Table of Contents

INTRODUCTION .......................................................................................................................... 2
START INQUIRY: ......................................................................................................................... 3
Teamwork ............................................................................................................................... 3
Empowerment ......................................................................................................................... 4
INQUIRE INTO BEST PRACTICES: ........................................................................................... 4
Issues identification: ............................................................................................................... 5
Motivation ............................................................................................................................... 5
DISCOVER THEMES.................................................................................................................... 6
Thinking predisposition .......................................................................................................... 6
ENVISION A PREFERRED FUTURE.......................................................................................... 8
Leadership ............................................................................................................................... 8
DESIGN AND DELIVER WAYS TO CREATE THE FUTURE ................................................. 9
Joint planning of the action: ...................................................................................................... 10
Planning ................................................................................................................................ 10
Action:....................................................................................................................................... 10
Communication skills ........................................................................................................... 10
Getting data after the action: ..................................................................................................... 11
Ability of monitoring and control ......................................................................................... 11
DIRECTLY TRANSFERABLE SKILLS .................................................................................... 11
CONCLUSIONS........................................................................................................................... 12
References ..................................................................................................................................... 13

INTRODUCTION
Why is change difficult? The Harvard Business Review in year 2006 proposes that sixty six of
change initiatives fail to attain their desired business outcomes. This study suggests that the 5
most typical obstacles to change are: worker resistance, communication failure, short time
dedicated to training, employees turnover throughout transition and unrealistic budget
(Ryerson University, 2011). This reality suggests a huge challenge for organizational change
leaders, who must ensure that their projects are not within the 66% that fail. But how to avoid
the problems mentioned above when executing a change initiative? Or maybe a better
question still is why, even knowing the different factors that undermine the effective
management of change, the number of successful projects is so low?
To answer the first question, we must remember that for a change to be effective it is
necessary to use appropriate models that have proved their worth in the application. For this
you can use simple models like Lewin or more complex such as action research model (Faisal,
2013) The use of one or the other depends on the reality facing the organization and which
model is able to adapt better to the changing needs, we must also take into account that no
model is perfect and, although they may be used as methodological basis, it is highly
recommended to understand them as flexible models that need to be adapted to each
situation.
Regarding the second question, the answer may not be in change projects in themselves, but in
more personal reasons. If we consider that the good performance of a task relies on the ability
of an individual to perform it properly, we can identify the cause of the problem on the lack of
skills of the person leading the charge. For a person to be suitable when developing a task, it is
important that he count with three characteristics: know how to perform the task (knowledge),
have the skills to do the job and have the attitude to perform it (Fazel-Zarandi & Fox, 2012).
Given that there are many studies and theory (and therefore knowledge) on projects
management, it should be understood that the reason for such a high failure rate of projects is
the lack of skills and attitudes of people leading change and that is why this paper proposes a
set of skills that a change leader must have for the implementation of a project.
In order to have a framework on which to consider the actions necessary to change, it was
decided to use the positive model of organizational change proposed in the book of Cummings
and Worley (2009) which proposes five steps for effective change and, therefore, proposes the
actions that the change leader must develop. This model, following the suggestion made by the
author, has been enriched at its end with the execution steps of the action research model,
awhich adds three sub stages in the final step. Following, therefore, are described each of the
stages of the model and the skills that will support the correct perform of each.

START INQUIRY:
In this first phase the theme of change is chosen. Priority is given to the participation of the
members to identify the organizational problems that are more willing to solve. (Cummings &
Worley, 2009) For example, they may choose to pursue cases of customer satisfaction, highly
efficient teams or product development processes that bring creative ideas to market with
great urgency. If the research orientation is real and important for people, the process of
change will present those attributes.
As seen this process is highly participatory and therefore, it is necessary that the change leader
has the ability to interact with various groups of people and simultaneously generates synergy
in them, for this reason has been considered two initial skills necessary for organizational
change project: teamwork and empowerment.
Teamwork
Teamwork is a method for connecting a definite cluster of people to achieve an objective
significant to all, for this reason, the change leader must be able to develop it in all the working
groups in order to generate a critical mass (Low, 2011). To change this, the leader must
understand teamwork with features like (Aritzeta, et al., 2005):

