MANAGING & COMMUNICATING CHANGE

INTRODUCTION

The University recognises that from time to time change needs to be made for a number of different
reasons, such as change in strategic direction, budgetary constraints, or external factors on an area. A
successful change is one where staff members understand the need for change and participate in the
process via communication and consultation.

When an Area/School is considering any change to their Area/School, Managers are required to
inform their Human Resource Consultant before the Change Process commences.

STEPS IN THE PROCESS

1.0 Identification of the Workplace Change

1.1 Consultation with Staff Members

1.1.1 Meaningful Consultation
1.1.2 Significant Change/Effect
2.0 Preparing the Draft Change Proposal

2.1 Options

2.2 Contents of the Draft Change Proposal

3.0 Communication with Staff Members

3.1 Communication of Draft Change Proposal

3.2 Working Party

3.3 Meetings with Staff Members to Discuss Draft Change Proposal

4.0 Preparing Final Change Proposal

5.0 Implementation of the Change Proposal

5.1 Final Stage of Implementation

6.0 Review the Change Process

ATTACHMENTS
1. Example of Change Management Plan
2. Checklists
a. Identifying Need for Change
b. Change Proposal
c. Change Management
d. Change Decision and Implementation
e. Change Review
1.0 Identification of the Workplace Change

“Workplace Change” means any change that impacts on the staffing arrangements for an area, school
or faculty. It is important that management informs their Human Resource Consultant of any proposed
changes and seeks their advice before preparing the change proposal.
Some changes, such as changes in procedures within a School/Area, will not result in “Workplace
Change”, and therefore may not need to go through the formal change process; however, consultation
with staff is still encouraged.

1.1 Consultation with Staff Members

1.1.1. Meaningful consultation

Clause 12.4 of the Consultation and Change Management provision of the General Staff Certified
Agreement 2005-2008, and similarly Clause 12.4 of the Academic Staff Certified Agreement 2005-
2008, states:

“Where issues arise which may lead to workplace change, these shall be discussed with all
staff in the area concerned allowing for meaningful consultation and input by those staff
and/or where they choose, their representative(s). There will often be informal discussion
or consideration of issues which may or may not lead to workplace change, prior to the
development of any specific change proposals. Staff may seek the assistance of their union
or other representative in such discussions.”

Meaningful Consultation is where the Manager invites staff members’ comments and feedback of the
draft change proposal. When staff’s constructive feedback is received the Manager should acknowledge
the feedback, and take it ‘on board’. If necessary any amendments to the School/Area’s draft change
proposal should be made.

1.1.2. Significant Change/Effects

Clause 12.5 of the Consultation and Change Management provision of the General Staff Certified
Agreement 2005-2008 (and similarly Clause 12.5 of the Academic Staff Certified Agreement 2005-
2008) states:

Where the University has determined that changes will be made that are likely to result in
significant change (as defined in Clause 9) effects for staff, then, prior to implementing
such change, those staff shall be advised in writing and have the right to comment on the
proposals. The Director, Staff Services, or nominee, shall be informed of any proposed
significant changes. The Director Staff Services will notify affected staff. If requested by
the affected staff member, the Director Staff Services shall inform the staff member’s
nominated representative. The Director, Staff Services shall advise the MSCC [IMCC –
Academic Staff] of the significant change.

The Academic Staff Certified Agreement continues:

Such advice and notification shall include details of the changes and the likely impact. The
University shall facilitate meeting(s) with staff, and/or where they choose, their
representative(s) to discuss the changes with local management representatives.

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ACADEMIC STAFF AGREEMENT definition
‘Significant Effect’ means a change that may lead to any of the following:

a) Redundancy or transfer
b) Loss of or increase in job, promotion, or tenure opportunities job restructuring
c) Retraining
d) Creating or eliminating a position
e) Changing work practices
f) Changing hours of operation
g) Introduction technological or structural change

GENERAL STAFF AGREEMENT definition

‘Significant Change’ means change which will result in any of the following:
a) redundancy(s)
b) changes to the composition, operation or size of the work unit’s workforce
c) the elimination of job opportunities
d) promotion opportunities
e) loss of continuing employment
f) outsourcing of functions
g) transfer of business
h) introducing significant technological or structural change
i) substantial changes to workloads and job restructuring

The certified agreements contain provisions relating to consultation and change management. The
important points to note are:
• The University must provide opportunities for staff input to the decision making processes of
the University;
• Where issues arise which may lead to workplace change, these shall be discussed with all staff
in the area concerned allowing for meaningful consultation and input by those staff and where
they choose their nominated representatives;
• Failure to abide by the processes set out in the certified agreement will result in a breach of the
process and it may be aborted, or if there is a serious breach, this may result in the imposition of
a penalty.

