Transcript Change Posters - Excellence in Financial Management

Change Enablement
What is Change Enablement?
The Change Enablement Framework
•REALIZING - Enacting desired changes, measuring results, and identifying required adjustments to the
change plan.
Change enablement is the process (strategies and activities) that supports organizational and personal
transitions from the current state to the desired future state.
•Organizational transitions consist of the organizational changes in structures, processes, management
systems and technology required to successfully implement the organization’s business vision and strategy.
•Individual transitions are the psychological processes people go through to come to terms with the new
situation. Individual transitions require unique planning and action to ensure that the the personal transition
process is aligned with and supports the organizational transition.
•LEADING- Preparing the organization to design and begin realizing outcomes specified in the business
vision.
•DESIGNING - Creating and enacting a change plan to close the gap between the current state and desired
future by defining the major tasks & activities for the transition period, and determining the structures
and management mechanisms necessary to accomplish those tasks.
Our knowledge of change and experience suggests that by not effectively managing these transitions through
effective education and other change strategies, project success can be compromised.
Desired business benefits are not realized
•Behavior does not change
•Productivity will decrease, turnover will increase
•Employees find it difficult to perform intended roles
Change occurs at great expense
•Resources (time, money, people) are wasted
•Market opportunities are lost
•Customer service and satisfaction declines
Future change efforts are compromised
•People lose confidence in leadership
•Levels of change resistance increase
•Reinforces implicit belief that the organization cannot change
Realizing
Future
State
Change Architecture
Organizational Design & Performance Management
Culture &
Culture Capacity
Change
Alignment
Results
Ownership
Roles and
Responsibilities
Organizational
Technical
Change
Infrastructure
Communication Strategy
Leadership Capacity & Stakeholder
CommitmentIndividual
Leadership Capacity
Business
Process
Redesign
& Team Capacity
Individual &
Team Capacity
Current
State
Buy-in
Technology
& Processes
Personal
Vision for Change
Organizational
Readiness & Business
Case
Understanding
Awareness
ENDING is the process of understanding the personal impact of change, letting go of the past and dealing with
potential losses.
•EXPLORING is the process of overcoming anxiety and resistance, experimenting with changes and defining new roles
•BEGINNING is the process of adopting new values, attitudes and identities and seeing the tangible benefits of
implemented changes.
Why is Change Enablement Important?
Success of Change Initiatives
Why Change Initiatives Fail
Primary barriers to change
Moderately Successful
Very Successful
Too soon to tell
4%
9%
Not Very
Successful
27%
27%
33%
Unsure
This study asked clients how they would rate
the success of their recent change initiatives.
It is clear that:
• Traditional approaches have not been
extremely successful
• Only 13% found they were successful to
any degree
• 33% unsure - that is unfortunate, given
the fact that they probably spent a
significant amount of time & money.
Many organizations do not deal well with
change.
The Nature of Resistance
40%
60%
80%
100%
Limitations of Existing Systems
What does this chart tell us?
Lack of Executive Commitment
Lack of Executive Champion
Many organization feel that
technology is the answer to many of
their business issues.
Unrealistic Expectations
Lack of Cross-Functional Team
Inadequate Team and User Skills
We can see that technology alone will
not solve their problems. In fact…
Technology Users Not Involved
Project Charter Too Narrow
Most of the factors impacting the
success of change efforts are related
to the “soft” side of change and not
the “hard” issues.
Source: Information Week, June 20, 1994
Note: Total Exceeds 100% due to multiple responses
Data: Deloitte & Touche survey of 400 U.S. & Canadian CIOs
Overcoming Resistance
Each organisation and individual will handle resistance in
different ways, according to organisational culture and
individual preference. However, examples of poor approaches
include:
Reasons employees resist technology…
They may not be willing, able or knowing
• Do not understand the business
realities driving the goal’s for new
technology
• Do not think it will make their job
easier
• Don’t have the skills to work in the
new environment
• Have been warned about
technology replacing their jobs
• Are afraid to look “stupid”
• Have a general fear of change
• Feel they have experienced
ineffective implementations
Resistance to Change
20%
We have all seen change happen
(successfully or unsuccessfully) in our
projects. We just saw that many
organizations do not deal with change
well. So, why hasn’t change been
successful?
