Session 1.3 Managing Organizational Change & Transition
Total Session Time: 1 hour, 45 minutes (45 minutes for
lecture/discussion, 60 minutes for activities)
Learning Objectives:
By the end of this session, participants will be able to:
 Describe the difference between change and transition.
 Describe the three phases of transition.
 Describe a change initiative in a complete, compelling, and practical way.
 Apply a transition management model to an anticipated organizational change.
Session Overview
Step
Time
Activity/
Method
Content
Introduction to Session,
Presentation of Learning
Objectives (Slides 1-2)
Organizational Change and
Transition (Slides 3-11)
1
03 minutes Presentation
2
25 minutes
3
Presentation,
45 minutes Small Group
Activity
Leading Through Transition,
Activity-Reactions to Change and
the 4P’s (Slides 12-17)
4
Presentation,
25 minutes Activity in
Pairs
Key Questions of Transition,
Activity-Anticipating Transition
(Slides 18-19)
5
02 minutes Presentation
Key Points (Slide 20)
05 minutes Presentation
Homework Assignment:
Communication Style Assessment
(Slide 21)
6
Presentation,
Discussion
Resources
Needed
LCD or Overhead
Projector
LCD or Overhead
Projector
LCD or Overhead
Projector,
Handout 1.3.1, 1.3.2
Worksheet 1.3.1
LCD or Overhead
Projector
Worksheet 1.3.2
LCD or Overhead
Projector
LCD or Overhead
Projector
Trainer Tool 1.4.1
Handout 1.4.1
Resources Needed









Flip Chart, paper, and markers
LCD or Overhead Projector
Slides
Watch or clock with a second-hand, to time activities
Handout 1.3.1: Assessing Transition Readiness
Handout 1.3.2: Transition: 3-Phase Process
Worksheet 1.3.1: Reactions to Change and the 4 P’s
Worksheet 1.3.2: Key Questions of Transition
Note: Trainer Tool 1.4.1 & Handout 1.4.1 are found in the next session.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
105
Advance Preparation



Review the entire session prior to facilitating, to familiarize yourself
with the slides, speaker’s notes, learning activities, and supporting
materials.
Note: Trainer Tool 1.4.1 is found in the Facilitator Guide on page 151 of
next session.
Handout 1.4.1 is found on pages 111-114 of Participant Handbook.
Sources/Bibliography:
Refer to these materials for additional background reading, as needed.
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Bridges, William. 2003. Managing Transitions. 2nd Ed. Cambridge, Massachusetts: Da Capo
Press.
Bridges, William and Associates. 2004. “Assessing Transition Readiness.” Organizations In
Transition, vol. 13, #4. Retrieved from:
http://www.wmbridges.com/articles/assessment_tools.html
Bridges, William and Associates. 2004. “The Three Questions.” Organizations In Transition, vol.
13, #2. Retrieved from: http://www.wmbridges.com/articles/article-three_questions.html
Management Sciences for Health. 2005. Managers Who Lead: A Handbook for Improving Health
Services. Cambridge, Massachusetts: MSH.
The Thiagi Group. 2007. “Jolt: Quick Change.” Thiagi Gameletter. Retrieved from
http://www.thiagi.com/pfp/IE4H/june2007.html#Jolt .
Innovation Center for Community and Youth Development. 2004. Learning and Leading Toolkit,
page 34. Retrieved from:
http://www.theinnovationcenter.org/files/leading_change_learning_and_leading.pdf
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
106
Beginning the Session
Trainer Instructions: Step 1 (3 minutes)
Slide 1
Present Slides 1-2 using trainer notes to guide the presentation.
INTRODUCE Session 1.3 to participants.
• The aim of this session is to help you
become leaders who effectively manage
change.
•
Leaders are often in a position to
introduce change as they work to bring
their organizations or teams to higher
levels of performance and create desired
impact.
Slide 2
INFORM participants that this session is
scheduled to take about 1 hour, 45 minutes.
ENCOURAGE participants to ask questions
at any time.
ASK a volunteer to read the learning
objectives aloud to the group.
ASK participants if they have any questions
before continuing.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
107
Trainer Instructions: Step 2 (25 minutes)
Slide 3
Present Slides 3-11 using the trainer notes to guide the presentation and discussion.
