1. The Brain on Change Materials needed this session: Pens Handout
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2. Explore common reactions to change
Understand that resistance is a natural reaction
Identify the scientific reasons we resist change
SAY:
In this session, we will look at a model about change to help us better understand our own process during times of change.
We will:
Review the difference between change and transition
We’ll use a model developed by William Bridge to explore the 3 phases of transition.
We’ll discover that each person is at a different place along the transition curve.
We’re now going to explore common reactions to change. We’ll look at the very nature of change and how our brain handles change.
Let’s look at page 1 of the handout.
Even though change is the only constant in life, many people don’t like it .
There is a saying that no one likes change except for a wet baby.
ASK:
Think about this… why do people resist change?
Take a couple minutes to write down the reasons that you avoid/resist change.
Then write down the answers that you think others resist change?
[Pause for people to write.]

3. Why Do People Resist Change?
Routine is disrupted/there is a loss of control
It feels awkward and uncomfortable
Fear of the unknown/uncertainty
Fear of failure/concerns about competence
They don’t believe in the change
They are unhappy with how the change is being implemented/the timing is wrong
The change will create more work
[Note: this slide is animated.]
SAY:
Let’s hear from a few people. What are the reasons that you think people resist change?
[Pause to for responses.]
[After people share their thoughts, show the list on this slide – pointing out anything that wasn’t mentioned.]
Routine is disrupted/there is a loss of control
It feels awkward and uncomfortable
They have fear of the unknown/uncertainty
They have a fear of failure/concerns about competence
They don’t believe in the change
They are unhappy with how the change is being implemented/the timing is wrong
The change will create more work
Even a change that we see as a good thing, can sometimes cause these reactions.
Sometimes change requires the brain to overcome fear of failure or uncertainty, and we will naturally resist. This can be very difficult, because the brain is wired for efficiency and routine.

4. The Brain on Change Change [Note: this slide is animated.] SAY:
Let’s turn to page 2 of your handout.
There are approximately 86 billion neurons synapsing in the brain. Our brain operates on the efficiency principle, always trying to conserve energy. It develops patterns or sequences to help us remember information – which is good for memory and efficiency – but not so great for change.
Those patterns and sequences in turn create “comfort zones”. Our comfort zones are part of our survival mechanism. We love our comfort zones. We develop patterns, so that we can predict actions and responses.
Change interrupts our normal routine and patterns. So when the brain encounters something new, the brain automatically reacts in defensive mode – wanting to keep the old pattern as long as possible.
Change can be especially frustrating if it involves learning something new, which under a previous method was achievable. The brain can remember being competent and content, and actions being easy. This memory can cause a sense of loss or failure, relative to past experience.
It takes time to learn a new pattern. As adults, the learning process takes more time because of the many lessons that we’ve already had, which have created well established patterns – and our desire for predictability.
In children’s brains, the patterns aren’t fully developed. To a child, change doesn’t disrupt as much. Whether good or bad, children tend to adjust better to change since they don't have as much "legacy material" to overcome when encountering change. As we age and our brains become less plastic, we encounter more difficulties processing changes because our patterns are more ingrained.

5. The Brain on Change Change SAY:
Let’s take a moment to experience this. On page 2 of your handout, sign your name as you normally do.
Write down your thoughts about how it felt using your preferred hand.
Now put the pen in your opposite hand and sign your name.
Write down your thoughts about how it felt using your opposite hand.
[Pause to give time for writing.]
Let’s hear from a few people.
ASK:
How did it feel to write with your preferred hand?
How long did it take you to write your name?
Then, how did it feel to write with your non-dominant hand?
How long did it take you?
In this exercise, it may take you up to 5 times longer for a simple act of signing your name with your non-dominant hand. Just think of some of the more complex changes we are faced with. It is no wonder that we can become frustrated. Learning a new pattern takes time.
Now, has anyone broken their dominant hand, wrist or arm?
[Pause to for responses.]
What was that like for you?
When you were healed, did you continue to use the opposite hand?
Who has made a difficult change in your life, that reminds you of re-learning patterns?
Would someone be willing to share that experience?
This exercise shows that an interruption in patterns will cause uncomfortable feelings. It also shows that we can learn to adjust, if we acknowledge the disruption and are patient.

6. Recap [Note: this slide is animated.] ASK:
What stands out for you from what we covered today?
[Potential responses:
Change is hard
Resistance is natural
We love our comfort zones]
SAY:
This section was to remind us that it isn’t the change so much that people resist, it’s more the painful learning that comes with the change.
There are many changes in life – both at work and outside of work. It’s important to remember that change does interrupt our routine, and changes cumulate over time. We’ll take time to understand change, our responses to change, and how to support each other.