Leading Change in a Care Organisation

Change often feels like loss, even when it is an improvement. Workers may worry about their hours, income, skills, relationships with the people they support, or simply the unknown. Participants and residents may lose familiar workers and routines. Key points: reactions such as worry, anger and resistance are normal and usually signal something people care about, uncertainty is often harder than bad news, people move through change at different speeds, and leaders who acknowledge the loss honestly help people move forward faster.

Good change starts with a clear plan and early consultation. Most modern awards include terms requiring consultation about major workplace change and about changes to regular rosters or ordinary hours, and enterprise agreements must include a consultation term. Work health and safety law also requires consultation with workers when proposing changes that may affect their health or safety. Key points: be clear on why the change is needed, who it affects and what could go wrong, check the award or agreement that applies, consult early while input can still shape the change, and involve people and culture early.

People cope with change better when they understand why it is happening, what it means for them and when it will happen. This lesson covers practical ways to communicate change. Key points: explain the reason in plain language, be honest about what is decided and what is still open, say what will not change, share information early and often through several channels, give lone and casual workers the same information as everyone else, and create chances for questions. If you do not know an answer, say so and tell people when you will find out.

Change inside our organisation should not disrupt the people we support any more than necessary. Participants and residents have a right to be informed and involved in changes that affect their supports. Key points: identify who will be affected early, keep familiar workers and routines wherever possible, tell people and their supporters about changes in accessible ways, ask for their views and preferences, update support plans and handovers, introduce new workers before they work alone with someone, and watch closely for signs of distress, especially for people living with dementia, autism or complex needs.

Resistance is a normal part of change, and it often contains useful information about risks, fairness or practical problems. This lesson shows how to work with resistance rather than against it. Key points: ask open questions to understand concerns, separate the person from the issue, involve sceptics in solving problems, adjust the plan where concerns are valid, explain clearly where things cannot change, and address behaviour that becomes disrespectful or unsafe through our usual processes. Support your team leaders and champions who carry change on the ground.

Poor organisational change management is one of the psychosocial hazards named by Safe Work Australia, so leaders must manage the wellbeing risks of change like any other WHS risk. Key points: long uncertainty, heavier workloads during transition, loss of control and poor communication all raise the risk of harm; consult workers on the safety effects of a change; watch for signs of strain such as sick leave, conflict and mistakes; pace change where you can; offer support including our Employee Assistance Program; and review how the change went so the next one goes better.

This case study follows Zanele, a house manager leading her team from paper case notes to a new mobile app. Some workers are excited, while others, including a long serving worker who is not confident with technology, are worried. The lesson shows how Zanele plans the change, consults the team, resources training and uses peer champions. It then explores what she does when, after go live, workers start staying back unpaid to finish their notes. Key points: consult early, resource training, watch for hidden workload and fix problems quickly.

This case study follows Kofi, a coordinator whose community day program is moving to a new venue across town in three months. The move affects participants, families, transport and staff hours. The lesson shows how Kofi involves participants in accessible ways, supports Eli, a young autistic man who finds change very distressing, consults staff about changed start times, and responds to an upset family member. Key points: involve participants early, use visual supports and visits, consult staff about hours, and treat complaints as useful information.