Intro HRM/Recruitment & employer branding PDF

PEOPLE MANAGEMENT ================= Intro HRM/Recruitment & employer branding (Ilse, W1) ==================================================== *Learning objectives* - - - - - Introduction to Human Resource Management ----------------------------------------- HRM is the process of acqu...

PEOPLE MANAGEMENT ================= Intro HRM/Recruitment & employer branding (Ilse, W1) ==================================================== *Learning objectives* - - - - - Introduction to Human Resource Management ----------------------------------------- HRM is the process of acquiring, training, appraising and compensating employees AND attending to their labour relations, health and safety and fairness concerns Recruitment and employer branding --------------------------------- Recruitment = finding or attracting applicants for the employer's open positions - Making sure an organisation has adequate staffing - Clear communication - Attractiveness organisation and job -\> marketing Recruitment and selection process -\> series of hurdles aimed at selecting the most suitable candidate for the job **Effective recruiting = important to:** - Grow as a company (QUANTITY) - Innovation/new ideas/skills in organisation (QUALITY) - To reach organisational goals, you need the right people - Fewer recruitment costs when done efficiently (evaluate via HR METRICS) - Cost-per-hire - Time-to-fill ALSO: making hiring mistakes = expensive It all starts with job analysis = the procedure for determining the duties and skill requirements of a job and the kind of person who should be hired for it - Alternatively or added to that, the company uses a **competency profile** 2 main strategies for recruitment: **Internal recruitment** = using recruitment channels to attract job candidates that already work in your organisation HOW and WHY? Types of internal recruitment: - Contact your employees and ask them personally to apply - Post the job on the company website/intranet - Promote employees (good for engagement) - Ask employees to anonymously submit internal candidates or ask them "who is the best\... you know" - Use **employee referrals** (reputation effect) = ask your employees if they know a qualified candidate in their networks **External recruitment** = using recruitment channels to attract job candidates outside the organisation - A lot of different ways to do this - Internal recruitment can't solve everything =\> creates a new vacancy somewhere else - To grow as a company (in numbers) =\> can promote diversity and inclusion in the company External recruitment channels: ------------------------------ - **PRINT MEDIA** = quickly communicate job ad to large audience BUT think about budget and target group! - Non-specialist media e.g. Local newspapers, magazines, tabloids - Specialist media for target group (works better) e.g. HR magazine HOWEVER: decreasing importance in general - **E-RECRUITMENT** = posting jobs online on websites, boards or portals and often having the possibility to put ads back on top of the list (refresh) + most viewed medium - Specialist sites for recruitment (e.g. Indeed, Monster, Google for jobs, Glassdoor\...) - Specialist sites for target group (e.g. nursing, hospitality, IT) - Company website or dedicated company recruitment site - **RADIO/TV** - **SOCIAL MEDIA** Very commonly used tool for office/management jobs -- good to recruit passibe job seekers - **INTERNSHIPS/APPRENTICESHIPS** - **SELECTION/RECRUITMENT AGENCIES** = looks for fixed positions of a Bachelor level and upwards - **EXECUTIVE SEARCH** = looks for executive/management profiles - **TEMPORARY EMPLOYMENT AGENCIES** = looks for temporary positions and student jobs - **POINT-OF-PURCHASE RECRUITMENT** - **SOFTWARE AND AI** - To understand and write job descriptions - To improve recruitment messages - To send standardised replies to applicants - To improve strings for sourcing - To find similar job titles - **EVENTS/JOB FAIRS** - **NETWORKING/INFORMAL RECRUITING** - **COMPETITIONS RECRUITMENT GAMES** - **CAMPUS RECRUITMENT** - **WALK-INS** Create an effective recruitment campaign =\> targeted recruitment **Mix different channels/communication strategies depending on:** - Target group: who do you want to read/apply to the job ad? - Available resources (time, people, budget) -- which is the most effective/efficient? - Company reputation -- (un)known, good/bad reputation - Bottleneck vacancies? - Choose channels that increase the likelihood that suitable job candidates see your job posting and respond to it Employer branding **à recruitment is often a continuous effort** = promoting what makes a company different and attractive as an employer (internally and externally) - Market/share/promote your brand to potential employees (EXTERNAL BRANDING) - "living the brand", your brand becomes part of the organisational culture, HR practices fit with the EVP (INTERNAL BRANDING) - What makes you different, what do you have to offer as an employer? Why would anyone want to work here? (EMPLOYER VALUE PROPOSITION -- EVP) KEY TERMS - Recruitment - Job posting/vacancy - Job analysis - Job description - Job specification - Competency profile - Internal recruitment - Employee referral - External recruitment - Employer branding - Internal branding - External branding - Value proposition Employee selection (Ilse, W2) ============================= *Learning objectives* - - - - - [Employee selection] = identify applicants who have the highest probability of attaining the performance standards set out by the organisation - Who is suitable and who is not = NOT value judgement - Collect information to determine how that person would perform in the job =\> association between information from tests and future job performance =\> use good tests! - Test and select applicants in an efficient and cost-effective way (evaluate through HR metrics) **A 'typical' selection procedure:** 1. CV screening - Make a checklist to evaluate CVs =\> define criteria - Decide: Yes- No -- On hold - Write down questions you might have when going through CVs - Shortlist of applicants 2. Background check - Contacting references = applicants are often asked to provide details of referees - Letters of recommendation and/or LinkedIn = letter about applicant's performance/experience, they submit this to future employer =\> be critical - Social media check - Important to think about the goal of this and if this is necessary - Needs to be legal and comply with privacy legislation in a certain country 3. Telephone screening/video call screening - Goals - Narrow down applicant pool =\> shortlist - Check basic info CV (e.g. gaps) and motivation - Check specific skills (e.g. languages) - Ask about expectations (e.g. salary) and availability - Duration = quite short - Advantages for both the organisation and the candidate 4. Selection tests - Personality test - Conscientiousness & neuroticism best predictors for performance BUT it depends on the type of job/organisation how valuable a personality test is - What somebody would be like in the work context - Beware of faking and social desirability - Person-Organisation (P-O) fit à fit within the company and/or with other team members =\> don't overemphasize this or only focus on "culture fit" - Cognitive ability test - GMA (general mental ability) = think in an abstract way, to reason, plan, understand/solve complex issues, learn quickly - Usually time restrictions, no paper, computer (standardised) - Best single predictor of job performance (good predictive validity) - Common use BUT keep type of job in mind (the more complex the job, the better the prediction) - Can be high on bias/adverse impact - Achievement/knowledge test - (management) assessment centre - Assessment Centre (AC) = procedure that uses both individual and group exercises/tests/simulations to assess whether an applicant has the competencies or skills needed to be successful in a job - At least 0.5 -- 1 day doing multiple tests - Multiple assessors evaluate multiple candidates - Emphasis on behaviour, candidate does tests that are closely related to actual job tasks (most Acs will consist of multiple work samples) - Work samples = a test that asks applicants to do tasks that are similar to the tasks the applicant will have to do on the job - An AC often consists of multiple work samples related to a specific job - Advantage = seen as very relevant by applicants (positive applicant reactions), often lower on adverse impact Examples: a developer writing code, a copywriter writing a sample text, a teacher doing a short class on a certain topic - In-basket or In/E-tray test - Presentation exercise - Group discussion - Role-play - Physical ability tests - Situational judgement test (SJT) - Show candidate realistic job-related situations and ask them how they would respond - Choose most and/or least effective response - Rank all responses - Evaluate all