The involvement at the earliest possible time of key “players” will ensure properly informed advice is
provided. Experience has shown that managing change in a consultative manner assists in more
effective implementation.

It is useful from the outset to clearly define the issues requiring consultation, the level of involvement
of the parties and their level of decision-making.

2.0 Preparing the Draft Change Proposal

If the HRC advises that the change proposed by the School/Area is considered to be a “Workplace
Change” the School/Area will then need to complete a Draft Change Proposal. Depending on the
School/Area’s size and situation, there are two approaches that are suggested to Managers.

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 2.1 Options
OPTION 1 – Write Draft Proposal

Managers may find that preparing a draft change proposal is more constructive if they have a good
understanding of their School/Area and its processes, and are confident in drafting a change proposal
without the initial input from their staff members.

OPTION 2 – Receiving Feedback from Staff Members before Writing the Draft Proposal

Managers may feel that it is beneficial to draw upon staff members’ experiences with a certain
Area/School before writing the change proposal. Staff members often raise issues that have not been
considered by Managers. Allowing staff members to provide different ideas and opinions will allow
them to feel more involved in the process and therefore may be more accepting of the change if it
happens.

It is important for the Area/School to document the meeting with staff as a record of consultation
undertaken. These documents should be filed in accordance with University record keeping
procedures.

2.2 Contents of the Draft Change Proposal

The Draft Change Proposal should include the following:

• The background and reasons for the workplace change (clearly stated objective to be achieved)
• Existing structure of the Area
• Proposed structure of the Area
• Impact on Staff Members
• Development and Planning for the Change (including timelines, reviews, consultation, and
process development)
• Implementation of the Change (recruitment and retention, position description development,
staff accommodation, and training)

3.0 Communication with Staff Members

3.1 Communication of Draft Change Proposal

Communication is the most important aspect of the change process for staff.

The rationale for change must be clearly communicated to all staff. It may be related to budgetary
constraints, internal and external factors impacting on an area or technological change. There is no
prescribed way to communicate to staff, however, in order to ensure all staff receive the
communication it is advisable to meet with staff and then follow this up in writing (Email). Ensure
staff who are on approved absences from the University are also consulted and kept informed of
progress of the changes.

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There are different options as to how Managers can communicate change. The option chosen will
depend on the size of the Area and change proposed. Some options would include:
• Staff Forums
• Staff Planning Day
• Discussion Paper
• Communication through E-mails
• Working Parties

3.2 Working Party

For some change processes it may be beneficial to establish a working party, especially where there are
significant changes proposed. This has a number of benefits:
• The Manager has some administrative support in the process;
• The members of the working party ensure timelines are managed;
• Staff may feel more comfortable discussing the process with a member/s of the working party
than directly with the manager;
• Wider representation of input (external representatives, and specialists of the Area)

The manager of the area should be part of this working party but it may be appropriate to delegate some
tasks to other members.

The process of communicating change should be seen as fair and transparent, and not rushed.
Communication should include the following:
• Detail on the organisational changes (e.g.: revised structure, the impact on the workforce and
timelines);
• Presentation of relevant financial data to staff to assist with understanding why change is
necessary;
• Management of the change process;
• Information on the support mechanisms for staff (for example, Counselling Services, Staff
Services);
• Information about how concerns will be managed, including grievance mechanisms;
• Keeping people well informed in an accurate and timely manner. A record of all meetings
should be taken and disseminated to staff, including those on leave or secondments;
• Official lines of communication over informal networks;
• The ability for staff to ask questions and clarify matters (e.g. hold information sessions);
• Affirm that the area wants to retain and will need good staff in the new structure;
• Recognises that staff may involve their representative.

3.3 Meetings with Staff Members to Discuss Draft Change Proposal

First Meeting

The purpose of meetings is to further explain the draft change proposal, and the reason why Managers
think change is necessary, and to adhere to Clause 12.5 of both Academic and General Staff Agreement
stated above. Managers should also make staff aware that this change is proposed and no decision has
been definitively made at this stage.

Staff members should be given a copy of the draft change proposal before the meeting to allow the
documents to be reviewed. The staff members involved should be encouraged to participate in the
change discussions by communicating any comments or feedback to Managers.

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Second Meeting and Subsequent Meetings

The purpose of the second meeting is to provide a summary of the feedback on the change proposal or
making any changes to the original proposal.