EXPLAIN that:
This session is about how to get people to do
things differently, and why it is challenging
to do that!
ASK a volunteer to read quotes out loud.
ALLOW a moment for participants to
reflect.
Source: Bridges, William. 2003. Managing
nd
Transitions. (2 Ed.) Cambridge, MA: Da
Capo Press.
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Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
108
Slide 4
Animation Clicks: 6
Note: slide is animated.
SHOW Part 1 of slide (title).
ASK participants:
• What are some changes that have
happened within your organizations that
you have adapted to?
• What types of changes do we have to
help our staff adapt to?
ALLOW a few moments for participants to
brainstorm.
SHOW Part 2 of slide (list).
PRESENT the list, building off of
participant responses.
• This list reflects some common changes
that organizations go through, including:
• Change in leadership (retirement or
relocation of a manager, supervisor, etc.)
• Change in technical or administrative
procedures (new forms, policies,
technical processes, etc.)
• Change in organizational structures
(management and supervision, team
structures, etc.)
• Changes in partnerships or relationships
with other organizations or agencies
• Responding to national initiatives or
programs (such as scaling-up enrollment
in health training institutions,
vaccination campaigns, etc.)
• Changes in the external environment
(large or small scale, examples might
include change of political leaders,
natural disasters, etc.)
ASK participants if there are any other types
of change that they would like to add to the
list before continuing.
Source: I-TECH.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
109
Slide 5
Animation Clicks: 1
Note: slide is animated.
SHOW Part 1 of slide (title.)
ASK participants:
• What are the different ways that people
react to change in the workplace?
ALLOW a few moments for participants to
respond.
SHOW part 2 of slide (words).
PRESENT slide:
• Reactions to change are almost always
emotional!
• These emotions can be positive or
negative. They may include:
• Happiness, Resistance, Stress,
Conflict, Uncertainty, Fear,
Confusion, Anger, Excitement,
Dissatisfaction, etc.
• These feelings may cause a decrease or
increase in morale, productivity, and
motivation.
• Reactions to change often depend on
what is changing, and how people are
affected by it.
Source: I-TECH.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
110
Slide 6
Animation Clicks: 1
Note: slide contains animation.
SHOW Part 1 of slide (heading, text)
PRESENT slide, using the following points:
• The difference between change and
transition is the key concept for this
session.
• Change is situational; Transition is
psychological.
• Change is an event, or series of events;
Transition is the process of coming to
terms with the new situation.
• It is relatively easy to change an
organizations’s structure (move boxes
around, change reporting structure, put a
new person in charge, etc.)
• The hard part is getting people to
embrace it and operate in the new reality
as productively as possible.
SHOW part 2 of slide (quote box).
Slide 7
Animation Clicks: 1
READ quote aloud: “It’s not the changes
that do you in, it’s the transitions.”
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Sources:
• Bridges, William. 2003. Managing
nd
Transitions. (2 Ed.) Cambridge, MA:
Da Capo Press.
• Wilkinson, Richard, I-TECH.
PRESENT slide using the points below:
•
Ultimately, transition is a process that
involves dis-engagement from an old
reality, and full engagement in a new
reality.
• There are 3 phases in the process:
Endings, the Neutral Zone, and New
Beginnings.
• Note that transition does not always
follow a linear path.
• It may be more accurate to think of
endings, the neutral zone, and new
beginnings as processes that are all
necessary for successfully creating
change.
READ statement out loud, and let
participants reflect briefly:
• Transition starts with an ending; and
ends with a beginning.
• It sounds like a paradox at first, doesn’t
it?
Facilitator Guide
111
Slide 8
Slide 9
EXPLAIN that this image of a river
provides a metaphor for the process of
transition.
• The new beginning is the shore on the
other side of the river.
• The ending is the shore that you’re
trying to leave.
• The river itself is the neutral zone – it
may be wide, choppy, smooth, etc.
• The main point of this picture is that
change starts with an ending!
Sources:
• Bridges, William. 2003. Managing
nd
Transitions. (2 Ed.) Cambridge, MA:
Da Capo Press.
• Wilkinson, Richard, I-TECH.
