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McKee Chapter 7:
CHANGE – A FOCUS ON ADAPTABILITY AND
RESILIENCY
CHAPTER OBJECTIVES
7.1 Define change.
7.2 Learn how you and other people change.
7.3 Recognize drivers of change in organizations.
CHAPTER SUMMARY
Chapter 7 first looks at what change is and why it is a constant in our lives and the life of
an organization. Then we look at how people change, the psychological and neuropsychological
implications, the concept of intentional change, the Gestalt Cycle of Experience and how these
processes and models affect change in people and, subsequently, organizations.
From here we take a look at various models of change such as Lewin’s Force Field
Analysis model of change and the powerful effects of culture on a changing system. Peter Vaill’s
“permanent white water” metaphor is examined and its implications of constant turbulent change
in organizations. Practical models for managing organizational change, such as Kotter’s 8 stage
model and Greg Shea’s Work System model are also explored.
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CHAPTER OUTLINE
Teaching Objective: To provide students with a solid understanding of how change is the only
reliable constant not only in business, but in one’s personal life.
I. What Is Change and Why Is It So Important for You as a Leader?
A. Change – to alter, adjust, modify or transform someone or something.
B. Change is constant-change is happening constantly due to factors such as
II. How Do People Change?
A. Change: It is not always easy for people
1. For most adults, change can be painful
B. The psychology and neuropsychology of individual change
1. positive emotional attractors – a psychological state of well-being and hope
that engages the parasympathetic nervous system, which can counter the effects
C. Intentional Change
1. Hope- a state of mind that includes optimism, a realistic vision, and a belief that
you can do something to move toward this vision
2. Optimism- a positive outlook on life, coupled with the believe that good things
D. Motivating and Sustaining Change
1. Gestalt cycle of experience explained
a. Gestalt cycle of experience- a model that helps us understand how to
mobilize and sustain energy, direct our attention, and choose actions that
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2. Gestalt cycle of experience and change in groups, organizations, and
communities
a. Helps people see how the change would benefit them
III. How do Societal Shifts Lead to Organizational Change
A. Four trends that will affect organizations for decades to come
1. Technology
B. Shifts in World Economies
1. Economies in the East and South such as China and India, are quickly
overtaking the traditional powers (U.S. and U.K.) in terms of economic growth
C. The Diversity and Inclusion Imperative
1. Diversity has brought enormous social change to the workplace
2. Diversity – the varied perspectives and approaches to work that members of
different groups bring
a. Ethnicity, Gender, and Pay: Some Change, But More is Needed
IV. What’s the Difference between Incremental and Transformational Change?
A. Top-down changes- Changes that are introduced by leaders and managers who
identify the necessary changes and create a change plan.
D. Revolutionary and Evolutionary Change: Slow is Not Always Better
1. Cannot anticipate everything that might happen
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1. The Long Story Leading to a Global Recession
a. Investment banks- institutions that raise capital trade securities, and assist
2. Maybe No One Noticed There Was a Problem
a. Housing boom- a high level activity in the housing market resulting in
rapidly increasing home values
b. Predatory lending- deceptive or unfair lending practices such as not
V. Which Models Can Help Us to Understand Change?
A. Lewin’s Force Field Analysis Model of Change- helps us look at forces for and
against change
1. Consider the Context: The Whole Picture
a. Don’t simply look at a person, group, or organization— look at how each
B. Change is Constant: The Permanent White Water Metaphor
1. Permanent White Water– Metaphor that refers to the fact that organizational
systems face unrelenting turbulence and constant change.
