The document discusses the mandate for change at the MBA program at the Bandung Institute of Technology (ITB) in Indonesia. Key points include: - The new director in 2003 was tasked with improving the quality of the MBA program to become the best in Indonesia by 2006. - Analyses of the program's strengths/weaknesses, competitors, and stakeholder needs were conducted to develop a strategic improvement plan. - Changes were implemented across all levels, from strategic to operational, including new quality assurance processes, learning methods, facilities upgrades, and partnerships. - Analyses like McKinsey's 7S model and Porter's five forces were used to evaluate the program's internal capabilities and

1. THE MANDATE FOR
CHANGE IN MBA - ITB
Achmad Fajar H (29006010)
Lenny Martini (29006014)
Prepared for MB-6012 Course
Knowledge Management
March 26th, 2007

2. BACKGROUND
On June 2003, Mr. Jann Hidajat, appointed as the new Director of MBA-ITB in Bandung,
was given a mandate to improve the quality of MBA – ITB, to become the best Business
School in Indonesia by 2006.
He wanted to analyze the strength and weaknesses of the faculty; the learning system, the
facilities and the networking of MBA – ITB, thus compare them to other competitors,
before developing a strategic plan to improvement
ITB needed to have the best MBA School in national level and good reputation in
international level, because :
•Increasing of national need in management and business skills caused by economic
strategy development and global competition.
•ITB had strong in science and technology, but needed closer relationship between
technology and management.
•Indonesia needed to develop new industries and encourage more entrepreneurship.
•Indonesia needed more business people who care in social responsibility and high ethical
standards

3. CHANGE IN MBA - ITB
“MBA ITB needed to change, from strategic level to operational level”, Mr. Jann Hidajat
said in the first meeting with MBA faculties on August 2003, and also in ITB leaders
meeting on October 2004.
Key success factors to be used as indicator for success of change:
• MBA ITB graduated should have appropriate competencies with user need.
• MBA ITB should have Professor with excellence competencies in lecturing method for
business school and be opened for performance evaluation;
• Curriculum should be up to date and contextual;
• Learning mechanism should be appropriate with active learning system;
• Lecturing implementation should be discipline and on time;
• Facilities should be excellence for school of business;
• Academic environment should be appropriate for active learning, team work, and
support professor and students interaction closely, warm and respectful;
• MBA ITB should have quality assurance system to measure and evaluate academic
quality;
• MBA ITB should have services excellence, including administration services as well as
information services.

4. CHANGE IN MBA - ITB

5. CHANGE IN MBA - ITB
Actions done by Mr. Jann Hidajat & team to change MBA-ITB:
• The Lecturers should apply to MBA program if they want to be a lecturer of MBA
and sign a contract so they have a good commitment to the MBA program
• Quality Assurance and Performance Appraisal become key issue in learning process
• The learning process was evaluated by the student .
• developed various learning methods including case analysis, debates, simulations,
etc.
• Financial Problem in MBA solves through increase the number of students and
donation.
• SBM has been cooperated with Sampoerna Foundation in 2004. Sampoerna
Foundation gave donation in investment for SBM
• 2006 : SBM established new MBA program in Jakarta, Business Leadership and
Executive MBA (BLEMBA)
• plan to establish Global Leadership and Executive MBA (GLEMBA).

6. CASE ANALYSIS
ANALYSIS OF INTERNAL CAPABILITIES – 7S McKinsey
ENVIRONMENTAL ANALYSIS – Porter Model
SWOT ANALYSIS
BENCHMARKING
GAP ANALYSIS
CHANGE MANAGEMENT ANALYSIS – ADKAR Model

7. 7 s McKinsey

8. • Moral and Ethics
• Integrity
• Diversity
• High Impact
7 s McKinsey for MBA – ITB
Shared Value
Structure*
Vision :
Developing new leaders in business and creating a critical mass of
entrepreneurs for Indonesia to become a modern society and highly
respected by the world community.
‘act and think like the Best Business School”
Strategy
* Under SBM
Advisory Commitee

