Powerpoint presentation on change management.

1. Process Approaches to Change Management

2. Lecture Objectives
Planned approaches and stage models
• Lewin’s three-step model (Unfreeze, Transition, Refreeze)
• Kotter’s eight-step model and dual operating system in an
accelerating world (Process?)
Process approaches to change management
• Senge’s notion of the learning organization
• The Thinking Organisation (Basadur 2006)
• The change kaleidoscope (Hope Hailey and Balogun)
• The Storying Process (Jabri)

3. Planned Change
• Advocate sequence of stages from initial state through
transition to desired state
• Change can be implemented and planned in a rational way
• Change is driven by external forces
• Organizations must adapt quickly
• Focus on the importance of people involvement to gain
commitment.
• Poor communication and lack of buy-in seen as prime
reason for resistance (or slow reluctant compliance).
• Examples:
• Lewin’s Model of Unfreezing, Changing, Refreezing
• Business Process Reengineering

4. Planned Organisational Change
Unfreezing Transitional State Refreezing
Lewin’s Change Approach ( 1951)

5. Lewin’s Change Approach
Unfreezing Transitional State Refreezing
Forces for change
Dissatisfaction
Survival Anxiety
Forces Against change
Learning/ Capability Anxiety
Mindset
Preservation of Status Quo
Examine everything in place in the past
state and its relevance to the new state
Conduct Gap Analysis
Understand what needs to change
Seeking Solutions
Creating new attitudes
Learning through trail and error
Implementation of Right Solution
A state of flux is present which in turn
creates the desire to seek the new
equilibrium
New state crystallised
Ownership and locking in of new
habits, processes, skill sets, &
behaviours etc
New relationships formed

6. Lewin’s three phases of planned change
• Unfreezing
• create a need for change.
• minimize resistance (reduce resisting forces).
• Changing (or moving)
• implementation of new systems of operation.
• employees learn new attitudes and behaviors.
• Refreezing
• positive reinforcement of desired outcomes to promote
internalization of new behaviors.
• evaluation to ensure new ways habitualized.

7. Problem with the refreezing image
• May develop cultures and structures not conducive to
continuous change.
• Creates image of the need to design in stability
(refreezing).
‘Organizations are never frozen, much less refrozen, but are
fluid entities’ (Kanter et al., 1992: 10)

8. The force field concept
• Work practices represent a Quasi-Stationary
Equilibrium (QSE) resultant of driving and restraining
forces.
• Attempts to increase driving forces will increase
tension and higher levels of aggressiveness and
emotionality.

9. A Burning Platform
The Beckhard and Harris
Change Equation
D x V x F > R
D = dissatisfaction with status quo
V = vision
F = first steps of change
R = resistance
(David Gleicher 1987)

10. Transforming your organization
1. Establish a sense of urgency
• Examine the market and competitive realities.
• Identify and discuss crises, potential crises, or major opportunities.
2. Form a powerful guiding coalition
• Assemble a group with enough power to lead the change effort.
• Encourage the group to work together as a team.
3. Create a vision
• Create a vision to help direct the change effort.
• Develop strategies for achieving the vision.
4. Communicate the vision
• Use every vehicle possible to communicate the new vision and strategies.
• Teach new behaviors by the example of the guiding coalition.
5. Empower others to act on the vision
• Change systems or structures that seriously undermine the vision.
• Encourage risk taking and non-traditional ideas, activities, and actions.
6. Create short-term wins
• Plan for visible performance improvements.
• Recognize and reward employees involved in improvements.
7. Consolidate improvements and change
– Use increased credibility to change systems, structures, and policies that do not fit the vision.
– Hire, promote and develop employees who can implement the vision.
– Reinvigorate the process with new projects.
8. Institutionalize new approaches
– Articulate the connections between the new behaviors and corporate success.
– Develop means to ensure leadership development and succession.

11. Video
John Kotter
Emperor Penguins and Change
http://www.youtube.com/watch?v=Gh2xc6vXQgk&list=PLC4C
8F39940B31627

12. Kotter’s Dual Operating System:
Two systems in concert (2012)
The Strategy system
• Networks.
• Flexibility and agility.
• Seeks strategic opportunities.
• Dynamic innovative creative
force.
• Searching, doing, learning, and
modifying.
The Operating system
• Hierarchies.
• Structure and regulation.
• Maintains daily operations.
• Performance and efficiency
driven.
• Predictability, control
effectiveness.

