ITIL - A Guide To Change Management PDF

People and Change
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November 2010
People and Change Models and Theories
Version 1.1 Draft for consultation pwc

Introduction Managing Communication Culture Leadership
Organisation Capability and Building and
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change and engagement design training sustaining teams
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Introduction
Foreword
A bit about this toolkit...

Bibliography
Foreword
I am delighted to introduce the People and Change Models This toolkit will:
and Theories an internal reference tool for the People and
Change community to be used in conjunction with our Refresh what you already know
Consulting Transform* methodology. Review provides a succinct review of theoretical tools to
facilitate change, and
The development of this toolkit is one of a number of initial
steps to build a change management practice within our Reinvigorate encourage you to read more and apply tools
Consulting business which is: and methods that you would not have used before.
Recognised in the market as the people to go to for
However, we need to do more to bring this toolkit to life.
expertise in enabling sustainable change
Known for providing the best people with amazing global Over the coming months, we need to share our client
career opportunities, and experiences and provide each other with, insights and learning
that ensures that, as a team, we build on the toolkit. This will help
Delivers innovation and excellence to help address our us build our capability and credibility in the eyes of our clients
clients issues. and colleagues.
Fulfilling our ambition requires our competency to develop our: The team consisting of John-Paul Barker, Caitroina McCusker
Community a strong team that powerfully connects with and Jo McGinley will be facilitating this developmental journey.
our clients and other parts of the firm It will include an online version of the toolkit, a place to capture
and share our learning, experience and citations. These tools and
Capability development and refinement of our skills, tools theories will then be contextualised in real life sustainable change.
and methods to deliver excellence
As a community we need to maximise the use and development
Credibility a reputation for having a point and view and potential of this tool I therefore encourage each of you to
delivering excellence to address our clients challenges support the team as we all work to deliver our ambition for
Commercial delivers a full contribution to the success of Change Management.
the Consulting strategy
Matt King
This toolkit plays an important part in fulfilling our potential in Partner
building our collective capability but it is only the first step. Consulting Change Management
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This toolkit has been developed with the change What it is and what it is not
management practitioner in mind. It is broken down into the
following seven themes: This toolkit is designed to be used as a point of reference for the
Managing change People and Change community and in conjunction with the Consulting
Transform* methodology. It reinforces existing knowledge and shares
Communication and engagement leading change management thinking and practices.
Culture This toolkit is not, however, an exhaustive collection of change
Leadership management thinking and tools. It is a starting point and will be added
to as the People and Change community develops and expands.
Organisation design
Although it includes some useful on the job tools and explanations as
Capability and training
to how certain tools can be used, it is not a detailed step-by-step guide.
Building and sustaining teams This is where the Transform* methodology can be referenced to for more
detailed step-by-step guide through each of the Transform* phases.
It includes leading thinking and on the job tools relating to
the particular themes and a little bit of background on each.
To bring the toolkit to life, a brief description of when to use
Tell us what you think
it and how to use it is included. So, if you have not used You are encouraged to build on the thinking and tools in this toolkit.
the tool before, you have some context so that you can use Have you used any of the tools or methods? If so, where? Have they
it on your next client engagement. Also, for those that are worked? Do you know other tools or thinking that would be useful to
interested and want to know more, there are suggestions for add? Is there a useful information site or latest research that can be
further reading and information on each of the areas. used to back-up some of the thinking?
Please send your ideas and suggestions to one of the team and these
will be added to future versions of the toolkit.
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Key contacts
Keep in mind when using this toolkit...
John-Paul Barker
Partner All thinking and tools in this toolkit have, where possible
London and appropriate, been attributed to their original source.
john-paul.barker@uk.pwc.com The toolkit, in its entirety, is intended for internal use only.
When thinking and tools are used with clients, they should
Caitroina McCusker be properly referenced and attributed.
Director
Midlands
caitroina.mccusker@uk.pwc.com
Jo McGinley
Consultant
Northern Ireland
jo.p.mcginley@uk.pwc.com
Bibliography
Managing
change
Kotters Eight Stages
The Change Equation (Beckhard & Harris)
The Burke-Litwin Model of Organisation Performance
Nadler-Tushman Congruence Model
Building a shared vision (Peter Senge)
The Kubler-Ross Model (The Change Curve)
Understanding and Overcoming Resistance to Change
The Change Management Iceberg (Wilfried Kruger)
The Gestalt Cycle of Experience
Kaizen Continuous Change
Change model framework
Key elements for change
The commitment curve
Resistance to change
S-curve
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1 Establish a sense of urgency

Examining market and competitive realities; identifying and discussing crises, potential crises, or major opportunities.
2 Form a powerful guiding coalition

Assembling a group with enough power to lead the change effort; encouraging the group to work as a team.
3 Create a vision
Creating a vision to help direct the change effort; developing strategies for achieving that vision.
4 Communicate the vision

Using every vehicle possible to communicate the new vision and strategies; teaching new behaviours by the example of the guiding coalition.
5 Empower others to act on the vision

Getting rid of obstacles to change; changing systems or structures that seriously undermine the vision; encouraging risk taking and non-traditional ideas,
activities and actions.
6 Plan for and create short-term wins

Planning for visible performance improvements; creating those improvements; recognising and rewarding employees involved in the improvements.
7 Consolidate improvements and produce still more change

Using increased credibility to change systems, structures, and policies that dont fit the vision; hiring, promoting and developing employees who can
implement the vision; reinvigorating the process with new projects, themes and change agents.
8 Institutionalise new approaches

Articulating the connections between the new behaviours and corporate success; developing the means to ensure leadership development
and succession.
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A bit of background When it is used

Kotters believes successful change programmes go through a series The Eight Stages can be used to:
of eight stages. These stages build on each other and therefore need
Help clients and teams understand the key pitfalls in trying to
to be worked through in sequence.
achieve transformation without managing the process effectively
Each stage has a corresponding pitfall these are the critical (useful for clients who are sceptical about the impact / value of
mistakes that are typically made at each of the stages and which change management).
can single-handedly bring the whole change effort down. The eight Help clients see how we will help them through change what are
corresponding pitfalls are: the big things to get right and in what order. The Eight Stages are
1. Not establishing a great enough sense of urgency completely in tune with Making Change Stick, and complement
this by giving an indication of sequencing and underlying rationale.
2. Not creating a powerful enough guiding coalition
3. Lacking a vision How to use it
4. Under communicating the vision by a factor of ten
Use the Eight Stages or Eight Pitfalls to structure your thinking,
5. Not removing obstacles to the new vision proposals, recommendations.Use them to manage change
6. Not systematically planning for and creating short-term wins yourself.Use them to challenge complacency, particularly at the
beginning of projects where real commitment is lacking.
7. Declaring victory too soon
8. Not anchoring changes in the corporations culture.
Want to know more
Some talk about Kotters Eight Stages (to success) others about
Professor John P. Kotter first expounded his Eight Stages in a
Kotters Eight Pitfalls.
1995 Harvard Business Review article Leading Change: Why
Health warning: Kotter acknowledges that there are many other Transformation Efforts Fail. In 1996 he published a best-selling book
things to get right or avoid getting wrong in successful change Leading Change which looks in more detail at each of the Stages.
programmes. These eight are just the big ones. The Eight Stages are also explored in Kotters fable about a penguin
colony, Our Iceberg is Melting, published in 2006.
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C = ( V x D x KS ) > R
Change happens when:
V D KS R
the clarity of Vision, the level of Dissatisfaction with the Knowledge of Steps Resistance to the change
multiplied by the status quo, multiplied by required, is greater than
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A bit of background When it is used e.g. we might have a vision but does it
pass our tests of what a good one is or
The Change Equation (Change Formula or Use the Change Equation in client does, and is it shared, communicated
Change and Resistance Model) is a way of conversations. It is a simple yet powerful etc.
looking at the clients situation and what needs way to help them to understand the If VxDxKS>R then thats good, but we
to be in place to make change happen. There conditions required to change an dont want to be complacent. If not, then
a number of versions of the equation where the organisation. For example: we have work to do
variables have different letters to represent the
Do we have enough people dissatisfied
main elements of emphasis.
enough to make a difference in this Want to know more
In essence, they all point to the same thing: programme?
The model has been used for many years
If change is to occur, then it will only do so Is the vision clear enough to provide
and described in a myriad of different
when there is enough energy to overcome direction?
forms. In some versions, the equation has
the Resistance Are the plans in place to guide us though addition rather than multiplication which
That all three components must be present to the result? erodes some of the value of the simplicity of
to overcome the resistance to change in the equation.
the organisation; How to use it The original authored by Beckhard & Harris
Dissatisfaction with the present situation; Ask the client team to rank where, out in 1987 actually attributed by them to
of ten, they believe the current stratus of David Gleicher. Richard Beckhard is widely
A Vision of what is possible in the future; acknowledged as one of the founders of the
each of the three elements V, D and KS
and discipline of Organisational Development.
Be strict a score of 9 or 10 for any
Achievable Known Steps towards
means they are near perfect! It is
reaching this vision.
necessary to develop a set of broad
If any of the three is zero or near zero, the descriptors for each element for a
product will also be zero or near zero and it particular range of scores (1-3, 4-6, 7-10
will be difficult to overcome resistance to the etc) and these should reflect quality
change.
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External environment
Transformational
Leadership
drivers
Mission and strategy Culture
Management practices
Transactional
Structure Systems
drivers
Work unit climate
Task requirement Motivation Individual needs and values
Organisational and individual

performance
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A bit of background How to use it

This model is a map of the key elements of all organisations, all of When a client describes the problem to you in terms of a single
which interact with one another. The elements are arranged in a element of the organisation, delve into the detail of that element.
hierarchy according to their impact on one another: changing one Then ask some simple questions about the other elements and
without thinking about the impact on others probably means the encourage him/her to see the connections and how these might
change will fail, even if the design of the single element is perfect. support or undermine the project.
If a change seeks to transform the organisation with a major shift A project that starts with a focus on implementing a new operating
in direction, the transformational drivers at the top of the chart are model might actually require significant attention to (a) the way
critical. In a change that is more specific to a particular element of leaders role-model required ways of working and (b) the training
the organisation or is incremental in nature, the transactional drivers employees will need to receive to be able to implement the new
in the middle of the chart will be key. model.
The drivers at the bottom of the chart link to individuals behaviour, Once youve used the model to probe and better understand where
and are key to making any kind of change stick. an intervention is required, you can use specific tools in that box to
develop a plan and identify detailed steps. For instance, if strategy
Changes to the transformational drivers tend to take much longer to is not aligned, you might use Porters work to inform how to clarify
bring about, but have strong leverage and a major impact on all the decisions on strategic direction.
elements below. Changing the transactional drivers is often quicker
and can have a strong impact on just local activity. If there isnt a balanced scorecard in place to drive balanced
decision-making and reward, you might use Norton and Kaplans
When it is used approach to develop an appropriate balanced scorecard.
Many projects focus on just one element of the organisation Want to know more
perhaps on a new system or changes to structure or process. In
reality, changing just one element is unlikely to generate sustainable First published as Burke-Litwin Model of Organization Performance
change, because the different elements of the organisation impact on by W. Warner Burke and George Litwin, Journal of Management, Vol.
each other before, during and after a change. 18, No. 3, 523-545 (1992).
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Transformational Process
l Organisa
fo rma tio
In n
Inputs Outputs
Orgrangmennal
Ar
Environment Organisation
Formal
anisatio
Task
Resources Strategy Group

History Individual
ts
In divid u al
Feedback
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The Nadler-Tushman Congruence Model is another model to help Like most models, this can be used as a tool to help clients work
map the key elements of an organisation. It more traditionally through their thinking on change. It does not need to be too rigid,
represents open systems model with inputs (including the but can provoke through on what impact change has across the
environment, resources, and history) which shape the strategy. The organisation.
strategy then drives the transformative work processes which leads
to the outputs, differentiated into organisational, group and individual As with Burke-Litwin, it can illustrate the knock-on effect that change
outputs. A feedback loop flows from the output box back to the input in one element has on another. It can be useful to ask open questions
box. based on the model, to understand identify where support may be
required. One of the benefits of this model is that doesnt benefit one
The Model is called the congruence model because it is built on particular way of organising. There is no one best structure. There is
the belief that, particularly in the work transformation area, the four no one best culture. What matters is fit.
categories (input, strategy, work and output) should be congruent, or
fit, with each other. Want to know more
When it is used The David A. Nadler & Michael L. Tushman, A Model for Diagnosing
Organizational Behavior, Organizational Dynamics, Autumn, 1980
The Congruence Model is particularly helpful in helping leaders to
understand and analyse impact of change on the organisation. It is a
useful starting point for understanding the dynamics of change. For
example, in many instances the change will be triggered externally,
this will lead to a review of the strategy and in turn changes to the
work and the organisation that drives the output.
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Few, if any, forces in human nature are as powerful as a shared vision
In his book, The Fifth Discipline, Peter Senge highlights the importance of building a shared vision within an organisation before change
can truly take place. He highlights that many organisations or programme visions are those of a particular individual or groups and are often
imposed on others. To enable change a vision must be spread and be genuinely believed in by all stakeholders. Seven different stakeholder
responses are described that can be used to assess and understand levels of buy-in during a transformation programme.
Attitude Description
A bit of background
Supporters
At its simplest level, a shared vision is the answer to the
Commitment Wants it and will make it happen. Creates whatever laws
and structures that are needed to make it happen. question, what do we want to create? Just as personal visions
are pictures that people carry in their heads and hearts, so too
Enrolment Wants it and will do whatever can be done within the are shared visions that people throughout an organisation carry.
spirit of the law. When people truly share a vision they are connected and bound
Neutrals by a common purpose.
Genuine Sees the benefits of the vision. Does everything Transformation programmes rely on the strength of a shared
compliance expected and more. vision being built as it provides the focus and energy for
Formal On the whole, sees the benefits of the vision. Does what achieving the objectives of the programme. Change is most
compliance is expected and no more. effective when people strive to accomplish something that
deeply matters to them. Indeed, transformation efforts may seem
Grudging Does not see the benefits of the vision but does not meaningless until people become excited about some vision
compliance want to lose their job. Does enough of what is expected.
they truly want to accomplish.
Opponents
The concept of building a vision is not a new one; however
Non-compliance Does not see the benefits of the vision and will not do Senge notes that most visions are one person or groups vision
what is expected.
imposed on an organisation. Such visions, at best, command
Apathy Neither for nor against the vision no interest or energy. compliance not commitment.
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Senge describes a number of possible stakeholder attitudes in Using the individual categories to assess stakeholders can help to
response to this: surface potential reasons why people may be resisting change and
indicative behaviours to watch out for. Importantly, this can give rise
Where leaders attempt to sell a vision to others he concludes
to corrective actions being identified to help build and increase levels
that most will only comply at best as they are being asked to do
of commitment. It may also help the programme leader re-evaluate
something they would not otherwise have chosen to do. In some
the strength of their vision and approach towards stakeholders.
cases, they will not even comply and show apathy for the change
Compliant followers go along with a vision, accept it and do The tool should be used mainly on a one-to-one basis and the
what is expected of them e.g. in order to keep their jobs or gain output, if documented, should be treated as sensitive and highly
promotion confidential and not be left lying around.
In contrast, where someone enrols in the vision it implies they do

