Introduction to How to Guide Change in Organizations. Includes Guidelines to Dialogue as the main vehicle for change.

2. Guiding Change in Organizations

3. Guiding Change in Organizations

4. Guiding Change in Organizations
Ada Luz González, Ph.D.

5. Check In. . .
• Name
• How you are and feel today
• What intention are you bringing with
you to the module.
• One thing about you, related to change,
you want to share.
• Anything else.
2

7. Some Facts About Change

8. Some Facts About Change
 Change is common and inevitable

9. Some Facts About Change
 Change is common and inevitable
 We all want and fear change

10. Some Facts About Change
 Change is common and inevitable
 We all want and fear change
 Changes in one person affect the whole
system

11. Some Facts About Change
 Change is common and inevitable
 We all want and fear change
 Changes in one person affect the whole
system
 Changes in the system affect all individuals

12. Some Facts About Change
 Change is common and inevitable
 We all want and fear change
 Changes in one person affect the whole
system
 Changes in the system affect all individuals
 People tend to resist change

13. Some Facts About Change
 Change is common and inevitable
 We all want and fear change
 Changes in one person affect the whole
system
 Changes in the system affect all individuals
 People tend to resist change
 It’s better to anticipate and welcome
expected and unexpected changes

14. Some External Forces for
Change

15. Some External Forces for
Change
Information
Technology  Easier information transfer
 Facilitates global structures
Globalization  Requires new competencies
& Competition and expectations
 Facilitates telecommuting;
Demography new employment
relationships
 More emphasis on knowledge
management

16. Some External Forces for
Change
Information
Technology
Globalization
& Competition
Demography

17. Some External Forces for
Change
Information
Technology
 Global competition
Globalization  Technologymakes it easier to
& Competition compete quickly. Also makes
problems spread faster.
Demography  Results
in restructuring,
outsourcing, mergers
– produces many employment
changes

18. Some External Forces for
Change
Information
Technology
Globalization
& Competition
Demography

19. Some External Forces for
Change
Information
Technology
 More educated workforce
– want involvement; interesting work
Globalization
& Competition  Younger generation
– less intimidated by status
– want a more balanced work life
Demography
 Cultural changes
– more individualism in traditionally
collectivist countries. More need
for collaboration in individualistic
countries

20. Kurt Lewin’s Change Model

21. New Change Landscape
8

22. New Change Landscape
 Multiple types of change, often bunched
together:
8

23. New Change Landscape
 Multiple types of change, often bunched
together:
– Incremental
8

24. New Change Landscape
 Multiple types of change, often bunched
together:
– Incremental
– Transitional
8

25. New Change Landscape
 Multiple types of change, often bunched
together:
– Incremental
– Transitional
– Transformational
8

26. New Change Landscape
 Multiple types of change, often bunched
together:
– Incremental
– Transitional
– Transformational
 Critical importance of the social aspects of
change initiatives: culture and people.
8

27. New Change Landscape
 Multiple types of change, often bunched
together:
– Incremental
– Transitional
– Transformational
 Critical importance of the social aspects of
change initiatives: culture and people.
 No more linear cause and effect events.
8

28. New Change Landscape
 Multiple types of change, often bunched
together:
– Incremental
– Transitional
– Transformational
 Critical importance of the social aspects of
change initiatives: culture and people.
 No more linear cause and effect events.
 More often multiple waves of challenges
and opportunities, often simultaneously and
8
at accelerating pace.

29. Insanity vs. Wisdom
 Definition of insanity according to Einstein:
– Doing the same things over and over while
expecting different results.
 Definition of wisdom according to Pfeffer
and Sutton:
– The ability to act with knowledge, while
doubting what you know.
9

30. Insanity vs. Wisdom
9

31. Insanity vs. Wisdom
 Definition of insanity according to Einstein:
9

32. Insanity vs. Wisdom
 Definition of insanity according to Einstein:
9

33. Insanity vs. Wisdom
 Definition of insanity according to Einstein:
– Doing the same things over and over while
expecting different results.
9

34. Insanity vs. Wisdom
 Definition of insanity according to Einstein:
– Doing the same things over and over while
expecting different results.
9

35. Insanity vs. Wisdom
 Definition of insanity according to Einstein:
– Doing the same things over and over while
expecting different results.
 Definition of wisdom according to Pfeffer
and Sutton:
9