Teamwork as a process: This implies that it is not static or routine but dynamic and fluid
over time. The simply possession of certain attributes or characteristics doesn't assure
or directly lead to smart cooperation. Nor will doing one thing well once connote
cooperation. Teamwork is a continuing development process of repeated interactions
that involves attention and determination of all the involved parts.
Partnering: This implies cooperating with, not against. Efficient teamwork is
impossible if team members spend their time, attention or resources by competing
between them. Competition could be used as a motivator, but internal competition is
not good for team creation. Partnering needs accepted interdependence, not
independence or dependence, therefore any actions taken by one person (positive or
negative) had a direct effect on others, which means that this competence must be
supported by good communication (competence that will be seen later) to keep all
persons informed, consolidate actions, and incorporate the differing thoughts taking
place into the team. This strategy is very unlike from the team that sees itself as
individuals who works in on the same assignment on parallel.
Facing different individual characteristics: teamwork grows since persons distinguish
who is a team member and who is not. Individuals also comprehend their job and
tangible and intangible influence to the group. For development groups or task forces,
involvement is visibly defined. For management teams, determining and recognizing
membership can be a very important component of teamwork success.
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Meaningful objectives: While company goals may offer the framework for the teams
being created, the group must adopt the objectives in a way that is significant for them.

Empowerment
Empowerment is an additional component to develop synergy in work teams. It must be
developed by the leader of change within dimensioned critical mass aforementioned.
Empowerment has been represented as a way to change staff to create choices and as a private
development where people take responsibility for his or her own actions (Alsop & Heinsohn,
2005). The rst denition relates to how management facilitates and implements the direction
culture, whereas the second emphasizes the importance of the individual within the really
roaring application of direction.
Other way to understand personal empowerment is in reference to business consultants and
views it as a powerful self-analytical tool that permits them to grasp and address their personal
biases, variations of opinions, and experiences with purchasers so as to achieve success in
amendment efforts (Alsop & Heinsohn, 2005). Regardless of the denition of direction used,
the top goal is to develop the performance and potential of the individual additionally as that of
the organization
Empowerment has been explored within the context of articles from a journal specializing in
this area. The idea is often approached from several angles, and organizations eager to
embrace this business approach should be totally conscious of its complexness. Empowerment
cant be passed over from management to workers as any object is passed between different
persons. It is a multifaceted process which needs a transparent vision, a learning atmosphere
for administration and workers, and involvement and execution tools and methods in order to
achieve success. All these factors combined will help the company acquire a predisposition
toward change, which is why the leader of change must be able to develop these characteristics
on the task force, otherwise the synergy required for this first step cannot be achieved (Choi,
2006).

INQUIRE INTO BEST PRACTICES:

This phase consists in receiving information about the "best" of the company. For this,
employees will help to design an processes and tools to collect the necessary information. They
will conduct the process designed in the topic that they have chosen. After this, they will
integrate all the data to create a fund of information that describes the relation between the
company and the topic of the change process. Based on this need, it has been identified that
the change leader must be able to work with large amounts of information, so that it can guide
the process to resolve the issues that generate a greater impact on the organization.
(Cummings & Worley, 2009)
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Issues identification:
Coming up with an issue isn't sometimes troublesome; however, it's typically troublesome to
pinpoint specifically what's wrong and developing with an answer to place it right. The primary
step is solely to clarify what must be modified and why; this is important to make sure that the
change process will have actual benefits for the organization (LeaderSphere, 2009).
For this purpose, it is necessary that the leader of change, at moment in which the group is
developing improvement options, incite them to wonder the ways that you can save time, work
better, or save money. Thus, the team can identify more clearly the direction to take on the
analysis. For this, the leader of change may also propose a baseline on which the team can
develop their ideas. Whatever course is taken, it is important that the model should be adapted
to the needs of the company and the problem that is facing; otherwise, the group may decide
to work on issues unimportant or with little impact. Finally it is important to remember that
properly identify the causes of the problem will help, when evaluating the change intervention,
to assess the level of success of the project in a clearly quantifiable way (LeaderSphere, 2009).
Motivation
One of the biggest problems when generating organizational change is the fact that the high
uncertainty produces a low on motivation, a factor that increases the turnover. this can be fatal
to a project of change. Major change efforts like reorganizations, mergers, and cost-cutting
programs place firms in danger of losing a number of their most polar folks. Change is
destabilizing for a company and dispiriting for its folks, and competitors are often fast to scent a
chance to poach employees. Retentive and motivating key workers are vital not simply in
managing the immediate transition however in maintaining the organizations performance and
health for several years to come. In fact, once mergers fail, its actually because of the loss of
crucial talent. (T. & Shelton, 2000)
The rate of attrition among executives in change processes is double that elsewhere, and might
keep for long periods of time (Krug, 2003). The impact on a business will be severe; for
example, within the year following a change process due to a firm merge, the companys sales
will usually dip by between five and eight per cent; similarly, a cost-cutting effort will jeopardize
the retention of important employees even when their own positions are secure. People in
firms that have lain off workers within the previous six months are possible to feel considerably
less loyal to their leader (Harter, et al., 2003). Indeed, a recent analysis found that downsizing
the manpower by simply one per cent will precipitate a thirty one per cent increase in workers
turnover (Trevor & Nyberg, 2008). Even amendment efforts that dont involve large-scale
redundancies, like performance transformations, will place key individuals below stress as
responsibilities shift and performance demands increase. Holding key individuals isn't the sole

challenge posed by a change program; motivating them is often even harder. The uncertainty
and disruption that major amendment brings will quickly erode worker commitment.
This shows that the change leader must be able to properly motivate those involved in the
change; otherwise the project will run great risk of failure, either by the little intention of
people to make the change, and the loss of key personnel.

DISCOVER THEMES
In this phase the employees discussed the big and small stories, to identify issues that represent
the common dimensions of the experiences. For example, those relating to innovation may
contain themes of how managers allowed their subordinates to explore new ideas, the support
they received from their co-workers and how the customer contact generated creative ideas;
no issue is too small to be represented, and it could be better to describe all the mechanisms
involved that contributed and support issues. These serve to make the transition from "what is"
to "what can be" (Cummings & Worley, 2009) This process of refinement of ideas requires,
therefore, that the change leader be guide the process toward common aspects, in which the
exploration of ideas should be done under coherent lines of thought that lead to the correct
identification of the subjects.
Thinking predisposition
Robert Sternberg proposes 3 forms of productive Intelligence (Fogarty, 2001) this model
proposes that the collaborating nature of those intelligences is essential for problem resolution,
decision making and creative thought. The author also explains that everybody has some level
of those 3 intelligences, however, typically, individuals tend lean a lot of towards one. these
three intelligences are:

Analytical: to help you develop comparisons, judgments, assessments and other

activities of intellectual character.
Creative: one that allows the individual to imagine, generate assumptions, designing
new objects, inventing etc.
Practical: it allows the individual to execute practical actions, implement plans,
demonstrate the use of different tools and objects, etc.

This would make a case for why some individuals tend to stand out more in some specific areas
than in others; and therefore a leader of change must also develop these skills. But anyone can
develop all three at the same time, so it is unreal to think that the success of a leader is only in
their intelligence, but in their thinking dispositions. What are thinking dispositions? These are
the trends that a person has when thinking and that have as a result, an important impact in
the way they behave. Being an effective manager therefore means being a good thinker. But
6

what does that entail? According to Shari Tishman (Tishman, et al., 1995), a good idea is a
combination of critical and creativity thinking skills, values, habits and motivations; all these
features together are determinants of thinking skills, and all are employed in a lesser or greater
degree for efficient actions. The important thing is that, being a skill, thinking dispositions can
be taught and learned. There are several key thinking dispositions that are important to good
thinkers. Managers should take note and determine ways to use them properly to your
advantage in critical situations.
Taking this into account, and in order that people can properly identify the issues, the change
leader must develop the following behaviors (Tishman, et al., 1995):

