Leading Others
Through
Organizational
Change
Training to Affect Change
302 - 1200 Portage Avenue, Winnipeg, MB, R3G 0T5
P 204.925.3410 | T 1.866.925.3410 | F 1.866.925.3414 | E info@mswpg.ca
www.mediationserviceswpg.ca
LEADING OTHERS THROUGH ORGANIZATIONAL
CHANGE
TRAINING MANUAL
2023
Prepared by
Mediation Services
302-1200 Portage Avenue, Winnipeg, MB R3G 0T5
p: 204.925-3410
e: info@mswpg.ca
w: www.mediationserviceswpg.ca
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COURSE DESCRIPTION
In any organization, people are central to an organizational change being successful. Changes at the
organization or group level can contribute to conflict, tension, misunderstandings or worry - which
in turn often derailing or destroying the change process. When a change fails, all the time and effort
put into that change is lost. In order for change to be successful it’s important to focus on and include
those around you through the change process.
This course is created to support those leading change, in an effort to have success with your change.
In this course we will explore how to plan and move through group or organizational change in a way
that reduces conflict and tension. We’ll look at critical communication during change, obtaining buyin and commitment from others, and providing support to those we’re leading through the change
process.
COURSE OBJECTIVES
During the course participants will:
•
Increase their understanding of how change is experienced and what is necessary for leaders
when making organization change successful.
•
Learn the critical pieces needed for communication and dialogue about change.
•
Build capacity to support others through change.
•
Gain tips for implementing organizational change.
•
Reflect and plan for a change they are part of leading.
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TABLE OF CONTENTS
LEADING OTHERS THROUGH ORGANIZATIONAL CHANGE ...................................................................................... 1
COURSE DESCRIPTION ..................................................................................................................................................... 3
COURSE OBJECTIVES ........................................................................................................................................................ 3
TABLE OF CONTENTS ....................................................................................................................................................... 5
UNDERSTANDING AND PLANNING CHANGE .......................................................................................................... 7
REFLECTING ON YOUR CHANGE EXPERIENCE .................................................................................................................. 9
BELIEFS ABOUT ORGANIZATIONAL CHANGE ................................................................................................................... 9
CHANGE MANAGEMENT ............................................................................................................................................... 10
KEY WHEN LEADING CHANGE ........................................................................................................................................ 10
CHANGE CURVE ............................................................................................................................................................. 11
CHANGE CURVE AND LEADERSHIP ................................................................................................................................ 12
LEADING CHANGE .......................................................................................................................................................... 13
DEFINE TO COMMUNICATE .................................................................................................................................. 15
COMMUNICATING IS CRUCIAL ...................................................................................................................................... 17
DEFINING TO COMMUNICATE ....................................................................................................................................... 17
WHY: THE NEED (PROBLEM) .......................................................................................................................................... 18
WHERE: THE OUTCOME (VISION) .................................................................................................................................. 19
WHO: THOSE AFFECTED ................................................................................................................................................ 20
ASSESSING THOSE AFFECTED ........................................................................................................................................ 21
WHO: CHANGE TEAM .................................................................................................................................................... 22
CHANGE ANALYSIS ......................................................................................................................................................... 22
UNDERSTAND TO SUPPORT ................................................................................................................................. 23
TRANISTION TIME .......................................................................................................................................................... 25
TRANSITION REFLECTION .............................................................................................................................................. 26
CHANGE IN QUOTES ...................................................................................................................................................... 27
TOP REASONS PEOPLE RESIST CHANGE ......................................................................................................................... 28
BUILDING READINESS FOR CHANGE .............................................................................................................................. 29
COUNTERING OUR OWN DEFENSIVENESS ..................................................................................................................... 29
OPEN QUESTIONS .......................................................................................................................................................... 30
OPEN QUESTIONS: SAMPLES ......................................................................................................................................... 31
EXECUTE TO DIRECT AND GUIDE .......................................................................................................................... 33
EXECUTING CHANGE ..................................................................................................................................................... 35
SHOWING THANKS ........................................................................................................................................................ 36
ADDITIONAL RESOURCES ..................................................................................................................................... 37
EFFECTIVE LISTENING .................................................................................................................................................... 39
INTENT ACTION EFFECT ................................................................................................................................................. 40
BIBLIOGRAPHY............................................................................................................................................................... 41
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UNDERSTANDING AND PLANNING CHANGE
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REFLECTING ON YOUR CHANGE EXPERIENCE
Think about an organizational change you experienced that….
