Skills building training day 3 force field and conflicts

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IMPROVED STRATEGIC MANAGEMENT
CAPACITY PROJECT
Change Management – Session 3
Jocelyne Rasé
October 2013

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Day Three

Anticipating and coping with resistance
• Force field theory – tug of war between restraining & driving forces
• The social positions people adapt when faced with organisational change:
 Champions, citizens & cynics of change.

• Identify and map the resources available to you: Mavens, Connectors,
Salesmen

How do you cope with conflicting situations?
• The Thomas Killman conflict resolution model
• Do you want to be right or to have a relationship?
• Avoiding Dual Thinking
Group project - blockers & enablers

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Organisational Change

Shaping a Vision (What is expected)
• Making sure that the desired outcome of change is clear, legitimate, and
widely understood and shared
• SM Facilitators need to tell what change looks like
• Communicate the change of mindset necessary – to train people, run
workshops, discussion groups, formally & informally with key stakeholders
to make the vision alive and cascade it down

Mobilizing Commitment (Who else could be involved)
• Making sure that there is a commitment from a strong network to make the
change work
• SM Facilitators need to influence and find allies
• Get management’s attention in each ministry – who else an you involve in
the process?

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Monitoring Progress (How we are measuring getting better)
• Making sure that progress is real, that benchmarks are set and realized
• Making sure that Key Performance Indicators KPI are established to ensure
progress
• SM Facilitators need to keep a record ongoing improvement,
• Report progress to SMC project staff and MoD,
• Meet with each other to benefit from their experience
Making It Last (How we are going to keep the momentum)
• Making sure that appropriate plans are made and followed
• SM Facilitators need to make sure that that learning in one part of the
institution is shared throughout the whole organisation

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Force Field Analysis - Lewin's Model

Restraining forces:
• Loss of status
• Fear of incompetence
• Complacency – “it’s not
that bad…”
• Established work methods
• Tradition
• Culture
Driving forces:
• Incentives
• New enthusiastic people
• Strategic Management project
Managerial pressure
• International pressure
• Ambition
• Sense of purpose

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Force Field Analysis
• Describe current state
• Describe a problem
• Identify the situation where the organization will end
up if no corrective action is taken
• Describe a desired state
• Brainstorm the positive and negative forces
• Review and clarify each force or factor
– What is behind each factor?
– What works to balance the situation?

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Exercise

• Identify a significant change you would like to make
• Describe state – A –
• Describe the problem you have
• Identify the situation where you will end if no corrective action is taken
(worst scenario)
• Describe the desired state – B – what you want to achieve
• Brainstorm the positive and negative forces
• Review and clarify each force or factor
– What is behind each factor?
– What is necessary to support the change?

50%

At the core of change is a dilemma
PARALYSIS
of
ANALYSIS
Doing Nothing – Status Quo

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50%
55%
60%
70%
80%

DUAL THINKING: either/or, black/white, good/bad
Which voice are you going to listen to?
9

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Blocking factors – restraining forces

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Blocking factors – restraining forces
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

Lack of vision
Lack of purpose
Lack of understanding
Lack of motivation
Lack of courage
Lack of encouragement
Lack of incentives
Circumstances
Political climate
Tradition
The old tapes in your head
Specific negative people “It can’t be done”
Other priorities (family, sickness, emergencies, etc)
Misconceptions - beliefs
Prejudice
Preconceived ideas
Fear, learned helplessness
Etc….

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Enabling factors – driving forces

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Enabling factors – driving forces
•
•
•
•
•
•
•
•
•
•

Positive, encouraging people “It is possible”
Clarity of vision and of purpose
Sponsors, mentors, allies
MoD & MoF, The court of Auditors & The Parliament
SDUs
TAT - Technical Assistance Team – External experts – Marko,
Kathryn, Eduardo and short term experts (TWT)
Resources available
 your past experience
 the experience of other people
Practice
Network
Reading – blogs, information

