1. 1 Leading and Managing Change Class 10 OBHR E-110 Christina Finegold and Linda Miklas

2. 2 Dynamics of Change (Individual) No Matter How Exciting the Change….Expect a Sense of Loss No Matter How Exciting the Change….Expect a Sense of Loss No Matter How Competent People Are….Expect a Sense of Confusion and Ambiguity No Matter How Competent People Are….Expect a Sense of Confusion and Ambiguity To varying degrees….Expect Resistance To varying degrees….Expect Resistance Expect the Loss and Ambiguity to Lead to a Deterioration of Trust and a Sense of Self-Preservation Expect the Loss and Ambiguity to Lead to a Deterioration of Trust and a Sense of Self-Preservation

3. 3 Any given workgroup… 20% 20% 60% 60% Change Agent Change Saboteur Wait & See “What’s in it for me?” 20%

4. 4 Dynamics of Change (Organization) Communications Deteriorate Communications Deteriorate Productivity Suffers Productivity Suffers Loss of Team Play – See Each Other as “The Competition” Loss of Team Play – See Each Other as “The Competition” Power/Turf Struggles Power/Turf Struggles Morale Goes Down – Lose Commitment Morale Goes Down – Lose Commitment Bail-Outs Occur – Lose Good People Bail-Outs Occur – Lose Good People

5. 5 5 Key Change Leader Competencies Modeling the Change Modeling the Change Communicating about the Change Communicating about the Change Involving Others in the Change Involving Others in the Change Helping Others Break from the Past Helping Others Break from the Past Creating a Supportive Learning Environment Creating a Supportive Learning Environment

6. 6 Modeling the Change Show others what it means to change Show others what it means to change See your behavior as others do See your behavior as others do Admit mistakes and correct yourself Admit mistakes and correct yourself Align your behavior with a vision or end state Align your behavior with a vision or end state

7. 7 Communicating About the Change Need to reach all people who need to know about the change Need to reach all people who need to know about the change Communicate even when you don’t know Communicate even when you don’t know Share both the good and the bad news Share both the good and the bad news Explain how it relates to them Explain how it relates to them

8. 8 Involving Others in the Change A process in which all affected parties participate rather than a deed that is done to others A process in which all affected parties participate rather than a deed that is done to others Include people from the very beginning Include people from the very beginning Allow others to influence how change will be implemented Allow others to influence how change will be implemented Use the ideas of those involved with the problems Use the ideas of those involved with the problems

9. 9 Helping Others Break from the Past Challenge the Status Quo Challenge the Status Quo Question your Assumptions Question your Assumptions Abandoning the “that’s the way we’ve always done things” mindset Abandoning the “that’s the way we’ve always done things” mindset Encourage innovation Encourage innovation What could be better vs. what is wrong with the way things are What could be better vs. what is wrong with the way things are

10. 10 Create a Supportive Learning Environment Abandon old ways of working and adopting new skills and behaviors Abandon old ways of working and adopting new skills and behaviors Honor mistakes and failures as part of the process – learn from them Honor mistakes and failures as part of the process – learn from them Act as a guardian of learning Act as a guardian of learning Learn by doing and provide information, support and “just in time” training Learn by doing and provide information, support and “just in time” training

11. 11 10 Commandments for Implementing Change Todd Jick 1. Analyze the organization and its need for change 2. Create a shared vision and common direction 3. Separate from the past 4. Create a sense of urgency 5. Support a strong leaders role 6. Line up political sponsorship 7. Craft an implementation plan 8. Develop enabling structures 9. Communicate, involve people and be honest 10. Reinforce and institutionalize the change

12. 12 Goals for CIM Gain insight about why change is hard Gain insight about why change is hard Begin to close the gap between intention and result Begin to close the gap between intention and result

13. 13 CIM Process I’ll ask a question for you to reflect on and write on your own I’ll ask a question for you to reflect on and write on your own At some points you’ll share with a “learning partner” At some points you’ll share with a “learning partner” We’ll discuss as a large group We’ll discuss as a large group I invite you to stretch I invite you to stretch

14. 14 You decide

15. 15 Learning Partners As the listener: As the listener: Follow your partner’s pace Follow your partner’s pace Listen well Listen well Ask questions to understand Ask questions to understand Don’t push/solve/give advice Don’t push/solve/give advice As the speaker: As the speaker: You choose how much to share You choose how much to share

16. 16 Warm-up column  What sorts of things, would you like to see change at work/in life, so you could be more effective or so work/life could be more satisfying?

