Third SIAP/ESCAP

Management Seminar
for the Heads of National Statistical
Offices (NSOs) in Asia and the
Pacific

31 January – 02 February 2005,

Bangkok, Thailand
Theme: Managing Change

What New Things Will NSOs Have

To Do or How Will The Same Things
Be Done Differently
 Day 1 (31 January 2005)
Time Session Responsibility
09:00-10:15 -Opening Mr.Tomas P.Africa,
Director, UNSIAP
-Overview of the Seminar Ms. Davaasuren
Ch. UNSIAP
- Overview of the Change Management Process, including the Prof.Dr.Aung Tun
conceptual framework for the Seminar Thet, UNSSC
- Break/Photo
Module I – Understanding Change

10:15-12:00 - Presentation Prof. Thet

- Q/A
- Group Work: “Critical Assumptions of the Action Plan and
Considerations of Alternative Course of Action”
12:00-13:30 Lunch
13:30-15:15 Group Reports/Plenary Discussions/Conclusions/Recommendations Participants/
Coffee/Tea Break Resource Persons
Module II – Planning Change
15:15-17:00 - Presentation Dennis Trewin,
- Q/A Australian
- Group Work: “Securing commitments of partners and stakeholders Statistician, ABS
and identifying coordination mechanisms” Participants
 Day 2 (01 February 2005)
Time Session Responsibility

Module II – Planning Change (continued)

09:00-10:45 Group Reports/Plenary Discussions/Conclusions/Recommendations Participants/
Coffee/Tea Break Resource Persons
Module III – Implementing and Consolidating Change
10:45-12:00 - Presentation Mr.Brian Pink,
- Q/A Government
- Group Work: “Identifying Monitoring Systems, including mechanisms Statistician, New
and indicators for work progress” Zealand
Participants
12:00-13:30 Lunch
13:30-15:15 Group Work (continued) Participants/
Coffee/Tea Break Resource Persons
15:15-17:00 Group Reports/Plenary Discussions/Conclusions/Recommendations Participants/
Resource Persons
 Day 3 (02 February 2005)
Time Session Responsibility

Module IV – National Strategies for the Development of Statistics

09:00-11:00 Presentations Ms. Frances

- “An Overview of NSDS” Harper,PARIS21
- “World Bank Initiatives To Improve Statistics” Mr.Fred Vogel,
- “Issues related to the fundamental principles of official statistics that Global Coordinator,
have to be considered in NSDS” ICP, WB
- Q/A Mr.Heinrich
Bruengger,
- Coffee/Tea Break Director, Statistics
Division, UNECE
11:00-12:00 Panel Discussion Panellists,
Participants
12:00-13:00 Lunch
13:00-14:30 Panel Discussion Panellists,
Conclusions/Recommendations Participants
Coffee/Tea Break
14:00-15:30 Closing and Seminar Evaluation Participants/
- Recommendations and conclusions; Resource Persons
- Implications for capacity building;
- Proposed date, venue, theme for 4th Management Seminar;
- Evaluation and Closing Remarks
Expectations
CORPORATE LESSONS

So, we will be going through change

Here’s three lessons from large
corporations to help you survive change….
CORPORATE LESSON 1
A crow was sitting on a tree, doing nothing all day.

A small rabbit saw the crow, and asked him,

"Can I also sit like you and do nothing all day
long?”
The crow answered: "Sure, why not.”

So, the rabbit sat on the ground below the

crow, and rested.

All of a sudden, a fox appeared,

Jumped on the rabbit... and ate it.

CORPORATE LESSON 1

Moral of the story is….

To be sitting and doing nothing

you must be sitting very, very high up.
CORPORATE LESSON 2
A turkey was chatting with a bull.

"I would love to be able to get to the top of that tree," sighed the
turkey, "but I haven't got the energy.”
"Well, why don't you nibble on some of my droppings?" replied
the bull. They're packed with nutrients."
The turkey pecked at a lump of dung and found that it actually
gave him enough strength to reach the first branch of the tree.
The next day, after eating more dung, he reached the second branch.
Finally after a fortnight, there he was proudly perched at the top of the
tree
Soon he was spotted by a farmer
Who promptly shot the turkey out of the tree.
CORPORATE LESSON 2

Moral of the story:

Bullshit might get you to the top,

but it won't keep you there.
 CORPORATE LESSON 3
A little bird was flying south for the winter.

It was so cold, the bird froze and fell to the ground in a large field.