9. System
7 s McKinsey for MBA – ITB
Focus of Concentration :
• Operations Management
• Entrepreneurship
• Strategic Marketing
Programs :
• Young Professional program
• Executive Program
• BLEMBA
• GLEMBA
• Concentration MBA (ENEMBA)
6 Research Group
• Decision Making & Strategic Negotiation
• Operation & Performance Management
• Finance & Risk Management
• Entrepreneurship & Management of
Technology
• Business Strategy & Marketing
Learning System :
• Case Analysis (up to date cases, exp : from HBR),
• Outward bound
• Fields Studies/Internship
• Simulations
• Debates
• Seminars
• Independent Studies
• Business Plan Competition
• Team Work
• Bilingual Class
Modules
Students in both full-time and part-time MBA
programs are required to complete 12 modules:
- 7 Core Modules
- 2 Compulsory Modules
- 2 Elective Modules
- 1 Final Project
Financial System :
• Autonomous, under SBM
Internal Process :
• Quality Assurance
• IT based

10. 7 s McKinsey for MBA – ITB
Staff
• 2 Professors
• 10 Lecturers with PhD Degree
• 17 Lecturers with Master Degree
• Part – time lectures from practitioner
• Guest lecturers
• Administration staffs
Skill

11. 7 s McKinsey for MBA – ITB
Style
Style of Leadership
The Director of MBA is elected by the member SBM and legitimated by the Rector of ITB.
The style of leadership on the transformation period (during 2003) is transformation leadership.
Characteristics of transformation leadership style (changing minds.org) :
• developing the vision
• selling the vision
• finding the way forward
• leading the change
The style of leadership used in MBA-ITB now is democratic leadership.
Kurt Lewin’s definition of Democratic Leadership style :
The leader involves the people in the decision-making, although the process for the final decision
may vary from the leader having the final say to them facilitating consensus in the group.
Style of Management
• Democratic decision making.

12. ENVIRONMENTAL ANALYSIS
Porter’s Model of Five Forces
• Supplier power are weak
• Difficult to establish MBA program
• Low threat of substitutes
• Low rivalry in Indonesia
• High rivalry in International
• Customer are powerful

13. SWOT ANALYSIS
STRENGTH
• Strong ITB Brand, as one of the best university in the country.
• outstanding faculty members with extensive research, teaching, and consulting
experience.
• good facilities : state-of-the-art facilities and the latest information technology such as
libraries and e-libraries, online stock exchange, a simulation center, research centers, and
students, workrooms
Located in Bandung, conducive for learning activity.
• two (2) language options (Bi-lingual Classes & English Classes)
• Various learning methods and good curriculum design ensuring understanding ideas,
developing skills, and building expertise in business topics and practices also enhance
ability in building relationship with others (Case Analysis,Outward bound,Fields
Studies/Internship,Simulations,Debates,Seminars, Independent Studies,Business Plan
Competition,Team Work).
• Brand position of MBA-ITB in the areas of Operation/Supply Chain Management and
Innovation
• Excellence in the learning process is assured by Quality Assurance.
• Executive programs in the center of Indonesian business activities (BLEMBA & GLEMBA).
• Won several prominent business games (L’OREAL, DANONE, UI)

14. SWOT ANALYSIS
WEAKNESSES
• No scholarship
• No international student
• Lack of international lecturer
• Not yet accredited to international council (AACSB, EQUIS)
• No role model/ icon/ internationally prominent faculty member
• Lack of Ability to teach in English language
• Case analysis not contextual in Indonesia business cases (bought from HBS).
• Full time lecturers do not have time to practice consultancy in business world (lack of
experience and up to date information about business practices).
• No integrated alumni tracking system.
• No integration with Career Development System
• No preparation simulation for job seeking (interview, resume-writing, application-
writing, test simulation).