responses - Realistic, relevant job-related situations BUT larger groups than AC - Written or presented by video - Skills: interpersonal skills, leadership skills, customer orientation, collaboration, dealing with conflict, etc. - Case study/analysis Three important characteristics a "good" selection test should have 1. RELIABILITY The consistency of scores obtained by the same person when retested with identical tests with alternate form of the same test e.g. if you take an IQ test on Monday, and you take a similar test on Friday, your scores shouldn't differ too much 2. VALIDITY The accuracy with which a test, interview and so on, measures what it purports to measure or fulfils the function it was designed to fill - Predictive validity = how well can a test predict future job performance 3. NOT BIASED AND NO ADVERSE IMPACT = The overall impact of employer practices that result in significantly higher percentages of members protected groups being rejected for employment, placement or promotion - Employer has to prove that there was no adverse impact if applicants file a complaint - Some tests have more adverse impact than others =\> look for alternatives if possible - Important characteristic for DEIB 5. Interview(s) - Most commonly used selection test! - Usually (at least) final step with final candidates - One or more interviews during selection procedure - Often with HR and hiring manager - Structured (higher reliability/valdiidty, less biased) vs unstructured interview - Focus on the future or the past - **Situational** = present a situation (future) And ask how the applicant WOULD handle this - **Behavioural** = ask the applicant (past) About a situation and ask what the applicant DID - STARR method (skills lab) 6. Contract negotiations Important things during the hiring process - Provide feedback to all applicants - Making your entire hiring process inclusive - Providing accommodation - Check if all requirements are necessary or just "nice to have" - Have diverse hiring or interviews panels/ACs - Train hiring managers and HR for (unconscious) bias in interviews - Focus on objective criteria and have standardized scoring sheets for all assessors - Don't overemphasize 'cultural fit' but rather focus on culture add - Check for adverse impact/bias of tests - Allow applicants to do a practice or trial run of tests beforehand and:or give clear info on the hiring process Key terms: - Selection - Reliability - Validity - Predictive validity - Adverse impact - Personality test - Cognitive ability test - Work samples - (management) assessment center - Situational judgement test - Unstructured interview - Structured interview - Situational interview - Behavioural interview - STAR interview Compensation & Benefits and Intro Labour Relations (Ilse, W3) ============================================================= *Learning objectives* - - - - - - - - Basic factors in determining pay rates: 1. Aligning total rewards with strategies - What are our strategic aims? - What employee behaviours and skills do we need to achieve our strategic aims? - What compensation policies and practices -- salary, incentive plans, and benefits -- will help to produce the employee behaviours we need to achieve our strategic aims? 2. Internal comparison: equity = colleague = boss = other departments = CEO =... Examples: outcome and input Perceived outcomes Perceived inputs -------------------- ------------------ Pay Skill Benefits Knowledge Recognition Ability Status Qualifications Achievement Age Satisfaction Seniority Security Loyalty Effort Performance Responsibility 3. External comparison = external benchmark (competitors in the same labour market) - How much do you pay compared to others in your region/industry/type of job? How do you position your reward structure? - You need to make choices - Use pay or salary surveys to benchmark (compare to competitors) - Market-competitive pay plan (internally and externally equitable) Three main strategies: A screenshot of a computer Description automatically generated Job evaluation methods -- two basic approaches - **Market-based** (start-ups, smaller firms) = (in)formal salary surveys and benchmarking - **Job evaluation** = systematic comparison done in order to determine the worth of one job relative to another =\> salary structure Commonly used = job classification or grading - Grouping jobs that have similar skills/complexity/responsibility and assigning a corresponding salary structure (so based on job descriptions) **Does money motivate?** Motivation theory 1: **extrinsic and intrinsic motivation** - Extrinsic = because of the outcome that will result by doing the task - Promotions - Pay raises - Bonuses - Benefits - Prizes - Winning - Perks - Intrinsic = because of the interest and enjoyment in the task itself - Enjoyment - Purpose - Growth - Curiosity - Passion - Self-expression - Fun Motivation theory 2: **expectancy theory (Vroom, 1964)**  Reward structure - Should be aligned with the company goals and strategy - Needs to be internally fair (internal equity) - Should be competitive compared to competitors/labour market (external equity) - Shouldn't kill intrinsic motivation - Has to be based on the type of rewards employees actually want **Types of direct financial compensation** - Fixed or base salary/wage - Piecework - Standard hour plan - Merit pay - Commission plan - Combination plan - Annual bonus - Stock option - Team/group incentive plan - Organization-wide incentive plan - Profit sharing - Gainsharing plan - Overtime pay - Tip income Non-financial rewards: **Global compensation policy** -- differences in - Taxation - Use of employee benefits (and preferences) - Average wage/minimum wage (impact on labour costs) - Use of balance sheet approach for expats - Same living standard as in home country, similar purchasing power - Extra pay - Hardship allowance or foreign service premium - Pay for housing, education, home leave\... **Benefits** = indirect financial and non-financial payments employees receive for continuing their employment with the company - Differences between countries (legislation, social security, customs) - Companies might have local differences and a global policy in the benefits they offer - Differences between companies - Many different benefits to offer Common types of benefits: - Health and insurance - Sick leave - Childcare - Phone, computer, internet - Expense reimbursement - Employee assistance program - Housing and moving costs for expats - Discounts - Meal vouchers - Company car ALSO possible: flexible benefit plans/programs or cafeteria benefit plans Advantages - Allow employees to select benefits to match their personal requirements - Recognize that 'one size does not fit all' - Reinforce a participatory culture - Facilitate recruitment and retention Disadvantages - Employees may make unwise benefit selections - Additional administrative complexity and costs may be involved - Employees may still expect employers to provide benefit when needed - Employers have to offer a wide range of benefit options Key terms - Employee compensation - Direct financial rewards - Non-financial rewards - Equity theory - Lead strategy - Lag strategy - Match strategy - Job evaluation - Intrinsic motivation - Extrinsic motivation - Expectancy - Instrumentality - Valence - Piecework - Standard hour plan - Merit pay - Annual bonus - Fixed or base salary - Stock option - Team incentive plan - Organization-wide incentive plan - Profit-sharing plan - Gainsharing plan - Benefits - Employee assistance programme (EAP) - Flexible benefits plan/cafeteria benefits plan ### Intro labour relations *Learning objectives* - - - - - **Trade or labour unions** = organizations formed by workers in a particular trade, industry, or company for the purpose of improving pay, benefits, and working conditions, also called trade union or workers union - Selects representatives to negotiate with employers in a process known as collective bargaining -\> make an impact and have a voice to negotiate Union memberships worldwide are declining because of better laws and now HR took on roles of labour unions Reasons why employees trade or labour unions - Health and safety - Compulsion - Protection - Social pressure - Pay and conditions - Voice - Legal protection - Political beliefs - Solidarity - Tradition Importance and relevance of labour unions today: - Worker representation (operational, strategical, governmental/national level) - Informing and supporting employees (legal services, advice\...) - Improving employment conditions (health, safety\...) - Improving quality of working life (leave, job security\...) - Fighting for equal rights for ALL employees - Negotiating fair wages and benefits **Collective bargaining** = the process through which representatives of management and the union meet to negotiate a labour agreement - Parties are required by law to negotiate wage, hours, terms and conditions