maswcd leading changeunderstand change better –better understand your context, your preferences,...
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© 2012 Regents of the University of Minnesota. All rights reserved.
Leading Change
Lisa Hinz & Toby Spanier
Extension Educators
Leadership & Civic Engagement
September 6, 2012
MASWCD
Welcome to…
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OUR AGENDA Understand Change Better
– Better understand your context, your preferences, your brain, and leading – and others’ too!
Learn Tools and Strategies to Lead Change
– Practice techniques to lead change better
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WORKING AGREEMENTS
Everyone is encouraged to participate
One person talks at a time
Ask questions to clarify ideas
Honor information shared in confidence
Be honest and respectful
Cell phones off or on “vibrate”, if you
have them
Help keep us “on time”
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QUICK REFLECTION
Think of a time when someone required
you to change:
– How did you react? Feel about it?
Think of a time when you chose to make
a change:
– How did you react? Feel about it?
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We hate change and love
it at the same time.
What we really want is
for things to remain the
same, but get better.
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Change is good as long
as I can keep on doing
what I’ve been doing.
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Most people don’t resist
change – they resist
being changed.
– Peter Senge, MIT
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
© 2012 Regents of the University of Minnesota. All rights reserved.
“The art of progress is to preserve
order amid change and to preserve
change amid order.” -- Alfred North Whitehead
British Mathematician and Philosopher, 1861-1947
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ACTIVITY: CONTEXT FOR CHANGE Purpose: Create connections to the context
for change and to each other.
Follow these steps:
1. Take one sheet of paper from the flipchart stand
2. Put your name at the top of the sheet
3. Divide the sheet into 4 quadrants (boxes)
4. Number the boxes 1-4. Starting with #1 upper
left box, #2 upper right, #3 lower left and #4 lower
right
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PAIR SHARE 1. Pair up with one other person in the room
and interview that person on the first
question.
2. Write your interviewee’s response in the
top left box of their flipchart sheet.
3. When you hear the whistle, it’s time to
switch roles.
4. Stay together until you hear the bell,
then move to a new partner.
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FIRST PAIR SHARE
Question 1:
In your SWCD work, what are some
experiences with change you have had?
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SECOND PAIR SHARE
Question 2:
In SWCD work, what changes do you
anticipate in the next 5 years?
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THIRD PAIR SHARE
Question 3:
What barriers and/or challenges to change
are present in SWCDs?
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FOURTH PAIR SHARE
Question 4:
What strengths and/or opportunities exist
to deal with change in SWCDs?
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ANALYSIS
Refer to Change Context Themes
Worksheet
In teams
– Review and sort responses to your
assigned question. Divide team into sub
teams to analysis flipcharts efficiently.
– Identify themes.
Complete and hand-in one copy of the
worksheet
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THEMES – EXPERIENCES OF CHANGE
1. Accountability
2. Staffing and Technology
3. Priorities due to land use, environment,
and program changes
4. Funding Sources
5. Partnering
Named by
workshop
participants
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THEMES – ANTICIPATED CHANGES 1. Funding changes
2. Need to share/consolidate/partner
3. New programs/responsibilities/
accountability (loss of identity)
4. Changing staff – new
5. Change in clientele/urbanization Named by
workshop
participants
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THEMES – BARRIERS/CHALLENGES 1. Funding
2. Resistance to change – staff, landowners
& supervisors. District capacity varies
statewide
3. Regulations & local political
4. Personnel changes/tunnel vision
5. Commodity prices – farmers change
practices Named by
workshop
participants
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THEMES – STRENGTHS/OPPORTUNITIES
1. Partnerships
2. Public Awareness/attitude/reputation
3. Funding sources
4. Leadership of Board (Capacity)
5. Trained & Knowledge staff/technology
Named by
workshop
participants
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REFLECTION AT YOUR TABLE
What effect will these themes have on our
work in SWCDs?
What do we need to do to enable our
organizations to respond to these themes?
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LEADING CHANGE
“First we frame; then we solve.
First we lead; then we manage.”
- Bob Terry
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LEADING CHANGE
Focus on Leadership:
Meaning
Mission
Power
Ask:
What’s really really going
on?
What are we going to do
about it?
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LEADING CHANGE
Technical
Problems
Adaptive
Challenges
applying known
solutions to
problems
new, creative
solutions
developed by those
with the problem
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LEADING CHANGE Use these concepts to frame issues.
