People resist change for a variety of reasons,12 some of which include (1) maintaining the status quo (people like things the way they are now, view the change as an incon- venience, or don’t agree that a change is needed),13 (2) uncertainty (people tend to fear the unknown and wonder how the change will affect them),14 (3) learning anxiety (the prospect of learning something new itself produces anxiety), and (4) fear (people often fear they may lose their jobs, that they will not be successful with learning new ways, or that they may lose control over how they do their jobs).15 Next you will learn why people resist change and how to overcome it.
Communication Skills Refer to CS Question 2.
Communication Skills
CS
Learning Outcome 12-2 State why people resist change and how to overcome resistance.
EXHIBIT 12.2 | Stages in the Change Process 1. Denial
2. Resistance 4. Commitment
3. Exploration
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
Resistance to Change
Before making changes, anticipate how employees will react to or resist the change and how you will overcome it.16 Resistance to change involves the variables of intensity, source, and focus, which together explain why people are reluctant to change. Ken Hultman identifies these three variables as the major variables of resistance to change.17 Intensity People often have four basic reactions to change: acceptance, tolerance, re- sistance, and rejection. The resistance intensity can vary from strong to weak or some- where in between. As a manager of change, you should anticipate the intensity of resistance to change so that you can effectively plan to overcome it.
Sources There are three major sources of resistance: facts, beliefs, and values.
(1) Facts: Facts are statements that identify reality. (2) Beliefs: Facts can be proved;
beliefs cannot. They are subjective. Our beliefs are our opinions that lead us to think and feel that a change is correct or incorrect, good or bad. (3) Values: Values are what you believe are worth pursuing or doing. What we value is important to us, whereas beliefs are not very important to us.
People analyze the facts presented from all sources and determine if they believe the change is of value to them. When the facts are clear and logical and people believe the change is of value to them, they tend to have lower resistance to the change.
Focus There are three major focuses of resistance: self, others, and the work environ- ment. (1) Self: It is natural for people to want to know, “What’s in it for me? What will I gain or lose?” (Self-interest.) (2) Others: After considering what’s in it for them, or when they are not affected by the change, people tend to consider how the change will affect their friends, peers (peer pressure), and colleagues. (3) Work environment: The work environment includes the job itself and the physical setting and climate.
Employees’ analysis of the facts about the current versus the changed work environ- ment will affect their resistance to the change.
Exhibit 12.3 is an adapted version of Ken Hultman’s resistance matrix, with ex- amples of each area of resistance. For instance, in box 1, “Facts about self,” note that one reason given is “I never did it before.” Use the matrix to identify the intensity, source, and focus of resistance. Once you have identified the probable resistance to change, you can work at overcoming it.
WORK APPLICATION 12-5
Describe a situation in which you were resistant to change. Identify the intensity, source, and focus.
Using Exhibit 12.3, which box (by number and statement) describes your resistance?
Source: Adapted from Ken Hultman’s resistance matrix in The Path of Least Resistance (Austin, TX: Learning C oncepts, 1979).
EXHIBIT 12.3 | Resistance Matrix
Sources of Resistance (facts ➝ beliefs ➝ values)
Focus of Resistance (self ➝ others ➝ work)
1. Facts about self I never did it before.
I failed the last time I tried.
All my friends are here.
4. Beliefs about self I’m too busy to do it.
I’ll do it, but I’ll mess up.
I don’t think I can accept the change.
7. Values pertaining to self I like the job I have now better.
I don’t want to change; I’m happy.
I like working alone.
2. Facts about others He’s on probation.
She has two children.
Other people told me it’s hard to do.
5. Beliefs about others
She pretends to be busy to avoid extra work.
He’s better at it than I am; let him do it.
She never understands our side.
8. Values pertaining to others
Let someone else train her; I’m not interested.
What you really think really doesn’t matter to me.
I don’t give a . . . about him.
3. Facts about the work environment Why should I do it?
I’m not getting paid extra.
I haven’t been trained to do it.
I make less than anyone else in the department.
