Managing chg gsw

Managing Change, Resistance,And Conflict

Gemini Skills Workshop

May 1998

- 2 -MngChg v2Aug98.ppt

Gemini Consulting Limited • Proprietary and Confidential

Objectives

• To appreciate change at an organisational and a personal level

• To provide some sensible models that describe the process of change, in order for it to be managed as a process

• To understand how to be proactive in managing the change process and reducing resistance

• To understand the good and bad sides of conflict



. . . createspersonalchange

. . . createspersonalchange

– Technology

– Economy

– Government

– Society

– Customer/competitors

– Strategies

– Structures/de-layering

– Practices

– Processes

– Products

– Role– Responsibilities– Habits– Thinking– Values– Behaviors

Truths about change - why it happens

Externalchange . . .

Externalchange . . .

createsorganisational

change . . .

createsorganisational

change . . .

• Change thus requires individuals and organisations to think, act, and perform differently

• No matter how well motivated, an individual cannot make change alone

• . . . and an organisation changes only as fast as the percentage of people within the organisation change

• . . . thus the individuals within an organisation are as important as the leaders in changing organisations

Our model is predicated on involving all parts of an organisation in making sustainable change.

Our model is predicated on involving all parts of an organisation in making sustainable change.



The Five Essential Ingredients of Change

VisionVision

Action Plans/Rewards

Action Plans/Rewards

Capability to ChangeCapability to Change

Willingness to Change

Willingness to Change

Sense of Urgency

Sense of Urgency

Successful Change

The process can break down if any of these five are not in place.The process can break down if any of these five are not in place.



A simple view of change is presented by Kurt Lewin’s change model

Unfreezing

Movement

Refreezing



. . . and everyone must be involved!. . . and everyone must be involved!

Successful change is a continuous process

• Communication

• Feedback

• Reinforcement

• Repetition: try it, fix it, try it again

• Interim milestones

• Celebrate frequent successes



We can use Kurt Lewin’s change model to help us in each phase of implementation:

• Acknowledge feelings and empathize

• Give people as much information about the change as possible

• Say what will not change

• Treat the past with respect

• Create the motivation and readiness to change

Techniques to reinforce

unfreezing


unfreezing

• Provide focus and direction

• Strengthen peoples connections to one another

• Open up two-way communications

• Provide the individual with a specific role in the change process


movement


movement

• Ensure that individuals are reinforced for new behaviour

• Implement quick results and highlights successes

• Build feedback mechanisms

• Celebrate!

Techniques to reinforce refreezing

Techniques to reinforce refreezing



Some change tools & techniques

Communication Plan - who, when, what, how

Movement Refreeze UnfreezeUnfreeze

• Reward and recognition• Coaching

and feedback• Benefits tracking

• Stream charters• Stream logic• Activity plans

and milestones• A&D findings• Quick hits• “As-Is” analysis

and baselines• Mobilisation

– Brown Paper fair– Town meetings– Small group events– Workplans

• “To-Be” analysis– Roles and

Responsibilities– KPIs– Process flow

• Route / cause analysis

• Pareto analysis

• Continuous Plan-Do-Review

• Problem solving / team building

• White papers• Implementation Gantt

charts• Implementation RACIs• Implementation KPIs• Manage resistance

to change• Roles and responsibilities

charting



But this only tells part of the story - Change involves giving up - and this is more of a personal choice

Unfreeze

The Rational

(c. f. Kurt Lewin)

Move Refreeze

Emotional - “Me”

(c. f. Bridges)

Endings Transitions Beginnings



Our role is to help others through change

– Listening

– Focusing: ask questions to pinpointreal issues

– Restating: hearing it restated by someone else can help a personto clarify their real interests

– Signal shift-take control of conversation

– Explain purpose of change

– Link to his/her concerns

– Summarise: bottom line

– “Were my comments clear”

– “What are your ideas for the future?”

