Change Management - Foundation

TheAPMG-InternationalChangeManagementandSwirlDevicelogoisatrademarkofTheAPMGroupLimited.

Start and finish Course style
LunchCoffee and breaks
2/8 2/186M00 - Course introduction

 Individual approaches and attitudes to improve
effectiveness during change
 How to guide teams through their development
 The nature and dynamics of achieving change in
organizations
 The competencies, demands and practice
of leading change
 Understand broad range of approaches
and tools that will improve your ability
to succeed with change
Main goal
 Attempt Foundation exam with confidence
Secondary goal
 Benefits and value of Change Management
 Understand core principles and required skills of
Change Management

 Please share with the class:
 Your name and surname
 Your organization
 Your profession
 Title, function, job responsibilities
 Your familiarity with the
project/programme management
 Your familiarity with the change
management
 Your familiarity with soft-skills aspects
 Your personal session expectations

 Foundation Exam
 Paper based and closed book exam
 Only pencil and eraser are allowed
 Simple multiple (ABCD) choice exam
 Only one answer is correct
 60 questions, pass mark is 30 (50%)
 1 hour exam
 No negative points, no “Tricky Questions”
 No pre-requisite for Foundation exam
 Sample, one (official) mock exam is
provided to you
Candidates completing an examination in a language that
is not their mother tongue, will receive additional time

 Practitioner Exam
 Paper based and open book exam
 Reference to Making Sense of Change
Management book ONLY allowed
 Book is provided for students during exam
 3 hours exam
 Complex multiple choice - Objective Test
 4 x 20 complex multiple choice questions =
80 question items/lines
 Pass mark – 50% / 40 marks
 Dictionary / translation lists allowed
 Foundation certification is required
Candidates completing an examination in a language that
is not their mother tongue, will receive additional time

Change Management syllabus section code and title
IC Individual Change
TC Team Change
OC Organizational Change
LC Leading Change
Syllabus Handbook Page
Module slide number / total module slides
Slide number /
total slides
Module number
and name
Change Management
handbook page
Change Management
syllabus section code

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• English speaking, international, independent
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Simulation …

1. The Organizational Context
2. Individual Change
3. Team Change
4. Organizational Change
5. Leading Change
2/4 10/186M01 - The Organizational Context

 In groups:
 Q1 - In organizations that you’re familiar
with what types of change do you see
happening?
 Q2 - From a people perspective - what
seems to work well in managing change
and what doesn’t?
 Q3 - What effect on the business might
badly managed change have?
 Q4- What might some of the benefits be of
managing change well?

Individual Change
Team Change
Organizational Change
2/60 14/186M02 - Individual Change

Performance
Time
Based on Cognitive Theory and Motivation
Psychological learning
and adaptation space
Learning is not just the
acquisition of knowledge,
but also its practical use.
IC 17 4/60 16/186M02 - Individual Change

Unconscious
Competence
Unconscious
Incompetence
Conscious
Incompetence
Conscious
Competence
Unconscious
Competence
IC 18-19 5/60 17/186M02 - Individual Change

 Competence:
 Establish ways in which people’s competence can be assessed in
the new and ‘to be improved’ areas
 Design, develop and deliver training and coaching programmes
 Use strategies from the Learning Dip

Concrete
Experience
(Activist)
Theoretical
Concepts
(Theorist)
Reflective
Observation
(Reflector)
Practical
Experimentation
(Pragmatist)
Having an Experience
Reviewing the
Experience
Concluding from the
Experience
Planning the
Next Steps
• Doing something new
• Start a discussion
• initiating action
• Trying things
• Volunteering
• Observation of new things
• Time to think about changes
• Viewing progress
• Participation in the study
• Planning
IC 19-21
• Reading theory
• Noticing inconsistencies
• Analysis of complex issues
• Matching pieces of a larger picture
• questioning the assumptions
• Practical things to do
• Creating Action Plans
• Experimentation
• Implementation of new knowledge
• Implementation of projects

 Q1. For a typical ‘self-assembly’ task,
what is your Kolb learning
preference? Position yourself in
relation to one or more of the
learning styles
 Q2. Why are you in that position?
What is your strongest preference?
How does this reflect your preferred
approach to learning?

