2. AGENDA DAY 1 – Thursday, October 12th 8:30 - Welcome, Introductions and Overview 9:30 – Identification and selection of change projects and teams. 11:00 – The Concepts of Organizational Change (PPT presentation) 12:00 - Lunch 1:00 - Establishing a Vision for Change (Process A) –“Developing a Vision” (PPT presentation) –Identifying the “Why” for change (A1) –Creating the vision for change (A2) –Articulating the “gap” between the vision and the present situation (A3) –Communicating a compelling vision (A4 3:00 - Assessing Change Readiness (FORM A – Assessing Change Management in Your Institution) 5:00 – Adjourn (Note: Participants in the workshop will be asked to complete Form B – Assessing Leadership Readiness for Change at home.

3. AGENDA (continued) DAY 2 – Friday, October 13th 8:30 – Discussion and Sharing of Results from Form B 9:30 - Planning the Change Implementation (Process B) “Elements of the Change Implementation Plan” (PPT presentation) Designing the Change Implementation Plan (B1) Establishing the Implementation Management Structure (B2) Assessing the Implementation (B3) 11:00 - Assessing the Change Impacts (completion of Form C – Assessing the Change Initiative Impacts and Form D – Predicting the Level and Type of Participant Response to Change ) 12:00 – Lunch 1:00 - Planning the Transition (Process C) “The Transition Phase of Change” (PPT presentation) Pre-assessment for Planning a Transition (C1) Planning for the Ending (C2) Planning for the Neutral Zone (C3) Planning for Beginnings (C4) 3:00 - Implementing the Change Process (PPT presentation) Continuous communications Aligning systems Integrating the change 4:00 - Recap and Next Steps at UDC 5:00 - Adjourn

4. Concepts of Organizational Change and Transformation Thomas V. Mecca, Ed.D

5. Objective of the Presentation Clarify the basic concepts required to bring about true institutional transformation and change.

6. The Crisis of Change

7. “Change is the law of life and those who look only to the past and present are certain to miss the future.” John F. Kennedy Change is not a new phenomena.

8. What is different about change today? volume momentum complexity

9. The Nature of Change

10. The perception of change, whether positive or negative, depends on... Anticipated outcome of the change. Degree of influence we can exert in the situation resulting from the change.

11. Change is perceived as negative because of our inability to predict and control it.

12. “People don’t resist change as much as its implications - the ambiguity that results when the familiar ceases to be relevant.” D. Conner, “Managing at the Speed of Change”, p. 126

13. Types of Change

14. Continuous Improvement: Incremental improvement in an existing process. Incremental: Change achieved in line with its existing culture and objectives. Transformational: Change required in the organization’s basic values and moves from known established behaviors to new unknown behaviors.

16. Change is considered major when... Perceived to be by those affected. Results in significant disruption in established expectation. People believe they have lost control over important aspects of their lives.

17. The Process of Change

18. Change is a Process Present State Desired State Transition State UnfreezingRefreezing (pain)(remedy)

19. Three States of the Process Present State: Status quo as defined by established expectation patterns and stable behavior. Transition State: Individuals or groups no longer behave as they did in the past, nor are they fully set in the desired behavior pattern. Desired State: Individuals or groups have integrated the new behavior required by the change.

20. Although the phases of the process are predictable, people go through transition at their own individual rate.

21. Change and Transition are not synonymous, but linked, although very different, processes.

22. Change: An event created by a shift in the external environment or in a set of circumstances (i.e., new instructional approach, merging two departments, installing a new form of technology, etc.). Transition: The psychological and emotional process a person goes through in adapting to the change itself.

23. Prerequisites for Transformational Change Pain: A critical mass of information that justifies breaking away from the status quo. Remedy: A desirable, accessible action that will solves the problem or transforms the current situation.

24. Commitment to Change

25. Nature of Commitment Pursues the specific outcome of a goal in a consistent manner over time and in varied situations. Rejects courses of action that are not consistent with a strategy for achieving desired result. Willingness to pay the price required to achieve the desired result.

26. Importance of Commitment to Change The critical adhesion between the people and the goal of the change. Necessary for successful change implementation.

