8. Remember. . .
Change is inevitable
We all want and fear change
9. Remember. . .
Change is inevitable
We all want and fear change
Changes in one person affect the whole
system
10. Remember. . .
Change is inevitable
We all want and fear change
Changes in one person affect the whole
system
Changes in the system affect all individuals
11. Remember. . .
Change is inevitable
We all want and fear change
Changes in one person affect the whole
system
Changes in the system affect all individuals
Anticipate and welcome expected changes
12. Remember. . .
Change is inevitable
We all want and fear change
Changes in one person affect the whole
system
Changes in the system affect all individuals
Anticipate and welcome expected changes
People tend to resist change
13. WHY CHANGE?
Fact of life
Environmental factors –
Government, university, company, social
The Boss wants it
Things could be better
3
14. What is to be changed?
Strategies, positions, policies, programs,
ploys, patterns
– Performances: competitiveness, added values,
responsiveness, productivities, results,
innovations
– Alliances, sustainability's, movement
– Structures and groupings
– Processes, work arrangements
– Resource allocations, savings
4
15. What is to be changed?
People – individual and groups
– Behaviors: performances, conformities,
creativity
– Competencies: mastery in performance
– Attitudes, Values, Beliefs
Distributions of opportunity
Orientations to externalities
5
16. How is change best implemented?
Strategies
– With a knife, quickly, cleanly, clear up the mess
afterwards
– systematically, efficiently in planned, controlled
ways
– Evolutionary, stepped
– Radical, revolution
– With TLC
– Let it all hang out, it will all come together in
the wash
– Politics, networking, positioning, coalitions and
influences 6
17. How is change best implemented?
Tactics, programs
Methods, techniques
Roles and skills
Interventionist style: directive, non-directive
Technologies to be applied
7
19. Theories and their importance
A theory is a set of assumptions or
principles that have been repeatedly tested
to explain or predict facts or phenomena
Theories:
– Provide a conceptual framework
– Provide a common vocabulary
– Guides action
– Assists comprehension or judgment
– Challenge practice wisdom
9
20. Fundamentals & fads
Critical evaluation
Guiding ideas
Domains of
action
(organizational
Innovations architectures and
in infrastructure processes) Theory, methods, tools
Do they improve? Do they work?
Adapted from Senge: Fifth Dimension Fieldbook
10
21. Mainstream theoretical
perspectives
Structural functionalism
Scientific management
Classical and administrative organization
theory
Human relations and Behavioral
Systems and Contingency theory
Strategic choice
Action research and learning
11
22. Structural Functionalism
Talcott Parsons (1902-1979), central figure
at Harvard University.
Structural functionalism occupies an
intermediate position between classical and
contemporary theories.
Argues that we need to look at both
structure (how the parts of a society fit
together to make the whole) and function
(what each part does, how it contributes to
society).
12
23. SF Two emphasis
Application of the scientific method to the
objective social world
Use of an analogy between human
organisms and organizations.
