Directing

DIRECTING

• referred to as coordinating or activating; the “doing” phase of management, requiring

the leadership and management skills necessary to accomplish the goals of the
organization.
• a process in which the managers instruct, guide and oversee the performance of the
workers to achieve predetermined goals.
• consists of process or technique by which instruction can be issued and operations can
be carried out as originally planned.
• is the function of guiding, inspiring, overseeing and instructing people towards
accomplishment of organizational goals
• is the issuance of assignments, orders and instructions that permit the workers to
understand what is expected of them.
• overseeing the worker so that he or she can contribute effectively and efficiently to the
attainment of organizational objectives.
• actuates efforts to accomplish goals; the connecting link between organizing for work
and getting the job done.
• includes delegation of work to be performed, utilization of policies and procedures,
supervision of personnel, coordination of services, communication, staff development,
and making decisions.
IMPORTANCE OF DIRECTING
• 1. It Initiates Actions
• Directions is the function which is the starting point of the work performance of
subordinates. It is from this function the action takes place, subordinates
understand their jobs and do according to the instructions laid. Whatever are
plans laid, can be implemented only once the actual work starts.

• 2. It Ingrates Efforts
• Through direction, the superiors are able to guide, inspire and instruct the
subordinates to work.
 • 3. Means of Motivation
• Direction function helps in achievement of goals. A manager makes use of the
element of motivation here to improve the performances of subordinates. This
can be done by providing incentives or compensation, whether monetary or non
- monetary, which serves as a “Morale booster” to the subordinates
• 4. It Provides Stability
• Stability and balance in concern becomes very important for long term sun
survival in the market. This can be brought upon by the managers with the help
of four tools or elements of direction function - judicious blend of persuasive
leadership, effective communication, strict supervision and efficient motivation.
• 5. Coping up with the changes
• It is a human behaviour that human beings show resistance to change.
Adaptability with changing environment helps in sustaining planned growth and
becoming a market leader.
• 6. Efficient Utilization of Resources
• Direction finance helps in clarifying the role of every subordinate towards his
work. The resources can be utilized properly only when less of wastages,
duplication of efforts, overlapping of performances, etc. doesn’t take place.
FACTORS IN DIRECTING
1. Leadership
2. Delegation
3. Motivation
4. Supervision
5. Communication

I. LEADERSHIP
• interpersonal process of influencing the activities of an individual or group toward goal
attainment in a given situation. (Maloney, 2007)
• process of persuasion and example by which an individual (or leadership team) induces
a group to take action that is in accord with the leader’s purpose or the shared purposes
of all. (Gardner, 1995)
• the process of directing and influencing task-related activities of group members.
(Stoner, 2013)
• process of sustaining an initiated action; conception of a goal a method of achieving it;
the mobilization of the means necessary for attainment; and the adjustment of values
and environmental factors in the light of the desired level (Mitton, 2002)
Managers vs. Leaders

Managers Leaders
Do things right Do right things
Are interested in efficiency Are interested in
effectiveness
Administer Innovate
Maintain Develop
Focus on systems and Focus on people
procedures
Rely on control Rely on trust
Organize and staff Align people with direction
Emphasize tactics, Emphasize philosophy,
structures and systems core values and shared
goals
Have a short term view Have a long term view
Ask how and when Ask what and why
Accept the status quo Challenge the status quo
Focus on the present Focus on the future
Have their eyes on the Have their eyes on the
bottom line horizon
Develop steps and Develop visions and
timetables strategies
Seek predictability and Seek change
order
Avoid risks Take risks
Motivate people to comply Inspire people to change
with standards
Use position-to-position Use person-to-person
influence influence
Operate within Operate outside
organizational rules, organizational rules,
regulations, policies and regulations, policies and
procedures procedures
II. DELEGATION
• sharing responsibility and authority with subordinates and holding them
accountable for their performance.
• process that facilitates complex organizations to accomplish work through the
coordinated and differentiated efforts of others.
• a tool that the nurse manager uses to build morale among staff. It involves giving
assignments to subordinates and motivating them to perform their job efficiently
and effectively.
• PRINCIPLES OF DELEGATION
1. Select the right person to whom the job is to be delegated
2. Delegate both interesting and uninteresting tasks
3. Provide subordinates with enough time to learn
4. Delegate gradually
5. Delegate in advance
6. Consult before delegating