Ask:
– What parts of this issue need technical
solutions?
– What parts need adaptive solutions, ones
that we need to create to meet this need?
Practice now: Consider an issue from your life & ask these questions.
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WAYS WE REACT TO CHANGE
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REACTING TO CHANGE… Proactive Reactive
• Opportunity
• Plan For
• Integrate
• Embrace
• Thrive
• Respond
• Adapt
• Adjust
• Conform
• Survive
Source: Sharon Danes, 1999, Change: Loss, Opportunity, and Resilience
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REACTING TO CHANGE….
Proactive Reactive
Source: Sharon Danes, 1999, Change: Loss, Opportunity, and Resilience
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REACTING TO CHANGE…
Proactive Reactive
Change as Change as
Opportunity Loss
Source: Sharon Danes, 1999, Change: Loss, Opportunity, and Resilience
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REACTING TO CHANGE…
Proactive Reactive
Change as Change as
Opportunity Loss
Source: Sharon Danes, 1999, Change: Loss, Opportunity, and Resilience
Factors Affecting Factors Affecting
Response to Change Response to Change
How much
How many
How fast
How much control
How much involvement
How viewed
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ADOPTING CHANGE
New
Idea
Acceptance
Time
Fully
accepted
Start
Innovators: 2-5%
Early Adopters: 12-15%
Early Majority: 34%
Late Majority: 34%
Traditionalist:
12-16%
WHAT’S YOUR CHANGE PREFERENCE?
1. Circle the letter or number that most
corresponds to your preference for each
listed statement.
2. Total each of the letters and numbers you
have circled and add them to the column
indicated.
3. Plot your scores on the appropriate
gridlines.
Challenger
Questioner Maintainer
Improver
CHANGE PREFERENCE PROFILE
A’s + B’s C’s + D’s
1’s + 2’s
3’s + 4’s
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CHANGE PREFERENCE PROFILE: DESCRIPTIONS
The “Maintainer”
The “Challenger”
The “Questioner”
The “Improver”
THE MAINTAINER
Tends to show very little emotion
Factual data are important
Objective in nature
Task oriented
Likes to deal in concrete terms
Likes things as they are
Values hard work
Respects authority
Security oriented
Formal
Loyal
Rules and procedures oriented
What, if anything, sounds like you?
Like someone you know?
THE CHALLENGER Likes new things
Feeling oriented
Values independence
Expects participation
Pursues personal goals first
Questions rules and responsibilities
Loyal to self
Seeks change
Informal with interactions
Flexible
Idea oriented
Does not do best work within structure
What, if anything, sounds like you?
Like someone you know?
THE QUESTIONER Likes new systems or
technical things
Wants intense experiences
Tends to be pessimistic
Seeks knowledgeable authorities
Skeptical
Tends to be
conservative
Respects directness
Accepts change if
systematic
Likes tight deadlines
Loves gadgets
What, if anything, sounds like you?
Like someone you know?
THE IMPROVER Likes different things
Task and feeling oriented
Desires admiration
Direct in communication
Enthusiastic
Energetic attitude
Assertive
Quick to act
Wants to improve things
Troubleshooter
Needs praise
Needs social outlets
Can see both sides of an issue
What, if anything, sounds like you?
Like someone you know?
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IMPORTANT NOTES Did your scored preference description fit
you?
– If not, which one seemed your best fit?
All types can be useful & effective
– no “good” or “bad” types
Goal:
Increase self-awareness and your appreciation of, respect for others
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NEUROSCIENCE & CHANGE A.K.A. YOUR BRAIN ON CHANGE
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NEUROSCIENCE & CHANGE A.K.A. YOUR BRAIN ON CHANGE
Emotional Mind • Feeling
• Pain and pleasure
• Energy
• Instinctive
…And short term, instant
gratification…
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NEUROSCIENCE & CHANGE
Naturally Our Brains CLING TO THE OLD
Rational Mind • Logic
• Thinking
• Analysis
• Planning
…And over-analyze, over-think,
brainstorm without decision…
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RATIONAL + EMOTIONAL NEEDED Rational without emotional =
understanding without motivation
Emotional without rational =
passion without direction
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NEUROSCIENCE & CHANGE
Neuroplasticity
= our brains
keep changing
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ACTIVITY: YOUR BRAIN ON CHANGE
Think of a change you’ve made in your life:
What was the change?
