This Document Contains Chapters 7 to 8 Chapter 7 Change Communication Strategies Learning Objectives On completion of this chapter you should be able to: • Identify key elements involved in the communication process. • Understand how gender, power, and emotion affect change communication processes. • Understand the power of language in influencing responses to change • Explain and assess appropriate strategies for communicating change. • Appreciate a variety of strategies involved in communicating change. • Understand how successful communication processes will vary with type and stage of organizational change. • Assess the utility of a range of different communication channels, including applications of social media. Chapter Summary Images Purpose of Communication Director Ensure people understand what is going to happen and what is required of them. Communication strategies need to ensure that there is no message overload or message distortion Navigator Similar to director but pay attention to identifying alternative interests that may disrupt the proposed change. “Tell and sell” communication techniques are used to try to win people over to the change. Caretaker Focus is on letting people know about the “why” of change, that is, the inevitability of the changes and how best to cope or survive them. “Identify and reply” (reactive) communication strategy is used. Coach Focus is on ensuring people share similar values and are aware of what actions are appropriate to these values. The focus of the coach is “getting buy-in” to the change through shared values and the use of “positive emotions.” “Underscore and explore” interactions are used to engage in dialogue about the change. Interpreter Interpreters provide staff with a sense of “what is going on” through story telling, metaphors, and so on. They recognize that not all will buy in to the story of change, but the aim is to provide the most dominant account. “Rich” communication media are most favored. Nurturer The nurturer image leads change managers to reinforce the view that processes cannot always be predicted and that often outcomes will occur that are innovative and creative for an organization even though few people could have anticipated what these might be prior to their occurrence. The way change is communicated is central to its success. The communication process, or mix, includes elements such as content, voice, tone, message, audience, medium, frequency and consistency. This process can be disturbed by three main problems: 1. Message overload: occurs when information acquisition is overbalanced compared to an individual’s response capabilities. 2. Message distortion: occurs when meanings are misinterpreted through intentional or unintentional problems relating to the sending or receiving of the message, and 3. Message ambiguity: occurs when an organization has a vision but is not prescriptively clear on how to Language, power, gender, and emotion can also have an impact on the communication of change. For example, research has found that language reflects and reinforces underlying social and power relationships. The use of language and how it reflects power and gender relationships can explain why the communication process becomes ineffective during organizational change. Similarly, gender differences affect this process. Three examples of the difference are: 1. Getting credit 2. Confidence and boasting 3. Asking questions Other gender differences relate to how feedback is given and received, how compliments are exchanged, and whether the communication is direct or indirect. Emotion is linked to change and can also contribute to the breakdown of the communication process. Equilibrium needs to be found between the cognitive and emotional perceptions of change. Individuals can perceive that organizational change can harm them personally, thus their emotional state and sense of identity are threatened by change situations. Managers can use three techniques to avoid these situations: 1. Perspective taking: thinking about how others are likely to think and feel about a change 2. Threat-reducing behavior: engaging in intentional, interpersonal interactions with staff to minimize 3. Reflection: self-evaluation of their actions to lessen the emergence of negative emotions and identification of corrective actions where necessary How change managers perceive their role in communicating change will vary; for example, their ability to shape rather than control information about the change will vary depending on their image of managing change. This chapter outlines the variety of strategies that managers can use to communicate change including contingency approaches. It explores dilemmas underlying different change communication strategies. • Can you communicate too much?: Depending on the change and the image of the change manager, the level and extent of communication can vary. Some consider the optimal level to be based on the degree to which the change is unprecedented in the organization’s history. • Getting word out or buy in: This differentiates between focusing the communication process on the provision of information or gaining participation in the process. • Beyond Spray and Pray: This suggests that the “spray and pray” strategy of overloading individuals with information and the “withhold and uphold” strategy of not communicating enough are least likely to be effective in achieving organizational performance. The “underscore and explore” strategy, however, provides the right balance between these two extremes. • Contingency approaches: This depends of the type of change—developmental or incremental, task-focused, charismatic or turnaround—and the stage of change: planning, enabling, launching, catalyzing and maintaining. These stages lead to four distinct leadership styles: commanding, logical, inspirational and supportive. Different media can be used in the communication of change, these media vary in richness and are the responsibility of specific individuals or groups in the organization. • Richness: There is a hierarchy of media richness than can be more applicable for particular situations. Different types of media may also be more appropriate for different audiences with differing needs. • Responsibility for communicating the change: Many believe that the CEO should be the principle communicator of change while others find lower level managers more trusted by staff and therefore in a better position to communicate change. Many organizations now use tag teams, a transition management team. The role of this team is specifically to stimulate open conversations through organizational units and dispersing information. The role social media is one of the newest elements in the communication portfolio of a change manager. However, the decentralized nature of social media means that it is much less easily controlled than previous forms of media. While communication through social media can be a very fast (‘real time’) means of keeping people informed, it can be equally efficient at disseminating “counter-narratives” to those that represent the official organizational (senior management) position. In the context of the management organizational change, as in other contexts, social media has enormous potential to facilitate change but the content of social media is not easily controlled. Sidebars in the Text The following table provides a brief summary of key points in each sidebar. Sidebar Page Communication is Not a Soft Function • This vignette addresses head-on the common (mis)conception that communication is something ‘wish-washy’ and much less deserving of senior management attention than the ‘hard stuff’. Rather, high quality communication capability is presented as directly linked to superior financial performance. • Provides a link to the later (in the chapter) discussion of social media is also provided. 207 There’s Nothing Like a Good Story • A story that has a message to which the audience can relate often has a much more powerful effect in terms of conveying the intended message than formal documents or even directives (e.g. a from a senior manager). There is something in the nature of the structure of a story that humans seem to respond to in a very fundamental way that typical modes of business communication fail to tap. 216 IBM’s Script for Offshoring Jobs • Provides an example of the attention that an organization may give to its communications at the level of specific phrasing (use of terms) in order that the message that they intend is conveyed. • Links to the chapter discussion of “Talking Coherently” (p.218-219). 