..went really well. What made it so good?
… went poorly. What made it not feel good
or fail?
What do you notice?
BELIEFS ABOUT ORGANIZATIONAL CHANGE
When thinking about organizational change we hold the following beliefs. These beliefs shape our
thoughts and actions when working toward change within an organization.
•
Change is inevitable and natural.
•
Change will be uncomfortable, but it is possible to limit the stress and conflict associated with
change.
•
People are the key to successful change.
•
Leadership is critical for successful change.
•
Successful change takes time.
What other beliefs would you add?
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CHANGE MANAGEMENT
When leaders are trying to implement a change within an organization or group they can engage in
organizational change management.
Organizational change management is the process for transitioning people through a change that
results in the successful adoption of a desired outcome. It includes understanding, tools and
techniques that help support successful change.
KEY WHEN LEADING CHANGE
When leading a change, it’s important that leaders:
•
involve people in the change process – get input, have dialogue
•
are able to articulate the value and outcome of the change
•
understand how individuals respond to change and work with people where they are at to
increase their readiness to change
•
provide progress updates and celebrate successes
•
think about change impacts
•
___________________________________________________
•
____________________________________________________
•
____________________________________________________
•
____________________________________________________
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CHANGE CURVE1
The change curve was initially developed by Elizabeth Kubler Ross in the 1960’s to capture how
individuals experience grief. It was later adapted to explain change and is a tool used widely in
organizational change management.
Status
Quo
Disruptoin
Exploration
New Status
Quo
Commitment
No problem
Denial
Frustration
Experiment
The curve illustrates the feelings people experience during change, from being unaware there is a
problem requiring change, to acceptance and commitment of the change.
The boxes at the top of the graph are the stages of a change. These stages go through ‘the way
things are’ (status quo), to a disruption in the way things are (disruption), to exploring and
experimenting with the change until it’s accepted (exploration), to the realization of a new way of
being (new status quo).
While this curve is presented in a linear way people can go back and forth along the curve – we don’t
always move one direction! At the same time a phase is never skipped.
1
The change curve presented here is adapted from the work by Elizabeth Kubler Ross
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CHANGE CURVE AND LEADERSHIP2
When leading a successful change, leaders are aware of the stages of change, prepare for those
stages and have those stages guide their interaction with others.
Status
Quo
Disruptoin
New Status
Quo
Exploration
Commitment
No problem
Denial
Experiment
Frustration
COMMUNICATION
SUPPORT
DIRECTION &
GUIDENCE
DEFINE
(change & people)
UNDERSTANDING
(transition &
readiness)
EXECUTE
(train, implement &
celebrate)
Key Leadership
Interaction
Leadership
Preparation
2 Most of this image is adapted from the work of Elizabeth Kubler Ross. The Key Leadership Interaction section of this graph was
adapted from an image on www.expertprogrammanagement.com
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LEADING CHANGE
PHASE 1
Interaction: COMMUNICATION
Start with communicating the problem the change will address, helping others to understand the
context. Then move to discussing what the change would accomplish and what the result of the
change would be. Leaders may also need to surround themselves with others (change team)
that can help plan and communicate the change.
Preparation: DEFINING
In order for others to get behind the change, they need to know what it is, why it’s happening
and what they can expect out of it. This is also the time for leaders to define who will assist them
in planning the change and who/how people will be affected by the change. Defining the change
and its outcome is critical for any change process.
PHASE 2
Interaction – SUPPORT
Once a change has been made known, people need support in adjusting to the change. They also
need to be heard and their concerns addressed. This support builds people’s readiness for the
change
Preparation - UNDERSTANDING
In order to offer support, it is important to understand how change works. This includes
understanding where people fall along the stages of change and what might help to build
readiness for change.
PHASE 3
Interaction – DIRECTION & GUIDANCE
This is the phase that builds up to and implements the change – to make it happen. Once people
are on board, leaders can offer direction and guidance to facilitate the successful implementation
of a change. This can include reinforcement, training, testing, evaluation and celebration.
Preparation - EXECUTE
To prepare for phase 3 leaders (and their change team) will need to get input on training needs
and design training or testing opportunities. They’ll also have to decide when to disable old
systems and implement the new. Equally important to this is celebrating all the successes along
the way, therefore planning celebrations and acknowledging shifts toward successful change will
require some effort.