• 5 RIGHTS TO DELEGATION
• Right task
• Right circumstance
• Right person
• Right direction/communication
• Right supervision/evaluation
• DELEGATION PROCESS
• Define the task
• Decide on the delegate
• Determine the task
• Reach an agreement
• Monitor performance, and
• provide feedback
• STRATEGIES FOR EFFECTIVE DELEGATING
o Plan ahead
o Identify necessary skill and levels
o Select most capable person
o Communicate goal clearly
o Empower the delegate
 o Set deadlines and monitor progress
o Model the role: provide guidance
o Evaluate performance
o Reward accomplishment

• OUTCOMES OF SUCCESSFUL DELEGATION

o Makes work easier.
o Improves efficiency.
o Increases employee effectiveness.
o Develops employees.
o Ensures that the right people do the right jobs.

• BARRIERS TO DELEGATION
o The belief that “I can do it better myself”
o Lack of confidence and trust in workers
o Low self-confidence, insecurity
o Vague job description
o Inadequate training
o Lack of adequate recruitment and selection
o Time involved in explaining the task
o Reluctance to take the risks involved in depending on others.
o Fear of loss of power
o Subordinate resistance to delegation
o Failure of the delegator to see the subordinates’ perspectives
o Workload assigned are highly challenging both physically and mentally
o Belief of employees that they are incapable of completing the delegated task.
o Inherent resistance to authority
o Due to over delegation
o Delegating to a transcultural work team

III. MOTIVATION
• the force within the individual that influences or directs behavior.
• leadership function aimed to arouse, excite or influence another person to behave in
some role or perform some action the person would not ordinarily do.
• refers to some inner drive, impulse, or intention that causes one to act or believe in
certain way, or to seek a particular goal.
• is the effect of persuasive communication between a leader and follower.
• “individual's degree of willingness to exert and maintain an effort towards
organizational goals”
• Motivation is closely linked to job satisfaction, which retains workers at their jobs
over time

• INTRINSIC vs. EXTRINSIC MOTIVATION

Intrinsic motivation comes from within the person, driving him or her to be
productive.
Extrinsic motivation comes from outside of the individual; occurs when individuals
are motivated to perform a behavior or engage in an activity to earn a reward or
avoid punishment
The organization to which an individual belongs must provide a climate that
stimulates both extrinsic and intrinsic drives.

• MOTIVATIONAL THEORIES

1. Maslow’s Hierarchy of Needs and theory of human motivation (Abraham Maslow,

1970)
- believed that people are motivated to satisfy certain needs, ranging from basic
survival to complex psychological needs, and that people seek a higher need only
when the lower needs have been predominantly met.

2. Skinner’s Three Operants that influence behaviors (B.F. Skinner, 1953)

- people could be conditioned to behave in a certain way based on a consistent
reward or punishment system. Behavior that is rewarded will be repeated, and
behavior that is punished or goes unrewarded is extinguished.

Neutral Operants - responses from the environment that neither increase nor
decrease the probability of a behavior being repeated.

Reinforcers - responses from the environment that increase the probability of a

behavior being repeated. Reinforcers can be either positive or negative.

Punishers - responses from the environment that decrease the likelihood of a

behavior being repeated. Punishment weakens behavior.
 3. Herzberg’s Motivation-Hygiene Theory or Two-Factor Theory (Frederick Herzberg,
1987)
- believed that employees can be motivated by the work itself and that there is
an internal or personal need to meet organizational goals. He believed that
separating personal motivators from job dissatisfiers was possible. This
distinction between hygiene or maintenance factors and motivator factors was
called the motivation–hygiene theory or two-factor theory.

4. Vroom’s Expectancy Model (Victor Broom, 1964)

- looks at motivation in terms of the person’s valence or preferences based on social
values. In contrast to operant conditioning, which focuses on observable behaviors, it
says that a person’s expectations about his or her environment or a certain event will
influence behavior.

