III Conferência CMMI Portugal, Workshop 1: Introduction to change Management, Henrique Narciso, Robert Gordon University

10/16/2013

Expectations for the day

Portugal

Henrique Narciso
Consultant – PHD student
Engenhus – Robert Gordon University

2013-10-17

What are they?
© 2013 CMMI Portugal Conference Series – All Rights reserved.

Change Management
Introduction to change Management

2

Something personal
Some individual
A group of people
A tool
An ability
The way you teach/influence people

Change
Change Management
History o change management
– Four approaches to individual change
Clauses of change management
Change Management Models
ADKAR Model – Individual
ADKAR Model – Organizational
– Comunication(with and without change management)

3


Agenda


Agenda

A

Planing with change Management
Interaction of organizational and individual change
management
Three phase process to Organizational Change Management

5



Exercise
What do you want to change?

4

What is Change

Brainstorm exercise
Definitions
What is change…

6

1


A

Change

9

11


7



The river is always changing..



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You never step into the same river twice
You never step into the same river twice

Greek philosopher, Heraclitus
Greek philosopher, Heraclitus

A

Change reaction phases
The river is always changing..

The person is not the same, the second time around

8

Fear Piramid

10

Change : Stages of change

12

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Change : elements of change

13



Change : Stages of change

Change vs Change management

Effects of Missing Links
Skills

Incentives

Resources

Action Plan

Change!

Skills

Vision

Incentives

Resources

Action Plan

Confusion

Incentives

Resources

Action Plan

Anxiety

Resources

Action Plan

Gradual
Change

Action Plan

Frustration

Vision
Vision

Skills

Vision

Skills

Incentives

Vision

Skills

Incentives

Resources

False
Starts

14

Four approaches to individual change

Change Management – supporting individuals through their
own personal transition

15



Change – moving form a current state to a future state

Rewards and punishments

Change another individual’s behaviour using reward and
punishment, to achieve intended results.
Preferred behaviour of the individual must be encouraged to
behave that way, and discouraged from behaving any other
way.
This approach has its advantages and
disadvantages

17



THE BEHAVIOURAL APPROACH TO
CHANGE

16

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Reinforcement strategies

In any project of planned behaviour change a number of steps will
be required:
• Step 1: The identification of the behaviours that impact
performance.
• Step 2: The measurement of those behaviours. How much are
these
behaviours currently in use?
• Step 3: A functional analysis of the behaviours – that is, the
identification of the component parts that make up each behaviour.
• Step 4: The generation of a strategy of intervention – what
rewards
and punishments should be linked to the behaviours that impact
performance.
• Step 5: An evaluation of the effectiveness of the intervention
strategy.

Financial reinforcement
Non-financial reinforcement
– Feedback
– Social reinforcement

19



So in what ways may behaviourism help us?

Summary of behavioural approach

21



Motivation and behaviour

20

McGregor’s Theory X:
“the only way to motivate and align workers to the change
effort is through a combination of rewards and punishments.”

22

Cognitive psychology developed out of a frustration with the
behaviourist approach.
The behaviourists focused solely on observable behaviour.
Cognitive psychologists were much more interested in
learning about developing the capacity for language and a
person’s capacity for problem solving.
Things that happen within a person’s brain.
These are the internal processes which behavioural
psychology did not focus on.

23



THE COGNITIVE
APPROACH TO CHANGE
• Self concept and values: what are my core values and how do
they
fit together with those of my organization?
• Beliefs and attitudes: what are my limiting beliefs and attitudes
and
with what do I replace them?
• Feelings: what is my most effective state of being to accomplish
my
goals and how do I access it?
• Behaviour: what specifically do I need to be doing to achieve my
goals
and what is my first step?
• Results: what specific outcomes do I want and what might get in
the
way?
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People control their own destinies by believing in and acting on the values
and beliefs that they hold.
R Quackenbush, Central Michigan University

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Summary of cognitive approach
Summary of cognitive approach
Builds on the behaviourist approach by putting
behaviour into the context of beliefs, and focusing more firmly on
outcomes.

