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Management of Change

Teacher: Inamullah Mahsud

Lecture 04 The ADKAR Model of Change

The ADKAR Model of Change


The ADKAR model of change is a practical answer to effective change management for individuals and organizations. Built on practical research conducted in more than 900 organizations ADKAR emphasizes that successful organizational change occurs only when each person is able to transition successfully.
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The ADKAR Model of Change

Usefulness of the ADKAR Model


This model helps answer questions like:
1. Why is communication so important during change? 2. Why do employees resist change? 3. Why do executive business leaders need to be active and visible sponsors of change? 4. Why do employees become stressed and distracted from day to day work? 5. How can I find the barrier point to change, and manage employee or management resistance? 6. Why should front-line supervisors be active in coaching employees during change?

Awareness of the need for change


Awarenessis the first step in the ADKAR model. The four key elements of awareness are:
1. 2. 3. 4.

Key messages Channels (enablers) Timing Communicators

1. Key messages

Prosci's communication template

1. Key messages

Prosci's communication template

2. Channels for building awareness


Face-to-face options

Department or enterprise meetings Group meetings / Team meetings One-on-one meetings Training courses and workshops Emails Bulletin boards Cafeteria postings Faxes Frequently asked questions (memos or newsletter feature) Internal memos Videos Website (Intranet) Word of mouth

Alternate communication channels


2. Channels for building awareness


Other channels for building awareness

Building awareness around the need for change is not limited to management communications. Other methods for building awareness that are not necessarily under the direct control of management include:

marketplace changes customer input ready-access to information employee rumors

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3. Timing and audiences


When building awareness of the need for change, timing is critical. You should think of the change in three key phases

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4. Communicators
When building awareness of the need for change, the communicator is as important as the message. Based on the most recent benchmarking study, employees prefer two communicators:

CEO or business executive Direct supervisor

Employees want to hear elements from Sections 1 and 2 of the Proscis communication template from the CEO or a business executive. Messages from Section 3 are best communicated by the direct supervisor because they relate to the personal impact of the change on employees.

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Build esire And Motivate Employees Identifying your audiences for change
Employees divide into three groups when faced with change: 1. The first group is open and willing to change. 2. The second group is uncertain and hesitant about change. 3. The third group will not change.

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Build esire And Motivate Employees


Group 1

Each employee in this group can become a strong and active advocate for change, and can influence the background conversation with other employees. This background network is a key channel to reach Group 2 employees.

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Build esire And Motivate Employees


Group 2

Group 2 employees require the most time and attention. These employees are the central focus, and their choice to support or not support the change will be influenced by how effectively the change is managed. Direct supervisors and coaches will be the primary enablers.

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Build esire And Motivate Employees


Group 3 Group 3 employees are not going to change nor will they support the change within the organization. They are beginning an exit strategy that could include moving to another group or department, moving to another company, or leaving the workforce.

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Build esire And Motivate Employees


Building desire Managers cannot dictate or control an employee's desire to change. Employees choose. However, that does not mean that managers are powerless to achieve this result with their employees. The enablers or elements that may create a desire to change include:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Fear of job loss Discontent with the current state Imminent negative consequences Enhanced job security Affiliation and sense of belonging Career advancement Acquisition of power or position Ownership for the future state Incentive or compensation Trust and respect for leadership Hope in future state

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Build esire And Motivate Employees


Prosci's top-10 methods for creating a desire to change
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Listen and understand objections Focus on the "what" and let go of the "how Remove barriers Provide simple, clear choices and consequences Create hope Show the benefits in a real and tangible way Make a personal appeal Convert the strongest dissenters Create a sacrifice Use money or power 18

The role of process

Knowledge in the change

Knowledge refers to the learning process which includes learning about the change and information about how to change. Employees need to understand what will be different and what will stay the same. What are the new business processes? What are the new procedures? How will jobs change and what skills are needed to achieve these new jobs? What new systems will be in place?

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The role of process

Knowledge in the change

Creating knowledge In general, knowledge can be created through:


Training and education programs Open and ready access to information Examples and role models

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The role of process

Knowledge in the change

Type of Information The type of information can be separated into:

Knowledge about the future state including the new operating principles, processes, systems and organization structure or job roles. Knowledge about the skills, behavior and information that employees will need in order to operate in the new environment.

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Pitfalls to avoid
Dont skip the first two element of ADKAR and jump immediately toknowledge. In other words, dont skip the awareness and desire elements of the ADKAR model and think that change begins with training employees. The old adage, "you can lead a horse to water, but you cannot make it drink," is well-suited for this situation. Creating knowledge in employees can only begin when employees have the desire to learn and are ready to embrace the change.

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Ability
Ability represents the degree to which a person can perform the required skills and act on the knowledge about how to change. When we ask employees to act or work differently, we are really asking them to:
1. 2. 3.

Develop new or different physical capabilities (motor skills). Approach work differently and apply new work methods (analytical or cognitive ability). Interact differently with coworkers, customers and suppliers (changes in behavior)

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Ability
Physical motor skill ability Changes that require translating knowledge into physical motor skills include examples such as:

Handling of products Running manufacturing equipment Operating machinery or motorized equipment Keyboarding and handwriting skills

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Ability
Cognitive or analytical ability Changes that require translating knowledge into analytical or cognitive skills include examples such as:

Problem-solving Implementing new business policies and procedures Public speaking Applied science and engineering Business management Sales and marketing
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Ability
Behavior Changes that require translating knowledge into new behavior include examples such as:

Interpersonal relationships Team dynamics Stopping bad habits

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Ability
Three steps for developing ability to change Step 1 - Developing ability takes time, practice and coaching.

Rate of learning vs. ultimate performance level

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Ability
Step 2 - Diagnosing the root cause or obstacle.

Ability type
Physical motor skills

Examples of common obstacles


Individual: strength, coordination, size, disabilities, medical conditions Environmental: space limitations, external constraints

Analytical Mental: experience, intellect, memory or Psychological blocks: past history, fear cognitive of failure Behaviora Habits and addictions l Step 3 - Planning and implementing the Underlying values and belief systems

intervention.

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Ability
Two scenarios Scenario 1 - Change the person or alter the change. you may decide that the root cause is something that you are unable or unwilling to address. For example, if an employee's underlying value system prevents him or her from making a behavior change, then this change may not be right for that person. Scenario 2 - Remove the barriers to ability. In many cases, a manager or co-worker can assist in removing barriers to ability.

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einforcement

In order to sustain the change, reinforcement is necessary that is possible through a number of ways:
Incentives and Rewards Performance Appraisal Compensation Changes Celebrations Personal Recognition Relevant Selection of new employees

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