5. McClelland’s Theory of Motivation (David McClelland, 1971)

People are motivated by three basic needs: achievement, affiliation, and power

Achievement-oriented people actively focus on improving what is; they transform ideas
into action, judiciously and wisely, taking risks when necessary.

Affiliation-oriented people focus their energies on families and friends; their

overt productivity is less because they view their contribution to society in a different
light from those who are achievement oriented.

Power-oriented people are motivated by the power that can be gained as a result of a
specific action. They want to command attention, get recognition, and control others.

5. Gellerman’s Stretching Theory (Saul Gellerman, 1968)

Stretching involves assigning tasks that are more difficult than what the person is used
to doing. This includes personal and professional development in areas of vocational
knowledge, skills, and expertise. Giving people responsibility often causes them to rise
to the challenge.

6. Mc Gregor’s Theory X and Theory Y (Douglas McGregor, 1970)

• STRATEGIES TO CREATE A MOTIVATING CLIMATE

1. Have clear expectations for workers, and communicate these
expectations effectively.
2. Be fair and consistent when dealing with all employees.
3. Be a firm decision maker using an appropriate decision-making style.
4. Develop the concept of teamwork. Develop group goals and projects that
will build a team spirit.
5. Integrate the staff’s needs and wants with the organization’s interests
and purpose.
6. Know the uniqueness of each employee. Let each know that you
understand his or her uniqueness.
7. Remove traditional blocks between the employee and the work to be
done.
8. Provide experiences that challenge or “stretch” the employee and allow
opportunities for growth.
9. When appropriate, request participation and input from all subordinates
in decision making.
10. Whenever possible, give subordinates recognition and credit.
 11. Be certain that employees understand the reason behind decisions and
actions.
12. Reward desirable behavior; be consistent in how you handle undesirable
behavior.
13. Let employees exercise individual judgment as much as possible.
14. Create a trustful and helping relationship with employees.
15. Empower employees to have as much control as possible over their work
environment and the decisions that impact it.
16. Be a positive and enthusiastic role model for employees

IV. SUPERVISION
• involves overseeing the activities of others; consists of inspecting the work of
another and either approving or correcting the adequacy of performance.
• ensures that the major goal of nursing, which is quality patient care, is achieved;
encourages the development of potentials of the workers for effective and efficient
performance.
• is direction, guidance and control of working force with a view to see that they are
working according to plan and are keeping time schedule.

A nurse supervisor is responsible for managing staff, overseeing patient care and
ensuring adherence to established policies and procedures. She is charged with
assigning staff and monitoring their activities, and with helping to recruit and train new
personnel. The nurse supervisor also acts as an interface between her staff, their
patients, and the patients' families, as well as between her staff and the hospital's
physicians.

• NURSING SUPERVISORY TECHNIQUES

▪ Observation of workers while having her rounds.

▪ Spot checking of charts – nursing audit
▪ Asking patients about the care they received.
▪ Looking into general condition of the unit.
▪ Getting feedback from co-workers or other supervisors.
▪ Asking questions discretely to find out problems encountered in the wards.
• Drawing out suggestions from the workers for improvement of their work/ work
situation.
V. COMMUNICATION

• the exchange of thoughts, messages, or information, by speech, signals, writing, or

behavior (Answers.com, 2016)
• the transmission of information, opinions & intentions between and among individuals.

• PRINCIPLES OF EFFECTIVE COMMUNICATION

• Information giving is not communication. A receiver’s response is needed.
• Responsibility for clarity resides with the sender.
• Simple and exact language should be used.
• Feedback should be encouraged.
• The sender must have credibility: “Say what you mean & mean what you say”.
• Acknowledgment of others is essential.
• Direct channels of communication are best

• FACTORS INFLUENCING COMMUNICATION

• Ability of the communicator
• Perceptions
• Values
• Persona Space/Territory
• Roles and relationships
• Time
• Emotions
• Environmental setting
• Socio-cultural; background including gender
• Knowledge
 • NON-VERBAL AND VERBAL COMMUNICATION

Nonverbal communication includes facial expression, body movements, and gestures

and is commonly referred to as body language. Nonverbal communication is considered
more reliable than verbal communication because it conveys the emotional part of the
message.

