Managing Change at the University of Bristol

1. Managing Change at the University of Bristol Judith Squires, Dean of SS&L; Fiona Ford, Head of Organisational Development This session will be divided into 3 main sections. In the first, I will explain a little bit about Personnel’s recent restructuring, and how we hope it will enable us to support the organisation more effectively, with fewer resources, at a time of major change across the organisation, I will also touch briefly on the specific support that the change team (within my team) can offer the organisation.This session will be divided into 3 main sections. In the first, I will explain a little bit about Personnel’s recent restructuring, and how we hope it will enable us to support the organisation more effectively, with fewer resources, at a time of major change across the organisation, I will also touch briefly on the specific support that the change team (within my team) can offer the organisation.

2. Restructuring of Personnel Services Personnel Operations Team (Kim) Faculty Personnel Managers/Advisers Recruitment Reward Systems Organisational Development Team (Fiona) We have brought together within one strand under Kim, all the operational HR activity. A new Assistant Director Jayne Oram, will be joining us on 7th December. She will work alongside Kim, who is reducing to half time from May 2010 for at least one further year. We have also created my new Organisational Development Team.We have brought together within one strand under Kim, all the operational HR activity. A new Assistant Director Jayne Oram, will be joining us on 7th December. She will work alongside Kim, who is reducing to half time from May 2010 for at least one further year. We have also created my new Organisational Development Team.

3. The role of the OD Team Brings together strands of activity to achieve greatest synergy and contribution to the organisation: Change Management Leadership and Management Development Staff Development Equality and Diversity PWE ethos and activity Within my own team, we have tried to bring together what had previously been somewhat disparate teams/activities, with a view to achieving a greater whole!Within my own team, we have tried to bring together what had previously been somewhat disparate teams/activities, with a view to achieving a greater whole!

4. The role of the OD Team To help the organisation deal with the current situation and adapt effectively for the future by: Enhancing capacity and capability to manage change; Visioning Change readiness Benefits realisation Establishing a change-ready culture Delivering focussed and organisational needs-driven development Engaging the workforce effectively Maintaining/developing the positive work environment Optimising the E&D business case The OD team will operate/impact at three levels – organisational, individual, and at the team level At the organisational level, our aims are as followsThe OD team will operate/impact at three levels – organisational, individual, and at the team level At the organisational level, our aims are as follows

5. The role of the OD Team To help individuals to change with the organisation by: Equipping staff to lead change Equipping staff to deal effectively with change Equipping staff to deliver effectively in their current and future roles (training and development for particular changes) Career development/coaching Promoting effective Staff Review/performance management Delivery of development to be focussed on individuals, or teams, around particular needs. Need to maximise opportunities for career development for individuals – leading to greater organisational effectiveness! Delivery of development to be focussed on individuals, or teams, around particular needs. Need to maximise opportunities for career development for individuals – leading to greater organisational effectiveness!

6. The role of the OD Team To embed change through teams and team-working through: Team interventions Team development Restabilising after change Skills/knowledge/experience sharing Bespoke offerings out in Faculties/Departments as appropriate. Effective use of tools such as SR&D!Bespoke offerings out in Faculties/Departments as appropriate. Effective use of tools such as SR&D!

7. What are the key organisational issues? Increased pensions and salaries costs Public spending uncertainty Possible (probable?!) change of government Support process review and other restructuring (e.g. schoolification) Student fees income (student numbers; fees cap; NSS etc) Swine Flu? (impact on operational capability and potential impact on numbers of overseas students for 09/10) Seeking to maintain and improve our position as a research intensive institution globally So what is the context in which we are trying to help the oganisation move forward – pretty interesting!! Just a few of the issues that I can think of, and I am sure you can think of others So what is the context in which we are trying to help the oganisation move forward – pretty interesting!! Just a few of the issues that I can think of, and I am sure you can think of others