While it was lying there, a

cow came by
and dropped some dung
on it.

As the frozen bird lay there in the pile of cow dung, it began to
realise how warm it was. The dung was actually thawing him out!
P
U
R
R
.
.
.
. He lay there all warm and happy, and soon began to sing for joy.
A passing cat heard the bird singing and came to investigate.

Following the sound, the cat discovered the bird under the pile of cow
dung, and promptly dug him out and ate him!
CORPORATE LESSON 3

The morals of this story are:

1) Not everyone who drops shit on

you is your enemy.
2) Not everyone who gets you out of
shit is your friend.
3) And when you're in deep shit,
keep your mouth shut
Managing Change

“Change is not merely necessary to life. It is life“

Alvin Toffler

Prof.Dr.Aung Tun Thet,

UN System Staff College
 Current situation in the world
• One billion people live on less than $1 a day
• Another 2.7 billion survive on less than $2 a day
• 6 million children a year die from malnutrition before their fifth
birthday
• Every 3.6 seconds, someone dies of starvation
• 11 million children die – most under the age of five every year, and
more than 6 million of them from completely preventable causes
like, malaria, diarrhoea and pneumonia
• 114 million children do not get even a basic education
• More than 2.6 billion people lack basic sanitation
• 5 million, mostly children, die every year from water-borne diseases
 MDGs
1. Eradicate extreme poverty and hunger
2. Achieve universal primary education
3. Promote gender equality and empower women
4. Reduce child mortality
5. Improve maternal health
6. Combat HIV, AIDS, Malaria and other diseases
7. Ensure environmental sustainability
8. Develop a global partnership for development
 The Millennium Project
Report
“First, each country should map the key
dimensions and underlying determinants of
extreme poverty – by region, locality and gender
– as best as possible with available data.”
Country level processes to achieve the Goals,
pp.24
 Introduction
• Change is the singly most important
element of successful management
• To remain effective, organizations (and
individuals in them) have to adopt a
positive attitude to change
• Ignoring or trivialising change can be
costly
 Change
• No organization is
immune to change
• To cope with new
external and internal
forces, leaders have
sought to
fundamentally alter
the way their
organizations work
The change process involves
Eight critical stages
 1. Establish a Sense of Urgency
• Examine external realities
• Identify and discuss crises, potential
crises, or major opportunities
2. Form a Powerful Guiding Coalition

• Assemble a group with enough

power to lead the change effort
• Encourage the group to work as a
team
 3. Create a Vision

• Create a vision to help direct the change

effort
• Develop strategies for achieving that
vision
 4. Communicate the Vision

• Use everything possible to

communicate the new vision and
strategies
• Teach new behaviors by the example
of the guiding coalition
5. Empower Others to Act on the
Vision
• Get rid of obstacles to
change
• Change systems or
structures that
seriously undermine
the vision
• Encourage risk taking
and nontraditional
ideas, activities, and
actions
6. Plan for and Create Short-Term Wins

• Plan for visible performance

improvements
• Create those improvements
• Recognize and reward employees
involved in the improvements
 7. Consolidate Improvements and
Produce Still More Change
• Use increased credibility to change systems,
structures, and policies that don't fit the vision
• Hire, promote, and develop employees who can
implement the vision
• Reinvigorate the process with new projects,
themes, and change agents
 8. Institutionalize New Approaches
• Articulate the connections between the new
behaviors and organizational success
• Develop the means to ensure leadership
development and succession
• While there is no single source
of change, there is a clear
pattern to the reasons for
failure
• Most often, it is a leader's
attempt to shortcut a critical
phase of the change process
• Certainly, there is room for
flexibility in the eight steps
that underlie successful
change - but not a lot of room
 Four Mistakes

The source of most failures

of change
 1. Writing a memo instead of lighting a fire

• Change efforts fail at the first critical step -

establishing a sense of urgency
• Too often leaders launch their initiatives by
calling a meeting then expect people to
“buy-in”
• It doesn't happen
 2. Talking too much and saying too little