6. Beliefs about the work environment
This is a lousy place to work.
The pay here is terrible.
It’s who you know, not what you know around here that counts.
9. Values pertaining to the work environment Who cares what the goals are? I just do my job.
The salary is more important than the benefits.
This job gives me the chance to work outside.
A P P L I C A T I O N S I T U A T I O N S / / /
Identifying Resistance to Change AS 12-2
Below are five statements made by employees asked to make a change on the job. Identify the source, focus, and intensity of their resistance using Exhibit 12.3. Place the number of the box (1 to 9) that represents and best describes the major resistance.
6. One of your employee’s Latavia is busy at work. You tell her to stop what she is doing and begin a new project. Latavia says, “The job I’m working on now is more important.”
7. As the police sergeant you asked Elijah, the patrol officer, to take a rookie cop as his partner.
Elijah says, “Do I have to? I broke in the last rookie.”
8. As the tennis coach you asked Tom, the star player, to have Hank as his doubles partner. Tom said, “Come on, Hank is not that good of a player. Zach is better; don’t break us up.” You disagreed and forced Tom to accept Hank.
9. As supervisor, you realized that English always uses the accommodating conflict style. You told her to stop giving in to everyone’s wishes. English said, “But I like people, and I want them to like me, too.”
10. The employee Tianna went to you, the supervisor, and asked you if she could change the work-order sequence. You said, “No; the procedure is fine the way it is now.”
Overcoming Resistance to Change
Below are some of the major methods for overcoming resistance to change.
• Develop a Positive Climate for Change. Develop and maintain good human relations. Because change and trust are so closely intertwined, the first concern should be to develop ongoing mutual trust.
• Encourage Interest in Improvement. Continually encourage creativity.18 Constantly look for better ways to do things.
• Plan. You need a plan to overcome resistance.19 Don’t consider how you would react. What seems very simple and logical to you may not be to the other person.
Try to see things from his or her perspective (Chapter 2). The next eight methods should be part of your plan.
• Give Facts. Get all the facts and plan how you will present them. Giving half- answers will only make employees more confused and angry, and hiding things and lying is a disaster. Giving the facts as far in advance as possible helps over- come the fear of the unknown.
• Clearly State Why the Change Is Needed and How It Will Affect Employees. People want and need to know why the change is needed and how it will affect them both positively and negatively. Be open and honest with employees. If employees under- stand why the change is needed, and it makes sense to them, they will be more will- ing to change.20 It is important to create a sense of urgency to kill complacency and get employees to want to change.
• Create a Win–Win Situation. Be sure to answer, “What’s in it for me?” When people can see the benefits to them, and/or what they can lose, they are more willing to change.
• Involve Employees. Employees who participate in developing changes are more committed to them than employees who have changes assigned to them.21
• Provide Support. Be supportive22 and give as much advance notice and train- ing as possible before the change takes place. Training helps reduce learning
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
anxiety and helps employees realize that they can be successful with the change.
• Stay Calm. Try not to do or say things that will make people emotional so that you don’t create more resistance to change.23 Follow the guidelines on dealing with emotions in Chapter 5.
• Avoid Direct Confrontation. Trying to persuade people that their facts, beliefs, and values are wrong leads to resistance. Avoid statements that will get people emotional, like,“You’re wrong; you don’t know what you’re talking about.” Deal with conflict following the guidelines in Chapter 6.
• Use Power and Ethical Politics. Chapter 9 discussed how to get what you want through the use of power and politics, and it usually involves change. Power and political skills are commonly used to implement changes.24
See Exhibit 12.4 for a review of the methods for overcoming resistance to change.
Remember that the 11 methods for overcoming resistance to change should be a part of your plan for change. Below you will learn about planning for change.
Responding to Resistance
Below are classifications of employee resistance types, resistance statements, and re- sponses you could make to the employee to help overcome resistance to change. The following are presented to acquaint you with some of the possible types of resistance you may face, along with some possible responses you could make:
• The blocker: “I don’t want to do it that way.” Manager: “What are your objec- tions to the change? How would you prefer to do it?”
