APMG - Change Management Course

Curriculum

Change and the Individual

Key elements and characteristics associated with:

• Maslow’s hierarchy of needs (including their sequence)
• Satisfaction and growth (Herzberg, Pink)

The terms used in MBTI® to describe key differences between people, and the meaning of those terms.

The defining features of models which describe how people learn:

• The role of reinforcement (reward and punishment) in learning.
• The stages and sequence of the ‘learning cycle’ (Kolb) and the related learning styles (Honey and Mumford)
• The ‘Conscious Competence’ learning model and its impact on performance (the learning dip)

Understand the concepts, principles, model types, approaches and roles relating to change and the individual, as described in the Course Text. Specifically to identify:

• The process of the human response to change represented in ‘change curve’ models and its significances for managing change. [Note: The term ‘change curve’ is always used in examinations when referring to this model.]
• The significance for managing change of Bridges’ model of human transitions:
• The phases of the model itself
• The ‘Endings’ phase
• The significance for managing change of Bridges’ model of human transitions:
• The ‘Neutral Zone’ phase
• The ‘New Beginnings’ phase
• The significance for managing change of Maslow’s hierarchy of needs
• The significance for managing change of key motivation theories
• Satisfaction and growth (Herzberg)
• The role of autonomy, mastery and purpose (Pink)
• The significance for managing change of key motivation theories
• Survival and learning anxieties (Schein)
• Personal growth (Rogers)
• The significance for relationships and communication in change of individuals’ differences of temperament, as seen through MBTI® terminology.
• The elements of theories and models on learning and how they relate to what happens when individuals go through change:
• The role and limitations of simple reinforcement (reward and punishment) in learning and change.
• Practical examples of the ‘Conscious Competence’ learning process, and the performance implications of the learning dip.
• The stages and sequence of the learning cycle (Kolb).
• Different learning preferences/styles and how they relate to the cycle; appropriate learning activities for each learning style (Honey & Mumford). 2.10
• Key principles in defining what is to be learned [NOTE: The example ‘Learning to drive a car’ in ECMH 9B3.3 will not be examined, but the principles illustrated by the example will be.]

Be able to apply within a particular scenario particular models, tools, principles or approaches relating to change and the individual. Specifically to identify:

• Insights about a change situation offered by change curve models, and relevant actions that change managers can take or recommend based on these insights.
• Actions and approaches based on Bridges’ model of human transitions that change managers can apply or recommend to help manage the human side of a change.
• Factors likely to affect the motivation of people engaged in a change process; how change mangers can use their understanding of these factors to encourage and support high motivation, and to consolidate and embed change. (As identified in CI0101, 0103.1, 0204, 0205 & 0206)
• Varying individual responses to a change situation likely to result from differences in temperament, and steps that change managers can take or recommend to engage the widest possible range of individuals.
• Appropriate applications of learning theory and practices when planning a change.
• Be able to analyse and distinguish in a scenario between appropriate and inappropriate application of the particular principles, approaches, models and tools relating to change and the individual.
• Specifically to analyse with reasons whether:
• The use or recommendation by a change manager of particular approaches, techniques or actions affecting individuals in change (as identified in 0301 to 0305) is appropriate.

Change and the Organization

Know facts from the Course Text relating to change and the organization, including concepts, terms, principles, model types, approaches and roles. Specifically to recall:

• Key stages, sequences and characteristics associated with
• Lewin’s three-stage model
• Kotter’s eight-step model
• The archetypal roles involved in the process of organizational change and their characteristics
• The terms used in force field analysis, the assumptions on which it is based and appropriate steps used in applying the technique.

