1.
CHANGE AND KNOWLEDGE
MANAGEMENT
PRESENTED BY :-
BABASAB PATIL

2.
WHAT IS CHANGE?
 Change is considered with making things different.
 Change intervention is a planned action to make
things different.
 The person or persons who act as catalysts and
assume the responsibility for managing the change
process is the change agent.

3.
Defn of CHANGE
 Change is defined as ‘ to make or become
different, give or begin to have a different form’.
 Change also means dissatisfaction with the old and
belief in the new.

4.
WHY CHANGE ?
 To survive and eventually prosper, an
organization must monitor its external
environment and align itself with changes that
occur, or tend to occur.
 Change takes place on three levels:

5.
Contd…,
 The self, the team or the (small) organization and
the wider system that surrounds the team or the
small organization or the organizational unit –
depending on how the borders are defined.
 In a process, change needs to be facilitated on all
three levels to become sustainable.

6.
CHANGE IN HISTORY
 In 513 B.C., Heraclitus of Greece observed “
There is nothing permanent expect change”.
 In 16th century, Niccolo Machivelli stated in his
political treatise, The Prince, “There is nothing
more difficult to take in hand, more perilous to
conduct, or more uncertain in its success, than to
take the lead in the introduction of a new order
of things”.

7.
Contd…,
 Simply managing change is insufficient. Successful
change requires leadership.
 The old saying, “You can lead a horse to water,
but you can’t make it drink”.
 Eight step model to implement change by John
P.Kotter –
4. Establish a sense of urgency
5. Obtain management & peer backing
6. Create a vision for change
7. Communicate the vision

8.
Contd…,
1. Empower employees to implement change
2. Establish short term goals
3. Encourage additional changes
4. Reinforce changes made as permanent.

9.
WHAT ARE THE CAUSES OF CHANGE
a. Mission
b. Workload
c. Political
d. Environment
e. Changes in management
f. Resources
g. Technological.

10.
DEALING WITH CHANGE
 Change is an inevitable part of all organization.
 The world we live in is constantly changing and
at an accelerated rate.
 Organizations and individuals must continually
adapt to this changing environment by changing
themselves or they will not survive.
 Some people accept and some people resist
change.

11.
PHASES OF CHANGE
when change is introduced & there is an understanding
that it will be implemented, we experience the following
–
i Denial – when things change, the first reaction is to
deny it.
h Bargaining & Negotiating – when we perceive that the
change don’t go away, we still believe things worked
better before the change & bargain for reinstating the
old system.
e Anger – when we realize change is here to stay, and
we can do nothing about it, we get angry.

12.
HOW TO DEAL WITH CHANGE
Once change is communicated and implemented, we can
play a part in reducing the effects on us by:
e Accepting
B Communicating – share and communicate our feeling
through which we get more information and fear can
be reduced.
Planning – where we were and where we want to be,
how we are going to get there. Clarify goals and
expectations, get feedback from others.

13.
INDIVIDUAL RESISTANCE
The following are the five reasons why individuals may
resist change:
e Habit – while going to college use the same route.
o Security- threatens their feelings of safety
f Economic Factors – changes will lower one’s income
specially when pay is closed tied with productivity
a Fear of the Unknown : the experience of school to
college
f Selecitive Information Processing Individuals shape their
world through their perceptions.

14.
ORGANIZATIONAL RESISTENCE
E Structural Inertia – selection process.
c Limited focus of change – depts. are interdependent, difficult to
change one without affecting others.
u Group Inertia – individuals want to change but group acts as
constraint. Union member.
n Threat to Expertise – decentralized personal computers, which
allow for managers to gain access to information directly from a
company mainframe. It was resisted by centralized information
depts.
e Threat to Establish Power Relationship – redistribution of
decision making authority can threaten long-established power
relationships within the organization.
t Threat to Establish Resource Allocations – Groups in the
organization that control sizable resources often see change as a
threat. Reduction in their budget or cut in their staff size?

15.
OVERCOMING RESISTENCE TO CHANGE
Six tactics have been suggested for use by change agents
in dealing with resistance to change.
3. Education & Communication
4. Participation
5. Facilitation & Support – counseling, training etc to
reduce fear.
6. Negotiation
7. Manipulation & Co-optation
8. Coercion

16.
PERSONAL CHANGE
 Personal change is defined as means of improvement
in an individual’s life.
 It also helps in finding how to change.
 It aims at tapping the unlimited potential available in
the individual.