so out of choice, want it and have a genuine desire to see change
How to use it
occur within the organisation To be used in a stakeholder management meeting to assess levels of
Finally, being committed describes a state of being not only commitment. A typical approach would be to:
enrolled but feeling fully responsible for owning it and making Identify key stakeholders or groups for consideration
it happen. This is different to enrolment where someone can
genuinely want it to occur but the vision will still ultimately be Assess their actions, level of support and behaviours
someone elses concept. demonstrated towards the programme and vision to date
Agree which category they currently fall into and why
When it is used
Where this is apathy, non-compliance or grudging compliance try
This can be a useful model to help a Programme Leader, Executive to identify the root causes for this
Sponsor and/or Delivery Manager understand the level of buy-in Identify interventions to increase levels of commitment what will
key stakeholders have at a point in time towards the transformation personally motivate them about the vision?
vision and objectives.
Plan actions to capitalise on committed/enrolled stakeholders with
a view to sharing their energy and enthusiasm for the vision.
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Holding on Letting go Moving on A bit of background

Frustrated outpouring
Acceptance This model can help us understand reactions
Shock
of bottled-up emotion Finally finding and perceptions to change, of individuals
the way forward
Anger or groups of people, over a period of time.
Initial paralysis at
hearning the The model can be used to plot where
bad news
specific people sit on the curve so that we,
Emotional response
Seeking in vain
for a way out
as consultants, can manage their reactions
Bargaining
effectively and develop interventions to
counteract any feelings of resistance or despair.
Testing
Seeking realistic The original model described five different

solutions stages and some examples of the types of
Denial A feeling that reactions are shown below;
nothing seems
Trying to avoid
the inevitable
to work 1. Denial total non-acceptance of the change,
Depression
proving to oneself that it is not happening
Time 2. Anger frustration that this is happening to

them and looking for someone or something
to blame. Still not accepting the change
3. Bargaining looking for some way of
avoiding the inevitable, with individuals often
verging on panic and trying to find anything
to remedy the situation
4. Depression a feeling that nothing seems to
work, responding with apathy and sadness
5. Acceptance Here the reality of the situation
is accepted and individuals tend to decide
what works and what doesnt.
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When it is used Want to know more

This can be used by a Programme Leader or Change This model was developed by Elisabeth Kubler-Ross (1960s) as part of her
Manager, potentially with a client Programme Sponsor, work with terminally ill patients to describe the grieving process. The original
to map where key stakeholders or groups of individuals is shown below. The model has since been developed by other researchers,
sit on the curve. The results can then be used to address principally Adams, Hayes and Hopson (1976).
specific groups in certain ways (e.g. communications) in
order to move them further along the curve and also to
develop quick wins and interventions. The model can help Holding on Letting go Moving on
identify positive, pro-active behaviours to change as well Acceptance

as negative, adverse behaviours, therefore enabling us to Shock
Turbulent time
Integration and
determine potential change agents. Loss of
Anger
Self new meaning
focus Blame
Feeling of
How to use it
Emotional response
Others
Euphoria satisfaction
Coping Discovery and

learning
Bargaining
Select an individual/ group of people to map onto the Denial
Minimising Testing
curve. Consider the traits and behaviours or reactions they Testing/
Pining experimenting
have shown to determine which stage on the curve they Renewed energy
are at. It is important to take into account that individuals Denial
will not move along the curve at the same time nor will they Numbness Feelings of panic, dread,
necessarily move through each stage in order. Once it has Daze
Depression
helplessness, apathy
been determined where key stakeholders sit on the curve,

Fighting Disintegration Re-integration
interventions and quick wins should be developed to help
Time
move them further along the curve towards acceptance of
change.
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Cant and will Can and will

Foot Soldiers Captains
Recognises importance of change Sees change as a process not an event
Actively supports the change programme Focuses on end goals and means to achieve
Believes in the change as a good thing without necessarily Recognises how change will impact on the bottom line
seeing the big picture
Active enthusiast for the change; enthuses others
Doesnt have the skills / behaviours required for the new world
Willingness to change
(e.g. coaching, empowering, process improvement, team Role model for new vision skills and behaviours
working)
Cant and wont Can and Wont

Saboteurs Mutineers
Does not recognise the need to change (e.g. non - strategic Strives for success in financial terms at expense of new world
view, not bright enough) behaviours
Shows no support for the change programs Focus on ends at expense of means
Does not want to change (e.g. overprotective of self / empire / Shows no support for the change programs
old ways of working)
Understands the need but is embarrassed to change
Doesnt have the skills / behaviours required for the new world
Understands need but disagrees with extent/process of change
Will not change due to peer pressure
Willingness to change
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Using willingness and ability to change to understand Very important we avoid giving our own opinions good questions would be:
resistance, triggers a number of potential interventions that How much might resistance be down to this persons ability or willingness to
can increase the probability of success. change? What evidence is there?
These are some of the behaviours that might typically be What behaviours are apparent?
seen in each quadrant.
In what situations might your view be different?
It can sometimes be useful to draw analogies (i.e. in the
diagram in this Toolkit we use military analogies) to help What interventions have we tried before? In what situation? Did they work?
understanding, depending on the clients culture and Can you try something else first?
context.
Want to know more...
When it is used Note, this model is derived from Hersey and Blanchards work in situational
This can be a useful model to help a Programme Leader, leadership and is a variation of the more classic skill/will matrix
Delivery Leader, Champion or Sponsor understand why
High
some people may be resistant to change, what behaviours Cant/Will Can/Will
to watch for and some possible interventions that will help. Involve in the change programme to Empower to deliver change
build skills Promote to more senior roles
It is mainly used as a one-to-one tool and is not really Train and coach new skills Delegate more complex tasks
appropriate for a workshop setting. Guide in more complex tasks Encourage to become advocate/
Willingness
Very important not to leave lying around with names on Delegate more simple tasks champion
(Use then Shred). Cant/Wont Can/Wont
Provide clear direction Motivate to deliver change
Can lead to the client making some tough decisions about Any of the interventions in top left or Negotiate clear terms of reference
people. bottom right as appropriate Understand root cause of resistance
Very important that we as consultants advise that Sell the benefits of the programme
someones position on the grid is likely to be situational Use disciplinary procedures
and for the client to avoid labelling. Fire them
Low Ability High
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Organisational level Logical-rational

Hard facts
Conscious
Material
External
Facts
10% Expertise
Culture level Emotional

Soft facts
Unconscious
Immaterial
Internal
Emotions
90% Social skills
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A bit of background When it is used Potential Promoters those who have

a general positive attitude to change
Dealing with change is a permanent task and a This model can be used by change but not convinced about the change in
constant challenge for change managers. The managers to understand how an question. Management of power and
iceberg model (developed by Wilfried Kruger) organisation is made up in terms of its hard politics will be required to manage this
can help us understand and consider not only elements as well as social and cultural group.
the visible level of an organisation such as its elements. Kruger suggests that there are
core functions and issues management of time, several groups of people who may hinder How to use it
cost and quality, but also the invisible emotional or enhance the change process:
level which is beneath the water but still part of The change iceberg serves as a good
Opponents those who have a negative
the iceberg (or the organisation) itself. reminder for change managers of the
attitude to change and display negative
areas beneath an organisations surface
Beneath the surface, we see intangible elements behaviours. They can be controlled
which may help or hinder the change.
of the organisation such as values, perceptions by effective management of their
It is very important that soft factors as
and culture. Kruger argues that there are two perceptions and beliefs.
well as hard factors at the surface are
levels of change but that managers often only Promoters those who have a general given some attention. The model will
concentrate their efforts on the top level of the negative attitude to change but are allow you to identify the types of groups
iceberg. positive about the particular change that will begin to emerge as the recipients
in question. They are likely to attempt of change begin to react to changes.
The top level above the water (strategy, Appropriate action can then be taken to
to take advantage of the change and
structures, processes and functions) accounts remedy resistance to change and ensure
therefore support it.
for only approximately 10% of the organisation, successful change implementation can
while the emotional cultural level (relationship Hidden Opponents those who have a take place.
processes, social skills and attitudes) accounts negative attitude to change but seem
for 90%. to promote the change on a superficial
level. Attention paid to their beliefs and
People present the largest barrier to change and perceptions supported by information is
hence managers that ignore the bottom of the required to manage them.
iceberg fail to implement change successfully.
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A bit of background
l
rawa S en Gestalt is a German word for form or shape. In English, it refers
ithd ntion sa to the concept of wholeness. In the early 20th century, the
W tte ti on
a
of gestalt or whole form approach sought to define principles of
perception. Gestalt concepts are used frequently in psychology
and psychotherapy.
centr on
The Gestalt Cycle of Experience in particular describes the
Awa
ti
e
process by which people become aware of what is going on in

Resolu
their environment and the methods by which they mobilise the
re
energy to take action. A useful example to illustrate the cycle is
ness
a situation where you have to give a colleague some negative
feedback:
1. Sensation you experience some negative behaviours in the
workplace by your colleague
2. Awareness these behaviours are demonstrated frequently
Co
and you become aware of the need to give some feedback

on
lis y
bi erg
nt
ati
3. Energy Mobilisation as you focus on this you may start to

a
E
n
ct
o become uncomfortable with the conversation required

m
Action
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4. Action this nervous energy needs to be released with action so How to use it
you respond by giving the feedback
5. Contact closure might come if the colleague thanks you for In particular, it can be used during an Assess or Feasibility stage of
being honest and decides to alter their behaviours work to raise awareness and activate energy and action in specific
directions. The consultant focuses on collecting data and facts which
6. Resolution alternatively they may disagree. In this case you will describes the clients current environment, issues and challenges and
need to find a resolution for change to occur then plays it back to them to heighten their awareness and energy for
action. This is contrary to the doctor-patient model in which solutions
7. Withdrawal once issues have been resolved energy will reduce
are prescribed.
and you withdraw your attention from the issue.
A typical Gestalt intervention would heighten awareness of the
When it is used issue or challenge at hand in terms of the cycle, identify and name
blockages or resistance, and support the clients processes in
Typically we refer to 3 models of consulting: technical experts, working with them to achieve resolution or closure.
doctor-patients and process consultation models. In the latter
example a collaborative client-consultant relationship is formed in It is important to recognise that clients will often resist or get stuck
which consultants function as facilitators and help clients learn to at certain stages due to habitual behaviours, group norms, or
improve their internal problem-solving processes. aspects of the organisational culture. In any experience, the following
could present problems:
Gestalt is frequently used by facilitative consultants to direct their
clients attention in a manner that creates a strong awareness of what Skipping stages e.g. moving to mobilisation of energy before
is happening internally both in terms of the organisations current coming to full awareness, or jumping straight to action
functioning and the issues and challenges being faced. Skimping on work in stages e.g. closure which could cloud and
confuse further work within the organisation
Sticking repeatedly in stages e.g. habitually coming to full
awareness but not moving into energy mobilisation and action to
do something about it (a common problem for many of our clients!)
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What does Kaizen mean? implemented in several Japanese businesses Innovate to meet requirements and
during the countrys recovery after World increase productivity
War II and has since spread to businesses
Standardise the new, improved operations
Kai Zen throughout the world.
+
Continue cycle ad infinitum
To modify, Think, It is a daily activity, the purpose of
to change make good, which goes beyond simple productivity Kaizen aims to eliminate waste by creating
make better improvement. It aims to: humanise the a standardised better way of operating. It
workplace, eliminate overly hard work, and
=
involves many elements, five of which are
teach people how to perform experiments mentioned specifically, being teamwork,
on their work using the scientific method personal discipline, improved morale, quality
and how to spot and eliminate waste in circles, and suggestions for improvement.
Kaizen business processes. Kaizen has been most These founding principles demonstrate just
famously used at Toyota where all line how different Kaizen strategies are from
Make it easier by studying and making personnel are expected to stop their moving other less personal lean manufacturing
the improvement by eliminating waste production line in case of any abnormality methods.
and, along with their supervisor, suggest
an improvement to resolve the abnormality Kaizen is a way of thinking, working and
A bit of background which may initiate a Kaizen. behaving, embedded in the philosophy and
values of the organisation. Kaizen should be
In the workplace Kaizen (Japanese for The cycle of Kaizen activity can be defined as: lived rather than imposed or tolerated, at all
improvement) is a philosophy focusing levels.
Standardise an operation
on activities that continually improve all
functions of a business, from manufacturing Measure the standardised operation (find The aims of a Kaizen organisation are
to management and from the CEO to cycle time and amount of in-process typically defined as:
the assembly line workers. By improving inventory) Being profitable, stable, sustainable and
standardised activities and processes, innovative.
Gauge measurements against
Kaizen aims to eliminate waste. It was first
requirements
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Eliminating waste of time, money, Everyone is expected to participate, Fishbone/Ishikawa Diagrams

