Management Chapter 10 Kinickiwilliams Management Organizational Change And Innovation Lifelong Challenges For The Exceptional

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

Exceptional Manager

10–45

GROUP EXERCISES

GROUP EXERCISE #1: CREATING PERSONAL CHANGE THROUGH FORCE-FIELD ANALYSIS

Objectives

● To apply force-field analysis to a behavior or situation you would like to change.

● To receive feedback on your strategies for bringing about change.

Introduction

The theory of force-field analysis is based on the premise that people resist change because of

counteracting positive and negative forces. Positive forces for change are called thrusters. They

propel people to accept change and modify their behavior. In contrast, counterthrusters, or

resistors, are negative forces that motivate an individual to maintain the status quo. People

frequently fail to change because they experience equal amounts of positive and negative forces

to change.

Force-field analysis is a technique used to facilitate change by first identifying the thrusters and

resistors that exist in a specific situation. To minimize resistance to change, it is generally

recommended to first reduce or remove the negative forces to change. Removing

counterthrusters should create increased pressure for an individual to change in the desired

direction.

Instructions

Have the students break into pairs; these two people will serve as a team that evaluates the

completeness of the other’s force-field analysis and recommendations. Once the teams are

assembled, each individual should complete the following Force-Field Analysis Form. Once both

team members have completed the activity, one team member should present results from steps 2

through 4 in the Force-Field Analysis Form. The other team member should then evaluate the

results by considering the following questions with his or her partner.

1. Are there any additional thrusters and counterthrusters that should be listed? Add them to the

2. Do you agree with the “strength” evaluations of thrusters and counterthrusters in Step 4? The

3. Examine the specific recommendations for change listed in Step 5, and evaluate whether you

think they will produce the desired changes. Be sure to consider whether the focal person has

the ability to eliminate, reduce, or increase each thruster and counterthruster that is the basis

for a specific recommendation. Are there any alternative strategies you can think of?

4. What is your overall evaluation of your partner’s intervention strategy?

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

Exceptional Manager

10–46

Force-Field Analysis Form

STEP 1

In the space provided, please identify a number of personal problems you would like to

solve or aspects of your life you would like to change. Be as imaginative as possible.

You are not limited to school situations. For example, you may want to consider your

work environment if you are currently employed, family situation, interpersonal

relationships, and so forth. It is important that you select some aspects of your life that

you would like to change, but which up until now you have made no effort to do.

_______________________________________________________________________

STEP 2

Review in your mind the problems or aspects listed in Step 1. Now select one that you

would really like to change and which you believe lends itself easily to force-field

analysis. Select one that you will feel comfortable talking about to other people.

STEP 3

On the form shown below, indicate existing forces that are pushing you in the direction

of change. They are called thrusters, and they may be forces internal to the self (pride,

counterthrusters, and they may be internal to the self (uncertainty, fear) or external to the

self (poor instruction, limited resources, lack of support mechanisms). Finally, indicate

the strength of each thruster and counterthruster on a range from low to high.

THRUSTERS STRENGTH

_________________________ _________________________________

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

Exceptional Manager

10–47

_________________________ _________________________________

COUNTERTHRUSTERS STRENGTH

_________________________ _________________________________

STEP 4

Analyze your thrusters and counterthrusters, developing a strategy for bringing about the

desired change. Remember that it is possible to produce the desired results by

strengthening existing thrusters, introducing new thrusters, weakening or removing

counterthrusters, or some combination of these. Consider the impact of your change

strategy on the system’s internal stress (i.e., on yourself and others), the likelihood of

success, the availability of resources, and the long-term consequences of planned

changes. Be prepared to discuss your recommendations with your partner.

_______________________________________________________________________

1. What was your reaction to doing a force-field analysis? Was it insightful and helpful?

10–48

2. Was it valuable to receive feedback about your force-field analysis from a partner?

3. How would you assess the probability of effectively implementing your

recommendations?