Think in general terms and be adventurous: The curiosity and thirst for knowledge of
the change leader must provide the ability to see the big picture. He should be able
to step out of your comfort zone and be open to people and situations that may
have left out of the past. Do not be afraid to take risks and propose new ideas and
take chances. The idea of Big Dreams applies here and the leader of change must be
able to support this process.
To reason clearly and carefully: You must take the time to think through various
scenarios before making decisions that could be crucial. What's the worst that could
happen? What is the best thing that can happen? Who will be affected? Why you
want to advance in each of the different paths that are presented? What are the
benefits? What are the drawbacks?
Be prudent and thoughtful: Being fair is one of the most important features that a
manager can cultivate. The change leader should take time to determine if this
benefit to your favorites or if you have a bias that can interfere in their decisionmaking methods. The change leader must find ways to provide opportunities for
participants each change and to share their time and energy in the most impartial as
possible.
Encourage cooperative thinking based on multiple sources in the team: The best way
to have a good idea is to get lots of ideas, and the best way to reach many ideas is to
work with peers in a group environment. There is analysis to support the actual fact
that the dynamic exchange of concepts inside little teams not solely will increase
interest among the participants however conjointly promotes crucial thinking
(Johnson & Johnson, 1986); So at participate in brainstorming activities, it is
generating a lot of ideas that can lead to innovative results and contribute to foster
team spirit and morale.

ENVISION A PREFERRED FUTURE

At this stage the employees discussed the issues identified, questioned the current situation
and describe an attractive future. Based on the past success of the company, collectively
visualize the future and create "possibility proposals", statements that connect the practices of
the time, with the ideal possibilities of its future organization. The proposals offer a truly
exciting landscape, drawing provocative and possible future. Based on these possibilities,
employees identify eligible participants and the most important processes to be modified to
support the advent of the future dreamed. (Cummings & Worley, 2009) This vision of the
future, however, is susceptible to be forgotten in the day-to-day work and this threatens the
resolution of the project. Thus considering the need to maintain high motivation toward the
goals generated by the group, it is important that the person in charge of the process,
possesses the motivating leadership skills to ensure that the organization does not lose sight of
the objectives formulated.
Leadership
A change proposal or initiative always starts with a vision. When change is based on external
factors (political, economic, social or technological) or internal (policies, systems or structures),
creating a vision clarifies the way forward for change. Moreover, in this process, creating
shared vision helps to motivate those affected to take action in the right direction (Kotter,
1996) for which a good leader is indispensable.
Leadership has always been an important topic, and sometimes even controversial, when
studying organizations, an example of this is that during the last thirty years the concept of
leadership has undergone a number of criticisms that have neglected important aspects of
same, due to the dominant paradigms and organizational perspectives (Podolny, et al., 2005)
Part of this skepticism has resulted from questions on the definition of the construct likewise as
whether leadership has discernible effects on organizational outcomes. Proponents of
leadership argue that leaders, by their terribly roles, square measure accountable for creating
choices that facilitate their organizations adapt and achieve competitive environments. In
distinction, people who read organizations as heavily forced claim that leadership is basically
digressive and, at best, a social construction.
One part of the ambiguity of leadership stems from the clarity deficiency within the definition
and measure of the construct itself. Leadership has been accustomed describe everything from
the consequences of first-level supervisors on subordinates attitudes to the consequences of
CEOs on structure performance, from the attribution processes raters use to characterize
leaders to the particular activities that leaders have interaction in, and from the characteristics
of individuals who emerge as leaders to the consequences of actual leaders themselves (Judge,
et al., 2002). To avoid this lack of preciseness, we have a tendency to outline leadership
8