• Most leaders • Leading by example

undercommunicate their • People watch their
change vision by a bosses very closely
factor of 10 • Inconsistent behavior by
• An effective change a manager fuel the
vision must include new, cynicism and frustration
aligned behaviors on
the part of senior
executives
3. Declaring victory before the war is over
• It is important to celebrate • If you settle for too little too
results but underestimating soon, you will probably lose it
the difficulty and duration of all
organizational transformation • Celebrating incremental
can be catastrophic improvements is good to mark
progress and sustain
commitment - but don't forget
how much work is still needed
 4. Looking for villains in all the wrong
places
• The perception
• The biggest obstacles to
that large
change are not middle
organizations
managers but, more often,
are filled with
those who work just a level
middle
or two below the CEO -
managers who
vice presidents, directors,
resist all change
general managers, and
is not only unfair
others who may have the
but untrue
most to lose in a change
• People at every
• That's why it is crucial to
level are
build a guiding coalition
engaged in
that represents all levels of
change
the organization
processes
• All institutions need effective leadership,
but nowhere is the need greater than in
the organization seeking to transform itself
• YOU must be the change
you wish to see in the
world
Mahatma Gandhi
 Four Dimensions Of Change
Understanding
Change

Consolidating Planning
Change Change

Implementing
Change
Questions To Ask Yourself
 Questions To Ask Yourself
• Have I involved everyone who should be
involved?
• Do I and my colleagues really believe that
involvement is essential for successful
CHANGE?
• Has the case for CHANGE been communicated
and understood?
• Have people had the necessary training and
preparation?
• Have management layers been kept to a
minimum?
 Producing change
• Is 80 percent leadership -
establishing direction,
aligning, motivating, and
inspiring people –
• And 20 percent management
- planning, budgeting,
organizing, and problem
solving
• Unfortunately, in most of the
change efforts, these
percentages are reversed
 Questions To Ask Yourself
Have I ensured that everybody knows what
benefits are expected from the CHANGE?
Does everybody fully understand and accept the
case for CHANGE?
Can I answer everybody’s vital question: “What’s
in it for me?”
Will the planned CHANGES genuinely make
people’s jobs more interesting?
What would I want done for me if my job was at
stake?
Points To Remember
 (1)
• Change should not begin until all key questions
are answered
• Involve people in plans
• Measurement is the key to realistic planning
• People work best if they identify a change with
their self-interest
• Long documents, long words, and long
explanations are off-putting
• Objectives must be few in number and
unambiguous
 (2)
• The likely consequences of change, inside and outside
the organization, need to be considered thoroughly
• All key managers must fully commit themselves to the
change philosophy
• Vital needs that must be supplied should be identified
and catered for
• There needs to be regular liaison between all
departments and functions affected by the CHANGE
• Everyone should understand the importance of treating
others as allies, not enemies
• People at all levels are fully capable of understanding
the business case for CHANGE
 (3)
• Emotion cannot be countered by reason alone,
but requires emotional reassurance
• Once trust is lost, it is very difficult to win back
• Criticism is not necessarily mere resistance; it
may be well founded
• Once the CHANGE programme is up and
running – and working – resistance will dwindle
• In overcoming resistance, prevention is better
than cure
 (4)
• Confronting opposition and opponents is a
painful necessary
• If obstructive ringleaders will not reform,
they will have to leave
• All senior people should develop the habit
of taking and listening to everybody
 (5)
• Self-criticism needs to be allied with self-
confidence
• If people whole heartedly support
CHANGE, they will become its ardent
defenders
• Any set-up should be re-examined and
improved periodically
Do’s and Don’ts
 (1)
 Do invite suggestions  Don’t make offers people
from everyone cannot refuse
 Do hold frequent formal  Don’t keep unnecessary
and informal meetings secrets or tell any lies
 Do involve teams in  Don’t forget that
planning as well as CHANGES should
implementation improve organizational
 Do manage people’s results
expectations with care  Don’t leave anybody out
in the cold
 (2)
 Do promote comradeship  Don’t assume that older
among CHANGE agents people are too set in their
ways to be CHANGE
 Do give CHANGE agents agents
stretching tasks
 Don’t discourage others
 Do encourage people to by singling out CHANGE
form and follow up ideas agents for special
for CHANGE treatment
 Do listen to what  Don’t prevent CHANGE
CHANGE agents say agents from using their
about morale and initiative
reactions  Don’t create an
atmosphere of secrecy
Additional Issues
 Using Change Agents:
Qualities of change agents
Realistic
Eager for Effective
improvement Communication

Restless Attentive
listener
Good
collaborator Ideas
person
 Emotional Reactions to Change

Stability at the
Point of change Anger
Inability Bargaining
to act Denial
Acceptance

Active
Emotional response

Testing

Depression

Passive

Time
Dealing With Negative Reactions To
Change

Types of Negativity What to Do About Them

RATIONAL • Explain plan with greater clarity

and detail
• Involve everybody
• Institute bottom-up programme
PERSONAL • Stress improved job prospects
• Accept managerial responsibility