27. Phases of Commitment to Change Preparation Awareness Commitment

29. Each phase has stages. At each stage the degree of commitment can advance or regress.

31. Stages of Preparation Phase

32. Stage 1 - Contact: The earliest encounter a person has with the fact that change has or may take place. Checking out - unawareness

33. Stage 2 - Awareness of Change: The person knows that a change is being contemplated. Checking out - confusion

34. Stages of Acceptance Phase

35. Stage 3 - Understanding: The person demonstrates some degree of comprehension of the nature and intent of the change. Checking out - negative perception and beginning resistance.

36. Stage 4 - Positive Perception: The person develops a positive view and disposition toward the change. Checking out - decision not to initiate

37. Stage 5 - Installation: The change is implemented and becomes operational. Checking out - change aborted after initial utilization

38. Stages of Commitment Phase

39. Stage 6 - Adoption: The change has been utilized long enough to demonstrate worth and a visible positive impact. Checking out - change aborted after extensive use

40. Stage 7 - Institutionalization: The change has a long history of worth, durability and continuity, and has been formally incorporated into the routine operating procedures of the organization.

41. Stage 8- Internalization: Organizational members are highly committed to change because it is congruent with their personal interest, goals or value systems.

42. In building commitment, remember: Individuals response to change at different intellectual and emotional rates. Building commitment is a developmental process. Developing commitment to change is expensive. Commitment will only be generated with a plan of action.

43. The Roles of Change

44. Critical Roles in a Change Process Change Sponsor: Individual or group that uses organizational power and influence to legitimize the change. Change Agent: Individual or group responsible for implementing or helping to implement the change. Change Targets: Individual or group that, as a result of the change, will alter their knowledge, skills, attitudes or behavior.

45. Certain roles are more critical are specific phases of the change process. Unfreezing: Change sponsor unfreezes the status quo. Transition: Change agent serve as diagnosticians, implementers, coaches,

46. The Management of Change

47. Organizational transformation is not a neat set of sequential and universal steps.

48. Organizational change is... Messy Chaotic Complex Difficult Ambiguous

50. Vision Plan ImplementDesign

51. And, remember...

52. “Even if you are on the right track, you are going to get run over if you just sit there.” Will Rogers

53. NEW SECTION Visioning

54. Functions of a Vision Defines a general direction for the change. Inspires people to move right direction. of the change. Quickly and efficiently organizes actions.

55. Effective vision statements of change are… Positive, appealing and desirable to achieve. Lofty, inspiring and motivational towards a higher purpose. Clear, concise and easily understood. Visual and easy to communicate and grasp. Challenging and idealistic, but achievable. Aligns with organizational mission and goals. Encompasses different viewpoints and perceptions of the change

56. Without a clearly stated vision, people will be: Uncertain and anxious about the change. Distrustful of the organization’s leadership. Unmotivated or less than fully motivated.

57. Tips for communicating vision Build and communicate a compelling vision for change. Appropriately tune the message for different stakeholder groups. Identify value and benefits of change. Openly communicate what’s ahead. Use data and analysis to create a sense of urgency. Repeat and refresh the message as often as necessary. Use multiple communication strategies. Be consistent in “walking the talk”.

58. Effectively communicate a compelling case for change by being: Truthful Brief Logical Prepared with the facts Clear Articulate Jargon-free Knowledgeable about the benefits gained Prepared to acknowledge the known and unknown

59. Establishing A Vision for Change (Process A)

60. A1. Identifying the “Why” for Change  What are the external and /or internal forces driving the change?  What problem must be solved or what need must be met by the change?  How will the institution (or functional unit) benefit from the change?  What will happen if the institution (or functional unit) does not make this change?

61. A1. Identifying the “Why” for Change  What are the external and /or internal forces driving the change?  What problem must be solved or what need must be met by the change?  How will the institution (or functional unit) benefit from the change?  What will happen if the institution (or functional unit) does not make this change?

62. A2.Creating the Vision for Change In general, what will the institution (or functional unit) look like when the change is in place? What will the faculty and staff be doing when the change is in place? What new services and/or programs will the institution (or functional unit) provide? What new standards will be set when the change occurs? What new values will the institution (or functional unit) need in this future state?