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DEFINE TO COMMUNICATE
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COMMUNICATING IS CRUCIAL
Communication is crucial throughout the entire change process, not just the early stage of the
change. That said, this early stage of the change is when communication is incredibly important.
When a leader doesn’t communicate where an organization is going or why they’re going there,
confusion is created. This confusion and lack of clarity is the perfect environment for worry,
misunderstanding and assumptions to grow!
Vagueness around a change also hinders the ability of those around you to go where you need them
to go. How can other’s follow (or make the change) when the direction or end result is unclear?
DEFINING TO COMMUNICATE
In order to communicate effectively, some key aspects of a change need to first be defined.
1. Why: Why does this change need to happen? What’s the problem? What’s the need for the
change?
2. Where: Where are we going? What’s the vision or outcome you wish to see? What are we
working to achieve?
3. Who: Who is affected by the change? Who needs to be engaged in planning the change?
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WHY: THE NEED (PROBLEM)
It needs to be clear to both those leading a change and those who are the recipients of a change
WHY the change is necessary.
Ideally, a change initiative is started with leadership informing others of the problem/need.
1. Why do we need to make a change? What is the PROBLEM? What is the OPPORTUNITY?
2. What is the risk of not addressing the problem/opportunity?
3. What are the benefits of making the change? (organizational, clients/community, staff,
etc.)
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WHERE: THE OUTCOME (VISION)
It needs to be clear to both those leading a change and those who are the recipients of a change
WHERE the change will take you.
Defining the change, in terms of its outcome, means explaining what you want the ‘new normal’ to
look like. How do you want things to be after the change has happened?
Expressing the outcome helps everyone see and work toward a common goal and direction along
the way.
1. Brainstorm aspects of what the outcome of your change will look like if it’s done
successfully:
2. Create an outcome statement that describes the outcome (or vision) for your change.
What will the situation look like one year later, if the change is successful?
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WHO: THOSE AFFECTED
When a change process is rushed, we can forget all those who are impacted by a change. For a
change process to be effective, leaders need to consider the layers of those affected and the depth
of the impact of the change.
When doing an impact analysis (sometimes called a stakeholder analysis), it’s helpful not to do it
alone. As a leader, you can start by making a change team and then together determine the impact
the change will have on others.
Consider who is affected and to what degree they would be impacted by the change.
Person, Department or
Group
Area of Impact
Level of Impact
Notes*
(high, med, low)
*In the Notes section you could consider:
a) if a person needs to be added to the change team
b) the level of involvement you anticipate from the group/person
c) making note of any informal leaders who could be of assistance during the change process
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ASSESSING THOSE AFFECTED3
Once you’ve identified those affected by the change and the extent of the impact of the change
(high, medium or low), consider how much power or influence they have. Charting them below will
give you a sense of how they may need to be involved or supported in the change.
Using your own example, and the lines below, match the people, departments or groups to the
quadrant you would connect them with.
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
3 This graph was adapted from a Mindtools stakeholder analysis and can be found at http://www.mindtools.com
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WHO: CHANGE TEAM
A change team are those who guide and plan the change. They are those that a leader surrounds
themselves with in order to ensure the change will be done in the best way possible.
Organizational hierarchy should not get in the way of a creating a change team. The team can
represent all areas of an organization or group that are being affected.
Your Change Team
Who would you include on your change team? Consider who is most affected by the change and
who has power and influence.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
CHANGE ANALYSIS
Once your change team is in place you can work together to further analyze and plan the change.
Considering impacts areas of your organization including:
Structures
Procedures/Processes
Communications
Clients/Customers
Technologies
While this analysis will be an important component of the change process, it’s critical to keep people
at the centre of your work and focus.
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UNDERSTAND TO SUPPORT
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TRANISTION TIME
The time between when you start thinking about a change being needed and the change successfully
being adopted – becoming the new status quo – is the transition time.
Reflect on your transition time for a change you’ve adopted. Think about the moments along the way
that marked your transition to successfully making the change. They’re milestones of feelings, actions,
behaviours, thoughts that brought you closer to the change.