EMOTIONAL • Show with examples

• Stage a series of meetings
• Demonstrate
• Explain the reasons for change
• Be honest
 Studying All Angles
of Change
External
Is the client satisfaction rising?
Has the improved quality
increased results?
Process
Is quality nearing 100 percent?
Can schedules be cut? Are
innovations emerging?
Internal
Is the organization or
department meeting schedules
and targets? How is staff
morale?
Result
Is the financial position better?
 Revision of a
CHANGE programme
If successful,
continue programme

Implement Measure results

CHANGE programme and obtain feedback

If necessary,
revise programme
 Individual Work
• Please write down on coloured cards
1. What NEW things NSOs Have to Do
2. HOW will the SAME things be done
differently
• As the result of the requirements of
MD/MDGs
The Truth About Coping With
Change
Most People Resist
Any Change That
Doesn’t Jingle in
Their Pockets
 Resistance To Change
• Doesn’t surface in standardized ways
• Can be overt, implicit, immediate, or
deferred
• Easiest for management to deal with when
it is overt and immediate
• More challenging if it is implicit or deferred
 Resistance To Change
• Organizations and individuals resist
change
• In one sense this is positive since it
provides a degree of stability and
predictability to bahaviour
• Without resistance organizational
behaviour will lead to chaotic randomness
 Resistance To Change
• Is a source of functional conflict
• Can stimulate healthy debate
• Hinders adaptation and progress
Resistance to Change : Individuals
• Sources of resistance – Habit; Security;
Economic Factors, Fear of the Unknown
• Habit, i.e., programmed responses helps
us cope with complexities of life; when
confronted with change this tendency to
respond in our accustomed ways becomes
a source of resistance
 Resistance to Change:
Individuals
• Security – People with a high need for security
are likely to resist change because it threatens
their sense of insecurity
• Economic Factors – Concern that changes will
result in lower income; Fear that they cannot
perform new tasks or routines especially when
pay is closely tied to productivity
 Resistance to Change:
Individuals
• Fear of the unknown – Change
substitutes ambiguity and uncertainty for
the known; You trade known for the
unknown and the fear and insecurity that
goes with it
 Resistance to Change:
Organizations
• Organizations are conservative –
actively resist change change through
structural and group inertia and threats to
member expertise, power relationships
and established resource allocations
 Resistance to Change:
Organizations
• Organizations have built-in mechanisms to
produce stability – systematically select certain
people and certain people out, people are hired
into an organization are chosen for for and then
shaped and directed to behave in certain ways
• When the organization is confronted with
change this structural inertia acts as a counter
balance to sustain stability
 Resistance to Change:
Organizations
• Even if individuals want to change their
behaviour, group norms act as a constraint
• Any redistribution of decision-making as the
result of change threatens the long-established
power relationships
• Groups in the organization that control sizeable
resources often see change as a threat, those
that benefit from current al.location of resources
feel threatened by changes that may effect
future allocations
What should the manager do?
1. Initiating change is an important part of
the manager’s job
2. Expect resistance to change come in a
number of forms
3. Prepare to undermine this resistance
How to undermine resistance
• Provide rewards for accepting change
• Communicating reasons for why change
is necessary
• Including people who will be effected by
the change to participate in change
decisions
Use Participation To Reduce
Resistance to Change
 Participation
• Having staff participate in decisions that
affect them is no panacea
• Has only a modest influence on employee
productivity, motivation and job satisfaction
• A potent force for combating resistance to
change
 Right conditions for using
participation