63. A3. Articulating the Vision “Gap” In general, what does the institution (or functional unit) look like now? What are the significant discrepancies between the vision and the present situation of the institution (or functional unit)? What must change in the institution (or functional unit) to support the vision? What should stay the same when the vision is implemented? Why is this gap important and critical enough to motivate people to change?

64. A4. Communicating the Vision How can a sense of the discrepancies between the present state and the future state be articulated? How can a “sense of urgency” be built in others about the need for the change? How can the vision of the future/desired state be communicated in a compelling way? What communication strategies can be used to convey the vision to the rest of the institution (or functional unit) and to encourage two-way communications about the vision?

65. FORM B. Assessing Leadership Readiness for Change The behaviors listed below encompass behaviors that are important in meeting the challenges facing you in leading change. Think about the changes you have implemented or will be responsible for implementing. For each statement, assess whether you presently exhibit that behavior or you need to exhibit that behavior more often to meet these challenges. When you have completed your self assessment, review your responses. You may also want to verify your perspective by discussing your assessments with other individuals. Change Leadership BehaviorsPresently Exhibit Exhibit More Often 1.I role-model the flexibility, action oriented, and personal commitment needed to respond and adapt successfully to change. 2. I spend time orienting myself to the external and internal threats and opportunities facing my institution so that when change is needed, I can map it into this larger context. 3. When change is called for, I articulate a sense of urgency and vision for a new and different future that responds to the drivers of change and makes the institution more efficient and effective in meeting its mission. 4. I influence others and effectively build coalitions in order to win needed buy-in, commitment, and resources for change planning and implementation. 5. I take time to plan for the aspects of change over which I have control and try to ensure that all people involved in the change take part in its planning and implementation. 6. When I plan for change, I use an institutional perspective so that systems impacts can be identified. 7. I try to anticipate for other’s reactions to change and mitigate the negative reactions by providing the information and support needed to help people through their transitions. 8. I model effective problem solving, decision making, and project management skills throughout the change planning and implementation process. 9 I invest in building and maintaining trusting relationships with the individuals I supervise so that they will follow my leadership during change.

66. FORM C - Assessing the Change Initiative Impact Analyze the impact of the change initiative your team is proposing on each of the dimensions of organizational change. The analysis will help the team to obtain an overall indicator of the impact on the organization as a whole. The assessment also will help the team to identify the path that the change will take as the change plan and strategies are implemented. The dimensions with the highest impact scores are those dimensions that are critical to the success of the initiative. If the change strategies are not adequate to accommodate these high impacts on these dimensions, then it is likely that the initiative will stall because of resistance. Strongly Strongly Disagree Agre e A. Faculty and Staff The change will alter the way that most faculty 1 2 3 45 and staff perform their work. The change will raise faculty and staff insecurities 1 2 3 4 5 about the status of their jobs. The change will alter the ways that individuals of the1 2 3 45 faculty and/or staff relate to each other Sum of these three scores: ______ = Score ______ 3 (Complete the questionnaire by assessing each of the following dimensions in a similar fashion: Leadership, Students, Culture, Strategy, and Organizational Structure. Once finished, calculate the “Impact of Change Initiative” score.)

67. FORM D - Predicting the Level and Type of Participant Response to Change How well do these statements describe your feelings of agreement about____________ (the change)? Please use the following scale: 1a. I expect to make less money as a result. Not at all Definitely 1 2 3 4 5 6 1b. I worry my position may be put at risk. Not at all Definitely 1 2 3 4 5 6 2a. I don’t know what change may result in my Not at all Definitely position. 1 2 3 4 5 6 2b. I worry a lot about the possible negative Not at all Definitely impacts of this change. 1 2 3 4 5 6 3a. I fear my power and authority will be Not at all Definitely reduced. 1 2 3 4 5 6 3b. I think administration will have a harder Not at all Definitely time controlling their staffs effectively. 1 2 3 4 5 6 (Complete the questionnaire through item 7b.)

