1. Apply Change Management Principles to Gunfire at Sea Case Study
Intermediate Cost Analysis
And Management
Show Slide #1: Apply Change Management Principles to Gunfire at Sea Case Study
Title: Apply Change Management Principles to Gunfire at Sea Case Study
References: Handouts, Excel Spreadsheets
Facilitator Material and Student Material: Dry erase markers, white boards, access to Excel spreadsheets, case-studies
Facilitator Material: Each primary facilitator should possess a lesson plan, slide deck, course handouts, practical exercises, access to Excel spreadsheets, case-studies All required references and technical manuals will be provided by the local Command.
Student Material: Students should possess course handouts, practical exercises, access to Excel spreadsheets, case-studies and standard classroom supplies.
The 21st Century Soldier Competencies are essential to ensure Soldiers and leaders are fully prepared to prevail in complex, uncertain environments. This lesson reinforces the following 21st Century Soldier Competencies:
Communication and Engagement (Oral, written, and negotiation)
Critical thinking, intergovernmental, and multinational competence
Tactical and Technical Competence
Throughout the lesson discussion seek opportunities to link the competencies with the lesson content through the student’s experiences.

2. Expect & Anticipate Resistance
A good idea is not always enough to overcome resistance to change
Show Slide #2: Concrete Experience (Expect & Anticipate Resistance)
Facilitator’s Note: (Concrete Experience 10 minutes) Present students the slide statements Ask students what their thoughts are on “Resistance to change”
Facilitator’s Note: (Publish and Process 10 minutes) The critical portion of this part of the ELM process is to force the students to reflect. Ask a series of thought influencing questions.
Facilitator’s Note: Motivator: A good idea is not always enough to overcome resistance to change As a change agent you must expect and anticipating resistance and where it will come from in order to avoid reactivity.

3. Terminal Learning Objective
Action: Apply Change Management Principles to Gunfire at Sea Case Study
Condition: You are training to become an ACE with access to ICAM course handouts, readings, spreadsheet tools, and awareness of Operational Environment (OE) variables and actors
Standard: With at least 80% accuracy:
Identify components of change and needs analysis from real world scenario
Identify steps to overcoming resistance to change in a real world scenario
Show Slide #3: TLO
Action: Apply Change Management Principles to Gunfire at Sea Case Study
Condition: You are training to become an ACE with access to ICAM course handouts, readings, spreadsheet tools, and awareness of Operational Environment (OE) variables and actors
Standard: With at least 80% accuracy:
Identify components of change and needs analysis from real world scenario
Identify steps to overcoming resistance to change in a real world scenario
Safety Requirements: In a training environment, leaders must perform a risk assessment in accordance with DA PAM , Risk Management. Leaders will complete a DD Form 2977 DELIBERATE RISK ASSESSMENT WORKSHEET during the planning and completion of each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available and civil considerations (METT-TC). Local policies and procedures must be followed during times of increased heat category in order to avoid heat related injury. Consider the work/rest cycles and water replacement guidelines IAW TRADOC Regulation
Environmental Considerations: Environmental protection is not just the law but the right thing to do. It is a continual process and starts with deliberate planning. Always be alert to ways to protect our environment during training and missions. In doing so, you will contribute to the sustainment of our training resources while protecting people and the environment from harmful effects. Refer to FM Environmental Considerations and GTA ENVIRONMENTAL-RELATED RISK ASSESSMENT.
INSTRUCTIONAL LEAD-IN. See next slide.

4. Introduction
This case introduces the technology that allowed navel gunners to be able to shoot while in motion, now known as Continuous-Aim Firing. The Ft. Hood case (discussed a couple of days ago) dealt with main battle tanks that adopted this same technology. Mr. Sims is the major player in the case. The case outlines the problems Mr. Sims faced selling a breakthrough technology to Senior Leadership. That technology now provides a competitive advantage in the battle field.
Show Slide #4: Instructional Lead-in
Facilitator Note: This case introduces the technology that allowed navel gunners to be able to shoot while in motion, now known as Continuous-Aim Firing. The Ft. Hood case (discussed a couple of days ago) dealt with main battle tanks that adopted this same technology. Mr. Sims is the major player in the case.
The case outlines the problems Mr. Sims faced selling a breakthrough technology to Senior Leadership. That technology now provides a competitive advantage in the battle field.

