people and the process of change. perceive the world happy with what is perceived change no change...

People and the Process of Change

Perceive the world

Happywith what isperceived

Change

No ChangeComfort Zone

Unhappywith what isperceived

Understanding The Learning Process To Influence ChangeUnderstanding The Learning Process To Influence Change

Change

Forward to Summary

Change - NewComfort Zone

Not ComfortPerceive world

Perceive the world

Eyes - Sight


How do we perceive the world?

Ears - HearingNose - Smell

Tongue - Taste

Skin – Touch

Brain



Sense Organ

Perception distorts reality when the:

• Information reaching the sense organ is distorted.

• Information reaching the brain is distorted (sense organ is defective e.g.. short sightedness or background interference of a weak signal e.g. sound is very soft in a noisy atmosphere)

• Brain/nerves are impaired e.g. disease or drugs.

• Person is under stress.

• Brain tries to make meaning of sensations

Perception

Brain



Sense Organ

• Are the red lines straight?

Perception

Back to Change

Personalexample


Are you always happy in your Comfort Zone?

Some reasons for unhappiness

You are unable to change the Zone

because

• You are powerless.

• You are financially unable to.

• You enjoy being unhappy.

Back to Comfort Zone

Forward to Summary


Reactions to being out of a Comfort Zone

Displacement from a Comfort Zone may cause:

• A Tantrum with incoherent protest.

• A “Lockout”. The person refuses to interact in a meaningful way,

• A direct attack on the messenger.

• A problem solving rising to the challenge with an attempt to find solutions. May involve coherent protest.


Behavior which may indicate discomfort with change.

• Maintenance of Traditions when New Systems or Technologies make activities simpler or more efficient.

• Refusal to learn new technologies e.g. refusal to “talk to a machine” to leave voice mail.

• Rejection of a generation - new styles / music.

Behavior which may indicate discomfort with change.


Interim Summary 1

I object to change because I want to be in my comfort zone.

My Comfort Zone is personal and based on:

• Gathering information received through my imperfect senses and Interpreting and making sense of the information to have:

• perceptions of others (which may be wrong)

• a perception of myself (which may be wrong)

How does Gwen perceive the actions of the Wizard?

Do you think the actions of others is to remove comfort from your life?

Lets discuss a balanced view of the actions of other people on our lives.


Perceptions of Other People


Making Change Happen

lady's motivation frog's motive motivation


Interim Summary 2

To Cause Change

You Must Know Your Target

so that you can:

• Catch and maintain their attention.

• Convince them that they want to perform the change because they benefit in

• tangible ways

• intangible ways


• A “Correct” response is demonstrated following the presentation of a specific environmental stimulus.

• It may make no attempt to show understanding or to apply the knowledge to new situations.

Evidence of Learning


• Memorization - recall of the exact words of teacher. • At school you “learn” a definition given in a

text.• At work you can recall a list of steps in a

procedure.

• Skill or Method of doing some action demonstrated as expected by the teacher. • At school you learn how to recite a poem.• At work you learn and execute a bureaucratic

procedure.



• Modified response is demonstrated when information is stored in memory in an organized, meaningful way.

• Makes an attempt to interpret i.e. show understanding or application.



• Summarization - explain in your own words.• At school you explain a definition in your own

words.• At work you can explain a procedure.

• Skill or Method of doing some action as interpreted by you.• At school you learn how to recite the poem with

feeling.• At work you modify a bureaucratic procedure.



Interim Summary 3

Learning can be seen as:

a product/destination a process/journey.

producing standardized people.

producing people who have personalized learning.

evaluated by standardized test when learning is complete by trainer/teacher only.

evaluated by personal standards throughout the process (ongoing) by both student and teacher.


Behaviorism

• Learning is a behavioral change in desired direction which happens when a correct response is demonstrated following the presentation of a specific environmental stimulus. Learning is caused by external agents.

• Learners practice to build fluency i.e. get responses closer and closer to correct response.

• Teachers use instruction which utilizes consequences and reinforcement of learned behaviors. Programmed Instruction i.e. logical presentation of content, overt responses, immediate knowledge of correctness may be used.

• Learners show insight observable and measurable behaviors

Theories of Learning


Cognitivism

• Learning is knowledge acquisition i.e. a mental activity that entails internal coding and structuring by the learner. (internal process).

