Change-Management-Syllabus - Individual Team Oz

Change Management
Syllabus
(Version 1.6 Live)
Change Management Syllabus – May 2012

Version 1.6 (Status – Live) Page 0 Owner – Chief Examiner
Aligned to version 1.1 APMG Syllabus Standard
1 Introduction
Change Management qualifications are currently offered at two levels: Foundation and
Practitioner.
This syllabus covers both the Foundation and Practitioner levels of examination. It is based
on the 3rd edition of Making Sense of Change Management text by Esther Cameron and Mike
Green, issued in May 2012 by Kogan Page (‘the Text’) and supplementary text from the
authors Cameron and Green and the People Alchemy, Alchemy for Managers website. These
supplementary materials are collated in the APMG Change Management Practitioner
Handbook version 1.2 (‘the Handbook’).
The Text provides guidance on the principles and practice of managing change and is divided
into four separate knowledge chapters: Individual Change, Team Change, Organizational
Change and Leading Change.
The primary purpose of the syllabus is to provide a basis for accreditation of people involved
with Change Management. It documents the learning outcomes related to the use of Change
Management and describes the requirements a candidate is expected to meet to demonstrate
that these learning outcomes have been achieved at each qualification level.
The target audience for this document is:

• Exam Board
• Exam Panel
• APMG Assessment Team
• Accredited Training Organizations.
This syllabus informs the design of the exams and provides accredited training organizations
with a more detailed breakdown of what the exams will assess. Details on the exam structure
and content are documented in the Change Management Foundation and Practitioner
Designs.
2 Foundation Qualification
2.1 Purpose of the Foundation Qualification
The purpose of the Foundation qualification is to measure whether a candidate has sufficient
knowledge and understanding of the Change Management Text and Handbook to act as an
informed member of a change management team during a period of change within part or all
of their organization. The Foundation qualification is also a pre-requisite for the Practitioner
qualification.
2.2 Target Audience

This qualification is aimed at individuals who are involved in change programmes or
organizations going through change, who require a working knowledge of the key principles of
change management, who need to know the terminology used and some of the theory behind
the practice. It is also the introduction to the higher level Practitioner qualification and
therefore includes all those who are the target audience for that qualification..
2.3 High Level Performance Definition of a Successful Foundation Candidate

The candidate should be able to recall, recognize and demonstrate understanding of the
theories, concepts, models and approaches outlined in Part One of the text, including terms
used, process sequences and roles involved.
Specifically (s)he should be able to demonstrate this understanding by being able to:
• Explain how individuals are impacted by change and different ways they may respond
to change situations
• Contribute to development of strategies to help individuals through change, overcome
resistance and achieve the desired results from change
• Identify the impact of personality on individual responses to change and on
relationships within teams
• Describe and discuss the nature of teams and how they develop and perform in
change situations
• Contribute to discussions about how to improve the effectiveness of a team and how
it can initiate and adapt to change
• Offer insights on how organizations work and how the process of organizational
change happens
• Contribute to development of organizational change strategies by outlining the
assumptions, benefits and limitations of different models and approaches that can be
used
• Discuss with leaders the different roles that they can play in a change process and
the different leadership styles and skills required in different phases of change.
3 Practitioner Qualification
3.1 Purpose of the Practitioner Qualification
The purpose of the Practitioner qualification is to confirm whether the candidate has achieved
sufficient understanding of how to apply and tailor Change Management guidance in a given
organizational change situation. A successful Practitioner candidate should, with suitable
direction be able to start applying the Change Management approaches and techniques to a
real change initiative but may not be sufficiently skilled to do this appropriately for all
situations. Their individual Change Management expertise, complexity of the change initiative
and the support provided for the use of Change Management approaches in their work
environment will all be factors that impact what the Practitioner can achieve.
3.2 Target Audience

This qualification is aimed at change managers and aspiring change managers. It is also
relevant to other key staff involved in the design, development and delivery of change
programmes, including: change leaders (e.g. Senior Responsible Owners), change ‘agents’
(e.g. Business Change Managers), change implementers (e.g. Programme/Project
Managers), change support (e.g. Programme/Project Office) and operational line
managers/staff.
3.3 High Level Performance Definition of a Successful Practitioner Candidate

