1

Table of Contents INTRODUCTION .......................................................................................................................... 2

START INQUIRY: ......................................................................................................................... 3

Teamwork ............................................................................................................................... 3

Empowerment ......................................................................................................................... 4

INQUIRE INTO BEST PRACTICES: ........................................................................................... 4

Issues identification: ............................................................................................................... 5

Motivation ............................................................................................................................... 5

DISCOVER THEMES.................................................................................................................... 6

Thinking predisposition .......................................................................................................... 6

ENVISION A PREFERRED FUTURE.......................................................................................... 8

Leadership ............................................................................................................................... 8

DESIGN AND DELIVER WAYS TO CREATE THE FUTURE ................................................. 9

Joint planning of the action: ...................................................................................................... 10

Planning ................................................................................................................................ 10

Action:....................................................................................................................................... 10

Communication skills ........................................................................................................... 10

Getting data after the action: ..................................................................................................... 11

Ability of monitoring and control ......................................................................................... 11

DIRECTLY TRANSFERABLE SKILLS .................................................................................... 11

CONCLUSIONS........................................................................................................................... 12

References ..................................................................................................................................... 13

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INTRODUCTION Why is change difficult? The Harvard Business Review in year 2006 proposes that sixty six of

change initiatives fail to attain their desired business outcomes. This study suggests that the 5

most typical obstacles to change are: worker resistance, communication failure, short time

dedicated to training, employees turnover throughout transition and unrealistic budget

(Ryerson University, 2011). This reality suggests a huge challenge for organizational change

leaders, who must ensure that their projects are not within the 66% that fail. But how to avoid

the problems mentioned above when executing a change initiative? Or maybe a better

question still is why, even knowing the different factors that undermine the effective

management of change, the number of successful projects is so low?

To answer the first question, we must remember that for a change to be effective it is

necessary to use appropriate models that have proved their worth in the application. For this

you can use simple models like Lewin or more complex such as action research model (Faisal,

2013) The use of one or the other depends on the reality facing the organization and which

model is able to adapt better to the changing needs, we must also take into account that no

model is perfect and, although they may be used as methodological basis, it is highly

recommended to understand them as flexible models that need to be adapted to each

situation.

Regarding the second question, the answer may not be in change projects in themselves, but in

more personal reasons. If we consider that the good performance of a task relies on the ability

of an individual to perform it properly, we can identify the cause of the problem on the lack of

skills of the person leading the charge. For a person to be suitable when developing a task, it is

important that he count with three characteristics: know how to perform the task (knowledge),

have the skills to do the job and have the attitude to perform it (Fazel-Zarandi & Fox, 2012).

Given that there are many studies and theory (and therefore knowledge) on projects

management, it should be understood that the reason for such a high failure rate of projects is

the lack of skills and attitudes of people leading change and that is why this paper proposes a

set of skills that a change leader must have for the implementation of a project.

In order to have a framework on which to consider the actions necessary to change, it was

decided to use the positive model of organizational change proposed in the book of Cummings

and Worley (2009) which proposes five steps for effective change and, therefore, proposes the

actions that the change leader must develop. This model, following the suggestion made by the

author, has been enriched at its end with the execution steps of the action research model,

awhich adds three sub stages in the final step. Following, therefore, are described each of the

stages of the model and the skills that will support the correct perform of each.

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START INQUIRY: In this first phase the theme of change is chosen. Priority is given to the participation of the

members to identify the organizational problems that are more willing to solve. (Cummings &

Worley, 2009) For example, they may choose to pursue cases of customer satisfaction, highly

efficient teams or product development processes that bring creative ideas to market with

great urgency. If the research orientation is real and important for people, the process of

change will present those attributes.

As seen this process is highly participatory and therefore, it is necessary that the change leader

has the ability to interact with various groups of people and simultaneously generates synergy

in them, for this reason has been considered two initial skills necessary for organizational

change project: teamwork and empowerment.

