I held this presentation on change management for our management team together with colleague and HR expert Sue Bourne

1. Change Management
What change means for the individual
Johan Strömquist & Sue Bourne

2. What are we doing here?
• Increase understanding of the psychology of
change
• Collect and sort our thoughts into (neat?) piles
• Share terminology
• Gain common tools to tackle change in
colleagues and self

3. What are we going to do here?
• Learning and the process of change – in what ways can models of learning
help us understand individual change?
• Personality and change – how do we differ in our responses to change?
• Four approaches to change:
Psychodynamic Humanistic psychology
The inner world of change Maximizing potential
Behavioural Cognitive
Changing behaviours Achieving results
• Managing change in self and others – if we can understand people’s
internal experience and we know what changes need to happen, what is
the best way to effect change?

4. Assumption:
External change ≠ internal experience

5. Learning and the process of change

6. Learning and the process of change

7. Learning and the process of change

9. Kolb’s learning cycle
1. Activist
2. Reflector
3. Theorist
4. Pragmatist
David Kolb, Experential learning, 1984

10. Kolb’s learning cycle
1. Activist

12. Kolb’s learning cycle
2. Reflector

14. Kolb’s learning cycle
3. Theorist

16. Kolb’s learning cycle
4. Pragmatist

19. Personality and change
- Behavioural types

20. Self Awareness
Known to self Not known to self
Johari Window
Known to
The open The blind
others
self (The self (The
Arena) Blind Spot)
The
The
hidden self
Not known unknown
to others (The
self
Facade)
Joseph Luft & Harry Ingham, 1950

21. Energy Overviews
ANALYSER CONDUCTOR
SUPPORTER PROMOTER

22. BLUE People with a high level of BLUE energy live their lives
Approach to life: according to the principles, facts and logic they find in
reality.
High standards
and correct They like to analyse all the possibilities to ensure they
will avoid making an illogical or ill-informed judgement.
They are planners, organisers, administrators and
Goals: academics, with the ability to work out tasks
Understanding systematically from start to finish.
Can be seen as: As a result of their thoroughness they are often
reluctant to make or express decisions quickly. Facts,
Analytical and logic and principles can appear more important than
distant personal friendships or personal gratification. They may
be seen as detached or even rather cold at times.

23. GREEN People with a high level of GREEN energy are
concerned with the feelings and relationships of people.
Approach to life:
Stability, values Their concern for other people’s welfare can often lend
and supporting personal warmth to a situation. They are sensitive to
others the values implicit in people’s actions and can act as
useful barometers to the ethical consistency of an
organisation’s actions.
Goals: Harmony
They can be slow or reluctant to modify their personal
Can be seen as: values despite the apparent logic of an argument or
situation. They can tend to avoid decisions that could
Mild and docile involved violation of their values or risking the
unknown.

24. People with a high level of YELLOW energy spend their
YELLOW efforts racing towards their dreams for the future.
Approach to life: They build the possibilities of tomorrow. They move
from one idea or activity to another, impatient to find
Fun and the vision of the moment. Their behaviour can be fun
interaction and others get caught up in this. Because they focus
their attention upon futures and often intuitive visions,
they may be perceived by others as more imaginative
Goals: Recognition and creative than the other colours.
Can be seen as: They may become completely committed to an idea and
then loose interest within a few weeks if it loses its
Disorganised excitement. They may therefore appear to others as
show, impractical and unrealistic at times of difficulty.
Their optimism can mean that they will be prone to
denial at times.

25. RED
People with a high level of RED energy knows what
Approach to life: they want and have little difficulty in articulating their
Inner certainty, conclusions.
focus on action
They are concerned primarily with action. They deal
quickly with the present situation and appear to have
Goals: Personal little concern for the past. Their responses are efficient,
achievements and effective and focused. They know what they want and
where they are going. They are impatient with delays.
meeting
challenges
They may show less concern for the feelings of others
or for personal relationships. Others can see their
Can be seen as: actions as hard or critical because they limit the
attention they pay to their relationships. They seek
Impatient power and control over situations.

26. All Four – Within You
• Introverted with a desire to understand the world around you
BLUE • Thinking before acting, maintaining a detached, objective standpoint
• Value independence and intellect and prefer written communication to maintain
clarity and precision, radiating a desire for analysis
• Introverted with a focus on values and depth in relationships
GREEN • Want others to be able to rely on you and defend what you value with quiet
determination and persistence
• Prefer democratic relations that value the individual and are personal in style
• Extraverted, radiant, friendly, positive and concerned with good human relations
YELLOW • Enjoy the company of others and believe that life should be fun
• Approach others in a persuasive, democratic manner, radiating a desire for
sociability
• Extraverted, action-oriented and always in motion
RED • Positive, reality-oriented and ssertive with a single minded focus on results and
objectives
• Approach others in a direct, authoritative manner radiating a desire for control