68. NEW SECTION Planning the Change

69. Basic focus of the change plan is answering the question… “What needs to be done to get the change up and running?”

70. Elements of the Change Plan Definition of major activities and sub-activities. Determining who is responsible for each activity or sub-activity. Estimating the time and resources required to complete each activity or sub-activity. Laying out the sequence and timeline of activities. Estimating costs. Coordinating and updating the change plan.

71. The management of the change implementation plan should be thought through.

72. Whose expertise, qualifications or representation may be needed? Who will lead and management the change? Whose support in needed to either advocate or legitimize the change? What role will each of the above play? Who will have to change their behavior to positively affect the change?

73. Key questions during implementation: Are we headed in the right direction? If not, where (and why) are we falling short? Did we achieve the value and result we desired for the investment made by the organization and its people in the change? What lessons have we learned from this change process that we can apply toward future change efforts?

74. Core assessment questions are: What should be measured? Where should the data come from? When should the organization check the results? Who will conduct the check and interpret the results? What will be done with the results?

75. Planning the Change Implementation (Process B)

76. B1. Designing the Implementation Plan Given the change your team is planning to implement, what are major areas, functions and/or processes of the institution (or functional unit) that need to align to accomplish the change? What activities and sub-activities are needed to align each of these major areas in order to implement the change? How long will each activity or sub-activity take? What personnel (i.e. faculty or staff) will be needed to implement each activity or sub-activity? What other resources will be needed to accomplish each activity or sub-activity?

77. B1. Designing the Implementation Plan (Continued) What is the sequence in which the activities and sub-activities should occur? Where should the team build in extra time? What are the milestones or major implementation events that need to be achieved? What are the cost estimates for each activity and sub-activity? What assumptions and constraints has the team used in making these estimates? How will you handle cost variances? How will the team monitor the progress of the implementation of the change?

78. B2. Establishing the Implementation Management Structure What group(s) is/are needed to oversee the details of the implementation? What roles will each group play? What issues will need to be considered in selecting and chartering this group? Who are the individuals who will play the role of the change sponsor? Change agent(s)? Change advocate(s)? What group(s) of individuals will have to change their behaviors and/or learn new skills for the change to be successful?

79. B3. Assessing the Implementation What core measures (i. e. results and processes) will need to be measured in order to assess the change outcomes? From what sources will data be gathered to assess the outcomes? How will it be gathered? What will be the cycle for assessing the outcomes, including the collection of “before” and “after” data? What resources are needed to carry out the plan for assessing the outcomes? Who will be responsible and accountable for assessing the results of the effort?

80. B3. Assessing the Implementation (Continued) How and to whom will this person communicate the results of the assessment? What process will be used to determine any corrective action? How will the organization continue to gather data on the impact of the changes? What long-term strategies can be developed to align the organization and the change to one another?

81. NEW SECTION Planning for the Transition

82. Managing people through the transition that accompanies the change is one of the most difficult and often overlooked aspects of implementing organizational change.

83. Fundamental principles of transition Resistance to change is natural. The transition process is predictable. The transition process must be managed.

84. Resistance to Change

85. Resistance is a natural and inevitable reactions to the disruption of expectations.

86. The Human Reaction to Change People have a strong need for control Need for control met by dictating or anticipating their future Specific expectations are established based on what can be anticipated When perceived reality match expectations, a sense of control is generated When perceived reality does not match expectations, a feeling of control is lost and people must adjust to changes they are unprepared to face

89. Emotional Responses to Change Fear of the unknown future and their part in that future. Anger of the time and effort that seems to have been wasted. Grief over the loss of status and disappearance of the known organization.

91. Resistance to change is manifested by a lack of... Ability - possessing the necessary new skills or knowing how to use them Willingness - motivation to apply new skills to change situation

92. Why people react negatively to change Perceived threat to the security of their competency, coordination, or commitment. Not enough information is available. Misunderstanding about the change and its implications. Fear of having to learn new skills Belief that change does not make sense. Repeated failure of change efforts within the organization. Low tolerance for change and uncertainty. Desire not to lose something of value (e.g. job security, position, title, status quo). Feeling overwhelmed by too much change. Perception that the change will have a negative effect on a person or group. Concern that they won’t have the resources to help them deal with change.