• Learners develop capacity and skills to learn better. Learning results when information is stored in memory in an organized, meaningful way.

• Teachers emphasis structuring, organizing and sequencing information to facilitate optimal processing.

• Learners show insight, information processing, memory, perception.



Constructivism• Learning is an active process of constructing rather than

acquiring knowledge. Knowledge is embedded in the context in which it is used. (internal process).

• Learners build personal interpretation of the world based on experiences and interactions.

• Teachers engage learner in the actual use of the tools in real world situations using authentic tasks in meaningful realistic settings. Instruction is a process of supporting knowledge construction rather than communicating knowledge.

• Learners show novel but situation-specific understandings by "assembling" knowledge from many diverse sources appropriate to the problem at hand.



Humanist

• Learning is a personal act to fulfill potential. (internal process)

• Learners attempts to satisfy affective and cognitive needs as they aspire to become self-actualized, autonomous learners

• Teacher facilitates development of the whole person.

• Learners perform self-directed learning.



Social and Situational

• Learning is in relationship between people and environment.

• Learner Learner aspires for full participation in communities of practice and utilization of resources.

• Teachers work to establish communities of practice in which conversation and participation can occur.

• Learners interacts / observes in social contexts moving from the periphery to the centre of a community of practice.



• Behaviorist - Learning is a behavioral change in desired direction caused by external stimuli.


• Cognitivist - Learning is storing of information in memory in an organized, meaningful way.

• Constructivist - Learning is a process of searching for meaning in all experiences.

• Humanist - Learning is personal actions to fulfill potential.

• Social and situational - Learning is the development of relationships between people and/or people and the environment.

Views of Learning


• Behaviorist - Consequences and reinforcement of learned behaviors.

Theories of LearningHow Teachers use:

• Cognitivist - Structuring, organizing and sequencing information to assist learners in organizing information in an optimal way so that it can be readily assimilated.

• Constructivist - Problem Solving, Creative and Critical thinking, Discovery learning and Inquiry-based.

• Humanist - Self-directed learning.• Social and situational – Socialization, Social

participation, Associationalism, Conversation.


How people learn

How people learn

• Learning is a difficult and complex process.

• Consider the information you receive through your senses as pieces of a jig saw puzzle that you are trying to assemble to make a coherent picture.


How people learn

• Let us make some puzzles to see how easy learning can be:

How people learn

15 pieces parts do not need to be rotated.

9 pieces, parts may need to be rotated.



48 pieces, parts may need to be rotated. .


22 X 23 = 25 Perception Example

What I had written:

What my friend read:

22 X 23 = 25 Twenty two multiplied by twenty three equals twenty five!

Back to Perception

Leading the Change Leading the Change ProcessProcess

PerformanceConsultants

Make recommend-

ations

Translate job requirements into

competencies

Apply Science of Learning & Human

Performance

Generate solution options and

metrics

Conduct effectiveness & cost analysis

(K, S, A, T)

1. Establishing a Sense of Urgency2. Creating a Guiding Coalition3. Developing a Vision & Strategy4. Communicating the Change Vision5. Empowering Broad-Based Action6. Generating Short-Term Wins7. Consolidating Gains & Producing More Change8. Anchoring New Approaches in the Culture

Source: Leading Change, John P. Kotter, 1998

The 8 Stage Process of Creating Major Change

Creating Major ChangeCreating Major Change

Establishing a Sense of Urgency• Examining the market & competitive realities• Identifying & discussing crisis, potential crisis, major

opportunities

Concepts:• Create a crisis: highlight major weaknesses, allow errors to compound• Eliminate obvious examples of excess (company facilities, services,etc• Set goals & targets unrealistically high• Distribute company-wide performance data highlighting deficiencies to

more employees• Force interaction with unsatisfied “customers, suppliers, shareholders.”• Use consultants to force more relevant & honest appraisals• Bombard people with information on future opportunities, rewards for

capitalize on those opportunities, & potential “lost opportunities.”



Creating a Guiding Coalition• Putting together a group with enough power to lead the change• Getting the group to work together like a team

4 Key Characteristics of Guiding Coalition:• Positional Power: Are enough key players on board, especially the

main line managers, so those left out can not easily block progress?• Expertise: Are the various points of view, relevant to the tasks at

hand, adequately represented so that informed, intelligent decisions can be made?