of employment - Bargaining is done "in good faith" Common bargaining items - Wages - Hours of employment - Overtime pay - Vacations - Benefits - Severance pay - Drug testing "When bargaining doesn't work out, it leads to an impasse" - Reactions of unions and management/employer to an impasse in bargaining  - Third-party involvement - [Mediation] = neutral party tries toa assist in reaching an agreement - [Arbitration] = most definitive type of third-party intervention, in which the arbitrator usually has the power to determine and dictate the settlement items - The result of a collective bargaining = **a collective labour agreement (CLA)** = contract agreement between employer and at least one union involving the terms and conditions of employment - Document of 20-30 pages - General policy/procedures AND/OR detailed rules and procedures - At company, regional, industry or national level - Content: - Management rights - Union security - Arbitration **Grievance procedures** = formal process of addressing any factor involving wages, hours or conditions of employment that is a complaint against the employer - Grievance procedure is OFTEN PART OF CLA - Focus then is on interpretation of the CLA - Most common sources of grievances - Absenteeism - Insubordination - Company rules - Grievances are often symptoms of underlying problems! Key terms: - Labour/trade union - Collective bargaining - Mediation - Arbitration - Strike - Picket(ing) - Lockout - Strike breakers - Collective Labour Agreement (CLA) - Grievance procedure - Minimum wage Performance Management and appraisal (Ilse, W4) =============================================== *Learning objectives* - *Describe the performance appraisal process* - *Know and discuss the pros and cons of the traditional performance appraisal methods* - *Give examples of potential appraisal problems and know how to deal with them* - *Explain what performance management is and how it relates to strategic HRM* **Performance appraisal** = evaluating an employee's current and/or past performance relative to their performance standards The performance appraisal process: 1. Setting work standards and communicating them 2. Assessing performance relative to those standards 3. Providing the employee with feedback **WHY appraise performance?** Image showing an overview of the uses of performance appraisal in 4 broad categories (motivation, development, legal and administration) How to use performance evaluation to know how HR policy goes - Allign performance appraisals to know how HR policies go Ex. New people are hired -- after one year -- performance appraisal very low -- unlikely that all those people are unmotivated What could've been doing wrong as a company - Selection -- hired the wrong people - Bad onboarding - Not good training - Bad compensation **Who should be appraising?**  = example of 360 degrees feedback Most of the companies -- supervisor = going to evaluate the performance for their colleagues Also ask employee -- collaboration and interpersonal skills are better assessed by teammates than by supervisors Self-evaluation -- do their own evaluation Direct reports -- ask people to evaluate their own bosses (doesn't work well everywhere -- people don't like to do this, employees don't like to assess their bosses and the bosses also don't like it) - can be taken into account but is not determining if their needs to be a consequence or a decision 360 degree = at least 4 viewpoints to evaluate themselves Could also be - Clients - \... - Needs to be someone they work closely with **Differences in performance appraisals globally** - Online or in person (because they don't want confrontation or they don't want to lose their face or embarrass the other) - By one person or by more people - Collective feedback or individual feedback - Power distance (evaluating boss -- not possible) - Low or high context - How the conversation is done really varies Traditional tools/methods for appraising performance - **Ranking** = rank the employees a place from 1-10 Downside: can divide employees and can be bad for morale -- employees are not very happy with this -- can be very stressful for employees -- can have consequences (first get bonus, last get dismissed) - **(paired) comparison method** = each employee is compared directly with every other employee, one pair at a time, to determine who performs better in each match-up - **Forced distribution method** = employees are placed into pre-set performance categories, often used to enforce differentiation among performance levels Image of a Bell curve or \"normal\" distribution showing 5 types of company wide ratings (1 = unacceptable, 2 = room for improvement, 3 = meets expectations, 4 = exceeds expectations and 5 = outstanding) Example for a team of 20 people  - **Graphic rating scale** = a chart where traits (e.g. teamwork, reliability) are rated on a scale (e.g. 1-5), it's easy to use BUT may lack depth Afbeelding met schermopname, tekst, Lettertype, diagram Automatisch gegenereerde beschrijving - **Critical incident method** = specific examples of an employee's positive and negative behaviour are recorded over time, providing detailed feedback  - **Behaviourally anchored rating scales (BARS)** = combines scales with specific behavioural examples for each performance level, making ratings more objective and consistent Afbeelding met tekst, schermopname, Lettertype, ontwerp Automatisch gegenereerde beschrijving - **Management by objectives (MBO)** = employees and managers set specific, measurable goals together, and performance is later assessed based on goal achievement  **A new style of performance management**= the check-in -- WHY the need for a "new" style? - Some question the value of the "traditional" performance appraisal - Rating/assessment only done by the supervisor - Only once per year, usually at the end of the year - Focus on past performance and only on evaluation - Costly and time-consuming for managers - Stressful for employees - Use of more CONTINIOUS FEEDBACK via check-ins How to use check-ins - Regularly schedule one-on-ones with your employees - Agree on topics supervisor and employee will talk about - Discuss goals/objectives and provide ongoing feedback - Listen to employees and have them provide supervisor feedback and suggestions -- employees drive the conversation - Focus not only on individual, but only team performance - No written report, no summary, ranking, rating - Repeat this several times per year Errors/mistakes that can happen during an appraisal: - **Leniency** = the fact or quality of being more merciful or tolerant than expected - Overlooking mistakes that they make and not punishing them -\> give high performance appraisals - **Central tendency** = when a manager rates most employees as \"average,\" even if some perform much better or worse - **Halo/horn effect** = judge someone based on one good or bad thing. If we see something good, we think everything about them is good (halo effect). If we see something bad, we think everything about them is bad (horn effect). - Avoid it: having multiple raters -- not the biases of one person - **Recency effect** = remembering the last things you saw or heard better than the earlier ones, it's like remembering the end of a list more easily than the middle - Prevent these errors by using the CRITICAL INCIDENT METHOD (= when a manager records specific examples of an employee's good or bad behaviour over time -- helps give detailed, concrete feedback during appraisals) **[Performance management]** = a set of processes and systems aimed at developing employees -- so they perform their job to the best of their ability Goal: HELP EMPLOYEES build on skills that enable them to: - Perform better in their roles - Reach their potential - Boos their success - Accomplishing the strategic goals of the organization Key terms: - Performance appraisal - Performance appraisal process - Graphic rating scale - Ranking method - Paired comparison method - Forced distribution method - Critical incident method - Behaviourally Anchored Rating Scale (BARS) - Management by objectives (MBO) - Unclear standards - Halo effect - Central tendency - Strictness leniency - Bias - Performance management - Check-in Onboarding & training (Ilse, W5) ================================ *Learning objectives* - - - - - - - When you know you have hired someone à start with **ONBOARDING** [Socialisation] = new members of a group learn the values, norms and behaviours of the group in which they enter = GENERAL For organisations -- more specific à [**Onboarding**] = any action that helps new hires understand how things work in their new work environment, get acquainted with the company culture, and feel welcomed and valued in their team - Make an employee feel welcome, give basic information, help employee understand the organisation - Make sure the new employee knows and adapts to organisational culture - Rules