2. Start and finish Course style
LunchCoffee and breaks
2/8 2/186M00 - Course introduction
3. Individual approaches and attitudes to improve
effectiveness during change
How to guide teams through their development
The nature and dynamics of achieving change in
organizations
The competencies, demands and practice
of leading change
Understand broad range of approaches
and tools that will improve your ability
to succeed with change
Main goal
Attempt Foundation exam with confidence
Secondary goal
Benefits and value of Change Management
Understand core principles and required skills of
Change Management
3/8 3/186M00 - Course introduction
4. Please share with the class:
Your name and surname
Your organization
Your profession
Title, function, job responsibilities
Your familiarity with the
project/programme management
Your familiarity with the change
management
Your familiarity with soft-skills aspects
Your personal session expectations
4/8 4/186M00 - Course introduction
5. Foundation Exam
Paper based and closed book exam
Only pencil and eraser are allowed
Simple multiple (ABCD) choice exam
Only one answer is correct
60 questions, pass mark is 30 (50%)
1 hour exam
No negative points, no “Tricky Questions”
No pre-requisite for Foundation exam
Sample, one (official) mock exam is
provided to you
Candidates completing an examination in a language that
is not their mother tongue, will receive additional time
5/8 5/186M00 - Course introduction
6. Practitioner Exam
Paper based and open book exam
Reference to Making Sense of Change
Management book ONLY allowed
Book is provided for students during exam
3 hours exam
Complex multiple choice - Objective Test
4 x 20 complex multiple choice questions =
80 question items/lines
Pass mark – 50% / 40 marks
Dictionary / translation lists allowed
Foundation certification is required
Candidates completing an examination in a language that
is not their mother tongue, will receive additional time
6/8 6/186M00 - Course introduction
7. Change Management syllabus section code and title
IC Individual Change
TC Team Change
OC Organizational Change
LC Leading Change
Syllabus Handbook Page
Module slide number / total module slides
Slide number /
total slides
Module number
and name
Change Management
handbook page
Change Management
syllabus section code
7/8 7/186M00 - Course introduction
8. twitter.com/mirodabrowski
linkedin.com/in/miroslawdabrowski
google.com/+miroslawdabrowski
miroslaw_dabrowski
www.miroslawdabrowski.com
Mirosław Dąbrowski
Agile Coach, Trainer, Consultant
(former JEE/PHP developer, UX/UI designer, BA/SA)
Creator Writer / Translator Trainer / Coach
• Creator of 50+ mind maps from PPM and related
topics (2mln views): miroslawdabrowski.com
• Lead author of more than 50+ accredited materials
from PRINCE2, PRINCE2 Agile, MSP, MoP, P3O, ITIL,
M_o_R, MoV, PMP, Scrum, AgilePM, DSDM, CISSP,
CISA, CISM, CRISC, CGEIT, TOGAF, COBIT5 etc.
• Creator of 50+ interactive mind maps from PPM
topics: mindmeister.com/users/channel/2757050
• Product Owner of biggest Polish project
management portal: 4PM: 4pm.pl (15.000+ views
each month)
• Editorial Board Member of Official PMI Poland
Chapter magazine: “Strefa PMI”: strefapmi.pl
• Official PRINCE2 Agile, AgilePM, ASL2, BiSL methods
translator for Polish language
• English speaking, international, independent
trainer and coach from multiple domains.