Initial
awareness
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Completion/
Adoption
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TRANSITION REFLECTION4
Plotting Your Transition
Using the image on the pervious page, chart your own transition by noting:
a) Your transition – the different feelings, thoughts, interactions that brought you to adopt the
change.
b) Put in a timeline below the transition image to note the length of time it took you to adopt the
change.
c) When you shared the idea for change with those around you (those you were leading).
Reflection Questions
1. What have you learned about transition time?
2. Considering transition time, what do leaders need to consider when planning and communicating
a change?
3. How might you apply your learnings about transition time to your own change case study?
4 This reflection was adapted, with permission, from the work of Turner Change Management. For more information on navigating the
transition “Navigating the White Space of Change” by Dawn-Marie Turner of Turner Change Management
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CHANGE IN QUOTES
What do these quotes tell us about people and their readiness or ability to change?
Slowness to change usually means fear of the new
- Philip Crosby
If you always do what you’ve always done, you’ll always get what you’ve always got
- Anonymous
Change is hard because people overestimate the value of what they have and underestimate the
value of what they may gain by giving that up
– James Belasco and Ralph Stayer
Anyone who has never made a mistake has never tried anything new
– Albert Einstein
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TOP REASONS PEOPLE RESIST CHANGE5
There are many reasons people don’t support organizational change. At the center of resistance is the
reason an individual does not feel ready to change. Resistance does not mean that a person will never
feel ready, but in that moment they don’t feel ready.
Here are some common reasons people don’t feel ready for proposed organizational change.
1. Don’t understand need, process or benefits of the change
2. Fear of the unknown
3. Don’t feel we’re able (lack of competence)
4. Don’t trust those promoting the change
5. Bad change experiences
6. Change saturation (too much change)
7. Don’t feel consulted or included
5 Adapted from several sources including Meliorite and Turner Change Management
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BUILDING READINESS FOR CHANGE
What underpins feelings of resistance, or what gets in the way of people feeling that they’re ready for
a change, is usually one, or a combination of, three factors:
Fear
Doubt Own Ability
Lack Understanding
When leading change, we can help people become ready for a change by expecting resistance and
working through that resistance by offering:
Acknowledgment
Capacity Building
Communication and Clarity
COUNTERING OUR OWN DEFENSIVENESS
When we put out an idea, solution, option or a change, and those we’re working with don’t
automatically buy into it, and show some resistance, we often fall into defensiveness.
The problem with defensiveness is that is closes us off to engaging with others. When leading a change,
it’s important to work through our defensiveness in order to stay engaged with people and the process
– in the end creating the best change possible.
Here are some ways we can work through defensiveness to avoid it coming up or to work with it when
it does.
✓ Breathe
✓ Come with openness – be ready for input
✓ Expect resistance and non-readiness (remember the change curve)
✓ Don’t rush, building readiness takes time
✓ Prepare for conversations
✓ Remember the vision – where you’re going
✓ Take a break
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OPEN QUESTIONS
In collaborative forms of conflict resolution, questioning is used to probe for information and is not
used in the sense of a cross-examination—to prove a point, to demolish an argument, or to force
compliance. As with any technique, there are helpful and unhelpful ways to use questions when your
goal is an outcome that all parties can live with and live up to. Many of us have a tendency in
conversations to assume that we understand what the other party means so we often move on without
checking for accuracy. The risk is that we do not understand. This risk increases dramatically under
the pressure of conflict. Questioning can help clarify your assumptions, thereby reducing this risk.
Questions may be divided into six types:
Why questions can draw out important information. On the other hand, depending on the tone, why
questions often have the impact of challenging, blaming or calling upon the other person to justify or
defend his/her actions or position. Many “why” questions are intended to prove wrong-doing. For
example, “Why would anyone do it that way?”
Leading questions are really disguised statements. The speaker attempts to express his/her opinion
through a question. For example, “Don’t you think it would have been better to approach him before
the meeting, rather than surprise him?”
Multiple questions are defined as asking two or more questions immediately following one another
without adequate time for response. This is often confusing for the respondent because s/he has
trouble focusing on what is being asked. For example, “Where were you last night? When did you get
home? Were you drinking? What about your homework? What’s the matter with you?”
Close-ended questions invite a one-word or two-word answer only, “Did you or did you not commit to
getting a full draft ready for this meeting?” The possible responses are often limited to yes or no.
Closed questions narrow the amount of information that is given and tend to increase the sense of
pressure and hostility in the situation.
