Transcript The Management of Change PARC Lasallian Institute

The Management of
Change
PARC Lasallian Institute
Dr. Carmelita I. Quebengco AFSC
“great change dominates the world,
and unless we move with change, we
will become its victims”
- Robert L. Ringel
Purdue University
“change or be changed…”
“The solution is not to suppress
change which can’t be done,
but to manage it”
- Alvin Toffler
“It is important to maintain a balance
between continuity and change”
What is change management?
“change management is proactively
managing the people side of change
to achieve the desired results”
“…it is the people side of
project/program management”
“Research shows that change
management is the No. 1 success
factor for project teams”
- Prosci Change Management
Why do we need change
management?
 Manage
employee resistance to
change
 Build change competency into the
school
 Increase the probability of
project/program success
What are the forces that may
necessitate change?
 Requirements
of law/government
agencies
 Competitor activity, i.e. decrease in
enrollment
 Financial results, i.e. decrease in
revenues/funding support
 Quality indicators, i.e. decrease in
student achievement
 Unfavorable client feedback
 Employee dissatisfaction
 Unfavorable benchmarking results
Types of Change
 Organizational
re-structuring
 Info-tech system upgrade
 Expansion or downsizing
 New ventures, i.e. industry-academe
linkages
 Overhaul of marketing strategies
 Job re-design – personnel
development
 New educational process design, i.e.
transformative learning, studentcentered learning, etc.
 Other changes that directly impact
students
Enduring Principles of Effective
Change Management 1/
 First
Law: Overcoming natural
inertia in an organization requires the
constant application of forces for
change
 Second Law: The greater the inertia/
resistance to change, the greater the
required forces for change
 Third Law: The way the change
agents treat resisters is the way
resisters will treat change agents
1/
Change Management Principles, Business
Performance Pty. Ltd.
The Transition Curve
2/
The Three Phases of Transition
2/
Endings
Neutral Zone
Denial
Shock
Fear
Anger
Blame
Confusion
Frustration
Fear
Optimism
Discovery
Creativity
New Beginnings
Realization of loss
Hope
Skepticism
Impatience
Acceptance
Excitement
Clive Anderson and Marianne Sheppard
Seven Propositions
for Successful Change 3/
Change is learning – loaded with uncertainty
 Change is a journey, not a blueprint
 Problems are our friends
 Change is resource-hungry
 Change requires the power to manage it
 Change is systemic
 All large-scale change is implemented locally
(Fullan & Miles, 1992)

3/
North Central Regional Educational Laboratory
Prior to planning, it is important to
have an over-all realistic
assessment of the situation within
which change is to be
4/
implemented
4/
Don Dippo, York University, Canada
Do teachers…
1.
2.
3.
4.
5.
6.
Want this change?
Have to change?
Understand the change?
Have time to learn and practice the
change in a safe setting?
Have the needed materials?
Have support or pressure from
somewhere?
7.
8.
9.
10.
Have support or pressure from
peers?
Intuitively value the change?
(meaning? fulfillment?)
See that everybody has to do it
too?
Get a sincere reward for doing it?
Complexity Theory 2/
Stacey’s Agreement v Certainty Matrix
Essential activities
for successful change
Establish a sense of urgency
 Form a powerful guiding coalition
 Create a vision/agree on goals and
objectives
 Empower others to act
 Clarify roles (work to be done,
accountabilities)
 Build skills and systems
 Operationalize the new
environment

Determine at what phase the
school is by answering the
5/
following questions…
5/
Adapted from Change Management Model: The
Change Approach

Create
Urgency






Harness
Support



Is there a clear and compelling reason for
adopting this change?
Is this change related to and supportive of
the mission-vision of the school
Is it clear how, when and where this
change will happen?
Is the objective data needed available to
convince the skeptics?
Do people feel the urgency to change?
Who are the stakeholders in this change?
What are the motivators for each
stakeholder?
Does the senior executive team support
this change?
Has a communication plan been
developed?
Are all stakeholders engaged in the
change process?

