Organizational Change Workshop - Office of the ProvostChange Facilitators Committee Our mission is...

Organizational ChangeWorkshop:

Str ategies for

Implementing Change

prepared by:

Marilu GoodyearJenny MehmedovicJonathan Morris

Noel RasorAndy Foat

with contributions from

a number of KU faculty and staff

© The University of Kansas, 2012

This work may be used, copied, or distributed for

non-commercial purposes with attribution

given to the University of Kansas.

[email protected]

Historic Overview

Organizational Change Workshop:Str ategies for implementing change

2

The facilitator’s job is to support everyone to do their best thinking and practice. To do this, the facilitator encourages full participation, promotes mutual understanding and cultivates shared responsibility. By supporting everyone to do their best thinking, a facilitator enables group members to search for inclusive solutions and to build sustainable agreements.

Bold Aspirations, the university strategic plan, and Changing for Excellence, the effi ciency study led by Hu-ron, are guiding KU’s path to being recognized as a top-tier, public international research university. Each effort focuses on how KU can best achieve its long term vision.

The six goals of the strategic plan and the individual business cases developed by Huron involve changes that will engage collaborators from across campus during the implementation process.

However, to be successful, signifi cant organizational change requires knowledge of the climate and players, and an understanding of the capacity for change of both. To support these efforts, the following resources are provided.

The Organizational Change Workshop will illuminate strategies for implementing change and reasons for resis-tance to change. The 90-minute workshop will be helpful to deans, directors, chairs, change leaders, facilitators, and members of groups tasked with implementing change at KU. Workshops on advanced topics are also available.

Facilitation Services will be provided to groups working on organizational change projects. Facilitators contribute structure and process to group interactions in order to: • Ensure group members are fully engaged • Ensure that the group is working effectively toward a defi ned outcome • Ensure that the group reaches consensus or that differ-ences are defi ned and understood • Ensures that all are treated with respect These services could include a facilitator working with a group for just a part of its process or the entirety.

The Change Facilitators Committee is a small group of faculty and staff committed to identifying one or more facilitators to support each change leader and group tasked with change. This committee will also provide Unstuck Services for those leaders and groups who need additional help during diffi cult stages of the change process.

Overview

Change Facilitators CommitteeIdentify facilitators for change leaders and groups;

provide Unstuck Services when additional help is needed.

Advanced Workshops

Chan

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:

Historic Overview

What Will We Discuss Today?

Research shows that successful organizational change begins with processes deliberately designed to organize work, include stakeholders, and demonstrate value. This workshopwill present a summary of what we know about successful organizational change within higher education adapted to fi t the KU culture and tradition.

The following elements are important to change success and outline our discussion today. Resources and citations to the literature are included at the end of this workbook.

5 Types of problems: adaptive and technical approaches

Defi ning the successful outcome of the change

Identifying resources for implementation and priorities for work

Identifying stakeholders and understanding their readiness

Choosing appropriate strategies for implementation

Designing effective decisions and policies

Creating urgency for the change

Designing short-term wins

Using resistance to improve change processes


4

Introduction

5

Dan

C

D

D

U

C

D

6

6

7–8

9–10

11

12

13

14–20


5

Ad

apti

ve a

nd

Tec

hn

ical

Ap

pro

ach

es

Tec

hn

ical

C

lear

E

xper

tise

O

pti

miz

e E

xecu

tion

Ad

apti

ve

Req

uir

es L

earn

ing

Stak

ehol

der

s E

xper

imen

ts &

Sm

art

Ris

ks

The P

racti

ce of

Ada

ptive

Lea

dersh

ip: T

ools

and

Tacti

cs for

Cha

ngin

g You

r Orga

niza

tion

and

the W

orld

(200

9)

by R

onald

Heif

etz,

Alex

ande

r Gra

show

and

Mar

ty L

insk

y. Bo

ston

: Har

vard

Bus

ines

s Pre

ss.

