4. INTRODUCTION
• Kurt Lewin (1890-1947) is considered as the father of social psychology
• He was born in Germany, later emigrated to the US.
• He is well known for his writings on group dynamics, group therapy and social
psychology.
• Kurt Lewin introduced his field theory concepts, emphasizing that the group
differs from the simple sum of its parts.
• Lewin coined the term group dynamics in 1939.
• His field theory states that "one’s behavior is related both to one’s personal
characteristics and to the social situation in which one finds oneself."
5. Cont..
• A leader in change management, Kurt lewin was a German-
American social psychologist in the early 20th century. Among the
first to research group dynamics and organizational development,
Lewin developed the 3 Stage Model of Change in order to evaluate
two areas:
• The change process in organizational environments
• How the status-quo could be challenged to realize effective
changes
6. CONT…
KURT LEWIN MAINLY KNOWN FOR THE ..
Kurt lewin change theory
Group dynamics
action research
T-groups
lewins Field theory of learning education
the 6 stage of behavior change
7. LEWIN’S CHANGE THEORY
• His most influential theory was his model of the change process in
human systems.
• Kurt Lewin theorized a three-stage model of change that is known
as the unfreezing-change-refreeze model that requires prior
learning to be rejected and replaced.
• Lewin's theory states behavior as "a dynamic balance of forces
working in opposing directions. "
8.
9. CONCEPT OF THEORY
• Concept of Lwins theory is Depends on three force .
• 1. Driving force
• 2. Restraining force and
• 3. Equilibrium force
11. DRIVING FORCE
• Driving forces
• Driving forces are forces that push in a direction that causes
change to occur.
• Driving forces facilitate change because they push the person in
the desired direction.
• They cause a shift in the equilibrium towards change
13. RESTRAINING FORCE
• Restraining forces
• Restraining forces are forces that counter driving forces.
• Restraining forces hinder change because they push the person in
the opposite direction.
• Restraining forces cause a shift in the equilibrium which opposes
change
15. EQUILIBRIUM FORCE
• Equilibrium
• Equilibrium is a state of being where driving forces equal
restraining forces and no change occurs
• Equilibrium can be raised or lowered by changes that occur
between the driving and restraining forces.
16. STAGE OF LEWIN’S THEORY
• Consist of three Distinct and vital stage
• 1. unfreeZing
• 2. Moving to a new level or Changing” or Movement
• 3. Refreezing
19. UNFREEZING
• Unfreezing is the process which involves finding a
method of making it possible for people to let go of an old
pattern that was counterproductive in some way.
• Unfreezing is necessary to overcome the strains of
individual resistance and group conformity.
• Unfreezing can be achieved by the use of three methods.
20. Cont..
I. First, increase the driving forces that direct behavior away
from the existing situation or status quo.
II. Second, decrease the restraining forces that negatively affect
the movement from the existing equilibrium.
III. Third, find a combination of the two methods listed above.
21. MOVING TO NEW LEVEL , CHANGING
OR MOVEMENT
• . This stage involves a process of change in thoughts, feeling,
behavior, or all three, that is in some way more liberating or more
productive
• Once team members have opened up their minds, change can start. The
change process can be a very dynamic one and, if it is to be effective, it will
probably take some time and involve a transition period.
• To gain efficiency, people will have to take on new tasks and responsibilities,
which entails a learning curve that will look at first slow the organisation
down.
22. Cont…
• To gain efficiency, people will have to take on new tasks and responsibilities,
which entails a learning curve that will look at first slow the organisation
down
• A change process has to be viewed as an investment. This process is both in
terms of time and the allocation of resources. After the new organisation
and procedures have been rolled out, inevitable chaos might ensue, but that
is the price to pay to attain enhanced effectiveness within the structure.
23. REFREEZING
• Refreezing is establishing the change as a new habit, so that it now
becomes the “standard operating procedure.”
• Without this stage of refreezing, it is easy to go back to the old
ways
• The change will only reach its full effect if it’s made permanent. Once the
organizational changes have been made and the structure has regained its
effectiveness, every effort must be made to cement them and make sure the
new organization becomes the standard. More changes can be made later on.
24. Cont..
• Still, once the structure has found a way to improve the way it conducts its
operations, “re-freezing” will allow the people to thrive in the new
organization and take full advantage of the change. Many quote the model as
saying the third step of this approach is to re-freeze when in Lewin’s original
work it was “freeze”.
25. APPLICATION OF THEORY
• It is pertinent that the driving and restraining forces must be
analyzed before implimenting a planned change.
• Before the application of this theory the client should be ready with
full mind towards positive way
• This theory can apply to every field for the improvement,
motivation, goal achievement and also for changing old to new .
26. BEHAVIOURAL CHANGE THEORIES
• Behavioural change theories are attempts to explain why behaviors
change. These theories cite environmental, personal, and behavioral
characteristics as the major factors in behavioral determination. In recent
years, there has been increased interest in the application of these theories in
the areas of health , education , criminology , energy and international
development with the hope that understanding behavioural change will
improve the services offered in these areas.