• Master Lead Trainer
• 11+ years in training and coaching / 15.000+ hours
• 100+ certifications
• 5000+ people trained and coached
• 25+ trainers trained and coached
linkedin.com/in/miroslawdabrowski
Agile Coach / Scrum Master PM / IT architect Notable clients
• 8+ years of experience with Agile projects as a
Scrum Master, Product Owner and Agile Coach
• Coached 25+ teams from Agile and Scrum
• Agile Coach coaching C-level executives
• Scrum Master facilitating multiple teams
experienced with UX/UI + Dev teams
• Experience multiple Agile methods
• Author of AgilePM/DSDM Project Health Check
Questionnaire (PHCQ) audit tool
• Dozens of mobile and ecommerce projects
• IT architect experienced in IT projects with budget
above 10mln PLN and timeline of 3+ years
• Experienced with (“traditional”) projects under high
security, audit and compliance requirements based
on ISO/EIC 27001
• 25+ web portal design and development and
mobile application projects with iterative,
incremental and adaptive approach
ABB, AGH, Aiton Caldwell, Asseco, Capgemini, Deutsche Bank,
Descom, Ericsson, Ericpol, Euler Hermes, General Electric,
Glencore, HP Global Business Center, Ideo, Infovide-Matrix,
Interia, Kemira, Lufthansa Systems, Media-Satrun Group,
Ministry of Defense (Poland), Ministry of Justice (Poland),
Nokia Siemens Networks, Oracle, Orange, Polish Air Force,
Proama, Roche, Sabre Holdings, Samsung Electronics, Sescom,
Scania, Sopra Steria, Sun Microsystems, Tauron Polish Energy,
Tieto, University of Wroclaw, UBS Service Centre, Volvo IT…
miroslawdabrowski.com/about-me/clients-and-references/
Accreditations/certifications (selected): CISA, CISM, CRISC, CASP, Security+, Project+, Network+, Server+, Approved Trainer:
(MoP, MSP, PRINCE2, PRINCE2 Agile, M_o_R, MoV, P3O, ITIL Expert, RESILIA), ASL2, BiSL, Change Management,
Facilitation, Managing Benefits, COBIT5, TOGAF 8/9L2, OBASHI, CAPM, PSM I, SDC, SMC, ESMC, SPOC, AEC, DSDM Atern,
DSDM Agile Professional, DSDM Agile Trainer-Coach, AgilePM, OCUP Advanced, SCWCD, SCBCD, SCDJWS, SCMAD, ZCE 5.0,
ZCE 5.3, MCT, MCP, MCITP, MCSE-S, MCSA-S, MCS, MCSA, ISTQB, IQBBA, REQB, CIW Web Design / Web Development /
Web Security Professional, Playing Lean Facilitator, DISC D3 Consultant, SDI Facilitator, Certified Trainer Apollo 13 ITSM
Simulation …
8/8 8/186M00 - Course introduction
9.
10. 1. The Organizational Context
2. Individual Change
3. Team Change
4. Organizational Change
5. Leading Change
2/4 10/186M01 - The Organizational Context
11. In groups:
Q1 - In organizations that you’re familiar
with what types of change do you see
happening?
Q2 - From a people perspective - what
seems to work well in managing change
and what doesn’t?
Q3 - What effect on the business might
badly managed change have?
Q4- What might some of the benefits be of
managing change well?
3/4 11/186M01 - The Organizational Context
16. Performance
Time
Based on Cognitive Theory and Motivation
Psychological learning
and adaptation space
Learning is not just the
acquisition of knowledge,
but also its practical use.
IC 17 4/60 16/186M02 - Individual Change
18. Competence:
Establish ways in which people’s competence can be assessed in
the new and ‘to be improved’ areas
Design, develop and deliver training and coaching programmes
Use strategies from the Learning Dip
6/60 18/186M02 - Individual Change
19. Concrete
Experience
(Activist)
Theoretical
Concepts
(Theorist)
Reflective
Observation
(Reflector)
Practical
Experimentation
(Pragmatist)
Having an Experience
Reviewing the
Experience
Concluding from the
Experience
Planning the
Next Steps
• Doing something new
• Start a discussion
• initiating action
• Trying things
• Volunteering
• Observation of new things
• Time to think about changes
• Viewing progress
• Participation in the study
• Planning
IC 19-21
• Reading theory
• Noticing inconsistencies
• Analysis of complex issues
• Matching pieces of a larger picture
• questioning the assumptions
• Practical things to do
• Creating Action Plans
• Experimentation
• Implementation of new knowledge
• Implementation of projects
7/60 19/186M02 - Individual Change
20. Q1. For a typical ‘self-assembly’ task,
what is your Kolb learning
preference? Position yourself in
relation to one or more of the
learning styles
Q2. Why are you in that position?
What is your strongest preference?
How does this reflect your preferred
approach to learning?
