Change Management Session 4 Effective interaction in organizations

Timetable – Session 4 Introduction to the session Leadership and leadership in change BREAK Communication processes: Yohari window Giving and receiving feedback Conclusions

Learners who successfully complete this session will: Understand the basics of leadership and the role of leadership in a change process Understand the basics of interpersonal communication: feedback and effective communication Give and receive feedback in an appropriate manner

Leadership: Ohio State Leadership Model S1S4 S2S3 Task-oriented behaviour: STEERING Relation-oriented behaviour: SUPPORT minimummaximum

Leadership: Ohio State Leadership Model Ohio State Leadership Model:  S1: Directive style: the leader gives orders to the employees (subordinates)  S2: Participatory style: the leader allows and expects input from the employees  S3: Democratic style: the leader takes the opinion of the majority of the employees into account  S4: Delegating style: the leader puts the decisions in the hands of the employees (who are specialists, experts) S3 S4S1 S2 - Steering + - Supporting+

Situational leadership Leaders may have a preferred style Adaptation of the style to the situation is necessary Situation:  Specific need of an employee/stakeholder  Size of the organization  Organizational culture  Organizational structure

Situational leadership Exercise 1: Think of the change process in your own organization. Which leadership style do the leaders adopt? Is that the most appropriate style, given the specific context? Why (not)?

Leadership and change Management ≠ leadership MANAGEMENTLEADERSHIP Planning and budgeting Setting a direction Organizing and staffing Aligning people Controlling and problem solving Motivating and inspiring coping with change

Leadership in the Kotter Model Increase urgency  Leaders have to see the need for change  Leaders have to motivate the stakeholders Build the guiding team  Several leaders have to be part of this team  powerful coalition Get the vision right  The leaders are the drivers to set the direction and create a clear vision Communicate for buy-in  Leaders have to provide clear and frequent communication  Leaders communicate by “walking the talk”

Leadership in the Kotter Model Empower action  Leaders have to ensure that change actions can be implemented Create short-term wins  Leaders have to plan short-term goals  Leaders have to make the short-term successes visible and celebrate them Don't let up  Leaders have to be careful and not declare victory too soon  Leaders need to present the long-term perspective Make change stick  Leaders have to emphasize the results of the change process  Current and future leaders need to be aware of the importance of change

Leadership in the Kotter Model Exercise 2: Think of the change process in your own organization. Which phase in the process involves/involved the leaders of the organization? Identify areas for improvement.

Yohari’s window B : ‘the blind spot’ : Things that others know about me but that I am not aware of. When someone gives me feedback on something I did and that I wasn’t aware of, the blind spot decreases and the open space increases. D : ‘the unconscious me’: Everything that is unconscious is unknown to myself as well as others. Interaction with others has less impact on the unconscious me, but I may become conscious of certain things through my interaction with others. A : ‘open space’ : The things I know about myself and others know about me (facts as well as feelings) C : ‘private me’ : Information I did not yet share with others. Keeping more to myself than necessary may harm communication and interaction with others. Known to yourself Unknown to yourself Known to the other A (open space) Shared Image B (the blind spot) Attitudes Prejudices Looks Unknown to the other C (private me) What I think, feel, want, etc. D (the unconscious me)

Yohari’s window B : ‘the blind spot’ : Things others know about me but that I am not aware of. When someone gives me feedback on something I do that I wasn’t aware of, the blind spot decreases and the open space increases. D : ‘the unconscious me’: is unknown to myself as well as to others. Interaction with others has less impact on the unconscious me, but I may become conscious of certain things through my interaction with others. A : ‘open space’ : The things I know about myself and others know about me (facts as well as feelings) C : ‘private me’ : Information I did not yet share with others. Keeping more to myself than necessary may harm communication and interaction with others. Known to yourself Unknown to yourself Known to the other A (open space) Shared Image B (the blind spot) Attitudes Prejudicies Looks Unknown to the other C (private me) What I think, feel, want, etc. D (the unconscious me) Feedback Self-disclosure

Giving feedback Say what you really see, without judging or interpreting other people’s behaviour Feedback should be concrete and specific Feedback should be about behaviour that can be changed Feedback should be offered without delay

Giving feedback Ensure a good timing, sufficient time and a suitable place to give feedback Dose your feedback and avoid overwhelming the receiver Explain the effect someone's behaviour has on you rather than tell him or her what to do in the future Try to give as much descriptive and positive feedback as possible

Receiving feedback Accept the feedback Try to listen as openly and honestly as possible Ask questions in order to clarify the feedback and make it more concrete Think about the feedback and then decide what you will do with it React in a direct and constructive manner

Giving and receiving feedback Exercise 3: Give feedback to your neighbour in five instances of unwanted behaviour. Reverse roles afterwards.

“Performance Improvement Grid” START DOINGSTOP DOING DO MOREDO DIFFERENTLY