The Effective Change Managers Handbook (Richard Smith/ David King/ Ranjit Sidhu & Dan Skelsey) Ko...

1. Managing Benefits - Ensuring Value is delivered

1.1. Benefits management principles and processes

1.1.1. Optimising the benefit from change by

1.1.1.1. Benefits are forecast and obtainable

1.1.1.2. Forecast benefits are achieved in practice

1.1.1.3. Benefits are realised as soon as possible

1.1.1.4. Emergent benefits are captured

1.1.1.5. This can all be demonstrated

1.1.2. Benefits management process

1.1.2.1. Identify and quantify the likely benefits

1.1.2.2. Value and appraise - allocate resources to those programs that give the best return

1.1.2.3. Plan to realise them in a way which is transparent and accountable

1.1.2.4. Realize the benefits through active managemen

1.1.2.5. Review

1.1.2.5.1. Continue to be good value for money

1.1.2.5.2. They are being monitored and evealuated

1.1.2.5.3. Effective management

1.1.2.5.4. Lessons are learnt

1.1.3. Benefit management principles

1.1.3.1. Align benefits with the business strategy

1.1.3.1.1. Value chain analysis which link benefits to specific business outcomes

1.1.3.2. Start with the end in mind - benefits lead change initiative

1.1.3.2.1. Identification of measurable short term benefits

1.1.3.2.2. atmosphere of being impatient for benefits

1.1.3.2.3. Progress measured by benefits realised

1.1.3.2.4. Lead by business managers

1.1.3.2.5. Incremental and modular approaches

1.1.3.2.6. Driven by evidence of what works

1.1.3.3. Utilise successful delivery methods

1.1.3.3.1. Use agile delivery of the benefits - dolphins not whales

1.1.3.3.2. Be super clear about where you are starting from

1.1.3.3.3. Invest as each phase is completed - stage release funding

1.1.3.3.4. On going stakeholder engagement

1.1.3.3.5. Being consistent about change management

1.1.3.3.6. Spend less time holding people to account and more time identifying emergent benefits

1.1.3.4. Integrate benefits with performance management

1.1.3.4.1. Operational performance management -

1.1.3.4.2. HR Performance Managemen

1.1.3.5. Manage benefits from a portfolio perspective

1.1.3.5.1. Why?

1.1.3.5.2. Main elements

1.1.3.6. Apply effective governance

1.1.3.6.1. Clear governance - defines accountability and roles

1.1.3.6.2. Aligned Governance - through all levels from portfolio, program and project

1.1.3.6.3. Consistence

1.1.3.6.4. Active governance

1.1.3.7. Develop a value culture

1.1.3.7.1. Primary focus is delivering value rather than capability (functionality)

1.2. Benefits identification mapping and analysis

1.2.1. Benefit identification

1.2.1.1. Benefit discovery workshop - benefits dependency network

1.2.1.1.1. Identify the Strategic drivers - what must occur to increase market share/ reduce costs

1.2.1.1.2. Identify the changes that will enable the benefits to be achieved

1.2.1.2. Quantifying benefits

1.2.1.2.1. Cognitive bias - delusional optimism

1.2.1.2.2. Organizational pressure

1.2.1.2.3. More reliable forecasting

1.2.1.3. Completing the benefit profile

1.2.1.3.1. Document key details of each benefit which can then form the basis of a benefits realisation plan

1.2.1.4. Business case

1.2.1.4.1. Strategic Case - is there a case for change

1.2.1.4.2. Economic Case - is it prioritised on value for money

1.2.1.4.3. Financial - is this affordable

1.2.1.4.4. Commercial - is it commercially viable

1.2.1.4.5. Management Case - can it be delivered successfully

1.2.2. Planning benefit realisation

1.2.2.1. Benefits often expressed financially

1.2.2.1.1. Easier to compare benefits

1.2.2.1.2. Non financial benefits can be given a financial value

1.2.2.1.3. Cost effectiveness analysis

1.2.2.2. Multi criteria analysis

1.2.2.2.1. Consider factors in making the decision - attractiveness/ achievability

1.2.2.2.2. Weighting the factors for importance

1.2.2.2.3. Scoring initiatives

1.2.3. Benefits validation

1.2.3.1. Check that supposed benefits have been corrected for bias

1.2.3.2. Check for dependencies on other initiatives - portfolio approach

1.2.3.3. Validate each benefit with the recipient

1.2.3.4. Book the benefit with the relevant department

1.2.3.4.1. Reflect cost saving in the budgets of the department

1.2.3.4.2. Reflect increased revenue in the sales targets

1.2.3.4.3. Book in peoples individual performance targets

1.2.4. Benefit Prioritisation

1.2.4.1. Take an average of the scores

1.2.4.2. Assess the contribution of each assessment for each objective

1.2.5. Baselining

1.2.5.1. Use current metrics to create baseline - as is scores

1.2.5.2. Start benefit tracking as soon as possible

1.2.5.3. Baseline against forecast performance where appropriate

1.2.6. Assess change readyness

1.2.7. Identify any threats to benefits optimization

1.2.7.1. Forecasting Failure - benefits aren't identified (emergent)

1.2.7.2. Delivery failure - impacting on the scale and timing

1.2.7.3. Business and behavioural change - change doesn't occur

1.2.7.4. Benefits management failure - emergent benefits and disbenefits

1.2.7.5. Value for money - realised but excessive cost

1.2.8. Benefits realisation plan spreadsheet

1.2.8.1. Benefit Category

1.2.8.2. Benefit Description

1.2.8.3. Key assumptions and dependencies

1.2.8.4. Benefit Quantification

1.2.8.4.1. Scale of impact

1.2.8.4.2. Period over which the realization will last

1.2.8.4.3. Measure and indicators to be used

1.2.8.4.4. Frequency of measure

1.2.8.5. Benefit owner

1.2.8.6. Benefit booked in a performance or KPI

1.2.8.7. Benefit realised this year

1.2.8.7.1. Quarter 1

1.2.8.7.2. Quarter 2

1.2.8.7.3. Quarter 3

1.2.8.7.4. Quarter 4

2. Stakeholder Strategy

2.1. Leadership Behaviours

2.1.1. Things tasks and documents and processes are less important than people

2.1.1.1. All the things in a methodology

2.1.1.1.1. Resource allocation

2.1.1.1.2. Logic

2.1.1.1.3. Requirements

2.1.1.1.4. Reason

2.1.1.1.5. Process

2.1.1.1.6. Tasks

2.1.1.1.7. Deliverable products - outputs

2.1.1.1.8. Features - functionality

2.1.1.1.9. Risks and threats

2.1.1.2. All the things that are important in relationships

2.1.1.2.1. People as unique individuals

2.1.1.2.2. Collaboration

2.1.1.2.3. Realtionships

2.1.1.2.4. Motives

2.1.1.2.5. Power

2.1.1.2.6. Trust

2.1.1.2.7. Outcomes

2.1.1.2.8. Energy and tempo

2.1.1.2.9. Iterative working

2.1.1.2.10. Benefits

2.1.1.2.11. Opportunitites

2.1.2. Leading the change

2.1.2.1. The process

2.1.2.1.1. Something new is delivered

2.1.2.1.2. People use the knew through a period of incompetence

2.1.2.1.3. The change is embedded

2.1.2.2. Supported by

2.1.2.2.1. Leaning to people - reaching out to and engaging with stakeholders

2.1.2.2.2. Leaning to action - change manager takes risky action and observes the results

2.1.3. 7 Principles of stakeholder engagement

2.1.3.1. Identifying and segmenting stakeholders

2.1.3.1.1. You can forget about important stakeholders but they wont forget you

2.1.3.1.2. Stakeholder identification is a continuous process - they change

2.1.3.1.3. Segmenting stakeholders reflects a moment in time

2.1.3.2. Managing relationships and mobilizing stakeholders

2.1.3.2.1. Some stakeholders are better engaged by others

2.1.3.2.2. Seek first to understand and then be understood

2.1.3.2.3. Emotion trumps reasoin

2.1.3.2.4. Demonstration trumps argument

2.2. Identifying and segmenting stakeholders

2.2.1. You can forget important stakeholders, but they wont forget you.

2.2.1.1. A stakeholder is anyone who has an interest in the change and its outcomes

2.2.1.1.1. Identifying Stakeholders

2.2.2. Identification is a continuous practice - new stakeholders emerge during a change and old ones can fade away

2.2.2.1. This identification process needs to be repeated and confirmed

2.2.2.2. Rapid listing

2.2.2.2.1. Personal list

2.2.2.2.2. Pair list

2.2.2.2.3. Group list

2.2.3. Prioritizing and segmenting stakeholders is in a moment in time

2.2.3.1. Segmenting stakeholders

2.2.3.1.1. The importance of stakeholders will change over time

2.2.3.1.2. Different segments may require different analysis

2.2.3.1.3. There may be different engagement strategies for different people

2.2.3.2. Scoping - who should be included

2.2.3.2.1. Impact and duration of the change

2.2.3.2.2. How power is distributed - formal and informal

2.2.3.2.3. Those identified by the vision of what the change is

2.2.3.2.4. Whether the culture of the organisation embraces change

2.2.3.2.5. Organisational reputation

2.3. Stakeholder Mapping and strategy

2.3.1. Stakeholder characteristics e.g.

2.3.1.1. Use mind mapping to organise stakeholders in terms of relevant factors

2.3.1.1.1. Power v Impact

2.3.1.1.2. Formal position in change

2.3.1.1.3. Nature and level of interest

2.3.1.1.4. Likely resistance

2.3.1.1.5. etc

2.3.2. Map Stakeholder interests using a spread sheet

2.3.2.1. Stakeholders as rows

2.3.2.1.1. There can be groups as stakeholders then individuals within this group

2.3.2.2. Interest as columns

2.3.2.3. Rate their level of anticipated engagement both positive and negative with each interest

2.3.3. Power Mapping identifies where the real power lies

2.3.3.1. Write down the stakeholders on a white board in a circle

2.3.3.2. Draw cause and affect relationships they have with each other - cause ->effect NO TWO HEADED ARROWS

2.3.3.3. Tally the ingoing and outgoing arrows

2.3.3.4. Person with the most outgoings are likely to have the most influence

2.3.4. Attitude to change

2.3.4.1. You can group stakeholders into

2.3.4.1.1. Partners - supportive

2.3.4.1.2. Allies - support with encouragement

2.3.4.1.3. Fellow travellers - passive supporters

2.3.4.1.4. Fence sitters - not clear

2.3.4.1.5. Loose Canonnons - no direct interest but can say no

2.3.4.1.6. Opponents - players who oppose your agenda

2.3.4.1.7. Adversaries - oppose you and the agenda

2.3.4.1.8. Bedfellows - support the agenda but not you

2.3.4.1.9. Voiceless - stakeholders with little power

2.3.4.2. Journey of stake holder - Kubbkler -Ross

2.3.4.2.1. People may be at different points in their change journey - may appear resistant

2.3.4.2.2. Overlay this with a grid showing Focus and Energy