materials, resources and effort and analysing, providing feedback and
Run Charts
increase productivity. suggesting improvements to their area of
work. Pareto Charts
Making incremental improvements to
systems, processes and activities before Every employee is empowered to participate Histograms
problems arise rather than correcting fully in the improvement process: taking
afterwards. Checklists/Check sheets
responsibility, checking and co-ordinating
Creating a harmonious and dynamic their own activities. Management practice Control/Shewhart Charts
organisation where every employee enables and facilitates this.
Scatter Diagram/Scatterplot
participates and is valued.
Every employee is involved in the running of
The key concepts of Kaizen are: the company, and is trained and informed Want to know more
about the company. This encourages
Every is a key word in Kaizen: improving commitment and interest, leading to Kaizen is a very large topic and this
everything that everyone does in every fulfilment and job satisfaction. summary only touches on it. It has many
aspect of the organisation in every other applications both in business and
wider. Apart from business applications
department, every minute of every day. When it is used of the method, both Anthony Robbins
Evolution rather than revolution: continually Kaizen teams use analytical tools and and Robert Maurer have popularised the
making small, 1% improvements to 100 techniques to review systems and look for Kaizen principles into personal development
things is more effective, less disruptive ways to improve. Quality Tools are used at all principles. The basis of Robbins CANI
and more sustainable than improving one levels of an organisation typically in quality (Constant and Never-Ending Improvement)
thing by 100% when the need becomes circles or Kaizen work teams to analyse and method in Kaizen is discussed in his Lessons
unavoidable. review activities and uncover inefficiencies. in Mastery series.
The main Quality Tools are:
Everyone involved in a process or activity,
however apparently insignificant, has The 5 Whys
valuable knowledge and participates in a
Flowcharts
working team or Kaizen group.
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Strategy and goals Processes and controls

Organisational purpose
Marketplace Business processes
Vision
Mission Risk and compliance
Strategic objectives Strategy Technology
and
Infrastructure
goals
Relationships and structure
Organisation Design Values and culture
Accountabilities Leadership
External stakeholders Management
Relationships Values Processes
and and and Employees
People and skills structure culture controls
Skills and capabilities

Performance management
Rewards and compensation
Learning and development People
and
skills
Vi s i o n
M a rk e tpla c e
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A bit of background To-be organisation

Marketplace
Vision
The Change Model provides a construct for discussing Strategy
and
the topics that need to be considered to support a change Marketplace

Vision
goals
programme.
Strategy
and
goals

and and and
structure culture controls
Marketplace
As-is organisation
Vision
and and and
Strategy
and People
goals and
skills
Vi s i o n
When it is used
M a rk e tpla c e
and and and
Marketplace
Vision
Strategy
and People
goals and
Marketplace
skills
Vi s i o n

M a rk e tpla c e People
Vision and
and and and
skills
People
This model is particularly useful at the initial stages of client

and
skills
Strategy Vi s i o n
and M a rk e tpla c e
Vi s i o n
goals
M a rk e tpla c e
engagements as it can reinforce that there are a number y

rne
of elements to take into consideration when embarking on jou
and and and
ge
a change programme and that they are often interlinked. an

Changing just one element is unlikely to deliver benefits. The People
and
Ch
skills
elements are similar to those in the Burke-Litwin model, and Vi s i o n
that therefore help you explore how each of the elements

M a rk e tpla c e
interlink with one another. It is also useful to help clients chart

where the organisation currently is the as it to where it
should be the to be and to assist organisations chart the Change Management
journey that is required to take you from one state to another. Change Strategy
Leadership/Sponsorship Alignment
Stakeholder Engagement and Communications
Bibliography
Key elements for change

Compelling case Vision Strategy Leadership Resources Capability Motivation Comms = Successful change
= Inertia
= Confusion
= Diffusion
= Misdirection
= Frustration
= Fatigue
= Crawl
= Doubt

The Key Elements for Change diagram It can be used to present the results of a change readiness assessment. In particular it can
facilitates discussion of change readiness. be used to discuss the impact of the absence of key change elements. The key elements are
listed across the top and when discussing the necessity of each of these elements, you can
illustrate to clients that a gap in one of the elements can pose a risk to sustainable, beneficial
and lasting change. For example, without vision, there is confusion. Without leadership there
is misdirection, without communications, there is doubt. In terms of timing, it can be used
throughout the course of a change programme as a reminder but is particularly useful when
setting up and establishing the key elements that build successful change.
Bibliography
The commitment curve
Compliance Commitment
I have to do it this new way I want to do it this new way
Reaction Action
I will react to this change if I must I will act to achieve this change
Testing Testing
I must absorb this change I will put myself at stake for this change
Negative perception Positive perception

I feel threatened by this change I see the opportunity in this change
Engagement
"I see the implications for me/us"
Understanding
"I know why and what will change
Awareness
"I am being told about something"

While building commitment is usually the goal of change it is not Clients may think that they need commitment from everyone, but in
always absolutely necessary. You can use the commitment curve to reality, not everyone has to go up the Commitment side of the curve.
help client work out what they want and dont want so that they Some groups or individuals will be as useful to your change if they
focus resource in the right places, at the right time and to the right just comply and do the things that youre asking them to do. This is
stakeholders. useful to help clients understand what communications, training and
support certain stakeholders may need. It is also useful to help shape
the key messages for change.
Bibliography
Resistance to change
Figure A Figure B
Loss of
Communications,
control
the Fe sanctions, negotiation, persuasion,
ry un a Unwilling confrontation to deal with specific issues
to
r o ow
s
kn
Hi
f n
Training and workplace
Unable support to give them the
skills and knowledge
work load
Increased
Expected or Force of
unexpected h a bit Communications to
change build awareness of
Unknowing
what they need to do
Fe p
co
ro
a
go
f
m
le
x it
E
y
S elf d o u b t
When it is used
A bit of background Both these figures can be used to explore with clients the reasons
for resistance and also the actions that may be taken to overcome
If an individual undergoing change does not progress up the some of the resistance. However, it is important to note that
commitment curve it is usually because they have developed a resistance can be a good thing (positive resistance) it shows that
resistance to change. Figure A offers an amalgamation of various people are working through the implications of the change for them.
factors that can lead to resistance gleaned from academia and Problems arise when groups or individuals are unable to move
experience, While Figure B groups some of the reasons for through the resistance to get to a better place and reconcile the
resistance and suggests actions to be taken. change (negative resistance).
Bibliography
S-curve
A bit of background
2nd curve
The S-curve can be used to explain the two stages of change, from Improving the
Present to Creating the Future. It is useful to illustrate to clients that change is not
instant i.e. to improve what it is before creating what it isnt.
How it is used
1st curve Creating
the future This is helpful to assist clients in considering what the challenges are for the first phase
of any change:
Getting better at what they already Preparing for a new definition of

Improving do through: your business through:
the present
Developing organisational models Strategic rethinking
Changing and improving processes Market repositioning
Improving stakeholder relationships Core competency development
In essence, to improve what is. In essence, to create what isnt.

Performance
A The two curves can work together simultaneously but there are a few
points:
Keep the first curve strong to allow the second curve to establish itself
Siphon resources from the first curve towards the second curve activity sharing and
spreading learning
Time Possible confusion if both curves operate at the same time
Bibliography
Communication
and engagement
Pyramid Principle (Minto)
Know/Think/Feel/Do
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Thesis A bit of background

Mintos Pyramid Principle concentrates on the thinking process that
Inductive thinking should precede writing and was developed in her early work as a
consultant at McKinsey & Company Ltd.
Why? How? Where?
The core of Mintos thinking method is to group ideas in a presenters
thought process into small clusters that support the main thesis
Inductive thinking Inductive thinking Inductive thinking in increasing granularity (see illustration over page). Supporting
arguments can be based on:
A B C D E
Inductive reasoning the thinking process in which the premise of
Deductive thinking an argument supports the conclusion but does not ensure it. Each
of the elements in row two of the pyramid answers a question (e.g.
how do you know ..) about the thesis above it
Deductive reasoning the thinking process in which the
conclusion is necessitated by previously known facts. One
element logically leads to the next.
The best way to make a point or argument, advises Minto, is to

structure thinking in this way.
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This model explains how to think through the unique Situation- How to use it
Complication-Question structure (SCQ Framework) to identify your
readers question i.e. the purpose of the document and then how The process seeks to remind rather than inform and only presents
to work down the pyramid, applying the pyramid rules to determine what the reader will agree is true, plus your answer.
precisely the points necessary to answer that question.
Steps in order:
The result is a clear, concise message grasped quickly by the
reader, developed with minimum hassle by the writer, leading 1. Draw a box and write down subject.
to action where required, and saving time at all levels of the 2. Decide the question the reader wants answered
organisation. Fast-tracking ideas in this way tends to enhance both
your work and your effectiveness in your organisation. 3. Write down the answer
4. Describe the situation without controversy
When it is used 5. Develop the complication--Answer so what
The technique applies to every type of document in which your 6. Recheck the question and the answer
purpose is to offer your thinking to a reader email, 1-page memo,
multi-page report, or formal slide presentation. It works equally 7. Follow presentation format below:
for internal or external audiences, and regardless of medium or
Situation: Your current system is X.
language. For this reason the Minto Pyramid Principle has become
the de facto standard for all major consulting firms and professional Complication: It does not work.
organisations worldwide.
Question: How should it be changed?
Answer: You need to
Bibliography
Know/Think/Feel/Do
1 of 2
Stakeholder group Know Think/feel Do What they need from us
Employees There is going to be a Feel well informed, Continue business as Honest and accurate
change in organisational understand how they will usual and maintain information about any
structure fit into the new structure productivity and efficiency, resulting redundancies,
and excited and positive help and support the information about new
about the change transition as it progresses reporting lines
A bit of background
This model builds on Kolbs learning cycle and work around learning styles. When planning stakeholder management and communications,
use the Know, Think, Feel, Do approach to help you to identify the response you need from your various stakeholder groups and what they
will need from you to get there. The outcome of this will help to inform the answers to the following key questions:
What are the objectives of communication and engagement? What is the appropriate vehicle for conveying that message? What
What response do you want? characteristics of that audience might drive your choice of media?
Who needs to be communicated with? Who are your priorities? What (significant) communication challenges/risks do you face?
And what level of involvement is needed from each individual or
What are some ways to maintain stakeholder interest in the project
group?
/ initiative throughout its duration?
What are the key messages and how will they be tailored for each
How will you measure whether you are getting the right response?
group?
Bibliography
Know/Think/Feel/Do
2 of 2
When it is used How to use it

If your client wants employees to This approach was used recently at D.C. Thomson to really understand the objectives of
feel a sense of ownership for the our communications to stakeholder groups regarding a highly sensitive review of their loss-
project, what does that mean for the making print production operations. The purpose of our review was to help them identify
way you communicate with them? how to bring their core business back into profit (subtext: = downsizing). The culture of the
Communication is about outcomes, company has been one where the private owners (a selection of whom make up the Board
not input. Always think about the and Senior Management) see themselves as benefactors of the communities within which
response you want. they employ people they are proud of their century-long track record of never having made
anyone redundant. This review has been their first step towards thinking the unthinkable and
becoming leaner in their core operations.
In order for us to carry out the review, we needed to involve a senior group in making key
decisions about the future of DCTs Print Production operations, and another layer down
in providing information to us so we could understand the organisation and its operations
accurately. We also wanted both groups to feel they owned the outcomes of the review, and
critically to keep the findings and their implications confidential. We used the Know/Think/
Feel/Do approach to clarify the purpose of our communications to key audiences in order
to balance the communications and address the audiences seemingly incompatible needs
around ownership, reassurance and gravity of the situation.
Bibliography
Culture
Scheins 3 Levels of Culture
PwCs Culture Model
Geert Hofstedes Dimensions of National Culture

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Visual organisational A bit of background

Artefacts
structures and processes
This model can be used to help us understand organisational culture and its
impact. Schein defines organisational culture as the most difficult attribute
to change, outlasting products, services, leadership and other physical
attributes. He believes that we cannot understand how to change culture, until
we consider culture as a primary source of resistance to change.
Strategies, goals, Schein considers that cultural change can only be truly effected when the
Espoused values basic assumptions and espoused values of the organisation changes. At the
philosophies
level of artefacts he considers change to be superficial. Whilst Scheins work
is seminal in understanding what culture is and how it is created, he offers
less guidance on how it can be changed. There are 3 key layers to this model;
Artefacts refer to aspects of culture which can easily be discerned/
observed, but which are hard to understand e.g. the way people dress and
Unconscious, taken for interact, the office environment etc, At this level we can see the symbols
Basic underlying
granted beliefs, perceptions, that reflect the values and beliefs of the organisation
assumptions
thoughts and feelings
Espoused Values conscious strategies and goals, such as slogans
and mission statements, which can generally be discerned through
questionnaires and interviews with staff. In essence this reveals what
people believe is important in how the organisation works and is successful
Basic Assumptions this is the deepest level and relates to factors which
are at the core of culture and are difficult to discern as they exist at a
largely unconscious level. Here exist elements of culture which are taboo to
discuss or are considered to be the unspoken rules of an organisation and
are much more difficult to draw out. At this level we are exploring beliefs,
what people believe to be true about the way the organisation works.
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When it is used Want to know more...

