5-1 EM - People Change Management

Communication Skills, Employee Motivation and Morale Development Distribution Reform, Upgrades and Management (DRUM) Training Program
People Change Management

This is a compilation of few free articles by Nido R Qubein from the source below. We acknowledge with thanks for the permission given to use them in the reference book to be used for Distribution Reform, Upgrades, and Management (DRUM) program of the USAID. http://www.nidoqubein.com/articlesanddownloads.cfm The change in organization is driven by the change in the people in the organization. Thus it is imperative that the focus for change must be the people. Instead of writing a paper on People Change Management, we thought that the objective would be better served if the following seven free articles by Nido R. Qubein is compiled and presented here. There is no logic in arranging them in the order it has been done. 1. 2. 3. 4. 5. 6. 7. Change: Embrace It or Resist It How To Grow Star Performers How To Turn Ordinary Employees Into Extraordinary Employees Are You A Creative Or A Reactive Thinker? From Training To Education Cushions for Handling Resistance Questions to Help You Communicate
CHANGE: Embrace It Or Resist It
If your company is going to stay in business, it has to change, and that can be scary. For many people, change is more threatening than challenging. They see it as the destroyer of what is familiar and comfortable rather than the creator of what is new and exciting. Most people, and organizations, would rather be comfortable than excellent. But these days, if you don't change, you stagnate and die. We must implant change in the corporate culture.
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As a businessman myself, and as an adviser to executives, I've encountered many examples of constructive change brilliantly executed. Let me share with you some of the things I've learned:

People will change only if the alternative is worse than the change. Sometimes it's hard for people to internalize the need for change. A Naval aviator once made an interesting observation to me that illustrates the point. He said many pilots have died because they stayed with their disabled aircraft too long. They preferred the familiarity of the cockpit to the unfamiliarity of the parachute, even though the cockpit had become a death trap. Many businesses have died because their people preferred the familiar but deadly old ways to the risky but rewarding new ways. We must teach them that to stand pat is to perish.

People hunger for stability amid change.
The steady, reliable people in any organization are often fearful of change. We must keep them in mind. We must assure them that change doesn't mean an end to their world; it means a continuation, but with improvements. Here are some things we can do: Explain the reasons for the change. When people understand the logic behind change, it becomes more rational and more comfortable. Show how our plans keep risks to a minimum. Emphasize the things that will remain the same. Let them know what to expect, step by step. Let them know that top management is fully behind the change. Our confidence in the value of the changes will be reassuring to them.

Commend them and recognize them for the constructive changes they make.
For change to be successful, it must be planned.
We must be in control of the changes instead of at their mercy. Successful changes are based on values. As Levi Strauss CEO Robert Haas told Harvard Business Review, "Values provide a common language for aligning a company's leadership and its people." Levi Strauss summarized its values in a document it calls its "Aspirations Statement." Everyone in the company is familiar with it and is guided by it. Whenever a Levi Strauss team analyzes a new idea, among the first questions asked is "Is it aspirational?" When Honeywell decided to change its orientation from national to global, it adopted a set of values that included integrity, quality, performance, mutual respect and diversity. These values enabled it to steady its course through the sea of change.

