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C5. Managing Change

A-Z of Commissioning. C5. Managing Change. October 2010. Outline. Introduction and context Theory and concepts Benefits Practical tips Case study Group exercise. C5. Managing Change. I. Introduction and context. Introduction. Why Manage Change?.

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C5. Managing Change

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  1. A-Z of Commissioning C5. Managing Change October 2010

  2. Outline Introduction and context Theory and concepts Benefits Practical tips Case study Group exercise

  3. C5. Managing Change I. Introduction and context

  4. Introduction

  5. Why Manage Change? “Effective commissioners are able to manage the change they create and cope with fluctuations in the external commissioning environment. … They understand change management methods and ensure that any changes that occur as a result of commissioning decisions are appropriately managed across all delivery partners and sustained to ensure that outcomes for children and young people are continuously improved.” Good Commissioning: Principles and Practice” Commissioning Support Programme 2010

  6. C5. Managing Change II. Theory and concepts

  7. Definition of Change Management Change management is a structured approach to transitioning individuals, teams, and organisations from a current state to a desired future state. The current definition of Change Management includes both organisational change management processes and individual change management models, which together are used to manage the people side of change. Wikipedia

  8. What We Know Change programmes often go wrong and don’t deliver the improvements envisaged; in industry, this failure rate is up to 70% There are a number of common symptoms resulting in failure of change efforts Successful and sustainable change management programmes capture the hearts and minds of individuals to catalyse cultural and behavioural change, and generate new outcomes

  9. The Psychology of Change Research has shown that anyone going through any form of change will go through both an emotional and psychological process The practice of effective change management is designed to help support individuals through this transition curve The following change curve is equally applicable to large scale culture change, personal change and bereavement, de-commissioning of small services, etc

  10. The Change Curve Check Out Optimism/Active Completion Uninformed Optimism Denial Commitment Shock Informed Optimism Enthusiasm Anxiety Informed Pessimism Relief / Anxiety Hopeful Realism Resistance Time Depression Acceptance Pessimism/Passive

  11. Change Burger Processsystems, procedures, processes, plans Task (change) A B Peoplebehaviour, attitudes, emotions, thinking, communication, collaboration, beliefs Source: Cockman, Evans & Reynolds

  12. Communication Plan

  13. C5. Managing Change III. Benefits

  14. Benefits Enhanced collaboration and communication – Actively encouraging dialogue and circulating the information people need to know leads to a more cooperative, and more productive, environment. Greater organisational effectiveness – By listening and responding to people’s concerns, you can accelerate the adoption of new processes and technology that boosts organisational effectiveness and efficiency. Better customer service – An effective organisation with good morale and engaged employees can deliver the benefit most changes are designed to provide - better quality, targeted services and improved cost management which deliver improved outcomes where they’re needed most! Higher retention rate for employees – A carefully thought-out approach to change reduces stress and turmoil and encourages people to stay loyal to the organisation. Improved work quality and morale – People begin to see the changes are making a difference.

  15. C5. Managing Change IV. Practical tips

  16. Change programmes often go wrong and don’t deliver the improvements envisaged; in industry, this failure rate is up to 70%. The 9 pieces of the change management jigsaw show: common symptoms of change programme failure and the action needed to prevent the problems occurring You can use the jigsaw as both a planning and a diagnostic tool by looking up the symptom and corresponding action. Change Management Jigsaw Key ESSENTIAL FOR CHANGE Symptom of missing piece

  17. BURNING PLATFORM Apathy & complacency VISION Lack of direction or coherence so change fizzles out LEADERSHIP Poor alignment & inertia CAPACITY & CAPABILITY Anxiety & frustration COMMUNICATE & ENGAGE People feel thechange won’t affect them OWNERSHIP AT ALL LEVELS Poor design that won’t last QUICK WINS Cynicism that change is possible & disbelief PERSONAL IMPACT Lack of individual commitment EMBED CHANGE SO IT’S BUSINESS AS USUAL Revert to the old ways Key: ESSENTIAL FOR CHANGESymptom of missing piece

  18. People are often apathetic, complacent or do not understand the need for change. • Give them a compelling reason for change. Persuade practitioners, leaders and partners that they can’t go on without urgent change. • People will often go to extraordinary lengths if they believe in change. • For example, connect change to the needs of service users, inspection results or improvements in outcomes. Apathy & complacency BURNING PLATFORM BACK

  19. Without a clear direction there will be confusion, poor planning and people will not pull together to effect change. • Effective change needs a clear vision for the future state. It should be compatible with local and national objectives and common across the whole partnership. • Share your vision with children, young people, families, and communities. • Visualise the change, spell out the benefits and how it feels. • Sell your dream for change. Lack of direction or coherence so change fizzles out VISION BACK

  20. Without effective leadership there is often little alignment between programme strands or services, and too much inertia. • You need strong, visible, joint leadership to incentivise support. • Seek leadership from boards, Members, practitioners, community representatives as role models for new behaviours. Poor alignment & inertia LEADERSHIP BACK