2.3.5. Wins and Losses

2.3.5.1. It is important to analyse the benefits and disbenefits for the stakeholders

2.3.5.2. What are benefits for some may be disbenefits for others

2.3.5.2.1. Reduced head count could benefit senior management but not the people losing their jobs

2.3.6. Readiness and resistance

2.3.6.1. This uses the change formula Beckhard and Harris to gauge change readiness of stakeholders

2.3.6.1.1. C=[ABD]>x

2.3.7. Measuring Ability

2.3.7.1. The DREAM model - Mayfield tracks the position of stakeholders on a scale

2.3.7.1.1. Disengage

2.3.7.1.2. Resistant

2.3.7.1.3. Exploring

2.3.7.1.4. Able

2.3.7.1.5. Model

2.3.8. Profiling Stakeholders

2.3.8.1. Use a mix of the techniques above to create a profile for stakeholders

2.3.8.2. Can use a CRM to do that - worth exploring if ZOHO could be configured to do this?

2.3.9. Personas and Empathy Maps

2.3.9.1. Provide a deeper understanding and way of thinking about the stakeholders

2.3.9.2. Empathy Maping

2.3.9.2.1. Think and Feel

2.3.9.2.2. Hear

2.3.9.2.3. See

2.3.9.2.4. Say and Do

2.3.9.2.5. Pain

2.3.9.2.6. Gain

2.3.10. Stakeholder Radar

2.3.10.1. Like a target with the circles standing for

2.3.10.1.1. V - Vital to engage

2.3.10.1.2. N - necessary to engage

2.3.10.1.3. G - good to engage

2.3.10.1.4. C - courtesy to inform

2.3.10.2. Plot stakeholders on this target

2.3.11. Mapping in two dimensions

2.3.11.1. Power/Influence - Interest

2.3.11.1.1. High Power and High Interest - Engage and Key Players

2.3.11.1.2. High power and Low Interest - influential observers

2.3.11.1.3. Low Power and Low Interest - spectators

2.3.11.1.4. Low Power and High Interest - Active Players

2.3.12. Determining engagement roles and responsibilities

2.3.12.1. Creating a grid which compares a Team Role with Stakeholders

2.3.12.1.1. RACI

2.3.12.2. Team roles

2.3.12.2.1. Programme Manager

2.3.12.2.2. Business Division Change Manager

2.3.12.2.3. Business Unit Change Manager

2.3.12.2.4. Change agents

2.3.12.2.5. Super Users

2.3.12.2.6. Comms Analyst - PMO

2.3.12.2.7. Benefits Manager

2.3.13. Stakeholder strategy document

2.3.13.1. Consistent message

2.3.13.2. Consistent engagement

2.3.13.3. Have an informed way to reprioritize stakeholders

2.3.13.4. Defining different engagement startegies

2.3.13.5. Don't try and engage with everyone on your own

2.3.13.5.1. Share with the team

2.3.13.5.2. Leverage people who are in a better position

2.3.13.5.3. Need to engage with the wider community

2.4. Managing relationships and mobilizing stakeholders

2.4.1. re-energizing and motivating stakeholders is vital

2.4.1.1. Build trust and confidence from stakeholders through seeking opinions

2.4.1.2. Listening to stakeholders

2.4.1.3. Encourage collaboration and sharing of ideas through new technologies

2.4.1.4. Identifying and nurturing advocates while diminishing resistors

2.4.1.5. Stimulate desire to take positive action

2.5. Some stakeholders are best engaged by others

2.5.1. Change managers may not be the best people to engage with all stakeholders

2.5.2. Everett Rogers adoption model

2.5.2.1. Identify an nurture early adopters as champions

2.5.2.2. Get them to recruit the Early Majority

2.5.2.3. Monitor the late majority

2.6. Seek first to understand then be understood

2.6.1. Be interested in the stakeholders and listen to them and their fears

2.6.2. Empathetic listening

2.6.3. never start and engagement with a solution

2.6.3.1. Busyness - so intent on giving our solution we don't have time to appreciate the problem

2.6.3.2. Pride - we need humility to learn

2.6.3.3. Power and Control - believing we know best instead of bringing people on board

2.6.4. The power of empathy and the other- perspective

2.6.4.1. Empathy with someone else not sympathy

2.6.4.1.1. Sympathy is taking on the perspective of othrs

2.6.5. Inertia and discomfort

2.6.5.1. Comes from habits which need to be broken

2.6.5.1.1. This is the most difficult thing to do - because it means shattering your world

2.7. Emotion trumps reason

2.7.1. Vital to connect stakeholders with the meaning of the change

2.7.2. Need to make an emotional connection

2.7.3. Resistance o change often can't be met head on - need to find ways to weaken it

2.7.4. Collaboration and getting people on board is key

2.8. Demonstration trumps argument

2.8.1. Demonstrating that change is working and delivering - Agile

3. Communication and engagement

3.1. Theory of effective communication

3.1.1. Aims of communication

3.1.1.1. Share information

3.1.1.2. Allow an exchange of ideas

3.1.1.3. Influence the behaviour of others

3.1.2. Basic of communication theory

3.1.2.1. Shannon and Weaver

3.1.2.1.1. Sender prepares and sends a message by converting thoughts into symbols

3.1.2.1.2. There is noise across the communication channel

3.1.2.1.3. Person receiving the message interprets it

3.1.2.1.4. Feedback to sender to check that the message has been received as intended

3.1.2.2. Cognitive biases - human dimension in communication

3.1.2.2.1. People aren't passive receivers of information

3.1.2.3. Need for feedback mechanisms

3.1.2.3.1. Two way processes enables meaningful exchange

3.1.2.3.2. Check the message has been received as intended

3.1.2.4. Interpersonal and Mass communication

3.1.2.4.1. Interpersonal = face to face meetings - two way and rich

3.1.2.4.2. Mass Communication = organisation wide announcements - one way and less rich

3.1.2.5. One-way versus two way communication - you need a mix

3.1.2.5.1. One way

3.1.2.5.2. Two way

3.1.2.6. Role of communication to achieve engagement

3.1.2.6.1. Based on marketing concepts

3.1.2.6.2. Helps people to move along the change curve

3.2. Communicating change

3.2.1. Essential to

3.2.1.1. Build awareness for the need for change

3.2.1.2. Achieve a shared understanding across stakeholder groups

3.2.1.3. Gain peoples commitment to change

3.2.1.4. Engage hearts and minds & make personal connections

3.2.2. Need to be aware of the Emotional impact of change

3.2.2.1. Threat versus Reward

3.2.2.1.1. The brain can be deeply affected by the expectation of reward or threat

3.2.2.1.2. Uncertainty and lack of control can increase anxiety

3.2.2.1.3. More information can make people feel more in control - two way coms

3.2.2.2. Where people are on a change journey

3.2.2.2.1. Communication needs to be aligned with where people are in their change journey

3.2.2.2.2. The targets of change may be at a different place from managers leading change

3.2.3. Maintaining a people-focused approach to communciation

3.2.3.1. Factors affecting engagement

3.2.3.1.1. Don't wait for full information - lack will be filled with rumours

3.2.3.1.2. Focus on two way coms where more engagement required

3.2.3.1.3. Consider impact of change on people

3.2.3.1.4. Use segmentation to target specific audiences

3.2.3.1.5. Allow plenty of time

3.2.3.1.6. Encourage feedback AND act on it

3.2.3.2. Barriers to effective communication

3.2.3.2.1. This is the noise that gets in the way

3.2.3.2.2. Emotions, attitudes and perceptions

3.2.3.2.3. Type and amount of information

3.2.3.3. Improving communication effectiveness

3.2.3.3.1. coms are often designed from the perspective of the sender

3.2.3.3.2. Identify clear messages appropriate for the audience

3.2.3.3.3. Simple clear and easy to negotiate

3.2.3.3.4. Appropriate tone and style

3.2.3.3.5. Cater for different personality preferences

3.2.3.3.6. Include actions required from people and where they can get support

3.2.4. Encouraging engagement by appealing to hearts and minds

3.2.4.1. Symbolic actions and symbolism

3.2.4.1.1. Consistency in actions which should be congruent with the messaging

3.2.4.2. Use of metaphors

3.2.4.2.1. Explaining what is happening in visual images

3.2.4.3. Use of narrative and story telling

3.2.4.3.1. Describe a story and a route to get there

3.3. Communication channels

3.3.1. Should be chosen from the perspective of the receiver not the sender

3.3.1.1. Push

3.3.1.1.1. One way with no opportunity for feedback - announcements

3.3.1.2. Pull

3.3.1.2.1. Pull information when they want it - intranets and information portals

3.3.2. Lean and rich communication

3.3.2.1. Interactivity

3.3.2.1.1. Conversation and opportunity to respond

3.3.2.2. Multiple cues

3.3.2.2.1. Does it allow multiple (including non verbal) cues

3.3.2.3. Variety and format of information

3.3.2.3.1. People take on board information in different formats

3.3.2.4. Choice depends on purpose

3.3.2.4.1. Lean may not give enough

3.3.2.4.2. Rich may be overkill - there may bot be time

3.3.3. Three most essential channels

3.3.3.1. Verbal

3.3.3.1.1. Includes written and spoken - words chosen are important

3.3.3.2. Listening

3.3.3.2.1. ACTIVE listening builds rapport and connecting

3.3.3.3. Visual

3.3.3.3.1. Picture is worth a thousand words

3.3.4. Fostering Collaboration

3.3.4.1. Larger Group Gatherings

3.3.4.1.1. These tend to be Push

3.3.4.1.2. Alternatives

3.3.4.2. Smaller face2face comms

3.3.4.2.1. Share of views

3.3.4.2.2. But remember cultural setting

3.3.4.3. Social Media and Community building channels

3.3.4.3.1. Enable wider cross functional and geographical sharing

3.3.4.3.2. Potential strengths

3.3.4.3.3. Weaknesses

3.3.4.3.4. best practice

3.4. Communication planning

3.4.1. Intro

3.4.1.1. People need to understand

3.4.1.1.1. Why change is necessary

3.4.1.1.2. What is involved

3.4.1.1.3. How it will impact them

3.4.1.1.4. What role they can play

3.4.1.1.5. What happens next

3.4.1.2. needs to

3.4.1.2.1. Provide information

3.4.1.2.2. Give people a context for the change

3.4.1.2.3. Engage them in the change

3.4.1.2.4. Evaluate the effectiveness of the communication

3.4.1.3. Planning

3.4.1.3.1. Agree an overall Strategy - objectives, audience, key messages

3.4.1.3.2. Plan - how the strategy will be implemented

3.4.1.3.3. Action - carry out the planned activities

3.4.1.3.4. Measure - evaluate how effective the communication is going to be

3.4.2. 7 steps - Developing a communication strategy

3.4.2.1. Why we are doing it

3.4.2.1.1. what is the change and the culture within which it is taking place - 7s