27. LEWIS FIELD THEORY OF LEARNIG EDUCATIO
• Kurt Lewin (1890-1947), unlike Pavlov, Skinner and Gestltian psychologists,
conducted experiments on the study of behaviors of children. He utilized an
elaborate experimental set-up with a view to control the child’s total
environment during the course of the investigation for getting detailed
information
• Lewin emphasized the study of behavior as a function of the total physical
and social situation. Lewin holds that psychological laws need not be
formulated solely on the basis of statistical averages. Rather the individual
case is equally important
28. Lewin’s theory may be explained as under
• Suppose a person P is moving towards a goal of getting social recognition.
But to achieve the goal, he has to apologies. New asking for apology is the
barrier coming in his way. The barrier may be physical or psychological
forces preventing him from reaching the goal. These forces organise
themselves into a pattern which determines his future behaviour
29.
30. Main concept of lewin’s field theory
• Lewin’s system leans heavily on concepts derived from topology, a branch
of higher mathematics that deals with transformation in space, from vector
analysis, or the mathematics of directed lines and from the sciences of
chemistry and physics concepts as Valence, equilibrium and field force.
Lewin’s most important publication is Principles of Topological Psychology
(1936 )
• TOPOLOGY : It is also called topological. Two basic concepts which
topological space denotes are:
31. CONT..
• (i) Connectedness, and
• (ii) Part-whole relationships
Topological concepts are used to represent the structure of life- space in
such a way as to define the range of possible perceptions and actions. This is
accomplished by showing the arrangements of the functional parts of life-
space. The parts are shown as various regions and their boundaries. When an
individual structures his life-space, he divides it into regions
32. CONT..
• VECTOR ; The term vector represents a force which is influencing
movement towards a goal or away from it. If there is only one vector (force),
there is movement in the direction of the vector.
• LIFE SPACE :It is also called the psychological field. The psychological field
is the space in which the person moves psychologically. It contains the whole
of one’s psychological reality – one’s self and what one thinks of or what
one gains from one’s physical and social environment
33. CONT..
THE PERSON IN LIFE SPACE : The person is often represented as a
point moving about in his life-space, affected by pulls and pushes upon him,
circumventing barriers in his locomotion in his own life-space.
VALENCE: When a person is attracted by an object, that object is said to
have a positive valence. When a person is repelled by an object that is said to
have a negative valence.
GOAL : is a region of valence-region of life-space to which a person is
psychologically attracted.
34. CONT.
• DISTANCE & DIRECTION: When there is a close correspondence
between life-space and physical space, physical distances and directions may
be used for experimental purposes as approximations of distances and
directions in life space.
• BEHAVIOUR: Lewin regards behaviour as a function of present life
space. He insists that behaviour depends upon the present and not upon the
past or future
35. CONT.
• BARRIER
It is a dynamic part of an environment which resists motion through it. It
stands in the way of a person’s reaching his goal.
• TENTION: It is very closely to and is descriptive of psychological needs.
Release of tension may be achieved either through reaching a goal or
through reconstructing a life-space.
• COGNATIVE STRUCTURE It is an environment including a person as
known by the person. It is synonymous with insight or understanding
36. Following are the major educational
implications of this theory
1 •Reward and punishment
2 •Success and failure
3 •Motivation
37. IMPLICATION OF THEORY
• AMERICAN NURSE ASSOCIATION : BY RESEACH PAPAER
• The complexity of healthcare calls for interprofessional collaboration to improve
and sustain the best outcomes for safe and high quality patient care. Historically,
rehabilitation nursing has been an area that relies heavily on interprofessional
relationships. Professionals from various disciplines often subscribe to different
change management theories for continuous quality improvement. Through a case
review, authors describe how a large, Midwestern, rehabilitation hospital used
the crosswalk methodology to facilitate interprofessional collaboration and develop
an intervention model for implementing and sustaining bedside shift reporting
38. CINTI..
• . The authors provide project background and offer a brief overview of the
two common frameworks used in this project, Lewin’s Three-Step Model for
Change and the Lean Systems Approach. The description of the bedside
shift report project methods demonstrates that multiple disciplines are able
to utilize a common framework for leading and sustaining change to support
outcomes of high quality and safe care, and capitalize on the opportunities
of multiple views and discipline-specific approaches.
The conclusion discusses outcomes, future initiatives, and implications for
nursing practice
39. IN 1947 LEWIN WROTE
• A change towards a higher level of group performance is frequently short-lived, after a
“shot in the arm”, group life soon returns to the previous level. This indicates that it does
not suffice to define the objective of planned change in group performance as the reaching of
a different level. Permanency of the new level, or permanency for a desired period, should
be included in the objective
40. REFERENCE
REFERENCES
• Kritsonis A. Comparison of Change Theories. International Journal
of Scholarly Academic Intellectual Diversity; 8:1, 2004-2005.
• www.wikipedia.com
• www.psychologicaldisscussion.com