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Three level model

• Unfreezing - find a method to make it possible for people to let go of
an old patterns that were counterproductive in some way
• Stepping out of the comfort zone - STOP the old way
• Change - change in thoughts, feeling, behavior, that is in some way
more liberating or more productive – training, support, coaching,
mentoring to adopt a mindset of Continuous Improvement
• Entering the stretch zone – new habits
• Refreezing - establishing the change as a new habit, so that it now
becomes the "standard operating procedure”. Share best practice
with others, monitor ongoing progress.
• Develop long term high performance and resilience
• Without proper refreezing, it is easy to backslide into the old ways

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Resistance to Change

Def: ”behavior which is intended to protect an individual from the effects of real or imagined
change”

Resistance might come from…
•

Frustration and anxiety: resisting a potential loss of status, pay, comfort, or power that
came from expertise under the old system

•

Fear of the unknown future and about one’s ability to adapt to it

•

Resentment in disgruntled employees due to a perceived unfairness of the change.
This can be strong enough to lead to sabotage.

•

Seeing the change as a violation of agreement management has with employees:
loss of mutual trust, lack of loyalty, no keeping commitment

•

Competing commitment that is incompatible with the desired change

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Tap into your network

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Optimise Your Network
Decision
Makers
Mavens

Sales People

Know everything

Can sell anything

Connectors
Know everybody

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Exercise – Mapping your environment

Decision
Makers

Mavens

Connectors

Sales People

Know everything

Know everybody

Can sell anything

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5 topics identified

1. How to get engagement and support from the under secretary of
your institution? What actions would take? How would you do it?
2. How to make more coherent the various SM documents. Which
ones? and how?
3. Choose 3 strategic areas relevant to your institutions and define the
main priorities and the KPIs – Key Performance Indicators - for each
of them
4. What measures would you take to improve the SM capacity in your
institution
5. How would you ensure that there are more incentives to comply with
the SM measures?

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Analysis Exercise – in sub groups – flip charts

What are the causes behind the problem?
What – Who are your blocking factors?
What – Who are your enabling factors?

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Anticipate Resistance

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Skill - Will
Grumpy
Expert

Skill

SM Facilitator

OK if I do
OK if I don’t

Can’t Do
Won’t Do

Eager Novice

Will

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When facing resistance – questions to ask yourself…

Awareness

Desire
Knowledge
Ability
Reinforcement

Do they know that they need to change?
Do they want to change? What is in it for them?
What are the consequences for them of not changing?
Do they have the required knowledge? How can they acquire tit?
Are they able to apply skills and knowledge? Is coaching/support
required?
What happens when they do (or do not) display required
behaviour/way of working?
Is there positive reinforcement when they do?
Are there negative consequences when they do not?

25

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Attitude is everything

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What is your basic attitude?

Situation

Pessimist

Optimist

Principle

"It is temporary."

"It will last for a long
time; Spring is here
to stay.”

Permanence

“I am such a failure, I
never win anything”

“Today was not my day...
I will do better tomorrow"

Pervasiveness

"I caused it;
it’s my fault”

“Circumstances
caused it.”

Personalisation

Good event
Ex: It is sunny

Bad event
Ex: I lost the
tennis game

Negative outcome
Ex: I did not get the
promotion
15 November 2013

30

30

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Social Roles - Champions
• People who actively try to
participate as well as
influence the larger sphere, e.g.
other people’s opinions, larger
organizational systems, etc.
• They are ready to act as
strategic agents.

Mantere (2003)

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Social Roles - Citizens
• Acting as a part of the
strategy process, but not
active on influencing the
organization in strategic
issues transcending her
own immediate working
sphere

Mantere (2003)

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Social Roles - Cynics
• The cynic is a person who
has given up on the very
notion of the change,
regards it with occasional
scorn, occasional disinterest.
• The cynics can be positive
in their identification with the
institution, but do not feel
anything useful could
come out of organisational
strategy

Mantere (2003)

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In order to influence people to change, you need to build trust

Emotions - Feelings

Opinions - Beliefs
Facts - Information
Ritual - Cliché

Time

Risk

Trust

Rapport

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Change is forced upon someone…
Future
State
Acceptance
Optimism/Relief
Shock

Testing

Denial
Current
State

Anger

Bargaining
Adapting

TIME

35

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Do you want to BE RIGHT
or to have a relationship?