Planned change involves a three-step process: softening, reshaping and restabilizing.
The softening stage is the most uncomfortable for employees. After years of doing things the same old way, they have been hardened into rigid habits. Now they have to unlearn them. When you want to soften something, you usually apply heat. During the softening stage, we apply heat by attaching a stigma to the old behaviors we want to discontinue. We stop rewarding them. This is the time when you're likely to encounter the greatest resistance to change. Even your management people may dig in their heels. After all, you're changing the system under which they rose to their present jobs. Here's where you need skillful communication: You must make clear the reasons for change and the consequences of not changing. The gain and the pain must be made clear to managers and employees alike.
John F. Welch Jr., the CEO who led General Electric through a highly successful change in corporate culture, identifies four types of management individuals with whom we must deal during the "softening" stage. Here's how he classifies them: (1) People who deliver on commitments and share the new values. These are the people you want to retain and reward. People who don't meet commitments and don't share the new values. These are the people who must go. People who sometimes fail to meet their commitments, but who share the values. For such people, a change of environment may produce a change in behavior. Give them a second chance. People who meet commitments but don't share the values. In Welch's words, this may be "the autocrat,the big shot,the tyrant" -- people who try to force performance instead of inspire it. The results they get aren't worth the price. They'll have to change or go.
(2) (3)
(4)
The reshaping phase calls for a positive approach. We're now less concerned with rooting out old ways and more concerned with implanting new ways. Managers and employees must be convinced that the new way is the right way. Your staff and employees now must learn a whole new attitude toward their work. Managers must see themselves as facilitators, not dictators. Employees must see themselves as value adders, not order-takers or machine operators. This calls for a well-thought-out educational program. Finally comes the restabilizing stage. During this period, you want the new behaviors to become a natural part of the everyday routine in the work place. Pilot projects can help managers and employees feel comfortable and natural with the new ways during this stage. Let them try out the new methods in "practice runs" to see how they work. Another way to replace the discomfort of change with the comfort of familiarity is to provide suitable role models. Find people who are familiar with the new ways and let them model
them for the rest of your managers and employees. When your people witness the success of the new methods, they'll feel more comfortable about following them. The system of compensation and rewards should be based on the new behaviors we want to encourage. If we're asking people to value teamwork above individual effort, then the system must be set up to reward team efforts. My friend Joe Jacobs, founder and CEO of Jacobs Engineering, used this principle to great advantage during the '80s. Jacobs Engineering's individual offices each operated as separate profit centers. When Joe took on a project that required the pooling of resources from several offices, he had difficulty getting the teamwork he needed. Executives from each office looked at the project from the standpoint of its effect on the profits of their respective offices. Joe solved this by tying each executive's compensation to the performance of the company as a whole. When he did that, he got genuine teamwork. Throughout the change process, everyone from line workers to senior management must be convinced that the company is behind the change. CEOs themselves must take responsibility for encouraging the new behavior. They must model it as they deal with people on as many levels as possible in the organization. It may take years to effect fundamental change, and you should never consider the job finished. Instead, you should look for ways to institutionalize change. When your people are oriented to change and educated in effective ways to bring about change, you're geared up for the future.
How To Grow Star Performers

