leading organizational change in turbulent times...2018/05/24 · leading organizational change in...

1© 2018 Brent D. Ruben

Leading Organizational Change in Turbulent Times: Challenges and Opportunities

Brent D. Ruben, Ph.D.

Distinguished Professor of Communication Rutgers-New Brunswick

Executive Director Rutgers Center for Organizational Leadership

Inter-University Council of Ohio Fawcett Center, The Ohio State UniversityMay 22, 2018

This presentation was prepared for—and is intended for the sole use of—participants of the May 22, 2018 conference of the Inter-University Council of Ohio held at the Ohio State University, Columbus, Ohio. The slides and content may not be reproduced or shared with other audiences without prior permission from Dr. Brent D. Ruben—[email protected]


Primary Source for this Presentation:

Brent D. Ruben, B. D., Richard R. De Lisi, and Ralph A. Gigliotti, A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools,Sterling, VA: Stylus Publishing, 2017


What makes change so difficult in both personal and organizational settings?

Why is there resistance to change in organizations –particularly in higher education?

In what respects is this resistance both a problem and an opportunity for leaders?

What are the common stages associated with the acceptance or rejection of change efforts?

Which strategies are most useful for leading change efforts?


Each New Year’s Eve, many of us make resolutions identifying things we intend, want, need to change . . . in our outlook, behavior, or life choices.


“Lose weight, exercise more, be a better person, improve health, spend less-save more, and so on.”

Source: Marist Poll, Dec 18, 2014, www.maristpoll.marist.edu.


Usually not much changes in our lives as a result of our resolutions, and within days or weeks our plans have been discarded or forgotten.

• Roughly 30% fail in the first 7-14 days

• More than 80% within two years

(J. C. Norcross & D. J. Vangarelli, 1989)


The simple explanation…Behavior is the best predictor of behaviorMore precisely: Past and present behavior are the single best predictor of future behavior—far better than what one says they resolve, intend, hope, or plan to do.

Habit, history, tradition—all powerful forces inhibiting our intentions to change


Personal change is a challenge; and significant planned organizational change is exponentially more difficult.

Like individuals, organizations have habits, traditions, and histories—and all are powerful influences that mitigate against change.


Not Surprisingly, a Majority of Planned Organizational Change Initiatives Fail to Achieve the Expectations of Leaders

Estimates place the failure rate of organizational change initiatives a 50%–75%

Why? Sometimes because of technical

factors—inadequate resources, or problems with organizational structure

More often because of human factors and colleague’s resistance


Not be viewed as necessary Requires a major investment of time, and there’s already too much to do Too much change at one time Calls for new approaches and routines Requires new knowledge and skills Threatens our present status, stature, roles Requires resources that may not be available Mistrust and lack of confidence in those advocating change Implies a criticism of the present systems, processes, or structures Threatens personal or professional identities and/or legacies Creates sense of losing control and predictability Others?

There is a Natural Resistance to Organizational Change

Presenter

Presentation Notes

[Review and discuss in light of participant responses to the previous/slide and exercise.] This slide provides a list of some factors that are often mentioned as reasons for resistance. No matter how rational, important, and needed a change initiative may seem to those who envision and advocate for it, for others, it seldom meets with the same level of wholehearted endorsement by those most directly affected. Thus, efforts require thoughtful consideration of the reasons people resist new ideas, behaviors, structures, or technologies, and equally thoughtful and systematic strategies for anticipating and addressing these predictable concerns.


Thinking about your department/institution, list 3 important organizational change initiatives undertaken within the past two years? What level of success do you associate with each initiative (from “1”- “a major disappointment” to “5” – “an overwhelming success?” On what criteria do you base your judgment.

Initiatives 1-5 Criteria for JudgingRating

1.

2.

3.


Select one of the more challenging/least successful change initiatives listed, and describe the problems that occurred

Initiative What Were the Problems


1 Understand the necessary stages in the change process

2 Be methodical in guiding the organization through these stages

Presenter

Presentation Notes

The lessons from the Spellings case, and others, suggest that taking control of the process of planned change begins with a recognition that there are a number of important, interrelated stages—each with its particular challenges—that must be taken into account in a sequential, proactive, and systematic manner. This section provides an explanation of the Matrix for Planned Change, created to fulfill these purposes.


1. Capture attention in a world of many people and ideas competing for one’s time2. Involve appropriate individuals and constituencies in a discussion of the

challenge(s)/problem(s) and solution(s)3. Commit to a position—acceptance or rejection4. Translate knowledge, attitudes, and beliefs into action—current and best practices 5. Integrate and institutionalize the change (or absence of change) into the culture

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From: B. D. Ruben, Understanding, Planning and Leading Change, Washington DC: National Association of College and University Business Officers, 2012.