A candidate should be able to use the models and concepts outlined in the Text and the
Handbook to understand ‘real world’ change processes, to offer relevant insights and ideas
which can aid decision-taking, and assist in evaluating options. Specifically (s)he should be
able to:
• Offer relevant insights in discussions about how to prepare for change, including
factors which will increase the probability of a successful outcome
• Help identify individual learning issues affecting change, suggest learning activities
appropriate to different individual learning styles, and evaluate the roles in the change
process of feedback, coaching and action learning
• Use an understanding of different psychological approaches to propose and evaluate
tactics which will help people engage – and remain engaged – with a change process
• Recognize early signs of resistance to change and propose actions to mitigate it
• Identify the impact of individual personality types on responses to change and on
team relationships, and to suggest positive ways to make use of such diversity
• Support a range of types of team with insights which will help achieve team
effectiveness, including an appropriate role for facilitation of team meetings and
processes
• Recognize the development level of a team and help its leaders to respond
appropriately
• Use a range of organization paradigms to understand, support and sustain change
processes whether these changes are planned, emergent or complex
• Offer an appropriate process framework to help plan or understand any particular
organizational change
• Help others understand the difference between organization change and transitions
as they affect people, and suggest practical leadership actions at different stages of a
change
• Identify issues facing change leaders and offer insights to help them adapt their
leadership style and approach to be appropriate to the situation
• Establish a clear framework of roles, skills and activities through which leaders from
different levels can support and sustain the change process
• Support the mapping of stakeholders around a change process and help develop
ways to build and maintain stakeholder engagement.
4 Learning Outcomes Assessment Model

A classification widely used when designing assessments for certification and education is the
Bloom’s Taxonomy of Educational Objectives. This classifies learning objectives into six
ascending learning levels, each defining a higher degree of competencies and skills (Bloom et
al, 1956, Taxonomy of Educational Objectives).
APMG have incorporated this into a Learning Outcomes Assessment Model which is used to
provide a simple and systematic means for assessing and classifying the learning outcomes
for APMG qualifications.
This structured approach helps to ensure:
• A clear delineation in learning level content between different qualification levels

• Learning outcomes are documented consistently across different areas of the
guidance
• Exam questions and papers are consistent and are created to a similar level of
difficulty.
The Foundation qualification examines learning outcomes at levels 1 (knowledge) and 2

(comprehension). The Practitioner qualification tests learning outcomes at levels 2
(comprehension), 3 (application) and 4 (analysis).
Change Management Learning Outcomes Assessment Model
1.Knowledge 2. Comprehension 3. Application 4. Analysis
Generic Definition Know key facts, terms Understand key Be able to apply key Be able to analyse
from APMG Learning and concepts from the concepts from the concepts relating to and distinguish
Outcomes manual/guidance manual/guidance the syllabus area to a between appropriate
Assessment Model given scenario and inappropriate use
of the
method/guidance for a
given scenario
situation

Qualification Know facts, including Understand the Be able to apply Be able to analyse
Learning Outcome concepts, terms, concepts, principles, particular models or and distinguish
Assessment Model principles, model model types, approaches relating to between appropriate
types, approaches approaches and roles the syllabus area to a and inappropriate use
and roles. given scenario. of particular
approaches and
(By implication this
models within the
must include how a
context of the
model or approach
scenario.
should not be used.)
5 Syllabus Areas
The syllabus is presented by syllabus areas. This is the unit of learning which may relate to a
fragment of the Text or Handbook.
The following syllabus areas are identified.
Syllabus Syllabus Area Title

Area Code
IC Individual Change
TC Team Change
OC Organizational Change
LC Leading Change

6 Syllabus Presentation
For each syllabus area learning outcomes for each learning level are identified. Each learning
outcome is then supported by a description of the requirements that a candidate is expected
to meet to demonstrate that the learning outcome has been achieved at the qualification level
indicated. These are shown as syllabus topics.
All Foundation level requirements are assumed to have been met for Practitioner level and
are not directly assessed again, although Foundation level knowledge and understanding will
be used when demonstrating Practitioner application and analysis learning outcomes.
Each of the syllabus areas is presented in a similar format as follows:
Syllabus Syllabus Area :
Practitioner
Foundation
References
Area Code
Primary
Change Management Syllabus Area (XX) Theme [1]
PG [2]
Level Topic
Know facts, terms and concepts relating to the syllabus area. [3]
Specifically to recall:
01 01 [6] [8]
[7]
[4] [5]
01 02
Key to the Syllabus Area table
1 Syllabus Area Unit of learning, e.g. chapter of the reference guide or

course module.
2 Syllabus Area Code A unique 2 character code identifying the syllabus area.
3 Learning Outcome A statement of what a candidate will be expected to know,

understand or do.
(topic header shown in
bold)
4 Level Classification of the learning outcome against the APMG

OTE Learning Outcomes Assessment Model.
5 Topic Reference Number of the topic within the learning level.
6 Topic Description Description of what is required of the candidate to

demonstrate that a learning outcome has been achieved at
the qualification level indicated
7 Foundation/Practitioner Shows at which qualification level the topic is assessed.
N.B A topic is only assessed at one qualification level.
8 Primary Reference The main reference supporting the topic.

