1. The document discusses various approaches and concepts related to navigating change, including changing oneself and one's perceptions. It addresses the constant nature of change and the need for new skills and flexible leadership. 2. The document outlines different change approaches like "zipping the zipper" and viewing change as a social movement or "cloud work." It also discusses situational leadership and how to match leadership styles to employees' competence and commitment levels. 3. Emotions are discussed as an important factor to acknowledge during change processes. The power of emotions and perceiving only parts of what is there based on one's existing knowledge are also addressed.

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Navigating Change
Change your self
3rd January 2020, Nels Karsvang

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Nels

3. ”Rules” of engagement
Management of expectations between us.
Allow me to balance between being directive and dialogue oriented
Ask questions and be prepared to be stopped
Be curious
Be challenging
Be you with respect for all others
Be participating
Interrupt
Be emotional
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Focus for this keynote
Approach Inspired by: Simon Sinek
 Change is a constant
 Change approaches
 Zip the zipper
 Corporate reality of tomorrow
 Leadership shift
 What skills are needed
 Perception is Important
 The impact
 Be cautious
 Regulation, integration &
self-power
 Emotions
 Acknowledge and label
 Agile productivity
 Situational leadership
 Goal, can you & will you

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Learning objectives
Remembering: can the student recall or remember the information?
Understanding: can the student explain ideas or concepts?
Applying/Use: can the student use the information in a new way?
Analysing: can the student distinguish between the different parts?
Evaluating: can the student justify a stand or decision?
Creating: can the student create new product or point of view?
Lorin Anderson & D. Krathwohl (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives.

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Perception

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Perception

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Perception

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Perception

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Perception

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Perception
consequences for our way of being
You only perceive parts of
what is there.
Those parts are what you
already know.

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Perception
What to do?
You do know
You don’t know
Form hypothesis
and learn from
the outcome
Sensory Perception: Mind and Matter Hardcover – 1 Feb 2012. by Friedrich G. Barth (Author, Editor), Hans-Dieter Klein (Editor), Patrizia Giampieri-Deutsch
(Editor). Springer Wien New york.

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Perception
What to do?
Edmondson, Amy C.. Extreme Teaming: Lessons in Complex, Cross-Sector Leadership. Emerald Publishing Limited. 2017.
Psychological safety
Authentic caring
Show your self
Be curios
Be empathic
Speaking your
mind freely

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Corporate Reality of tomorrow

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The corporate reality of tomorrow
Complexityinproductsandservices
The need for new and updated knowledge/skills
Inspiration: Dr. William A. Guillory, Christopher Harding, and Daniel Guillory: The Future Perfect Organization—Driven by Quantum Leadership.
Inspiration: Klaus Schwab Founder and Executive Chairman, World Economic Forum: The Fourth Industrial Revolution: what it means, how to respond. 2016

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The corporate reality of tomorrow
Results/effect
Time
Keep power
Share power
Give/Empower
Performance management
Quality improvement
Co – creating and producing
New public management
• Goals and sanctions
• Inspections
quality
• Improvement
Mobilising
• Social actions
World Economic Forum insight report: The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution January 2016
Source: Jason Leitch and Derek Feeley in presentation by: Helen Bevan: Chief Transformation Officer, NHS England

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The corporate reality of tomorrow
Disagree
Agree
Certainty Uncertainty
Complex
Chaos
Sell
ConsultTell
Ralph Stacy.ledelsesprofessor og leder af Complexity and Management Centre ved the Business School at University of Hertfordshire i England. Er for
nylig uddannet som gruppeterapeut ved the Institute of Group Analysis i London

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The corporate reality of tomorrow
Hypothetical consequences
This gives us indications that we cannot use control and
management in the new paradigm we are heading towards.
 Deep collaboration
 Understanding of wholeness
 Updating of knowledge especially
across different subjects and
professionalism
 Leadership that brings the right
persons together and co-create
relational ties of trust, gives
autonomy, frames the wholeness
and encourages results.
We think that the new paradigm calls for:

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The corporate reality of tomorrow
Leadership shift and skills
Tolerance for Failure but No
Tolerance for Incompetence
Willingness to Experiment
but Highly Disciplined
Psychologically Safe
but Brutally Candid
Collaboration but with
Individual Accountability
Flat leadership but
Strong Leadership
The Hard Truth About Innovative Cultures Creativity
can be messy. It needs discipline and management.
by Gary P. Pisano. 2019

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The corporate reality of tomorrow
Leadership shift and skills

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The corporate reality of tomorrow
Leadership shift and skills
Johansen, Bob. The New Leadership Literacies: Thriving in a Future of Extreme Disruption and Distributed Everything (Berrett-Koehler Publishers.
Frederic Laloux: “Reinventing organizations“ . 2014

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Balancing Forces
Navigating complexity
In & out of box thinking
Intentionality

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Changeisaconstant

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What is your
best advice for a
manager who is
going to start a
change?