13. Five principles
1. Many change agents, not just the usual few appointees (volunteers).
2. A ‘want-to’ and a ‘get-to’ not just a ‘have-to’ mind-set (desire to
engage).
3. Head and heart, not just head (give meaning to work, appeal to
emotions).
4. Much more leadership, not more management.
5. Two systems, one organization (strategy network and hierarchy
inseparable).

14. Accelerators for change
IN
Create a sense
of urgency
around a single
big opportunity
Institutionalise
strategic
changes in the
culture
Never let up, do
not declare
victory too soon,
learn from
experience
Institutionalise
strategic
changes in the
culture
Institutionalise
strategic
changes in the
culture
Formulate
strategic vision
and develop
change initiatives
to realise
Communicate to
get buy-in and
attract
‘volunteer army’
Network
removes barriers
to accelerate
movement to
vision
Celebrate
visible
significant
short-term wins
Build and
maintain a
guiding coalition
Kotter’s Eight Accelerators
(Source: adapted from Kotter, 2012: 52)

15. Chaos and complexity
• Dynamic global competition
• Continuous improvement
• Continuous innovation
• Chaos and Complexity
• Chaos
• Is the norm rather than the exception
• Complexity theory’s four principles of innovation
1.Equilibrium (or staying still) equals death
2.Self-organizing is important
3.Complex tasks need complex problem solving processes
4.Complex organizations can only be disturbed not directed

16. Process Change
• Change is multi-linear and multivariable; changes occur
simultaneously as the effect of many different variables
• Change in organizations requires mastery of power and politics
• The process is cyclical; major programs of change point in
directions that top level managers have defined
• Direction is not a destination, and where the change projects
actually lead depends on the contextual processes

17. An early development: the
learning organization (Peter Senge)
I believe that, the prevailing system of management is, at its core,
dedicated to mediocrity. It forces people to work harder and harder
to compensate for failing to tap the spirit and collective intelligence
that characterizes working together at their best. Deming saw this
clearly, and I believe now, so do a growing number of leaders
committed to growing organizations capable of thriving in and
contributing to the extraordinary challenges and possibilities of the
world we are living in (Senge, 2016: xvi).

18. Old values undermine learning
• Measurement and targets: setting the performance targets and
short-term metrics
• Compliance: conflict and diversity is seen as a problem whilst
compliance is rewarded
• Division and competition: competition between staff is seen as
healthy and good
• The holy trinity of management: planning, organizing and
controlling.

19. The Five Disciplines (Senge)
• Mental Models. The discipline for learning is to open up our minds from
longstanding assumptions to be influenced by others in broadening our
understanding and learning.
• Personal Mastery. The discipline of continually clarifying and deepening our
personal vision, of focusing our energies, of developing patience, and of seeing
reality objectively.’
• Building Shared Vision. That binds people together through a process of shared
learning.
• Team Learning. Abilities of a team working together exceeds that of combining
individual abilities—achieved through reflecting and rethinking assumptions
through engaging in dialog that enables genuine togetherness in thinking and
coordinated action.
• System Thinking. A framework for viewing the lacework of interconnectivity
and inter-relationships of flux and wholeness rather than a more traditional
focus on fixity and separateness.

20. The Learning Organization
These three core learning capabilities of:
i) aspiration through personal mastery and shared
vision;
ii) ii) reflective conversation through mental models and
dialogue; and
iii) iii) understanding complexity through system thinking
are central to the learning organization.