7 Important Points
The following points about the use of the syllabus should be noted.
7.1 Change Management Guide References

The Change Management Text and Handbook references provided should be considered to
be indicative rather than comprehensive, i.e. there may be other valid references within the
Text and Handbook.
In practice, at Practitioner level, questions based on a syllabus topic may require knowledge
of material from other sections of the Change Management Text or Handbook. This will be
clear from the context of the question and the scenario.
Material to support this syllabus is drawn from 2 main sources which are referenced
specifically in this syllabus as follows:
• Where material has been drawn from the text, the page numbers have been included
to point to specific tables or paragraphs, or reference is made to a range of pages
from which the material is drawn. The majority of the references from this book
address the content of level 1 and 2 (the Foundation paper) found in the four chapters
of Part One. Specific theories that are not examined in the Foundation or Practitioner
papers are indicated. The Practitioner paper also draws on material from the
introductions to the book and Part Two; and the two chapters in Part Three.
• Where material has been drawn from additional papers based on original work by
Esther Cameron and Mike Green, or from the People Alchemy Ltd website,
references are made to the Practitioner Handbook, where formal copyright
statements can be seen.
8 Syllabus Exclusions
The textbook, Making Sense of Change Management (3rd edition), contains some text which
is potentially misleading and will not examined:
Pages 82-85 – The Leadership issues in Team Change

• Whilst the content of this section of the book is examinable, no question will depend
on the sequence of Bion’s or Turquet’s ‘basic assumptions’.
(Full notes explaining these syllabus exclusions are contained in Appendix A – Notes on
Syllabus and Approved Training Materials).

Practitioner
Foundation
Reference
Area
Primary
Code Individual Change
IC
Level Topic
Know facts, including concepts, terms, principles, model types, approaches
and roles relating to Individual Change.
01 01 The defining features of models which describe how people learn:
1. The learning process and the learning dip; the Gestalt terms P16-19
‘foreground’ and ‘background’; the sequence of the learning
process (conscious/unconscious incompetence to 9
unconscious competence)
2. The stages and sequence of the ‘learning cycle’ (Kolb) and P19-22
the related learning styles
01 02 The perspectives associated with the behavioural approach to
change:
1. The process of conditioning: examples of rewards and P22-26
punishments (Pavlov and Skinner); examples of financial and 9
non-financial reinforcement strategies
2. Motivation and behavior; the assumptions and factors P26-28
identified by McGregor and Herzberg
01 03 The perspectives associated with the cognitive approach to change:
1. Achieving results and setting goals; the ‘well-formed P28-32
outcome’; the sequence which connects self-concept to 9
results
2. Techniques for changing beliefs and performance P32-35
01 04 The perspectives associated with the psychodynamic approach to
change:
1. The sequences and terms used in theories using the idea of 9 P36-40
a ‘change curve’ (Kubler-Ross; Adams, Hayes and Hopson)
2. The sequences and terms used in the Virginia Satir model P40-43
and critical points in the change process (Satir; Weinberg)
01 05 The perspectives associated with the humanistic psychology
approach to change:
1. The levels and terms used in the hierarchy of needs P47-49
(Maslow)
2. The three ‘crucial conditions’ to bring about growth and 9 P49-52
development with individuals within organizations and
process of change (Rogers and the path to personal growth)
3. The Gestalt approach to individual and organizational
change; the terms used and sequence of the Gestalt cycle P52-55
(Perls; Nevis)
01 06 The individual personality ‘preferences’ identified by the MBTITM and P56-59
the responses of four types of individuals to change (Myers and 9
Briggs)