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Change definitions
Change management is an approach to
transitioning individuals, teams, and
organizations to a desired future state.
Source: Kotter, J. (July 12, 2011). "Change Management vs. Change Leadership -- What's the Difference?". Forbes online.
Source: Prosci Researched based change management concept . Jeffrey M. Hiatt.
Source: Managing Change and transition. Harvard business essentials. Harvard business school School business publishing corporation. 2003
Change leadership is to help others so that they
have the courage to be curious critical in different
ways during their work life.

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Change discussions
Organizations are sure
that they can predict
what will happen and
where they will end
Researchers are sure
that we cannot predict
what will happen and
where it will end

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Change defaults

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Change dept
• Behavior
• Surroundings
• Talk, colors, dressed, decorations etc.
• Values
• Processes
• Org. Structure
• Policies
• Opinions
• Emotions
• Habits
• Assumptions
Source: Edgar H. Schein: ” Organisationskultur og ledelse”
Source: Gregory Bateson (1972): The Logical Categories of Learning and Communication “Steps to an Ecology of Mind”. The University of Chicago Press edition
2000 - page. 279-308 [reformulated by Robert Dilts]
You have to arrive in the ”problem”
before you can leave it

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Change goals and movement
movementtowards a goal movement towards a goal

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Change by the classic curve
Surprise:
You discover that the
new reality does not
meet expectations
Denial:
You continue with old
habits and routines
Resistance:
Increased attention
on the need to
change.
Attempt to fight new
reality
Accept of new reality:
You let go of ’old’ behavior.
You recognize the need to
change
Trial:
New ways of
working and
collaborating
Personal understanding:
The new begins to make
sense at a personal level
through trial
Integration:
The new ways of working turn
into normal behavior. Old
habits slide
into the background
Productivity
Self confidence
Time
Chaos:
“Depressed”,
unsecure and
fearful
Letting go Letting come
Instructive Training DelegatingCoachingDelegating
Elizabeth Kübler Ross in ’On death and dying’ (first published)

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Change as designed culture
The Leader’s Guide to Corporate Culture Changing your organization’s culture can improve its performance.
Here’s how to do that. by Boris Groysberg, Jeremiah Lee, Jesse Price, and J. Yo-Jud Cheng. HBR. 2019.
Fleksibilitet
Stabilitet
Independent DependentHow we interact with others
Howwereactonchange
Prioritizing, consistency, predictability,
and maintenance of the status quo.
Follow rules, use control structures such
as seniority-based staffing, reinforce
hierarchy, and strive for efficiency.
Emphasize flexibility, adaptability, and
receptiveness to change. Prioritize
innovation, openness, diversity, and a
longer-term orientation.
Autonomy, individual
action and competition
Integration, managing
relationships and coordination
group effort

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Change as designed culture

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Change as designed culture
Articulate the aspiration.
• Dialogue about present culture
and how it impact the business
• Formulation of future culture
that support the
strategy/business
Select and develop leaders
who align with the target
culture
• Identify those who match the new
culture and give the influence/power
• Remove or educate the ones that
does not match the new culture.
Use organizational conversations
about culture to underscore the
importance of change
• Do cultural dialogues where present and future
culture is discussed. What it means for the
business and what actions the individual must
enforce/do more.
Reinforce the desired change
through
organizational design.
• Do changes in freedom, references, matrix,
functions, rewards, politics – things that
structurally supports the new structure.

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Change as Social movement
 Behaviour
 Social influence
 Informal networks
 Stories
 Distributed
management
 Orchestra
 Movement

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Change as Social movement
1. Discovery
1. What do we know? What are the organizational goals?
2. Who can help us?
2. Development
1. Call the right people, so they can help. The ones who want to helpl.
1. Social network analysis
3. Engagement
1. Gather all
2. We need you
4. Diffusion
1. Peer to peer
2. Storytelling
3. Training
4. Metrics
5. Sustain
1. Next set of actions
• Not visible for the entire
organization. Small group that work
on the change all the time.
• Designed informality (everything is
designed, but is informal for the
organization. It is not a new system
or change project.
• All is seen as backstage leadership

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Change as cloud work
Hvadskalforandres?
Hvorforskaldetforandres?
Hvordan gøres forandringen?
Inspirert af: Thijs Homan Professor in Implementation and Change Management
Forandringsdrømmen