15. SWOT ANALYSIS
OPPORTUNITY
• The learning process and curriculum are continuously improved and updated, in part,
based on feedback from businesses.
• extensive relationships with industries and businesses, locally and globally.
• Global market needs of efficiency through operations excellence
• More than 1,800 alumni have worked as business leaders, professional managers, or
entrepreneurs.
• Funding from Sampoerna foundation
• Partnership with international university (Nanyang, NUS, Australia, dll)
THREAT
• Unharmonious relationship with ITB rectorat
• Competitors keep increasing their quality and pushing marketing efforts to get the best
students learn at their schools.
• Unpredictable government policy about high education

16. BENCHMARKING
Harvard Business School
Among the key features that distinguish the HBS MBA experience are:
• General management focus : flexibility to achieve success in a wide range of sectors, industries, and
functions in any country in the world
• The case method : 500 cases (30% new). Real business problems to refine analytical skills, develop
skill in decision making and judgment, strengthen ability to work with others, and build a framework
of knowledge and experience.
• Global reach : network of Global Research Centers in key regions—Asia-Pacific (including the Japan
Research Office), Silicon Valley, Latin America, India, and Europe. 20,000 alumni in 40 countries.
• A community experience : students become a part of a remarkable network of 65,000 individuals
that spans the globe
• An Exceptional campus :33 buildings (40 acres), 2 amphitheater classrooms, world-class librairs,
residence halls, dining facilities, student center, fitness center. Integrated IT environment.
• Interdisciplinary research project : entrepreneurship initiative/incubator of ideas, the global
initiative, the healthcare initiative, the leadership initiative, the social enterprise initiative.
• A commitment to Teaching : faculty member from pioneering researchers; leaders of companies,
nonprofits, and government agencies; entrepreneurs. They bring the talents to the classroom and put
student at the top of their priority. Students are actively engaged in the educational process, they
teach as they learn.

17. BENCHMARKING
Harvard Business School
Admission CrIterias :
• the highest potential leaders from an applicant pool of very talented candidates from around the
world.
• the selection process emphasizes :
- leadership potential (extracurricular activities,workplaces, and communities)
- strong academic ability (prior academic performance, GMAT and TOEFL, nature of work
experience, particular attention to ability to master quantitative concepts)
- personal qualities and characteristics (highest ethical standards and respect for others,
actively engaged in the educational process )
• no minimum work experience requirement for the MBA Program
• diverse backgrounds and global perspectives to add to the richness of both the HBS learning
experience and the HBS community broadly( inc. disable student)
• The application :
- Responses to the application essay questions
- Current resume
- Three recommendations (must be submitted online)
- Self-reported transcripts from all undergraduate and graduate academic institutions
attended (full- or part-time)
- HBS Community Values Statement
- Statement of Application Integrity
- GMAT & TOEFL/ IELTS scores (average GMAT score in fall 2006 was 707)
- Nonrefundable U.S. $235 application fee (credit card only)
- Interview
• Full time, 2 years program

18. BENCHMARKING
MIT’s Sloan Business School
The history were almost similar with SBM ITB, because it was the management school born in a
Technology University :
• MIT Sloan began in 1914 as the engineering administration curriculum in the MIT Department of
Economics and Statistics.
• A program offering a master's degree in management was established in 1925
• The world's first university-based executive education program - the Sloan Fellows - was created in
1931 under the sponsorship of Alfred P. Sloan.
• A Sloan Foundation grant established the MIT School of Industrial Management in 1952 with the
charge of educating the "ideal manager”.
• In the 1960s, the school played a leading role in the development of the Indian Institute of
Management Calcutta.
• In 1990, the MIT Entrepreneurship Center was founded at MIT Sloan.
• The main professional degree awarded at MIT Sloan, prior to 1995, was the SM in Management – an
advanced professional degree combining the course requirements of the more widely-known MBA
degree with a formal Master of Science dissertation.
• in 1995, the school began awarding the MBA degree entirely on the basis of coursework.
• MIT Sloan's SM and MBA have always been viewed as equivalent in industry, although the SM is
generally preferred as preparation for Ph.D. work. MIT Sloan offers bachelor's, master's and doctoral
degrees, as well as non-degree executive education programs
Ratio of admittancy :
Of the approximately 2,600 applications received last year for the MBA and Leaders for Manufacturing
programs, about 500 were admitted and 372 matriculated