36. Insanity vs. Wisdom
 Definition of insanity according to Einstein:
– Doing the same things over and over while
expecting different results.
 Definition of wisdom according to Pfeffer
and Sutton:
– The ability to act with knowledge, while
doubting what you know.
9

37. Caution about Theories of
Change
10

38. Caution about Theories of
Change
The world has become too
complex for any theory to
have all the answers.
10

39. Learning Organizations
11

40. Learning Organizations
“Learning is not doing; it is reflecting on
doing.”
~Mintzberg
Importance of gaining conceptual insight
while taking action.
11

41. Learning From Your Past
 Divide in pairs
 Each person Thinks of a story of a time they
went through a significant (in their own
eyes) change. Can be personal or
organizational.
 Each shares their story, while the other
listens for strengths exhibited.
 When one finishes story, other shares what
they discover. 12

42. Sharing Insights
 Share insights, questions, comments, and
examples about the first 2 chapters of
Textbook.
13

43. Need for Participation and
Communication
14

44. Need for Participation and
Communication
 Often overlooked
14

45. Need for Participation and
Communication
 Often overlooked
 Dynamic process
14

46. Need for Participation and
Communication
 Often overlooked
 Dynamic process
 Little training of leaders on how to
encourage this type of culture.
14

47. Need for Participation and
Communication
 Often overlooked
 Dynamic process
 Little training of leaders on how to
encourage this type of culture.
 Need for more transformative
conversations.
14

48. Need for Participation and
Communication
 Often overlooked
 Dynamic process
 Little training of leaders on how to
encourage this type of culture.
 Need for more transformative
conversations.
 Principles and guidelines for dialogue a
good way to foster transformative
conversations. 14

49. Guidelines for Dialogue
By Ada Gonzalez, Ph.D.

50. Essential Rules of Dialogue

51. Essential Rules of Dialogue
• Listen to each other with respect

52. Essential Rules of Dialogue
• Listen to each other with respect
• No cross talk. Wait until the other finishes.

53. Essential Rules of Dialogue
• Listen to each other with respect
• No cross talk. Wait until the other finishes.
• Suspend assumptions, biases, and expectations

54. Essential Rules of Dialogue
• Listen to each other with respect
• No cross talk. Wait until the other finishes.
• Suspend assumptions, biases, and expectations
• Share freely your thoughts, feelings, and opinions
(personal advocacy).

55. Essential Rules of Dialogue
• Listen to each other with respect
• No cross talk. Wait until the other finishes.
• Suspend assumptions, biases, and expectations
• Share freely your thoughts, feelings, and opinions
(personal advocacy).
• Bring an open mind, curiosity, and humility (doesn’t
always have to be “right”)

56. Essential Rules of Dialogue
• Listen to each other with respect
• No cross talk. Wait until the other finishes.
• Suspend assumptions, biases, and expectations
• Share freely your thoughts, feelings, and opinions
(personal advocacy).
• Bring an open mind, curiosity, and humility (doesn’t
always have to be “right”)
• Guard the process of dialogue

57. Stop: Suspend, Pause, Listen

58. Suspend

59. Suspend
✦ Means "to hang below."

60. Suspend
✦ Means "to hang below."
✦ Refers to displaying our thinking in a way that
lets us and others see and understand.

61. Suspend
✦ Means "to hang below."
✦ Refers to displaying our thinking in a way that
lets us and others see and understand.
✦ Leads to opening of self to hearing and
understanding each person's point of view.

62. Suspend
✦ Means "to hang below."
✦ Refers to displaying our thinking in a way that
lets us and others see and understand.
✦ Leads to opening of self to hearing and
understanding each person's point of view.
✦ Creates a space between our judgments and our
reactions so that we can hear the other person in a
new way.

63. Suspend
✦ Means "to hang below."
✦ Refers to displaying our thinking in a way that
lets us and others see and understand.
✦ Leads to opening of self to hearing and
understanding each person's point of view.
✦ Creates a space between our judgments and our
reactions so that we can hear the other person in a
new way.
✦ Helps to build a climate of trust and safety in a
group.

64. To Suspend, Identify

65. To Suspend, Identify
Identifying assumptions,
biases, and expectations
allows us to:

66. To Suspend, Identify
Identifying assumptions,
biases, and expectations
allows us to:
See the world in a new light.

67. To Suspend, Identify
Identifying assumptions,
biases, and expectations
allows us to:
See the world in a new light.
Build common ground and consensus.

