SAVE | EMAIL | PRINT | MOST POPULAR |  RSS | | REPRINT
|
Strategically Speaking: Strategic Thinking Problem #9: Thinking we know how to personally handle change successfully
August 19, 2009
By Stephen Haines
All of us in today's world have experienced major changes on a regular basis. However, that does not necessarily mean we are highly skilled on how to undergo change successfully on a personal basis. Each of us has unique personality traits and ways we deal with ourselves, and others, on change on a regular basis. It depends on (1) our level of maturity, and (2) our abilities to handle our emotions, as well as (3) level of intelligence, and (4) needs.
In order to lead someone else through change, we must first lead ourselves through change. This means we must have a level of self-consciousness and self-mastery in our ability to not let our biases and emotions take over, but to control ourselves in a logical, rational way through change.
This self-mastery requires us as leaders to really understand ourselves and understand our needs based on Maslow's Hierarchy of Needs. This means we know what our level of needs is and how it affects our ability to be effective in leading change. This self-mastery also means we are conscious of our level of maturity or wisdom based on Erickson's Dependence—Independence—Interdependence Theory. For example, as leaders and facilitators of change we must have a simultaneous dual focus in any situation with others. This dual focus means we must not only be (1) fully engaged and authentic in a dialogue with those in the room, it also means (2) we are up on the so-called "balcony"; self-observing ourselves and our behaviors, modifying as necessary to best fit the situation.
This is more difficult to do than it sounds. This is because we are asking ourselves as leaders to know, understand, and take control over and grow our level of maturity. Otherwise we probably will not do the right things as leaders in each instance.
If you are trying to change someone else, think how difficult it is to change yourself first. Most self-change takes about 18 months with constant and continual behaviors, plus positive reinforcement for the change.
It is incumbent on each leader to know and understand how the rollercoaster operates in detail and how change is different for each of us. Articles recommended in this best practices report describe this theory in much more detail. Understand Erickson's maturity model of (1) dependence (babies), then (2) independence (teenagers), and finally (3) the interdependence level of wisdom and maturity required to be a good leader and Systems Thinker. If you are stuck on Level #2 (independence), you usually see the world as separate and distinct silo parts—with lots of unintended consequences.
For related knowledge and best practices, please go to Systems Thinking Press for items including:
Article: Code AEWC
Model: Code MCPE-07
Instrument: Code IACI
Society Example
At the U.S. national level, we see this lack of understanding of how change occurs. If you want to pass a big bill in Congress; for example, health-care, you have to first be willing to change yourself. For those involved in this at our highest levels of government, are we willing to listen to others who do not agree, and are they willing to listen to us? It appears the WIIFM to some is simply to preserve the status quo or to make President Obama look bad. These are selfish motives in a critical time in our nation's history. These people who are blocking civil discourse need to look in the mirror at themselves first. That is where change must start.
Organizational Example
In organizations, the politics (little "p" this time) and the WIIFM become the desired changes; not what the organization that is paying your salary needs. This potential selfishness and greed needs not to be tolerated in organizations. Discussions need to be open and honest to get past these people, and focus on a win-win for the organization and both parties, especially for top executives who should be leading this change.
Trainer Example
Trainers in front of a class sometimes spend too much time entertaining their students rather than helping them learn. The Experiential Learning Cycle needs to be the Trainer's guide—not entertainment focused on getting participants to like you. Focus on the "What?" (are we discussing); the "So What?" (did you learn); and the "Now What?" (are we going to do differently). That is a way to focus on learning as the outcome rather than teaching—an activity not always conducive to learning.
|
SAVE | EMAIL | PRINT | MOST POPULAR | RSS |
|
|
| Back to Marketing Index |
|
|