19. BENCHMARKING
MIT’s Sloan Business School
MIT Sloan is home to a number of research centers, including the MIT Entrepreneurship Center, the
Financial Engineering Lab, the MIT Center for eBusiness, the System Dynamics Group, the
Operations Management Group, and the Center for Innovation in Product Development. It also
publishes the peer-reviewed management journal MIT Sloan Management Review
MIT Sloan does not offer an Executive MBA program or a part-time MBA program, it offer specialized
degree programs :
• Leaders for Manufacturing (LFM) program is a dual-degree partnership program run by both MIT Sloan
and the MIT School of Engineering. LFM students earn both an MBA (or SM in Management) from MIT
Sloan as well as an SM in any participating engineering department at MIT, all within a 24 month
timeframe.
• MIT Sloan Fellows Program in Innovation and Global Leadership Depending on the curricula they
choose, students can earn either an MBA, an SM in Management, or a Master's degree in the
Management of Technology (MOT) in either 1 or 2 years of full-time study.
• System Design and Management program is a joint program run by both MIT Sloan and the
Engineering Systems Division of MIT, in which students are awarded a joint SM degree in Engineering
and Management (single degree, 13-month full-time basis, or 24-month part-time distance learning)
• Biomedical Enterprise Program or BEP is a joint partnership program run by MIT Sloan and the
Harvard-MIT Division of Health Sciences and Technology. SM degree in Health Sciences and
Technology in addition to an MBA or SM in Management Science also offers those who already hold a
graduate degree in management the option of earning a 1-year SM degree in Health Sciences and
Technology .

20. BENCHMARKING
MIT’s Sloan Business School
Academic and student life :
• The MIT Sloan culture is similar to, but also distinct from, overall MIT culture, and is influenced most
strongly by its MBA program. Academic rigor has a strong influence on the school's culture.
• Courses are taught using both the case method as well as through lectures and team projects.
• a greater emphasis on analytical reasoning and quantitative analysis than most top programs.
• C-functions : The school sponsors food and drink for all members of the MIT Sloan graduate
community.
Distinguish Faculty members :
Daron Acemoglu, economist, 2005 John Bates Clark Medal recipient
Thomas J. Allen, inventor of the Allen Curve, co-author of "Lean Enterprise Value"
Dan Ariely, leading expert on behavioral economics.
Richard Beckhard, pioneer in the field of Organizational Development
Warren Bennis, leading expert on Leadership, author of "Leaders"
Fischer Black, co-inventor, Black-Scholes option pricing model
Erik Brynjolfsson, leading expert on information technology productivity
John C. Cox, inventor of binomial options model, author of "Options Markets"
Michael A. Cusumano, author of "Competing on Internet Time"
Rudi Dornbusch, author of "Macroeconomics"
Networking :
• cross-register for courses at Harvard Business School
• cross-register for courses at Fletcher School of Law and Diplomacy at Tufts University. It benefit the
students because Fletcher's internationally recognized and highly reputed international affairs program

