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Making sense of change management - Individuals
This document discusses change management, emphasizing the psychological aspects of change and how individuals respond to it. It presents various models of learning, personality types, and approaches to managing change, including psychodynamic, humanistic, behavioral, and cognitive perspectives. The document also introduces tools and strategies for effectively facilitating change in both oneself and others.
Making sense of change management - Individuals
- 1. Change Management What changemeans for the individual Johan Strömquist & Sue Bourne
- 2. What are wedoing 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
- 3. What are wegoing 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: Psychodynamic Humanistic psychology The inner world of change Maximizing potential Behavioural Cognitive Changing behaviours Achieving results • 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?
- 4. Assumption: External change ≠internal experience
- 5. Learning and theprocess of change
- 6. Learning and theprocess of change
- 7. Learning and theprocess of change
- 9. Kolb’s learning cycle 1. Activist 2. Reflector 3. Theorist 4. Pragmatist David Kolb, Experential learning, 1984
- 10. Kolb’s learning cycle 1. Activist
- 12. Kolb’s learning cycle 2. Reflector
- 14. Kolb’s learning cycle 3. Theorist
- 16. Kolb’s learning cycle 4. Pragmatist
- 19. Personality and change - Behavioural types
- 20. Self Awareness Known to self Not known to self Johari Window Known to The open The blind others self (The self (The Arena) Blind Spot) The The hidden self Not known unknown to others (The self Facade) Joseph Luft & Harry Ingham, 1950
- 21. Energy Overviews ANALYSER CONDUCTOR SUPPORTER PROMOTER
- 22. BLUE People with a high level of BLUE energy live their lives Approach to life: according to the principles, facts and logic they find in reality. High standards and correct 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 Goals: academics, with the ability to work out tasks Understanding systematically from start to finish. Can be seen as: As a result of their thoroughness they are often reluctant to make or express decisions quickly. Facts, Analytical and logic and principles can appear more important than distant personal friendships or personal gratification. They may be seen as detached or even rather cold at times.
- 23. GREEN People with a high level of GREEN energy are concerned with the feelings and relationships of people. Approach to life: Stability, values Their concern for other people’s welfare can often lend and supporting personal warmth to a situation. They are sensitive to others the values implicit in people’s actions and can act as useful barometers to the ethical consistency of an organisation’s actions. Goals: Harmony They can be slow or reluctant to modify their personal Can be seen as: values despite the apparent logic of an argument or situation. They can tend to avoid decisions that could Mild and docile involved violation of their values or risking the unknown.
- 24. People with ahigh level of YELLOW energy spend their YELLOW efforts racing towards their dreams for the future. Approach to life: They build the possibilities of tomorrow. They move from one idea or activity to another, impatient to find Fun and the vision of the moment. Their behaviour can be fun interaction 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 Goals: Recognition and creative than the other colours. Can be seen as: They may become completely committed to an idea and then loose interest within a few weeks if it loses its Disorganised 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.
- 25. RED People with a high level of RED energy knows what Approach to life: they want and have little difficulty in articulating their Inner certainty, conclusions. focus on action They are concerned primarily with action. They deal quickly with the present situation and appear to have Goals: Personal little concern for the past. Their responses are efficient, achievements and effective and focused. They know what they want and where they are going. They are impatient with delays. meeting challenges They may show less concern for the feelings of others or for personal relationships. Others can see their Can be seen as: actions as hard or critical because they limit the attention they pay to their relationships. They seek Impatient power and control over situations.