ASK participants to reflect:
• Think of a time in your personal or
professional life when things changed
significantly for you.
• Perhaps you remember the birth of your
first child, a time when you started a
new job, a time when you moved to a
new city.
• Even though many of these changes may
have been positive, you may have also
experienced some loss.
• For example, loss of free time, loss
of an immediate network of friends
and family, etc.
• Transition begins with endings. This
involves letting go of old ways, and
dealing with feelings of loss.
Sources:
• Bridges, William. 2003. Managing
nd
Transitions. (2 Ed.) Cambridge, MA:
Da Capo Press.
• Wilkinson, Richard, I-TECH.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
112
Slide 10
PRESENT slide, using the following points:
• The neutral zone is a phase of transition
where organizations are in flux. The old
is gone, but the new is not yet fully
operational.
• This phase can feel confusing and
chaotic; however, almost any project
starts in confusion because you haven’t
done it yet!
• Remember that even though the neutral
zone feels messy, it is normal.
• Any thought put to preparing for the
neutral zone is valuable.
• The neutral zone can be unsettling; it is
generally uncomfortable to work in an
environment of confusion. Sometimes,
the neutral zone is associated with
higher staff turnover. However, trying to
rush through or skip over the neutral
zone jeopardizes the success of the
change efforts.
• Try to see the neutral zone as a time for
great opportunity. It is when old habits
are replaced with new ones, and new
beginnings start to emerge.
ASK if participants have any comments or
questions before continuing.
Source:
• Bridges, William. 2003. Managing
nd
Transitions. (2 Ed.) Cambridge, MA:
Da Capo Press.
• Wilkinson, Richard, I-TECH.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
113
Slide 11
PRESENT slide, using the following points:
• When new beginnings arrive and
organizations have worked through the
processes of endings and the neutral
zone, it is a time of great energy.
• People are adapting to new realities –
they have new identities or roles, and
renewed motivation.
NOTE that:
Although we call these phases, they are not
always linear.
• It may be more accurate to think of the 3
phases of transition as processes –
sometimes, they are happening
simultaneously – but all are necessary to
successfully realize change.
ASK if participants have any questions or
comments before continuing.
Source:
• Bridges, William. 2003. Managing
nd
Transitions. (2 Ed.) Cambridge, MA:
Da Capo Press.
• Wilkinson, Richard, I-TECH.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
114
Trainer Instructions: Step 3 (45 minutes)
Slide 12
Animation Clicks: 1
Present Slides 12-17 using the trainer notes and the handouts and worksheets listed below to
guide the presentation and small group activity.
 Handout 1.3.1: Assessing Transition Readiness
 Handout 1.3.2: Transition: 3-Phase Process
 Worksheet 1.3.1: Reactions to Change and the 4P’s
SHOW Part 1 of slide (title and text).
EXPLAIN that:
• We will now focus on how we can
demonstrate leadership during times of
change and transition.
• Navigating transition is a critical
component of effective leadership and
management.
• We need to know how to lead and
influence change both within and
outside our organizations.
PRESENT slide, using the following points:
• A common pitfall for leaders is to
overlook endings and neutral zones, and
try to start with the final stage of
transition.
• With a change, one naturally focuses on
the end point, or the outcome that the
change produces.
• Transition is different, because the
starting point is not the outcome, but is
the situation that you are leaving behind.
• Psychological change depends on letting
go.
• Even though organizations, managers,
and leaders may overlook the process of
transition, the people adapting to the
change will still experience the feelings
that come with transition – loss, fear,
etc.
• Without working with people, and
moving them emotionally to a place
where they can engage fully with the
new reality, the change is not going to
be successful.
Source:
nd
• Bridges, William. 2003. Managing Transitions. (2
Ed.) Cambridge, MA: Da Capo Press.
Wilkinson, Richard, I-TECH.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
SHOW Part 2 of slide (quote).
ASK a volunteer to read the quote on this
slide aloud.
ALLOW a moment for participants to
respond.
Facilitator Guide
115
Slide 13
REFER Participants to Handout 1.3.1:
Assessing Transition Readiness, on page
81 of the Participant Handbook.
Slide 14
EXPLAIN that:
• This is an example of an assessment tool
that can be helpful in preparing for
transition within an organization.
