Typically, leaders of institutional change focus on the operational and technical aspects of implementing change while using the “tell and sell” approach to gain support for the changes they propose (Fossum, 1989). Minimal attention is paid to the human dimension of change initiatives—the psychological adjustments that participants need to make if the change is to be integrated into the life of the organization. This module summarizes essential concepts about organizational change, defines key roles that need to be assumed for a successful change process, and examines the skill set needed for effective change leadership.
Dynamics of Organizational Change
Described simply, a change is a shift in some condition or situation from its present state to a new and different state. The word “change” can refer the organization’s external environment (i.e., environmental change) and to the internal environment (i.e., organizational change). Change can be incremental or transformational. Incremental change affects only a particular part of the organization, or organization-wide change that requires no alteration in existing culture and core values. Transformational change is of sufficient magnitude that it affects all levels of the organization. It challenges established behaviors as well as core values and culture.
There are three different stages in an organizational change process—unfreezing, transition, and refreezing (Lewin, 1958). No change will occur unless the system is unfrozen, and no change will last unless the system is refrozen. The initial state of the system reflects a condition of relative stability. When a force disrupts, or “unfreezes” the system, the established frames of reference and accepted patterns of behavior within the organization are invalidated. During the transition state people no longer act the same, nor are they settled in a new behavior pattern. The need to reduce anxiety by creating a new state of stability (or reverting to the old state) makes it possible for new learning to occur (Bridges, 1991). The process of learning new behavior patterns is called refreezing. If the unfreezing and transition states are well planned and managed, the refreezing process results in the desired state. If the unfreezing and transition states are not handled appropriately, the organization is likely to refreeze in an undesired state.
Gaining Commitment for Change
Human beings react to change when they encounter new situations which they perceive as beyond their control or current capabilities. People adapt to minor changes by making psychological adjustments in their expectations. When organizational change is major, these expectations become invalid. Under these circumstances, people experience feelings of uncertainty, disorientation, and confusion. Healthy behaviors of coping and adapting to change are replaced with dysfunctional behaviors (e.g., increased anxiety, confusion, miscommunication, low morale, defensiveness, and territoriality) that inhibit growth of the new behaviors required by the change.
For institutional change to be successful, change leaders must build sufficient commitment among participants to sustain the change initiative (Connor, 1998). A person is said to be committed to a specific outcome when he or she pursues that goal in a consistent fashion over time and in varying situations by persisting in activity that will help achieve the desired change and rejecting courses of action that are not consistent with the change. This movement generally occurs in three phases: preparation, acceptance, and commitment. The preparation phase represents the point in the process where participants encounter and become aware that a change is a possibility. The acceptance phase consists of participants making some judgment about the change or forming some disposition (i.e., “good” versus “bad”) toward the change. The commitment phase consists of the change demonstrating its worth over time and being incorporated into on-going activities of the organization.
Roles for Organizational Change
During any organizational change process, the four roles below are essential.
Change Advocate—This person is the individual (or group) who want to achieve a change but lack the power to sanction it. Change advocates help sponsors understand the implications and importance of the change. Any individual within an organization who has a good idea and the ability to communicate it can be a change advocate.
Change Sponsor—This person is the individual (or group) with the power to determine that change will occur. They are responsible for unfreezing the current state and legitimizing the change it by using their organizational power and influence. In most institutions this role is usually performed by an executive or a person in upper administration.
Change Agent—This person is the individual (or group) responsible for seeing that a previously determined change occurs. They serve as planners, diagnosticians, implementers, translators, ombudsmen, coaches, and negotiators during the transition stage. The role of change agent is normally played by middle or lower level administration within colleges and universities
Change Participant—This person is an individual (or group) who, as a result of the change, will alter their knowledge, skills, attitudes, or behavior. Change participants determine whether or not the intended modification of knowledge, skill attitudes, or behavior actually occurs during the refreezing stage. Timely actions by change agents are critical in helping participants navigate the change process.
Development of Change Leaders
The success of even the most comprehensive plan of institutional change depends on the knowledge and implementation skills possessed by the change sponsors, change agents, and change advocates. Explicit training in these roles is generally necessary.
Communicate Authentically. In order for sponsors, agents, advocates and participants to bring about successful change, they must communicate in a manner that generates trust and credibility. This involves the following skills:
Achieve consensus on change goals while acknowledging the interdependence of sponsors, agents, advocates and participants.
Listen to both facts and feelings expressed during the change process.
Speak as simply as possible, with high congruence between actions and words.
Appreciate Diverse Viewpoints. Sponsors, agents, advocates, and participants must also value the diversity that exists among them and within the institution. This involves the following skills:
Create an open climate where differences can surface.
Avoid making quick judgments (positive and negative) about others’ ideas, beliefs, feelings, attitudes, behaviors, or concerns.
Empathize with others, identifying positive characteristics about their views.
Promote Community Building. Successful change requires more than effective communication and a valuing of diversity. Participants should not just comply, but should feel genuine ownership in the change process. Community building involves the following skills:
Tolerate ambiguity and be persistent in pursuing new possibilities.
Merge diverse perspectives into new, mutually supported alternatives.
Identify issues and concepts which should not be integrated in the change effort.
Sustain Change. To consolidate intermediate gains and generate momentum for further change, change leaders should exercise the following management skills:
Establish overall strategies and specific measurable goals.
Monitor implementation and provide assistance where and when it is required.
Reward and celebrate incremental accomplishment and final completion.
Concluding Thoughts
For a successful change initiative, it is essential to fill all four roles described in this module. It is also wise to have different people fulfill each role. A change advocate is needed to envision a productive direction for change. A change sponsor is necessary to legitimize and provide resources for the change. Change agents are needed to facilitate organizational growth in a manner that engages all change participants. The level of commitment and training of the entire change team is frequently the most critical factor in the success of a change initiative.
References
Bridges, W. (1991). Managing transitions: Making the most of change. Reading, MA: Perseus.
Connor, D. R. (1998). Leading at the edge of chaos: How to create the nimble organization. New York: Wiley.
Fossum, L. B. (1989). Understanding organizational change. Menlo Park, CA: Crisp.
Lewin, K. (1958). Group decision and social change. In E. E. Maccoby, T. N. Newcomb and E. L. Hartley, (Eds.). Readings in social psychology. (pp. 213-246). New York: Holt, Rinehart, & Winston.