This document provides information on change management for playworkers. It discusses theories of planned and emergent change, as well as models for managing change including Lewin's three-step model of unfreezing, moving, and refreezing. It also covers identifying and addressing resistance to change through analyzing driving and restraining forces. Tools for managing change such as process mapping, PDSA cycles, forcefield analysis, and the seven steps for improvement are also outlined. The document aims to equip playworkers with strategies and approaches for effectively leading and implementing change.

1. Change Management For
Playworkers
David Stonehouse
Senior Lecturer
Tel: 01695 657003
E-mail: stonehod@edgehill.ac.uk
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2. Leaders in Change.
“It is the leader who is the innovator, who is
proactive and a motivator. They have a vision
of how things could be and the drive and
commitment to bring that vision to fulfilment”
(Stonehouse, 2011:10)
“managers cope with the complexities and
results of change while leaders inspire and
initiate change” (Smith and Langston,1999:6)
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3. Change Theories / Tools
■ Planned Change ■ The Change
■ Emergent Equation
Approach ■ Comfort Zone
■ Kurt Lewin ■ PDSA Cycle
■ Rosabeth Moss ■ Process mapping
Kanter ■ Seven Steps For
■ Resistance to Improvement
Change
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4. Change is the constant &
stability the exception.
“A round man cannot be expected
to fit into a square hole right away.
He must have time to modify his
shape.” Mark Twain
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5. “Change is not the same as
transition. Change is situational: the
new site, the new structure, the new
team, the new role , the new
procedure. Transition is the
psychological process people go
through to come to terms with the
new situation. Remember that
change is external and transition is
internal.”
William Bridges
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6. Ten Commandments For
Executing Change
(Kanter et al, 1992)
1. Analyse the organisation & its need for change
2. Create a shared vision & a common direction
3. Separate from the past
4. Create a sense of urgency
5. Support a strong leader role
6. Line up political sponsorship
7. Craft an implementation plan
8. Develop enabling structures
9. Communicate, involve people & be honest
10. Reinforce & institutionalise change.
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7. Planned Change
■ Cyclical process involving diagnosis,
action & evaluation, and further action &
evaluation
■ Triggered by the need to respond to new
challenges or opportunities presented by
the external environment, or in
anticipation of the need to cope with
potential future problems.
■ An intentional attempt to improve
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8. The Emergent Approach
■ Change is seen as a continuous process
■ Stresses the developing & unpredictable nature
of change
■ Environment is increasingly dynamic & uncertain
■ Change as a period of organisational transition
characterised by disruption, confusion &
unforeseen events that emerge over long time-
frames.
■ No universal rules with regard to leading change
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9. ‘Unfreezing, Moving & Refreezing.’
– Kurt Lewin
Unfreezing Moving
•The nature of the change •Defining problems
needed
•Identifying solutions
•The methods planned to
•Implementing solutions
achieve the change.
•The needs of those affected
Refreezing
•The ways that progress will
•Stabilising the situation
be planned & Monitored.
•Building & rebuilding relationships
•Consolidating the systems
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10. Forcefield Analysis – Lewin
(1947)
Driving forces S Restraining forces
T
for change A for equilibrium
T
U
S
Q
U
O
For effective organisational change to take place the status quo has to change:
• Identify forces for and against
• Identify key forces – list actions for reducing restraining forces
and maximising driving forces
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11. Key reasons for resisting change
Level of
See problem and solution
emotional/political but resist as feel threatened
involvement by the solution
See problem and solution
but resist as do not feel
involved in finding the solution
See the problem
but don’t agree with
the solution
See the problem
but not the solution
Don’t see the problem
Don’t care
Level of understanding
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12. PANIC
ZONE
DISCOMFORT
COMFORT ZONE
ZONE
Comfort Zone – people stay here, don’t change, don’t learn
Discomfort Zone – people uncertain, most likely to change, most likely
to learn
Panic Zone – people freeze, will not change, will not learn

13. Individual Resistance To
Change
■ Having a poor appreciation of the need to
change or considering the need to change to
be secondary to other issues.
■ Having a poor understanding of the proposed
solutions or consider the solution to be
inappropriate
■ Disagreeing how the change should be
implemented
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14. Individual Resistance To
Change
■ Embarrassment about admitting that what
they are doing could be improved
■ Lacking trust in a person or organisation.
■ Anticipating a lack of resources.
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15. Organisational Resistance
To Change
■ Culture
■ Maintaining Stability
■ Investment in resources
■ Past contracts or agreements
■ Threats to power or influence.
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16. Rosabeth Moss Kanter
Interesting Solutions to
Resistance to Change
■ Wait ■ Reduce the stakes
■ Wear them down ■ Warn them off
■ Appeal to a higher ■ Remember that only
authority afterwards does an
■ Invite them in innovation look like
■ Send emissaries the right thing to have
■ Display support done all along
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17. SWOT Analysis (Mullins, 2010)
Strengths Weaknesses
Opportunities Threats
■ Analyse the problem
■ Identify priorities for action
■ Consider internal and external factors
■ Consider the consequences of actions
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18. The Change Equation
Dissatis- First
faction X Vision X Capacity X
Steps > Resistance
•Dissatisfaction: with the present situation
•Vision: an understanding of what the change(s) would look like
•Capacity: Sufficient resources to make the change happen
•First Steps: an appreciation of how the change is to be implemented

