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Change Management 101 Flashcards

1
Q

Change management

A

Preparing for organisational change

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2
Q

The Learning Loop

A

Concrete experience: something happens
Reflective observation: thinks about it
Abstract Conceptual-ism: identifies a pattern
Practical experimentation: test a theory

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3
Q

There are 4 learning styles,

A
  1. Activists: Concrete experience: have a go, move from experience to another which can result in a failure to learn
  2. Reflectors: Reflective observation: thinks about it, wont take risks to gain practical experience which can result in a failure to learn
  3. Theorists: Abstract Conceptual-ism: prefer logical learning models, takes idea on board through reading/lectures, avoidance of creativity and intolerance of ambiguity can result in a failure to learn
  4. Pragmatists: Practical experimentation: test a theory, open to new techniques and coaching
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4
Q
  1. Activists- Learning styles and preference types
A

on job learning, trial and error
coaching from a respected practitioner
activity based learning in groups
well stimulated work environments

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5
Q
  1. Reflectors- Learning styles and preference types
A

observing others live or on video
action learning sets
making notes and keeping a learning diary
well stimulated learning environments

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6
Q
  1. Pragmatists- Learning styles and preference types
A

practical workshops
on job learning, trial and error
applying tools and models to practice situations
well stimulated work environments

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7
Q
  1. Theorists- Learning styles and preference types
A

courses and seminars
lectures and presentations
reading and personal research
well stimulated work environments

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8
Q

Conscious competence learning curve

A

unconscious incompetence: i know how to do my job
conscious incompetence: I have to learn a new way of working and it is challenging
conscious competence: learning
unconscious competence: easy to do new way

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9
Q

The key principles of learning

A
  1. things should be learned the way they will be used: grouping of KSAs (knowledge, skills & attributes) should reflect the combinations they will be applied until after the change is complete
  2. Learning should be followed immediately by its application
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10
Q

Learning contents

A

Learning activities: must have objectives

KSAs: objectives include all skills relevant to the work

Indicators: outcome measures relate to the way the job is done in org
success standards: ss set in a competence assessment can be different from the learning objectives

Detail: must be appropriate and supplemented if applicable
Attitudinal objectives: specified through consistent patterns of behaviour

Supervisors: need to agree the list of learning objectives in order to ensure people meeting those objectives can perform their role

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11
Q

Change curve (Koobler Ross), six stages

A 
shock
denial
anger/blame
bargaining and self blame
depression and confusion
acceptance and problem solving

People can become stuck in one stage or fluctuate between 2

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12
Q

Change - term

Transition - term

A
  1. change: actual events, events, activities and steps that can be put into a project plan.
    2) psychological process of letting go of one pattern and engaging another
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13
Q

Bridges- stages of transition

A

1) Endings
2) Neutral Zone
3) New beginnings
must be sequential in order to be successful

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14
Q

William Bridges Stage of transition:

1. Ending

A

describe what will be different, acknowledge all losses (respect what has gone before), identify the reasons why the current situation cannot continue, communicate effectively and obtain input about problems with content. managers must help people with losses. informing people of what will change is important

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15
Q

William Bridges Stages of transition:

Neural zone

A

old is gone and new is not operational
physiological re-alignments and repatterining takes place.
individuals will be affected as they experience the neutral zone so they will need temporary solutions to problems raised during transition.
during n-zone people should be encouraged to connect with each other, social events can help

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16
Q

William Bridges Stages of transition:

New Beginnings

A

people develop new identity, experience new energy, and discover the new sense of purpose that make the change begin to work.
managers must be consisent in their behaviour, messages and decision making.
a purpose for the future after the change, engourage people to focus on making it work.
a picture that will engage creative imagination of those affected so they can touch and feel the positive situation after the change.
a plan that is credible, giving people a clear route to success in implementing the change.
a part to play in the execution of the plan and in the new future when the change is completed.