It can be used in a workshop situation with both consultants and This model was developed by Edgar Schein in 1992 in his book
client project sponsors. The model can prove to be very helpful Organisational Culture and Leadership.
when, for example, a merger /acquisition has taken place and two
separate organisations need to start working together effectively
within a short space of time. and Observ
tifacts ed
Ar Be
How to use it s, h
l
u
Val es
av
bo
The model can be used to illustrate and explore elements of
iou
Sym
organisational culture and the extent to which all three levels are
rs
aligned. The following are examples of questions we might ask:
1. Are existing behaviours congruent with the organisations
objectives? Beliefs
We reward
e h a vi ou r s
Change is
2. To what extent are the underlying values and beliefs supporting
positive
this or getting in the way?
al b
bon
3. How can we intervene to change the basic assumptions people
n
W
va
tio
or m
va
e
have about their organisation? lu e
us
ada in no
inf
es
p t a b il i t y a n d
ve
fo
The model can be used with appropriate diagnostics such as OCI ew
ha
rn
(Human Synergistics), Competing Values Framework (Cameron and id e nd
as, n t, a
Quinn) and the Business Learning Cycle (Consulting People) which fost
ron me
er a cre
seek to identify the core values and beliefs of an organisation a ti v e e n v i
Bibliography
PwCs Culture Model

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A bit of background
Shapers
Creation, reflection, PwCs approach to culture change was
Manifestations
reinforcement developed by the PwC Change practice
Content and Impact in the mid-90s and is the basis of an
of culture
manifestations Impact on entire chapter in the PwC book Paradox
of culture organisational Results
Leadership Principles. The model is based on
Actions interactions Effect on Edgar Scheins work in defining what
Values business results organisational culture is and how it is
Performance
measures Beliefs formed. Scheins descriptors effectively
appear in this model as manifestations
People practices Climate Behaviours
Performance of culture
Vision, purpose, Norms Decisions
and strategy Culture can seem intangible and therefore
Symbols
Org Structure difficult to change or influence, however
Philosophy PwCs model demonstrates the link
Competitive between the seemingly intangible (i.e.
context culture) and the pragmatic areas we deal
with (i.e. the shapers, the manifestations,
the impact and finally the results).
Source: The Paradox Principles, The PwC Change Integration Team, Irwin, 1996
The advantage of this model is that it
allows you to work backwards from
observed or reported performance,
start to understand how culture might
be driving it, and how that is shaped by
leaders, performance metrics, strategy,
structure etc.
Bibliography
PwCs Culture Model

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When it is used Manifestations:

On-time delivery is king
The model has been used successfully to frame whole
transformation efforts (e.g. BAe, BMS). The model can also be Employees brag that the company is the on-time delivery
useful in 1:1 conversations or small groups to encourage clients machine
to think pragmatically about the relationship between culture and Each warehouse employee is issued a company-logo stopwatch
performance. The model can be used right to left or left to right when they join the company
Right to left e.g. use in conversations when trying to diagnose root
Shapers:
causes of underperformance
Leadership actions reinforce the importance of on-time delivery
Left to right e.g. use to brainstorm how we can intervene to change
Marketing brochures and advertising material emphasise the
culture (typically by working with the shapers)
companys on-time delivery statistics
How to use it Charts reflecting on-time delivery performance are hung around
the company
How performance is impacted by culture example of the story that
The company actively benchmarks on-time delivery performance,
can be developed, working right to left but little else, with other companies
Performance: Employees bonuses are based on on-time delivery
Customer complaints are increasing. While on-time delivery is
98%, order accuracy is only 50%. Want to know more
Behaviours and decisions: For more detailed information, refer to:
The shipping department pressures the warehouse to get orders The Paradox Principles: How High Performance Companies
pulled and ready to ship Manage Chaos Complexity and Contradiction to Achieve Superior
The warehouse quickly pulls orders together, sometimes failing to Results (PricewaterhouseCoopers)
note out-of-stock items not included in the order
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Long Term/
Individualism/ Masculinity/ Uncertainty
Power Distance Short Term
Collectivism Femininity Avoidance
Orientation
Culture is more often a source of conflict than of synergy. Cultural differences are a nuisance at best and often a disaster.
Geert Hofstede
A bit of background
According to Geert Hofstedes there is no one management method or theory which is valid across the whole world. Hofstedes cultural
dimensions model is a framework which describes five different dimensions or value perspectives between different national cultures:
Power distance the degree of inequality between people Uncertainty avoidance the extent to which a nation prefers
which the population of a country considers to be normal e.g. a structured rather than unstructured situations e.g. explicit vs.
democratic culture would be a low power distance whilst a more flexible rules on things such as food and religion
autocratic culture would have a high power distance
Long term vs. short term orientation this was added in later and
Individualism vs. collectivism the extent to which people define relates to values to do with the future rather than the past and
themselves according to a group membership or affiliation e.g. a present e.g. saving and persistence as opposed to respect for
culture which puts emphasis on independence and self reliance as traditions and social obligations
opposed to placing importance on family, community and society
Masculinity vs. femininity the degree to which a culture is
conducive to assertiveness, dominance and materialism versus
the feelings and quality of life e.g. valuing material possessions vs.
general wellbeing
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When it is used How to use it Want to know more

Increasing globalisation has led to an This model can be used in a number of This model is based on the study undertaken
appreciation that cultural differences are a different ways to improve understanding by Geert Hofstede, which involved analysing
key way of getting things done and is highly and working practices between individuals. a large sample of employee values collected
applicable to consultants who are frequently For example, if you are requested to deliver by IBM between 1967 and 1973. The
required to work within international teams a training course in Shanghai, or attend an data covered employees from across 70
and travel overseas to do work. initial meeting with a key client sponsor, different countries, of which Hofstede initially
before you leave it might be helpful to use used data from the largest 40, afterwards
By having awareness of the impact of our the dimensions listed on the left to review extending his analysis to the largest 50
own cultural preferences and the way we some of the cultural preferences for China. countries and 3 regions.
normally make decisions, which can be Alternatively, this model is something
perceived very differently in other cultures, which you can go through with a client or
this can lead to more effective interactions with a project team where there is a mix of
with people of different cultures and help international people to improve efficiency of
build client relationships, create successful team work on a day to day basis.
teams and help manage change.
When using this model, it is important to
note that although this can provide some
extremely helpful guidance as to cultural
values, it works on the basis that there is a
uniform culture within each nation rather than
regional preferences.
Bibliography
Leadership
Level 5 Leadership (Jim Collins)
McGregors Theory X and Theory Y
Beckhards GRPI Model

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A bit of background
Level 5 leadership describes the highest level in a hierarchy of leadership
capabilities developed by Jim Collins in his research into companies which had
Level 5
Executive a high level of growth over a period of fifteen consecutive years. Collins study
Builds enduring found that the companies who achieved and sustained greatness after a
greatness through a major transition period were those that had a Level 5 Leader.
paradoxical combination
of personal humility and Level 5 Leadership is based on the idea that respect towards people,
professional will selflessness by the leader, and a strong powerful commitment to
achieve results, brings out the best in subordinates. Level 5 leaders
Level 4 Effective leader are a paradoxical blend of fierce will and personal humility.
Catalyses commitment to and vigorous
pursuit of a clear and compelling vision; They dont talk about themselves; they would talk about the
stimulating higher performance standards organisation, about the contribution of others and instinctively
deflect discussion about their own role. Besides extreme
Level 3 Competent manager humility, Level 5 leaders also display tremendous
Organises people and resources towards the effective professional will. They possess inspired standards, cannot
and efficient pursuit of predetermined objectives stand mediocrity in any form, and are utterly intolerant
of anyone who accepts the idea that good is good
enough.
Level 2 Contributing team member
Contributes to the achievement of group objectives;
works effectively with others in a group setting
Level 1 Highly capable individual

Makes productive contributions through talent, knowledge, skills, and good work habits
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Leaders at the other four levels in the hierarchy can produce high When it is used
levels of success but not enough to elevate organisations from
mediocrity to sustained excellence. Collins research found that Level 5 leadership has a number of applications particularly during
whilst Level 5 Leadership is important, it is not the only requirement. large scale transformation programmes where it can be used to guide
Leaders also need to practice the following disciplines: leadership through complex change.
First who good-to-great leaders start with people first and then Personal Humility Professional Will
deal with vision and strategy second. They get the right people on
the bus, move the wrong people off, usher the right people to the Demonstrates a compelling Creates superb results, a clear
right seats, and then determine where to drive it modesty, shunning public catalyst in the transition from good
adulation; never boastful to great
Stockdale paradox good-to-great leaders confront the most
brutal facts of their current reality, yet simultaneously maintain Acts with quiet, calm Demonstrates an unwavering
absolute faith that they will prevail in the end determination; principally relies resolve to do whatever must be
on inspired standards, not done to produce the best long-
The Flywheel effect good-to-great transformations do not inspiring charisma, to motivate term results
happen overnight or in one big leap. Rather, it starts one
movement at a time, gradually building up momentum, till there is Channels ambition into the Sets the standard of building an
a breakthrough. Keep pushing the organisational flywheel till this organisation, not the self; sets enduring great organisation; will
happens. up successors for even more settle for nothing else
greatness in the next generation
The Hedgehog Concept a company can be thought of as 3
intersecting circles what it can be best at, how its economics Looks in the mirror not out Looks out the window, not in the
work best and what ignites its peoples passions. Keep things the window, to apportion mirror, to apportion credit for the
simple eliminate everything else. responsibility for poor results, success of the organisation to
never blaming other people, other people, external factors, and
A Culture of Discipline When you have disciplined people, you external factors, or bad luck good luck
dont need hierarchy. When you have disciplined thought, you
dont need bureaucracy. When you have disciplined action, you
dont need excessive controls. When you combine a culture
of discipline with an ethic of entrepreneurship, you get great
performance.
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Theory X Theory Y
Management
Staff
Theory X Theory Y
Authoritarian, repressive style. Tight control, no Liberating and developmental. Control, achievement
development. Produces limited, depressed culture and continuous improvement achieved by enabling,
empowering and giving responsibility
Staff
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A bit of background
This is a model which aims to explain the managerial approach taken by different individuals. McGregor argued that there are fundamentally
two approaches to managing people:
Theory X Managers assume that: Theory Y Managers assume that:

People inherently dislike work, are People like their work, are intrinsically motivated, have self-control and do seek
intrinsically lazy, take no responsibility, responsibility.
have no self-discipline and only want
Commitment to objectives is a function of rewards associated with their achievement.
security.
The capacity to use a high degree of imagination, ingenuity and creativity in solving
People must be controlled and
organisational problems is widely, not narrowly, distributed in the population.
threatened before they will work. An
autocratic leadership style is the only A participative approach to problem solving and decision making leads to far
one that works. betterresults
McGregor saw the theories as two separate entities. He did not claim that either approach was always more suitable but that more
enlightened managers apply Theory Y and tend to produce better results and productivity. Schein (1985) furthered this work by claiming that a
contingent approach to management should be taken, one that depends on the managers preference for a style, their past experience, inner
drivers, organisational context, the environment at large as well as the job at hand.
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Internal modifiers Management approaches External modifiers

Self assessment of Autocratic Characteristics of task
own motives, style,
preferences and Paternalistic Time/economic/legal
limitations constraints
Consultative
Self assessment of past Organisational norms,
Participative structure and climate
experiences with different
managerial behaviours Mixed strategies External environment
(e.g. stability)
When it is used How to use it Want to know more...

This model can be used to help our clients It can be used to help the client to This model was developed by the American
leadership to recognise and adapt their own understand current performance, psychologist, Douglas McGregor, during his
personal management style. It helps with motivational drivers and to develop study of leadership styles. It was published
self-assessment and contextual analysis, behaviours to best achieve the objectives in his 1960 book The Human Side of
to ensure that the best results are obtained of the organisation. It can be used to design Enterprise.
from the workforce. management processes for example
organisational structures (e.g. autocracy
vs. meritocracy), performance and reward
approaches and employee consultation.
Bibliography
Beckhards GRPI Model*

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Deliverables
Determine the need for teamwork in contrast with individual functions

Develop charter - purpose as a team
GOALS Determine how the team operates (rules of the road)
ROLES Clarify roles, accountabilities and measures for team members
Decide on criteria and methods for meetings
PRACTICES Determine decision-making role of leadership team

Decide on communications methods
Get to know each other

INTERACTIONS Explore differences in style and ways to work
together effectively
*Richard Beckhard, Optimizing Team Building Effort, Journal of Contemporary Business

Bibliography

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GOALS
Purpose When to use it
Beckhards GRPI Model is used to support The model is used both as a diagnostic and
ROLES the development of high performing teams. a development aid for teams. It provides a
It assists in defining the basic purpose of the framework for teams to review where the
team, how team members work together team is strong and identify areas where it
and how they interact with the rest of the could be better. It can be used at anytime
PRACTICES
organisation. It also establishes a set of during the change initiative, however it is
leadership principles and group norms that most likely to be used once the team has
the team work to. been formed to reflect on team performance.
INTERACTIONS
It can also be used when a team appears to
be in conflict, Beckhard suggests that rather
than working on the interpersonal issues
within the team, it makes more sense to start
from the top, ensuring the team has clarity
regarding its vision, mission, or purpose.
This, he argues, makes it much easier and
quicker to work any interpersonal issues out.