  21. Without time, finance and the skills to effect change, the programme will falter, leading to frustrated, de-motivated and stressed practitioners and partners. They will be wary of future initiatives. • Change programmes need to be practically planned and activities prioritised within sufficient resources. Anxiety & frustration CAPACITY & CAPABILITY BACK

  22. People feel disillusioned and disempowered if they are not engaged early enough. • In industry there is a rule that to effect change you should communicate 10 times more than you feel is necessary. • Use different channels, keep repeating the same simple message, but make it interesting and relevant. • Seek regular feedback from practitioners, partners, children, young people, and others. • Be seen to act on feedback. People feel the change won’t affect them COMMUNICATE& ENGAGE BACK

  23. Designs that aren’t tested or owned by those who use or receive them are less likely to work and will lack credibility. • Ownership by practitioners, partners, families and the community is essential to find innovative or efficient ways of designing a new system. • Identify and work closely with enthusiastic change agents who can drive improvements at all levels. Poor design that won’t last OWNERSHIPAT ALL LEVELS BACK

  24. Failure to achieve early gains leaves space for cynicism and disbelief to build a barrier to change. • Change programmes can get bogged down with over-planning and little action. • Always find quick and visible deliverables to make change real to practitioners, partners, and communities. • Quick wins bring buy-in and communicate the new ways of working. Cynicism that change is possible & disbelief QUICK WINS BACK

  25. A change programme that is based on rational arguments is only part of the answer. • Change will affect people emotionally and may scare them. • Try to understand individuals’ personal fears and goals. Find out what motivates them and show how they can make a difference. Lack of individualcommitment PERSONALIMPACT BACK

  26. Revert to the old ways EMBED CHANGE SO IT’S BUSINESS AS USUAL • Too often people think they have implemented a change programme and stop, only to find practitioners, leaders and partners returning to their old ways of working. • How are you planning to turn the changes into business as usual? • Don’t let up! BACK

  27. References Leading Change, John P Kotter, 1996. See also www.businessballs.com/changemanagement.htm The CEO’s role in leading transformation, Carolyn B Aiken and Scott P Keller, 2007. www.mckinseyquarterly.com/The_CEOs_role_in_leading_transformation_1912 Managing Significant Change, IDeA / CLG. www.idea.gov.uk/idk/core/page.do?pageId=5829782

  28. C5. Managing Change V. Case study

  29. Case Study - Context Barrow is the largest town in Furness, a peninsula on the NW coast of Cumbria. The major industry, shipbuilding, has seen a rapid reduction in its work force. School rolls have fallen considerably, with an increasing number of eighteen to thirty year olds leaving the town as academic or economic migrants. The resulting period of social and economic challenge encouraged schools & colleges to build on existing collaborative arrangements to ensure transformation in learning to contribute towards better social and economic outcomes for the communities they served.

  30. Case Study – What They Did The Furness Education Consortium (FEC), comprising secondary schools, colleges, a Pupil Referral Unit, and Local Authority officers, have collaborated successfully for the last 20 years. Establishment of a 14-19 Development group and close strategic links between FEC, the Barrow Excellence Cluster Partnership and a Networked Learning Community of secondary schools, generated both a shared sense of purpose as well as opportunities to pool funding strategically in the interests of transforming learning outcomes.

  31. Case Study – What Happened Over time the Furness 14-19 Partnership attracted support from other agencies, new businesses coming into the area, FE, HE, and community groups. As the area began to regenerate, this foundation of secure relationships provided a springboard for new collaborative projects that offered the potential to transform learning opportunities for the young people of the area.

  32. Case Study – So What? Participants in the Furness partnership are clear and united in the high value that they assign to effective partnership working, decisive collaboration and networked professionalism. Having endured a long period of significant challenge in the locality, careful brokerage and skilled negotiation have been the methods by which school and college leaders have been encouraged to trust each other and to take risks together, to their mutual benefit.

  33. Case Study - Considerations What leadership models and strategies work for different kinds of partnership? If there is more than one requirement, can just one person deliver that? What might a collaborative model offer? What value might a charter or some other explicit statement of principles and working practices offer your partnership? What degree of formality is appropriate? How can working towards a shared future help to repair relationships damaged in the past? What contribution might other individuals or organisations make? What support and external expertise do partnership leaders need?

  34. C5. Managing Change VI. Group exercise

  35. Exercise Each team to be allocated one or more of the nine jigsaw pieces Discuss examples of times when you have seen the symptoms of that piece demonstrated in your direct experience. What happened? What was the impact? Identify actions which could be taken in order to achieve the critical element (e.g. how to create a burning platform for change, how to create a compelling vision) – be detailed and specific! Prepare a presentation of your discussions and share with the whole group.

  36. Exercise As a whole group: Review the Every Child Matters programme using the Change Management Jigsaw Look at: The national programme led by Government Local programmes and implementation What has worked well What are the lessons?

  37. www.commissioningsupport.org.uk

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