepsiCo and the Revolution on Beverage Street

Imagine you are a route driver for PepsiCo’s North American team. The company employs approximately 35,000 people, the vast majority of whom are route drivers—just like you. Everyone in your region receives an invitation to the annual company-sponsored town hall meeting. What runs through your head? You probably think, “Why is management doing this? It is a waste of time. I have work to do. Can’t I just do my job?”

The day arrives and you enter a room set in round tables to accommodate the hundreds of people in your area. For years, you normally sat with a group of your buddies at the back of the room. Not today. You are directed to a table with a mix of eight to ten people from different roles and levels of the organization. “This ought to be interesting,” you think to yourself.

A poster the size of the table is flipped over. It has bright-colored data, charts, figures, and pictures. The interesting thing is that this poster brings to life a story centered around the theme of “A Revolution on Beverage Street.” You learn that for the next few hours all of the groups will be using the large posters—called Learning Map^® visuals—discussion questions, and some exercises to share observations and learn together. You discover that the market for carbonated soft drinks is not growing, and you examine trends about pricing pressure, soda consumption by age group, and the growth of other drink options such as water, tea, and private-label products. The figures that catch your attention are those about the decline in soda consumption as people get older. When you look at the forecast for this trend, it doesn’t look good for your core four products—Pepsi, Diet Pepsi, Slice, and Mountain Dew. When your group examines the informational graphic showing growth in water, tea, sports drinks, and fancy new-age beverages, one of the other drivers at the table comments, “The company needs to add new products if we want to continue to be successful.” You find yourself agreeing.

The group concludes the discussion on the first Learning Map module, and a second poster is placed on the table. This one depicts the entire Pepsi-Cola work process. The core steps are all there—including forecasting demand, negotiating deals with customers, product processing, loading the trucks, delivering product, and settling the route. Proudly, you recognize that of the eleven steps, drivers are responsible for those at the heart of the process. As group members read through the questions and share their observations, you learn that you touch more of the process than you ever recognized before. Others at the table with different responsibilities begin to observe how you all work together to take care of the customers. The group talks about how each person, in his or her specific role, can make a difference. The session concludes with people sharing their observations and conclusions.

Why would Pepsi do something like this instead of the standard PowerPoint road show? As described above, these modules combine a table-sized poster, which uses a visual metaphor, with open-ended Socratic dialogue questions, data, learning activities, and small group interaction. This process helped Pepsi North America effectively engage its entire workforce, and resulted in increased business acumen, as well as improved understanding of the system, interrelationships, and personal roles within the organization. Pepsi’s own pre- and post-meeting assessments show improved understanding of critical issues and commitment. This process helped effectively launch the organization’s strategy to become a “Total Beverage Company.” Demonstrating Pepsi’s success in deploying this strategy, reports as of December 2004 indicated that 82 percent of Coke’s global volume was in carbonated soft drinks, while 65 percent of Pepsi’s North American beverage volume came from carbonated soft drinks.

The Basics: Answers to Frequently Asked Questions

The Root Learning Map methodology, pioneered by Jim Haudan and Randall Root, has become a benchmark for engaging and connecting employees to business strategy (figure 1). The methodology is dialogue driven and discovery based. The approach is typically used to help people understand the drivers of change (the “why”), the specifics of the change (the “what”), and how they can connect and contribute.

Because of the visual nature of Learning Map modules, they are particularly helpful in creating shared understanding across diverse cultures. The modules can be designed to be led by trained facilitators from within the organization, or to be self-facilitated if that works best for the company’s culture. Facilitators don’t need to be professional trainers or subject matter experts. Modules are rolled out in groups of eight to ten people, who can come from a natural work team or may represent a mix of levels and roles. The rollout plan and group composition is determined by the company’s goals and objectives as well as its operating structure.

Outcomes for organizations using the Learning Map methodology range from increased knowledge and understanding to improved performance and business results. Clients determine the outcomes and success measures that are important to them, such as levels of employee engagement and improved business indicators. The power of the methodology is in creating conditions for people to come to their own understanding of complex issues. It is important to use maps in environments where leaders are willing to share information and engage employees. There is a five-step process used to develop a Learning Map module:

Figure 1. Steps to the Learning Map Process

1. Project planning and kickoff:

• Project goals and key milestones are determined.

• Roles and responsibilities are reviewed.

2. Building the story:

• Content is gathered from subject matter experts.

• Learning outlines are built and validated.

• Key data points are determined and provided.

3. Prototype development:

• High-level concept sketches are created and feedback is incorporated.

• Concept sketches are developed to higher levels of details.

• The visual, learning outline, dialogue questions, and learning exercises are developed to a prototype level.

• Focus group test sessions are held.

• Revisions are made and finalized.

4. Production of materials:

• Facilitators are trained.

• Materials are translated, if necessary.

• Final materials are produced and distributed to locations.

5. Implementation:

• Modules are rolled out in a manner designed to meet company objectives and operating structure.

• Measurement and assessment is conducted, if desired.

Table of Uses

About the Authors

James A. Haudan ([email protected]) is chief executive officer of Root Learning and a cofounder of the Learning Map technology. He leads the firm’s growth and the creation of a global client network. He has researched, developed, tested, and implemented a host of customized, enterprise-wide learning initiatives in areas that include global manufacturing, retailing, insurance, pharmaceuticals, health care, information technology, biotechnology, utilities, aerospace, transportation, and education. Jim is a frequent presenter at industry conferences, including the American Society for Training and Development, the HR Forum, and at global leadership conferences for Fortune 2000 companies. Root Learning has twice been recognized as one of the Best Small & Medium Companies to Work for in America.

Christy Contardi Stone ([email protected]) is director of marketing at Root Learning. She leads a team focused on building Root’s brand and generating growth opportunities for the business. In her ten years at Root Learning, Christy has held various leadership positions, including building two of the company’s five industry-focused consulting practices, and key account management for retail and health-care clients in the Fortune 1000, including Sears, Toys‘R’Us, Baxter Healthcare Corporation, and Merck. The Sears project, which Christy helped lead, was featured in the Harvard Business Review.

Where to Go for More Information

REFERENCES

Huselid, Mark, Brian Becker, and Richard Beatty. The Workforce Scoreboard. Boston, MA: Harvard Business School Press, 2005.

Quinn, Robert. Building the Bridge as You Walk on It. San Francisco: Jossey-Bass, 2004.

Yury, Boshyk, ed. Business Driven Action Learning. New York: St. Martin’s Press, 2000.

ORGANIZATION

Root Learning—www.rootlearning.com