13
24. Scientific Management
Frederick Taylor (1856 – 1916)
– Systematically analyzed human behavior at
work
– Goal was to improve performance
– Followers used scientific methods and
experiments to find best ways to perform a task
(Example, automatization, Henry Ford)
– Science of rewards and incentives
– Work measurements
14
25. Administrative Management
Strategic planning
– Formulating plans or strategies to pursue major
objectives for change
Acceptance of theory of authority
– Employees allow authority figures to dictate
change
15
26. Behavioral Movement
• Classical theory ignored employee motivation
and behavior
• Classical approach did not achieve
production efficiency or workplace harmony
• Managers needed help with the “people side”
of their organizations
• Hawthorne Effect:
- Studies conducted from 1924 to 1933
demonstrated the important influence of
human factors on worker production
- Bias that occurs when people know they
are being studied
16
27. Human Relations
Concerned with Motivation:
– From Latin movere – “to move”
– Anything causing a person to change behavior
– Motive is an incentive to act
– Need to convince workers to improve behavior
and productivity
17
28. Maslow’s Hierarchy of Needs
Five levels of needs
Satisfy lower level needs before
upper level needs
Top three levels are biggest leadership
challenge
Employees move up and down the pyramid
18
30. ERG Model
Three Levels of Need
Reduced Maslow’s five levels to three
People often on two or more levels
simultaneously
Shift quickly from one to another
20
31. X and Y Theories
Douglas McGregor (1906 – 1964)
– Grouped Maslow’s hierarchy into “lower
order” (X) and “higher order” (Y)
– Suggested either could motivate employees
– Captured core of how people treat each other in
workplace
21
32. Theory X
Average person prefers to be directed, has
little ambition, dislikes responsibilities, and
desires security above all else
Authoritarian style based on threat of
punishment
Must control and threaten people to get
them to work and change
22
33. Theory Y
Assumes people are ambitious, self-
motivated, anxious to accept responsibility,
exercise self-control and self-direction
Remove barriers so workers can fully
actualize their potential
Work is play that offers satisfaction
23
34. Theory Z (Japanese
management style)
Large amount of freedom and trust in
workers
Assumes worker loyalty and interest in team
work and the organization
Places more reliance on attitude and
responsibility of workers
24
35. Managerial/Leadership Grid
Illustrates the concern for people and the concern for
production
Compares nine intersections between production and
human relationships
25
36. Motivation-Hygiene Model
Motivators cause job satisfaction
– Satisfiers
Hygiene factors cause job dissatisfaction
– Dissatisfiers Job should challenge the employee
Give more responsibility as appropriate
If a job does not use full ability of
employee, automate it or replace with lower
skill level employee
26
37. David C. McClelland (1917 – 1998)
– Internal drivers, or social motives
– Achievement
– Affiliation
– Power
Personalized
Socialized
27
38. Behavioral approach did not always
increase productivity
Employees want:
– Meaningful work
– To contribute
– To participate in decision-making and
leadership functions
28
39. Systems Theory
Integrates management theories
Systems analysis and quantitative
approaches
Traditional organizational chart is confining
Emphasizes dynamic and interrelated nature
of organizations
29
40. Systems Theory
Systems are elements in interaction
Systems thinking vs. traditional thinking
30
41. Systems Concepts: Equilibrium
Systems tend toward a state of non-change
called homeostasis or equilibrium
Thus, we should assume that no system will
change unless it receives new inputs
Systems that are most amenable to change
are those that are failing (survival is
threatened) and successful and can take
risks without threatening survival
31
42. Systems Concepts: Synergy
Systems working well experience synergy
where the total system output are greater
than the sum of all inputs.
For synergy to occur, subsystems must not
optimize, but cooperate for the good of the
overall system, e.g., Teamwork.
32
43. ‘New’ Systems Thinking
It is more important to do the right job than
to do the job right
Innovation is more importation than
optimization
To discover the unknown, must abandon the
successful known
Things more plentiful are more valuable
(fax machine)
Wealth follows things that are free
(shareware, open systems)
33
44. Contingency View
Also called the situational approach
Questions universal management practices
Advocates using traditional, behavioral, or
system viewpoints independently or in
combination
34
45. Emerging “Newer” Trends
Many new theories since 1900
Often overlapped or contradicted previous
theories
Several paradigms have emerged since the
behavioral school
35
46. W. Edwards Deming
(1900 – 1993)Total Quality
Visited Japan in 1950
– Use sampling methods to test for quality
control
– Lower production costs by quality
improvement
Father of Japanese post-war industrial
revival
36
48. Organizational Quality
Planning Process
Process improvement includes:
– Take a “picture of the process”
– Analyze the “picture”
– Make improvements and monitor results
38
54. Minimizing Resistance to
Change
Communication
Collaboration Training
Minimizing
Resistance
to Change Employee
Negotiation
Involvement
Stress
Management
58. Types of Resistance to Change -1
Logical, rational objections
– Time is required to adjust
– Extra effort to relearn
– Possibility of less desirable conditions
– Economic costs of change
– Questioned technical feasibility
61. Types of Resistance to Change -2
Psychological, emotional attitudes:
– Fear of the unknown
– Low tolerance for change
– Dislike of management or other change
agent
– Lack of trust in others
– Need for security
– Desire for status quo
64. Types of Resistance to Change -3
Sociological factors, group interests:
– Political coalitions
– Opposing group values
– Parochial thinking
– Narrow outlook
– Vested interests
– Desire to retain existing friendships
65. Questions Objectives Layers of Resistance
Situation assessment, 1) Lack of agreement on the
What to description of “current problem
change? reality,” and
identification of the core
problem or conflict and
assumptions that sustain
it.
