Adult 625 #5: What I’ve learned about organizational change…it’s bigger than a breadbox!

What I knew about the process of organizational change in January could probably fit on an index card.  Organizational change for HRD encompasses so much more than just a few strategies designed to create and stimulate change.  I knew I would consider how groups of individuals form to create systems for work.  The historical and theoretical background along with strategic ideas was unclear to me. 

When considering the roots of organizational development, Burke’s (2006) overview of ten theorists, ideas, and applications fit neatly into three manageable groupings for me to consider. An interest surrounding individual expectancies and values supported further investigation with Vroom, Lawler, and performance.  I found Lewin’s ideas regarding how groups change through three processes helped me to understand more clearly the change event described by the agent that I interviewed. The norms and values of those that participated in the change, while painful to consider, showed evidence that unfreezing and moving are essential before individuals can embrace new behaviors and values.  I am hopeful that not all “unfreezing” processes are full of pain and anxiety.  I know that the research is there to support the process and to clarify misunderstandings that I may experience in future change events. 

I have an affinity for change, which I described in my  Change Credo.  I crave change as a way in which to stimulate my mind and my environment.  While this approach is suitable for me as an individual, change within an organization must be about and for the benefit of the organization and the individuals within it.  Organizational change must be planned and involve the whole system.  One of the strategies that I used when working with students involved understanding what “was” and “was not” an example of something that we studied.  I found Kotter’s discussion of the eight steps to transformation a compelling proposition for why thoughtful planning must integrate research and theory.  Like many of my classmates, I found that this linear approach became part of my thinking and consider for organizational change. 

This journey began with a desire to learn to lead myself through the history and theory of organizational change while I considered my role in the change.  With a lack of a schema to adhere these new ideas, I needed to trust that the process would provide the scaffolding necessary to capture all of the knowledge. 

The journey transitioned to learning to lead from within when participating in two change events, Open Space Technology and Future Search, and planning for one event, Appreciative Inquiry.  I know have a few strategies ti lead from where I am (thanks, sphardy!). Participating in a positive change event such as Appreciative Inquiry, renewed an interest in storytelling and work experiences for adults learners (Adult 601 research paper/Adult 650 adult literacy) as a way to remember the past while consider one’s place in the future of an organization. 

Learning to lead myself

“Learning to lead yourself requires you to question some core assumptions, too about yourself and the way things work (Boaz & Fox, 2014).

Several of the key ideas or core assumptions that resonate with me-

Organizations don’t change people do.  When attempting to mobilize individuals for change, I am reminded that change engages a diagnosis with a plan for improvement (Beckard, 2005). The concept of a grassroots movement, while spontaneous and organic, must engage by in from the top in order for change to be long lasting.  When personal investment from the top couples with intentional work planning and effort, systemic change can occur.  This is a transition from grass roots to strategic position. Strategic position, as a location for systemic change, is a change in one of the core assumptions that I brought to class in January. 

The felt need for change-In six weeks, I will be in a position of “strategic importance” within an organization.  Historically, the president of this organization plans for monthly meetings and learning events, which include instances for organization change.  the concept of “felt need,” as described by Beckhard, in my organization is manageable.  The concept of something as “hurting” in my organization, presents a greater challenge to consider.  This is an area where I will wrestle with how to respond when individuals question the need to consider change within the organization.  it is also an instance for me to remember Kotter’s first step, establishing a sense of urgency in terms of an opportunity for growth. 

Problem Solving as a professional strength-I have always identified me as a problem solver!  A thorough explanation of my problem-solving skills has consumed significant portions of past interviews.  organizations want to hire individuals who will help with change initiatives.  When I approached this course, I assumed that I would learn about programs to help strengthen my skills in this area.  Kotter’s 8 Steps, coupled with Lewin’s 3-pronged process address problem solving from both a theoretical and practical lens. 

Learning to Lead from Within

I have presented numerous programs and hosted a variety of events as a public educator.  Being thorough and organized are two qualities I consider vital when preparing for an event.  Owen’s ideas (2008) about creating and holding time and space in relation to being visible is an idea worth considering. Being visible is a realistic expectation for me as a presenter.  Being “present” for an event is often more challenging.  My body is present while my mind is trying to juggle many tasks at one time.  When Owen says that he arrives 2-3 hours before an OST event in order to be “present” he acknowledges that presence for the client is important. 