21. BENCHMARKING
MIT’s Sloan Business School
Distinguish Faculty Members :
Kristin Forbes, youngest-ever member of U.S. Council of Economic Advisers
Jay W. Forrester, founder of System Dynamics
Michael Hammer, creator of Business process reengineering theory
John R. Hauser, co-founder of marketing science
Jerry A. Hausman, economist, 1985 John Bates Clark Medal recipient
Rebecca Henderson, leading expert on Technology Strategy
S. P. Kothari, editor of the Journal of Accounting and Economics
John Little, Institute Professor, founder of marketing science
Thomas W. Malone, original Wired magazine columnist, author of "The Future of Work"
Douglas McGregor, inventor of "Theory X and theory Y"
Robert C. Merton, 1997 Nobel Laureate in Economics
Franco Modigliani, 1985 Nobel Laureate in Economics
Kenneth Morse, co-founder of 3Com and director of the MIT Entrepreneurship Center
Stewart Myers, inventor of real option theory, author of "Principles of Corporate Finance"
Edward B. Roberts, Founder and Chair of the MIT Entrepreneurship Center
Stephen Ross, inventor of arbitrage pricing theory
Paul Samuelson, first American Nobel Laureate in Economics, 1970
Edgar Schein, inventor of the term "corporate culture"
Myron S. Scholes, 1997 Nobel Laureate in Economics
Peter Senge, author of "The Fifth Discipline", Fortune Magazine top management guru
George P. Shultz, former US Secretary of State
Robert Solow, 1987 Nobel Laureate in Economics
John Sterman, leading expert on System Dynamics
Jack Welch, former CEO of General Electric, Fortune "Manager of the Century"

22. INTERNATIONAL ACCREDITATION
AACSB
BENEFITS OF AACSB ACCREDITATION
Benefits to Schools/Programs
• Participation in the AACSB accreditation process affirms the school's responsibility for the quality of
education offered and demonstrates its commitment to continuous improvement.
• By undergoing the self-evaluation, a school assesses planning and goal setting processes and measures
accomplishments against objectives.
• The peer review process includes a review of the program's strengths, limitations and opportunities,
with the ultimate purpose of improving educational effectiveness.
• Peer review provides advice and counsel and offers new perspectives on the program's operations.
• The accreditation process contributes to the harmony of the business administration disciplines by
bringing together all constituents in continuous improvement.
AACSB International accreditation represents the highest standard of achievement for business schools,
worldwide. Institutions that earn accreditation confirm their commitment to quality and continuous
improvement through a rigorous and comprehensive peer review.
AACSB International accreditation is the hallmark of excellence in management education

23. INTERNATIONAL ACCREDITATION
AACSB
Benefits to Students
• The school/program has an appropriate mission achieved through relevant curricula, qualified faculty,
and effective policies and practices.
• The degree program offered has completed a rigorous self-evaluation peer review.
• The degree program offered satisfies criteria established and accepted by the management education
community.
Benefits to Employers
• Accreditation assures prospective employers that graduates come from a program where the content
and quality have been evaluated and satisfy established standards.
• The employer can be confident that the graduate's course of study included an understanding of
today's complex business environment.
• The program offered is current and reflects changes in knowledge and practices generally accepted in
the management education community.
Benefits to the Public
•Accredited status represents a commitment of the program and the institution to quality and
continuous improvement.
•The school/program has a clearly defined mission and educationally appropriate objectives.
•The school/program has voluntarily undertaken a self-evaluation and peer review.

24. INTERNATIONAL ACCREDITATION
AACSB
543 accredited university in the World (US, Europe, Asia Pacific, Africa)
25 universities in Asia Pacific :
# Australian Graduate School of Management (Australia) # The University of Queensland (Australia) #
Queensland University of Technology (Australia) # The University of Sydney (Australia) # University of
Technology, Sydney (Australia) # The Chinese University of Hong Kong (China) # City University of Hong
Kong (China) # The Hong Kong University of Science and Technology (China) # Keio University (Japan) #
Nagoya University of Commerce and Business (Japan) # Korea Advanced Institute of Science and
Technology (KAIST) (Korea, South) # Korea University (Korea, South) # Seoul National University (Korea,
South) # The University of Auckland (New Zealand) # University of Otago (New Zealand) # The University
of Waikato (New Zealand) # Asian Institute of Management (Philippines) # King Fahd University of
Petroleum and Minerals (Saudi Arabia) # Nanyang Technological University (Singapore) # National
University of Singapore (Singapore) # Fu Jen Catholic University (Taiwan) # National Chengchi University
(Taiwan) # National Sun Yat-sen University (Taiwan) # Bilkent University (Turkey) # United Arab Emirates
University (UAEU) (United Arab Emirates).
AACSB International accreditation assures stakeholders that business schools :
• Manage resources to achieve a vibrant and relevant mission.
• Advance business and management knowledge through faculty scholarship.
• Provide high-caliber teaching of quality and current curricula.
• Cultivate meaningful interaction between students and a qualified faculty.
• Produce graduates who have achieved specified learning goals.