27. On a good day
• Cautious • Competitive
• Precise • Demanding
• Deliberate • Determined
• Questioning • Strong-willed
• Formal • Purposeful
• Caring • Sociable
• Encouraging • Dynamic
• Sharing • Demonstrative
• Patient • Enthusiastic
• Relaxed • Persuasive

28. On a bad day
• Stuffy • Aggressive
• Indecisive • Controlling
• Suspicious • Driving
• Cold • Overbearing
• Reserved • Intolerant
• Docile • Excitable
• Bland • Frantic
• Plodding • Indiscreet
• Reliant • Flamboyant
• Stubborn • Hasty

29. Identifying the style
- Clues from Body Language

30. Identifying the style
- Clues from Verbal Style

31. Identifying the style
- Clues from Interactions

32. Identifying the style
- Clues from Working Environment
• Formal, possibly cold • Orderly, business-like
• Organised/Systematic • Correct tools for job
• Text Books • Time-saving gadgets
• Information at hand • Personal organiser
• Family photographs • Plaques, trophies, etc
• Warm and friendly • Group photographs
• Comfortable, lived-in • Unstructured
• Plants, piles of paper • Lots going on

33. Identifying the style
- Clues from Management Style
• Asks detail questions • Direct
• Reserved • Inner certainty
• Business focus • May interrupt
• Little facial expressions • Focused questions
• Considered answers • ’Tell’ style
• Slow to approach • Sociable, enthusiastic
• Slower speech • Outgoing/faster pace
• May be hesitant • Smiles more
• Pauses before relying • More gestures
• ’Ask’ style • Flippant

34. Quick Check Comparison Table

36. The psychodynamic approach to change
Focus:
How we deal with change

37. The change curve
Kubler-Ross, On Death and Dying, 1969

38. The change curve
Shock / Surprise:
A sense of disbelief –
This could not be
happening
Alt. Relief:
At least now I know
what’s happening!

39. The change curve
Denial:
Non-acceptance and
”proving” to oneself it is
not happening and
hoping it will go away

40. The change curve
Anger:
Experiencing anger and
frustration, but in an
unaware way, not taking
responsibility for the
emotions

41. The change curve
Bargaining:
Internal negotiation – an
attempt to avoid the
inevitable

42. The change curve
Depression:
Hitting the lows and
responding with apathy
Depression or sadness

43. The change curve
Acceptance:
The reality of the
situation is accepted.
Depression Not necessarily in a
positive way.
Introvert, in touch with
oneself.

44. The change curve
Experimentation:
Perhaps there is some
merit to the change?
Maybe I should take a
Depression
look?

45. The change curve
Discovery:
Realisation of new
opportunities. New
positives opening up.
Depression

46. The change curve
Integration:
Integration of new
circumstances into self.
A new equilibrium.
Depression

48. The change curve

49. Managing along
the change curve
Minimise shock Discuss Listen, empathise, Help others Encourage risk Discuss meaning
implications of support complete taking and learning
Give early and full change with Don’t suppress
communication on individuals and Acknowledge the Foster Reflect on
conflict or
intentions, possibil teams ending of an era communication experience
different views /
ities and overall
emotions Allow others to Create Celebrate success
direction of Pay attention to
change people’s needs Help individuals take responsibility development
and concerns weather the storm opportunities
Encourage
Recognise how
Practice patience
change can trigger Create goals
past experiences
Coach
Don’t take it
personally!

50. Satir’s model:
Foreign element and transforming idea
Foreign element
Old status Transforming idea
quo New status
quo
Integration
& Practice
Chaos
Virginia Satir et al, 1991

51. William Bridges:
Managing the transition
Neutral
Ending Beginning
Zone
William Bridges, Managing Transitions, 2009

52. William Bridges:
Managing the transition

53. Magnify the plagues

54. Mark the ending

55. Deal with the murmuring

56. Give people access to the
decision makers

57. Seize the creative
opportunity

58. Resist the urge to rush ahead

59. Understand that
neutral zone
leadership is different

60. Experience the spectacular events
surrounding the journey to the Promised
Land. Witness the sovereign hand of
God, his chosen leader Moses and the
mighty exploits that brought the Israelites
out of slavery and established the written
law. Help Moses solve the puzzle with 100
fascinating levels featuring mazes and
other obstacles to faith. With your staff
and the spoken word of God, you will
defend against enemies including
magicians, Pharaoh's soldiers, weaknesses
of man, hardened hearts, and other
devices that challenged the character of
God. Along the way, Moses can gather Holy
oil, the armor of God, greater faith and
much more. Illustrated with 50 colorful
reward screens, this learning tool also
includes 250 questions spanning the entire
book of Exodus.
Are you ready to defend the faith?

