Changemanagement Foundation 151112022847 Lva1 App6891

The APMG-International Change Management and Swirl Device logo is a trade mark of The APM Group Limited.
Start and finish Course style
Coffee and breaks Lunch
M00 - Course introduction 2/8 2/186

 Individual approaches and attitudes to improve
effectiveness during change
 How to guide teams through their development
 The nature and dynamics of achieving change in
organizations
 The competencies, demands and practice
of leading change
 Understand broad range of approaches
and tools that will improve your ability
to succeed with change
Main goal
 Attempt Foundation exam with confidence
Secondary goal
 Benefits and value of Change Management
 Understand core principles and required skills of
Change Management
 Please share with the class:
 Your name and surname
 Your organization
 Your profession
 Title, function, job responsibilities
 Your familiarity with the
project/programme management
 Your familiarity with the change
management
 Your familiarity with soft-skills aspects
 Your personal session expectations

 Foundation Exam
 Paper based and closed book exam
 Only pencil and eraser are allowed
 Simple multiple (ABCD) choice exam
 Only one answer is correct
 60 questions, pass mark is 30 (50%)
 1 hour exam
 No negative points, no “Tricky Questions”
 No pre-requisite for Foundation exam
 Sample, one (official) mock exam is
provided to you
Candidates completing an examination in a language that

is not their mother tongue, will receive additional time

 Practitioner Exam
 Paper based and open book exam
 Reference to Making Sense of Change
Management book ONLY allowed
 Book is provided for students during exam
 3 hours exam
 Complex multiple choice - Objective Test
 4 x 20 complex multiple choice questions =
80 question items/lines
 Pass mark – 50% / 40 marks
 Dictionary / translation lists allowed
 Foundation certification is required
Candidates completing an examination in a language that

is not their mother tongue, will receive additional time

Change Management syllabus section code and title
IC Individual Change
TC Team Change
OC Organizational Change
LC Leading Change
Module slide number / total module slides
Change Management Change Management Slide number /

syllabus section code handbook page total slides
Module number
and name
M00 - Course introduction Syllabus Handbook Page 7/8 7/186
Mirosław Dąbrowski linkedin.com/in/miroslawdabrowski
google.com/+miroslawdabrowski
Agile Coach, Trainer, Consultant twitter.com/mirodabrowski
(former JEE/PHP developer, UX/UI designer, BA/SA) miroslaw_dabrowski
Creator Writer / Translator Trainer / Coach

• Creator of 50+ mind maps from PPM and related • Product Owner of biggest Polish project • English speaking, international, independent
topics (2mln views): miroslawdabrowski.com management portal: 4PM: 4pm.pl (15.000+ views trainer and coach from multiple domains.
• Lead author of more than 50+ accredited materials each month) • Master Lead Trainer
from PRINCE2, PRINCE2 Agile, MSP, MoP, P3O, ITIL, • Editorial Board Member of Official PMI Poland • 11+ years in training and coaching / 15.000+ hours
M_o_R, MoV, PMP, Scrum, AgilePM, DSDM, CISSP, Chapter magazine: “Strefa PMI”: strefapmi.pl • 100+ certifications
CISA, CISM, CRISC, CGEIT, TOGAF, COBIT5 etc. • Official PRINCE2 Agile, AgilePM, ASL2, BiSL methods • 5000+ people trained and coached
• Creator of 50+ interactive mind maps from PPM translator for Polish language • 25+ trainers trained and coached
topics: mindmeister.com/users/channel/2757050 linkedin.com/in/miroslawdabrowski
Agile Coach / Scrum Master PM / IT architect Notable clients