Bibliography

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Goals: Defining the basic purpose of the Interactions: Accelerating team formation
GOALS team and how it will drive strategy and and development with proven tools
objectives
Understanding personal communication
ROLES Defining goals, supporting strategies, styles
and success criteria
Establishing processes to build and
Establishing a set of leadership strengthen relationships
PRACTICES principles and group norms
Surfacing issues and concerns that
Roles: Clarifying who does what, including impede performance
measurable outcomes
INTERACTIONS
Clarifying roles and performance The outcome of this exercise is an action/
expectations (individual and group level) development plan that enables the team to
have ownership of its development so it can
Practices: Clarifying how the team will perform to a higher level of competence.
How to use it operate collectively and independently Regular self monitoring of this plan and
Defining meeting protocols (times, consideration given on how this links to the
The diagnostic element is usually carried out frequency, participation, agendas, etc.) individual and collective leadership action
by running a survey to all team members and plans help to review and embed the changes
Establishing problem-solving and
interviewing a sample of team members. The identified.
decision-making processes
data is grouped into themes and played back
to the team through an event, ideally with all Determining communication and
team members present. The event should information flow requirements (inside
be designed and facilitated to bring out the and outside team) What to know more
key priorities for development and to confirm Identifying the critical team capabilities You can read more about the GRPI in
what the team currently does well and can and optimizing team member strengths Richard Beckhard (1972) Optimizing Team
build on for future performance. Each of the Clarifying interdependencies and Building Effort Journal of Contemporary
areas of the model are defined as: boundaries across the Executive Team Business. Volume 1 (3) pp.23-32
Introduction Managing Communication Culture Leadership Organisation Capability and Building and
Bibliography
Organisation
design
10 Tests of Organisation Design (Goold & Campbell)
Michael Porter Value Chain

Bibliography
10 Tests of Organisation Design (Goold & Campbell)*

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A bit of background
Business There is no absolute good or bad organisational
unit-level Specialisation structure. What defines if an Organisation Design is
strategies healthy or not is the degree of alignment that it has
Good design principles/good practices

Corporate Coordination/ with the organisational needs. Goold & Campbell have
level strategies Links developed a framework that articulates the elements
(tests) of healthy Organisation Design (originally, 9
Fit drivers/strategic fit
tests, which were adapted by PwC to 10). The 10 tests

are classified between two types: Strategic Fit and Good
Management Practice. The adjacent table outlines each criteria.
People Organisational levels/
strategies design Knowledge and
competency When it is used
The model can be used by a programme team to:
Assess the as-is organisation design structure
Constraints/ Accountability
Feasibility Drive the development of organisation design options
Decision Compare organisation design options by assessing
Flexibility
Making** them against each criteria
The 10 tests are the elements of design requirements

that most organisations should try to achieve. It is
also important to note that the design criteria naturally
* Adapted by PwC
** Added by PwC present trade offs, so they must be weighted and
prioritised in order to be impactful and in order to give
proper guidance to the organisation.
Bibliography

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How to use it
For the assessment of the as is organisation, for example, using the 10 tests, collect information, through desk research, 1-on-1 interviews, or
focus-groups on the status of each of the 10 tests, validate the findings with stakeholders, and assess the overall status of each of the tests
on a RAG scale. It is common also that the as is assessment be followed by recommendations.
Strategic fit Good practice
Enable Business Strategy Improve Flexibility

Does the design allocate sufficient management Is the organisational design flexible enough to adapt to future changes or innovate
attention to the business units strategic objectives and better working practices?
key operating priorities?
Eliminate Difficult Links
Enable Corporate Strategy How does the Organisation Design help improve difficult links that might exist?
Does the design allocate sufficient management
Protect Critical Specialists
attention to the corporations strategic objectives and
sources of parental advantage and value? If critical specialist groups exist, do they have sufficient protection from the
influence of more dominant organisational cultures?
Leverage People
Clarify Decision Rights
Does the structure adequately reflect the motivations,
strengths and weaknesses of the available workforce Are the organisations critical decisions being made in the correct unit and at the right
(people that are likely to be available in the location level of the hierarchy?
where the organisation will operate)? Optimise Hierarchy
Operate Within Constraints Is it clear how each level of hierarchy adds value to the layers below?
Does the organisational design take account of new, or Strengthen Accountability
existing, constraints facing the organisation?
Is it possible to hold each unit to account through either objective, outcome oriented,
low cost, motivating measures or direct supervision by a knowledgeable manager?
Bibliography

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Support activities A bit of background

This model can help us understand the specific activities through
Firm infrastructure Human resource management which firms create competitive advantage.
The original model describes a set of generic activities common to a
wide range of organisations:
Technology development Procurement
1. Inbound logistics the receiving, warehousing and inventory
control of materials
Primary activities 2. Operations Value creating activities that transforms the inputs
into the final output
Inbound Outbound Marketing 3. Outbound Logistics the activities required to get finished
Operations Service product to the customer, including transport, order fulfilment and
logistics logistics and sales
warehousing
4. Marketing and sales activities getting the customer to buy the
product, including channel selection advertising and pricing
5. Service activities that maintain and enhance the products value,
including customer support and repairs.
Porter identified the following support activities:

Procurement purchasing of raw materials and other inputs
Technology Development R & D and automation
Human resources management the activities associated with
recruiting, development and compensation of employees
Firm infrastructure general management, planning, accounting
Bibliography

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When it is used How to use it Want to know more...

Once modified for the actual organisation 1. Modify the generic model where The value chain is a concept that was
under study, it can be used by a change necessary for the organisation under study first described by Michael Porter (of
manager to map current process and 2. Collect data about the activities and Harvard Business School) in his 1985 book
linkages. Linkages occur if the performing process that occur in both the primary Competitive Advantage: Creating and
cost of one activity affects that of another. and support areas. Depending on the level Sustaining Superior Performance. Porter
of detail and scope of the work it may be currently teaches at Harvard Business
Once this has been done the model can be School and his work is taught in virtually
necessary to collect cost information for
used in a discussion for changes to increase every business school around the world.
each area as well.
potential competitive advantage and the
case for change. 3. Arrange the data collected along the A modified version of the value chain model
(modified) value chain and start the is often used to analyse an industry wide
analysis. Areas of interest include: value chain, mapping where all the major
players strengths are. This can be used for
The level of activity in each area
market entry purposes and partnering most
The cost to perform these activities notably in the automotive and electronics
industries.
The quality of output from each link in
the chain
The links in the chain
4. A change plan can then be drawn which
may include improving the efficiency and
effectiveness of some processes or links
in the chain or even outsourcing an entire
link where its not considered strategic and
can be done more efficiently elsewhere.
Bibliography
Capability
and training
Kolbs Learning Cycle and Styles
Honey Mumford Learning Styles
Kirkpatricks 4 Levels of Learning Evaluation

Bibliography

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Accommodating Concrete Diverging

Experience
Accommodators primarily learn from Divergent people view concrete
Feeling
hands-on experience. They enjoy situations from many different
carrying out plans and may have a points of view. Their approach
tendency to act on gut feelings rather is to observe rather than take
than logic. They rely more on people action. They enjoy situations that
for information than their own analysis. call for generating a wide range
They may prefer to work with others Accommodating Diverging of ideas such as brainstorming
to complete work and to test out (feel and do) (feel and watch) sessions and prefer working in
different approaches to completing a CE/AE CE/RO groups to gather information,
project. listening with an open mind and
Perception receiving personalised feedback
Continuum
Active Processing Continuum Reflective

Experimentation Observation
How we do things
Doing Watching
How we think
Converging about things Assimilating
Convergent people are best at finding Assimilators are best at
practical uses for ideas and theories. Converging Assimilating understanding a wide range of
They have the ability to solve (think and do) (think and watch) information and putting it into
problems and make decisions based AC/AE AC/RO concise, logical form. They are
on finding solutions to questions or less focused on people and more
problems and would rather deal with interested in abstract concepts.
technical tasks than with social and They find it more important that a
interpersonal issues. They may prefer theory has logical soundness than
Abstract practical value and may prefer
to experiment with new ideas and Conceptualisation
practical applications. Thinking reading and exploring models to
have time to think things through.
Bibliography

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A bit of background Concrete

Kolbs learning theory sets out four distinct learning styles experience
(or preferences), which are based on a four-stage learning Doing/having an experience
cycle. It offers both a way to understand individual peoples
different learning styles, and also an explanation of a cycle of
experiential learning that applies to us all. Kolb says that ideally
this process represents a learning cycle where the learner
touches all the bases from gaining experience, to reflection, Active Reflective
concluding and finally into experimentation and taking action, experimentation observation
which may lead to new experiences. Planning/trying out what you Reviewing/reflecting on the
have learned experience
Kolb describes four learning styles as a result of the cycle
(each representing the combination of two preferred styles).
People who have a clear learning style preference, for
whatever reason, will tend to learn more effectively if learning is Abstract
orientated according to their preference.
conceptualisation
Concluding/learning from the
experience
Bibliography

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When it is used How to use it

The model is very useful in helping people to understand their preferred learning To be used as part of a team building session to
style and the strengths and weaknesses inherent in that style. It is therefore improve team effectiveness. A typical approach
particularly useful when developing teams, managing conflict and running training would be:
courses and facilitated workshops. The strengths of each style are as follows:
Have team members complete the learning style
inventory
Accommodating Diverging Identify learning preferences of team members
Getting things done Being imaginative and share
Leading Understanding people Group team members into their learning styles
Taking risks Recognising problems and run a problem solving scenario in a workshop
Initiating Brainstorming Each group is likely to approach the scenario

based on their learning preferences e.g.
Being adaptable and practical Being open-minded assimilators will prefer to read all information
and consider different angles whereas
accommodators will want to get straight into
solving the problem and hands on experience
Converging Assimilating
Solving problems Planning Ask each group to debrief how they approached
solving the problem and what reactions they have
Making decisions Creating models
Provide each group with further information
Reasoning Defining problems relating to the scenario and ask them to approach
Defining problems Developing theories it from a different style to highlight the importance
being able to adapt within a team environment
Being logical Being patient
Bibliography

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Learning style Attributes Activities Best-fit types of learning

Activist Activists are those people who learn by doing. Brainstorming Interactive learning
(fast, high-level, prefer Activists need to get their hands dirty, to dive in with both feet Problem solving Group work opportunities
trying things out) first. Group discussion Communication and virtual
Have an open-minded approach to learning, involving Puzzles classroom (Chat)
themselves fully and without bias in new experiences Competitions
Role-play
Theorist Theorists like to understand the theory behind the actions. Models Concentrate on concepts and
They need models, concepts and facts in order to engage in Statistics theories presented in a variety
(slower, detailed, prefer
the learning process. Stories of ways
trying things out)
Prefer to analyse and synthesise, drawing new information Quotes Discussion groups could
into a systematic and logical theory Background information facilitate more thorough debate
around theories than in a time-
Applying theories
limited seminar
Pragmatist Pragmatists need to be able to see how to put the learning Time to think about how to Interactive learning
into practice in the real world. apply learning in reality Problem-based learning
(fast, high-level, prefer
reading up on things) Abstract concepts and games are of limited use unless they Case studies
can see a way to put the ideas into action in their lives. Problem solving
Experimenters, trying out new ideas, theories and techniques Discussion
to see if they work
Reflector Reflectors learn by observing and thinking about what Paired discussions Problem-based learning
happened. Self-analysis questionnaires Presentation of content from a
(slower, detailed, prefer
reading up on things) They may avoid leaping in and prefer to watch from the Personality questionnaires variety of perspectives
sidelines. Time out Discussion groups allow
Prefer to stand back and view experiences from a number of Observing activities asynchronous communication
different perspectives, collecting data and taking the time to Feedback from others time to reflect before contributing
work towards an appropriate conclusion Coaching
Interviews
Bibliography

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A bit of background It is also useful to think about how you approach someone e.g.
if you are setting up a meeting with someone you believe to be a
Learning Styles were developed by Peter Honey and Alan Mumford, pragmatist or a reflector, youll probably find you need significantly
based upon the work of Kolb, and they identified four distinct less small talk before you start to work through your agenda than you
learning styles or preferences: Activist, Theorist; Pragmatist and would with an activist or a theorist.
Reflector. These are the learning approaches that individuals naturally
prefer and they recommend that in order to maximise personal You can also use it to consider how people process information, and
learning each learner ought to understand their learning style and how they prefer it to be presented. A reflector, for instance, will need
seek out opportunities to learn using that style. detail, probably written, and enough time and silence to absorb and
assimilate the information you want them to consider: an activist will
You determine your type by completing a questionnaire and then probably be more comfortable discussing the high level messages
using the answers to plot position on an XY axis. The variables on the and what they mean. This applies in any situation where you are
axes are: presenting information to someone, not just in a formal learning
environment.
Processing continuum preferred speed and level of detail in taking
in information (i.e. high-level and fast to very detailed and slowly)
Want to know more
Perception continuum are you more comfortable trying
something out or reading up on it first? Before usingw HMLS, consider the link to Kolbs learning cycle and
styles (refer to page 62). If you want to investigate using HMLS in a
client environment, contact Sue L Rigby, who manages licensing for
When it is used the firm.
HMLS is a really useful tool for sense-checking youre planning for
training. Youll have a natural tendency to favour your own learning
style so if youre a reflector, youll probably expect your group to
need a lot of time analysing data, whereas if youre an activist, you
may be more inclined to focus on getting people to try things out
with relatively little preparation.
Bibliography

