4 Change Management

3 elements of Adaptability

1. Cognitive Flexibility. 2. Emotional Flexibility. 3. Dispositional Flexibility.

Rogers' Diffusion of Innovations Theory. 5 Categories of Adopters

1. Innovators = less than 5%. Opportunist. Cutting edge. 2. Early Adopters = social change, less than 15%. Comfortable with change. 3. Early Majority = represent mainstream, 34%. Wait and see. 4. Late Majority = skeptical, peer pressure change, 34%. 5. Laggards = traditional, close-minded, 16%.

Pressures for Change

1. Internal environment = different leadership priorities. 2. External environment = innovation in technology. 3. Globalization = greater competition. 4. Peace = smaller force, increased capabilities. 5. Demographics = increased/decreased conflict.

Tips to Minimize Resistance

1. Use or encourage cognitive, emotional, dispositional flexibility. 2. Know why change is necessary. 3. Communicate before, during and after change. 4. Allow time for the change to sink in. 5. Offer to help those that struggle with change. 6. Be the change you want to see. 7. Encourage proactive instead of reactive response.

Adaptability

Ability to adjust to changed, unexpected or ambiguous situations, by actively seeking information, and by demonstrating openness, and support different and innovative change ideas.

Three Elements of Adaptability: Emotional Flexibility

Ability to change how you deal with emotions. 1. Use support systems. 2. Offer feedback. 3. Act decisively. 4. Avoid bulldozing change. 5. Change approach if necessary. 6. Face reality. 7. Find ways to motivate others. 8. Address resistant individuals. 9. Listen. 10 Collaborate.

Emotional Flexibility: Face reality

Adapt to changing situations with realism, openness, and optimism. Be honest with yourself and others about how the change will impact them and how the change effort is progressing. Otherwise, you could damage your credibility during the change and with future change efforts.

Cognitive Flexibility: Commit to learning

Adapting requires learning. Continuous education is essential to developing and honing your cognitive abilities. The ability to critically think is an essential trait in effective leaders.

CORRECT ANSWER: A According to the Change Management chapter, MSgt White understands how to minimize resistance. He allows time for the change to sink in (" ...let's take a few days to think about it"), knows why the change is necessary ("...I can gather more information about how the reduction will impact..."), is the change he wants to see ("I've already started to think about how I'm going to absorb the cut..."), and offers to help those struggling with the change ("If you need help...just let me know"). White's actions will most likely enhance mission effectiveness.

After attending a unit briefing on how a reduction in deployments will change each section's manning levels, MSgt White immediately goes over the details with his NCOICs. He explains, "I know this is a lot to take in at once. So, let's take a few days to think about it. That way, I can gather more information about how the reduction will impact your subordinates and programs. We'll meet again on Friday and put together a plan. I've already started to think about how I'm going to absorb the cut in our section overall, but we need to look at all programs that could be impacted by the reduction. If you need help between now and then, just let me know." Because MSgt White _____________, his actions will MOST likely ____________ mission effectiveness. a. understands how to minimize resistance; enhance b. misunderstands how to minimize resistance; hinder c. understands pressures for change; enhance d. misunderstands pressures for change; hinder

Synthesizing Requirements for Change: Making the Change Happen: What are the opportunity costs of making (or not making) the changes?

Another item you should add to your change plan is the opportunity costs of the change. You can use a tool called the SWOT (strengths, weaknesses, opportunities, and threats) analysis to help you figure this out. The SWOT can help you identify opportunities the change will allow your organization to take advantage of, as well as potential strengths, weaknesses, and threats.

Janssen's Reactions to Change: Denial

As the change is introduced, your people might go through a period of denial. They might deny the change is coming...even to the point where they might not believe leadership will execute the change or follow through with it.

Tips to Minimize Resistance: Encourage proactive instead of reactive responses

As your people go through the process of implementing the organizational change, listen for and encourage proactive responses from them, while addressing the reactive ones using your leadership tool box.

