1. Tyson’s Approach to Organizational Change Management
2009 Women in Information Technology Conference
Confidential – Tyson Foods, Inc. Internal Use Only
Copyright 2005 Tyson Foods, Inc.

2. Introductions
Participant Introductions
Speaker

3. Agenda
Why Are We Here?
Organizational Change Components
Tyson’s Organizational Change Curriculum Approach
Questions

4. What We Face If you want to make enemies, try to change something.
Woodrow Wilson
How many of you have been in situations where the business and/or group loved you, agreed with you, etc. and then you had to make a change
Ask for 1 or 2 examples
The fact is that not everyone likes change (whether good or bad)

5. What is Organizational Change?
Safely getting Team Members from Point A to Point B
We need to get users from point A to point B with as little disruption to productivity as possible.
Tyson Statistics
104,000 Team Members
18,000 users
240 locations/facilities
778 active applications
1,061 projects in ‘08
3 trainers

6. Why We Resist Change
Lack of job skills and new competencies
Lack of information
Lack of agreement with new direction
Current job is threatened
Loss of control
Fear of the unknown

7. Typical Change Curve
Good Organizational Change will minimize the impact of the factors listed, minimize the dip in production that occurs with any change, and accelerate and improve the level of acceptance and performance in the new environment
You can see that it’s all about productivity and performance – getting up and running again on the new system, new processes.
(Wes Notes 6/8/07)
I always get good feedback on this slide. It does a good job of illustrating the point.
I use the phrase “Valley of Despair”. If you wonder why we call it that, you need to talk to users who think they are going to loose their job when the system goes live.
Tell the story about the Growout project when we went to Oxford to do a road show. Someone in the back of the room asked, “Am I going to loose my job?” We get that question on almost every project we roll out.
If you wonder what the valley of despair looks like, think about how you felt in July ’06 when you thought you might loose your job. That’s the way these folks feel.

8. ITRI Board Members Top 10 Issues
Organizational Change Management
2007 Rank:  No. 9
2006 Rank:  No. 3
2005 Rank:  No. 7
2004 Rank:  No. 4
2003 Rank:  Not ranked
Organizational Change Management was ranked in the Top 10 for the past several years!

9. What is Organizational Change Components
Planning
Assessment
Communication
Training
So let’s begin…..
Listed in this slide are 4 key components of Project Training. We’ll discuss each component in more detail but at a high level, Project Training consists of:
1. Planning
Assessing
Communicating
Training
So I have a question for you….Does all of this happen in order? Sometimes yes, but most of the time NO!

10. Tyson’s Organizational Change Methodology
Planning
Estimate level of effort.
Determine the number of business and project training resources needed.
Arm Team Members with the information, knowledge, and skills that they need to be successful in tomorrow’s world.
Procedures and
Templates
Training
Assessment
Understand the history and current state of the organization.
Identify how the project will impact today vs. tomorrow’s business.
Identify Stakeholders that can impact the success of the project and anticipate how it will impact the business.
(Wes Notes 6/8/07)
I quickly talked through these items. But it paints a good picture.
Next time, we might consider dropping the next four slides (Planning, Assessment, Communication, and Training) and sticking with this one. We might consider bringing over the deliverables on each slide, but otherwise this is redundant.
Create awareness, buy in, and ownership for the project.
Communicate the right message to the right Team Members at the right time.
Create an on going ‘conversation’ with all Stakeholders in order to engage them in the project.
Communication

11. Cultural Issues We needed to:
Respond to staff reduction from 11 to 3 IS resources
Promote understanding of a consistent process and methodology
Avoid being too “touchy-feely” or “froo-froo”
Our Advantages
Our group had a few things going for us -
We were left was a solid, experienced, and respected team – though there were only three of us.
We had a process for getting our work done. It was simple and easy to understand.
We’d been training business groups on our processes for almost three years – at their request.

12. Organizational Change and Tyson’s System Life Cycle
As it was . . .
Phase 1
Analyze
Phase 2
Design
Phase 3
Construct
Phase 4
Test
Phase 5
Implement
Phase 6
Wrap-Up
Planning!
Assessment!
Communication!
Training!
Slide build – arrows starting on phase 5 and going to 6 and then show a build the way it should be (Michele)
How does this fit into the SLC?
Activities within each deliverable
(Wes Notes 6/8/07)
When do we start communicating? As soon as possible. When we get a clear – high level directions and a list of names.
When do we stop communicating? Usually a week or two after go live
We build the training strategy early, but the lionshare of the training materials are created in the test phase.
Use this opportunity to point out the dependency we have on them finishing the system. If we need 6 solid weeks to build training, but they system is done 3 weeks late (not uncommon), we have to crunch the work.