Most of us can divide the people in our organizations into three categories: Star performers, moderate performers and substandard performers. Suppose you have 100 employees. In a typical work force, that would probably mean 15 star performers, 83 moderate performers and two substandard performers. Now suppose you could convert five of your moderate performers into star performers. Would it make a significant difference in productivity? You might be surprised. A study of computer programmers at Bell Laboratories showed that the star performers outperformed moderate performers by a margin of 8-1. If that holds true in your organization, the conversion of five of your moderate performers into star performers would be the equivalent of adding 35 moderate performers to your work force. Where are you going to find the five additional star performers? You don't find them; you develop them. The difference between a moderate performer and a star performer seldom lies in their innate abilities. You don't get through the door of Bell Laboratories unless you're smart. So why did 85% to 90% of the smart people who were studied turn in mediocre performances? The difference was found to involve the employee's approach to the job. At Bell Labs, as with an increasing number of cutting-edge corporations, engineers work in teams. Nobody has all the background, knowledge, and insight necessary to carry out a complex project. In such a setting, the effectiveness of individuals may have less to do with what they know than it does with their ability to share their knowledge and expertise with others on
their teams. It also has much to do with their ability to absorb and use the knowledge and expertise of others. It isn't enough to possess knowledge and expertise. It's what you do with the knowledge and expertise that counts. Star performance on a work-place team follows the same principles as star performance on an athletic team. A talented quarterback on a football team will get nowhere without knowing who's good at running for short yardage, who's good at receiving a long pass, and who's good at the sweeping end run. He also needs to know who will protect him against a rushing offense. Star performers in the work place also need to know where to go for the cooperation, support and expertise they need to do their jobs. And they need to recognize the places where their own knowledge and expertise can contribute to team results. The Bell Labs study identified nine work strategies that characterize star performers. All of them are qualities that can be inculcated through a good corporate education system. According to researchers Robert Kelly and Janet Caplan, these qualities are: (1) Taking initiative: accepting responsibility above and beyond your stated job, volunteering for additional activities, and promoting new ideas. Networking: getting direct and immediate access to coworkers with technical expertise and sharing your own knowledge with those who need it. Self-management: regulating your own work commitments, time, performance level, and career growth. Teamwork effectiveness: assuming joint responsibility for work activities, coordinating efforts, and accomplishing shared goals with workers. Leadership: formulating, stating, and building consensus on common goals and working to accomplish them. Followership: helping the leader to accomplish the
(2)
(3) (4)
(5)
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organization's goals and thinking for yourself rather than relying solely on managerial direction. (7) Perspective: seeing your job in its larger context and taking on other viewpoints like those of the customer, manager and work team. Show-and-tell: presenting your ideas persuasively in written or oral form. Organizational savvy: navigating the competing interests in an organization, be they individual or group, to promote cooperation, address conflicts, and get things done.
(8) (9)
Star performers and their run-of-the-mill colleagues differed in two distinct ways: The way they ranked strategies. The way they described strategies.
Star performers considered initiative, technical competence and other cognitive abilities to be core competencies. Showand-tell and organizational savvy were on the outer edge of their circle of importance. Middle performers placed show-and-tell and organizational savvy at the center. While star performers were focused on performance, middle performers were focused on impressing management. Initiative meant one thing to star performers and quite another to the middle performers. One middle performer told of gathering and organizing source materials, including documents and software tools, for a project he was beginning with his group. Another described writing a memo to his superior about a software bug. Both thought they were showing initiative. But star performers regarded these as routine actions. Of course you fix a software bug when you find it. Of course you prepare in advance for a project. So what else is new? To them, initiative involves much more. Star performers and middle performers also showed marked
differences in their attitudes toward networking. The middle performers waited until after they had encountered problems before looking around for someone who could provide help and support. The star performers built a network of helpers and supporters in advance, so that they could call on them immediately when needed. Some middle performers also lacked perspective. They understood the functions of their specific jobs, but they did not relate their jobs to the overall mission of the company. Nor were they skilled at identifying with the viewpoints of customers, managers or fellow members of the work team. The study concluded that "Individual productivity . . . depends on the ability to channel one's expertise, creativity and insight into working with other professionals." These are precisely the skills acquired through a good corporate educational program that emphasizes behaviors as well as mechanical skills. Star performers emerge from educational systems tailored to the individual company and the individual job. They don't want to become clones. Too many companies today are content with training programs that provide people with knowledge and expertise, but skimp on educational processes that teach them to apply what they learn. You can train people to do the mechanical tasks related to your business. But you can't train them to seek excellence. You change that attitude through consistent input that appeals to an individual's self-interest and organizational spirit. That is the function of a good corporate educational system.
How To Turn Ordinary Employees Into Extraordinary Employees