3.4.2.2. Who are we communicating with

3.4.2.2.1. Who are the stakeholders and where are they in their change journey

3.4.2.3. What we want to happen

3.4.2.3.1. What changes in behaviour, attitudes and perceptions

3.4.2.3.2. What to they need to know

3.4.2.3.3. How will we measure this

3.4.2.4. How we'll go about it

3.4.2.4.1. What is the best way of achieving these objectives

3.4.2.5. What we're going to say

3.4.2.5.1. Consistent messages from multiple sources and from all players

3.4.2.5.2. Focus on needs of each audience

3.4.2.5.3. Narrative to tell a story

3.4.2.5.4. Variety of formats - most appropriate for purpose

3.4.2.6. Who needs to deliver messages

3.4.2.6.1. Choosing the right champions and ambassadors who have formal and informal influence

3.4.2.6.2. Who is the right person at each stage of change

3.4.2.6.3. Agree key roles

3.4.2.7. How the message will get there

3.4.2.7.1. Which is the best channel for each method to achieve the purpose

3.4.3. Developing a communication plan

3.4.3.1. Who is the target audience

3.4.3.2. What is the objective

3.4.3.3. What are the key messages

3.4.3.4. What activities are needed

3.4.3.5. Who will do this

3.4.3.6. When - timing

3.4.3.7. Measures

3.5. Monitoring and evaluating communication effectiveness

3.5.1. What needs to be measured

3.5.1.1. What will people be doing differently as a result

3.5.1.2. What messages should they be aware of understood and acted on

3.5.1.3. Which channels will be used

3.5.2. Capturing data

3.5.2.1. What is the baseline starting point

3.5.2.2. Surveys , focus groups, observation, interviews

3.5.2.2.1. Improved response if

3.5.3. Monitoring and evaluating data

3.5.3.1. Impacted by where people are on their change curve

3.5.4. Reporting results and improving engagement

3.5.4.1. People need to know what happens to their feedback

3.5.4.2. How will the information be presented to different audiences

3.5.4.3. Timeliness - how quickly can the information be reported back

4. Change readiness, planning and measurement

4.1. Building individual motivation for change - hearts and minds

4.1.1. Why work with individuals

4.1.1.1. The reaction to change is individual

4.1.2. Expectancy theory and change

4.1.2.1. People will be motivated if

4.1.2.1.1. Strong effort will lead to good performance

4.1.2.1.2. Good performance will lead to rewards

4.1.2.1.3. Rewards are desirable

4.1.3. Increasing motivation for change

4.1.3.1. Change formula

4.1.3.1.1. C=[ABD]>X

4.1.3.1.2. Raising levels of A B D will reduce resistance

4.1.3.2. Appreciative enquiry - instead of burning bridges - building on the positives - Cooperidder and Whitney, 2005

4.1.3.2.1. 4D cycle

4.1.3.2.2. Premise

4.1.4. How to work with individuals in large changes

4.1.4.1. Can be impossible for change manager to interact with every individual

4.1.4.2. Network

4.1.4.2.1. Change agent networks

4.1.4.2.2. Use of middle managers

4.1.4.2.3. Size of network

4.1.4.3. Working with Innovators, Majority and Laggards - Rogesr

4.1.4.3.1. Innovators ad early adopters

4.1.4.3.2. Majorities

4.1.4.3.3. Laggards

4.2. Building organizational readiness for change

4.2.1. Factors that influence readiness for change and how to assess them

4.2.1.1. Environmental factors - understand the organisation at work

4.2.1.1.1. Culture -

4.2.1.1.2. Values -

4.2.1.1.3. Management Styles

4.2.1.2. Competencies in change-related disciplines

4.2.1.2.1. Working with other departments e.g.,

4.2.1.2.2. Helped by

4.2.1.3. Organizational policy

4.2.1.3.1. Amend policies when you know what the change is - prevents continual tweaking

4.2.1.3.2. Check what the current policies are

4.2.1.4. Lessons learnt from past initiatives

4.2.1.4.1. What has gone well or badly in the past - workshop?

4.2.1.4.2. Create a pledge document to take what has gone well

4.2.2. Laying the foundations for successful change

4.2.2.1. Building awareness for the need to change

4.2.2.1.1. Burning platform - but there can't be too many of these

4.2.2.1.2. Focus on benefits for the individuals - WIIFM

4.2.2.2. Ensuring participation and building support

4.2.2.2.1. Involving stakeholders in developing the business case

4.2.2.2.2. Involving affected users (targets of change) when looking at future states

4.2.2.2.3. If not the above then communicate the work that is being done

4.2.2.3. Assessing and developing stakeholder skills

4.2.2.3.1. Skills to operate in the new world

4.2.2.3.2. Skills to transition to the new world

4.2.2.4. Building a change team

4.2.2.4.1. Can be recruited from inside or outside

4.2.3. Developing a change management plan

4.2.3.1. Stakeholders : who they are and how to engage

4.2.3.2. Communications: How targeted and what channels

4.2.3.3. Developing Skills: How people we be supported in implementing and embedding change

4.2.3.4. Building support - communicating the need for change

4.2.3.5. Resistance: expected types and reasons

4.2.3.6. Feedback: How can this be given

4.2.3.7. Measurement: How will we know that the initiatives have worked

4.3. Preparing for resistance

4.3.1. Psychological Contract

4.3.1.1. The perception of the two parties, employee and employer, on what their mutual obligations are to each other

4.3.1.2. Change can affect a positive psychological contract

4.3.1.2.1. Mitigated by

4.3.2. Common Causes

4.3.2.1. Loss of control over territory

4.3.2.2. Excessive uncertainty during the change

4.3.2.3. Sprung on people as a surprise

4.3.2.4. Too many differences at once to take in

4.3.2.5. Loss of face for those associated with the current state

4.3.2.6. Concerns about if they will be competent

4.3.2.7. Change is more work

4.3.2.8. Ripple affect - impacts other areas

4.3.2.9. Past resentments

4.3.2.10. Resisted because it really does hurt - loss of jobs etc

4.3.3. Likely areas - Lewins forces

4.4. Types of resistance and things to look out for

4.4.1. Audible unhappiness

4.4.1.1. Work one to one as much as possible

4.4.1.2. Identify with them benefits as well as disbenefits

4.4.2. Dissengagement

4.4.2.1. Identify reason

4.4.2.2. Arrange one to one meetings

4.4.2.3. Get their involvement as much as possible

4.4.3. Sabotage

4.4.3.1. Identify saboteurs and let them know they have been identified

4.4.3.2. Give people responsibility and get their buy in.

4.5. Common Considerations for building a strategy to manage resistance

4.5.1. Analyse four situational factors

4.5.1.1. Amount and kind of resistance

4.5.1.2. How powerful the initiator is compared to the resisters

4.5.1.3. Who are the people who have the energy to design and implement the change

4.5.1.4. Whats the risk to the organization if the change doesn't happen

4.5.2. What is the optimal speed of the change - slower the better but may need to be fast

4.6. Supporting managers and supervisors

4.6.1. Translate policy into action

4.6.2. If they aren't used to change they may need support

4.6.3. May require informal coaching

4.7. Building and sustaining momentum

4.7.1. Make sure that momentum isn't built too early

4.7.2. Four strategies that are useful

4.7.2.1. Timing communciations - gradually increasing the frequency

4.7.2.2. Phased approach - generating good news stories

4.7.2.3. Keep visibility high in long roll out periods when nothing much seems to be happening

4.7.2.4. Task managers with delivery - build implementation into their targets

4.8. Measuring change effectiveness

4.8.1. Quite challenging

4.8.2. Measures of engagement

4.8.2.1. ADKAR Model by Hyatt 2006 - if one element missing change will fail

4.8.2.1.1. A - awareness of the need for change

4.8.2.1.2. D- desire to participate in change

4.8.2.1.3. K - knowledge of how to change

4.8.2.1.4. A - ability to implement the required skills and behaviours

4.8.2.1.5. R - reinforcement to sustain the change

4.8.3. Methods of capturing information

4.8.3.1. Pulse Surveys

4.8.3.1.1. One question to gauge opinion e.g., voting tokens

4.8.3.2. One off surveys

4.8.3.2.1. Needs to be completed in five minutes

4.8.3.2.2. Large enough survey size

4.8.3.2.3. High enough response rate

4.8.3.2.4. Beware of self selecting samples

4.8.3.3. Focus groups

4.8.3.3.1. About an hour

4.8.3.3.2. 5 - 10 people

4.8.3.3.3. Make sure they feel comfortable - people may not feel comfortable in front of their manager

4.8.3.3.4. May be biased so need to do more than one

4.8.3.4. Individual Interviews

4.8.3.4.1. Normally with key stakeholders

4.8.3.4.2. Time consuming but rich data

4.8.3.4.3. Good idea to send questions in advance

4.8.3.4.4. About 30 mins

4.8.3.4.5. Ask them how they would like the information managed - happy to be quoted?

4.8.4. Presenting Data on employee engagement

4.8.4.1. Use diagrams where possible

5. Education Learning and Support

5.1. Learning theory and skills development

5.1.1. Learning is - a qualitative change in a persons way of seeing, experiencing, understanding, conceptualising something in the real world

5.1.2. Roots of learning theory

5.1.2.1. Behavioural theory

5.1.2.1.1. Rewarded behaviour is repeated

5.1.2.1.2. If the reward is associated with something this can produce the behaviour

5.1.2.1.3. But learning isn't always visible in behaviour

5.1.2.1.4. The behavioural change took longer to acquire but lasted longer if reward was intermittent

5.1.2.1.5. Punishment was less effective than reward but did reduce behaviour

5.1.2.2. Humans to animals

5.1.2.2.1. Expectancy theory

5.1.2.2.2. Hertzberg

5.1.2.2.3. Hawthorne

5.1.3. Learning and effective instruction

5.1.3.1. Learning physical skills

5.1.3.1.1. Practice doesn't make perfect - it makes consitent

5.1.3.1.2. To be perfect you need feedback as well as practice

5.1.3.2. Using the senses to process information

5.1.3.2.1. Senses used

5.1.3.2.2. Use of senses

5.1.3.3. Memory and Learning

5.1.3.3.1. Repetition - learning tables at school

5.1.3.3.2. Mnemonics - verbal tricks - Richard Of York Gave Battle In Vain - for rainbow

5.1.3.3.3. Structure

5.1.3.3.4. Images

5.1.3.4. Nine events of instruction

5.1.3.4.1. Gain attention

5.1.3.4.2. Describe the Goal - what people will be able to do after the learning

5.1.3.4.3. Recall prior knowledge - gives confidence if the new is an extension of the old

5.1.3.4.4. Easily accessible presentation

5.1.3.4.5. Teach people how to learn

5.1.3.4.6. Get the user to do something with the new knowledge as soon as possible

5.1.3.4.7. Provide informative/constructive feedback

5.1.3.4.8. Assess performance to see if the learning has been effective

5.1.3.4.9. Enhance retention by getting the learner to use knowledge in a new cintext

5.1.4. Learning and the individual learner

5.1.4.1. Learning process and learning styles

5.1.4.1.1. David Kolb 1984 - how learning happens - can start anywhere in cycle but need to do all the stages to be fully effective

5.1.4.1.2. How material is presented - VARK

5.1.5. Learning process, performance and pressure

5.1.5.1. Performance dips as people go through these stages then picks up

5.1.5.1.1. Unconscious competence

5.1.5.1.2. Conscious incompetence

5.1.5.1.3. Conscious competence

5.1.5.1.4. Unconscious competence

5.1.5.2. Pressure to learn

5.1.5.2.1. This is a bell curve - horizontal = pressure/ vertical =performance

5.1.5.2.2. Pressure up to a point is good for learning

5.1.5.2.3. Over the top of the curve pressure has a detrimental affect on learning.

5.1.6. Attitudes - beyond skills and knowledge

5.1.6.1. Attitudinal training - emotional stance towards other people, groups, idea or plan

5.1.6.2. Attitudinal Spectrum

5.1.6.2.1. Some ones attitude to something is on a spectrum - zone of tolerance

5.1.6.3. Attitude Triangle

5.1.6.3.1. People seek congruence

5.2. Identify and meeting learning needs

5.2.1. Identifying and analysing the needs KSA's

5.2.1.1. What is needed

5.2.1.1.1. How are things now

5.2.1.1.2. What K(knowledge) S(skills) A(attitudes) are needed by each stakeholder

5.2.1.1.3. What are the Gaps

5.2.1.1.4. Plan to meet them

5.2.1.1.5. This can apply to external stakeholders like customers and suppliers

5.2.1.2. Single and double loop learning Revans 1979

5.2.1.2.1. L = P+Q

5.2.1.2.2. This Reflective practioner uses this equation to double loop

5.2.1.2.3. Safe situation to experiment in etc

5.2.1.3. Finding the information in HR

5.2.1.3.1. Builds a picture of the organisations Knowledge, Skills and Attitudes

5.2.2. Job analysis

5.2.2.1. Can use KSA's to analyse the impacts of change in personnel

5.2.2.1.1. Jobs as columns

5.2.2.1.2. People as rows

5.2.2.1.3. Cells as KSA status

5.2.2.2. KSA charts

5.2.2.2.1. What are the key accountables for each future role /job

5.2.2.2.2. KSA's needed

5.2.2.2.3. KSA's currently got

5.2.2.2.4. Gaps

5.2.3. Training planning

5.2.3.1. Who needs what?

5.2.3.1.1. By looking at the KSA gaps and people - can organise learning modules

5.2.3.1.2. Training should be closely aligned with the way the job is actually done

5.2.3.2. Defining what is to be learned - learning objectives

5.2.3.2.1. "At the end of this learning the learners will be able to..….."