Elements of Non-Verbal Communication

1. Silence
2. Space
3. Environment
4. Appearance
5. Eye Contact
6. Postures
7. Gestures
8. Facial expression and timing
9. Vocal expression

Verbal communication is the use of words to share information with other people, both spoken
and written. It is all about the words that you choose, and how they are heard and interpreted.

• COMMUNICATION SKILLS FOR NURSES

 1. Verbal Communication
Excellent verbal communication is key. Aim to always speak with clarity, accuracy, and
honesty. It’s also important to know your audience and speak appropriately according to
the person’s age, culture, and level of health literacy. If you are feeling stressed out or
frustrated, be aware of your tone of voice and don’t let these emotions leak into your
patient interaction. You can:
• Encourage patients to communicate by asking open questions like, “Can you tell me a bit
more about that?”
• Avoid condescending pet names like “honey” or “sweetie” and instead use the patient’s
first name or name of choice.
• Speak in clear, complete sentences and avoid technical jargon.

2. Nonverbal Communication
Using elements of nonverbal communication—such as facial expressions, eye contact,
body language, gestures, posture, and tone of voice—is also essential in creating
rapport. Simply smiling can go a long way. You can also:

• Show interest in what the patient is saying by maintaining eye contact and nodding
your head.
• Smile, but don’t stare.
• Sit down when you can, and lean forward to show you’re engaged.
• Use nonthreatening body language that conveys openness.

3. Active Listening
“Active listening” means listening in order to understand the other person’s experience. The
highest and most effective form of listening, it requires complete attention and engagement.
This skill is important not only for clinical nurses, but also for nurse executives as a tool for
building trust and commitment with their staff. Active listening includes both verbal and
nonverbal communication skills. For example:

• Nod your head, but never interrupt.

• Lean forward and maintain eye contact to let the person know you’re engaged.
• Include minimal verbal encouragement, such as “I understand,” and “go on.”

4. Written Communication
Written communication skills are also essential for effective nurse-to-nurse communication. As
a nurse, you will be responsible for creating and updating patient records. It is critical that
records are accurate and current so your patients can receive the best care possible. Also
remember to protect patient confidentiality. Some tips:
 • Make notes immediately following patient care so you do not forget anything.
• Write legibly and clearly, using simple language.
• Be sure to note accurate dates and times.

5. Presentation Skills
Effective presentation skills are most applicable during “handover”—when you are transferring
patient care to another nurse. These skills will also help you demonstrate your knowledge and
expertise clearly in a variety of workplace settings, such as presenting at conferences,
participating in job interviews, giving case reports to physicians, and more. It’s a good idea to:

• Plan out your presentation and practice.

• Pay attention to both your verbal communication and body language.
• Add visuals to your presentation for a better explanation.
• Understand your audience and know what they want and need from the presentation.

6. Patient Education (Patient Teach-Back)

Nurses are in charge of most of the communication between the healthcare team and patients.
This includes informing patients and family members of health conditions, diagnoses, treatment
plans, and medication protocols. This skill is especially important for family nurse practitioners
who work with patients and families to provide health and education counseling.

Patient teach-back is an effective communication strategy where providers ask patients to

repeat the information back to them. This method improves patient understanding and
encourages adherence to care instructions. Poor understanding of information can cause
patients and their family members to feel anxious or become defensive. For example, you can
say:

• “We’ve gone over a lot of information. Now I’d like you to repeat it back to me to make
sure you remember everything.”
• “Can you repeat the instructions for taking this medicine back to me?”
• “Let’s review what we just discussed. Can you explain it to me in your own words?”

7. Making Personal Connections

It’s important to get to know the person behind the patient. Patient-centered relationships are
critical in helping patients feel safe and comfortable. Creating meaningful connections with
patients can improve outcomes and trust. Some ideas:

• Spend a couple of extra minutes every day with each patient getting to know them.
 • Find out a fun fact about each patient.
• Show interest in their lives and share stories of your own.

8. Trust
It’s important for healthcare professionals to inspire trust in patients by listening actively and
taking every complaint and concern seriously. Building trust takes time. Healthcare settings are
scary for some patients. It’s important to make them feel as comfortable as possible.