Positive listings
Affirmations
Visualizations
Reframing
Pattern breaking
Detachment
Anchoring and resource states
Rational analysis

25



Techniques for change

Many cognitive techniques are used in the field of management today,
particularly in the coaching arena.
Approach :
building a positive mental attitude and some stretching goals,
backed up by a detailed look at what limiting beliefs produce behaviour
that becomes self-defeating.
A drawback is:
lack of recognition of the inner emotional world of the individual, and
the positive and negative impact that this can have when attempting to
manage change.
Some obstacles to change need to be worked through, and
cannot be made ‘OK’ by reframing or positive talk.

26

Research published by Elizabeth Kubler-Ross (1969).

The word ‘psychodynamic’ is
based on the idea that when facing
change in the external world, an individual
can experience a variety of
internal psychological states. As with the behavioural and cognitive
approaches to change, research into the psychodynamic approach
began
not in the arena of organizations, but for Kubler-Ross in the area of
terminally ill patients.
Later research showed that individuals going through changes
within organizations can have very similar experiences, though
perhaps less dramatic and less traumatic.
27

29


The idea that humans go through a
psychological process during change.




THE PSYCHODYNAMIC APPROACH TO
CHANGE

28

30

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Useful for managers who want to understand the reactions of their
staff during a change process and deal with them.
Allows managers to gain an understanding of why people react the
way they do.
It identifies what is going on in the inner world of their staff when
they encounter change.
The models presented simplify what can be quite a complex
process.
Individuals do not necessarily know that they are going through
different phases.
What they may experience is a range of different emotions (or lack
of emotion), which may cluster together into different groupings
which could be labelled one thing or another.
Any observer, at the time, might see manifestations of these
different
emotions played out in the individual’s behaviour.

31



Summary of psychodynamic approach

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Combines some of the insights from the previous three
approaches while at the same time developing its own.
United States during the 1950s and 1960s.
The American Association of Humanistic Psychology
describes it as ‘concerned with topics having little place in
existing theories and systems: e.g. love, creativity, self,
growth… self-actualization, higher values, being, becoming,
responsibility, meaning… transcendental experience, peak
experience, courage and related concepts’.
Lets look at how the humanistic approach differs from the
behavioural and cognitive approaches, list some of the key
assumptions of this approach, and look at three important
models within humanistic psychology.
33

Maslow and the hierarchy of needs



THE HUMANISTIC PSYCHOLOGY
APPROACH TO CHANGE

A

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Exercise - Preparation

35



In pairs, both standing, one closes the eyes.
The other touchs diferent places, never in the same place.
From touch, transform to push and then to hiting lightly
And change.

36

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A

Exercise - examination

A

–
–
–
–
–
–

Repeat previous exercice, always in the same place.

Anger?
Pleasure?
Confusion?
Confort?
Disconfort?
When did the same movement become “accepted”

37



What was felt?


From touch, transform to push and then to hiting lightly
And change places.

38

Maslow and the hierarchy of needs

Change affects what aspects of the pyramid?

–
–
–
–
–
–

Anger?
Pleasure?
Confusion?
Confort?
Disconfort?
When did the same movement become “accepted”

39



Exercise - examination

What was felt?

A

Elephant, the rider and the path

41



Gestalt cycle

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42

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1. Direct the Rider
2. Motivate the Elephant
3. Shape the Path

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A

A

45


What do I mean?
– Show it Henrique!
jumped!”



