Managing change

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

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  • Managing change

    1. 1. Guiding Change in Organizations
    2. 2. Guiding Change in Organizations
    3. 3. Guiding Change in Organizations Ada Luz González, Ph.D.
    4. 4. 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
    5. 5. Some Facts About Change
    6. 6. Some Facts About Change Change is common and inevitable
    7. 7. Some Facts About Change Change is common and inevitable We all want and fear change
    8. 8. Some Facts About Change Change is common and inevitable We all want and fear change Changes in one person affect the whole system
    9. 9. 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
    10. 10. 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
    11. 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 People tend to resist change It’s better to anticipate and welcome expected and unexpected changes
    12. 12. Some External Forces for Change
    13. 13. Some External Forces for Change Information Technology  Easier information transfer  Facilitates global structuresGlobalization  Requires new competencies& Competition and expectations  Facilitates telecommuting;Demography new employment relationships  More emphasis on knowledge management
    14. 14. Some External Forces for Change Information TechnologyGlobalization& CompetitionDemography
    15. 15. Some External Forces for Change Information Technology  Global competitionGlobalization  Technologymakes it easier to& Competition compete quickly. Also makes problems spread faster.Demography  Results in restructuring, outsourcing, mergers – produces many employment changes
    16. 16. Some External Forces for Change Information TechnologyGlobalization& CompetitionDemography
    17. 17. Some External Forces for Change Information Technology  More educated workforce – want involvement; interesting workGlobalization& Competition  Younger generation – less intimidated by status – want a more balanced work lifeDemography  Cultural changes – more individualism in traditionally collectivist countries. More need for collaboration in individualistic countries
    18. 18. Kurt Lewin’s Change Model
    19. 19. New Change Landscape 8
    20. 20. New Change Landscape Multiple types of change, often bunched together: 8
    21. 21. New Change Landscape Multiple types of change, often bunched together: – Incremental 8
    22. 22. New Change Landscape Multiple types of change, often bunched together: – Incremental – Transitional 8
    23. 23. New Change Landscape Multiple types of change, often bunched together: – Incremental – Transitional – Transformational 8
    24. 24. 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
    25. 25. 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
    26. 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. No more linear cause and effect events. More often multiple waves of challenges and opportunities, often simultaneously and 8 at accelerating pace.
    27. 27. 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
    28. 28. Insanity vs. Wisdom 9
    29. 29. Insanity vs. Wisdom Definition of insanity according to Einstein: 9
    30. 30. Insanity vs. Wisdom Definition of insanity according to Einstein: 9
    31. 31. Insanity vs. Wisdom Definition of insanity according to Einstein: – Doing the same things over and over while expecting different results. 9
    32. 32. Insanity vs. Wisdom Definition of insanity according to Einstein: – Doing the same things over and over while expecting different results. 9
    33. 33. 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
    34. 34. 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
    35. 35. Caution about Theories of Change 10
    36. 36. Caution about Theories of ChangeThe world has become toocomplex for any theory tohave all the answers. 10
    37. 37. Learning Organizations 11
    38. 38. Learning Organizations“Learning is not doing; it is reflecting ondoing.” ~MintzbergImportance of gaining conceptual insightwhile taking action. 11
    39. 39. 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
    40. 40. Sharing Insights Share insights, questions, comments, and examples about the first 2 chapters of Textbook. 13
    41. 41. Need for Participation and Communication 14
    42. 42. Need for Participation and Communication Often overlooked 14
    43. 43. Need for Participation and Communication Often overlooked Dynamic process 14
    44. 44. Need for Participation and Communication Often overlooked Dynamic process Little training of leaders on how to encourage this type of culture. 14
    45. 45. 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
    46. 46. 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
    47. 47. Guidelines for Dialogue By Ada Gonzalez, Ph.D.
    48. 48. Essential Rules of Dialogue
    49. 49. Essential Rules of Dialogue• Listen to each other with respect
    50. 50. Essential Rules of Dialogue• Listen to each other with respect• No cross talk. Wait until the other finishes.
    51. 51. Essential Rules of Dialogue• Listen to each other with respect• No cross talk. Wait until the other finishes.• Suspend assumptions, biases, and expectations
    52. 52. 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).
    53. 53. 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”)
    54. 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).• Bring an open mind, curiosity, and humility (doesn’t always have to be “right”)• Guard the process of dialogue
    55. 55. Stop: Suspend, Pause, Listen
    56. 56. Suspend
    57. 57. Suspend✦ Means "to hang below."
    58. 58. Suspend✦ Means "to hang below."✦ Refers to displaying our thinking in a way that lets us and others see and understand.
    59. 59. 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 persons point of view.
    60. 60. 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 persons point of view.✦ Creates a space between our judgments and our reactions so that we can hear the other person in a new way.
    61. 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 persons 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.
