Leading Change and Managing Resistance

1. Leading Change and Managing Resistance

2. Learning Outcomes • Learning Outcomes • Understanding Change • Applying Problem-Solving Models/Tools to support the change management process • Integrated Competing Values Framework • Innovator/Broker • Developer

3. Changes • What are some of the changes you have had to manage in your role as Course Coordinator?

4. 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

5. Change Curve • People will respond to change at 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 On Line MBA No of people 13.5% Early Adopters 16% Resistors 2.5% Change Agents 34% Fence Sitters Shift Early 34% Fence Sitters Shift Later Range

6. Role: Helping People Around the Curve Early awareness Plenty of time Make it real Frequent communication (They are not listening) Show need for the change Shock Comfort zone Denial Acknowledgement Growth Re-enforce Listen, empathise, absorb, Show need for change. Use people who are already around the cycle Adaptation Support Encourage

7. Problem-Solving Models to Support Change • SWOT • Force Field Analysis • Ishikawa Diagram • Six Thinking Hats* • Mind Mapping • Nominal Technique

8. 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

9. SWOT/TOWS Matrix 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

10. Strength:Weakness:Opportunity:Threat –ScenarioMarketing 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 youhave 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)

11. Force Field Analysis Driving Forces should be greater than Resisting Forces

12. Force Field Analysis: ScenarioStudent 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 aForce Field Analysisso 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)

13. Ishikawa (Fishbone) Diagram • Culture/language • A • B • C Quality Issue Group Work Experience • Class Size • A • B • C

14. Ishikawa – ScenarioGroup Work • There has been an increase in the number of student complaints about the nature of group work in the course. You have asked4 other academicswho 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)

15. 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.

16. Understanding and Working with Teams • Group Cohesiveness and Performance • Group Think • Group Shift

17. Understanding and Working with Teams • Five Stage Group Development Model • Forming • Storming • Norming • Performing • Adjourning