Kubler-Ross 5 Stage Model: Acceptance

As your people realize the organizational change is going to happen, they should move into the stage of acceptance. Since they now understand the change is inevitable, this could turn out to be a very creative and productive stage. They may start to come up with ways to make the implementation of the change less 'painful'. You might also find that your support base starts to grow as people say things like, "Well, since we can't do anything about it, let's try to make sure the change is at least successful." As a supervisor and leader, this could be a good time to encourage and support your people and their ideas.

Emotional Flexibility: Change your approach, if necessary

Based on how the change is progressing, you might have to change your approach in how you address emotional reactions toward the change effort, etc. Your approach might have to become more directive or more participative, depending on the situation. You might have to use more disciplinary type activities or more motivational type activities to deal with 'negative' emotions and get the change effort back on track. Become comfortable using a variety of methods and techniques so you can adjust your management style to changing situations.

Janssen's Reactions to Change 4 Cyclical Phases. Looks like a house of rooms

Based on perceptions, feelings, or aspirations, triggered by external change. 1. Contentment = status quo. 2. Denial = change introduced. 3. Confusion = scattered and unsure. 4. Renewal = brainstorming.

Tips to Minimize Resistance: Offer to help those that might be struggling with the change

Be a 'hands on', visible leader. Even though you may have NCOs under you that interact with the Airmen on a daily basis, they all need to see that, as a senior leader in your organization, you're willing to roll up your sleeves and jump in the trenches to help all your people having difficulty understanding or implementing the change. This shows them you're not only committed to the change, but more importantly, you're committed to them.

Cognitive Flexibility: Understand resistance

Be informed about the underlying concerns and issues that may account for your people's possible resistance during the change. This doesn't mean every time a change is instituted, your people will automatically resist. It just means some of your people might have unique circumstances that could prevent them from getting onboard with a change initially.

Dispositional Flexibility: Adapt your plans

Be prepared to shift plans based on unexpected or unplanned changes during the transition to the new norm.

Kubler-Ross' Reactions to Change 5 Stage model

Cycle and regress through stages. Normal reactions are denial, anger, bargaining, depression and acceptance. Denial = 'I can't believe this is happening'. Anger = 'I didn't sign up for this'. Bargaining = 'the time isn't right'. Depression = 'why should I work hard now, it'll just change'. Acceptance = 'since we can't do anything about it'.

Cognitive Flexibility: Be curious

Find out what is happening as well as what should be happening. Basically, diagnose your situation. What's going well? What needs to be improved? What is your organization missing? Ask questions of your leadership and your people in order to collect data before you make a decision and act. Once you understand what's going on in your organization, you can adapt more easily to change that could improve some of the shortfalls you may have identified.

Tips to Minimize Resistance: Know why the change is necessary

How can you effectively lead the change effort if you don't know why your organization has to change in the first place? When it comes to change at the organizational level, people will look to you for answers. So, do your homework...educate yourself about the need for the change.

Preparation: Develop a change plan

If you determine the readiness of your organization and people, you should develop your change plan. It should include answers to important questions that might help you organize and execute the change. These questions can help you identify your requirements...to see where you might need support from others, what type of metrics you're going to use to assess the change as it's being implemented, and help you determine what type of resources you might need in order to make the change successful. Preparing yourself for the change can help you set the foundation for a more effective change implementation.

Janssen's Reactions to Change: Contentment

In this phase, people are satisfied with the 'status quo' and are calm and comfortable with how things are. At this point, your job as a SNCO and leader should be focused on grooming and growing your people, as well as ensuring that standards are being maintained. Another thing you can do to help your people perform to the best of their abilities is to provide recognition to those that are excelling in their duties. And finally, don't micromanage or micro-supervise.

Janssen's Reactions to Change: Renewal

In this phase, the change effort has gained momentum...a new sense of energy and commitment may be displayed towards the change. At this point, emotionally, your people should be ready to help out. Make yourself available as a coach, mentor, mediator, and flexor.