93. Phases of the transition process Beginning (“ Endings…Letting Go” ) Middle (“ The Neutral Zone…” ) Ending (“ The New Beginning…” ) William Bridges. 1991. Managing transitions: Making the most of change. NY, Perseus.

94. Beginning (“ Endings…Letting Go” ) Characteristics : –Awareness that change is coming. –“Old way” is coming to an end. –People must let go of the past. –Possibility of losing something he or she values. Leaders responsibilities : –Communicate effectively about the change. –Help people deal with the lose.

95. Middle (“ Neutral zone – Trying out the change” ) Characteristics: –Heart of the transition process. –People begin to let go of “old way”. –People trying out, but not yet accepting of new. –Great deal of ambiguity, confusion, sense of lose identify. –Work efforts slow down or standstill –Rumors are rampart about change; information is limited. –People not sure about outcome of the change. –People easily discouraged and revert to “old ways”. Leaders responsibilities: –Communicate frequently about change and its implementation. –Listen to criticism, but also be evaluative as to its intent. –Critical to build and to maintain trust. –Critical to be persistent and consistent in supporting early successes and adopters. –Incorporate information from people into the change plan.

96. Ending (“ Beginnings…Committing to the Change” ) Characteristics: –People finally ready to commit to the new way. –People begin to incorporate new understanding, values and behaviors. –People accepted the change and its requirements. –Majority of organization’s personnel prepared to modify their behavior. –Possibility of losing something he or she values. Leaders responsibilities: –Continue to communicate, particularly successes. –Provide encouragement and support. –Reinforce new behavior and values whenever and wherever possible. –“Walk the talk” consistently. –Celebrate effectively about the change. –Help people deal with the lose.

97. Remember… Transition phases can be fuzzy. Not clear and distinct; tend to overlap Transition is a gradual process. Psychological transition happen slowly People need time to “try out” the change People progress at different rates. Change leaders may be ahead of others Some people will never accept the change

99. Focus of Transition Management Moving the majority of the members of the organization into new behaviors so they are committed to the change.

100. The transition process must be managed. What happens when it isn’t successfully managed? Guilt Resentment Anxiety Self-Absorption Stress

101. Planning for the Transition (Process C)

102. C1. Pre-assessment for Planning a Transition In general how well have change transitions been managed in your institution/functional unit in the past? What has been the impact of mismanaged or unmanaged transitions?

103. FORM A - Assessing Change Management in Your Institution For each statement below, check the response that best reflects how change is managed in your institution. StatementStrongly disagree DisagreeUnsureAgreeStrongly agree 1.We take time to thoroughly plan for changes. 2. People affected by a change take part in the planning and implementation of that change whether or not they were involved in the change decision 3. The goals, purposes, and potential benefits of change efforts are clearly communicated to everyone in the institution. 4. When changes are announced, there is open dialogue about the disruptions they may create and the difficulties we may need to address in order to make the changes successful. 5. When people have problems implementing changes, they communicate freely and ask for help. 6. People who express negative feelings about change are listened to and their concerns are addressed. 7. When difficulties and disruptions arise, people are quick to address and fix them rather than to affix blame. 8. When changes are being implemented, people who should care about the success of the changes continue to ask about them and show interest in them. 9. When changes are being implemented, people who should care about the success of the changes continue to ask about them and show interest in them. (Complete the questionnaire by answering questions 10 to 15.)

104. C2. Beginning the Transition (Endings - Letting go) What key groups of individuals will be impacted by the change? How will they be impacted? What will they be losing or perceived they are losing? What are some strategies for helping these groups deal with actual or perceive losses? What are the strategies for communicating during this phase of the transition? What is the strategy for marking the ending of this phase of the transition? How can you involve others?

105. C3. Middle of the Transition (The Neutral Zone) What are some specific ways that concern can be shown for the individuals affected by the change during this phase of the transition? What are some specific ways that the change team members and the appropriate administrator can show commitment to the change through consistency of words and actions? What are the key elements about the change that need to be communicated to the individuals affected?