13. Organizational Change and Tyson’s System Life Cycle
As we hoped it would be . . .
Phase 1
Analyze
Phase 2
Design
Phase 3
Construct
Phase 4
Test
Phase 5
Implement
Phase 6
Wrap-Up
Planning
Assessment
Communication
Training
Slide build – arrows starting on phase 5 and going to 6 and then show a build the way it should be (Michele)
How does this fit into the SLC?
Activities within each deliverable
(Wes Notes 6/8/07)
When do we start communicating? As soon as possible. When we get a clear – high level directions and a list of names.
When do we stop communicating? Usually a week or two after go live
We build the training strategy early, but the lionshare of the training materials are created in the test phase.
Use this opportunity to point out the dependency we have on them finishing the system. If we need 6 solid weeks to build training, but they system is done 3 weeks late (not uncommon), we have to crunch the work.

14. Our Curriculum Approach
Module 1
2 hours
Introducing Organizational Change and Preparing Your Audience
Module 2
3 hours
Influencing Others Through Communication
Module 3
Supporting Change Through Training
Analysts did not have time to sit in a room all day to talk to this content
Develop JIT courses that are small digestible chunks with applied activities
Our Solution
Carrying the Super User concept one step further, we found our solution. This is how our process works today.
Carrying Forward the Super User Concept
Much of the organizational change work is passed on to our business users. We play our role in the process, but it is the responsibility of the SMEs to build the deliverables.
Planning-type Org Change Deliverables
Planning and Audience Assessment
Communication
Training Strategy
Planning-type Org Change deliverables are generally created early in the project. This work can take more time on large projects. But for most projects, these can be completed with business folks in a few hours.
Train-the-Trainer - 3 courses
We follow the same concept we followed with Train-the-Trainer, but now we go a little deeper. 3 short JIT training sessions – Planning and Audience Assessment, Communication, and Training Strategy.
[Our team works closely with the business SMEs to create initial documents. – DROP]
Our role in the process is to educate the SMEs on our processes and tools. Usually, SMEs walk out of the session/class with a solid draft of the final deliverable.
Training Material Development
Follow the same process, but this takes more time, more resources
At one extreme, this could be 1 resource at ½ time for 1.5 weeks
At the other, it could be five resources at ¾ time for six weeks
We follow the same model for training material development, but this always takes a lot more time. This requires dedicated resources from the business during this period. This depends, of course, on the amount of work to be done. It is rare that we have access to 100% of a business resource’s time.
Train-the-Trainer
Educate the SMEs
Coach them through completion of the project
Our role in this process is just as it was for the initial deliverables. We educate the SMEs on our processes and tools and we coach them through creation of the deliverables.
Important!
Tools, templates, and processes are straight-forward and easy to understand
Coaching! This is all done with our guidance. Lots of face time – one-on-one coaching
The thing that makes all of this possible is that our tools, templates, and processes are straight-forward and easy to understand. We use a training development tool for recording screen shots and steps within a business process. Though the tool isn’t perfect, our business folks are able to create the documentation with our guidance.

15. Organizational Change Effort Estimate
Planning
Strategy and Deliverables
Roles, Responsibilities, and Staffing Needs
Level of Effort and Timeline
Define overall Project Training strategy and deliverables
What is the plan for implementing the change?
How will you help the project team prepare the business?
What activities need to be identified?
Define roles, responsibilities, and staffing needs for Org Change
Is additional help needed?
What is the Project Training role on the project? The business?
What are the responsibilities of Project Training? The business?
Estimate level of effort and dates
How much effort or time will be required to complete the Project Training deliverables?
What is the timeline?
What is the cost?
How much time is required by the business?
How many business resources are needed? When?
PLANNING IS THE ACTIVITY – THE DELIVERABLE IS [CLICK THE MOUSE]
Deliverable
Organizational Change Effort Estimate