Understand the concepts, principles, model types, approaches and roles relating to change and the organization, as described in the Course Text. Specifically to identify:

• The value of using a range of images/metaphors to think about organizations, how such insights affect leadership and how they may affect the way change is approached.
• Insights deriving from Gareth Morgan’s metaphor of ‘organizations as machines’
• Insights deriving from Gareth Morgan’s metaphor of ‘organizations as brains’
• Insights deriving from Gareth Morgan’s metaphor of ‘organizations as political systems’
• Insights deriving from Gareth Morgan’s metaphor of ‘organizations as flux and transformation’
• The elements and use in organizational change of:
• Kotter’s eight-step model
• Kotter’s ‘dual operating system’ approach to continuous change
• The implications for organizational change of systems thinking (Senge).
• Effective behaviours in change of:
• The change sponsor
• A change agent
• The line manager
• What is meant by ‘organizational culture’, how it develops, how it is shaped, how it differs from the concept of ‘climate’, and the significance of leadership.
• What is meant by ‘emergent change’, mechanisms by which change may evolve and characteristics of change situations requiring an ‘emergent’ approach.
• Appropriate ways to define and move towards a desired ‘future state’ including the role of leadership.
• The characteristics of an appropriate change vision including:
• Definition of a vision (as opposed to a mission statement)
• An appropriate approach to writing a vision statement including pitfalls to avoid.
• Typical ways that an organization’s strategic objectives are expressed in portfolios, programmes and projects (P3); the governance structures, roles and common methodologies found in a P3 environment; how change initiatives typically interface with this environment; and the implications for delivery of change initiatives.

Be able to apply within a particular scenario particular models, tools, principles or approaches relating to change and the organization. Specifically to identify:

• The connections between a change and wider organization strategy; useful approaches to developing a vision for the change; and the relationship of that change (and its delivery) with any P3 governance structures.
• Organizational metaphors that are affecting the thinking and behaviours of those involved in a change process and their implications for the way change is approached.
• Useful ways to identify and understand organization culture, and to discuss it with other people involved in the change initiative; the implications of the organization’s culture for a change initiative.
• The models of the change process appropriate to a particular change initiative, and the relevant tools to use, or actions to be taken or recommended by the change manager in support of the change.
• Change situations where the paradigm of ‘planned change’ may not be fully appropriate, the factors in those situations which suggest the need for an ‘emergent’ approach, and appropriate actions for a change manager to take or recommend in support of ‘emergent change’.
• Characteristic roles (independently of formal job titles) taken by different people associated with a change process, and appropriate actions and behaviours used or recommended by a change manager to fulfil those roles effectively.
• Be able to analyse and distinguish in a scenario between appropriate and inappropriate application of the particular principles, approaches, models and tools relating to change and the organization. Specifically to analyse with reasons whether:
• The insights drawn by a change manager from observation of organizational culture or of metaphors being used are justified, and whether any resulting actions or recommendations are appropriate.
• Particular approaches or tools recommended, or actions taken by a change manager, which relate to planned or emergent models of organizational change and to the behaviours required of people taking different roles (as identified in 0304 to 0306) are appropriate.

Communications and Stakeholder engagement

Know facts from the Course Text relating to communication and stakeholder engagement, including concepts, terms, principles, model types, approaches and roles. Specifically to recall:

• Major features that underpin effective stakeholder engagement:
• Definition of a stakeholder
• Principles of stakeholder engagement
• The elements of methods and techniques for determining appropriate levels of involvement with stakeholders:
• Stakeholder radar
• Mapping in two dimensions
• Characteristics associated with ‘push’ and ‘pull’ communication channels, and lean and rich communication channels.

Understand the concepts, principles, model types, approaches and roles relating to communication and stakeholder engagement, as described in the Course Text. Specifically to identify:

• Useful approaches to identifying stakeholders
• Reasons for segmenting stakeholders and the CPIG classification
• The value of techniques to deepen understanding of stakeholder ‘segments’ and how to use them:
• Personas
• Empathy mapping
• The purpose and value of determining appropriate levels of involvement with stakeholders:
• Stakeholder radar
• Mapping in two dimensions
• The effects of some common sources of bias during a change process and the way that communications approaches may be used to mitigate these effects.
• The advantages and challenges in change processes of including feedback mechanisms in communication, and the role of communication to achieve engagement.
• Principles of maintaining a people-focused approach to communication and factors to encourage engagement
• Elements of communication and techniques which improve communication effectiveness and engagement.
• The range of methods and channels which can foster collaboration in change, and the strengths and weaknesses of each.
Key elements in developing a communications strategy for a change initiative, and a communication plan which focuses on the ‘when’ and ‘how’ of how that strategy will be implemented.