Historic Overview

Why This Change? Why Now?

Clarify purpose: •Why this change? ○ Why now? • Defi ning: what does a successful outcome look like? ○ How will we know when we are done?

How will we balance this work with other priorities? • Time ○ What is the deadline? ○ Is it fl exible? ○ Are there issues to coordinate outside the group that will affect timing? • Resources ○ What resources do we need? Are there other resources we should ask for? ○ What is the process for seeking resources? • Quality and Quantity ○What is the scope of the work? ○ How does the quality of the work performed relate to the successful outcome?

Which of these is most important throughout this change process? What is your sponsor’s view of what is most important? Where should we compromise if we have to?


6

Characteristics of the Change

Historic Overview


7

Who does this affect? Who has a stake in this change?

Defi nition of stakeholder: people or groups who are interested in or will be affected by the team’s work.

A variety of stakeholders may be affected by a particular change. It is essential to fully understand who your stakeholders are, and the level of awareness they have of the change ahead, including how well they understand it. Even if stakeholders understand the change intellectually, it may impact them in ways that affect them emotionally. For instance, the change may require a signifi cant change in the relationships they currently have in the workplace. In some cases, the change may actually require a change in role or identity. For all of these reasons and more, different stakeholders may have differing degrees of commitment to or willingness to stand behind a particular change. For some stakeholders, skills training may be needed to help them get through the change and prepare for the future ahead.

On the following page, a worksheet has been provided to help you begin to think through these important questions regarding your stakeholders.

• Who are the stakeholders?

• Are the stakeholders aware of the change?

• Do the stakeholders understand the change?

• Does the change require a signifi cant change in relationships of any of the stakeholders?

• Does the change require a change in identity for any of the stakeholders?

• What is the degree of commitment to the change of each stakeholder?

• Is there a need for skills training of any of the stakeholders?

Are we ready?

Wh h


8

Wor

k w

ith th

e gr

oup

to d

eter

min

e an

app

ropr

iate

scale

for m

easu

ring

each

ele

men

t. E

xam

ples

of p

oten

tial s

cale

s inc

lude

: • Y

es o

r no

• Hig

h, m

ixed

, low

• 1

-5 (1

is lo

w, 5

is h

igh

Stak

ehol

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(n

ame

of g

rou

p o

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div

idu

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Aw

are

of t

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chan

ge?

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der

stan

d t

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chan

ge?

Rel

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chan

ges?

Iden

tity

ch

ange

s?

Com

mit

men

t?

Sk

ills

Tra

inin

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Stak

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Inv

ento

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lf

i

Historic Overview


9

How will we carry this out?

Types of Strategies (Strategy = a general plan of action): • Facilitative ○ Leaders and employees working together to gather ideas, perspectives and expertise to plan the change activities. • Informational ○ Leaders providing information to stakeholders building an intellectual case and urgency for the change. • Attitudinal ○ Leaders with credibility employ evidence in messages tailored to the stakeholder asking them to change a perspective; to see an issue in a different way. • Political ○ Leaders providing incentives or rewards for stakeholders to cooperate with the change process.

How will we choose the strategies to use?

• Tempo and Time Available ○ How much time is available to make the change? Quick or gradual? • Extent of the Change ○ What is the scope or number of individuals and units involved? ○ What is the depth of change? How many processes and behaviors need to change? • Stakeholder Analysis ○ How ready are the stakeholders for the change (see analysis above)? • Change Leader Analysis ○ How ready are the change leaders/unit managers (see analysis above)? ○ Do they have the time to lead the change?

What Strategies are Important?

P. E. Connor, L. K. Lake, and R.W. Stackman, Managing Organizational Change, 3rd ed. (Westport, Conn: Praeger, 2003).

t?