– “These are my ideas”

– Agree to finite steps

• Clarify Endings– Disengagement

– Disorientation

– Disidentification

– Disenchantement

• Share Transition– Explain

– Confront / identify

– Neutralise

– Transfer

• Engage Beginnings– Vision & Plans

– Communications

– Symbols & ceremonies

– New Starts



Unfortunately what you want and what you get in times of change often differ

• Empathy

• Information

• Ideas

• Autocratic Behaviour

• Avoidance

• “Rah rah”

What people in change (usually) get:What people in change (usually) get:What people in change want:What people in change want:



People feel a sense of loss during change

Control, knowledge of what the future holds and place in the organisation

What to do, how to manage (can be embarrassing)

Familiar contracts (customers, colleagues, managers, group membership)

Understanding of where and why you are going

Area that ‘belonged’ to you (work space, responsibilities)

• Competence

• Relationships

• Sense of direction

• Territory

• Security

This sense of loss generates an emotional cycle which can stall in a number of unproductive phases before acceptance of a new direction is complete.

This sense of loss generates an emotional cycle which can stall in a number of unproductive phases before acceptance of a new direction is complete.



Change always results in a roller-coaster ride of Emotions

Source: Daryl Conner.

Time

SatisfactionSatisfaction

CertaintyCertainty

DoubtDoubt

HopeHope

ConfidenceConfidence

Optimism

Pessimism

The Emotional Cycle of ChangeThe Emotional Cycle of Change

What is important to recognise is that it’s a roller-coaster ride where different people will be in different places at different times.What is important to recognise is that it’s a roller-coaster ride where different people will be in different places at different times.



Understanding the Emotional Cycle of Change helps us deal with it

• Honeymoon period

• Ideas look great on paper

• All major obstacles appear to have been anticipated

Phase 1:Uniformed optimism –

Certainty

Phase 1:Uniformed optimism –

Certainty

• Problems surface, not all solutions are obvious

• Morale drops (“Why did I ever get involved in the first place?”)

Phase 2:Informed pessimism –

Doubt

Phase 2:Informed pessimism –

Doubt

• A turning point occurs, a sense of accomplishment replaces a sense of pushing against problems

• Problems have not all disappeared, but people’s hopes are based on realistic data

Phase 3:Hopeful realism –

Hope

Phase 3:Hopeful realism –

Hope

• Optimism continues to develop

• A fresh burst of energy appears

Phase 4:Informed optimism –

Confidence

Phase 4:Informed optimism –

Confidence

• Successful change has been made

• Official change effort is complete

• The outcome is frequently much different from that anticipated in Phase 1

Phase 5:Rewarding completion –

Satisfaction

Phase 5:Rewarding completion –

Satisfaction

Gemini’s Evolving Change Model



• Our perspective on change has largely been driven by the experience of companies in the 1970s and 1980s.

– Relatively stable periods followed by sudden reaction to events largely imposed from outside.

• The business environment of our clients is changing:– Rapid shifts, discontinuities, continuous process of disequilibrium moving to equilibrium and

back to disequilibrium.

• Increasingly, clients require the capability to evolve and adapt their organisation to these shifting market conditions on a continuous basis.

• It is therefore no longer sufficient to understand change as discrete event that can be managed, and which is experienced as a crisis.

• Change in this context is better viewed as a creative process of choice, learning and growth.

The context for evolving Gemini’s approach to change



We are developing our thinking around change as a process of learning and capability development

Capability is defined as the

readiness to respond adaptively and

creatively to new or unforeseen

circumstances so as to achieve a

specified intent.

Capability is defined as the

readiness to respond adaptively and

creatively to new or unforeseen

circumstances so as to achieve a

specified intent.

A capability-oriented approach requires a new perspective on how we consult . . .

A capability-oriented approach requires a new perspective on how we consult . . .



Chaos theory changes how we view the change process and how we view the emotional experience of change

If creating a “higher order”, on any dimension, requires turbulence, chaos and disintegration, what will enable, rather than disable, this process?