1 Understanding the Necessary Stages in the Change Process


Planning — Defining the specifics of the change

Leadership — Developing an appropriate personal and organizational approach, given the challenges at hand

Communication — Committing to an ongoing process of information sharing, listening, and collaboration with colleagues and stakeholders

Culture — Taking account of organizational history, rules, traditions, and customs that may influence the change effort

Assessment — Monitoring progress and outcomes

2 Be methodical in guiding your organization through these stages with attention to…


Merging Key Considerations in Organizational Change Leadership

2. E

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Detour

P l a n n i n g

L e a d e r s h I p

C o m m u n i c a t i o n

C u l t u r e

A s s e s s m e n t


The 5 X 5 Matrix for Planned Change STAGES >

Process Components

1. Attention 2. Engagement 3. Commitment 4. Action 5. Integration

1. Planning

2. Leadership

3. Communication

4. Culture

5. Assessment

From: B. D. Ruben, Understanding, Planning and Leading Change, Washington DC: National Association of College and University Business Officers, 2012.

Presenter

Presentation Notes

These five factors—and the five stages—provide the elements for a 5 X 5 Matrix of Planned Change. Each of the 25 cells in the matrix is an area where efforts are needed to guide change initiatives to successful outcomes. Customizing Option: This slide can be used as a guide and/or checklist for participants who may want to focus on a particular project, initiative, or case throughout the remainder of the program. Note: It may also be printed and used as a worksheet.


The 5 X 5 Matrix is a framework to guide change planning, leadership, implementation, and after-the-fact analysis and debriefing

• Provides a master plan for organizational planning• Emphasizes the importance of considering each stage in the

dynamics of change and developing strategies for each• Focusing on key process factors and the way in which they

intersect with stages of change• Suggests the need for a longitudinal approach• Simultaneously highlights the “big” picture and the critical

details


How to Use the Framework

Detour


STAGES >

Process Components

1. Attention 2. Engagement 3. Commitment 4. Action 5. Integration

1. Planning

2. Leadership

3. Communication

4. Culture

5. Assessment

Identifying the appropriate architecture—individuals, teams, or groups to guide each stage of the change

project at each stage


Leadership ArchitectureStage Leader

(Person/Team)What the Leader/Team

Should DoTimeframe

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1.

Enga

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2.

Com

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STAGES >

Process Components

1. Attention

2. Engagement

3. Commitment

4. Action

5. Integration

1. Planning

2. Leadership

3. Communication

4. Culture

5. Assessment

Successfully planned change requires clear, focused, and strategically timed communication

Presenter

Presentation Notes


In Most Cases You Need a Communication Strategy for Each Stage in the Change Process

Who are your internal and external target audiences (affected parties)?

What are your intended outcomes?

What are the potential sources of resistance?

What are the appropriate messages for each audience?

What are the most effective channels for reaching each audience with your message?

Who is the most appropriate messenger?

What impact are you expecting from your messages?


What Are the Appropriate Goals for Varying Stages of the Change Process

Gain attention

Increase awareness

Listen and understand

Provide information

Clarify

Encourage

Reinforce a point of view

Persuade

Engage

Motivate

Create buy-in

Prompt action

Heighten commitment

Promote sustainability

Others?


For Each Stage and Goal, Consider:What Are the Best Combination of Formal and Informal, Mass and Interpersonal Methods to Reach Your Audiences?

Face-to-Face

Email

Websites

Video

The grapevine

Cascade briefings

Focus groups

Surveys

Business Meetings

Outings/Dinners

Blogs

Retreats

Social networks

Print materials

Posters/bulletin boards

Newsletters, reports, memos

Listservs

Others?


Communication Guide: Stage 1—AttentionCommunication . . . in order to connect to what audiences, to achieve what goals/ outcomes, to identify/overcome what resistance (e.g., needs, questions, concerns) with what message, through which channels, coming from whom?

Adapted from: Tromp, S. A., Ruben, B. D. Strategic Planning in Higher Education Washington, DC: National Association of College and University Business Officers, 2010, p. 77.

Audience Goal Resistance Message Communication Channel

Message Source


Overcoming and dealing constructively with the influences of habit, history, tradition, and resistance requires:

1 An understanding of the dynamics and stages of change; and

2 Attention to key process components, resulting in:

A systematic approach to implementing the change process, and creating a tradition of thoughtful, well-managed change leadership

Presenter

Presentation Notes

The lessons from the Spellings case, and others, suggest that taking control of the process of planned change begins with a recognition that there are a number of important, interrelated stages—each with its particular challenges—that must be taken into account in a sequential, proactive, and systematic manner. This section provides an explanation of the Matrix for Planned Change, created to fulfill these purposes.


Organizational Change Checklist Planning: Clarify the problem or need and potential benefits, and

develop a overarching plan to address leadership, communication, cultural, and assessment issues across the five stages of change.

Leadership: Identify the appropriate leadership scaffolding—individuals or team(s)—to plan, coordinate, champion, monitor, guide, and assess the change process through each of the stages.

Communication: Identify, analyze, anticipate sources of resistance, and develop clear, focused, and strategically-timed messages for all groups that will be affected or influential during each stage in the change process.

Culture: Identify, analyze, and take account of traditions, language sensitivities, and other organizational realities that may have a bearing on the way the proposed change is likely to be received.