    62. 62. To Suspend, Identify
    63. 63. To Suspend, IdentifyIdentifying assumptions,biases, and expectationsallows us to:
    64. 64. To Suspend, IdentifyIdentifying assumptions,biases, and expectationsallows us to: See the world in a new light.
    65. 65. To Suspend, IdentifyIdentifying assumptions,biases, and expectationsallows us to: See the world in a new light. Build common ground and consensus.
    66. 66. To Suspend, IdentifyIdentifying assumptions,biases, and expectationsallows us to: See the world in a new light. Build common ground and consensus. Respect others and their contributions, evenif contradictory to see things we have long heldto be true.
    67. 67. 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.
    68. 68. 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.
    69. 69. 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.
    70. 70. PauseDefinition: 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.
    71. 71. 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?
    72. 72. SilenceThere are many ways to sow the seeds.Listen and in the quiet you will hearthe direction of your heart.The garden of silenceis always there.Patiently waiting.We only have to claim it. ~Anne LeClaire“Be Still and Know. . .”
    73. 73. 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.
    74. 74. 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.
    75. 75. ListenListen: To make an effort to hear something; to hearsomething with thoughtful attention; to play close attention.“It is better to listen in order to understand than to listen in orderto reply”.
    76. 76. 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
    77. 77. 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.
    78. 78. 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
    79. 79. Start: Inquire, Share, Cultivate
    80. 80. Start: Inquire, Share, Cultivate
    81. 81. Start: Inquire, Share, Cultivate•All the “right players” don’t win agame. They have to start playing andplay well.
    82. 82. Start: Inquire, Share, Cultivate•All the “right players” don’t win agame. They have to start playing andplay well.•Instead of complaining, take action.
    83. 83. Start: Inquire, Share, Cultivate•All the “right players” don’t win agame. They have to start playing andplay well.•Instead of complaining, take action.•Dreams have never been fulfilled bypure luck. It takes passion, will power,and determination to achieve changewithin ourselves and others.
    84. 84. Inquire
    85. 85. Inquire• Inquiry:
    86. 86. Inquire• Inquiry: ✓ is about asking questions and holding an attitude of curiosity,
    87. 87. Inquire• Inquiry: ✓ is about asking questions and holding an attitude of curiosity, ✓ opens the door for new insights and learning
    88. 88. 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.
    89. 89. Inquire - Ask Questions
    90. 90. 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
    91. 91. Inquire - Ask Questions
    92. 92. 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.
    93. 93. Inquire - Ask Questions
    94. 94. Inquire - Ask Questions• Many times you can lead better by asking questions than by providing answers.
    95. 95. 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.
    96. 96. 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:
    97. 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.• Give them time to: ✓ think through situations,
    98. 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: ✓ think through situations, ✓ look at the big picture,
    99. 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, ✓ look at the big picture, ✓ bounce ideas off of peers, and
    100. 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, ✓ bounce ideas off of peers, and ✓ experiment with possibilities.
    101. 101. Inquire - Ask Questions
    102. 102. 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.
    103. 103. Inquire - Discover• What does the word Discover means for you as a person? As an HR leader? As an employee?
    104. 104. Inquire - Discover
    105. 105. Inquire - Discover• In discovery, an answer -- right or wrong -- is not the end of anything. Its the beginning of something else.
    106. 106. Inquire - Discover• In discovery, an answer -- right or wrong -- is not the end of anything. Its 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.
    107. 107. Inquire - Learn
    108. 108. Inquire - Learn• Definition (Wikipedia)
    109. 109. Inquire - Learn• Definition (Wikipedia) Learning is acquiring new:
    110. 110. Inquire - Learn• Definition (Wikipedia) Learning is acquiring new: ✓ knowledge,
    111. 111. Inquire - Learn• Definition (Wikipedia) Learning is acquiring new: ✓ knowledge, ✓ behaviors,
    112. 112. Inquire - Learn• Definition (Wikipedia) Learning is acquiring new: ✓ knowledge, ✓ behaviors, ✓ skills,
    113. 113. Inquire - Learn• Definition (Wikipedia) Learning is acquiring new: ✓ knowledge, ✓ behaviors, ✓ skills, ✓ values, or
    114. 114. Inquire - Learn• Definition (Wikipedia) Learning is acquiring new: ✓ knowledge, ✓ behaviors, ✓ skills, ✓ values, or ✓ preferences.
    115. 115. Inquire - Learn
    116. 116. Inquire - LearnLearning
    117. 117. Inquire - Learn Learning✓ begins with questions
    118. 118. Inquire - Learn Learning✓ begins with questions✓ is enriched by reflection
    119. 119. Inquire - Learn Learning✓ begins with questions✓ is enriched by reflection✓ is the key to success and survival for organizations
    120. 120. 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
    121. 121. 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.
