PDPM Change Management Study Guide v6.6 e F

POSTGRADUATE
DIPLOMA IN PUBLIC
MANAGEMENT
Change Management
Contact details:
Regenesys School of Public Management
Tel: +27 (11) 669-5000
Fax: +27 (11) 669-5001
E-mail: info@regenesys.co.za
www.regenesys.co.za
This study guide highlights key focus areas for you as a student. Because the field of study in question is so
vast, it is critical that you consult additional literature.
Copyright © Regenesys, 2020
All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval
system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording or
otherwise) without written permission of the publisher. Any person who does any unauthorised act in relation
to this publication may be liable for criminal prosecution and civil claims for damages.
CONTENTS
1. WELCOME TO REGENESYS ..................................................................................................................... 1
2. TEACHING AND LEARNING METHODOLOGY ......................................................................................... 2
2.1 PRINCIPLES FOR RESPONSIBLE MANAGEMENT EDUCATION .................................................... 2
2.2 REGENESYS’ INTEGRATED LEADERSHIP AND MANAGEMENT MODEL ..................................... 3
2.3 DEVELOPING REGENESYS GRADUATE ATTRIBUTES .................................................................. 5
3. KEY TO ICONS USED IN THIS COURSE................................................................................................... 7
4. STUDY MATERIAL ...................................................................................................................................... 8
5. PRESCRIBED RESOURCES ...................................................................................................................... 8
5.1 BOOKS ................................................................................................................................................. 8
5.2 ARTICLES ............................................................................................................................................ 9
5.3 MULTIMEDIA ....................................................................................................................................... 9
5.4 ACCESSING JOURNAL ARTICLE AND OTHER ONLINE LINKS .................................................... 10
5.5 ADDITIONAL SOURCES TO CONSULT ........................................................................................... 11
6. GROUND RULES AND EXPECTATIONS ................................................................................................. 12
6.1 EXPECTATIONS ................................................................................................................................ 12
6.2 GROUND RULES ............................................................................................................................... 13
7. INTRODUCTION ........................................................................................................................................ 14
7.1 LEARNING OUTCOMES ................................................................................................................... 14
7.2 INTRODUCTION TO CHANGE MANAGEMENT IN THE PUBLIC SECTOR .................................... 15
7.2.1 INTRODUCTION ...................................................................................................................... 15
7.2.2 CHANGE MANAGEMENT TERMINOLOGY AND CONCEPTS .............................................. 16
7.2.3 THE DPSA’S CHANGE MANAGEMENT FRAMEWORK ........................................................ 18
7.2.4 THE PUBLIC SECTOR CHANGE MANAGEMENT FRAMEWORK ........................................ 19
7.2.5 BATHO PELE PRINCIPLES .................................................................................................... 21
7.2.6 KEY POINTS ............................................................................................................................ 22
7.3 CHANGE MANAGEMENT MODELS AND INTERVENTIONS .......................................................... 24
7.3.1 INTRODUCTION ...................................................................................................................... 24
7.3.2 THE IMPORTANCE OF STAKEHOLDERS ............................................................................. 24
7.3.3 CONSENSUS BUILDING FOR EFFECTIVE CHANGE ........................................................... 27
7.3.4 KURT LEWIN: THE UNFREEZE, CHANGE, REFREEZE MODEL ......................................... 27
7.3.5 THE MCKINSEY 7-S FRAMEWORK ....................................................................................... 31
7.3.6 KOTTER’S EIGHT STEPS FOR CHANGE .............................................................................. 33
7.3.7 KEY POINTS ............................................................................................................................ 34
7.4 IMPLEMENTING CHANGE ................................................................................................................ 36
7.4.1 INTRODUCTION ...................................................................................................................... 36
7.4.2 EIGHT-STEP PROCESS TO IMPROVE SERVICE DELIVERY .............................................. 37
7.4.3 DEVELOP A CHANGE MANAGEMENT STRATEGY ............................................................. 41
7.4.4 PERSPECTIVES FROM HR FOR DEALING WITH CHANGE ................................................ 42
7.4.5 MANAGING CHANGE USING THE TOOLS OF EMOTIONAL INTELLIGENCE .................... 44
7.4.6 KEY POINTS ............................................................................................................................ 50
7.5 LEADING CHANGE ........................................................................................................................... 52
7.5.1 INTRODUCTION ...................................................................................................................... 52
7.5.2 LEADERSHIP BEHAVIOURS .................................................................................................. 53
7.5.3 CHARACTERISTICS OF TRANSFORMATIONAL LEADERSHIP .......................................... 55
7.5.4 BRAVERY VERSUS OBEDIENCE .......................................................................................... 57
7.5.5 KEY POINTS ............................................................................................................................ 59
7.6 SUCCESS AND FAILURE FACTORS IN IMPLEMENTING CHANGE .............................................. 61
7.6.1 INTRODUCTION ...................................................................................................................... 61
7.6.2 SUCCESS FACTORS IN IMPLEMENTING CHANGE ............................................................ 61
7.6.3 FAILURE FACTORS IN IMPLEMENTING CHANGE ............................................................... 62
7.6.4 INSPIRATION TOWARD SUCCESS ....................................................................................... 64
7.6.5 KEY POINTS ............................................................................................................................ 67
8. REFERENCES ........................................................................................................................................... 68
9. VERSION CONTROL................................................................................................................................. 72
List of Tables
TABLE 1: CHANGE TYPOLOGIES ................................................................................................................ 18
TABLE 2: DPSA’S CHANGE MANAGEMENT FRAMEWORK ....................................................................... 20
TABLE 3: BENEFITS OF STAKEHOLDER MANAGEMENT FOR A CHANGE PROCESS ........................... 26
TABLE 4: INTERNAL CHANGE MANAGEMENT STRATEGY OUTLINE ...................................................... 41
TABLE 5: UNDERSTANDING EMOTIONS .................................................................................................... 47
TABLE 6: LEADERSHIP BEHAVIOURS......................................................................................................... 54
List of Figures
FIGURE 1: DPSA CHANGE MANAGEMENT FRAMEWORK ........................................................................ 19
FIGURE 2: BATHO PELE BELIEF SET .......................................................................................................... 21
FIGURE 3: PROCESS OF STAKEHOLDER MANAGEMENT ........................................................................ 25
FIGURE 4: FORCE FIELD ANALYSIS – EXAMPLE ...................................................................................... 28
FIGURE 5: MCKINSEY 7-S FRAMEWORK .................................................................................................... 31
FIGURE 6: EIGHT STEPS TO IMPROVE SERVICE DELIVERY ................................................................... 37
FIGURE 7: ASSIST EMPLOYEES WITH CHANGE ....................................................................................... 43
FIGURE 8: EMOTIONAL INTELLIGENCE...................................................................................................... 45
1. WELCOME TO REGENESYS
“Have a vision. Think big. Dream, persevere and your vision will become a reality.
Awaken your potential, knowing that everything you need is within you.”
Dr. Marko Saravanja
At Regenesys we help individuals and organisations achieve their personal and organisational goals
by enhancing their management and leadership potential. Our learning programmes are designed
to transform and inspire your mind, heart and soul, helping you to develop the knowledge, skills,
positive values, attitudes and behaviours required for success.
Having educated more than 100 000 students based in highly reputable local and international
corporations across more than 160 countries since the inception of Regenesys in 1998, we are now
one of the fastest-growing institutions of management and leadership development in the world. Our
ISO 9001:2008 accreditation bears testimony to our quality management systems meeting
international standards. We are also accredited with the Council on Higher Education.
At Regenesys you will be taught by business experts, entrepreneurs and academics who are inspired
by their passion for human development. You will be at a place where business and government
leaders meet, network, share their experience and develop business relationships.
We encourage holistic leadership development by fostering multiple intelligences at an intellectual,

physical, emotional, and spiritual level. We promote the development of rational intelligence (IQ) by
honing your critical and analytical abilities so that you become a better problem-solver and innovative
thinker. We will foster your spiritual intelligence (SQ) as a purpose- and value-driven individual who
can rise above adversity, take difficult decisions and make a difference. We will help you develop
your emotional intelligence (EQ) so that you can significantly improve your relationships and resolve
conflict effectively. You will have the opportunity to hone your financial acumen through the personal
finance education available on campus. And, because studying often adds pressure to an already
stressful life, we will also help you develop physical intelligence (PQ) by learning how to manage
stress and lead a healthier lifestyle.
We will help you awaken your potential and to realise that everything you need to succeed is within
you. And we will be with you every step of the way.
Areas of Expertise
© Regenesys School of Public Management 1

2. TEACHING AND LEARNING METHODOLOGY
Regenesys uses an interactive teaching and learning methodology that encourages self-reflection
and promotes independent and critical thinking. Key to our approach is an understanding of adult
learning principles, which recognise the maturity and experience of participants, and the way that
adult students need to learn.
At the core of this is the integration of new knowledge and skills into existing knowledge structures,
as well as the importance of seeing the relevance of all learning via immediate application in the
workplace. Practical exercises are used to create a simulated management experience to ensure
that the conceptual knowledge and practical skills acquired can be directly applied within the work
environment of the participants. The activities may include scenarios, case studies, self-reflection,
problem solving and planning tasks.
Training manuals are developed to cover all essential aspects of the training comprehensively in a
user-friendly and interactive format. Our facilitators have extensive experience in management
education, training and development.
2.1 PRINCIPLES FOR RESPONSIBLE MANAGEMENT EDUCATION
Regenesys upholds the UN Global Compact’s Principles for Responsible Management Education:
• Purpose: We will develop the capabilities of students to be future generators of sustainable

value for business and society at large and to work for an inclusive and sustainable global
economy.
• Values: We will incorporate into our academic activities and curricula the values of global
social responsibility as portrayed in international initiatives such as the United Nations Global
Compact.
• Method: We will create educational frameworks, materials, processes and environments that
enable effective learning experiences for responsible leadership.
• Research: We will engage in conceptual and empirical research that advances our
understanding about the role, dynamics, and impact of corporations in the creation of
sustainable social, environmental and economic value.
• Partnership: We will interact with managers of business corporations to extend our
knowledge of their challenges in meeting social and environmental responsibilities and to
explore jointly effective approaches to meeting these challenges.
• Dialogue: We will facilitate and support dialogue and debate among educators, students,
business, government, consumers, media, civil society organisations and other interested
groups and stakeholders on critical issues related to global social responsibility and
sustainability.
(PRME, 2014:1)

2.2 REGENESYS’ INTEGRATED LEADERSHIP AND MANAGEMENT
MODEL
This course will draw on a model developed by Regenesys Management, demonstrating how the
external environment, the levels of an organisation, the team and the components of an individual
are interrelated in a dynamic and systemic way. The success of an individual depends on his or her
self-awareness, knowledge, and ability to manage these interdependent forces, stakeholders and
processes.
The degree of synergy and alignment between the goals and objectives of the organisation, the team
and the individual determines the success or failure of an organisation. It is, therefore, imperative
that each organisation ensures that team and individual goals and objectives are aligned with the
organisation’s strategies (vision, mission, goals and objectives, etc); structure (organogram,
decision-making structure, etc); systems (HR, finance, communication, administration, information,
etc); culture (values, level of openness, democracy, caring, etc). An effective work environment
should be characterised by the alignment of organisational systems, strategies, structures and
culture, and by people who operate synergistically.
Regenesys’ Integrated Leadership and Management Model

As you start to apply the concepts you learn from this course in your work, think about the effect of
your action on all stakeholders – the people your organisation serves, your colleagues and the public
at large. What are the ethical implications of what you intend to do? How will you ensure that your
strategies and activities are sustainable in the triple-bottom-line sense, considering people, planet
and profit requirements?
ETHICAL CONSIDERATIONS … HOW WILL YOUR ACTIONS AFFECT:
PEOPLE
(QUALITY OF LIFE)
Bearable Equitable
Sustainable
PLANET PROFIT/PROSPERITY
(STEWARDSHIP) Viable (VALUE CREATION)
PURPOSE
The Ten Principles
The UN Global Compact, in its 10 principles, asks organisations to:
• Support and respect the protection of internationally proclaimed human rights;

• Ensure they are not complicit in human rights abuses;
• Uphold workers’ freedom of association and the effective recognition of the right to collective
bargaining;
• Eliminate all forms of forced and compulsory labour;
• Abolish child labour;
• Eliminate discrimination in respect of employment and occupation;
• Support a precautionary approach to environmental challenges;
• Undertake initiatives to promote greater environmental responsibility;
• Encourage the development and diffusion of environmentally friendly technology; and
• Work against corruption in all its forms, including extortion and bribery.
(United Nations, nd)
As a public manager you have the capacity to bring about real change. As much as organisations
are shaped by their environment, their actions influence the environment. You can contribute to
sustainable change by managing responsibly.

2.3 DEVELOPING REGENESYS GRADUATE ATTRIBUTES
Getting a qualification is not enough, on its own, to prepare you to traverse the rapidly changing
world of work, where industry 4.0 and 5.0 are rendering many professions obsolete. We will work
with you throughout your studies to help you develop these critical attributes to navigate the new
world order, along with the skills and knowledge you need to excel in any environment.
REGENESYS GRADUATE ATTRIBUTES
Think differently
To think differently, you must be intellectually curious, analytical, open-minded though constructively
critical, with the mental agility to think across disciplines, contexts and domains to solve complex
problems and find innovative ways to do things. Be imaginative but rational. We will systematically
help you cultivate higher-order thinking – the kind of thinking that recognises and makes sense of
patterns others miss, and that facilitates unique linkages and solutions.
Ground decisions in evidence
Both well-informed and knowledgeable, you must be committed to sound research, taking a
multidisciplinary and metacognitive approach to problem-solving, and able to recognise and put
aside personal bias, basing decisions on evidence. This will prepare you to take calculated risks.

