ILM Level 5
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ILM Level 5 Leading Innovation and Change
description
ILM Level 5 . Leading Innovation and Change . Overview of the Leading Innovation and Change unit . Day 1: Overview of “why” organisations need innovation and change and how to lead change - PowerPoint PPT Presentation
Transcript of ILM Level 5
ILM Level 5 Leading Innovation and Change
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Overview of the Leading Innovation and Change unit
Day 1: Overview of “why” organisations need innovation and change and how to lead change
Day 2: Looking into the “what” needs to change and what tools can be used to determine feasibility and viability
Day 3: Considering “how” to make the planned changes happen, how they can be monitored and progressed. Also the role of communication in overcoming barriers and other difficulties
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Key ground rules
Confidentiality Respect Listening Constructive Contribute
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Learning objectives
Understand the need for innovation and change management within an Organisation
Be able to propose innovative solutions to improve organisational performance
Be able to lead and manage change within an organisation
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Leading Innovation and Change Assignment
Culture change
How is the world changing?
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The Scale of Change
http://www.youtube.com/watch?v=YmwwrGV_aiE
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What is the difference between innovation and change?
An Innovation Network member, Peter Marinelli at Kraft, has asked us a question we thought would make an interesting thought stimulator:
"What do you see as the key difference between innovation and the activities required to successfully complete any large-scale change-management activity/project that causes leapfrogs in competitive advantages or causes people to work in a completely new way? This question came up in a discussion with a very seasoned process implementation person, who is somewhat sceptical of putting the banner of "Innovation" on various and sundry activities."
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In your groups
So, think about "innovation" and "change management" and tell us what difference, if any, you see between the two.
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Innovation and Change
Change is anything different from current conditions whereas innovation is something entirely new than anyone has seen before.
Read more: http://wiki.answers.com/Q/What_is_the_drifference_between_change_and_innovation#ixzz1ltA1BsTo
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Innovation
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Innovation
Innovation and business performance Financial and social benefits Radical and incremental innovation Innovation as a form of competitive edge Creativity and innovation – what conditions
and processes are required to encourage them?
What is change?
Change is acting, operating and thinking differently as a result of a variation in our
current environment / circumstances.
Change is inevitable!
Change is when something becomes different, requiring
people, process or technology to adapt to a new way of doing things
Change is a move away from a place, routine or relationships that you
accept as “normal” to a place, routine or relationship that you will come to
accept as “normal”
Change may be as good as a rest, but the effort required to make the change means you will certainly
have earned it
Change is something that happens to us or can be something we initiate.
Either way, we cannot always predict the effect that change will have on us
and given change is either unavoidable or better than a rest, our
best option is to sit back and experience the ride!
“It is not the strongest species who survive, not the most intelligent, but those who are the most adaptive to change”.Charles Darwin
"There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.“Niccolo Machiavelli
“You cannot dip your toes into the same river twice”. Heraclitus (Greek philosopher)
What is Change?
1. It will be different for everyone2. It has a Process
A Change of state or a change in the way you do something Vision, plans, dates, systems, technology, training Physical stuff
3. It has an Emotional Transition Mind-set, behavioural change A change in the way you think about something Soft stuff – harder to do
4. Is dependant on your preferences, previous and current experience
5. Is influenced by the ‘size’ of the change
The Change Journey
CurrentState
Acceptance
Testing
Adapting
Early Interes
t
Bargaining
Anger
Shock & Denial
Future State
(Kubler-Ross, D. Conner, Changefirst)
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Change
Change in the organisation
How is change planned and identified in in the organisation?
PESTLE SWOT
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Activity: Change drivers
With your neighbour discuss the major social, political, economic, technological and demographic changes facing the University
in the next 18 months
HR Strategy
Recruiting and retaining first-rate
academics
Fees package and student support
Developing income streams
Interdisciplinarity
Expansion- development plans
Internationalisation
Collaboration
Restructuring
Group discussion
What assumptions about change typically drive the change process in the University?
What do you see as the main characteristics of the change process (e.g. consultation, communication, implementation, etc)?
How effective are these characteristics in bringing about the desired change? What makes them so?
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Culture web
In your group, complete a culture web for Loughborough University…
Activity: Culture and change
MUST KEEP
MUST STOP
MUST ADD
WHAT? HOW?
Which aspects of our culture support the strategy?How should they be reinforced?
Which aspects of our culture will block the strategy?How can you cope with these?
What new aspects of our culture are needed?Where will they come from?