because the ability of someone in an exceedingly formally assigned ranked role to influence a
bunch to attain structure goals. Specifically, we have a tendency to specialize in ratings by
subordinates of these actions taken by formally assigned leaders at 3 ranked levels to articulate
a vision for the unit, set a strategic direction, outline measurable objectives reflective of the
strategy, align the reward system, encourage subordinates, and effectively lead with resistance
to change.
Understanding the impact of leadership on performance of the organization might require
consideration of several management levels at the same time. Although most previous
leadership studies have centered on the efficacy one person (eg, the CEO, a general manager,
or supervisor), within organizations of all sizes, it looks probable that organizational
performance is a function of the aggregate effect of the leaders in the diverse hierarchical
levels. However, understanding how leadership affects organizational performance is not easy.
For example, a powerful leader in high ranks can generate less effective leaders at lower levels.
In turn, a set of highly aligned leaders through levels, although less effective, can be successful
in implementing change. Or, an effective set of lower level managers can block the change if
you do not support a strategic initiative. Leaving aside the effects of an individual leader, the
level of alignment of the various leaders in the organization through different hierarchical
levels, including the leader of change, can enhance or interfere with the successful
implementation of a strategic initiative. When employees see that leaders of different
hierarchical levels are not aligned, they begin to perceive ambiguous signals about the initiative
and its importance which results in decreasing commitment to their achievement. Thus, the
leadership at one level can offset or counteract the effects of leadership in another. In other
words, the efficacy top management in the implementation of a strategic initiative will depend
essentially on the alignment that the change leader can generate between the leaders of the
different hierarchical levels, so that they in turn transmit that alignment to their staff (Judge, et
al., 2002)

DESIGN AND DELIVER WAYS TO CREATE THE FUTURE

The last phase includes the design and delivery of forms to create the future. Describe the
activities and produce the necessary plans to achieve the vision. After this, the process goes to
the action and evaluation stages, similar to the action research model. Employees make
changes judged the results, make the necessary adjustments and take other measures, as
leading the company to the vision and support "what will be". The process is not interrupted
and ongoing discussions about the best (Cummings & Worley, 2009). In order to clarify the
behaviors necessary at this stage, then specify the implementation stages of the action
research model according to the author:

Joint planning of the action:

Here the leader of organizational change and the members of the company agree on the
measures to take. Thus began the process of transition or change in the company
choose the best way to reach another quasi-stationary equilibrium. At this stage the
action to take depends on culture, technology and environment of the organization, the
diagnosis of the problem, the time and cost of the intervention. Obviously based on this
stage that another leader competencies change must be planning capacity, so below is a
brief presentation of the subject (Cummings & Worley, 2009).
Planning
A comprehensive change management program should be leveraged by a rigorous
project plan. The plan should describe in detail the various stages of the project, how
they perform each and what the list of resources that will be needed for the same. A
successful program of change must integrate and balance the hard (structure, IT, etc.)
and soft (Motivation, training, skills, etc.) elements of implementation. Each of these
will become a trigger for the other, but it must be managed in parallel. Organizational
change projects are complex and this complexity must be addressed in the
implementation plan. Thus before the final plan is executed, the leader must ensure
that this change effectively addresses all factors necessary for successful
implementation. The tool used for this purpose is a Gantt chart; this tool can associate
different aspects of the implementation as schedules, resources (including budget and
people) and project milestones. Depending on the nature of the project, this table may
also include an independent procurement and quality plan. Separately, in all cases,
there must be a communication plan that is managed according to the initial plan, but
independently; this aspect will be addressed in the next section.

Action:
At this stage there is the transition from one state to another. It may consist of installing
new methods and procedures, to reorganize the structures and work designs, to
reinforce new behaviors. These are measures that can rarely be implemented
immediately, but require a period of transition as the company moves from current to
desired state (Cummings & Worley, 2009).
Communication skills
It is impossible to communicate too much when you are trying to implement a plan of
organizational change. It is for this reason that the change leader must possess the
ability to use constant communication through the use of different strategies, sources
and pathways. Recall that among the causes of project failure is the lack of

10

communication; thus, the change leader must ensure that all age groups to be affected
with the change to know the details of it (Choi, 2006).