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17
Q

Maslows hierarchy of needs

A
  1. Self actualization needs: desire to be the best.
  2. Esteem needs: real achievements, capabilities, respect and recognition.
  3. love needs: feel as if they belong
  4. safety needs: secure working environment (today and tomorrow)
  5. physiological needs: food water, sleep and shelter
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18
Q

Rewards & punishments

A

rewards promote longer term adoption than punishment which creates near term compliance. expectancy theory (process humans employ in relation to motivation

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19
Q

Expectancy theory

A

motivational force to do anything is a function of three things: how strongly i believe my efforts will lead to good performance, how strongly i believe that good performance by me will lead to rewarding outcomes. how much i value a particular outcome

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20
Q

Fredrick Hertzberg

Extrinsic vs intrinsic motivators

A

Factors that lead to higher job satisfaction (satisfiers/motivators)
-achievement, recognition, the work itself, responsibility, advancement/promotion, growth (personal.professional dev)

lower job satisfaction - hygiene factors: company policy and administration, relationship with supervisors, working conditions, salary, peer relationship, personal life, relationship with subordinates, status, security.

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21
Q

Three key motivators

A
  1. Autonomy: self directed, methods & circumstances of out work
  2. Mastery: do well and get better/develop and excel are intrinsically motivating
  3. Purpose: meaning and value, will invest in activities considered worthwhile
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22
Q

Survival and learning anxieties

A

key to promote change is to create sufficient survival anxiety to destabilize the current situation and drive people forward.
ensure they feel safe enough, need support in order to learning effectively. This is by encouraging, training, coaching, nonjudgmental, reward and encourage experimentation.

two types of anxiety
1. learning: feeling of incompetence when learning a new skill
2. survival anxiety: need to create disconformation
disconformation: current position is not sustainable and not working anymore.
creation of guilt or anxiety: if i do not change there will be serious consequences
creation of physiological safety: clear plan, coaching and support

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23
Q

Carl Rogers conditions that facilitate Personal Growth x 3

A
  1. Congruence: authentic and genuine (trust)
  2. Unconditional positive regard: acceptance or respect of person without condition
    4 Empathy: willingness to understand other person
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24
Q

MBTI type theory

A

4 pairs of opposite preferences which lead to an outcome of different choices.

  1. Extrovert or introvert (E, I) how people are energised
  2. Sensing intuition (S, N) how people process information
  3. Thinking-feeling (T, F) how people made decisions
  4. Judging-Perceiving (J, P)situations people prefer

There are 16 combinations of these (ESTJ) and they definte how people will behave or act towards others

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25
Q

Conflicts and complementary

A

objectivity, rationality and acrre for fairness of the thinking person will be a key contributor in creating a positive outcome from a meeting to discuss impact on a working group

26
Q

Personality - implications for change

A

working group: give introvert people more time to consider their ideas. whilst allowing the in the moemnt extroverts to florish
commutations: ensure people can see big picture, the vision for change. this satisfies the Intuitive preference people, also provide backup resource of data and facts which meets the needs of those with a Sensing preference.
art of observation: engage and get the best from a plethora of people

27
Q

organisational metaphors

A

Machines: can be designed and controlled
Brains: intelligence led resemble a library and memory bank
Political systems: systems of government management the common and conflicting needs of various interest groups
Flux & transformation: chaos and complexity where heirarchy and control have limited relevance
Organisms: open systems that adapt to their environment
clutures: liken and ethnic group with shared systems of meaning and norms, shared beliefs and expectations, which bind people together
psychic prisons: reflect the unconscious shadows we carry over from family and other relationships
instruments of domination: intrinsically systems of control

28
Q

Trumpinars and Hamption Turnor:

3 levels of organisational culture

A
  1. based on the surface and includes visible artifacts and products such as office layout and furnishings
  2. norms (shared sense of what is right and wrong, social control, company rule book and values (good/bad, shared ideals and aspirations). both are usually noticed only when violated
  3. deepest, basic assumptions and underpin organisational norms and values
29
Q

culture develops and how to identify it

A

assumptions, values and norms contribute to the success of the company. lessons about what really happens sink deeply into the unconscious of the organisation. when a change occurs it could threaten this unconscious system and suffer rejection. in order to manage change it must be sensitive to the processes and bring culture to organisational consciousness
manage key messages to support change

30
Q

Culture is shaped by three messages

A
  1. Behaviour: humility and willingness to admit mistakes produces openness and learning, asking for commitments and following up produces accountability , favoritism not based upon performance produces politics
    2, Symbols: leaders can use symbols to built culture, previous work patterns or resource allocations can be used for symbols of the future
  2. System: eg how HR system operates, customer processes and org structure
31
Q

5 positive cultural focuses (Taylor)

A
  1. achievement: performance, accountability, delivery
  2. customer centric (externally focused, service oriented and sustainable
  3. one-team: collaborative and focused on internal customer
  4. Innovative: entrepreneurship, agile, creative, learning
  5. people first: empowerment, development, care
    a blend of all five is possible
32
Q

Cultural archetypes

A

Egalitarian - INcubator (incubators for self expression and fulfillment) - Guided missile - task focus teams/projects
person - family: leader is a caring father and is intimate and benign
Eiffel tower - machine age, structure more important than function

33
Q

3 models of the change process

A
  1. Lewins 3 stage model: mind sets are broken down to allow for change
  2. Kotters eight step model: road map for change based upon common mistakes made by orgs
  3. Senge’s systems thinking model: profound change can be achieved through the application of learning
34
Q

Lewins 3 stage model

A
  1. unfreeze: define &. create vision of end state, identify forces that will drive and resist change
  2. change: a period of confusion, challenge and clarification
  3. refreeze: new mindsets and habits are formed and established
35
Q

Lewin: UNfreeze (1#3)

A
  1. define the current situation, do this collaboratively as it will become more effective. people will be more committed to an idea they have defined and also because the involvement of more people will make it richer and fuller
  2. create a vision of the desired end state: the more people involved the better the outcome
  3. identify forces that will drive and resist the change, increasing the driving forces identified and decreasing the resisting forces. best carried out by a team leading or affected by the change. lewins force field analysis can be used to do so
36
Q

Lewin: Change (2#3)

A
  • plan is followed to implement change
  • get people involved and maintain the safe learning environment
  • allow for experimentation over solutions to problems
  • create positive role models with whom people in change can identify
37
Q

Lewin: refreeze (3#3)

A
  • new work practices develop into new work habits
  • fresh ways of thinking become the conventional wisdom
  • change leaders must be vigilant when it comes to addressing any tendency for others to talk, think or act in line with the old ways of operating
  • reward behavious and results that are aligned with the newly changed environment
38
Q

Planning & leading change: Kotter’s 8 steps

A
  1. CREATE A SENSE OF URGENCY
    Help others see the need for change through a bold, aspirational opportunity statement that communicates the importance of acting immediately
  2. BUILD A GUIDING COALITION
    A volunteer army needs a coalition of effective people – born of its own ranks – to guide it, coordinate it, and communicate its activities.
  3. FORM A STRATEGIC VISION AND STRATEGY
    Clarify how the future will be different from the past and how you can make that future a reality through initiatives (positive outcomes) linked directly to the vision.
  4. COMMUNICATING THE CHANGE VISION
    The vision must be communicated in a clear, direct language, using verbal images and analogies. it needs to be repeated frequently through many channels, including opportunities for discussion and feedback. it must be lived out by leaders
  5. EMPOWERING EMPLOYEES FOR BROAD BASED ACTION
    willing empowered employees that can ensuring orgs systems and structures support employees action, provide training to encourage it and removing or sidelining managers who might get in the way
  6. GENERATING SHORT TERM WINS
    these boost the change initiative and minimize negativity. allows for employee recognition for promoting change.
  7. CONSOLIDATING GAINS AND PRODUCING MORE CHANGE
    sustaining and embedding change requires ongoing effort over a long period. . employ more resources to drive the change rather than reassign, encourage continued leadership and direction from the top, project and programme discipline
  8. ANCHORING NEW APPROACHES IN THE CULTURE
    culture eats strategy for breakfast and it sometimes eats change. even successful changes can be eaten by culture over the years unless the culture is realigned. old culture aspects must be identified and positive outcomes of the change identified. respect the old culture and where necessary through using changes of staff to strengthen the new culture that is needed
39
Q