Management interventions


Summary of humanistic psychology
approach

A

“When I bundgee

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Elephant, the rider and the path

For the manager, the world of humanistic psychology opens up
some
interesting possibilities and challenges. For years we have been
told that
the world of organizations is one that is ruled by the rational mind.
Daniel Goleman’s (1998) on emotional intelligence and
management competence suggest that what makes for more
effective managers is their degree of emotional self-awareness and
ability to engage with others on an emotional level.
Humanistic psychology would not only agree, but would go one step
further in stating that without being fully present emotionally in the
situation you cannot be fully effective, and you will not be able to
maximize your learning or anyone else’s learning.
44


Recall all and every feeling changes , they will be explained in a phase
by phase diagram
The detail is very important
Start from where you are now
The stages are:
– very detailed and short so be very aware of your feelings
It’s time do be sensitive
Major
–
–
–

phases
Exercise anouncement
Every major step done till completion
After completion of the exercice

46


– Major phases
• Exercise anouncement
• Every major step done till completion
• After completion of the exercice
Ready?
Any questions? Don’t wory if you are not sensitive 

48

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Change chairs with someone

Write down what happened at the following stages:
– Anouncement
– From anouncement to understandment
– From sitting to standing up
– From the stand up position to the first step
– From the first step to the location
– The swap
– The act of sitting down
– After sitting down
– When did you dicide with who to change chairs?

49


Exercise breakdown


Exercise

Importance of change management

50

Clauses of the change management

51



Brainstorm…

Meeting objectives

Change Management has only on goal:
To improve project and organizational sucess
Strong correlation betwee change management
effectiveness and projects meeting objectives

53



Clause 3

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54

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Staying on budget

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Staying on schedule

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Clause 2

The correlations between change management effectiveness and
schedule and budget adherence may seem counter-intuitive at first.
The letters R & E help us understand why this correlation exists.
When the people side of change is ignored and only comes to light
when a go-live date is greeted with outrage and resistance, teams
have to go back to the drawing board. REwork, REdesign,
REevaluate, REvisit - these are the costly R & E consequences
when the people side of change is neglected. Each of these R & E
consequences - rework, redesign, reevaluate, revisit - add cost and
time to a project. By proactively building employee support and
commitment with change management, these R & E costs can be
avoided and mitigated. This is why, despite how it might seem to a
project leader, effective change management actually increases the
likelihood of finishing on time and on budget.

Organizacional change causes and depends on individual
change:
– A new process only delivers value if people follow it
– A new technology only produces value if people use it

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Two costly letters - R & E

The individual is the unit of change

58

Let’s debate on this

No longer “ad hoc”
– Or just communications
– Or just trainning
Growing set of tools, processes, skills and principles

Change happens one person at a time

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Clause 1

The organizational future state comes from individual change

Organizational change

Structured, intentional, research-based, holistic approaches
drive results

60

10


K
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ADKAR© Model

Because it makes sense
Because it is easy to learn
Because you start seeing change through ADKAR glasses
Because it drives action

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Change Models
Personal confession

All Models were Bookshelf models

K

www.change-management.com

K

Until one …

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ADKAR© Model

Overview
Awereness
Desire
Knowledge
Ability
Reinforcement

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ADKAR© Model

66

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K

ADKAR Model

Awareness and Desire

Desire
Knowledge
Ability
Reinforcement

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Awareness

Awareness and Desire are the first two building blocks of
Prosci's ADKAR Model. For a change to be successful, an
individual must first understand why a change is necessary,
followed by a personal decision to support and participate in
the change. Yet achieving these seemingly simple building
blocks is not as easy as it sounds. In fact, some of the
greatest challenges for change management professionals lie
within these first two elements of the ADKAR model. This
tutorial begins to reveal why these two elements require a
carefully architected change management strategy in order
for your changes to be successful.
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Awereness

Any successful change begins with the answer to one of the most basic
questions about change: Why?

Building Awareness can be much more difficult than it sounds.

It is human nature to want to understand the reasoning behind an action or
a required change.
"Awareness of the need for change" - and not simply "Awareness that a
change is happening".
It means:
clearly explaining the business drivers or opportunities that have
resulted in the need for change.
addressing why a change is needed now, and
explaining the risk of not changing.