I was having coffee with one of our clients, the CEO of a company in a highly competitive field. He was just a little intimidated by all the things he was reading about global competition and the drive for excellence. "Nido," he said, "How am I going to make it in this kind of climate? The market is demanding extraordinary performance and my employees are ordinary people." I smiled and reassured him. "Your challenge is very simple," I told him. "All you have to do is turn your ordinary people into extraordinary people." That may sound like an impossible task, until you stop to think about it. What is an extraordinary person? An extraordinary person is someone who consistently does the things ordinary people can't do or won't do. So if we want our ordinary people to become extraordinary people, we simply need to give them strong reasons to do the things ordinary people won't do and teach them to do the things ordinary people can't do. An extraordinary person doesn't have to be extraordinarily gifted. Many people with great knowledge and skills are barely getting by in their professions, while others with much less ability are doing extremely well. The fact is that success is available to anyone who will learn a few simple principles and consistently put them into practice daily. All your people can become extraordinary if they are willing to exert persistent effort. The kind of quality that establishes market leadership rarely comes from one-time breakthroughs. It stems from small incremental improvements day in and day out. Fred Friendly established Federal Express on the basis of a potent idea: the promise of overnight delivery, absolutely and positively.
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But the reputation of Federal Express was built on the fulfillment of that promise day in and day out, with numerous little improvements along the way. For example, Federal Express went one step beyond picking up a shipment on one end and delivering it on the other. At its Memphis hub, it established a warehouse operation so that major shippers could stockpile frequently ordered goods. When a customer placed an order, the shipper could notify Fed Ex and the company would ship it from Memphis to anywhere in the world. You don't have to be a Federal Express to deliver quality service day in and day out. You can do it whether you're in the business of delivering packages, making widgets, selling real estate or providing financial services. The key is to help your people cultivate an attitude of excellence, and to make it a part of their everyday activities. An attitude of excellence can turn ordinary people into extaordinary people. Ordinary people look upon a 99% quality standard as good enough, if not a little stringent. Extraordinary people know that if we were to settle for the 99% standard, everyday life would become a horror story. We would be without telephone service for 15 minutes each day. The Post Office would lose 1.7 million pieces of first-class mail daily, and you'd see three misspelled words on each page of type. What's worse, every year, doctors and nurses would drop 35,000 newborn babies, 200,000 people would get the wrong drug prescriptions, and 2 million people would die of food poisoning. Extraordinary people reach out for quality standards that set your company apart from its competitors. They help you develop a differential advantage. That differential advantage (DA) may come from doing things faster, cheaper, more skillfully or more thoroughly than any of your competitors. It may come from having more experience, more specific knowledge or more convenient locations. It may come from being the biggest, the most flexible or the most accessible of all the companies in your business.
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Or it may consist of the ability to meet the needs of customers in a way no one else can quite match. Whatever it is, your DA must be an advantage that is tangible and that you can demonstrate. People must be able to see it quickly. Your DA provides the basis for your marketing strategy. People have to perceive that you are different from the competition and that this difference provides a direct benefit for them. Really, the key to all effective marketing is identification. When people can readily see themselves using and benefiting directly from your products or services, they become interested. When they can instantly spot the value in it for them, they will believe your marketing claims. When they see more value in your unique resources than in the resources they are currently using, they will want to know more about them. When they see that what you can do for them has more value than the money they'll have to invest in it, they will become customers or clients. The better you can translate your unique marketing advantage into specific value to the customer, the stronger will be your marketing appeal. But before you can sell your clients and customers, you have to sell the people within your company. That means we have to market internally. We have to sell our own people -- even ourselves -- on investing the necessary resources so we can get the job done and get it done right. That calls for leadership. In the past, leadership centered on such things as control. Those who had the upper hand ruled. Leadership meant that managers made expectations clear and checked to see that jobs were done. That kind of leadership is no longer effective. Instead of controlling, we must learn to influence. In today's successful
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corporations, more and more decisions are being made from the bottom up, with accountability at much lower levels. In the business of the future, motivation will focus more on job satisfaction, the quality of work and the team spirit. Supervision will look more like cooperation, with greater emphasis on peer-group control. As I've worked with management teams in the corporate world, I've noticed a number of qualities that extraordinary leaders have in common. Here are some of them: Teachability. Modern leaders must be open to new ideas and methods; new ways of doing things. They must be willing to listen, observe and learn constantly. Adaptability. They must be willing and able to adjust to constant change. Flexibility. They must be willing to work more fluidly with people, dealing with people of many different talents, temperaments and behavior styles. Creativity. They must be willing to try it, fix it, and do it -- and encourage others to do the same. Sensitivity. They must have a keen awareness of the needs, interests and concerns of other people. You can develop such extraordinary leaders and an extraordinary work force if you're willing to provide opportunities for them to learn and to apply what they've learned. Remember that the difference between the ordinary and the extraordinary is a little "extra." Give your people an extra portion of education and development. Share with them an extra measure of enthusiasm. And challenge them to put a little extra something into their relations with co-workers, customers and clients. The little extras will add up to extraordinary performance. I wish you extraordinary success.
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Are You A Creative Or A Reactive Thinker?