219 The NASCAR Model • Illustrates how figurative language in the form of a well-chosen analogy (simile or metaphor) can communicate the intent of a change initiative in a way that literal language struggles to do. • As with ‘a good story’ (p.216), a good analogy seems to resonate with people at a very fundamental level. 220 Misused Terminology • Provides four examples of common terms that can have a meaning attributed to them by some people that runs counter to the original meaning of the term • Note the critical comment on organizational that is implied by the alternative definitions of ‘empowerment’ and ‘culture.’ With student/executive audiences who have been through organizational change, it may be appropriate at this point to discuss the way in which terms associated with an organizational change can be ‘hijacked’ by being redefined in ways that are implied criticism of the change process. 221 The Importance of High-Quality Communication • A brief report citing research evidence reinforcing the idea that the quality of communication at a time of organizational change has positive effects and that communication failures can produce a number of problems that negatively impact on the change process. 222 A Dozen Tips from the Experts • Another guide to matters to consider when designing and implementing a communication strategy. 226 Communicating Change through Tag Teams • Illustrates one approach to trying to make sure that the people in the organization who will be involving at the operational level in making a change successful have some way of being part of the on-going discussions on the change. 228 Open the Files • A quick self-reflection exercise for those who have experience of organizational change. 229 Communication in a Crisis • A quite detailed vignette, picking up the Gulf Oil Disaster case from Ch.5 (pp.153-154). • Describes BP’s communications after the explosion on the Deepwater Horizon oil drilling rig, noting the mistakes and providing advice (‘lessons learned’) that other organizations can take away from the BP experience. 230 Getting the (Change) News • A self-reflection exercise inviting students to put themselves in the place of an employee of a large organization about to go through a major restructuring • A good starting point for a group or class level discussion (focusing on points of similarity and points of difference in individual’s answers to the provided questions. Note: rather than just being a self-reflection piece, this scenario and its associated five questions could be used as an exercise. Instructors’ notes for its use as an exercise are provided in the Exercises section that follows. 232 Social Media Drivers • Reports the results of a survey identifying the main drivers of business organizations’ social media adoption. 235 Antisocial Media • Provides an example of the ‘two-edged sword’ nature of social media; for every message that senior management wish to convey, there may be one (or more) being returned to them and it may not always be what they want to hear. 237 Exercises and Answers EXERCISE 7.1 (p.238) Listen to Who’s Talking Purpose The purpose of this exercise is to alert students to the impact of power and gender on the communication process and get them to reflect on how these issues impact on communicating change. It does this by requiring students required to attend a work meeting and identify how power and gender influence the communication process. Options/Techniques/Requirements Format: • Individually or in pairs Materials: • Review Chapter 7 (pp. 211-215). • Work meeting (or other sort of meeting as suggested below). The size of the group would ideally be from 6-16 people. Time Required: Some students, although employed, may not have the opportunity to attend a work meeting for a few weeks due to the timing of the meetings compared to when this exercise is assigned. Therefore it is expected that this exercise would take more time than other exercises in this manual. The suggested time period would be three to four weeks to complete the exercise. Undergraduate: These students are likely to face some challenges in attending a work meeting if they are not employed. Alternatives would be to watch a group interview they can find on TV or cable, attend a local meeting of any group where issues are discussed, e.g., local council, housing associations, an open meeting for charities, etc. Other alternatives would be to attend a meeting of a local club on campus, student committee, students, association where proposals or ideas are discussed etc. MBA/Executive: Students with professional experience are likely to have better access to attending a work meeting. If they are not working and do not have access to a work meeting, the alternative would be to have them follow up one of the suggestions made for the undergraduate students. Potential Problems and Helpful Hints • Students can be told that their ability to observe the language in use will be easier if they know the language styles well before the meeting. • Students should be encouraged to complete their review of the meeting on the same day as the meeting so they are able to recall as much detail as possible. The longer they leave the time between the meeting, the review, and completing the answer to the questions, the less detail they will remember. Debriefing In class discussion about what they found in their observation of meetings, start the debriefing by reminding students not to mention names or the company they are talking about. Then ask them to share the observation that surprised them the most, or where they learned something new. Follow this by a review of the language styles and an overview of the way language, communication and change are inter-linked and affected by power and gender differences. Guidelines for Answers to Questions The answers to the questions in the exercises will need to be assessed according to the experience and education level of the students. The answers given here are only a guide. Tannen points out that the way we communicate reinforces differences in power and gender relationships. This can affect our interpretations of what we think is going on in a particular situation. 1. Observe a work meeting—preferably with up to 10 people. 2. Listen to the language being used: What different types of languages in use can you observe (e.g., commanding language, respectful language, concern language, condescension language)? Answer: A very good answer to this question would include a note on who used the different types of language that were be observed - probably linked to the description of the person’s position in the organization. There is often a strong link between a person’s company position and the language they use. An excellent answer would be to include an organizational chart with the position of the person and their language style. 3. Do individuals tend to use one type of language in their interactions? Answer: The answer to this question will rely on the student’s attention to detail. They may need to concentrate on a couple of individuals in the meeting and then in the review time add more details. Yes, language styles often vary based on the individual's role and status. For instance, higher-status individuals might use more authoritative and assertive language, while lower-status individuals might use more deferential or tentative language. 4. Who does most of the talking? Who asks most of the question? Answer: Typically, individuals in higher positions or those with more power tend to do most of the talking and ask most of the questions. Lower-status participants often respond rather than initiate discussions or questions. Language in meetings can reinforce organizational hierarchies and power dynamics. Dominant language styles and speaking patterns contribute to maintaining existing power structures and can perpetuate gender and status imbalances. 5. To what extent does the talk convey information about power and gender differences? (Who takes credit? exudes confidence? asks questions?) Answer: The answer to these questions will rely on how well the student observed the people in the meeting. Awareness of these differences will help in fostering more inclusive and balanced communication. As a change manager, I would strive to ensure that all voices are heard, encourage diverse input, and be mindful of language that might reinforce existing power imbalances or gender biases. 