Practitioner
Foundation
Reference
Area
Primary
IC
01 07 The factors that influence how to manage change in self and others:
1. Propensity for change – five factors (Cameron and Green) 9 P60-61
2. The stages and terms used in the transformative change P61-64
model and factors causing resistance to change (Schein)
01 08 How managers and change agents can help others to change 9 P64-67
Understand the concepts, principles, model types, approaches and roles

relating to Individual Change.
Specifically to identify:
02 01 The elements of theories and models on learning and how they
relate to what happens when individuals go through change:
1. The learning process and the learning dip P 16-18
2. Gestalt ideas of ‘foreground’ and ‘background’, and their P 18-19
application to the learning process (conscious and 9
unconscious competence and incompetence); the stages
from unconscious incompetence to unconscious competence
(Gestalt)
3. The stages and sequence of the learning cycle; different P19-21
learning preferences/styles and how they relate to the cycle;
appropriate learning activities for each learning style. (Kolb)
02 02 The elements of theories that underpin the behavioural approach to
change:
1. The process of conditioning; the links between rewards and P22-26
punishments and the reinforcement of behaviour (Pavlov and
Skinner); examples of financial and non-financial 9
reinforcement strategies and how they may be used
2. Theory X and Theory Y assumptions (McGregor) P26-27
3. Factors affecting demotivation and motivation at work; use of P27-28
hygiene factors and motivators (Herzberg)
02 03 The elements of theories that underpin the cognitive approach to
change:
1. Connections between values, beliefs, emotions attitudes and 9 P 28-31
behaviour
2. The key questions in achieving results and the use of goals P31-32
to achieve them: the ‘well-formed outcome’
3. Uses of techniques for changing beliefs and performance P32-35
02 04 The elements of theories using the concept of the ‘change curve’ P36-40 and P66-67
(also called the ‘transition curve’) and their application to plot 9
suitable leadership interventions (Kubler-Ross; Adams, Hayes and
Hopson)
02 05 The stages and key events in the Virginia Satir model and its P40-43
application to ‘critical points in the change process’ (Satir; Weinberg) 9

Practitioner
Foundation
Reference
Area
Primary
IC
02 06 The elements of theories that underpin the humanistic psychology
approach to change:
1. The levels in the hierarchy of needs (Maslow) P47-49
2. The three ‘crucial conditions’ for individuals to grow and P49-52
develop, the process of change and the recurring qualities at 9
each stage; application of the key concepts that emerge in
facilitating a change process (Rogers)
3. The Gestalt cycle including aspects of awareness; how the P52-55
cycle maps on to stages in managerial decision-making
(Perls; Nevis)
02 07 The eight MBTI personality preferences and the four types P56-59
(combinations of ‘preferences’); the significant insights these can 9
offer into an individual’s responses to a change process
02 08 The factors that influence how managers can manage change in
their organization:
1. Key elements of the five factors that influence an individual’s 9 P60-61
response to change (Cameron and Green)
2. The principles of the transformative change model and the P61-64
interventions to reduce learning anxiety (Schein)
02 09 How learning theories and the different psychological approaches to P16-55 and P64-67
change (as identified in 0201 to 0206) can be used to help 9
individuals through change
02 10 How individual responses to change are impacted by personality P56-64
9
preferences and other factors (as identified in 0207 and 0208)
02 11 How to support individuals going through change using coaching Practitioner
(GROW model) and supporting techniques: asking questions; active 9 Handbook
listening; giving feedback Section 1
Be able to apply particular models or approaches relating to Individual Change to a
given scenario.
03 01 Appropriate learning activities for individuals with different learning
9 P16-22
preferences (as identified in 0201) to help them through change
03 02 Appropriate responses to situations using the four psychological
P22-55 and
approaches to change 9
P64-67
(as identified in 0202, 0203, 0204, 0205, 0206)
03 03 How to influence the outcomes of encounters with individuals who
have different personality type combinations 9 P56-59
(as identified in 0207)
03 1. 0 Which factors are influencing an individual’s response to change,
4 and suggest the appropriate interventions to make transformative
9 P60-64
change work by reducing learning anxiety
(applying 0208)
03 2. 0 How to coach individuals using the GROW model and supporting Practitioner
9 Handbook
5 techniques (defined in 0211)
Section 1

Practitioner
Foundation
Reference
Area
Primary
IC
Be able to analyse and distinguish between appropriate and inappropriate use of
particular approaches and models relating to Individual Change within the context of a
scenario.
Specifically to analyse with reasons whether:
04 01 The use of particular approaches, skills and techniques (as identified P16-67 and
in 0301 to 0305) in an encounter between a manager or change 9 Practitioner
agent and an individual is appropriate Handbook
Section 1