The concept of multitasking impedes concentration and task performance is the result of a study read for my research project (Hunter & Scherer, 2009). While I do not think that my behavior is that unusual, if I wish to lead from within, I think that being mindful of my thoughts, actions and behavior will become a reality if given space in which to do so.  I am excited about the possibility that time and space will give to me as a facilitator.  An instance to “be” rather than to “do” opens the door for greater possibilities for learning from others as opposed to focusing on time and task. 

In this scene from Eat, Pray, Love, I am Julia Roberts sitting in the meditation room waiting for the minutes to pass, wondering how my roommate can “be” in the moment while I am actively planning the rest of my day. 

The simplicity of the Open Space Technology event was a welcome and relaxed diversion from the complexity of the Appreciative Inquiry event.  I forsee using it with my nonprofit organization.  I have selected a larger, more “open” space to hold our meetings.  The building opens two hours before this event; I will challenge myself to consider greater personal preparation for this event and “be” like Owen…maybe.

Learning to lead from where I am 

The countless hours reading, discussing and preparing for the change event, Appreciative Inquiry, presents a unique opportunity for me to engage in conversations with others.  The way in which I am transitioning from problem-solver to one who champions for appreciation is a new lens for perceiving organizations.  I can model appreciation by leading a coalition of others to do likewise.  While my elevator speech is still in the rough draft stage, my resolve to react to my organization with greater appreciation is in a final draft form.  Education leads me to a new paradigm of thinking while expanding my ability to be a resonant leader. 

Where Future Search engages the “whole” system in a transformation quickly, Appreciative Inquiry does so over an extended period.  What I found so compelling about FS is the premise that everyone is welcome to enter the conversation.  All voices are considered, all resources are valuable.  when relating world events with personal events, an individual can recognize patterns more easily.  Cause and effect relationships between events in the organization and events in national and global arenas encourage other to consider relations with multiple projects in one large setting.  I think that it would be exciting to participate in such an event. 

The VAHHA, Virginia Hospital & Healthcare Association, Legislative Day is held each February.  In 2014, the newly elected Governor, Terry McAuliffe, energized the audience with a provocative plea to accept funding from the federal government to expand coverage for uninsured Virginians.  It didn’t take an OD practitioner to know that what was missing from the discussion was the physical presence of ALL of the stakeholders!  The audience, comprised of highly educated and well-insured individuals, was moved and ready to stampede the General Assembly.  The GA did not approve this measure.  It would be interesting to conduct Future Search events across the commonwealth to discuss important issues such as universal health care for all Virginians.  Ah, in my budding OD practitioner’s dreams!

So where does this leave me? One semester of organizational development does not a practitioner make.  The long list of qualities that were given to our class several weeks ago appears daunting at best.  I am energized by the knowledge and skills that I developed over the last semester.  I am ready to consider where and when to use the skills with my organization.  Concluding the study of change strategies with a look at leadership is uplifting.  When I consider how I look inward to exam my own method of dealing with a change, I recognize that I must consider how my natural tendencies and conception of change influences the way I lead others.

Onward to Organizational Learning…Yeah!

Rabbit Holes for the summer-

EDUS 660-possible research on learning cultures and leadership

Digging deeper with Mirvis and Gunning-Creating a Community of Leaders

Reading Primal Leadership: Learning to Lead with Emotional Intelligence by Goleman, Boyatzis, and McKee

Coursera Class-Inspiring Leadership through Emotional Intelligence

Adlt 625 #1: Balancing the See-Saw of Change

People who love change are so irritating, aren’t they?

The Broader the Base the Higher the Tower

The credo that guides change in me

     A large oval of grass rests at the bottom of the steps to the library.  I notice it each time that I visit my friend at the institution where she works.  There are no plants, sculptures or fountains in this oval.  The lack of visual stimulation ironically maintains my interest.  Why was this space free?  Upon entering the library, I notice the lack of plants as well as the lack of artwork.  The wheels of change begin to move in my head.  I consider ways to use the oval as well as how subtle changes to the visual appearance of the library would create positive change.  After a brief greeting, I question my friend about my observations.  I believe that change is exciting and invigorating.  For me, it provides the impetus for growth and productivity.  I cultivate my creative energies by making changes.