5. Change and Needs Analysis
Diagnosis and
needs analysis
Intervention
Follow-up
Show Slide #5: Identify components of change and needs analysis from real world scenario
Learning Step/Activity #1 Identify components of change and needs analysis from real world scenario
Method of Instruction: DSL (large or small group discussion)
Facilitator to Student Ratio:
Time of Instruction: 2.0 (Total)
Media: Power Point Presentation, Printed Reference Materials
Facilitator’s Note: Participants should read the case and answer the basic questions prior to coming to class session
Start by reviewing the case so that all are ‘on the same page’.
Assign each team to one of the case questions. Discuss each of the 4 parts separately to drive the points across.
The case discussion is designed to be 40 min, so allow approximately 10 minutes for each team to discuss their question with the other teams.
Each Group Should Address their questions by keeping the following questions in mind.
What are the forces for change?
What are the forces preserving the status quo?
What are the most likely sources of resistance?
What are the goals to be accomplished by change?
The idea is to use the material from the case as reference to drive the points for the rest of the material that follows.
Ask
What are the forces for change?
What are the forces preserving the status quo?
What are the most likely sources of resistance?
What are the goals to be accomplished by change? 18

6. Gunfire at Sea: A Case Study of Innovation
Setting the Stage
Q: If you were Sims what would you do now?
Show Slide #6: Identify components of change and needs analysis from real world scenario (Cont.)
Facilitator Note: Setting the Stage
Q: If you were Sims what would you do now?

7. Gunfire at Sea: A Case Study of Innovation (Cont.)
Setting the Stage
Q: If you were Sims what would you do now?
Report, document, develop support of what he is doing, assess what needs to happen, identify whom to talk to in order to get needed leadership support, introduce new way of thinking, start changing cultural mindset.
Show Slide #7: Identify components of change and needs analysis from real world scenario (Cont.)
Facilitator Note: Setting the Stage
Q: If you were Sims what would you do now?
A: Report, document, develop support of what he is doing, assess what needs to happen, identify whom to talk to in order to get needed leadership support, introduce new way of thinking, start changing cultural mindset.

8. Gunfire at Sea: A Case Study of Innovation (Cont.)
What now? Q: What do you expect at this stage? Was this the correct approach? Was it handled appropriately?
Show Slide #8: Identify components of change and needs analysis from real world scenario (Cont.)
Facilitator Note: What now?
Q: What do you expect at this stage? Was this the correct approach? Was it handled appropriately?

9. Gunfire at Sea: A Case Study of Innovation (Cont.)
What now? Q: What do you expect at this stage? Was this the correct approach? Was it handled appropriately? A. Signs of resistance to change. Identify Power Field assessment and expected resistors. Build support. Get a leadership sponsor/ support/ buy in. A. Identify the Stakeholders, players and gate keepers.
Show Slide #9: Identify components of change and needs analysis from real world scenario (Cont.)
Facilitator Note: Q: What do you expect at this stage? Was this the correct approach? Was it handled appropriately?
A: Signs of resistance to change. Identify Power Field assessment and expected resistors. Build support. Get a leadership sponsor/ support/ buy in.
Identify the Stakeholders, players and gate keepers.

10. Gunfire at Sea: A Case Study of Innovation (Cont.)
Response Q: What should Sims do now?
Report, document, develop support of what he is doing, assess what needs to happen, identify whom to talk to in order to get needed leadership support, introduce new way of thinking, start changing cultural mindset.
Show Slide #10: Identify components of change and needs analysis from real world scenario (Cont.)
Facilitator Note: Q: If you were Sims what would you do now?
A: Report, document, develop support of what he is doing, assess what needs to happen, identify whom to talk to in order to get needed leadership support, introduce new way of thinking, start changing cultural mindset.

11. Gunfire at Sea: A Case Study of Innovation (Cont.)
Response Q: What should Sims do now?
Create ‘Sea of Change’ – momentum, bring others from the field to support Sims’ findings, show support that what he is doing has merit and it can work for others not only Sims. Create support from the trenches. Get leadership support ASAP.
Show Slide #11: Identify components of change and needs analysis from real world scenario (Cont.)
Facilitator Note: Response
Q: What should Sims do now?
A: Create ‘Sea of Change’ – momentum, bring others from the field to support Sims’ findings, show support that what he is doing has merit and it can work for others not only Sims. Create support from the trenches. Get leadership support ASAP.