5.2.3.2.2. May be more than one objective

5.2.3.2.3. should include ALL KSA'a

5.2.3.2.4. Outcome measures related to how the job will be done

5.2.3.2.5. Success standards may be different from those set as objective measures

5.2.3.2.6. Level of detail must be appropriate

5.2.3.2.7. Attitudinal objectives = consistent patterns of behaviour

5.2.3.3. Who will provide the training

5.2.4. Learning design and channels

5.2.4.1. learning is a journey where a combination of methods might be used

5.2.4.2. Learning methods and their application

5.2.4.2.1. One to one

5.2.4.2.2. Problem solving groups

5.2.4.2.3. Small group lecture

5.2.4.2.4. Large presentations and lectures

5.2.4.2.5. Formal courses

5.2.4.2.6. Computer aided / based learning

5.2.4.2.7. Computer simulations

5.2.4.2.8. Practical simulations

5.2.4.3. Learning styles and learning methods

5.2.4.3.1. Simulated working environments can be helpful for all learning styles

5.2.4.4. Evaluating learning

5.2.4.4.1. Why Evaluation Matters

5.2.4.4.2. Models of evaluation

5.2.4.4.3. Evaluation methods

5.3. Behavioural Change and coaching

5.3.1. Active listening in coaching and change

5.3.1.1. Purpose and benefits

5.3.1.1.1. Suspend ones own agenda to really understand how another person perceives their situation

5.3.1.1.2. Ensures that options for development have a real starting point

5.3.1.2. Core active listening behaviours

5.3.1.2.1. Clearing the decks - set aside ones onw preoccupations

5.3.1.2.2. Giving attention - body language and affirmation

5.3.1.2.3. Reflecting Content - playing back what the person has said

5.3.1.2.4. Paraphrasing - playing it back in your own words to confirm understanding

5.3.1.2.5. Reflected feelings - reflecting back the persons emotions about something

5.3.1.2.6. Questions - so does that mean you...

5.3.2. The role of feedback in behavioural change

5.3.2.1. Behavioural change

5.3.2.1.1. Double loop model

5.3.2.2. For this to happen people need feedback

5.3.2.2.1. If I observe the feedback I may draw the wrong conclusions

5.3.2.2.2. If I get honest feedback from others I may get more accurate feedback

5.3.2.2.3. Guidelines for giving effective feedback

5.3.2.2.4. Guidelines for receiving feedback

5.3.3. Understanding coaching

5.3.3.1. What we mean by coaching

5.3.3.1.1. Involve the coach and person being coached in a joint diagnosis

5.3.3.1.2. Involve the client in joint goal setting

5.3.3.1.3. Involve the client in a joint analysis of the options

5.3.3.1.4. involve the client in making a real commitment to the next steps

5.3.3.2. Coaching Contract

5.3.3.2.1. How the coach and client will work together

5.3.3.3. GROW

5.3.3.3.1. G - Goal = define a clear and motivating goal

5.3.3.3.2. R - Reality = analysing and specifying current levels of performance and reasons for them

5.3.3.3.3. O - Options = identify the options the client can choose from to get from where they are to the goal

5.3.3.3.4. W - Will = testing the clients will and determination to take the next steps

6. Sustaining Change

6.1. Sustaining change concepts

6.1.1. Concept of fit

6.1.1.1. Preparing the environment ahead of the role out of the change

6.1.1.2. Crafting the change to fit the environment

6.1.2. Systems thinking

6.1.2.1. Change doesn't happen in isolation - has impacts and ripple effects - cause and effect

6.1.2.1.1. Cause and effect are not necessarily close in time - Senge

6.1.2.2. Can flow back in a positive or negative feedback loop

6.1.2.3. Can be two or more loops affected

6.1.2.4. Used to sustain change or remove negative loops

6.1.3. Levers and leverage

6.1.3.1. Small changes can have large affects - senge

6.1.3.1.1. Levers - items that can be used

6.1.3.1.2. Leverage is the use of them

6.1.3.1.3. Change managers play out ripple effect of small changes

6.1.3.2. Types of levers

6.1.3.2.1. Emotional

6.1.3.2.2. Procedural

6.1.3.2.3. Structural

6.1.3.2.4. Lever strategies

6.1.3.3. Environmental levers

6.1.3.3.1. Using the physical environment to force people to sustain the change

6.1.3.4. Leadership levers

6.1.3.4.1. What leaders do impacts the sustainability of change

6.1.3.4.2. Beliefs values and behaviour which exemplify walking the talk

6.1.3.5. Organizational Development Levers -

6.1.3.5.1. Job Design - designing jobs to support the change

6.1.3.5.2. Role descriptions - as above

6.1.3.5.3. Organization structure - how can we design a customer centric rather than functional structure/ matrix structure etc

6.1.3.5.4. Team structure

6.1.3.5.5. Performance management systems and standards - carrot and stick

6.1.3.6. Levels of Adoption - Kelman

6.1.3.6.1. Compliance - tell them what to do

6.1.3.6.2. Identification - they need to understand why they need to do this

6.1.3.6.3. Internalisation - need to make decisions about what, why , when and how to do things

6.1.3.7. Tipping point and critical mass - Gladwell

6.1.3.7.1. There comes a point where the change has a momentum of its own

6.1.3.7.2. Behaviour is contagious

6.1.3.8. Reinforcing Systems

6.1.3.8.1. Vicious and virtuous cycles

6.1.3.9. Measuring adoption

6.1.3.9.1. These should have these criteria

6.1.3.10. Transition management

6.1.3.10.1. Think of this as a separate phase of the change

6.1.3.10.2. people may be at different stages of their personal transition - like the change curve

6.1.3.10.3. Need to enter the ending zone themselves

7. Organizational considerations

7.1. Change manager and HR

7.1.1. At the end of the change journey HR processes can help sustain change

7.1.1.1. Pay and Reward - can help to reinforce change

7.1.1.2. Pension - can be important in mergers

7.1.1.3. Recruitment and Selection - can be important for recruitment to the change team or in new roles created

7.1.1.4. Learning and Development - helps through tansition

7.1.1.5. Workforce and Talent Planning - understanding where people work and the skills they need

7.1.1.6. HR Policy - change needs to comply with agreed policies

7.1.1.7. Organizational Design - can sustain change

7.1.1.8. Industrial/employee relationships - important where change in staffing etc is required

7.1.1.9. HR Metrics - can inform change measurement

7.1.1.10. HR Transactions/ Service Centres - signpost people undergoing change to support and welfare centres

7.1.2. Employment legislation may have implications for the change planned

7.1.2.1. Change can have a potential implication for Discrimination legislation

7.1.2.2. Change can be perceived as threatening and that may have implications for legislation as Bullying.

7.1.2.3. Changes to numbers of staff may have implications for Redundancy legislation

7.1.2.4. Change might impact the elements within a contract of employment

7.1.2.5. Where change means relocating people there is legislation which impacts on this

7.1.2.6. Where change involves transferring people between organisation this may involve transfer of their rights

7.1.2.7. Change may include the hours work which may come under the working hours legislation

7.1.2.8. Where change involves the collection and use of personal data of employees this can impact on Data protection legislation

7.1.2.9. Change may make some people unhappy and they may feel there is a case for constructive dismissal

7.1.2.10. Where change happens across different countries there may be different legal frameworks like the need for worker representation

7.1.3. Change management and HR policy - written source of guidance on how issues should be handled, principles, rights and responsibilities

7.1.3.1. Absence Management - as an example a woman on maternity may have rights to apply for jobs creayed

7.1.3.2. Anti Bribery - may be offers of hospitality for those providers bidding for contracts

7.1.3.3. Diversity . Equality and Inclusion - change can be difficult for a specific group of people

7.1.3.4. Learning and Development - people may have expectations around learning

7.1.3.5. Performance Management - change reinforcement may talk about performance so this needs to be compliant

7.1.3.6. Recruitment and Selection - change may need new job roles and require new skills

7.1.3.7. Reward and Recognition - incentivizing people may be required to sustain change

7.1.3.8. Travel and Subsistence - may ne required through delivering change

7.1.4. Employee relations

7.1.4.1. Change managers may need to be conscious of different legislative environments and cultures in different countries