Trust is something that nurse educators and leaders should also cultivate as they work to
develop the next generation of nurses. To inspire trust, nurse leaders and educators should:

• Always tell the truth.

• Share information openly.
• Be willing to admit mistakes.

9. Cultural Awareness
You will likely work with people every day who come from a wide range of social, cultural, and
educational backgrounds. Every patient and coworker is unique, and it’s important to be aware
and sensitive. For example, gauge the patient’s fluency with English and grade your vocabulary
accordingly or bring in a translator if necessary and possible. With trans and gender nonbinary
patients, be sure to use their preferred name and pronoun.

10. Compassion
Conveying compassion is an essential communication skill in healthcare. According to the
Journal of Compassionate Healthcare, “studies show that compassion can assist in prompting
fast recovery from acute illness, enhancing the management of chronic illness, and relieving
anxiety.” You can deliver compassionate nursing care by putting yourself in the patient’s shoes
and understanding their needs and expectations.

• LINES OF COMMUNICATION
• Four-Dimensional Flow of Communication

➢ Downward Communication – The traditional line of communication is from

superior to subordinate which may pass through various level of management. It
includes policies, rules and regulations, memoranda, handbooks, interviews, job
descriptions, and performance appraisal.
 ➢ Upward Communication – Emanates from subordinates and goes upward. This is
usually in the form of feedback to show the extent to which downward
communication has been received, accepted, and implemented

➢ Horizontal/ Lateral Communication – Flows between peers, personnel or

departments on the same level. It is used most frequently in the form of
endorsements, between shifts, nursing rounds, journal meetings and
conferences, or referrals between departments or services.

➢ Diagonal Communication – occurs between individuals or departments that are

not of the same level in the hierarchy; informal.

• ORGANIZATIONAL COMMUNICATION STRATEGIES

▪ Leader-managers must assess organizational communication.

▪ Leader-managers must understand the organization’s structure and recognize
who will be affected by decisions.
▪ Communication is not a one-way channel.
▪ Communication must be clear, simple, and precise.
▪ Senders should seek feedback regarding whether their communication was
accurately received.
▪ The sender is responsible for ensuring that the message is understood.
▪ Multiple communication modes should be used, when possible, if a message is
important. Managers should not overwhelm subordinates with unnecessary
information.

VI. CONFLICT MANAGEMENT

• a natural inevitable condition which is a consequence of real or perceived
differences in goals, values, ideas, attitudes, beliefs, feelings and actions.
• An indicator that something is wrong.

• SOURCES OF CONFLICT
a. Competition
b. Domination and provocation
 It arises from differences in knowledge, skills, values, interests; scarcity of resources;
inter-group rivalry for rewards; role ambiguity, unworkable organizational structure;
and shift in organizational power base and organizational climate; and unacceptable
leadership styles.

• LEVELS OF CONFLICT

• Intrapersonal conflict occurs within an individual

• Interpersonal conflict occurs between two or more individuals.
• Intra-group conflict occurs within one group
• Inter-group conflict occur between two or more groups

• CONFLICT RESOLUTION
1. Avoidance
•creates a bad situation through unassertive and uncooperative measures since the
conflict is not addressed.
•Both parties are aware of the conflict, but choose not to acknowledge it and or
attempt to resolve the conflict.

2. Accommodation
•cooperative but unassertive; self-sacrificing since it neglects one’s own needs to
meet the goals of the other party
3. Collaboration
• assertive and cooperative; contributes to effective problem-solving because both
parties try to find mutually satisfying solutions
4. Compromise – both parties seek expedient, acceptable answers for short periods that
meets everyone’s needs.

▪ Moderates both assertiveness and cooperation; addresses a problem more

effectively than Avoidance.
▪ Each person gives up something. It is appropriate when an agreement is needed
and the goals of both parties are at odds.
▪ Potential lose-lose strategy when either or both parties perceive they have given
up more than the other.
 ▪ Both parties must agree upon relinquishing something of equal value in order for
this strategy to be effective
5. Competing
• Power-oriented mode that is assertive but uncooperative (aggressively pursues own
goal at another’s expense); one party seeks to win, regardless of the cost to others
involved, leaves the losing party angry and frustrated
• Appropriate when quick or unpopular decision is needed, when the person is
knowledgeable and able to make sound decision
6. Smoothing or suppressing
Disagreements are ignored so that surface harmony is maintained in a state of peaceful co-
existence. An approach where one party tries to reduce emotions without addressing the
problem itself. It is often used to preserve or maintain a peaceful work environment, but
involves sacrificing personal goals or values; however the problems still exists.