Getting data after the action:

The process of change is always cyclical, meaning that it is necessary to collect data, to
communicate the results to the organization, but to use it as a diagnosis and begin again
the process of improvement (Cummings & Worley, 2009).
Ability of monitoring and control
When talking about a consistent process of change that must be aligned with the
strategy, one can speak of a the use of an strategic control, influenced by strategic
requirements, focused on an a priori control (consisting of iterative track of strategic
verifying validity and possible changes in it, which if necessary carry reformulation,
anticipating deviations and promoting preventive actions), such as a posteriori control,
most related to the implementation, which allows you to verify the implementation
strategy implemented through action plans that are in line with the desired state and,
aligned with the resulting gap, discuss possible corrective actions. This, in a cyclic
process, leads to a situation of continuous feedback (Jensen & Meckling, 1999).

DIRECTLY TRANSFERABLE SKILLS

To finish this text is necessary to identify the skills which by their nature can be transferred
from one context to another. After a thorough analysis of the literature, it can be understood
that in fact all the skills are transferable from one context to another. The process for reaching
this conclusion has been to intentionally analyze texts of very different sources and addressing
problems in different circumstances and scenarios. In the first instance it is understood that the
issue of skills should be of importance to the field of psychology so that several texts have
analyzed this trend (Judge, et al., 2002 and Krug, 2003), of course this knowledge is reflected in
texts more in the nature of business consulting and advisory (Alsop & Heinsohn, 2005 and
Cummings & Worley, 2009) Once here you can see that the generation of knowledge about the
management of change begins to transcend from the aforementioned fields to fields such as
education (Fogarty, 2001, Johnson & Johnson, 1986 and Tishman, et al., 1995) health (Erstad,
1997and Kerridge, 2012) or technology (Fazel-Zarandi & Fox, 2012) , which shows that change
management is a discipline that must be applied in any context where you want to generate
improvements.
While different texts have varied approaches and each of them tries to cover a different aspect
of the complexity of organizational change when the analysis is performed for each of them, it
is obvious that different skills proposed in this paper are applicable and required in each
situation. While it is true that, as the case one of them may represent major advantage over the
11

other, this does not mean that one of them should be displaced or forgotten when
implementing an initiative of this kind, indeed, after performing this analysis it can be seen that
the real success of a change project leader, regarding the proper development of their skills, is
to know how to use his skills in a synergistic way, knowing leverage on one or the other
depending on the current situation experiencing the organization and the stage of the process
of change.

CONCLUSIONS
To start it can be concluded that if there is such a high level of change projects that fail in their
execution is due not to the lack of literature or studies on the subject, but because the
performances are very poor in terms of how it is being guiding on the process. This implies,
therefore, that for a change project for be executed properly, the leader of it must have a set of
highly developed specific skills, that he is able to understand and use to his advantage.
It is also important to understand that the change processes involve the highly active and
committed participation of the entire organization. Otherwise it is virtually impossible for
change to manifest deeper. In this respect, it is important to emphasize that the organizational
change leader must not only possess a set of highly developed skills, but must also possess the
ability to pass on these skills to people with whom he works. Thus, the organization ceases to
be so dependent on a single individual and begins to generate the interdependence necessary
for synergistic change; this process obviously involves training and personal development that
will serve to reduce the risk of project failure.
For this text the model of positive change was used as a basic framework. This model is used to
generate improvements in scenarios where there is no a major crisis or serious problem. This in
practice can bring two different consequences. First it is possible that the way in which the
change leader uses his skills in crisis settings should vary, so different skills, such as
communication, teamwork, etc., although they will be useful, they must be used differently.
Secondly it means that the skills proposed, although they may be useful in this situation, may
be insufficient in most problematic circumstances. Therefore, it is possible that in other
scenarios, the change leader needs to use more specific skills required to address problems
such as sense of urgency among others.
Regarding the level of development of these skills, it is important to remember that it is difficult
for one person to fully develop all these features, so it is recommended that the change leader
creates a team whose members possess the personal characteristics necessary to bearest
possible gaps in the skills set of the change leader. Thus, if a person has not fully developed a
skill, another member of the team can compensate for this problem with their personal
characteristics.
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