Articulate
Goals





Nominate
Roles




Do stakeholders take ownership of the
vision and goals?
Are change goals SMART goals?
Are people involved in devolving the goals
to lower levels of the organization?
Are implementation plans in place
supporting attainment of goals?
Are performance measurement and
reporting systems set up?
Are change management and new
operational accountabilities clear?
Are the right people selected for the right
roles?
Do people with responsibilities have the
necessary skills?
Are project management principles and
methods being used?
Is the proportion of goal and task
assignment appropriate?

Grow
Capability






Entrench
Changes



Is the training plan sufficiently scoped and
adequately resourced?
Are teams being developed and supported
for high performance?
Is support in place ensuring transfer of
training to the work place?
Is there a focus on soft skills an technical
skills?
Do information, human resource and other
systems support the new operational
environment?
Are performance results reported and
successes celebrated?
Is planning sufficient to ensure some quick
wins?
Are remuneration, rewards, and
recruitment systems aligned with the
change objectives?
Are new meanings provided through
creating work place symbols?
Do leaders lead by example?
Lewin’s Change
Management Model
Unfreeze
Change
Re-freeze
Practical Steps
for Using the Framework

Unfreeze
1. Determine what needs to change


Survey the organization to understand the
current state
Understand why change has to take place
2. Ensure there is strong support from
upper management


Use Stakeholder Analysis and Stakeholder
management to identify and win the support
of key people within the organization
Frame the issue as one of organization-wide
importance
3. Create the need for change




Create a compelling message as to why
change has to occur
Use your vision and strategy as supporting
evidence
Communicate the vision in terms of the
change required
Emphasize the “why”
4. Manage and understand the doubts
and concerns

Remain open to employee concerns and
address in terms of the need to change

Change
1. Communicate often



Do so throughout the planning and
implementation of the changes
Describe the benefits
Explain exactly how the changes will affect
everyone
2. Dispel rumors



Answer questions openly and honestly
Deal with problems immediately
Relate the need for change back to
operational necessities
3. Empower action


Provide plenty of options for employee
involvement
Have line managers provide day-to-day
direction
4. Involve people in the process


Generate short-term successes to reinforce
the change
Negotiate with external stakeholders as
necessary (such as employee
organizations)

Re-Freeze
1. Anchor the changes into the culture


Identify what supports the change
Identify barriers to sustaining change
2. Develop ways to sustain the change



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Ensure leadership support
Create a reward system
Establish feedback systems
Adapt the organizational structure as
necessary
3. Provide support and training

Keep everyone informed and supported
4. Celebrate success!
Alternative Change Model 4/
Make decision to act
 Back up decision with rationale
 Prepare a communication strategy to share
the changed vision with stakeholders
 Prepare goals and milestones
 Establish accountability and programmatic
evaluation
 Review and revise goals and
milestones
 Provide rewards and
celebration

