Leading and Managing Change

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Leading and Managing Change

• Tools for Success

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Topics for Today

• Stress Management
• Personal Change Leadership Skills and Assessment
• Managing Change and Communicating Change as
  Leaders
• Contingency Plans That Bolt of Lightning

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Stress Management

• How to Withstand Stress without
• Caving In
• Falling Apart
• Losing Control
• Going Under
• Success means
• Remaining Calm
• Avoiding Impulses
• Coping under Pressure

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Benefits of Stress Management Skills

• In the Workplace
• Facing Tight Deadlines
• Juggling Time Demands
• Better Relationships
• At Home
• Maintaining Busy Households
• Staying Physically Healthy
• Better Relationships

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Indicators of Stress

• Feeling wound up, wired or overwhelmed
• Tension in the neck, back or shoulders
• Headaches, dizziness, shortness of breath
• Disrupted sleep patterns
• Loss of appetite
• Heartburn
• Various aches and pains

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Two Components of Stress Management
We cant all do everything VIRGIL 70-19 B.C.

• 1st - Stress Tolerance
• The ability to withstand adverse events and
  stressful situations.
• Coping mechanisms for dealing with the day-in,
  day-out stressors in our lives
• Being pecked to death by a duck!

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Effective Stress Tolerance

• Capacity to remain calm and composed
• Face difficulties without getting carried away
• Tackle problems one at a time
• Prevents Emotional hijacks

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The Formula for Effective Stress Tolerance

• 1. Plan a course of positive action to limit and
  contain stress
• 2. Maintain an optimistic attitude in the face of
  sudden change and negative experiences
• 3. Feel you have control or at least influence
  over stress-inducing events

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Two Components of Stress Management
I can resist everything except temptation
OSCAR WILDE 1892

• 2nd Impulse Control
• The ability to resist or delay an impulse, drive
  or temptation to act.
• Identify and put the brakes on angry, aggressive,
  hostile or irresponsible behavior.
• Low impulse control creates stress for you and
  others
• Leap before you look

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Effective Impulse Control

• Think first, not respond reflexively
• Weigh options and assess alternatives
• Well considered actions and expressions

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The Formula for Effective Impulse Control

• The Marshmallow Test

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Personal Change Leadership Skills and Assessment
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Learning Goals

• Become aware of behaviors that contribute to
  leading change.

• Assess current (or past) behaviors related to
  leading change

• Identify gaps between personal performance and
  desired performance.

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Warm-Up

• Read the short case, Leading Change When Youre
  Not in Charge.

• Discuss around your table groups how you would
  handle this case

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Introduction
Leading Change at Every Level is a 30-item
self-assessment regarding your behavior toward
change. It will help you
Develop an understanding of the skills you use
(or dont use) most frequently when leading
change.
Identify skills and abilities you may want to
develop so that you will be better prepared to
lead change in the future.
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Instructions
Think about a change for which you are presently
responsible. It could be either a change you
have already initiated or one you have been asked
to initiate.
Write a short description of that change in the
page in your conference book where this slide is
printed. Read the statements on the Self
Assessment handout and circle your answer on the
Response Form Handout
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Sample Scoring Form
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Chart of Individual Results
Overall Effectiveness at Leading Change
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Modeling the Change
Communicating about the Change
Involving Others in the Change
Helping Others Break from the Past
Creating a Supportive Learning Environment
PPT7
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Dimensions of Leading Change
Modeling the Change
Communicating about the Change
Involving Others in the Change
Helping Others Break from the Past
Creating a Supportive Learning Environment
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Modeling the Change

• Map the change objectives to your daily
  responsibilities.

• Think before you act.

• Audit your past actions.

• Monitor and correct yourself.

• Enlist a shadow.

• Be alert to subtle cues from others about your
  behavior.

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Modeling the Change

• A Score Above 19
• Demonstrates the Change with Your Behavior
• Routinely Check Your Behavior for Consistency
• Skilled at Self-Monitoring
• Role Model is Comfortable for You
• A Score of 18 or Below
• May tend to act or react without full
  consideration of how others view your behavior
• May be difficult to step outside of yourself
• May be unaware of the importance of your behavior
  reflecting the change

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Communicating about the Change

• Communicate with a variety of methods.

• Communicate with a wide audience.

• Share possible outcomes and their estimated
  likelihood.

• Use metaphors with care.

• Dont dictate the way people should feel.