We have only succeeded at building Awareness when
"I understand the nature of the change and why this change is
needed"

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Awereness

Awereness

When you hear a proposed change:
- Do you trust the "sender" of the change message?
- Do you believe the reasons they are providing about why the change is
needed.
- Even in our everyday life, we encounter many ideas for change in which
we do not agree with the messages being provided to us.
As a change manager, you will need to understand the activities that drive
awareness, and at the same time, take into account those "resisting
factors" or restraining forces that prevent the awareness message from
taking hold with your audiences.
In some cases the resisting factors are so strong, that even the best
communications plan will be insufficient.
Effective change management plans are designed to surface and deal with
these resisting factors.

70

Desire

What builds Awareness of the need for change?

Communications from others

Potential Resisting Factors:

Comfort with the status quo



Access to information



Credibility of the source or sender of the message



An event



Denial that the reasons for change are real



An observable condition



Debate over the reasons for change



Rumors or misinformation



General perception of the people closest to me (if
different than the public message)

Examples:

Sponsor messages


Managers’ conversations



General employee communications



Readily-available business information



Catastrophic disaster



Gradually weakening financial performance

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Awareness

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Desire

Desire

Fear of consequence (risk or penalty)



Willingness to follow a leader you trust



Alternative is worse



Fear of the unknown



Change not aligned with a person's self-interest or
values



No answer to What's In It For Me? (WIIFM)



Negative history with change on a personal level
(low confidence of success)



An individual’s personal situation - financial, career,
family, health



An organization's track record with change

Desire to be part of something (to belong)



Tactics for building Desire:

Active and visible primary sponsor


Strong sponsorship coalition



Personal engagement by coaches



Proactive management of resistance



Employees involved in the change process - help
create the solution



While there are certainly ways to try and influence a person's
decision to get "on board" with a change, in the end individuals
must make this decision themselves.
Desire is only achieved when the individual would say to us,
"I'm in - I will be part of this change".
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True Awareness can easily be overlooked.

Potential Resisting factors:

Comfort or security with how things are now

Incentive programs aligned with the change

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

Desire is difficult because it is ultimately a personal decision that
is not under our direct control.

Awareness and Desire Summary

Desire
What builds Desire to support and participate in a
change?

Likelihood of gain or achievement (incentive)

The next step in successful change is making a personal decision
to support and participate in the change.
Many practitioners say that Desire is the most difficult of the five
building blocks to achieve.

This is not their fault, in fact, it makes complete sense when you think about what these
two groups are concerned with - what keeps them up at night.
Senior leaders care about financial performance and strategic direction.
Project teams are charged with designing an effective solution for a problem or opportunity
facing the organization.
It makes sense that these groups focus on the future (for senior leaders) and the transition
(for project teams).
Both of these groups have also had time to evaluate and internalize why the way things
are done today needs to be changed.
However, employees who will be impacted by a change are concerned with what they are
doing each and every day, and why a change is required right now.

There is a fundamental and understandable disconnect here - and as a result Awareness
of the need for change can often be overlooked.

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More and more and more Awareness does not result in Desire.

jump to training Rather than investing the time and energy in campaigns to build
Awareness and Desire.

It is important to recognize when employees have moved through the Awareness phase
and are now at Desire.
Continuing to focus on the reasons for change and not translating those reasons into the
personal and organizational motivating factors is a trap some change management
practitioners face - and it can be very discouraging and annoying for employees.

The result is easy to predict - employees show up for training but sit with their arms
crossed wondering why they are sitting through yet another training program. Without the
prerequisite Awareness and Desire, efforts to build Knowledge will not be successful and
can actually create more resistance.
Lack of awareness has been cited as the number one reason for employee.
Study participants continue to report that employees were not opposed to the solution or to
the new way of doing work, but rather they resisted change because no one made a clear
and compelling case for why the change was needed in the first place.
Creating Awareness when "times are good" can be difficult, but it is still essential.
When an organization is in trouble, and it is readily visible to employees,
However, building Awareness when an organization is succeeding is often a more difficult
proposition.
"If it isn't broken, then why fix it”

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Awareness and Desire Summary

It is easy to jump straight to Knowledge.