Assumptive closure questions give the expected answer in the question. “This is a pretty basic question,
isn’t it?”
Open-ended questions invite a longer response. They give the other person a choice of how to
respond. Open questions are particularly critical when attempting to make use of the Perspective
Check.
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OPEN QUESTIONS: SAMPLES
Clarification—to pull out specifics
• “Would you please explain what you meant when you said…?”
• “I’m not sure I understand how my decision affected you at the time. Could you please say more?”
Information Seeking—to learn about perceptions, feelings, or thoughts
• “What was going on for you when you opened the door?”
• “So, help me understand how my going past deadlines has been impacting on you and your job?”
• “How’d that leave you feeling?”
Explaining—to look at underlying motives
• “How does that tie in to the issue of the feedback?”
• “Tell me more about what you were hoping for when you spoke up at the team meeting...”
Reality Checking—to examine options realistically
• “Where do you see this going next if we do not resolve this matter between us?”
• “Who else has to be involved in our decision to re-work the drafting process in order to get buyin?”
Interests—to understand underlying needs and fears
• “What do you need from me the next time this comes up?”
• “What are you afraid will happen if you don’t get that?”
• “What are you hoping will happen if you get what you’re asking for?”
• “In what way would that make the situation better?”
• “What would it do for you to get that?”
• “How does this tie in with your values?”
• “What is most important to you about that?”
Brainstorming—to look for possible solutions or “tweaks”
• “What are possible ways we can work this differently going forward?”
• “What should I do next time when I see I may miss an upcoming deadline?”
• “So, what would be more helpful for you to see on the page the next time I’m giving you written
feedback?”
• “What are some other ways that this situation can be handled?”
• “Given the concerns we’ve just discussed, what are some options that might meet both our
needs?”
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EXECUTE TO DIRECT AND GUIDE
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EXECUTING CHANGE
During this phase of the change process, people are moving into exploring the change. They’re testing
it out and asking questions. They’re slowly building their acceptance of the change as they experiment
with it. Their positive experiences will lead to greater acceptance until eventually they integrate the
change and commit to it so fully that it becomes the new normal.
It’s at this time that people need direction and guidance from their leaders in order to realize the
change. Leaders need to shift their focus to training, implementing, celebrating and evaluating.
Like the other phases, this phase is never done alone, but done in coordination with your change team
and input from those affected by the change.
Executing Reflection
Think back to your need for change and the change you want to see happen.
1. TRAINING: Will those affected by your organizational change benefit from training? How do you
know? Who needs to be consulted on training design?
2. ROLL-OUT: How might you begin implementing your change? Will you do it in stages, phases,
demos?
3. EVALUATE: How will you evaluate if your change is successful or track its progress? How will you
measure your success or know you’ve been successful? What will you do with evaluation results?
4. LEADERSHIP: What changes do those leading the change need to make? How will the change
impact you?
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SHOWING THANKS
Consider moments when you were genuinely thanked or celebrated for a success.
What is the value of being thanked or celebrated?
Receiving thanks or acknowledgement during a change process will result in positive impacts that will
work toward continuing your successful change process
Collect some ideas for thanking or celebrating others:
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ADDITIONAL RESOURCES
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EFFECTIVE LISTENING6
Listening is an essential ingredient of effective conflict resolution. Your goal as a listener is to fully
understand the speaker’s experience and point of view. To do this, you must convey that you are
interested in understanding the speaker’s situation and that you respect her/his feelings and point of
view. With the tools of effective listening, you can encourage a speaker to express his/her perspective
and you can help to identify the feelings that often lies underneath her/his words. Through both verbal
and non-verbal messages, you can express your interest in understanding the speaker.
When you listen:
Listen with Your Head
• Ask open-ended questions to clarify, explore the other person’s concerns, and seek more
information.
• Paraphrase. Capture the essence of what you have heard, in your own words – both the main
elements and the emotional content.
• Validate. Let the other person know that her/his experience is valid.
• Do not argue mentally. Stay attuned to the speaker rather than planning your next move.
Listen with Your Heart
• Recognize your own prejudices – be aware of the way in which your feelings or reactions to a
person influence your interpretation of what is being said.
• Listen to understand the underlying feelings. Use your heart as well as your mind.
• Empathize. Put yourself in the other person’s shoes and try to understand what s/he is
experiencing.
• Do not judge. Shift judgment to curiosity and focus on understanding rather than on who is right
or wrong.
