Making sense of change management - Individuals
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Change ManagementWhat change means for the individualJohan Strömquist & Sue Bourne
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What are we doing here?
• Increase understanding of the psychology of change
• Collect and sort our thoughts into (neat?) piles• Share terminology• Gain common tools to tackle change in
colleagues and self
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What are we going to do here?• Learning and the process of change – in what ways can models of learning
help us understand individual change?
• Personality and change – how do we differ in our responses to change?
• Four approaches to change:
• Managing change in self and others – if we can understand people’s internal experience and we know what changes need to happen, what is the best way to effect change?
BehaviouralChanging behaviours
CognitiveAchieving results
PsychodynamicThe inner world of change
Humanistic psychologyMaximizing potential
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Assumption:External change ≠ internal experience
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Learning and the process of change
How does learning affect our attitude to change?
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Learning and the process of change
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Learning and the process of change
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Kolb’s learning cycle
1. Activist2. Reflector3. Theorist4. Pragmatist
David Kolb, Experential learning, 1984
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Kolb’s learning cycle
1. Activist
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Kolb’s learning cycle
2. Reflector
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Kolb’s learning cycle
3. Theorist
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Kolb’s learning cycle
4. Pragmatist
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Personality and change- Behavioural types
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Self Awareness
The open self (The Arena)
The blind self (The Blind
Spot)
The hidden self (The Facade)
The unknown self
Known to others
Not known to others
Known to self Not known to selfJohari Window
Joseph Luft & Harry Ingham, 1950
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ANALYSER
PROMOTERSUPPORTER
CONDUCTOR
Energy Overviews
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BLUEApproach to life: High standards and correct
Goals:
Understanding
Can be seen as:Analytical and distant
People with a high level of BLUE energy live their lives according to the principles, facts and logic they find in reality.
They like to analyse all the possibilities to ensure they will avoid making an illogical or ill-informed judgement. They are planners, organisers, administrators and academics, with the ability to work out tasks systematically from start to finish.
As a result of their thoroughness they are often reluctant to make or express decisions quickly. Facts, logic and principles can appear more important than personal friendships or personal gratification. They may be seen as detached or even rather cold at times.
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GREENApproach to life: Stability, values and supporting others
Goals: Harmony
Can be seen as:Mild and docile
People with a high level of GREEN energy are concerned with the feelings and relationships of people.
Their concern for other people’s welfare can often lend personal warmth to a situation. They are sensitive to the values implicit in people’s actions and can act as useful barometers to the ethical consistency of an organisation’s actions.
They can be slow or reluctant to modify their personal values despite the apparent logic of an argument or situation. They can tend to avoid decisions that could involved violation of their values or risking the unknown.
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YELLOWApproach to life: Fun and interaction
Goals: Recognition
Can be seen as:Disorganised
People with a high level of YELLOW energy spend their efforts racing towards their dreams for the future.
They build the possibilities of tomorrow. They move from one idea or activity to another, impatient to find the vision of the moment. Their behaviour can be fun and others get caught up in this. Because they focus their attention upon futures and often intuitive visions, they may be perceived by others as more imaginative and creative than the other colours.
They may become completely committed to an idea and then loose interest within a few weeks if it loses its excitement. They may therefore appear to others as show, impractical and unrealistic at times of difficulty. Their optimism can mean that they will be prone to denial at times.
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REDApproach to life: Inner certainty, focus on action
Goals: Personal achievements and meeting challenges
Can be seen as:Impatient
People with a high level of RED energy knows what they want and have little difficulty in articulating their conclusions.
They are concerned primarily with action. They deal quickly with the present situation and appear to have little concern for the past. Their responses are efficient, effective and focused. They know what they want and where they are going. They are impatient with delays.
They may show less concern for the feelings of others or for personal relationships. Others can see their actions as hard or critical because they limit the attention they pay to their relationships. They seek power and control over situations.
