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Leading and Leading and Managing Managing

ChangeChangeClass 10Class 10

OBHR E-110OBHR E-110

Christina Finegold and Linda MiklasChristina Finegold and Linda Miklas

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Dynamics of Change Dynamics of Change (Individual)(Individual)

No Matter How Exciting the No Matter How Exciting the Change….Change….Expect a Sense of LossExpect a Sense of Loss

No Matter How Competent People No Matter How Competent People Are….Are….Expect a Sense of Confusion and Expect a Sense of Confusion and AmbiguityAmbiguity

To varying degrees….To varying degrees….Expect ResistanceExpect Resistance Expect the Loss and Ambiguity to Lead to Expect the Loss and Ambiguity to Lead to

a a Deterioration of TrustDeterioration of Trust and a and a Sense of Sense of Self-PreservationSelf-Preservation

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Any given workgroup…Any given workgroup…

20%20% 60%60%

Change Agent

Change Saboteur

Wait & See

“What’s in it for me?”

20%20%

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Dynamics of Change Dynamics of Change (Organization)(Organization)

Communications DeteriorateCommunications Deteriorate Productivity SuffersProductivity Suffers Loss of Team Play – See Each Other Loss of Team Play – See Each Other

as “The Competition”as “The Competition” Power/Turf StrugglesPower/Turf Struggles Morale Goes Down – Lose Morale Goes Down – Lose

CommitmentCommitment Bail-Outs Occur – Lose Good PeopleBail-Outs Occur – Lose Good People

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5 Key Change Leader 5 Key Change Leader CompetenciesCompetencies

ModelingModeling the Change the Change CommunicatingCommunicating about the Change about the Change InvolvingInvolving Others in the Change Others in the Change HelpingHelping Others Break from the Past Others Break from the Past CreatingCreating a Supportive Learning a Supportive Learning

EnvironmentEnvironment

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Modeling the ChangeModeling the Change

Show others what it means to Show others what it means to changechange

See your behavior as others doSee your behavior as others do Admit mistakes and correct yourselfAdmit mistakes and correct yourself Align your behavior with a vision or Align your behavior with a vision or

end stateend state

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Communicating About the Communicating About the ChangeChange

Need to reach all people who need Need to reach all people who need to know about the changeto know about the change

Communicate even when you don’t Communicate even when you don’t knowknow

Share both the good and the bad Share both the good and the bad newsnews

Explain how it relates to themExplain how it relates to them

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Involving Others in the Involving Others in the ChangeChange

A process in which all affected A process in which all affected parties participate rather than a parties participate rather than a deed that is done to othersdeed that is done to others

Include people from the very Include people from the very beginningbeginning

Allow others to influence how Allow others to influence how change will be implementedchange will be implemented

Use the ideas of those involved with Use the ideas of those involved with the problemsthe problems

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Helping Others Break from Helping Others Break from the Pastthe Past

Challenge the Status QuoChallenge the Status Quo Question your AssumptionsQuestion your Assumptions Abandoning the “that’s the way Abandoning the “that’s the way

we’ve always done things” mindsetwe’ve always done things” mindset Encourage innovationEncourage innovation What could be better vs. what is What could be better vs. what is

wrong with the way things arewrong with the way things are

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Create a Supportive Create a Supportive Learning EnvironmentLearning Environment

Abandon old ways of working and Abandon old ways of working and adopting new skills and behaviorsadopting new skills and behaviors

Honor mistakes and failures as part Honor mistakes and failures as part of the process – learn from themof the process – learn from them

Act as a guardian of learningAct as a guardian of learning Learn by doing and provide Learn by doing and provide

information, support and “just in information, support and “just in time” trainingtime” training

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10 Commandments for 10 Commandments for Implementing Change Implementing Change Todd JickTodd Jick

1.1. Analyze the organization and its need for Analyze the organization and its need for changechange

2.2. Create a shared vision and common Create a shared vision and common directiondirection

3.3. Separate from the pastSeparate from the past4.4. Create a sense of urgencyCreate a sense of urgency5.5. Support a strong leaders roleSupport a strong leaders role6.6. Line up political sponsorshipLine up political sponsorship7.7. Craft an implementation planCraft an implementation plan8.8. Develop enabling structuresDevelop enabling structures9.9. Communicate, involve people and be honestCommunicate, involve people and be honest10.10. Reinforce and institutionalize the changeReinforce and institutionalize the change