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Evaluation type
Level (what is measured) Evaluation description and characteristics Examples of evaluation tools and methods Relevance and practicability
1 Reaction Reaction evaluation is how the

delegates felt about the training or
Happy sheets, feedback forms, also
verbal reaction, post-training surveys
Quick and very easy to obtain.
Not expensive to gather or to analyse.
learning experience or questionnaires
2 Learning Learning evaluation is the

measurement of the increase in
Typically assessments or tests before
and after the training.
Relatively simple to set up; clear-cut for
quantifiable skills.
knowledge before and after. Interview or observation can also be Less easy for complex learning.
used.
3 Behaviour Behaviour evaluation is the extent of

applied learning back on the job
Observation and interview over
time are required to assess change,
Measurement of behaviour change
typically requires cooperation and skill of
implementation relevance, and sustainability of change. line-managers.
4 Results Results evaluation is the effect on

the business or environment by the
Measures are already in place via
normal management systems and
Individually not difficult; unlike whole
organisation.
trainee reporting the challenge is to relate to Process must attribute clear
the trainee. accountabilities.
A bit of background
Kirkpatricks 4 Levels of Learning Evaluation (defined in his 1975 The four levels of Kirkpatricks evaluation model measures:
book Evaluating Training Programs) has arguably become the most
Reaction of student what they thought and felt about the training
widely used and popular model for the evaluation of training and
learning. Kirkpatricks model is now considered an industry standard Learning the resulting increase in knowledge or capability
across the HR and training communities. The four levels of training
evaluation model was later redefined and updated in Kirkpatricks Behaviour extent of behaviour and capability improvement and
1998 book, called Evaluating Training Programs: The Four Levels. implementation/application
Results the effects on the business or environment resulting from
the trainees performance
Bibliography

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All these measures are recommended for When it is used Want to know more...
full and meaningful evaluation of learning
in organisations, although their application Many people forget to think about evaluation Donald L Kirkpatrick, Professor Emeritus,
broadly increases in complexity, and usually until after the training intervention is University Of Wisconsin first published his
cost, through the levels from level 14. designed or even in place. However, thinking ideas in 1959, in a series of articles in the
about it at the design stage really challenges US Training and Development Journal.
Since Kirkpatrick established his original whether you have the right learning The articles were subsequently included
model, other theorists have referred to a objectives in place and whether you will be in Kirkpatricks book Evaluating Training
possible fifth level, namely ROI (Return On able to demonstrate that they have been Programs (1975 and since revised),
Investment). Some believe that ROI can met. published by the American Society for
easily be included in Kirkpatricks original Training and Development (ASTD), for whom
fourth level Results. The inclusion and The further down the level you go the Kirkpatrick previously served as president.
relevance of a fifth level is therefore arguably more difficult it is to evaluate. In addition
only relevant if the assessment of Return it becomes harder to relate the result Donald Kirkpatrick has written several
On Investment might otherwise be ignored specifically to the training intervention. For other significant books about training and
or forgotten when referring simply to the example if people sold more products since evaluation, more recently with his son
Results level. the training was this purely due to their James, and has consulted with some of the
increased skills levels or just due to a surge worlds largest corporations.
in demand.
The use of the Kirkpatrick model can also

be an effective tool when linked to a change
programme. It can help the client think about
the behaviours that they are looking for in the
new world and how they will measure them
(how will they know they have arrived).
Bibliography
Building and
sustaining teams
Kantors 4 Player System
Johari Window
Ladder of Inference
Tuckman Team Development
The Six Thinking Hats of Edward de Bono
Responsibility charter
Work stream development and deliverables
McLellands Motivators
World Caf
Open Space
Bibliography

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Initiates action, proposes

Intends: ideas, takes responsibility May be seen as:
Direction Mover Omnipotent
Discipline Impatient
Commitment Over-decisive
Intends: Intends:
Perfection Scattering
Perspective Completion
Clarity Dictatorial
Patience Compassion
Preservation Loyalty
Moderation Service
Self-Reflection Continuity
Bystander Follower
Observes behaviour, Listens to and
May be seen as: reflects back to the understands others May be seen as:
Disengaged group, suggests ideas Placating
Judgmental corrections Indecisive / Pliant
Deserting Wishy-Washy
Withdrawn Intends: May be seen as: Over-
Silent Correction Critical accommodating
Courage Competitive
Protection Blaming
Opposer
Integrity Attacking
Devils advocate, adds
Survival divergent viewpoints Contrary
Bibliography

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Kantors 4 players can be used with a newly formed team to helped team
Kantors 4 Player System seeks to explain the different preferences that
members understand their different preferences with regard to taking on
individuals can have with regard to the role we tend to take on whilst
different roles within the team.
working in a team and during team interactions.
Explain the model, and each of the types of roles within a team
According to Kantor, a healthy conversation consists of all four of these
Draw the 4 player diagram on a flipchart
actions being used in balance. None is left out. And the people in the
conversation find themselves free to occupy any of the four positions at Ask participants to think about the typical role they play and write this
any time. on a yellow post-it note. Think about the role they have most difficulty
playing write this on a pink post-it note
The model describes the following 4 players and associated behaviours:
Ask participants to place their post-it notes on the diagram
1. Mover 2. Opposer 3. Follower 4. Bystander This provides the team with a good, high-level overview of the different
types of preferences that exists within their team
Initiating Often plays Agree with More likely
action, tries Devils someone to observe, All roles are essential to team effectiveness ask participants to
to drive the advocate elses view doesnt mean practice moving into another role when they feel a team interaction
discussion being involved isnt getting anywhere
forward An alternative or silent, may
view might be Explain to participants all roles have best intentions, but think about
observe, your role, and how it may be perceived by others on a bad day. Try and
I think this to... reflect and add
is a good keep behaviours in the good day box rather than the bad day box.
Dont easily perspective to
idea... the conversation
follow others
Want to know more
Whilst all these roles are essential to team effectiveness, and have best
intentions, they are human and can have bad days. This model is based on the work by David Kantor, a family psychologist,
who first used it to observe families, the roles people took on in their
family and the way the different roles communicated. This work has since
been adapted and it is now widely used in an organisational setting.
Bibliography
Johari Window
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Known Not known A bit of background

to self to self The Johari Window was created by Joseph Luft and Harry
Ingham (both American psychologists) in 1955. It is one
1 2 of the most useful models for describing the process of
human interaction. A four paned window divides personal
awareness into four different types, as represented by its
Known Open Blind four quadrants: open, hidden, blind, and unknown. The lines
to others dividing the four panes are like window shades, which can
move as an interaction progresses.
1. The open quadrant represents things that both you
know about yourself, and that others know about you. The
knowledge that the window represents can include not
only factual information, but feelings, motives, behaviours,
wants, needs and desires. When we first meet a new
Not known person, the size of the opening of this first quadrant is not
to others Hidden Unknown very large, since there has been little time to exchange
information. As the process of getting to know one
another continues, the window shades move down or to
3 4 the right, placing more information into the open window.
2. The blind quadrant represents things that the other
person knows about you, but that you are unaware of.
This information is in your blind quadrant because others
can see it, but you cannot. You may have blind spots
that are observable yet relatively minor, such as nervous
habits, or blind spots with respect to many much more
complex behaviours.
Bibliography
Johari Window
2 of 2
3. The hidden quadrant represents things that you know about How to use it
yourself, which others do not know. There may be vast amounts of
information that has yet to be revealed to others. As people get to Johari is an effective tool to use in team building, to facilitate team
know and trust each other, people generally feel more comfortable members developing their understanding of each other. The most
disclosing more intimate details about themselves. This process is effective teams operate based on a strong mutual understanding
called self-disclosure. between team members. Therefore team members and leaders
4. The unknown quadrant represents things that neither you know should always be striving to increase their open free areas, and to
about yourself, nor others know about you. Being placed in new reduce their blind, hidden and unknown areas.
situations often reveals new information not previously known to
Reducing unknown areas:
self or others. Thus, a novel situation can trigger new awareness
and personal growth. The process of moving previously unknown Sharing others observation (which increases the blind area)
information into the open quadrant has been likened to Maslows
concept of self-actualisation. Self-discovery (which increases the hidden area)
Mutual enlightenment typically via group experiences and
When it is used discussion which increases the open area as the unknown area
reduces.
The Johari Window is a model that can be used in a variety of
situations to help people to better understand their own perspective Reducing the hidden areas:
and that of others. Explaining the meaning of the Johari Window
Disclosing information about own feelings, experience, views,
theory to people, so they can fully understand it in their own terms,
motivation, etc, which will reduce the size of the hidden area, and
then empowers people to use the thinking in their own way, and to
increase the open free area.
incorporate the underlying principles into their future thinking and
behaviour. Reducing blind areas:
Seeking feedback about the blind area will reduce the blind area,
and will increase the open free area.
Bibliography
Ladder of Inference
1 of 4
I take Actions based on my beliefs
I adopt Beliefs about the world
I draw Conclusions
I make Assumptions based on the

meanings I added
I add Meanings
(cultural and personal)
I select Data from what I observe
Observable data and experience

Bibliography
Ladder of Inference
2 of 4

It is not possible for our brains to process all the data available to By having an awareness of this process, we can be in a better
us. As we develop, we start to create our models of the world to position to have more meaningful communications by making some
help us process information, add meaning and draw conclusions of our assumptions explicit and testing out the beliefs/assumptions
about situations we find ourselves in. This enables us to process others hold. The key steps are:
information quickly and efficiently, but the danger is that we
Be aware of your own thinking and reasoning. Reflect on some of
unconsciously:
the beliefs you hold about people/situations and be prepared to
Seek out information which confirms what we already know challenge yourself as to whether these are valid
Lock out information which does not support our world view Be prepared to make your thinking and reasoning more visible to
others
Lock in information which we want to believe
Inquire into the thinking and reasoning of others.
Stop seeing the wider picture
Be prepared to share and explore with others: What data are they
This model was initially created by Chris Argyris, but was then using? /What is their reasoning? /What assumptions might they be
brought to life by Peter Senge in his book The Fifth Discipline making?
Fieldbook (1994).
Bibliography
Ladder of Inference
3 of 4
How to use it
A manager (Kate) in a business unit is holding her monthly team If we break this down using the ladder of inference:
meeting. On this occasion, one of Kates team, who is on leave,
sends a substitute (Bill). Bill arrives late for the meeting and has not Select data In this case Kate has focused on the late
prepared a presentation on financial and resource issues for his area arrival and lack of preparation (filtering out
of the business. other data such as his active participation
in the discussion)
Kate is also disappointed that Bill has not taken this opportunity
to prove himself. Kate is further annoyed that Bill appears to Add meaning All of Kates team knows the importance
be leading the group into discussions about future development she places on prompt time keeping. Kate
opportunities not the purpose of the meeting! The only conclusion also feels that if she were in Bills position
Kate can draw is that Bill is not as competent as she had been led to she would want to impress so why has
believe and she goes away from the meeting determined to speak to he come late and not as prepared as she
Bills manager about his disappointing performance. would be!
Make assumptions The only way Kate can make sense of this
and draw conclusions is that Bill is either not committed to the
job or is not up to acting as his managers
deputy
Adopt beliefs Kate forms a belief that Bill is pretty
disorganised and not very competent
Take actions As a result, Kate speaks to Bills manager
and tells him not to send Bill to deputise
for him
Bibliography
Ladder of Inference
4 of 4
In this example, Kate could have:

Made explicit her expectation of a formal presentation. If she Asked her team for their impressions of Bill at the meeting. She
had she may have uncovered more data which could have led to might have heard other views about how well he contributed to the
different conclusions and beliefs being formed e.g.: debate, bringing a different perspective and opening up ideas and
thinking
Bill had come in from leave to attend the meeting
Explored with Bills manager how well briefed he was for the
He had not been briefed on the need for a formal presentation,
meeting.
but had taken the precaution to gather the key information
which he was able to draw on Reviewed the meeting with Bill directly, providing direct feedback
and exploring the circumstances.
He thought that this was a great opportunity to input into
future development opportunities (which he felt an important
contribution)
Bibliography

1 of 2
Forming Storming Norming Performing Adjourning
Coming together Testing out people Sorting out rules Drawing on team variety Celebration
Polite, often superficial Marking turf Accepting and Sharing feedback Missing each other
Minimal risk taking More risk-taking valuing differences Transporting learning to
Build shared purpose Build common Translate common other teams
understanding purpose and team
Invest time getting to know expectations
each members skills, by periodically
communicating teams into specified A bit of background
experience and personal and measurable
goals purpose This model was developed by Bruce Tuckman in 1965 and
performance goals
Bring individuals together Encourage members to describes five phases which are all necessary for a team
express their differing Build consensus
to work on common tasks to experience, in order to develop and grow, face up to
opinions, ideas and on goals and
Define recognition and
challenges, tackle problems, find solutions, plan work and
feelings by asking open- approaches
rewards, both individual deliver results. Bruce Tuckman refined his theory in 1975
ended questions Formally give and and added a fifth stage to the Forming Storming Norming
and team-based receive feedback
Make connections Performing model Adjourning The model has become a
Work on personal between divergent Maintain focus on basis for subsequent models of team dynamics and used to
commitment by linking perspectives; external relationships describe behaviour of existing teams.
personal goals to team acknowledge where there and competitive
roles are differences realities
Build a set of rules for Take risks
When it is used
team behaviour Celebrate successes, The real value is being able to recognise where a group is in
Raise issues, confront share rewards, the process through the key characteristics demonstrated, in
deviations from recognise team order to develop interventions to help them move towards the
commitments and allow and individual Performing stage. In the real world, groups are often forming
conflict to occur achievements and changing, and each time that happens, they can move to
a different Tuckman Stage.
Bibliography