6. What general conclusions do you draw from this analysis about the way language constructs and reinforces differences within the organization? Answer: The conclusions that the student draws from the analysis and the way that language constructs differences within an organization will need to a) reinforce their answers to the earlier questions, and b) realize their observations are provisional as they are only observing one meeting. Language in organizational settings often mirrors and reinforces existing power structures and hierarchies. Dominant language styles and speaking patterns can perpetuate status and gender imbalances, shaping how individuals are perceived and treated within the organization. 7. As a change manager, how will your awareness of these differences influence your future interactions with staff? Answer: The answer to this question will be quite revealing of the way that the student has thought through the consequences of the observations from the meeting. They need to explore how they will use language in future change situations, how they will ensure they are using appropriate language and how they will take into account the way gender and power impact on the communication of change. Being aware of these differences will guide me in fostering more equitable communication. I will actively work to balance participation, ensure diverse voices are heard, and address any language patterns that reinforce power imbalances or biases. EXERCISE 7.2 (p.232) How Defensive Are You? Purpose To provide individuals with an opportunity to reflect on their communication style as it is experienced by others. Options/Techniques/Requirements Format: • Individually • Group o NB: before considering treating this exercise in groups see the warning below in “Potential Problems and Helpful Hints”) o An effective, and much less individually threatening, group-based way to discuss communication style is to have group members volunteer examples of the communication style of people they have engaged with inside organizations accompanied by their own perception of the impact of those styles. Materials: • Review pp 211-222 Time Required: 15 minutes as individual reflection. 40 minutes as group discussion of the impact of communication style. Undergraduate: Although these students may have limited professional experience they should enough experience of change to answer the questions. MBA/Executive: Students with professional experience are likely to have exposure to a greater number of work-based situations where communication style is on ‘open display.’ Because of this, they are likely to be able to contribute many examples of, and opinions on, the range of communication styles and their impact. Potential Problems and Helpful Hints • It is not unusual for individuals not see themselves as others see them. Sometimes becoming aware of this disparity can be unsettling, even distressing, so use of the “highly open-highly defensive” continuum to characterise individuals’ communication style is best treated as a self-reflection piece for individuals. EXERCISE 7.3 (pp.240-241) Case Analysis – Social Media at the Museum Purpose The purpose of this exercise is to encourage students to think about the implications for organizations of the growth of social media. By being introduced to the different forms of impact that social media has had in three museums, students are being encouraged to start to think about the potential for social media in organizations with which they are familiar. Options/Techniques/Requirements Format: • Individually or in groups Materials: • Review Chapter 7 (especially pp. 232-238). Time Required: • Individual reflection 20 mins • Group discussion 40 minutes • Undergraduate: While most undergraduates will have less work experience than those in MBA/Executive programs, their familiarity with social media may be even greater given that they have grown up in the social media era. This may mean that while having fewer instances of work organization contexts to bring to any discussion, they may be able to contribute more insights into social media possibilities than their older colleagues. MBA/Executive: These course participants are likely to already have significant familiarity with social media even if their exposure to work organization’s use of social media is patchy (reflecting the variable take-up of social media across different industries and organizations). Potential Problems and Helpful Hints • No problems in particular • To expand the examples that undergraduates bring to the discussion, consider inviting them to offer examples from non-work organizations in which they have been involved, for example, sporting and other leisure organizations, religious organizations, charities, etc. Guidelines for Answers to Questions The answers to the questions in the exercises will need to be assessed according to the experience and education level of the students. The answers given here are only a guide. 1. In what ways could social media applications contribute to the mission of your organization? Answer: A good answer to this question would show that thought had been given to both how social media might (i) enable the organization to do what it currently does in a more effective and efficient manner, and (ii) suggest new products or services that the organization could offer (within its mission). The three museums used social media in subtly different ways which emphasises the importance of each organization working out exactly what application is best for them in their current situation. 2. How could social media change or strengthen the culture of your organization, with regard to widening collaboration and becoming more agile and responsive? Answer: One way of organizing the answer to this question is to consider social media’s potential impact on the way the organization (i) projects itself externally and (ii) communicates internally. In the case, Monticello used social media for its outreach capability while Getty used it to change reputation, both external functions. Such actions can improve the perception of the organization as agile and responsive and in so doing enhance these characteristics as part of the organizational culture. Internal use of social media has the potential to improve information-sharing and to reinforce collaboration as a cultural value. Better sharing of information should also enhance agility. Specific examples from their organization will usually enhance the quality of a student’s answer. 3. To what extent will your current organization silos and hierarchies inhibit the communication and collaboration opportunities opened up by social media? Or, will social media help you break down those silos and hierarchies, and encourage more horizontal working. Answer: Silos and hierarchies may inhibit communication by creating barriers to information flow and collaboration. However, social media can help break down these barriers by facilitating cross-departmental interactions and fostering a more horizontal working environment. 