(Note: this handout is just for reference, do
not go over it in detail. Tell participants that
they can look over this handout on their own
later).
Source:
• Bridges, William. 2003. Managing
nd
Transitions. (2 Ed.) Cambridge, MA:
Da Capo Press.
• Wilkinson, Richard, I-TECH.
REFER participants to Handout 1.3.2:
Transition: 3-Phase Process, on page 85 of
the Participant Handbook.
REVIEW column 1 (“Endings”) with
participants.
EXPLAIN that:
• It is very important to respect the ending
of the status quo.
ASK participants:
• Look at the ideas in the Handout and on
the slide.
• Which of these do you think you would
consider implementing within your
organizations?
• Are there other ways of honoring
endings that you would like to add to the
list?
ALLOW a few moments for participants to
discuss.
Source:
• Bridges, William. 2003. Managing
nd
Transitions. (2 Ed.) Cambridge, MA:
Da Capo Press.
• Wilkinson, Richard, I-TECH.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
116
Slide 15
REFER participants to Handout 1.3.2:
Transition: 3-Phase Process, on page 85of
the Participant Handbook.
REVIEW column 3 (“Neutral Zone”) with
participants.
EXPLAIN that:
• The neutral zone is a time of great
opportunity. It is a great time to think
creatively, test ideas, and take stock.
• Although it can feel messy, it is best
used for identifying ways forward and
fostering fresh thinking within your
organization.
ASK participants:
• Look at the ideas in the Handout and on
the slide.
• Which of these do you think you would
consider implementing within your
organizations?
• Are there other ways of navigating your
organization through the neutral zone
that you would like to add to the list?
ALLOW a few moments for participants to
discuss.
Source:
• Bridges, William. 2003. Managing
nd
Transitions. (2 Ed.) Cambridge, MA:
Da Capo Press.
• Wilkinson, Richard, I-TECH.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
117
Slide 16
Animation Clicks: 1
REFER participants to Handout 1.3.2:
Transition: 3-Phase Process, on page 85 of
the Participant Handbook.
REVIEW column 3 (“New Beginnings”)
with participants.
EXPLAIN that:
• When you are managing transition, it is
important to answer the 4 P’s of the new
beginning.
•
•
•
Clarify the purpose.
You have to sell the problem first.
Can you explain the problem and the
purpose in a persuasive 1 minute
message?
• Paint the picture.
• What is a compelling picture of a better
tomorrow?
• How will it look and feel?
• How are things going to be operating in
a better way than before:
• Make a plan.
• This is the, “So what?” question.
• What do we do on Monday?
• What will we do when we are at work to
implement this change?
• Let people know the part they play.
• What is the part that I should play in the
process and the outcome?
• Clarifying roles and responsibilities is
critical in change initiatives.
• Specify who is making decisions, who is
accountable for the next steps, who is
going to do what, etc.
NOTE that we will practice answering these
questions.
ASK if participants have any questions or
comments before continuing.
Source:
• Bridges, William. 2003. Managing
nd
Transitions. (2 Ed.) Cambridge, MA:
Da Capo Press.
• Wilkinson, Richard, I-TECH.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
118
Slide 17
FACILITATE activity according to
instructions below. This activity will take
approximately 30 minutes.
REFER participants to Worksheet 1.3.1:
Reactions to Change and the 4 P’s, on
page 87of the Participant Handbook.
DIVIDE participants into 4 groups.
READ the instructions, scenario and Part
1/Part 2 on the worksheet out loud.
ASSIGN each group a number (1-4) to
complete their assigned sections of the
worksheet.
ALLOW 15 minutes for groups to
brainstorm.
ASK each group to briefly report back to the
class for each part.
• Note for Part 1: there could be many
responses to this activity; there are no
“correct” answers. Possible responses
can include cultural context, MOH
interests and priorities, no logic model
or role clarification, fear of the
unknown, etc.
• Note for Part 2: The focus of this part
was to see how we can communicate
using the 4 P’s so that our audience is
less likely to be confused, sad, angry,
worried, etc.
WRITE responses on a flipchart.
THANK everyone for their participation.
Sources:
• Bridges, William. 2003. Managing
nd
Transitions. (2 Ed.) Cambridge, MA:
Da Capo Press.