The other day I was talking to a CEO about the educational and development needs of his corporation, and he remarked, "You know, Nido, leadership isn't what it used to be. I used to think I knew what to look for in leaders. Now I'm not so sure." He continued: "When I first went into business, a strong leader could say 'Follow me,' and people would follow. Now when you say that, your employees want to know where you're going, what you expect to find when you get there, and what's in it for them if they follow you." His comments were very perceptive. Today's business climate requires a different type of leader, because we're dealing with a different type of work place and a different breed of followers. The old-style leadership was well-suited to yesterday's mechanical-type of organization in which employees were regarded as cogs in a machine and only management did the thinking. When only managers were allowed to think, you needed leaders who could give orders with authority and employees who were willing to follow without question. But smart executives nowadays realize that you can't remain competitive while running a mechanical organization. You must have a thinking organization, which means that people at every level must be able to think and must be free to think. As cooperation becomes the norm from the senior management team to the self-managed teams on the work floor, we need to take a careful look at the types of leadership necessary to mobilize this new-style work force. Here are the characteristics I see in successful leaders of thinking organizations: They help people decide for themselves what to do; they don't tell people what to do. They lead in the creation of corporate visions. They align their personal visions with the corporate vision and help others in the company to do the same.
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They expect excellence in those around them, and they make those expectations known. The people on their teams usually live up to these expectations. They invite people to speak up, and they listen and respond to those who do. They welcome good news and bad news from their associates, knowing that they can't lead wisely unless they are fully informed.
Today's leaders can't be guardians of the status quo. They must foster a climate in which the search for higher quality and better methods becomes a way of life. This calls for creative thinkers. Obviously, if you want your organization to think creatively at every level, you need creative-thinking leaders at every level. Such leaders don't bark orders. They use positive reinforcement to influence people toward the behaviors they desire. They don't isolate themselves from the people they lead. They mingle with them, ask about their problems and concerns, and look for ways to help them. They promote a sense of "family." They don't pretend to have all the answers. information and advice before making decisions. They don't try to do it all themselves. of the talents of those around them. They ask for
They make full use
They don't lord it over others. They treat employees, clients, customers and associates with respect. They are not condescending toward any of the corporate stakeholders, but regard them all as members of the team. They encourage a constant search for improvement and a constant quest for excellence. They provide the educational and developmental programs needed to achieve these goals. Some people think leaders are born, not made. It's an old idea. It gave rise to the traditional leaders -- tribal chieftains and later kings and emperors who passed their authority on to their descendants.
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This gave rise to the theory that good leaders had to have certain inborn traits, such as physical strength, high intelligence, commanding voices, and aggressive personalities. Later theories dealt with what leaders do instead of what they are. People led others, it was believed, by performing leadership functions such as organizing, controlling, staffing, and coordinating. Then, in the early part of this century, it was discovered that workers, left to themselves, will develop their own informal group processes, guided by their own informal but powerful customs and traditions. What's more, when workers were allowed to follow these informal procedures, they became more productive than when they followed the rules and regulations laid down by appointed bosses. This has led to the modern concept of leadership: a process by which management creates an environment in which people voluntarily align their efforts toward common objectives. The good news is that one doesn't have to be born with certain "traits" to exercise this type of leadership. Leadership skills can be taught to your staff, your associates and your employees, and they can be employed by people of a wide variety of temperaments. My staff and I at Creative Services teach those skills every day, and have been teaching them for two decades. They work. So when my friend observed that "leadership isn't what it used to be," I responded, "Yes, and thank goodness for that." American competitiveness demands leadership that can come only from creative thinking at all levels of the organization. A team educated in this new style of leadership pays handsome dividends in the competitive global marketplace.