10

Cri

teri

a to

Con

sid

er W

hen

Ch

oosi

ng

a St

rate

gy

F

acili

tati

ve

Info

rmat

ion

al

Att

itu

din

al

Pol

itic

al

Tem

po

and

ti

me

Requ

ires e

noug

h tim

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invo

lve

stak

ehol

ders

Use

whe

n tim

e is

shor

t Re

quire

s mor

e tim

e in

or

der t

o ch

ange

at

titud

es

Use

ful w

hen

time

is sh

ort

and

resis

tanc

e is

stro

ng

Ext

ent

of t

he

Ch

ange

N

eede

d w

hen

exte

nt o

f cha

nge

is sig

nific

ant

Use

whe

n

exte

nsiv

e in

form

atio

n is

need

ed a

nd c

hang

e is

exte

nsiv

e

Nee

ded

whe

n th

e ch

ange

is e

xten

sive

and

perm

anen

t

Eff

ectiv

e w

hen

chan

ge is

sm

all o

r can

be

divi

ded

into

par

ts

Pre

par

atio

n o

f th

e St

akeh

old

ers

Aw

aren

ess,

unde

rsta

ndin

g an

d a

degr

ee o

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mm

itmen

t exi

st

Use

ful t

o bu

ild

awar

enes

s, un

ders

tand

ing

of

the

chan

ge; c

an b

e

used

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lusiv

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if th

e ch

ange

is w

idel

y em

brac

ed

Nee

ded

whe

n th

ere

is a

nega

tive

view

of t

he

chan

ge a

nd b

uild

ing

com

mitm

ent i

s ne

cess

ary

Can

be e

ffec

tive

to g

ain

com

plian

ce o

r whe

n th

e in

divi

dual

is no

t ful

ly co

mm

itted

Pre

par

atio

n o

f th

e C

han

ge

Lea

der

s

Lead

ers a

re a

ble

to

com

mit

time

and

reso

urce

s to

a fa

cilit

atio

n st

rate

gy

Use

whe

n ch

ange

lea

ders

hav

e lim

ited

time

and

can

dele

gate

Lead

ers n

eed

to c

omm

it ex

tens

ive

time

for

com

mun

icat

ion

Use

whe

n le

ader

s con

trol

reso

urce

s im

porta

nt to

the

stak

ehol

ders

Conn

or, L

ake,

and

Stac

kman

, Man

agin

g Orga

niza

tiona

l Cha

nge,

3rd

ed, a

dapt

ed b

y G

oody

ear a

nd M

orris


11

Historic Overview

Effective Policies and Rules

Red Tape or Green Tape: Creating Effective Rules

• Policy and rules are necessary ○ Administrative capacity ○ Legal issues ○ Ethical issues ○ Fairness

• Why do we create rules? ○ Reactive: somebody does something we perceive as wrong, risk-adversion. ○ Proactive: we identify an issue to be addressed.

• When are policies/rules effective? ○ The rule is written and in language that is clear and understandable. ○ The rules has valid end/means relationships: the rule is logically and directly connected to the issue it is meant to address. ○ The rule is consistently applied, regardless of individual status or power. ○ The rule employs optimal control: reasonable and fl exible, but not picky. ○ The rule is understood by stakeholders.

• When developing the rule ○ Involve stakeholders. ○ Think through rule objectives and potential requirements. ○ Question assumptions. ○ Consider intended and unintended consequences. ○ Share drafts. ○ Identify rule purposes in fi nal rule.

Leisha DeHart-Davis, “Green Tape: A Theory of Effective Organizational Rules,” Journal of Public Administration Research and Theory 19, No. 2 (2009): 361-384.

Historic Overview


12

Lighting a Fire: Building Urgency for a Change

Why does a simple intellectual argument fail? • It does not engage feelings. • Change needs a “compulsive determination to move, win, now.”

Important tactics to build urgency: • Connect internal reality with external opportunities and hazards. • How does this change address challenges in the environment? • How does it take advantage of an environmental opportunity? • If we don’t do this, what will happen to us? • Bring in emotionally compelling data, people, stories. • Leaders should demonstrate their own sense of urgency by working on the change process every day and focusing activities on the successful outcome by eliminating or reducing other activities.

