Lect 5 - Planned Change (N3113)
Terms
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Planned Change
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- in contrast to ACCIDENTAL change, or change by DRIFT, PLANNED change results from a well-thought-out and deliberate effort to make something happen.
- the rate of change is INTIMATELY related to:
1. physical /psychological HEALTH
2. "Future SHOCK"
3. "the shattering stress and disorientation that we induce in individuals by subjecting them to too much stress in too short a time"
- fast change will IMPEDE progress
- physical & psychological distress arise from an OVERLOAD of man's physical adaptive systems and his/her decision-making process
- A fundamental difference in management & leadership is that MANAGERS continue the STATUS QUO and LEADERS embrace CHANGE
(sometimes managers may feel as though they are in a cage; or they can be a manager leader and EMBRACE change)
- Planned Change Quotes:
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- "It is not the strongest species that survive, nor the most intelligent, but the ones who are most responsive to change" - Charles Darwin
- "Leadership is getting others to do what you want them to do because they want to do it" - Eisenhower - Reasons for Change:
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1. to SOLVE some problem.
2. to make work PROCEDURES more efficient.
3. to REDUCE unnecessary workload.
*we don't change things because we are bored with it
*the significant problems we face cannot be solved at the same level of thinking we were at the time when we created them (we are not going to solve problems if we keep thinking the same way we've always thought) - A Model for Changing:
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- Stability is studied in order to "unfreeze" and move parts of the system
- change is built on rational choice
- goals are arrived at through a collaboration process
- change-agent is an active participant, playing the role of helper to the client system (you have to pick the right person for the job)
LEWIN'S FORCE-FIELD MODEL OF CHANGE
*Identity driving and restraining forces - LEWIN'S FORCE-FIELD MODEL OF CHANGE:
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- DRIVING FORCES: facilitate change by PUSHING in desired direction
- RESTRAINING FORCES: impede change by LEADING participants in the other direction
- change occurs by adding a NEW force, changing the DIRECTION of the force, or changing the MAGNITUDE of the force
3 Phases:
1. Unfreezing
2. Moving
3. Refreezing
- saying, "if you don't follow the policy, I am going to discipline you" - the restraining force will become stronger
- driving and restraining forces are usually equal - to have change, these forces are disturbed -
LEWIN'S FORCE-FIELD MODEL OF CHANGE
- PHASE 1: -
Phase 1: Unfreezing Phase ("Breaking the Habit")
- UNFREEZE the existing equilibrium
- "no change" is viewed as a quasi stationary equilibrium
"BREAKING THE HABIT"
- MUST identify the TARGETS of change (ex. behaviour, attitudes, etc. Who? What?)
- deliberately cause an emotional disturbance
- motivate by getting participants ready for the change
- active participation and the generation of alternatives will help to "THAW" attitudes - Targets of Change:
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1. Knowledge (e.x understanding the new policy; implement information sessions, pretest or post-test)
2. Behaviours (ex. the number of staff who bring in a sick note; or the number of calls after 0730 - pertaining to policy)
3. Attitudes
*time required for change increases from knowledge to attitudes -
LEWIN'S FORCE-FIELD MODEL OF CHANGE
- PHASE 2: -
Phase 2: MOVING
1. Develop a PLAN (ex. nurses will improve their knowledge of the sick leave policy)
2. Set GOALS and OBJECTIVES
3. Identify SUPPORT & RESISTANCE
4. Include EVERYONE affected
5. Set TARGET dates
6. Develop STRATEGIES
- MOVE the target system to a NEW level of equilibrium
- encourage "cognitive redefinition" by helping them view the problem from a NEW perspective (ex. buying a pair of $250 shoes, after you buy it, you can't believe you spent that much money but then you contemplate it and begin to change your mind)
- link views to those of a respected or powerful leader (may be informal leader)
* BOTH OF THESE STRATEGIES ARE NECESSARY CONDITIONS OF CHANGE
- whenever possible, all those who may be affected by a change should be involved in planning for that change (should work together - leader should get people motivated & understand why the change is important) -
LEWIN'S FORCE-FIELD MODEL OF CHANGE
- PHASE 3: -
Phase 3: REFREEZING
- support others so that change remains
- use both FORMAL & INFORMAL methods
- the LAST phase helps to ensure STABILITY
- reinforce NEW patterns of behaviour
- HOW? by PRAISING or placing a LETTER of RECOGNITION on file - 3 main CHANGE STRATEGIES (Empirical Rationale):
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1. Assumes people are RATIONAL and they will adopt change if it is rationally justified (use this strategy if you are focusing on the target of knowledge)
2. Focuses on providing KNOWLEDGE necessary for rational choice - may use in-service sessions, explain the rational, educate
3. May not be LASTING change unless the participants FULLY UNDERSTAND and ACCEPT the rational
(ex. post journal articles on the unit and have staff sign off when they read it; arrange education sessions by consulting with nurse educators - need at least 4 education sessions and determine when, who will do it, and how - to ensure people will attend and who has attended) - POWER-COERCIVE:
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- assume people with LESS POWER will comply focus on power
- power may involve policies, position, money, peer pressure, moral power
- people are pressured, manipulated, coerced or simply forced to comply
- usually strong resistance, change doesn't last long
- change occurs because of desire to avoid threat but as soon as threat is gone, behaviour disappears
(if you're nice, you'll be given the best shifts; if you're bad, you'll be disciplined; manipulative - there is usually strong resistance; mostly targeting behaviour is not usually a lasting change) - NORMATIVE-REEDUCATIVE:
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- person or persons needing to change, PARTICIPATE in identifying the problem, choosing solutions and implementing change
- assume people are guided by social norms, personal meanings, habits and values
- watch hidden agendas
- change usually occurs after a commitment occurs; then reeducation can occur
- focus involves clarification and modification of habits, attitudes and values
(engaging the group; meetings - getting people together and having them participate in the decision by getting opinions and generating people themselves; key is collaboration and participation) - CHANGE AGENT:
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- relies heavily on a particular body of knowledge
- frequently are "marginal individuals" ambiguous to the role and involves certain risks
- frequently draws suspicion & hostility
- may be viewed as the most "expendable"
- may be INTERNAL & EXTERNAL
- requires interpersonal competence
- a change agent is healthy, intelligent, empathetic, autonomous, sound in his/her judgment and innovative! - CHANGE AGENT ROLE:
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- working with individuals in order to identify the problem, the need to change, to devise and evaluate potential alternatives to solutions and to choose the best alternative
- supporting, encouraging, and providing feedback
- assuring the pace of change is positive
- encouraging and open, trusting relationship
- normative-reeducative strategies may take the longest but it may also result in a more effective change
*ensure pace of change is not too fast