Janssen's Reactions to Change: Confusion

In this phase, your people are starting to accept the change is going to happen...however, they might be a little scattered and unsure as to what to do next. They might be trying to understand how they fit into the new change and what the new standards and expectations will be. Depending on the type of change being implemented, they could experience a bit of depression and anger due to the loss of the 'old ways of doing things'...longing for the comfort they experienced in the Contentment phase where everything was comfortable.

Kubler-Ross 5 Stage Model: Bargaining

In this stage, your people might attempt to put off the change or find ways to not implement the change. They may recommend alternatives to the change (something they may be more comfortable implementing) or try to put off implementing the change until 'the time is right'. For example, if attempting to implement an organizational change that adjusts everyone's duty hours, your NCOICs might counter with ways to keep the same duty hours while making changes in other areas. While this isn't necessarily a negative thing, if your role in the change is that of a change agent, bargaining can delay the implementation of the change.

Kubler-Ross 5 Stage Model: Denial

In this stage, your people might initially attempt to 'deny' the change. They might say things like, "I can't believe this is happening" or "Leadership will never buy off on this change." Psychologically, this stage can be positive in that it gives your people time to let the change sink in. However, you don't want them to stay in this stage.

Dispositional Flexibility: Cast a wide net

Involve key people in the design and implementation of change. This requires building good networks and relationships.

Emotional Flexibility: Collaborate

Involve others in the beginning stages of a change initiative. Showing concern and considering your people's ideas helps you gain their commitment to the change.

Dispositional Flexibility: Immerse yourself

Jump right in to meet the people involved with the change and learn all you can about the upcoming transition.

Cognitive Flexibility: Accept that 'different' is not right or wrong

Just because an idea or solution someone presents to you is different from something you would develop doesn't make it wrong. Everyone in your organization is not going to be like you or see things the same way you do. You're a member of a diverse organization.

Three Elements of Adaptability: Cognitive Flexibility

Keeping multiple scenarios in mind so you can adjust to changing, unexpected , or ambiguous situations. Detect coming change, understand coming change and create multiple strategies for coming change. 1. Be curious. 2. Accept that different is not right or wrong.3. See and be seen.4. Have a plan.5. Understand resistance.6. Observe what's going on.7. Commit to learning.

Cognitive Flexibility: Have a plan

Know ahead of time how you'll deal with problems (resistance, crisis, etc.) if they arise, but don't get too attached to a single plan. Always have a plan B and plan C ready to execute, when needed. This plan could include things like how you might get additional resources, if needed, who you might need to reach out to in other organizations if you come across a roadblock you don't have the experience to remove, or even what you can do if the change just won't work.

Dispositional Flexibility: Be genuine

Leading change by example requires honesty and authenticity. Understand your own reactions to change so you can be straightforward with others.

Emotional Flexibility: Listen

Learn to use effective listening skills to help identify how your people are dealing with the change emotionally. Listening to others helps you gain clarification on issues associated with the change while modeling the preferred behavior.

Tips to Minimize Resistance: Be the change you want to see

Let your people see you 'walking the talk' as it relates to the change. They should see you're motivated to make the change work and you have a positive, helpful attitude about the change itself. If the change involved implementing new procedures, let your people see you following them. This might require you to do a little 'self-reflection' as to where you stand internally about the change. However, remember that in order to be considered an adaptable leader, you should practice dispositional flexibility... seeing opportunity for growth and success, even in a difficult and challenging situation.

Tips to Minimize Resistance: Allow time for the change to sink in

Let's face it...not everyone is going to get on board with every change when it's first announced. Communicate with your people early enough so they can have time to let the change sink in. This gives them a chance to think about how the change will impact them professionally and/or personally...or even write down some questions to ask when the time arises. Additionally, giving your people time to digest the change, may help them progress pass through the Denial and Confusion phases faster.