Practitioner
Foundation
Reference
Area
Primary
Manual
Code Team Change
TC
Level Topic
and roles relating to Team Change.
01 01 The theories and models about the nature of teams:
1. What is a group and when is it a team? (Various) P70-72
2. Why we need teams and the relationship between 9 P72-73
uncertainty and teamwork (Casey)
3. Types of organizational teams (Cameron and Green) P73-81
01 02 How to Improve Team Effectiveness. The five elements that P82-85

contribute to the level of a team’s effectiveness or ineffectiveness 9
(Glaser and Glaser)
01 03 Tuckman’s model of team change and the stages of development 9 P85-91
that teams go through
01 04 Leadership Issues in Team Change. The phases that groups go 9 P91-94
through and the challenges for leaders (Bion and Turquet) (see
Appendix A, Note 1)
01 05 How individuals affect team dynamics:
1. MBTI and Teams P95-97 and P99
9 Table 2.5
2. Similarity and difference between individuals within teams
(McCaulley) P97-98
3. Team types (Belbin)

P98-101
relating to Team Change.
02 01 The differences between groups and teams, the need for teamwork, P70-81
the different types of organizational teams, and how they operate 9
and contribute to change
02 02 The characteristics and outcomes associated with each of the five P82-85
elements that contribute to the level of a team’s effectiveness or 9
ineffectiveness (Glaser and Glaser)
02 03 The characteristics of each stage of Tuckman’s model of team P85-91
change and how this applies to teams going through a change 9
process
02 04 The leadership issues in team change (Bion and Turquet) and the 9 P91-94
related requirements on team leaders (see Appendix A, Note 1)

Practitioner
Foundation
Reference
Area
Primary
Manual
Code Team Change
TC
02 05 The elements of theories and models about how individuals affect
team dynamics:
1. How team members with different MBTI react to one another P95-97 and P99
in teams and their attitudes to change 9
2. The advantages and disadvantages of similarity and P97-98
difference between individuals within teams (McCaulley)
3. The contributions and allowable weaknesses of people P98-101
playing different team roles (Belbin)
02 06 How team effectiveness can be improved during change using: P82-94Practitioner
Glaser and Glaser’s five elements (defined in 0202); Tuckman’s Handbook
model of team change (defined in 0203); Bion and Turquet’s 9 Section 2
leadership issues (defined in 0204); the John Adair model; the team
leader’s role and behaviours; facilitation; and action learning.
02 07 How different types of teams and different individuals within teams P72-81 and P95-
9 101
affect the way teams react to change (as identified in 0201 and 0205)
Be able to apply particular models or approaches relating to Team Change to a given
scenario.
Specifically to identify how to:
03 01 Improve team effectiveness using the Glaser and Glaser five P82-85
9
elements appropriately (applying 0202)
03 02 Improve team effectiveness during change by appropriate use of: P85-94
Tuckman’s model of team change (applying 0203); Bion and Practitioner
Turquet’s leadership issues (applying 0204); the team leader’s role 9 Handbook
and behaviours; and the John Adair model. Sections 2.1, 2.4
and 2.5.
03 03 Improve team effectiveness by using facilitation and action learning. Practitioner
9 Handbook
Section 2.2 and 2.3
03 04 Improve team effectiveness by recognising and managing the team
dynamics of different types of teams and individuals within teams (as 9 P72-81 and P95-
identified in 0207) 101
particular approaches and models relating to Team Change within the context of a
scenario.
04 01 The use of particular team building and team leadership approaches P72-101
(as identified in 0301 to 0304) to help teams to initiate and adapt to Practitioner
9
organizational change is appropriate Handbook
Section 2

Practitioner
Foundation
Reference
Area
Primary
Manual
Code Organizational Change
OC
Level Topic
and roles relating to Organizational Change.
01 01 The key beliefs and assumptions associated with the machine P112-113
9
organizational metaphor (Morgan)
01 02 The key beliefs and assumptions associated with the political P113-115
9
systems organizational metaphor (Morgan)
01 03 The key beliefs and assumptions associated with the organisms P115-116
9
organizational metaphor (Morgan)
01 04 The key beliefs and assumptions associated with the flux and P117-118 and
9 P145-146
transformation organizational metaphor (Morgan)
01 05 The underlying principles behind understanding the driving forces
and resisting forces in any situation if change is to happen:
1. Force Field Analysis, examining the driving and resisting P120-121
9
forces (Lewin)
2. Three-step model of organizational change (Lewin) P120-124
3. The factors in the change formula (Beckhard and Harris) P128-130
01 06 The four phases of planned change that draws on the disciplines of 9 P124-125
project management (Bullock and Batten)
01 07 The Eight Step Model for transforming your organization (Kotter) 9 P125-126
(Note: Fig.3.3 on P116 is not examined)
01 08 The four components in the congruence model that draws on the 9 P130-133
socio-technical view of organizations and addresses the dynamics of
what happens in an organization when we try to change it. (Nadler
and Tushman)
01 09 The three phases in managing transition and the distinction between 9 P134-137
planned change and transition (Bridges)
01 10 The “principles of environmental systems” for how organizations 9 P140-143
operate and its relevance to sustaining and renewing organizational
change (Senge et al)
relating to Organizational Change.
02 01 How organizations really work and the machine organizational
metaphor (Morgan):
1. The use of metaphor to explore different beliefs and P108-110, P112-
9
assumptions about change 113
2. How change is tackled in the machine metaphor approach,
P110-111 Table 3.1
who is responsible and guiding principles

