CLF Format

1
Leading Strategic Change
2
The Beaker of "Good Enough"
High Performance
3
Personal Change as Personal Growth
78-90
68-80
Time/Life Phase Boxes
t9
58-70
t8
48-60
38-50
t7
Successful executives grow olderUnsuccessful
executives get older
t6
28-40
t5
18-30
t4
10-20
4-12
t3
t2
0-6
t1
Growth means the ability to leave a box and in
so doing
have more choices be able to choose have
the choices become acts which add value
4
A Way of Thinking about People
OBJECTIVE
SUBJECTIVE
Data Base
BASIC
Programs
ASSUMPTIONS
Verbal BEHAVIORS Nonverbal (Paradigms)
P
EMOTIONAL
Feelings Emotions
P
P
Basic ways of thinking, believing,feeling and
behaving.
Paradigms
5
World Class Perspective
Innovation
Change
The Agreed Upon Values
The Basics
6
The Box Paradigm

• The boxes we put others in
• stereotypes
• prejudicial thinking
• unexplored assumptions about others

• The boxes we allow others to put us in (and try
  to keep us in by not)
• challenging others
• communicating with others
• sharing with others
• engaging others

• The boxes we put ourselves in
• self doubt
• self imposed units
• assumptions we hold that unit us

• The boxes others put us in
• assumptions others hold about us that limit us
• incomplete definitions

The way we deal with the issues of the four boxes
(or cells) determines to a significant degree how
engaged and extraordinary we can become. To not
deal with the boxes implies a willingness to
remain always ordinary.
7
The Investment Loop and theResultant Concentric
Model
Each and every loop cycle we experience, creates
a series of layered rings.
Ways of Behaving
Ways of Thinking
Gaps/Levels of Change Level I (Behavior) Level
II (Ways of Thinking and Beliefs) Level
III (Ideal Self, Basic Assumptions)
Beliefs Minor Rules
Basic Rules Ideal Self Basic Assumptions(Paradig
ms)
Minor Belief Paradigms
Thought Paradigm
Behavior Paradigm
8
The High-Performance Journey
Ordinary Competency
Extraordinary Capability
Vision Framing Processes Skill/Abilities Technol
ogy Information People Leadership Systems Structur
e
9
The Dance
More "threes" must be invited to the
"participation" and "total quality" dance. By
coming to the dance and dancing well a
significant number of "threes" may become
"fours" and "fives".If we treat "threes" as
mere means, i.e., wage, non-exempt, not able to
contribute, the chances are they will do as
expected. If invited to be ALL they CAN BE, the
possibilities are unlimited.
2's
3 3
3 3 3 3 3 3 3 3
2's
3
3
3 3 3 3 3 3
5
5
5
4
4
4
4
2's
3 3 3 3
1's
1's
2's
5's
1's
3's
1 2 4 5
10
Interactions Paradigm
We are all about relationships relationships
determine the quality of our organizational
activities. Relationships can be thought of as
interactions that occur along continuum.

• Commodity Interactions
• One of one exchange
• Low degree of risk
• Easy to correct bad transactions
• Relationship renewed after each exchange
• Terms available to all
• Goal is individual advantage
• Currency money or similar common denominator
• No energy generation

• Gift/Trust Interactions
• Multiple response possible
• High risk
• Difficult to correct bad transactions
• Open-ended and continuous relationships
• Highly personalized terms
• Goal is mutual growth
• Currency is trust
• High energy generation

Ideas based on "A Great Place to Work" - R.
Levering, 1988.
11
The Elements of Radical/Critical Change (Level
II, III)
Clearly defined vision
Consistently behaved examples by powerful people
Clearly demonstrated congruence among