• 8+ years of experience with Agile projects as a • Dozens of mobile and ecommerce projects ABB, AGH, Aiton Caldwell, Asseco, Capgemini, Deutsche Bank,
Scrum Master, Product Owner and Agile Coach • IT architect experienced in IT projects with budget Descom, Ericsson, Ericpol, Euler Hermes, General Electric,
• Coached 25+ teams from Agile and Scrum above 10mln PLN and timeline of 3+ years Glencore, HP Global Business Center, Ideo, Infovide-Matrix,
Interia, Kemira, Lufthansa Systems, Media-Satrun Group,
• Agile Coach coaching C-level executives • Experienced with (“traditional”) projects under high
Ministry of Defense (Poland), Ministry of Justice (Poland),
• Scrum Master facilitating multiple teams security, audit and compliance requirements based
Nokia Siemens Networks, Oracle, Orange, Polish Air Force,
experienced with UX/UI + Dev teams on ISO/EIC 27001 Proama, Roche, Sabre Holdings, Samsung Electronics, Sescom,
• Experience multiple Agile methods • 25+ web portal design and development and Scania, Sopra Steria, Sun Microsystems, Tauron Polish Energy,
• Author of AgilePM/DSDM Project Health Check mobile application projects with iterative, Tieto, University of Wroclaw, UBS Service Centre, Volvo IT…
Questionnaire (PHCQ) audit tool incremental and adaptive approach miroslawdabrowski.com/about-me/clients-and-references/
Accreditations/certifications (selected): CISA, CISM, CRISC, CASP, Security+, Project+, Network+, Server+, Approved Trainer:
(MoP, MSP, PRINCE2, PRINCE2 Agile, M_o_R, MoV, P3O, ITIL Expert, RESILIA), ASL2, BiSL, Change Management,
Facilitation, Managing Benefits, COBIT5, TOGAF 8/9L2, OBASHI, CAPM, PSM I, SDC, SMC, ESMC, SPOC, AEC, DSDM Atern,
DSDM Agile Professional, DSDM Agile Trainer-Coach, AgilePM, OCUP Advanced, SCWCD, SCBCD, SCDJWS, SCMAD, ZCE 5.0,
ZCE 5.3, MCT, MCP, MCITP, MCSE-S, MCSA-S, MCS, MCSA, ISTQB, IQBBA, REQB, CIW Web Design / Web Development /
Web Security Professional, Playing Lean Facilitator, DISC D3 Consultant, SDI Facilitator, Certified Trainer Apollo 13 ITSM
Simulation …
www.miroslawdabrowski.com
1. The Organizational Context
2. Individual Change
3. Team Change
4. Organizational Change
5. Leading Change
M01 - The Organizational Context 2/4 10/186

 In groups:
 Q1 - In organizations that you’re familiar
with what types of change do you see
happening?
 Q2 - From a people perspective - what
seems to work well in managing change
and what doesn’t?
 Q3 - What effect on the business might
badly managed change have?
 Q4- What might some of the benefits be of
managing change well?

Individual Change
Team Change
Organizational Change
M02 - Individual Change 2/60 14/186

Performance
Psychological learning
and adaptation space
Learning is not just the

acquisition of knowledge,
but also its practical use.
Time
Based on Cognitive Theory and Motivation
M02 - Individual Change IC 17 4/60 16/186
Unconscious Unconscious
Competence Incompetence
Conscious
Incompetence
Conscious
Competence
Unconscious
Competence
M02 - Individual Change IC 18-19 5/60 17/186

 Competence:
 Establish ways in which people’s competence can be assessed in
the new and ‘to be improved’ areas
 Design, develop and deliver training and coaching programmes
 Use strategies from the Learning Dip

• Doing something new • Observation of new things
• Start a discussion • Time to think about changes
• initiating action • Viewing progress
• Trying things • Participation in the study
• Volunteering Concrete • Planning
Experience
(Activist)
Having an Experience
Practical Reflective
Planning the Reviewing the
Experimentation Next Steps Experience
Observation
(Pragmatist) (Reflector)
Concluding from the

Experience
Theoretical
Concepts • Reading theory
• Practical things to do
• Creating Action Plans (Theorist) • Noticing inconsistencies
• Experimentation • Analysis of complex issues
• Implementation of new knowledge • Matching pieces of a larger picture
• Implementation of projects • questioning the assumptions
M02 - Individual Change IC 19-21 7/60 19/186

 Q1. For a typical ‘self-assembly’ task,
what is your Kolb learning
preference? Position yourself in
relation to one or more of the
learning styles
 Q2. Why are you in that position?
What is your strongest preference?
How does this reflect your preferred
approach to learning?