New Behaviors/New Attitudes: Achieving a Change in BehaviorAnalyze

↓Think↓

Change

Give people data and analysis to infl uence how they think about the change. • Share analysis with people involved. • Analysis and data infl uence how we think. • New thinking changes behavior or reinforces changed behavior.

See↓

Feel↓

Change

Help people see and feel a change by exposing them to an experience which has the potential to create emotional commitment to the change. • Help people see the desired outcome. • Seeing something new triggers the ability to feel the difference. • Emotionally charged ideas change behavior or reinforce changed behavior.

J. P. Kotter, A Sense of Urgency. (Boston: Harvard Business School Press, 2008).J.P. Kotter and D. S. Cohen, The Heart of Change: Real-Life Stories of How People Change Their Organizations. (Boston: Harvard Business School Press, 2002).

ellect al arg m

Historic Overview


13

Short-term Wins

Feel the Success: Sustain the Change by Creating Short-term Wins

Short-term wins have multiple purposes: • Provide feedback to change leaders about how well their vision and strategies match reality. • Give those working on the change a sense of success and emotion uplift. • Build faith in the effort. • Take power away from cynics.

Create a short-term win by asking these questions: • What are the milestones along the way to a successful outcome? • How can we demonstrate our progress? • What stakeholders need to see progress the most? • What would demonstrate success for that group?

Short-term wins are effective when they are successes that are unambiguous, visible, and meaningful.

J. P. Kotter, A Sense of Urgency. (Boston: Harvard Business School Press, 2008).J.P. Kotter and D. S. Cohen, The Heart of Change: Real-Life Stories of How People Change Their Organizations. (Boston: Harvard Business School Press, 2002).

h Ch b

First step in understanding resistance: Force-Field Analysis

• What are the Driving Forces? ○What is helping move toward the change?• What are the Restraining Forces? ○ What is preventing the change from happening?

• Should we put more energy into the driving forces or should we reduce the restraining forces?

Three elements: • Task: the work that I do • Relationships: who my colleagues are • Identity: how I defi ne myselfEmployees all have the following needs in varying degrees: need for achievement, need for affi liation, need for organizational identifi cation (from Miller, Johnson, Grau article).


14

Historic Overview

Understanding Resistance

Kurt Lewin, Field Theory in Social Science, (New York: Harper & Row, 1951).

ng resistanc


15

Historic Overview

Mind: Thought-based Resistance to Change

• I don’t understand ○ What is this about? (substance and details) ○ Why are we doing this? ○ Are you really serious? Is this really going to happen? (the I-can-wait-it-out syndrome) ○ I disagree.

Emotion: Fear-Based Resistance to Change

• I understand but I am afraid. ○ Threat to self-confi dence ○ Threat to security (loss of employment/salary) ○ Loss of power or status ○ Threat to self-image or confi dence • Is my role fundamentally changing? • Can I learn something new?

Action: Capacity-Based Resistance

• I am supportive but I don’t know what to do. ○ What specifi cally is expected of me? How do I fi t into the plan?

• The most fundamental question that can increase productivity if answered well: ○ Can I learn the new skill? ○ Will we have adequate resources to make the change be successful?

Reasons for Resistance

Connor, Lake, and Stackman, Managing Organizational Change, 3rd ed.

i t n t


16

Historic Overview

Communication: The Four Conversations

• Initiative: What are we doing? Why? • Understanding: Questions and Answers • Performance: What will you accomplish? When? • Closure: What happened? Who should we thank? How do we fail forward?

Although leaders may wish to simply move forward without revisiting the past, reaching closure on past changes is important for psychological closure and forward momentum. Lack of closure conversations in thepast means that past changes will continue to impact changes in the future.

Resistance Toolbox

Marcus Buckingham, The One Thing You Need to Know about Great Managing, Great Leading, and Sustained Individual Success (New York: Free Press, 2005).