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Communicating the Change

• A Score Above 19
• You Enjoy Communicating
• Do not tire of repeating yourself
• You Put the Change in Plain Language
• You Anticipate How People Feel About the Change
• A Score of 18 or Below
• You May Want More Detail Before You Communicate
• You Have Been Blindsided Before by Unexpected
  Reactions
• You May be Frustrated By Having To Repeat the
  Message

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Involving Others in the Change

• Employ problem-finding.

• Fully consider others ideas.

• Let others know what happened to their ideas.

• Practice empathic and non-defensive listening.

• Ask effective questions.

• Utilize technology to bridge physical distance.

• Organize a large group meeting.

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Involving Others In the Change

• A Score Above 19
• You Reach Out to Others
• You View People as Resources, and Get Them to
  Open Up and Participate
• You Value Including Others in the Change Effort
• A Score of 18 or Below
• You May Want To Work on Your Own
• Can Cause Lack of Enthusiasm or Lack of Commitment

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Helping Others Break from the Past

• Play the devils advocate.

• Support innovation.

• Sponsor wild ideas.

• Demand continuous improvement.

• Stage a symbolic break with the past.

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Helping Others Break From the Past

• A Score Above 17
• You Are Naturally Curious
• You Do Not Mind Taking Risks
• Change is Exciting and has Positive Outcomes
• You Are Open to New Ideas and Processes
• A Score of 16 or Below
• You Like Things the Way They Are
• If It Aint Broke, Dont Fix It
• You May Rely on Past Experiences to Plan For the
  Future

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Creating a Supportive Learning Environment

• Focus attention away from blame and toward
  problem correction.

• Admit what you dont know.

• Declare a practice zone.

• Support time for training.

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Creating a Supportive Learning Environment

• A Score Above 19
• You Believe Learning is a Part of Change
• You Are Not Surprised by Mistakes or Re-Work
• You Put Equal Value on WHAT is Done, as Well as
  HOW It Is Done
• You Have Self-Confidence
• A Score of 19 or Below
• You May Work Where Mistakes Are Punished
• You May Have Little Slack in Finding Resources
• You May Find It Difficult to Say I Dont Know

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Review
Modeling the Change
Communicating about the Change
Involving Others in the Change
Helping Others Break from the Past
Creating a Supportive Learning Environment
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Managing Change and Communicating Change as
Leaders
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Enrollment Curve
Critical Mass 30
2 Initiators
14 Early Enrollers
34 Middle Enrollers
34 Late Enrollers
14 Die Hards
2 Fringe
Direction of Enrollment
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The Transition Curve

• Focus on Environment

Denial
Commitment
Past
Future
Resistance
Exploration
Focus on Self
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Personal Tools for Working Through Change

• Review past change experiences
• Focus on what you can control
• Take a possibility mindset
• Reach out to others

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Review Past Change Experiences

• Positive Change Experience

Successfully working through change
Negative Change Experience
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Focusing Time and Energy
Do not let what you cannot do interfere with
what you can do John Wooden
I cant Control
I can Control
I can Influence
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Tips for Taking a Possibility Mindset

• Eliminate negative interference in your
  concentration
• Reflect on when you feel most confident at work
  and evaluate the triggers or stimuli.
• How you have managed to quiet the negative self
  voice in this instance?
• Minimize anxiety caused by blowing things out of
  proportion
• Once youve put things into perspective, its
  much easier to start to focus on the solution
• When taking a solution focused approach, find out
  what is already working and do more of it
• Stop doing what doesnt work and start doing
  something else

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Tips for Reaching Out to Others

• Ask for help and help others when they need it
• Be specific about what you want or need and go to
  the right person
• Spread the load dont rely on one person too
  heavily
• Seek to understand ask for information
• Let others understand you be honest about your
  feelings
• Be open to receiving and acting on feedback you
  get
• If you disagree, listen first, then share your
  point of view

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Force Field Model
Present State
Desired State
Driving Forces
Restraining Forces
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Methods to Create Change

• Communicate the objectives and reasons for the
  change
• Frequently communicate everything you know
• Listen carefully to reactions and concerns
• Involve people and invite their input
• Provide people the tools and skills to be
  successful
• Reward and recognize as people successfully
  transition

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Methods to Create Change cont

• Be a committed sponsor
• Enlist early enrollers as change agents
• Align systems, processes and measurements to
  support the change
• Stay the course and expect tough times
• Enable those who do not make the transition to
  find alternatives