VI. What Are Practical Models for Managing Change in Organizations?
A. Kotter’s Eight Stage Change Model – Kotter’s approach to organizational change
involves eight clearly defined steps
1. Ensure that people feel an urgent need for change
2. Get the right people involved to lead change
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B. Greg Shea’s Work Systems Model – shows how complex organizations are and
how many aspects of an organization must be considered—and leveraged—when
trying to bring about change
C. Levers of Change in the Work System – a “lever” is an aspect of the
organizational system or subsystem that can be studied, attended to, emphasized or
ignored during the change process
1. Organization
VII. What Can HR Do to Foster Effective Change?
A. Organization development – refers to a systematic, scientific, and research-based
approach to change in organizations
B. Action Research and Action Learning – assumes that the very act of studying a
VIII. What Can We All Do to Support Change?
A. Becoming a Change Agent
1. Power to enlist resources
B. Caring for Others During Change: Empathy, Inspiration, and Managing Resistance
1. Ways to lead change
a. Become aware and manage emotional response
b. Don’t assume people will resist change
c. Don’t force change
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i. Tell the truth
j. Be a role model
C. Facing Change With Courage
1. When we feel hopeful we are more open to learning, more able to solve
DISCUSSION QUESTIONS
Discussion Questions for Objective 7.1:
1. List a few major changes you have experienced in life (such as moving, divorce in the family,
illness, starting college, or starting or ending a relationship). Now, using the synonyms for change
in Exhibit 7.1, list some words that describe each of these changes. Can you see any patterns in the
words you chose? What do those patterns suggest to you?
Suggested Answer:
Student responses will vary. One quickest change that students should be able to relate to is
2. List several major changes that you have experienced. Now, organize them into two categories:
“Changes I Initiated and Wanted” and “Changes That Were Forced on Me.” Some of your life
experiences may fall in the middle of these two extremes, but try to put them in the category that
fits best. How do you feel about each of these lists? What were the differences in how you dealt
with changes in the two categories?
Suggested Answer:
Discussion Questions for Objective 7.2:
1. Think about a situation that caused you to feel hopeless about changing something in your life.
What was the impact of this emotion on your behavior? Now, think about a situation that caused
you to feel inspired and hopeful about changes in your life. What aspects of the situation caused
you to feel this way? How did these emotions impact what you actually did in your life?
Suggested Answer:
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2. In a few sentences describe your ideal self. How you can make a future where your real self is
your ideal self? Use the intentional change model to give an example of one thing that needs to
change in order for this to be a reality.
Suggested Answer:
Discussion Questions for Objective 7.3:
1. What do you think today’s workers, managers, and leaders need to do on a personal level to
cope with technological, social, and economic changes?
Suggested Answer:
Student responses will vary. The world today is changing quickly, and everyone needs to
2. What are some reasons other than discrimination that might account for differences in pay for
men and women doing the same type of work? Do men and woman value various benefits (like
vacation time, flexibility of schedule, insurance, and bonuses) the same way? Explain your
answers.
Suggested Answer:
Student responses will vary. Other than discrimination, some possible answers may be lifestyle
Discussion Questions for Objective 7.4:
1. How has the recession that began in 2007 affected you, your family and/or friends? How do you
think it will affect your future? What changes might you need to make in your life to deal with
this?
Suggested Answer:
Student responses will vary. Everyone has been affected directly or indirectly by the recession.
2. What revolutionary changes have you seen in a business or institution you are familiar with?
What caused this organization to change radically? What was the effect on the organization’s
individual consumers? How did this change affect your perception of the organization?
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Suggested Answer:
Discussion Questions for Objective 7.5:
1. Think about a change you attempted this year in school (such as a change in study habits, your
social life, or your extracurricular activities). Identify the status quo before you made the change.
Identify the forces for this change (those that helped you) and the forces against this change (those
that interfered) during the unfreezing process. What could you have done to capitalize on the
forces that helped you while minimizing those that did not?
Suggested Answer:
Student responses will vary. Typically, situations for students can become out of hand fairly
2. How does the permanent white water metaphor apply to your life?
Suggested Answer:
Student responses will vary. There are many factors involved in creating permanent white water in
Discussion Questions for Objective 7.6:
1. Consider a change that you encouraged in your family, a group, or a team at school or work.
What did you do to ensure that people were ready for change? Did it work? Why or why not?
Suggested Answer:
Student responses will vary. The first thing you would do is ensure that people feel a need for
2. What are some of the small victories that you have had in your school career? How did these
victories contribute to changes in your behavior or aspirations?