2 of 2
How to use it
Select a group of people to assess. Consider the traits, behaviours or reactions they have shown to determine which stage they are in. A great real
life example of these stages can be seen in Channel 4s Big Brother!
The first stages of team building, forming of the The team may enter the norming stage. Team
Forming team. The team meet and learns about opportunities, Norming members adjust their behaviour to each other as they
challenges, agrees on goals and begin to tackle their develop work habits that make teamwork seem more
tasks. Team members tend to behave quite independently. They may natural and fluid. During this phase, team members begin to trust each
be motivated but are usually relatively uninformed of any issues or team other. Motivation increases as the team gets more acquainted with the
objectives, on their best behaviour but very focused on self. project.
In this stage, ideas compete for consideration and the Only some teams will reach the performing stage.
Storming team addresses the problems they need to resolve, Performing These high-performing teams are able to function as
how they will function independently as well as a unit as they find ways to get the job done smoothly
together as well as considering the leadership model to accept. and effectively without inappropriate conflict or the need for external
supervision. Team members have become interdependent, motivated and
Team members open out to each other and confront each others ideas knowledgeable. The team members are now competent, autonomous
and perspectives. and able to handle the decision-making process without supervision.
Dissent is expected and allowed as long as it is channelled through
In some cases storming can be resolved quickly. In others, the team means acceptable to the team.
never leaves this stage. The maturity of team members usually
determines whether the team will ever move out of this stage. Tuckman later added a fifth phase, adjourning, that
Adjourning involves completing the task and breaking up the
The storming stage is necessary for team growth. It can be contentious, team.
unpleasant and even painful to members of the team who are averse to
conflict. Tolerance of each team member and their differences needs to
be emphasised. Without tolerance and patience the team will fail. This
phase can become destructive to the team and will lower motivation if
allowed to get out of control.
Bibliography

1 of 2
White (Observer) Red (Self, Other) Black (Self, Other) Yellow (Self, Other) Green (Self, Other) Blue (Observer)
White paper; Neutral; Fire, warmth, Stern judge Sunshine, optimism, Vegetation, creative Sky, cool, overview,
focus on information emotions, feelings, wearing black robe, logical positive view, thinking, possibilities control of process
available, objectives intuition, hunches, judgmental, critical, looks for benefits, and hypotheses, steps, other hats
facts, what is present views why something whats good new ideas chairperson,
needed, how it can without explanation, is wrong, logical organiser, thinking
be obtained justification negative view about thinking
A bit of background
The Six Thinking Hats were developed by Edward de Bono who was One thinking style (or hat) is not inherently better than another. A
a Rhodes Scholar at Oxford University and holds professorships at full, balanced team recognises the need for all hats in order for the
the Universities of Malta, Pretoria, Dublin City University, and the team to consider all aspects of whatever issues they are facing.
University of Central England. The Six Thinking Hats is a thinking tool
for individuals and groups which can be used to explore different
perspectives towards a complex problem. By wearing a particular
thinking hat, people play different roles and are encouraged to look at
a problem from a different perspective.
Bibliography

2 of 2
When it is used
The Six Thinking Hats can be used to brainstorm individually, but the tool is particularly useful in a group or workshop setting. By wearing
different hats, different ideas and solutions may arise from looking at the problem from a different perspective. See examples below of how to
use the hats in a group setting:
Example 1: Example 2: Example 3: Benefits of using The Six

1. The discussion may start with 1. Ask the group to assume the 1. Present the facts of the case Thinking Hats include:
everyone assuming the white blue hat to discuss how the (white hat) Groups tend to be more
hat discuss the facts of the meeting will be conducted collaborative, e.g. than if one
2. Generate ideas on how the
issue and ensure everybody is and to develop objectives and person is reacting emotionally
case could be handled (green
on the same page, creating a goals (red) while another is trying
hat)
shared vision of the problem to be objective (white) and
2. Ask the group to change
being addressed 3. Evaluate the merits of the another is criticising the ideas
to the red hat collecting
ideas list the pros (yellow (black)
2. Thereafter, each hat is used opinions and reactions to the
hat), and list the cons (black
for a few minutes at a time problem Encourages people to say
hat)
only (except the red hat which things without risk
3. Move the discussion to the
is limited to 30 seconds to 4. Get everybodys gut feelings
yellow, then green hat to Creates an awareness that
ensure gut reaction rather about the alternatives (red hat)
generate ideas and possible there are multiple perspectives
than judgement)
solutions 5. Summarise and adjourn the on the issues at hand
meting (blue hat)
4. Next the discussion may Focuses thinking and leads to
move between white more creative thinking
hat thinking (to develop
information) and black hat Improves communication and
(to develop criticisms of the decision making.
solutions)
Bibliography
Responsibility charter
A bit of background Who owns product cost?

This RACI provides guidance over Manufacturing Sales Finance Purchasing Prod. Dept. Sales Engineering
responsibility charting techniques. President Director Director Controller Manager Head Manager Manager
Annual full product
cost estimates
When it is used utilised in pricing I I I A R I C
decisions, business
RACI (Responsible, Accountable, plans etc.
Consulted, Informed) charting Development of
techniques may used for product routing
charting organisational roles and
and bill of material
(for product cost
I R A
responsibilities in a consistent development)
manner. The technique can be
Estimation of raw
used either on its own or to material purchase
supplement other diagnostics, prices (budgeting R A C
such as brown papers or process)
surveys. The charts produced Development of
can document either a new direct operation
organisational structure or an department and
existing one. This can be useful overhead charging I I A
rates (budgeting
to agree roles and responsibilities process)
with the client or within a team /
project preferably at the outset. Development of
However, it is also a useful tool to new product cost
estimates
R C I A
use if there is confusion over roles
and responsibilities throughout
the delivery of change.
Bibliography

1 of 2
Assess Design Construct Implement Operate and review
Change Strategy
Vision Review and update change strategy

Change Change
assessments strategy
Case for Impact Change plan Implement the change plan
change assessment
Engagement leadership, communication, learning and organisation design
Sponsorship map Design and implement learning strategy

S/holder
engagement plan
Align organisation to change (structure, culture, rewards)
Change network
map Coach and advise change network
Communication Rollout and update communication

strategy and plan
Performance management
Monitor change plan effectiveness
Review implementation
Ongoing change readiness assessment
Bibliography

2 of 2
A bit of background Assess Design Construct Implement

Operate and
review
These work stream development and deliverables
diagrams illustrate the need to consider groups
of activities rather than the chronology of the
Change strategy effectively planned and navigated
workflow. Dimensions of Change Management
consider how we can approach change and then
correlate it to the workflow. By focusing in this
way we will be better able to understand the total
impact of each aspect Leadership aligned
When it is used Resistance to change minimised
You can explain to clients the flow of Change

People engaged and bought-in
Management activities during the engagement
lifecycle, in particular being able to use a
structured framework to discuss an appropriate
change management response to risks specific Organisation structures and skills re-aligned to meet change goals
to an engagement. Used alongside the work
stream development, you can illustrate to clients
the deliverables at each phrase of the approach.
Ongoing learning and refinement of approaches to maximise success
Bibliography
1 of 4
Clues to motivation Actions to promote motivation Actions to avoid
Achievement oriented The need to perform well at a Agreeing ambitions and Being vague about desired results
particular task. Is concerned with: measurable performance
standards Sporadic and unstructured
Meeting or surpassing standards discussions
of excellence Review performance regularly
Over-supervision
Making a significant and unique Focus on results and contribution
contribution Withholding sufficient authority
Focus on personal improvement to act
Competing successfully with and development
others Unnecessary controls
Approach work in systematic
Realising personal career goals manner with plans to achieve Infrequent feedback
Authority and power/ The need for power to influence or Ask them for ideas and Excluding them from your
influence oriented impress others. Is concerned with: suggestions decision-making
Having control of situations Let them present ideas Restricting their access to senior
levels of management
Ability through position and Demonstrate how they have
circumstances to influence others influenced the situation Withholding of authority
Recognition through status/ Give them the credit for success Being autocratic with them
position
Assign them a role and get that
Greater responsibility recognised by others
Building a reputation Keep them informed of major
occurrences
Bibliography
2 of 4
Clues to motivation Actions to promote motivation Actions to avoid
Affiliation oriented The need to establish and Showing interest in their personal Being abrupt or cold
maintain warm personal working circumstances
relationships. Is concerned with: Irregular contact
Sharing information with them
Being a part of a group or team Physical isolation
Emphasising the we
Being liked and accepted Restrictive communication flow
Establishing work group
Being involved with others in the discussions Being overly critical of others
work situation
Ensuring some social contact
Minimising the degree of conflict
Recognition of their role within
the team
Security oriented The need to feel secure at work. Is Building confidence through Generating uncertainty
concerned with recognition of effort
Placing them in perceived risk
The validity of their contribution Concentrating on strengths situations without full support
Recognition of their knowledge Providing information regarding Isolation through infrequent
and skills the future communication
Financial soundness of the Encouraging their ideas and Underrating capability
company suggestions
Not providing adequate direction
The active approval and Open praise to others about them
supporting of others
Close coaching to build skills
Bibliography
3 of 4
A bit of background
This model can help us understand how a persons motivational Developments of the model also include a fourth type of motivational
needs characterise managerial style and behaviour. It therefore can need:
determine how best to promote motivation in individuals and identify
4. Need for security Need to feel secure at work and feel
those actions which should be avoided.
recognised and valued for their contribution. These people will
The original model described 3 types of motivational need: actively seek approval.
1. Need for achievement Seeks achievement, attainment of realistic McClelland advised that most people possess and exhibit a
but challenging goals, and advancement in the job. There is a combination of these characteristics although some people exhibit
strong need for feedback as to achievement and progress, and a a strong bias to a particular motivational need, He suggested that
need for a sense of accomplishment. a strong affiliation-motivation undermines a managers objectivity,
because of their need to be liked, and that this affects a managers
2. Need for authority and power (influence) Need to be influential,
decision-making capability. A strong authority-motivation
effective to make an impact. There is a strong need to lead, for
will produce a determined work ethic and commitment to the
their ideas to prevail and a motivation towards increasing personal
organisation, and while they are attracted to the leadership role, they
status.
may not possess the required flexibility and people-centred skills.
3. Need for affiliation Need for friendly relationships and McClelland argues that people with strong achievement motivation
interactions with other people which produces motivation to be make the best leaders, although there can be a tendency to demand
liked and held in popular regard. These people are team players. too much of their staff in the belief that they are all similarly and
highly achievement-focused and results driven, which of course most
people are not.
Bibliography
4 of 4
When it is used Want to know more

It is generally accepted that this model is particularly useful when David Clarence McClelland (1917-98) was chiefly known for his work
considering the best way to move difficult (client) relationships on achievement motivation, but his research interests extended to
forward or internally by teams in order to cross-validate their personality and consciousness. He pioneered workplace motivational
perceptions. It helps identify the best approach for a given situation thinking, developing achievement-based motivational theory and
and the cause of aggravation of an issue. models, and promoted improvements in employee assessment
methods, advocating competency-based assessments and tests to
How to use it be better than traditional IQ and personality-based tests. His ideas
have since been widely adopted in many organisations. He first
In order to gain a profile of a persons motivational needs, the usual identified the types of need in his 1961 book, The Achieving Society.
approach is to complete a short questionnaire, in which you are
asked to identify the degree to which a list of statements reflect the Interesting relationships/comparisons can also be drawn between
behaviour of the individual who you are trying to profile. this model and other behavioural models:
John Adairs Action-Centred Leadership model
This results in a score being ascribed for each type of motivational
need, representing your perception of the extent to which the Katherine Benzigers Thinking Styles model
individual is motivated by each factor. The scores themselves are
DISC (Inscape, Thomas International, etc) system
less relevant than the relative size of the scores. If one score is
significantly higher than all the others it would suggest that (from Hersey/Blanchards Situational Leadership model
your observation) this is their primary motivator. Using scores and the
McGregor XY Theory
table you can then consider the possible behaviours you could seek
to adopt to develop the relationship in question ways in which you Herzberg motivators and hygiene factors
could
Should several scores be relatively close to each other, this would

suggest several parallel motivators. In this instance you may want to
use a second diagnostic tool to see if you can get further clarification.
Bibliography
World Caf
1 of 2
A bit of background
Clarify the
purpose The concept of World Caf emerged from a two-day breakthrough
d dialogue in the mid-90s. Delegate reflections and subsequent
an research resulted in the development of World Caf principles
s ies h
r and Caf etiquette. World Caf has been used in various forms
ov t
isc h
e d sig
e
os
Cr able
by hundreds of multi-national corporations, government offices,
pit
shar or in
ea
community-based organisations and educational institutions.
te a pace
f
Listen
When it is used
s
The World Caf is an innovative yet simple methodology for hosting
conversations about questions that matter. The questions can be
anything from more visionary to problem solving. The Caf format
C o n n spec
is flexible and adapts to many different circumstances. Conducting a

m a stio n s
Caf Conversation is not hard its limited only by your imagination!
per
tt e r
e c t ti v
Caf conversations link and build on each other as people move

e
th e q u
di v e s
between groups, cross-pollinate ideas, and discover new insights

into the questions or issues that are most important in their life,
er
at
e
r
lo
p
s
Ex work, or community. As a process, the World Caf can evoke and

make visible the collective intelligence of any group, thus increasing
eve Encourage peoples capacity for effective action in pursuit of common aims.
ryon n
es contributio
Bibliography
World Caf
2 of 2
How to use it What to know more