68. To Suspend, Identify
Identifying assumptions,
biases, and expectations
allows us to:
See the world in a new light.
Build common ground and consensus.
Respect others and their contributions, even
if contradictory to see things we have long held
to be true.

69. Assumptions. . .
✦ Assumptions = product of many years
of past experiences layered with
judgments.
✦ Example:
✓ Assumption: “It is not possible to
create a culture of dialogue in my
department”
✓ Action: You don’t try.

70. Suspend Judgements:
✦ When you look at the
picture of the old lady and
the young girl you have to
suspend your decision
about what you are seeing
so you can see the image
from another perspective.
You have to change the
meaning of what you are
seeing.

71. Expectations
✦ Expectations are vital and useful to us.
Nevertheless, they can:
✓ limit our ability to see the whole
picture,
✓ shut down our listening,
✓ and stifle our creativity and learning.
✦ It is important to understand and
recognize the difference between useful
and harmful expectations.

72. Pause
Definition: To stop in order to consider; to reflect; a moment
of silence; a delay or suspended reaction.
Pauses, in music as in life, are important. Stillness deepens
awareness, emergence, and integration.

73. Pause, Why?
• Periods of silence and reflection allow for
more clarity, objectivity, and discernment.
• Silence= key to new insights and
breakthroughs in thinking.
✓ By quieting ourselves, we better learn to hear the
softer slower murmuring melodies that arise from
the collective wisdom.
• How can silence add value to
your group?

74. Silence
There are many ways to sow the seeds.
Listen and in the quiet you will hear
the direction of your heart.
The garden of silence
is always there.
Patiently waiting.
We only have to claim it.
~Anne LeClaire
“Be Still and Know. . .”

75. Thinking
• We tend to create our reality through our
thinking. Thinking leads to action. . . or
inaction!
• Pausing helps us become aware
of internal thought process.
• A pause can also help us witness and be
aware of the collective thinking and
unfolding of meaning.

76. Reflection
• Reflection allows us to
think about, expand,
reconsider, understand
differently, develop, and transform
our knowledge.
• Reflection in action = ability to see what is
happening as it is happening.

77. Listen
Listen: To make an effort to hear something; to hear
something with thoughtful attention; to play close attention.
“It is better to listen in order to understand than to listen in order
to reply”.

78. Listen:
• To fully understand
• For common assumptions and voices
that question them
• For emerging shared meanings
• With your full attention
• With heart, ear, and eye

79. Listening Means Creating a Container
• Where different perspectives can be held
together
• Where they can be owned by everyone
A container is made up of safety,
skills, commitment, experience.
In a good container, different
ideas can cross-pollinate and
create new ideas.

80. 4 Kinds of Listening:
➡ Listening but not hearing
➡ Listening, but connecting with one’s own
agenda
➡ Listening and hearing without a personal
agenda
➡ Listening and hearing not only what is
spoken but what is not being said. Deep.
Deep Listening strengthen connection
between people

81. Start: Inquire, Share, Cultivate

82. Start: Inquire, Share, Cultivate

83. Start: Inquire, Share, Cultivate
•All the “right players” don’t win a
game. They have to start playing and
play well.

84. Start: Inquire, Share, Cultivate
•All the “right players” don’t win a
game. They have to start playing and
play well.
•Instead of complaining, take action.

85. Start: Inquire, Share, Cultivate
•All the “right players” don’t win a
game. They have to start playing and
play well.
•Instead of complaining, take action.
•Dreams have never been fulfilled by
pure luck. It takes passion, will power,
and determination to achieve change
within ourselves and others.

86. Inquire

87. Inquire
• Inquiry:

88. Inquire
• Inquiry:
✓ is about asking questions and holding
an attitude of curiosity,

89. Inquire
• Inquiry:
✓ is about asking questions and holding
an attitude of curiosity,
✓ opens the door for new insights and
learning

90. Inquire
• Inquiry:
✓ is about asking questions and holding
an attitude of curiosity,
✓ opens the door for new insights and
learning
✓ helps breakthrough and innovation to
emerge.