and policies often communicated via employee handbook - A lot of possible activities to onboard new employees - Huge variety in onboarding -- can take 2 hours or 1 year depending on organisation - [Employee orientation] = part of the onboarding process **Importance of onboarding** Good onboarding -- in long term will perform far better Can also hugely reduce stress by giving some time of onboarding - Big impact on improving performance Most people will think in the first 6 weeks -- am I going to stay in the job for a long term - **Common onboarding activities** - Email or call before on the first day - Get to know the office/building/site - Get set up - Get info on the HR policies - Give/go through employee handbook - Learn the job through classroom training, e-learning/on-the-job learning - Build a network and get to know colleagues/team - HAVE A TIMELINE/FLOW/PROCESS for every onboarding HRIS = human resources information system -- a lot of people are involved - HR department - People from the department that the employee is hired in - Colleagues - The hired person - Supervisor - Someone from administration Training is important -- link between training and some of the outcomes: - Productivity is higher - Legally need to train people so they don not hurt themselves or others - Quality is higher - New hires complain about lack of training -- improve morale Onboarding is like training for new employees Training is also important because: - Legal requirements - It's motivating to develop yourself (employees WANT training) - Immediate needs that occur - To cope with change in a position, organisation, environment, industry\... - To develop and retain talent [**Training**] = the process of teaching new or current employees the basic skills they need to perform their jobs - Negligent training = failing to train adequately Example: Student job in cleaning in a police station -- gave a little cart with all the cleaning products and didn't train the employee -- someone could slip if she put too much soap Failed to train her in the way she did the job safely - Link with strategic HRM = do employees have the necessary skills to reach organisational goals - Strategic changes -- lead to training needs BUT TRAINING IS EXPENSIVE **Overview of the training process: the ADDIE model** - Analysis training needs -- do we need a training? (sometimes companies do this to solve a problem that can't be solved -- misdiagnosing problem) - Design the training program -- how much money to spend? Logistics? Create a good environment? - Develop the course -- content, materials, cases and buy or make decision (do we buy the training or do we make it ourselves) - Implement training -- choose an appropriate training method and make sure it is suitable for the trainee and the type of skills that need to be acquired (= TRANSFER) - Evaluation -- achieve learning objective that were set? And is there a return on investment ? Or sometimes there is CONFIDENTIONAL information -- IT training -- better to do it in house Implement training - want the skills to transfer to actual job context (sometimes doesn't work) If you do not apply what you've learnt in training -- training for nothing **TRANSFER = IMPORTANT ELEMENT -\>** Evaluation -- (almost never done, not properly done) Implementing the training program: training methods - On-the-job-training (OJT) = training a person to learn a job while working on it - Most commonly used training method - Often via coaching - Supervisors - Peers - Lectures - Case - Role-playing - Group discussion - Behaviour modelling = training method often used to teach leadership, communication or interpersonal skills and mostly to managers/leaders 4 steps in this method 1. **Modelling** the "right" behaviour (video/real-life example) 2. **Role-playing** of the skills/behaviour 3. **(Social) reinforcement** through feedback 4. **Transfer or training** so skills will be applied in workplace - E-learning = web-based learning (through online classes, chatrooms\...) Doesn't just have to be via computer, also via smartphones, tablets (=M-learning) Advantages: - You can learn from wherever you want - Not time spent commuting to go there - Save money on human resources -- no person has to give a lecture - More efficient for big groups - Keeping track of people doing it - Nobody is absent -- everyone is present at work - E-learning saying you have a few months to get through it - Difficult to ask questions - Just let it run and don't watch it intensely - Some people don't have the correct equipment - No social connection/interaction - Discipline from the person doing it - Games simulations - Team training - Helps with collaboration - Often used to fix problems that team building cannot fix - It is expensive - Useful for teams where there is already a connection -- improve teamwork and collaboration - Corporate universities - Informal learning = all the learning that you do when you are not in the formal environment Learn the most during internship -- because they see interactions and are present in meetings -- most people will learn most during informal learning **How to choose training** Consider: - Number of employees - Cost - Type of skills/knowledge to be trained - Which training(s) would you choose to train: - Leadership skills - Technical skills - Product knowledge **Evaluating the training effort -- the Kirkpatrick model** [Reaction] = asses what he reaction from learners was on the training -- surveys, asking the trainees à if they dislike training -- didn't learn anything or if they learnt something [Learning] = do a little test if they know more after training than before [Behaviour] = is there transfer from the training situation to actual workplace à are people going to use the skills and work from the work situation [Results] = increase in results? All of us are a team of people -- if everyone is sent to a sales training -- sales will hopefully go up -- depending on what you want -- specific business outcomes CHANGE MANAGEMENT Change management processes and recognizing the need for change (Catherine, W1) =============================================================================== *Learning objectives* - *Understand the relevance of change management in the current context* - *Describe the eight core activities in an effective change process* - *Recognize types of change and explain the implications of these types of change * - *Give examples of and recognize internal and external sources of change, and explain how they can disrupt organizations* - *Use a change tool to attend to various internal performance indicators* 1. Managing change: a process perspective ----------------------------------------- **Why change management?**  The image explains \"VUCA,\" a framework for understanding challenging environments: 1. Volatility: Rapid, unpredictable changes. 2. Uncertainty: Lack of clear, complete information. 3. Complexity: Many interconnected factors and relationships. 4. Ambiguity: Situations open to multiple interpretations. VUCA highlights the difficulties in decision-making in unstable and complex situations. The change process: The process perspective attends to the "how" of change and focuses on the way a transformation occurs (and not so much on the "what") It draws attention to issues such as: - The pace of change and the sequence of activities - The way decisions are made and communicated - The ways in which people respond to the actions of others The arrows suggest a sequential process, where each step represents a phase or action needed to move from the present condition to a desired future outcome. **Lewin's three-step process ** A blue circle with a red arrow pointing to a blue circle with a blue water drop Description automatically generated The image illustrates the Unfreeze-Change-Refreeze model of change. It uses ice as a metaphor: 1. Unfreeze: Prepare for change by \"melting\" the current state. 2. Change: Transition or transform, represented by liquid water. 3. Refreeze: Solidify the new state, shown as reformed ice. This model represents the steps of initiating, implementing, and stabilizing change.  