Emotional Flexibility: Find ways to motivate others

Let's face it...sometimes changing from something known to the unknown can be unnerving and difficult. Everyone, at some time or another, needs a little motivation.Consistently encourage and motivate those individuals impacted by the change. You can use techniques such as Transactional (Contingent Reward) or Transformational (Inspirational Motivation) Leadership to motivate others. However, you should understand this isn't a 'one size fits all' situation. Try to ensure the technique you select is appropriate for the individual.

Preparation: Is your organization ready for the change?

Look at the requirements and your people's abilities. Then, you should develop a change plan. ▪▪ Requirements for change If possible, try to find out what pressure is driving the change at the strategic level. ▪▪ Readiness and Expertise Once you know what's driving the change, you should figure out if you have access to the experience needed to make the change happen.

Dispositional Flexibility: Accept change as positive

Look for the benefits of change...for yourself, peers, subordinates, and organization.

Use your support systems

Look to mentors, supervisors, friends, family, and trusted peers for support during a difficult change. Sometimes it might be helpful to 'vent' to someone that can empathize with your situation. Additionally, encourage your subordinates to do the same.

CORRECT ANSWER: B According to the Change Management chapter, bargaining behavior includes attempting to put off the change or recommending alternatives to the change. In this scenario, MSgt Keele's people offer an alternative to the commander's new process they think will work better.

MSgt Keele returned from the unit weekly staff meeting and briefed his people about a new procedure that impacts how EPRs are submitted to the commander. While most of his people just listened, a few begin to express frustration...they argued that it will take more time than the current process. Even though MSgt Keele tried to explain the rationale behind the change, his rationales were countered with statements that support why the change will fail. Since many of them have experience with the unit's current EPR approval process, they presented a new idea they think is better than the one MSgt Keele briefed. This scenario BEST illustrates _________ behavior towards the new procedure. a. Denial b. Bargaining c. Depression

CORRECT ANSWER: B According to the Change Management chapter, emotional flexibility involves using your support systems (talking with her mentor, SMSgt Bellard), facing reality (being optimistic and realistic about change), and listening (finding out what concerns her people may have). Although MSgt Merk thought about developing plans to address the change (which might hint at cognitive flexibility), she decided to talk with her mentor instead.

MSgt Merk was just briefed her unit is adopting a new process for routing helpdesk trouble tickets. She became upset since a great deal of effort was spent getting her new airmen proficient at using the current process. Immediately, she thought about developing plans to address the change, but decided to talk with her mentor, SMSgt Bellard first. He reminded her to be more optimistic about the change, especially when trying to get her people on board. She agreed but also added that she has to be realistic with them about how difficult the change will be. After her discussion with SMSgt Bellard, she decided to talk with her people to find out what concerns they may have about the new process before taking action. MSgt Merk's actions BEST illustrate the use of ______________Flexibility. a. Cognitive b. Emotional c. Dispositional

CORRECT ANSWER: D MSgt Nagle targets the early adopters. According to the Change Management chapter, they are usually your social and opinion leaders (well respected...have the ability to 'sell' change to more resistance individuals easier). To appeal to this group, you need to provide information about the change (she provides a pre-brief). As a result of her actions, she will most likely enhance her change effort.

MSgt Nagle is the superintendent of a flight of 50 people. As a result of a newly published Air Force Instruction, she has to implement changes to processes people have been doing for a long time. She knows she's going to face major resistance, so she decides to give a pre-brief to a few selected people instead of telling everyone in the flight all at once. She feels this smaller, well respected group, tends to adapt to change well and seems to have the ability to 'sell' change to more resistant individuals easier. Even though she knows some people will be upset because they didn't hear about the change early, she believes that by targeting and pre-briefing certain individuals first, she can minimize resistance and get the change implemented faster. MSgt Nagle's decision to target the ____________ will MOST likely _________ her change effort. a. innovators; hinder b. innovators; enhance c. early adopters; hinder d. early adopters; enhance

Kubler-Ross 5 Stage Model: Anger

Once the initial shock of the change sets in, some of your people might experience anger. Have you ever heard your people say, "This isn't what I signed up for!" when faced with a major change? Your people might start picking apart the details of the change... attempting to find reasons why the change won't work. As a leader, your first reaction to this stage might be to respond in a harsh way. Just remember your people are human beings and that this is a NORMAL reaction to dealing with major change. However, you should expect and require your people to express this reaction in a professional way. Later in this section, you'll learn how you can help your people get through this stage.