Lead consciously
This ties back to the overarching P in the quadruple bottom line: purpose. Purpose-driven, you put
sustainability at the heart of your organisation. Emotionally and spiritually intelligent, you should be
self-aware, understand the interconnectedness of all things, and act ethically and with integrity. As
an ideal graduate, you will be a service-oriented agent of change.
Harness diversity
You will appreciate the value of individual differences. Socially intelligent, collaborative and a skilled
communicator, you should be able to facilitate connections to build, empower and manage high-
functioning teams with diverse skills and personalities, and support them in assuming
responsibilities.
Professional comportment
With a confident and inspiring aura, you are utterly professional, yet accessible. Deliberate,
determined, disciplined, and focused. You will model your values, and hold yourself accountable.
You will have the resilience and grit to keep going in the face of adversity.
Have a glocal outlook
Your glocal outlook underpins your ability to operate and compete ethically and profitably as a
responsible global citizen in a borderless world. Your multicultural awareness and wide-ranging
interest in current affairs enables you to recognise and respond to local cultures and needs without
losing sight of the global picture.
Are you ready to start work on what it takes

to be a Regenesys graduate?
The next few sections contain practical information that will help you do just that.

3. KEY TO ICONS USED IN THIS COURSE
Workbook Rate your skills
Prescribed resources References
Interesting reading Articles
Case study Discussion forum
Example Calculations
Quote Definitions and glossary
“ Note important information In a nutshell – important summary
Self-reflection activity to complete Task to complete/formative assessment
Course evaluation Digital assessment
Assignment Group assignment
Workplace assessment Exam
Web link Video clip
Audio Presentation
Livestream/webinar Folder/portfolio of evidence
Choice Appendix
Downloadable item Upload here

4. STUDY MATERIAL
Your material includes:
• This study guide

• Prescribed reading and viewing
• Digital assessments at the end of each section of your course
• Individual assignment
These resources provide a starting point for your studies. You are
expected to make good use of your textbooks, the additional
resources provided via online links, and wider reading that you, as a
higher education student, will source yourself.
5. PRESCRIBED RESOURCES
Various resources are prescribed to help you complete this course.
5.1 BOOKS
The following textbook is prescribed and should be used to complete the course:
• Senior, B. and Swailes, S. 2016, Organizational Change, 5th ed, Harlow: Pearson.
Please ensure you order or download your textbook before you start the course.

5.2 ARTICLES
• Caprino, K. 2018, ‘Transformational leaders: the top trait that separates them from the rest’, Forbes,
https://www.forbes.com/sites/kathycaprino/2018/02/03/transformational-leaders-the-top-trait-that-separates-
them-from-the-rest/#2df5a57b52cc (accessed 18 September 2020).
• Creasey, T. 2018, ‘Four change management trends in 2020’, https://blog.prosci.com/4-change-management-

trends-for-2020 (accessed 18 September 2020).
• DPSA, 1997, Batho Pele – ‘People First’: White Paper on Transforming Public Service Delivery,
http://www.dpsa.gov.za/dpsa2g/documents/acts&regulations/frameworks/white-papers/transform.pdf (accessed
18 September 2020).
• Future 500, 2018, Top 10 stakeholder engagement trends of 2018, https://www.future500.org/blog/top-10-

stakeholder-engagement-trends-2018 (accessed 18 September 2020).
• Gino, F. 2015, ‘The unexpected influence of stories told at work’, Harvard Business Review, September 15,
(access this article via an internet search or EbscoHost, which is available on your Regenesys student portal).
• Holmes, R. 2017, ‘How 2,000 random coffees changed my company’s culture”, Forbes,
https://www.forbes.com/sites/ryanholmes/2017/12/11/how-2000-random-coffees-changed-my-companys-
culture/#60a48dbd4ffc (accessed 18 September 2020).
• Karlsson, T.S. 2018, ‘Searching for managerial discretion: how public managers engage managerialism as a
rationalization for increased latitude of action’, Public Management Review,
https://www.tandfonline.com/doi/full/10.1080/14719037.2018.1473475 (for ease of reading click the PDF button
under the article title; accessed 18 September 2020).
• Kotter, J. 2013, ‘Change management vs change leadership – what’s the difference?’

https://www.forbes.com/sites/johnkotter/2011/07/12/change-management-vs-change-leadership-whats-the-
difference/#108adaa84cc6 (accessed 18 September 2020).
• MindTools, 2013, ‘Kotter’s 8-step change model: implementing change powerfully and successfully’,
https://www.mindtools.com/pages/article/newPPM_82.htm (accessed 18 September 2020).
• Tasler, N. 2017, ‘Stop using the excuse “Organizational change is hard”’, Harvard Business Review, July 19
(access this article via an internet search or EbscoHost, which is available on your Regenesys student portal).
5.3 MULTIMEDIA
• BigThink, 2012, ‘Daniel Goleman introduces emotional intelligence’,

https://www.youtube.com/watch?v=Y7m9eNoB3NU (accessed 18 September 2020).

5.4 ACCESSING JOURNAL ARTICLE AND OTHER ONLINE LINKS
Most study guide and virtual course links should open directly when you click on them, provided your
browser is open and connected to the net. However, to access articles and e-books on EbscoHost
or Emerald, you must be logged in to the student portal, and have these databases open.
• Click on Tools, Resources, Library, and then on Ebscohost or Emerald:
… and then click on the article link in the study guide.
If this does not work (it can depend on what browser you are using), cut and paste the URL (the
www address) into your browser and click to access the link. Use Chrome, Firefox or Safari as your
browser. Do not use Internet Explorer, as it is no longer supported by all applications. Check that
you have copied the whole URL, and have not left out part after a hyphen. There should not be any
spaces in the URL – the whole thing should be on one line.
Please report any broken links – or any other problems encountered on your educational journey
that we can solve – to mdt@regenesys.co.za so we can fix them for you.
Links to additional media that may prompt discussion and help you complete this course will be
saved in Around the Net, a couple of clicks down from the EbscoHost database links in the portal
library. Visit the site regularly to see what’s new.

5.5 ADDITIONAL SOURCES TO CONSULT
As a higher education student, you are responsible for sourcing additional information that will assist
you in completing this course successfully. Here are sources you can consult to obtain additional
information on the topics to be discussed in this course. You will find more on the portal.
EbscoHost and These online databases contain journal articles, e-books and multimedia relevant to your
Emerald studies. Registered Regenesys students in good standing can access them through the
student portal.
NetMBA MBA constructs and discussion. http://www.netmba.com/
MindTools Ideas, constructs, management models and commentary. http://www.mindtools.com/
ProvenModels Provides management models – generalisations of business situations that, when applied in
context, can be powerful tools for solving business problems.
http://www.provenmodels.com/
12manage.com More models, principles and global commentary. http://www.12manage.com/
The Free Comprehensive overviews of strategic planning.
Management Library http://managementhelp.org/strategicplanning/index.htm
TED TED (Technology, Entertainment and Design) is a nonprofit organisation that devotes itself
to spreading new, transformative ideas in science, business and global issues, among other
topics. TED’s website will take you to each of the groundbreakingTED Talks, and also to
TEDx, a programme that helps communities, organisations and individuals to create local
TED-like experiences. https://www.ted.com/about/our-organization
A word of caution – not all information available on the internet is necessarily of a high academic
standard. Always compare the information you find with that in reputable sources, such as
articles published in accredited journals.

6. GROUND RULES AND EXPECTATIONS
6.1 EXPECTATIONS
It is crucial in any learning process that the expectations and needs of the learners are identified.
The identification of the learners’ expectations and needs enables the facilitator to create a relevant
and learner-focused learning process.
Expectations
Purpose: To identify your expectations and needs around this course
Time: 10 minutes
1. What are your expectations for this course?

2. What can you contribute to make this course successful?
3. What obstacles could prevent you from achieving your expectations?

6.2 GROUND RULES
In most group situations it is important to make ground rules or norms of behaviour collectively, in
order to create an environment conducive to learning. Ground rules set the tone for future group
discussions and behaviour.
Some examples of ground rules:
• One person speaks at a time.

• People who want to speak should put up their hands.
• Participants should ensure that they arrive at sessions on time, etc.
Ground Rules
Purpose: To make ground rules for the group
3-minute discussion in pairs

Time:
10-minute brainstorm in plenary
1. Find a partner.
2. List and discuss two issues that you feel would create an environment conducive for learning.
3. Each pair will brainstorm their list.

7. INTRODUCTION
This course covers the major aspects of change management for those working in the public and
development sectors. It summarises key theories and approaches to change management and
includes detailed descriptions of techniques that may be used in a change management process
and programmes.
It is required to help you find realistic solutions to real-world problems.
7.1 LEARNING OUTCOMES
On completing this course, you should have achieved these outcomes:
• Be familiar with change management terminology, concepts and their definition;

• Understand the need for change in an organisation;
• Apply different theories and models to manage change;
• Understand the key success and failure factors of change management;
• Assess the importance of leadership in change management;
• Be familiar with consensus-building for effective change management;
• Apply relevant change management tools; and
• Manage organisational change processes and interventions successfully.
The timetable under each section heading provides guidance on how long to spend studying the
section. Follow the timetable to ensure that you spend a suitable length of time on each section,
cover the required sections relevant to each assignment, and have enough time to prepare for the
examination.

7.2 INTRODUCTION TO CHANGE MANAGEMENT IN THE PUBLIC SECTOR
Timeframe Fifteen hours
• Be familiar with change management terminology, concepts and their definition; and
Learning outcomes
• Understand the need for change in an organisation.
Prescribed textbook • Senior, B. and Swailes, S. 2016, Organizational Change, 5th ed, Harlow: Pearson.
• Creasey, T. 2018, ‘Four change management trends in 2020’, https://blog.prosci.com/4-

Prescribed reading
change-management-trends-for-2020 (accessed 18 September 2020).
This section describes fundamental concepts relevant to change management in the public
sector. It discusses the change management framework developed by the Department of
Section overview
Public Service and Administration and emphasises the importance of the Batho Pele
principles.
7.2.1 Introduction
Public sector organisations are often described as rigid institutions that are governed by policies and
legislation that make it difficult to implement change. These organisations seek capacity (the ability
to get things done) and an approach to introduce change within a highly structured and bureaucratic
context (United Nations Development Programme, 2006:4).
South Africa’s white paper on the Transformation of the Public Service (WPTPS) demands a policy
framework and a practical implementation strategy for the transformation of public service
organisations. The purpose is to improve efficiency and effectiveness. The paper requires national
and provincial departments to identify the following to promote improvements in the quantity and
quality of services:
• Mission statement for service delivery;

• Services to be provided, to which groups, and at what service charges;
• Service standards, defined outputs and targets, and performance indicators benchmarked
against comparable international standards;
• Plans for staffing, human resource development and organisational capacity-building,
tailored to service delivery needs;
• Financial plans that link budgets to service needs and personnel plans;
• Potential partnerships with the private sector, with nongovernmental organisations (NGOs)
and with community-based organisations (CBOs);
• The development of a culture of customer care; and
• The development of approaches to service delivery that are sensitive to issues of race,
gender and disability.
(DPSA, 2014)

Discuss the implications of the white paper for your organisation or department (or a relevant
public-service organisation you are familiar with).
Before discussing this change management framework, we first need to understand pertinent terms
and concepts related to change management.
7.2.2 Change Management Terminology and Concepts
The term “change management”, for our purposes, refers to the efforts of organisations to adapt to
changing circumstances, and the measures that managers take to initiate and facilitate such
adaption. The term has a number of connotations; firstly:
Making changes in a planned and managed or systematic fashion.

(Nickols, 2012)
This definition refers to managing changes that have been planned. However, unforeseen changes
may also arise. So managing change may also be defined as:
The response to changes over which an organisation exercises little or no control.

(Nickols, 2012)
Public institutions sometimes refer to “change” as “transformation”. But the connotations are not
always the same – especially in South Africa, where “transformation” connotes efforts to address the
inequalities carried over from the colonial and apartheid eras. “Change”, meanwhile, can refer to a
broader set of goals – such as aligning the organisation’s practices with the latest global best
practices. This said, “transformation” can also be applied in a global (as opposed to South African
sociocontextual) sense – a sense that has to do with achieving business-type efficiencies:
“... a process of profound and radical change that orients an organisation in a new direction and
takes it to an entirely different level of effectiveness. Transformation implies a basic change of
character and little or no resemblance with the past configuration or structure.”
(BusinessDictionary, 2018)
Do you agree with this definition of transformation?
Even if you more or less agree, are there any weaknesses in the definition?

Change Management Meets Transformation
1. Critically outline the similarities and differences between the meanings of the following terms:
a. Change management
b. Transformation
2. Give examples of change management and transformation initiatives in your department or organisation (or a
relevant public-service organisation that you are familiar with).
3. Do you think there is a distinction between these change management and transformation initiatives? Critically
justify your response.
Accepting the need for continuous adjustment to the external environment has created the concept
of “the learning organisation”. A learning organisation may be defined as:
“An organisation that is intent on continuous adaption to shifts in its external environment. It acts
in response to feedback from that environment, and continuously reviews and adapts its
responses.”
(Regenesys, 2018)
Learning organisations are subject to continual organisational change. Organisational change may
be defined as:
“…a state of transition between the current state and a future one, towards which the
organization is directed.”
(Tripon and Dodu, nd:10)
The United Nations Development Programme (UNDP) classifies organisational change into three
main types, set out in Table 1.

