Leading Change and Managing
Resistance
Learning Outcomes
• Learning Outcomes
– Understanding Change
– Applying Problem-Solving Models/Tools to
support the change management process
• Integrated Competing Values Framework
– Innovator/Broker
– Developer
Changes
• What are some of the changes you have had to manage in your
role as Course Coordinator?
What is Change Management?
• A discipline for assisting people to:
– adapt to changes in their environment
– adopt new ways of working
– align to new business drivers & measures
• It consists of:
– knowledge about people & their drivers
– approaches for planning and executing change
– tools & techniques
Change Curve
 People will respond to change at
No of people
On Line MBA
13.5%
Early Adopters
2.5%
Change
Agents
34%
Fence Sitters
Shift Early
different rates
– Understand this factor and
you can then use strategies to
move groups who are slow to
change
– Change agents and early
adopters – use them to help
shift the group
34%
Fence Sitters
Shift Later
16%
Resistors
Range
Role: Helping People Around the Curve
Early awareness
Plenty of time
Shock
Comfort
zone
Denial
Acknowledgement
Growth
Re-enforce
Make it real
Frequent communication
(They are not listening)
Show need for the change
Adaptation
Support
Encourage
Listen, empathise, absorb,
Show need for change.
Use people who are already
around the cycle
Problem-Solving Models to Support Change
•
•
•
•
•
•
SWOT
Force Field Analysis
Ishikawa Diagram
Six Thinking Hats*
Mind Mapping
Nominal Technique
Strength:Weakness:Opportunity:Threat Analysis
• Scan of the internal (SW) and external environment
(OT)
• Matching resources to competitive environment
• Long term goal setting and planning
• S – what gives you a competitive / quality advantage
• W – absence of strengths / quality
• O - new opportunities
• T - changes in environment that threaten course
SWOT/TOWS Matrix
Strengths
Weaknesses
Opportunities
S-O Strategies
W-O Strategies
Threats
S-T Strategies
W-T Strategies
SO – pursue opportunities good for course
WO – overcome weaknesses to pursue opportunities
ST – how can you use strengths to reduce vulnerability to threats
WT – plan to prevent weaknesses so not susceptible to external threats
Strength:Weakness:Opportunity:Threat –Scenario
Marketing a Course
You have noted a decline of about 10 percent annually over the past three years in
your enrolments. In addition the quality of the applicants (reduced grade point
average/TER and background experience) has declined.
You have been asked by your Head of School to work with University marketing to
start preparing a new plan to market the course more aggressively to try and
increase your enrolments as well as retain your students. A change in strategy is
needed.
There is one other University in the State that offers a similar program as well as 5
other programs across Australia.
Five of you have come together to start conceptualising a marketing plan. They are
yourself (CC), University Marketing representative, Student Services
Administrative Officer, member of academic staff who teaches in the course,
and a final year student.
Use the SWOT analysis tool to analyse the status of your School and how this
information can then be used to address the issues related to the marketing of
your course.
(nominate a course to use as your example – e.g. engineering)
Force Field Analysis
Pressure for Change
Pressure Against Change
Driving Forces
Resisting Forces
Strategies…..
Driving Forces should be greater than Resisting Forces
Force Field Analysis: Scenario
Student Feedback
•
According to the course review data, feedback continues to receive a low score
across many of the units in your school. You and the Chair of the School’s
Teaching and Learning Committee (TLC) meet to discuss the results, as
requested by your Head of School.
• You would like to work with the academic and sessional staff to try and change
the School’s approach to providing feedback.
• You anticipate that there may be some resistance by the staff who feel
overworked already, although you have a couple of staff who receive very good
feedback scores in the data. Others may not be aware of the significance of the
problem. You recognise that student input is also needed to work through this
issue.
• Before calling the staff and sessionals together for a big meeting to discuss the
issue, you decide to do a Force Field Analysis so you can gain a better
perspective on the issue, which will prepare you more readily for the meeting,
and possible resistance to changes to the Schools feedback approach.
• Four of you: yourself (CC) the Chair of the TLC, a final year student and one of
the staff members who has very good feedback scores meet to conduct the
FFA.
(contextualise to a course – eg. nursing)
Ishikawa (Fishbone) Diagram
Culture/language
•A
•B
•C
Quality Issue
Group Work
Experience
Class Size
•A
•B
•C
Ishikawa – Scenario
Group Work
• There has been an increase in the number of student
complaints about the nature of group work in the course. You
have asked 4 other academics who teach in the course to
undertake a quality review of this assessment practice.
• You find that over half of the units have group work assessment
ranging in value from 25 to 40 per cent.
• Class sizes in the lower years are in the range of 60 - 100 and in
the upper years in the order of 50 – 70.
• Approximately 25 per cent of the students have a first language
other than English. Over 90 per cent of these students are from
the Asia Pacific region.
(contextualise to a course – eg. architecture)
Change Management
Strategies
•
•
•
•
•
Create a sense of urgency.
Create a supportive and guiding coalition
Vision with strategies, goals and action plans.
Communicate the plan
Empower people to take action by removing
obstacles
• Encourage short term or incremental wins.
• Consolidate the wins and celebrate,
• Once the changes are complete, anchor them in the
culture.
Understanding and Working with Teams
• Group Cohesiveness and Performance
– Group Think
– Group Shift
Understanding and Working with Teams
• Five Stage Group Development Model
–
–
–
–
–
Forming
Storming
Norming
Performing
Adjourning
6 Hats
THINKING
White
Facts, figures, information needs and gaps. "Let's drop the arguments and
proposals, and look at the data base."
Red
Intuition, feelings and emotions. Put forward an intuition without any need to
justify it. Usually feelings and intuition can only be introduced into a discussion if
they are supported by logic. Usually the feeling is genuine but the logic is
spurious. The red hat gives full permission to express feeling.
Black
This is the hat of judgment and caution. It is not in any sense an inferior or
negative hat. The black hat is used to point out why a suggestion does not fit
the facts, the available experience, the system in use, or the policy that is being
followed. The black hat must always be logical.
Yellow
This is the logical positive. Why something will work and why it will offer
benefits. It can be used in looking forward to the results of some proposed
action, but can also be used to find something of value in what has already
happened.
Green
This is the hat of creativity, alternatives, proposals, what is interesting,
provocations and changes.
Blue
This is the overview or process control hat. It looks not at the subject itself but
at the 'thinking' about the subject. "Putting on my blue hat, I feel we should do
some more green hat thinking at this point." In technical terms, the blue hat is
concerned with meta-cognition.