106. Consider the following questions: –PURPOSE - What is driving the change? What is the problem for which the change is the solution? What would happen if the organization didn’t change? –VISION – What will the organization become through the change? –PLAN – How will the change be implemented? How will it affect groups/individuals? What support/assistance will be provided to deal with the change? What strategies that will be in place to facilitate two- way communications during the change? –ROLES – What roles will be different after the change? What are some communication methods that can be used – initially and ongoing – to meet the communication needs of individuals affected by the change? What are some additional procedures, systems, and/or structures that will need to be established to meet the needs of the transition?

107. C4. Ending the Transition (The New Beginning…) What are some specific behaviors that will have to be demonstrated when the basic change has been made? What are some strategies for reinforcing these behaviors? What are some ways that early opportunities can be provided for recognizing and rewarding these behaviors? What kind of celebration can you sponsor when the transition is over? Who should be involved?

108. NEW SECTION Implementing the Change Process

109. Implementing the Change Process (Process D)

110. Implementing change is a cycle of three elements: – information – action – results Iteration of the cycle produces the desired change.

111. Present State Desired State

112. An organizational change plan should be a guide from the macro/general aspects of the change to the specific skills and knowledge need to successfully implement the project.

113. Note: Implementing organizational change is a circular, not a linear, process.

114. - The End -

115. That’s it! Thanks for attending. Tom Mecca

116. New Section

117. IMPACT FACTOR ASSESSMENT The Impact Factor Assessment is a diagnostic tool which helps administrators to determine if participants will assimilate a specific change without displaying dysfunctional behaviors. If such behaviors persist, the risk of failing to successfully implement the change is high. The results of an assessment may be used by administrators to design implementation plans appropriate to the level of disruption associated with the change they wish to initiate. While completing the following questions, remember that the Impact Factor Assessment is a function of the participant’s perceptions of how a change will affect them, regardless of your assessment of objective reality. Participants base their opinions on their personal “frame of reference,” which guides how they see their work environment. For this reason, their perceptions of a change may vary markedly from yours. For best results, answer all questions as if you were viewing the change from the participant’s viewpoint.

118. Directions: From the perspective of participants, circle the number that best represents the level of impact your change project may have in each of the following factors: Low Impact / Low Risk High Impact / High Risk 1.Amount The change will not require a large number of alterations in the way participants work. 1 2 3 4 5 The change will require a large number of alterations in the way the participants work. 1.Scope The participants will not see the change as having an effect throughout the organization. 1 2 3 4 5 The participants will see the change as having an effect throughout the organization. 3. Time The participants will feel they have enough time to implement the change. 1 2 3 4 5 The participants will not feel they have enough time to implement the change. 4. Transferability The change is easy to communicate and will be readily understood by the participants. 1 2 3 4 5 The change is not easily communicated and the participants will find it difficult to understand. 5. Predictability Participants will be able to accurately anticipate the effect the change will have on them. 1 2 3 4 5 Participants will not be able to accurately anticipate the effect the change will have on them. 6. Ability Participants will feel they have or can attain the knowledge and skills necessary to implement change. 1 2 3 4 5 Participants will not feel they have or can attain the knowledge and skills necessary to implement change. 7. Willingness Participants will be motivated to implement the change. 1 2 3 4 5 Participants will not be motivated to implement the change.

119. 8. Values The change will not require any significant shift in the fundamental beliefs participants now hold regarding our institution, e.g., the type of education provided, the nature of the curriculum, the way decisions are make, how people relate to one another, how to market or deal with students and external stakeholders, etc. 1 2 3 4 5 For this change to be truly successful, participants must change some fundamental beliefs they now hold regarding the institution. 9. Emotions The change will not require participants to feel any differently about people and/or the way the organization operates. 1 2 3 4 5 This change cannot really accomplish its objective unless participants feel differently about some people and/or the way the organization operates. 10. Knowledge The change will not require participants to learn new information or view existing information differently than they have in the past. 1 2 3 4 5 In order for this change to be successful, participants must learn new information or view existing information differently. 11. Behaviors The change will not require participants to modify their actual daily activities. 1 2 3 4 5 If participants don’t alter their daily activities, this change will not achieve its intended goals. 12. Logistics The change will not require any significant alteration in the participants’ work-related procedures, such as scheduling, time management, or equipment utilization. 1 2 3 4 5 If there is not a shift in the participants’ work-related procedures, the change will not produce the intended results. 13. Economics The change will not require participants to operate very differently regarding budgets, expenses, or funding. 1 2 3 4 5 For the change to be successful, participants must operate differently regarding budgets, expenses, or funding.