8/60 20/186M02 - Individual Change
26. Changing Behaviours with
REWARDS
Changing Behaviours with
PUNISHMENTS
Two approaches:
Positive Reinforcement
Pleasurable and increases probability of
repeat behaviour
Stopping something unpleasant
Avoidance of an unpleasant stimulus
increases the likelihood of repeat
behaviour
Two approaches:
Punishment
Unpleasant (for example, an electric
shock) leading to decrease in repeat
behaviour
Negative reinforcement
Removal of a pleasant stimulus
decreases the likelihood of repeat
behaviour
IC 22 - 24 14/60 26/186M02 - Individual Change
27. Financial
e.g. bonus, prize, tangible reward
Non-financial
Feedback - e.g. performance, coaching
Social - e.g. praise, recognition, name and shame
Reinforcement can take both
positive and negative forms
IC 25 - 26 15/60 27/186M02 - Individual Change
28. Theory X Assumptions (Behavioural):
People dislike work
They need controlling and direction
They require security
They are motivated by threats of punishment
They avoid taking responsibility
They lack ambition
They don’t use their imagination
IC 27
Douglas McGregor
(1960)
a.k.a. authoritarian
management style
16/60 28/186M02 - Individual Change
29. Theory Y Assumptions (Humanistic):
People regard work as natural and normal
They respond to more than just control or coercion, for
example recognition and encouragement
They commit to the organization’s objectives in line with
the rewards offered
They seek some inner fulfilment from work
Given the right environment people willingly accept
responsibility and accountability
People can be creative and innovative
IC 27
Douglas McGregor
(1960)
a.k.a. participative
management style
17/60 29/186M02 - Individual Change
30. Hygiene Factors: Motivators:
Pay
Company Policy
Quality of supervision/management
Working relations
Working conditions
Status
Security
Achievement
Recognition
Responsibility
Advancement
Learning
The type and nature of the work
IC 27 - 28
Frederick Herzberg
(1968)
18/60 30/186M02 - Individual Change
32. Assumption: ‘The clearer the goal, the greater
the likelihood of achievement.’
Self-concept &
values
Beliefs Attitudes Feelings Behaviours Results
What are my
core values?
What are my
limiting beliefs
and attitudes?
What is my most
effective state?
What do I
need to be
doing?
What specific
outcomes do I
want?
‘If you keep on doing what you are doing
you’ll keep getting what you get’
anon
IC 28 - 30 20/60 32/186M02 - Individual Change
33. Positive Listings – ‘I am good at…’
Affirmations – ‘I am always enthusiastic when…’
Visualizations – ‘This is the way I want to be…’
Reframing – ‘I can reduce my negative feelings…’
Pattern Breaking – ‘That wasn’t me, this is me…’
Detachment – ‘I can step outside of myself…’
Anchoring and resource states – ‘I can remember a time
when…’
s – ‘I can prove this is irrational!’
IC 32 - 35 21/60 33/186M02 - Individual Change
37. Helps understand the reactions of people during change
Gain an understanding of why people react the way they
do - what is going on in the ‘inner world’
Can be a complex process - individuals may not be aware
of going through these phases
The phases themselves may not have clear beginnings or
endings
People experience a range of different emotions that play
out in their behaviours
The highs and lows of transitions are perfectly natural and
normal
IC 43 - 44 25/60 37/186M02 - Individual Change
39. Combines insights from other approaches
Focus on:
Importance of subjective awareness
Importance of taking responsibility
Significance of the person as a whole entity
Emotional self-awareness
Ability to engage with others on an emotional level
Addresses motivation and behaviour
27/60 39/186M02 - Individual Change
41. Conditions for change to occur on ‘the journey towards
becoming a person’:
Genuineness and congruence
Unconditional positive regard
Empathetic understanding
Seven stage process that people go through - consistently
recurring qualities
IC 49 - 51
Carl Rogers
(1967)
29/60 41/186M02 - Individual Change
42. Key concepts when managing change at an individual
level:
Facilitating environment and stance of the change agent
(encouraging openness)
Surface and work through negative feelings
(get to the underlying issues and feelings)
Allowing creativity and risk-taking to occur
(opening up the opportunity)
Generating greater self-responsibility and choice
(increasing options and self-responsibility)
IC 52
Carl Rogers
(1967)
30/60 42/186M02 - Individual Change
44. How the Gestalt Cycle maps onto stages in managerial
decision-making:
Sensation - our direct and immediate experience
Awareness - present, past, future, experiences, others
Mobilization - focus on specific target, foreground
Action - release of energy, take action
Contact - make contact in and with the outside world
Closure - resolution, fade into background
IC 53 - 55
Edwin Nevis
(1998)
32/60 44/186M02 - Individual Change
45. Q1. What are the advantages and
disadvantages of each of the 4
approaches?