Human dilemma

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Being loyal to
yourself

Being loyal
to Others

AND
Either

Or

DUAL THINKING – either /or
leads to confusion, resentment,
passive aggressive behavior, anger
37

Thomas Killmann Model of Conflict Resolution

Low Assertiveness – loyalty to myself

High

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Competition
Win – Lose

Collaboration
Win – Win

I am right

We can both be satisfied

FIGHT

ASSERTIVENESS
Compromise
Both of us are dissatisfied

No Win - No Lose
Avoidance
Lose – Lose

Accommodation
Lose – Win

I don’t know

I am wrong

PARALYSIS

FLIGHT

Low

Cooperation - loyalty to others

High

Thomas Kilmann model

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Collaboration

WIN - LOSE
I win – We are going to the
football game

WIN - WIN
We go to the football game together
one day, next day to ballet

Compromise

Assertiveness

High

Competition

NO WIN – NO LOSE
We are going to see a movie we don’t like
…at least the other did not win

Avoidance

Low

LOSE – LOSE
We don’t do anything together

Low

Cooperation

Accommodation
YOU WIN – I LOSE
You win, I am giving up ballet
High

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Thomas-Kilmann Conflict Model
COMPETING: I WIN – YOU LOSE
• Is assertive and uncooperative, a power-oriented mode.
• When competing, an individual pursues his or her own concerns at
the other person’s expense, using whatever power seems appropriate
to win his or her position.
Appropriate when
• Standing up for your rights
• Defending a position you believe is correct
• Enforcing rules, legal issues, ethical matters, human rights, etc
• Safety – not negotiable
• Asserting one’s authority (ex: with your children)

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ACCOMMODATING: YOU WIN – I LOSE

• Is unassertive and cooperative.
• The individual neglects his or her own concerns to satisfy the
concerns of the other person; there is an element of self-sacrifice in
this mode.
Appropriate when
• Selfless generosity or charity
• Obeying another person’s order (ex: following a fireman’s instructions)
• Yielding to another’s point of view for a higher purpose
• Picking battles that matter
• Allowing the other to save face on an issue that matters to him
(ex: going through the door first)

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AVOIDING: I LOSE – YOU LOSE
• Is unassertive and uncooperative.
• The individual does not immediately pursue his or her own concerns
or those of the other person. He or she does not address the conflict.
Appropriate when
• Diplomatically sidestepping an issue (ex: not discussing politics or religion)
• Postponing an issue until a better time (ex: taking time to cool off)
• Withdrawing from a threatening situation (ex on the parkway)

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COMPROMISING: NO WIN – NO LOSE
• Is intermediate in both assertiveness and cooperativeness.
• The objective is to find an expedient, mutually acceptable solution that
partially satisfies both parties.
Appropriate when
• Bargaining prices - splitting the difference
• Exchanging concessions (ex: I will give you this if you give me that …)
• Seeking a quick middle - ground position (let’s agree to disagree and not argue about that)
You have to know what you are willing to give in
and what your bottom line is – what you are not willing to negotiate

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COLLABORATING: WIN – WIN
• Is both assertive and cooperative.
• Attempts to work with the other person to find a solution that fully
satisfies the concerns of both. It involves digging into an issue to
identify the underlying concerns of the two individuals and to find an
alternative that meets both sets of concerns.

Appropriate when
• Learning from each other’s insights
• Sharing resources
• Finding a creative solution to an interpersonal problem
• Negotiating how to work together – willingness on both sides
• Recognition of each point of view as valid and legitimate

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DUAL THINKING

FIGHT or FLIGHT?
Winner or Loser?

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Dual Thinking
either/or – good/bad – black/white

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WIN and WIN

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Exercise in sub groups

• How do you apply those principles of TKI in your
Ministry with the people you meet
• When do you use each mode of conflict resolution?
• Give examples
• How can you handle situations better in the future?

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See you tomorrow…

Skills building training day 3 force field and conflicts

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