120. 14. Politics The change will not require participants to modify their current methods of influencing other, utilizing power, networking, teamwork, dealing with territoriality, or protecting vested interest. 1 2 3 4 5 The change will fail if participants don’t modify their current methods of influencing others, utilizing power, networking, teamwork, dealing with territoriality, or protecting vested interest. Total Score: ___ Scoring Instructions: Total the scores for all factors. Divide the Total Score by 14. Multiply the result by 10 to obtain the Impact Factor Assessment Score of this change project. Total Score x 10 = Impact Factor Assessment Score 14 Interpretation of Results: The Impact Factor reflects the level of risk of implementation of a project. These level include: High Risk (41 and above) A score at this level indicates that the participants’ population may not be capable of successfully adopting the change without displaying dysfunctional behaviors. If this occurs, there may be such resistant symptoms as low morale, hostility, reduced efficiency, increased anxiety, general confusion, miscommunication, defensiveness, territoriality, and a lack of cooperation. At a minimum, projects with this degree of impact require a very sophisticated implementation plan and major investments of time and other resources in order to achieve the intended goals of the change. Other possible courses of action are to abandon the project or significantly reduce its scope and its complexity. At a later time, participants may be better prepared for the task, or you may consider replacing them with people who have a higher capacity to deal with this change. Moderate Risk (21-40) A score in this range is high enough that it should be considered a significant issue in predicting the success or failure of the change implementation. The participants’ ability to adopt the change will be a pivotal element in the project’s outcome, and therefore requires attention and resources in the planning and execution of the implementation steps. Low Risk (10-20) A score in this range is low enough that it should not be considered a threat to the success of the change implementation. However, projects like these should never be taken for granted. Intermittent assessment of the project may be required. It is our experience that participants’ perceptions of the impact of a project fluctuate as the project proceeds. For instance, certain aspects of the change implementation which were not initially apparent may become problems later, or project objectives may actually shift during implementation. This shift may require that participants’ make changes not considered prior to your first assessment. For these reasons, we suggest that you periodically monitor the Impact Factor to avoid any unexpected breakdown in the implementation process.

122. Organizational Culture and Change

123. Why is organization culture important in transformation process? Exerts powerful, unconscious influence on human behavior. Difficult to challenge and address directly.

124. Culture: The core set of norms of behavior, beliefs, shared values and assumptions of the organization’s members.

125. Function of Organizational Culture Allows people within the organization to interpret their environment and to behave in response to that environment

126. How Culture Impacts Change Current Culture ( Attempts to introduce changes consistent with current culture usually are successful.) BeliefsBehaviors Assumptions ( Attempts to introduce changes that are radically different than the existing culture usually are not successful.)

127. Changes not compatible with the current culture will always be subject to regression.

128. Change needs to anchored in an altered culture. Comes last, not first. Depends on obtaining results. Requires a lot of talk. May involve turnover. Succession decisions crucial J. Kotter, “Leading Change”, 1996

135. Errors Common to Change Efforts

136. Allowing too much complacency. Failing to create a sufficiently powerful guiding team. Underestimating the power of vision. Undercommunicating the vision.

137. Permitting obstacles to block the vision. Failing to create short-term wins. Declaring victory too soon. Neglecting to anchor change in new culture.

138. (Change Management Section)

141. What is Change Management? A structured and systemic approach to achieving a sustainable change in human behavior within an organization.

142. Focus of Change Management Moving the majority of the members of the organization into new behaviors while retaining key competitive advantages, competencies and “customer” relationships.