Practitioner
Foundation
Reference
Area
Primary
Manual
OC
02 02 The political systems organizational metaphor (Morgan):
assumptions about change 9 115
2. How change is tackled in the political systems metaphor
approach, who is responsible and guiding principles P110-111 Table 3.1
02 03 The organisms organizational metaphor (Morgan):

assumptions about change 9 116,
2. How change is tackled in the organisms metaphor approach,
who is responsible and guiding principles P110-111 Table 3.1
02 04 The flux and transformation organizational metaphor (Morgan):

assumptions about change 118,
2. How change is tackled in the flux and transformation
metaphor approach, who is responsible and guiding 9 P110-111 Table 3.1
principles
3. Complex responsive processes – managing and enabling
complex change using the flux and transformation metaphor P145-146
(Stacey and Shaw)
02 05 The underlying principles behind understanding the driving forces
and resisting forces in any situation and how this can be used to
support organizational change:
1. Using Force Field Analysis to examine the change forces P120-121
and identify the need to augment driving forces and
decrease resisting forces (Lewin) 9
P120-124
2. Using the three-step model of organizational change to
intentionally move towards a new state (Lewin) P128-130
3. Using the factors in the change formula to capture the
process of change and identify the factors that need to be
strongly in place for change to happen (Beckhard and Harris)
02 06 The activities that are performed in each of the phases of planned 9 P124-125
change in order to manage the change process (Bullock and Batten)
02 07 The key lessons reflected in the Eight Step Model for transforming P125-126
your organization and the activities described in each step (Kotter) 9
(Note: Cycle of Change, Fig.3.3 on P116 is not examined)
02 08 The principles that underpin the congruence model and how each of P130-133
the four components contributes towards effective management of 9
the transformation process (Nadler and Tushman)
02 09 How the characteristics and key elements of each of the three P134-137
phases of transition can be used to manage this process more 9
effectively (Bridges)
02 10 How the challenges of initiating; sustaining; and redesigning and P140-143
rethinking change address the “forces at play” when managing 9
change (Senge et al)

Practitioner
Foundation
Reference
Area
Primary
Manual
OC
02 11 The organizational change models and approaches associated with P108-118, Table
each of Morgan’s Metaphors and the associated key beliefs and 3.1 and P145-146
9
assumptions about change and how change is tackled
(Application of 0201 to 0204)
02 12 The strategic change process and how the six essential P256-260
characteristics can be applied to achieve successful organization- 9
wide strategic change initiatives
02 13 When change goes wrong and when change goes right: applying the Practitioner
lessons from approaches used in organizations 9 Handbook
Section 3.1
02 14 Different approaches to getting ready for change and how this relates Practitioner
to the successful management of change 9 Handbook
Section 3.2
02 15 How the tools that support complex change can be used to engage P405-411
9
people interactively in a variety of ways
Be able to apply particular models or approaches relating to Organizational Change to
a given scenario.
03 01 Suitable approaches to organizational change using Morgan’s
Metaphors and the associated key beliefs and assumptions about 9 P108-118, Table
3.1 and P145-146
change and how change is tackled (as identified in 0201 to 0204)
03 02 Suitable models and approaches (as identified in 0205 to 0210) to
manage organizational change appropriately (note: the Carnall P120-137 and 140-
9 143
change management model, P126-127 is not examined and
‘complex responsive processes’ (Stacey and Shaw), P132-133 is
covered by 0301)
03 03 How to apply the strategic change process and an understanding of P256-260
the essential characteristics of successful change initiatives to enable
9
a change approach to work well
(application of 0212)
03 04 The factors that other organizations have learned from their Practitioner
successes and failures are an indication of when change is going 9 Handbook
wrong and when change is going right (application of 0213) Section 3.1
03 05 Suitable approaches that enable an organization to get ready for Practitioner
managing and implementing successful change (application of 0214) 9 Handbook
Section 3.2
03 06 How to apply the tools that support the different approaches to P405-411
engaging with people when managing complex change (application 9
of 0215)
particular approaches and models relating to Organizational Change within the context
of a scenario

