| People resist change.This statement can be a | | | | accomplish their purposes. Others play by the |
| reassuring conversation starter for managers who | | | | change initiator's rules. People can deal with change |
| have struggled with implementing change. | | | | in three ways: |
| However, the conversation does not have to end | | | | Wait and let change happen (reactionary |
| on the same note. In personal and professional | | | | approach) Prepare for change (proactive |
| decisions, people make bold and daring changes | | | | approach) Create change (innovative approach) |
| daily. | | | | Organizations that frequently react to change |
| Experts suggest that one of the most difficult | | | | have a future in the annals of failed ventures. |
| changes in life is for a family to be separated | | | | Proactive entities are not completely caught off |
| (Martin, James, et al, 2000; Bryceson and Vuorela, | | | | guard. Sometimes an organization can only |
| 2003). Yet in 2005 alone, 1.8 million high school | | | | anticipate and prepare for change that's outside |
| graduates left parents and other family members | | | | its control. However, innovative and |
| to attend college (Bureau of Labor Statistics). | | | | forward-thinking organizations have the ability to |
| About the same number of students will be | | | | create change and set rules by which their |
| admitted to colleges throughout the US this year. | | | | industry conducts business. In the process, they |
| Most of these young adults have never lived by | | | | gobble up market share and keep the competition |
| themselves before, and for those who have | | | | in the rearview mirror. What's more, they |
| siblings, have never lived away from them. | | | | eliminate the uncertainty and resultant anxiety |
| Parents who guide, support, and facilitate the | | | | that often accompany change that's initiated or |
| enrollment of their children in college do so | | | | driven by others. |
| knowing full well they will be separated from a | | | | Honda did just that when it created demand for |
| dear friend, helper, and confidant; and that their | | | | fashionable motorcycles in the early 1980s. In an |
| life's savings will be depleted in the process. Many | | | | eighteen-month period, between 1981 and 1983, |
| are not deterred by the prospect of an empty | | | | the company introduced or replaced 113 models, |
| nest. | | | | turning over its entire product line twice! Its goal |
| Another report released in August by BLS shows | | | | was to make motorcycle design a matter of |
| that the youngest baby boomers, those born | | | | fashion. It succeeded at making style, newness, |
| between 1957 and 1964, held an average of 10.5 | | | | and freshness important attributes to customers. |
| jobs from ages 18 to 40. This is a surprisingly | | | | Next to a Honda, Yamaha's bikes, the |
| significant number for a generation that is famed | | | | competition, looked bland and old. Consequently, |
| to relish stability. The number is expected to be | | | | Yamaha was left with twelve months of unsold |
| higher for subsequent generations. In addition, | | | | inventory (Stalk and Hout, 1990). |
| some of these career moves involve relocating to | | | | The leverage of personal impact. Before an |
| new and unfamiliar territories. | | | | individual accepts a new job, he or she would, at |
| Considering the disruption to the family, including | | | | a minimum, want to know the type of work, |
| the emotional toll and financial impact, why would | | | | where it's located, whether it's full time or part |
| a parent approve of and even invest in this | | | | time, if travel is required, whether weekend work |
| separation from a child? Or why would people | | | | is involved, what benefits are included, and how |
| embrace the uncertainty of a different job or a | | | | much it pays. The individual might decline the job if |
| new location? An insight into why people make | | | | he or she resents traveling and the job requires it. |
| these decisions is helpful in enabling them to | | | | The job seeker cannot make any of these |
| embrace organizational change. | | | | decisions if the prospective employer is not clear |
| The power of a promise. The ultimate goal of | | | | about the offer. More important, the employer |
| attending college might be to earn a degree. | | | | can modify the offer to land the right candidate. |
| However, the promise of higher education-access | | | | A question that management must anticipate and |
| to specialized knowledge, foundation for a life | | | | answer in advance is: How will a proposed change |
| dream, chance at a brighter future, etc.-is | | | | affect each employee? Will it require new skills, |
| priceless! It's powerful enough to cause parents | | | | lead to increased or reduced responsibility, loss or |
| and children to not only embrace change but to | | | | increase in authority, or lower or higher pay? |
| initiate it. | | | | Ultimately, will it result in a job loss? |
| A promise is a powerful motivator to those for | | | | Identifying the impact of change in advance |
| whom it holds meaning. The promise of every | | | | demonstrates that an organization values its |
| organization is its vision. An organization is unlikely | | | | employees enough to anticipate how they might |
| to succeed if investors, employees, and | | | | be affected. What the organization does with this |
| customers do not share its vision. Employees who | | | | information, including how it delivers it, especially if |