4.0 Preparing the Final Change Proposal

Once the staff members have been consulted and been given the opportunity to provide feedback of the
draft change proposal, the Area must make a decision on whether to go ahead with the change proposal.
These decisions must be made with consideration to outcomes of the consultation process and also the
aims of the change process. It is important at this stage to discuss your plans with your HR Consultant,
as there may be impacts on staffing.

This final change proposal is provided through Staff Services to the respective consultative committees
in accordance with Clause 12 of the certified agreements.

5.0 Implementation of the Change Proposal

Communicate to the staff the decisions that have been made from the change proposal, the effect these
decisions will have on the workplace and the details of the implementation plan.

The implementation plan may include:

• Preparing and disseminating information on the new work groups and their functions;
• Providing training to managers on how to provide leadership and support to staff;
• Providing transition counselling to staff;
• Providing retraining to staff where necessary to undertake new work roles - training may need
to be provided to staff who undertake additional or different tasks from their role prior to the
restructure. Retraining may need to be provided to staff seeking suitable alternative employment
as a result of the change. The substantive area generally needs to cover the costs of retraining.
• Filling positions if a new structure is to be implemented - the establishment of an internal
transfer mechanism will hopefully minimise disruption and displacement of employees:
• New position descriptions (PDs) developed with input from appropriate staff. Reclassification
of positions may have been suspended during restructuring unless those jobs were clearly
demonstrated to be ongoing following the restructure;
• PDs sent to Staff Services for classification purposes;
• Once PDs have been evaluated and assigned a HEGS Level the following will take place:
o Where there is an equal number or more positions available to suitably qualified
ongoing staff at the same level, ‘like to like transfers’ will occur. Staff members are
only entitled to permanent transfer at their substantive classification, irrespective of
receipt of higher duties, special duties or temporary special allowances;
o Where there are more suitably qualified ongoing staff members than positions at the
same level, the available positions may be filled through an open and transparent merit
selection process, confined to those affected staff members;
o Consideration of current fixed term contract appointments against remaining vacancies,
however there is no requirement to offer further employment.
• If there are vacant positions remaining that cannot be filled by existing ongoing staff or
redeployees, these positions may be advertised and filled in accordance with the Recruitment &
Selection Policy.

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Where no opportunity of internal transfer exists, ongoing staff whose positions are surplus to
requirement will be supported through redeployment/redundancy provisions of the respective certified
agreement.

5.1 Final stage of implementation

The importance of information about the organisation’s structure cannot be underestimated as it is also
the foundation for many new developments within the University such as the Employee Kiosk, on-line
leave and reporting requirements. Therefore, it is essential that all position and occupancy changes
relating to a restructure are recorded in ALESCO (The University’s HR IS System).

A final step is that all confirmed changes as outlined in the final change proposal need to be notified to
the Organisation Structure Coordinator in Staff Services (via the HR Consultant). This ensures all
required changes are recorded in ALESCO.

6.0 Review the Change Process

A review of the change implementation process should be undertaken after a timely interval . Staff
feedback and the effect on the operations of the area should be evaluated. It is recommended that this
review take place 6 to 12 months after the change has been implemented.

OTHER FACTORS THAT NEED TO BE CONSIDERED

FINANCIAL OBLIGATIONS IN THE REDEPLOYMENT/REDUNDANCY PROCESS

The following information is provided as a guide to Managers as to the costs in the

redeployment/redundancy process which the redeploying Area/School will be responsible for.

EMPLOYEE ASSISTANCE – COUNSELLING SERVICES

Counselling Services Contact Details:

Location: Bentley Campus, Building 109

Number: 9266 7850 or 1 800 651 878

CAREER COUNSELLING

The University provide careers and job search advice to employees facing redeployment/redundancy
through external agencies. Services include assistance in developing a CV, addressing selection criteria
and attending an interview. Managers and employees are advised to discuss these services with the HR
Consultant in the first instance.

TRAINING

The University seeks to maximize further employment opportunities for redeployees by encouraging
and supporting update of their skills or retraining for suitable alternative employment. Training costs
need to be negotiated between the redeployees’ substantive School/Area and the new School/Area.

Contact Details for Computer Training:

Location: Building 101, Room 118

Number: 9266 4141
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Organisational Development Unit Website:

http://staff.curtin.edu.au/staffservices/home/training.html

REDUNDANCIES

In Clause 12.7 (General) and Clause 12.8 (Academic), it states “…Staff reductions shall be managed
through natural attribution, voluntary separations, pre-retirement contracts, leave without pay,
voluntary conversion to part time employment, long service leave, internal or external secondment or
transfer, or short to long term placement. Forced retrenchments shall only be used as a last resort.”

Clause 41 (General) and Clause 49 (Academic) outlines the provisions and definitions for redundancies
and redeployment of staff members.

