Making sense of change management - Individuals

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Change ManagementWhat change means for the individualJohan Strömquist & Sue Bourne

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

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

Assumption:External change ≠ internal experience

Learning and the process of change

How does learning affect our attitude to change?

Learning and the process of change

Kolb’s learning cycle

1. Activist2. Reflector3. Theorist4. Pragmatist

David Kolb, Experential learning, 1984

1. Activist

2. Reflector

3. Theorist

4. Pragmatist

Personality and change- Behavioural types

Self Awareness

The open self (The Arena)

The blind self (The Blind

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

ANALYSER

PROMOTERSUPPORTER

CONDUCTOR

Energy Overviews

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.

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.

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.

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.

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

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

On a bad day

• Docile• Bland• Plodding• Reliant• Stubborn

• Excitable• Frantic• Indiscreet• Flamboyant• Hasty

• Stuffy• Indecisive• Suspicious• Cold• Reserved

• Aggressive• Controlling• Driving• Overbearing• Intolerant

Identifying the style- Clues from Body Language

Identifying the style- Clues from Verbal Style

Identifying the style- Clues from Interactions

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

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

The psychodynamic approach to change

What goes on in the mind during times of change?

Focus: How we deal with change

The change curve

Kubler-Ross, On Death and Dying, 1969

The change curve

Shock / Surprise:A sense of disbelief – This could not be happening

Alt. Relief:At least now I know what’s happening!

The change curve

Denial:Non-acceptance and ”proving” to oneself it is not happening and hoping it will go away

Denial

The change curve

Anger:Experiencing anger and frustration, but in an unaware way, not taking responsibility for the emotions

Denial Anger

The change curve

Bargaining:Internal negotiation – an attempt to avoid the inevitable

Denial Anger

Bargaining

The change curve

Depression:Hitting the lows and responding with apathy or sadness

Denial Anger

Bargaining

Depression

The change curve

Acceptance:The reality of the situation is accepted. Not necessarily in a positive way. Introvert, in touch with oneself.

Denial Anger

Bargaining

Depression Acceptance

The change curve

Experimentation:Perhaps there is some merit to the change? Maybe I should take a look?

Denial Anger

Bargaining

Depression AcceptanceE

xperimentation

The change curve

Discovery:Realisation of new opportunities. New positives opening up.

Denial Anger

Bargaining

xperimentation

Discov

The change curve

Integration:Integration of new circumstances into self. A new equilibrium.

Denial Anger

Bargaining

xperimentation

Discove

Integration

The change curve

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

Encourage risk taking

Foster communication

Create development opportunities

Discuss meaning and learning

Reflect on experience

Celebrate success

Satir’s model:Foreign element and transforming idea

Old status quo New status

Integration & Practice

Foreign element

Transforming idea

Virginia Satir et al, 1991

William Bridges:Managing the transition

Ending Neutral Zone BeginningNeutral

William Bridges, Managing Transitions, 2009

William Bridges:Managing the transition

Magnify the plagues

Mark the ending

Deal with the murmuring

Give people access to the decision makers

Seize the creative opportunity

Resist the urge to rush ahead

Understand that neutral zone

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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

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

Rogers’ attributes of succesful change agents

Genuineness and congruenceUnconditional positive regard

Empathic understanding

Carl Rogers, 1967

The behavioural approach to change

How do I change someone else’s behaviour?

Focus: Rewards and punishments

Pavlov’s dog

Ivan Pavlov, 1928

Pavlov’s dog

Not necessarily considering:• Processes• Relationships• Involvement• Individual experience of the change

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

Reinforcement strategies

• Financial (material) reinforcements• Feedback• Social reinforcement

MotivationXY

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

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

The cognitive approach to change

How do I change the way I think in order to achieve better

results?

Focus: Achieving results

WHETHER YOU

THINK YOU CAN,

OR THINK YOU CAN’T,

YOU’RE RIGHT.[HENRY FORD]

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

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?

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”

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

ValuesBeliefs

ExperienceThoughts

Emotional Response

Behavioural Response

Results

Sue Bourne, 2012

Managing change

What must we consider as managers and agents of

change?

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

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

Resistance to change

LearningSurvival

Four fears

Fear of temporary incompetence

Fear of punishment for incompetence

Fear of loss of personal identity

Fear of loss of group membership

Resistance to change

LearningSurvival

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

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

Making sense of change management - Individuals

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