Practitioner
Foundation
Reference
Area
Primary
Manual
OC
04 01 Use of particular principles, approaches and models (as identified in P108-137; 140-146
0301-0306) and their application to achieve successful change is P256-260
appropriate 9 Practitioner
Handbook
Section 3

Practitioner
Foundation
Reference
Area
Primary
Manual
Code Leading Change
LC
Level Topic
and roles relating to Leading Change.
01 01 The leader’s role linked to each of the four key organizational P152-156
9
metaphors
01 02 The description of visionary leadership including:
1. The characteristics of visionary leaders (Bennis) 9 P156-158
2. What leaders really do (Kotter) P158-161
01 03 The characteristics of other theories on leadership approaches:

1. Transformational and transactional leadership (Bass; P161
Bryman)
2. Story telling leadership (Gardner) 9 P162-163
3. Adaptive leadership (Heifitz and Laurie) P163-164
4. Connective leadership (Lipman-Blumen) P164-165
(Note: Leadership for the 21st century and Table 4.3 are not
examined)
01 04 The roles that leaders play:
1. Through the use of dispersed leadership (Senge) 9 P168-171
2. Using the four key roles for successful change (O’Neill) P171-174
01 05 The leadership styles and skills (Goleman):

1. Leadership styles that get results 9 P175-178
2. Emotional competencies for leaders P177-182
01 06 The different leadership focus for different phases of change:

1. Kotter’s recommended actions for the first four change steps P187
in leading change
2. Learning how to persevere (Kanter) 9 P188-189
3. Leading people through transition (Bridges) P189-192
(Note: Inner and outer leadership, Table 4.6, P185-6 not examined at
Foundation level)
01 07 The importance of self-knowledge and inner resources:
1. The role of self-knowledge (Bennis) P193
2. Characteristics of principle-centred leaders (Covey) 9 P195
3. Covey’s seven habits P196
(Note: Erikson, Table 4.8 is not examined)

relating to Leading Change.
02 01 The leader’s role and the type of leadership required linked with 9 P152-156
each of the four organizational metaphors

Practitioner
Foundation
Reference
Area
Primary
Manual
Code Leading Change
LC
02 02 The use of visionary leadership including the different focus of P156-161
leadership and management and how each applies in practice 9
(Bennis; Kotter)
02 03 The elements of other leadership approaches:
1. The characteristics of Transformational leadership (Bass; P161
Bryman)
2. The lessons learned about leaders who really make a P162-163
difference through the use of a central story or message 9
(Gardner)
3. The characteristics of adaptive leadership (Heifitz and P163-164
Laurie)
4. The characteristics of connective leaders (Lipman-Blumen) P164-165
examined)
02 04 The characteristics and responsibilities of the roles that leaders play:
1. Dispersed leadership roles and the need for interconnectivity 9 P168-171
(Senge)
2. The four key leadership roles necessary for successful and P171-174
sustained change efforts in organizations (O’Neill)
02 05 The characteristics of leadership styles and skills:
1. The six leadership styles and the situations in which each P175-178
style is effective (Goleman) 9
2. The characteristics of each of the four emotional P177-182
competencies for leaders (Goleman)
02 06 The different leadership approach and focus needed for different
phases of change:
1. Leadership requirements for getting the early steps right P187
(Kotter)
2. The strategies that leaders need to employ to ensure that a 9 P188-189
change process is sustained beyond the first flourish
(Kanter)
3. What leaders need to do to help lead people through P189-192
transition (Bridges)
(Note: Inner and outer leadership, Table 4.6 P185-6, not examined at
Foundation level)
02 07 How self-knowledge and inner resources can be developed to
improve the ability of leaders to lead organizational change:
1. Four lessons of self-knowledge (Bennis) 9 P193
2. The eight characteristics of principle-centred leaders (Covey) P195
3. The key aspects of the seven habits (Covey) P196
(Note: Erikson, Table 4.8 is not examined in Foundation or
Practitioner exams)
02 08 Which leadership approaches, roles and styles (as identified in 0203 9 P161-165; 168-182
to 0205, and 0207) should be adopted for leading change situations and P193-196
02 09 The approach and focus needed by leaders for different phases of 9 P186-192
change (applying 0206 and including Table 4.6) including Table 4.6
Practitioner
Foundation
Reference
Area
Primary
Manual
Code Leading Change
LC
02 10 The process and activities required to engage stakeholders Practitioner
effectively, including stages of the AIDA(S) framework 9 Handbook
Section 4
Be able to apply particular models or approaches relating to Leading Change to a
given scenario.
03 01 How leaders can overcome the pitfalls linked to the four key P152-165
organizational metaphors by adopting different types of leadership
and leadership approaches (as identified in 0201 to 0203) 9
examined)
03 02 How to adopt and apply appropriate leadership roles, styles and skills P168-182
9
(as identified in 0204, 0205 and 0207) in different change situations and P193-196
03 03 Appropriate leadership actions for different phases of change (as P187-192
9
identified in 0206)
03 04 The activities required to engage stakeholders effectively by using Practitioner
the stakeholder engagement process and AIDA(S) framework (as 9 Handbook
identified in 0210) Section 4
particular approaches and models relating to Leading Change within the context of a
scenario.
04 01 Use of particular leadership approaches, roles and styles (as
identified in 0201 to 0207) in different change situations and phases P152-165
is appropriate 9 and P168-196
examined)
04 02 Use of the stakeholder engagement process and the AIDA(S) Practitioner
framework is appropriate 9 Handbook
Section 4