TABLE 1: CHANGE TYPOLOGIES
Type Explanation
Top-down change This is based on the assumption that if managers plan things properly, change can be
management executed smoothly. The only obstacle comes from resistance by some employees; hence
focus is on changing the culture of an organisation or “the way we do things around here”.
Transformational This relies on transformational leaders setting a personal example and challenging people
change management to think “outside the box” and innovate, while providing a safe environment for doing so.
Strategic (gradualist) This stands in contrast to the top-down model by gradually introducing new behaviours at
change management work in such a way that people witness the benefits for the organisation, and internalise the
change in their ways of working.
(Adapted from UNDP, 2006:5)
Types of Change Management
Give a practical example for each of the types of change management set out in Table 1. Having provided your
examples, critically compare them and contrast them against each other.
Find out more about where the field of change management stands, and where it could be
headed:
• Creasey, T. 2018, ‘Four change management trends in 2020’, https://blog.prosci.com/4-

change-management-trends-for-2020 (accessed 18 September 2020).
Also be sure to explore your prescribed textbook’s sections or the nature of

organisations and their changing environments.
7.2.3 The DPSA’s Change Management Framework
The South African public service has undergone fundamental changes over the past couple of
decades, and standards and conventions that guide change management in the public sector are
needed. And so the Department of Public Service and Administration (DPSA) has drawn up a change
management framework.
The framework provides the necessary guidelines to establish best practice for change
management. It also includes a customised approach to change, depending on where the
organisation is (in its life cycle) and what is required. The purpose of the framework is to ensure a
shared and consistent approach to change management in the public sector that can be customised
to specific circumstances.

The objectives of the framework are to:
• Establish best practice in change management across all three spheres of government; and
• Empower and enable government managers to manage change effectively.
The framework is intended for use by:
• Heads of departments (HoDs);

• Senior managers;
• HR practitioners;
• Employee wellness practitioners;
• Organisational development or change management practitioners; and
• Any public servant who finds value in using the framework.
7.2.4 The Public Sector Change Management Framework
Figure 1 illustrates the DPSA change management framework (2014):
FIGURE 1: DPSA CHANGE MANAGEMENT FRAMEWORK
(DPSA, 2014)
The DPSA (2014) change management framework is explained in Table 2.

TABLE 2: DPSA’S CHANGE MANAGEMENT FRAMEWORK
READY An organisation is ready There is an understanding of the rationale for the change, what is required
when: to make it work and a readiness to change.
The necessary structures, systems, frameworks, policies and procedures
are in place to support effective and efficient functioning.
WILLING An organisation is willing Employees (especially managers) are engaged and mobilised in support of
when: the change and are inspired to try their best.
The necessary collaborative partnerships are in place and functioning
effectively.
ABLE An organisation is able Employees (and managers, in particular) have the competencies
when: (knowledge, skills and attributes) to change and drive successful
implementation of the change.
SUSTAIN An organisation can There is a high level of alignment between internal effectiveness and
sustain performance positive impact on the organisation’s external environment.
when:
An adaptive culture and organisational architecture drive continuous
learning, change and innovation.
Place Your Organisation in the DPSA Change Management Framework
Self-brainstorm a future scenario in which a significant need for change presses upon your organisation or
department (or on a public-service organisation that interests you). Describe the scenario in three or four sentences.
Then write four add-on scenarios, one for each quadrant in Figure 1. For example, for your first add-on scenario,
describe a low consensus, low performance attitude among your organisation’s staff (how would this attitude
manifest; what would staff members do or not do?). For your second add-on scenario, describe a low consensus,
high performance attitude among staff. And so on.
In this course, we’ll explore models that will help you to guide your organisation, in terms of the
DPSA’s change management framework, from “ready and willing” to “able and sustaining”. When
implementing any type of transformation, public service organisations are guided by stringent
principles of service to the people (DPSA, 2014) – namely, the Batho Pele principles. We look at
these next.

7.2.5 Batho Pele Principles
The aim of implementing the Batho Pele (“People First”) philosophy is “to progressively raise
standards of service, especially for those whose access to public services have been limited in the
past and whose needs are greatest” (DPSA, 2014). In other words, it is an approach that compels
public organisations to be committed to serving people and innovate ways to improve service
delivery. This approach also creates the notion that public organisations are to be held accountable
for the quality of services they deliver. The eight Batho Pele principles are built on a belief set
discussed in Figure 2.
FIGURE 2: BATHO PELE BELIEF SET
• We are part of the public service and should work together and respect our
We Belong fellow colleagues
• Caring for the public we serve - our customers

We Care
• All citizens will get good service from public servants

We Serve
(Etu.org, nd)
Batho Pele is expressed in these eight principles:
THE EIGHT PRINCIPLES OF BATHO PELE
1. Consultation
Citizens should be consulted about the level and quality of the public services they receive and,
wherever possible, should be given a choice about the services that are offered.
2. Service standards
Citizens should be told what level and quality of public services they will receive so that they are
aware of what to expect.
3. Access
All citizens should have equal access to the services to which they are entitled.
4. Courtesy
Citizens should be treated with courtesy and consideration.
5. Information
Citizens should be given full, accurate information about the public services they are entitled to
receive.

6. Openness and transparency
Citizens should be told how national and provincial departments are run, how much they cost,
and who is in charge.
7. Redress
If the promised standard of service is not delivered, citizens should be offered an apology, a full
explanation, and a speedy and effective remedy; and when complaints are made, citizens should
receive a sympathetic, positive response.
8. Value for money

Public services should be provided economically and efficiently in order to give citizens the best
possible value for money
(DPSA, 2014)
Acting on the Batho Pele Principles
1. Critically analyse the extent to which your organisation or department (or a public-service department that
interests you) acts upon each of the Batho Pele principles. (Note our emphasis on acts. Your analysis should
focus on what the organisation actually does, rather than on what it says it does.)
2. Self-brainstorm three internal initiatives that would improve your organisation or department’s ability to act upon
the Batho Pele principles. Describe and critically justify the initiatives you have in mind.
7.2.6 Key Points
• Change management can embrace both the making of changes in a planned, systematic
fashion; and responding to the kind of changes over which the organisation exercises little or
no control (Nickols, 2012).
• Public institutions sometimes refer to “change” as “transformation”. But the connotations are
not always the same – especially in the South African context, where “transformation”
connotes efforts to address the inequalities carried over from the colonial and apartheid eras.
“Change”, meanwhile, can refer to a broader set of goals – such as aligning the organisation’s
practices with the latest global best practices.
• The learning organisation is one that is intent on continuous adaption to shifts in its external
environment. It acts in response to feedback from that environment, and continuously reviews
and adapts its responses (Regenesys, 2018).
• The South African Public Service has undergone fundamental changes over the past couple
of decades, and there has been a need for standards and conventions that guide change
management in the public sector. As a result a change management framework has been
developed by the Department of Public Service and Administration (DPSA).

• The objectives of the framework are to:
o Establish best practice in change management across all three spheres of government;
and
o Empower and enable government managers to manage change effectively.
• The aim of implementing the Batho Pele (“People First”) philosophy is “to progressively raise
standards of service, especially for those whose access to public services have been limited
in the past and whose needs are greatest” (DPSA, 2014).
Remember to do your digital assessment for this section online!
It will help you strengthen and embed your understanding of the course. You will not be able to
change your answers once you have submitted them, so make sure you have completed the
relevant section of coursework first. Where you see Select all that are relevant, be aware that
any number of the options presented could be correct. You will lose marks for incorrect
selections, so choose carefully. Your combined marks from these assessments count towards a
total of 20% of your course mark.

7.3 CHANGE MANAGEMENT MODELS AND INTERVENTIONS
Timeframe Minimum 40 hours
• Apply different theories and models to manage change; and

Learning outcomes
• Be familiar with consensus building for effective change management.
• Future 500, 2018, Top 10 stakeholder engagement trends of 2018,

https://www.future500.org/blog/top-10-stakeholder-engagement-trends-2018 (accessed 18
September 2020).
Prescribed reading
• MindTools, 2013, ‘Kotter’s 8-step change model: implementing change powerfully and
successfully’, https://www.mindtools.com/pages/article/newPPM_82.htm (accessed 18
September 2020).
We discuss how change management intersects with the field of strategic management, in
particular when it comes to dealing with stakeholders. Stakeholder analysis and
Section overview communication, performed well, dramatically increase your chances of successful change. We
work with three well-known models for strategic change – first the model credited to Kurt
Lewin, then the McKinsey 7-S model, and the Kotter eight-step model.
7.3.1 Introduction
Before an organisation decides to implement a change, it should consider the primary factor of
identifying all stakeholders who will be affected by the change. Stakeholder buy-in or consensus is
vital before the change process begins. The entire change effort may fail through a lack of
stakeholder support.
7.3.2 The Importance of Stakeholders
The term “stakeholder” applies to people inside and outside the organisation. Someone is a
stakeholder if:
• They have a stake in the success or failure of the change;

• They provide funding for the change;
• They have invested resources in the change;
• They work on implementing the change;
• They are affected by the outcomes of the change; and
• They share accountability for some aspects of the change.

Identify Stakeholders
1. Identify all the stakeholders (including stakeholder communities) in and around your department or chosen
organisation.
2. From all the stakeholders you have identified, choose the three most important ones and rank them (as “most
important”, “second most important” and “third most important”). Critically justify your choices and your ranking.
The process of managing stakeholders is illustrated in Figure 3.
FIGURE 3: PROCESS OF STAKEHOLDER MANAGEMENT
Identify
stakeholders
Manage Analyse
stakeholder stakeholder
needs needs
Plan stakeholder
communication
techniques
The manager responsible for the change has to understand who the stakeholders are, manage them,
meet their needs, maintain engagement with them, and communicate the change milestones to them
at all times.
Stakeholder Management
1. How do you currently manage stakeholders in your department or chosen organisation?

2. Suggest and critically justify recommendations for improvements to your current stakeholder management process.

Managing stakeholders in a change process has advantages for both the change manager and the
stakeholder. The benefits for the change process are discussed in Table 3.
TABLE 3: BENEFITS OF STAKEHOLDER MANAGEMENT FOR A CHANGE PROCESS
Tap the expertise of your You can use the opinions of the most powerful stakeholders to shape your changes at
stakeholders an early stage. Not only does this make it more likely that they will support you, but
their input can also improve the quality of your change.
Gain more resources Getting support from powerful stakeholders can help you to win more resources. This
improves your chances of being successful in your change.
Have a support structure By communicating with stakeholders early and often, you can ensure that they know
in place what you are doing and fully understand the benefits of your project. This means that
they can support you actively when necessary.
Know what to expect Through knowing and managing your stakeholders, you will be able to anticipate what
people's reaction to your change may be, and build into your plan the actions that will
win people's support.
(Thompson, 2012)
Stakeholder Theory
Read in your prescribed book the section on business ethics and corporate social responsibility, and take particular
note of the stakeholder theory with regards to the purpose of corporations.
• Senior, B. and Swailes, S. 2016, Organizational Change, 5th ed, Harlow: Pearson.
From your reading, write a short, critically argued report titled “Three lessons that public service providers can learn
from corporate stakeholder theory”. (Your report may, if you wish, mention the divide between corporate stakeholder
theory and corporate shareholder theory, and the danger that public or development service providers may run when
they focus on perceived shareholders rather than a broad base of stakeholders.)
It’s useful for public sector managers to be aware of trends in the private sector – the two sectors
inevitably affect each other. Read this report and note the interplay between private and public
sectors in, for example, the account of US corporate efforts at global leadership in response to
the Trump administration’s global withdrawal:
• Future 500, 2018, Top 10 stakeholder engagement trends of 2018,

https://www.future500.org/blog/top-10-stakeholder-engagement-trends-2018 (accessed
18 September 2020).

7.3.3 Consensus Building for Effective Change
Consensus is necessary, as it promotes acceptance and ownership of the change. It accelerates the
willingness of people to work together towards a common goal. Stakeholder consensus and buy-in
are crucial factors for success in implementing a change management process.
The process of gaining consensus between stakeholders is outlined below:
• Understand the meaning of consensus;

• Agree upon the purpose, values, and lines of authority;
• Understand the proposed change; and
• Address all concerns that arise.
(Brown and Arriaza, 1999)
Building Consensus
In your work, you have probably encountered a situation in which building consensus was crucial. Describe the
situation and critically analyse how the process of building consensus unfolded. What was done well, and what could
have been done better?
Once stakeholder consensus is achieved, you may proceed to select the most appropriate model for
implementing the proposed change. The following models for implementing a change process will
be discussed in this section:
• The change management model inspired by Kurt Lewin (which is sometimes referred to, for
convenience, as “Kurt Lewin’s model”);
• The leadership expert John Kotter’s eight-step model for successful change; and
• McKinsey’s 7-S model.
7.3.4 Kurt Lewin: the Unfreeze, Change, Refreeze Model
Kurt Lewin, a psychologist focusing his attention on sociology, inspired a three-stage theory of
change. This theory is also termed the “Unfreeze, Change, Refreeze” model of change management
(Ritchie, 2007).
These three stages are discussed in detail below.

Stage 1: Unfreezing
The first stage in the model describes the function of getting ready to change. Organisations need
to evaluate and discuss the need for change and get to the point of understanding that change is
necessary. It is also important to understand the gap between the current comfort zone and the
desired future state. This is thus the stage in which the organisation prepares for change. It is also
during this stage where employees should be motivated to change.
To evaluate and motivate the change needed, Lewin’s followers prescribe the force field analysis.
The balancing by force field analysis of forces “for change” and “against” is illustrated in Figure 4.
FIGURE 4: FORCE FIELD ANALYSIS – EXAMPLE
Against
For change
change
Conservative staff
Executive committee
members
Virtual workspaces Geographic locations
Potential sales Low budget
(Regenesys, 2018)
Force-field analysis is a technique for evaluating those influences supporting a change and those
opposing it. These for-and-against factors must be identified and then can be weighted in order to
present a framework of the relative strength of these respective forces.