If creating a “higher order”, on any dimension, requires turbulence, chaos and disintegration, what will enable, rather than disable, this process?

Equilibrium Turbulence

Disintegration

Creation of a higher order

Chaos

Order does not equal structure.

Order = dynamic energy that creates form and shape that suits present circumstance.

Self organising and self renewing systems possess innate properties that use chaos as a necessary stage to move to higher levels of order.



We focused on understanding what happens when we work in conditions of uncertainty

• Excitement

• Fear of failing, being wrong, not having the answer

• High levels of anxiety

• Block: “I can’t think”

• Rigidness: “It’s not my job”

• Envy of people who seem to be coping

• Blaming of others

. . . In order to understand how we can create conditions for learning and capability development.

. . . In order to understand how we can create conditions for learning and capability development.

Emotional responses to working on an unknown task

Emotional responses to working on an unknown task



The challenge is to work with anxiety to create insight, avoid defensive behaviour and no learning—not to remove anxiety

1. Healthy Anxiety

2. Uncertainty

3. Risk4. Struggle

5. Insight or

Authority

2. Fight or flight

3. Denial or avoidance

4. Defensiveness or resistance

1. Unhealthy level of Anxiety

5. Willing ignorance and inactivity

Role modelling and the use of structure (tasks, time) act to contain anxiety to healthy levels.

Role modelling and the use of structure (tasks, time) act to contain anxiety to healthy levels.

Cycle of Emotions Cycle of Emotions Promoting LearningPromoting LearningCycle of Emotions Cycle of Emotions

Promoting LearningPromoting LearningCycle of Emotions Cycle of Emotions

Discouraging LearningDiscouraging LearningCycle of Emotions Cycle of Emotions

Discouraging LearningDiscouraging Learning

Adaptation: “Inside Action Learning” by Russ Vince and Linda Martin, in “Management Education and Development”, Vol. 24, Part 3, 1993.



From here, we identified possible conditions for capability development

Anxiety owned and managed

Developmental Perspective

Interpersonal dynamics worked with,

not suppressed

Aspiration

Reflective Space

Conditions for Capability Development

Sources: Discussion with Tavistock Consulting Service; Group Focus Interview on capabilities and conditions for capability development (London, March 1998).



If the conditions are met, a virtuous spiral of capability development takes place—without them, we generate defensiveness in ourselves and our clients

These conditions can be translated into day-to-day working practices for consultants and teams.

These conditions can be translated into day-to-day working practices for consultants and teams.

Anxiety owned and managed

Developmental Perspective

Interpersonal dynamics worked with,

not suppressed

Aspiration

Reflective Space

• Provide direction and a reason for change

• Motivate and inspire

• Touch people’s hearts

• Time to reflect

• Readiness to reflect on self and others

• Create space for learning

• Anxiety as stored energy

• Unhealthy levels of anxiety creates stress, defensiveness, denial, avoidance

• Owned and managed anxiety creates healthy tension and discovery

• Nurturing approach

• “Valuing the other person’s ability and handling it as a jewel”

• Enabling people to make own discoveries, vs. controlling them

• Emotional issues surfaced• Emotional energy channelled• Facilitates self-discovery• Working with unanticipated outcomes • Discussing the undiscussable• Respect for needs for safety, support,

protection and value

Conditions for Capability Development

Managing the Players in the Change Process



Both support and resistance can come from the same area - it is important to recognise which

PoliticalEmotional

Rational

“..the benefits are enormous”

“..how will this affect our relationships with clients?”

“..I’ve been waiting for this moment for years”

“..but that will affect my pay!”

“..the benefits will be enormous”

“..de-layering of the organisation makes such good sense ”

“..we don’t have the resource to do this”

“..quality will suffer”

“..this could risk delivery”“..the increases agility will really thrill

customers”

“..satisfaction indices will soar”

Some above the surface

...and some below



In making change a success, it is important to understand where the various players’ energy lies

DriveDrive SupportSupport ObserveObserve ResistResist

20% 60% 20%

?Both sides try to influence the ‘undecided’ to move to their side - it’s a delicate balance.

