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Times they are a changin' June 2011

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Half day open interactive workshop in Toronto on change management.

Half day open interactive workshop in Toronto on change management.

Published in: Business

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    • 1. Times they are a-Changin’
      by Toronto Training and HR
      June 2011
    • 2. 3-4 Introduction to Toronto Training and HR
      5-6 Definition
      7-8 Six principles of change
      9-10 Indicators of weak change management
      11-12 Communicating change
      13-15 Change to improve
      16-21 Dealing with demographic change
      22-23 Five stages of grief
      24-25 Change process to transform an organization
      26-27 Creating a supportive learning culture
      28-30 Why change fails
      31-34 Making change work
      35-37 Embedding change during restructuring
      38-40 The change equation
      41-53 Embracing change
      54-57 Case studies
      58-59 Conclusion and questions
      Contents
      Page 2
    • 3. Page 3
      Introduction
    • 4. Page 4
      Introduction to Toronto Training and HR
      Toronto Training and HRis a specialist training and human resources consultancy headed by Timothy Holden
      10 years in banking
      10 years in training and human resources
      Freelance practitioner since 2006
      The core services provided by Toronto Training and HR are:
      • Training course design
      • 5. Training course delivery
      - Reducing costs
      • Saving time
      • 6. Improving employee engagement & morale
      • 7. Services for job seekers
    • Page 5
      Definition
    • 8. Page 6
      Definition
      What is CHANGE MANAGEMENT?
    • 9. Page 7
      Six principles of change
    • 10. Page 8
      Six principles of change
      1. Communicate so people get it and spread it
      2. Harness your most valuable players
      3. Accelerate change through communities that perform
      4. Notice the territory of change
      5. Generate dramatic surges in progress
      6. Expect trouble and break through logjams
    • 11. Page 9
      Indicators of weak change management
    • 12. Page 10
      Indicators of weak change management
      Unplanned outages/unreliable systems
      Long recovery times
      High percentage of support time spent on
      unplanned work
      High support costs
      “That problem was fixed but now it’s back!”
      “Cowboy” mentality
    • 13. Page 11
      Communicating change
    • 14. Page 12
      Communicating change
      Clarify communication roles and expectations
      Ensure that leaders truly understand the change
      Give leaders a chance to internalize the change
      Use this opportunity to teach leaders how people experience change
      Provide leaders with easy-to-use communication tools
      Help leaders answer questions
      Use clear language
    • 15. Page 13
      Change to improve
    • 16. Page 14
      Change to improve 1 of 2
      Change starts with management
      Focus and commitment
      An agenda
      Monitor progress
      The way of doing business
    • 17. Page 15
      Change to improve 2 of 2
      QUESTIONS TO ASK
      Why am I doing this activity?
      Are the tasks and responsibilities properly matched
      with the department and individual?
      Is there a faster(or more efficient or better) way to do things?
      Are we doing tasks in the right order?
    • 18. Page 16
      Dealing with demographic change
    • 19. Page 17
      Dealing with demographic change 1 of 5
      WHY A LABOUR FORCE SHORTAGE
      Birth Rates Declining Throughout the World
      Canada’s Birth rate is below replacement levels
      “Revolution in Fertility”
      Population is aging
      Many countries have inverted population pyramid
      Age at which people are taking retirement has
      fallen
      People are staying in school longer (or returning)
      Increasing skill-intensity of employment
      Greater international competition for labour
    • 20. Page 18
      Dealing with demographic change 2 of 5
      SKILLS SHORTAGE
      With the emergence of the knowledge economy the
      proportion of the workforce requiring some form of
      education or training post high school will increase
      Dramatically
      US Department of Education shows that 60% of all new
      jobs in the 21st century will require skills that are
      possessed by only 20% of the current workforce
      Canadian data estimates that by 2031 Canada will need
      77% of our workforce to have post secondary credentials (significantly higher than the 60% we now enjoy)
    • 21. Page 19
      Dealing with demographic change 3 of 5
      GENERATIONAL DIFFERENCES
      The veterans
      Baby boomers
      Generation X
      Generation Y
    • 22. Page 20
      Dealing with demographic change 4 of 5
      SKILLS MISMATCH
      We face a future with:
      Large numbers of unskilled workers looking for jobs that require skills they do not possess, and a large number of jobs that will go unfilled
      Retirements will be highest in occupations requiring skills
      But production of graduates from post secondary institutions is starting to shrink
    • 23. Page 21
      Dealing with demographic change 5 of 5
      IMPACT ON EMPLOYERS
      Means that sound management of our human
      capital will become a critical success factor
      Organizations have to develop competencies in
      following areas:
      Recruitment, retention, succession planning, work-life balance, career development, knowledge transfer and change management
    • 24. Page 22
      Five stages of grief
    • 25. Page 23
      Five stages of grief
    • 26. Page 24
      Change process to transform an organization
    • 27. Page 25
      Change process to transform an organization
      Create a sense of urgency
      Create a strong change coalition
      Create a vision
      Communicate the vision
      Empower others to act on the vision
      Systematically plan and create short term wins
      Consolidate improvements and produce more change
      Anchor the changes in the organizational culture
    • 28. Page 26
      Creating a supportive learning environment
    • 29. Page 27
      Creating a supportive learning environment
      Explain why employees need to learn the
      information
      Link sustainability information to concepts they
      already know within the company
      Offer just-in-time training to deflect information
      Overload
      Base training on stakeholders needs
      Provide specific opportunities to allow employees
      to apply what they have learned
    • 30. Page 28
      Why change fails
    • 31. Page 29
      Why change fails 1 of 2
      LEADERSHIP
      Failure to create shared vision and sense of urgency
      Failure to create a coalition for change
      Failure to communicate and role model
      Failure to remove barriers
      Failure to achieve early wins and results
      Claiming success before change has been embedded into the organization as a core function
    • 32. Page 30
      Why change fails 2 of 2
      EMPLOYEE
      Resistance
      Fear
      Ambivalence
      Lack of understanding
      Impact distractions
      Competence issues
    • 33. Page 31
      Making change work
    • 34. Page 32
      Making change work 1 of 3
      Inclusiveness
      Understand the impact of change
      Communicate
      Resources
      Measurement and outcomes
    • 35. Page 33
      Making change work 2 of 3
      Leadership and governance
      Stakeholder engagement
      Communication planning and delivery
      Workflow analysis and redesign
      Training and education
    • 36. Page 34
      Making change work 3 of 3
      SWOT ANALYSIS
      Strengthsare positive characteristics that an organization can take advantage of to achieve its strategic goals
      Weaknessesare internal characteristics that may restrain or restrict the organization’s performance
      Opportunitiesare characteristics of the external environment that have the potential to help the organization achieve its strategic goals
      Threatsare characteristics of the external environment that may prevent the organization from achieving its strategic goals
    • 37. Page 35
      Embedding change during restructuring
    • 38. Page 36
      Embedding change during restructuring 1 of 2
      Set clear people, as well as business, objectives
      Engage unions from the outset
      Help employees embrace change
      Listen to employees
      Support managers
      Support those who leave
    • 39. Page 37
      Embedding change during restructuring 2 of 2
      Set measurable people objectives from the outset
      Invite union representatives to help create the solution
      Help employees redefine their value in terms of their skills
      Give employees an opportunity to vent their frustrations
      Don’t assume managers will be effective without support
      Help employees who want to leave to move on
    • 40. Page 38
      The change equation
    • 41. Page 39
      The change equation 1 of 2
      The theory is that change takes place only when:
      The desire for change, the vision of the change, and the knowledge of the change process is greater than the value of leaving things as they are.
    • 42. Page 40
      The change equation 2 of 2
      Dissatisfaction + vision + change process =
      the cost of change
    • 43. Page 41
      Embracing change
    • 44. Deny
      Commit
      Resist/React
      Explore
      Page 42
    • 45. Embracing change 3 of 13
      DENY/IGNORE
      How good things were here in the past
      They don’t really mean it
      It can’t happen here
      Numbness
      Everything-as-usual attitude
      Minimizing
      Refusing to hear new information
      Page 43
    • 46. Deny
    • 47. Deny
      Commit
      Resist/React
      Explore
      Page 45
    • 48. Embracing change 6 of 13
      RESIST/REACT
      Anger
      Loss and hurt
      Stubbornness
      Blaming others
      Complaining
      Getting Sick
      Doubting your ability
      Page 46
    • 49. Resist
    • 50. Deny
      Commit
      Resist/React
      Explore
      Page 48
    • 51. Embracing change 9 of 13
      ANTICIPATE/EXPLORE
      What’s going to happen to me?
      Seeing possibilities
      Chaos
      Indecisiveness
      Unfocused work
      Energy
      Clarifying goals
      Seeing resources
      Exploring alternatives
      Learning new skills
      Page 49
    • 52. Explore
    • 53. Deny
      Commit
      Resist/React
      Explore
      Page 51
    • 54. Embracing change 12 of 13
      COMMIT
      Where I am headed?
      Focus
      Teamwork
      Vision
      Cooperation
      Balance
      Page 52
    • 55. Commit
    • 56. Page 54
      Case study A
    • 57. Page 55
      Case study A
    • 58. Page 56
      Case study B
    • 59. Page 57
      Case study B
    • 60. Page 58
      Conclusion & Questions
    • 61. Page 59
      Conclusion
      Summary
      Questions