25. INTERNATIONAL ACCREDITATION
AACSB
Accreditation Process Step :
1. AACSB International membership
2. Eligibility application
3. Mentor from Pre Accreditation Committee
4. Review standards of eligibility application by Mentor develop Accreditation plan
5. Accreditation Coordinating Committee reviews the Eligibility Application
6. prepares and submits an Accreditation Plan and a Strategic Plan
8. The Initial Accreditation Committee reviews the Accreditation Plan and approves it
9. The mentor continues to work with the applicant for up to three years as the applicant implements its
Accreditation Plan
10. Initial accreditation must be achieved within five years of the Initial Accreditation Committee
acceptance of the Accreditation Plan
11. Two years in advance of the anticipated accreditation review visit, a Peer Review Team chair (but not
the full team) is appointed
12. Self-Evaluation Report during the two years of working with the team chair
13. The Initial Accreditation Committee ratifies or remands the recommendation from visit report done
by Peer Review Team
14. Recommendations for accreditation or denial that are ratified by the Initial Accreditation Committee
are then sent to the Board for ratification or remand

26. INTERNATIONAL ACCREDITATION
EQUIS
• The fundamental objective of EQUIS is to raise the standard of management
educations,both individually for Schools and Faculties and systematically for national
management education structures.
• Facilitates standard setting, benchmarking, mutual learning, and the dissemination
across borders of good practice.
• EQUIS has now accredited 4 institutions and more than 150 management education
academics and professionals have participated in peer review assessments around the world
• Give recognition to institutions that, in addition to high standing in their own national
environments, have demonstrated that they emerge as players on a wider national market.
• Designed to help prospective students and recruiting companies from one country to
identify those institutions in other countries that deliver high quality education for
international management.
• Provides a framework for assessing quality in highly diverse institutional and cultural
contexts.
• Flexibility and respect for diversity are fundamental principles underlying the system.
• EQUIS is fast establishing itself as a major international reference in the area of quality and
accreditation

27. INTERNATIONAL ACCREDITATION
EQUIS
Requirement for Accreditation :
1. Has Executive and International program
2. Has Reputable and permanent staffs
3. Selected and diversified student
4. Give support to get international job
5. standardized administrative process & learning evaluation
6. open to get feedback
7. Qualified and publicized research
8. Good service and carrier development of student
9. Develop managerial skill, ethics, values and leadership

28. GAP ANALYSIS
Existing Condition
• 7S McKinsey
• Porter Model
• SWOT
Future Condition
World Class Business School
Benchmarking
International accreditation
gap analysis
• No scholarship
• No international student
• Lack of international lecturer
• Not yet accredited to international council (AACSB, EQUIS)
• No role model/ icon/ internationally prominent faculty member
• Lack of Ability to teach in English language
• Case analysis not contextual in Indonesia business cases
• Lack of experience and up to date information about business practices
• No integrated alumni tracking system.
• No integration with Career Development System
• No preparation simulation for job seeking Lack of networking with
international institutions/ business schools

29. RECOMMENDATION
• Full commitment, not full time lecturers. So the faculty member still have time to
practice consultancy in business and keep up to date information about business practice
in Indonesia, and MBA ITB not losing its opportunity to get best lecturers from business
practitioners and business lecturers who only want to be part time staff.
• Produce and teach business case in Indonesian context.
• Develop an integrated Career Development Center as a place to build network of alumni
that can help students to get access for internship and job applications.
• Give scholarship for best students, so it can increase the brand as the best MBA School
in Indonesia
• Build network with other schools in ITB/ Faculty and develop join program (like MIT
Sloan have) to gain a double degree.
• Build network with prominent business schools in Asia Pacific to get more access to
international research network.
• Follow procedures of accreditation from international council (AACSB/ EQUIS)