12. Gunfire at Sea: A Case Study of Innovation (Cont.)
Response – cont. Q: What should Sims do now?
Realize why there is no response. Identify which are the arguments.
Show Slide #12: Identify components of change and needs analysis from real world scenario (Cont.)
Facilitator Note: LSA1: Response – cont.
Q: What should Sims do now?
A: Realize why there is no response. Identify which are the arguments. What is the downside?
Failed to assess the situation correctly. It was obvious to him, but not to the rest.
So what is the downside?
Failed to assess the situation correctly. It was obvious to him, but not to the rest.

13. Gunfire at Sea: A Case Study of Innovation (Cont.)
Sims’s Final Action
Q: Was his action correct? Why? Why not?
A: It was correct in principal. Though could have backfired. Did not have any other option else in case his final action failed.
Show Slide #13: Identify components of change and needs analysis from real world scenario (Cont.)
Facilitator Note: LSA 1: Sims’s Final Action
Q: Was his action correct? Why? Why not?
A: It was correct in principal. Though could have backfired. Did not have any other option else in case his final action failed.
However, he basically failed in the change process. It was by luck that eventually it happened.
However, he basically failed in the change process. It was by luck that eventually it happened.

14. Gunfire at Sea: A Case Study of Innovation (Cont.)
Sims’s Final Action - cont.
Q: Was his action correct? Why? Why not?
Q: What did he try to achieve by his Final Action?
Muster management support. Something that he could not do before.
Exemplify entrepreneurial spirit to its ultimate: putting everything “on the line”.
Show Slide #14: Identify components of change and needs analysis from real world scenario (Cont.)
Facilitator Note: LSA1: Sims’s Final Action - cont.
Q: Was his action correct? Why? Why not?
Q: What did he try to achieve by his Final Action?
Muster management support. Something that he could not do before.
Exemplify entrepreneurial spirit to its ultimate: putting everything “on the line”.

15. LSA #1 Check on Learning
Q1. What are the forces for change? A1. Student Response Q2. What are the forces preserving the status quo? A2. Student Response Q3. What are the most likely sources of resistance? A3. Student Response
Show Slide #15: LSA #1 Check on Learning
Facilitator Note: Ask the following Questions. Facilitate the answers given.
Q. What are the forces for change?
Q. What are the forces preserving the status quo?
Q. What are the most likely sources of resistance?
Students should have many responses to these portions of the analysis.

16. LSA #1 Summary
During this lesson, we identified components of change and needs analysis from a real world scenario. In the Gunfire at Sea: A Case Study of Innovation, we see the barriers to change for an organization resulting in challenges for Mr. Sims.
Show Slide #16: LSA #1 Check on Learning
Facilitator Note: Restate the Summary; During this lesson, we identified components of change and needs analysis from a real world scenario. In the Gunfire at Sea: A Case Study of Innovation, we see the barriers to change for an organization resulting in challenges for Mr. Sims.

17. Reactions to Change and Interventions
Show Slide #17: Identify steps to overcoming resistance to change in a real world scenario
Learning Step/Activity #2 Identify steps to overcoming resistance to change in a real world scenario
Method of Instruction: DSL (large or small group discussion)
Facilitator to Student Ratio:
Time of Instruction: 2.0 (Total)
Media: Power Point Presentation, Printed Reference Materials
Facilitator’s Note: These reactions describe what may be going on internally in the individuals who are dealing with change:
Disengagement – withdrawing from change
Dis-identification - Feeling that one’s identity is being threatened by change
Disenchantment – negativity or anger
Disorientation – loss and confusion. 13

18. Reactions to Change and Interventions (Cont.)
Show Slide #18: Identify steps to overcoming resistance to change in a real world scenario (Cont.)
Facilitator Note: How do we identify what is going on inside a person? We can identify the expression of those feelings. (This is the “Diagnosis/needs analysis” from the diagram on slide 5).
Disengagement – withdrawal (not surprisingly.)
Dis-identification – sadness or worry
Disenchantment – anger (again, nor surprising.)
Disorientation – confusion 13