Both sides try to influence the ‘undecided’ to move to their side - it’s a delicate balance.



So how to manage this?

• Focus on the Resistance NOT on the Drive

• Seek Champions

• Mobilise the Undecided



Change requires individuals and organizations to think, act, and behave differently

Neither ignorance or inaction make Change a success.Neither ignorance or inaction make Change a success.

THE MORE YOU KNOW, THE HARDER IT IS TO

TAKE DECISIVE ACTION.

ONCE YOU BECOME

INFORMED, YOU START

SEEING COMPLEXITIES

AND SHADES

OF GRAY.

YOU REALIZE THAT NOTHING

IS AS CLEAR AND SIMPLE

AS IT FIRST APPEARS.ULTIMATELY, KNOWLEDGE

IS PARALYZING.

BEING A MAN OF ACTION,I CAN’T AFFORD TO TAKE

THAT RISK.

YOU’RE IGNORANT.BUT AT LEAST

YOU ACT ON IT.

CALVIN AND HOBBES Bill Watterson



Change also requires leadership

“To deal with the change, I committed us to try certain

things with the understanding what they might not all work.

Later, I realized that what I started - even through I didn’t

see it at the time - was to create two things: an action plan

and trust

The action plan had varying degrees of success and

failure. But the trust was always there. If we didn’t have

that trust, we would have complained ourselves out of

business a long time ago.”



So what you can do to proactively to Iead the change effort

Change

Change

Demonstrate that we know where we are headed and have a plan to get there

Show personal

and professional

stability

Involveteams

in owning change

Show we are serious about getting there – demonstrate

support

Broad-cast the

truth

Rewards consistent

with the ‘To Be’

Communicate ‘learning’

Clarify why change is needed

Team Member Support

Dealing with Individual Resistance and Conflict



50 Reasons Why It Won’t Work1. We tried that before.2. Our systems are different3. It costs too much.4. That’s beyond our responsibility.5. That’s not my job.6. We’re all too busy to do that.7. It’s too radical a change.8. There’s not enough help.9. We’ve never done it before.10.We don’t have the authority.11.There’s not enough time.12.Let’s get back to reality.13.That’s not our problem.14.Why change it? It’s still working OK.15. I don’t like that idea.16.You’re right, but …17.You’re two years ahead of your time18. It isn’t in the budget.19.We’re not ready for that.20.Sounds OK but impractical.21.Let’s give it some more thought.22.That’s my bowling day.23.That doesn’t effect me or my child.24.Nobody cares about that.25.We’ve always done it this way.

26. It might not work.27.Not that again!28.Where’d you dig that one up?29.We did all right without it.30. It’s never been tried before.31.Let’s shelve it for the time being.32. I don’t see the connection.33.What you are really saying is …34.Let’s not be the first.35.Maybe that would work in your Branch but not in mine.36.Head Office will never go for it.37. It can’t be done.38. It’s too much trouble.39. It’s impossible.40.You’re not here to think.41.Can’t teach an old dog new tricks.42.Let me think about that and I’ll get back to you.43.Let’s wait until the next generation.44.The rules say we can’t do that.45.We can’t fight local government regulations.46.That’s old/new business and can’t be discussed now.47.That’s too serious a subject.48.No one is interested.49. It’s too early to think about it.50. It’s too late to start.



Forms of Resistance

A. Avoidance of responsibility

B. Flooding with detail

C. One-word answers

D. Impracticality

E. Attacking

F. Compliance

G. Confusion

Source: Flawless Consulting by Peter Block.

H. Changing the subject

I. I’m not surprised

J. Silence

K. Time

L. Nit-picking

M. Pressing for solutions



Understanding Resistance is about getting behind the apparent and into the core


Real/UnderlyingReal/Underlying ConcernsConcerns

Indirect Expressions of Concerns/

Visible Resistance

The Voyage of Discovery

. . . but tread carefully - too much exploration is rarely appreciated - simply ask “Why is that?”