8. What are the key OD priorities? Helping the organisation respond to the financial situation Support Process Review & other restructuring Developing a high performance culture Performance Management Decision making/compliance/accountability Responsiveness/agility Leadership and Management Development Developing future leaders (pipeline) Responsive to organisational need and cost-effective Maintaining an emphasis on E&D and on ensuring a PWE for all throughout times of significant organisational change! I have tried here to capture a few thoughts/ideas on what I see as the priorities for our team and how we need to operate. We need to be responsive and flexible in what and how we deliver. We need to be joined up and innovative to ensure maximum cost effectiveness, drawing on the wider resources available to us (PMs, Project Managers, Resource Managers!).I have tried here to capture a few thoughts/ideas on what I see as the priorities for our team and how we need to operate. We need to be responsive and flexible in what and how we deliver. We need to be joined up and innovative to ensure maximum cost effectiveness, drawing on the wider resources available to us (PMs, Project Managers, Resource Managers!).

9. There’s more to change than technology… So, in terms of managing change specifically, I want to spend a few minutes just talking through why it is so difficult, and what we are trying to do to support the organisation in this respect. As the diagram aptly illustrates – change is not just about the technology! However great, however new and innovative, however amazing a new system or technology is, if we don’t bring people on board with us, nothing will change. So, the approach of the team is very much around how can we bring people on board? Not just for systems changes, but for any major change that is going on.So, in terms of managing change specifically, I want to spend a few minutes just talking through why it is so difficult, and what we are trying to do to support the organisation in this respect. As the diagram aptly illustrates – change is not just about the technology! However great, however new and innovative, however amazing a new system or technology is, if we don’t bring people on board with us, nothing will change. So, the approach of the team is very much around how can we bring people on board? Not just for systems changes, but for any major change that is going on.

10. Organisations don’t change: people do Change occurs first in people’s heads and what effective change management is all about is ensuring that you get sufficient engagement and “buy in” to enable your change to be implemented, and then embedded, effectively.Change occurs first in people’s heads and what effective change management is all about is ensuring that you get sufficient engagement and “buy in” to enable your change to be implemented, and then embedded, effectively.

11. Change support team objectives: To support major projects/programmes To build change management capacity/capability within the organisation 3. To establish an overview of how much and where change is impacting across the organisation in order to minimise bottle-necks, and achieve synergy where possible We are taking a multi-pronged approach to try to offer as much support as possible across the organisation (the change team comprises just a couple of fte!): Via formal programmes/projects – building change management considerations into the project initiation processes; early discussions with project managers to evaluate change implications and resource implications In addition, we provide advice and support to major change initiatives that are not part of University formal programme/project structures – e.g. restructuring in SS&L; Medicine and Dentistry. The aim is to provide a responsive and flexible resource, but at the same time it has to be recognised that there are a couple of us!! To build capacity generally, we will be delivering workshops/training and ensure change management support is built into the leadership development programme etc One other crucial role, in these times of serious change “fatigue” is the attempt to take an overview of change impact across the organisation, to seek to achieve synergy and avoid bottle-necks, where possible. We are taking a multi-pronged approach to try to offer as much support as possible across the organisation (the change team comprises just a couple of fte!): Via formal programmes/projects – building change management considerations into the project initiation processes; early discussions with project managers to evaluate change implications and resource implications In addition, we provide advice and support to major change initiatives that are not part of University formal programme/project structures – e.g. restructuring in SS&L; Medicine and Dentistry. The aim is to provide a responsive and flexible resource, but at the same time it has to be recognised that there are a couple of us!! To build capacity generally, we will be delivering workshops/training and ensure change management support is built into the leadership development programme etc One other crucial role, in these times of serious change “fatigue” is the attempt to take an overview of change impact across the organisation, to seek to achieve synergy and avoid bottle-necks, where possible.