Teamwork

Teamwork is a method for connecting a definite cluster of people to achieve an objective

significant to all, for this reason, the change leader must be able to develop it in all the working

groups in order to generate a critical mass (Low, 2011). To change this, the leader must

understand teamwork with features like (Aritzeta, et al., 2005):

Teamwork as a process: This implies that it is not static or routine but dynamic and fluid

over time. The simply possession of certain attributes or characteristics doesn't assure

or directly lead to smart cooperation. Nor will doing one thing well once connote

cooperation. Teamwork is a continuing development process of repeated interactions

that involves attention and determination of all the involved parts.

Partnering: This implies cooperating with, not against. Efficient teamwork is

impossible if team members spend their time, attention or resources by competing

between them. Competition could be used as a motivator, but internal competition is

not good for team creation. Partnering needs accepted interdependence, not

independence or dependence, therefore any actions taken by one person (positive or

negative) had a direct effect on others, which means that this competence must be

supported by good communication (competence that will be seen later) to keep all

persons informed, consolidate actions, and incorporate the differing thoughts taking

place into the team. This strategy is very unlike from the team that sees itself as

individuals who works in on the same assignment on parallel.

Facing different individual characteristics: teamwork grows since persons distinguish

who is a team member and who is not. Individuals also comprehend their job and

tangible and intangible influence to the group. For development groups or task forces,

involvement is visibly defined. For management teams, determining and recognizing

membership can be a very important component of teamwork success.

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Meaningful objectives: While company goals may offer the framework for the teams

being created, the group must adopt the objectives in a way that is significant for them.

Empowerment

Empowerment is an additional component to develop synergy in work teams. It must be

developed by the leader of change within dimensioned critical mass aforementioned.

Empowerment has been represented as a way to change staff to create choices and as a private

development where people take responsibility for his or her own actions (Alsop & Heinsohn,

2005). The first definition relates to how management facilitates and implements the direction

culture, whereas the second emphasizes the importance of the individual within the really

roaring application of direction.

Other way to understand personal empowerment is in reference to business consultants and

views it as a powerful self-analytical tool that permits them to grasp and address their personal

biases, variations of opinions, and experiences with purchasers so as to achieve success in

amendment efforts (Alsop & Heinsohn, 2005). Regardless of the definition of direction used,

the top goal is to develop the performance and potential of the individual additionally as that of

the organization

Empowerment has been explored within the context of articles from a journal specializing in

this area. The idea is often approached from several angles, and organizations eager to

embrace this business approach should be totally conscious of its complexness. Empowerment

cant be passed over from management to workers as any object is passed between different

persons. It is a multifaceted process which needs a transparent vision, a learning atmosphere

for administration and workers, and involvement and execution tools and methods in order to

achieve success. All these factors combined will help the company acquire a predisposition

toward change, which is why the leader of change must be able to develop these characteristics

on the task force, otherwise the synergy required for this first step cannot be achieved (Choi,

2006).

INQUIRE INTO BEST PRACTICES: This phase consists in receiving information about the "best" of the company. For this,

employees will help to design an processes and tools to collect the necessary information. They

will conduct the process designed in the topic that they have chosen. After this, they will

integrate all the data to create a fund of information that describes the relation between the

company and the topic of the change process. Based on this need, it has been identified that

the change leader must be able to work with large amounts of information, so that it can guide

the process to resolve the issues that generate a greater impact on the organization.

(Cummings & Worley, 2009)

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Issues identification:

Coming up with an issue isn't sometimes troublesome; however, it's typically troublesome to

pinpoint specifically what's wrong and developing with an answer to place it right. The primary

step is solely to clarify what must be modified and why; this is important to make sure that the

change process will have actual benefits for the organization (LeaderSphere, 2009).

For this purpose, it is necessary that the leader of change, at moment in which the group is

developing improvement options, incite them to wonder the ways that you can save time, work

better, or save money. Thus, the team can identify more clearly the direction to take on the

analysis. For this, the leader of change may also propose a baseline on which the team can

develop their ideas. Whatever course is taken, it is important that the model should be adapted

to the needs of the company and the problem that is facing; otherwise, the group may decide

to work on issues unimportant or with little impact. Finally it is important to remember that

properly identify the causes of the problem will help, when evaluating the change intervention,

to assess the level of success of the project in a clearly quantifiable way (LeaderSphere, 2009).

