When change is hard, we sometimes blame "resistors" — people who refuse to change. We say that they don't "get it" or that they're defending their current advantageous positions, or that they're fearful, or that a few troublemakers misled them. If we don't blame the resistors, we blame the planners of the change. They failed to account for various difficulties, or their plan was defective, or they had a good plan, but they failed to execute it.
Sometimes we blame both the planners and the resistors.
Certainly there are defective plans for change. Certainly there are people who are reluctant to change. But both of these analyses overlook three central features of change:
- People have human needs and human desires, and we must deal with people as people.
- Systems are complex. Our understanding of how they work and how their parts interrelate is probably imperfect.
- Changing systems sometimes requires following indirect paths. The shortest path isn't always effective.
Here are two examples of the application of these principles.
- We might be unaware of external constraints
- Difficulties can sometimes arise from external factors not directly related to the change itself. These factors can seem remote at first, until we actually experience them.
- For instance, trying to change a process the mastery of which is viewed as essential to high performance can create motivational problems, because people see their expertise as being questioned.
- The plan to change the process is effective from a process design point of view. And the people who were affected weren't resisting change — they're just applying their own understanding of what the organization values. Unless we deal with external constraints like these, change is hard.
- The desire for change has emotional foundations
- When we plan change, People have human needs and
human desires, and we must
deal with people as peoplewe tend to make plans that follow direct paths in process transformation space. But the space in which change actually takes place includes the feelings, knowledge, and attitudes of the people who must adapt. Direct orders to "adapt or else" do not work well at all. - People need more than orders to adapt. This is especially true of those whose work depends on knowledge, skill, and relationships. Understanding why we're making a particular change does help, but it isn't enough either. Desire to change — positive desire to adapt — comes about only when people identify with their work and with the organization.
- A plan to communicate to people what the new regime will be, without seeking their support, isn't defective in itself. As a communication plan, it might be perfectly valid. And the people who choose not to support the changes aren't actually resisting it — they simply don't identify with it. When active support for change is missing, change is hard.
We'll continue next time with a focus on the unexpected events associated with organizational change. Next issue in this series Top Next Issue
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Related articles
More articles on Organizational Change:
- Obstacles to Finding the Reasons Why
- When we investigate what went wrong, we sometimes encounter obstacles. Interviewing witnesses and participants
doesn't always uncover the reasons why. What are these obstacles?
- The Passion-Professionalism Paradox
- Changing the direction of a group or a company requires passion and professionalism, two attributes
often in tension. Here's one possible way to resolve that tension.
- Motivation and the Reification Error
- We commit the reification error when we assume, incorrectly, that we can treat abstract constructs as
if they were real objects. It's a common error when we try to motivate people.
- The Expectation-Disruption Connection
- In technology-dependent organizations, we usually invest in infrastructure as a means of providing new
capability. But mitigating the risk of disruption is a more powerful justification for infrastructure
investment, if we understand the Expectation-Disruption Connection.
- Contrary Indicators of Psychological Safety: III
- When we first perform actions or play roles unfamiliar to us, we make mistakes. We learn new ways not
only by reading or being told, but also by practicing. Unless we feel that making mistakes at first
is acceptable, learning might never occur.
See also Organizational Change and Organizational Change for more related articles.
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