7.1.4.2. Change can disrupt current arrangements and break the psychological contract

7.1.4.3. It is easier to work with employee bodies where these are available - act as a channel of communication

7.1.5. Impact of organizational design

7.1.5.1. 7s model

7.2. Safety health and environment issues

7.2.1. What is SHE to an organization

7.2.1.1. Safety - when people are exposed to potential harm in an episode

7.2.1.2. Health - when people are exposed to some long term risk

7.2.1.3. Environment - exposure of the environment to potential harm

7.2.2. SHE management

7.2.2.1. Management of risk

7.2.2.1.1. Risk = Impact X Probability

7.2.2.1.2. Acceptable risk

7.2.2.2. Managed through

7.2.2.2.1. hardware controls - equipment etc

7.2.2.2.2. Software controls - procedures and standards

7.2.2.2.3. Mindware controls - behaviour of people

7.2.3. How does change management interact with SHE

7.2.3.1. Any change represents a risk and needs to be assessed

7.2.3.1.1. Change can mean people no longer complete the steps needed for SHE

7.2.3.1.2. Stress from change may be at unacceptable levels - this comes under SHE

7.2.3.1.3. Excessive work load may cause excessive stress levels

7.2.4. Managing SHE through change

7.2.4.1. Management of change process - MOC

7.2.4.1.1. Responsible person must make sure change is implemented within SHE boundary conditions

7.2.4.2. Making Moc Work

7.2.4.2.1. Establish a clear scope of change - existing and future and what is going to change

7.2.4.2.2. Convene a risk assessment team - multidisciplinary

7.2.4.2.3. Document the teams work - risk log

7.2.4.2.4. Obtain approval - get sponsors approval

7.2.4.2.5. Produce an action list - must be managed and followed up

7.2.4.2.6. Check controls to make sure they will work

7.2.4.2.7. Review to improve -

7.3. Process optimization in organisations

7.3.1. Need to identify what processes to improve and why

7.3.1.1. identify the process to be improved

7.3.1.2. Does it have a proven impact on the business

7.3.1.3. Do senior management buy in to the processes being mapped

7.3.2. Process mapping activity

7.3.2.1. What the current process looks like

7.3.2.2. How can this be made more efficient and waste removed

7.3.2.3. What the future process will look like

7.3.2.4. Best done with sticky notes and flip charts rather than technology.

7.3.3. Techniques

7.3.3.1. Flow charts - use flow chart symbols

7.3.3.2. Four Field Mapping -

7.3.3.2.1. Process phrases

7.3.3.2.2. Process participants stakeholders - swim lanes

7.3.3.2.3. process timeline and resource time data - delay in each process

7.3.3.2.4. process criteria standards - that must be met in each phase

7.3.3.3. Block diagrams

7.3.3.3.1. Simple and easy to read - blocks show steps and arrows show relationships

7.3.3.3.2. Value stream mapping adds process lead time and maps the transfer of value ultimately to the customer

7.3.4. Interpretations of process maps

7.3.4.1. the purpose is to add value to customers and the business

7.3.4.1.1. Reduce long periods of elapsed time

7.3.4.1.2. Identify bottle necks

7.3.4.1.3. Clarify roles and responsibilities

7.3.4.1.4. single points of failure and risk

7.3.4.1.5. Rework - not doing the job properly the first time

7.3.4.2. Can't rely on the map alone - need to talk to the stakeholders

8. Change Management perspective

8.1. Why change management matters

8.1.1. Organisational experience of change

8.1.1.1. 70% - 80% failure if change initiatives - King and Peterson, 2007

8.1.1.1.1. Success can be improved by

8.1.1.2. Change and the organisational context - Balogun and Hope Hailey 2008

8.1.1.2.1. Design choices

8.1.1.2.2. Context

8.2. Change and the individual

8.2.1. Impact of the change curve- Elizabeth Kubler Ross 1969

8.2.1.1. Originally used to understand bereavement

8.2.1.2. People have to go through these stages

8.2.1.2.1. Management and leaders of change may be farther along than the people asked to deliver change

8.2.1.3. Stages

8.2.1.3.1. Shock and denial

8.2.1.3.2. Anger and Blame

8.2.1.3.3. Bargaining and Self Blame

8.2.1.3.4. Depression and Confusion

8.2.1.3.5. Acceptance and problem solving

8.2.1.4. Practical observations

8.2.1.4.1. People can get stuck or oscillate between two stages

8.2.1.4.2. Can be short or long often depending on

8.2.1.4.3. Apparent resistance may be caused by people being at different points on the curve

8.2.1.4.4. Anger and blame is really people trying to adjust to the change

8.2.1.4.5. Stages of the change curve happen for positive changes as well

8.2.2. Start with Endings

8.2.2.1. Change is a project plan/ transition is a personal psychological process - Bridges

8.2.2.1.1. Letting go of the old - endings

8.2.2.1.2. Neutral Zone - before the new is proven

8.2.2.1.3. New beginning- embracing the new

8.2.3. Why people embrace or resits change

8.2.3.1. Motivation

8.2.3.1.1. Maslow's hierarchy of needs

8.2.3.1.2. Rewards and punishments

8.2.3.1.3. Expectancy theory

8.2.3.1.4. Satisfaction and Growth - Herzberg 2003

8.2.3.1.5. Theory X and theory Y- Douglas McGregor

8.2.3.1.6. Survival and learning anxieties

8.2.3.1.7. Personal Growth - Carl Rogers

8.2.3.2. Individual differences

8.2.3.2.1. Different types

8.2.3.2.2. Different learning styles Honey and Mumford

8.2.3.3. Neuroscience

8.2.3.3.1. Routine (basal ganglia takes little energy - change (Cortex) takes a lot of energy

8.2.3.3.2. Encountering the unexpected is recorded in area of the brain near fight or flight

8.2.3.3.3. The brain is deeply social - change can disrupt social patterns

8.2.3.3.4. Change means changing mental maps which the person has to do themselves

8.2.3.3.5. We become what we pay attention to - attention density over time re wires the brain

8.2.3.4. Making sense of change - Cameron and Green 2012 - individual openness to change will depend on

8.2.3.4.1. The nature of the change - purpose/speed

8.2.3.4.2. Consequences of change for the person

8.2.3.4.3. Organizational history - in implementing change

8.2.3.4.4. Type of Individual experiencing change

8.2.3.4.5. Individual history of change

8.2.4. Applying the theory

8.2.4.1. If you involve people in change they will find it easier to accept

8.2.4.2. People need help letting go of the old

8.2.4.3. Peoples reaction to change will depend on how they think about their situation

8.2.4.4. Past rewards and punishments may have conditioned people to behave a certain way

8.2.4.5. Change that impacts job satisfaction will have the greatest impact on resistance

8.2.4.6. Resistance is reduced by giving the people involved respect

8.2.4.7. People want to grow but need congruence, empathy and unconditional positive regard

8.2.4.8. You need to overcome peoples anxiety about learning new things

8.2.4.9. But people are different and some just will take more time to absorb change

8.3. Change and the organisation

8.3.1. Metaphors for Change

8.3.1.1. Different Metaphors for change - Morgan

8.3.1.1.1. Organisations are machines

8.3.1.1.2. Organisms

8.3.1.1.3. Brains

8.3.1.1.4. Cultures

8.3.1.1.5. Political systems

8.3.1.1.6. Psychic Prisons

8.3.1.1.7. Flux and Transformation

8.3.1.1.8. Instruments of domination

8.3.1.1.9. Architecture

8.3.1.2. How these can be used

8.3.1.2.1. Listening to what people say can identify how they think about the organisation

8.3.1.2.2. Different metaphors provide different insights -

8.3.1.2.3. Different metaphors offer different approaches to change

8.3.2. Models of the change process

8.3.2.1. Lewins 3 stages

8.3.2.1.1. Unfreeze - collaborating with the people affected makes this more powerful

8.3.2.1.2. Change

8.3.2.1.3. Refreeze

8.3.2.2. Kotters 8 Steps

8.3.2.2.1. Establish a sense of urgency - 75% of employees believe change is essential

8.3.2.2.2. Create a guiding coalition

8.3.2.2.3. Developing a vision - something people can really imagine - head and heart

8.3.2.2.4. Communicating the change vision - lived out by leaders

8.3.2.2.5. Empowering employees to broad based action - willing effort of empowered employees

8.3.2.2.6. Generate short term wins - momentum of succes

8.3.2.2.7. Consolidating gains and producing more change - requires ongoing effort over the long term

8.3.2.2.8. Anchoring new approaches in the culture - surface and align the culture with the change

8.3.2.3. Senges - systems thinking - nurturing and growing change

8.3.2.3.1. Change has to be nurtured like a tree - self reinforcing processes/ Positive feedback loops

8.3.2.3.2. Profound change through nurturing small scale local change and enabling it to grow

8.3.2.3.3. Challenges for change that need to be overcome - negative feedback loops

8.3.3. Types of organizational change

8.3.3.1. Determined by

8.3.3.1.1. How widely they affect the organisation

8.3.3.1.2. How deep the change is

8.3.3.1.3. What the change is about - structure, technology

8.3.3.1.4. Nature - emergent or tight management

8.3.3.1.5. Impact on culture

8.3.3.1.6. Time available

8.3.3.2. Transforming the way we do business - Senge model and over a long time - nurture

8.3.3.3. Changing Structure - carefully managed along Kotter lines

8.3.3.4. Forming a new team - local - Kotter would be excessive but could be a pilot that might be nurtured - Senge

8.3.4. Factors that help/hinder

8.3.4.1. Organizational Culture

8.3.4.2. Organisational Structure

8.3.4.2.1. Hierarchical is good for BAU but not so good for change

8.3.4.2.2. Autonomous units may produce too much change

8.3.4.2.3. Kotter proposes a separate strategic operating system

8.4. Key Roles in Organisational Change

8.4.1. Life Cycle of successful change

8.4.1.1. Idea Generator

8.4.1.1.1. Has the original idea and is able to get senior sponsorship for it

8.4.1.2. Sponsor

8.4.1.2.1. Authority to overcome resistance and identifies outcomes and objectives

8.4.1.2.2. Creates the vision and strategy - walks the walk and communicates - Kotter

8.4.1.2.3. Creates the environment to succeed and teaches , mentors and supports - Senge

8.4.1.3. Line Manager

8.4.1.3.1. Facilitates in own area

8.4.1.3.2. Local leadership, project management and translates vision into practice - Kotter

8.4.1.3.3. Committed to local team, local decision making and accountable for results - Senge

8.4.1.4. Targets

8.4.1.4.1. People who must actually change

8.4.1.5. Change Agents

8.4.1.5.1. Has influence but not authority and works with sponsors to facilitate change

8.4.1.5.2. Builds broad connections across the organisations which they use to facilitate and nurture change - Senge

8.4.2. What makes a good sponsor

8.4.2.1. Provides a clear vision of a future that furthers the organisations objectives/ purpose

8.4.2.2. Getting buy in from line managers who will implement the vision

8.4.2.3. Explaining why the change is urgent and must happen now

8.4.2.4. The influence and power to remove obstacles to the change

8.4.2.5. Authentic role model who walks the walk

8.4.2.6. Good communicator

8.4.2.7. Accessible by and supportive of line managers

8.4.2.8. Provide the conditions for success e.g., resources

8.4.2.9. Able to align the organisational structure to support change

8.4.2.10. Able to align the change with the overall business plan

8.4.3. What makes a good change agent

8.4.3.1. Functions of a change agent

8.4.3.1.1. Build strong networks

8.4.3.1.2. Connect people

8.4.3.1.3. Communication up and down the hierarchy

8.4.3.1.4. Spread ideas information and initiatives

8.4.3.1.5. Advise others involved - sponsors, line managers and targets

8.4.3.1.6. Know where to go to to get the resources needed

8.4.3.1.7. Help others fulfil their roles as - sponsors, line managers and targets

8.4.3.2. Change agents and line managers

8.4.3.2.1. Contract between the agent and line manager - both have needs

8.4.3.3. Change agents and sources of power

8.4.3.3.1. Personal Power rather than Positional Power

8.4.4. Change management and job titles

8.4.4.1. Linked to organisational change maturity

8.4.4.1.1. Can be included within the project and report to the project manager

8.4.4.1.2. Can have a separate role with direct report to the sponsor

8.4.4.1.3. MSP - Managing Successful Programs - give the change manager equal status to program manager

8.4.5. Key role of Line Managers

8.4.5.1. Facilitate communication between the targets of change and the sponsors of change

8.4.5.2. Local facilitation of change

8.4.5.3. Local role models and leaders of change

8.4.6. Team structures can be beneficial or can be the cause of resistance to change - understanding the structure is important

8.4.6.1. Management teams - lead and operate organisation

8.4.6.2. Work Teams - within a function

8.4.6.3. Project teams- assembled for a specific project

8.4.6.4. Change teams - run a particular change initiative

8.4.6.5. Matrix teams - cut across functions

8.4.6.6. Parallel teams - work across structures such as quality circles

8.4.6.7. Network Teams - based on communities of interest

8.4.6.8. Virtual teams

8.5. Organisational cultural change

8.5.1. What we mean by organisational culture

8.5.1.1. Trompennars and Hampden-Turner - 3 levels

8.5.1.1.1. Surface - physical artefacts and products

8.5.1.1.2. Norms and values - formally through a rule book and less formally by social control - what is acceptable behaviour

8.5.1.1.3. Basic assumptions - un articulated beliefs which underpin norms and values

8.5.1.2. How culture develops Schein 1985

8.5.1.2.1. Start with values and norms of leaders - what really matters

8.5.1.2.2. May need to bring these values to the surface

8.5.1.2.3. Requires collaboration between someone external and people embedded in the culture

8.5.1.3. How culture is shaped - managing messages Carolyn Taylor 2005

8.5.1.3.1. Behaviours of Leaders

8.5.1.3.2. Symbols - how leaders use time and resources, Rituals, Story telling about defining moments

8.5.1.3.3. Systems - how people are rewarded, promoted, processes etc

8.5.1.4. Culture and climate

8.5.1.4.1. Climate - feelings of stakeholders is more transitory than culture

8.5.1.4.2. Climate influenced by underlying culture as well as current climactic conditions

8.5.2. Key dimensions of culture

8.5.2.1. Categorizing culture

8.5.2.1.1. Taylor - what they focus on

8.5.2.1.2. Trompenaars and Hampden-Taylor

8.5.3. Relating Culture to Types of Change

8.5.3.1. Office move - surface symbols of culture

8.5.3.2. Company merger or acquisition - need to surface and align different cultures

8.5.3.3. IT Implementations

8.5.3.3.1. Simple e.g., upgrades may not have cultural impact

8.5.3.3.2. Full scale

8.5.4. Leadership and Culture

8.5.4.1. Schein - the only role of leadership is to set, maintain and evolve a culture that enables the organisation to perform effectively

8.6. Emergent Change

8.6.1. Roots of emergent change

8.6.1.1. Chaos theory - small local differences can have a disproportionate affect

8.6.1.1.1. The success of a change plan may not be even in principle be predictable

8.6.1.2. Complex adaptive systems - Holland 2006 - change bubbles up over time to which people contribute knowingly or unknowingly

8.6.1.2.1. Organisations consist of many agents

8.6.1.2.2. Organisations are complex

8.6.1.2.3. Organisations adapt

8.6.1.3. Complex response process Stacey 2001

8.6.1.3.1. Interactions between people create organisational life

8.6.1.4. VUCA

8.6.1.4.1. Leaders need to take action to

8.6.2. When an emergent approach is required

8.6.2.1. Where complex but not uncertain or ambiguous - rapid change is possible

8.6.2.1.1. Swift and sudden

8.6.2.2. Desired route is clear but precis route is uncertain- requires a cultural journey

8.6.2.2.1. Developmental and Deliberate

8.6.3. Defining and moving to a future state

8.6.3.1. Describing and defining the future

8.6.3.1.1. Decide on the big picture change

8.6.3.1.2. Look at the organisation now and what the consequences of the change not being made and list them

8.6.3.1.3. Step into the new world and describe all the changes seen and list them

8.6.3.1.4. Compare the two lists in numerical and measurement terms

8.6.3.2. Force field approach - Lewin

8.6.3.2.1. what are the forces that will drive and resist change to the status quo