Motivation

One of the biggest problems when generating organizational change is the fact that the high

uncertainty produces a low on motivation, a factor that increases the turnover. this can be fatal

to a project of change. Major change efforts like reorganizations, mergers, and cost-cutting

programs place firms in danger of losing a number of their most polar folks. Change is

destabilizing for a company and dispiriting for its folks, and competitors are often fast to scent a

chance to poach employees. Retentive and motivating key workers are vital not simply in

managing the immediate transition however in maintaining the organizations performance and

health for several years to come. In fact, once mergers fail, its actually because of the loss of

crucial talent. (T. & Shelton, 2000)

The rate of attrition among executives in change processes is double that elsewhere, and might

keep for long periods of time (Krug, 2003). The impact on a business will be severe; for

example, within the year following a change process due to a firm merge, the companys sales

will usually dip by between five and eight per cent; similarly, a cost-cutting effort will jeopardize

the retention of important employees even when their own positions are secure. People in

firms that have lain off workers within the previous six months are possible to feel considerably

less loyal to their leader (Harter, et al., 2003). Indeed, a recent analysis found that downsizing

the manpower by simply one per cent will precipitate a thirty one per cent increase in workers

turnover (Trevor & Nyberg, 2008). Even amendment efforts that dont involve large-scale

redundancies, like performance transformations, will place key individuals below stress as

responsibilities shift and performance demands increase. Holding key individuals isn't the sole

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challenge posed by a change program; motivating them is often even harder. The uncertainty

and disruption that major amendment brings will quickly erode worker commitment.

This shows that the change leader must be able to properly motivate those involved in the

change; otherwise the project will run great risk of failure, either by the little intention of

people to make the change, and the loss of key personnel.

DISCOVER THEMES In this phase the employees discussed the big and small stories, to identify issues that represent

the common dimensions of the experiences. For example, those relating to innovation may

contain themes of how managers allowed their subordinates to explore new ideas, the support

they received from their co-workers and how the customer contact generated creative ideas;

no issue is too small to be represented, and it could be better to describe all the mechanisms

involved that contributed and support issues. These serve to make the transition from "what is"

to "what can be" (Cummings & Worley, 2009) This process of refinement of ideas requires,

therefore, that the change leader be guide the process toward common aspects, in which the

exploration of ideas should be done under coherent lines of thought that lead to the correct

identification of the subjects.

Thinking predisposition

Robert Sternberg proposes 3 forms of productive Intelligence (Fogarty, 2001) this model

proposes that the collaborating nature of those intelligences is essential for problem resolution,

decision making and creative thought. The author also explains that everybody has some level

of those 3 intelligences, however, typically, individuals tend lean a lot of towards one. these

three intelligences are:

Analytical: to help you develop comparisons, judgments, assessments and other

activities of intellectual character.

Creative: one that allows the individual to imagine, generate assumptions, designing

new objects, inventing etc.

Practical: it allows the individual to execute practical actions, implement plans,

demonstrate the use of different tools and objects, etc.

This would make a case for why some individuals tend to stand out more in some specific areas

than in others; and therefore a leader of change must also develop these skills. But anyone can

develop all three at the same time, so it is unreal to think that the success of a leader is only in

their intelligence, but in their thinking dispositions. What are thinking dispositions? These are

the trends that a person has when thinking and that have as a result, an important impact in

the way they behave. Being an effective manager therefore means being a good thinker. But

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what does that entail? According to Shari Tishman (Tishman, et al., 1995), a good idea is a

combination of critical and creativity thinking skills, values, habits and motivations; all these

features together are determinants of thinking skills, and all are employed in a lesser or greater

degree for efficient actions. The important thing is that, being a skill, thinking dispositions can

be taught and learned. There are several key thinking dispositions that are important to good

thinkers. Managers should take note and determine ways to use them properly to your

advantage in critical situations.