Carnall (1995:143) presents the following steps in this analysis:
Stage 1 Define the strengths and weaknesses of the current situation and the situation you wish to achieve.
Stage 2 Identify the forces working for and against your desired changes.
Stage 3 Identify the forces that you consider to be most important. List the actions to reduce the strength of an
opposing force and exploit a favourable force.
Stage 4 Agree on the actions most likely to achieve change and the resources needed to implement them.
Should the above analysis indicate that the forces in favour of change are in balance with or outweigh
the forces opposing it, it may be best to press ahead with implementing the strategy. If strong forces
oppose the change, it may be necessary to consider how these can be reduced and how the forces
favouring the change can be strengthened. Clearly, the applicability of this method is a matter of
judgment. However, it does offer a clear analytical overview of the dynamics of the change situation
and, as such, can be a helpful guide to managing the strategic change process.
Stage 2: Change or transition
The next stage of the Lewin-inspired model involves change or transition. Many say that this stage
is the most challenging, especially if the motivation for the change has not been specified. In this
stage, the change strategy should be implemented and monitored. This involves the development of
new behaviours, attitudes and values in the cultural processes of the organisation.
Stage 3: Refreezing
This stage involves the re-establishment of stability, and starts as soon as changes to the
organisation have been made. Organisations need to establish whether the new changes are
acceptable and can be maintained. Ideally, there should be little danger of people reverting back to
their previous behaviour. Reinforcing mechanisms include policies, procedures, training and
development programmes.
Read the section in your textbook on “obstructing and facilitating change processes” (forces for
and against change), and take note of the authors’ discussion of force field analysis. Then read
the section devoted to Lewin’s three-phase model of change.

Conduct Your Own Force Field Analysis
The exercise:
Follow Slavitt’s steps to conduct a force field analysis for a project in which your organisation or department is involved.
(If possible, for brainstorming purposes, ask two or three of your class colleagues to play the role of team-mates.)
Slavitt’s steps:
Slavitt (2011) sets out the steps for conducting your own force field analysis (in a team setting) as follows:
1. Ask the team members to list the supporting forces on the one side, drawing bolder or narrower arrows against
each statement to indicate the strength of the force pushing the present situation towards the goal. Remember,
forces can be internal or external to the organisation. Internal and external forces continuously press organisations
to change. These forces vary from organisation to organisation, and some of them are:
• Technology (IT);
• Political changes;
• Policy changes;
• Globalisation;
• Decentralisation;
• Emphasis on people development and management;
• Privatisation or outsourcing; and
• Employment equity.
2. On the other side, list the forces hindering change or that are reducing your power to reach the goal. Once again,
indicate the strength of the force against attaining your goal by a bolder or finer arrow.
3. Explain that one is able to move towards the goal by increasing the helping forces or by reducing the hindering
forces. Sometimes the more pressure that comes from the helping forces, the more resistance develops in the
hindering forces. In such cases, it is often best to start by reducing the hindering forces.
4. Now ask the project team to choose either one of the helping forces, which they could strengthen, or one of the
hindering forces, which they could reduce. Taking the force as the new situation, ask them to identify their goal in
regard to working with this force.
5. Finally, identify the potential “assets for change”, which are not currently harnessed as driving forces, but which
could be called upon, such as external expertise. These are then included on the diagram for later consideration
when they might be brought into play.
(Slavitt, 2011)
This model stimulates a process of intense communication in the project team and helps team members to work out a
winning strategy. A word of warning, however: the force field idea should be applied with care – you need to be clear
what you mean when you identify someone or something as a “force” and be sensitive to thinking in terms of
opposing sides. The aim is not to draw battle lines! Be careful not to let force field analysis draw you or other people
into thinking in “win-lose” terms.

7.3.5 The McKinsey 7-S Framework
A much-cited model for relating strategy to change management is the McKinsey 7-S framework,
which tackles the organisation’s internal environment and capacities. Dagmar Recklies (2014)
explains:
“ The two people who developed this framework, Tom Peters and Robert Waterman, were
consultants at McKinsey & Co at that time. They published their 7-S framework in their article
‘Structure is not organization’ (1980) and in their books The Art of Japanese Management (1981)
and In Search of Excellence (1982).
The model is based on the idea that an organisation is made up of seven elements, as shown in
Figure 5.
FIGURE 5: MCKINSEY 7-S FRAMEWORK
(Pkor43, Creative Commons, 2018)

Recklies (2014) describes this framework as follows:
The 7-S Framework
Those seven elements are distinguished in so-called hard S’s and soft S’s. The hard elements
(top three circles) are easy to identify. They can be found in strategy statements, corporate plans,
organizational charts and other documentations.
The four soft S’s (lower four circles) however, are difficult to describe, since capabilities, values
and elements of corporate culture are continuously developing and changing. They are highly
determined by the people at work in the organization. Therefore it is much more difficult to plan or
to influence the characteristics of the soft elements. Although the soft factors are below the
surface, they can have a great impact of the hard Structures, Strategies and Systems of the
organization.
Effective organizations achieve a fit between these seven elements. This criterion is the origin of
the other name of the model: Diagnostic Model for Organizational Effectiveness.
If one element changes then this will affect all the others. For example, a change in HR-systems
like internal career plans and management training will have an impact on organizational culture
(management style) and thus will affect structures, processes, and finally characteristic
competences of the organization.
In strategic change processes, many organizations focus their efforts on the hard S’s, Strategy,
Structure and Systems. They care less for the soft S’s, Skills, Staff, Style and Shared Values.
Peters and Waterman in “In Search of Excellence” commented however, that most successful
companies work hard at these soft S’s.
The soft factors can make or break a successful change process, since new structures and
strategies are difficult to build upon inappropriate cultures and values. These problems often
come up in the dissatisfying results of spectacular mega-mergers. The lack of success and
synergies in such mergers is often based in a clash of completely different cultures, values, and
styles, which make it difficult to establish effective common systems and structures.
The 7-S Model is a valuable tool to initiate the strategic change processes and to give the
organization direction. A helpful application is to determine the current state of each element and
to compare this with the ideal state. Based in this it is possible to develop action plans to achieve
the intended state.
(Recklies, 2014)

7.3.6 Kotter’s Eight Steps for Change
To get a strategy into motion and see it through to a successful conclusion, a certain degree of
organisational willpower is required. Kotter’s eight-step model is geared to support this.
“ There are many theories about how to ‘do’ strategic change. Many originate with leadership and
change management professor, John Kotter. A professor at Harvard Business School and world-
renowned change expert, Kotter introduced his eight-step change process in his 1995 book,
Leading Change.
(MindTools, 2013)
MindTools (2013) explains the eight steps:
Kotter’s Eight Steps for Change
1: Create Urgency
Change happens more easily if everyone wants it. Develop a sense of urgency about the need
for change.
2: Form a Powerful Coalition

Convince people that strategic change is necessary. This takes strong leadership and visible
support from key people.
3: Create a Vision for Change

When you start thinking about strategic change, many great ideas will probably be suggested.
Link these concepts to an overall vision that people can grasp and remember.
4: Communicate the Vision

What you do with your vision after you create it will determine your success. Your message
competes with other day-to-day communications in the company, so communicate it often and
powerfully.
5: Remove Obstacles
Is anyone resisting the change? And are there processes or structures getting in its way?
Introduce the structure for change, and continually check for barriers to it.
6: Create Short-Term Wins

Nothing motivates like success. Give people an early taste of victory.
7: Build on the Change

Many strategic change projects fail because victory is declared too soon. Real change runs deep.
8: Anchor the Changes in Corporate Culture

For change to last, it should become part of the core of your organisation. Organisational culture
often determines what gets done, so the values behind your vision must show in day-to-day work.

Read the full article:
• MindTools, 2013, ‘Kotter’s 8-step change model: implementing change powerfully and
successfully’, https://www.mindtools.com/pages/article/newPPM_82.htm (accessed 18
September 2020).
Search your textbook’s index for “Kotter”, and then explore the authors’ references to
Kotter’s conceptions of “guiding coalitions” and “the role of short-term wins”.
Apply the McKinsey or Kotter Model
1. Self-brainstorm the most significant change that your organisation or department could, within the realms of
possibility, undergo. Write a 100- to 200-word scenario to describe the change.
2. Then describe how you would apply either the McKinsey 7-S framework or Kotter’s eight steps to analysing and
addressing the change. Your description should take the form of a critically argued report that could be e-mailed
to a senior colleague. The more real-life detail (about your organisation) that you include, the stronger your report
will be.
7.3.7 Key Points
• Someone is a stakeholder if:

o They have a stake in the success or failure of the change;
o They provide funding for the change;
o They have invested resources in the change;
o They work on implementing the change;
o They are affected by the outcomes of the change; and
o They share accountability for some aspects of the change.
• Stakeholder consensus and buy-in are crucial factors for success in implementing a change
management process.
• Once stakeholder consensus is achieved, you may proceed to select the most appropriate
model for implementing the proposed change.
• The concept of “unfreezing” the organisation or department goes together with force field
analysis – and analysis of the balance between the forces in favour of change, and the
forces against it.
• A much-cited model for relating strategy to change management is the McKinsey 7-S
framework, which tackles the organisation’s internal environment and capacities.
• To get a strategy into motion and see it through to a successful conclusion, a certain
degree of organisational willpower is required. Kotter’s eight-step model is geared to
support this.


7.4 IMPLEMENTING CHANGE
Timeframe Minimum 40 hours
• Manage organisational change processes and interventions successfully; and

Learning outcome
• Apply relevant change management tools.
• DPSA, 1997, Batho Pele – ‘People First’: White Paper on Transforming Public Service
Prescribed reading Delivery, http://www.dpsa.gov.za/dpsa2g/documents/acts&regulations/frameworks/white-
papers/transform.pdf (accessed 18 September 2020).
Prescribed • BigThink, 2012, ‘Daniel Goleman introduces emotional intelligence’,

multimedia https://www.youtube.com/watch?v=Y7m9eNoB3NU (accessed 18 September 2020).
We consider how to implement change in the public sector. We examine processes toward
Section overview improving service delivery, devising a change management strategy, and managing change
with tools from the field of human resources, including the principles of emotional intelligence.
7.4.1 Introduction
In order to implement organisational change and interventions successfully, one needs to develop a
process that suits the organisation's internal and external environments. Public sector organisations
are guided by policies and legislation in operating in their external environment.
Find insights into the kind of policy-making that accompanies change in the public service:
• DPSA, 1997, Batho Pele – ‘People First’: White Paper on Transforming Public Service
Delivery,
http://www.dpsa.gov.za/dpsa2g/documents/acts&regulations/frameworks/white-
papers/transform.pdf (accessed 18 September 2020).
The internal environments of public organisations are unique. Internal organisational environments
include numerous factors that are vital to consider when implementing change, such as:
• Policies;
• Procedures;
• Culture;
• Leadership style;
• Access to training;
• Communication; and
• Resistance to change.

Internal Factors that Could Affect the Implementation of Change
Generate and critically describe three more examples of internal factors to consider when implementing change.
Various processes have been devised to help organisations with implementing change. The White
Paper on Transforming Public Service Delivery highlights that the core reason for change in the
public sector is to improve service delivery (DPSA, 2014). The Department of Public Service and
Administration has in consequence devised an eight-step process to improve service delivery.
7.4.2 Eight-Step Process to Improve Service Delivery
The DPSA’s eight-step process to improving service delivery is illustrated in Figure 6.
FIGURE 6: EIGHT STEPS TO IMPROVE SERVICE DELIVERY
Step 1: Identify the customer
Step 2: Establish the customer's needs and priorities
Step 3: Establish the current service baseline
Step 4: Identify the "improvement gap"
Step 5: Set service standards
Step 6: Gear up for delivery
Step 7: Announce service standards
Step 8: Monitor delivery against standards
(DPSA, 2014)

The steps are explained in this extract from the white paper on Transforming Public Service Delivery
(1997):
Step 1: Identify the customer
The starting point is to establish who the recipients of service are. This is not as straightforward
as it may appear, since many public services have a variety of customers whose requirements do
not necessarily coincide. Apart from the recipients of service, such as the public, external
organisations, other departments and other components within the department, there will be
indirect ‘customers’ whose needs must also be taken into account.
Taxpayers, for example, are customers, because Batho Pele gives them a right to expect that
services will be provided cost-effectively. A thorough stakeholder analysis will be required to
establish who the customers are, and their relative priority in determining levels of service.
Step 2: Establish the customer’s needs and priorities
The customer’s needs and priorities will be the starting point for the setting of standards. Since
delivering on standards will involve decisions about resources, it is essential to have accurate
information about what customers really want. This will require systematic, regular consultation,
using objective methods to ensure that the views of all customers, including potential customers,
are represented. Particular care must be taken to seek out the views of those who have
previously been denied access to services, and those who may find it difficult to speak up for
themselves. More than one method will almost certainly be needed.
For example, written questionnaires are unlikely to elicit helpful responses from people whose
standard of literacy is not very high; and some members of the public may feel intimidated from
expressing their true opinions if asked questions by government officials.
Step 3: Establish the current service baseline
Accurate information about the current level and quality of service is essential in order to decide
where and how to make improvements.
• How long does the average customer in a public office have to wait before being
attended to?
• How long does it take to reply to letters or telephone enquiries?
• How long does it take to process applications, licences, permits etc.?
• Is information to customers provided in language, which they can easily understand?
• What resources are consumed in delivering a particular service?
A thorough scrutiny of organisational arrangements, work processes and practices involved in

delivering the services provided as well as the motivation and skills of staff will be required to
establish the current baseline.