91. Inquire - Ask Questions

92. Inquire - Ask Questions
• For real learning and discovery to
happen, you have to ask questions.
• Questioning is to thinking as yeast is to
bread making. Unleavened bread is flat,
hard and unyielding. Unleavened
thinking is uninspired. ~Jamie McKenzie

93. Inquire - Ask Questions

94. Inquire - Ask Questions
• Questions that take us to new places
tend to be the
✓ how,
✓ when,
✓ where and
✓ what
to move us into discovering new
territory.

95. Inquire - Ask Questions

96. Inquire - Ask Questions
• Many times you can lead better by asking
questions than by providing answers.

97. Inquire - Ask Questions
• Many times you can lead better by asking
questions than by providing answers.
• Give people clear objectives and let them
figure out how to achieve them.

98. Inquire - Ask Questions
• Many times you can lead better by asking
questions than by providing answers.
• Give people clear objectives and let them
figure out how to achieve them.
• Give them time to:

99. Inquire - Ask Questions
• Many times you can lead better by asking
questions than by providing answers.
• Give people clear objectives and let them
figure out how to achieve them.
• Give them time to:
✓ think through situations,

100. Inquire - Ask Questions
• Many times you can lead better by asking
questions than by providing answers.
• Give people clear objectives and let them
figure out how to achieve them.
• Give them time to:
✓ think through situations,
✓ look at the big picture,

101. Inquire - Ask Questions
• Many times you can lead better by asking
questions than by providing answers.
• Give people clear objectives and let them
figure out how to achieve them.
• Give them time to:
✓ think through situations,
✓ look at the big picture,
✓ bounce ideas off of peers, and

102. Inquire - Ask Questions
• Many times you can lead better by asking
questions than by providing answers.
• Give people clear objectives and let them
figure out how to achieve them.
• Give them time to:
✓ think through situations,
✓ look at the big picture,
✓ bounce ideas off of peers, and
✓ experiment with possibilities.

103. Inquire - Ask Questions

104. Inquire - Ask Questions
• Nurturing a dynamic relationship
between questions, wonder and curiosity
frees people to:
✓ invent,
✓ produce,
✓ contribute and
✓ adjust
to a turbulent and changing world.

105. Inquire - Discover
• What does the word Discover means for
you as a person? As an HR leader? As an
employee?

106. Inquire - Discover

107. Inquire - Discover
• In discovery, an answer -- right or
wrong -- is not the end of anything. It's
the beginning of something else.

108. Inquire - Discover
• In discovery, an answer -- right or
wrong -- is not the end of anything. It's
the beginning of something else.
• A discerning and inquiring spirit will
make us a discoverer, whereas a glib “I
have the answers” spirit makes us into a
protected boundary of pat answers and
clichés.

109. Inquire - Learn

110. Inquire - Learn
• Definition (Wikipedia)

111. Inquire - Learn
• Definition (Wikipedia)
Learning is acquiring new:

112. Inquire - Learn
• Definition (Wikipedia)
Learning is acquiring new:
✓ knowledge,

113. Inquire - Learn
• Definition (Wikipedia)
Learning is acquiring new:
✓ knowledge,
✓ behaviors,

114. Inquire - Learn
• Definition (Wikipedia)
Learning is acquiring new:
✓ knowledge,
✓ behaviors,
✓ skills,

115. Inquire - Learn
• Definition (Wikipedia)
Learning is acquiring new:
✓ knowledge,
✓ behaviors,
✓ skills,
✓ values, or

116. Inquire - Learn
• Definition (Wikipedia)
Learning is acquiring new:
✓ knowledge,
✓ behaviors,
✓ skills,
✓ values, or
✓ preferences.

117. Inquire - Learn

118. Inquire - Learn
Learning

119. Inquire - Learn
Learning
✓ begins with questions

120. Inquire - Learn
Learning
✓ begins with questions
✓ is enriched by reflection

121. Inquire - Learn
Learning
✓ begins with questions
✓ is enriched by reflection
✓ is the key to success and survival for
organizations

122. Inquire - Learn
Learning
✓ begins with questions
✓ is enriched by reflection
✓ is the key to success and survival for
organizations
✓ needs to be supported by leadership

123. Inquire - Learn
Learning
✓ begins with questions
✓ is enriched by reflection
✓ is the key to success and survival for
organizations
✓ needs to be supported by leadership
✓ involves internal and external
knowledge.