Alternative Change Model
 Create
6/
a shared vision
 Identify the sequence of activities
necessary to realize the vision
 Establish the benchmarks to be used
to mark progress
 Formalize timelines
 Assign responsibilities
 Guide resource allocation
6/
JT Waters and FD Cordell, System
Change Planning
2/
8. Internalization
7. Institutionalization
Trial
6. Adaption
Interest
5. Installation
4. Positive Perception
3. Understanding the Change
Awareness
Degree of Support for the Change
Adaption
Adoption of Change
2. Awareness of Change
1. Contact
Time
Team Development Phases
1/
FormingStormingNormingPerforming
 Fundamental
questions to ask:
– Why are we here?
– What stage are we at?
– What are our objectives?
– What is our game plan?
– What do others expect of us?
– What resources and skills do
we need?
– What will be our rewards?
Stages of Concern
6
5
4
3
2
1
0
7/
Refocusing
Collaboration
Know Something Better
Working with Others
(peers)
Consequence
Management
Personal
Informational
Awareness
How Affecting Clients
Time, Materials, Org’n
How Will It Affect Me?
Like to Know More
Not Concerned
7/
Gene Hall, University of Florida
Commitment Charting Worksheet 8/
Key Players Individuals:
Individual
Strongly
Opposes
Project
Individual
Opposes
Project
Individual Has
No
Commitment
Individual
Will Let It
Happen
Group
Strongly
Opposes
Project
Group
Opposes
Project
Group Has No
Commitment
Group Will Group Will Group Will
Let It
Help It
Make It
Happen
Happen
Happen
Individual
Individual
Will Help Will Make It
It Happen
Happen
1.
2.
3.
4.
5.
6.
Key Players Stakeholders
Groups:
7.
8.
9.
10.
11.
12.
x = Present position
O = Minimum desired support
* Where the X and the O are in the same box, participants circle the letters to indicate that
no work is required to get the necessary commitment from these key players.
* Where the X and the O are not in the same box, participants draw an arrow pointing from the X
and O.
8/
ESD Toolkit
Team Success Factors:
 Clear,
accepted goals
 Appropriate motivation
 Authority
 EQ
 Skills
Goal Setting
1/
 Invite
and encourage stakeholders to
participate in discussions and decisionmaking
 Make the goals define the success
criteria
 Plan backwards
 Ask the following assessment
questions:
– Are they SMART goals (Specific,
Measureable, Achievable, Relevant,
Timeframed)
– Are they balance? (goals for each
dimension – finance, process, employees
concerned, information system,
beneficiaries)
– Are they broken down into manageable
chunks? (team goals, department goals,
school goals)
– Have you communicated them to all
concerned?
– Have you set a baseline from which to
compare future performance?
Examples of SMART Goals:
By 2011, 20% of mainstream students in
the school will be on a 100% financial aid
scholarship.
 By 2014, the full-integration of the
Lasallian Guiding Principles of Education
(LGPE) will be completed and
implemented in all the subjects of the
academic program.
 By 2012, all teachers will have
completed the 3-phase training
on the integration and
implementation of the LGPE in
all the subjects they teach

Change Program Roles
Identification of change management
responsibilities of those concerned:
Change
Driver
The principal cause and
motivator of change
Top level line
administrators
Change
Implementors
Manages and performs
tasks to bring about
change
Mid-level line
administrators
and teachers
Change
Enablers
Sets up environment so
change can happen
Mid-level staff
administrators
Change
Recipients
Expected to behave
differently in a
changed
organization
Teachers,
Students
Change Program Roles 8/
Record the person's name and the role at the tope of the worksheet. For each skill, note the
skill level required according to the current role held, record the actual current skill level and
note the size of any gap. For gaps uncovered, record an action plan to close the gap.
Name
Role
Skill Description
Deliver projects to achive
objectives
Control impulses and
aware of self
Listen to and empathize
with others
Communicate the vision
and motivate others
Resolve interpersonal
conflicts productively
Give and receive
constructive feedback
Develop collaborative
networks
Display integrity and
openness
Assess trends and think
strategically
Identify opportunities and
generate new ideas
Solve complex problems
analytically
Present ideas verbally
and facilitate groups
Communicate in writing
clearly and concisely
Required Level
Change
Change
Change
Drive
Implem'r
Enabler
Medium
High
Medium
High
High
High
High
High
High
High
Medium
Medium
High
High
High
High
High
High
High
High
Medium
High
High
High
High
Medium
Medium
High
Medium
Medium
High
Medium
Medium
High
High
Medium
High
High
Medium
Current
Level
Skill Gap
Action
Change Program Training Plan
 Focus
on what learners will be required
to do differently in the workplace
 Alert learners on what they are to be
expected to do at the end of the
program
 Make the training practical – develop
skills, rehearse change in behavior
 Provide coaching in the actual
workplace
 Provide on the job aids
 Ensure
immediate support from
administration
 Integrate training with workplace
practice (never send a changed
personnel in an unchanged
workplace)
 Identify soft skills needed for success
such as effective communication,
conflict resolution, teamwork,
leadership, etc.
Ask the following question to
assess the appropriateness and
adequacy of the training program:
 Are
all those concerned included?
 Does it address the 5 key
requirements for successful training?
–
–
–
–
–
Right
Right
Right
Right
Right
 How
learners
learning
method
time
environment
comprehensive is the
training plan?
 Are resources adequate?
Sample Worksheet Action Plan 1/
Name of Project: Reorienting the Lasallian Formation Program of the School
Project Coordinator: Lasalliam Mission Coordinator
Short Description: to use a more appropriate model to incorporate sustainability themes and examples in the conduct
of Lasallian formation programs
Goal of action plan: to review and revise the Lasallian Formation Program to include sustainability themes and
examples.
Month:
Tasks
1. Provide inservice training:
"What is sustainability?"
2. Provide inservice training
on the selected appropriate
model
2a. Evaluate inservice
training
3. Teachers meet to discuss
doing an inventory with
respect to the model used
4. Teachers inventory their
Lasallian vocation for
sustainability themes and
examples
5. Combine inventories
6. Gap analysis of inventories
7. Teachers meet to create
and agree on plan for filling
gaps
8. Teachers revise the
formation program
9. Begin practicing new
behavior
10. Meet to discuss new
changes and revise as
necessary
11. Create inventory form
12. Track prograss of project
1
2
3
4
5
6
7
8 9 10 11 12 13 14 15 16 17 18
Who is
responsible?
Transformation and change will
require a movement 9/ :
 From
rewarding good intentions to
rewarding performance results
 From a system where people follow
rules to one in which people chase a
sense of purpose
 From a system of territorial service
monopolies to one of choice among
competing providers
9/
Nelson, N.W., June 2007