17.
UNDERSTANDING PERSONAL CHANGE
 Personal change is a process of movement of an
individual from current undesirable level to a desirable
level of behavior to improve the organizational and
individual effectiveness and efficiency.
Identified &
Desire to
change

18.
PERSONAL CHANGE PROCESS
 Step 1:
PC starts with discovery, finding out more
about yourself; how you do things, how you have
been limiting your options. Discovery involves
willingness to learn. Learning might be unexpected
& surprising.

19.
Contd...,
 Step 2:
After discovery phase clearing phase
starts which involves the process of realizing and
rejecting the wrong answers which have become a
part of us.
Ex: The problem with getting angry inappropriately.
The process of discovery helps realize that the
anger really belonged with a specific incident 30
years ago. That would allow clearing undesirable
responses now. Clearing is a key element in
Personal Change.

20.
 Step 3:
Contd...,
Clearing then leads to programming which is establishing
useful ways of how to do things. That might involve the
discovery of how things are being done and the
creation of more powerful new methods. Once the
Programming phase is over the phase of processing
starts.

21.
ELEMENTS / COMPONENTS OF
PERSONAL CHANGE
1. Self – Awareness.
2. Self – Analysis.
3. Self Esteem .
4. Self Efficacy.

22.
1.SELF-AWARENESS
 A self-aware person is one who:
2. Is aware of one’s strengths & limitations
3. Has a clear idea of one’s priorities: know what is imp
4. Is aware of one’s attitudes, values & beliefs: Values and
beliefs are the primary causes of conflicts.
5. Knows how one’s behavior is affecting others
6. Knows how others are affecting oneself.
7. Is aware of ones feelings & emotions & how they affect
oneself & others
8. One is aware of his fears & anxieties & the defenses he
usually employs to protect his sanity.
9. One has relatively stable & strong self-image & is not
unduly perturbed by what others say about oneself.

23.
Contd...,
 SELF AWARENESS – can be defined as the ability to
perceive one’s own existence, including one’s own traits,
feelings & behaviors.
 Self awareness helps in –
3. Personal development through self-awareness
4. Skill development
5. Knowing your strengths and weaknesses
6. Developing intuitive decision-making skills
7. Stress

24.
Contd...,
1. Motivation
2. Leadership
3. Practicing this management skill
4. Ask somebody
5. Questionnaires
6. Seek professional help

25.
 21st century leadership is based on emotional self-
Contd...,
awareness
 Emotional Self-awareness is the key to increased personal
& organizational performance.
 Johari Window explains Self awareness as an element of
personal Change.
 Johari Window is a tool used for illustrating & improving
self-awareness, & mutual understanding between
individuals within a group.

26.
Contd...,
Developed by Joseph Luft and Harry Ingram in the
1950’s, who recognized that, effective learning is
facilitated by good interpersonal communication.

27.
 Johari Window model is referred to as a ‘disclosure /
feedback’ model of self awareness and by some people
an ‘information processing tool’.
 It represents information – feelings, experience, views,
attitudes, skills, intensions, motivation, etc within or about
a person-in relation to their group, from four prospective,
which are ‘regions’ or ‘areas’ or ‘quadrants’ - ‘open/
free area’, ‘blind area’, ‘hidden area’, & ‘unknown area’.

28.
Known by self Unknown by self
Known
ARENA BLIND
by others
CONCEALED DARK /
/ HIDDEN UNKNOWN
Unknown
by others

29.
 Johari Window four regions:
Contd...,
u What is known by the person about him/himself & is also known
by others – open area, open self, free area, free self, or ‘the
arena’.
What is unknown by the person about him/herself but which others
know – blind area, blind self, or ‘blindspot’.
a What the person knows about him/herself that others do not know
– hidden area, hidden self, avoided area, avoided self, or
‘façade’.
i What is unknown by the person about him/herself & is also
unknown by others – unknown area or unknown self.