Be able to apply within a particular scenario particular models, tools, principles or approaches relating to communication and stakeholder engagement. Specifically to identify:

• How the principles of stakeholder engagement apply to a change initiative, and how stakeholders in a change may be appropriately identified, segmented and mapped.
• How communications theory and principles (as identified in CS0103,& 0206) may be appropriately used to enhance communications relating to a change initiative.
• How to recognize and mitigate some common sources of bias in change situations, and how communication approaches may be used to mitigate them.
• How to communicate change to people, increasing communication effectiveness and encouraging engagement.
• How to develop a communication strategy and plans for a change initiative, selecting appropriate communication channels to foster collaboration.
• Be able to analyse and distinguish in a scenario between appropriate and inappropriate application of the particular principles, approaches, models and tools relating to communication and stakeholder engagement.
• Specifically to analyse with reasons whether:
• Stakeholder engagement and communication approaches selected or recommended by a change manager

Change management Practice

• Know facts from the Course Text relating to change management practice, including concepts, terms, principles, model types, approaches and roles.
• The elements of the change formula (Beckhard & Harris), and how they may be used to increase motivation for change.
• The purposes and key elements of a change management plan.
• The stages of team development (Tuckman) and how they relate to typical behaviours found in a change team at various stages of its lifecycle.

Understand the concepts, principles, model types, approaches and roles relating to change management practice, as described in the Course Text. Specifically to identify:

• Approaches and methods for identifying change impacts:
• Change management as a risk management strategy
• Categories of change impacts and key inputs
• The elements of the McKinsey 7S model, the significance of each element, and the way elements interact with one another.
• Steps involved in conducting a stakeholder impact assessment and typical considerations or components of each steps
• Four factors which influence the severity of change impact and tools appropriate to evaluating each factor.
• Approaches to working with individuals in large changes and how they can be made effective.
• Practices which lay the foundation for a successful change through building a change team using internal and external recruitment.
• Practices which lay the foundation for a successful change through developing an effective team (Glaser and Glaser).
• Key aspects of preparing for and addressing resistance to change:
• Understanding the ‘psychological contract’
• Common reasons for resistance and how to deal with them
• Key aspects of preparing for and addressing resistance to change:
• Common symptoms of resistance and how to respond
• Effective approaches to managing resistance
• Practices that can build and sustain momentum in a change initiative.
• Change ‘levers’ that can be used to support and sustain the adoption of a change and how to apply them appropriately.
• The level of adoption of a change, its implications for achieving critical mass and reinforcing systems that can help sustain change.

Be able to apply within a particular scenario particular models, tools, principles or approaches relating to change management practice. Specifically to identify:

• How to assess the impact of a change, including both scope and severity.
• How to work effectively with individuals in change, building motivation for change and involving people appropriately in large-scale changes.
• Approaches to assessing team effectiveness (including change teams), factors that limit effectiveness and ways to improve it.
• Change management activities which create favourable conditions for change, including elements required in a change plan.
• Likely causes of resistance to change and appropriate strategies to address them, including strategies to build and sustain momentum.
• Change management actions that can support and sustain adoption of change.

Be able to analyse and distinguish in a scenario between appropriate and inappropriate application of the particular principles, approaches, models and tools relating to change management practice. Specifically to analyse with reasons whether:

• A change impact assessment has been developed using an appropriate process and is fit for purpose.
• Change management practices are being applied appropriately in a change situation to build and sustain that change.