• Adequate time to participate

• Issues are relevant
• Staff have the ability to participate
• Organizational culture support staff
involvement
 With the right conditions
• Participation can reduce resistance, obtain
commitment and increase the quality of
the change decision
You Can Teach Old Dog New
Tricks
 Age Discrimination
• Western cultures have historically been biased
towards youth
• There is still a prejudice against hiring or
investing in staff over age 50
• Part of this prejudice reflects the widely-held
stereotype that older workers have difficulties
with change
• Older staff are perceived as being inflexible,
resistant to change and less trainable than their
younger counterparts
These perceptions are wrong
• Older workers want to learn and are just
as capable of learning as any other
• They may take longer to train but once
trained perform at comparable levels to
younger workers
• Age is found not to be related to learning
and training outcomes
These perceptions are wrong
• Older workers are more committed in that
they are less likely to quit their jobs that
their younger counterparts
• They have lower rates of avoidable
absences
• Workers 65 and over record higher job
satisfaction scores than their co-workers
aged 45-64
Group Work
 Group Work Arrangement
1. Participants will be divided into four
groups according to the attached group
list
2. Four rapporteurs (one for each group)
will be pre-selected
3. Group rapporteurs will report back to the
plenary
Module I – Understanding
Change
Group Work
Day 1 (31 January 2005)
10:30-15:00
“Critical Assumptions of the Action
Plan and Considerations of
Alternative Course of Actions”
 Objectives
Participants will be able to:
1. Learn how to assess and validate the
assumptions
2. Identify an alternative course of actions
and key tasks assessing their feasibility
 Expected Outputs
1. A list of assumptions for each tasks of
the selected two actions
2. A list of proposed alternative course of
actions for the two actions
 Directions
1. Complete a worksheet “Critical
assumptions and alternative course of
actions”, in relation to the Case Study
2. Develop and propose an alternative
course of actions in implementing
selected two actions
 Worksheet: Critical Assumptions and
Alternative Course of Actions
Actions Key Tasks Outputs/ Assumptions Alternative
Outcome ways to
implement
the tasks

1. 1.1
1.2
1.3

…
2. 2.1
2.2
2.3

…
 Day 1 (31 January 2005)
Time Session Responsibility
09:00-10:15 -Opening Mr.Tomas P.Africa,
Director, UNSIAP
-Overview of the Seminar Ms. Davaasuren
Ch. UNSIAP
- Overview of the Change Management Process, including the Prof.Dr.Aung Tun
conceptual framework for the Seminar Thet, UNSSC
- Break/Photo
Module I – Understanding Change

10:15-12:00 - Presentation Prof. Thet

- Q/A
- Group Work: “Critical Assumptions of the Action Plan and
Considerations of Alternative Course of Action”
12:00-13:30 Lunch
13:30-15:15 Group Reports/Plenary Discussions/Conclusions/Recommendations Participants/
Coffee/Tea Break Resource Persons
Module II – Planning Change
15:15-17:00 - Presentation Dennis Trewin,
- Q/A Australian
- Group Work: “Securing commitments of partners and stakeholders Statistician, ABS
and identifying coordination mechanisms” Participants
 Module II – Planning Change
Group Work

Day 1 (31 January 2005) 15:30-17:00

Day 2 (01 February 2005) 09:00-10:30
“Securing commitments of partners and
stakeholders and identifying coordination
mechanisms”
 Objectives
Participants will be able to:
1. Learn how to identify What needs to be
done, by WHOM, with WHAT
RESOURCES, by WHEN and possible
COORDINATION MECHANISMS
 Expected Outputs
1. A draft of detailed Action Plan with the
following specifications: WHAT needs to
be done, with WHAT RESOURCES, by
WHEN, and COORDINATION
MECHANISMS
 Directions – Each Group
1. Determines major components of the tasks and assign
actors involved for the ACTION PLAN
2. Determines required key resources and examines the
availability of them – financial, expertise, professional
staff, facilities and equipment
3. Discusses the time frame to ensure that the key actors
and activities are properly coordinated in time
4. Identifies and highlights in the Worksheet, the tasks for
which no clear actor identified, unclear funding
sources, capacity limitations of staff, other resource
requirements could not be identified
 Worksheet: Resources Availability
Assessment
Actions Key Tasks Responsible Availability of Availability of Time to
Partners financial professional complete the
resources staff/ task
(1 … 5) expertise
Low = 1 (1 … 5)
High = 5 Low = 1
High = 5
1. 1.1
1.2
1.3

…
2. 2.1
2.2
2.3

…
 Day 2 (01 February 2005)
Time Session Responsibility

Module II – Planning Change (continued)

09:00-10:45 Group Reports/Plenary Discussions/Conclusions/Recommendations Participants/
Coffee/Tea Break Resource Persons
Module III – Implementing and Consolidating Change
10:45-12:00 - Presentation Mr.Brian Pink,
- Q/A Government
- Group Work: “Identifying Monitoring Systems, including mechanisms Statistician, New
and indicators for work progress” Zealand
Participants
12:00-13:30 Lunch
13:30-15:15 Group Work (continued) Participants/
Coffee/Tea Break Resource Persons
15:15-17:00 Group Reports/Plenary Discussions/Conclusions/Recommendations Participants/
Resource Persons
 “Change is Progress – except
when it happens to us”