. . . but tread carefully - too much exploration is rarely appreciated - simply ask “Why is that?”



Why Resistance Occurs . . .

Resistance can occur because people fear:

• Loss of their credibility or reputation

• Lack of career or financial advancement

• Possible damage to relationships with their superiors

• Losing their job

• Interpersonal rejection

• Change in job role

• Embarrassment/loss of self-esteem

• Job transfer or demotion

Source: Ryan and Oestreich.



Five Steps for Dealing with Resistance

1. Identify the form the resistance is taking

1. Identify the form the resistance is taking

2. Acknowledge the resistance

2. Acknowledge the resistance

3. Be quiet, listen, let the person respond

3. Be quiet, listen, let the person respond

4. Don’t take it personally4. Don’t take it personally

5. Remember the “two good faith responses” rule

5. Remember the “two good faith responses” rule

• Trust what you see and how you hear more than what you hear

• Ask questions and listen carefully - Pick up the ‘cues’• Learn from your own reactions:

– Uneasy– Bored– Irritated

• Listen for repetition and telltale phrases

• Trust what you see and how you hear more than what you hear

• Ask questions and listen carefully - Pick up the ‘cues’• Learn from your own reactions:

– Uneasy– Bored– Irritated

• Listen for repetition and telltale phrases

• Tell the person your perception of the resistance• Do it in a neutral, nonaggressive way with WIN/WIN words:

“What I think I hear you saying is …”• Tell the person how the resistance is making you feel:

– Use “I” statements• Be specific, clear, and authentic

• Tell the person your perception of the resistance• Do it in a neutral, nonaggressive way with WIN/WIN words:

“What I think I hear you saying is …”• Tell the person how the resistance is making you feel:

– Use “I” statements• Be specific, clear, and authentic

• Allow them to ‘vent’ - until they do so progress is limited• Stay attuned to other forms of resistance surfacing• Check for understanding

• Allow them to ‘vent’ - until they do so progress is limited• Stay attuned to other forms of resistance surfacing• Check for understanding

• Remember that their behaviour is not a reflection of you.• Let them air their concerns without responding

defensively.• Don’t counterattack head-on.

• Remember that their behaviour is not a reflection of you.• Let them air their concerns without responding

defensively.• Don’t counterattack head-on.

• The majority of questions about methodology or the project process are just expressions of discomfort

• The third time the question is asked, respond to the question with a statement that suggests the person might be reluctant to commit to the problem or process

• The majority of questions about methodology or the project process are just expressions of discomfort

• The third time the question is asked, respond to the question with a statement that suggests the person might be reluctant to commit to the problem or process



Acknowledging Resistance: Hints for the Right Words

• Describe how you feel:– Your perceptions of how they feel

• Being authentic:– . . . Encourages person to do the same

• Be assertive:– Direct, without putting anyone down

– Use “I” statements

• Be descriptive, not evaluative

DescriptiveSpecificFocusedBriefSimple

JudgmentalStereotypedLengthyComplicated

N O TN O T



How to Acknowledge Resistance


A.A.

B.B.

C.C.

D.D.

E.E.

F.F.

G.G.

Resistance FormsResistance Forms

Avoidance of responsibility

Flooding with detail

One-word answers

Impracticality

Attacking

Compliance

Confusion

How to Acknowledge - some examplesHow to Acknowledge - some examples

“You don’t see yourself as part of the problem?”

“You’re giving me more than I need. Can you headline it?”

“Say more about that” (and don’t say the next word !)

“You seem to feel that what we’re discussing is not ‘real world’. How could we make it more relevant?”

“You are really questioning a lot of what I do. You seem angry.”“You seem agreeable to anything I suggest. I’m having a hard time telling what you’re really feeling.”“We seem to be having difficulty moving ahead. Are you confused about something?”



