Facilitates the use of Best Practices for efficient and prompt handling of all changes to your controlled IT infrastructure. Maintain the proper balance between the need for change and the potential detrimental impact of changes.
Minimize the number and impact of unnecessary interruptions and outages to crucial services. A change request report can be used as a meeting agenda for discussion and decision making. Associate any Appropriate Asset Records (Configuration Items) which could be impacted or may be potentially at risk for service disruption by the specific change being requested.  (Requires the addition of the Novo Asset Manager Module). Associate other RFC’s (or other types of requests) to this request for easy access by reviewers or others involved in the workflow process. Assess and Minimize the Risk a change could have on the continuation of business services and functions.
Funnel Request for Changes (RFCs) to appropriate team members (such as the Change Advisory Board) through flexible multi-level work flows. Carry out the Change – Typically completed changes are flagged as “Implemented – Pending Review” which would then trigger a notification to the person responsible for Post Implementation Review. Analyze Change Requests with detailed custom-built reports using the Novo Custom Report Builder Wizard. Create Detailed Documentation based on post change assessments (requires the Novo Knowledge Base component of the software). Admin Dashboard – fully customizable portal dashboard for at-a-glance viewing of lists and managing reports. User Roles Management – allows customizable user roles so you can define what your users can and cannot do.
Auto Email notifications: Email notifications are automatically sent to the appropriate person or group when tasks are completed or rejected.
Company-wide Work Flow Tasks – ability to involve admin users, end users and even external partners in managing Work Flow Tasks. Empowers Change Managers with the ability to customize fields available in a request form to their specific needs.
Provides the ability to add multiple fields and determine their position on the request form.
Request Templates – create customized Request Templates, allowing you to create simple to complex request entry forms.
Confirmation Receipt To Requester- an email is sent back to the initiator that submitted the change request to confirm its receipt. New Request  Submissions – Change Managers can be notified via email of new requests submitted by users. Priority Colors – Priorities are associated with a color making prioritization quick and easy.


Once the change or trouble has been identified, then a strict and agreed process needs to start immediately. As the diagram illustrates, the change management process determines exactly how changes will be accepted and integrated into the existing project plan.
Prior to exploring the theoretical change frameworks representative of this relatively small scale project, it is first necessary to confirm that this project requires change management. Considering Ford & Ford’s argument it appears that project size is irrelevant to the requirement of change management processes.
As previously described the recognition of the need for this change stems from the internal circumstances within the Education Directorate - the remaking learning strategy. It could be argued that the initial Learning Stars collaboration site was ‘recognised’ when it was not needed by the key stakeholders and this was one of the fundamental failings of the original project. The diagnosis phase of the change process is integral to the vision of the project, regardless of its size or specification. This is certainly true of the diagnosis phase within this project; however, it can be argued that within smaller scale projects this phase runs more concurrently with the start of the change process as opposed to a natural transition phase. Planning and preparing for the implementation of change is inherent to all projects and is another vital phase within the change process for this particular project.
The ‘implementing change’ phase within the Hayes & Hyde (1998) model is not fully representative of the implementation phase involved within this project. The ADKAR model describes knowledge as the next building block for realising change and represents the ‘how to’ of implementing a change. If these elements were not to be defined in the change process model for this project there would be a risk that these crucial elements could be overlooked.
Tip: To turn text into a link, highlight the text, then click on a page or file from the list above.
Category lists (and sub-lists) are fully definable and can be added to at any time.  This type of categorization allows for more detailed metrics which are useful when generating reports from the Novo Change Management software system.
The Novo change management software system will capture the status change as it automatically adds notes to the change request throughout the life of the request. Drag and drop components allow you to quickly and easily arrange and sort the dashboard to each administrator’s personal  preferences.
Queue (requires the optional Automatic Email Module below) – automatically route incoming emails to different change management departments or “queues” based on the email address it was sent to.
Imagine how many projects are started, the project owner signs the contract and the project manager begins work. What is amazing is the number of project managers who enter a project and never discuss how they are going to deal with changes. This single technique provides both the project owner and the project management a means to deal with change in the project successfully. In essence this project is a small part of a bigger transformational change process, but to what extent does it specifically require an intentional change management approach and does project size impact on the processes involved?


Hayes (2007) describes the recognition of the need for change as a complex process involving skills of perception and interpretation and warns that if this phase is not managed carefully the change might fail or happen when it is not needed. However, with the progression of the BSF programme, it now appears that the time is now right to begin the change process again.
Due to the small nature of this project this phase has been a rather inexplicit affair, with desire being generated in the form of, for the want of a better phrase, a ‘whispering campaign’ which has gradually built up over a period of months.
The review of both the current situation and future vision are vital in assessing the direction and intensity the change must take and as Hayes (2007, p85) states if ‘the vision of what might be offers sufficient promise to make the effort of changing worthwhile’ stakeholders will be more inclined to engage with the future vision. It will provide the blueprint for the subsequent phases and will ensure that key elements within each phase are not over looked or neglected. To ensure the successful implementation of this change project the knowledge, ability and reinforcement sections of the ADKAR change management model are elements crucial to the success of this project and as Hayes (2007, p85) himself states in relation to the implementing change phase ‘the focus shifts from planning to action’. Ability is the next key element of implementing a successful change and refers to the demonstrated capability to implement the change and achieve the desired outcome.
A failure of the initial Learning Stars collaboration site was that the implementation phase was intrinsically fuzzy and ill defined, partly due to the weak diagnosis of the current state at that time. The change being implemented within this project is itself a product of review and as Hayes (2007, p80) states in reference to the work of Dawson (2003) and Kantor, Stein and Jick (1992) ‘organisations need to be fluid and adaptable and that the last thing they need is to be frozen into some given way of functioning’. The charts created within the report builder can then be displayed in the dashboard, empowering management to have complete control over the change management process. Everyone assumes that all is going to go perfectly through the process; the project owner or sponsor never changing their mind or project needs and the project manager never changing anything or missing any deadlines. This very obvious and big MISTAKE is one that is made not just by novice project managers, but by experienced managers as well. Without this mechanism in the program it would be impossible to deal with changes, this in turns leads to disputes and more. Hayes (2007, p79) refers to the work of Ford & Ford (1995) in stating that ‘change occurs when a change agent ‘deliberately and consciously sets out to establish conditions and circumstances that are different from what they are now’’ – implying that through the very nature of implementing something new or different the intentional management of change occurs along with associated processes. It could be argued that the start of this change process actually began back in 2008 with the development of the initial Learning Stars collaboration site providing a catalyst for generating stakeholder’s desire.
It is also hoped that the planning and preparation completed during this phase will be a useful reference in the implementation of other future projects.
Finally, reinforcement represents the final building block of implementing a successful change and includes any action that strengthens and supports the change such as personal recognition or group celebration events.
Therefore, it is crucial that there is a loop between review and the start of the change process to illustrate that change is an ongoing process and will continue to develop in the future in response to organisational needs. However, within recent months, the recent engagement of the Head teacher forum has proved to be a real asset in generating a greater desire for the change proving as Hiatt (2006) states you cannot force stakeholders to support and engage in change, rather the desire to change must come from them.



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