Synthesizing Requirements for Change: Making the Change Happen: How should you go about making the changes?

Once your group is organized with the right people, start brainstorming how you might go about making the changes? You might consider putting together a change plan that takes into account all the people and processes that will be impacted as well as proposed timelines.

Three Elements of Adaptability: Dispositional Flexibility

Operate from a place of optimism, grounded in realism and openness. Visualizing a better future, despite the difficulties. 1. Be genuine. 2. Immerse yourself. 3. Accept change as positive. 4. Adapt your plans. 5. Cast a wide net. 6. Rehearse. 7. Be a mentor. 8. Pay attention to life beyond work. 9. Seek feedback.

Pressures for Change: External Environment

Pressures for organizational change also come from the external environment. Innovations in technology are never-ending. More recently, innovations in information technology and the resulting information age put continual pressure on organizations to change. Changes driven by information technology may facilitate structural decentralization (it may be more advantageous to spread out geographically since changes in technology make it easier to 'stay connected') and downsizing (since the military can spread further out, the need for large forces/multiple organizations decreases). As a result, power often shifts from centralized functions to operating units. Finally, changes in technology (new systems, software, etc.) in your organization could require people to develop new skills in order to continue to perform the mission.

Offer feedback.

Provide prompt feedback, both positive and negative, that's specific and clear. This might include feedback to the change sponsor or to the people that have to implement the change. Providing honest feedback can give you practice dealing with the emotional reactions of others while facing your own emotions and/or resistance.

Recognize that Resistance is Normal: Positive Resistance

Resistance can be useful. According to Bolognese, insightful and well-intended debate, criticism, or disagreement doesn't necessarily equate to negative resistance, but rather may be intended to produce a better understanding of the change as well as additional options and solutions.

Emotional Flexibility: Address resistant individuals

Resistance isn't always 'negative'... Someone might be resistant to a change because his/her issue or situation hasn't been addressed. If you moved quickly to address the individual's concerns, you might prevent negative behaviors from emerging. However, if you don't address the concerns or handle issues promptly and effectively, you may hurt morale, foster resentment, and/or stifle the change.

CORRECT ANSWER: A According to the Change Management chapter, Chief Brock's comments best explain adaptability. It includes cognitive flexibility (take a look around the unit to identify potential issues...create a few strategies to address them), emotional flexibility (Bernard shouldn't dismiss those that seem resistant...they might see something she doesn't see), and dispositional flexibility (She shouldn't let her personal life suffer as a result of her professional duties).

SMSgt Bernard has been tasked by Chief Brock to implement a new program that requires major changes in her organization. Since Brock knows Bernard isn't necessarily comfortable with change, he decides to mentor her. He begins by recommending Bernard take a look around the unit to identify any potential issues that might turn into problems during the transition. If so, she should create a few strategies to address them, just in case. Bernard interrupts by saying she might have a problem getting everyone on board with the change right away. Brock agrees, but says Bernard shouldn't dismiss those that seem resistant...they might see something she doesn't see. Finally, Brock ends by saying he knows the change will be challenging and time consuming, but she shouldn't let her personal life suffer as a result of her professional duties. Bernard agrees and says she feels better about leading the change effort. Chief Brock's comments BEST explain ________ and its impact on SNCO effectiveness. a. adaptability b. resistance to change c. requirements for change

CORRECT ANSWER: B SMSgt Wilson's actions best illustrate her understanding of the phases of Janssen's Model of Change...specifically the Confusion phase. According to the Change Management chapter, the Confusion phase includes indications that your people are starting to accept the change, but are a little scattered or unsure as to what to do next("seem unsure about the new changes"). They may experience anger due to the loss of the 'old way of doing things' ("To me it creates more work rather than alleviating extra steps...I wish we still used the old process"). In the scenario, Wilson uses some general guidelines for navigating through the Confusion phase, such as get people together and share information ("Let's rally everyone at 0730 tomorrow morning to discuss it..."), and focus on short term goals ("...maybe we can break the implementation up into smaller tasks versus one huge task").