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Change as cloud work
The leader does the
change
Everybody
changes all the
time
On stage
Back stage
Back stage talks
about what
happens on stage
Meaning clouds –
you don’t know
what is going on
what your are to
lead.
Inspireret af: Thijs Homan Professor in Implementation and Change Management

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Change as cloud work
Engage in the
”battle” about what changes
that are to be given energy
• Advocate
• Dedicate
• Mobilize
• Add resources
• Remove barriers
Locate the skies
and connect to them
• Go back stage
• Be present
• Be curious
• What is valuable to them?
• What makes them powerful?
• Who are the members?
Inspireret af: Thijs Homan Professor in Implementation and Change Management

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Change integration
Zipping the zipper
Know your own (re)actions
Know the different approaches
Know how to and when to use what
Stay flexible
Change speed all the time

40. Situational leadership
40
Can you do it ?
Will you do it ?
1
2
Therefore I
can best help
you by
being…
0
What is the
task/goal?
Agile productivity

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Fundamentals
The purpose of situational Leadership:
1. Is to open for the communication between you and your
employees especially with focus on performance and
development and secure high quality of dialogue.
2. Is to help the employee to develop her level of
competence and commitment.
3. Is to learn the employee to be independent and thereby
be self leading.
4. Is to foster a spirit and behavior that recognizes and
appreciate differences
Management of organizational behavior: Leading human resources, ninth edition. Paul Hersey, Kenneth H. Blanchard & Dewey E. Johnson. Pearson Prentice Hall. 2008.

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Fundamentals
Supportive
Directive
Directive
TrainingCoaching
Delegating
Leadership styles
Development levels
Competences
Commitment
Cannot but I will do myYes I can and will do it
This is difficult – can still not dI can and I am not sure I will

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The model
Diagnostics
 The Leader must be able to
determine the employees need
for direction and support
S3
High supportive and
low directive
behaviour
Coaching
S2
High directive and
high supportive
behaviour
Training
S4
Low supportive and
low directive
behaviour
Delegating
S1
High directive and
low supportive
behaviour
Directive
D4 D3 D2 D1
Competence High
Moderate
to high
Low or
some
Low
Commitment High variable Low High
Supportivebehaviour
Developed Undeveloped
Flexibility
 The Leader must be able to use all 4
leadership styles.
 The leader must adapt the leadership style at
the pace that employees develop to a new
level or regresses.
Matching
 The leader must be able to match the
appropriate Leadership style with the
employees development level
Management of organizational behavior: Leading human resources, ninth edition. Paul Hersey, Kenneth H. Blanchard & Dewey E. Johnson. Pearson Prentice Hall. 2008.
Directive behaviour

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The model
Fast application
– The Goal
– Can you do it?
• Have you tried it before, how did it go?
– Will you do it?
• Are you committed to the task?
The 5 step model:
1. What is the goal (SMART)?
2. What knowledge has the employee of the specific task?
3. The level of transferable knowledge?
4. How committed is the employee?
5. How much self esteem has the employee?

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The model
Key wording
Supportive
Directive
S1
S2S3
S4
Direct
TrainCoach
Delegate
- P. Hersey and K. H. Blanchard: Management of organizational behaviour: utilizing human resources. Englewood cliffs, 1977.
- Management of organizational behaviour: Leading human resources, ninth edition. Paul Hersey, Kenneth H. Blanchard & Dewey E. Johnson. Pearson Prentice Hall. 2008.
 Ask questions / listen
 Calms
 Promotes independent problem
solving
 Collaborates
 Encourages Feedback
 Appreciates
 Open / shows confidence
 Confirms
 Provides authorization
 Insures
 Is aware
 Challenges
 Examines / ask
 Explaining / clarifying
 Provides instruction
 Provides feedback
 Encourage
 Praises
 Specifies
 Planning / priority
 Informs
 Teacher / shows and
explains how
 Monitors
 Provides feedback

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The model
Key wording
D4 D3 D2 D1
Competence High
Moderate
- High
Low Low
Motivation High Varied Low High
•Rightly confident
•Always competent
•Inspired / inspires
others
•Expert
•Independent
•Have confidence
•Knowledgeable
•Self-Managing
•Self-critical
•Caution
•Doubting
•Competent
•Contributing
•Uncertain
•Hesitant / Fumbling
•Uninterested / bored
•Overwhelmed
•Confused
•Demotivated
•Demoralized
•Frustrated
•Disillusioned
•Discouraged
•Glimpses of
competence
•Hopeful
•Inexperienced
•Curious
•New / lack of skills
•Optimistic
•Excited
•Eager
•Enthusiastic
- P. Hersey and K. H. Blanchard: Management of organizational behaviour: utilizing human resources. Englewood cliffs, 1977.
- Management of organizational behaviour: Leading human resources, ninth edition. Paul Hersey, Kenneth H. Blanchard & Dewey E. Johnson. Pearson Prentice Hall. 2008.