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Suggested Answer:
Discussion Questions for Objective 7.7:
1. Draft a plan to interview people about a group or organization to which you belong. Now,
generate a list of things that might happen to the group or organization as a result of your
interviews (e.g., people would be curious about what you are doing or they might talk to each other
about your questions).
Suggested Answer:
2. Have you ever participated in a leadership development program at work or school? What
competencies did you work on? Did the program help you change? Why or why not?
Suggested Answer:
Student responses will vary. When it comes to change, many of the right competencies relate to
Discussion Questions for Objective 7.8:
1. Look at Exhibit 7.17. For each of the 10 tips on managing resistance and leading change, note
some concrete actions you can take to help bring about change in a group at work or at school.
Suggested Answer:
Student responses will vary. Suppose you need members of your soccer club at your college to
2. When you encounter change that you do not like, do you face it head on or tend to hide from it?
Do you take time to reflect on issues and emotions during unwanted change? How do you spend
that time? Have you built strong relationships to help support you through difficult times?
Suggested Answer:
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END OF CHAPTER ACTIVITIES: EXPERIENCING LEADERSHIP
Leading in a Global World: Gender Diversity
A large, multinational oil and gas company, Giant Oil, has recently recognized that it has no
women in senior management or leadership positions. The organization wants to change that
situation. The executive team has decided to institute a Women’s Leadership Program that focuses
Using Shea’s Levers of Change in the work system, answer the following questions.
1. Which levers of change should Giant focus on? Why?
2. Shea claims that it is as important to identify what not to do as it is to identify what to do. What
do you think Giant can afford to ignore? Conversely, what should be their top three priorities?
Suggested Answer:
Student responses will vary. In some way, to be totally integrative and impactful, all eight levers
will have an impact and need change:
• Basic structure of the Organization
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Leading with Emotional Intelligence: Change, Then and Now
In organizations, families, and life, change is inevitable and constant. The way we handle
change—by adjusting to it, resisting it, or embracing it—depends in part on our degree of
emotional intelligence. Organizations change to remain relevant, productive, and profitable. The
same can be said about you—you change to remain relevant, productive, and profitable—and your
education should be a transformative experience that guides you in this direction. Review the
Gestalt cycle of experience. Now, think back on yourself when you were in high school. Consider
the ways you have changed in that relatively short span of time.
1. Make a brief list of the type of person you were back then—shy, outgoing, humble, geeky, etc.
Be honest with yourself. How have you changed in terms of self-awareness and managing your
emotions? How do you handle relationships differently now?
excited, afraid, or confused? Compare your feelings with where you are now relative to where you
were before, during, and after the change. Are you more mature? Are you a better person for the
change?
Suggested Answer:
Leading with Critical Thinking Skills: Eight Stages for Participation
Change in organizations can be slow, time-consuming, and sometimes counter-productive. Unless
it is done right, organizational change can be a nightmare for the management team and
employees. Practical models can help organizations make smooth transitions from old to new. John
Kotter’s Eight–Stage Change Model, for instance, is useful in focusing the energy of the
organizational change process on desired goals and objectives.
1. How will you create a sense of urgency among the student body? How will you engage them
logically and emotionally?
2. Do you have the right people onboard? Who else might you need?
3. What is your vision for the student body?
4. Do you have a robust communication plan?
5. Have you engaged a team of advocates outside of your team?
6. What small gains can you achieve to build momentum?
7. How will you continue the momentum?
8. What does success, or change, look like for your team? For your school?
Suggested Answer:
Student responses will vary. Answer to the above 8 questions follow Kotter’s Eight Stages of
Students should be encouraged to think out the change process not only for this exercise of 2025,
but it is possibly a real situation that they are facing in their student organization today. Sense of
urgency for change is very important first step as it sets the stage for moving forward. Next,
getting the right people who are action oriented and believe in doing as opposed to just talking is
Ethical Leadership: Foreclosuregate
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In small groups, research the robo-signing mortgage foreclosure debacle, or “Foreclosuregate,” of
the last few years. Robo-signing is a term used by consumer advocates to describe the robotic
process involved in the mass production of false and forged execution of mortgage foreclosures
and other legal documents related to foreclosures. Too often, for example, mortgage company
employees would sign off on these foreclosures when the notaries and witnesses required were not
present. Once you have identified the issue(s), answer the following questions:
1. Do employees of banks and mortgage companies have an ethical obligation to question the
process of mass robo-signing? Who has ultimate responsibility for the mistreatment of hundreds of
thousands of homeowners by banks and lenders?