16. Project Effort Estimate

17. Audience Assessment Gaps/Changes Impacts Readiness Deliverable
I had someone bring up a project and give a 30 second overview. I asked the group to answer the following question –
What people related things do you need to think about?
I wrote these on the flipchart. These are easy to relate back to the Audience Assessment or other deliverables. I used probing questions –
How many plants will this impact?
Will it impact all plants the same?
How many user groups are there?
Do all user groups report up through the same leadership structure?
If you sent an to these people telling them to do something, what would they do? (Answer: Nothing)
The point is to get them to think about the audience using a real-world situation.
Understand the history of previous implementations and how the organization feels today about change (i.e. What went well, was leadership involved, what could we have done better)
What is changing across the organization e.g., plant, department, business unit?
What is changing within a specific job?
What is changing within/about a process?
Identify how the project will impact Tyson’s current business processes
Who is impacted? Where are the located? How significant is the change?
How many locations will experience change?
How many times will an individual or location experience change?
Develop a plan to transition team members from where they today to where we need them to be in the future
What do people want to know, see, hear?
What do people need in order to do their jobs?
What vehicles are the best fit for the audience?
What are the fears we need to address?
Will I lose my job?
Will my plant close?
Identify stakeholders that can impact the success of the program and anticipate how the project will impact them
Whose world will be rocked by the changes?
Who are the champions?
Who are the skeptics?
Who can have a positive impact?
Who will commit the resources (time and people)?
Who needs to be informed?
Leverage leadership to champion the project
What do they need to know?
Business changes
Integrations issues
What do they want to know?
Issues
Information
What decisions do they need to make?
What blocking and tackling can they provide?
How can they be champions?
Deliverable
Audience Assessment

18. Job Impact Analysis Content
The Job Impact Analysis is probably the most simple template available in the SLC, but the content is key to every communication and training deliverable in a project. The Job Impact Analysis identifies each item we need to address via communication and training ,and we should be able to trace each deliverable back to at least one of these gaps.
Ask the Audience
Have you done this before? Formally or informally?

19. Communication Who should communicate? What will change?
Why it will change?
What support will be provided?
I used the project example from the previous slide. I asked the class to list a few things they thought should be communicated.
Transition users through the change by creating awareness, buy-in, and ultimately ownership for the project or change
Business benefits
What’s in it for you
Communicate the right message to the right team members at the right time
When
How
To whom
Create an on-going “conversation” with all stakeholders in order to involve them and keep them involved in the project
Super Users
Key Stakeholders
Tyson Team Members
Deliverable
Communication Plan

20. Communication Plan Template

21. Training Assumptions Roles and Responsibilities Courses
Delivery Method
Schedule
I did make the following points –
How do we deliver training? That depends. Regardless you do what makes sense.
Historically seen that we underestimate training. The strategy used with careful planning helps avoid this.
This is how we structure training to ensure effective learning:
User Awareness: Tell users how their roles will change with the new processes and systems so they are informed before they start training
Pre-requisite Training: Make sure users are prepared for training.
Design and Build
Foundational Skills
Tyson’s Business Processes
Computer skills
System navigation
Job-Specific Training
What do you need to be able to do?
How well can you do it at go-live?
Supplemental Material
Job aids
Web-based support
Schedule
What you need to take
When it will be available
How to enroll/participate
Deliver
Train the trainer
Independent study
Classroom training
Deliverable
Training Strategy

22. End-User Training Development & Deployment
Develop Training Strategy
Define and support training content authoring tools
i.e. Camtasia, Captivate, Info Pak, etc.
Develop Courses
How to establish learning objectives, prepare course outlines, define course curriculum, etc.
Conduct Train-the-Trainer
Educate Team Members about how to facilitate end-user training
Develop Pilot Course(s)
Define Training Administration Logistics
i.e. Registration, attendance tracking, evaluations, etc.
Document Post Go-Live Support Structure

23. Training Processes: Create a Training Source Document
Primary SME
Secondary SME
Org Change Resource
Incorporate any changes identified in technical review
Process Inputs:
User Requirements
Project Charter Document
Investigation Document
Existing Training Material
Relevant Experience
Create initial document
Conduct business review
Finalize Training Source Document. Publish into required format
Complete a technical review. Ensure the document flows and works
Tyson Foods, Inc.- Confidential Proprietary Information

24. Why This Works For Us Analysts get – Our Objective –
In-depth knowledge of the Organizational Change processes
Ownership of information
Credibility for knowledge of new processes
Our Objective –
Allow Organizational Change professionals to spend time on higher risk/higher visibility projects
Create extended Team Members of the Organizational Change Team
Closing –
Original Concern: Resistance from the Business
What? More resources?
We originally worried about resistance from the business. In reality, we’re asking for their resources and time. But the old method required their time as well. This way, they don’t have to teach the training folks the business processes and wait while we try to document it correctly.
But them we ask two very important questions:
Who understands your business processes better than anybody?
Who should?
And for the largest part, our business users support the process. When we meet with the business, they are initially hesitant. When they question the process, I simply ask two questions – “Who understands your business processes better than anybody? Who should?”
Critical Point! Whoever creates the training materials will be the expert on the process.

25. Questions?
THANK YOU! Finish with “hand” exercise from Roaring River Conference:
What did you do when the other person pushed?
Why did/didn’t push back?
Was it a bad thing to push back?
Point:
Some resistance is good/some bad but our human nature is to resist. Since we know that’s the case, we can prepare those impacted by having a plan to transition them through the change.