Q2. How might you use each
approach to enable people to
change?
33/60 45/186M02 - Individual Change
46. From the Behavioural Perspective: From the Psychodynamic Perspective:
Acknowledge the emotional side of
change
Treat people as adults
Surface negative feeling and talk
through
Seek to fulfil emotional needs
Reinforce two-way communication
channels
Address people’s higher aspirations
Develop a ‘learning organization’
Ensure new behaviours are clearly
communicated
Policies and procedures (especially
reward and recognition) are aligned
Communicate expectations
Link organizational goals with
individual goals
Focus on results
Develop motivating visions
From the Cognitive Perspective: From the Humanistic Perspective:
IC 64 - 66 34/60 46/186M02 - Individual Change
47. Minimize shock
Give full and early communication of intentions
Communicate possibilities
Show overall direction of change
IC 67 35/60 47/186M02 - Individual Change
48. Be patient
Discuss implications of change with individuals
Notice and pay attention to people’s small
Signals
IC 67 36/60 48/186M02 - Individual Change
49. Listen, empathise, offer support,
protection
Do not suppress conflict and expression of
difficult views or emotions
Help individuals weather the storm
Recognize how change can trigger off past
experiences in individuals
Try not to take others’ reactions personally
IC 67 37/60 49/186M02 - Individual Change
50. Help others complete
Allow others to take
responsibility
Encourage
Create goals
Coach
IC 67 38/60 50/186M02 - Individual Change
51. Encourage risk
taking
Exchange feedback
Set up
development
opportunities
IC 67 39/60 51/186M02 - Individual Change
52. Discuss meaning and learning
Reflection
Overview of experience
Celebrate success
IC 67 40/60 52/186M02 - Individual Change
53. Prepare to move on
IC 67 41/60 53/186M02 - Individual Change
55. Different people respond to change in different ways
Myers-Briggs Type Indicator™ (MBTI™) identifies eight
different personality preferences
Each individual has a preference for one particular
combination over the others
Four typical MBTI™ type combinations
help understanding of the change process
IC 56 - 58
Meyers Briggs
43/60 55/186M02 - Individual Change
56. Type Indicators Description
Extraversion –
Introversion
Where people prefer to focus their attention and
draw energy.
Sensing –
INtuition
The way people prefer to take in information.
Thinking –
Feeling
The way they prefer to make decisions.
Judging –
Perceiving
How they orient themselves to the outside world
and their lifestyle.
IC 56 - 58 44/60 56/186M02 - Individual Change
57. IS Thoughtful Realist
Leadership through attention to what
needs doing
Cautious & careful about change
‘Let’s keep it!
IN Thoughtful Innovator
Leadership through ideas about what
needs doing
Plan and generate ideas and visions
‘Let’s think about it!’
ES Action-oriented Realist
Leadership through action, doing
Energy & enthusiasm to get things done
‘Let’s do it!’
EN Action-oriented Innovator
Leadership through enthusiasm
Will be wanting to move into new areas
and soon….!
‘Let’s change it!’
IC 59 45/60 57/186M02 - Individual Change
58. Focus:
Practical considerations, continuity
Wants:
To see the difference between what
should be preserved and what could be
changed
Concerned:
With what needs to be kept.