Consequences
 Winners?
 Losers?
 Who benefits?
Organizational history
 Track record?
 Prevailing culture?
 Capacity & Expertise?
 Resources?
 Vision?
Nature of change
 External or internal?
 Evolutionary or revolutionary?
 Routine or One-off?
 Mundane or Transformative?
 Expansion or Contraction?
Type of individual
 Personality?
 Motivation (power, status,
money or affiliation and
inclusion)?
Individual history
 Previous Exposure?
 Level of knowledge, skills and
experience?
 Work-life balance/stability?
 Past trauma?
 Positive previous experience?
IC 60 - 61 10/60 22/186M02 - Individual Change

Changing Behaviours with
REWARDS
Changing Behaviours with
PUNISHMENTS
Two approaches:
 Positive Reinforcement
 Pleasurable and increases probability of
repeat behaviour
 Stopping something unpleasant
 Avoidance of an unpleasant stimulus
increases the likelihood of repeat
behaviour
Two approaches:
 Punishment
 Unpleasant (for example, an electric
shock) leading to decrease in repeat
behaviour
 Negative reinforcement
 Removal of a pleasant stimulus
decreases the likelihood of repeat
behaviour

 Financial
 e.g. bonus, prize, tangible reward
 Non-financial
 Feedback - e.g. performance, coaching
 Social - e.g. praise, recognition, name and shame
Reinforcement can take both
positive and negative forms

 Theory X Assumptions (Behavioural):
 People dislike work
 They need controlling and direction
 They require security
 They are motivated by threats of punishment
 They avoid taking responsibility
 They lack ambition
 They don’t use their imagination
IC 27
Douglas McGregor
(1960)
a.k.a. authoritarian
management style

 Theory Y Assumptions (Humanistic):
 People regard work as natural and normal
 They respond to more than just control or coercion, for
example recognition and encouragement
 They commit to the organization’s objectives in line with
the rewards offered
 They seek some inner fulfilment from work
 Given the right environment people willingly accept
responsibility and accountability
 People can be creative and innovative
IC 27
Douglas McGregor
(1960)
a.k.a. participative
management style

Hygiene Factors: Motivators:
 Pay
 Company Policy
 Quality of supervision/management
 Working relations
 Working conditions
 Status
 Security
 Achievement
 Recognition
 Responsibility
 Advancement
 Learning
 The type and nature of the work
IC 27 - 28
Frederick Herzberg
(1968)

Assumption: ‘The clearer the goal, the greater
the likelihood of achievement.’
Self-concept &
values
Beliefs Attitudes Feelings Behaviours Results
What are my
core values?
What are my
limiting beliefs
and attitudes?
What is my most
effective state?
What do I
need to be
doing?
What specific
outcomes do I
want?
‘If you keep on doing what you are doing
you’ll keep getting what you get’
anon

 Positive Listings – ‘I am good at…’
 Affirmations – ‘I am always enthusiastic when…’
 Visualizations – ‘This is the way I want to be…’
 Reframing – ‘I can reduce my negative feelings…’
 Pattern Breaking – ‘That wasn’t me, this is me…’
 Detachment – ‘I can step outside of myself…’
 Anchoring and resource states – ‘I can remember a time
when…’
 s – ‘I can prove this is irrational!’

Selfesteem
Time

Old status
quo
Chaos
Integration
& practice
New status
quo
Foreign
element
Transform-ing
idea
Performence
Time

 Helps understand the reactions of people during change
 Gain an understanding of why people react the way they
do - what is going on in the ‘inner world’
 Can be a complex process - individuals may not be aware
of going through these phases
 The phases themselves may not have clear beginnings or
endings
 People experience a range of different emotions that play
out in their behaviours
 The highs and lows of transitions are perfectly natural and
normal

 Combines insights from other approaches
 Focus on:
 Importance of subjective awareness
 Importance of taking responsibility
 Significance of the person as a whole entity
 Emotional self-awareness
 Ability to engage with others on an emotional level
 Addresses motivation and behaviour