7. Withdrawing – one party is removed thereby making it possible to resolve the issue. It
produces the same results as smoothing.

8. Forcing – method that yields an immediate end to the conflict but leaves the cause of
the conflict unresolved.
 • BASIC RULES ON MEDIATING A CONFLICT BETWEEN TWO OR MORE PARTIES
• Establish clear guidelines and make them known to all.
• Do not postpone indefinitely. Select a time that is best for all purpose.
• Create an environment that makes people comfortable to make suggestion.
• Keep a two-way communication.
• Stress a peaceful resolution rather than confrontation.
• Emphasize shared interests. Examine all solutions and select the most acceptable
to both parties.
• Follow-up on the progress of the plan. Give feedback to participants regarding
their cooperation in resolving the conflict.

VII. DECISION MAKING

• Decision-making is a complex, cognitive process often defined as choosing a particular

course of action; the thought process of selecting a logical choice from the available
options.

• Problem-solving is part of decision making and is a systematic process that focuses on

analyzing a difficult situation. Problem solving always includes a decision-making step.

• Critical Thinking, sometimes referred to as reflective thinking, is related to evaluation

and has a broader scope than decision making and problem solving; the mental process
of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and
evaluating information to reach an answer or conclusion. It involves reflecting on the
meaning of statements, examining the offered evidence and reasoning, and forming
judgments about facts.

• Clinical Reasoning is integrating and applying different types of knowledge to weigh

evidence, critically thinking about arguments, and reflecting on the process used to
arrive at a diagnosis.

• It is a collaborative and reflective process that involves content-specific knowledge,

engagement of the patient and family in understanding the clinical problem, and
incorporation of critical contextual factors.
• THEORETICAL APPROACHES TO PROBLEM-SOLVING AND DECISION MAKING

1. Traditional Problem-solving Process

a. Identify the problem.
b. Gather data to analyze the causes and consequences of the problem.
c. Explore alternative solutions.
d. Evaluate the alternatives.
e. Select the appropriate solution.
f. Implement the solution.
g. Evaluate the results.

2. Managerial Decision-Making Models

a. Determine the decision and the desired outcome (set objectives).
b. Research and identify options.
c. Compare and contrast these options and their consequences.
d. Make a decision.
e. Implement an action plan.
f. Evaluate results.

3. The Nursing Process

a. Assess.
b. Diagnose.
c. Plan.
d. Implement.
e. Evaluate.

4. Integrated Ethical Problem-Solving Model

a. State the problem.
b. Collect additional information and analyze the problem.
c. Develop alternatives and analyze and compare them.
d. Select the best alternative and justify your decision.
e. Develop strategies to successfully implement a chosen alternative and take
action.
f. Evaluate the outcomes and prevent a similar occurrence.
• DECISION MAKING IN ORGANIZATIONS
• Organizational power

Powerful people in organizations are more likely to have decisions made (by
themselves or their subordinates) that are congruent with their own preferences
and values. On the other hand, people wielding little power in organizations
must always consider the preference of the powerful when they make
management decisions. In organizations, choice is constructed and constrained
by many factors, and therefore, choice is not equally available to all people. Not
only do the preferences of the powerful influence decisions of the less powerful
but the powerful also can inhibit the preferences of the less powerful
• Rational and Administrative Decision making

• Economic Man make rational decisions, much like the economic man. He
gathers as much information as possible and generate many alternatives
because they realize that restricted knowledge and limited alternatives
directly affect a decision’s quality.

• Administrative Man never has complete knowledge and generates fewer

alternatives. He carries out decisions that are only satisficing, which are
decisions that may not be ideal but result in solutions that have adequate
outcomes.