Consequences
 Winners?
Nature of change  Losers? Organizational history
 Who benefits?
 External or internal?  Track record?
 Evolutionary or revolutionary?  Prevailing culture?
 Routine or One-off?  Capacity & Expertise?
 Mundane or Transformative?  Resources?
 Expansion or Contraction?  Vision?
Individual history Type of individual

 Previous Exposure?  Personality?
 Level of knowledge, skills and  Motivation (power, status,
experience? money or affiliation and
 Work-life balance/stability? inclusion)?
 Past trauma?
 Positive previous experience?
M02 - Individual Change IC 60 - 61 10/60 22/186

Changing Behaviours with Changing Behaviours with
REWARDS PUNISHMENTS
Two approaches: Two approaches:
 Positive Reinforcement  Punishment
 Pleasurable and increases probability of  Unpleasant (for example, an electric
repeat behaviour shock) leading to decrease in repeat
behaviour
 Stopping something unpleasant
 Avoidance of an unpleasant stimulus  Negative reinforcement
increases the likelihood of repeat  Removal of a pleasant stimulus
behaviour decreases the likelihood of repeat
behaviour

 Financial
 e.g. bonus, prize, tangible reward
 Non-financial
 Feedback - e.g. performance, coaching
 Social - e.g. praise, recognition, name and shame
Reinforcement can take both

positive and negative forms

 Theory X Assumptions (Behavioural):
 People dislike work
 They need controlling and direction
 They require security
 They are motivated by threats of punishment
 They avoid taking responsibility
 They lack ambition
 They don’t use their imagination
a.k.a. authoritarian
management style Douglas McGregor
(1960)

 Theory Y Assumptions (Humanistic):
 People regard work as natural and normal
 They respond to more than just control or coercion, for
example recognition and encouragement
 They commit to the organization’s objectives in line with
the rewards offered
 They seek some inner fulfilment from work
 Given the right environment people willingly accept
responsibility and accountability
 People can be creative and innovative
a.k.a. participative
management style Douglas McGregor
(1960)

Hygiene Factors: Motivators:
 Pay  Achievement
 Company Policy  Recognition
 Quality of supervision/management  Responsibility
 Working relations  Advancement
 Working conditions  Learning
 Status  The type and nature of the work
 Security
Frederick Herzberg
(1968)

Assumption: ‘The clearer the goal, the greater
the likelihood of achievement.’
Self-concept &
Beliefs Attitudes Feelings Behaviours Results
values
What are my What are my What is my most What do I What specific

core values? limiting beliefs effective state? need to be outcomes do I
and attitudes? doing? want?
‘If you keep on doing what you are doing

you’ll keep getting what you get’
anon
 Positive Listings – ‘I am good at…’
 Affirmations – ‘I am always enthusiastic when…’
 Visualizations – ‘This is the way I want to be…’
 Reframing – ‘I can reduce my negative feelings…’
 Pattern Breaking – ‘That wasn’t me, this is me…’
 Detachment – ‘I can step outside of myself…’
 Anchoring and resource states – ‘I can remember a time
when…’
 s – ‘I can prove this is irrational!’