Hates:
Brainstorming, being rushed, empty
promises
Irritates others by:
Wanting to take their time over things
Looking into the detail
Being unwilling to embrace change for
change’s sake
You can help them by:
Ensuring that something stays the
same
Giving them plenty of time to adjust
Giving them relevant things to read and
think about
IC 59
Motto:
“If it isn’t broke don’t fix it”
46/60 58/186M02 - Individual Change
59. Focus:
Practical actions, results
Wants:
To get things to run more effectively
and efficiently
Concerned:
With improving results
Hates:
Reviews, theoretical discourse, long
emails
Irritates others by:
Starting without thinking
Ignoring interpersonal niceties
Bulldozing things through
You can help them by:
Giving them some practical first steps
to get on with
Establishing clear targets for them
Setting a focused direction
IC 59
Motto:
“Let’s just do it”
47/60 59/186M02 - Individual Change
60. Focus:
Thoughts, ideals, vision
Wants:
To develop an internal vision of the
future which ‘stacks up’
Concerned:
With new ideas and theories about
what needs doing
Hates:
Instruction manuals, training courses,
things that don’t make sense
Irritates others by:
Taking too much time to think things
through
Wanting to know how everything fits
together
Planning at the expense of doing
You can help them by:
Ensuring that the big picture makes
sense
Giving them time & space to think
things through
Making sure there’s room for new
ideas and strategies
IC 59
Motto:
“Let’s think about it!”
48/60 60/186M02 - Individual Change
61. Focus:
Systems, relationships, change
Wants:
To talk with others, be creative and try
something different
Concerned:
With putting new ideas into practice
Hates:
Small chunks of disconnected work,
long periods of reflection, repetition,
lack of vision
Irritates others by:
Wanting to change things quickly
Moving from change initiative to
another
Having too much enthusiasm for
change rather than consolidation
You can help them by:
Allowing them to take charge of a
significant area of work
Talking things through with them
enthusiastically
Tapping into their creativity
IC 59
Motto:
“Let’s change it!”
49/60 61/186M02 - Individual Change
62. Personality and Change
Large groups vs 1-1’s
Oral communication vs Written communication
Immediate response vs Considered reaction
Why change things? vs Here’s the new Vision
Specific Detail vs Big Picture
Business case vs How it affects people
Tight project plan vs Potential for changes
‘When communicating change and attempting to get people on board
you need to communicate different things in different ways
to different personality types.’
50/60 62/186M02 - Individual Change
63. Q1. What are the advantages and
disadvantages of each of the four
Myers Briggs Type Combinations?
Q2. Which personality
types/combinations are most useful
when managing individual responses
to change?
51/60 63/186M02 - Individual Change
65. Q1. Why do people resist change?
Q2. What does resistance to change
look like?
53/60 65/186M02 - Individual Change
66. I’d much prefer to do it the way I’ve
always done it
I don’t want to step outside my
comfort zone
I can’t be bothered
I might fail
I’m afraid people will think I’m stupid
I’ve lost all my support networks.
Why do we need to change the way
we do things?
I don’t know what to do
I don’t know how to do it
I don’t see where I fit in
I don’t have the technical support
I don’t have the management support
IC 61 - 64
Edgar Henry Schein
(1992)
54/60 66/186M02 - Individual Change
67. Change occurs in 3 stages:
Stage 1 - Unfreezing: creating the motivation for change:
Disconfirmation
Creation of survival anxiety/guilt
Creation of psychological safety to overcome guilt.
Stage 2 - Learning new concepts and meanings from old concepts:
Creation and identification of role models
Scanning for solutions and trial and error learning.
Stage 3 - Internalizing new concepts:
Incorporation into self concept and identity
Incorporation into ongoing relationships
Edgar Henry Schein
(1992)
55/60 67/186M02 - Individual Change
68. Survival Anxiety > Learning Anxiety
Must be greater
than Learning Anxiety
Must be reduced
2 principles for transformative change to work:
(What if I don’t change?)(Will I fail? Will I be exposed?)
IC 61 - 64
Edgar Henry Schein
(1992)
56/60 68/186M02 - Individual Change
69. A compelling vision of the future
Formal training
Involvement of the learner
Informal training of relevant family groups/teams
Practice fields, coaches, feedback
Positive role models
Consistent systems and structures
Imitation and identification
versus scanning and
trial and error
IC 63 - 64
Edgar Henry Schein
(1992)
57/60 69/186M02 - Individual Change
70. „When it comes to change…
some people make it happen,
some people let it happen, and
some people wonder what happened.”
anon
58/60 70/186M02 - Individual Change
72. I hope you enjoyed
this presentation. If so,
please like, share and
leave a comment
below.
Endorsements on
LinkedIn are also
highly appreciated!
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