12. The Bristol Approach… Working with managers and interested parties from across the University, and drawing heavily on research and a range of well known “models for change”, we have developed a framework and toolkit that we believe is both rigorous and practical. The model fits neatly alongside the stages of any project plan, and so can integrate fully with the project processes. The really important thing too is that the model is fully scaleable – for the less formal projects the team can advise on just how much time and effort needs to go in up front to managing the change so that you can save time, effort, and resource in the longer term!! Judith will touch on how the toolkit can really work in practice! Working with managers and interested parties from across the University, and drawing heavily on research and a range of well known “models for change”, we have developed a framework and toolkit that we believe is both rigorous and practical. The model fits neatly alongside the stages of any project plan, and so can integrate fully with the project processes. The really important thing too is that the model is fully scaleable – for the less formal projects the team can advise on just how much time and effort needs to go in up front to managing the change so that you can save time, effort, and resource in the longer term!! Judith will touch on how the toolkit can really work in practice!

13. What support do we offer? Framework for managing change Templates and guidance on change management activities Workshops/training for key stakeholders Website (coming soon!) Bespoke interventions Some areas we are already supporting: Support Process Review; Schoolification in Med and Dent; IT Services Review; Residences; So to summarise very quickly the actual support that the OD team, and the change team in particular, can offer: As mentioned we have the toolkit. We have already provided training on change management to key groups – resource managers, project managers, and we also have a general managing change course that is available via the course diary. We are just about to set up an action learning set with the resource managers too. We will have a website available when the new-look personnel website goes live very early in the new year, and we offer specially tailored interventions where needed (e.g. facilitated sessions for staff involved in the residences programme re roles). I have listed here just some of the areas where we have been working already with change projects in the UniversitySo to summarise very quickly the actual support that the OD team, and the change team in particular, can offer: As mentioned we have the toolkit. We have already provided training on change management to key groups – resource managers, project managers, and we also have a general managing change course that is available via the course diary. We are just about to set up an action learning set with the resource managers too. We will have a website available when the new-look personnel website goes live very early in the new year, and we offer specially tailored interventions where needed (e.g. facilitated sessions for staff involved in the residences programme re roles). I have listed here just some of the areas where we have been working already with change projects in the University

14. The change imperative The Red Queen sprint: “It takes all the running you can do to stay in the same place. If you want to go somewhere else you must run at least twice as fast as that.” - Lewis Carroll’s ‘Through the Looking Glass’ And finally, just a thought from Lewis Carroll on what change means!!And finally, just a thought from Lewis Carroll on what change means!!

15. Schools and Restructuring Initiatives Senate agreed 30/11/09 that all ‘academic departments’, as currently defined within Ordinance 8 should be known as ‘academic schools’ from 1st August 2010. Ordinance 9 will provide that primary units may be able to be designated as departments, though this is not a requirement, and that there is no stated maximum size of a primary unit. There are various restructuring initiatives underway across the University. Arts has already restructured into three schools Engineering is currently restructuring to create three schools (EF21) Medicine and Dentistry has just agreed to restructure into three schools

16. Support Process Review Faculty Office and School/Departmental Analysis Workstream To provide a detailed view of current and proposed future activity at both Faculty Office and School level, in order to ensure that: Proposals for a new support structure for the University are properly informed by work that is already underway within the Faculties There aren’t any gaps in the thinking emerging from the process review workstreams within the Support Process Review The recommendations arising from the various Faculty restructuring initiatives are consistent with the strategy for, and delivery of, the Support Process Review.

17. The Change Academy The year-long “Change Academy” programme is offered by the Leadership Foundation and the Higher Education Academy. UoB is currently participating in the programme. Our Change Academy project aims to foster wider institutional expertise in relation to the process of organisational change required to successfully create new schools out of smaller organisational units. The objective is to draw together key individuals from each of the Faculties, and from the University’s own “Change Team”, to provide a specific focus on the process of organisational change.