Listen with Your Body
• Use non-verbal communication. Be aware of what you communicate with your body.
• Do not interrupt.
6
See Chapters 9 and 10 of Miller, et al, Connecting with Self and Others.
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INTENT ACTION EFFECT
Private
Public
Intent
Action
Effect
To communicate effectively, we must make our intentions clear and check out our
assumptions. By themselves, actions, tone and words can mislead.
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THE REALITY OF CHANGE
Change is constant. Change equals life.
The amount of change and stimulus we are dealing with daily in our current time has increased not
just incrementally, but rather exponentially.
The advances in and constant development of technology, especially in information and
communications, have increased the volume of information and communications we receive and are
expected to take in and process. Many of us feel we are barely able to keep up (especially if we did
not grow up with that technology). Even those who have grown up with current technologies and are
highly adept with technology can still find that the volume of communications overwhelming.
Now we are in an unprecedented and uncertain or difficult to predict time, living through the Covid
pandemic. While every person is affected by the pandemic, people are impacted differently; people
have different levels of responsibility, resources, and resilience. The anchoring phrase or mantra “We
are in this / or will get through this together.” That is being used implies that we need each other to
be able to get through this massive societal / global change as well as reminds people to show care
9and concern / consideration) for others. Many large-scale changes are out of our control, yet we do
have control over how we respond, the choices we make, how we maintain our resilience and
adaptability and help others on the journey.
THE LANGUAGE OF CHANGE
Language is our first tool.
We can and should be mindful and deliberate about the language we use as we respond to, navigate
through, or initiate / lead change.
Language sets the frame and tone of a change process.
Language articulates the plan and makes explicit the expectations.
It is important as well to be “on the same page” with the language we are using to talk about change
and adaptability.
Language can mark the size, scale, and duration of change; in making deliberate word choice we can
help make the context matter, and the change be more manageable.
To Change: to alter or make different.
Change is both:
A noun - The Change and
A verb - To Change (the action)
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A RICH VOCABULARY FOR CHANGE
Here are some synonyms for change.
Progress
Fix
Evolve
Shift
Resolve
Revise
Adjust
Adapt
Transition
Evolution
Tweak
Transform
Alter
Redesign
TASK:
TASK:
Can you add more synonyms (words to replace) “change” or “to change” to this list?
Can you add more synonyms (words to replace) “change” or “to change” to this list?
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THE SIZE, SCOPE AND DURATION OF CHANGE
Changes range is size, scope and duration.
Language has a past, present, or future orientation or focus.
When describing change, it is important to try to be accurate, knowing we may underestimate or
overestimate a change when we are first looking at it. As a result, if we initially minimize it or
exaggerate it in our view and language, we need to be willing to ADAPT our language to talk about
the change along the change journey, as well as to different audiences (trying to relate to and
“speak into” their perception).
It is helpful to think of change size on a spectrum, for example, is the change (process)
• small, medium, or large?
• micro, macro?
• How important or impactful, on a scale of 1 – 10?
It can be helpful when describing the change that we indicate if it an INTERNAL change or and
EXTERNAL change or BOTH; this starts to capture and reference root causes and influences, as well
as complexity factor.
TASK:
Look back at the change synonyms / vocabulary. Where would you place specific change words? If
in pair get agreement from your partner.
Small
Medium
Large
ALL
Are there words that have a specific time orientation or reference?
Past
Current / Present
Future
ALL
WHO IS RESPONSIBLE?
We need strong leadership when going through change.
Strong leadership including the values and habits of transparency, consistency, inclusively,
compassion, vision, reasonableness, and overall strength of character, and in Indigenous and
Indigenous serving organizations live in accordance with the Seven Sacred Teachings.
With or without strong leadership we still have self-responsibility to guide and support ourselves
through the steps and stages of change, midwifing ourselves through the change journey.
In addition to being our own midwives and strong leadership, there is also a valuable and
sometimes pivotal role for the skilled outside resource a “helper”; potentially acting in the role of:
• mediator / facilitator
• coach / counselor
• organizational assessor / change management consultant.
A common tendency people have is to get “stuck” in a phase or stage, and not realize we are
stuck. Getting stuck, even in a more positive stage like exploration or commitment is not healthy or
productive. Often, any of us need others to help us realize we are “stuck” or “spinning our wheels”,
expending a lot of energy and not getting anywhere productive.