Taking this into account, and in order that people can properly identify the issues, the change

leader must develop the following behaviors (Tishman, et al., 1995):

Think in general terms and be adventurous: The curiosity and thirst for knowledge of

the change leader must provide the ability to see the big picture. He should be able

to step out of your comfort zone and be open to people and situations that may

have left out of the past. Do not be afraid to take risks and propose new ideas and

take chances. The idea of Big Dreams applies here and the leader of change must be

able to support this process.

To reason clearly and carefully: You must take the time to think through various

scenarios before making decisions that could be crucial. What's the worst that could

happen? What is the best thing that can happen? Who will be affected? Why you

want to advance in each of the different paths that are presented? What are the

benefits? What are the drawbacks?

Be prudent and thoughtful: Being fair is one of the most important features that a

manager can cultivate. The change leader should take time to determine if this

benefit to your favorites or if you have a bias that can interfere in their decision-

making methods. The change leader must find ways to provide opportunities for

participants each change and to share their time and energy in the most impartial as

possible.

Encourage cooperative thinking based on multiple sources in the team: The best way

to have a good idea is to get lots of ideas, and the best way to reach many ideas is to

work with peers in a group environment. There is analysis to support the actual fact

that the dynamic exchange of concepts inside little teams not solely will increase

interest among the participants however conjointly promotes crucial thinking

(Johnson & Johnson, 1986); So at participate in brainstorming activities, it is

generating a lot of ideas that can lead to innovative results and contribute to foster

team spirit and morale.

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ENVISION A PREFERRED FUTURE At this stage the employees discussed the issues identified, questioned the current situation

and describe an attractive future. Based on the past success of the company, collectively

visualize the future and create "possibility proposals", statements that connect the practices of

the time, with the ideal possibilities of its future organization. The proposals offer a truly

exciting landscape, drawing provocative and possible future. Based on these possibilities,

employees identify eligible participants and the most important processes to be modified to

support the advent of the future dreamed. (Cummings & Worley, 2009) This vision of the

future, however, is susceptible to be forgotten in the day-to-day work and this threatens the

resolution of the project. Thus considering the need to maintain high motivation toward the

goals generated by the group, it is important that the person in charge of the process,

possesses the motivating leadership skills to ensure that the organization does not lose sight of

the objectives formulated.

Leadership

A change proposal or initiative always starts with a vision. When change is based on external

factors (political, economic, social or technological) or internal (policies, systems or structures),

creating a vision clarifies the way forward for change. Moreover, in this process, creating

shared vision helps to motivate those affected to take action in the right direction (Kotter,

1996) for which a good leader is indispensable.

Leadership has always been an important topic, and sometimes even controversial, when

studying organizations, an example of this is that during the last thirty years the concept of

leadership has undergone a number of criticisms that have neglected important aspects of

same, due to the dominant paradigms and organizational perspectives (Podolny, et al., 2005)

Part of this skepticism has resulted from questions on the definition of the construct likewise as

whether leadership has discernible effects on organizational outcomes. Proponents of

leadership argue that leaders, by their terribly roles, square measure accountable for creating

choices that facilitate their organizations adapt and achieve competitive environments. In

distinction, people who read organizations as heavily forced claim that leadership is basically

digressive and, at best, a social construction.

One part of the ambiguity of leadership stems from the clarity deficiency within the definition

and measure of the construct itself. Leadership has been accustomed describe everything from

the consequences of first-level supervisors on subordinates attitudes to the consequences of

CEOs on structure performance, from the attribution processes raters use to characterize

leaders to the particular activities that leaders have interaction in, and from the characteristics

of individuals who emerge as leaders to the consequences of actual leaders themselves (Judge,

et al., 2002). To avoid this lack of preciseness, we have a tendency to outline leadership

9

because the ability of someone in an exceedingly formally assigned ranked role to influence a

bunch to attain structure goals. Specifically, we have a tendency to specialize in ratings by

subordinates of these actions taken by formally assigned leaders at 3 ranked levels to articulate

a vision for the unit, set a strategic direction, outline measurable objectives reflective of the

strategy, align the reward system, encourage subordinates, and effectively lead with resistance

to change.