30.
JOHARI Window: An Interpersonal
Communications Model
KNOWN TO ME UNKNOWN TO ME
KNOWN Public Blind spot
TO Arena Bad
OTHERS Open Unaccepted
UNKNOWN Hidden Unknown
TO Avoided Unconscious
OTHERS Private Not tried

31.
JOHARI Window: An Interpersonal
Communications Model
KNOWN TO ME UNKNOWN TO ME
Name Bad breath
KNOWN Height Snoring
TO Education/Dept Untidy table
OTHERS Marks scored Short tempered
Bad habits
Potentials
UNKNOWN Known fears
Unknown fears
TO Unshared secrets
Untried methods
OTHERS Jealousy
Unseen places

32.
When you share about yourself or
self-disclose:
KNOWN TO ME UNKNOWN TO ME
Blind spot
KNOWN Public Bad
TO
OTHERS Arena Unaccepted
Open
Unknown
UNKNOWN Hidden
TO
Unconscious
Avoided
OTHERS Not tried
Private

33.
When you share about yourself or
self-disclose:
KNOWN TO ME UNKNOWN TO ME
Name
Height Blind spot
KNOWN Education/Dept Bad
TO Marks scored
OTHERS
Unaccepted
Native place
Parents
Old friends
Hidden Unknown
UNKNOWN Unconscious
TO Avoided Not tried
OTHERS
Private

34.
When you solicit or receive feedback
& Improve
KNOWN TO ME UNKNOWN TO ME
Name
Height (Mouth Wash)
Education/Dept Snoring
KNOWN
Marks scored (Organised
TO Table)
OTHERS Short tempered
Native place
Parents
Old friends
Hidden Unknown
UNKNOWN
TO Avoided Unconscious
OTHERS Not tried
Private

35.
When you solicit or receive feedback and
self-disclose:
KNOWN TO ME UNKNOWN TO ME
Blind spot
KNOWN
TO Public Bad
Unaccepted
OTHERS
Arena
Open
Unknown
UNKNOWN Hidden Unconscious
TO Avoided Not tried
OTHERS
Private

36.
When you acquire knowledge:
KNOWN TO ME UNKNOWN TO ME
KNOWN
TO Public Blind spot
OTHERS Bad
Arena Unaccepted
Open
UNKNOWN Learn new
Hidden
TO things
OTHERS Avoided Like
Private swimming

37.
JOHARI Window : Ideal
KNOWN TO ME UNKNOWN TO ME
KNOWN
Less
TO
OTHERS
More Strengths weaknesses
More Comfort Free to interact
UNKNOWN Known
TO Less avoidance potentials,
OTHERS Increased
Less fear
Learning

38.
MYERS BRIGGS TYPE INDICATOR (MBTI)
E Psychological tool used for self-awareness.
o Myer’s Brigg’s classification means the person can
begin to identify preference in behavior & how the
individual is similar to & different from him/her.

39.
Contd...,
 The MBTI preferences indicate the differences in people
that result from the following –
Where they prefer to focus their attention & get energy
(Extroversion or Introversion)
The way they prefer to take in information (Sensing or
Intuition)
f The way they prefer to make decisions (Thinking or Feeling)
f How they orient themselves to the external world-with a
judging process or a perceiving process (Judging or
Perceiving)
There is no right or wrong to these preferences. Each identifies
normal & valuable human behaviors.

40.
Contd...,
 The MBTI model is useful for:
2. Understanding & developing yourself
3. Understanding & developing others
4. Understanding what motivates others
5. Understanding other’s strengths & weaknesses
6. Working in teams-by ensuring that all relevant
necessary capabilities are represented in the team
7. Allocating & agreeing tasks & project
responsibilities
8. Agreeing roles & development with others & for
oneself.

41.
(E) Extraversion Or Introversion (I) The focus or direction or ‘Attitude’ or
orientation of our orientation
behavior – outward or
inward
(S) Sensing Or Nituition (N) How we gather Function
information (Jungian
‘Irrational’ or
MB
‘Perceiving’)
(T) Thinking Or Feeling (F) How we decide Function
(Jungain
‘Rational’ or
MB ‘Judging’)
(J) Judging Or Perceiving (P) How we react to the Myers Briggs’
world – do prefer to added
make decisions or keep dimension
open to options (& also equating to
which middle ‘Functions’ Jung’s
do we favour) ‘Irrational’ &
‘Rational’

42.