Step 4: Identify the improvement gap
The ‘improvement gap’ is the gap between what customers want, and the level and quality of
service currently provided. Closing this gap is the prime aim of a service delivery improvement
programme. Accurate identification of customers’ needs and of the current service baseline will
enable targets to be set for improvement in a systematic, prioritised way, taking into account the
availability of resources.
Step 5: Set service standards
Once the ‘improvement gap’ has been identified, standards can be set, and progressively raised
for closing the gap. Service standards are commitments to provide a specified level and quality of
service to individual customers at any given point in time. Standards are different from targets,
which express longer-term aims for the ultimate level and quality of service to be achieved.
Service standards must cover customers’ main requirements, eg accessibility of services,
response times, turnaround times, accuracy, courtesy, the provision of information, and dealing
with complaints.
Step 6: Gear up for delivery
Ensuring that service standards are met is not solely the responsibility of those directly involved
in delivering the service, but depends on the whole organisation being geared up to support the
commitments that have been made. The service delivery improvement programme, approved by
the minister/ MEC/other executing authority should set out how standards of service will be
improved, and how the organisation will be geared up to deliver them. For example, monitoring
and reporting systems will be needed which enable senior management to check on progress,
and take remedial action where necessary.
Management information systems will be required to provide data on the unit costs of key
services. Human resource training, supervision and appraisal systems will need to be refocused
on service delivery; and senior management must ensure that human and financial resources are
shifted from inefficient and unnecessary activities and used instead to ensure that delivery of
service standards can be met. In short, implementing a service delivery improvement programme
is likely to involve significant changes in the organisation and management of the department.
Managers at all levels, starting at the top, should be held to account for ensuring that these
changes are made.
Step 7: Announce service standards
Once steps 1 to 6 have been taken, the organisation will be ready to announce its service
standards and launch its service delivery programme. There is no single right method for
publishing standards: the key is that all customers and potential customers must know and
understand what level and quality of service they can expect to receive, and what recourse they
have if the standard is not met. The method or methods adopted - more than one will usually be
needed - must be tailored to the needs of different customers

Step 8: Monitor delivery against standards and published results
The final step is to check whether services meet the standards that were set, to announce the
results to customers, and to explain the reasons where the service has fallen short of what was
promised. These results not only complete the accountability loop, but will also provide valuable
insights to guide further efforts to improve services in the future.
(DPSA, 2014)
1. In your organisation or department, do you currently implement each and every one of the
eight steps to improve service delivery? If so, describe the results.
2. If not, how would implementing each of the eight steps contribute to successful change in your
organisation or department?
Although improving service delivery is the ultimate goal of any change implemented in the public
sector, improvement can begin with the subtasks of identifying change drivers.
Change drivers
Consider the following potential drivers for change in an organisation:
• Change in the senior management team;

• The implementation of a new technological system;
• A new or changed strategy;
• A change in working processes and practices (implementation of a new operational plan);
• Budget cuts and an expected increase in workload of individuals;
• Changes in organisational growth;
• Workplace restructuring and more difficult operational conditions;
• Changes in expected organisational behaviours and skills;
• A need to improve organisational culture; and
• Specific legal changes.
Some of these drivers appear at first sight to be internal to the organisation, as with a “change in
the senior management team”. Others are external to the organisation. For example, legal changes
are generally outside the control of any organisation (except parliament).
However, when considering internal drivers, it may be useful to consider whether they’re a knock-on
effect from external drivers. A change in the senior management team, for instance, may be
necessitated by political forces external to the organisation’s control.

Select the Most Pertinent Drivers for Change
From the drivers for change listed, identify and select the three that appear most pertinent to your organisation or
department right now, and rank them as “most important”, “second most important” and “third most important”. Then
critically justify your selection and your rankings.
Having discussed drivers for change, let’s approach change in a strategic fashion – asking not only:
“What will the change accomplish, externally, in relation to our organisation’s overall strategy?” but
also: “How we can strategise, internally, to make the change process itself more efficient?”
7.4.3 Develop a Change Management Strategy
A change management strategy outlines the vision, goals, and objectives of the change process.
This allows managers to identify the activities, responsibilities, and deadlines for the change process.
It also provides direction and informs decision making throughout process implementation. The
internal change management strategy is explained in Table 4.
TABLE 4: INTERNAL CHANGE MANAGEMENT STRATEGY OUTLINE
Situational Awareness
Change characteristics The characteristics of the change are introduced. This section answers the following:
• The scope of the change
• The impact of the change
• The people involved in the change process
• The process, system, roles, and so on being changed
• The change timeframe
Organisational The impact of the change in relation to the history and culture of the organisation and the
attributes current situation of the organisation are described in this section of the strategy outline.
Affected groups The groups and individuals affected by the change are described in detail. The level of
effect is described and the desired change is described.
Supporting Structures
Team structure This section introduces the change management team structure and describes who will
be doing the change management work. (The roles and responsibilities of the change
management team are discussed in the next section of this course.)
Sponsor coalition The sponsor coalition explains the management and leaders who are involved in the
change process. This is essential as it outlines the senior management responsible for
making the change successful.

Strategy Analysis
Risk assessment The risks involved in the change management process should be identified. The overall
risk and the specific risk factors should be described.
Anticipated resistance Resistance to change is a specific threat to the change management process.
Strategists can anticipate this resistance in order to make plans to overcome it.
Special tactics The last step in the strategy allows for the identification of specific tactics that will be
needed for the change initiative.
(Adapted from Prosci, 2012)
Lay the Foundations for Your Own Change Management Strategy Outline
Again, self-brainstorm an immensely significant change that could come to (or be demanded of) your organisation or
department. Then, for this change, create the foundations for a change management strategy outline by applying the
“situational awareness” section of Table 4 – ie isolate, describe and critically analyse the pertinent change
characteristics, organisational attributes, and affected groups.
Developing the strategy will give managers direction for the change initiative. From here, managers
can develop communication, coaching, training, resistance management and reinforcement plans.
7.4.4 Perspectives from HR for Dealing with Change
Just as change management overlaps with the discipline of strategic management, so too does it
overlap with the art and science of human resource (HR) management. Everyone reacts differently
to change. Reactions to change will depend on the employee’s perception of the change and the
resources for responding to change (eg coping skills, problem solving skills, support), as well as the
degree to which the organisation understands and is prepared for the magnitude of possible
reactions to change.
In terms of employee perception, it is important to understand the relationship between employees

and the employing organisation. Remember, a job means more than a pay cheque to most
individuals. There is a strong sense of attachment to a job and a psychological bond exists between
the employee and the organisation. A major factor in how people define themselves is by what they
do for a living. The organisation also provides security to the employee, for example a financial,
sense of belonging, a sense of worth or self. In return the employee gives loyalty to the organisation.
When this bond is changed or broken, it can affect all employees (eg instil feelings of loss of control,
loss of security, distrust, fear, and hostility) and also affect organisational productivity.
In the case of layoffs, for example, an organisation can expect reactions from two parties: the
employees laid off and the employees remaining on the job. Both are affected by the change.

Figure 7 suggests actions that a manager could take to assist employees with the change.
FIGURE 7: ASSIST EMPLOYEES WITH CHANGE
Read the chapter on culture and change in your prescribed book.
An important point to note is that there are often uncomfortable and negative emotions connected to
implementing a change. These emotions may lead to employees resisting the change. Robbins,
Judge, Odendaal and Roodt (2012) argue that there are different types of resistance to change:
explicit, implicit, immediate or deferred. Managers can easily deal with explicit or immediate
resistance to change because it is overt.

For example, if employees complain openly about an issue, management can address this
complaint. However, when the discontent is of an implicit or deferred nature, its covertness makes it
more complex to address. Examples of implicit or deferred resistance are demotivation, making
frequent mistakes and high levels of absenteeism.
Types of Resistance in Your Organisation
1. Provide examples of different types of resistance in your organisation or department.

2. Critically discuss how best to address these examples of resistance.
Another tool that may be used to assist with managing change resistance is emotional intelligence.
7.4.5 Managing Change Using the Tools of Emotional Intelligence
Emotional intelligence, as a taught discipline, contains a range of skills that help managers to react
appropriately to people and changing situations. To create effective leaders of organisational
change, and to manage change on a personal level, you need to be aware of how you handle yourself
and relationships.
Emotional intelligence is often regarded as a key personal success factor, and as more important
than intellectual quotient (IQ). Emotionally intelligent people can manage themselves and others
successfully. Daniel Goleman, the leading pioneer of the concept of emotional intelligence, identified
five domains of emotional intelligence. These domains can be summarised as:
• Knowing one’s own and others’ emotions;

• Managing one’s own and others’ emotions;
• Motivating oneself and others; and
• Handling relationships.
For an introduction to emotional intelligence from Daniel Goleman himself, watch this:
• BigThink, 2012, ‘Daniel Goleman introduces emotional intelligence’,

https://www.youtube.com/watch?v=Y7m9eNoB3NU (accessed 18 September 2020).

Principles of emotional intelligence
The principles of emotional intelligence are outlined in Figure 8, and based on a model of the basic
functions of awareness, knowledge and skills, dealing with clusters of emotional intelligence.
FIGURE 8: EMOTIONAL INTELLIGENCE
Self Social
Recognition
SELF-AWARENESS SOCIAL AWARENESS
Emotional self-awareness Empathy

Accurate self-assessment Organisational awareness
Self-confidence Service orientation
RELATIONSHIP
SELF-MANAGEMENT MANAGEMENT
Inspirational leadership
Developing others
Regulation Self-control
Influence
Transparency
Change catalyst
Adaptability
Conflict management
Achievement drive
Building bonds
Initiative
Teamwork and collaboration
(Fekula and Service, 2007)
Let’s take a closer look at what the components of the model entail.

Self-awareness
The core of emotional intelligence is self-awareness. Self-awareness is composed of three

competencies:
• Emotional self-awareness, with which you are able to read and understand your emotions as
well as to recognise their impact on work performance and relationships;
• Accurate self-assessment, with which you are able to realistically evaluate your strengths
and limitations; and
• Self-confidence, with which you have a positive and strong sense of one’s self-worth.
The starting point and key factor in these areas is the ability to be critically self-reflective.
Self-management
Self-management is composed of five competencies:
• Self-control: Keeping disruptive emotions and impulses under control;

• Transparency: Maintaining standards of honesty and integrity, managing yourself and your
responsibilities;
• Adaptability: Being flexible in adapting to changing situations and overcoming obstacles;
• Achievement orientation: Having the guiding drive to meet an internal standard of excellence;
and
• Initiative: Being ready to seize opportunities and to act appropriately.
Social awareness
Social awareness is composed of three competencies:
• Empathy: Understanding others and taking an active interest in their concerns;

• Organisational awareness: Having the ability to read the currents of organisational life, build
decision networks and navigate politics; and
• Service orientation: Recognising and meeting customers’ needs.
Relationship management
The social cluster of relationship management is composed of seven competencies:
• Visionary leadership: Inspiring and guiding groups and individuals;

• Developing others: Having the propensity to strengthen and support the abilities of others
through feedback and guidance;
• Influence: Having the ability to exercise a wide range of persuasive strategies with integrity,
including listening and sending clear, convincing and well-tuned messages;
• Change catalyst: Being proficient at initiating new ideas and leading people in a new
direction;
• Conflict management: Resolving disagreements and collaboratively developing
resolutions;

• Building bonds: Building and maintaining relationships with others; and
• Teamwork and collaboration: Promoting co-operation and building teams.
People often experience multiple feelings during a change process, and experience them
simultaneously across all of the gateways. Each gateway feeling produces physiological responses
in the body, which can assist individuals to identify their feelings.
Table 5 reflects the complex interrelationships between feelings and physiological responses, as
well as some of the beliefs associated with emotions. This will assist managers in dealing with
resistance to change in any form. The “useful questions” are intended to deepen your understanding
of emotions as they appear in Table 5 (Mininni, 2006):
TABLE 5: UNDERSTANDING EMOTIONS
Gateway Feelings within Physiological Conscious Shadow belief Useful

feeling the gateway response belief questions
Anxiety Nervousness Racing heart Worry that If things go wrong What am I afraid
Apprehension Tense muscles things are going then I won’t be of?
to go wrong. able to handle it.
Dread Sweating
Panic Dry mouth
What if … I am afraid of …
Trepidation Feeling on edge
Insecurity Shaking
Fearing for the
Concern Shallow breathing
future.
Overload Difficulty in sleeping
Jealousy
Vulnerability
Fright
Sadness Grief Tiredness Sad because of I can’t cope What have I lost?
Remorse Heaviness loss. without the …
that I lost.
Loneliness Crying
Guilt Decreased or Thoughts focus
increased appetite on the past. I need the person
Shame
or item that I lost
Inadequacy Oversleeping or
for my self-worth.
insomnia Thoughts focus
Gloom
Tearfulness on what is
Sorrow wrong.
Jealousy
Humiliation
Hurt

Anger Upset Rapid heartbeat You have been I fear loss of… What am I angry
Displeasure Tense muscles wronged by about?
someone or by a Am I sad about
Outrage Shaking
situation. the situation? If
Frustration Voice becomes
so, how?
Resentment louder
I need to Am I anxious
Judgement Crying
confront or avoid about this
Exasperation Increased energy ‘attacker’ situation? If so
Annoyance Clenching jaw how?
Jealousy Fast breathing Is my anger
Irritation Red face masking my
Becoming hot or cold feelings of fear of
Bitterness
loss?
Happiness Joy Racing heart Happiness is I am worthy. What have I

Elation Fast breathing related to gain gained?
Pleasure Increased energy
Gratitude Smiling Anticipation of
future
Relief Feelings of lightness
happiness.
Excitement Relaxed muscles
Pride Calmness
Amusement
Contentment
Love
Delight
(Mininni, 2006)
Consider a major change that you undertook, or that was forced upon you, in your personal
life:
• Which of the gateway feelings tabulated above was for you the dominant one? (Or was
another type of feeling dominant?)
• Is the table accurate in its listing of your feelings within the gateway, your physiological
responses, conscious beliefs, and so on?