4. How should your organization balance the need for management control with the desire to open up conversations more widely across the organization in order to encourage experimentation with social media? Answer: The organization should implement clear guidelines and monitoring systems to ensure productive and secure use of social media while encouraging open dialogue and experimentation. This balance can be achieved by fostering a culture of trust and providing training on effective social media use. 5. In your assessment, would your organization benefit or suffer from working in a “perpetual beta” state of mind, constantly experimenting, learning – and improving – from the mistakes? Answer: The organization would likely benefit from a "perpetual beta" approach, as it fosters innovation, adaptability, and continuous improvement. However, it is crucial to manage this approach carefully to avoid potential risks and ensure that experiments align with organizational goals. OPTIONAL EXERCISE (p.229) Open the Files Note: “Open the Files” is included in the textbook as a sidebar (p.229) but it can also serve as an exercise. Purpose This exercise is designed for students to assess the type of communication they observed in a change they experienced in their organization. This approach could be applied to other situations, and by following the technique used in this exercise they could learn from mistakes. The hope is that students will be able to apply this technique to change programs in the future and avoid the problems they experienced in the past. Options/Techniques/Requirements Format: • Individually • Group Materials: • Figure 7.2 The Communication Strategy Continuum (p.305), Table 7.4 Communication Strategies (p.226) and Table 7.5 Two-Stage Supervisory Briefing Strategy (p.227). Time Required: In-class time can include 30-40 minutes in groups for students to share their findings, with another 10-15 minutes for reports back to the class and broad conclusions to be drawn. Undergraduate: Students may need to use alternative examples such as a change they experienced at school or in a program they have been involved in over time, or a change they experienced at any part-time employment or summer job. MBA/Executive: Students with professional experience will have experienced organizational change at different stages of their employment. Potential Problems and Helpful Hints • Ask students whether they were passive recipients of the organization’s communication strategy – and what role they did/could have played in changing this strategy. This gets them to think about what proactive actions they might take. Debriefing The debriefing should encourage students to assess (in a balanced way) the communication of a change in an organization. They need to realize that hindsight has its advantages, however the process they have learned in this exercise can be used as a method to continue to improve their skills as a change manager. Guidelines for Answers to Questions The answers to the questions in the exercises will need to be assessed according to the experience and education level of the students. The answers given here are only a guide. Think back to a recent organizational change. 1. Did your organization have a strategy for initially announcing the change? Answer: The answer to this question involves the student reporting the strategy in their organization as they experienced it and then discussing the type of language used. Yes, the organization used a formal announcement strategy involving an internal memo and a company-wide meeting to introduce the change. 2. What strategy was used to convey information during the change process? Was one or more of the strategies from figure 7.2 used? Was the same strategy adopted consistently, and for all members of the organization? Answer: The type of answer for this question needs to be consistent with the previous response and then assessed against figure 7.2. Students are asked to make a judgement as far as they can for the answer to the second part. Their answer needs to be validated with examples and illustrations. The organization used a combination of the "Informative" and "Interactive" strategies from Figure 7.2. The strategy was generally consistent but varied in execution across different departments, with some teams receiving more detailed updates than others. 3. On a scale from 1 (ineffective) to 5 (very effective), how would you rate the communication strategy overall? Answer: The student needs to give a reason for their response. I would rate it a 3. The strategy was somewhat effective but had room for improvement, particularly in terms of consistency and depth of information provided. 4. With hindsight, what changes would you have made to improve the effectiveness of the change communication strategy? Answer: Expect the student to be able to provide the reason for their choice of changes. I would have implemented a more consistent and detailed communication approach across all departments and included more opportunities for feedback and interactive sessions to address concerns and gather input. 5. To what extent will those recommendations apply to future changes in this organization? To what extent will that depend on the further changes that are proposed? Answer: Students will need to support their answers with a reasoned argument. The recommendations will likely be applicable to future changes, as a consistent and detailed communication strategy is generally beneficial. However, the effectiveness may vary depending on the nature and scope of the changes proposed. OPTIONAL EXERCISE (p.232) Getting the (Change) News: What Works Best for You? Note: “Getting the (Change) News: What Works Best for You” is included in the textbook as a sidebar (p.232) but it can also serve as an exercise. Purpose Successful change relies on clear communication with all participants. Students are asked to think through what information they would like to have if they were in an organization that is going through a change. This is an extension of the last exercise in that it requires student to apply what they have learned so far and think more deeply about the issues in managing communication about change. Options/Techniques/Requirements Format: • Individually • Group (optional) Materials: • Review Communication Media (pp.232-238). • Figure 7.4 Media Richness Hierarchy (p.233) Time Required: Total time for the exercise would be approximately 40 minutes. Undergraduate: Although these students may have limited professional experience they should enough experience of change to answer the questions. MBA/Executive: Students with professional experience are likely to have exposure to a greater variety of changes (what worked and did not work from their point of view) to draw upon in answering these questions. Potential Problems and Helpful Hints • No major problems anticipated for this exercise. Debriefing Insights can be shared in groups and reported back to the class. The debriefing can review the different type of media sources that could be used to get the information about the restructure. Understanding the value of the media source can give students ideas about which type would be best for various situations. Guidelines for Answers to Questions The answers to the questions in the exercises will need to be assessed according to the experience and education level of the students. The answers given here are only a guide. Imagine that you are an employee of a large organization about to go through a restructuring. Think about the following issues: 1. What information would you like? Answer: This question should be answered in some detail, indicating that the student spent some time considering the issue. If the answer lacks detail, the student has either not spent much time on the question or is not very good at thinking through issues from other’s viewpoint. This may need to be discussed with the student as the ability to apply this type of information to other change situations is a necessary skill for the management of a change process. I would like detailed updates on the change process, including objectives, timelines, potential impacts, and how it will affect my role and team. 2. From whom would you prefer to get this information? Why? Answer: The answer to this question needs to be considered in context e.g. a junior employee would not realistically expect to be the first person to be individually informed by the CEO of a major strategic change; at the other extreme neither would they be expected to receive a memo one day to tell them start to do a new task/job the next. There is a realistic medium between these two extremes, and the student should answer that they would like to hear of the change in a number of ways and explain who, what, when, where, and how the communication was to occur and why the change was happening. I would prefer to receive this information from senior management or the change leader because they provide authoritative and comprehensive insights directly from the source. 3. In what format would you prefer to get it: individually, in a group, other? Answer: This would be a personal preference of how they would like to have the information. Whatever their answer is, the student would be expected to give reasons for their selected preference(s). I would prefer to get it in a group setting with follow-up individual communications. This allows for immediate Q&A and personal clarification afterward. 