Change Management 101 Flashcards
Change management
Preparing for organisational change
The Learning Loop
Concrete experience: something happens
Reflective observation: thinks about it
Abstract Conceptual-ism: identifies a pattern
Practical experimentation: test a theory
There are 4 learning styles,
- Activists: Concrete experience: have a go, move from experience to another which can result in a failure to learn
- Reflectors: Reflective observation: thinks about it, wont take risks to gain practical experience which can result in a failure to learn
- Theorists: Abstract Conceptual-ism: prefer logical learning models, takes idea on board through reading/lectures, avoidance of creativity and intolerance of ambiguity can result in a failure to learn
- Pragmatists: Practical experimentation: test a theory, open to new techniques and coaching
- Activists- Learning styles and preference types
on job learning, trial and error
coaching from a respected practitioner
activity based learning in groups
well stimulated work environments
- Reflectors- Learning styles and preference types
observing others live or on video
action learning sets
making notes and keeping a learning diary
well stimulated learning environments
- Pragmatists- Learning styles and preference types
practical workshops
on job learning, trial and error
applying tools and models to practice situations
well stimulated work environments
- Theorists- Learning styles and preference types
courses and seminars
lectures and presentations
reading and personal research
well stimulated work environments
Conscious competence learning curve
unconscious incompetence: i know how to do my job
conscious incompetence: I have to learn a new way of working and it is challenging
conscious competence: learning
unconscious competence: easy to do new way
The key principles of learning
- things should be learned the way they will be used: grouping of KSAs (knowledge, skills & attributes) should reflect the combinations they will be applied until after the change is complete
- Learning should be followed immediately by its application
Learning contents
Learning activities: must have objectives
KSAs: objectives include all skills relevant to the work
Indicators: outcome measures relate to the way the job is done in org
success standards: ss set in a competence assessment can be different from the learning objectives
Detail: must be appropriate and supplemented if applicable
Attitudinal objectives: specified through consistent patterns of behaviour
Supervisors: need to agree the list of learning objectives in order to ensure people meeting those objectives can perform their role
Change curve (Koobler Ross), six stages
shock denial anger/blame bargaining and self blame depression and confusion acceptance and problem solving
People can become stuck in one stage or fluctuate between 2
Change - term
Transition - term
- change: actual events, events, activities and steps that can be put into a project plan.
2) psychological process of letting go of one pattern and engaging another
Bridges- stages of transition
1) Endings
2) Neutral Zone
3) New beginnings
must be sequential in order to be successful
William Bridges Stage of transition:
1. Ending
describe what will be different, acknowledge all losses (respect what has gone before), identify the reasons why the current situation cannot continue, communicate effectively and obtain input about problems with content. managers must help people with losses. informing people of what will change is important
William Bridges Stages of transition:
Neural zone
old is gone and new is not operational
physiological re-alignments and repatterining takes place.
individuals will be affected as they experience the neutral zone so they will need temporary solutions to problems raised during transition.
during n-zone people should be encouraged to connect with each other, social events can help
William Bridges Stages of transition:
New Beginnings
people develop new identity, experience new energy, and discover the new sense of purpose that make the change begin to work.
managers must be consisent in their behaviour, messages and decision making.
a purpose for the future after the change, engourage people to focus on making it work.
a picture that will engage creative imagination of those affected so they can touch and feel the positive situation after the change.
a plan that is credible, giving people a clear route to success in implementing the change.
a part to play in the execution of the plan and in the new future when the change is completed.
Maslows hierarchy of needs
- Self actualization needs: desire to be the best.
- Esteem needs: real achievements, capabilities, respect and recognition.
- love needs: feel as if they belong
- safety needs: secure working environment (today and tomorrow)
- physiological needs: food water, sleep and shelter
Rewards & punishments
rewards promote longer term adoption than punishment which creates near term compliance. expectancy theory (process humans employ in relation to motivation
Expectancy theory
motivational force to do anything is a function of three things: how strongly i believe my efforts will lead to good performance, how strongly i believe that good performance by me will lead to rewarding outcomes. how much i value a particular outcome
Fredrick Hertzberg
Extrinsic vs intrinsic motivators
Factors that lead to higher job satisfaction (satisfiers/motivators)
-achievement, recognition, the work itself, responsibility, advancement/promotion, growth (personal.professional dev)
lower job satisfaction - hygiene factors: company policy and administration, relationship with supervisors, working conditions, salary, peer relationship, personal life, relationship with subordinates, status, security.
Three key motivators
- Autonomy: self directed, methods & circumstances of out work
- Mastery: do well and get better/develop and excel are intrinsically motivating
- Purpose: meaning and value, will invest in activities considered worthwhile
Survival and learning anxieties
key to promote change is to create sufficient survival anxiety to destabilize the current situation and drive people forward.
ensure they feel safe enough, need support in order to learning effectively. This is by encouraging, training, coaching, nonjudgmental, reward and encourage experimentation.
two types of anxiety
1. learning: feeling of incompetence when learning a new skill
2. survival anxiety: need to create disconformation
disconformation: current position is not sustainable and not working anymore.
creation of guilt or anxiety: if i do not change there will be serious consequences
creation of physiological safety: clear plan, coaching and support
Carl Rogers conditions that facilitate Personal Growth x 3
- Congruence: authentic and genuine (trust)
- Unconditional positive regard: acceptance or respect of person without condition
4 Empathy: willingness to understand other person
MBTI type theory
4 pairs of opposite preferences which lead to an outcome of different choices.
- Extrovert or introvert (E, I) how people are energised
- Sensing intuition (S, N) how people process information
- Thinking-feeling (T, F) how people made decisions
- Judging-Perceiving (J, P)situations people prefer
There are 16 combinations of these (ESTJ) and they definte how people will behave or act towards others