Self esteem
Time
Performence
Foreign Transform-ing
element idea
New status
quo
Old status
quo Integration
& practice
Chaos
Time
 Helps understand the reactions of people during change
 Gain an understanding of why people react the way they
do - what is going on in the ‘inner world’
 Can be a complex process - individuals may not be aware
of going through these phases
 The phases themselves may not have clear beginnings or
endings
 People experience a range of different emotions that play
out in their behaviours
 The highs and lows of transitions are perfectly natural and
normal

 Combines insights from other approaches
 Focus on:
 Importance of subjective awareness
 Importance of taking responsibility
 Significance of the person as a whole entity
 Emotional self-awareness
 Ability to engage with others on an emotional level
 Addresses motivation and behaviour

Self-
actualization
needs
Self-esteem needs
Abraham
Love and belonging needs Maslow
(1970)
Safety needs
Physiological needs

 Conditions for change to occur on ‘the journey towards
becoming a person’:
 Genuineness and congruence
 Unconditional positive regard
 Empathetic understanding
 Seven stage process that people go through - consistently
recurring qualities
Carl Rogers
(1967)

 Key concepts when managing change at an individual
level:
 Facilitating environment and stance of the change agent
 (encouraging openness)
 Surface and work through negative feelings
 (get to the underlying issues and feelings)
 Allowing creativity and risk-taking to occur
 (opening up the opportunity)
 Generating greater self-responsibility and choice
 (increasing options and self-responsibility)
Carl Rogers
(1967)

Action
Energy
Mobilisation
Mobilisation of energy
of energy
Action
Awareness
Awareness
Contact
Sensation
Sensation Resolution
or closure
Withdrawal
of attention
Time
How the Gestalt Cycle maps onto stages in managerial
decision-making:
 Sensation - our direct and immediate experience
 Awareness - present, past, future, experiences, others
 Mobilization - focus on specific target, foreground
 Action - release of energy, take action
 Contact - make contact in and with the outside world
 Closure - resolution, fade into background
Edwin Nevis
(1998)

 Q1. What are the advantages and
disadvantages of each of the 4
approaches?
 Q2. How might you use each
approach to enable people to
change?

From the Behavioural Perspective: From the Psychodynamic Perspective:
 Ensure new behaviours are clearly  Acknowledge the emotional side of
communicated change
 Treat people as adults
 Policies and procedures (especially
reward and recognition) are aligned  Surface negative feeling and talk
through
 Communicate expectations  Seek to fulfil emotional needs
From the Cognitive Perspective: From the Humanistic Perspective:

 Link organizational goals with  Reinforce two-way communication
individual goals channels
 Focus on results  Address people’s higher aspirations
 Develop motivating visions  Develop a ‘learning organization’

 Minimize shock
 Give full and early communication of intentions
 Communicate possibilities
 Show overall direction of change

 Be patient
 Discuss implications of change with individuals
 Notice and pay attention to people’s small
Signals

 Listen, empathise, offer support,
protection
 Do not suppress conflict and expression of
difficult views or emotions
 Help individuals weather the storm
 Recognize how change can trigger off past
experiences in individuals
 Try not to take others’ reactions personally
 Help others complete
 Allow others to take
responsibility
 Encourage
 Create goals
 Coach

 Encourage risk
taking
 Exchange feedback
 Set up
development
opportunities

 Discuss meaning and learning
 Reflection
 Overview of experience
 Celebrate success

 Prepare to move on

 Different people respond to change in different ways
 Myers-Briggs Type Indicator™ (MBTI™) identifies eight
different personality preferences
 Each individual has a preference for one particular
combination over the others
 Four typical MBTI™ type combinations
help understanding of the change process
Meyers Briggs

Type Indicators Description
Extraversion – Where people prefer to focus their attention and

Introversion draw energy.
Sensing –
The way people prefer to take in information.
INtuition
Thinking –
The way they prefer to make decisions.
Feeling
Judging – How they orient themselves to the outside world

Perceiving and their lifestyle.