4. What would be the best source (media) for you to get this information—consider the range of media referred to in this chapter, from low to high media richness? What would be the worst way of getting this information? Why? Answer: The answer to this would be a personal preference but should be in line with the information in Figure 7.4 The best source would be a face-to-face meeting or video conference (high media richness) for detailed discussion and interaction. The worst way would be a simple email (low media richness) as it lacks immediate feedback and personal touch. 5. As a manager of change, in the future, how might you use these insights in terms of forming a media communications strategy? Answer: This question is designed to raise students’ awareness of what they have learned from the exercise. It is an application question and requires a thoughtful answer about their own future role as a change manager. I would use these insights to prioritize high media richness channels for initial announcements and detailed updates, ensuring personal and interactive communication. For follow-up, I’d use a mix of group and individual formats to address specific concerns and reinforce the message. Chapter 8 Resistance to Change Learning Objectives On completion of this chapter you should be able to: • Explain the benefits of resistance to change, as well as the disadvantages • Understand the causes of resistance to change. • Identify the symptoms of resistance to change. • Recognize and diagnose middle management resistance to change, which could be a blockage or could be highly beneficial • Understand and apply different approaches to managing resistance. Chapter Summary Resistance is a very real and common issue that is faced by change managers during the process of change. The signs of, and reasons why employees resist change can vary greatly, and it is important that change managers are aware of these variations. It can be considered “tridimensional” involving affective, behavioural and cognitive components—how a person feels about change, what they think about it and how they act in the face of change. Images of Resistance to Change Image of Managing Change Perspective on Resistance to Change Director Resistance signifies that not everyone is on board with the change program. Managerial skills can be acquired to overcome this. Navigator Resistance is expected and represents different interests within the organization. It should be overcome but this is not always possible. Caretaker Resistance is short-lived. Change occurs despite attempts to stop it. Coach Resistance is to be expected and managers need to show others that the resistance does not promote effective teamwork. Interpreter Resistance occurs when the change is not interpreted well or understood. The manager’s role is to clarify the meaning of change. Nurturer Resistance is irrelevant to whether the change will occur. Resistance is a matter of guesswork by the resistor. The behavioural manifestation of resistance may take active or passive forms. Examples of active resistance are: being critical, finding fault, ridiculing, appealing to fear, using facts selectively, blaming or accusing, sabotaging, intimidating or threatening, manipulating, distorting facts, blocking, undermining, starting rumors, and arguing. Examples of passive resistance are: agreeing verbally but not following through (“malicious compliance”), failing to implement change, procrastinating or dragging one’s feet, feigning ignorance, withholding information/suggestions/ help/support; standing by and allowing change to fail. People resist change for a number of reasons, including: • dislike of change • discomfort with uncertainty • perceived negative effect on interests • attachment to organizational culture/identity • perceived breach of psychological contract • lack of conviction that change is needed • lack of clarity as to what is expected • belief that specific change being proposed is inappropriate • belief that the timing is wrong • excessive change • cumulative effect of other changes in one’s life • perceived clash with ethics • legacy of previous changes • disagreement with the way change is being managed It is often assumed that resistance is a problem that originates with employees at the operational level of an organization. However, resistance can also come from those at the managerial level. Sidebars in the Text The following table provides a brief summary of the key points in each sidebar. Sidebar Page Fear That YouTube Will Change • Illustrates that reactions to proposed change are not restricted to employees of an organization; customer/clients can form strong attachments to an organization and have very strong views about what sort of change is acceptable to them. 255 Excessive Change: The Consequences • Resistance to change is sometimes due to ‘initiative’ fatigue which can result when people in an organization have been subject to a lot of change in a short period. This vignette identifies some of the outcomes that can result from excessive change. 257 Does Your Organization Have an Acceleration Culture? • Provides a perspective on the characteristics of an organization that might be showing signs of an excessive attachment to change 258 Managing Change, Managing Memories • Argues the case for the power of personal experience of change which via ‘legacy affects’ are likely to impact on individuals’ reaction to future change initiatives. 259 Merger in Adland • Provides a very graphic example one manifestation of resistance to change. • Reminds us that resistance to change may come from within the ranks of ‘the managers’ and not just ‘the managed.’ 261 Resistance to Change at Bloomberg • Provides another example of resistance coming from within the ranks of management which in some organizations can be more a collection of factions than one united body. • Traditional ‘resistance to change’ was typically presented as a form of industrial conflict between ‘management’ and ‘the workers.’ However, with fewer and fewer industries being ‘blue collar’, a more subtle understanding of resistance in regard to who can manifest it and what forms it can take is required. 262 Find the Attractor • Provides examples of the application of attraction strategies to reduce resistance to change. 264 Exercises and Answers EXERCISE 8.1 (p.270) Diagnosing and Acting Purpose Here the challenge is for the students to increase their awareness of how they themselves behave in response to resistance. Options/Techniques/Requirements Format: • Individual. Materials: • Read through the sections on managing resistance (p.263-269). Time Required: This exercise should take 20- 30 minutes (excluding the above reading). Undergraduate: Students may need to select another type of organization other than a business to draw on their past experience of change. MBA/Executive: Students with professional experience will be more likely to have experienced resistance. Potential Problems and Helpful Hints • Although some students may have had professional experience, they may take some time to complete the exercise because they are unlikely to have reflected on the experience this consciously or directly, previously. Debriefing Students need to realize that resistance may occur in many situations and be directed at a manager even though they did not instigate the change; they may just be the person who was accessible. Often an individual’s resistance or support in a change situation is interpreted in terms that are polarised or extreme e.g. bad/good or they like me/they don’t like me. A skilled change manager won’t react to resistance, rather they will be able to look beyond it and try to find the source of the real problem. Resistance to change is usually the symptom and not the cause of problems, as it is often a signal indicating other issues, such as poor communication, are present. Guidelines for Answers to Questions The answers to the questions in the exercises will need to be assessed according to the experience and education level of the students. The answers given here are only a guide. Consider a change in which you were involved and that was seriously affected by resistance. 1. When did you first become aware of resistance? Answer: Part of the learning from this question is for the student to assess their awareness of a resistance situation. I first became aware of resistance during a team meeting when several team members expressed their dissatisfaction with the new project management system we were implementing. 