Source: Johnson and Scholes, Exploring Corporate Strategy
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Levels of Change
Change can occur at different levels in the organisation. At strategic level, fundamental change will be needed if
the organisation is out-of-line with the requirements of the business environment or the shareholders demands. This situation is known as ‘Strategic Drift’.
The working environment is subject to the political, economic, social and technological trends of the day.
Types of Change
EASY HARD or PAINFUL
WANT TO
NEED TO MADE TO
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Types of Change
The type of change can be classified using a simple two-by-two matrix involving the extent of change and the speed that change is required
Which works best in HE; and why?
Take a look at your Resource pack Pg. 14
Adaptation Evolution
Reconstruction Revolution
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What type of change?
Triggers of change STRUCTURAL, COST, PROCESS, & CULTURAL Breakthrough change – business process re-
engineering Continuous improvement and incremental
change (Kaizen)
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Starts with a need for a shift
What does change & innovation need to start
Having a burning platform (D.Conner) Do you understand that the status-quo will not last or is not sustainable? Can you clearly define what the change is to others and the impact? Do they really understand why this has to be done! Do they really believe you?
Establishing a sense of Urgency (J.Kotter) People need to understand they need to act know! The impact on Operational Performance Clarity on non-performance Excitement & motivation on the Opportunities Expectations are clear
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Key Steps to Successful Change - Kotter
Establishing urgency Creating change agency Developing vision and strategy Communicating the need and
benefits Empowering others to act Realising some quick hits Consolidating gains (catalyst for
more change) Institutionalising cultural change
From Kotter, Pascale
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Typical Ingredients of Successful Change Efforts
Most successful major changes include the following in either the planning or management of the implementation of changes.
Top management establish a temporary management structure to handle the change
A process of planning for change is used Effective leadership at all levels, including appropriate involvement of
staff and team building Flexible and constructive approach to control, including a focus on
solutions (not blame) and a willingness to recognise success An effective communications plan is sustained over the whole
change process, including two way multi media cascading to all levels of the programme
Henley Management College: ‘Business Transformation’
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Review of Day 1
What we are going to cover tomorrow
Day two
Identifying the need for change and innovation and thinking about how we do it
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Moving Towards TransformationSTAGE 1 STAGE 2
• Vision• Mission• Corporate Values• Business Strategies• Goals & Objectives• Policy• Business Processes• Structure• Training &
Development• Formal Rewards• Governance
• Beliefs• Values• Individual Self-Esteem• Leadership Styles• Attitudes• Working Relationships• Communications
Patterns• Informal Rewards
STAGE 3
TRANSFORMATION
HARD SOFT TRANSFORMATION
In order for people to change, it is critical to manage and then prove that the ‘hard’ elements are in place
Without this, these formal elements will continue to act as blockers for the organisation(Based on the work of Rose Kennedy – The Orders of Change)
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Tools for Innovation & Change
Brainstorming Process Improvement Benchmarking Facilitation Self Perception/observation Social epidemics Cross-functional working & Collaboration
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Where do you start?
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Brainstorming
SCAMPER De Bono – 6 Hats Workshops
SCAMPER
A checklist of idea-spurring questions
(Adapted from Michael Michalko)
S Substitute? C Combine? A Adapt?
M Modify? Magnify? P Put to other uses? E Eliminate or minify? R Rearrange? Reverse?
SCAMPER
(Thinkertoys – Michael Michalko)
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Activity……..
Use SCAMPER
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6 Hats White – facts we know Red – emotion Yellow – optimism Green – creativity Black – constructive criticism Blue - planning
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Tools for Innovation & Change
PROCESSES Process Frameworks Process Maps Process Improvement
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Definition
Process - a systematic series of tasks required to achieve an end goal.
Procedure – this is the work instructions in showing the steps involved in performing a particular task
The difference between the two is that a process describes a series of related tasks required to achieve a particular end goal, whereas a procedure only describes the steps taken to accomplish a single task.
Another useful distinction is that a process describes what has to be done, whereas a procedure describes how it is done.
What is diagnosis?
Think of visiting your doctor, dentist, computer or car mechanic. What is a diagnosis?
What does s/he do to diagnose your condition? What are the uses/purposes of a diagnosis? What does it
allow you to do? What, therefore, are the criteria for a sound diagnosis? How is a diagnosis derived? Who is skilled to carry out diagnosis? What do they need? IF YOU COULD FIX ONE PROCESS IN THE UNIVERSITY
WHICH ONE WOULD IT BE??
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Key Elements of your functionAn example
Overall Plan, Resources & Budge
t
Planned Maintenance
Re-Activ
e Maintenance
Stock
Control
Customer Manage
ment
Maintenance Department
• Define the key activities that add value to your customers• What sub processes sit below them?• What links the steps together?• Who else has activities in these processes?