SMSgt Wilson calls SSgt Sanford into her office and says, "I noticed you and your team seem unsure about the new changes we've implemented." Sanford replies, "I know we have to execute the changes. I just think they increase the workload for my team rather than reducing it...I wish we still used the old process." Wilson says, "I understand you and your people aren't comfortable with the changes yet. Let's rally everyone at 07:30 tomorrow morning to discuss it...maybe we can break the implementation up into smaller tasks versus one huge task. Hopefully, that might make things a little easier for everyone". The next day after the morning meeting, Wilson notices Sanford and his team are more comfortable with the idea of the new process. SMSgt Wilson's actions BEST illustrate her understanding of ______ and its impact on subordinate effectiveness. a. Roger's Diffusion of Innovations b. Janssen's Model of Change c. Lewin's Phases of Change

Dispositional Flexibility: Pay attention to life beyond work

Shifting between work and family, as well as other personal interests, requires you to be adaptable. Attend to work and life issues and encourage your people to do the same.

Dispositional Flexibility: Rehearse

Take the time to practice new skills and behaviors to help make them familiar. The more you rehearse and practice, the quicker the change can become a part of the new 'norm' in your organization.

Emotional Flexibility: Avoid bulldozing change

Take time to explain why the change is important versus "bulldozing" your way through it. Patiently explain the details of the change, answer any questions your people might have, and listen to their concerns.

Synthesizing Requirements for Change: Making the Change Happen: What are the personnel costs of the change?

The biggest resource - people, should be considered separately since this might be the hardest resource to manage. Will the change require more people? Will it require them to work more hours? What will be the potential impact of the change on your people?

Dispositional Flexibility: Be a mentor or coach

These relationships allow you to guide individuals in how to meet expectations and may provide opportunities to assist those that may be resistant.

Synthesizing Requirements for Change: Making the Change Happen: Who do you need to tell?

This may include informing your unit's leadership about potential pitfalls or explaining to your people how the change might impact them.

Lewin's Phases of Change: Changing

This phase includes the movement from the old way of doing business to the new way. Involves the actual modifications to technology, tasks,structures, or people. 1. Monitoring progress 2. Adjusting the plan as necessary

Lewin's Phases of Change: Refreezing

This phase involves the locking in of the new processes/procedures until they are a permanent part of daily operations. Involves: 1. Observing subordinates and evaluating the results of change 2. Ensuring new procedures are documented 3. Rewarding/recognizing individuals who have adapted 4. Reinforcing benefits of change with resistors

Lewin's Phases of Change: Unfreezing

This phase is intended to motivate your subordinates and help get them ready for change. 1. Creating a felt need for change 2. Dealing with possible resistance to the change by developing an implementation plan (if you haven't done it prior to this phase), using effective communication skills, and actively seeking buy-in for the change

Pressures for Change: Internal Environment

This pressure for change is driven by what happens in the internal environment...your organization. Within this environment, your organization may have to manage and deploy resources in ways that help attain and maintain optimal mission effectiveness. This may require changes in how you plan and budget for necessary resources and any additional adaptations you might have to do in order to stay competitive and cost-effective. As a result, policies and standard operating procedures as well as current structures and internal processes may need to be altered in order to reflect the transitions in your organization.

Dispositional Flexibility: Seek feedback

To balance your perspective, seek feedback (positive and negative) from a variety of sources, both up and down the chain of command in your organization as well as peers in other organizations.