Kotters dual operating system

A
  • Family tree heirachy is optimized to deliver business as usual. (can have too many managers wanting to be involved in the change
  • org that has many autonomous, self directed teams which can generate a lot of change. however changes may not be cross function compatible
  • a second strateghic operating system is needed to work alongside business as usual
  • this second system owned by a guiding coalition is designed to be agile, making use of a network structure to monitor every aspect of the organisations internal and external work
  • it identifies, initiates and implements changes, constantly reviewing and maintaining the organisations strategy and direction
40
Q

Senge’s systemic model

A
  1. shared vision
  2. mental models.
  3. team learning
  4. personal mastery
  5. systems thinking
41
Q

Senge’s 3 challenges faced in change

A
  1. initiating change (people too busy, relevant. leaders ignore)
  2. sustaining the transformation (anxiety, loss of control, how to measure change, the tension between measurement as learning and assessment)
  3. redesign and rethinking (governance from change programme as control or direction setting, spreading new practices effectively and giving meaning to strategy and vision
42
Q

Complex Adaptive Systems (CAS)

A
  1. Organisations consist of many ‘agents’ (large number 2. of components tat interact, adapt or learn eg financial markets)
  2. Organisations are complex
    Organisations adapt
43
Q

Complex responsive process

A

3 key dynamics which infulence this and outcome

1) how peiple relate to eachotger -formal role relationships and informal personal relationships
- how aware peiple are of the impacts of their interactions
- how peoile define what is and is not acceptable in the public space of the organisation - things that are legitimate/socially accepted or shadow/eg less accepted or gossip

44
Q

Is an Emergent approach needed?

A

Org change change can be identified with one of two main archetypes:
1) swift and sudden (short turbulent, typically imposed change required for quick results usually driven by threats to the orgs continued success/survival
-developmental and deliberate: an extended period of patient work to build the orgs culture and capability
both can be seen but one is usually dominant

45
Q

Defining and moving towards a future state

A

describe and define the direction of change that is needed and determine indicators that will prove that progress is underway
4 step process:
1. agree big picture change
2. list consequences of not implementing the change
3. list the outcomes that will occur once the change is implemented
4. identify the differences in the lists above, both objective and qualitative

46
Q

Leadership in emergent change

A
  • accept the limits of what is possible to direct and control
  • notice where the energy of the systems and people is currently focused
  • talk with leadership about different outcomes
  • think in system terms about reinforcing and balancing systems you can identify
  • leadership to speakj with one voice
  • make changes the leadership group consider liklelu to shift the current equilibirum, ehancing some positive feedback loops and mitigating some negative ones
  • maintain a high profile for the desired outcomes
  • observe the effects of interventions you have made, especially the direction in which the system is moving relative to your desired outcomes
  • keep repeating the last three preceding acitons holding firmlu to the non-negotiable outcomes, but negotiating other issues as necessary
  • celebrate and mark milestones on the journey
  • remain open to new information
47
Q

Change lifecycle

A 
all changes start with an idea
Change lifecycle
-idea is spread
-proposal is created and a sponsor found
-managers reconcile with BAU
-change is accepted by those effected
-the change journey starts/ends
48
Q

Key roles in org change managmeent

A

Change Agents:

  • Idea generator
  • Sponsor
  • Line Management
  • Change Targets
49
Q

What makes a good sponsor per Prosci

A

Active and visible executive sponsorship

50
Q

10 key activities for a sponsor

A
  • maintain and articulating a clear and attractive vision for the change, showing how it links to strategy
  • gaining commitment and invomvent of senior leadership and line management, using influience and interactions to advocate the project consistently
  • championing the change, building and maintaining a sense of urgency and priority for it throughout
  • confronting blokers and clearning paths
  • genuineley acting as a role model for new behavious
  • constantly communicating the change
  • training, mentoring and coaching line management, remaining accessible to them throughout
  • ensuring that resource for the change, especial people and training are provided, including dedicated change management resources
  • align org infrastrucutre, environment, and reward systems with the change initiative, especially the way performance is measured and managed
  • ensiring ongoing alignment to a particular initiative with other org initatives and the orgs wider strategic goals
  • ensure ongoing alignment of the particular initiative with other org initiatives andthe organisations wider strategic goals
51
Q

What makes a good change agent

A

-coaches
-consultants
-HR
-OD specialists
-trainers
-supervisors
-front line staff
-line managers
change agent is someone who acts intentionally but without formal line authority to facilitate change within the organisation

52
Q

Change agent functions

A
  • build strong networks across the org
  • connect line managers engaged in change with others in similar positions
  • ensure effective communication takes place up as well as down the hierarchy
  • obersve and spread ideas, information and intiatives
  • advise sponsors, line managers and targets when they see opportunities to add value
  • smmoth access to resources needed by various groups, knowing where to go for help
  • help sponsors, line management and targets to fulfil their own roles well and to avoid taking over others roles
53
Q

change agents most effective skill

A

establish really effective working relationships with line managers

54
Q

Change management approach to Line management role

A
  • create sense of urgency
  • giving privileged access to the thinking that has led to the change in the first place
  • piloting ideas and acquiring feedback on the practicalities of implementing change
  • involving middle managers in the development of the proposals and plans that will make change practical and effective
  • responding to middle managers concerns and critiques and communicating copiously
  • enabling middle managers to communicate credibly and directly to their staff
55
Q

Force field analysis steps

A

Steps of force field analysis

  • describe the current situation requiring change
  • state the desired end state
  • list the driving and resisting forces at work in a change situation
  • assess results and determine how to augment the driving forces and reduce resisting forces
  • capture the results and utilize them to inform the change process priorities for change
56
Q

Cascading decisions and designs

A
  • strategy
  • strategy objectives
  • change portfolio
  • change initiatives
  • outcomes and benefits
  • required result
  • vision and scorecard
57
Q

Portfolio

A

group of purposed or current change programs
the focus of a portfolio is normally to achieve a strategic business vision and objectives within the constraints of the resources available

58
Q

Programme

A

a temp organisation utilized to manage a group of interrelated changes, each of which may be structured as a project
the focus of a programme usually is to achieve a strategic outcome, normally encapsulated within a vision statement, with a clear articulation of both the business changes required and the benefits to be realised

59
Q

Project

A

a temp org used to push forward a specific well defined and time bout piece of work that sits outside business as usual

60
Q

Vision

A

vision outlines what the org wants to be, or how it wants the world in which it operates to be (an idealised view of the world)
Mission defines the fundamental purpose of an organisation, succinctly describing why it exists and what is does to achieve its vision

61
Q

vision statement

A

gathewr information on key information on which to base it

  • consider having a core statement
  • create different representations of it for different audiences
  • consider working on the target operating model. also known as TOM or a blueprint, at least at a high level
62
Q

Vision statement pittfalls

A

-the to do list (runs out of steam in first year)
-mission statement with blunt statemetns but are not a foundation for a change inative
=management waffle: sentences that are vauge enough so that key stakeholders can agree but have little relevants to what needs to happen or nobodyt is really sure what they mean
-sermons: on and on, lots of promises that cant be achieved. something for everyone but very little for most

change management (6 decks)

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