Self-
actualization
needs
Self-esteem needs
Love and belonging needs
Safety needs
Physiological needs
IC 47 - 49
Abraham
Maslow
(1970)

 Conditions for change to occur on ‘the journey towards
becoming a person’:
 Genuineness and congruence
 Unconditional positive regard
 Empathetic understanding
 Seven stage process that people go through - consistently
recurring qualities
IC 49 - 51
Carl Rogers
(1967)

 Key concepts when managing change at an individual
level:
 Facilitating environment and stance of the change agent
 (encouraging openness)
 Surface and work through negative feelings
 (get to the underlying issues and feelings)
 Allowing creativity and risk-taking to occur
 (opening up the opportunity)
 Generating greater self-responsibility and choice
 (increasing options and self-responsibility)
IC 52
Carl Rogers
(1967)

Contact
Awareness
Mobilisation
of energy
Action
Resolution
or closure
Sensation
Awareness
Mobilisation
of energy
Action
Energy
Time
Sensation
Withdrawal
of attention

How the Gestalt Cycle maps onto stages in managerial
decision-making:
 Sensation - our direct and immediate experience
 Awareness - present, past, future, experiences, others
 Mobilization - focus on specific target, foreground
 Action - release of energy, take action
 Contact - make contact in and with the outside world
 Closure - resolution, fade into background
IC 53 - 55
Edwin Nevis
(1998)

 Q1. What are the advantages and
disadvantages of each of the 4
approaches?
 Q2. How might you use each
approach to enable people to
change?

From the Behavioural Perspective: From the Psychodynamic Perspective:
 Acknowledge the emotional side of
change
 Treat people as adults
 Surface negative feeling and talk
through
 Seek to fulfil emotional needs
 Reinforce two-way communication
channels
 Address people’s higher aspirations
 Develop a ‘learning organization’
 Ensure new behaviours are clearly
communicated
 Policies and procedures (especially
reward and recognition) are aligned
 Communicate expectations
 Link organizational goals with
individual goals
 Focus on results
 Develop motivating visions
From the Cognitive Perspective: From the Humanistic Perspective:

 Minimize shock
 Give full and early communication of intentions
 Communicate possibilities
 Show overall direction of change

 Be patient
 Discuss implications of change with individuals
 Notice and pay attention to people’s small
Signals

 Listen, empathise, offer support,
protection
 Do not suppress conflict and expression of
difficult views or emotions
 Help individuals weather the storm
 Recognize how change can trigger off past
experiences in individuals
 Try not to take others’ reactions personally

 Help others complete
 Allow others to take
responsibility
 Encourage
 Create goals
 Coach

 Encourage risk
taking
 Exchange feedback
 Set up
development
opportunities

 Discuss meaning and learning
 Reflection
 Overview of experience
 Celebrate success

 Prepare to move on

 Different people respond to change in different ways
 Myers-Briggs Type Indicator™ (MBTI™) identifies eight
different personality preferences
 Each individual has a preference for one particular
combination over the others
 Four typical MBTI™ type combinations
help understanding of the change process
IC 56 - 58
Meyers Briggs

Type Indicators Description
Extraversion –
Introversion
Where people prefer to focus their attention and
draw energy.
Sensing –
INtuition
The way people prefer to take in information.
Thinking –
Feeling
The way they prefer to make decisions.
Judging –
Perceiving
How they orient themselves to the outside world
and their lifestyle.

IS Thoughtful Realist
Leadership through attention to what
needs doing
Cautious & careful about change
‘Let’s keep it!
IN Thoughtful Innovator
Leadership through ideas about what
needs doing
Plan and generate ideas and visions
‘Let’s think about it!’
ES Action-oriented Realist
Leadership through action, doing
Energy & enthusiasm to get things done
‘Let’s do it!’
EN Action-oriented Innovator
Leadership through enthusiasm
Will be wanting to move into new areas
and soon….!
‘Let’s change it!’