5. It is easy to assume that all responsibility for this debacle lies with banks and their employees.
What about customers? How can/should customers attempt to gather information about a loan
before they sign? What if there are roadblocks to getting information? What if customers realize
they don’t understand the “fine print”?
6. Identify some of the changes that need to occur to prevent this from happening again.
Suggested Answer:
Student responses will vary. The entire practice of robo-signing was wrong and unethical. The
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ADDITIONAL SUPPORTING MATERIALS
VIDEOS
• Google: New Leadership and Organizational Change
“When Eric started at Google, his job was largely centered around providing some organizational
design. The culture was working well but the company needed more structure. He hired a financial
• IBM Study: Making Change Work
“IBM announced the results of a study of more than 1,500 change management executives from 15
countries, which reveals that nearly 60 percent of projects aimed at achieving business change do
• Change Management – 30-Second Management Training Course
“Our 30-Second Management Training course teaches you the fundamentals of change
• Liz Coleman’s call to reinvent liberal arts education
“Bennington president Liz Coleman delivers a call–to-arms for radical reform in higher education.
Bucking the trend to push students toward increasingly narrow areas of study, she proposes a truly
cross-disciplinary education — one that dynamically combines all areas of study to address the
• VS Ramachandran: The neurons that shaped civilization
“Neuroscientist Vilayanur Ramachandran outlines the fascinating functions of mirror neurons.
Only recently discovered, these neurons allow us to learn complex social behaviors, some of which
• Bill Strickland makes change with a slide show
“Bill Strickland tells a quiet and astonishing tale of redemption through arts, music, and unlikely
1. “Things do not change; we change.” H.D. Thoreau
“He who rejects change is the architect of decay. The only human institution which rejects
progress is the cemetery.” Harold Wilson
2. Break the class into small groups. Have them pick something- a policy, a process, a plan – of the
university’s that they would like to see changed. Have them elaborate on what needs to be
3. Ask students to think about something they want to change in their life. It could be they want to
4. The change process involves identifying the ideal self, examining one’s current state, real self,
to identify gaps, and then creating a personal plan that works to narrow or eliminate those gap(s).
Ask students to think about one or two of the biggest successful changes they have had to face in
5. Divide students up into triads. Next, ask them to pick a hot topic on campus that has received a
lot of attention lately. It could be a proposed tuition hike, decreased funding for the humanities, or
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TEAM EXERCISE
CREATE YOUR OWN BOARD OF DIRECTORS:
Business author Jim Collins, Built to Last and Good to Great, discusses creating a board of
directors for himself when he was a young man. He asked people he knew, trusted, and respected
to help guide him on the right life path taking into consideration his skills and competencies. He
chose 8 people with whom he maintained regular contact, discussing his personal mission and
vision statements, his progress and his challenges. He asserts that it made all the difference in the
Additional Research
Managing Change Personally
Learning and change comes easy to children. As adults, this is often not the case. Scholars have
long been interested in how our minds respond to change—basically, how adults learn new
behaviors and different ways of dealing with the world. Scholars David Rock and Jeffrey Schwartz
In their book Primal Leadership, scholars Daniel Goleman, Richard Boyatzis, and Annie
McKee harness emotions to implement change.
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The limic system, the seat of our emotions, is the
key to access and control of the rest of the brain. This is because emotions are the primal drivers of
attention. But emotional intelligence is required to ensure that the emotions guide growth in the
thinking brain rather than hijack it with anxieties and fears that have little to do with survival.
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1
Rock, David and Schwartz, Jeffrey. 2007. The neuroscience of leadership. Reclaiming Children and Youth, 16, 3, 10-
17.
2
Ibid.
3
Waring, Paul. 2008. Coaching the brain. The Coaching Psychologist, 4, 2, 10-16.