London UndergroundRepresentative
Process Management
London Underground
Repairing Contractor
Resolve Fault
Fault Reporting
Centre
Close Fault
Fault Rectified
Verify Fault Resolution Repairing Contractor
Fault Resolved
Show resolved fault to LU
Rep
yes
Agree with non-sign
off?
Is LU Repavailable for
sign off?
Confirm sign off to FRC
Close: Signed off Fault
Confirm signed off temp fix to
FRC
Close: Temp FixWith sign off
Open New Fault Report
Notify FRC of Disputed
Resolution
DisputedResolution
no
Escalation Process
Notify FRC of Failed
Resolution
yes
Raise Work Order
Is it apermanent
fix?
no
Notify FRCno LU Rep
to signoff Perm Fix
yes
Notify FRCno LU Rep
to signoff Temp Fix
Close: Fault Resolvedwithout Sign Off
Close: Temp Fixwithout Sign Off
Open New Fault Report
no
Verify Fault Resolution
Determine if fault is fixed
Is fault fixed?
Is it apermanent
fix?
yes
no
Sign off Fault as Permanent
Fix
yes
Sign off Fault as Temporary
Fix
no
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SIPOC
SIPOC is a structured method for defining the core process information and getting consensus before rushing off and drawing detailed process maps
SIPOC
Supplier Inputs Process Outcomes Customer
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Process Name
OutputsOutputsOutputs
OutputsOutputsCustomer
Process
START STOP
ObjectiveSuppliers
Inputs
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SIPOC Example
Swim Lane Processes
< NAME OF PROCESS >
Par
ticip
ant 2
( dir e
c tor
ate/
team
/r o
l e)
Par
ticip
ant 3
( dir e
c tor
ate/
team
/r o
l e)
Parti
cipa
nt 1
( dir e
c tor
ate/
team
/r o
l e)
MEASURES :M 1 Enter details of the measurement hereM 2 Enter details of the measurement here
‘Connector’ symbol‘Trigger’ symbol ‘Decision’
symbol‘Pre - defined’
symbol‘Outcome’
symbol‘Task’ symbol
‘System Name’ symbol
P roc
ess
S ym
bol K
ey
File Name & Path : Documented by : Process Owner :
Process Name : Last Update :
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Improvement Tools
Process Improvement Schools of Thinking Lean – Removal of waste Six Sigma - Consistency Theory of Constraints - Bottlenecks
Lean
A history of Lean Lean in a University The five principles of Lean Improving a process
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A history of Lean
Taiichi Ohno
50s, 60s, 70sScarce resources & competition
Edward Demming
+ =
80s, 90s
‘LEAN’
Identify Customers & Specify Value
Identify & Mapthe
Value Stream
Create Flow by Eliminating Waste
Respondto
Customer Pull
PursuePerfection
MaximiseThe
Value
What is Lean?
Seven service wastes
Kaizen
Kaizen is about making small changes on a regular basis: always improving productivity, safety and effectiveness while reducing waste
Rapid improvement projects or part of the way you work?
Very focused on one problem or issue Highly active and participative Results focused
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Data collection and analysis
Data Vs. Views Dialogues – centre piece of data-collection strategy Input from senior managers on University issues and concerns Confidential, one-on-one discussions Structured process for interviewing, recording, analysing, and
reporting interviews with senior leaders Results must feature powerful findings captured in the University’s
own words Data collection
Frequency, Time, Costs, value, inventory, cycle time, etc. IT Systems, budgets, calendars
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What are you improving?
Time
QualityCost
There are only 3 elements that can be directly
measured
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Change Capability Critical Factors for Successful Change
Ritchie
+ =+ +
+ =+ +
+ =+ +
+ =+ +
+ =+ +
Clear Vision
Pressure for Change
Capacity to Change
Actionable First Steps
Successful Change
Pressure for Change
Capacity to Change
Actionable First Steps
Fast Start that
Fizzles Out
Clear Vision
Clear Vision
Clear Vision
Pressure for Change
Pressure for Change
Capacity to Change
Capacity to Change
Actionable First Steps
Actionable First Steps
Bottom of In-Tray
Anxiety and
Frustration
Haphazard Efforts or
False Starts
Common Barriers to Change Targets, accountabilities, roles
& responsibilities unclear
Cross-company teamwork insufficient e.g. not working as a integrated project team
Variable readiness to adopt new change
Challenge of communicating to people without email
No end-to-end programme / project management process for all
Strategic planning and Business planning alignment
Cost control not easily visible or integrated with financial planning
Managing the change (transition) not built overtly into the plan
Planning fragmented and forever changing
Management processes not followed Assets/Systems
People Processes
System not fully used
IT projects not “implementing”
Lack of technology understanding/experience
The business is not taking joint ownership
Inevitable conflict?