World Caf is a participative process which enables people to have World Caf was developed by Juanita Brown and an account of its
creative conversations while sitting cafe-style around small tables. development can be found on her website. Indeed, the World Caf
Following the six core guidelines (outlined in the diagram); will site is the best place to start; its full of resources and gives you
foster collaborative dialogue, active engagement and constructive pretty much all you need to know.
possibilities for action.
The question(s) you choose or that participants discover during a

Caf conversation are critical to its success. You can explore a single
or several questions to support a logical progression of discovery
throughout several rounds of dialogue.
Paper table cloths are often used so that the ideas and issues
which emerge from the conversations can be recorded. After about
20-30 minutes, people move to a new table and the conversation
continues. One member of the initial group will remain at the table
to host the new conversation and help to build links between the
different strands. Three rounds are usual and guests to the table are
encouraged to link and connect.
Bibliography
Open Space
1 of 2

Open Space is an event where participants create and manage their Open Space can work for between 5 to 2000 people! Events are
own agenda of parallel working sessions around a central theme of based on a central theme and participants agree on issues that are
strategic importance. While Open Space is known for its apparent important. These are prioritised to form workshops for the event.
lack of structure and welcoming of surprises, it is actually very Open space allows the most important issues to be raised and gives
structured, but that structure is dictated by the people and the work people whom these issues are most relevant, the opportunity to
at hand. As a result, the structure goes unnoticed in its proper role of discuss them.
supporting (not blocking) best work.
The workshop groups are a way of bringing together all the issues,
data and ideas around a topic. The discussions of each workshop
When it is used are recorded, and participants can access them at the end of the
Open Space works best when the work to be done is complex, the event. A condensed action plan can then be determined, and
people and ideas involved are diverse, the passion for resolution circulated to participants.
(and potential for conflict) are high, and the time to get it done was
It is felt that Open space allows a fast response: ideas can be
yesterday. Its been called passion bounded by responsibility, the
identified, prioritised and implemented quickly. Open space has been
energy of a good coffee break, intentional self-organisation, spirit at
found to be a very effective technique that focuses ideas and is a
work, chaos and creativity, evolution in organisation, and a simple,
catalyst for quickly translating them into action. The largest amount
powerful way to get people and organisations moving, when and
of preparatory work should be spend on promoting the event so that
where its needed most.
the relevant people are there to allow all the differing views, data and
knowledge to come together.
Bibliography
Open Space
2 of 2
Want to know more Whoever comes are always the right people
Open Space Technology: A Users Guide by Harrison Owen. This
details all the practical considerations necessary to create Open
Space. It begins with the most important questionshould you use Whatever happens is for the good
Open Space at all?and examines what types of situations are
appropriate for Open Space Technology and what types are not.
It then goes on to look at nuts-and-bolts issues such as supplies,
Conditions should be taken for what they are
logistics, and who should come and how you should go about
getting them there.
The composition of the groups is determined by chance
There are also lots of websites online for Open Space tools and
techniques.
Everyone may start whenever they feel like it
Everyone may stop whenever they think it is time to
Everyone is free to move around as they like

Organisation Capability and Building and Bibliography
Bibliography
1 of 3
Managing change
Kotters Eight Stages Building a Shared Vision (Peter Senge) The Gestalt Cycle of Experience
Kotter, J.P. (1995) Leading Change: Why Senge, P. (1990) The Fifth Discipline: The art and A significant amount of reading exists for Gestalt
Transformation efforts fail. Harvard Business practice of the learning organization Doubleday, including:
Review New York
Korb, Margaret P., John Jeffrey Gorrell, and
Kotter, J.P. (1996) Leading Change. Harvard Vernon Van De Riet (1989). Gestalt therapy:
Business School press The Kubler-Ross Model Practice and theory (2nd ed.). New York:
(The Change Curve) Pergamon.
Kotter, J.P (2006) Our iceberg is melting.
Harvard Business School press Kubler-Ross, E. (1969) On death and dying. Nevis, E. (1996) Intentional Revolutions:
Simon Schuster/Touchstone. A Seven-Point Strategy for Transforming
The Change Equation Adams, J. Hayes, J. Hopson, B. (1976) Organizations, Edwin Nevis et al, Jossey-Bass
(Beckhard & Harris) Transition: understanding and managing Nevis, E. (1987) Organizational Consulting: A
change. Martin Robinson Gestalt Approach, GIC/Analytic Press
Beckhard, R. & Harris, R (1987), Organizational
Transitions: Managing Complex Change, Schien, E (1986) Process Consultation: Its Role
Reading, Mass: Addison-Wesley Pub. Co Understanding and Overcoming
Resistance to Change in Organization, and Process Consultation:
Lessons for Managers and Consultants.
The Burke-Litwin Model of Hersey, P. Blanchart, K. (1977) Management of Addison-Wesley
Organisation Performance Organizational behaviour. New Jersey/
Prentice Hall Kaizen Continuous Change
Burke, W. & Litwin, G, (1992) Model of
Organization Performance Journal of Maurer, R. (2006) One small step can change
Management, Vol. 18, No. 3, 523-545. The Change Management Iceberg
your life. Nightingale-Conant Corporation
(Wilfried Kruger)
Nadler-Tushman Congruence Model For Anthony Robbins Continuous and Never-
See Kotter, J.P. (1996) Leading Change. Harvard
Ending Improvement (CANI) see www.anthony-
Business School press for Kruger, W. The
Nadler, D. & Tushman, M. (1980) A Model robbins.org.uk
Change Management Iceberg.
for Diagnosing Organizational Behavior,
Organizational Dynamics, Autumn
Bibliography
2 of 3
Communication and engagement Leadership
Pyramid Principle (Minto) Level 5 Leadership (Jim Collins)

Minto, B. (2001) The Pyramid Principle Financial Times / Prentice Hall Collins, J. and Porras, J. (1994) Built to Last Random House
Business Books
Collins, J. and Lazier, W. (1995): Beyond Entrepreneurship: Turning Your
Business into an Enduring Great Company. Prentice Hall.
Culture
Scheins 3 Levels of Culture See Schein, E. (1992) Organisational Culture and Leadership. Jossey Bass.
Schein, E. (1992) Organisational Culture and Leadership. Jossey Bass.
PwCs Culture Model

The Paradox Principles: How High Performance Companies Manage
Organisation design
Chaos Complexity and Contradiction to Achieve Superior Results
(PricewaterhouseCoopers)
Geert Hofstedes Dimensions of National Culture Goold, M. and Campbell, A. Designing Effective Organizations: How to
Create Structured Networks. Capstone Press.
Hofstede, Geert (2001). Cultures Consequences: comparing values,
behaviors, institutions, and organizations across nations (2nd ed.).
Thousand Oaks, CA: SAGE Publications. Michael Porters Value Chain
Porter, M. (1985) Competitive Advantage: Creating and Sustaining Superior
Performance Harvard Business Press.
Bibliography
3 of 3
Capability and training Building and sustaining teams
Kolbs Learning Cycle and Styles Link to white paper on McLellands Motivators
Kolb. D. A. and Fry, R. (1975) Toward an applied McClelland, D. (1999) The Achieving Society
theory of experiential learning. in C. Cooper (ed.) http://www.soulzatwork.com/PDFs/Leadership/ Free Press
Theories of Group Process, London: John Wiley Team/Taking the Teeth out of Team Traps.pdf
McClelland published a number of works during
his career:
Honey Mumford Learning Styles Johari Window
The Achievement Motive (1953)
Honey, P. & Mumford, A. (2000). The learning Luft, J.; Ingham, H. (1955). The Johari window, The Achieving Society (1961)
styles helpers guide. Maidenhead: Peter Honey a graphic model of interpersonal awareness. The Roots of Consciousness (1964)
Publications Ltd. Proceedings of the western training laboratory in Power: The Inner Experience (1975)
group development Los Angeles: UCLA Human Motivation (1987)
Kirkpatrick 4 Levels of
Learning Evaluation Ladder of Inference World Caf
Kirkpatrick, D. and Kirkpatrick, J. (2006) See Senge, P. (1990)The Fifth Discipline: The Brown, J. and Isaacs, D. (2005) The World Cafe:
Evaluating Training Programmes. Berrett-Koehler; art and practice of the learning organization Shaping Our Futures Through Conversations That
3 edition Doubleday, New York. Matter. Berrett-Koehler
Tuckman Team Development Open Space

Tuckman, B. (1965). Developmental sequence Owen, H. (2008) Open Space Technology: A
in small groups. Psychological Bulletin 63 (6): Users Guide. Berrett-Koehler; 3 edition
38499.
The Six Thinking Hats of

Edward de Bono
de Bono, E(1985). Six Thinking Hats: An Essential
Approach to Business Management. Little,
Brown, & Company.
People and Change Models and Theories Exit Previous
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for any use of or reliance on this document by anyone, other than (i) the intended recipient to the extent agreed in the relevant contract for the matter to which this document relates (if any), or (ii) as
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2010 PricewaterhouseCoopers LLP. All rights reserved. PricewaterhouseCoopers refers to PricewaterhouseCoopers LLP (a limited liability partnership in the United Kingdom) or, as the context
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Design by hamilton-brown: hb06529

Introduction.................................................................................... 2 Leadership.................................................................................... 44
Foreword.............................................................................................................2 Level 5 Leadership (Jim Collins).......................................................................45
A bit about this toolkit.........................................................................................3 McGregors Theory X and Theory Y..................................................................47
Managing change.......................................................................... 5 Organisation design..................................................................... 50

Kotters Eight Stages..........................................................................................6 10 Tests of Organisation Design (Goold & Campbell)*......................................51
The Change Equation (Beckhard & Harris).........................................................8 Michael Porter Value Chain ..............................................................................53
The Burke-Litwin Model of Organisation Performance.....................................10 Capability

Nadler-Tushman Congruence Model................................................................12 and training................................................................................... 55
Building a shared vision (Peter Senge) ............................................................14 Kolbs Learning Cycle and Styles.....................................................................56
The Kubler-Ross Model (The Change Curve)...................................................16 Honey Mumford Learning Styles......................................................................59
Understanding and Overcoming Resistance to Change..................................18 Kirkpatricks 4 Levels of Learning Evaluation ..................................................61
The Change Management Iceberg (Wilfried Kruger).........................................20 Building and sustaining teams................................................... 63
The Gestalt Cycle of Experience.......................................................................22 Kantors 4 Player System..................................................................................64
Kaizen Continuous Change..............................................................................24 Johari Window..................................................................................................66
Change model framework.................................................................................26 Ladder of Inference...........................................................................................68
Key elements for change..................................................................................28 Tuckman Team Development............................................................................72
The commitment curve.....................................................................................29 The Six Thinking Hats of Edward de Bono.......................................................74
Resistance to change.......................................................................................30 Responsibility charter.......................................................................................76
S-curve..............................................................................................................31 Work stream development and deliverables.....................................................77
Communication and engagement.............................................. 32 McLellands Motivators ....................................................................................79
Pyramid Principle (Minto)..................................................................................33 World Caf........................................................................................................83
Know/Think/Feel/Do.........................................................................................35 Open Space......................................................................................................85
Culture........................................................................................... 37 Bibliography.................................................................................. 87
Scheins 3 Levels of Culture..............................................................................38
PwCs Culture Model........................................................................................40
Geert Hofstedes Dimensions of National Culture............................................42

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People and Change

People and Change Models and Theories

Version 1.1 Draft for consultation pwc

People and Change Models and Theories Exit Previous Next

A bit about this toolkit...

A bit about this toolkit...

A bit about this toolkit...

Kotters Eight Stages

1 Establish a sense of urgency

2 Form a powerful guiding coalition

4 Communicate the vision

5 Empower others to act on the vision

6 Plan for and create short-term wins

7 Consolidate improvements and produce still more change

8 Institutionalise new approaches

Kotters Eight Stages

A bit of background When it is used

The Change Equation (Beckhard & Harris)

The Change Equation (Beckhard & Harris)

The Burke-Litwin Model of Organisation Performance

Mission and strategy Culture

Work unit climate

Task requirement Motivation Individual needs and values

Organisational and individual

The Burke-Litwin Model of Organisation Performance

A bit of background How to use it

Nadler-Tushman Congruence Model

Resources Strategy Group

Nadler-Tushman Congruence Model

A bit of background How to use it

Building a shared vision (Peter Senge)

Few, if any, forces in human nature are as powerful as a shared vision

Building a shared vision (Peter Senge)

In contrast, where someone enrols in the vision it implies they do

The Kubler-Ross Model (The Change Curve)

Holding on Letting go Moving on A bit of background

Seeking realistic The original model described five different

Time 2. Anger frustration that this is happening to

The Kubler-Ross Model (The Change Curve)

When it is used Want to know more

identify positive, pro-active behaviours to change as well Acceptance

Coping Discovery and

are at. It is important to take into account that individuals Denial

been determined where key stakeholders sit on the curve,

Understanding and Overcoming Resistance to Change

Cant and will Can and will

Cant and wont Can and Wont

Understanding and Overcoming Resistance to Change

A bit of background How to use it

The Change Management Iceberg (Wilfried Kruger)

Organisational level Logical-rational

Culture level Emotional

The Change Management Iceberg (Wilfried Kruger)

A bit of background When it is used Potential Promoters those who have

The Gestalt Cycle of Experience

The Gestalt Cycle of Experience in particular describes the

process by which people become aware of what is going on in

their environment and the methods by which they mobilise the

and you become aware of the need to give some feedback

3. Energy Mobilisation as you focus on this you may start to

o become uncomfortable with the conversation required

The Gestalt Cycle of Experience

Kaizen Continuous Change