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Goals for CIMGoals for CIM

Gain insight about why change is Gain insight about why change is hardhard

Begin to close the gap between Begin to close the gap between intention and resultintention and result

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CIM ProcessCIM Process

I’ll ask a question for you to reflect I’ll ask a question for you to reflect on and write on your ownon and write on your own

At some points you’ll share with a At some points you’ll share with a “learning partner”“learning partner”

We’ll discuss as a large groupWe’ll discuss as a large group I invite you to stretchI invite you to stretch

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You decideYou decide

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Learning PartnersLearning Partners

As the listener:As the listener: Follow your partner’s paceFollow your partner’s pace Listen wellListen well Ask questions to understandAsk questions to understand Don’t push/solve/give adviceDon’t push/solve/give advice

As the speaker:As the speaker: You choose how much to shareYou choose how much to share

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Warm-up columnWarm-up column

What sorts of things, would you like What sorts of things, would you like to see change at work/in life, so you to see change at work/in life, so you could be more effective or so could be more effective or so work/life could be more satisfying?work/life could be more satisfying?

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Warm upWarm up My subordinates keep me out of the loopMy subordinates keep me out of the loop I’m always putting out firesI’m always putting out fires More collaboration on my teamMore collaboration on my team I do everything around hereI do everything around here I don’t have a plan. I tackle a little of I don’t have a plan. I tackle a little of

this then a little of that and never finish this then a little of that and never finish anythinganything

Be a nicer personBe a nicer person Lose 10 poundsLose 10 pounds

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Criteria for high-quality Criteria for high-quality column 1 entriescolumn 1 entries

It’s true for youIt’s true for you It implicates you (puts you on the hook, It implicates you (puts you on the hook,

not about someone else shaping up)not about someone else shaping up) There’s room for improvementThere’s room for improvement It’s important to you It’s important to you (4 or 5 on a 1-5 (4 or 5 on a 1-5

scale)scale)

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Importance to You?Importance to You?

1= Not at all1= Not at all 2= Not very important2= Not very important 3= Somewhat/so-so3= Somewhat/so-so 4=Important4=Important 5= Very important5= Very important

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Criteria for high-quality Criteria for high-quality column 2 entriescolumn 2 entries

Identifies behaviors, not dispositionsIdentifies behaviors, not dispositions It is clear how it undermines or It is clear how it undermines or

works against the Column #1 works against the Column #1 commitment.commitment.

Not “why” or “what you should do” – Not “why” or “what you should do” – just the behaviors (of doing or not just the behaviors (of doing or not doing)doing)

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Criteria for high-quality Criteria for high-quality column 3 entriescolumn 3 entries

Follows from fear.Follows from fear. It’s a commitment to self-protectionIt’s a commitment to self-protection If it’s too noble, interrogate further.If it’s too noble, interrogate further. It shows you why the 2It shows you why the 2ndnd column column

behaviors make all the sense in the behaviors make all the sense in the world!world!

Feels powerful – 4 or 5 on 1-5 scaleFeels powerful – 4 or 5 on 1-5 scale

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Column 3 exampleColumn 3 example

Col 1: Col 1: I’m committed to having time I’m committed to having time for myself.for myself.

Col 2: Col 2: I do too many things and don’t I do too many things and don’t say no when people ask me to work on say no when people ask me to work on something.something.

Col 3: Col 3: I fear that if I say no, I’ll I fear that if I say no, I’ll disappoint people and they’ll think I’m disappoint people and they’ll think I’m not helpful.not helpful. “I’m committed to being “I’m committed to being the ‘go to’ person.”the ‘go to’ person.”