Contd…, are –
Sixteen Personality types
2. ISTJ – The dominant quality in their lives is an abiding sense of
responsibility for doing what needs to be done in the here & now.
3. ISTP – For them, the driving force in their lives is to understand how things &
phenomena in the real world work so that they can make the best & most
effective use of them.
4. ESTP – For these individuals the dominant quality in their lives is their
enthusiastic attention to the outer world of hands on & real life experiences.
5. ESTJ – the driving force in their lives is their need to analyze & bring into
logical order the outer world of events, people & things.
6. ISFJ – the dominant quality in their lives is an abiding respect & sense of
personal resp for doing what need to be done in the here & now.
7. ISFP – They have a dominant quality which is deep felt caring, for living
things, combined with a quietly playful & sometimes adventurous approach
to life & all its experiences.
8. ESFP – For them the dominant quality in their lives is their enthusiastic
attention to the outer world of hands on & real life experiences.

43.
Contd…,
1. ESFJ – active & intense caring about people & a strong desire to bring
harmony in their relationships.
2. INFJ – is their attention to the inner world of possibilities, ideas & symbols.
3. INFP – is a deep felt caring & idealism about people.
4. ENFP – is their attention to the outer world of possibilities; they are exited
by continuous involvement in anything new.
5. ENFJ – is an active & intense caring about people & a strong desire to
bring harmony into their relationships.
6. INTJ – is their attention to the inner world of possibilities, symbols,
abstractions, images & thoughts.
7. INTP – is to understand what ever phenomenon is the focus of their
attention.
8. ENTP – is their excitement in continuous involvement in anything new,
whether it be ideas, people or activities.
9. ENTJ – is their need to analyze & bring into logical order the outer world
of events, people, & things.

44.
2. SELF ANALYSIS
 Personal change begins with analyzing oneself.
 Self analysis has to do with a personal SWOT
analysis.
 Self analysis helps a person in understanding:
 Whether or not one has a suitable aptitude for a
given job.
 Whether or not one is capable of handling the
various roles and responsibilities one has accepted.
 What motivates and what drains one’s energy.

45.
Contd...,
 Whether one brings out the best in others or the worst in
others.
 Who in the environment be it a personal or official capacity
brings out the best in oneself and who brings out the worst
in oneself?
 One’s stress tolerance potential.
 Whether one is doing the work that is meaningful to
himself / herself, others around him/her, his/her
organization and community.
An important aspect of self analysis is to examine whether one
has meaningful relationships with others & to move away
from relationships that are not fulfilling.

46.
Contd...,
 Exercise on self analysis – blank sheet of paper start
answering the following questions.
 One’s current and previous jobs, including any
voluntary work
 One’s interest outside work and extracurricular
activities
 One’s course and
 Any other significant experiences, in life.

47.
Contd...,
Ask Oneself :
2. Why did I choose the course, job, experience?
3. Which parts of this experience did I really enjoy?
4. Which parts did I find frustrating or boring?
5. Which bits was I best at?
6. Which bits did I find a struggle?
7. What have other people said about my contribution
in this job, course, and experience?
8. What do others consider I am good at? (Ask them)

48.
Contd...,
 It tells us about the sorts of skills one feels most
comfortable using, the sort of environment one
performs best in and the types of people with
whom one enjoys working.

49.
3. SELF ESTEEM
 Self-esteem or self-worth is defined as a person’s
self-image at an emotional level; circumventing
reason & logic.
 According to Hellriegel, Slocum & Woodman
defined Self esteem as the result of an individual’s
continuing evaluation of himself or herself.
 According to Rosenberg’s described it as a
favorable or unfavorable attitude toward the self.

50.
Contd…,
 Factors determining one’s self esteem: build an
image of oneself through one’s experiences with
different people & activities.
– experience during childhood,
- one’s successes & failures,
- how we were treated by the members of one’s
immediate family, teachers, coaches, religious
authorities, & by one’s peers, all contributes to the
creation of one’s basic self esteem.

51.
Contd…,
 Nature of Low Self-Esteemed Person & Healthy Self Esteemed
Person
- People with low self-esteem often rely on how they are doing
in the present to determine how they feel about themselves.
They need +ve external experiences to counteract the –ve
feelings & thoughts that constantly plague them. Even them the
good feeling can be temporary.
- People with healthy self esteem are able to assess oneself
accurately. They will be able to realistically acknowledge
one’s strengths & limitations & at the same time accepting
oneself as worthy & worthwhile without conditions or
reservations.