19. Process Mapping
What is a process?
“A series of connected steps or actions which
achieve an outcome.”
It has:
■ Start and end point. (this is the scope)
■ A purpose or aim.
■ Rules governing the standard or quality of inputs
throughout the process.
■ Can be simple & short, or complex & long.
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20. Think about all the different steps you do
from getting up out of bed to going out the
door to work.
WAKE UP DRINK EXIT FOR WALK
COLLEGE DOG
PREPARE CLEAN EAT GET
LUNCH TEETH DRESSED
GET KIDS WATCH WASH/ GET KIDS
DRESSED T.V. SHOWER UP
GET KIDS TALK TO LISTEN TO TOILET
FOOD PARTNER RADIO

21. A Process Map of this could
look something like this
WASH/
WAKE UP TOILET SHOWER
GET KIDS UP GET DRESSED CLEAN
TEETH
GET KIDS GET KIDS DRINK
EAT
DRESSED FOOD
EXIT HOUSE PREPARE LUNCH

22. How to Process Map?
■ Get ■ Plan 2 events
representatives of - 1st Process
all involved people mapping
and children who - 2nd Action
are involved. planning
■ Need support. ■ Use Post-it notes
in different colours
and flip charts.
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23. Model for improvement
What are we trying to project aims
accomplish?
PDSA
CYCLE

24. Model for improvement
What are we trying to project aims
accomplish?
How will we know that a global measurements
change is an improvement?
PDSA
CYCLE

25. Model for improvement
What are we trying to project aims
accomplish?
global measurements
How will we know that a
change is an improvement?
change principles
What changes can we make that
will result in the improvements
that we seek ?
PDSA
CYCLE

26. Model for improvement
What are we trying to project aims
accomplish?
How will we know that a global measurements
change is an improvement?
What changes can we make that change principles
will result in the improvements
that we seek ?
Plan
PDSA
CYCLE

27. Model for improvement
What are we trying to project aims
accomplish?
global measurements
How will we know that a
change is an improvement?
change principles
What changes can we make that
will result in the improvements
that we seek ?
Plan
PDSA
Do CYCLE

28. Model for improvement
What are we trying to project aims
accomplish?
How will we know that a global measurements
change is an improvement?
What changes can we make that change principles
will result in the improvements
that we seek ?
Plan
PDSA
Study Do CYCLE

29. Model for improvement
What are we trying to project aims
accomplish?
How will we know that a global measurements
change is an improvement?
What changes can we make that change principles
will result in the improvements
that we seek ?
Act Plan
PDSA
Study Do CYCLE

30. Seven Steps For
Improvement
Step 1. Step 2.
Define the aim for the Consider how you are
project: going to know if a change
- the group of children / is an improvement:
young people.
-what measures are you
- your targets.
going to use
-how are you going to
report progress to
interested parties

31. Seven Steps For
Improvement
Step 3. Step 4.
Involve everyone in Investigate all the
mapping / analysing the changes that are likely to
process: make an improvement in
- to really understand the line with the aims set:
problems for all parties
- talk to other playwork
- to start to measure &
settings, organisations.
create the baselines for
your improvements.

32. Seven Steps For
Improvement
Step 5. Step 6.
Test out the change ideas Implement the changes
to see if they actually do that you have identified
make improvements: that will make
- consider the knock on improvements.
effects that making one
change will have to that
process & other parts of
the system or different
systems.

33. Seven Steps For
Improvement
Step 7.
Review changes to ensure
improvement
&
Celebrate success
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34. References
Kanter, R.M; Stein and Jick (1992) The Challenge of
Organizational Change. New York: Free Press.
Mullins, L.J. (2010) Management and Organisational
Behaviour. Ninth Edition. London:Financial Times Prentice Hall.
Smith, A. & Langston, A. (1999) Managing Staff in Early Years
Settings. London: Routledge.
Stonehouse, D. (2011) ‘Are You A Manager Or Leader Of
Playwork? Part Two.’ IP-DiP: For Professionals In Play.
Weekly. 21st January (32) pp. 7-11.
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