124. Inquire - Learn

125. Inquire - Learn
✓ You were born to learn!

126. Inquire - Learn
✓ You were born to learn!
✓ Your brain is plastic and has the
capability of keep learning for life

127. Inquire - Learn
✓ You were born to learn!
✓ Your brain is plastic and has the
capability of keep learning for life
✓ Learning brings satisfaction,
enjoyment, and a sense of healthy
personal pride.

128. Inquire - Learn
✓ You were born to learn!
✓ Your brain is plastic and has the
capability of keep learning for life
✓ Learning brings satisfaction,
enjoyment, and a sense of healthy
personal pride.
✓ What have you learned in the past
week?

129. Learn

130. Learn
• It is important to learn from experiences rather than being bound by past
experiences.

131. Learn
• It is important to learn from experiences rather than being bound by past
experiences.
• In Generative Learning Organizations, the ability of an organization/
manager is not measured by what it knows (that is the product of learning),
bur rather by how it learns -- the process of learning.

132. Learn
• It is important to learn from experiences rather than being bound by past
experiences.
• In Generative Learning Organizations, the ability of an organization/
manager is not measured by what it knows (that is the product of learning),
bur rather by how it learns -- the process of learning.
• Management practices that foster learning encourage, recognize, and reward:

133. Learn
• It is important to learn from experiences rather than being bound by past
experiences.
• In Generative Learning Organizations, the ability of an organization/
manager is not measured by what it knows (that is the product of learning),
bur rather by how it learns -- the process of learning.
• Management practices that foster learning encourage, recognize, and reward:
✓ openness,

134. Learn
• It is important to learn from experiences rather than being bound by past
experiences.
• In Generative Learning Organizations, the ability of an organization/
manager is not measured by what it knows (that is the product of learning),
bur rather by how it learns -- the process of learning.
• Management practices that foster learning encourage, recognize, and reward:
✓ openness,
✓ systemic thinking,

135. Learn
• It is important to learn from experiences rather than being bound by past
experiences.
• In Generative Learning Organizations, the ability of an organization/
manager is not measured by what it knows (that is the product of learning),
bur rather by how it learns -- the process of learning.
• Management practices that foster learning encourage, recognize, and reward:
✓ openness,
✓ systemic thinking,
✓ creativity,

136. Learn
• It is important to learn from experiences rather than being bound by past
experiences.
• In Generative Learning Organizations, the ability of an organization/
manager is not measured by what it knows (that is the product of learning),
bur rather by how it learns -- the process of learning.
• Management practices that foster learning encourage, recognize, and reward:
✓ openness,
✓ systemic thinking,
✓ creativity,
✓ a sense of efficacy, and

137. Learn
• It is important to learn from experiences rather than being bound by past
experiences.
• In Generative Learning Organizations, the ability of an organization/
manager is not measured by what it knows (that is the product of learning),
bur rather by how it learns -- the process of learning.
• Management practices that foster learning encourage, recognize, and reward:
✓ openness,
✓ systemic thinking,
✓ creativity,
✓ a sense of efficacy, and
✓ empathy.

138. Learn
• Answer this question:
✓ If you could choose the single most valuable thing you
have learned in your workplace, what would it be?
Who helped you learn it?

139. • When you are willing to
become vulnerable and share
the complexity of your
thoughts, feelings, and dreams
(including ambivalences), the
dialogue is enriched.

140. Share - Thoughts
• Oftentimes it’s easier to share material resources
than to share what is inside you.

141. Share - Feelings
Common messages you hear about feelings: “Keep feelings to yourself. ” “There
is no place for feelings at work.” . . . .

142. Share - Feelings
Why is it important to share feelings? “Not sharing them creates barriers.” “Not
sharing them isolates you.” “Not sharing negative feelings results in augmented negative
feelings” . . . .

143. Share - Dreams
➡ By Sharing dreams people can:
✦ Develop new visions of reality.
✦ Construct a viable future together

144. Cultivate

145. Cultivate
•Open your mind to new ideas,
methods, and opinions.

146. Cultivate
•Open your mind to new ideas,
methods, and opinions.
•Show the same curiosity you
exhibited as a child.

147. Cultivate
•Open your mind to new ideas,
methods, and opinions.
•Show the same curiosity you
exhibited as a child.
•Flexibility will smooth the path
of dialogue and understanding.

148. Cultivate -Curiosity

149. Cultivate -Curiosity
• Remember a time when as a child you exhibited
curiosity and as a result learned something exiting.