Approach
Fight it head on
Not
Willing
Ignore the resistance
Punishing the people
perceived to be
resistant
Not Able
Pacify the resistors
Give in
Usually involves…
Trying to “overcome” the
resistance by pushing
harder; squashing the
resistance
Pretending the resistance
does not exist
Privately or publicly
letting it be known that
the resistance is
unacceptable
Telling them you will listen
to their concerns, but in
reality, do nothing
Changing the project each
time there is “resistance”
to the change
Drawbacks…
Often creates more
resistance and negative
feeling
Does not surface ideas
that might be valuable
Discourages future
feedback; creates
“fear” culture
Creates false
expectations; does not
build trust
Reduces leadership
credibility; may take on
board destructive
feedback
These strategies and the behaviours they involve are not
usually productive long-run approaches to handling resistance.
To create a long-term environment that supports change,
organisations and individuals need other ways of working with
resistance. Instead, consider:
Alternative approaches
Surface resistance
explicitly
“Name” resistance
Identify the sources of
resistance
Not Knowing
Resistance Pyramid
Give people time, but
set clear expectations
about performance
Can involve…
Asking for constructive
reasons why the change
won’t work; act on
feedback; create
opportunities to surface
resistance, rather than
letting it surprise you.
When you hear or see
resistance, identify it and
discuss it openly with the
individuals involved
Determining who are not
knowing, not able and not
willing. Support those who
are not knowing and not
able; discuss explicitly the
reasons for the “not
willing”; have explicit
conversations with those
not willing to determine
future fit with the change
Do not expect everyone to
be committed at the same
time; give people specific
performance expectations
so they know when they
need to change
Advantages
Gets useful
information; involves
people; creates a
supportive environment
that encourages
openness
Lets people know that
resistance is
acceptable, but
important to resolve;
re-enforces that
resistance will not be
allowed to block the
project
Does not treat all
“resistant” behaviour as
equal; creates a
supportive environment;
recognises that every
change does not mean a
fit with every employee
Is realistic and
appreciates the
individual experience of
change; gives people
clear direction
Communications
Develop Communication
Action Plan
Vision
Principles
• Segment and assess impacted change
audiences/stakeholders (SDA Component
2).
Example:
“Communication will seek to provide people
• Will all communication be 2-way?
• How will different audiences be
communicated to?
• Conduct a communication audit.
with information that is relevant, is
communicated at the appropriate time in an
effective way - it shall recognise the need to
provide clarity about people’s roles, both
during implementation and in the future”
• Develop an overall communication
strategy for each phase of the change
process.
• What are the Key Success Factors for
communication
(understanding/awareness/buyin/ownership)?
• Assess effectiveness of communication
strategy on a regular basis.
• How will the cultural and linguistic
differences be managed?
• Assign someone to be responsible for the
overall execution of the strategy.
• How honest and direct will communication
be?
• What is not “communication”, ie when are
we not communicating?
• How do we ensure consistency throughout
the organisation?
• How do we make it personal?
Have I got a job?
What is the
change going to
mean to me?
How is the change
going to affect my
people?
How much sense
does the change
make for the
business?
What’s in it for
me?
Communication Infrastructure
A communication Infrastructure is the formalised interrelationships and responsibilities of people who in some way participated in forwarding the
communication strategy
COMM. MANAGERS
• Lead communication efforts
• Develop communication tools/events with Project
Team
• Monitor effectiveness of communication
infrastructure across divisions
LEADERSHIP TEAM
• Review and send communication
• Respond to issues so project team can
respond to divisions/departments
• Visibly support project through involvement
at corporate and divisional levels
PROJECT TEAM
• Develop communication tools/events with
Comm. Managers
• Respond to questions from divisions
• Log communication in database
ISSUES DATABASE/
COMM. LOG
• Repository for feedback, issues and
resolution
Major Issues
Issues
Database/
Communication
Log
• Feedback
• Issues &
Resolution
COMM TOOLS
AA
•
•
•
•
•
•
•
Two-way Project Communication between and across
Project Team and Streams/Countries
Client
• Goals of the communication plan include:
– providing people with what they need in
order to make informed choices about
whether to commit to the change and
how to comply with the change.