UN SYSTEM STAFF COLLEGE

 The Principle of Exceptionalism

• While change elsewhere is desirable, we

are a special case – immune from powerful
improvement
Results-Based Management

The key is the Results Chain

 RBM
ASSUMPTIONS

RESULTS

INPUT ACTIVITY OUTPUT OUTCOME IMPACT

• Human • Mgt • Number of • Increase in • Enhanced
• Financial Seminar participants knowledge and Performance
• Technical • Positive skills
Reaction

efficiency effectiveness
 Remember

TELL ME I will forget

SHOW ME I might remember

INVOLVE ME I will never forget

Action 1: Develop provincial level poverty indicators
Key tasks Responsible Availability Availability Time to
partners of financial of complete task
resource professional
staff/experti
se

1.1 income 11. SCI*

2006-2008
and 2. MPO* 4 4
(focus on 2007)
expenditure 3.
household MOSW*
surveys with
increased
sample size 1. SCI
12006-2008
(focus on 2008)
1.2 4 4
tabulation
and
estimation by
province

* SCI: Statistical Centre of Iran

* MPO: Managing and Planning Organization
* MOSW: Ministry of Social Welfare
Action 2: Improve data quality

Key tasks Responsible Availability of Availability Time to

partners financial of complete task
resource professional
staff/expertis
e

2.1 review S1. SSCI 2006-2008

data collection 2. MPO 5 5
methodologies 3. ISS

S1. SCI 2006-2008

5
2.2 change of 5
reference
periods
Module III – Implementing and
Consolidating Change
Group Work
Day 2 (01 February 2005)
11:00-17:00
“Identifying Monitoring Systems,
including mechanisms and
indicators of work progress”
 Objectives
Participants will be able to:
1. Learn how to establish good monitoring
mechanisms to achieve Action Plan
objectives
 Expected Outputs
1. Proposed mechanisms to monitor the
ACTION PLAN implementation process
 Directions – Each Group
1. Identifies and proposes measurable indicators
for the results
2. Recommends monitoring mechanisms to give
an on-going overview of the ACTION PLAN
implementation process
3. Discuss what methods you will use to check
progress
4. Discuss what methods you will use to measure
the success of the ACTION PLAN
implementation process
 Day 3 (02 February 2005)
Time Session Responsibility

Module IV – National Strategies for the Development of Statistics

09:00-11:00 Presentations Ms. Frances

- “An Overview of NSDS” Harper,PARIS21
- “World Bank Initiatives To Improve Statistics” Mr.Fred Vogel,
- “Issues related to the fundamental principles of official statistics that Global Coordinator,
have to be considered in NSDS” ICP, WB
- Q/A Mr.Heinrich
Bruengger,
- Coffee/Tea Break Director, Statistics
Division, UNECE
11:00-12:00 Synthesis and Integration: Outputs of the Group Work and Critique Mr. Tomas Africa,
-Bhutan UNSIAP
-Indonesia
12:00-13:00 Lunch
13:00-14:30 -(Continued) Mr. Tomas Africa,
- Iran UNSIAP
- Mongolia
14:00-15:30 Closing and Seminar Evaluation Mr.Andrew J. Flatt,
- Recommendations and conclusions; UNESCAP
- Implications for capacity building;
- Proposed date, venue, theme for 4th Management Seminar;
Being A Change Agent
“Boiling Frog” phenomenon
 Frog Prince
• You have to kiss
many frogs before
you find the Frog
Prince
 Understanding the Change Process
• We need to be able to work with change at
the very micro-level (persuading
individuals within organizations to work in
new or different ways)
• We also need need to be influencing the
agenda at the macro-level – changing
public opinions
Our Roles in the Change Process

Up-front

Inside Outside

Backseat
 As Change Agents
• We need to consider two dimensions
• Our position in relation to the organization
• Our association with the change – either
proactive or reactive role
 Matrix of Strategic Roles
Inside
Up-front Champion
Within the organisation
Seen as a leader
Closely associated with
change
and moving things forward
Back- Tempered Radical
seat
Working within the
organisation
Commitment to organisation
Work with powers-that-be
Still passionate and committed
Outside
Activist
Likely to remain an outsider
Fierce in supporting or
opposing change
Has strong views and
expresses them
Messenger
On the outside
May bring good or bad news
A Trojan horse?
Not closely associated with
change –
always at one step removed
 Question
• How might you use the four strategic
change agent roles in relation to NSOs