1998), pp. 639-641.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

Exceptional Manager

10–49

GROUP EXERCISE #2: OVERCOMING RESISTANCE TO CHANGE

Objectives

● To evaluate the causes of employees’ resistance to change.

● To examine methods for overcoming resistance to change.

Introduction

The goal of this exercise is to investigate why people resist change in the workplace and to

consider methods for reducing this resistance. In this exercise, a scenario is used as a stimulus to

identify reasons for resistance to change and to develop a plan for overcoming resistance.

Instructions

2. Distribute a copy of the following Resistance to Change Matrix.

4. Next, ask groups to discuss what approach they would use to overcome resistance from the

three employees described in the scenario.

6. Reconvene as a class, and discuss the proposed methods of overcoming resistance to change

for each of the three employees.

The Case

The Merger

You are a recently-promoted manager at TechFarm. TechFarm is a company which outsources

customer service employees to organizations in many different industries. The company’s main

focus is tech companies. Recently, Synergy Outsourcing, a larger, more established firm

purchased TechFarm, and now you are a manager in the midst of a merger.

Since Synergy is in the same business as TechFarm, TechFarm’s employees haven’t had to

relearn their positions. Some training will be needed however: Synergy’s telephone technology

and the way it handles customers is different than TechFarm’s.

TechFarm knew about the merger six months before it occurred and has had the time to adjust.

As a manager, you have the basic information about the merger and try to help employees adjust.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

Exceptional Manager

The change has gone more smoothly than expected, but three of your employees are having

trouble adjusting. Janet, a TechFarm employee of five years has begun skipping work at least

once a week, and you caught her with the employment classifieds at her desk. Janet tells you she

Phil is another employee having difficulty adjusting. Recently, three of Phil’s colleagues barged

into your office and asked, “Is it true that Synergy is going to lay off everyone but

management?” As far as you know, Synergy plans on keeping the TechFarm workforce intact,

and you told them as much. These employees confirmed that Phil was spreading that

information. Phil hasn’t been missing work, but his productivity has significantly reduced. He

asked you last week whether or not Synergy wanted to “dump more work” on the TechFarm

employees. You’ve also noticed that every time someone new is promoted into management or is

moved to a different work team, he begins to worry about layoffs.

You face a unique issue with Roberto. Roberto has worked at TechFarm for three years. After

learning about the merger, Roberto began taking only the Spanish-speaking calls. Because these

calls make up a small percentage of TechFarm’s call volume, he has a lot of time to browse the

Questions for Discussion

1. Why are Janet, Phil, and Roberto resisting change? Explain.

2. What would you do at this point to overcome resistance from these three employees?

3. To what extent has TechFarm used both Lewin and Kotter’s models of organizational

change?

4. Assume that you just learned about the merger. How would you go about using the OD

process at the beginning of the merger to implement change? Be specific.

5. What did you learn about resistance to change from this exercise?

Tips for large and online classes:

Large classes: May be best to do this as an individual assignment by passing out the case and

then discussing the five questions as a class.

CAN BE

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

10–51

McGraw-Hill Education.

instructor can create a larger discussion board and include the entire class. Each student can

then critique other groups’ responses and the instructor can moderate the discussion.

Source: A. Johnson and A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide

to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp. 320-24.

Resistance to Change Matrix

Employee

Employee’s Reason(s) for

Resisting Change

Approach to Overcoming

Resistance to Change

Janet

Phil

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

10–52

McGraw-Hill Education.

Roberto

Return.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

Exceptional Manager

10–53

CAREER CORNER GROUP EXERCISE

THE POWER OF SELF-AFFIRMATION

Learning Objectives

• Students will enhance their openness to change by exploring the power of self–

affirmation

Introduction

This exercise utilizes Claude Stelle’s theory of self-affirmation to provide students with practice

in maintaining their “global self-integrity” by incorporating a few minutes of self-affirmation

Instructions

1. Start the activity by having the students watch the following skit from Saturday Night

Live

• Daily Affirmations with Stuart Smalley featuring Michael Jordan (SNL Skit)

• Alternatively, you can have them read:

o Build Your Self-Esteem with these 3 Simple Exercises by Susan Krauss

Whitbourne, Ph.D.

o The 5 Secret Strategies of Great People: How to Become Open Minded in 2013

by David K Williams

2. Write the following quote by Ralph Waldo Emerson on the board, “What is a weed? A

plant whose virtues have never been discovered.” Open the class discussion by asking

the class what Emerson meant by this quote. Start with a discussion of what a weed is.