2. What form did the resistance take? Answer: The answer to this should include a description of the actions of the person who was resisting the change. The resistance took the form of vocal complaints, reluctance to use the new system, and some team members actively undermining its implementation by sticking to old methods. 3. What were your first thoughts (anger, betrayal, confusion, relief)? Answer: The student’s response to this will give a good indicator of the student’s attitude to resistance. My initial thoughts were a mix of confusion and frustration, as I was uncertain about the root causes of their dissatisfaction and how to address it effectively. 4. What made you decide that you had to do something? Answer: The motive given by the student for their decision will give some indication of their priorities and what they believed was the “right thing to do,” or what they felt they had to do. The decision to act was driven by the recognition that ongoing resistance was impeding progress and negatively impacting team morale and productivity. 5. What actions did you take? Answer: The effectiveness of the actions of the student in this situation may be a reflection of a lack understanding or skill in dealing with resistance rather than a problem with reasoning or intelligence. I organized additional training sessions, held one-on-one meetings to understand individual concerns, and adjusted the implementation plan based on feedback to address the issues raised. 6. What was the impact in (a) the short term and (b) the long term? Answer: When students understand the consequences of their actions, it gives them more insight into the reality of the situation over time. An effective change manager needs to address both the short term and the long term impact of actions. (a) In the short term, there was some initial improvement in adoption, but ongoing resistance persisted. (b) In the long term, the changes led to better integration of the new system, and overall team acceptance improved as their concerns were addressed. 7. If you could “rewind the tape,” what would you do differently? Answer: The answer to this question may show what the student learned from the situation, or describe merely a reaction to the end result(s) or process. This is a good question for students to work through if they want to gain insight into what lessons they have taken away from a situation that was seriously affected by resistance. I would have involved the team earlier in the planning process and communicated more clearly about the benefits and reasons for the change to preempt resistance and build buy-in from the start. EXERCISE 8.2 (p.270) Jack’s Dilemma Purpose This situation describes a dilemma in change management, and encourages the student to find what their answer would be in the described situation with Jack, the newly appointed general manager. This exercise serves two purposes. Firstly it gives the student a chance to consolidate the information learned in the other exercises in this chapter, and secondly, it gives them an opportunity to practice working with a case study scenario. Options/Techniques/Requirements Format: • Individual or small groups of two to three students Materials: • Read through the sections on managing resistance (p.263-269) Time Required: Time for the class exercise is 15 to 30 minutes to work out the factors that would need to be considered and formulate an answer to the questions. Undergraduate: Students may need more time if working individually on the exercise. MBA/Executive: Students with professional experience will probably be more aware of their views in a given situation such as Jack’s because of past experience. The response of this group of students would be expected to be more detailed and sophisticated compared to the undergraduate student’s response. Potential Problems and Helpful Hints • Students should be encouraged to be creative and told that there is no “wrong” answer, only a poor justification for the answer that is given, or a lack of good reasoning. Debriefing The option for creativity in the answer could be illustrated by a few scenarios of “what I should tell Jack and why.” The students could be taken through a “how to” approach for this type of mini case that would help them with future situations. The debriefing after the exercise is completed will need to address the complexity of the situation and give some examples of simple steps that could have been taken by Jack. Guidelines for Answers to Questions The answers to the questions in the exercises will need to be assessed according to the experience and education level of the students. The answers given here are only a guide. Jack White is the newly appointed general manager of the pet food division of Strickland Corporation. He has completed a strategic review that has convinced him that the division needs to undergo substantial change in a number of areas and to do so relatively swiftly given the recent strategic moves of key competitors. Although he is new, he is familiar enough with the company to know that there will be significant resistance to the changes from a number of quarters. He also suspects that some of this resistance will come from people with the capacity to act in ways that could seriously impede successful change. Jack reflects on the situation. He believes that it is important to introduce the proposed changes soon, but he also recognizes that if he acts speedily in this regard, he’ll have virtually no time to have a dialogue with staff about the proposed changes, much less involve them in any significant way. One option is to act speedily and to make it clear that “consequences” will follow for anyone not cooperating. He certainly has the power to act on such a threat. The risk, Jack knows, is that even if no one outright resists, there’s a big difference between not cooperating and acting in a manner that reflects commitment. He knows that he needs the cooperation of key groups of employees and that sometimes “minimum-level compliance” can be as unhelpful as outright resistance when it comes to implementing change. “But maybe I’m exaggerating this problem,” he thinks to himself. “Maybe I should just go ahead with the change. If people don’t like it, they can leave; if they stay, they’ll come around.” But Jack’s not sure. He reflects on another option: Maybe he should spend more time on building up support at least among key groups of managers and employees, if not more broadly within the organization. “Maybe,” he thinks, “the need to change is not quite as immediate as I think.” “I just know that I’d feel a whole lot better if this consultation could happen quickly.” Your Task Jack respects your opinion on business matters and has asked you for your views on his situation. What factors would you suggest to Jack that he take into account in deciding what course of action to take? The answer to the question would include the following considerations: • an explanation of the default options, characteristics, and limitations, of the different positions that Jack thinks the staff could take • an assessment of the positives, negatives and neutrals of each of the above positions in isolation using scenarios • ideas relevant to managing resistance should be discussed for each of the options • an assessment of the combined “best” and “worst” scenario of the groups together • a decision as to what options are not worth the risk, and what could be workable • reviewing the workable scenarios and determining if there are any actions that could improve the response EXERCISE 8.3 (p.271) Case Analysis: Moneyball Our suggested responses to the five case questions are: 1. Who is resisting this change and why? Answer: Art Howe (played by Philip Seymour Hoffman) manages the players, and he strongly resists the new approach to evaluating and selecting players. As the team manager, he will be blamed if the team performs badly. His resistance is also based on a lack of understanding of the new approach. Beane and Brand do not explain sabermetrics to him, nor do they involve him in their selection decisions. However, explaining the approach to him may not have overcome his scepticism; the change is radical, and he sees it as unnecessarily risky. The team’s talent scouts - around a dozen of them - are deeply hostile to the change. Their experience and professional judgement will no longer be required if the selection of players is based on their ‘on base percentage’ statistics. 