Hayes' change activities : - **Recognition and start** Recognizing that external events (regulations etc.) or internal circumstances (retirement, new product etc.) require or create opportunities for change The success trap : the downfall of Blockbuster or Kodak because they didn't try to adapt themselves even when the market was changing. They didn't look at the external environment A diagram of a diagram Description automatically generated - **Diagnosis** Reviewing where the organization is today and where it might be in the future \+ reviewing the present state \+ [visioning]: identifying a more desirable future state =\> goals for change + objectives - **Plan** Those leading the change need to give attention to: 1. The overall strategy 2. The type and sequence of interventions 3. The factors to consider during the change - **Implement and review** = often change plans are not implemented as intended because those leading the change fail to give sufficient attention to: 1. Competing goals 2. Communicating all aspects of change 3. Motivating individuals and groups to support the change 4. Reviewing the change and monitoring progress 5. Fragmentation (different departments have different views, goals\...) and a lack of coordination - **Sustain change** It is not enough to think of change in terms of simply reaching a new state -- attention needs to be given to sustaining this new state for as long as it is beneficial to do so - **Leading and managing the people issues** Those leading change sometimes approach issues from a purely technical perspective and give insufficient attention to what some refer to as the 'softer' people issues Examples of people issues are: - The way leaders relate to change - Trust - Motivation and commitment - Support for those who will be affected by change - **Communication** = the most important aspect of good change management -- closely linked to 'managing the people issues' because good communication helps with - Understanding why change is necessary - Understanding the change vision - Downsizing resistance to change - Knowing what is expected during the change - \... - **Learning** = those leading change can learn to be more effective if they step back and monitor what is going on, paying particular attention to: - How other react to what they do - How their decisions impact immediate and longer-term outcomes 2. Types of change: ------------------- **A typology of organizational change** Continuous change = INCREMENTAL CHANGE Constant updating of work processes and practices è doing things better/more efficiently Discontinuous change = TRANSFORMATIONAL CHANGE Organisation is so misaligned with its external environment or there are too much internal forces for change that it cannot continue as before =\> doing things differently or doing different things Reactive and proactive responses to change - Changes cannot be ignored forever - Organisations have to adapt if they are to survive - Some are slower than others to recognise the need for change and/or slower than other to take action - Anticipating can lead to better planning  Implications of these different types of change for change management 1. TIMING: more difficult to manage change when the need for change is urgent 2. FOCUS: what to change. - Incremental change: improve the internal alignment Between existing organizational components =\> 'do things better' - Transformational change: seek a new configuration of organizational components that are aligned to external circumstances =\> 'do things differently' or 'do different things' 3. LOCUS: who manage A blue sign with white text Description automatically generated 3. Recognizing the need for change ---------------------------------- 1\) **External sources**  P Laws, rights E Grows, GDP per capita S HDI, Demography T R&D, innovation 2\) **Internal sources or misalignments** **3) Big-bang disruptions (usually external; could also be internal)** **Bounded** = unplanned (sometimes unintentional) disruptions that come out of nowhere but are instantly everywhere/usually confined to 1 organization, group or 1 sector/market Example: TomTom à when Google Maps entered the market **Pervasive** = disrupt the whole economic and social system presenting opportunities for some and devastating threats for others Example: corona **Sources of change** Internal misalignments - Using (key) performance indicators to identify the internal need for change - Discrepancies between actual and desired performance: signal a need for change - Some of the factors that managers need to consider include 1. Alignment of performance indicators across the organization 2. Range of indicators (range can be too narrow) **Illustration: Combination external sources and internal misaligment** - **External** = growing number of customers looking for sugar-free alternatives to soft drinks\ =\> gap in the market - **Internal** = growing startup =\> more formal processes, hiring new staff, establishing a company culture, inventory problems, etc. 4.Integration ------------- Key concepts: - VUCA - The trap of success - Transformational change - Incremental change - Finetuning - Adaption - Re-orientation - Re-creation - PEST framework - Bounded big-bang disruptions - Pervasive big-bang disruptions - Balanced scorecard Diagnosis (Catherine, W2) ========================= *Learning objectives* - - - - - 1. The diagnostic process ------------------------- 1. DATA COLLECTION Interviews are a rich source of information -- people can be asked to: - Describe aspects of the organisation - Make judgements about performance - Report their affective reaction -- (feelings) - Questionnaires or survey - Obtain information by asking a predetermined set of questions - Observations - Observing behaviour as it occurs can surface patterns of behaviour that those being observed may be unaware of - Information that is often unable to report in interviews or in responses to questionnaire - Unobtrusive measures - Large amounts of information that are collected as a normal part of day-to-day operations - Costs - Wastage rates - Absenteeism - Employee turnover - Complaints - Delivery times **The diagnostic process**  - Diagnosis can be multistage, iterative process that evolves/develops over time - Analyse and interpret data about individual, group and organisational functioning **Organizational models** = using conceptual models to interpret data and to understand organizational performance (formulating cause-and-effect hypotheses) Simplifying the real world by developing models that focus attention on: - A limited number of key elements that we feel offer a good representation of the situation - The ways these elements interact with each other = CAUSAL relationships As an appropriate model will: 1. Identify elements and cause-and-effect relationships that contribute tot he problem or opportunity 2. Indicate which elements have most weight 3. Highlight aspects of organizational functioning that the change agent can do something about = INPUT FOR ACTION PLANS McKinsey 7-S framework Afbeelding met tekst, schermopname, cirkel, logo Automatisch gegenereerde beschrijving All elements aligned =\> contribution to organisational effectiveness Tool for change managers to look for misalignments or degree of alignment between all elements =\> indicates what needs to be changed **BURKE-LITWIN CAUSAL MODEL OF ORGANIZATIONAL PERFORMANCE AND CHANGE** - [Mission and strategy] = what the organization's people believe to be the core purpose for the organization's existence and how the organization intends to achieve that purpose - [Leadership] = the philosophies and values of senior managers - [Organizational culture] = norms of behaviour and values that are accepted and expected within the entire organization - [Structure] = the way the organization is set up in terms of roles and functions, communication, lines of authority, and decision-making - [Systems] = the processes and procedures that are in place to support operations - [Management practices] = how middle managers and people with responsibility execute the strategy on a daily basis - [Work unit climate] = the shared morale of the people working for the organization - [Task and individual skills] = the degree of "fit" between the skills required for the job and the skills of the people doing the job - [Individual needs and values] = the degree to which the processes and systems within the organization fulfil the needs of the employees and allow them to feel satisfied - [Motivation] = the intrinsic and extrinsic factors that motivate individuals to perform well on a consistent basis High level elements greater impact on other elements than lower elements 12 elements of the Burke-Litwin causal model - External environment - Leadership - Mission and strategy - Organizational culture - Structure - Management practices - Systems (policies and procedures) - Work unit climate - Motivation - Tasks and individual roles - Individual needs and values - Internal environment 2.From diagnostic information to action plans --------------------------------------------- Diagnostic tools can be used - Stand-alone tools for diagnosis - Framework to analyse findings form diagnosis to action plans (use at the end of the diagnostic process) à examples: SWOT-analysis, force field analysis (based on model Lewin) Building an inspiring change vision  A blue rectangular sign with white text Description automatically generated Visioning = developing a picture of what the team/department/organisation could look like after the change (= desirable end state) and what needs to be done to move forward =\> descriptive and motivational A good vision needs to be: - **Imaginable** = picture of what the future will