17. 17 Warm up  My subordinates keep me out of the loop  I’m always putting out fires  More collaboration on my team  I do everything around here  I don’t have a plan. I tackle a little of this then a little of that and never finish anything  Be a nicer person  Lose 10 pounds

18. 18 Criteria for high-quality column 1 entries  It’s true for you  It implicates you (puts you on the hook, not about someone else shaping up)  There’s room for improvement  It’s important to you (4 or 5 on a 1-5 scale)

19. 19 Importance to You? 1= Not at all 1= Not at all 2= Not very important 2= Not very important 3= Somewhat/so-so 3= Somewhat/so-so 4=Important 4=Important 5= Very important 5= Very important

20. 20 Criteria for high-quality column 2 entries  Identifies behaviors, not dispositions  It is clear how it undermines or works against the Column #1 commitment.  Not “why” or “what you should do” – just the behaviors (of doing or not doing)

21. 21 Criteria for high-quality column 3 entries  Follows from fear.  It’s a commitment to self-protection  If it’s too noble, interrogate further.  It shows you why the 2 nd column behaviors make all the sense in the world!  Feels powerful – 4 or 5 on 1-5 scale

22. 22 Column 3 example Col 1: I’m committed to having time for myself. Col 1: I’m committed to having time for myself. Col 2: I do too many things and don’t say no when people ask me to work on something. Col 2: I do too many things and don’t say no when people ask me to work on something. Col 3: I fear that if I say no, I’ll disappoint people and they’ll think I’m not helpful. “I’m committed to being the ‘go to’ person.” Col 3: I fear that if I say no, I’ll disappoint people and they’ll think I’m not helpful. “I’m committed to being the ‘go to’ person.”

23. 23 Criteria for high-quality column 4 entries  It makes the “3 nd column commitment” absolutely necessary  It has a “big-time bad” conclusion for you  It displays a contracted world  Feels real (4-5); feels powerful (4-5)

24. 24 Surfacing big assumptions leads us…  to seeing more deeply into ourselves  to building greater capacity and complexity  to acting “smarter”, individually and organizationally  to disturbing our immunity to change

25. 25 Screening: How is my Big Assumption Getting in My Way? What does it block? What does it block? What does it prevent? What does it prevent? What does it impair? What does it impair?

26. 26 Screening: If I were to be free of my Big Assumption (or freer)… What difference/scan you imagine it might make in your life? What difference/scan you imagine it might make in your life? How you act? Feel? How you act? Feel? Outcomes at work or school? Outcomes at work or school? Available energy? Available energy?

27. 27 Importance to You? 1= Not at all 1= Not at all 2= Not very important 2= Not very important 3= Somewhat/so-so 3= Somewhat/so-so 4=Important 4=Important 5= Very important 5= Very important

28. 28 7 Means to Leverage the Big Assumption Observe the Big Assumption in action Observe the Big Assumption in action Stay alert to natural challenges Stay alert to natural challenges Write the “Biography” of the Big Assumption Write the “Biography” of the Big Assumption Design a modest, safe, actionable test Design a modest, safe, actionable test Examine the results of the test Examine the results of the test Develop, run, evaluate further tests Develop, run, evaluate further tests Consolidate your learning Consolidate your learning

29. 29 Life After Leveraging Change is a journey … it happens incrementally over time Change is a journey … it happens incrementally over time 1 st test of your Big Assumption moves you onto the path 1 st test of your Big Assumption moves you onto the path Success can encompass versatility vs. replacement … Success can encompass versatility vs. replacement …

30. 30 Assignments Field Research on Performance Management Field Research on Performance Management Class 3, February 12: Come to class prepared to discuss your findings Class 3, February 12: Come to class prepared to discuss your findings Journal Summary #1 Journal Summary #1 Class 4, February 19: Submit to drop box by 5pm Class 4, February 19: Submit to drop box by 5pm 1-2 pages (12 font, double-spaced), Summarizing Classes 1-3 1-2 pages (12 font, double-spaced), Summarizing Classes 1-3 Topic for Team Presentation Topic for Team Presentation Class 7, March 12: Teams Share Topics Tonight! Class 7, March 12: Teams Share Topics Tonight! Leadership Paper Leadership Paper Class 6, March 5: Submit to drop box by 5 pm Class 6, March 5: Submit to drop box by 5 pm 5 pages (12 font, double-spaced) 5 pages (12 font, double-spaced) Case Analysis Case Analysis Class 8, March 19: Submit to drop box by 5 pm Class 8, March 19: Submit to drop box by 5 pm 3 pages (12 font, double-spaced) 3 pages (12 font, double-spaced) Journal Summary #2 Journal Summary #2 Class 9, April 2 Class 9, April 2 3 pages (12 font, double-spaced), Summarize Classes 4-8 only 3 pages (12 font, double-spaced), Summarize Classes 4-8 only Read Getting to Yes Read Getting to Yes Class 9, April 2 Class 9, April 2 Experience of Being Other Experience of Being Other Class 11, April 16 Class 11, April 16 1-2 pages (12 font, double-spaced) 1-2 pages (12 font, double-spaced) Journal Summary, Final Journal Summary, Final Class 13, April 30: Submit to drop box by 5pm Class 13, April 30: Submit to drop box by 5pm 8-12 pages, Summarizing Reflections on full Semester 8-12 pages, Summarizing Reflections on full Semester Team Presentations Team Presentations Groups A-E, May 7 th Groups A-E, May 7 th Groups F-I, May 14 th Groups F-I, May 14 th