 Focus:
 Practical considerations, continuity
 Wants:
 To see the difference between what
should be preserved and what could be
changed
 Concerned:
 With what needs to be kept.
 Hates:
 Brainstorming, being rushed, empty
promises
 Irritates others by:
 Wanting to take their time over things
 Looking into the detail
 Being unwilling to embrace change for
change’s sake
 You can help them by:
 Ensuring that something stays the
same
 Giving them plenty of time to adjust
 Giving them relevant things to read and
think about
IC 59
Motto:
“If it isn’t broke don’t fix it”

 Focus:
 Practical actions, results
 Wants:
 To get things to run more effectively
and efficiently
 Concerned:
 With improving results
 Hates:
 Reviews, theoretical discourse, long
emails
 Starting without thinking
 Ignoring interpersonal niceties
 Bulldozing things through
 Giving them some practical first steps
to get on with
 Establishing clear targets for them
 Setting a focused direction
IC 59
Motto:
“Let’s just do it”

 Focus:
 Thoughts, ideals, vision
 Wants:
 To develop an internal vision of the
future which ‘stacks up’
 Concerned:
 With new ideas and theories about
what needs doing
 Hates:
 Instruction manuals, training courses,
things that don’t make sense
 Taking too much time to think things
through
 Wanting to know how everything fits
together
 Planning at the expense of doing
 Ensuring that the big picture makes
sense
 Giving them time & space to think
things through
 Making sure there’s room for new
ideas and strategies
IC 59
Motto:
“Let’s think about it!”

 Focus:
 Systems, relationships, change
 Wants:
 To talk with others, be creative and try
something different
 Concerned:
 With putting new ideas into practice
 Hates:
 Small chunks of disconnected work,
long periods of reflection, repetition,
lack of vision
 Wanting to change things quickly
 Moving from change initiative to
another
 Having too much enthusiasm for
change rather than consolidation
 Allowing them to take charge of a
significant area of work
 Talking things through with them
enthusiastically
 Tapping into their creativity
IC 59
Motto:
“Let’s change it!”

Personality and Change
Large groups vs 1-1’s
Oral communication vs Written communication
Immediate response vs Considered reaction
Why change things? vs Here’s the new Vision
Specific Detail vs Big Picture
Business case vs How it affects people
Tight project plan vs Potential for changes
‘When communicating change and attempting to get people on board
you need to communicate different things in different ways
to different personality types.’

 Q1. What are the advantages and
disadvantages of each of the four
Myers Briggs Type Combinations?
 Q2. Which personality
types/combinations are most useful
when managing individual responses
to change?

 Q1. Why do people resist change?
 Q2. What does resistance to change
look like?

 I’d much prefer to do it the way I’ve
always done it
 I don’t want to step outside my
comfort zone
 I can’t be bothered
 I might fail
 I’m afraid people will think I’m stupid
 I’ve lost all my support networks.
 Why do we need to change the way
we do things?
 I don’t know what to do
 I don’t know how to do it
 I don’t see where I fit in
 I don’t have the technical support
 I don’t have the management support
IC 61 - 64
Edgar Henry Schein
(1992)

Change occurs in 3 stages:
 Stage 1 - Unfreezing: creating the motivation for change:
 Disconfirmation
 Creation of survival anxiety/guilt
 Creation of psychological safety to overcome guilt.
 Stage 2 - Learning new concepts and meanings from old concepts:
 Creation and identification of role models
 Scanning for solutions and trial and error learning.
 Stage 3 - Internalizing new concepts:
 Incorporation into self concept and identity
 Incorporation into ongoing relationships
Edgar Henry Schein
(1992)

Survival Anxiety > Learning Anxiety
Must be greater
than Learning Anxiety
Must be reduced
2 principles for transformative change to work:
(What if I don’t change?)(Will I fail? Will I be exposed?)
IC 61 - 64
Edgar Henry Schein
(1992)

 A compelling vision of the future
 Formal training
 Involvement of the learner
 Informal training of relevant family groups/teams
 Practice fields, coaches, feedback
 Positive role models
 Consistent systems and structures
 Imitation and identification
versus scanning and
trial and error
IC 63 - 64
Edgar Henry Schein
(1992)

„When it comes to change…
some people make it happen,
some people let it happen, and
some people wonder what happened.”
anon

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