• The roller: “What do you want me to do?” Manager: “I want you to . . .” (Be spe- cific and describe the change in detail; use communication skills. Don’t let them give up easily.)
• The staller: “I’ll do it when I can.” Manager: “What is more important?”
• The reverser: “That’s a good idea.” (But she or he never does it.) Manager:
“What is it that you like about the change?”
• The sidestepper: “Why don’t you have XYZ do it?” Manager: “I asked you to do it because . . .”
• The threatener: “I’ll do it, but the guys upstairs will not like it.” Manager: “Let me worry about it. What are your objections?”
• The politician: “You owe me one; let me slide.” Manager: “I do owe you one, but I need the change. I’ll pay you back later.”
Communication Skills Refer to CS Question 3.
Communication Skills
CS
EXHIBIT 12.4 | Overcoming Resistance to Change Develop a positive climate for change.
Encourage interest in improvement.
Plan.
Give facts.
Clearly state why the change is needed and how it will affect employees.
Create a win–win situation.
Involve employees.
Provide support.
Stay calm.
Avoid direct confrontation.
Use power and ethical politics.
Old R e s i s t a n c e
New
C h a n g e
• The traditionalist: “That’s not the way we do things around here.” Manager:
“This is a unique situation; it needs to be done.”
• The assaulter: “You’re a . . . (pick a word).” Manager: “I will not tolerate that type of behavior.” Or, “This is really upsetting you, isn’t it?”
The above supervisory responses will be helpful in most situations, but not all. If employees persist in resisting the change, they may need to be considered problem employees and handled accordingly as discussed in Chapter 11.
Change Models
It is important to know how to implement change.25 So here are two change models, providing a pro-change orientation.
Lewin’s Change Model In the early 1950s, Kurt Lewin developed a technique, still used today, for changing people’s behavior, skills, and attitudes. Lewin viewed the change process as consisting of three steps:
(1) Unfreezing: This step usually involves reducing those forces maintaining the status quo. (2) Moving: This step shifts the behavior to a new level. This is the change process in which employees learn the new desirable behavior, values, and attitudes.
(3) Refreezing: The desirable performance becomes the permanent way of doing things. This is the new status quo. Refreezing often takes place through reinforcement and support for the new behavior.
See Exhibit 12.5 for a review of the steps.
Lussier Change Model Lewin’s model provides a general framework for understanding organizational change. Because the steps of change are broad, the author has devel- oped a more specific model. The Lussier change model consists of five steps:
1. Define the Change. Clearly state what the change is. Is it a task, structural, tech- nological, or people change? What are the systems effects on the other variables?
Set objectives, following the guidelines in Chapter 8.
2. Identify Possible Resistance to the Change. Determine the intensity, source, and fo- cus of possible resistance to the change. Use the resistance matrix in Exhibit 12.3.
3. Plan the Change. Plan the change implementation. Use the appropriate supervisory style for the situation. We will discuss planned change in more detail later in this chapter.
4. Implement the Change. Follow the 11 guidelines to overcome resistance to change in Exhibit 12.4.
5. Control the Change. Remember that people often resist change and may not follow your plan,31 so you need to follow up to ensure that the change is implemented, rein- forced, and maintained. Make sure the objective is met. If not, take corrective action.
Learning Outcome 12-3 Explain how to use the Lussier change model when making changes.
EXHIBIT 12.5 | Change Models
Lewin’s Change Model Lussier’s Change Model Step 1: Unfreezing
Step 2: Moving Step 3: Refreezing
Step 1: Define the change.
Step 2: Identify possible resistance to the change.
Step 3: Plan the change.
Step 4: Implement the change.
Give the facts.
Involve employees.
Provide support.
Step 5: Control the change (implementation, reinforcement, maintenance).
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
/// In the opening case, if managers at NYCIC follow the guidelines for overcom- ing resistance to change and develop an effective plan using the change model, change can be implemented successfully at Rider. ///