• Systems
• Structure
• People
• Technology
• Culture

Specific goals, objectives and benchmarks to
define the change
Clear, Consistent and Frequent reinforcement
for changes at all levels and for involved people
12
Emotional Stages of Initiated Change
Uninformed Optimism
Hopeful Realism
HOPE
CERTAINTY
Rewarding Completion
SATISFACTION
Informed Optimism
Informed Pessimism
CONFIDENCE
DOUBT
Based upon the article by Don Kelley and Daryl
Conner, "The Emotional Cycle of Change" - 1979.
13
Levels of Change and Consequences
Change can always be thought of in terms of
levels within the individual. That is to say,
if the change occurred for the person, it would
effect them at a particular level. Changes
which effect people at Level II and III always
result inthe following stages
?
Denial
?
Bargaining
SIGNALSTO CHANGE(a LEVEL IIor III change)
?
Integration
GAP
?
?
Depression
Anger
Model developed by Dr. Kubler-Ross
14
Organizational Overview
PEOPLE
Managers
Work Force
Technology
Systems
Structure
ArtifactsValuesBasic AssumptionsChange Paradigm
Culture
LEVEL II, III
0 5 10
When the changes that are intended are at a Level
II and III for people in the organization and the
paradigms in the culture dont have a strong
change focus, then resistance will occur. When
change is a basic paradigm in the culture (i.e.,
7 or more on a 10 point scale), Level II and III
changes are less difficult to achieve, indeed
they may be easy since change is a value in the
culture.
15
C A B D X
Mission
Key Relationships
Way of Work
Identify
Culture
16
Basic Assumptions
The rate of change going on around us is
increasing and will probably not slow down. The
mind sets we created for today may not
work. Managers must be able to assume a mind set
toward being a Change Manager and Change
Model. People and organizations (groups of
people) must work to create change as a value.
17
The PubComm Journey
Retink and Reframe
Attack the crime and vandalism Enlist stakeholders
Introduce
New Technology
Quality
Customer Focus
Education Training
Strategy Deployment
Information Systems
Develop Leadership Followership Capabilities
1986-1987
1988
1989
1990
1991-1992
18
Stages of Strategic Change
Ending
Transition
Beginning
Unfreezing
Restructuring
Refreezing
Level 1
Level 2
Level 3
Denial ? Anger ? Bargaining ? Depression ?
Integration
19
Stages of Strategic ChangeMagasco Mill
Ending
Transition
Beginning - Integration
Levels 1 and 2
Level 3

• Safety Initiative
• safety process
• implementation team

Denial
Orientation Day (Day 1)
Team Focus

• Peer Learning
• training

• Employee Involvement
• listening process

Quality
1983/84
1984
1985
1986
1987
1988
1989
? Survey
? Survey
? Survey
Measurement process
20
Managing Change
Change
Confusion
Corruption
Diffusion
Frustration
Fatigue
Crawl
Doubt
21
Life Cycle Mastery Skills

• Personal mastery
• Intimacy and relationship skills
• Communication skills
• Team player skills
• Change master skills

Life Long Learners ? become Leaders
22
Ten Qualities of Self-Renewing Adults

• They are value driven
• committed to values and purpose
• principle at stakeness
• determined to make a difference
• They are connected to the world around them
• seek new friends
• listen and empathize
• care and communicate
• They require solitude and quiet
• reflect and refill
• look, listen, meditate and reflect
• They pace themselves
• schedule episodic breaks
• seek to be fully present and available
• They have contact with nature
• experiencing and learning from whats around us

• They are creative and playful
• active, not passive
• They are adaptive to change
• able to build upon and let go
• They learn from down times
• learn from disappointments, losses
• high tolerance for ambiguity and disorientation
• They are always training
• continuous learners
• They are future oriented
• conscious lives today with intentionality for
  tomorrow

Source The Adult Years, Frederick M. Hudson,
Jossey-Bass Publications, San Francisco, 1991.
23
The Adult Life Cycle Six Versions of Human
Purpose
Environmental System
Personal System
Twentysomething - Breaking Out and Staking Out
Thirtysomething - Making It
Fortysomething - Taking Charge
Fiftysomething - Enjoying Life
Social Systems
Sixtysomething - Starting Over
Couple System
Seventysomething - Coming to Terms
Core Values Sense of Self Achievement Intimacy Cre
ativity and Play Search for Meaning Compassion
and Contribution
Leisure System
Family System
Work and Career System
Friendship System
Source The Adult Years, Frederick M. Hudson,
Jossey-Bass Publications, San Francisco, 1991.
24
The Cycle of Change Ten Personal Skills that
Empower Adults through Life Structures and
Transitions
Phase 1 Alignment
Phase 2 Out of Synch
3. Plateauing Enriching my dream/plan
4. Managing the Doldrums Slip-sliding away
2. Launching Getting my act together
5. Sorting Things Out Hold on, let go, move on
6. Ending Hold on, let go, move on
1. Beginning The dream/plan
7. Restructuring Mini-transition
10. Experimenting, Networking, Creativity Explori
ng the world again
8. Cocooning Turning inward and finding core
values
9. Self-Renewal Confidence, joy, self-sufficiency
Phase 4 Reintegration
Phase 3 Disengagement
Source The Adult Years, Frederick M. Hudson,
Jossey-Bass Publications, San Francisco, 1991.
25
The Five Dimensions of the Growth Journey
Expansion of Caring Love Engagement
Securing Ones Self Definition Self Engagement
Freeing and Expanding Interpersonal
Relationships Others Engagement
Humanizing of Values Spirit Engagement
Expanding and Deepening Role Engagement
Based upon the work of Robert White, Lives In
Progress
26
Five Most Important Capabilities
that will be needed in order to be an effective
leader over the next three years

