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Organizational Capacity for Change
Tools and Processes
Change Tools and Processes - Team
This unit will present you with a range of tools and processes that will help teams come to terms with change when it has been implemented within their organization.
It is recommended that these tools and processes are used in conjunction with the 8 dimensions of Organizational Capacity for Change covered in Module 1 and 2.
The Wheel of Multiple Perspectives
This approach will enable you to gain a broad range of perspectives from the individuals who are directly involved in the change.
When starting a project, we tend to forget that people have different understandings of the initiative they are involved in. The magic of efficient teamwork is to understand the different perspectives of team members and stakeholder groups involved in a project.
The more perspectives on an issue that can be considered by a team, the more possibilities emerge for effective action. The point is not just to look at one or two extremely different perspectives, but also to capture as many nuances as possible.
Receiving multiple perspectives on a project can often lead to the discovery of factors that may have gone unconsidered!
The Wheel of Multiple Perspectives – Step 1
Prepare a wheel , write the name of the project, or the task in the center and, by drawing lines, divide the wheel into equal portions of a cake, one for each member of the team.
Write the name of one of the team members present in each of the portions. Write cards with the titles of the major stakeholders; e.g. director, PR officer, controller, client, supplier, competitor, etc. Place the name cards around the wheel.
Name of Project
The Wheel of Multiple Perspectives – Step 2
Turn the wheel. After it stops, each team member will be related to one of the stakeholders. Each team member should develop a perspective for the stakeholder to which they have been assigned.
In developing the stakeholder’s perspective the focus should be on the questions: "What are the main constraints we have to solve and how can we solve them?"
Each team member should start their comment with: "From my perspective as sales agent (customer, etc.), the constraints we face, are .... We should look for a solution in..”
The limit of each contribution’s should be 3 minutes.
Click here for additional information
To help to understand this stakeholder’s perspective, ask yourself these questions, from the stakeholder’s point of view:
Time: What is the time frame I am relating to? When did I become aware of the problem? When will it, effectively, be a non-issue for me?
Expectation: What do I expect to happen, if the project continues as expected? What do I hope to happen? Who expects me to deal with this? What do they want me to do?
Examination: How closely am I willing to examine the problem? From how far away do I see it? What else is connected with this problem as I see it?
Giving and receiving feedback is a tricky. We may need to criticize others, particularly our subordinates, but it’s often difficult to find the right words. We have to strike a balance. This tool helps you to reframe your criticism into acceptable and positive feedback.
The feedback exercise usually is introduced after a presentation or a round of group work. Each of the group members gives and receives feedback. The following description gives an overview of the process and an example of the tool being used.
While giving feedback may be difficult at times – it can be invaluable to any project or change initiative!
Feedback Exercise - Step 1: Writing down the Feedback
Put the chairs into a circle, remove all tables. Everybody in the group prepares feedback for all the other people in the group.
On an individual sheet for each participant write a statement, answering the following questions:
1. What did I like about (Name) performance/collaboration?
2. Of the things that I like what would I like to see more of?
3. What features / behaviours / application of skills did I miss?
Feedback Exercise - Step 2: Giving the Feedback
One participant starts by standing up behind his chair. He calls on one of the group members, who also stands behind his chair.
The “giver” presents his feedback by addressing the empty chair, using the third person singular.
After giving the feedback orally, the “giver” hands over the feedback sheet to the recipient. The rest of the group then continues providing feedback to the same person. This should continue until everybody has given feedback to everybody.
Click here for an example
Let us assume, the giver is Charles, and the recipient is Peter: "Charles particularly liked the way Peter collaborated by making sure everybody in the team could bring in their ideas. He also liked the creative way, Peter solved the problem with our client X.
Charles would like to see even more of this creativity, maybe extended to other group problems.
Charles would have liked to have seen more documentation on Peter’s activities in the development of the project."
END of UNIT
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