18. The Change Academy The project is University wide, with the Faculties of Arts, Social Sciences and Law, Medicine and Dentistry, Engineering and Science participating. The UoB Change Academy Team: Judith Squires Chair, Dean of Social Sciences & Law Fiona Ford, Leader of the University’s Change Team Carolyn Donoghue, Faculty Manager, Faculty of Medicine and Dentistry Tamar Hodos, DTL School of Arts, Faculty of Arts Giles Brown, Departmental Manager, Faculty of Science Peter Foster, Project Manager, Faculty of Engineering Stephen Brooke, Faculty Manager, Faculty of Medical and Veterinary Sciences

19. The Change Academy

20. Supporting Change Aimed to produce a practical guide for all those involved in leading organisational restructuring at the University of Bristol. A document that focuses on the ‘process’ of how to effectively manage change, rather than on defining what particular structure should be adopted. A resource that complements the UoB Change Management ‘Toolkit’

22. Establishing the Need for Change The decision to review the structure of the Faculty of Medicine and Dentistry was taken by the Senior Management Team based on a number of key factors including: Concern about current structures creating false boundaries, requiring duplication/overlap and generally not being optimal for teaching and/or research; the outcome of the 2008 RAE and its impact on the research strategy for the Faculty; changes to the configuration of the NHS with whom we are closely aligned; geographical considerations and the need to develop a long term estates strategy for the Faculty; the need to ensure efficient and effective administrative support (in the context of the University’s current review of central support services).

23. Stakeholder Analysis

24. Establishing the Change Team The primary purpose of the Schoolification Project Team (SPT) is to drive the schoolification process forward to create a single School with effect from 1st August 2010. To ensure that the School is created within its agreed parameters (e.g. cost, organisational impact and rate/ scale of adoption, expected/ actual benefits realisation etc), ensuring any variances are appropriate and acceptable. To oversee consultation with key stakeholders in each of the three units; to collate this feedback and feed it into the planning process. To develop proposals regarding the most appropriate organisational structures for the School. To disseminate these proposals and evaluate feedback to them. To meet as required. Regular project progress reports will be circulated to SPT members by email.

25. Develop the Vision The Engineering Faculty initiated a fundamental review of the long term strategic development of the Faculty over the next 5 – 10 years. The intention of the review – Engineering Faculty in the 21st Century (EF21) – has been to set in place a strategic vision for the Faculty that will be delivered over the next decade. The outcomes aim to affirm the Faculty’s position as an international world leader for undertaking cutting edge, world-class research and teaching in engineering, being the pre-eminent faculty in the UK within 5 years and amongst the top 10 in the world (according to the THES World ranking tables) within 10 years.

26. Change Readiness Assessment The Faculty of Medicine and Dentistry used an Excel spreadsheet to assess where they were in relation to each of the headings. The Faculty Manager worked through this with a member of the Change Management Team. The completed document was then added to the shared drive and discussed at the Project Board meeting. An area which was highlighted as red was the resource needed to manage the project once the decision on the structure was made. This enabled them to assess what action would be needed and when in order to meet the planned implementation date. They did this by working out the timelines and milestones they would need to meet, then identifying a potential shortage of technical personnel support at the times of redrafting job descriptions, grading, consultation etc.

27. Communication FSSL communications have included: FPARC and UPARC Open Forums E-mails to all staff and students Press release to Epigram Special Departmental/Centre meetings Individual consultations Web-page announcements

28. Delivery: teaching

29. Delivery: research

30. Delivery: admin and systems (process)

31. Delivery: admin and systems (people)

32. Delivery: Space

33. Key Lessons Learnt The Arts experience demonstrates the need to keep the vision focussed on the reasons and need for schooling, and the benefits that will emerge directly as a result. The Engineering experience to date is consistent with the Arts experience of needing clarity of vision from the outset, to convince the affected parties of the need for change. The key message is to keep the vision tight, honest, realistic and relevant as it is by this that the success of the change will be judged in the long run.