- 26. All Four –Within You • Introverted with a desire to understand the world around you BLUE • 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 analysis • Introverted with a focus on values and depth in relationships GREEN • 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 style • Extraverted, radiant, friendly, positive and concerned with good human relations YELLOW • Enjoy the company of others and believe that life should be fun • Approach others in a persuasive, democratic manner, radiating a desire for sociability • Extraverted, action-oriented and always in motion RED • 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 control
- 27. On a goodday • Cautious • Competitive • Precise • Demanding • Deliberate • Determined • Questioning • Strong-willed • Formal • Purposeful • Caring • Sociable • Encouraging • Dynamic • Sharing • Demonstrative • Patient • Enthusiastic • Relaxed • Persuasive
- 28. On a badday • Stuffy • Aggressive • Indecisive • Controlling • Suspicious • Driving • Cold • Overbearing • Reserved • Intolerant • Docile • Excitable • Bland • Frantic • Plodding • Indiscreet • Reliant • Flamboyant • Stubborn • Hasty
- 29. Identifying the style -Clues from Body Language
- 30. Identifying the style -Clues from Verbal Style
- 31. Identifying the style -Clues from Interactions
- 32. Identifying the style -Clues from Working Environment • Formal, possibly cold • Orderly, business-like • Organised/Systematic • Correct tools for job • Text Books • Time-saving gadgets • Information at hand • Personal organiser • Family photographs • Plaques, trophies, etc • Warm and friendly • Group photographs • Comfortable, lived-in • Unstructured • Plants, piles of paper • Lots going on
- 33. Identifying the style -Clues from Management Style • Asks detail questions • Direct • Reserved • Inner certainty • Business focus • May interrupt • Little facial expressions • Focused questions • Considered answers • ’Tell’ style • Slow to approach • Sociable, enthusiastic • Slower speech • Outgoing/faster pace • May be hesitant • Smiles more • Pauses before relying • More gestures • ’Ask’ style • Flippant
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- 36. The psychodynamic approachto change Focus: How we deal with change
- 37. The change curve Kubler-Ross, On Death and Dying, 1969
- 38. The change curve Shock / Surprise: A sense of disbelief – This could not be happening Alt. Relief: At least now I know what’s happening!
- 39. The change curve Denial: Non-acceptance and ”proving” to oneself it is not happening and hoping it will go away
- 40. The change curve Anger: Experiencing anger and frustration, but in an unaware way, not taking responsibility for the emotions
- 41. The change curve Bargaining: Internal negotiation – an attempt to avoid the inevitable
- 42. The change curve Depression: Hitting the lows and responding with apathy Depression or sadness
- 43. The change curve Acceptance: The reality of the situation is accepted. Depression Not necessarily in a positive way. Introvert, in touch with oneself.
- 44. The change curve Experimentation: Perhaps there is some merit to the change? Maybe I should take a Depression look?
- 45. The change curve Discovery: Realisation of new opportunities. New positives opening up. Depression
- 46. The change curve Integration: Integration of new circumstances into self. A new equilibrium. Depression
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- 49. Managing along the change curve Minimise shock Discuss Listen, empathise, Help others Encourage risk Discuss meaning implications of support complete taking and learning Give early and full change with Don’t suppress communication on individuals and Acknowledge the Foster Reflect on conflict or intentions, possibil teams ending of an era communication experience different views / ities and overall emotions Allow others to Create Celebrate success direction of Pay attention to change people’s needs Help individuals take responsibility development and concerns weather the storm opportunities Encourage Recognise how Practice patience change can trigger Create goals past experiences Coach Don’t take it personally!
- 50. Satir’s model: Foreign element and transforming idea Foreign element Old status Transforming idea quo New status quo Integration & Practice Chaos Virginia Satir et al, 1991
- 51. William Bridges: Managing the transition Neutral Ending Beginning Zone William Bridges, Managing Transitions, 2009
- 52. William Bridges: Managing thetransition
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- 55. Deal with themurmuring
- 56. Give people accessto the decision makers
- 57. Seize the creative opportunity
- 58. Resist the urgeto rush ahead
- 59. Understand that neutral zone leadership is different
- 60. Experience the spectacularevents surrounding the journey to the Promised Land. Witness the sovereign hand of God, his chosen leader Moses and the mighty exploits that brought the Israelites out of slavery and established the written law. Help Moses solve the puzzle with 100 fascinating levels featuring mazes and other obstacles to faith. With your staff and the spoken word of God, you will defend against enemies including magicians, Pharaoh's soldiers, weaknesses of man, hardened hearts, and other devices that challenged the character of God. Along the way, Moses can gather Holy oil, the armor of God, greater faith and much more. Illustrated with 50 colorful reward screens, this learning tool also includes 250 questions spanning the entire book of Exodus. Are you ready to defend the faith?