     Teaching is a playing field for those who crave change.  Each academic year brought change to my life as an educator.  A change in students, a classroom move, a different schedule, teammates who transition from department to department, or an enhanced curriculum ushered in a new year.  Thirty-six weeks of teaching, four marking periods, two semesters and a wealth of units bring change.  Administration provides a curriculum to adapt to one discipline with the edict to create a new program for a different discipline.  I balanced the see-saw between innovation and adaptation with fluidity.  The ban wagon of change moves through public education with regularity.  The mantra, “If it ain’t broke, break it” is a habitual ride on this bandwagon of change. As a teacher, I learned to embrace change or to become engulfed by it.  These changes occurred at an administrative level with no inclusion of me as the recipient of change.  This is a common practice in public education.

     When I began teaching in the 1980’s, the phrase “life-long learner” was not one that I heard in academic or professional settings.  Professional development offerings through human resources cultivated my desire to learn.  The reactions to my participation, which would extend well beyond my contractual obligations, were skeptical. My co-workers could not wrap their brains around my behavior. Participation in new learning on my part meant an instance of new learning on the part of my students.  Students polarized in their reactions to these changes: some eyes would roll while some would sparkle with excitement.  My attention to their polarization, as an inexperienced teacher, attributed negativity to opposition.  Those on the welcoming side of change affirmed the inclusion of a change as complimentary. My interpretation of these reactions engaged the lowest level of inference.  I based reaction to change from data that I could observe directly.

      When I enrolled in the introductory adult learning course at Virginia Commonwealth University, I noticed that students referred to themselves as lifelong learners.  They did so with great conviction. learning beyond the basic recall of facts to that of the integration of learning to new contexts was the expectation.  This engagement was a change from other graduate courses I encountered in diverse settings.  As a leader in an organization, the instance to learn continuously is one that I would employ when facilitating organizational change.  While I believe that lifelong learning translates beyond a traditional classroom setting, my understanding of polarization has changed. I cannot attend to every piece of behavior that adult learners exhibit.  As a well-seasoned professional, when I make inferences, I move from translation to evaluation before I decide how to respond to adults in an organization setting.

     The credo, by which I live my life, is one I embraced early in my career.  While a belief that the broader the base, the higher the tower, sounds trite, the principle behind it is not.  I value a growth mindset that leads me to believe that one’s traits, intelligence, and capabilities are not set.  When developing for the needs of my learners, regardless of setting, I consider the tools necessary to reach a higher goal.  In one of my early work settings, my school system welcomed opportunities for students to broaden their education base.  Exposure to rich learning events outside of the classroom does not occur naturally in all home settings.  My classroom environment and the learning events that I created was the medium through which change occurred.  I did not tell my students how to change, but rather illustrated models through which thinking and behavior could changed.  When I engage in learning events for adults, my skill as a networker and my ability to recognize opportunities will enhance change events.  I recognize this model as valid for young learners.  Time and opportunity will determine the efficacy of this credo for change in adults and organizations.

     Cultivating a relationship with those engaged in change creation is of equal importance to me as cultivating a relationship with the recipient of change.  The role of president-elect in one non-profit setting is rather ambiguous.  In preparation for the role or president, I have elected to learn about each program within the organization. I meet with those who manage the programs to understand the relationship between the auxiliary and the medical center.  Within each program, are board members and volunteers who welcome the occasion to share their positions and their expectations.  The feedback indicates that this time is well spent.  In a hand-written thank you note, I reflect on the personal life of the volunteer before I recognize their contribution to the organization.  It has a remarkable return rate for me.  An organization that relies solely on the goodwill of volunteers recognizes that time building relationships is a crucial component in facilitating change.  Volunteers who invest in the organization expect a high rate of return on their investment.

     Through self-reflection, I know that my desire to enact change is sometimes a mechanism that I engage to deflect boredom. This behavior can unintentionally invalidate adults.  At times, they have expressed that my desire or interest to consider change springs from my dissatisfaction with life.  I have heard that my questioning reflects negativity on my part.  I am aware that some members of my non-profit organizations view my behavior and actions as malaprop to the mission of the organization.  This knowledge of how others view change is of substance when contemplating change in an organization.  I cannot change others; I can only change how I react to them.  A judicious reflection of my motives is the necessary pause between the stimulus for change and the appropriateness of change in each situation.

     The exchange between my library friend and me transitions to a more congenial topic.  I thank her for the instance to visit her at work.  I enjoy the view of the library as I return to my car.  This organization, nearly 200 years in existence, does not need to ride the bandwagon of change for plants, artwork and fountains.  At times, continuity is comforting.