How to Acknowledge Resistance cont’d


H.H.

I.I.

J.J.

L.L.

M.M.

Resistance FormsResistance Forms

Changing the subject

I’m not surprised

Silence

Nit-picking

Pressing for solutions

Acknowledgment ExamplesAcknowledgment Examples

“The subject keeps shifting. Can we focus on one thing at a time?”

“I feel that you expect me to know more about you.”

“I don’t know how to read your silence.”

K.K. Time“You don’t seem to have the time to work with me. I find it hard to proceed without involvement from you.”

“We would appear to be getting into a lot of detail.”

“It’s too early for solution. I’m still trying to find out…”

. . . and Conflict



One of the hardest parts of consulting is coping with the conflict that resistance engenders

• Schedules:– Timing, sequencing, duration, feasibility of schedule for project-related tasks or activities

• Project priorities:– Lack of goals, poorly defined project mission, differing views of task importance, shifting

goals

• Resources:– Competition for personnel, materials, equipment, facilities among project members or across

teams

• Technical options:– From technical issues, performance specifications, technical trade-offs

• Administrative procedures:– How project will be managed, reporting relationships, interface relationships, work design,

plans for execution, negotiated work agreements with others, administrative procedures

• Cost objectives:– Lack of cost control authority, allocation of funds

• Personalities:– Egos, personality differences, prejudice, stereotyping

Source: Thamhain and Wilemon.

The top seven sources of conflict on projects are:

A Key Message

The client is not always right,

but the way you deal with

him/her has to be

. . . it requires humility, resolve, and patience.. . . it requires humility, resolve, and patience.



Strategies for dealing with conflict tend to be situation dependent

• Avoiding– Or withdrawing, …but this may mean leaving the solution to chance or fate

• Smoothing– Covering up and pretending that all is calm, cooperative, and pleasant - at times a good

strategy where third parties are involved

• Bargaining– Sometimes compromising - each party gains and loses something - preferably amicably

• Forcing– Loser and winner situation - where time pressure exists this may be necessary

• Problem Solving– Collaboratively and objectively confronting the problem



The three “pure” styles of influence.The three “pure” styles of influence.

In situations of conflict think about both parties’ styles - and understand how yours influences theirs

• Tough Battler– fighting, powerful, commanding

– pressing for results, threatening, repetition

– confident, persuasive, forceful

• Logical Thinker– logical, knowledgeable, clarifying ideas

– facts, quoting rules, practical

– orderly, fair, thorough

• Friendly Helper– helpful, sympathetic, polite

– encouraging, compromising, concerned, friendly

– trusting, optimistic, caring, supportive

Tough Battler

Logical Thinker

FriendlyHelper

You may need to exercise all three styles at different times.You may need to exercise all three styles at different times.



A useful model to understand one’s approach is the “Assertiveness Matrix”

The extent to which I allow the other person to achieve their goals

The extent to which I achieve

my goals

High

Low

Low High

Aggressive(I win You lose)

Submissive(I lose You win)

Assertive(We both win)

Avoidance(We both lose)

Always seek to attain a position of ‘win-win’.Always seek to attain a position of ‘win-win’.



Where assertiveness on your part makes sense… employ the “DESC” script

• Describe - what you want, how you see the situation objectively, and factually

• Express - your feelings about the situation and why you feel that way

• Specify - the action you think should be taken and why

• Consequences - both positive and negative, of doing or not doing what you are suggesting



An example of the “DESC” script

• Describe: I’ve studied your inventory control system team and it is not adequate to meet the increased demands on your business.

• Express: I think this is worrying.

• Specify: My view is that unless you invest in a new inventory control system you will not fix it.

• Consequences: The benefit of this will be that you will cut the amount of inventory you have to hold and there will be fewer stock-outs on the line. If you don’t fix it, you are going to find it hard to meet your new quality targets.