“Not just that individuals conflict Or different stakeholders – inside/outside But that the university’s agendas themselves are bound to be in
tension Local/global Enterprise/service Standards/inclusivity Transparency/keeping cards close to the chest Academic excellence/income generation Competition/collaboration
These are never-ending differences of orientation”Source: Ronald Barnett. Universities in the 21st Century. University of Warwick, 6 July 2006
Organisations are coalitions of interest groups in tension. Stability is hammered out over a period. Change upsets
this balance
Organisations institutionalise resistance to change
Bureaucratic culture Multiple layers of hierarchy, a tradition of top-down change,
short-term thinking, lack of vision, and an emphasis on the status quo
Embedded conflict Conflict between schools, departments, functions Conflict between peers Conflict among subordinates
Personal time constraints No time to start something new
Source: Robert Quinn (1996). Deep Change
Different forms of resistance
Rational
EmotionalPolitical
Does not make economic/rational sense
It is too risky for them personally
Does not appear to be in their professional best interest
How people resist change
Individual responses to threats and unknown dangers Rigidity Doing more of the same but harder Greater inadequacy Aggression Aggressive rigidity and…
How do you resistance?
What are you resisting? What does the resistance feel like in your body? What does the resistance have to tell you? What would happen if you let the resistance go? Are you willing to let the resistance go?
At the end of the process, the listener should ask what the speaker noticed in the wake of their experience
Resistance to Change
Change & Co
CURRENT STATE
Preferences
FUTURESTATE
(Change & Co, and elements taken from ChangeFirst PCI)
Paradigms
COMFORT
COMPETENCE
CONTROL
CAPACITYR
E S
I S T
A N
C E
CONFIDENCETrust
Information
The 5 C’s
When people stay in a situation for any period of time they usually develop established ways of thinking, feeling and behaving. Change disrupts these habits.
CONTROL: Change disrupts the strong conscious or unconscious feelings of control that people develop when things are familiar
CONFIDENCE: Change can also generate a lack of confidence as people are unsure about how they will cope with the new way of working
COMFORT: Change upsets the sense of comfort that comes from established ways of working and existing relationships
COMPETENCE: Change creates anxiety by forcing people to learn unfamiliar skills. It is common for people to question their competence when learning something new
CAPACITY: People can feel they have reached their ‘ceiling for change’ and that they just don’t have the capacity to take on even more change
Change capacity
New Management
Structure
Moving house in 3 weeks
Higher Mortgage payments
Redundancy's!
Need to implement new
policy
Cost savings required
Tender for Fleet renewal
Daughter goes to Uni. next month
I need to look after my parents
“I can’t cope... my
brain is full!”
Must get to the gym!
Dealing with resistance Step 1 : Identify the form resistance is taking
Trust what you see more than what you hear Listen to yourself - use your own feelings as a barometer Listen for repetition/telltale phrases
Step 2 : Acknowledge and name the resistance Tell the person your perception of the resistance Do it in a "win/win" manner; neutral, non-aggressive "What I think I hear you saying is .. " Tell the person how the resistance is making you feel
Step 3 : Be quiet, listen, let the person respond Get the person talking Encourage full expression of the concerns Gradually uncover underlying resistance/issue - be aware of other form
of resistance surfacing
Source: Peter Block, Flawless Consulting
Source: Peter block, Flawless Consulting
Dealing with resistance – what not to do
Fight the resistance Take it personally Go into more data collection and get hooked into the details Avoid the individual or collude with the individual Work more with your 'allies’ Give lots of reasons Lose your confidence Expect to have all the answers Avoid giving ‘bad news’ Use aggressive language – ‘you dummy’ rule Delay/wait one more day Expect approval, encouragement, support and/or affection
Source: Peter Block, Flawless Consulting
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Change Projects Create a change plan
Have a milestone plan that is agreed and robust Ensure your sponsor is active Create a dedicated project team (!!!!) Understand your stakeholders and impacted people Engage people early with the project Keep them engaged Create change champions Work out what will help embed the change
Processes, metrics, bonuses, new behaviours Communicate
Open, honestly and timely Know when you have got there! Celebrate and reinforce the learning
SupportFunction
SOLUTION
X
Change can often stall or fail when it is delivered from the side
Organisation/Business Unit/Function
SupportFunction
SOLUTION
The Change
Change needs permission from the top and advocates at the bottom
Organisation/Business Unit/Function(Change & Co)
Delivering Change
Standing back from the problem!