look like (show gaps between present and future) - **Desirable** = long-term interest of stakeholders (why is the change necessary and beneficial) - **Feasible** = realistic, attainable goals - **Focused** = clear enough to provide guidance (describe the end point, but not the actions) - **Flexible** = general enough to allow alternatives in light of changing conditions - **Communicable** = easy to communicate, successfully explained in less than 5 minutes Key terms: - Interviews - Surveys - Observations - Unobtrusice measures - McKinsey 7S model - Burke-Litwin Causal Model - Force field analysis - Visioning - Storytelling - Visual collages Leading & managing the people issues (Catherine, W3) ==================================================== *Learning objectives* - - - - - - - 1. Change on individual level: ------------------------------ **Building change relationships** - Importance of *building effective relationships between those leading and those involved* in the change - Relationships between - **Change agents** or helpers = facilitating the change - External consultants - Supervisors - Project managers - Business development advisers -... - **Clients** = those helped by through change - Colleagues - Subordinates - Customers/clients -... - Use various coaching styles **Coaching styles** - Success of a change project relies on the quality of change agents' interactions with clients Change agents intervene to facilitate change =\> cycle-breaking - A lot of behavior is **cyclical** =\> sequences of behavior are repeated - People -- unaware of this force of habit - Some behaviors may be harmful or inefficient - Don't understand what's not going well - Don't understand why it's not going well - Don't know how behavior could be improved - Change agent = identify those behaviors and break out of these cycles - **Prescriptive** vs **collaborative** modes of relating with clients  **Coaching styles** 1. **Advising** - Many change agent intervene -- by giving advice and telling others what to do - Often see a solution because they are more experienced than their clients - Prescribing solution -- not always the best way of helping - Clients -- too dependent on change agent - Clients -- reject any advice offered - Advising = NOT REAL COACHING 2. **Supporting** - Listening -- withholding judgement and help client express feelings and emotions - Help clients develop a more objective view of their problem with change - Prime focus = client rather than the change issue - Can be effective BUT a situation where this approach to coaching may not be sufficient to produce change 3. **Theorizing** - Present clients with a theory -- RELEVANT TO THEIR PROBLEM - Help organize their thoughts - Combat relying on intuition, common sense... - Help clients use the theory to: - Understand the problem (cause and effect) - Plan remedial action) - Should be objective and fit for context -- not too complex 4. **Challenging** - Confronting foundations of clients' thinking - Identifying beliefs and values that may be distorting the way clients view the situation - Challenging interventions -- designed to call attention to contradictions in action and attitude - Received by clients as helpful to explore aspects of a problem from a new perspective - Change agents adopting this approach: - Ask questions or provide feedback - Avoid telling the client how they should think/act 5. **Information gathering** - Help clients collect data they can use to evaluate and reinterpret the situation - Underlying assumptions = information deficiencies can be a cause of malfunctioning - Best when client gather info themselves -- examples= appreciative inquiry, after action reviews.. 2. Change on group level: stakeholdermanagement ----------------------------------------------- **Stakeholder** = any (internal and external) individual or group who can affect of is affected by the achievement of the organization's (change) objectives Examples: employees, shareholders, investors, customers... [Stakeholder management] = the approach towards each stakeholder (group) to help the organization reach its (change) objective Examples: communication, participation, support... [Assumption] = one specific group of stakeholders shares similar characteristics and thus requires a similar approach Stakeholder analysis: 1. Stakeholder brainstorm -- identify all those who might be affected by and/or could affect the outcome of the proposed change 2. Assess how much power and influence each group of stakeholders has (not just legitimate authority) 3. Assess stakeholders attitudes towards the proposed change Key stakeholders might change over time, power/attitude might change over time A diagram of a positive attitude Description automatically generated Influencing stakeholders to support the change 1. Winning the support og those who oppose the change and have the power to influence the outcome - Inform to persuade - Involve in change process to give more control over the outcome - Bargain to win support - If they have a legitimate concern, consider reframing the change to accommodate their demands 2. Reducing the influence of powerful blockers - Challenge their arguments - Marginalize them from decision-making - Transfer to another part of the organization - If they cannot be persuaded to support the change -\> demands will damage the interest of other legitimate stakeholders -\> necessary to find ways to reduce their power 3. Increasing the influence of already supportive stakeholders Secure their appointment to decision-making group  4. Fragmenting existing coalitions who are antagonistic towards the change - Pick off key okayers in the coalition - Persuade to be more supportive through information - Bargain with them - Marginalize key members of the coalition 5. Building a coalition of supportive stakeholders who will be prepared to work together to support the change - Communicate an inspiring vision that highlights the mutual benefits - Encourage independent groups of stakeholders to align themselves with the change manager's purpose 6. Bring new sponsors or champions into play - Persuade players who have not been proactive to take a more active part in influencing events - Publicizing the change to win support from powerful individuals or groups unknown to the change manager - Not without risk! Can attract new people/groups who might oppose the change 3. Change on leader level: -------------------------- Seven key leadership tasks: 1. **SENSE-MAKING** = identify opportunities and threats that require attention =\> improve through seeking info from multiple sources, looking for different perspectives 2. **VISIONING** = vision of a more desirable end state =\> build support for the change 3. **SENSE GIVING** = communicate the vision, win commitment to change, let people understand why change is necessary, highlight benefits 4. **ALIGNING** = promote clear, shared sense of direction so people can work together =\> everybody moves in the same direction at the same time, everyone is clear about what needs to be done 5. **ENABLING** = remove obstacles and create the right conditions for the change - Providing resources for the change - Designing and delegating tasks that are aligned with the change vision - Providing access to information - Creating alignment at the top -- senior managers communicate consistent messages to others 6. **SUPPORTING** = recognizing and responding to concerns of those affected (not just the organization BUT also individuals) - Holding on to the status que because of fear, lack of confidence - Providing training, assistance, reassurance... - What is in it for us/what's in it for me 7. **MAINTAINING MOMENTUM AND SUSTAINING CHANGE** = 'walk the talk' -- demonstrate their own change -- keep people focused on the change and keep showing support from leadership [Governance] = framework of policies and decision-making structures to guide, manage and oversee change initiatives -- make sure the change project aligns with goals and meets objectives - Decision-making authority: who has the power to make and approve decisions - Roles and responsibilities: who is involved in the project - Resource allocation: who is securing resources? (financial, technical...) - Monitoring: who is tracking the progress of the change? - Room for FORMAL and INFORMAL leadership CFO, HR department... could be involved in governing The governance of change A diagram of a company\'s company Description automatically generated **CHANGE SPONSOR** = senior leader who authorizes change Responsibilities: - Provide necessary resources for successful implementation - Ensure alignment of the change with strategic business objectives - Visible leader to communicate importance of the change - Ensure alignment at the top - Sense making, visioning, sense giving, aligning, enabling, supporting, maintaining **STEERING COMMITTEE** = group of senior stakeholders or executives overseeing the