Here We Go Again! Change and Transition on MDTs Change noun 1. - - PDF document

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Here We Go Again!

Change and Transition on MDTs

noun

• 1. the act or instance of making or becoming

different

• 2. coins as opposed to paper currency

Change

noun

• 1. the process or a period of changing from
• ne state or condition to another.
• 2. a change of an atom, nucleus, electron,

etc., from one quantum state to another, with emission or absorption of radiation (physics)

Transition

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A crucial distinction:

• Ch

Change refers to the external shift that takes place in the situation. It is usually marked by a specific date in time.

• Tr

Transition refers to the internal process that we go through to make the change our own.

• Transition is a consequence of change; and the success of the change is

determined by how effectively we navigate the transition.

What types of change do we see on MDTs?

What’s the Impact?

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R

What is really all about?

Listening Through the Resistance

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Think of a time when you:

• You knew you needed to make a change or felt

forced to make a change

• You weren’t ready, so you dug in your heels or put
• n the brakes for a while
• Eventually you made the change

When you had your heels dug in…

• What were you thinking?
• What were you feeling?
• What were you saying to yourself?

When you eventually made the change…

• What allowed you to make the change (both

internal and external)?

• What was the positive intention (useful purpose) of

your resisting the change?

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Bridges Model of Transition and Change

Ti Time Le Level el o

• f M

Managem emen ent

Th Three P Phases of T

• f Transition
• n

1. 1. Endi Ending ngs—what we have to let go of to leave the old ways behind and make room for the new ways. 2. 2. Neut Neutral Zone ne—the land of “not knowing” where the old ways no longer work and the new ways are not clear or comfortable yet. 3. 3. Ne New Begi Beginni nning ng—the new ways emerge because of the work we’ve done in the first two phases.

Endings/Letting Go

• Anticipate/recognize what’s ending.
• Understand and accept why the change must happen.
• See your reactions/feelings as part of the cycle of letting go.
• Expect the signs of the grieving process.
• Recognize what resources you can carry forward.
• Find support to talk things through/have a sounding board.

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Neutral Zone

• Normalize the process.
• Recognize that this calls for reorientation and redefinition. No picture yet for how things will be.
• Create temporary systems to deal with confusion, including a transition monitoring team.
• Anticipate what new roles and relationships you need to develop, new functions you need to take
• n.
• Set up short range goals to aim towards and establish check points along the path.
• Recognize needs for training and teambuilding.

Neutral Zone

• Recognize your small steps of success and movement forward.
• Define realistic objectives and ways to monitor.
• Invite feedback and coaching and brainstorming.
• Recognize and encourage innovative ideas
• Test new ideas. Realize there will be setbacks
• Restrain impulse to push prematurely for closure.
• Core of this process is having the courage and the commitment to stay the course.

New Beginnings

• Most beginnings abort because they are not preceded by well-managed endings and

neutral zones.

• Be aware of self-imposed conditions that stop you from going forward.
• See yourself as searching and learning.
• Visualize yourself doing the new behavior successfully.
• Practice doing the new behavior.
• Be patient and value small successes.

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Create a Template for Change- 4 P’s

• Be clear about our Pur

urpo pose—our WHY, so we will understand the rationale for why this is the course we are taking.

• Have a clear Pi

Pict cture about what this will look and feel like, so we can begin to experience it beforehand.

• Create a Plan

lan in in stag ages, so we will know where we need to go and how we’ll get there. And provide information, training, and opportunities for input.

• Be clear about each of our Par

arts, so we can make contributions. And give us a role in the transition process.

What Google Learned About Effective Teams

https://rework.withgoogle.com

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Psychological Safety

noun

• 1. “a sense of confidence that the team will not embarrass, reject or

punish someone for speaking up…a team climate characterized by interpersonal trust and mutual respect in which people are comfortable being themselves.”

• Amy Edmondson

“Extreme Teaming: Lessons in Complex, Cross-Sector Leadership” by Amy Edmondson

Create a Shared Vision

• Te

Team members need to know where they’re going. A clear vision means that everyone on the team knows where they’re going, if they’re on track, and what success looks like.

• It

It hel elps tea eams deci ecide e what to work on. A clear vision helps teams make trade-offs and

• prioritize. Team members should tie back to the vision when communicating decisions

“h “having a comp

• mpelling, shared vision
• n is crucial to
• the success of
• f you
• ur team,

m, as it al allows al all of f you u to stay ay focus used d and and move forwar ard d in n the he sam ame di direction. n. Co Conversely, n not h having a a v vision c can d dramatically h y hurt yo your t team t through l lack o

• f

fo focus and a commensurate te lack of momentum.” https://rework.withgoogle.com

Creating A Shared Vision

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Forming core values can help teams...

• Build trust & psychological safety with each other
• Be more willing to take risks
• Be more open to learning and growing
• Feel a greater sense of inclusion and commitment

Trust on Teams

• Trust is most critical when:
• interdependence is high
• team members possess unique skills
• different levels of authority exist on a team
• Continually develop trust – more important than

past performance

• Build Cognitive and Affective Based Trust

Trust and team performance: A meta-analysis of main effects, moderators, and covariates. BA De Jong, KT Dirks, N Gillespie; 2016, Journal of Applied Psychology 101 (8), 1134

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Team Goals

Energy Resources Effort

With Trust…

Self Goals

Energy Resources Effort

Without Trust…

Cognition/Competence Based Trust:

“I trust her, she can do the job.” The belief that another individual is competent, reliable, professional, well prepared and dedicated to his or her work.

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Affective/Character Based Trust:

The belief that another individual has genuine care and concern your interest and well-being. “I trust her, she’s got my back.”

Build Trust by…

Cognitive

• Acknowledge Ability
• Cross Train
• Cross Teach
• Practice
• Using Data

Affective

• Modeling Safety
• Language of Trust
• Intentional Relationship

Building

• Positive Climate and

Culture

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Structure and Clarity

Strategy Goals Mission

From Independence to Interdependence

Building Structure and Clarity

“How we do the work of this team.”

• Orientation
• Practice
• Cross Training/Teaching
• Team Developed Practices

!

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3 P’s of Team Interactions

People Process Product

The Who, the How, and the What of a Team’s Work

Change Happens...

• Normalize it as part of the process
• Understand it for what it is
• Listen Through Resistance
• Create a Plan…Together
• Prepare for the Impact of Turnover
• Safety
• Trust
• Structure and Clarity

Greg Flett

Southern Regional CAC gflett@nationalcac.org www.srcac.org