Awareness and Desire Sumary

Awareness and Desire can ebb and flow.
Sometimes, change management professionals will conclude that once they have created
Awareness and Desire, they no longer need to reinforce these elements.
They quickly move on to training to help build Knowledge and Ability.
However, in reality, Awareness and Desire can go away as quickly as they were created.
It requires reinforcement and continued communication to maintain the levels of
Awareness and Desire necessary to make changes successful. Change saturation sets in,
and the result can be backward movement on other changes.

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Knowledge

The individual who is making the change
ultimately begins doing things the new way.
It involves:

Give training!
However, training is not the only way to develop knowledge.

– knowing how to make the change,
– making the change and ultimately
– staying with the change.
Knowledge, Ability and Reinforcement cannot be attained
without the pre-requisite Awareness and Desire
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Knowledge, Ability and
Reinforcement - overview

Knowledge

Two distinct types of Knowledge:
on how to change (what to do during the transition),
on how to perform effectively in the future state (knowledge on the ultimate
skills and behaviors needed to support the change).
In practice, both of these types of Knowledge may be integrated and addressed
with a single plan, but as you are documenting and developing training
requirements it is important to consider both of these aspects.
Knowledge - Knowledge is only effective when the individual already has
Awareness and Desire.
Each of us has been to a training program where we were not sure why we
were there in the first place.
Think about 1) how you felt and 2) what you ultimately took away from the
training event. The answers are probably: 1) confused and 2) very little.

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Ability


What builds Knowledge on how to change?

Training and education


Experience



Access to information



Potential Challenges and Resisting Factors:

Gap between current knowledge levels
and desired knowledge levels

Mentoring







User groups and forums



Capacity to learn

One-on-one coaching



Lack of access to the necessary information

Job aides



Inadequate resources available for training



Examples:

Formal training programs

Insufficient time (conflicting demands)



Troubleshooting guidance

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Knowledge

Ability

Time



Coaching or role modeling behavior



Access to right tools



Feedback



Lack of support resources



Existing habits contrary to the desired behavior



Psychological blocks



Limitations in physical abilities



Individual capabilities (personal limitations)

Tactics for fostering Ability:

Direct involvement of coaches


Access to subject matter experts



Performance monitoring



Hands-on practice during training



An example that illustrates this gap is playing golf.

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It is a natural tendency to resort to what we know.

Inadequate time available to develop skills

Availability of expert resources to help employees

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

While Knowledge and Ability can seem similar, there can be a
very large gap between the two.

Reinforcement

Ability
What fosters Ability to implement the required skills and
behaviors?

Practice

Change occurs!
Demonstrated achievement of the change (such that the
expected performance results are achieved).

Emerging research about how the brain functions that suggests it is not
just a natural tendency, but in fact physiological tendency.
While making a change is difficult, sustaining a change can be even
more difficult.
Reinforcement encompasses the mechanisms and approaches so that
the new way stays in place.
Reinforcement can be difficult,
once a change is finished, we move on to the next
change.
As the final building block of successful change, the focus on
Reinforcement must be maintained so that changes are sustained and
deliver results.

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Reinforcement

Knowledge, Ability and
Reinforcement - Summary


K

Rewards and recognition



Feedback



Corrective actions



Visible performance measurement




Rewards not meaningful or not associated with
achievement

Accountability mechanisms in place



Absence of reinforcement for accomplishments



Negative consequences including peer pressure for
desired behavior



Incentives that directly oppose the change

Tactics for fostering Reinforcement:

Feedback from supervisors directly to employees saying "Thank you"


Visible recognition by senior level sponsors



Project-sponsored celebrations for employees



Compensation and appraisal systems designed to
support the change

85


K

Recall all and every feeling changes , they will be explained in a phase
by phase diagram
The detail is very important
Start from where you are now
The stages are:
– very detailed and short so be very aware of your feelings
It’s time do be sensitive
Major
–
–
–

Change does not begin with Knowledge.