– building trust through candidly
discussing the need for and the
difficulty of changing, including the
consequences of not changing.
– reporting progress—or lack of
progress—so that people can be
responsible contributors to the success
of the changes.
Sweden
Norway
Finland
Denmark
UK/Ireland
Belgium
Site Visits
Project Updates
FAQs
Meetings
Training
Day-to-day communication
Conference calls
• Feedback
• Issues &
Resolution
• General Project Information
Netherlands
STAKEHOLDERS/ USERS/ DIVISIONS
• Participate in project design and development
discussions.
• Participate in the extended
communications/change team
• Identify Provide input on communication/change
needs
Importance of an Effective
Communication Strategy
Communication Mechanisms
High
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Cascading
Effect/
Ownership
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
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Effective
Feedback
Mechanisms
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Credibility
of message/
content
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Analysis of
Stakeholders/
Audience –
Individualized
messages
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Appropriate/
consistent
repetition/
reinforcement
and feedback
mechanisms
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Impact if not present
• Newsletter
Credibility or authority of message at
stake. Lack of environmental or project
knowledge required, unanticipated gaps
Message not received, no buy-in

Higher levels of management understand
but lower levels not informed of
incorrect message sent

No understanding whether messages
received. Sender out of touch with
response
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
Builds mistrust, fuels rumour mill
increases resistance
•Hotline
•Poster
•Employee Suggestion scheme
•Survey
•Bulletin
•Team Briefings
•Cascade Briefings
•Employee Satisfaction Index
•Future-search Conferences
•Open session
•Development Training
Appropriate messages sender and
vehicles make communication in effective
Sender assumes message received.
Audience doesn’t receive single vehicle or
targets initial message
•Action Teams
•Conferences, Fairs & Exhibitions
Stakeholders

Effective
Vehicles
Potential to reach all
Appropriate
Sender/Involved
Leadership
•Payslip
Low
Low
Potential to Involve and Receive Feedback
High
Concepts
Benefits of Action Learning
include:
1. Action Learning
•
Action Learning is learning by doing
– Action Learning satisfies both individual
and team learning needs by providing
effective ways of identifying and
addressing these needs in the workplace
just at the time they are needed most.
•
Action Learning provides a structure that
maximises on-the-job learning
– Action Learning cycle - plan, do, reflect,
share
• Learner takes responsibility
for the learning process
• Learner has more control of
personal development
• Learning is enhanced by
applying knowledge to real
problems
• More successful solutions
• Rewarding working
environment
“By wrestling with live problems,
and subsequently reflecting upon
the results of his achievements,
the learner acquires knowledge”
Reg Revans
• Context: everything outside of us that affects how
we approach situations.
2.Action Design
• Action model: the stock of knowledge we use to
understand and act in the world. This knowledge is
both explicit and implicit
The context
we are in
Action Design is
understanding how we
draw the conclusions we do
from the data around us
and how we apply this
when communicating with
others. There are several
key concepts to help us
understand Action Design:
• Framing: our spontaneous, intuitive understanding
of a particular situation, which leads us to
experience the situation in a particular way.
How we frame
the situation
How we
act
Our action
model
•The Left Hand Column
•Advocacy and Enquiry
•The Ladder of Inference
The results
we get
• Reacting: improving a poor result by doing different
things from the same frame of reference. This
leaves the way we framed the situation intact and
those aspects of our models and contexts that
framed the situation.
React
• Reframing: altering our spontaneous, intuitive
understanding of a situation. To see the situation,
our task, and ourselves in relation to others
differently. Reframing can fundamentally change
how we act in a particular situation.
Reframe
Redesign
How do we determine the things we pay
attention to?
3. The Left Hand Column
The Left Hand Column is the actual thought processes taking place during a conversation.
During difficult conversations, especially where individuals have conflicting views, these
thoughts often contrast directly with what is said. This is equivalent to two conversations
taking place - one in your head, and one with the person you are talking to:
Near & Far Left Hand Column
What you think/feel
far left
near left
What you say
What I hear him proposing is….
• Acting: the actions we take in a particular situation
as we understand it.