| already believe in and espouse a vision have a | | | | the impact is adverse, is just as germane. By |
| strong reason to make changes to actualize the | | | | treating workers in a caring and respectful |
| vision. Thus, beyond outlining the short- and | | | | manner, an organization assists them in dealing |
| long-term goals of a change initiative, organizations | | | | with the impact of change. For instance, sincere |
| should demonstrate how the change reinforces a | | | | appreciation and respect for employees to be laid |
| shared vision. | | | | off can be demonstrated by providing adequate |
| The draw of trust. Parents might be unwilling to | | | | advance notice, counseling, outplacement service, |
| pay for a college education if they do not trust | | | | severance pay, and references. Through these |
| their child to commit to earning a degree. They | | | | actions, the organization invests in its reputation |
| can come to this conclusion if the child has a | | | | and ability to make difficult changes in the future. |
| history of truancy, failing to complete homework, | | | | The value of a facilitative environment. Just as |
| and repeating grade levels. | | | | succeeding at college might be difficult for a |
| Similarly, employees will be hesitant to embrace | | | | student encumbered with artificial barriers-parents |
| change ifthey believe management has an ulterior | | | | assigning other work to the student during school |
| motive; some stakeholders will benefit to the | | | | hours, insisting on excellent grades but failing to |
| detriment of others; the organization appears | | | | purchase required books, or withholding financial |
| unsure of its purpose or direction; or previous | | | | support as discipline for action or behavior |
| change initiatives did not yield desired results. | | | | unrelated to schooling-embarking on a change |
| Trust is an important lubricant for the change | | | | initiative can be excruciating in an environment |
| process. It minimizes the friction that would | | | | fraught with inconsistent messages. |
| otherwise result from strong or persistent | | | | To avoid the dilemma of having to implement |
| resistance. In a trusting environment, employees | | | | change in a contradictory environment, employees |
| are likely to accept a clear, honest, and rational | | | | put up walls of resistance. Resistance in this |
| explanation from management for any of the | | | | environment may surpass indifference and |
| above concerns. However, in an environment in | | | | passive-aggressiveness to include subversive |
| which trust has been breached, such an | | | | behavior and sabotage. Organizations can avoid |
| explanation will have to be backed by a series of | | | | this situation by carefully analyzing the work |
| consistent actions to be credible. | | | | environment and eliminating or mitigating barriers. |
| The benefit of early warning. The personal | | | | A force-field analysis, which identifies the forces |
| examples being used may be criticized for | | | | that support and oppose change, is a good place |
| representing predictable change. For instance, a | | | | to start. |
| person who desires to have a college-educated | | | | People change. They often initiate and embrace |
| child can start planning even before the child is | | | | change. While the above recommendations are |
| conceived. However, there are decipherable | | | | not exhaustive, carefully implementing them will |
| symptoms for change that are outside of one's | | | | have a positive impact on the response of your |
| control. Organizations that carefully analyze | | | | workforce to change. Before you begin, take a |
| consumer trends, economic indicators, | | | | moment to appreciate how much your |
| government regulations, the actions of | | | | organization has already changed. In fact, your |
| competitors, to name a few data sources, are | | | | organization didn't really change; people did. And |
| able to effectively predict the locus and direction | | | | people changed your organization. Openly |
| of change. The automobile industry had decades | | | | acknowledge their past efforts. |
| to address concerns about fuel efficiency and | | | | Endnotes |
| alternative energy sources. Toyota and Honda | | | | Bureau of Labor Statistics, US Department of |
| took the early warnings seriously and led the | | | | Labor. College Enrollment and Work Activity of |
| industry in responding. Both companies have | | | | 2005 High School Graduates. March 24, 2006. |
| profited greatly. | | | | Retrieved August 27, 2006. |
| Information is power; therefore, promptly sharing | | | | Bureau of Labor Statistics, US Department of |
| trend analysis and possible implications with | | | | Labor. Number of Jobs held, Labor Market |
| employees enables them to take necessary | | | | Activity, and Earnings Growth among the |
| preparatory steps. Valuable time-to research | | | | Youngest Baby Boomers: Results from a |
| trends, digest personal impact, upgrade skills, | | | | Longitudinal Survey. August 25, 2006. Retrieved |
| adjust psychologically, etc.-is lost if information is | | | | August 27, 2006. |
| shared only at the eleventh hour. Moreover, | | | | Deborah (EDT) Bryceson, Ulla (EDT) Vuorela. The |
| willingness to share data that inform strategic | | | | Transnational Family: New European Frontiers and |
| decisions demonstrates trust in the workforce. | | | | Global Networks. Oxford, UK: Berg Publishers, |
| The reward of innovation. Change is a great | | | | 2003. |
| force, and people who initiate it do so to | | | | |