Do not assume that with Knowledge comes
Ability.
Keep a focus on Reinforcement, even when it is
difficult.

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What do I mean?

phases
Exercise anouncement
Every major step done till completion
After completion of the exercice

87




K



K

– Major phases
• Exercise anouncement
• Every major step done till completion
• After completion of the exercice

– Does Henrique need to explain anything?

88

Exercise

When we return from the coffe break…

Ready?
Any questions? Don’t wory if you are not sensitive 

89



What builds Reinforcement to sustain the change?

Celebrations


Reinforcement

Wait at the door, the exercise will be told there just before you
come in.
Just remember the exercise only stops when Henrique
says ,
“It has ended!”

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Write down what happened at the following stages:
– Anouncement
– From anouncement to understandment
– From sitting to standing up
– From the stand up position to the first step
– From the first step to the location
– The swap
– The act of sitting down
– After sitting down
– When did you dicide with who to change chairs?
– Lets lissen to what the person without the chair felt.

91


Exercise breakdown


Exercise

Change places with someone

K

92

Measuring progress

Role playing
– In pairs, sell “something” using the ADKAR model
– One points to something
– The other “sells”, and change

“How do I measure if my change management approach is
effective?"

93



Module Awareness

ADKAR describes the required elements of a successful
change, if na element is missing … it has to be improved.
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Barrier points

Prosci's ADKAR Model is also an effective instrument for
understanding why a change is not occurring.
ADKAR assessment is used to identify the barrier point.
The barrier point is defined as the building block in the
ADKAR Model that is not sufficient for the change to take
place.
By using an ADKAR assessment, an ADKAR profile can be
created showing which of the building blocks is the barrier
point - the first element with a score below "3".

95



Diagnosing Gaps

You can certainly measure change management activities for example:
how many times have we communicated,
how many times have senior leaders shared why the change
is happening,
what percentage of employees have had small group meeting
with their managers about the change,
how many employees have been trained?

Once you understand the root cause or source of the
gap - the ADKAR missing element that is impeding
change success - you can then develop the right
corrective actions to help the individual make the
change.
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K


K


D

K

A

R

Example A
Example B
Example C
Example D

97

K

A


A

D

K

A

– Identify the levels of the 5 phases that are better and
the ones that are worst
– Use the Exercise sheet (1 to 5)
Story

A

D

K

A

R

First
Second
Third
Forth
Fifth

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Adquired ability to
detect change

R

First
Second
Third
Forth
Fifth

99



Story

A


A

Adquire ability to
change Individuals

100

Developing Corrective Actions

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– “Sell” to Henrique

Trying to develop corrective actions without understanding the root cause for
change failure is a problem. First, it is difficult to pick the right corrective actions
if you do not understand why the change is not succeeding. The adage "it
takes a heap of swings to hit a nail in the dark" is applicable here - unless we
know why a change is not working, we don't know what to do to remedy the
situation.
Second, it can be discouraging to employees if you pick corrective actions that
are not focused on the right ADKAR building block. If an employee is not
making a change due to missing Reinforcement (for instance, they feel that
there is no benefit to staying with the new way of doing their job) and the
change management team simply provides more training (a Knowledge
intervention), the employee will simply become discouraged. If an employee is
concerned about whether or not they have the skills to be successful
(Knowledge is the barrier point), but the team focuses on more communication
about the need for change (an Awareness tactic), the employee will get
frustrated and might become even more resistant.
Since ADKAR describes the "ends" - it also helps us to select the correct
"means" if a change is not working. ADKAR provides guidance on how to help
an individual move forward in the change process once we understand which of
the ADKAR elements is the gap.