- 62. The humanistic psychology approach to change Focus: Subjective awareness, individual responsibility, the whole person
- 63. Maslow and thehierarchy of needs Self-actualisation needs Self-esteem needs Love and belonging needs Safety needs Physiological needs Maslow, Maslow’s hierarchy of needs, 1970
- 64. Rogers’ attributes of succesfulchange agents Genuineness and congruence Unconditional positive regard Empathic understanding Carl Rogers, 1967
- 65. The behavioural approachto change Focus: Rewards and punishments
- 66. Pavlov’s dog Ivan Pavlov, 1928
- 67. Pavlov’s dog Not necessarilyconsidering: • Processes • Relationships • Involvement • Individual experience of the change
- 68. How can ithelp 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
- 69. Reinforcement strategies • Financial(material) reinforcements • Feedback • Social reinforcement
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- 72. Theory X assumptions Theory Y assumptions • People dislike work • People regard work as natural • They need controlling and normal • They respond to more than • They require security just control – ex. recognition • They are motivated by and encouragement threats of punishment • They commit to the • They avoid taking organisation’s objectives in responsibility line with rewards offered • They lack ambition • They seek some inner fulfilment from work • They do not use their imagination • They may willingly accept responsibility or accountability • They can be creative and innovative Douglas McGregor, The Human Side of Enterprise, 1960
- 74. Herzberg’s motivating factors Hygiene factors Motivators • Pay • Achievement • Company policy • Recognition • Quality of management • Responsibility • Working relations • Advancement • Working conditions • Learning • Status • Type and nature of work • Security No dissatisfaction Dissatisfaction No satisfaction Satisfaction Two-factor theory Frederick Herzberg, One more time: How do you motivate employees?, 1968
- 75. The cognitive approachto change Focus: Achieving results
- 76. WHETHER YOU THINK YOU CAN, OR THINK YOU CAN’T, YOU’RE RIGHT.
- 78. Assumptions How we thinkand 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
- 79. Key questions toachieve 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?
- 80. Goals and objectives Researchshows 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”
- 83. Making sense ofour 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
- 84. Event Values Beliefs Experience Thoughts Emotional Results Response Behavioural Response Sue Bourne, 2012
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- 87. Propensity for change 3. Organisational history 2. Consequences 4. Type of of the change individual 1. Nature of the Response 5. Individual change to change history Esther Cameron & Mike Green, Making Sense of Change Management, 2004
- 88. Schein’s model oftransformative change • Disconfirmation • Creation of survival anxiety or guilt Unfreezing • Creation of psychological safety to overcome learning anxiety • Imitation of and identification with role models Learning • Scanning for solutions and trial and error • Incorporation into self-concept and identity Refreezing • Incorporation into ongoing relationships Edgar Schein, Organisational Culture and Leadership, 1992
- 89. Resistance to change Survival Learning
- 90. Four fears Fear of temporary incompetence Fear of punishment for incompetence Fear of loss of personal identity Fear of loss of group membership
- 91. Resistance to change Survival Learning
- 92. Reducing learning anxiety Increasethe 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
- 93. Bringing it alltogether •Performance management •Management by objectives •Reward policies •Business planning and performance •Values translated into behaviours frameworks •Management competencies •Results based coaching •Skills training •Beliefs, attitudes and cultural •Management style interventions •Performance coaching •Visioning •360 degrees feedback Behavioural Cognitive •Understanding change dynamics •Living the values •Counselling people through change •Developing the learning •Surfacing hidden issues organisation •Addressing emotions •Addressing the hierarchy of needs •Treating employees and managers •Addressing emotions as adults •Fostering communication and consultation Psychodynamic Humanistic