J. Ford and L. Ford, The Four Conversations: Daily Communication that Gets Results (San Francisco: Berrett-Koehler Publishers, Inc. 2009).

“Th e state of mind you should try to create is a fully realistic assessment of the diffi culty of the challenge and an unrealistically optimistic belief in [the] ability to overcome it.” Marcus Buckingham, Th e One Th ing You Need to Know


17

F

or I

nit

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nd

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der

stan

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onve

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Lis

t of

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itia

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s:

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resu

lt o

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ant?

W

hen

do

we

wan

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acc

omp

lish

it?

(Be

as sp

ecifi

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you

can

) W

hy d

o w

e th

ink

it is

imp

orta

nt?

(Sta

te

the

diff

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ou b

elie

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will

mak

e)

1.

2.

3.

F

or E

ach

In

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tive

: W

ho n

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tici

pat

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ist a

ll in

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duals

and

team

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Whe

re w

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ome

from

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get

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1.

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Prep

are

for C

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unica

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d U

nd

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and

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18

Conv

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tion

Inve

ntor

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For

Per

form

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Con

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For

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h I

nit

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I r

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ho a

ccep

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ise?

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they

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imp

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re t

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are

com

ing

from

? D

o th

ey k

now

how

th

e jo

b w

ill g

et d

one?

1.

2.

3.

F

or C

losu

re C

onve

rsat

ion

s L

ist

of I

nit

iati

ves,

Pro

ject

s or

Tas

ks

Wh

at f

acts

do

we

nee

d t

o ac

know

led

ge?

Wh

at p

eop

le d

o w

e n

eed

to

app

reci

ate,

an

d f

or w

hat

? W

hat

mis

take

s or

mis

un

der

stan

din

gs

do

we

nee

d t

o ap

olog

ize

for?

W

hat

agr

eem

ents

nee

d t

o b

e am

end

ed?

1.

2.

3.

form

ance

Con

v


19

Historic Overview

Solutions to Thought-based Resistance: • Demonstrate leadership commitment to the change.

○ This IS going to happen (in some way). • Initiative conversations ○ Why are we doing this? What now? ○ Provide details on employee impacts as early as possible. • Understanding conversations ○ Replace supposition with facts; conduct a regular review of the rumors and suppositions and counteract each with facts. ○ Brainstorm, solicit ideas, try out solutions.

Solutions to Fear-Based Resistance • Provide multiple communication channels (use the informal network) • Understanding ○ Listen and acknowledge feelings (understand the pit). ○ Acknowledge that the change is diffi cult. ○ Ensure that communication is in culturally and organizationally understood terms.

• Performance ○ Express belief that the individual can make an important and signifi cant contribution to the change. ○ Communicating and letting people see the needs for change; participation in defi ning the problem. • Closure ○ Bring out and discuss past history which relates to the feelings about the change. ○ Celebrate past success. ○ Provide opportunities to mourn by fi nding ways to connect to the past and recreate meaning in the future.

Solutions to Capacity-Based Resistance • Understanding ○ Account for different learning styles. • Performance

○ Ensure resources needed are identifi ed and provided. • Closure ○ Paint a picture of the successful outcome. ○ Celebrate short-term wins.

Solutions

Connor, Lake, and Stackman, Managing Organizational Change, 3rd ed. R. A. Neimeyer, Meaning Reconstruction and the Experience of Loss (Washington, D. C.: American Psychological Association, 2001).

d R i t


20

Solu

tions

in st

eps

In

itia

tive

U

nd

erst

and

ing

Per

form

ance

C

losu

re

Gen

eral

T

hou

ght-

bas

ed

Why

are

we

doin

g th

is?

Wha

t now

? Pr

ovid

e de

tails

on

empl

oyee

impa

cts a

s ea

rly a

s pos

sible.