IS Thoughtful Realist IN Thoughtful Innovator
Leadership through attention to what Leadership through ideas about what

needs doing needs doing
Cautious & careful about change Plan and generate ideas and visions
‘Let’s keep it! ‘Let’s think about it!’
ES Action-oriented Realist EN Action-oriented Innovator
Leadership through action, doing Leadership through enthusiasm
Energy & enthusiasm to get things done Will be wanting to move into new areas
‘Let’s do it!’ and soon….!
‘Let’s change it!’

 Focus:  Irritates others by:
 Practical considerations, continuity  Wanting to take their time over things
 Wants:  Looking into the detail
 To see the difference between what  Being unwilling to embrace change for
should be preserved and what could be change’s sake
changed  You can help them by:
 Concerned:  Ensuring that something stays the
 With what needs to be kept. same
 Hates:  Giving them plenty of time to adjust
 Brainstorming, being rushed, empty  Giving them relevant things to read and
promises think about
Motto:
“If it isn’t broke don’t fix it”

 Practical actions, results  Starting without thinking
 Wants:  Ignoring interpersonal niceties
 To get things to run more effectively  Bulldozing things through
and efficiently  You can help them by:
 Concerned:  Giving them some practical first steps
 With improving results to get on with
 Hates:  Establishing clear targets for them
 Reviews, theoretical discourse, long  Setting a focused direction
emails
Motto:
“Let’s just do it”

 Thoughts, ideals, vision  Taking too much time to think things
through
 Wants:
 To develop an internal vision of the  Wanting to know how everything fits
future which ‘stacks up’ together
 Planning at the expense of doing
 Concerned:
 With new ideas and theories about  You can help them by:
what needs doing  Ensuring that the big picture makes
sense
 Hates:
 Giving them time & space to think
 Instruction manuals, training courses,
things through
things that don’t make sense
 Making sure there’s room for new
ideas and strategies
Motto:
“Let’s think about it!”

 Systems, relationships, change  Wanting to change things quickly
 Wants:  Moving from change initiative to
 To talk with others, be creative and try another
something different  Having too much enthusiasm for
change rather than consolidation
 Concerned:
 With putting new ideas into practice  You can help them by:
 Allowing them to take charge of a
 Hates: significant area of work
 Small chunks of disconnected work,
 Talking things through with them
long periods of reflection, repetition,
enthusiastically
lack of vision
 Tapping into their creativity
Motto:
“Let’s change it!”

Personality and Change
Large groups vs 1-1’s
Oral communication vs Written communication
Immediate response vs Considered reaction
Why change things? vs Here’s the new Vision
Specific Detail vs Big Picture
Business case vs How it affects people
Tight project plan vs Potential for changes
‘When communicating change and attempting to get people on board

you need to communicate different things in different ways
to different personality types.’
 Q1. What are the advantages and
disadvantages of each of the four
Myers Briggs Type Combinations?
 Q2. Which personality
types/combinations are most useful
when managing individual responses
to change?

 Q1. Why do people resist change?
 Q2. What does resistance to change
look like?

 I’d much prefer to do it the way I’ve  Why do we need to change the way
always done it we do things?
 I don’t want to step outside my  I don’t know what to do
comfort zone  I don’t know how to do it
 I can’t be bothered  I don’t see where I fit in
 I might fail  I don’t have the technical support
 I’m afraid people will think I’m stupid  I don’t have the management support
 I’ve lost all my support networks.
Edgar Henry Schein

(1992)

Change occurs in 3 stages:
 Stage 1 - Unfreezing: creating the motivation for change:
 Disconfirmation
 Creation of survival anxiety/guilt
 Creation of psychological safety to overcome guilt.
 Stage 2 - Learning new concepts and meanings from old concepts:
 Creation and identification of role models
 Scanning for solutions and trial and error learning.
 Stage 3 - Internalizing new concepts:
 Incorporation into self concept and identity
 Incorporation into ongoing relationships
Edgar Henry Schein

(1992)