30. RECOMMENDATION
Key Performance Indicators :
US Official MBA Guide provide some criteria to rank business school, they are :
• Average GMAT Score
• Average starting salary
• Percent of student with work experience
• Percent of new applicants rejected
• Computer use in the curriculum
• Number of computers per business student
• Student/ faculty ration
• Number of companies recruiting on campus
• Percent of MBA graduates getting jobs
• Program Desirability
• Size of entering class
• undergraduate/ graduate business student ration
• percent of courses taught in MBA-dedicated rooms
• Percent of senior faculty
• Percent of doctorate faculty
• Percent of faculty who publish articles
• Percent of faculty who publish textbooks
• Percent of faculty who publish on-line
• articles published per faculty
• Textbooks published per faculty

31. RECOMMENDATION
Other Criteria :
The School
Public/ private university
School accreditation
Tuition requirement
size of the MBA program enrollment
Cost of university-provided housing
The Students
Average GMAT Score
work experience vs without work experience
average MBA student age
ratio women to men
percentage of minority students
percentage of international students
The Classes and Curriculum
Number of students per class meeting
course structure lock step/ unstructured
Level of computer use
technical orientation
style of teaching
educational philosophy

32. The ADKAR® Model
Awareness
Desire
Knowledge
Ability
Reinforcement
Change Concept
Senders and
receivers
Resistance and
comfort
Authority
For change
Change is
A process
The right answer
Is not enough
Value system
Incremental vs
Radical Change

33. Phase 1- Preparing for Change
Phase 2- Managing Change
Phase 3- Reinforcing Change
Define your change management strategy
Prepare your change management team
Develop your sponsorship model
Develop change management plans
Take action and implement plans
Collect and analyze feedback
Diagnose gaps and manage resistance
Implement corrective actions and celebrate success
before 2003
2003 – until now
Now & future..

34. Phase 1- Preparing for Change
Identifying change characteristics Assessing the organization Creating a change management strategy
Acquiring resources Assessing team competencies Preparing the change management team
Identifying sponsor and stakeholders Assessing sponsor competencies Preparing sponsors
Managing Change
Awareness
Desire
Knowledge
Ability
Reinforcement
ChangeCharacteristic
OrganizationalAttributes
Customized activity design
Five Channels
Communications
Coaching
Training
Sponsor roadmap
Resistance management
Phase 3- Reinforcing Change
Listening to employees
& gathering feedback
Auditing compliance with new process,
Systems and roles
Analyzing change management effectiveness
Identifying root causes and pockets
For resistance
Developing corrective action plans
Enabling sponsors and coaches to manage
resistance
Implementing corrective action
Celebrating early successes &
Reinforcing the change
Conducting “after action reviews” and
Transferring ownership

35. Awareness
Many stakeholders aware about improvement in MBA, but they who understand why MBA should change
are just a little. They who understand why MBA should change are the people who have an interest from
MBA. The factors that have created a need to change was the quality of learning process. The awareness
rank is 4.
Desire
The motivating factor related to the change in MBA was pilot project to establish Business and
management Faculty, now School of Business and management. The other factor was the vision that
MBA ITB should become world class MBA. The desire rank is 4.
Knowledge
The skills and knowledge needed to support the change in MBA were:
The competency of lecturers
The competency of administrative staffs
The leadership skill
As MBA ITB should be the world class MBA so the knowledge rank is 3.
Ability
Considering the skills and knowledge, the overall ability rank to implement this change is 3
Reinforcement
The incentive to make change stick is the increasing of staff salary. In the other side the contract from
MBA program to the lecturer has made some of the lecturer don’t involve in MBA program again. The
reinforcement rank is 4.
The ADKAR® Model

36. The ADKAR® Model

37. Thank you..