APPENDIX A: Notes on Syllabus and Approved Training Materials
The exam panel has reviewed the textbook “Making Sense Of Change Management” (2nd
edition) and as a result has held discussions with Mike Green, one of the authors. There are
three minor portions of the text which are agreed to be debatable, ambiguous or potentially
misleading as printed, and to which we wish to draw ATOs’ attention.
1. Pages 82-85 The Leadership issues in Team Change

This section, together with the corresponding line on Bion (1961) on page 79, table 2.4,
implies a sequence of stages or phases. Whilst this is a helpful insight, such a definite
sequence is not assumed by Bion (1961) or Turquet (1974). See note in brackets on page 87.
PRACTICAL CONSEQUENCES
Whilst we shall examine the content of this section of the book, we shall not make any
question depend upon the sequence of Bion's or Turquet's 'basic assumptions'.


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Change Management

Change Management Syllabus – May 2012

The target audience for this document is:

2.2 Target Audience

2.3 High Level Performance Definition of a Successful Foundation Candidate

3.2 Target Audience

3.3 High Level Performance Definition of a Successful Practitioner Candidate

4 Learning Outcomes Assessment Model

This structured approach helps to ensure:

• A clear delineation in learning level content between different qualification levels

The Foundation qualification examines learning outcomes at levels 1 (knowledge) and 2

Change Management Learning Outcomes Assessment Model

1.Knowledge 2. Comprehension 3. Application 4. Analysis

Change Management Syllabus – May 2012

The following syllabus areas are identified.

Syllabus Syllabus Area Title

Change Management Syllabus – May 2012

Each of the syllabus areas is presented in a similar format as follows:

Syllabus Syllabus Area :

Key to the Syllabus Area table

1 Syllabus Area Unit of learning, e.g. chapter of the reference guide or

3 Learning Outcome A statement of what a candidate will be expected to know,

4 Level Classification of the learning outcome against the APMG

5 Topic Reference Number of the topic within the learning level.

6 Topic Description Description of what is required of the candidate to

7 Foundation/Practitioner Shows at which qualification level the topic is assessed.

N.B A topic is only assessed at one qualification level.

8 Primary Reference The main reference supporting the topic.

Change Management Syllabus – May 2012

7.1 Change Management Guide References

Pages 82-85 – The Leadership issues in Team Change

Change Management Syllabus – May 2012

Change Management Syllabus – May 2012

Understand the concepts, principles, model types, approaches and roles

Change Management Syllabus – May 2012

Change Management Syllabus – May 2012

Change Management Syllabus – May 2012

01 02 How to Improve Team Effectiveness. The five elements that P82-85

3. Team types (Belbin)

Change Management Syllabus – May 2012

Change Management Syllabus – May 2012

Change Management Syllabus – May 2012

02 03 The organisms organizational metaphor (Morgan):

02 04 The flux and transformation organizational metaphor (Morgan):

Change Management Syllabus – May 2012

Change Management Syllabus – May 2012

Change Management Syllabus – May 2012

01 03 The characteristics of other theories on leadership approaches:

01 05 The leadership styles and skills (Goleman):

01 06 The different leadership focus for different phases of change:

(Note: Erikson, Table 4.8 is not examined)

Change Management Syllabus – May 2012

Change Management Syllabus – May 2012

1. Pages 82-85 The Leadership issues in Team Change

Change Management Syllabus – May 2012

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