Repl

ace

supp

ositi

on w

ith

fact

s; co

nduc

t a re

gular

re

view

of t

he ru

mor

s and

su

ppos

ition

s and

co

unte

ract

eac

h w

ith fa

cts.

Brain

stor

m, s

olici

t ide

as,

and

try o

ut so

lutio

ns.

Dem

onst

rate

lead

ersh

ip

com

mitm

ent t

o th

e ch

ange

. Th

is is

goin

g to

hap

pen

(in so

me

way

).

Fea

r-b

ased

List

en a

nd a

ckno

wled

ge

feeli

ngs (

unde

rsta

nd th

e pi

t).

Ack

now

ledge

that

the

chan

ge is

diff

icult.

E

nsur

e th

at

com

mun

icatio

n is

in

cultu

rally

and

or

gani

zatio

nally

un

ders

tood

term

s.

Exp

ress

beli

ef th

at th

e in

divi

dual

can

mak

e an

im

porta

nt a

nd si

gnifi

cant

co

ntrib

utio

n to

the

chan

ge.

Com

mun

icatin

g an

d let

ting

peop

le se

e th

e ne

eds f

or

chan

ge; p

artic

ipat

ion

in

defin

ing

the

prob

lem.

Brin

g ou

t and

disc

uss p

ast

hist

ory

whi

ch re

lates

to th

e fe

eling

s abo

ut th

e ch

ange

. Ce

lebra

te p

ast s

ucce

ss.

Prov

ide

oppo

rtuni

ties t

o m

ourn

by

findi

ng w

ays t

o co

nnec

t to

the

past

and

re

crea

te m

eani

ng in

the

futu

re.

Prov

ide

mul

tiple

co

mm

unica

tion

chan

nels

(use

the

info

rmal

netw

ork)

.

Cap

acit

y-b

ased

Train

ing

in n

ew p

roce

sses

D

iffer

ence

in v

ariet

ies fo

r di

ffere

nt le

arni

ng st

yles

Pa

int a

pict

ure

of th

e su

cces

sful

out

com

e. Ce

lebra

te sh

ort-t

erm

win

s.

Ens

ure

reso

urce

s nee

ded

are

iden

tified

and

pr

ovid

ed.


21

Historic Overview

The Importance of Justice Within the ProcessThree types of justice: • Distributive justice: the redistribution of resources perceived as fair and consistent with needs. • Procedural justice: voice in the process, opportunity to protest and be heard. • Interactional justice: giving explanations on reasons, why a certain group/ person, and expected outcomes.

What do people need to feel engaged? • Trust: Do you keep your word as a leader? • Compassion: Do you have your employees’ best interests in mind? • Stability: Do your employees always know what to expect from you? • Hope: Are your employees inspired about the future?

Connor, Lake, and Stackman, Managing Organizational Change, 3rd ed.

T. Rath and B. Conchie, Strengths-based Leadership: Great Leaders, Teams and Why People Follow (New York: Gallup Press, 2008).

Remember...

ope: Are your employees inspired about the future? C

reating Urgency Decisions & Policies

Choosin

g St

rate

gies

Using Resistance to

Sho

rt-te

rm W

ins

Identifying Stakeholders

Defi ning Successful Change

Resou

rces

& P

rior

ities

Improve Change Process

S

uc

cessful Outcom

e

ope: Are your employees inspired about the future?

nd ange, 3rd ed. ge 3rd ed

Stackman, Managing 3rd ed

Creataa ing

Ur

Ugency

Decisions & PoliciesChoosiinn

ggSStt

rraataaegg

ies

Using Resistana cn ec tott

Shor

t-tt ter

mW

iWW

ns

Identifyff ing Stakeholders

Defining

Sucu cessfuff l ChCC angn eReR

sour

ces

&Pr

iorit

ies

Improve Change PrPP ocess

Suuccce

ssffuff ll OOutcoomme

Creating U

rgency Decisions & Policies C

hoosing

Stra

tegi

es

Using Resistance to

Sho

rt-te

rm W

ins

Identifying Stakeholders

Defi ning Successful Change

Resou

rces

& P

rior

ities

Improve Change Process

S

uc

cessful Outcom

e


22

Historic Overview

Organizational Change Readings

Argyris, C. “Initiating Change that Perseveres.” The American Behavioral Scientist 40, No. 3 (1997): 229-309. Barge, J. K., Lee, M., Maddux, K., Nabring, R., & Townsend, B. “Managing Dualities in Planned Change