8.6.3.3. Kotters dual operating system

9. Defining Change

9.1. Aligning Change with Strategy

9.1.1. Background to strategy development

9.1.1.1. What is strategy

9.1.1.1.1. Porter - unique proposition and unique actions to deliver it

9.1.2. Far Environment - What business are we in

9.1.2.1. Tools

9.1.2.1.1. PESTLE Analysis

9.1.2.2. Porters five forces

9.1.2.2.1. Threat of new entrants

9.1.2.2.2. Threat of new substiutes

9.1.2.2.3. Bargaining power of new buyers

9.1.2.2.4. Bargaining Power of new suppliers

9.1.2.2.5. Rivalry amongst competitors

9.1.3. Near Environment - how do we compare

9.1.3.1. Overall cost leadership - some way that cost of production is low

9.1.3.2. Differentiation - something that no competitors can offer in a way that makes a difference to customers

9.1.3.3. Focus - advantageous access to a specific customer sector

9.1.4. Business Model

9.1.4.1. How different parts of the organisation work together

9.1.4.1.1. At least as good so that they don't prevent people buying

9.1.4.1.2. Differentiators e.g., cost leadership

9.1.5. Strategic Delivery Model

9.1.5.1. Process - Bradley 2012

9.1.5.1.1. Search for innovative ideas to deliver value to customers

9.1.5.1.2. A vision or story that integrate these

9.1.5.1.3. mechanism for making choices between options

9.1.5.1.4. implementing strategy by making changes

9.1.5.1.5. Regular review of the above

9.1.5.2. Scenario thinking - Heijden 2004

9.1.5.2.1. Develop a range of possible futures

9.1.5.2.2. Compare their benefits and disbenefits and the strategy to achieve them

9.1.5.3. What if Models e.g Ishikawa

9.1.5.3.1. What if our main competitor attacked our main market

9.1.5.3.2. What made that market attractive

9.1.5.3.3. How easy was it for them

9.1.5.3.4. How did we make it easy for them

9.1.5.3.5. What did they do first

9.1.6. Strategy and change

9.1.6.1. Align operating capability with strategy

9.1.6.1.1. Where we are now

9.1.6.1.2. Where we need to be

9.1.6.1.3. What are the differences

9.2. Drivers of Change

9.2.1. Strategic Context

9.2.1.1. Emergent Change

9.2.1.1.1. Responding to the external environment

9.2.1.1.2. Different responses from different areas of the business that then need to be aligned

9.2.1.1.3. Alignment can lead to a new vision and business model

9.2.1.2. Cascading decisions and designs

9.2.1.2.1. Strategic objectives - Vision and scorecard

9.2.1.2.2. Portfolio - decisions about how to achieve the vision

9.2.1.2.3. Change initiatives

9.2.1.2.4. Initiatives implemented

9.2.1.2.5. Outcomes of initiatives compared with the required result

9.2.1.3. Implementing strategy through portfolios, programmes and projects

9.2.1.3.1. Portfolio = achievement of strategic vision with available resources - permanent

9.2.1.3.2. Programme = manage a group of inter related projects - temproray

9.2.1.3.3. Project = delivery of specific change within a time frame - short term temprorary

9.2.2. Change analysis

9.2.2.1. SWOT

9.2.2.2. Force Field Analysis - Kurt Lewin 1951

9.2.2.2.1. Current equilibrium maintained by a network of forces - for change and against change

9.2.2.2.2. Increase in driver creates an increase in resistance

9.2.2.2.3. For change to happen

9.2.2.2.4. How to do this

9.2.3. Strategic Change Plan

9.2.3.1. What are the drivers for this change

9.2.3.2. What areas of the business will be impacted

9.2.3.3. What are the objectives and risks

9.2.3.4. Who are the stakeholders

9.2.3.5. When does this need to happen by

9.2.3.6. SWOT

9.2.3.7. How will you measure delivery

9.3. Developing a Vision

9.3.1. Viewpoints and perspectives of change

9.3.1.1. What is vision

9.3.1.1.1. The force that moulds meaning for the people of an organisation

9.3.1.1.2. Mission - fundamental purpose of an organisation - why it exists

9.3.1.2. Explore different view points about what the idea might look like - scenarios

9.3.1.2.1. Use Soft Systems Methods

9.3.1.3. Identify those that might be of most value to the organisation in the idea

9.3.1.3.1. Find those scenarios that best describe the change

9.3.1.3.2. Compare this scenario with what is happening now

9.3.1.3.3. Get some initial ideas about how this scenario will need to be brought about

9.3.1.4. Get some consensus amongst the stakeholders about what the idea might look like

9.3.2. Develop a vision statement

9.3.2.1. Take this idea and develop a clear vision for change in a statement

9.3.2.1.1. Elements of a Business Systems Definition

9.4. Change Definition

9.4.1. Conceptual models of future state

9.4.1.1. Business Activity Model

9.4.1.1.1. Comes out of the Business Systems Definition

9.4.1.1.2. Commonly feature

9.4.1.1.3. How to do this

9.4.2. Change Requirements - capability analysis (KOPE)

9.4.2.1. Aspects of KOPE

9.4.2.1.1. Knowledge - what do we need to know and what data do we need

9.4.2.1.2. Organisation and People - organisational skills etc to perform the action

9.4.2.1.3. Process and procedures - what processes and procedures will be needed

9.4.2.1.4. Environmental factors that need to be satisfied

9.4.2.2. How to do this

9.4.2.2.1. Take each activity in the BAM

9.4.2.2.2. Analyse each against the KOPE criteria

9.4.2.2.3. This captures future state capability

9.4.2.2.4. Highlight total new capability

9.4.3. Assessing the impact of change

9.4.3.1. Gap Analysis

9.4.3.1.1. Are the activities in BAM being doneeffectively/at all

9.4.3.1.2. How are you measuring the shortfall

9.4.3.1.3. What are the benefits of closing this shortfall

9.4.3.2. How to

9.4.3.2.1. Workshop with stakeholders to identify differences - future and now

9.4.3.2.2. Map on the BAM model - use RAG

9.4.3.2.3. Create a differences table

9.4.3.2.4. Use KOPE to analyse the differences

9.4.3.2.5. Priotize the changes

9.4.3.2.6. Capture risks as they arise

9.4.4. Problems and concerns arising out o f change

9.4.4.1. Hotspot analysis around connections on the BAM diagram

9.4.4.2. Use Ishikawa to ask five questions to get to the route cause of any issues

10. Change Impact

10.1. Introcuction

10.1.1. Change has consequences which you need to understand to make it happen

10.2. Assessing the impact of change - Change impact assessment

10.2.1. Identifying change impacts

10.2.1.1. Categories of impact

10.2.1.1.1. Intended change

10.2.1.1.2. Potential unintended /unplanned outcomes - risks

10.2.1.1.3. Change Management Activities

10.2.1.1.4. Key inputs

10.2.1.2. Models

10.2.1.2.1. 7S Model

10.2.1.3. Implementation Approach Nohria and Khurana 1993

10.2.1.3.1. Based on 7s

10.2.1.3.2. Strategic Intent - vision

10.2.1.3.3. Substance - hard (Systems/Structure/Strategy

10.2.1.3.4. Sequence - staggered or big bang

10.2.1.3.5. Style - management style top down/ bottom up

10.2.1.3.6. Scale - How many impacted and what is the cost

10.2.1.3.7. Scope - organizational/ industry wide/ specific department

10.2.1.3.8. Speed - fast or long term

10.2.1.4. Stakeholder Impact Assessment

10.2.1.4.1. Conduct a high level impact assessment

10.2.1.4.2. Determine specific impacts on different stakeholder groups

10.2.1.4.3. Analyse the impacts in more detail for each area

10.2.1.4.4. Validate stakeholder impacts

10.2.1.4.5. Assess severity of impacts

10.2.1.5. Change severity assessment

10.2.1.5.1. The Environment

10.2.1.5.2. The change ability of the organization

10.2.1.5.3. The history of change in the organization

10.2.1.5.4. The individual response to change

10.2.2. Assessing and managing the risk of change

10.2.2.1. Introduction

10.2.2.1.1. Three key area of risk

10.2.2.1.2. How to analyse

10.2.2.2. Organizational risk management

10.2.2.2.1. What are the consequences of something going wrong

10.2.2.2.2. How likely is this to happen

10.2.2.2.3. Monitor and report on risks

10.2.2.3. Change risk register

10.2.2.3.1. Identify

10.2.2.3.2. Assess

10.2.2.3.3. Plan

10.2.2.3.4. Implement

10.2.2.3.5. Communicate

10.2.2.4. Risk Analysis - using above

10.2.2.4.1. Identified through Impact Assessment

10.2.2.4.2. Categorised under strategic/Business/Project

10.2.2.4.3. Do this in a workshop?

10.2.2.5. Mitigating actions

10.2.2.5.1. Generally these are reported monthly

10.2.2.5.2. Responses to risk are

10.2.2.6. Communicating change risks

10.2.2.6.1. Helps senior management relate to change management - seen as controling risk

10.2.3. Business continuity and contingency during change

10.2.3.1. Greatest risk of change is to Business as Usual

10.2.3.1.1. Review key business processes

10.2.3.1.2. Confirm impacts

10.2.3.1.3. Provide input for changes

10.2.3.1.4. advise managers of the changes

10.2.3.2. Business Continuity planning

10.2.3.2.1. Understand risks and consequences

10.2.3.2.2. Plans to mitigate fit the business size, resources etc

10.2.3.2.3. Everyone buys in to the idea of BC and know their role

10.2.3.2.4. Constant review and whenever

10.2.3.3. BCP and the change process

10.2.3.3.1. Demotivating staff during downsizing and mergers = affects customer experience

10.2.3.3.2. Loss of key knowledge

10.2.3.3.3. Breaking processes

10.2.3.3.4. Systems outages caused by new software

10.2.3.3.5. New systems, premises not factored into the BCP

11. Project Management

11.1. Change within project governance structures

11.1.1. Difference between project manager and change management

11.1.1.1. Project manager - the what of change

11.1.1.2. Change manager - the who and the application of change

11.1.2. Understanding the project environment

11.1.2.1. Projects/Programmes/Portfolios

11.1.2.1.1. Projects are made up of - start, middle and specific end in a specific time

11.1.2.1.2. Programmes = specific change delivered by one or more projects

11.1.2.1.3. Portfolio is a group of programmes and projects to deliver a Business Goal

11.1.2.2. Governance structure

11.1.2.2.1. How the project is managed

11.1.2.2.2. Governance bodies remit defined in the Terms of Referrence

11.1.2.2.3. Portfolio and programme management Office - PMO

11.1.2.3. Project methodologies: considerations for change management

11.1.2.3.1. Waterfall

11.1.2.3.2. Agile

11.1.2.4. Methodology types in Programmes

11.1.2.4.1. Projects can use different methodologies

11.1.3. Project management tools

11.1.3.1. Critical Path Analysis

11.1.3.1.1. What needs to be done when to achieve the objective

11.1.3.1.2. Measured against a time line

11.1.3.2. GANTT Charts

11.1.3.2.1. Links tasks together

11.1.3.2.2. Important to distinguish between effort and duration

11.1.3.2.3. Shows dependencies between tasks

11.1.4. Identifying key roles and owners

11.1.4.1. Project sponsor and project board

11.1.4.1.1. Sponsor may not play an active part day to day

11.1.4.1.2. Project Board

11.1.4.2. Project stakeholders and influencers

11.1.4.2.1. Stakeholders may rotate in and out of roles

11.1.4.3. Change management governance

11.1.4.3.1. Change Managers may have several roles

11.1.4.3.2. Change management structure

11.1.4.4. Understanding the business change landscape

11.1.4.4.1. Provides a context for the project

11.1.4.4.2. Context for change initiative

11.1.4.4.3. Managing scope and expectations

11.2. Establishing a project

11.2.1. Project set-up phase

11.2.1.1. Project Controls are put in place to monitor and control

11.2.1.1.1. Risks

11.2.1.1.2. Issues

11.2.1.1.3. Changes - amendments to the project

11.2.1.1.4. Scope creep

11.2.1.2. Project documentation - artefacts

11.2.1.2.1. Project definition - justification and purpose, objectives/ goals, budget, methodology, governance, controls etc