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FROM TRAINING TO EDUCATION Let me make a suggestion that at first may sound strange, coming from a management consultant. If your company has a training department, do away with it. Replace it with a Department of Education and Development. The reason: The new business environment needs fewer people who are trained to do things a specific way and more people who are educated to find new ways of doing things. As Stanley Marcus once said, "You don't train people; you train dogs and elephants; you educate people." What's the difference? Let me put it this way: Would you want your teenager to have sex education or sex training? The choice is clear. The word education comes from the Latin educo, which means to change from within. Training provides an external skill. Education changes the inner person. Training deals only with the doing level. Education teaches people how to think. Let me give you an example: I once ordered an apple pie and a milk shake at a fast-food restaurant. The server smiled and asked, "Would you like a dessert with that?" This young woman had been trained to act. She had been conditioned to smile and try to upgrade the sale by reciting her memorized lines. And she rehearsed them to perfection. But she had not been educated in customer interaction. She hadn't been taught to listen to the customer, to think about what the customer ordered and to acquire a feeling for what might appeal to the customer under the circumstances. Education deals with the feeling level. The ways you and I act are based on our responses to stimuli. First we think about it, then we begin to feel it, then we act based on that feeling. Ronald Reagan won a landslide election in 1980 by asking people to think, feel and act. He did it with a penetrating question:
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"Are you better off now than you were four years ago?" The voters thought about it. They felt uncomfortable about the economy. This feeling of discomfort moved them to behave in the way Reagan wanted them to behave. They voted against the incumbent administration. Training attempts to add on the qualities needed for success. Education builds them in. Now don't get me wrong. I'm not saying that you should never train people. Training is essential when a specific skill must be learned, or a specific procedure must be followed consistently in a manufacturing process. But training should be part of a broader educational process. One of my favorite proverbs conveys the wisdom that when you give people fish, they'll be hungry tomorrow; if you teach them to fish, they'll never go hungry. Training gives your employees a fish -- a specific skill applicable to a specific task. Education teaches them to fish. Corporations have no choice but to invest substantial resources in developing people. So it's best to invest in ways that let people grow; that teach them to think for themselves; that create a pool of solid candidates for promotion to higher positions. My message to clients is clear: Training focuses on teaching people yesterday's skills. Education focuses on teaching them to develop tomorrow's skills.
Education without the vision for a better future is only training. As Charles Kettering said: "You can't have a better tomorrow if you're thinking about yesterday." We've spent entirely too much time in the past teaching people what to do instead of concentrating on how they think and how they feel and how they behave; far too much time getting a job done instead of producing excellent results; far too much time conforming instead of creating.
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Yesterday's thinking looks at the tasks people perform today and asks, "How can we train our future employees to do these things?" Today's thinking looks at the kind of people needed to fulfill corporate strategy and finds ways to develop them. A reporter once asked Wayne Gretzky, the great hockey player, why he always seems to be where the puck is. Gretzky replied, "I don't do that at all. I always go to where the puck is going to be." Executives, too, must go where the action is going to be. We need to look down the road 5 or 10 years and ask "What kind of company do we want to be by then, and what kind of employees will it take to get us there?" Then we can plan educational and development programs to develop such employees. To carry out such programs, you need behavioral change agents, not trainers. Trainers are easy to find. They are plentiful and inexpensive. Behavioral facilitators are less plentiful, and they're in strong demand. But they nurture lasting qualities that won't become obsolete when the next technological breakthrough occurs. In our company, Creative Services, Inc., we've dedicated the last two decades to helping clients transform their corporations from mechanistic organizations into thinking organizations. Mechanistic organizations are like machines, doing the same things over and over. Thinking organizations are constantly alert for new concepts and new methods. Think about your company. Is it a thinking or a mechanistic organization? Some hints that will help you: In a mechanistic organization: New ideas and methods are discouraged because they vary from the mechanical norm: "We've never done it that way before." Managers and supervisors rely solely on their own judgments, backed by the policy manuals, instead of empowering their people to make on-the-spot judgments that might improve quality and service.
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Rigid procedures discourage employees from playing with an idea or a solution during its development. Communication flows "through channels" rather than spreading throughout the business organization.
Some identifying marks of a thinking organization: People at all levels can talk directly to people in other departments and divisions, and to customers and suppliers. Teams are formed across departmental lines, including employees at all levels, to execute new projects or to solve common problems. Line employees are routinely asked for their opinions and rewarded for ideas that work. Failures at innovative projects are regarded as learning experiences and not as black marks against the person who failed. Corporate structures are flexible and therefore able to adapt to the stress of innovation.
Educated, thinking organizations aren't made up of people trained only to turn screws and wield levers, although those procedures are certainly essential to some jobs. They're made up of people educated in such skills as goalsetting, problem-solving and decision-making, communication, conflict management, negotiation, total quality management, time management and teamwork. Such people, I'm convinced, are not churned out by training departments. They're molded and nurtured by departments of education and development. Education must replace training in organizations that succeed in the global marketplace. It's a prerequisite for survival.
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CUSHIONS FOR HANDLING RESISTANCE