19. Reactions to Change and Interventions (Cont.)
Show Slide #19: Identify steps to overcoming resistance to change in a real world scenario (Cont.)
Facilitator Note: Once we identify the expression we can intervene. (The “intervention” step on slide 5)
Disengagement – confront, identify
Disidentification – explore, transfer
Disenchantment – neutralize, acknowledge
Disorientation – explain, plan. 13

20. Applying Lewin’s Model to the Organization
Unfreeze
Change
Refreeze
Reducing forces
for status quo
Developing new
attitudes, values,
and behaviors
Reinforcing new
attitudes, values,
and behaviors
Unfreezing
Change
Refreezing
Involves encouraging individuals to discard old behaviors by shaking up the equilibrium state that maintains the status quo - the organization eliminates rewards for current behavior
New attitudes, values, and behaviors are substituted for old ones - the organization initiates new options and explains their rationale
Involves the establishment of new attitudes, values, and behaviors as the new status quo - organizational culture and formal reward systems encourage the new behaviors
Show Slide #20: Identify steps to overcoming resistance to change in a real world scenario (Cont.)
Facilitator Note: Steps in the Change Process (Kurt Lewin’s Model)
Unfreezing
Individuals must be shown why the change is necessary.
Implementing change
The change itself is implemented.
Refreezing
Involves reinforcing and supporting the change so that it becomes a integral part of the system. 16

21. Reasons for Resistance to Change
Uncertainty
Planned Change
Threatened self-interests
Conflicting perceptions
Show Slide #21: Identify steps to overcoming resistance to change in a real world scenario (Cont.)
Facilitator Note: In any change situation there is 25% who are for the change, 25% who are very opposed to it and 50% whom I call the fence sitters. These are the 50% who will go whichever way they think will be the one that will ‘stick’.
So, the idea is to show from the very beginning that the change is here to stay and to show some fest results for it so to win the 50%. If one responds late then the 50% could go to the opposing side, meaning that the they will be resisting the change.
Feelings of personal loss

22. Resistance to Change It can be either Behavioral, or Systemic, or both
Show Slide #22: Identify steps to overcoming resistance to change in a real world scenario (Cont.)
Facilitator Note: Resistance can be It can be either Behavioral, or Systemic, or both. 11

23. Behavioral Resistance (software)
Based on Perceptions of Consequences, perceptions are negatively exaggerated
Cultural
Political
Personal insecurity
Fear of incompetence
Contradiction with model of reality
Violation of norms of behavior
Irrelevance of expected results
Lack of rewards/ incentives
Loss of power
Loss of influence
Loss of rewards
Loss of prestige
Loss of funding
Show Slide #23: Identify steps to overcoming resistance to change in a real world scenario (Cont.)
Facilitator Note: Middle management are usually the largest resistors.

24. Systemic Resistance (hardware)
Is proportional to:
Conflict of strategic vs. operating work (short term vs. long term)
Incapacity
Incompetence
Shortage of budgets
Shortage of managers
Shortage of functional capacity
Lack of skills
Lack of correct information
Inability of systems structure
Show Slide #24: Identify steps to overcoming resistance to change in a real world scenario (Cont.)
Facilitator Note: Not necessarily that the People can not or do not want to do it, but that the system can not do it.

25. TLO Summary
Action: Apply Change Management Principles to Gunfire at Sea Case Study
Condition: You are training to become an ACE with access to ICAM course handouts, readings, spreadsheet tools, and awareness of Operational Environment (OE) variables and actors
Standard: With at least 80% accuracy:
Identify components of change and needs analysis from real world scenario
Identify steps to overcoming resistance to change in a real world scenario
Show Slide #25: TLO Summary
Facilitator’s Note: Restate the TLO
Action: Apply Change Management Principles to Gunfire at Sea Case Study
Condition: You are training to become an ACE with access to ICAM course handouts, readings, spreadsheet tools, and awareness of Operational Environment (OE) variables and actors
Standard: With at least 80% accuracy:
Identify components of change and needs analysis from real world scenario
Identify steps to overcoming resistance to change in a real world scenario
“Or”
Facilitator's at this time, have one learner from each group to explain the most important take away to them from this lesson. Facilitate a discussion on each answer.