150. Cultivate -Curiosity
• Remember a time when as a child you exhibited
curiosity and as a result learned something exiting.
•Share with another person.

151. Cultivate -Curiosity
• Remember a time when as a child you exhibited
curiosity and as a result learned something exiting.
•Share with another person.
•How can you rekindle that type of curiosity?

152. Cultivate -Flexibility
According to Webster, Flexibility is:
1 : capable of being flexed : pliant
2 : yielding to influence : tractable
3 : characterized by a ready capability to adapt to new, different, or
changing requirements <a flexible schedule>
synonyms see elastic

153. Cultivate -Flexibility
Share a story of a situation at work that required
flexibility and you were able to be successful because
you were able to be flexible.
What made it easier to be flexible?
What made it more difficult?

154. Sustain: Build, Embrace, Evolve

155. Build

156. Build
• Trust helps make a strong “container.”

157. Build
• Trust helps make a strong “container.”
• You show respect by. . . (answers from
group)

158. Build
• Trust helps make a strong “container.”
• You show respect by. . . (answers from
group)
• You also need to become competent about
dialogue.

159. Build
• Trust helps make a strong “container.”
• You show respect by. . . (answers from
group)
• You also need to become competent about
dialogue.
If you build the dialogue together, teams
will work more efficiently, relationships will
be smoother, and productivity will increase.

160. Building Trust

161. Building Trust
• We learn to trust only by repeatedly taking
personal risk and experiencing positive
outcomes.

162. Building Trust
• We learn to trust only by repeatedly taking
personal risk and experiencing positive
outcomes.
• Interpersonal trust can be viewed as having five
components: Truth, Respect, Understanding,
Support, and Trustworthiness.

163. Building Trust
• We learn to trust only by repeatedly taking
personal risk and experiencing positive
outcomes.
• Interpersonal trust can be viewed as having five
components: Truth, Respect, Understanding,
Support, and Trustworthiness.
• What specifically do you need to be able to
have more trust in your work department
group?

164. Building Respect

165. Building Respect
• Respect has different meanings for different
cultures, generations, and individuals.

166. Building Respect
• Respect has different meanings for different
cultures, generations, and individuals.
• Requires empathy and communication to be
sensitive to what others consider respectful.

167. Building Respect
• Respect has different meanings for different
cultures, generations, and individuals.
• Requires empathy and communication to be
sensitive to what others consider respectful.
• What specifically do you need to be able to
have more respect in your department? In
your organization?

169. For dialogue to work, you need to be willing to
embrace the mutuality of the process, and the
honesty it requires.
Then you can joyfully embrace the ideas and
bring fun to the process. Positivity and
appreciation smooth the path to Dialogue

170. Evolve: Accept, Grow, Transform

171. Evolve: Accept, Grow, Transform
• If we are not evolving we are in decline.

172. Evolve: Accept, Grow, Transform
• If we are not evolving we are in decline.
✓ Accept where you are now

173. Evolve: Accept, Grow, Transform
• If we are not evolving we are in decline.
✓ Accept where you are now
✓ Make a plan to keep growing

174. Evolve: Accept, Grow, Transform
• If we are not evolving we are in decline.
✓ Accept where you are now
✓ Make a plan to keep growing
✓ Persevere until you get
liberated by transformation

175. Evolve: Accept, Grow, Transform
• If we are not evolving we are in decline.
✓ Accept where you are now
✓ Make a plan to keep growing
✓ Persevere until you get
liberated by transformation
Dialogue will transform the way you
interact with others and take you into
amazing places!

176. Dialogue and Collaboration
Dialogue is the glue that holds the
process together.

177. Personal Change Capabilities
and Styles
62

179. Core Pattern of Successful
Change

180. Core Pattern of Successful
Change
 See. Create compelling dramatic situations
that help others visualize the problem.

181. Core Pattern of Successful
Change
 See. Create compelling dramatic situations
that help others visualize the problem.
 Feel. Visualization awaken feelings that
facilitate change, or ease feelings that
hinder it.

182. Core Pattern of Successful
Change
 See. Create compelling dramatic situations
that help others visualize the problem.
 Feel. Visualization awaken feelings that
facilitate change, or ease feelings that
hinder it.
 Change. New feelings change or reinforce
new behavior.