Was there a rational part of it?
Emotional?
As you think about it now, what helped
make that change stick?
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NEUROSCIENCE & CHANGE
To Lead Change
Engage Everyone
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FROM THIS MORNING Know…
your context
– What’s really really going on?
– Technical & Adaptive
how you can respond to change
you need to tap rational and emotional
This afternoon:
reasons for resistance
tools to try
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LUNCH
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REASONS FOR RESISTANCE
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UNDERSTAND REASONS FOR RESISTANCE
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THREAT TO ONE’S SELF-INTEREST
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UNCERTAINTY
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LACK OF CONFIDENCE THAT CHANGE WILL SUCCEED
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LACK OF CONVICTION THAT CHANGE IS NECESSARY
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DISTRUST OF LEADERSHIP
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THREAT TO PERSONAL VALUES
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FEAR OF BEING MANIPULATED
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PRACTICE UNDERSTANDING RESISTANCE
1. C. Lack of conviction that change will
succeed
2. A. Threat to one’s self-interest
3. D. Lack of conviction that change is
necessary
4. B. Uncertainty
5. F. Threat of personal values
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CHANGE RESISTANCE STORIES
With your neighbor share a story of when
you experienced a resistance to change.
What was the reason for the resistance?
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4 Ps TO FOCUS CHANGE
Purpose - What do we want to accomplish?
People – Who needs to be involved?
Processes – What kinds of conversations
need to happen?
Planning – How do we go from here?
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PURPOSE
What do you want to accomplish?
Committed groups - Unfocused Committed groups - Focused
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PURPOSE
What do you want to accomplish?
Keep the end in mind
Focus on the intentions for the change
(not the goals, decisions, plans)
Be bold - may not have the answers when
start out, allow to emerge
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VISIONING FUTURE SUCCESS Write down
your
thoughts on
your
handout
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VISIONING FUTURE SUCCESS
At your table, share
your thoughts
What does success look like?
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PEOPLE
Who needs to be involved?
Make a clear choice to engage
Get the right people involved
Bring the spirit of invitation
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ORBITS OF PARTICIPATION
Observers Unsurprised apathetics
Uninformed
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STAKEHOLDER MAPPING
CROWD CONTEXT SETTERS
SUBJECTS PLAYERS
High
INTEREST
Low
Low High POWER
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THE FALLACY OF THE SILENT MAJORITY
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PROCESSES
What conversations need to take
place?
Take the time needed
Pay attention to the flow
Keep it simple
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Reference: www.iap2.org
PROCESSES
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STRATEGIC QUESTIONING Seven Key Features:
1. Creates Motion
2. Creates Options
3. Avoids “Why”
4. Avoids “Yes” and “No”
Answers
5. Is Empowering
6. Asks the Unaskable
Questions
7. Is a Simple Sentence
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STRATEGIC QUESTIONING ACTIVITY Table volunteers needed
Volunteer goes to another table and begins to
ask the table members the questions of his/her
choice. i.e. feeling or change questions.
Ask and answer the questions in the context of
the watershed approach.
When notified…consider applications for this tool
in your SWCD work. How might you use this
tool?
Table volunteers return to their original tables
and share what they heard.
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PLANNING
10 Steps toward Successful Change
1. Create urgency
2. Form a powerful
coalition
3. Create a vision
4. Communicate the
vision
5. Build external
support
6. Provide resources
7. Remove obstacles
8. Find short-term
wins
9. Build on the
change
10.Anchor the change
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LEADING FROM TODAY With a partner, talk about…
What skills and
knowledge from today can
you apply to the
challenges to change in
your SWCD work?
We will always exist in the midst of it.
It is our choice whether we will be its victim or its
architect. --Merikay McLeod
© 2012 Regents of the University of Minnesota. All rights reserved.
EVALUATION
Please let us know what you
think - please complete the
evaluation
AND
On side 2 under “comments”,
please write which you like better:
Daylong session OR
Overnight (i.e. noon one day to noon next day
And reasons for your preference
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The University of Minnesota is an equal opportunity educator and employer. This PowerPoint is available in alternative formats
upon request. Direct requests to 612-625-8233.
Thank you for your interest, attention, and
participation!
Leading Change September 6, 2012
MASWCD workshop