Awareness of other people’s emotions
Dealing with resistance to change involves understanding emotions and problems from multiple
perspectives. This often requires the ability to listen to a person’s perspective without passing
judgement. People who have the ability to be aware of other people’s emotions are able to solve
problems related to change management more effectively than others who do not possess this
ability.
Awareness of other people’s emotions requires empathy and communication skills. Empathy, or the
“ability to know how another feels”, can be acquired by intuiting other people’s nonverbal
communication, such as their tone of voice, gestures, facial expressions and posture (Goleman,
1995:96). People who demonstrate high levels of empathy are able to resolve problems and relate
to emotions better than those who do not because they can relate to a diverse range of people from,
for example, different social, racial and professional backgrounds.
Effective management of emotions related to resistance to change
Even when we accurately identify our own and others’ feelings, this is often not enough for managing
our emotions. To overcome our resistance towards effective change the beliefs underlying these
emotions must be revealed. Uncovering these beliefs at a conscious and shadow level will assist
individuals to understand the underlying messages of their emotions, which will then enable them to
formulate an appropriate response.
The effective management of emotions however requires that the shadow belief is challenged and
replaced by helpful beliefs. If someone is angry about something, the uncovering of that person’s
shadow of fearing loss, or failure, or change, will help the person to understand their feelings better,
but not necessarily how to manage the loss, failure, or change effectively.
Replacing shadow beliefs with helpful and supportive beliefs will assist individuals to feel and
respond differently to their situations. The effect of replacing shadow beliefs, such as “I fear loss of
my job”, or “I fear failure of not performing my task according to the standards set”, or “I fear change”,
with “I confront my fears with ease”, “I choose my work” or “I approve of myself”; alters the individual's
outlook from being fearful to having options and feeling in control. The individual starts to operate in
a proactive paradigm instead of a reactive paradigm.
In effect, the individual now embraces the change along with their feelings towards it. Once the
shadow beliefs are replaced with helpful beliefs, individuals require effective communication skills to
communicate how they feel and how to address the problem constructively. Effective communication
entails expressing your feelings in an authentic manner. It requires that people honestly express how
they feel without trying to assign guilt, manipulation, or blame.
Goleman (1995) suggests that effective communication entails the ability to listen effectively, speak
in a nondefensive manner, and operate from a basis of love and respect. One method of effective
listening is being able to “mirror” – which implies being able to not only paraphrase what the person
is saying, but also to feel what the person is feeling (Goleman, 1995). This requires empathy.

A technique called the XYZ formula, developed by the psychologist Haim Ginott, facilitates the
development of nondefensive communication (Goleman, 1995). When individuals are overcome with
intense emotions, such as anger or fear, they tend to respond impulsively by casting blame or by
verbally attacking the other person. The XYZ formula transforms manipulative communication to
promote authentic communication by following this process – “When you did X, it made me feel Y
and I’d rather you did Z.”
For example: “When you missed your deadline for the third time, it made me feel angry and I’d rather
you ask for an extension instead of missing a deadline.” Instead of: “You never meet a deadline. You
are completely incompetent. Are you trying to sabotage me?”
The application of EQ can address change-related problems in the workplace because the process
of self-awareness encourages people to take responsibility for a situation. Moreover, EQ ensures
open, honest and nonmanipulative communication that forms the foundation for healthy
relationships. The management of problems using EQ therefore enables a leader to be more
effective.
Plan a Discussion about Feelings on Change
Imagine that your organisation or department is undergoing a major change, and that one of your key employees is
experiencing anxiety, sadness, anger, or some mix of these three gateway feelings. Imagine moreover that you have
been tasked to use Table 5 as the basis for a private discussion with the employee.
Write down a game plan for the discussion, based on how you would use Table 5 to explore the employee’s feelings
and help them adapt to the change.
7.4.6 Key Points
• In change management for the public services, a crucial first step is to identify customers.
Taxpayers, for example, are customers – and have the right to expect that services will be
provided cost-effectively.
• It’s crucial likewise, as a final step, to monitor whether the service that has been provided is
meeting the standards that were set.
• Improvements can begin with the subtask of identifying change drivers, such as workplace
restructuring or the need to improve organisational culture.
• We need to ask not only: “What will the change accomplish, externally, in relation to our
organisation’s overall strategy?” but also: “How we can strategise, internally, to make the
change process itself more efficient?”
• Just as change management overlaps with the discipline of strategic management, so too
does it overlap with the art and science of human resource management.
• Managers can easily deal with explicit or immediate resistance to change because it is overt.
However, when the discontent is of an implicit or deferred nature, its covertness makes it
more complex to address.

• Emotional intelligence, as a taught discipline, contains a range of skills that allow managers
to react appropriately to people and changing situations.

7.5 LEADING CHANGE
Timeframe Minimum of 40 hours
Learning outcome • Assess the importance of leadership in change management.
• Caprino, K. 2018, ‘Transformational leaders: the top trait that separates them from the
rest’, Forbes, https://www.forbes.com/sites/kathycaprino/2018/02/03/transformational-
leaders-the-top-trait-that-separates-them-from-the-rest/#2df5a57b52cc (accessed 18
September 2020).
Prescribed reading
• Karlsson, T.S. 2018, ‘Searching for managerial discretion: how public managers engage
managerialism as a rationalization for increased latitude of action’, Public Management
Review, https://www.tandfonline.com/doi/full/10.1080/14719037.2018.1473475 (for ease
of reading click the PDF button under the article title; accessed 18 September 2020).
Prescribed
https://www.forbes.com/sites/johnkotter/2011/07/12/change-management-vs-change-
multimedia
leadership-whats-the-difference/#108adaa84cc6 (accessed 18 September 2020).
This section outlines qualities of leadership that facilitate change and contribute to the success
Section overview of the change process. We then focus on transformational leadership, and go on to explore the
tension between “brave” and “obedient” leadership in the day-to-day management of change.
7.5.1 Introduction
Leading change is somewhat different from managing change. The difference can be defined as:
“Change management refers to a set of basic tools or structures intended to keep any change
effort under control. The goal is often to minimize the distractions and impacts of the change.
“Change leadership, on the other hand, concerns the driving forces, visions and processes that
fuel large-scale transformation.”
(Kotter, 2013; our emphases)

For deeper insights into the difference between change management and change
leadership, read this article and watch the accompanying video clip (which is followed by
a full transcript of the video):

https://www.forbes.com/sites/johnkotter/2011/07/12/change-management-vs-change-
leadership-whats-the-difference/#108adaa84cc6 (accessed 18 September 2020).
Then read the section in your prescribed book on management versus leadership.
Leadership at Your Organisation
Recall from your experience of a work or study environment a change situation where leadership was called for, and
was forthcoming (or not forthcoming) from the leaders of the organisation or department, including perhaps yourself.
• Describe the situation, and critically explain why and how change leadership was called for, and the manner
in which it emerged (or failed to emerge).
• In your description, be sure to mention the distinction between leadership and management, and to pull in
relevant examples from the situation you’re recalling.
Note that for this exercise you may, if you wish, fictionalise the situation and players (give organisations and people
aliases) so as not compromise yourself or anyone else.
“Change is one variable that can provide the context within which leadership can be studied” (File
2000:22). However, the “important issue is that change must be managed. In order to do so
effectively and efficiently, certain leadership-based behaviour types become a prerequisite” (Van
Rooyen 2000:65; our emphasis). Let’s turn now to leadership behaviours.
7.5.2 Leadership Behaviours
Higgs and Rowland (2005) affirm that the leader’s role in a change process has a direct impact on
the success of that change. We certainly need to be aware of the behaviours that leaders can employ
to assist change in public sector organisations. A number of these behaviours are categorised and
outlined in Table 6.

TABLE 6: LEADERSHIP BEHAVIOURS
Issues to manage Leaders are required to manage two aspects in change. They are the technical or
instrumental aspect, and the people or emotional aspect.
• The technical or instrumental aspect involves the systems, structure,
technologies, processes and rewards related to the change.
• The people or emotional aspect involves resistance to change, conflict
management and managing beliefs and values.
Leaders as shapers • A shaper is a person who controls the tasks and activities that must be completed,
prioritises and schedules activities and tasks, and expects others to follow their
example.
• Wan (2013) describes a shaper as someone who pushes through the change
agenda and overcomes resistance to change in order to create a paradigm shift in
followers.
• A leader is ideally a person who embodies trust, such that when she or he gives an
instruction there is no resistance from employees. If there is resistance, stronger
leadership is needed in the form of more guidance and education.
• The disadvantages of this type of leadership behaviour are:
O The leader does not focus on getting followers emotionally invested in the
change. There is no emotional alignment.
O Leaders who employ this behaviour often personalise successes and defeats,
and as a result they lose focus on trying to develop and change their followers.
Leaders as enablers • The enabling behaviour that some leaders display is built on the philosophy of “doing
change with people rather than doing change to them”.
• By enabling others, leaders create an environment that is constructive, positive, and
facilitates learning and change for everyone.
Emotional alignment Leaders are required to manage the emotions of employees during the implementation of
and leaders a change process. Leaders may use the following strategies to help them with this task:
• Create a shared vision of the future that appeals to the employees and the
organisation.
• Strategies must be communicated and understood by all employees. Employees
must understand how and what to do to implement the strategies successfully.
The organisation must ensure that employees have the necessary resources to
carry out the strategy.
• Leaders must create a supportive culture. The organisation’s culture must
support the new vision created by the change for it to be successful.
• Leaders must continually motivate and inspire employees.
(Wan, 2013)

Debate with your class the value and appropriateness (or inappropriateness) of these
phrases:
• “Leaders as heroes”;
• “Leaders as rebels”; and
• “Leadership by wise elders”.
The leadership behaviours discussed in the Table 6 need to be accompanied by a certain leadership
style. Both the academic and the popular literature on leadership are prone to evoking (or inventing)
a stream of “new” leadership style categories. Many of these are thought-provoking, and so worth
reading. But in this course we focus on a style of leadership that is important to improving public
bureaucracies: transformational leadership.
“ To summarize, in much of the leadership literature there is a general assumption now that
transformational leadership is the way ahead and that where radical changes are called for it
is more likely to be effective.
(Senior and Swailes, 2016:232)
Read the chapter in your textbook on leadership styles and leading change.
7.5.3 Characteristics of Transformational Leadership
Researchers such as Peters and Waterman (1982); Peters and Austin (1985); Bennis and Nanus
(1985); and Kouzes and Posner (1999) took on the transformational leadership torch, identifying
characteristics of transformational leadership that are broadly similar. They are identified below.
Creativity
Transformational leaders:
• Are innovative and foresighted;

• See the status quo as a threat to organisational survival;
• Are change agents; creativity and change are synonymous;
• Take the view that “If it ain’t broke, you’re not looking hard enough”;
• Have a problem-finding orientation that helps to get rid of “sacred cows” – conventional ways
of doing things that cannot be changed even though they may not be the best way to achieve
desired outcomes. They ask why they are doing what they are doing and consider how things
could be done differently; and
• Can cope with taking risks and realise that they learn from mistakes.

Creative thinking is a matter of looking for a solution to a problem from various angles (divergent or
lateral thinking), and producing a number of possible solutions. Creative people do not fit into a single
profile, but share the following qualities: they work hard, are independent or nonconformist, and are
comfortable with complexity and ambiguity. It is important to realise that creativity requires careful
thought and preparation; creative ideas do not strike like lightning out of context.
Interactive
• Are good communicators who can articulate and define difficult ideas and concepts;
• Are aware of the needs and motivations of their followers; and
• Encourage open communication to foster staff participation.
Visionary
• Communicate a vision to followers: a precise statement that describes where an individual,

group or organisation is heading – giving a sense of purpose and commitment.
• Provide followers with a worthy goal that guides ethical decision-making.
• Consult employees, clients and other stakeholders in the development of a vision.
Compelling visions are both desirable and attainable; when visions are not achievable or are
uninspiring, they may, in fact, demotivate people.
Empowering
• Empower others by encouraging participation and involvement;

• Give power away to make others feel powerful;
• Provide followers with access to sufficient resources, skills and authority to complete tasks;
and
• Allow others to make decisions.
Passionate
• Are passionately committed to their work;

• Love their jobs and feel affection for their colleagues; and
• Are enthusiastic in their work and so encourage others to similar enthusiasm.