    122. 122. Inquire - Learn
    123. 123. Inquire - Learn✓ You were born to learn!
    124. 124. Inquire - Learn✓ You were born to learn!✓ Your brain is plastic and has the capability of keep learning for life
    125. 125. 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.
    126. 126. 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?
    127. 127. Learn
    128. 128. Learn• It is important to learn from experiences rather than being bound by past experiences.
    129. 129. 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.
    130. 130. 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:
    131. 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.• Management practices that foster learning encourage, recognize, and reward: ✓ openness,
    132. 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: ✓ openness, ✓ systemic thinking,
    133. 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, ✓ systemic thinking, ✓ creativity,
    134. 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, ✓ creativity, ✓ a sense of efficacy, and
    135. 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, ✓ a sense of efficacy, and ✓ empathy.
    136. 136. 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?
    137. 137. • When you are willing to become vulnerable and share the complexity of your thoughts, feelings, and dreams (including ambivalences), the dialogue is enriched.
    138. 138. Share - Thoughts• Oftentimes it’s easier to share material resources than to share what is inside you.
    139. 139. Share - FeelingsCommon messages you hear about feelings: “Keep feelings to yourself. ” “Thereis no place for feelings at work.” . . . .
    140. 140. Share - FeelingsWhy is it important to share feelings? “Not sharing them creates barriers.” “Notsharing them isolates you.” “Not sharing negative feelings results in augmented negativefeelings” . . . .
    141. 141. Share - Dreams➡ By Sharing dreams people can: ✦ Develop new visions of reality. ✦ Construct a viable future together
    142. 142. Cultivate
    143. 143. Cultivate•Open your mind to new ideas,methods, and opinions.
    144. 144. Cultivate•Open your mind to new ideas,methods, and opinions.•Show the same curiosity youexhibited as a child.
    145. 145. Cultivate•Open your mind to new ideas,methods, and opinions.•Show the same curiosity youexhibited as a child.•Flexibility will smooth the pathof dialogue and understanding.
    146. 146. Cultivate -Curiosity
    147. 147. Cultivate -Curiosity• Remember a time when as a child you exhibitedcuriosity and as a result learned something exiting.
    148. 148. Cultivate -Curiosity• Remember a time when as a child you exhibitedcuriosity and as a result learned something exiting.•Share with another person.
    149. 149. Cultivate -Curiosity• Remember a time when as a child you exhibitedcuriosity and as a result learned something exiting.•Share with another person.•How can you rekindle that type of curiosity?
    150. 150. Cultivate -FlexibilityAccording to Webster, Flexibility is:1 : capable of being flexed : pliant2 : yielding to influence : tractable3 : characterized by a ready capability to adapt to new, different, orchanging requirements <a flexible schedule>synonyms see elastic
    151. 151. Cultivate -FlexibilityShare a story of a situation at work that requiredflexibility and you were able to be successful becauseyou were able to be flexible. What made it easier to be flexible? What made it more difficult?
    152. 152. Sustain: Build, Embrace, Evolve
    153. 153. Build
    154. 154. Build• Trust helps make a strong “container.”
    155. 155. Build• Trust helps make a strong “container.”• You show respect by. . . (answers from group)
    156. 156. Build• Trust helps make a strong “container.”• You show respect by. . . (answers from group)• You also need to become competent about dialogue.
    157. 157. 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.
    158. 158. Building Trust
    159. 159. Building Trust• We learn to trust only by repeatedly taking personal risk and experiencing positive outcomes.
    160. 160. 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.
    161. 161. 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?
    162. 162. Building Respect
    163. 163. Building Respect• Respect has different meanings for different cultures, generations, and individuals.
    164. 164. Building Respect• Respect has different meanings for different cultures, generations, and individuals.• Requires empathy and communication to be sensitive to what others consider respectful.
    165. 165. 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?
    166. 166. For dialogue to work, you need to be willing toembrace the mutuality of the process, and thehonesty it requires.Then you can joyfully embrace the ideas andbring fun to the process. Positivity andappreciation smooth the path to Dialogue
    167. 167. Evolve: Accept, Grow, Transform
    168. 168. Evolve: Accept, Grow, Transform• If we are not evolving we are in decline.
    169. 169. Evolve: Accept, Grow, Transform• If we are not evolving we are in decline. ✓ Accept where you are now
    170. 170. Evolve: Accept, Grow, Transform• If we are not evolving we are in decline. ✓ Accept where you are now ✓ Make a plan to keep growing
    171. 171. 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
    172. 172. 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!
    173. 173. Dialogue and Collaboration Dialogue is the glue that holds the process together.
    174. 174. Personal Change Capabilities and Styles 62
    175. 175. Core Pattern of Successful Change
    176. 176. Core Pattern of Successful Change See. Create compelling dramatic situations that help others visualize the problem.
    177. 177. 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.
    178. 178. 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.

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