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Strategic use
D2 D1D3D4
S2 S1S3S4
Management of organizational behavior: Leading human resources, ninth edition. Paul Hersey, Kenneth H. Blanchard & Dewey E. Johnson. Pearson Prentice Hall. 2008.

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Strategic use
Vision Performance
Management of organizational behavior: Leading human resources, ninth edition. Paul Hersey, Kenneth H. Blanchard & Dewey E. Johnson. Pearson Prentice Hall. 2008.

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Regulation, integration & self-power

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The power of emotions
https://youtu.be/Ra_iiSIn4OI

52. The power of Emotions
Rene Spitzer in 1952
52

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Why work with emotions?
Because emotions are the foundation of your conscious and unconscious being
towards your self and your relations. Anders Gade: Brain processes, cognition and neuro science.
Emotions shape your meaning and they are an integrated part of your cognitive
habitus. Anders Gade: Brain processes, cognition and neuro science
“The reason we do not get peoples full potential exposed is due to their lack of
emotional competence.” Daniel Goleman. Working with emotional intelligence.

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Why work with emotions?
Shared, positively valenced group affect generally
facilitates the positive development of all of the above.
Shared negatively valenced group affect generally
facilitates the negative development of all of the above;
however, it is sensitive to situational contingencies
Chi et al. (2011), Knight (2015),
Sigal G. Barsade and Andrew P. Knight: Group affect. 2015.
With regard to workplace outcomes, such as
commitment, satisfaction, and viability, as well as
cooperative group behaviour and social integration,
creativity, decision making, and performance.

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Bodily maps of emotions: Lauri Nummenmaaa,b,c,1, Enrico Glereana, Riitta Harib,1, and Jari K. Hietanend. aDepartment of Biomedical Engineering and Computational Science and bBrain Research Unit, O. V. Lounasmaa Laboratory, School of Science, Aalto. University, FI-00076, Espoo, Finland;
cTurku PET Centre, University of Turku, FI-20521, Turku, Finland; and dHuman Information Processing Laboratory, School. of Social Sciences and Humanities, University of Tampere, FI-33014, Tampere, Finland. Nov. 2013.
EFFECTS OF TENDERNESS ON PROBLEM SOLVING Juan Pablo Kalawski, Ps. Containg Guy Santibáñez and Susana Bloch on emotions and
breathing patterns
Blood flow Breathing pattern
Fundamentals

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Fundamentals
“Emotions are internal signals directing
us to sustain life”
Leslie S. Greenberg and Sandra C. Paivio: Working with emotions in psychotherapy
Daniel Goleman. Working with emotional intelligence
“Emotions are energy in motions”
Paul Ekman: Emotions Revealed: Recognizing Faces and Feelings to Improve Communication and Emotional Life (Times Books, 2003)

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Fundamentals
 Power
 Setting boundaries
 Trying harder
 Escape
 Increased awareness on the context
 Stop
 Orientation
 Stop
 Reject
 Move away
 Across boundary
 Caring
 Set free
 Continue
 Seek new approach
 Goodbye – letting go
 Find what is lost

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Essential human skills
Emotional Intelligence: What it is and Why it Matters. By: Cary Cherniss. 2000
What We Know about EMOTIONAL INTELLIGENCE. How It Affects Learning, Work, Relationships, and Our Mental Health MOSHE ZEIDNER, GERALD MATTHEWS,
AND RICHARD D. ROBERTS. MIT. 2009
1.Recognizing emotions
2.Understanding
3.Labeling emotions
4.Expressing emotions
5.Regulating emotions

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Emotion regulation
Attend to the emotion
Label the emotion
Validate the emotion
Meet the emotional need
“Fix / Problem-solve”
Dr. Joanne Dolhanty PhD, C. Psych and Dr. Adèle Lafrance PhD, C. Psych

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Only I can change the world I
have created for my self.
To attain what I really want, I
must change.
I can change.
Irvin D. Yalom emeritus professor of psychiatry at Stanford University

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Nels Karsvang
www.coremotion.co
Nelskarsvang@gmail.com
LinkedIn: https://www.linkedin.com/in/nelskarsvangxhumanxresources/
Skype: Nelskarsvang1
Phone: +45 2466 5258
,,Stay in touch. My mind and
heart is open to you”