Pressures for Change: Demographics

To reduce this conflict, organizations should make structural changes to policies and procedures that guarantee inclusion and equal treatment for all. Could cause organizations to develop new training programs educating personnel on the various needs of the diverse workforce--for example, religious beliefs and practices, and language differences.

Preparation: Are you ready for the change?

To start, you could tap into your cognitive flexibility. You should be curious about what's going and collecting data before the change begins. You should also get out from behind your desk and get your people's perspective on how things currently are. Once you have a baseline of the current state, you can better assess what needs to be done in order to transition to the new state. As a cognitively flexible SNCO, based on the information you've gathered, you should also have multiple plans to address problems that might occur before, during, and after the transition.

Lewin's Phases of Change

Unfreezing, Changing, Refreezing.

Cognitive Flexibility: See and be seen.

Walk around and see what's happening in your organization. Don't be afraid to roll up your sleeves and help out with some of the daily tasks your people have to do. This is a good way to get their perspective on how things actually are on a day to day basis. It can also benefit your people because during difficult, changing times, they need to see you're interested in finding out what's going on, firsthand...not by word of mouth.

Tips to Minimize Resistance: Use and encourage cognitive, emotional, and dispositional flexibility

When faced with organizational change, you want your people to be able to adapt as quickly as possible. Connect with your people by providing as much feedback as possible. You should also get out and see what's going on...what your people are dealing with...using your own eyes. Finally, collaborate with your people as early in the change process as possible. Help them identify with and create a sense of ownership during the implementation of the change.

Kubler-Ross 5 Stage Model: Depression

When your people realize their alternative plans won't work, or they can't derail the change, depression sinks in. Remember, change can be viewed as a loss by some. This 'loss' can be felt internally (loss of stability or comfort) or externally (loss of the normal way of doing things). Signs of depression in your organization might manifest in ways such as a decrease in motivation from those that are normally motivated, or a decrease in unit/work center productivity. They may make statements like, "Why should I work hard now...things are just going to change anyway."

CORRECT ANSWER: C According to the Change Management chapter, increased competition for quality workforces; communication problems due to wider differences in workforce skills, attitudes, and needs; challenges in building cohesion and common purpose because of organizational differences, are representative of pressure to change based on globalization.

Which of the following examples BEST identifies the reasons why globalization is a pressure for change? Globalization causes: a. Organizations to try to maintain a competitive advantage by managing and deploying resources; workplace policies and procedures to change based how the organization conducts its activities; changes in leadership philosophies and management styles due to high personnel turnover. b. Changes in policies in programs due to demographic diversity; the requirement for new training programs based on varied religious beliefs and language differences; the development of friction and conflict between demographic groups. c. Increased competition for quality workforces; communication problems due to wider differences in workforce skills, attitudes, and needs; challenges in building cohesion and common purpose because of organizational differences.

Janssen's Reactions to Change: Denial: Welcome input

Work on creating an organizational environment where input is welcome. Using effective, appropriate, and positive interpersonal skills, you can encourage others to open up and express their concerns about the change. By being open to your people's input, you might find they see holes in the change plan that you (or senior leadership) don't see.

Synthesizing Requirements for Change: Making the Change Happen: How will you know if you have effectively implemented the right changes?

You should also include in your plan, metrics that should let you know if the change was right for your unit and if it was implemented effectively.

Tips to Minimize Resistance: Communicate before, during, and after the change

You should always keep your people aware of what's going on with the change. You may be privy to information they don't have or sit in meetings they don't attend. When you learn something new about the change, pass it on. Remember, earlier it was stated the amount of communication shared can have an impact on the amount of trust your people have in you during this challenging time.

Janssen's Reactions to Change: Denial: Share information

You should be honest with your people about the change, by providing them with as much background information as you can. The more your people know about the change, the easier it might be to usher them out of the Denial phase. This should be a face to face communication exchange with you explaining what you know about the change while giving your people the opportunity to ask questions about it. Attempt to share information about the change as often as you can. This can help bring back the trust that might have been lost at the beginning of this phase.