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All Four – Within You
•Introverted with a desire to understand the world around you•Thinking before acting, maintaining a detached, objective standpoint•Value independence and intellect and prefer written communication to maintain clarity and precision, radiating a desire for analysisBLUE•Introverted with a focus on values and depth in relationships•Want others to be able to rely on you and defend what you value with quiet determination and persistence•Prefer democratic relations that value the individual and are personal in styleGREEN•Extraverted, radiant, friendly, positive and concerned with good human relations•Enjoy the company of others and believe that life should be fun•Approach others in a persuasive, democratic manner, radiating a desire for sociabilityYELLOW•Extraverted, action-oriented and always in motion•Positive, reality-oriented and ssertive with a single minded focus on results and objectives•Approach others in a direct, authoritative manner radiating a desire for controlRED
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On a good day
• Caring• Encouraging• Sharing• Patient• Relaxed
• Sociable• Dynamic• Demonstrative• Enthusiastic• Persuasive
• Cautious• Precise• Deliberate• Questioning• Formal
• Competitive• Demanding• Determined• Strong-willed• Purposeful
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On a bad day
• Docile• Bland• Plodding• Reliant• Stubborn
• Excitable• Frantic• Indiscreet• Flamboyant• Hasty
• Stuffy• Indecisive• Suspicious• Cold• Reserved
• Aggressive• Controlling• Driving• Overbearing• Intolerant
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Identifying the style- Clues from Body Language
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Identifying the style- Clues from Verbal Style
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Identifying the style- Clues from Interactions
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Identifying the style- Clues from Working Environment
• Family photographs• Warm and friendly• Comfortable, lived-in• Plants, piles of paper
• Plaques, trophies, etc• Group photographs• Unstructured• Lots going on
• Formal, possibly cold• Organised/Systematic• Text Books• Information at hand
• Orderly, business-like• Correct tools for job• Time-saving gadgets• Personal organiser
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Identifying the style- Clues from Management Style
• Slow to approach• Slower speech• May be hesitant• Pauses before relying• ’Ask’ style
• Sociable, enthusiastic• Outgoing/faster pace• Smiles more• More gestures• Flippant
• Asks detail questions• Reserved• Business focus• Little facial expressions• Considered answers
• Direct• Inner certainty• May interrupt• Focused questions• ’Tell’ style
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Qui
ck C
heck
Com
paris
on T
able
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The psychodynamic approach to change
What goes on in the mind during times of change?
Focus: How we deal with change
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The change curve
Kubler-Ross, On Death and Dying, 1969
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The change curve
Shock
Shock / Surprise:A sense of disbelief – This could not be happening
Alt. Relief:At least now I know what’s happening!
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The change curve
Shock
Denial:Non-acceptance and ”proving” to oneself it is not happening and hoping it will go away
Denial
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The change curve
Shock
Anger:Experiencing anger and frustration, but in an unaware way, not taking responsibility for the emotions
Denial Anger
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The change curve
Shock
Bargaining:Internal negotiation – an attempt to avoid the inevitable
Denial Anger
Bargaining
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The change curve
Shock
Depression:Hitting the lows and responding with apathy or sadness
Denial Anger
Bargaining
Depression
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The change curve
Shock
Acceptance:The reality of the situation is accepted. Not necessarily in a positive way. Introvert, in touch with oneself.
Denial Anger
Bargaining
Depression Acceptance
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The change curve
Shock
Experimentation:Perhaps there is some merit to the change? Maybe I should take a look?
Denial Anger
Bargaining
Depression AcceptanceE
xperimentation
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The change curve
Shock
Discovery:Realisation of new opportunities. New positives opening up.
Denial Anger
Bargaining
Depression AcceptanceE
xperimentation
Discov
ery
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The change curve
Shock
Integration:Integration of new circumstances into self. A new equilibrium.
Denial Anger
Bargaining
Depression AcceptanceE
xperimentation
Discove
ry
Integration
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!
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The change curve
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Managing along the change curve
Minimise shock
Give early and full communication on intentions, possibilities and overall direction of change
Discuss implications of change with individuals and teams
Pay attention to people’s needs and concerns
Practice patience
Listen, empathise, support
Don’t suppress conflict or different views / emotions
Help individuals weather the storm
Recognise how change can trigger past experiences
Don’t take it personally!
Help others complete
Acknowledge the ending of an era
Allow others to take responsibility
Encourage
Create goals
Coach
Encourage risk taking
Foster communication
Create development opportunities
Discuss meaning and learning
Reflect on experience
Celebrate success
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Satir’s model:Foreign element and transforming idea
Old status quo New status
quo
Integration & Practice
Chaos
Foreign element
Transforming idea
Virginia Satir et al, 1991
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William Bridges:Managing the transition
Ending Neutral Zone BeginningNeutral
Zone
William Bridges, Managing Transitions, 2009
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William Bridges:Managing the transition
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Magnify the plagues
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Mark the ending
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Deal with the murmuring
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Give people access to the decision makers
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Seize the creative opportunity
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Resist the urge to rush ahead
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Understand that neutral zone
leadership is different
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Experience the spectacular events surrounding the journey to the Promised Land. Witness the sovereign hand of God, his chosen leader Moses and the mighty exploits that brought the Israelites out of slavery and established the written law. Help Moses solve the puzzle with 100 fascinating levels featuring mazes and other obstacles to faith. With your staff and the spoken word of God, you will defend against enemies including magicians, Pharaoh's soldiers, weaknesses of man, hardened hearts, and other devices that challenged the character of God. Along the way, Moses can gather Holy oil, the armor of God, greater faith and much more. Illustrated with 50 colorful reward screens, this learning tool also includes 250 questions spanning the entire book of Exodus.
Are you ready to defend the faith?
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!
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The humanistic psychology approach to change
How can we reach our individual potential?