Diagnosis, systemic root
cause analysis.
66. Understanding Resistance To Change
Questions Objectives Layers of Resistance
Situation assessment, 1) Lack of agreement on the
What to description of “current problem
change? reality,” and
identification of the core
problem or conflict and
assumptions that sustain
it.
Diagnosis, systemic root
cause analysis.
67. Questions Objectives Layers of Resistance
Verbalization of vision/ 2) Lack of agreement on a
To what to solution, description of possible direction for a solution
change strategy to attain the 3) Lack of agreement that the
desired state, and
to? avoidance of undesirable
solution will truly address the
problem
side effects.
4) Concern that the solution
Prescription, decision- will lead to new undesirable
making, and solution side effects (“Yes, but…”)
development.
68. Understanding Resistance to Change
Questions Objectives Layers of Resistance
Verbalization of vision/ 2) Lack of agreement on a
To what to solution, description of possible direction for a solution
change strategy to attain the 3) Lack of agreement that the
desired state, and
to? avoidance of undesirable
solution will truly address the
problem
side effects.
4) Concern that the solution
Prescription, decision- will lead to new undesirable
making, and solution side effects (“Yes, but…”)
development.
69. Questions Objectives Layers of Resistance
Development of detailed 5) Lack of a clear path around
How to plans and tactics that obstacles blocking the solution
make the will clarify what needs to 6) Lack of follow-through even
happen. Synchronization
change of the efforts of the
after agreement to proceed
with the solution
happen? group in the (nonverbalized fear or
implementation of the concerns)
strategy.
Planning, team-building,
and leadership
70. Understanding Resistance to Change
Questions Objectives Layers of Resistance
Development of detailed 5) Lack of a clear path around
How to plans and tactics that obstacles blocking the solution
make the will clarify what needs to 6) Lack of follow-through even
happen. Synchronization
change of the efforts of the
after agreement to proceed
with the solution
happen? group in the (nonverbalized fear or
implementation of the concerns)
strategy.
Planning, team-building,
and leadership
73. Managing Multiple Realities
Same physical setting and time, does not guarantee
similar experience
The world view of those driving the change may be
different from that of the targets of change
74. Managing Multiple Realities
Same physical setting and time, does not guarantee
similar experience
The world view of those driving the change may be
different from that of the targets of change
Differences in reality are often seen by drivers of
change as resistance. Drivers see their own reality as
the “best” or “desired.” “Resisters” are seen as
deviant and / or unmotivated.
75. Managing Multiple Realities
Same physical setting and time, does not guarantee
similar experience
The world view of those driving the change may be
different from that of the targets of change
Differences in reality are often seen by drivers of
change as resistance. Drivers see their own reality as
the “best” or “desired.” “Resisters” are seen as
deviant and / or unmotivated.
More helpful to look at resistance as the existence of
multi-directional energies - multiple forces or desires,
not all of which support each other, and many of
which pull in different directions.
76. Managing Multiple Realities
Same physical setting and time, does not guarantee
similar experience
The world view of those driving the change may be
different from that of the targets of change
Differences in reality are often seen by drivers of
change as resistance. Drivers see their own reality as
the “best” or “desired.” “Resisters” are seen as
deviant and / or unmotivated.
More helpful to look at resistance as the existence of
multi-directional energies - multiple forces or desires,
not all of which support each other, and many of
which pull in different directions.
Perhaps resistance is the first reaction to the change,
not the last.