Synthesizing Requirements for Change: Making the Change Happen: Who can you get to help you make the changes?

You should think about organizing a group of people with the skill set you need in order to get the change moving. In the case of a technological change, this might be people in your unit - or even outside your unit - with experience in operating the new equipment. In the case of a process change, this could be peers that have had to put the new process in place in their units.

Synthesizing Requirements for Change: Making the Change Happen: What resources will you need?

Your group should discuss if the change will require additional resources such as money, time, facilities, etc. If this is the case, you should estimate this cost in your plan.

5 Categories of Adopters: Innovators

are those individuals in your organization that see potential and opportunity in almost any situation. This small population of your people is willing to adopt the change the fastest...maybe because they are likely to be more adventurous than the others, or maybe because they enjoy being on the 'cutting edge' of innovation. Innovators imagine the possibilities and will be eager to give the change a try.

5 Categories of Adopters: Early Adopters

are usually your social and opinion leaders, unlike the innovators. They should be able to see the advantage in adopting the new ideas early on in the change process. They are respected in their organization, they're going to make 'judicious' decisions about the change because others are looking to them for advice and guidance. So, by focusing your efforts on the early adopters (or social/opinion leaders), you have a better chance of getting the change moving.

Recognize that Resistance is Normal: Passive resistance

includes agreeing verbally but not following through, feigning ignorance, and withholding information.

Recognize that Resistance is Normal: Active resistance

includes findingfault, ridiculing, appealing to fear, and manipulating.

Pressures for Change: Peace

increased stability...causes, in the minds of some people, the need to reduce the size of military forces. As a result, the remaining smaller forces must increase their capabilities. For example, when a particular region becomes more stable and the number of forces in that area is reduced, the smaller remaining forces must continue to complete their missions and the missions of those forces that left. Additionally, due to the decrease in military forces, the budgets that supported them can be reduced. This might create friction between the combatant commanders or between the services.

Pressures for Change: Globalization

is a process of interaction and integration among the people, companies, and governments of different nations. It is usually driven by international trade and investments, aided by information technology. Wider differences in the skills, attitudes, and needs of an internationally diverse workforce can cause an increase of communication problems within the organization.

5 Categories of Adopters: Late Majority

is the other large part of your population. However, unlike the early majority, this group tends to be more skeptical of the change. They might not adopt the change until the early majority has adopted it...maybe even after feeling the weight of peer pressure from the early majority.

5 Categories of Adopters: Early Majority

provide an important link in the change process because they tend to represent mainstream thinking. These are the people that are going to sit back to see how the change is going to work first. They're waiting to see what the trusted and respected opinion leaders (early adopters) are going to do since they're only going to get on board once they know the change has a chance for success.

Cognitive Flexibility: Observe what's going on

so you can stay informed about the changing pressures facing the organization. Talk to your people about the things they have experienced as you make the transition. This might include engaging them in a discussion about what they need in order to do their jobs better or even ways to improve processes or procedures. Scan your environment to identify changes and diagnose their implications early on.

5 Categories of Adopters: Laggards

tend to be very traditional in their views. They might be the ones that say, "We've always done it this way...this way works...we don't need to change." They may be less educated and/or uninformed about the change, which tends to make them more close-minded and afraid of moving to a new norm. They're content with what they have and may only adopt something new because they feel they have to. This group tends to be suspicious of change and sometimes even the change agent! They must be absolutely certain that a change won't fail before they get on board.

Emotional Flexibility: Act decisively

when faced with a difficult decision. Communicate clearly and make timely decisions. Even though doing so may be hard, it's more harmful to your people and the situation to waver or avoid reality.

Synthesizing Requirements for Change: Ask these questions when assessing a potential change initiative:

••What has changed in the external and internal environments? ••What parts of my organization can cope with the changes and don't need to change? ••What parts of my organization can't cope with the changes and need to change? ••What are the necessary changes you need to make?