Focus: Subjective awareness, individual responsibility, the whole person
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Maslow and the hierarchy of needs
Self-actualisation needs
Self-esteem needs
Love and belonging needs
Safety needs
Physiological needs
Maslow, Maslow’s hierarchy of needs, 1970
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Rogers’ attributes of succesful change agents
Genuineness and congruenceUnconditional positive regard
Empathic understanding
Carl Rogers, 1967
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The behavioural approach to change
How do I change someone else’s behaviour?
Focus: Rewards and punishments
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Pavlov’s dog
Ivan Pavlov, 1928
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Pavlov’s dog
Not necessarily considering:• Processes• Relationships• Involvement• Individual experience of the change
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How can it help then?
• Identify behaviours that impact performance• Measure those behaviours• Analyse the behaviours – what are the
components?• Generate intervention / reinforcement
strategy – how to reward and punish these behaviours?
• Evaluate efficiency of strategy
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Reinforcement strategies
• Financial (material) reinforcements• Feedback• Social reinforcement
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MotivationXY
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Theory X assumptions• People dislike work• They need controlling• They require security• They are motivated by
threats of punishment• They avoid taking
responsibility• They lack ambition• They do not use their
imagination
Theory Y assumptions• People regard work as natural
and normal• They respond to more than
just control – ex. recognition and encouragement
• They commit to the organisation’s objectives in line with rewards offered
• They seek some inner fulfilment from work
• They may willingly accept responsibility or accountability
• They can be creative and innovative
Douglas McGregor, The Human Side of Enterprise, 1960
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Herzberg’s motivating factorsHygiene factors• Pay• Company policy• Quality of management• Working relations• Working conditions• Status• Security
Motivators• Achievement• Recognition• Responsibility• Advancement• Learning• Type and nature of work
No dissatisfaction Dissatisfaction No satisfaction Satisfaction
Two-factor theory Frederick Herzberg, One more time: How do you motivate employees?, 1968
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The cognitive approach to change
How do I change the way I think in order to achieve better
results?
Focus: Achieving results
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WHETHER YOU
THINK YOU CAN,
OR THINK YOU CAN’T,
YOU’RE RIGHT.[HENRY FORD]
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AssumptionsHow we think and what attitudes we have affect
how we behave and the results we achieve
We can look at the way we limit ourselves in the way we think and replace this with a different
way of thinking
Objectives, as long as they are consistent with our beliefs, help us achieve
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Key questions to achieve results
• What are my core values and how do they align with those of the company?
• What are my limiting beliefs and attitudes and with what do I replace them?
• What is my most effective state of being to accomplish my goals and how do I access it?
• What specifically do I need to do to achieve my goals and what is my first step?
• What specific outcomes do I want and what might get in the way?
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Goals and objectives
Research shows that:
• Clearly articulated (and written) goals improve performance
• Ambitious (but attainable) goals improve performance more than less ambitious goals
• Goals with personal implications improve performance more than purely organisational goals
• Setting ones own goals results in more ambitious goals than ”goals from above”
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Making sense of our results
• We ”talk to ourselves” about the results we achieve:– Awesome! Well done!– Oh, I guess I must have been lucky then...– I’ll do better next time!– I figured it would turn out this way...
• We can change the script
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ValuesBeliefs
ExperienceThoughts
Emotional Response
Behavioural Response
Results
Event
Sue Bourne, 2012
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!
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Managing change
What must we consider as managers and agents of
change?
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Propensity for change
Response to change
1. Nature of the change
2. Consequences of the change
3. Organisational history 4. Type of
individual
5. Individual history
Esther Cameron & Mike Green, Making Sense of Change Management, 2004
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Schein’s model of transformative change
Unfreezing•Disconfirmation•Creation of survival anxiety or guilt•Creation of psychological safety to overcome learning anxiety
Learning •Imitation of and identification with role models•Scanning for solutions and trial and error
Refreezing •Incorporation into self-concept and identity•Incorporation into ongoing relationships
Edgar Schein, Organisational Culture and Leadership, 1992
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Resistance to change
LearningSurvival
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Four fears
Fear of temporary incompetence
Fear of punishment for incompetence
Fear of loss of personal identity
Fear of loss of group membership
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Resistance to change
LearningSurvival
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Reducing learning anxiety
Increase the learner’s psychological safety through:• A compelling vision of the future• Formal training• Involvement of the learner• Informal training• Practice fields, coaches, feedback• Positive role models• Support groups• Consistent systems and structures• Imitation and identification vs scanning and trial and error
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Bringing it all together•Performance management•Reward policies•Values translated into behaviours•Management competencies•Skills training•Management style•Performance coaching•360 degrees feedback
Behavioural
•Management by objectives•Business planning and performance frameworks•Results based coaching•Beliefs, attitudes and cultural interventions•Visioning
Cognitive
•Understanding change dynamics•Counselling people through change•Surfacing hidden issues•Addressing emotions•Treating employees and managers as adults
Psychodynamic
•Living the values•Developing the learning organisation
•Addressing the hierarchy of needs•Addressing emotions•Fostering communication and consultation
Humanistic