From control over inputs to accountability
for outcomes
From an organization steeped in
bureaucracy to one challenged by the
imperatives of service
From an ethic of distrust to a culture of
high expectation
13 Tips for Managing Change
10/
Educate the leaders of change,
including both administrators and
teachers
Use a “systems” approach to ensure
that all aspects of the school
organization are considered when
planning and implementing change
Use a team approach that
involves many stakeholders
in the change process
1.
2.
3.
4.
5.
10/
Dennis Sparks, National Staff Development
Council
4.
5.
Share power with teachers and
others to encourage the
implementation of the change efforts
Make plans, but “hold your plans
loosely.” Develop plans, but know
that they will have to be adapted to
change as needs change
6.
Realize that there is a tension
between establishing readiness for
change and the need to get people
implementing the new approaches
quickly. While getting people
intellectually ready for change is
something to be considered, it should
not take so much time and effort that
people lose interest and motivation
7.
8.
Provide considerable amounts of
training and staff development for
those involved. These activities can
include everything from holding study
groups to “on-the-dash” coaching.
Choose innovative practices for and
with teachers that are research-based
and “classroom friendly.” Picking
approaches that have been used or
researched can help the
implementation of those approaches.
9.
10.
Recognize that change happens only
through people. The emotional
effects of change on educators need
to be considered and understood by
all involved in the changes process.
Understanding resistance and working
with is key.
Be prepared for “Implementation dip.”
Fullan (1993) and others note that
things often get worse temporarily
before improvement begins to appear.
11.
12.
Help educators and others develop an
“intellectual understanding” of the
new practices. While the outcomes
are important to assess, people also
need to understand the underlying
meanings and functions of the
practices.
Seek out “paradigm shifters” and
“Idea champions” who are
interested in making
substantial changes in
practice.
13.
Take the long view; realize that
change takes time and should not be
forced to occur too quickly
The 5Cs – Strategies for Success
Core – clarify purpose, roles, and direction
of service
 Client – put the one to be served in the
driver’s seat
 Consequences – pay the price in
partnerships and resources
 Control – focus on results… empower,
decentralize, collaborate
 Culture – appropriate change in mind set,
expectations, habits

Question:
 Given
the nature of your project, the
culture of your organization, and
where the project will be
implemented,
– what problems or difficulties do you
anticipate?
– How do you propose to address each of
them?