79. Guidelines for Working with Resistance
Believe that the intended change is both
possible and desirable
80. Guidelines for Working with Resistance
Believe that the intended change is both
possible and desirable
Create sufficient dissatisfaction with the
status quo
81. Guidelines for Working with Resistance
Believe that the intended change is both
possible and desirable
Create sufficient dissatisfaction with the
status quo
View resistance as something of interest and
of potential value
82. Guidelines for Working with Resistance
Believe that the intended change is both
possible and desirable
Create sufficient dissatisfaction with the
status quo
View resistance as something of interest and
of potential value
See resistance as a manifestation of an
individual's interest and energy
85. Guidelines for Working with Resistance
Become curious - how is it that others see
things differently than I do? How is it that
some people do not accept an apparently
desirable goal or procedure?
86. Guidelines for Working with Resistance
Become curious - how is it that others see
things differently than I do? How is it that
some people do not accept an apparently
desirable goal or procedure?
Leave room for the positive to rise. Nevis’
second law of change is: All resistance is
composed of ambivalence - It can help if
you make room for inputs from the resisters
in shaping the design and implementation of
the change.
89. Guidelines for Working with Resistance
Develop a clear and mutually agreed vision
of the way things could be.
90. Guidelines for Working with Resistance
Develop a clear and mutually agreed vision
of the way things could be.
It’s impossible to include all the realities
that individuals hold in any given change
effort. Get them out, and use means of
influence that can shape a new reality for
people. Different leverage points are
required to deal with different objections or
resistance.
91. Guidelines for Working with Resistance
Develop a clear and mutually agreed vision
of the way things could be.
It’s impossible to include all the realities
that individuals hold in any given change
effort. Get them out, and use means of
influence that can shape a new reality for
people. Different leverage points are
required to deal with different objections or
resistance.
Start, create a few easy to implement steps.
Use the success as leverage.
92. Leading Change: John Kotter 1996
1.Transforming Organizations: Why Firms Fail
2. Successful Change and the Force That Drives It
3. Establishing a Sense of Urgency
4. Creating the Guiding Coalition
5. Developing a Vision and Strategy
6. Communicating the Change Vision
7. Empowering Employees for Broad-Based Action
8. Generating Short-Term Wins
9. Consolidating Gains and Producing More Change
10. Anchoring New Approaches in the Culture
11. The Organization of the Future
12. Leadership and Lifelong Learning
55
93. John Kotter: Why Change Projects Fail
Eight common reasons:
1.too much complacency. No sense of urgency
early on
2.Failing to create a strong guiding coalition
One person with energy/commitment is seldom
enough. A coalition of corporate leaders
capable of overcoming inertia/opposition.
3.Underestimating the power of vision to direct,
align and inspire
4.Undercommunicating the vision by a power of
10 (or 100, or 1,000)
People will commit to benefits & achievables.
56
94. John Kotter: Why Change Projects Fail
4. Permitting Obstacles to block the new vision
If not anticipated or removed - reasons to slip back into
comfort zones.
5. Failing to create short term wins
Many transformations take years. People become dispirited
if they do not see some concrete signs of progress.
6. Declaring Victory too soon. Major changes take time to
'bed down'. Teething problems occur – declaring victor
loses credibility
7. Neglecting to anchor changes firmly in the corporate
culture
temptation to dust hands and walk away. Old habits &
processes return.
8. Neglecting to anchor changes firmly in the corporate
culture temptation to dust hands and walk away. Old habits
& processes return. 57
95. Wilson (1992): Approaches to
organizational change
The process Implementation
of change of change
1 2
Logical
Planned Reducing resistance
incrementalism,
change to change (e.g. force
evolution, need,
field analysis,
commitment &
participation)
shared models
3 4
Emergent Contextualism:
Strategic decisions;
Change implementation as a
messy management;
political process function of
models antecedent factors &
processes
58
100. Strategy-Formulation Framework
Internal Factor Evaluation
Matrix (IFE)
Competitive Profile Matrix
(CPM)
Basic input information for the
matching & decision stage
matrices
Requires strategists to
quantify subjectivity early in
External Factor Evaluation
the process Matrix (EFE)
Good intuitive judgment always 61
needed
101. Strategy-Formulation Framework
Internal Factor Evaluation
Matrix (IFE)
Stage 1:
The Input Stage
Competitive Profile Matrix
(CPM)
Basic input information for the
matching & decision stage
matrices
Requires strategists to
quantify subjectivity early in
External Factor Evaluation
the process Matrix (EFE)
Good intuitive judgment always 61
needed
104. Stage 2: SWOT Matrix
Four Types of Strategies:
Strengths-Opportunities (SO):
– Use a firm’s internal strengths to take advantage of
external opportunities
Weaknesses-Opportunities (WO):
– Improving internal weaknesses by taking advantage of
external opportunities
Strengths-Threats (ST):
– Use a firm’s strengths to avoid or reduce the impact of
external threats.