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ADKAR eye glasses

A

Everything becomes “seen” throught the eye glasses of
ADKAR
Planing: tasks become overall/global strategies
Execution : day to day interaction
– Talking becomes a structured message
– Process adherence

103



A

Exercise

– “Sell” to Henrique, while detecting the barrier, work on
the missing elements

104

Individual to Organizational change

See:
– Individual Coaching plan

An individual change management model describes "the
ends," while an organizational change management
model describes "the means"

105



ADKAR work sheet

Intent

107



Comunication – with and without change
management

106

Without change
management

Communications designed to tell you what "we" are doing

With change
management

Communications designed to build awareness and engage
employees in the process

108

18

10/16/2013

Frequency

Without change
management

Project details, design details, status and progress
updates, milestones

Without change
management

Dictated by project milestones

With change
management

Answers to the questions that employees have - 1) why is
this change happening, 2) what's in it for me, 3) risk of not
changing, 4) organizational benefits

With change
management

High frequency with repetition of key messages

109



Focus and content

Senders

Without change
management

One-to-many, broadcast messages (typically one-way)

With change
management

Face-to-face interactions, discussions, variety of media
(always two-way)

111



Methods

110

Checklist for ensuring communication
efforts are governed by best practices in
change management

Without change
management

Project team members, communication specialist

With change
management

Someone at the top (the sponsor of the change) and the
person the employee reports to (my direct supervisor)

112

Planing with change Management

The "why" for this change has been thoroughly developed including the risk
of not changing
The spokesperson for these messages is a "preferred sender" from the
perspective of that particular audience
The messages have been customized or adapted for each segmented
group and are designed to meet their specific needs
Communications are face-to-face whenever possible and always include
two-way communications
Employees are given the chance to provide feedback in a safe, nonthreatening environment throughout the change
Employees hear from both "the person they view as in charge" as well as
their immediate supervisor (and key messages are consistent from both
individuals)
Key messages about the change are repeated 5 - 7 times

113



Impacted groups have been segmented - specific, unique audiences of
communications are identified

114

19

10/16/2013

Element

Execution plan vs telling plan

Objective

Examples


Objective

Examples



Project oversight
Project reporting
Readiness assessments
Change portfolio management



Change saturation analysis



Employee engagement



Merger/Acquisition



OD interventions



New product offering



New service offering



Pilots and trials



Systems and tools deployment



New process implementation



Transition to new organization structure and job roles



Implementation of compensation, appraisal or incentive programs

116

Issue tracking



Restructuring



Budget development and control



New technology

Resource management





Change management





To manage the tasks, resources,
budget, time and scope of
technical design and
implementation

Process design / BPR



Schedule development and tracking



Project management

Vision and strategy development

Telling Plan vs Project Plan

Project planning



Strategic planning

Change management strategy

To encourage employees to

rapidly, completely and
proficiently make the required

changes to their day-to-day work

Change management planning
Change sponsorship



Communications during change



Training new skills and abilities



Coaching employees through transitions



Resistance management



Performance measurement

117


Element



115

Regulatory changes



Solution implementation

New business opportunities



To install a solution that meets
technical requirements and is
adopted and utilized

Financial results





To create a solution to improve the
performance of the organization
based on the recognition that a
change is needed

Competitive threats





Solution design and
development

Customer inputs





To identify the internal or external
Recognizing that a change
stimulus resulting in a need for
is needed
change

Internal performance



118

119



Interaction of organizational and individual
change management

120

20


123

125



121



10/16/2013

122

124

126

21


129

131



127



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128

130

132

22


10/16/2013

Obrigado!

Henrique Narciso
HNARCISO@GMAIL.COM

133

23

III Conferência CMMI Portugal, Workshop 1: Introduction to change Management, Henrique Narciso, Robert Gordon University

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