Organization Behavior Chapter 10

2. Lewin’s Force Field Analysis Model
Restraining
Desired Forces
Conditions
Restraining
Forces
Driving
Restraining
Forces Forces
Driving
Forces
Current
Driving
Conditions Forces
Before During After
Change Change Change

3. DRIVING FORCES:
 Forces affecting a situation that are pushing in a
Restraining
particular direction. Forces
Examples: improving productivity in a work group,
competition and pressure from supervisor.
RESTRAINING FORCES: Driving
Forces
 Forces acting to restrain or decrease the driving
forces
 Examples: poor maintenance of equipment. Lack of
training.
EQUILIBRIUM
DRIVING FORCES = RESTRAINING FORCES

4. EXAMPLE:
Driving forces
change equilibrium
Restraining forces

5. LEWIN’S 3 STAGES MODEL:
1. UNFREEZING
2. CHANGING
- Recognize the need for
- Identify new behaviors & norms
change
-Communicate
- Identifying driving &
- Adopt new attitudes & culture
resisting forces
3. REFREEZING
- Reinforce new behavior through
reward
system, communication, structures

6. Are you a resistor?
• Resistance is where
you try to maintain the
status quo and do not
accept change!
• The refusal to accept or
comply with something;
the attempt to prevent
something by action or
argument.

7. 1. Resistance incidents are causes of
deeper problem in the change
process.
- Change agent do not provided fully
information
- Employees worried about consequences of
change
- Concern about process of change itself

8. 2. Resistance should be recognized as a
form of constructive conflict.
- Employees developed better decision
- Accompany by Dysfunctional
relationship conflict
- Change agent see resistance to change as
impediment rather than a sources.
- Should focus on understanding why those
people resist.

9. 3. Resistance view as justice and
motivation context.
Justice
- A form of voice : improve procedural
justice
- Change agent : increase employee
perception +fairness
Motivation
- Engage people to think about the
change strategy and process.

11. Direct cost
• Higher expenses and lower benefit or
wages.
Saving face
• Taking preventive actions so that
you, yourself will not be humiliated.

12. Fear of unknown
afraid of entering and exploring the
new ground, because they think they
might fail to adopt new change
Breaking routine
• People do not want to give up their
comfort zone and daily routine that
provide predictability.
E.g. Government worker who go to work
8.00am till 5.00p.m.

13. Incongruent team dynamics
• Team norm may conflict with the desired
change & consequently reinforced to
maintaining status quo.
Incongruent
organizational systems
• Control system for rewards, training, etc are
harder to change and might not adapt
quickly to the new system so may
discouraging employee to adapt the
change.

14. Creating an Urgency for Change
• Customer-driven change.
 Adverse consequences for firm
 Human element energizes employees
• Creating an urgency for change without
external forces.
 Requires persuasive influence
 Use positive vision rather than threats

15. Minimizing Resistance to Change
Communication Learning Employee Involvement
• Highest priority and • Where there is a lack of • Employees participate
first strategy for information. in change process.
change. • Provides new • Involve as many
• Undoubtedly have knowledge/skills. employees as possible .
reporting staff about • Includes coaching and • Explain why a change is
the changes. other forms of learning. necessary.
• Spend time discussing • Helps break old • Helps saving face and
how to implement the routines and adopt new reducing fear of
change. roles. unknown.
• Improves urgency to • Problems- potentially • Includes task
change. time consuming and forces, future search
• Reduces uncertainty. costly. events.
• Problems- time • Problems- time
consuming and costly. consuming, potential
conflict.

16. Stress management Negotiation Coercion
• How to cope with • Influence by • When all else fails.
change depends on exchange- reduces • Assertive influence.
how we control the direct costs. • Radical form of
feel. • May be necessary “unlearning”.
• When communication, when people clearly • Problems- reduces
learning and lose something and trust, may create
involvement are not won’t otherwise more subtle
enough to minimize support change. resistance, encourage
stress. • Problems- expensive politics to protect job
• Potential benefits; - and gains compliance
more motivation to and also not
change, -less fear of commitment.
unknown, -fewer
direct costs
• Problems- time
consuming, doesn’t
help everyone.

17. Change Agents
anyone who possess enough knowledge
and power to guide and facilitate the
change effort
Engaged in transformational leader:
- Develop vision
- Communicate vision
- Act consistently with the vision
- Build commitment to the vision

18. Strategic Vision
- Provides direction
- Establish critical success factors against
which the real changes are evaluate.
- Provides emotional foundation to
change
- Minimizes fear of unknown
- Clarifies role perceptions

19. Diffusion of Change
-Transformation process begin with
Pilot Project.
- Approach:
• Flexible
• Less Risky
• High probability of success
- Effective diffusion considers Mars
Model

20. -Motivation:
• Successful, recognition, rewards
• Require supervisor support and
reinforcement of desire behaviors
• minimizes the resistance
-Ability:
• Skills and knowledge to adapt
-Role Perception:
• Understand practices apply
-Situational Factors:
• Resources, time

21. Action
Research
Appreciative 4 Approaches Parallel
Inquiry to
Learning
(Four-D Organizational
Changes Structure
Model)
Large Group
Intervention

22. Action Research Approach
Action
Orientation
Action
Research
Approach
Research
Orientation

23. Action Research Process
Form client- Diagnose Evaluate Disengage
Introduce
consultant the need for and stabilize consultant’s
intervention
relationship
change change services

24. Appreciative Inquiry Approach
• An organizational change strategy that :
directs the group’s attention away from it’s
own problems
focuses participants on the group’s potential
and positive elements.
(Textbook, page: 458)

25. The Four-D Model of Appreciative
Inquiry
1. Discovery 2. Dreaming 3. Designing 4. Delivering
• Identifying • Envisioning • Engaging • Developing
the best of “what in dialogue objectives
“what is” might be” about about
“what “what will
should be” be”

26. Large-Group Interventions
• Future search, open space, and other
interventions that involve “the whole system”
• There are some limitations of large group
interventions

27. PARALLEL LEARNING STRUCTURE
APPROACHES
• Known as “communities of practice”
• Advantages:
1. It brings underutilized but talented
employees to the forefront.
• Roundtable session are a knowledge-
sharing tool at the heart of parallel
learning structure.

28. Parallel Organization
Structure