Assessment: Develop metrics and methods for monitoring—and processes for adjusting—elements of the change strategy based on reactions, resistance, engagement, and support during each stage.


A Final Word About Resistance: Resistance Is a Problem for Leaders, but also an Opportunity

A reminder that anxiety inevitably accompanies change, especially for those directly affected

Helping to clarify reasons for “push back”

Identifying gaps in explaining the value of the envisioned change, the approach, or particulars of the plan itself

Signaling the need for additional communication, and clearer messaging

Pointing to a need to refine the plan or approach


Try to understand the perspectives of affected parties Listen carefully Be open to feedback Don’t assume vocal critics are the only critics.

Remember the broader audience Avoid defensiveness. The way leaders react may be

the most significant “spectator take away” Document points being made by critics and resistors, to identify and

analyze themes and noteworthy concerns Search for ways to better explain, address, or reframe the source of

criticism or complaint Don’t assume resistors are intending to be trouble makers; they may be

your most loyal and dedicated colleagues, willing to risk negative consequences in order to articulate points they think are critical for you or the organization

WorWork with yourself to view resistance, complaints, and critique as a natural and potentially beneficial part of the change process

Making Resistance an Opportunity


Questions or Comments?

Thank you for your participation, and good luck as leaders of change!

Brent D. Ruben, [email protected]


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Lewis, L. K. (2010). Implementing change in organizations: A stakeholder communication perspective. Malden, MA: Blackwell.

Lewis, L. K., & Seibold, D. R. Reconceptualizing organizational change implementation as a communication problem: A review of literature and research agenda, Communication Yearbook, 21, 93–151.

Luscher, Lotte S., & Lewis, M. W. (2008). Organizational change and managerial sensemaking: Working through paradox. Academy of Management Journal, 51(2), 221–248.

Machiavelli, N. The prince. Chapter VI, Concerning New Principalities Which Are Acquired By One's Own Arms And Ability. http://www.constitution.org/mac/prince06.htm

Marrelli, A. F., Tondora, J., & Hoge, M. A. (2005). Strategies for developing competency models. Administration and Policy in Mental Health, 32, 533-561.

Maxwell, J. C. (1993). Developing the leader within you. Nashville, TN: Thomas Nelson Publishers.

Maxwell, J. C. (1999). The 21 indispensable qualities of a leader. Nashville, TN: Thomas Nelson.

Norcross, J. C., and Vangarelli, D. J. (1989). Journal of Substance Abuse, 1(2), 127-134.

Pfeffer, J., & Sutton, R. I. (2000). The knowing doing gap: How smart companies turn knowledge into action. Boston, MA: Harvard University Business School Press.


Rogers, E. M. (2003). The diffusion of innovations (5th ed.). New York: The Free Press.

Rogers, E. M., & Kincaid, D. L. (1981). Communication networks. New York: The Free Press.

Rogerson, S., Meir, R., Crowley-McHattan, Z., McEwen, K., & Pastoors, R. (2016). A Randomized Controlled Pilot Trial Investigating the Impact of a Workplace Resilience Program During a Time of Significant Organizational Change. J OccupEnviron Med, 58(4), 329-334. doi:10.1097/JOM.0000000000000677

Ruben, B. D. (2004). Pursuing excellence in higher education: Eight fundamental challenges. San Francisco: Jossey-Bass

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Ruben, B. D. (2006). What leaders need to know and do: A leadership competencies scorecard. Washington, DC: National Association of College and University Business Officers.

Ruben, B. D. (2007). Excellence in higher education guide: An integrated approach to assessment, planning and improvement in colleges and universities. Washington, DC: National Association of College and University Business Officers.

Ruben, B. D., & Stewart. L. (2016). Communication and human behavior. 6th Edition. Dubuque, IA: Kendall-Hunt.

Ruben, B. D., (2016). Excellence in Higher Education Guide: A Framework for the Design, Assessment, and Continuous Improvement of Institutions, Departments, and Programs.

Ruben, B. D., De Lisi, R., Gigliotti, R. A. (2016). A guide for leaders in higher education: Core concepts, competencies, andtools. Sterling, VA: Stylus Publishing.

Ruben, B. D., Lewis, L. K., Sandmeyer, L., et. al. (2008). Assessing the impact of the Spellings Commission: The message, the messenger, and the dynamics of change in higher education. Washington, DC: National Association of College and University Business Officers.


Sanaghan, P. (2009). Collaborative strategic planning in higher education. Washington, DC: National Association of College and University Business Officers.

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Tromp, S. A., & Ruben, B. D. (2004). Strategic planning in higher education: A leader’s guide. Planning and Improvement in Colleges and Universities. Washington, DC: National Association of College and University Business Officers. Trowler, P. (2008). Cultures and change in higher education. New York: Palgrave- Macmillan.

Useem, M. (1998). The leadership moment. New York: Random House.

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Witmer, H., & Mellinger, M. S. (2016). Organizational resilience: Nonprofit organizations' response to change. Work, 54(2), 255-265. doi:10.3233/WOR-162303

leading organizational change in turbulent times...2018/05/24 · leading organizational change in...

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