Weaknesses-Threats (WT):
– Defensive tactics aimed at reducing internal
weaknesses and avoiding external threats
63
105. SWOT Matrix
Strengths – S Weaknesses –
W
Leave Blank
List Strengths
List Weaknesses
Opportunities – SO Strategies WO Strategies
O
Use strengths to take Overcoming
advantage of weaknesses by taking
opportunities advantage of
List Opportunities opportunities
Threats – T ST Strategies WT Strategies
Use strengths to avoid Minimize weaknesses
List Threats threats and avoid threats
64
106. Strategy-Formulation
Framework
Quantitative Strategic
Planning Matrix
(QSPM)
Technique designed to determine the relative attractiveness
of feasible alternative actions
65
107. Strategy-Formulation
Framework
Stage 3: Quantitative Strategic
The Decision Stage Planning Matrix
(QSPM)
Technique designed to determine the relative attractiveness
of feasible alternative actions
65
108. Steps to Develop a QSPM
1. Make a list of the firm’s key external
opportunities/threats and internal strengths/
weaknesses in the left column
2. Assign weights to each key external and
internal factor
3. Examine the Stage 2 (matching) matrices, and
identify alternative strategies that the
organization should consider implementing
4. Determine the Attractiveness Scores (A.S)
5. Compare the Total Attractiveness Scores
6. Compute the Sum Total Attractiveness Score
66
109. Action Research and Learning
Kurt Lewin was the first to coin the term
67
110. Action Research
A change process based on the systematic
collection of data and then selection of a change
action based on what the analyzed data indicate.
68
112. Action Research Process
Establish
Client-
Consultant
Relations
Diagnose Evaluate/
Introduce
Need for Stabilize
Change
Change Change
Disengage
Consultant’s
Services
114. What is Appreciative Inquiry?
Directsthe group’s attention
away from its own problems
and focuses participants on
the group’s potential and
positive elements.
Reframes relationships Courtesy of Amanda Trotsen-Bloom
around the positive rather
than being problem oriented
116. Appreciative Inquiry Process
Discovery Dreaming Designing Delivering
Forming Engaging in Developing
Discovering
ideas about dialogue objectives
the best of
“what might about “what about “what
“what is”
be” should be” will be”
118. ADRI
Improvement Approach
learning and thinking and
adapting planning
Results
monitoring
Deployment
implementing
and evaluating
and doing
IATUL June 04
119. ADRI
Improvement Approach
learning and thinking and
adapting planning
Adjust environment feedback Define the current state
and rewards Define the future state
Determine key sponsors
Review progress against
And implementers
metrics
Results Deployment
monitoring implementing
and evaluating and doing
IATUL June 04
120. Transformational Change
A change in the way a
person sees the world
Transformative
approaches seek to trigger
personal development of
participants along one or
more developmental lines
towards more inclusive
structures
Builds the developmental
capacity to take more
perspectives 75
121. Fostering transformative learning
Core elements (Taylor 2009)
Individual experience
– Prior life experience – source of dilemmas
– “Classroom” experiences – value-laden content,
intense experiential activities
Promotion of critical reflection
Engagement in dialogue with the self and
others
– Build trust and empathy
– Equal opportunities for participation
– Identify ‘edge of meaning’
76
122. Fostering transformative learning
Core elements -2-
Holistic orientation to teaching that
encourages engagement with other ways of
knowing, including the affective and
relational
Awareness of context
– Personal, sociocultural factors
– Physical surroundings
– Prior experience
– Time
Establishing authentic relationships built on
trust and openness 77
123. So if you do all that,
implementing change should
be a breeze…….
78