• Wilkinson, Richard, I-TECH.
• All photos are from Microsoft Office
Clip Art Gallery.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
119
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
120
Handout 1.3.1: Assessing Transition Readiness
Note: This handout will not be reviewed during the presentation. It is recommended that
participants review this handout on their own.
This assessment was developed by William Bridges and Associates. www.wmbridges.com
Introduction to Assessment
Some organizational changes go smoothly, while others feel as though they are doomed from
the start. While there are always unforeseen events and unavoidable situations that affect how
a particular transition unfolds, there are also some general factors that make a transition go
more or less smoothly. There are things that encourage people to let go of the old way of
doing things; and other things that help people get through the uncertainties between the
letting go and the beginning anew; and, finally, other things that make it easier for people to
embrace the new way readily.
The assessment instrument that follows comes from years of studying organizations in
transition and of seeking out the reasons for the very different fates they encountered. It has
not yet been used on enough organizations to generate norms, but as a practical tool it has
proved very useful. And so I am sharing it.
This assessment tool can be used in many different ways. An individual who wants a quick
take on the organization's readiness can fill it out and get either reassurance or deeper concern
from the results. But that is only one person's view, so consider giving it to a cross-section of
people. How many? It depends on your purpose. If you are really trying to measure the
climate in an organization before anything is done--and then comparing it to the results after
transition-management actions have been taken--you'll probably want as many raters as you
can get. But if your concern is just to demonstrate that people are showing some significant
wear and tear from the transition that they are going through, then a carefully chosen crosssection dozen or two subjects may suffice.
However many participate, everyone should answer the questions from his or her own point
of view. The views expressed here are individual--which is one reason that it may be useful
to take them from multiple, and even divergent, perspectives. Anyone answering it should be
honest and should resist the temptation to give an expected or the-way-it-ought-to-be answer.
It is meant to give you a snapshot of how things are now, not how they'll be when everything
falls into place.
Continued on next page
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Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
121
Choose one:
___ I am filling out this assessment for the organization as a whole.
___ I am filling it out for a particular site, department, or other part of our organization.
Which site/department/etc.? ___________________________
And answer this:
The change for which I am assessing our transition-readiness is as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Answer each question with the following numbers:
4 = The statement is definitely true or accurate.
3 = The statement is largely (though maybe not completely) accurate or true.
2 = The statement is only partly true or accurate.
1 = This is only occasionally (but not very often) true
0 = The statement is utterly false.
Utterly False
0
No.
1.
2.
3.
Score
Definitely True
4
Statement
Most people think that the change in question is a necessary one.
Most people agree that—given the situation—the change represents the best
way of dealing with it.
The organization's leaders have shown that they are committed to the
change.
4.
In general, the middle managers are behind the change.
5.
So are the supervisors or first-line managers.
6.
7.
8.
The details of the change are being communicated to those who will be
affected as quickly as it is practical to do so.
There are effective ways for employees to feed back their concerns and
questions about the change.
And those concerns and questions have, thus far, been responded to in a
pretty honest and timely way.
9.
There aren't a lot of old scars or unresolved issues around here.
10.
The organization has a history of handling change pretty well.
11.
The organization's leadership has a history of doing what it says it will do.
12.
...and of saying what it is going to do before it does it.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
122
13.
I think that if this is what the leadership wants to do, that they can pull it off
successfully.
14.
Decisions generally get made in a timely fashion around here.
15.
16.
17.
18.
19.
When people get new roles or tasks, they can usually count on getting the
training and coaching that they need to do them.
When faced with new and challenging situations, the organization forgets
turf-issues and gets problems solved.
It is safe to take an "intelligent" risk in this organization; failure in a good
cause or for a good reason isn't punished.
There is a pretty widely understood vision of what the organization is
seeking to become and to accomplish.
While the higher-ranking people obviously get paid more, we feel like we're
all in this thing together.
20.
People's commitment to their work here is as high as it was a year ago.
21.
Although the pace and extent of change around here is great, it is also
workable.
22.
Management generally practices what it preaches.
23.
24.
25.
There is basically no argument about what the organization's problems are
around here.
The organization's leadership generally shows an awareness of and concern
for how change will affect the rest of us.