That is a perfectly natural thought -I can understand your viewpoint -Yes, I see your position -You no doubt have good reasons for that feeling -Many persons have felt the same way until -That is an important point of consideration -I can well appreciate your thought there -I dont blame you for your present feelings -I can see why at first glance that it might seem that way -I think I understand what you mean -You are justified in your feelings -Id feel just as you do about it -It does seem like that -That might appear to be -Off hand it does suggest that idea -Quite a few people have felt that way -I can well understand your feelings -We all feel pretty much the same way -Your reasons are no doubt well founded --
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QUESTIONS TO HELP YOU COMMUNICATE

What do you think about...? How do you feel about...? What would you suggest...? What would be your reaction to...? What would happen if...? What do you think is a better way to...? Whats your biggest concern about...? How important is that to you...? Why is it being done that way? Could you give me an example of...? What do you like most about...? What do you like least about...? Where do you find signs most effective for you? www.drumindia.org/.../5-1%20EM%20-%20People%20Change%20Management.doc -
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Communication Skills, Employee Motivation and Morale Development Distribution Reform, Upgrades and Management (DRUM) Training Program

People Change Management

CHANGE: Embrace It Or Resist It

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Power Finance Corporation Ltd.

(A Govt. of India Undertaking)

People hunger for stability amid change.

Space for Institution Logo

Power Finance Corporation Ltd.

(A Govt. of India Undertaking)

For change to be successful, it must be planned.

Planned change involves a three-step process: softening, reshaping and restabilizing.

(A Govt. of India Undertaking)

Power Finance Corporation Ltd.

(A Govt. of India Undertaking)

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Power Finance Corporation Ltd.

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How To Grow Star Performers

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Power Finance Corporation Ltd.

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How To Turn Ordinary Employees Into Extraordinary Employees

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Are You A Creative Or A Reactive Thinker?

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They make full use

Power Finance Corporation Ltd.

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Power Finance Corporation Ltd.

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Power Finance Corporation Ltd.

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Power Finance Corporation Ltd.

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CUSHIONS FOR HANDLING RESISTANCE

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