Prod them to think critically about the benefits of weeds (edible-dandelion, beautiful –

3. Give your students five minutes to write down their key virtues. Ask them to describe

how they use these virtues in their daily lives. Have them use the following format:

• I use _________ (virtues) by _________________________

CAREER

READINESS

10–54

4. Form groups of 4 or 5 students. Have each student share one or two virtues with their

5. Facilitate a class discussion using the following questions:

• How did thinking about your greatest virtues make you feel?

• What are some of benefits discovered by discussing your key virtues with others?

• Did brainstorming help you come up with more self-affirming statements?

• How can you incorporate self-affirmation as part of your daily routine?

• End the discussion by asking, “When is self–affirmation the most useful?”

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

Exceptional Manager

10–55

UBER CONTINUING CASE

Chapter 10: Change and Innovation

This part of the Uber continuing case focuses on Chapter 10 and covers principles related to

managing change and innovation. This continuing case’s real-world application of management

knowledge and skills is designed to help you develop critical thinking ability and realize the

practical power of sound managerial skills for solving problems in your job and career.

The case includes five multiple-choice questions and two essay-based questions. The essay-

based questions can also be used in-class to spur discussion:

1.

Following the three steps of Lewin’s “freezing” change model, analyze how

Khosrowshahi could lead a shift in the organizational culture of Uber.

The motivation to change, or impetus for “unfreezing,” lies in the situations that

occurred before Khosrowshahi took the lead. Discrimination and harassment were not

2. Following the OD process, explain how Khosrowshahi should go about changing the

perception that he may not be the right person to help Uber achieve its most ambitious

goals.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

Exceptional Manager

10–56

MANAGER’S HOT SEAT

INNOVATION IN AISLE 9

I. Introduction

Bergman’s Supermarket is holding an executive session to discuss potentially converting its

stores to being completely automated. The company is one of the leading supermarkets in the

country with hundreds of thousands of employees and is led by a third-general Bergman.

II. Learning Objectives

1. Demonstrate the steps in the Lewin’s Change Model.

3. Analyze the forces for change.

III. Scenario Description:

Scene Set-up: Harry, Zoey, and Aiden are seated at the conference table and watching Priya wrap

up a presentation on automation.

Scene Location: Bergman’s Supermarket Boardroom

Profile:

Harold “Harry” Bergman, CEO

Zoey Parker, Senior Vice President of Human Resources

IV. Discussion of Theory

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

Exceptional Manager

10–57

• Lewin’s change model

o Aiden and Priya are trying to create an urgent need for change (unfreezing step in

Lewin’s change model). It is not working well, but Priya wants to continue to the

• Types of change

o Aiden and Priya believe this is innovative change, but Harry thinks it is more

radical change.

• Forces for change

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the

Exceptional Manager

10–58

APPLICATION-BASED ACTIVITY

CHANGE MANAGEMENT: A FRESH NEW IDEA

I. Introduction

II. Learning Objective

1. Illustrate how Lewin’s Change Model can be used to influence change at an organization.

III. Scoring Dimensions

The following theoretical concepts from the chapter are covered and scored in the simulation:

Theoretical Concepts

Percentage of Simulation

Change Implementation

55%

Unfreezing

15%

Changing or moving

15%

Refreezing

15%

IV. Follow-up Activity

Students can be assembled into groups of 4 to 5 in order to create a one-page Fresh Stuff

Management Checklist document. This document will be used by Fresh Stuff managers at each

location to introduce the change to employees, and it should have tips for how the manager