Transcript Leading and Managing Change - Arkansas Transit Association

Leading and Managing Change
Tools for Success
Topics for Today
• Stress Management
• Personal Change Leadership Skills and
Assessment
• Managing Change and Communicating Change
as Leaders
• Contingency Plans – That Bolt of Lightning
Stress Management
• How to Withstand Stress without:
–
–
–
–
Caving In
Falling Apart
Losing Control
Going Under
• Success means:
– Remaining Calm
– Avoiding Impulses
– Coping under Pressure
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
Indicators of Stress
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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
Two Components of Stress Management
“We can’t 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, dayout stressors in our lives
– Being pecked to death by a duck!
Effective Stress Tolerance
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•
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Capacity to remain calm and composed
Face difficulties without getting carried away
Tackle problems one at a time
Prevents Emotional hijacks
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
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”
Effective Impulse Control
• Think first, not respond reflexively
• Weigh options and assess alternatives
• Well considered actions and expressions
The Formula for Effective Impulse Control
• The Marshmallow Test
Personal Change Leadership Skills and
Assessment
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.
Warm-Up
•Read the short case, “Leading Change
When You’re Not in Charge.”
•Discuss around your table groups how you
would handle this case
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 don’t 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.
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
Sample Scoring Form
Chart of Individual Results
150
Overall Effectiveness at Leading
135
Change
120
24
23
105
20
18
25
Modeling
the Change
Communicating
about the
Change
Involving
90
Others in the
Change
Helping
Others Break
from the Past
Creating a
Supportive
Learning
Environment
75
60
45
30
PPT7
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
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.
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
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.
•Don’t dictate the way people should
feel.
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
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.
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
Helping Others Break from the Past
•Play the devil’s advocate.
•Support innovation.
•Sponsor wild ideas.
•Demand continuous improvement.
•Stage a symbolic break with the past.
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 Ain’t Broke, Don’t Fix It
•You May Rely on Past Experiences to Plan For
the Future
Creating a Supportive Learning Environment
•Focus attention away from blame and
toward problem correction.
•Admit what you don’t know.
•Declare a practice zone.
•Support time for training.
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 Don’t Know”
Review
Modeling the Change
Communicating about the Change
Involving Others in the Change
Helping Others Break from the Past
Creating a Supportive Learning Environment
Managing Change and Communicating
Change as Leaders
Enrollment Curve
Critical
Mass
30%
2%
Initiators
14%
Early
Enrollers
34%
Middle
Enrollers
34%
Late
Enrollers
14%
Die
Hards
2%
Fringe
Direction of Enrollment
The Transition Curve
Focus on Environment
Denial
Commitment
Past
Future
Resistance
Exploration
Focus on Self
Personal Tools for Working Through
Change
•
•
•
•
Review past change experiences
Focus on what you can control
Take a possibility mindset
Reach out to others
Review Past Change Experiences
Positive Change Experience
Successfully working through change
Negative Change Experience
Focusing Time and Energy
“Do not let what you cannot do interfere with what you can do”
John Wooden
I can’t
Control
I can
Influence
I can
Control
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 you’ve put things into perspective, it’s 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 doesn’t work and start doing
something else
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 – don’t 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
Force Field Model
Present
State
Driving
Forces
Desired
State
Restraining
Forces
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
Methods to Create Change con’t
• 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
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 don’t speak negatively about
others behind their backs
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
Don’t 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
Don’t take it personally
Don’t be drawn into justifying the situation
Tears
Give the person time and space
Stay calm and acknowledge their stress
Have you ever promoted someone who did
not reach your expectations?
People fail in
jobs…
not because they
can’t do the
job…
but rather, because
they don’t match
the job.
We Hire/Promote on Competence and Fire on Fit
People Problems are:
Time-Consuming
Peter Drucker says 60% of management’s 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
People are the key to the success
of almost all endeavors.
Jim Collins, author of
Good 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.
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!
How can we begin to fix
this problem?
 By getting more information about
our candidates.
 By getting more information about
our existing employees.
Selection Process
Objective
Skill Fit
Résumé,
Application,
References
Missing piece
Education,
Training,
Experience,
Skills
Job Fit
Attitudes,
Values,
Demeanor,
Apperance,
Integrity
Subjective
YOU DIDN’T SEE…
THE
TOTAL
PERSON
The Tip of the Iceberg
gives you…
Good, but Limited
Information:
 Education
 Current Employment
 Past Employment
 Appearance / Dress
 Interview / Presentation
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
Test for Job Match
Selection Process
Objective
Job Fit
Skill Fit
Résumé,
Application,
Education,
Training,
Experience,
Skills
References
FUTURE
Via Assessing for
Job Match
Attitudes,
Values,
Demeanor,
Apperance,
Integrity
Job Match
Behavioral
Traits,
Abilities,
Interests
Subjective
Via Interview
Utilize All of Your Resources
Interview
Background Checks &
Integrity Testing
+
Personality Testing
+
Ability Testing
+
Interest Testing
+
Job Matching
14%
– Psychological Bulletin Vol. 96,
No. 1, August 1994
Professor Mike Smith,
26% University of Manchester
38%
54%
66%
75%
What the Profile XT Measures
 Can the person
do the job? Thinking
style
 How will the person
do the job? Behavior
style
 Will the person
want to do the job? Job
Interest
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
™
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
“It’s not experience – or
college degrees or other
accepted factors; success
hinges on a fit with the job.”
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!
“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
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 don’t believe me, go ask
a dinosaur.