• Visioning
• be able to articulate intangible vision, values
  and strategy
• Empowerment
• providing encouragement, tools and authority to
  people thereby enabling them to utilize their
  full potential on the job
• Leading change
• developing the capacity to manage (to lead ABH)
  strategic change
• Producing results
• managing strategy to action
• Customer-focused

Top 5 from 45 choices. Based on a survey of
1,450 managers/executives from the U.S., U.K.,
Spain, Korea, Australia, France, Germany, Italy,
Japan and other countries. Source Champion of
Change, D. Ready and Gemini Consulting, Global
Report on Leading Business Transformation, 1994.
27
New Story Paradoxes

• To compete we must cooperate
• The more we partner the more we need engaged
  individually
• More external instability the more internal
  stability
• (based on close internal relationships)

Paradox plays the central role in the creative
process Success requires failure
28
Four Organizing Principles

• Look ahead at customer needs creating markets
  rather than trying to anticipate them
• Build the company around the software and build
  the software around the customer
• Ensure that those who live the values and ideals
  of the organization are the most rewarded and the
  most satisfied
• Treat the customer as the final arbitrator or
  service and product quality by offering an
  unconditional guarantee of complete satisfaction

29
Phases of Critical Thinking
Developing Alternative Perspectives
Thinking and Acting to Make Sense new role
models identities philosophies Operational
Feasibility Transition Phase
Negative Trigger Event
Appraisal (a period of self scrutiny)
Something Unexpected ? Inner Discomfort and
Perplexity i.e., divorce job change disability
move
Minimization and Denial
Exploration
Integration
Having admitted to the problem Search for New
Ways Consideration Phase
Finding ways to integrate change into our
lives Comfortable with, and acting on, New Ideas
Based on work of S.D. Brookfield, Developing
Critical Thinking, Jossey-Bass, 1987
30
The Dilemma of the Self Organizing System
Knowing of facts/relationships
Knowing of beliefs
Knowing how/ what to behave
Knowing of feelings
Trapped in Knowing
31
The Knowing Box
1
2
Know about self
Know about others
challenge cell self knowing
challenge cell knowing about others
Others know about us
What we allow others to know about us
challenge cell others knowing of us
challenge cell allowing/challenging others
knowing of us
3
4
32
Leading Change the Value of Knowledge
Learning (4)
Knowing (1)
Understanding (2)
Thinking (3)
33
Leading and Learning the continuous journey
Leading as engagement within four dimensions
Physical Emotional Intellectual Spiritual
Being present Appropriately expressive Continuous
learner Principled
046031
34
An Expert Model for EngineersNine Work Strategies

• Taking initiative accepting responsibility above
  and beyond your stated job, volunteering for
  additional activities, and promoting new ideas.
• Networking getting direct and immediate access
  to coworkers with technical expertise and sharing
  your own knowledge with those who need it.
• Self-management regulating your own work
  commitments, time, performance level, and career
  growth.
• Teamwork effectiveness assuming joint
  responsibility for work activities, coordinating
  efforts, and accomplishing shared goals with
  coworkers.
• Leadership formulating, stating, and building
  consensus on common goals and working to
  accomplish them.
• Followership helping the leader accomplish the
  organizations goals and thinking for yourself
  rather than relying solely on managerial
  direction.
• Perspective seeing your job in its larger
  context and taking on other viewpoints like those
  of the customer, manager, and work team.
• Show-and-tell presenting your ideas persuasively
  in written or oral form.
• Organizational savvy navigating the competing
  interests in an organization, be they individual
  or group, to promote cooperation, address
  conflicts, and get things done.

Source Harvard Business Review, July-August 1993
35
Environment
Vision
Listening
Love
Kind
Patient
Continuous Learning
Fun
Training
Paradox Leadership Coach Quality Release the
Geese Re-frame Allow Failure Manage by Data
Change IS/IT Excellence Teams Engaged Model Storie
s Flexible
Truth Telling Promise Keeping Fairness Respect
for Individuals
Passion
Values
Trust