If the client constantly challenges - “AIR” is a useful technique

• Acknowledge– What they have said in a genuine way

• Investigate– Identify the main source of the resistance

– Encourage them to talk more about it - and listen

– Isolate and work the separate issues

• Reinforce:

– Reinforce the positive aspects of anything you are proposing

– Calmly and clearly explain the reasons for change (again!)

– Look for acceptance

Emphasise your role as a partner.Emphasise your role as a partner.



Remember, make sure ‘what you say’, ‘how you say it’, and ‘how you look’ work together to convey the right message

Actions

Body Language

Words

Try ‘mirroring’ behaviours.Try ‘mirroring’ behaviours.



Nine strategies to deal with conflict and resistance constructively

Your Viewpoint

DECIDEBY RULE

DOMINATE

SMOOTH

MAINTAIN

BARGAIN

COEXIST RELEASE

COLLABORATE

YIELD

“Do it my way” “Let’s make a deal” “Let’s work together”

“Try it, you’ll like it” “Agree to disagree” “It’s yours to do”

“Wait” “Let’s be fair” “I’ll go along”

You direct,impose, controlor resist

You trade, take turns,or split the difference

You problem-solvetogether to reach a win-win resolution

You accentuatesimilarities and downplay differences

You pursue differencesindependently

Yo

ur

Inte

ract

ion

You release control within agreed-on limits

You postpone confronting differences

Objective rules determine how differences

will be handled

You give in, adapt, or agree

Neu

tral

Invo

lved

Firm Flexible

Source: Managing Conflict and Disagreement Constructively - H S Kindler, The 1995 Annual, Pfeiffer & Co



Top Tips - Managing Change

• Remember people are more likely to change if they can help plan it

• Explain the change and its consequences to all those affected

• Put yourself in the shoes of those affected when planning change

• Explain the benefits of change in simple terms

• Always maintain the self-esteem of people affected

• Avoid creating win-lose situations if possible

• Look for ways to turn negative concerns into positive opportunities

• Generate as few surprises as possible

• Lead by example

• Recognise support and success

• Admit mistakes and learn from failures

Back up Panels for the Change Model



If the business is perceived as an open system, interacting with its environment

Core capabilities are what enable it to respond and adapt creatively to new or unforeseen circumstances.

Core capabilities are what enable it to respond and adapt creatively to new or unforeseen circumstances.

Understanding Business as a System

Organisation

Competitors

Employees

CustomersSuppliers

• Environmental intelligence capability

• Process capability

• Asset management capability

• Alignment capability

• Learning capability

Organisation as the sum of its Core Competencies

Organisation as the sum of its Core Competencies



We have some initial ideas on defining these capability areas

We will hold “expert” workshops within Gemini to fully define these areas and understand the implications for a consulting approach.

We will hold “expert” workshops within Gemini to fully define these areas and understand the implications for a consulting approach.

Core CapabilityCore Capability DescriptionDescription

Environment IntelligenceEnvironment Intelligence• Transfer of information from the market (clients,

competitors, suppliers, new entrants, transfer of information to the market.

• Transfer of information from the market (clients, competitors, suppliers, new entrants, transfer of information to the market.

Process CapabilityProcess Capability• Understanding of KPIs, RACI, best

practice/benchmarking, knowing how to analyse processes and design To-Be processes.

• Understanding of KPIs, RACI, best practice/benchmarking, knowing how to analyse processes and design To-Be processes.

Asset ManagementAsset Management • Knowledge, human resource, physical and financial asset management.

• Knowledge, human resource, physical and financial asset management.

AlignmentAlignment • Leadership, values, corporate identity, communication.• Leadership, values, corporate identity, communication.

LearningLearning • Development process, innovation process, continuous improvement process.

• Development process, innovation process, continuous improvement process.

Managing chg gsw

Business

flawless consulting

coaster ride

desc scriptdescribe

unforeseen

mngchg v2aug98

peter block

change effort

emotional