• Credibility: Does the group have enough people, with good reputations, that its pronoucements will be taken serious by the other employees?

• Leadership: Does the group include enough proven leaders to be able to drive the change process?



Developing a Vision & Strategy• Creating a vision to help direct the change effort• Developing strategies for achieving that vision

Characteristics of an Effective Vision• Imaginable: Conveys a picture of what the future will look like• Desirable: Appeals to the long-term interests of employees,

customers, stakeholders.• Feasible: Comprises realistic, attainable goals• Focused: Is clear enough to provide guidance in decision making• Flexible: Is it general enough to allow individual initiative &

alternative responses in light of changing condition.• Communicable: Is easy to communicate, can be successfully

explained within 5 minutes.



Communicating the Change Vision• Using every vehicle possible to constantly communicate the new vision & strategies• Having the guiding coalition role model the behavior expected of employees

Key elements in communicating the vision:• Simplicity. All jargon & technobabble must be eliminated.• Metaphor, Analogy & Example. A verbal picture is worth a

thousand words.• Multiple Forums. Big meetings & small, memos, newspapers, formal

and informal meetings….• Repetition. Ideas sink in only after they have been heard many

times• Leadership by Example. Behavior by important people that is

inconsistent with the vision overwhelms other forms of communication.

• Explanation of Seeming Inconsistency. Unaddressed inconsistencies undermine the credibility of all communications.

• Give & Take. Two way communication is always more powerful and one-way communication.Source: Leading Change, John P. Kotter, 1998


Empowering Broad-Based Action• Getting rid of obstacles• Changing systems or structures that undermine the change vision• Encouraging risk taking & non-traditional ideas, activities & actions

Empowering People to Effect Change

• Communicate a sensible vision to employees. • Make sure structures are compatible with the vision.• Provide the training employees need.• Align information and personnel systems to the

vision.• Confront supervisors who undercut needed change.



Generating Short-Term Wins• Planning for visible improvements in performance, or “wins”• Creating those wins• Visibly recognizing & rewarding people who made the win possible

1. Provides evidence that sacrifices are worth it.2. Reward change agents.3. Helps fine-tune vision & strategies.4. Undermine cynics and self-serving registers.5. Keep bosses on board.6. Build Momentum.



Consolidating Gains & Producing More Change• Using increased credibility to change all systems, structures & policies that don’t fit together and don’t fit the transformation strategy• Hiring, promoting, & developing people who can implement the change vision• Reinvigorating the process with new projects, themes & change agents

• More change, not less. The guiding coalition uses the credibility afforded by the short-term wins to tackle additional and bigger change projects

• More Help. Additional people are brought in, promoted and developed to help with all the changes

• Leadership from Senior Management. Senior people focus on maintaining clarity of shared purpose, keeping urgency levels up.

• People management & leadership from below. Lower ranks in the hierarchy provide both leadership & management for specific projects.

• Reduction of unnecessary interdependencies. To make change easier in both short/long-term, managers identify and eliminate unnecessary organizational interdependencies.


Note: Resistance is always waiting to reassert itself!


Anchoring New Approaches in the Culture• Creating better performance through customer- & productivity oriented behavior, more and better leadership, & more effective management• Articulating the connections between new behavior & organizational success• Developing means to ensure leadership development & succession

Concepts:• Culture changes come last, not first. Most alteration in norms & shared values

come at the end of the transformation process• Results matter. New approaches usually sink into a culture only after it is very

clear that they work and are superior to the old methods.• Requires a lot of talk. Without verbal instruction and support, people are

reluctant to admit the validity of new practices.• May involve turnover. Sometime the only way to change a culture is to change

key people.• Makes decision on succession crucial. If promotion processes are not

changed to be compatible with the new practices, the old culture will reassert itself




22 X 23 = 25 End

What I had written:

What my friend read:

22 X 23 = 25 Twenty two multiplied by twenty three equals twenty five!

people and the process of change. perceive the world happy with what is perceived change no change...

Documents

influence change change

process of change slide

cause change

influence change behavior

influence change perceptions

influence change reactions

learning process

change comfort zone