Times they are a changin' June 2011


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Half day open interactive workshop in Toronto on change management.

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  • Times they are a changin' June 2011

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