change to ensure alignment with broader business strategies Responsibilities - Provide strategic direction for the change initiative - Approve major decisions regarding scope, resources, timelines of the change - Resolve escalated issues or conflicts related to the change - Visioning, aligning, enabling, maintaining **CHANGE MANAGER** = person or team responsible for planning, executing and managing the change Responsibilities - Develop and implement change management plan - Communicate with stakeholders - Monitor and measure impact of change and adjust strategies as needed - Identify obstacles to change - Report on the progress of the project - Manager resistance to change - Often supported by HR manager (training & development) & communication manager - Visioning, sense giving, aligning, enabling, supporting, maintaining **CHANGE AGENT** = individuals or teams within the organization who help implement the change on the ground level Responsibilities - Advocate for the change within teams or departments - Provide feedback from employees to change manager - Help communicate change and its benefits to peers - Assist with identifying resistance and providing support - Often formal and informal leaders - Visioning, sense giving, aligning, supporting, maintaining **END USER/EMPLOYEE** = those directly impacted by the change Responsibilities - Provide input to the change process to ensure their concerns are addressed - Engage with the change process and provide feedback - Participate in training and development programs to ensure a smooth transition - Report issues, challenges, or resistance to the change agent or manager - Sense making, visioning **SUPERVISOR** = link between employees and higher management, overseeing day-to-day operations Responsibilities - First point of contact for employees to address concerns and questions - Facilitate, coach, solve problems during transition - Deliver clear messages about the change - Provide feedback to change management team - Encourage employees to participate in change opportunities - Recognize and reward employees who positively embrace the change - Sense making, visioning, sense giving, aligning, enabling, supporting, maintaining 4. Motivating others to change ------------------------------ Motivating people/creating a motivational (change) environment = KEY CHALLENGE for leaders - Importance of COMMUNICATION - Change = successful when people alter their on-the-job behaviors in a way that supports the change OVERCOME RESISTANCE TO CHANGE People resist change because: - Self-interest (what's in it for me) -- cultural differences - Misunderstanding & lack of trust -- COMMUNICATION - Different assessments -- diagnosis done by change managers - Low tolerance for change - Fear of failure, loss of control, disruption of routines, fear of the unknown Motivate people to support change by: - Create a sense of urgency -- NEED to change - 'I want to belong to a better future' -- involvement in the diagnosis and visioning - Persuasive communication to increase appeal - Participation & involvement in the change plan - Goal setting - Supporting (training, time off, listening...) **ABC model of autonomous motivation (=self-determination theory)** - AUTONOMY - Choice full - Being owner of own behavior (self endorsed) - BEING MYSELF How to encourage this needs? - Autonomy supportive environment How can this be undermined? - Controlled environment (a lot of pressure, stress, rewards...) - BELONGING(NESS) - Feeling of relatedness, feeling of belonging to a group - HAVING GOOD, CLOSE RELATIONS How to encourage this needs? - Connecting, warm and safe environment How can this be undermined? - Cold environment - COMPETENCE - Feeling competent - BECOME BETTER How to encourage this needs? - Structuring environment How can this be undermined? - Chaotic environment Example of how to increase motivation Different levels of participation: PARTICIPATION LADDER Levels of involvement Levels of participation 1. TELL -- I will tell them Leader takes decisions and tells team/individuals 2. SELL -- I will try and sell it to them Leader takes decision and tries to convince the team/individuals 3. CONSULT -- I will consult and then decide Leader asks for the opinion of the team/individuals before making the decision together 4. AGREE -- We will agree together Leader and team/individuals make a decision together 5. ADVISE -- I will advise but they will decide Leader tries to influence but team/individuals makes the decision 6. INQUIRE -- I will inquire after they decide Team/individual makes the decision, but leader is informed afterwards 7. DELEGATE -- I will fully delegate Team/individual makes autonomous decisions, leader is not involved Key terms: - Sense making - Visioning - Sense giving - Aligning - Enabling - Supporting - Maintaining/sustaining - ABC model of autonomous motivation - Stakeholder - Stakeholder analysis - Stakeholder grid - Coaching styles - Governance - Change sponsor - Change manager - Steering committee - Change agent - Participation ladder Planning and preparing for change (Catherine, W4) ================================================= *Learning objectives* - - - - - - 1. Shaping implementation strategies ------------------------------------ Beer's implementation strategies: - **ECONOMIC STRATEGIES** = focus on the drive for economic value tough, top-down, results-driven action - Technical solutions -- improve organizational effectiveness (lead by consultants) - Can destroy human commitment and may not guarantee long-term success Examples: restructuring, re-engineering, layoffs\... - **ORGANISATION DEVELOPMENT STRATEGIES** = focus on creating capabilities required to sustain competitive advantage and high performance - Bottom-up change and involvement, importance of shared purpose and strong culture - Might be too indirect and take too long when need for change is urgent Examples: coordination, teamwork, competencies, communication, learning\... - **COMBINED ECONOMIC/ORGANISATIONAL DEVELOPMENT (OD) STRATEGY** - Most dominant strategy -- economic - Most effective was combined economic and organizational development - Top-down results-driven change with slower bottom-up development of organisational capability **Influence of situational variables** 1\. Size of the change - Gaining efficiency -- middel and lower level Burke-Litwin: incremental strategy - Doing things differently -- upper level Burke-Litwin: transformational strategy 2\. Urgency and stakes involved - Risks if situation does not change quickly: top-down, directive strategy - Non-urgent change: participation, involvement 3\. Level of support - Low: resistance can be reduced by adopting a more collaborative approach - Resistance stays; top-down coercive strategy A contingency model  2. Developing the change plan ----------------------------- 6 key points in change plans: 1. Appointing change manager 2. Specify change objectives 3. Identify what needs to be done 4. Schedule activities 5. Think about stakeholder engagement 6. Provide resources (5 and 6 are SUPPORTING FACTORS) The change manager might be: - A senior manager - A project manger or external consultant - Person in charge of the pre-change state - The person who will be in charge of the post-change state - Task force or temporary team Important to AVOID FRAGMENTATION (best = same person from beginning to end) The change manger requires **power, respect and the ability to win support** When the end state is known -- easier to specify the objectives =\> BLUEPRINT CHANGE When the end state is unknown -- impossible to articulate a clear vision/clear objectives  Identify what needs to be done -- FISHBONE OR **AWAKISHI** DIAGRAM - Most important categories = main "bone" - Bones are then used as prompts to identify and prioritize other actions A diagram of a task Description automatically generated Schedule activities and identify critical path:  Provide needed resources -\> there is always a cost associated with change - In ST: employees may be able to cope with the resources currently available - Sustain attention for change: properly resourced - Budget - People - Time - Cannot resource the change, might have to go out of business 3. Types of interventions ------------------------- [Intervention] = set of sequenced planned actions or events intended to help an organization increase its effectiveness and reach its change objectives - Interventions are deliberate acts that disturb the status quo - Experts (mostly external experts who solve organisation-wide problems) - Internal facilitators (e.g. change manager, for individuals, groups/teams and organisations) Link to Burke-Litwin model: TYPOLOGY for classifying interventions based on the kinds of issues they are designed to resolve **What is an issue? A typology:** A diagram of a diagram Description automatically generated TYPES OF INTERVENTIONS: **Business process re-engineering** Process re-engineering = intervention that involves switching attention awat from fragmented functional thinking towards cross-functional processes  Process re-engineering = an intervention that involves switching attention away from fragmented functional thinking towards **cross-functional processes** A blue rectangular shape with text Description automatically generated with medium confidence Key characteristics -- process maps, workflows, data, reduce waste\...  **Organizational restructuring** - Sort of organizational structure in which the organization is divided into smaller units based on SPECIFIC FUNTIONAL AREAS (such as technology, finance, human resources, marketing\...) - Layers of hierarchy with authorized leaders - Higher organizational efficiency (employees with similar skills and expertise are combined) - Problem: no interaction across functions =\> cross-functional teams **Self managed teams** = group of individuals responsible for: - Organizing and managing their work - Without traditional hierarchical structure or external direction Members - Make decisions and solve problems themselves - Have high support and trust of the team and company **Job enrichment** = process where you add dimension to existing jobs to make them more motivating Examples: adding extra tasks, increasing skill variety, adding meaning to jobs, creating autonomy, adding responsibility, giving feedback - Part of job design and job redesign **After Action Review (AAR)** = (form of reflection), participants review what was intended (activity aims), what actually happened (intended and unintended outcomes), why it happened and what was learned - Can help assess an immediate activity, but also helps assess progress towards longer-term - Can be used in short, frequent group process checks, or more extended, in-depth explorations - Can be undertaken by a group or an individual as they ask themselves 4 questions - What was supposed to happen? - What actually happened? - Why was there a difference? - What can we learn from this? **T-Group** = form of social skills training that provides participants with an opportunity to increase their awareness about themselves and their impact on others in order to learn how to function more effectively in groups Learning at 3 levels: - Individual - Team/group - Organisation **Culture profiling** = strategic intervention used for identifying potential acquisition or joint venture partners - Also be: human process intervention -- used to diagnose intergroup problems and promote better working relationships (example: post-merger) - Exploring the best of what is - Amplifying this best practice - Seeks to accentuate - Positive rather than eliminate the negative - What is good and working rather than what is not good and not working Essence = generation of a SHARED IMAGE OF A BETTER FUTURE Key concepts: - Economic, OD and combined strategy - Contingency model - Change plan - Fishbone diagram - Critical Path analysis - Business process re-engineering - Organization restructuring - Matrix organisation - Self-managed team - Job enrichment - After action review - T-Group - Culture profiling - Appreciative inquiry Implementing, reviewing, sustaining change & learning (Catherine, W5) ===================================================================== *Learning objectives* - - - - - - - 1. Implementing change and reviewing process -------------------------------------------- **Implementing change** - Implementation shifts focus from planning to action - Sometimes: one-off stand-alone step in the change process [Example]: where a change is relatively small scale, the end point has been specified in advance and there is little resistance because all those involved believe that they will benefit from the change - Other times: multiple step process depending on the size of the organization and characteristics of end users - Usually: implementation unfolds as an ongoing iterative process [Example]: crisis situation that asks for immediate implementation, initial diagnosis that misses a cause, testing cause-and-effect hypotheses, resistance to vision, etc.  Diagnosis, planning and implementation can be intertwined - Attempt to implement a plan fails to deliver anticipated outcomes - Failure can provide those leading the change with new insights - Implementation becomes diagnosis - Insights inform new plans -- are then implemented - Sequence continues **Factors that can influence implementation success** - Quality of the diagnosis - Range and complexity of issues - Access to required information - Pressure to complete the diagnosis quickly - Clarity of the plans for implementation - The way the change is communicated - The way stakeholders are managed - The way stakeholders are supported (socio-emotional) - The RISKS that are considered - Something external that happens -- busy with changed plan and there is a new regulation - Want to implement certain measures -- not working with your employees - People are not on board and might leave the organisation Tools that managers use -- think about potential risks and the probability that they will happen and if it happens what will be the impact on it -- HAZARDS VULNERABILITY MATRIX Afbeelding met tekst, schermopname, Lettertype, nummer Automatisch gegenereerde beschrijving **Reviewing change -- reviewing results** a cause-and-effect hypothesis can help those leading the change translate their change strategy into a set of operational goals and related measures that they can use to monitor - Implementation of the change plan - Validity of the change hypothesis  1. Monitor whether the selected interventions are being implemented as intended 2. Monitor whether the interventions are having the desired effect on employee motivation and satisfaction 3. Monitor whether improvements in employee motivation and satisfaction are lowering customer complaints 4. Monitor whether lower customer complaints are leading to greater customer retention and improved revenue growth **Tool: The Change Management Indicator (CMI) -- Reviewing the process** CMI can be used - as a **diagnostic tool** to identify areas of concern - as a **barometer of opinion** at different times - to **compare** the situation in different departments, teams, locations, functions, organisational levels, etc. - as an **intervention** to get stakeholders to think about the change - to **benchmark** against other organisations undergoing similar changes 2. SUSTAINING CHANGE -------------------- = the state where "new ways of working and improved outcomes become the norm" - **STICKABILITY** = the extent to which the new methods and processes which led to these gains are applied elsewhere - **SPREADABILITY** = the extent to which the new methods and processes which led to these gains are applied elsewhere Stickability problems: **Spreadability** innovative methods and processes that have een developed and are working well in one part of an organization remain isolated examples of good practice The spread change is affected by: - Attributes of the change - Advantageous when compared with existing practices - Compatible with existing practices - Easy to understand - Observable in demonstration sites (=users being able to observe new way of working first hand) - Testable (= users can test out and experience new methods) - Adaptable to fit local need - Attributes of the users - Law of diffusion - Attributes of the organization 3. LEARNING ----------- **Learners need to be able to:** - Step back from the immediate 'doing' of change and adopt an observing mode - Reflect on events, decisions and action, and identify the critical junctures and subsequent patterns of behaviour - Explore alternative ways of acting that might deliver superior outcomes **Change mangers' learning:** - REFLECTION-IN-ACTION = helpful reflection can be immediate, in the here-and-now, and shape what those leading the change do next Tool: second channel - REFLECTION-ON-ACTION Reflection can also occur after the event and affect how the change agent might act when faced with similar situations in the future Tool: learning chart **Barriers to reflective practice: change managers are often:** - Bound up in range of activities they have no or little time for observation and reflection - So committed to a course of action that they fail to recognise evidence which challenges their world view - Harbour beliefs about the competence and motive of others -- make it easy for them to dismiss their feedback - Isolated from information about impact of their decisions by organization structures, policies and management practices that impede upward communication and foster a climate of organizational silence - So bound up in an entrapped by a path that progressively limits their scope for decision making - Hazards vulnerability matrix - Balanced scorecard - Change management indicator - Stickability - Spreadability - Law of diffusion - Reflect-in-action - Reflect-on-action - Learning chart