• DECISION MAKING TOOLS

1. Decision Grids
• allows one to visually examine the alternatives and compare each against the
same criteria. Although any criterion may be selected, the same criteria are used
to analyze each alternative.
2. Payoff Tables
▪ have a cost–profit–volume relationship and are very helpful when some
quantitative information is available, such as an item’s cost or predicted use.
3. Decision Trees
▪ tools for helping you to choose between several courses of action.They provide a
highly effective structure within which you can lay out options and investigate
the possible outcomes of choosing those options.
 4. Consequence Tables
▪ demonstrate how various alternatives create different consequences.
5. Logic Models
▪ are schematics or pictures of how programs are intended to operate.
6. Program Evaluation and Review Technique (PERT)
▪ is a popular tool to determine the timing of decisions. PERT is essentially a
flowchart that predicts when events and activities must take place if a final event
is to occur.

• V. CHANGE MANAGEMENT

• CHANGE
• any alteration in status quo.
• a naturally occurring phenomenon, simply a part of living.
• occurs when there is imbalance in the forces working toward maintaining the
current situation and the forces working towards disrupting it.
• occurs when forces become out of balance.

• CHANGE MANAGEMENT

▪ is a collective term for all approaches to prepare, support, and help

individuals, teams, and organizations in making organizational change.
▪ The analysis starts from the premise that any situation is held in a stable
position by a series of equal and opposite forces.

• LEWIN’S PHASES OF CHANGE

1. Unfreezing
• Forces are mobilized in the direction of producing true change and helping
collaborative relationships are formed.
2. Moving/Changing
• The problem is identified, alternative solutions are explored, goals and
objectives are set & mobilized in producing true change and helping
collaborative relationships are formed.
3. Refreezing
 • Change is integrated into the present behavior and is no longer questioned
or criticized.

• CHANGE DRIVERS:
▪ technological evolution
▪ process reviews
▪ crisis
▪ consumer habit changes
▪ pressure from new business entrants
▪ acquisitions
▪ mergers
▪ organizational restructuring.

• CHANGE MODELS
1. John Kotter's 8-Step Process for Leading Change
▪ Create a Sense of Urgency
▪ Build a Guiding Coalition
▪ Form a Strategic Vision and Initiatives
▪ Enlist a Volunteer Army
▪ Enable Action by Removing Barriers
▪ Generate Short-Term Wins
▪ Sustain Acceleration
▪ Institute Change
 2. Change Management Foundation and Model
▪ is shaped like a pyramid with project management managing technical
aspects and people implementing change at the base and leadership
setting the direction at the top.
▪ Four stages:
• Determine Need for Change
• Prepare & Plan for Change
• Implement the Change
• Sustain the Change

o 3. Prosci ADKAR Model

▪ ADKAR five building blocks

• Awareness of the need for change

• Desire to participate and support in the change
• Knowledge of what to do during and after the change
• Ability to realize or implement the change as required
• Reinforcement to ensure the results of a change continue

▪ The ADKAR Model is prescriptive and goal-oriented, each milestone must

be achieved to define success. It uses a 1 - 5 scale to determine how
strongly an individual meets the requirements of each milestone. If a
person scores a three or below, that specific step must be addressed
before moving forward, Prosci defines this as a barrier point.
o MANAGING THE CHANGE PROCESS

▪ Change management involves collaboration between all employees, from

entry-level to top-management
▪ Four-step process in Change Management
1. Recognizing the changes in the broader business environment
2. Developing the necessary adjustments for their company's needs
3. Training their employees on the appropriate changes
4. Winning the support of the employees with the persuasiveness of
the appropriate adjustments

o FACTORS OF SUCCESSFUL CHANGE MANAGEMENT

▪ Well defined and measurable vision
▪ Monitor assumptions, risks, dependencies, costs, return on investment,
dis-benefits and cultural issues
▪ Effective communication that informs various stakeholders of the reasons
for the change
▪ Effective education, training and/or skills upgrading scheme for the
organization
▪ Counter resistance from the employees of companies and align them to
overall strategic direction of the organization
▪ Provide personal counselling (if required) to alleviate any change-related
fears
▪ Monitoring implementation and fine-tuning as and when required