TASK:
Can you think of a time you got “stuck” during an adaptation to change process?
1. What was the change?
2. What stage did you get stuck at?
3. When did / what or who helped you realize you were stuck?
4. What did you need to do to get unstuck and start some forward movement?
5. Looking back at this, what can this experience teach you?
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THE PROCESS OF CHANGE
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ASSUMPTIONS AND BELIEFS ABOUT CHANGE
•
It is easier to go through planned change than unplanned change
•
It is impossible to avoid change
•
Change is a different experience for the “change-er” than the “change-ee”
•
People can deal with change more effectively if they are involved in the process
•
Change equals growth
•
Effective leadership in change facilitates (not guarantees) success
THE SEVEN DYNAMICS OF CHANGE
1. People will feel awkward, ill at ease and self-conscious.
2. People will think about what they have to give up.
3. People will feel alone even if everyone else is going through the change.
4. People can only handle so much change.
5. People are at different levels of readiness for change.
6. People will feel concerned that they don’t have enough resources.
7. If you take the pressure off people will revert back to old behaviour
TASK:
Which of these most applies to your experience?
ASSESSING WHAT STAGE PEOPLE ARE AT ENABLES US TO “MEET THEM
WHERE THEY ARE AT”
When we are trying to help others move through and adapt to change we need to
first determine which stage we think they are at in dealing with the change. This can even be a
nice way to start the conversation is to ask the person where they think they themselves are at in
the stages of moving through and adapting to change.
This can be framed as a supportive collaborative task, with the intentions of being on the same
page.
After they have told you where they think they are at and why, you can tell them where you
thought they were at as a comparison and what has made you think that (focusing on what is
visible – both what you see and hear and haven’t seen or heard). At this stage we may be helping
someone see themselves more clearly and honestly. Or we may have some assumptions we have
held corrected by them.
Once you together have come to some common view of where the person is at, you can then
explore together what people typically can need in that stage and find out what specifically the
person needs in order to keep moving towards adaptation and commitment.
It can also be helpful for people to know where they are at in relation to their other team
members. They could be moving way faster to commitment than the rest of the team, or they
could be lagging behind in resistance when the rest of the team is moving out of exploration into
commitment.
As leaders or influencers, while we know people in a group or team will move through change at
different paces, we also want to watch for their being too big a spread between team members,
as that can cause intergroup conflict.
Maintaining some group cohesion is important while going through change.
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SIGNS OF RESISTANCE
Signs of individual resistance:
Signs of organizational resistance:
•
Complaints
•
Increase in workers’ comp claims
•
Errors
•
Increase in absenteeism
•
Anger
•
Sabotage
•
Stubbornness
•
Increase in health care claims
•
Apathy
•
Lowered productivity
•
Absence due to illness
•
Retention problems/high turnover
•
Withdrawal
•
Increase workplace conflicts
•
Accidents
TASK:
Can you think of anyone in your sphere of influence who is experiencing some resistance to a
change?
1. What is the change?
2. What signs of resistance are they showing?
3. How does their resistance make you feel? How do you think others around them feel?
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STRATEGIES FOR DEALING WITH RESISTANCE
1. Communication
In advance, how you set-up the environment to be receptive to the change can prevent
resistance.
2. Information
Clearly identify the problem you are trying to solve or opportunity you are trying to pursue and
share the rationale.
3. Input
Invite people to speak up about the impact, concerns, and their ideas.
4. Involvement
Find ways to give role to people to help them buy-in and feel ownership and a stake in the
success of the change.
5. Acknowledgement
Demonstrate empathy for the losses or uncertainty and discomfort.
6. Affirmation
Positive feedback when you see a shift in attitude towards more cooperation.
7. Encouragement
Actively build confidence in others, show your faith and belief in them.
TASK:
Using your previous example of someone in your sphere of influence who is in resistance stage,
which of the above do you think they need the most? Why?
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1. Comfort and Control
2. Inquiry, Experimentation, and Discovery
• Acknowledge their successful past
• Get people’s attention! Give people a
reason to pay attention so they hear the
need for change.
• Sell the need for change…sell the pain and
consequences of not changing.
• Immerse people in specific information
about the change… customer complaints,
budget data, increasing costs, competitive
pressures.
• Let people know it will happen – one way
or another.