Understanding the impact of leadership on performance of the organization might require

consideration of several management levels at the same time. Although most previous

leadership studies have centered on the efficacy one person (eg, the CEO, a general manager,

or supervisor), within organizations of all sizes, it looks probable that organizational

performance is a function of the aggregate effect of the leaders in the diverse hierarchical

levels. However, understanding how leadership affects organizational performance is not easy.

For example, a powerful leader in high ranks can generate less effective leaders at lower levels.

In turn, a set of highly aligned leaders through levels, although less effective, can be successful

in implementing change. Or, an effective set of lower level managers can block the change if

you do not support a strategic initiative. Leaving aside the effects of an individual leader, the

level of alignment of the various leaders in the organization through different hierarchical

levels, including the leader of change, can enhance or interfere with the successful

implementation of a strategic initiative. When employees see that leaders of different

hierarchical levels are not aligned, they begin to perceive ambiguous signals about the initiative

and its importance which results in decreasing commitment to their achievement. Thus, the

leadership at one level can offset or counteract the effects of leadership in another. In other

words, the efficacy top management in the implementation of a strategic initiative will depend

essentially on the alignment that the change leader can generate between the leaders of the

different hierarchical levels, so that they in turn transmit that alignment to their staff (Judge, et

al., 2002)

DESIGN AND DELIVER WAYS TO CREATE THE FUTURE The last phase includes the design and delivery of forms to create the future. Describe the

activities and produce the necessary plans to achieve the vision. After this, the process goes to

the action and evaluation stages, similar to the action research model. Employees make

changes judged the results, make the necessary adjustments and take other measures, as

leading the company to the vision and support "what will be". The process is not interrupted

and ongoing discussions about the best (Cummings & Worley, 2009). In order to clarify the

behaviors necessary at this stage, then specify the implementation stages of the action

research model according to the author:

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Joint planning of the action:

Here the leader of organizational change and the members of the company agree on the

measures to take. Thus began the process of transition or change in the company

choose the best way to reach another quasi-stationary equilibrium. At this stage the

action to take depends on culture, technology and environment of the organization, the

diagnosis of the problem, the time and cost of the intervention. Obviously based on this

stage that another leader competencies change must be planning capacity, so below is a

brief presentation of the subject (Cummings & Worley, 2009).

Planning

A comprehensive change management program should be leveraged by a rigorous

project plan. The plan should describe in detail the various stages of the project, how

they perform each and what the list of resources that will be needed for the same. A

successful program of change must integrate and balance the hard (structure, IT, etc.)

and soft (Motivation, training, skills, etc.) elements of implementation. Each of these

will become a trigger for the other, but it must be managed in parallel. Organizational

change projects are complex and this complexity must be addressed in the

implementation plan. Thus before the final plan is executed, the leader must ensure

that this change effectively addresses all factors necessary for successful

implementation. The tool used for this purpose is a Gantt chart; this tool can associate

different aspects of the implementation as schedules, resources (including budget and

people) and project milestones. Depending on the nature of the project, this table may

also include an independent procurement and quality plan. Separately, in all cases,

there must be a communication plan that is managed according to the initial plan, but

independently; this aspect will be addressed in the next section.

Action:

At this stage there is the transition from one state to another. It may consist of installing

new methods and procedures, to reorganize the structures and work designs, to

reinforce new behaviors. These are measures that can rarely be implemented

immediately, but require a period of transition as the company moves from current to

desired state (Cummings & Worley, 2009).

Communication skills

It is impossible to communicate too much when you are trying to implement a plan of

organizational change. It is for this reason that the change leader must possess the

ability to use constant communication through the use of different strategies, sources

and pathways. Recall that among the causes of project failure is the lack of

11

communication; thus, the change leader must ensure that all age groups to be affected

with the change to know the details of it (Choi, 2006).

Getting data after the action:

The process of change is always cyclical, meaning that it is necessary to collect data, to

communicate the results to the organization, but to use it as a diagnosis and begin again

the process of improvement (Cummings & Worley, 2009).