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Building Trust Through Communication
CREDIBLE You do what you say you will do
OPEN You openly share information with others
AUTHENTIC You can be trusted to be available, interested and understanding you say what you really mean.
CONGRUENT Your body language and tone reinforce what you say
TACTFUL You handle difficult situations appropriately and effectively
CONFIDENTIAL You keep confidences and dont speak negatively about others behind their backs
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Handling Challenging Reactions
Silence Allow the person time to absorb and reflect on the information Gently probe for understanding if the silence continues
Cynicism Let the person express their feelings and opinions Dont become defensive
Interruption Allow the person to have the floor once or twice Acknowledge their need to speak but regain control by assertively asking the person to let you speak
Anger Allow the person to express their anger Dont take it personally Dont be drawn into justifying the situation
Tears Give the person time and space Stay calm and acknowledge their stress
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Have you ever promoted someone who did not reach
your expectations?
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People fail in jobs not because they cant do
the job but rather, because they dont match the
job.
We Hire/Promote on Competence and Fire on Fit
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People Problems are
Time-Consuming Peter Drucker says 60 of
managements time is spent fixing people problems
and just 40 working to achieve corporate
goals. Additional Research Shows that when you
fix your people problems

• They will fix your systems problems
• They will fix your process problems
• Therefore fix your financial problems

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People are the key to the success of almost all
endeavors.
Jim Collins, author ofGood to Great says

• Put the right people on the bus.
• Get the wrong people off the bus.
• Put the people in the right seats on the bus.
• The bus will take you where you want to go.

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Why do we continue to put the wrong people in our
jobs?

• We believe that poorly selected people are a
  normal part of doing business.
• Our hiring/promoting practices may be too
  instinctive and not scientific enough.
• We think we can change people.

People are not easy to change!
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How can we begin to fix this problem?

• By getting more information about our candidates.
• By getting more information about our existing
  employees.

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Selection Process
Skill Fit Education, Training, Experience, Skills
Job FitAttitudes, Values, Demeanor, Apperance, I
ntegrity
Objective
Subjective
Résumé, Application, References
Missing piece
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YOU DIDNT SEE
THE TOTAL PERSON
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• The Tip of the Iceberg gives you
• Good, but Limited Information
• Education
• Current Employment
• Past Employment
• Appearance / Dress
• Interview / Presentation

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Look Beneath the Surface
10 - Good But Limited Information
Skills, Experience Company Match
90 - Essence of the Total Person

• Thinking Style
• Occupational Interests
• Behavioral Traits
• Job Fit

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Test for Job Match
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Selection Process
Skill Fit Education, Training, Experience, Skills
Job FitAttitudes, Values, Demeanor, Apperance, I
ntegrity
Objective
Subjective
Résumé, Application, References
Via Interview
Job Match Behavioral Traits, Abilities, Interests
FUTURE
Via Assessing for Job Match
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Utilize All of Your Resources
Psychological Bulletin Vol. 96, No. 1, August
1994 Professor Mike Smith, University of
Manchester
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Interview Background Checks Integrity
Testing Personality Testing Ability
Testing Interest Testing Job Matching
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What the Profile XT Measures

• Can the persondo the job? Thinking style
• How will the persondo the job? Behavior style
• Will the personwant to do the job? Job Interest

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The Job Match Pattern

• Shaded areas indicate the JobMatch pattern
• The JobMatch patterns show requirements for the
  jobs in your company
• Use these patterns for
• Placement
• Retention
• Training
• Promoting
• Managing
• Planning

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• Uses From a Single Report
• Job Fit for new candidate or promoting the right
  employee to a new position
• Interviewing for either of the above
• Training and development
• Workforce management
• Succession planning
• Conflict management
• Teambuilding

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Its not experience or college degrees or
other accepted factors success hinges on a fit
with the job.
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BENEFITS to you when you use the Profile XT

• Reduce Turnover
• Increase Production
• Train More Effectively
• Improve Communication
• Diminish People Problems
• Reduce Stress, Tension Conflict
• Enhance Profits!

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Put the right person in the right job, train and
motivate them, give them an opportunity for
advancement, and your company will grow and
prosper J.W.
Marriott
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• Change can be scary, and is something that
  naturally we would rather not have to do. Yet,
  handled well, it can be exciting and successful.
  Besides, it beats the alternative. If you dont
  believe me, go ask a dinosaur.