People generally understand how things will be different when the change
is finished.
TOTAL SCORE (Sum total of all scores)
Evaluating the Results
If several people are filling out this form, add the scores together question-by-question, so that you
can say what the "average" answer was on each item, as well as on the assessment as a whole. That
way, you can identify weak links in the transition-management chain, as well as areas where things
are pretty solid. It is useful to have an impersonal way to evaluate whether people think that the
organization has a vision of the future or not—or whether the leadership is trustworthy. These are
charged subjects, and it helps to be able to raise them in a way that doesn't blame.
In addition to giving you a read on the organization's strengths and weaknesses in terms of transition
manageability, it can be used to measure changes over time--before-and-after results, to measure the
impact of an announcement, an intervention, a problem that arises, a positive development that takes
place. It can also measure transition readiness in relation to different changes. And finally, it can also
measure differences between the climate in two parts of the organization or at two different levels of
the hierarchy.
However you use it--whether informally with a handful of people or in an official all-hands survey-the Transition Readiness Assessment will provide you with objective data to help you prepare for a
time of transition, to deal with it, and to measure how well you handled it when it has passed.
Source: William Bridges and Associates. 2004. Organizations In Transition, vol. 13, #4. www.wmbridges.com
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
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Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
Facilitator Guide
124
Handout 1.3.2: Transition: 3-Phase Process
It isn’t the changes that do you in, it’s the transitions.
- William Bridges
Change and transition are not the same thing.
 Change is situational.
 Transition is psychological. It is a 3-phase process that people go through as they internalize and
come to terms with the details of the new situation that the change brings











E n d in g s
Neutral
Zone
New
Beginnings
A time of letting go
“The Wilderness”
The 4 P’s
“You have to end before
you begin”
Expect over-reaction
Acknowledge losses openly
and sympathetically
Identify what is changing,
what is remaining the same
Expect and accept grieving:
Anger, sadness, anxiety,
confusion, denial
May experience some
excitement
Compensate for the losses
in some way
Mark the endings
Treat the past with respect
Give people information,
and do it again and again
Show how endings ensure
the continuity of what
really matters








See as a difficult but creative
time, a time for sorting out
Consider what no longer
serves us well
Normalize the neutral zone
Redefine it; seek new
metaphors
Create temporary systems
Strengthen connections
within the group
Use a transition monitoring
team
Use the neutral zone
creatively:
o Experiment
o Train on discovery and
innovation
o Embrace losses,
setbacks, or
disadvantages as entry
points for new solutions
o Brainstorm new answers
to old problems
o Plan retreats, surveys,
suggestion campaigns
o Make time to take stock
and question the usual

PURPOSE:
Explain the purpose behind
the outcome being sought.
Why are we doing this?

PICTURE:
Paint a picture of how the
outcome will look and feel.
What are people going to
experience that is going to
be different?

PLAN:
Lay out a step-by-step plan
for phasing in the outcome.
People need a clear idea of
how they can get where
they need to go. What will
we do on Monday? What
will we do in our jobs to
implement this change?

PART TO PLAY:
Give each person a part to
play in both the plan and
the outcome. What is the
tangible way I should
contribute and participate
in the transition process
and outcome?

“It can be done – play your
part.”
– Mwalimu Julius Nyerere
Source: Bridges, William. 2003. Managing Transitions (2nd Ed). Cambridge, MA: Da Capo Press.
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Worksheet 1.3.1: Reactions to Change and the 4 P’s
Total time: 30 minutes
Instructions
 Your trainer will divide the class into small groups and introduce the scenario.
 In your small group, you will first discuss and brainstorm on your assigned group’s
reaction to change in Part 1.
 Then, you will be trying to articulate one of the 4 Ps for the scenario in Part 2.
 Be prepared to share responses with the class.
Scenario
An eager NGO program officer met with an MOHSW committee about a condom
distribution initiative using theater and song. He told them…
 “This is a great initiative! Very innovative!”
 “This program will be fun and effective!”
 “This program will be transformational!”
 “You need this program!”
 “Let’s get started!”
Part 1:
Members of the MOHSW committee all heard the same presentation from the NGO program
officer, but have different reactions. Why might each member of the committee react they
way that they do?