Should the employee elect the redundancy payment at the conclusion of the 12 week transition period,
the calculation is based on entitlements set out in the respective certified agreements.

FINANCIAL PLANNING

Employees are encouraged to seek independent financial planning advice when considering acceptance
of a redundancy offer. The University undertakes to reimburse employees an amount up to $300 as
contribution toward the cost of such advice. The School/Area is responsible for this cost..

EARLY RETURN PENALTY – SALARY PACKAGED VEHICLE

Employees are usually required to cover the cost of an early return vehicle penalty under their Salary
Packaging Agreement. Schools/Areas may be approached by the individual to negotiate
reimbursement of such penalty, and may wish to discuss this further with Staff Services (Salary
Packaging or HR Consultant).

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 CHANGE MANAGEMENT PLAN
A change management plan incorporating the following information should be drafted and sent out
to all staff

The background to and reasons for the change

Key areas of focus

The objectives to be achieved by the change

Process map (i.e. consultation, decision making, implementation, review)

Proposed Time Frame

Checklist for Managers in Leading Change
(this checklist is a guide only, and its application will depend upon each change
situation. Successful change management (in accordance with the University’s
obligations under the Certified Agreements) does not require completion of each
point in every situation.

1 Identification of the Workplace Change

1.1 Has the reason for change been clearly identified and articulated by the
Head of School/Area (HOS/A) in the form of a brief, written change
rationale?
1.2 Has the HOS/A identified appropriate documentation to support and
clarify the change rationale – i.e. org charts, PDs, financials, staff
workload plans/impacts
1.3 Has HOS/A discussed the change rationale with Staff Services (HRC)?
1.4 Has Staff Services (HRC) provided appropriate guidelines and tools to
assist HOS/A with the change management process?
1.5 Has the reason for change (change rationale) been communicated to
staff within the Area?
1.6 Has any informal discussion been held between HOS/A and staff in the
area concerning the need for change based upon the communicated
change rationale?
1.7 Has HOS/A recorded feedback received through informal discussion to
assist with development of specific change proposal?

2 Preparing the Draft Change Proposal

2.1 Has the HOS/A determined that change will occur that will result in
(significant) change effects for staff?
Has the HOS/A clearly articulated the change proposal in writing?
2.2
2.3 Has the HOS/A included appropriate documentation to support the
change proposal? – i.e. change impact factors, PDs, financials, org
charts, staff workload plans/impacts, staff profile changes
2.4 Have affected staff / positions been identified within the change
proposal?
2.5 Has HOS/A articulated impact on these staff, and identified ways in
which to mitigate effect of change (transfers, secondments, pre-
retirements, etc) in the change proposal?
2.6 Has the Exec Mgr been advised of proposed change?
2.7 Has the Exec Mgr given support to the change proposal?
2.8 Has Director Staff Services given written notification of the change
proposal to affected staff within the Area?
2.9 Have any staff notified Staff Services of name of their nominated
representative?
2.10 Has Staff Services communicated change proposal to all
representatives nominated by staff?

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3 Communication with Staff Members

3.1 Has HOS/A developed a strategy for managing the change process? –
working party (optional), consultation process, record-keeping,
identifying change ‘champions’, grievance management
3.2 Has HOS/A established timeframes for consultation on change
proposal, change implementation and review? (refer above)
3.3 Have all staff affected by change been invited to initial consultation
meetings (including staff absent from the Area)?
3.4 Has HOS/A communicated consultation timeframes/change
management plan to affected staff?
3.5 Has HOS/A provided information on the support mechanisms available
to staff? (for example, Counseling Services, Staff Services);
3.6 Have all staff affected had opportunity to review and provide feedback
on change proposal?
3.7 Has HOS/A maintained a record of change consultation meetings and
feedback received on change proposal?
3.9 Has IMCC / MSCC been notified of change?
3.10 Has ‘Record of Consultation’ been completed by HRC?

4 Change Decision and Implementation

4.1 Has HOS/A clearly articulated the change decision following
consultation to the affected staff (and the wider University
community)?
4.2 Has HOS/A developed an implementation strategy? (see below)
• Strategies to mitigate change and manage staff reductions
• Redeployment and redundancy process
• Establishment of new structure – recruitment, PD
development/evaluation, work plans, training and retraining,
transition counseling,
• Update of staff plan and staffing profile information
4.3 Has HOS communicated implementation strategy to staff?
4.4 Has HOS/A provided structural change documentation to Staff
Services (HORACE, PDs, etc)?

5 Review of the Change Process

5.1 Has HOS/A articulated a strategy/timeframe for review of the change?
5.2 Has HOS/A undertaken change review?

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