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Criteria for high-quality Criteria for high-quality column 4 entriescolumn 4 entries

It makes the “3It makes the “3ndnd column column commitment” absolutely necessarycommitment” absolutely necessary

It has a “big-time bad” conclusion It has a “big-time bad” conclusion for youfor you

It displays a contracted worldIt displays a contracted world Feels real (4-5); feels powerful (4-5)Feels real (4-5); feels powerful (4-5)

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Surfacing big assumptions Surfacing big assumptions leads us… leads us…

to seeing more deeply into ourselves to seeing more deeply into ourselves to building greater capacity and to building greater capacity and

complexity complexity to acting “smarter”, individually and to acting “smarter”, individually and

organizationallyorganizationally to disturbing our immunity to to disturbing our immunity to

changechange

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Screening: How is my Big Screening: How is my Big Assumption Getting in My Assumption Getting in My

Way?Way? What does it block?What does it block?

What does it prevent?What does it prevent?

What does it impair?What does it impair?

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Screening: If I were to be Screening: If I were to be free of my Big Assumption free of my Big Assumption

(or freer)…(or freer)… What difference/scan you imagine it What difference/scan you imagine it

might make in your life?might make in your life? How you act? Feel?How you act? Feel? Outcomes at work or school?Outcomes at work or school? Available energy?Available energy?

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Importance to You?Importance to You?

1= Not at all1= Not at all 2= Not very important2= Not very important 3= Somewhat/so-so3= Somewhat/so-so 4=Important4=Important 5= Very important5= Very important

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7 Means to Leverage the 7 Means to Leverage the Big AssumptionBig Assumption

Observe the Big Assumption in actionObserve the Big Assumption in action Stay alert to natural challengesStay alert to natural challenges Write the “Biography” of the Big Write the “Biography” of the Big

AssumptionAssumption Design a modest, safe, actionable testDesign a modest, safe, actionable test Examine the results of the testExamine the results of the test Develop, run, evaluate further testsDevelop, run, evaluate further tests Consolidate your learningConsolidate your learning

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Life After LeveragingLife After Leveraging Change is a journey … it happens Change is a journey … it happens

incrementally over timeincrementally over time

11stst test of your Big Assumption test of your Big Assumption moves you onto the pathmoves you onto the path

Success can encompass versatility Success can encompass versatility vs. replacement …vs. replacement …

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AssignmentsAssignments Field Research on Performance ManagementField Research on Performance Management

Class 3, February 12: Come to class prepared to discuss your findingsClass 3, February 12: Come to class prepared to discuss your findings Journal Summary #1Journal Summary #1

Class 4, February 19: Submit to drop box by 5pmClass 4, February 19: Submit to drop box by 5pm 1-2 pages (12 font, double-spaced), Summarizing Classes 1-31-2 pages (12 font, double-spaced), Summarizing Classes 1-3

Topic for Team PresentationTopic for Team Presentation Class 7, March 12: Teams Share Topics Tonight!Class 7, March 12: Teams Share Topics Tonight!

Leadership PaperLeadership Paper Class 6, March 5: Submit to drop box by 5 pmClass 6, March 5: Submit to drop box by 5 pm 5 pages (12 font, double-spaced)5 pages (12 font, double-spaced)

Case AnalysisCase Analysis Class 8, March 19: Submit to drop box by 5 pmClass 8, March 19: Submit to drop box by 5 pm 3 pages (12 font, double-spaced)3 pages (12 font, double-spaced)

Journal Summary #2Journal Summary #2 Class 9, April 2Class 9, April 2 3 pages (12 font, double-spaced), Summarize Classes 4-8 only3 pages (12 font, double-spaced), Summarize Classes 4-8 only

Read Getting to YesRead Getting to Yes Class 9, April 2Class 9, April 2

Experience of Being OtherExperience of Being Other Class 11, April 16Class 11, April 16 1-2 pages (12 font, double-spaced)1-2 pages (12 font, double-spaced)

Journal Summary, FinalJournal Summary, Final Class 13, April 30: Submit to drop box by 5pmClass 13, April 30: Submit to drop box by 5pm 8-12 pages, Summarizing Reflections on full Semester8-12 pages, Summarizing Reflections on full Semester

Team PresentationsTeam Presentations Groups A-E, May 7Groups A-E, May 7thth

Groups F-I, May 14Groups F-I, May 14 thth