• Redesigning: Transforming those aspects of our
action model or our context that leads us to frame
situations in ways that systematically produce
undesired results. Sustained fundamental change
across situations requires redesign.
• To get on the pathways to learning - reflect publicly
on how we produce undesired results. What did we
do or say and what were we thinking and feeling?
5.The Ladder of Inference
The Ladder of Inference is the thought process we run through to draw conclusions and act on the data we
assimilate from the environment around us. At the bottom of the ladder is the observable data that all can see,
but as soon as we select from this data we apply our own context, assumptions and values to it. Each individual
has a unique set of life experiences to apply to that data as they step up the ladder (“leaps of abstraction”) and
so could potentially draw completely different conclusions compared to another person.
“Sure. No problem
The impact of that will be….
Take
Action
Contexts
Assumptions
You’re crazy we can’t
do that
Values
Draw Conclusions
Interpret Data
Unintended consequences…..
Select Data
But I gotta be positive
here…..
Available Data
4. Advocacy vs Enquiry
When communicating there must be a balance between advocating your own view and enquiring on the views
and opinions of others. During effective communication, this balance shifts according to the conversation
taking place:
HIGH
Advocacy
LOW
Explaining
Mutual
learning
For example: I am standing before the executive team, making a presentation. They all seem engaged and alert,
except for Larry, at the end of the table, who seems bored out of his mind. He turns his dark, morose eyes away
from me and puts his hand to his mouth. He doesn’t ask questions until I’m almost done, when he breaks in “I think
we should ask for a full report”. In this culture, that typically means, “let’s move on”.
Observing
Interviewing
Everyone starts to shuffle their papers and put their notes away. Larry obviously thinks that I’m incompetent which is a shame, because these ideas are exactly what his department needs. Now that I think of it, he’s never
liked my ideas. Clearly, Larry is a power-hungry jerk. By the time I’ve returned to my seat, I’ve made a decision:
I’m not going to include anything in my report that Larry can use. He wouldn’t read it, or, worse still, he’d just use
it against me. It’s too bad I have an enemy who’s so prominent in the company.
Withdrawing
Interrogating
In those few seconds before I take my seat, I have climbed up the ladder of inference:
LOW
HIGH
Imposing
Enquiry
Not all enquiry is useful. Below are example of enquiry that promote learning, and enquiry that limit learning.
In addition, there are different kinds of productive enquiry that serve different functions: enquiry that
broadens the learning on an issue by sampling a range of views, enquiry that deepens the learning by probing
people’s thinking, and enquiry that is useful when people are at an impasse
Enquiry that limits learning
• Don’t you agree?
• Did you do that because of
X or Y?
• Why don’t you just try it?
• Why are you so defensive?
Enquiry that promotes learning
• Do you have a different
view?
• What led you to do that?
• What about is raises
doubts?
• Is there anything that I am
doing that contributes to
the problem?
I started with the observable data: Larry’s comment, which is so self-evident that it would show up on a
videotape recorder ...
...I selected some details about Larry’s behaviour: his glance away from me and apparent yawn. (I didn’t
notice him listening intently one moment before) ...
...I added some meanings of my own, based on the culture around me (that Larry wanted me to finish up) ...
...I moved rapidly up to assumptions about Larry’s current state (he’s bored) ...
...and I concluded that Larry, in general, thinks I’m incompetent.
In fact, I now believe that Larry (and probably everyone whom I associate with Larry) is dangerously
opposed to me ...
...Thus, as I reach the top of the ladder, I’m plotting against him.
It all seems so reasonable, and it happens so quickly, that I’m not even aware I’ve done it. Moreover, all the rungs
of the ladder take place in my head. The only parts visible to anyone else are the directly observable data at the
bottom, and my own decision to take action at the top. The rest of the trip, the ladder where I spend most of my
time, is unseen, unquestioned, not considered fit for discussion, and enormously abstract.
You can’t live your life without added meaning or drawing conclusions. It would be an inefficient, tedious way to
live. But you can improve your communications through reflection, and by using the ladder of inference in three
ways:
Becoming more aware of your own thinking and reasoning (reflection);
Making your thinking and reasoning more visible to others (advocacy);
Enquiring into others’ thinking and reasoning (enquiry);