11.2.1.2.2. High level project plan - phases and milestones

11.2.1.2.3. Work breakdown structure - who is doing what

11.2.1.2.4. Scope - agreed scope constraints and assumptions

11.2.1.2.5. Detailed project work plan - milestones, tasks, CPA etc

11.2.1.2.6. Quality assurance plan - product testing approach, checklists, metrics etc

11.2.1.2.7. Risk plan - and mitigations

11.2.1.3. Gathering business requirements

11.2.1.3.1. Interviews or focus groups

11.2.1.3.2. Questionnaires - geographically spread, large numbers

11.2.1.3.3. Prototyping - build something generates more requirements

11.2.1.3.4. Use case - how this needs to work from the users perspective

11.2.1.3.5. Day in the life - describe a day in the life of a user

11.2.1.3.6. Request for Proposals - list of requirements to compare with the suppliers capabilities

11.2.2. Establishing the project team

11.2.2.1. People who can deliver the objectives of the project

11.2.2.1.1. Change manager supports the project manager to develop the teams change capability

11.2.2.1.2. Project people

11.2.2.1.3. Procurement and vendor management

11.2.3. Establish Change Management workstream

11.2.3.1. Change workstream management

11.2.3.1.1. Responsibilities

11.2.3.1.2. Accountability

11.2.3.1.3. initiative and approach

11.2.3.1.4. Change team ways of working

11.3. Delivering a project

11.3.1. Definition

11.3.1.1. Solution Definition

11.3.1.1.1. Clarity of vision

11.3.1.1.2. Common understanding of

11.3.1.1.3. Done through workshops

11.3.1.2. Delivery planning

11.3.1.2.1. Sets out at high level the work packages, resources and budget for each phase

11.3.1.2.2. Contingency planning - wiggle room

11.3.1.2.3. Change manager will look at

11.3.1.3. Plan integration

11.3.1.3.1. In reality each project stream of the programme will decide their own activities

11.3.1.3.2. PMO splice these together so that they are integrated

11.3.2. Delivery

11.3.3. Implementation

11.3.3.1. Milestones and activities

11.3.3.1.1. Marks the completion of and activity or deliverable

11.3.3.2. Dependencies

11.3.3.2.1. One task can't be started until another is completed

11.3.3.3. Delivery reviews

11.3.3.3.1. Done at the end of each phase

11.3.4. Change management delivery

11.3.4.1. Often planned after the project plan so needs to fit in

11.3.4.2. Defining the scope of change management

11.3.4.2.1. From/to analysis - what do people do now

11.3.4.2.2. What will people do after the change

11.3.4.2.3. What needs to happen in the business areas to support this

11.3.4.3. Managing Changes to scope

11.3.4.3.1. Scope may be wider than the project plan

11.3.4.3.2. Changes in scope are caused by

11.3.4.3.3. Developing a change delivery plan

11.3.4.3.4. Executing the change delivery plan

11.4. Project completion and transition

11.4.1. Project completion

11.4.1.1. The project plan should include what happens on completion and how change will be embedded

11.4.1.1.1. Deployment and rollout

11.4.1.1.2. Support for implementation

11.5. Business ownership for change

11.5.1. Closing project activities and handover to the business

11.5.1.1. Workshop reps from project team and business areas

11.5.1.1.1. Identify

11.5.1.2. Planning for handover

11.5.1.2.1. Pass on files of materials and documents

11.5.1.2.2. Documented maintenance process

11.5.1.2.3. Document roles and responsibilities and KPIs

11.5.1.2.4. Knowledge transfer and training sessions

11.5.1.2.5. Tips and lessons learnt from the project

11.5.2. Project close down

11.5.2.1. Closure ritual important

11.5.3. Transition to BAU

11.5.3.1. Transition planning

11.5.3.1.1. Access

11.5.3.1.2. Maintenance

11.5.3.1.3. Continuous improvement

11.5.3.1.4. Development

11.5.3.1.5. Performance

11.5.3.1.6. Ownership

11.5.3.2. Sustaining change

11.5.3.2.1. What project outputs need to be sustained after the project has closed

12. Facilitation

12.1. Role of the Facilitator and the skills required

12.1.1. Role of the facilitator

12.1.1.1. Develops and manages the process and structure of the workshop to be effective

12.1.1.1.1. Understands the objectives

12.1.1.1.2. Prepares the agenda

12.1.1.1.3. Prepares the participants

12.1.1.2. Focuses in agenda, processes and dynamics

12.1.1.2.1. Opens and closes the meeting

12.1.1.2.2. Remains independent

12.1.1.2.3. Manages the group processes

12.1.1.2.4. Looks ahead and predicts how the agenda will unfold

12.1.1.2.5. Will change the agenda if required

12.1.1.3. Doesn't manage the content of the meeting - facilitates others

12.1.2. Techniques of questioning

12.1.2.1. Open and closed questions

12.1.2.1.1. Funnelling using open questions ending in a closed question

12.1.2.2. Asking a group

12.1.2.2.1. Need to make clear how the speaker will be selected

12.1.2.3. Five whys - Ishikawa

12.1.2.3.1. Gets at the root cause

12.1.2.4. Kiplings six servants

12.1.2.4.1. What, why, when, how, where and who

12.1.2.5. What would that look like

12.1.2.5.1. Imagine a future situation

12.1.2.6. ORID

12.1.2.6.1. Objective - to establish relevant facts

12.1.2.6.2. Reflective - establish feelings

12.1.2.6.3. Interpretive - Extrapolate to a bigger picture

12.1.2.6.4. Decisional - to decide next step

12.2. Preparing a group process

12.2.1. Factors in preparing a group meeting

12.2.1.1. Purpose/s - what are they

12.2.1.1.1. What is the history of these objectives

12.2.1.1.2. Is a group process the best way of achieving them

12.2.1.1.3. Will the participants understand the objective

12.2.1.1.4. Can the objective be achieved in the time frame

12.2.1.1.5. What are the priorities

12.2.1.2. Product - What information needs to be captured and organised

12.2.1.2.1. In the session

12.2.1.2.2. After the session

12.2.1.3. Participants - Who should participate

12.2.1.3.1. Who are the stakeholders

12.2.1.3.2. What levels and types of expertise required

12.2.1.3.3. What level of authority

12.2.1.3.4. how many can we fit into the venue

12.2.1.3.5. Would more be justified

12.2.1.3.6. What happens if some stakeholders are left out

12.2.1.4. Process - How will the objective be achieved - broken down into steps

12.2.1.4.1. Break down objective into steps

12.2.1.4.2. Choose technique and structure for each step

12.2.1.4.3. Allocate time to each step

12.2.1.4.4. Add time for breaks

12.2.1.5. Place - place or venue for the meeting

12.2.1.5.1. Is there sufficient floor and wall space

12.2.1.5.2. Is the furniture/ layout appropriate

12.2.1.5.3. Is there access to technology

12.2.1.5.4. Is the environment appropriate

12.2.1.6. Practical Tools - tools required for the process are chosen

12.2.1.6.1. Is the technology accessible

12.2.1.6.2. Is the technology appropriate

12.2.1.6.3. KISS

12.2.1.6.4. What is the back up if the technology fails

12.2.1.6.5. Make sure there is support to set it up

12.2.1.7. Probable issues - what risks are involved and how does this impact the plans

12.2.1.7.1. Technology failure

12.2.1.7.2. Key stakeholders don't attend

12.2.1.7.3. Participants object to the purpose

12.2.1.7.4. Time runs out

12.2.1.7.5. Room turns out to be unsuitable

12.3. Facilitating a group process

12.3.1. Opening the session

12.3.1.1. Acknowledge participants individually

12.3.1.2. State meeting objective

12.3.1.3. State the facilitators role

12.3.1.4. Summarise the agenda

12.3.1.5. Establish the ground rules

12.3.1.5.1. e.g., be on time after breaks

12.3.1.5.2. Mobile phones off

12.3.1.5.3. Listen to others

12.3.1.5.4. Show respect etc

12.3.2. Watching for group dynamics

12.3.2.1. Want

12.3.2.1.1. Free flow of idea

12.3.2.1.2. Willingness to debate without getting personal

12.3.2.1.3. Listen without interrupting

12.3.2.1.4. Positive supportive engagement

12.3.2.2. Watch out for

12.3.2.2.1. Groupthink - desire for consensus

12.3.2.2.2. Negative reactions

12.3.2.2.3. Endless discussions that go nowhere

12.3.2.3. Personality types and how they react in a group

12.3.2.3.1. Quiet ones and talkers

12.3.2.3.2. People who love process and those that don't

12.3.2.3.3. Optimist and pessimist

12.3.2.4. Techniques for intervening

12.3.2.4.1. Observe behaviour

12.3.2.4.2. Deduce meaning - why is this happening

12.3.2.4.3. Decide whether to intervene

12.3.2.5. Changing the agenda

12.3.2.5.1. An agenda is the best plan at the time and should be changed if things change

12.3.2.6. Closing the session

12.3.2.6.1. Can use De Bonos six hats as a technique

12.4. Virtual meetings

12.4.1. Used when people are in multiple locations

12.4.2. Selecting Technology

12.4.2.1. Is it appropriate

12.4.2.2. Is it robust

12.4.2.3. Is it easy to use

12.4.2.4. Does it require a lot of bandwidth

12.4.2.5. Do people know how to use it

12.4.2.6. Is it secure

12.4.2.7. What support is available

12.4.3. Issues

12.4.3.1. Lack of small talk to get people relaxed

12.4.3.2. Knowing who is there

12.4.3.3. Making sure people using different devices have the same access

12.4.3.4. People may be at different ends of the day

12.4.3.5. Technology always breaks down

12.4.3.6. Miss out on body language - 80% of communication

12.4.3.7. People might be secretly multi tasking

12.4.3.8. Background noise

12.4.3.9. Easy to interrupt people as can't get non visual clues as to when to come in

12.4.3.10. Need clear agenda

12.4.3.11. Need to track data - virtual whiteboards are good for this

12.5. Facilitation structures and techniques

12.5.1. Basic Principles

12.5.1.1. Break objective into steps - each with own purpose

12.5.1.2. Steps build the agenda

12.5.1.3. Match technique to steps

12.5.1.4. Combine techniques where appropriate

12.5.1.5. Ensure the venue matches size of the group

12.5.1.6. Allow for different working styles

12.5.1.7. Consider an appropriate structure

12.5.1.8. Vary the structure as the workshop progresses

12.5.1.9. Start with divergent thinking and then move to convergent thinking.

12.5.1.9.1. Divergent - brainstorming

12.5.1.9.2. Convergent - grouping ideas

12.5.2. Structures - how people work together

12.5.2.1. Working as individuals

12.5.2.1.1. Negates the influence of powerful people

12.5.2.2. Working as syndicates - on different issues or ideas

12.5.2.2.1. Saves time where agenda is running over

12.5.2.2.2. Constructive debate of different ideas

12.5.2.2.3. Enables anonymity for different views

12.5.2.2.4. BUT can be dominated by powerful individual

12.5.2.2.5. Needs to be rules about - spying on other syndicates etc

12.5.2.3. Working together

12.5.2.3.1. enables people to bounce off each other

12.5.2.3.2. But some may feel intimidated - compliant

12.5.2.4. Round Robin - people asked to contribute one after the other

12.5.2.4.1. Everyone gets a chance to contribute

12.5.2.4.2. BUT need to manage this carefully

12.5.2.5. Presentations

12.5.2.5.1. Sets the context

12.5.2.5.2. Give expert knowledge

12.5.3. Techniques for building information

12.5.3.1. Divergence

12.5.3.1.1. Brainstorming

12.5.3.1.2. Listing information - who are the stakehllders

12.5.3.2. followed by Convergence

12.5.3.2.1. Putting like with like

12.5.3.2.2. Connecting

12.5.3.3. Parking lot

12.5.3.3.1. ideas that are not part of the topic under discussion

12.5.3.3.2. Keeps the work shop on the agenda

12.5.3.3.3. Try and remove the items at the end of the workshop by agreeing

12.5.3.4. Six Hats - different modes of thinking

12.5.3.4.1. what the colours mean

12.5.3.4.2. Ask the whole group to where one of the hats at one time

12.5.3.5. Acts of God

12.5.3.5.1. Surface complaints and negativity and then categorise them as

12.5.3.6. Action Planning

12.5.3.6.1. What is to be done

12.5.3.6.2. Who buy

12.5.3.6.3. When

12.5.3.6.4. Where

12.5.3.6.5. How

12.5.4. Techniques for prioritising, decision making and reaching consensus

12.5.4.1. Voting - can take different forms

12.5.4.1.1. Like / Not Like each item in a list

12.5.4.1.2. Voting slips with half the number of items

12.5.4.1.3. Each person rate each item on a list - time consuming

12.5.4.2. MoSCoW

12.5.4.2.1. Must have

12.5.4.2.2. Should have

12.5.4.2.3. Could have

12.5.4.2.4. Wont have

12.5.4.3. XY Axis

12.5.4.3.1. Benefit to the customer/Time to implement

12.5.4.3.2. Impact/Urgency

12.5.4.4. Matrix comparison

12.5.4.4.1. compare items across three or more criteria for example

12.5.4.5. Debating teams

12.5.4.5.1. Teams of people to advocate a view

12.5.5. Approaches for larger workshops