Ability of monitoring and control

When talking about a consistent process of change that must be aligned with the

strategy, one can speak of a the use of an strategic control, influenced by strategic

requirements, focused on an a priori control (consisting of iterative track of strategic

verifying validity and possible changes in it, which if necessary carry reformulation,

anticipating deviations and promoting preventive actions), such as a posteriori control,

most related to the implementation, which allows you to verify the implementation

strategy implemented through action plans that are in line with the desired state and,

aligned with the resulting gap, discuss possible corrective actions. This, in a cyclic

process, leads to a situation of continuous feedback (Jensen & Meckling, 1999).

DIRECTLY TRANSFERABLE SKILLS To finish this text is necessary to identify the skills which by their nature can be transferred

from one context to another. After a thorough analysis of the literature, it can be understood

that in fact all the skills are transferable from one context to another. The process for reaching

this conclusion has been to intentionally analyze texts of very different sources and addressing

problems in different circumstances and scenarios. In the first instance it is understood that the

issue of skills should be of importance to the field of psychology so that several texts have

analyzed this trend (Judge, et al., 2002 and Krug, 2003), of course this knowledge is reflected in

texts more in the nature of business consulting and advisory (Alsop & Heinsohn, 2005 and

Cummings & Worley, 2009) Once here you can see that the generation of knowledge about the

management of change begins to transcend from the aforementioned fields to fields such as

education (Fogarty, 2001, Johnson & Johnson, 1986 and Tishman, et al., 1995) health (Erstad,

1997and Kerridge, 2012) or technology (Fazel-Zarandi & Fox, 2012) , which shows that change

management is a discipline that must be applied in any context where you want to generate

improvements.

While different texts have varied approaches and each of them tries to cover a different aspect

of the complexity of organizational change when the analysis is performed for each of them, it

is obvious that different skills proposed in this paper are applicable and required in each

situation. While it is true that, as the case one of them may represent major advantage over the

12

other, this does not mean that one of them should be displaced or forgotten when

implementing an initiative of this kind, indeed, after performing this analysis it can be seen that

the real success of a change project leader, regarding the proper development of their skills, is

to know how to use his skills in a synergistic way, knowing leverage on one or the other

depending on the current situation experiencing the organization and the stage of the process

of change.

CONCLUSIONS To start it can be concluded that if there is such a high level of change projects that fail in their

execution is due not to the lack of literature or studies on the subject, but because the

performances are very poor in terms of how it is being guiding on the process. This implies,

therefore, that for a change project for be executed properly, the leader of it must have a set of

highly developed specific skills, that he is able to understand and use to his advantage.

It is also important to understand that the change processes involve the highly active and

committed participation of the entire organization. Otherwise it is virtually impossible for

change to manifest deeper. In this respect, it is important to emphasize that the organizational

change leader must not only possess a set of highly developed skills, but must also possess the

ability to pass on these skills to people with whom he works. Thus, the organization ceases to

be so dependent on a single individual and begins to generate the interdependence necessary

for synergistic change; this process obviously involves training and personal development that

will serve to reduce the risk of project failure.

For this text the model of positive change was used as a basic framework. This model is used to

generate improvements in scenarios where there is no a major crisis or serious problem. This in

practice can bring two different consequences. First it is possible that the way in which the

change leader uses his skills in crisis settings should vary, so different skills, such as

communication, teamwork, etc., although they will be useful, they must be used differently.

Secondly it means that the skills proposed, although they may be useful in this situation, may

be insufficient in most problematic circumstances. Therefore, it is possible that in other

scenarios, the change leader needs to use more specific skills required to address problems

such as sense of urgency among others.

Regarding the level of development of these skills, it is important to remember that it is difficult

for one person to fully develop all these features, so it is recommended that the change leader

creates a team whose members possess the personal characteristics necessary to bearest

possible gaps in the skills set of the change leader. Thus, if a person has not fully developed a

skill, another member of the team can compensate for this problem with their personal

characteristics.

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