2. What behaviours are used to demonstrate that resistance? Answer: The resistance is open. Howe and the talent scouts argue loudly with Beane, describing his approach as crazy and misguided. Howe defies Beane by ignoring his instructions and playing the traditional team of his choice, leaving the new recruits on the bench (the team lose that match). The lead scout, Grady Fuson (Ken Medloch) argues that, ‘Major league baseball thinks the way I do’, suggesting that Beane does not fully understand the game, and is making a grave mistake. In a radio interview, Fuson tries to undermine Beane’s credibility in public, along with the credibility of his methods. Howe tells Beane that ‘You are out of your depth’, and asks him to ‘Leave me alone to manage my team’. 3. What role do emotions play, on both sides of this argument? Answer: Emotions are key, and drive most of what happens in this story. Beane is frustrated that competing teams have ‘deeper pockets’, and that the Oakland Athletics’ owner, Steve Schott (Bobby Kotick) will not give him more money to buy star players. Beane is extremely angry when Oakland lose their match against the New York Yankees. Beane also becomes increasingly frustrated as he listens to his talent scouts basing their evaluations of players on their looks, attitudes, personality, and girlfriends, rather than on their skill and performance. It is Beane’s frustration and anger that drive him to look for other ways to build a competitive, winning team. After the game which the team lost, when Howe ignored instructions to use the new recruits, Beane visits the dressing room and expresses his anger - loudly and physically - to the players, leaving them in no doubt about his emotional state. The lead scout, Grady Fuson (Ken Medlock), puts forward an emotional argument that the game is about people: ‘You don’t put a team together with a computer’. He also argues that his experience and intuition are critical for understanding the ‘intangibles’ that outsiders are not aware of. Fuson begins with this emotional appeal, but when he realizes that Beane will not be persuaded, he turns hostile: ‘F*** you Billy’. Beane fires him on the spot and appoints a new head scout. 4. What tactics and behaviours do Billy Beane and Peter Brand use to overcome resistance to their new approach? Answer: Rational argument: Beane tries to convince his scouts that the new approach is appropriate. They define the team’s problem in terms of replacing the good players that they have just lost. But Beane argues that this is not the problem at all, because they cannot afford to pay for similar players. He argues that, because Oakland is a poor team, ‘We have got to think differently’. Brand points out that, ‘Perceived flaws [in individual players] don’t matter, statistics do’. Sidelining: The team manager, Howe, is not included in discussions about the new method, or in selection decisions. Howe’s contract is annually renewable, so his position is vulnerable, but he is still prepared to argue against using the new approach. Interestingly, Howe’s resistance starts to fade once the team start winning, and as team manager, he gets a lot of the credit. Coaching: Brand gives detailed advice to the new recruits on tactics to improve their performance. Beane speaks to one of the more experienced of the new recruits, asking to act as a role model to the younger players, by passing on his experience and advice. Brand and Beane spend a lot of time with small groups of players, discussing the game and tactics, and offering their views and advice. Behind-the-scenes moves: With Brand’s help, Beane trades two of Howe’s star players to other teams in exchange for inexpensive players that Brand believes (from the statistics) have been undervalued. Beane does not discuss these actions in advance with anyone else, but he is successful in persuading the owner, Schott, to give him $250,000 for one of the players. Beane and Brand recognize that these are very risky moves, but Brand reassures Beane with the statistics, which indicate that this will work. These trades force Howe to use the players that Brand and Beane have recruited. 5. What lessons can you take from this experience concerning the nature of resistance, and methods for overcoming resistance to change? Answer: Purpose: Beane’s aim is not to win matches or to make money. His goal, he explains, is ‘to change the game’. Without a strong sense of purpose, it is difficult for the change leader to keep going in the face of resistance and setbacks. Persistence: At first, Beane’s plan appears to be failing. The team loses matches. The sports media are critical of what is happening at Oakland. There are calls for Beane to go. His daughter asks him if he is going to lose his job. (See ‘the classic change curve’, and Kanter’s Law that everything looks like a failure in the middle, in chapter 10). But Beane and Brand believe in the approach and they do not give up, even when the system appears not to be working well. Enemies: People generally resist change that will make their once valuable skill and experience unnecessary. The change leader must be prepared to lose friends and to make enemies. Emotions: Radical change can be an emotionally-charged process. Change leaders need to understand and manage their own emotions, as well as understanding the emotional responses of others. Emotional displays can also be used effectively to influence the thinking and behaviour of others. Tactics: In circumstances such as these, rational arguments are not always powerful arguments. Brand’s statistics did not influence the team scouts, until much later, when the team began its successful winning streak. The change leader thus has to use a range of tactics other than rational appeal, and including under-cover deals to force behaviour change when necessary. Success: Oakland eventually won 20 consecutive games, and set a new league record. One key to overcoming resistance is to demonstrate success. Oakland stakeholders resisted this change, but so did the league as a whole, and the sports media. Eventually, when Oakland had won as many games in a season as the New York Yankees, it was calculated that the average cost per winning game to the Yankees was $1.4 million, and to Oakland $260,000. Other teams in the league began to be persuaded by those statistics. Postscript: At the end of the movie, Beane is offered the position of general manager for the Boston Red Sox. At $12.5 million, this would make him the highest paid general manager in the history of sport. He turns down the offer, and stays with Oakland. Two years later, basing their approach on the methods that Beane and Brand had pioneered, the Red Sox won the series. ADDITIONAL EXERCISE (not in the textbook) Identify Your Change Script Purpose Previous experiences in life can often influence the way we see the world. These tightly held assumptions/beliefs are often subconsciously affecting our attitude to situations in such a way that there is a strong bias. The aim of this exercise is to increase the awareness of some of the “scripts” that students have in relation to change. The Task People’s previous experiences of change provide them with a “script”- a set of assumptions/beliefs as to what happens in a situation of organizational change. Based on your previous experiences of organizational change, what are your expectations in terms of what events/actions/outcomes will follow the announcement of a program of change in an organization? Options/Techniques/Requirements Format: • Individual only Materials: • Read through the initial sections on resistance to change (p. 250-261) Time Required: This exercise is estimated to take 5-15 minutes (excluding above reading) depending on the student’s experiences and their willingness and/or ability to identify their assumptions. Undergraduate: Students with limited professional experience may need to select another type of organization other than a business to be able to draw on their past experience of change. MBA/Executive: Students with professional experience would probably have more experience of change than the undergraduates but may not be very aware of their attitude to previous change. Potential Problems and Helpful Hints • Students without professional work experience may feel they don’t have an example to use to answer this question. The criteria for the exercise could be broadened to be an organizational routine they experienced (or are familiar