12.5.5.1. Wold Cafe's

12.5.5.1.1. Create a café environment with people sitting around tables -

12.5.5.1.2. Explain the process

12.5.5.1.3. Each table discusses a particular issue

12.5.5.1.4. After 20 mins/ 30 mins participants move to the next table

12.5.5.1.5. After several rounds ideas are put on whiteboards or flip charts

12.5.5.2. Open Space Technology

12.5.5.2.1. How this works

12.5.5.2.2. Law of two feet

13. Personal and Professional Management

13.1. Leadership Principles

13.1.1. Personal effectiveness through

13.1.1.1. Knowing what to do with what tools

13.1.1.1.1. Body of knowledge

13.1.1.1.2. Interpreting this knowledge within a local context

13.1.1.2. Flexibility in applying the right skills to overcome blockages

13.1.1.3. Leaving a positive legacy for the future

13.1.2. Self Awareness - what are my strengths and what have I yet to learn

13.1.2.1. Becoming more self aware

13.1.2.1.1. Feedback from tests and inventories

13.1.2.1.2. Learning from reflection

13.1.2.1.3. Exploring your values and beliefs

13.1.3. Leadership and Authenticity

13.1.3.1. Bill George

13.1.3.1.1. Passion for their purpose

13.1.3.1.2. Practice their value consistently

13.1.3.1.3. lead with their hearts

13.1.3.2. Goffee and Jones

13.1.3.2.1. Reveal your weaknesses - be honest about them

13.1.3.2.2. Become a sensor - sensitive about subtle clues of what is going on around you

13.1.3.2.3. Practice tough empathy - giving people what they need not what they want

13.1.3.2.4. Dare to be different - use imagination and creativity to find different solutions

13.1.4. Leadership approaches

13.1.4.1. Visionary leadership

13.1.4.1.1. Unless you know where you are going and why - you can't get there

13.1.4.2. Transformational leadership

13.1.4.2.1. Common sense of purpose between leader and followers

13.1.4.3. Adaptive leadership

13.1.4.3.1. Contrasts with ideas of vision an tranformation

13.1.4.4. Connective leadership

13.1.4.4.1. make connections across boundaries and develop a common purpose

13.1.4.5. Emotionally intelligent leadership - can switch between different styles as required

13.1.4.5.1. Coercive - do what I say

13.1.4.5.2. Authoritative - set goal and leaves it for followers to achieve it

13.1.4.5.3. Affiliative - people come first

13.1.4.5.4. Democratic - gives people a voice

13.1.4.5.5. Pacesetting - exemplifies high performance standards

13.1.4.5.6. Coaching - personal development

13.1.4.6. Flexibility in leadership approach and style

13.1.4.6.1. Can be different at different times through the change cycle

13.1.5. Problem solving and creative approaches

13.1.5.1. Brain storming

13.1.5.2. Force Field analysis

13.1.5.3. Mind maps

13.1.5.4. Fishbone techniques

13.1.5.5. Thinking hats

13.2. Building team effeciveness

13.2.1. Stages of team development Tuckman 1977

13.2.1.1. Forming - team members need direction about what they need to do

13.2.1.2. Storming - a period where team members are uncertain and challenge assumptions - emotions may dominate

13.2.1.3. Norming - team settles down and has found a way of working together - able to make decisions and allocate tasks

13.2.1.4. Performing - unity and shared vision, supportive and the team can work autonomously

13.2.1.5. Adjourning - may feel a sense of loss as the team is disbanded

13.2.1.6. Teams can oscillate between these stages and slide from one to the other

13.2.2. Developing an effective team - Glaser and Glaser

13.2.2.1. Team mission, planning and goal setting

13.2.2.1.1. The team need to be clear about what is happening

13.2.2.2. Team roles

13.2.2.2.1. Members of the team need to be clear about what their role is

13.2.2.3. Team operating procedures

13.2.2.3.1. Need to know how things will happen - how many meetings, when etc

13.2.2.4. Team interpersonal relationships

13.2.2.4.1. Open communication and mutual support is crucial

13.2.2.5. Inter-team relationships

13.2.2.5.1. effective communication with other teams

13.2.3. Balancing focus on results with effective people management - Adair

13.2.3.1. Task

13.2.3.1.1. What needs to be done

13.2.3.2. Team

13.2.3.2.1. Who needs to do this and how

13.2.3.3. Individuals

13.2.3.3.1. Who are these people as people

13.2.4. To be successful a team must overcome 5 possible dysfunctions - Lencioni

13.2.4.1. Absence of trust

13.2.4.1.1. Important to have an open and honest relationship between members of the team - trust may take time

13.2.4.2. Fear of Conflict

13.2.4.2.1. In a trusting open relationship people don't fear conflict and make better decisions

13.2.4.3. Lack of commitment

13.2.4.3.1. The team needs to be behind a shared purpose - otherwise there will be doubts and lack of commitment

13.2.4.4. Avoidance of accountability

13.2.4.4.1. lack of commitment may make team members less likely to feel accountable for what they do

13.2.4.5. Inattention to results

13.2.4.5.1. Just care about their own results and not the success of the team as a whole

13.2.5. When the composition of a team change s need to make sure

13.2.5.1. There is sustain leadership committment

13.2.5.2. There is a consistent sense of urgency

13.2.6. Leading virtual teams

13.2.6.1. May be distracted by local priorities

13.2.6.2. Need real clarity about what the team is doing

13.2.6.3. Coordination and understanding the team operating procedures is crucial

13.2.6.4. Communication is crucial - technologies can be helpful in this

13.3. Emotional Intelligence

13.3.1. Goleman 1998 said it has the following component

13.3.1.1. Self Awareness - who you are

13.3.1.2. Self Regulation - think before acting

13.3.1.3. Motivation - passion to work for things beyond power and money

13.3.1.4. Empathy - understands the emotional make up of others

13.3.1.5. Social skills - find common ground and build rapport

13.3.2. Can it be learnt

13.3.2.1. Need to look with courage at their capabilities

13.3.2.1.1. Requires coaching and feedback

13.3.3. Resilience

13.3.3.1. Awareness of own feelings without being swamped by them

13.3.3.1.1. practising an ability to think positively

13.3.3.1.2. Maintaining perspective

13.3.3.1.3. Strong network of supportive relationships

13.3.3.1.4. taking care of mind and body

13.3.3.1.5. bounce back ability

13.3.4. Emotionally intelligent change manager has the following according to Goleman

13.3.4.1. Centred and grounded

13.3.4.2. Ability to take action - decisiveness

13.3.4.3. Participative management style - hearts and minds

13.3.4.4. Being tough minded - handle pressure well

13.4. Effective influence

13.4.1. French and Raven identified five sources of power

13.4.1.1. Positional power

13.4.1.1.1. Legitimate - by virtue of a formal position which demands compliance - not enough to influence change

13.4.1.1.2. Reward - the power to reward people for complying

13.4.1.1.3. Coercive - power to punish others for not conforming

13.4.1.2. Personal Power

13.4.1.2.1. Expert - superior skill and knowledge - when expertise is shown people tend to trust it

13.4.1.2.2. Referent - personality that makes people feel good - and this gives them influence

13.4.2. Power and influence

13.4.2.1. Power = people will accept decisions without question

13.4.2.2. Influence = convince people of the validity of the decision

13.4.3. Influencing styles and approaches

13.4.3.1. Push - logical and forceful - can get quick results

13.4.3.2. Pull - help others to see their stake in the outcome

13.4.4. Influencing models - affected by the natural style of the change manager and the individual or group

13.4.4.1. Cialdinis 6 principles of influence

13.4.4.1.1. Reciprocity - a bragain

13.4.4.1.2. Commitment/ Consistency - Early commitment

13.4.4.1.3. Social Proof - create excitement around the change

13.4.4.1.4. Liking - liked by stakjeholders

13.4.4.1.5. Authority -

13.4.4.1.6. Scarcity - people missing out if they don't respond quickly

13.4.4.2. Musselwhite and Plouffe five styles

13.4.4.2.1. Rationalizing - facts, logic and past experience

13.4.4.2.2. Asserting - applying pressure to others to convince them

13.4.4.2.3. Negotiating - Compromise and cooperation to achieve goals

13.4.4.2.4. Inspiring - stories and emotional appeals to cerate cooperation

13.4.4.2.5. Bridging - Getting others to see they need to work together to achieve common goals

13.5. Negotiating

13.5.1. 2 way communication to reach an agreement when both parties have a combination of shared and opposing inetrests

13.5.2. Aim is win/win which Covey says has five elements

13.5.2.1. Character - integrity and a belief system that win/win will ultimately deliver better outcomes

13.5.2.2. Relationships - genuine respect for the other person

13.5.2.3. Agreements - and mutual understanding of what will lead to a win/win

13.5.2.4. Systems - which measure and reward cooperation

13.5.2.5. Process - start with seeing the problem from the other persons point of view

13.5.3. Fisher and Ury 99 suggest there are four Phases of negotiation

13.5.3.1. Preparation - get the data and information and look for areas of win/win agreements

13.5.3.1.1. Fall backs need to be prepared

13.5.3.2. Exchange information

13.5.3.3. Bargaining - this is where break down is most likely

13.5.3.4. Closure

13.5.4. Conducting negotiations requires you to

13.5.4.1. Separate people from the problem - focus on the other persons issues and challenges

13.5.4.2. Focus on interests not positions - not what do you want BUT why do you want this

13.5.4.3. Mutual options for mutual gain -

13.5.4.3.1. Don't jump to conclusion too quickly

13.5.4.3.2. don't search for single answers

13.5.4.3.3. don't think solving the problem is their problem

13.5.4.4. Insist on objective criteria

13.5.4.4.1. avoid getting into a battle of wills and focus on objective criteria like values, costs, standards, efficiency

13.5.4.5. Emotionally intelligent negotiating means

13.5.4.5.1. being able to identify your emotions and those of others

13.5.4.5.2. understand how these affect their thinking

13.5.4.5.3. use that to achieve better outcomes

13.5.4.5.4. productively manage emotions to achieve successful outcomes

13.5.4.6. Cultural impacts on negotiating strategies can be important

13.5.4.6.1. Different departments may have different ways they do things around here

13.6. Conflict Management

13.6.1. Handled sensitively conflict can be a good thing

13.6.1.1. Incompatible preferences and objectives

13.6.1.2. Happens when people care enough about their differences they want to communicate them

13.6.2. Bell and Hart recognised 8 sources of conflict

13.6.2.1. Conflicting needs - for scarce resources

13.6.2.1.1. Inevitable in change as resources need to be used in a different way

13.6.2.2. Conflicting styles - in dealing with people and problems

13.6.2.3. Conflicting perceptions - of people about events

13.6.2.4. Conflicting goals - time versus quality is common

13.6.2.5. Conflicting pressures - BAU and change

13.6.2.6. Conflicting roles - where roles and responsibilities aren't clear

13.6.2.7. Different personal values - often tested in change

13.6.2.8. Unpredictable policies - create uncertainty and conflict

13.6.3. Conflict resolution v management

13.6.3.1. Resolution aims to remove conflict

13.6.3.2. Management aims to make conflict functional

13.6.3.2.1. Can result in learning and increased effectiveness

13.6.4. Maximising positive aspects

13.6.4.1. Bring conflicts to the surface so they can b managed and

13.6.4.1.1. Increase understanding - about achieving personal and collective outcomes

13.6.4.1.2. Increase group cohesion - through stronger mutual respect

13.6.4.1.3. Improve self knowledge - by helping people to examine their own objectives and what is important to them

13.6.4.1.4. increasing creativity - in the developing new idea

13.6.4.1.5. Increased trust in the change manager and team mates

13.7. Knowing your preferred style - Thomas and Kilman

13.7.1. Competitive - Firm stand from someone with power - when quick unpopular decision is needed

13.7.1.1. Leaves people feeling bruised

13.7.2. Collaborative - meet the needs of everyone but assertive but cooperative

13.7.3. Compromising - try to satisfy everyone - when equal strength opponents are at a standstill

13.7.4. Accommodating - meet others needs at the expense of ones own - not a successful appraoch

13.7.5. Avoiding - can be appropriate if the decision is trivial - but not a successful strategy