62. The humanistic psychology
approach to change
Focus:
Subjective awareness, individual
responsibility, the whole person

63. Maslow and the hierarchy of needs
Self-actualisation needs
Self-esteem needs
Love and belonging needs
Safety needs
Physiological needs
Maslow, Maslow’s hierarchy of needs, 1970

64. Rogers’ attributes of
succesful change agents
Genuineness and congruence
Unconditional positive regard
Empathic understanding
Carl Rogers, 1967

65. The behavioural approach to change
Focus:
Rewards and punishments

66. Pavlov’s dog
Ivan Pavlov, 1928

67. Pavlov’s dog
Not necessarily considering:
• Processes
• Relationships
• Involvement
• Individual experience of the change

68. How can it help then?
• Identify behaviours that impact performance
• Measure those behaviours
• Analyse the behaviours – what are the
components?
• Generate intervention / reinforcement
strategy – how to reward and punish these
behaviours?
• Evaluate efficiency of strategy

69. Reinforcement strategies
• Financial (material) reinforcements
• Feedback
• Social reinforcement

71. Motivation

72. Theory X assumptions Theory Y assumptions
• People dislike work • People regard work as natural
• They need controlling and normal
• They respond to more than
• They require security
just control – ex. recognition
• They are motivated by and encouragement
threats of punishment • They commit to the
• They avoid taking organisation’s objectives in
responsibility line with rewards offered
• They lack ambition • They seek some inner
fulfilment from work
• They do not use their
imagination • They may willingly accept
responsibility or accountability
• They can be creative and
innovative
Douglas McGregor, The Human Side of Enterprise, 1960

74. Herzberg’s motivating factors
Hygiene factors Motivators
• Pay • Achievement
• Company policy • Recognition
• Quality of management • Responsibility
• Working relations • Advancement
• Working conditions • Learning
• Status • Type and nature of work
• Security
No dissatisfaction Dissatisfaction No satisfaction Satisfaction
Two-factor theory Frederick Herzberg, One more time: How do
you motivate employees?, 1968

75. The cognitive approach to change
Focus:
Achieving results

76. WHETHER YOU
THINK YOU
CAN,
OR THINK YOU CAN’T,
YOU’RE
RIGHT.

78. Assumptions
How we think and what attitudes we have affect
how we behave and the results we achieve
We can look at the way we limit ourselves in the
way we think and replace this with a different
way of thinking
Objectives, as long as they are consistent with
our beliefs, help us achieve

79. Key questions to achieve results
• What are my core values and how do they align
with those of the company?
• What are my limiting beliefs and attitudes and
with what do I replace them?
• What is my most effective state of being to
accomplish my goals and how do I access it?
• What specifically do I need to do to achieve my
goals and what is my first step?
• What specific outcomes do I want and what
might get in the way?

80. Goals and objectives
Research shows that:
• Clearly articulated (and written) goals improve
performance
• Ambitious (but attainable) goals improve
performance more than less ambitious goals
• Goals with personal implications improve
performance more than purely organisational
goals
• Setting ones own goals results in more ambitious
goals than ”goals from above”

83. Making sense of our results
• We ”talk to ourselves” about the results we
achieve:
– Awesome! Well done!
– Oh, I guess I must have been lucky then...
– I’ll do better next time!
– I figured it would turn out this way...
• We can change the script

84. Event
Values
Beliefs
Experience
Thoughts
Emotional
Results
Response
Behavioural
Response
Sue Bourne, 2012

86. Managing change

87. Propensity for change
3. Organisational
history
2. Consequences 4. Type of
of the change individual
1. Nature of the Response 5. Individual
change to change history
Esther Cameron & Mike Green, Making Sense
of Change Management, 2004

88. Schein’s model of transformative change
• Disconfirmation
• Creation of survival anxiety or guilt
Unfreezing • Creation of psychological safety to overcome learning anxiety
• Imitation of and identification with role models
Learning • Scanning for solutions and trial and error
• Incorporation into self-concept and identity
Refreezing • Incorporation into ongoing relationships
Edgar Schein, Organisational Culture and
Leadership, 1992

89. Resistance to change
Survival Learning

90. Four fears
Fear of temporary incompetence
Fear of punishment for incompetence
Fear of loss of personal identity
Fear of loss of group membership

91. Resistance to change
Survival Learning

92. Reducing learning anxiety
Increase the learner’s psychological safety through:
• A compelling vision of the future
• Formal training
• Involvement of the learner
• Informal training
• Practice fields, coaches, feedback
• Positive role models
• Support groups
• Consistent systems and structures
• Imitation and identification vs scanning and trial and
error

93. Bringing it all together
•Performance management •Management by objectives
•Reward policies •Business planning and performance
•Values translated into behaviours frameworks
•Management competencies •Results based coaching
•Skills training •Beliefs, attitudes and cultural
•Management style interventions
•Performance coaching •Visioning
•360 degrees feedback
Behavioural Cognitive
•Understanding change dynamics •Living the values
•Counselling people through change •Developing the learning
•Surfacing hidden issues organisation
•Addressing emotions •Addressing the hierarchy of needs
•Treating employees and managers •Addressing emotions
as adults •Fostering communication and
consultation
Psychodynamic Humanistic