with because of the experience of a partner or family member) while at school, in a club (sport or association), while in a summer job, or in a church or formalised group (debating team, or as a volunteer on a project). The main criteria would be that they were involved over time, and they are familiar with the procedure of “how things were done”. • This is an awareness exercise, so some students may find this uncomfortable and have difficulty analysing their responses. This will especially be true for the students who are looking for the “right” answers. This could be a challenging or threatening exercise for some students, and the instructor can help the process by emphasizing that any written work submitted for this exercise will be kept confidential on request. • Possibly this exercise should only be graded pass/fail in relation to effort made to complete the work, not in relation to the revelations that they share in their answers. • It may be useful to set a length limit on the answer, e.g., one page. Indicate whether you require a short essay or whether a set of bullet points is ok. At its most basic, the requirement could be just for a set of adjectives. Debriefing The scripts that people have produced can provide an interesting basis for discussion of people’s experiences of change. They can also be used to make the point that managers who are placed in the situation of managing change are likely to face a situation where the people they are dealing with have such scripts. These scripts will influence the reaction of people to proposed changes independent of the actions of the current manager of change. Guidelines for Answers to Questions The answers to the questions in the exercises will need to be assessed according to the experience and education level of the students. Some guidance should be give People’s previous experiences of change provide them with a “script”- a set of assumptions/beliefs as to what happens in a situation of organizational change. Based on your previous experiences of organizational change, what are your expectations in terms of what events/actions/outcomes will follow the announcement of a program of change in an organization? Note: Choose the format that suits you; for example, one option is bullet points; another is a narrative (story-like) approach. Answer: Based on previous experiences of organizational change, the following are common expectations regarding events, actions, and outcomes that often follow the announcement of a change program: 1. Initial Reaction and Shock: Employees may experience a range of emotions, including surprise, anxiety, and resistance. This is often followed by a period of adjustment as individuals process the news and its implications. 2. Communication and Information Gathering: There will likely be a demand for more information from leadership. Employees may seek clarification about how the change will affect their roles, job security, and daily responsibilities. Effective communication from management is crucial at this stage to address concerns and provide clear guidance. 3. Formation of Opinions and Attitudes: Employees will form opinions about the change based on their understanding and personal experiences. This can result in a range of attitudes, from enthusiastic support to active resistance. Those who see personal benefit or alignment with their values are more likely to support the change. 4. Resistance and Pushback: Resistance is a common reaction, often manifesting as criticism, reluctance to adapt, or passive non-compliance. This resistance can stem from fear of the unknown, perceived threats to job security, or dissatisfaction with how the change is being managed. 5. Adjustment and Adaptation: Over time, employees begin to adapt to the change. This phase involves learning new processes, adjusting workflows, and integrating the change into daily routines. Support structures such as training and feedback mechanisms are essential during this period. 6. Assessment and Refinement: After initial implementation, there is typically a phase of assessment to evaluate the effectiveness of the change and address any issues that have arisen. This may involve refining strategies and making adjustments based on feedback. 7. Normalization and Integration: Successful changes eventually become part of the organization’s new norm. Employees integrate the change into their routines, and the organization starts to see the intended benefits. Long-term success depends on how well the change has been managed and communicated throughout the process. Understanding these phases helps in anticipating challenges and preparing appropriate strategies to manage and support employees through the change process effectively. A good answer would reveal the student’s thoughts and feelings about change. ADDITIONAL EXERCISE (not in the textbook) Preventing Resistance Purpose Resistance takes many forms, and can be the cause for the failure of a potentially good change program. Understanding resistance involves the ability to identify it, and then take action to diminish its effect. The reason for resistance to a change can vary from one person to another and from one situation to the next. This exercise is to help equip students with some options for dealing with resistance. The Task Listed below are a number of reasons why people may be resistant to a change. For each of the reasons, identify at least one action that could be taken by management to reduce the prospect that it will be a significant source of resistance. Options/Techniques/Requirements Format: • Individual or small groups of three to four students. Materials: • Read the chapter (pp.249-277), • Flip chart/easel and paper if exercise is completed in groups. Time Required: This exercise lists fourteen reasons for resistance that can be applied to almost any situation. If class time is limited the list could be split in two, with each group having to find proposed actions for only seven of the reasons for resistance. Completing the exercise in this manner would only take 20 minutes. At the end of the time the groups could present their information back to the whole class. If a longer time for the exercise is available, then students could work in smaller groups. If this is presented as an individual exercise for assessment the time required to complete the exercise would be up to two hours. Undergraduate: Students may not be sure how to complete the exercise. To avoid this problem, the instructor can select four of the reasons for resistance (from the list) and discuss the associated proposed actions in class. These examples should help students to understand how to work with the other ten reasons for resistance in the exercise. The exercise could then be completed individually or in small groups. MBA/Executive: This exercise could be very dynamic if completed in groups of three to four, with each group assigned two or three reasons for resistance being required to find at least three proposed actions for each one. This could then be presented by the groups back to the whole class. The exercise could then be extended to have the students try to rank the proposed action for each resistance to change in order of assessed effectiveness. Potential Problems and Helpful Hints • Lack of business experience could be overcome by challenging students to think of situations in school, people they know from clubs, children who do not want to do something, or even ideas from movies they have seen. Debriefing If the instructor has a few humorous stories describing the extent to which people will go to resist change, this will illustrate the topic well and make the information more memorable. Remind students that even though some of the stories are funny, the situations for those involved were often very serious. After listening to these stories of resistance, students could be asked to suggest what they think would be a proposed action that would be appropriate. Guidelines for Answers to Questions The answers to the questions in the exercises will need to be assessed according to the experience and education level of the students. The cited actions should draw from the range of strategies discussed in the section “Managing Resistance” (pp.263-269). Solution Manual for Managing Organizational Change: A Multiple Perspectives Approach Ian Palmer, Richard Dunford, David A. Buchanan 9780073530536, 9780073404998
Download
Close
Close