2 principles for transformative change to work:
Survival Anxiety > Learning Anxiety
(Will I fail? Will I be exposed?) (What if I don’t change?)
Must be greater
Must be reduced
than Learning Anxiety
Edgar Henry Schein

(1992)

 A compelling vision of the future
 Formal training
 Involvement of the learner
 Informal training of relevant family groups/teams
 Practice fields, coaches, feedback
 Positive role models
 Consistent systems and structures
 Imitation and identification
versus scanning and
trial and error Edgar Henry Schein
(1992)

„When it comes to change…
some people make it happen,
some people let it happen, and
some people wonder what happened.”
anon


I hope you enjoyed

this presentation. If so,
please like, share and
leave a comment
below.
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highly appreciated! 
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The APMG-International Change Management and Swirl Device logo is a trade mark of The APM Group Limited.

Start and finish Course style

Coffee and breaks Lunch

M00 - Course introduction 2/8 2/186

M00 - Course introduction 4/8 4/186

Candidates completing an examination in a language that

M00 - Course introduction 5/8 5/186

Candidates completing an examination in a language that

M00 - Course introduction 6/8 6/186

Module slide number / total module slides

Change Management Change Management Slide number /

Creator Writer / Translator Trainer / Coach

Agile Coach / Scrum Master PM / IT architect Notable clients

M01 - The Organizational Context 2/4 10/186

M01 - The Organizational Context 3/4 11/186

M02 - Individual Change 2/60 14/186

Learning is not just the

M02 - Individual Change IC 18-19 5/60 17/186

M02 - Individual Change 6/60 18/186

Concluding from the

M02 - Individual Change IC 19-21 7/60 19/186

M02 - Individual Change 8/60 20/186

Individual history Type of individual

M02 - Individual Change IC 60 - 61 10/60 22/186

M02 - Individual Change IC 22 - 24 14/60 26/186

Reinforcement can take both

M02 - Individual Change IC 25 - 26 15/60 27/186

M02 - Individual Change IC 27 16/60 28/186

M02 - Individual Change IC 27 17/60 29/186

M02 - Individual Change IC 27 - 28 18/60 30/186

What are my What are my What is my most What do I What specific

‘If you keep on doing what you are doing

M02 - Individual Change IC 32 - 35 21/60 33/186

M02 - Individual Change IC 43 - 44 25/60 37/186

M02 - Individual Change 27/60 39/186

M02 - Individual Change IC 47 - 49 28/60 40/186

M02 - Individual Change IC 49 - 51 29/60 41/186

M02 - Individual Change IC 52 30/60 42/186

M02 - Individual Change IC 53 - 55 32/60 44/186

M02 - Individual Change 33/60 45/186

From the Cognitive Perspective: From the Humanistic Perspective:

M02 - Individual Change IC 64 - 66 34/60 46/186

M02 - Individual Change IC 67 35/60 47/186

M02 - Individual Change IC 67 36/60 48/186

M02 - Individual Change IC 67 38/60 50/186

M02 - Individual Change IC 67 39/60 51/186

M02 - Individual Change IC 67 40/60 52/186

M02 - Individual Change IC 67 41/60 53/186

M02 - Individual Change IC 56 - 58 43/60 55/186

Extraversion – Where people prefer to focus their attention and

Judging – How they orient themselves to the outside world

M02 - Individual Change IC 56 - 58 44/60 56/186

Leadership through attention to what Leadership through ideas about what

ES Action-oriented Realist EN Action-oriented Innovator

Leadership through action, doing Leadership through enthusiasm

M02 - Individual Change IC 59 45/60 57/186

M02 - Individual Change IC 59 46/60 58/186

M02 - Individual Change IC 59 47/60 59/186

M02 - Individual Change IC 59 48/60 60/186

M02 - Individual Change IC 59 49/60 61/186

Oral communication vs Written communication

Immediate response vs Considered reaction

Why change things? vs Here’s the new Vision

Specific Detail vs Big Picture