Leadership as Listening
Read this perspective on transformational leadership, and then attempt the task that follows:
• Caprino, K. 2018, ‘Transformational leaders: the top trait that separates them from the rest’, Forbes,
https://www.forbes.com/sites/kathycaprino/2018/02/03/transformational-leaders-the-top-trait-that-separates-
them-from-the-rest/#2df5a57b52cc (accessed 18 September 2020).
Task
In your personal experience, which leader has most embodied the art of listening? Choose a leader from your
community, your workplace, or your time at school or in higher education, and write a short biography of him or her.
Your biography should emphasise this person’s qualities as a listener and leader, and connect these qualities with
their achievements. Write as if you intend the biography for publication as an inspirational article on an organisational
or departmental blog page.
7.5.4 Bravery versus Obedience
In our commercialised 21st century milieu, concepts of good leadership – public sector managers
included – lean heavily toward the private sector. Tom Karlsson (2018), writing from a Swedish and
western perspective, tracks the rise since the late 1980s of “managerialism” in public services. In
this phenomenon, managerial knowledge and values from the private sector “seep” (Karlsson’s
phrase, 2018:4) into the public sector.
With managerialism comes a sense of the power of managerial discretion – “something that top
executives [presume they] should be given in order to enable better organizational performance”
(Karlsson, 2018:3). In the public sector, managerial discretion implies a significant latitude to interpret
and enact policy in the way that the manager herself deems most efficient. Such latitude requires
qualities of leadership from public sector managers at all levels, and would presumably be most
pertinent during times of intense organisational change.
Karlsson follows a 2008-15 study of change at the Swedish Social Insurance Agency (SSIA), “which
consists of more than forty different welfare services, ranging from long-term health benefits to short-
term reimbursements for parental leave, to mention just two quite different services” (Karlsson,
2018:5). Over the duration of the study, “many reforms were launched and expressions of
managerialism became very noticeable” (ibid). Karlsson pinpoints the emergence, during
management meetings observed by the researchers, of the concepts of “brave” versus “obedient”
management:

“ Sometimes we can be obedient managers rather than brave managers. And I’m more attracted
by being able to pick up brave management, because it’s not when everything goes smoothly and
everything goes according to the rulebook that it’s hard to be a manager. ... It’s really when we
don’t have the means or when something unexpected happens or there’s a situation that’s not
described in the rulebook. That’s when it’s a challenge to be manager!
(SSIA manager “Felicia” as quoted by Karlsson, 2018:9)
When asked more about bravery and obedience, informants made it clear that brave
management was favoured. Bravery was desirable as it enabled and encouraged managerial
discretion. Obedience, however, engaged ideas about falling in line with given (hierarchical)
commands.
(Karlsson, 2018:10)
Karlsson does not emphasise a scenario in which a cohort of brave managers opposes a cohort of
obedient ones. Rather, he portrays bravery and obedience as coexisting in the psyche of each
individual manager: “Bravery constituted a need for individuals to make decisions characterized by
a greater good, whereas obedience served as a reassurance of doing what one was told” (Karlsson,
2018:11). When it came to refusing citizen-customers services to which they were not entitled, public
servants combined the ideals of bravery and obedience to “guard the welfare system” from abuse or
misuse (ibid).
Karlsson concludes that:
“ On the one hand, a growing population of high discretion managers may infuse new energy and
efficiency in public sector organizations. As the latitude of actions increases, public managers
have a wider ability to engage in quick and qualitative decisions-making. On the other hand, it
widens the gap between policy as written and performed. This could end up in a loss of control
from a political perspective, and a less transparent execution of welfare services. Undoubtedly,
more work is needed in order to understand how, when, and why managerialism affects public
management.
(Karlsson, 2018:10)
Following the sense that Tom Karlsson (2018) gives to the terms “brave” and “obedient”:
• In which situations are you inclined to be a brave manager? List at least three pertinent
situations.
• And in which situations are you inclined to be an obedient manager? Again, list at least
three.)

Interview about Managerial Discretion, Bravery and Obedience
Read Tom Karlsson’s paper in full, and then attempt the tasks that follow.
• Karlsson, T.S. 2018, ‘Searching for managerial discretion: how public managers engage managerialism as a
rationalization for increased latitude of action’, Public Management Review,
https://www.tandfonline.com/doi/full/10.1080/14719037.2018.1473475 (for ease of reading click the PDF
button under the article title; accessed 26 June 2019).
Tasks
Interview one of your classmates about the extent to which his or her organisation or department encourages
managerial discretion and bravery or instead encourages obedience.
Focus the interview, wherever possible, on times of organisational change, and ask for concrete examples. (Note that
you may conduct the interview face to face, telephonically, or through any digital medium of your and your
classmate’s choice.)
• Before the interview, make a list of at least seven open-ended questions that could form your interview’s
foundation.
• After the interview, write up your classmate’s impressions in a style that would make them suitable for
inclusion in a research report.
• In your write-up express your own, constructively critical conclusions about the adaptability of management
– and management’s potential responsiveness to change – in your classmate’s organisation or department.
7.5.5 Key Points
• Leading change is somewhat different from managing change – change leadership

concerns the driving forces, visions and processes that fuel large-scale transformation.
• The leader's role in a change process has a direct impact on the success of that change.
• The enabling behaviour that some leaders display is built on the philosophy of “doing change
with people rather than doing change to them”.
• In much of the leadership literature there is a general assumption now that transformational
leadership is the way ahead and that where radical changes are called for it is more likely
to be effective.
• The concept of transformational leadership can be enlarged upon under categories including
creative, interactive, visionary, empowering and passionate.
• Listening is perhaps the single most important skill in transformational leadership.
• In the public sector, managerial discretion implies a significant degree of latitude to interpret
and enact policy in the way that the manager herself deems most efficient. Such latitude begs
qualities of leadership from public sector managers at all levels, and would presumably be
most pertinent during times of intense organisational change.

• There is an interesting and potentially fruitful tension, in the public services, between the
impulses toward brave management (the exercise of considerable managerial discretion)
and obedient management (sticking to the rules with a view to protecting the core of the
service or the policy).

7.6 SUCCESS AND FAILURE FACTORS IN IMPLEMENTING CHANGE
Timeframe Fifteen hours
Learning outcome • Understand the key success and failure factors of change management.
• Gino, F. 2015, ‘The unexpected influence of stories told at work’, Harvard Business
Review, September 15. Access this article via an internet search or EbscoHost, which is
available via the Regenesys student portal.
• Holmes, R. 2017, ‘How 2,000 random coffees changed my company’s culture’, Forbes,
Prescribed reading https://www.forbes.com/sites/ryanholmes/2017/12/11/how-2000-random-coffees-changed-
my-companys-culture/#60a48dbd4ffc (accessed 18 September 2020).
• Tasler, N. 2017, ‘Stop using the excuse “organizational change is hard”’, Harvard Business
Review, July 19. Access this article via an internet search or EbscoHost, which is available
via the Regenesys student portal.
Most organisations already have a handful of tools and processes in place to “guarantee” the
successful implementation of change management processes, yet changes are still resisted
Section overview
and some even fail. This section explores some of the key success and failure factors related
to the implementation of change.
7.6.1 Introduction
Changes in organisations have an effect on people and processes. This effect may be positive,
negative or some mix of both. This section discusses factors that you need to be aware of to ensure
success in implementing changes within your organisation.
7.6.2 Success Factors in Implementing Change
Among the crucial success factors in implementing change are:
• Having a defined communication strategy;

• Being consistent about sharing information;
• Consider using a variety of media to reach people;
• Involve stakeholders in the planning process;
• Support staff with training and opportunities to practice;
• Listen and act on questions, feedback and concerns;
• Celebrate ideas, achievements and successes;
• Have a clear reason for implementing change;
• Have a shared vision about what the change will achieve;

• Learn about the target population;
• When developing strategies, consider the barriers to implementing change and plan for them
within the strategy development process;
• Remember that resistance is a natural initial response to change that is introduced by
somebody else; and
• Identify the change champions, the innovators; these are the people who will be prepared to
introduce change.
(Regenesys, 2018)
Out of the listed success factors, select the three that you believe are most important. Discuss
and debate your selection in class.
Success through Opening Up Communication
This article highlights the virtues of opening up communication between diverse teams and employees. After
reading it, attempt the task that follows.
• Holmes, R. 2017, ‘How 2,000 random coffees changed my company’s culture”, Forbes,
https://www.forbes.com/sites/ryanholmes/2017/12/11/how-2000-random-coffees-changed-my-companys-
culture/#60a48dbd4ffc (accessed 18 September 2020).
Task
Write a short proposal for your department or organisation, aimed at stimulating an initiative similar to #randomcoffee.
Give the initiative a name appropriate to your organisation’s culture; for example, if most of your people would rather
meet over shisanyama than coffee, call it #shisanyama. Your proposal should reference the success of
#randomcoffeee at Hootsuite, describe what your initiative could achieve, and give crucial details such as where
people would meet, what kind of refreshments they would meet over, and who would pay the bills (the organisation or
the individuals involved).
7.6.3 Failure Factors in Implementing Change
Lack of skill and practice
Many organisations confuse knowledge with skills. They teach staff change management concepts
but don’t give them an opportunity to practise what they have learned. The saying “practice makes
perfect” pertains. To fully master knowledge, you need to practise its applications (Maurer, 2010).

Hidden conflicts working against change
Most leaders or change agents would say that their number one goal is to help their organisation
survive and flourish. However, some leaders fail to share information for fear that employees “can’t
handle the truth”; or feel it takes too long to involve others; or believe that delegating is a sign of
weakness. Limitations like this create conflicts between what a leader or change agent knows and
what they do. Without realising it, they undermine their own plans and goals. This results in change
management strategies that look good on paper, but are underlain by barriers that hamper the
organisation’s efforts to reach its objectives (ibid).
Culture working against change
Leaders and change agents need to analyse their organisation’s rules and regulations (written and
unwritten) in order to identify whether they limit or support change. For example, your organisation
may claim to respect individuals, teamwork, diversity, innovative thinking, and so on in its policies
(written), but your manager or CEO is not open to criticism and voicing an opinion conflicting with
your CEO or managers views may lead to victimisation (unwritten) (ibid).
Which of these failure factors (if any) have you encountered in your organisation or department, or
in an organisation that you worked for in the past?
Hard and Soft Problems
Read in your prescribed book the section on hard (difficult) and soft (messy) problems.
Again, consider a situation where your organisation or department faced (and or underwent) significant change. In
your view, was the impetus for the change a hard (difficult) problem, a soft (messy) problem, or a problem
somewhere in-between the two? Describe the situation and argue for your point of view.
Your description and argument should be titled “Reflections on Hard and Soft Problems”, should be critically
constructive in tone, and should take the form of an article that would be publishable in an official organisational or
departmental blog.

7.6.4 Inspiration Toward Success
Many authors on change management cite a depressing “70% failure rate” for organisational change
efforts in general. But a recent article in Harvard Business Review debunks that figure.
“ The insidious myth that change initiatives usually fail is disturbingly widespread. Most experts, for
example, state that 70% of change efforts fail, but a 2011 study in the Journal of Change
Management ... found that there is no empirical evidence to support this statistic. In fact there is
no credible evidence at all to support the notion that even half of organizational change efforts
fail.
... the mythical 70% failure rate [traces] back to the 1993 book Reengineering the Corporation, in
which authors Michael Hammer and James Champy stated: “Our unscientific estimate is that as
many as 50 percent to 70 percent of the organizations that undertake a reengineering effort do
not achieve the dramatic results they intended.”
From that point on, Hammer and Champy’s “unscientific estimate” took on a life of its own.
(Tasler, 2017)
Read in full organisational psychologist Nick Tasler’s article on why it’s sensible to be
optimistic about change initiatives:
• Tasler, N. 2017, ‘Stop using the excuse “organizational change is Hard”’, Harvard
Business Review, July 19. Access this article via an internet search or EbscoHost,
which is available via the Regenesys student portal.
When it comes to change initiatives, are you by nature an optimist or a pessimist?

Why? What psychological and or experience-based factors lie behind your optimism or
pessimism?
From the frontlines
The following article is from a person who works on the frontlines of organisational change – Judith
Glaser, a renowned change management consultant in the US, and a bestselling author on the topic.
Scars from Change
Judith E. Glaser, CEO of Benchmark Communications
Anyone who has tried to help organizations and leaders change may have scars from their efforts
to usher in a new culture and drive change. The key to successful change is not learning to be
better commanders, tellers, or lecturers.

The key lies in understanding change from a brain-based perspective that focuses on how change
is a process “we” do together, not one “I” do alone.
Change only takes place when we are engaged with others in co-creating conversations, which are
not talk-at or tell-me-what-to-do conversations. They are conversations full of discovery and
questions that open our thinking. When our “brain-hardwiring changes” then we change.
Scar 1: Managing Resistance
Resistance and scepticism are companions to change. When you ask people to do things
differently, they naturally push back and seek to comprehend the implications of the change in their
lives. Yet often we interpret the pushback as a “no”, or we label them as recalcitrant and not “with
the program”.
A knee-jerk response is trying to sell people on why change is good. Then when tell or sell doesn’t
work, we resort to yell (actually yelling at those who seem resistant), or turning to others in
triangulation to influence our target resistors. Either way, we are not dealing with resistance
productively because we don’t see that resistance is to be expected. Instead, we fan the flame and
make resistance and fear a way of life.
Solution 1: Reframe:
Stop thinking of your job as one of managing resistance and instead accept resistance as a natural
part of change. People need to challenge new ideas before they can accept them. For full
ownership and accountability to take place, people need to feel attracted towards the change – pull
energy—which feels very different than yelling or telling which is push energy. To generate pull
energy, ensure that they are actively involved as the architects of the change through their active
participation. And have authentic, meaningful dialogues (not Power Point presentations) about
how, why and how fast to change rather than being asked to merely comply. When leaders make
this reframe, they will release new energy for change.
Scar 2: Underestimate the amount of conversation needed:
We underestimate the time required for the dialogue and conversations people need in order to
feel comfortable and to understand what changes are being required, suggested or proposed.
When stressed, people’s mental acuity and processing circuitry closes down. When people are
afraid, they listen differently.
Fearful of the future impact of changes in their lives, people listen for the implications of how
change will affect them. Each person is having his or her internal dialogue, hypothesizing what
these changes might be; and usually they fear loss; rarely do they anticipate gain. They fear that
they will be rejected, their status will change, and they’ll be transferred or asked to leave.
Solution 2: Changing mind-sets:
A better alternative is to create forums where people can have open, candid conversations to learn
what is going on and where they belong in the emerging social order. Transparency and openness
have a facilitated impact on transforming fears into constructive strategies for success. Allowing
fears takes employees’ conversations underground, or internally it feeds fears.