We often miss the obvious because we are so close to the problem!
Try to see the whole picture Are you using an old Paradigm!
Source: Peter Block, Flawless Consulting
It all comes down to Choice!
Ending, Losing, Letting go
The Neutral Zone
The New Beginning
Time
Going through an in between time when the old is going but the new
isn’t fully operational
Coming out of transition and making a new
beginning.
Letting go of old ways and old identities
((William Bridges)
So transition starts with an ending and finishes with a beginning.
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Review so far…..
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Day three
Sheep, donkeys, foxes and owlsPolitically aware
Politically unaware
Action with integrity
Psychological game playing
Clever
Innocent
Wise
Inept
Stakeholder analysis
1. Identify your key stakeholders
Remember that although stakeholders may be both organisations and people, ultimately you must communicate
with people
Your boss Governors GovernmentSenior Managers Alliance partners Trade unions
Colleagues Suppliers The pressYour team FE colleges Interest groupsStudents Publishers The publicParents Future recruits The community
Stakeholder analysis
2. Prioritise your stakeholders • High power, interested people: these
are the people you must fully engage and make the greatest efforts to satisfy.
• High power, less interested people: put enough work in with these people to keep them satisfied, but not so much that they become bored with your message.
• Low power, interested people: keep these people adequately informed, and talk to them to ensure that no major issues are arising. These people can often be very helpful with the detail of your project.
• Low power, less interested people: again, monitor these people, but do not bore them with excessive communication.
Stakeholder analysis
What financial or emotional interest do they have in the outcome of your change? Is it positive or negative?
What motivates them most of all? What information do they want from you? How do they want to receive information from you? What is the best way of
communicating your message to them? What is their current opinion of your work? Is it based on good information? Who influences their opinions generally, and who influences their opinion of you?
Do some of these influencers therefore become important stakeholders in their own right? If they are not likely to be positive, what will win them around to support your project? If you don't think you will be able to win them around, how will you manage their
opposition? Who else might be influenced by their opinions? Do these people become stakeholders in
their own right?
3. Understand your stakeholders
Activity: Stakeholder analysis
Create a stakeholder map connected to a change you want to bring about
What ‘political stance’ do you expect from the stakeholders with high power/high interest? Why do you say this?
What strategies might you employ to ensure your key stakeholders stay on-side?
Managing stakeholders - summary
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The role of communication
The use of language
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Communication
Good communication is an essential element of the change process.Great care should be taken with the content and form of any communication, always taking account of the needs of the audience.
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Effective CommunicationRoutine Complex
Overly rich communicationcauses confusion Rich communication
for complex changes
Routine communicationfor routine change
EFFECTIVECOMMUNICATION
CHANGESFace-to-face
Interactive
E-mail, FAQs
General bulletins
TYPE
OF
MED
IA
Too little information and sensitivity leads to mistrust and lack of commitment
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Suggestions for effective communication
Use several different methods of communication Attempt to balance the content: avoid confusion by
emphasising a limited number of key aspects; equally, avoid giving too little information which can lead to mistrust
Encourage two-way communication; encourage people to give feedback, ask questions and discuss concerns
Involve those who participated in the change process; they can cascade information to their teams and others
Keep links within the communication process short; this helps to reduce the likelihood of confusion or distortion
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Organising your plans
Gantt charts Network planning Microsoft project
Transactional/TransformationalLeadership
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What kind of change manager are you?
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What is the effective managementof change?
What does it look like? Have you seen it?
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Skills and competencies
Can you identify the skills and competencies required to manage change effectively?
What do you need to do? Develop? Enhance?
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Resilience – what is it?
Resilience is being able to adapt well in the face
of adversity, trauma, tragedy, threats, or even
significant sources of stress - It means
"bouncing back" from difficult experiences
Resilience - Top Tips
Notice how you
are feeling
Concentrate on what
you can control not on
what you can't
Be proactive
Be gentle on yourself
Do more of what makes
you feel good - you
are important
Smile and laugh
Take a deep breath
deep
Lift yourself up
sit tall -walk tall
Notice the good
things
Choose what you allow to wind you up
Keep thingsin perspective
Avoid seeing crises as
insurmountable problems
Take decisive actions
Make connections with friends and family
Take care of yourself
How to build resilience
Personal learning andaction Planning
Individually, review the learning goal(s) you set for yourself at the start of the unit. What have you learned as a result of this session?
Now identify 2-3 S*M*A*R*T actions that you plan to take as a result of this unit
In groups share both your personal learning and your actions with colleagues