21. The Thinking Organisation: (Basadur & Gelade 2006)
Continuous process of learning and inventing

22. The Kaleidoscope:
A diagnostic tool for managing change
Veronica Hope Hailey & Julia Balogun

23. The change kaleidoscope
Three rings
• Organizational
change context
(outer)
• Contextual features
(middle)
• Implementation
options
(inner)
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

24. Contextual features
(middle ring)
Time
• Long-term or little time?
• Pro-active or reactive?
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

25. Contextual features (middle ring)
Scope
Scale and scope of
change required
• Transformation or
adaptation?
• Entire or parts of
the organization?
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

26. Contextual features (middle ring)
Preservation
• Practices
• Staff
• Specific assets
• Culture
• Particular
competences
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

27. Contextual features (middle ring)
Diversity
Values, norms and
attitudes among affected
groups
• Subcultures?
• National cultures?
• Professional groups?
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

28. Contextual features (middle ring)
Capability
Competence levels
for managing
change
• Knowledge about
the design
• Ability to cope
with the change
• Ability to manage
others during the
change
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

29. Contextual features (middle ring)
Capacity
The amount of
resources available
to invest in the
change
• Money
• Human resources
• Managerial time
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

30. Contextual features (middle ring)
Readiness
How ready are people
for change
• Aware of the need for
change
• Understand the
extent and
implication of
changes proposed
• Motivated towards
the goals of change
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

31. Contextual features (middle ring)
Power
The power of those
who can influence
change
• Initiators
• Change agents
• Recipients
• Other stakeholders
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

32. Implementation options (inner ring)
Change start point
(where change initiated)
• Top-down
• Bottom up
• Pilot sites
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

33. Implementation options (inner ring)
Change management
style during
implementation
• Education &
communication
• Collaboration/
Participation
• Intervention
• Direction
• Coercion
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

34. Implementation options (inner ring)
What does change
aim to achieve?
• Productivity
• Quality
• Behavior
• Costs
• Attitudes and
values
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

35. Implementation options (inner ring)
Interventions for
achieving change
targets
• Technical
• Social
• Political
• Cultural
• Structural
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

36. Implementation options (inner ring)
Change agency
(responsibilities for
leading and
managing change)
• Leadership
• Change teams
• Consultants
• External
facilitation
Implementation
Options
Time
Scope
Preservation
Diversity
Capability
Capacity
Readiness
Power

37. The Storying Process and Participative
Change (Jabri)
• Utilizes Lewin’s three-step model
• Relational perspective
• Combines process, dialog, and social construction
• Discourse core of constructivist approach in the talk
between people and the way language is used
• Main problem
• Tendency to treat change recipients as all the same

38. Single to Multi Voiced
• Beyond authoritative top-down communication
• Dialogical: multiple voices and viewpoints
• Individual, group, intergroup, organization, and inter-organizational
levels
• The adoption of a social constructionist approach to change
management emphasizes the need to drive change through an
ongoing co-construction of meaning that involves people at all levels of
the organization, rather than being restricted to ‘experts’ working
through senior management (Jabri, 2012: 52)
• Stories and conversations around change
• Stimulate further conversations
• Co-construction of shared understanding

39. Promoting forces
Promoting forces
Resisting forces
Resisting forces
Building readiness
Communicating
Current
state
Desired
state
Unfreezing
Changing and organizing
Ice-topping (some
refreezing)
Figure 8.1 A view of force-field analysis (source: Jabri, 2012: 100)

40. Summary
Planned approaches and stage models
• Lewin’s three-step model (Unfreeze, Transition, Refreeze)
• Kotter’s eight-step model and dual operating system in an accelerating
world (Process?)
Process approaches to change management
• Senge’s notion of the learning organization
• The Thinking Organisation (Basadur 2006)
• The change kaleidoscope (Hope Hailey and Balogun)
• The Storying Process (Jabri)

41. Essential Reading
• Chapters 7 and 8 Dawson and Andriopoulos (2014)
Recommended Reading
• Burnes, B., & Cooke, B. (2013) ‘Kurt Lewin’s field theory: A review and re-
evaluation’, International Journal of Management Reviews, 15(4), 408-425.
• Burnes, B. (2004) ‘Kurt Lewin and the planned approach to change: a re-appraisal’,
Journal of Management Studies, 41(6): 977-1001.
• Jabri, M. (2016) Rethinking Organizational Change: The Role of Dialogue, Dialectic
& Polyphony in the Organization. London: Routledge.
• Kotter, J. (2012) ‘How the most innovative companies capitalize on today’s rapid-
fire strategic challenges — and still make their numbers’, Harvard Business Review,
90 (11): 43—58.
• Kotter, J. (1995) ‘Leading change: why transformation efforts fail’, Harvard Business
Review, 73 (2): 59—67.