Initiatives.” Journal of Applied Communication Research 36, No. 4 (2008): 364-390. Birnbaum, R. How Colleges Work: The Cybernetics of Academic Organizational and Leadership. San

Francisco, CA: Jossey-Bass, 1988. Buckingham, M. The One Thing You Need to Know about Great Managing, Great Leading, and Sustained

Individual Success. New York: Free Press, 2009. Chawla, A., & Kelloway, E. K. “Predicting Openness and Commitment to Change.” Leadership and

Organizational Development Journal 25, No. 5/6 (2004): 485-498. Connor, P. E., Lake, L. K., & Stackman, R. W. Managing Organizational Change 3rd ed. Westport, Conn:

Praeger, 2003. DeHart-Davis, Leisha, “Green Tape: A Theory of Effective Organizational Rules,” Journal of Public

Administration Research and Theory. 19, No. 2 (2009): 361-384. Ford, J., & Ford, L. The Four Conversations: Daily Communication that Gets Results. San Francisco, CA:

Berrett-Koehler Publishers Inc., 2009. Heath, C., & Heath, D. Switch: How to Change Things When Change is Hard. New York, New York: Crown

Publishing Group, a division of Random House, 2010. Heifetz, R. A., Grashow, A., & Linsky, M. The Practice of Adaptive leadership: Tools and Tactics for changing

Your Organization and the World. Boston, Mass: Harvard Business Press, 2009. Kotter, J. P. Leading Change. Boston, Massachusetts: Harvard Business School Publishing, 1996. Kotter, J. P. A Sense of Urgency. Boston, Mass: Harvard Business School Press, 2008. Kotter, J. P., & Cohen, D. S. The Heart of Change: Real-Life Stories of How People Change Their

Organizations. Boston, Massachusetts: Harvard Business School Press, 2002. Lewin, K. Field Theory in Social Sciences. New York, New York: Harper & Row, 1951. Lewis, L. K. “An Organizational Stakeholder Model of Change Implementation Communication.”

Communication Theory 17 (2007): 176-204. Miller, V., Johnson, J. R., & Grau, J. “Antecedents to Willingness to Participate in a Planned Organizational

Change.” Journal of Applied Communication Research 22 (1994): 59-80. Neimeyer, R. A. Meaning Reconstruction and the Experience of Loss. Washington, D. C.: American

Psychological Association, 2001. Palmer, I., Dunford, R., & Akin, G. Managing Organizational Change: A multiple perspectives approach:

McGraw-Hill, 2006. Rath, T., & Conchie, B. Strengths-based Leadership: Great Leaders, Teams and Why People Follow. New

York, New York: Gallup Press, 2008. Rousseau, D. M., & Tijoriwala, S. A. “What's Good Reason to Change? Motivated Reasoning and Social

Accounts in Promoting Organizational Change.” Journal of Applied Psychology 84, No. 4(1999): 514-528. Senior, B., & Swailes, S. Organizational Change 4th ed. New York: Financial Times, Prentice Hall, 2010. Strebel, P. “Why Do Employees Resist Change?” Harvard Business Review 74, No. 3 (1996): 86-92. Strebel, P. The Change Pact: Building Commitment to Ongoing Change: New York: Pearson Education

Limited, 1998. Vogt, E. E., Brown, J., & Isaacs, D. The Art of Powerful Questions: Catalyzing Insight, Innovation, and Action.

Mill Valley, CA: Whole Systems Society, 2003.

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