Part 2:
How can this scenario be presented so that it effectively addresses the 4 P’s? Focus on how to
communicate using the 4 P’s so that the audience is less likely to be confused, sad, angry,
worried, etc.
Group 1
After listening to the scenario, why is this person sad?
What is the purpose in the scenario?
Continued on the next page.
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Group 2
After listening to the scenario, why is this person confused?
What is the picture of the better tomorrow in the scenario?
Group 3
After listening to the scenario, why is this person uncertain?
What is the plan in the scenario? (i.e., What do we do on Monday?)
Continued on the next page.
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Group 4
Group 4
After listening to the scenario, why is this person happy?
What is the part you want people to play in the scenario?
Adapted from Richard Wilkinson, International Training and Education Center for Health (I-TECH). University
of Washington, Seattle.
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Trainer Instructions: Step 4 (25 minutes)
Slide 18
Animation Clicks: 1
Present Slides 18-19 using the trainer notes and Worksheet 1.3.2: Key Questions of
Transition to guide the presentation and pair work.
Leadership and Management Course
Session 1.3: Managing Organizational Change and Transition
SHOW part 1 of slide (Heading, text,
image)
EXPLAIN that:
• Anytime you are planning a change,
these questions are critical to answer.
• Describe the change.
• Describe clearly what will be different
as a result of the change.
• Frequently, this is overlooked when
leaders communicate about change.
They may say something along the
lines of, “We are creating a new
subdivision and realigning teams.”
But what does that really mean?
• Spend some time thinking about who
may be losing what as a result of this
change.
• Will someone lose power or
prestige? Will their role be
diminished? These issues can often
expose areas where you may
anticipate forces of resistance.
SHOW Part 2 of slide (quote)
• William Bridges has written, “It still
surprises me how often organizations
undertake changes that no one can
describe very clearly.”
ASK if participants have any questions or
comments.
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Slide 19
FACILITATE activity according to
instructions below. This activity will take
approximately 20 minutes.
REFER participants to Worksheet 1.3.2:
Key Questions of Transition, on page 91
of the Participant Handbook.
INSTRUCT participants:
• Think of a change that you anticipate
happening in your organization.
• Try to answer the questions in the
worksheet.
• When you are finished, you will use
your worksheet to describe the change to
a partner.
• Give each other constructive feedback,
pointing out any questions that remain.
ALLOW 5 minutes for participants to work
individually.
DIVIDE participants into pairs for sharing
and feedback.
ALLOW 5-10 minutes for partner feedback.
THANK participants.
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Worksheet 1.3.2: Key Questions of Transition
Total time: 20 minutes
Instructions
 Consider a change that you anticipate in your organization.
 Answer the following questions as clearly as you can.
1. What is changing? (Describe the change.)
2. What will be different as a result?
3. Who is losing what?
Adapted from:
 Bridges, William and Associates. 2004. “The Three Questions.” Organizations In Transition, vol. 13, #2.
Retrieved from: http://www.wmbridges.com/articles/article-three_questions.html
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Trainer Instructions: Step 5 (2 minutes)
Present Slide 20 using the trainer notes to guide the presentation.
Slide 20
REVIEW key points from this session.
ASK if participants have any comments or
questions.
THANK everyone for their attention and
participation.
Trainer Instructions: Step 6 (5 minutes)
Slide 21
Present Slide 21 using the trainer notes Trainer Tool 1.4.1 and Handout 1.4.1 from Session
1.4 to guide the instructions for the homework assignment.
EXPLAIN that participants will have some
homework tonight to prepare for the first
session tomorrow morning on
Communication. If all participants can
please complete this assessment on their
own this evening, it will make the day go
much smoother tomorrow.
EXPLAIN that everyone has their own style
of communication.
• This activity will focus on helping you
recognize communication styles in
yourself and others.
• It will also help you become aware of
differences in patterns of
communication that can help you
improve your communication and
interaction with your team and
colleagues.
REVIEW instructions together as a large
group in Part 1 of Trainer Tool 1.4.1:
Communication Style Assessment found
on page 151 of Facilitator Guide.
REFER participants to Handout 1.4.1:
Communication Style Assessment, on
pages 111-114 the Participant Handbook..
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