• Give people time to let the idea sink in.
• Don’t sell the solutions…sell the problem
• Give people as much freedom and
direction as you can.
• Give people permission to find their own
solutions.
• Encourage people to take risks.
• Affirm and refine the vision – make room
for other’s ideas.
• Tell people as much as you know.
• Encourage teamwork and collaboration.
• Encourage personal reflection and
learning.
• Provide training and support.
• Set short-term goals.
3. Fear, Anger, and Resistance
4. Learning, Acceptance, and Commitment
• Co-create the vision – involve others in
defining the future.
• Listen, listen, listen.
• Acknowledge people’s pain, perceived
losses, and anger.
• Strive to address their perceived losses by
adjusting the change vision and strategy.
• Tell people what you know – and what you
don’t know.
• Don’t try to talk people out of their
feelings.
• Discuss ways to solve the problems people
see with the change.
• Encourage discussion, dissent,
disagreement, debate… keep people
talking.
•
•
•
•
•
•
•
•
•
Acknowledge their hard work.
Celebrate successes and accomplishments.
Reaffirm the vision.
Bring people together toward the vision.
Acknowledge what people have left
behind.
Develop long term goals and plans.
Provide tools and training to reinforce new
behaviours.
Create systems or structures that reinforce
new behaviours.
Prepare people for the next change.
Leading Change Training: Jeffery Russell and Linda Russell. ASTD: 2003
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LEADING CHANGE
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WHAT KIND OF CHANGE ARE YOU BRINGING ABOUT?
TYPES OF CHANGE STRATEGIES
1. Maintain / continue / status quo
a. Sometimes just to maintain an activity we need to do it differently than we were before.
2. Grow / expand / replicate
3. Initiate / start up / pilot
4. Wind down / reduce / downsize / modify
5. Stop / Shut down / close / cut / cease
TASK:
Considering one of your environments; work, home, community life.
Reflect on this list of types of change strategies and see if you can write at least one example
beside each of the 5 types. These can include changes you:
•
•
•
already are in the process of doing
think you should consider doing
know you will be doing in near future
1. Is there one of these types of change you are doing more of in this current environment?
2. What do you notice after doing this reflection?
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ASSIGNING ROLES IN CHANGE
As leaders or people who can influence those in their sphere of influence, we are sometimes in the
position of assigning roles and responsibilities or suggesting and encouraging others to play certain
roles in the change process. For leaders this is a key decision-making point which requires keen
discernment and making realistic predictions about people, knowing their people well.
There are two main factors to consider when assigning leadership in change process:
1. That the people who are leading the change are in favour of the change
2. That the people leading the change are “suited” in terms of their change orientation to lead
others through change.
A tool for assessing if others are “suited to lead change is the Change Orientation quadrants.
It is not wise or beneficial to assign someone to lead others through change who is motivated by,
comfortable with maintaining the status quo, nor would it be wise to assign to someone who is
passive on the Initiative Continuum.
Change leaders need to be naturally and internally motivated by change AND be naturally active
(not passive) on the Initiative Continuum. Let’s look more closely at the matrix of four quadrants
that follows.
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BIBLIOGRAPHY
WEBSITES & ARTICLES
Mind Tools. “Change Management” http://www.mindtools.com/pages/article/
newPPM_87.htm
Meliorite. “Top 12 Reason People Resist Change” http://www.torbenrick.eu/blog/
change-management/12-reasons-why-people-resist-change/
Turner Change Management. www.thinktransition.com
Turner, Dawn-Marie. “Navigating the White Space of Change” http://www.
refresher.com/Archives/admtwhite.html
BOOKS
Bridges, William. 1991. Managing transitions: making the most of change.
Reading, Mass: Addison-Wesley
C. Carnall. 2007. Managing Change in Organizations, 5th ed, Prentice Hall
Grenny, Joseph, Kerry Patterson, David Maxfield, Ron McMillan and Al Switzler
2013. Influencer: The New Science of Leading Change, USA: McGraw-Hill Education
Gross, Susan. 2009. Seven Turning Points. USA: Management Assistance
Group
Kubler-Ross, Elisabeth. 1969. On Death and Dying. Scribner Publishing Group
Miller, Sherod, Elam Nunnaly, Daniel Wackman and Phyllis Miller. 1988.
Connecting: With Self and Others. Littleton, CO: Interpersonal Communication Programs
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