52.
Contd…,
• Causes for healthy & low self esteem
CAUSES FOR HEALTHY SELF-ESTEEM
CAUSES FOR LOW SELF ESTEEM
 Childhood  Childhood experiences
experiences that that include being
include being praised yelled at, or beaten
 Being listened to  Being ignored
 Being spoken to  Teased
respectfully  Being expected to be
 Getting attention & “perfect” all the time
hugs  Experiencing failures
 Experiencing success in in sports or school

53.
Contd…,
• Facets of Low self-Esteem
 It is not so easy to recognize low self esteem
 The three common faces that low self esteem may wear are –
 The Impostor – pretends to be happy & successful
- Lives with a constant fear that he or she will be “found out”
- Needs continuous successes to maintain the mask of +ve self
esteem
 The Rebel – acts against the opinions or good will of others-
especially people who are important or powerful-don’t matter.
- Lives with constant anger about not feeling “good enough”
- Continuously needs to prove that others’ judgments & criticisms
don’t hurt

54.
Contd…,
 The Loser – acts helpless & unable to cope with the world &
waits for someone to come to the rescue.
- Uses self-pity or indifference as a shield against fear of taking
responsibility for changing his or her life.
- Looks constantly to others for guidance, which can lead to such
problems as lacking assertiveness skills, under-achievement, &
excessive reliance on others in relationships.

55.
Contd…,
 Consequences of Low Self Esteem –
 It can create anxiety, stree, loneliness & increased
likelihood for depression
 It can cause problems with friendships & relationships.
 It can seriously impair academic & job performance.
 It can lead to underachievement & increased vulnerability
to drug & alcohol abuse.
 It reinforces the –ve self image & can take a person into
downward spiral of lower & lower self-esteem &
increasingly non-productive or even actively self-destructive
behavior.

56.
• Measures
Contd…, to overcome Low self-esteem:
 First believe that one can change, and should be willing to
change.
There are three steps one can take to begin to change one’s self-
esteem:
 Step 1: Rebut the Inner Critic – challenge the –ve messages of
the critical inner voice.
“I failed the class test. I don’t understand anything in class. I
shouldn’t be taking this course”.
Rebut the critic by saying – “ I did poorly on this one test, but I’ve
done O.K. on all the assignments. There are some things here that
I don’t understand as well as I thought I did.

57.
Contd…,
 Step 2: Practice Self-Nurturing – treat oneself as a
worthwhile person, caring for oneself in ways that shows
that one is valuable, component, deserving & lovable.
 Components to self-nurturing:
- Practice Basic Self-Care: enough sleep, healthy food,
regular exercise
- Plan Fun & Relaxing Things for yourself
- Reward Yourself for Your Accomplishment
- Remind Yourself of Your Strengths & Achievements – keep
file of certificates & awards where you can see them.
- Forgive Yourself When You Don’t Do All You’d Hoped
- Self-Nurture Even When You Don’t Feel You Deserve It:
“Fake it” until you can “make it”.

58.
Contd…,
 Step 3: Get Help from Others
- Ask for support from Friends
- Get help from Teachers & Other Helpers
- Talk to a Therapist or Counselor

59.
4. SELF-EFFICACY
 According to Albert Bandura, self-efficacy refers to
an individual’s sense of competence or ability in
general or in particular domains.

60.
ORGANIZATIONAL ROLES
 Personal change has a direct impact in an Organization & the roles
that individuals play.
 In a social system an organization has roles with expectations that
require individuals to perform certain tasks called job duties.
 Discharge of duties.
 People must be attracted not only to the organization but also to
remain in it.
 People must perform the task for which they are hired, and must do
so in a dependable manner and
 People must go beyond the dependable role performance &
engage in creative, spontaneous & innovative behaviour at work.
 The organizational structure & Individual characteristics need to be
matched to become effective.
 This matching leads to the evolving of a Role in the organization.

61.
Contd…,
 The organization structure consists of - Work Structure, Status
Structure, Authority Structure,
 Individual Characteristics like – Interest, Attitudes, Needs.
 There are TWO Role Systems –
- Role Space – each individuals plays several roles like daughter,
mother, sales person, member of a club & so on.
- Role Set – is a pattern of interrelationship between one role
among many others.
 Role is a convergence region between the individual & the
organization. What is given in a organization chart is the position &
when the individual occupies a position, it becomes a ‘role’.
 It has been defined as “a set of Behaviours enacted by a
person as a result of his occupying a certain position in the
organization.

62.
Making organizational roles effective
Role effectiveness depends on:
 Having high role efficacy on the part of the role occupant
and
 By developing a style & strategy to cope with the Role
Conflict or stress.