Putting the feared implications on the table and facilitating open conversations about what’s in it for
them and why and how changes are taking place, helps people shift their mind-sets from loss to
gain, from fear to hope, and from scarcity to abundance.
Scar 3: Change is head, heart and soul:
We often think that if we give employees the facts and explain why, economically, change needs to
take place, they will “buy into the change”. We know from our work with clients, that people are
emotional during change and logical facts fail to speak to the limbic brain (the social emotional
brain and the driver during change processes). We overestimate logic and underestimate the
power of tapping into the emotions through telling stories.
Solution 3: Storytelling:
A better alternative is to use storytelling and narrative to engage people in a constructive way to
make change happen. Storytelling triggers the head, heart and soul and causes us to “bond” rather
than fight.
Oxytocin is a hormone known to cause us to bond with others in times of stress and change, and
positive and uplifting storytelling actually increases the levels of oxytocin, which in turn creates
uplifting and positive outcomes from the ensuring conversations. The fearful “I’s” become “we’s”.
We believe that when this happens, a group becomes a strong team of individuals posed to work
together to create change rather than be the objects of change. Narratives and story help unite all
heads, hearts and souls together enabling a shared perspective and a new set of possibilities for
the future.
Scar 4: Speed of change:
Often we want change to happen fast. We want to inject a serum and make the pain go away. We
have little patience in living through change, and we move quickly into convergent decision making
about what to change and how. We’ve each been part of many change management programs
that end in a new set of policies disseminated with the belief that “zapp” the culture will change or
“shapeshift” into something new overnight. Proclamations and policy changes are not change-
worthy practices for changes in DNA.
Solution 4: Navigational communication:
Create conversational practices that enable people to co-create the future together. These
conversations are not about a quick fix, policy, lecture, or tell-sell-yell approach. This is about
practicing how to navigate with others in and out of scenarios and alternatives from many
perspectives to arrive at practices and rituals that “we” all embrace for how work gets done inside
our culture.
Change leaders who become change warriors learn to create conversational space for change,
and reduce fears and threats. They help people find their place in the change process and look for
how they can positively impact the future, enabling everyone to join together to shape the future.
(Glaser, 2013)

Inspirational Stories for Your Organisation
Note again Judith Glaser’s (2013) suggestion that, “We overestimate logic and underestimate the power of tapping
into the emotions through telling stories.... A better alternative is to use storytelling and narrative to engage people in
a constructive way to make change happen.” Then read this article by behavioural scientist and Harvard Business
School professor Francesca Gino, and attempt the task that follows.
• Gino, F. 2015, ‘The unexpected influence of stories told at work’, Harvard Business Review, September 15.
Access this article via an internet search or EbscoHost, which is available via the Regenesys student portal.
Task
For your organisation or department, write two inspirational stories on or around the topic of change. Each story
should be about 150 words long, and of a quality that you’d be proud to publish on an organisational blog site, or to
present at a workshop. Your stories may be based on actual scenarios, past or present, or on imagined (but
plausible) future scenarios.
Important: The value of this exercise lies in giving you practice at crafting stories specific to your organisation, so
please don’t employ stories about initiatives or leaders outside your organisation.
7.6.5 Key Points
• Many organisations confuse knowledge with skills. They teach staff change management
concepts but don’t give them an opportunity to practice what they have learned.
• Beware the change management strategy that looks good on paper, but is underlain by
barriers that will hamper your efforts.
• You may find it useful to separate the challenges or problems that inspire change into hard
(difficult) problems and soft (messy) problems (as per Senior and Swailes, 2016).
• The notion that a depressing 70% of organisational change efforts fail has been debunked.
• “The key to successful change is not learning to be better commanders, tellers, or lecturers.
The key lies in understanding change from a brain-based perspective that focuses on how
change is a process ‘we’ do together, not one ‘I’ do alone” (Glaser, 2013).
• Storytelling is a powerful tool for driving change initiatives towards success.

8. REFERENCES
BigThink, 2012, ‘Daniel Goleman introduces emotional intelligence’,

https://www.youtube.com/watch?v=Y7m9eNoB3NU (accessed 7 June 2018).
Brown, E. and Arriaza, E. 1999, ‘Change management and consensus building’,

http://www.abtassociates.com/reports/19998744935597.pdf (accessed 12 June 2018).
BusinessDictionary, 2018, Definition of ‘transformation’,

http://www.businessdictionary.com/definition/transformation.html (accessed12 June 2018).
Caprino, K. 2018, ‘Transformational leaders: the top trait that separates them from the Rest’,
Forbes, https://www.forbes.com/sites/kathycaprino/2018/02/03/transformational-leaders-the-top-
trait-that-separates-them-from-the-rest/#2df5a57b52cc (accessed 11 June 2018).
Carnall, C.A. 1995, Managing Change in Organizations, London: Prentice Hall.
Creasey, T. 2018, ‘Four change management trends in 2020’, https://blog.prosci.com/4-change-

management-trends-for-2020 (accessed 19 October 2018).
DPSA, 1997, Batho Pele – ‘People First’: White Paper on Transforming Public Service Delivery,
http://www.dpsa.gov.za/dpsa2g/documents/acts&regulations/frameworks/white-
papers/transform.pdf (accessed 7 June 2018).
Etu.org, nd, ‘Batho Pele: Improving government service’,

http://www.etu.org.za/toolbox/docs/govern/bathopele.html (accessed 12 June 2018).
Fekula, M.J., Service, R.W. 2007, ‘Assessing emotional intelligence: the EQ matrix exercise’,
Development in Business Simulation and Experiential Learning, 34, 119-131.
File, J. 2000, ‘A comparative perspective on leadership and organisational change’, Journal for
Quality and Participation, 6 (22), 7-14.

Future 500, 2018, Top 10 stakeholder engagement trends of 2018,
https://www.future500.org/blog/top-10-stakeholder-engagement-trends-2018 (accessed 26 June
2019).
Gino, F. 2015, ‘The unexpected influence of stories told at work’, Harvard Business Review,
September 15, (access this article via an internet search or EbscoHost, which is available on your
Regenesys student portal).
Glaser, J.E. 2013,’Change management – 4 factors that distinguish successes from failures’,
www.conversationalintelligence.com/news-blogs/articles-blogs/643-change-management-4-
factors-that-distinguish-success-from-failure (accessed 12 June 2018).
Goleman, D. 1995, Emotional Intelligence: Why it can matter more than IQ, New York: Bantam.
Higgs, M. and Rowland, R. 2005, ‘All changes great and small: exploring approaches to change
and its leadership’, Journal of Change Management, 5 (2), 121-151.
Holmes, R. 2017, ‘How 2,000 random coffees changed my company’s culture’, Forbes,
https://www.forbes.com/sites/ryanholmes/2017/12/11/how-2000-random-coffees-changed-my-
companys-culture/#60a48dbd4ffc (accessed 15 June 2018).
Karlsson, T.S. 2018, ‘Searching for managerial discretion: how public managers engage
managerialism as a rationalization for increased latitude of action’, Public Management Review,
https://www.tandfonline.com/doi/full/10.1080/14719037.2018.1473475 (for ease of reading click the
PDF button under the article title; accessed 11 June 2018).
Kotter, J. 2013, ‘Change management vs change leadership – what’s the difference?’

https://www.forbes.com/sites/johnkotter/2011/07/12/change-management-vs-change-leadership-
whats-the-difference/#108adaa84cc6 (accessed 7 June 2018).
Kouzes, J. and Posner, B. 1999, Encouraging the Heart: A Leader’s Guide to Rewarding and
Recognizing Others, San Francisco: Jossey–Bass.
Maurer, R. 2010, ‘Why 70% of changes fail’, http://www.reply-mc.com/2010/09/19/why-70-of-

changes-fail-by-rick-maurer/ (accessed 12 June 2018).

MindTools, 2013, ‘Kotter’s 8-step change model: implementing change powerfully and
successfully’, https://www.mindtools.com/pages/article/newPPM_82.htm (accessed 16 January
2018).
Mininni, D. 2006, The Emotional Toolkit: How to cope with what life throws at you, New York:
Piatkus.
Nickols, F. 2012, ‘Change management’, http://www.nickols.us/change.htm (accessed 12 June

2018).
Prosci, 2012, ‘Start with a solid change management strategy’, www.change-

management.com/tutorial-2007prep-strategy.htm (accessed 12 June 2018).
Recklies, D. 2014, ‘The 7-S-Model’, http://www.themanager.org/2014/10/7-s-model/ (accessed 12

June 2018).
Regenesys, 2018, Notes (unpublished) on change management for public and development sector
organisations, Sandton: Regenesys Management
Ritchie, B. 2007, ‘Lewin’s change management model: understanding the three stages of change’,
http://www.consultpivotal.com/lewin's.htm (accessed 12 June 2018).
Robbins, S.P., Judge, T.A., Odendaal, A. and Roodt, G. 2009, Organisational Behaviour, Global
and Southern African Perspectives, Cape Town: Pearson.
Slavitt, J. 2011, ‘Planning process steps: the force field analysis’,

http://joshuaslavitt.com/2011/planning-process-steps-the-force-field-analysis/ (accessed 20
December 2017).
Tasler, N. 2017, ‘Stop using the excuse “organizational change is hard”’, Harvard Business
Review, July 19 (access this article via an internet search or EbscoHost, which is available on your
Regenesys student portal).
Thompson, R. 2012, ‘Stakeholder analysis: winning support for your projects’,

http://www.mindtools.com/pages/article/newPPM_07.htm (accessed 12 June 2018).

United Nations Development Programme (UNDP), 2006, ‘Institutional reform and change
management: managing change in public sector organisations’,
http://www.undp.org/content/dam/aplaws/publication/en/publications/capacity-
development/institutional-reform-and-change-management-/Institutional-Reform-cp5.pdf (accessed
4 June 2018).
Van Rooyen, G. 2000, Strategising and Managing in a Crisis: Lessons for the Public Sector,
Centre for Higher Education Transformation: Pretoria.
Wan, K. E. 2013, ‘The role of leadership in organisational transformation’,

https://www.cscollege.gov.sg/Knowledge/Pages/The-Role-of-Leadership-in-Organisational-
Transformation.aspx#notes (accessed 05 December 2017).

9. VERSION CONTROL
Version number 6.6_e_f

Date of Publication: September, 2020
Publisher: Regenesys Management: Sandton
Document Change History
Date Version Initials Description of Change

13 August 2015 5.7_e_f SK Updated SG template and checked hyperlinks
05 April 2016 5.8_e_f SK Formatted and changed icons
12 June 2018 6_e JC Updated and edited
20 June 6.1_e RT Second edit
05 July 2018 6.2_e_f SK Formatted
19 October 2018 6.3_e_f SK Replaced old link
14 December 2018 6.4_e_f SK Updated SG template and checked hyperlinks
26 June 2019 6.5_e_f SK Updated hyperlinks
18 September 2020 6.6_e_f SK Updated links, introductory section and added a new model

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POSTGRADUATE

Copyright © Regenesys, 2020

We encourage holistic leadership development by fostering multiple intelligences at an intellectual,

© Regenesys School of Public Management 1

2.1 PRINCIPLES FOR RESPONSIBLE MANAGEMENT EDUCATION

• Purpose: We will develop the capabilities of students to be future generators of sustainable

© Regenesys School of Public Management 2

Regenesys’ Integrated Leadership and Management Model

© Regenesys School of Public Management 3

ETHICAL CONSIDERATIONS … HOW WILL YOUR ACTIONS AFFECT:

The Ten Principles

The UN Global Compact, in its 10 principles, asks organisations to:

• Support and respect the protection of internationally proclaimed human rights;

(United Nations, nd)

© Regenesys School of Public Management 4

REGENESYS GRADUATE ATTRIBUTES

Ground decisions in evidence

© Regenesys School of Public Management 5

Have a glocal outlook

Are you ready to start work on what it takes

© Regenesys School of Public Management 6

Workbook Rate your skills

Prescribed resources References

Interesting reading Articles

Case study Discussion forum

Quote Definitions and glossary

“ Note important information In a nutshell – important summary

Self-reflection activity to complete Task to complete/formative assessment

Course evaluation Digital assessment

Assignment Group assignment

Workplace assessment Exam

Web link Video clip

Livestream/webinar Folder/portfolio of evidence

Downloadable item Upload here

© Regenesys School of Public Management 7

Your material includes:

• This study guide

Various resources are prescribed to help you complete this course.

© Regenesys School of Public Management 8

• Creasey, T. 2018, ‘Four change management trends in 2020’, https://blog.prosci.com/4-change-management-

• Future 500, 2018, Top 10 stakeholder engagement trends of 2018, https://www.future500.org/blog/top-10-

• Kotter, J. 2013, ‘Change management vs change leadership – what’s the difference?’

• BigThink, 2012, ‘Daniel Goleman introduces emotional intelligence’,

© Regenesys School of Public Management 9

• Click on Tools, Resources, Library, and then on Ebscohost or Emerald:

… and then click on the article link in the study guide.

© Regenesys School of Public Management 10

© Regenesys School of Public Management 11

Purpose: To identify your expectations and needs around this course

1. What are your expectations for this course?

© Regenesys School of Public Management 12

Some examples of ground rules:

• One person speaks at a time.

Purpose: To make ground rules for the group

3-minute discussion in pairs

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It is required to help you find realistic solutions to real-world problems.

7.1 LEARNING OUTCOMES

On completing this course, you should have achieved these outcomes:

• Be familiar with change management terminology, concepts and their definition;

© Regenesys School of Public Management 14

Timeframe Fifteen hours

• Creasey, T. 2018, ‘Four change management trends in 2020’, https://blog.prosci.com/4-