DEPARTMENT OF THE AIR FORCE

Thomas N. Barnes Center for Enlisted Education (AETC)

Maxwell AFB, AL 36118

1 Oct 13

NONCOMMISSIONED OFFICER ACADEMY

STUDENT GUIDE
PART I
COVER SHEET
LESSON TITLE: UM09, CHANGE MANAGEMENT
TIME: 4 Hours
METHOD: Guided Discussion/Experiential
REFERENCES:
Air Force Doctrine Document (AFDD) 1-1, Leadership and Force Development,
1 February 2009.
Air Force Instruction (AFI) 36-2618, The Enlisted Force Structure, 27 February 2009.
Ang, S. Handbook of Cultural Intelligence: Theory, Measurement, and Applications.
Armonk, NY. M.E. Sharpe, Inc. 2008.
Carl Rogers Personality Theory and Analysis. Retrieved from http://www.talent-scout.biz/
more_opportunities.htm on 14 May 2013.
Fossum, Lynn. Understanding Organizational Change: Converting Theory to Practice.
Menlo Park, CA. Crisp Publications, 1989.
Calarco, A., Gurvis, J., Adaptability: Responding Effectively to Change. Center for
Creative Leadership, Greensboro, N.C., 2006.
Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma,
& K. Hakuta (Eds.), Child development and education in Japan (pp. 262-272). New
York: W. H. Freeman.
Hersey, Paul, Kenneth H. Blanchard, and Dewey E. Johnson. Management of
Organizational Behavior: Utilizing Human Resources. 6th ed. Upper Saddle River,
NJ. Prentice Hall Publishers, 1996.
Ericsson & J. Smith (Eds.), Toward a general theory of expertise (pp. 301-335).
Cambridge, England: Cambridge University Press, 1991.
Scott, Cynthia, D., and Dennis T. Jaffe. Managing Change at Work (revised ed). Menlo
Park, CA: Crisp Publications, 1995.
Straker, David. Changing Minds. London, EN. Syque Press, 2008.
STUDENT PREPARATION:
1. Read student guide (9,558 words, approximately 80 minutes)
2. Complete homework assignments (attachments 1 and 2)

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3. Read the scenario (attachment 3) and be prepared to discuss in class.

PART IA
GENERAL LEARNING OUTCOME: Students who graduate from the NCOA are
better prepared to lead and manage units as evidenced by their comprehension of the
Change Management concepts.
SUPPORTED COMEPTENCIES/DIRECTIVES:
The Change Management lesson supports the following Air Force Institutional
Competencies:
1. Embodies Airman Culture
a. Followership
b. Warrior Ethos
2. Managing Organizations and Resources
a. Resource Stewardship
b. Change Management
c. Continuous Improvement
d. Vision
3. Strategic Thinking
a. Vision
b. Decision Making
c. Adaptability
4. Leading People
a. Develops and Inspires Others
b. Takes Care of People
c. Diversity
5. Fostering Collaborative Relationships
a. Builds Teams and Coalitions
b. Negotiating
TERMINAL COGNITIVE OBJECTIVE: Comprehend Change Management and its
impact on NCO, unit, and mission effectiveness.
TERMINAL COGNITIVE SAMPLES OF BEHAVIOR:
1. Explain how Change Management impact NCO, unit, and mission effectiveness.
2. Give examples of how Change Management impact NCO, unit, and mission
effectiveness.
3. Predict how Change Management impact NCO, unit, and mission effectiveness.
4. Apply Change Management to simulated situations.

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AFFECTIVE OBJECTIVE: Value change management and adaptability.

PART IB
ORGANIZATIONAL PATTERN: Topical
LESSON OUTLINE:
CONTENT
INTRODUCTION: Attention, Motivation and Overview
MP 1. Three Elements Of Adaptability
MP 2. Change Management
MP 3. Scenario
CONCLUSION: Summary, Remotivation, and Closure

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PART II
STUDENT READING
It is your first day at worka new job, a new PCS location. You are a bit nervous and
unsure. You wonder what your new co-workers and supervisor will be like, how the
organization functions, if youll be accepted. At your first staff meeting with your new
supervisor, you are hyperaware of being new as the boss sets the agenda for the meeting
and talks of how you will work with the rest of the team. You try to focus, but your mind
keeps going over all the new things you must deal with: new area, new job, new boss, and
new job expectations.
By now, all of us have experienced the anticipation and nervousness of joining a new
organization. It is like trying to write a letter with our non-writing handvery awkward
and challenging. Try it is it uncomfortable? Now switch back to your dominant hand
and write the same thing. Feels right doesnt it? The same concept applies to adaptability.
People who know how to adapt enjoy the challenge of working with the other hand, of
working on new turf. They accept change, hone strategies for dealing with the unknown,
and shift their behavior to accommodate new situations and challenges.
Adaptability means responding effectively to changing events. How well do you adapt
when things change? Take a moment to complete the adaptability quiz (Attachment 2).
Did you score high, low, or somewhere in the middle? If you scored below 70, dont worry,
most people do. The good news is your adaptability includes cognitive, emotional, and
dispositional elements. Once you learn about each element, you can begin improving on
them.
Definition of Adaptability. Before we can explore the three elements of adaptability, we
need a working definition of adaptability.
Ability to adjust self to changed, unexpected or ambiguous situations by
actively seeking information and by demonstrating openness and support
of different and innovative change ideas.
We developed this definition with NCOs in mind because NCOs, now more than ever
before, must be able to adapt to rapidly changing situations in deployed and in-garrison
environments. Anyone who has deployed knows all too well the importance of adaptability.
One day, we are sitting comfortably at a desk with heat and air conditioning, and the next
day were sitting in a bunker with our entire battle rattle on, sand blowing in our face,
waiting for the all clear to sound so we can return to our tent!
We know that NCOs need to respond effectively to change in the organization and
environment, but what is it that allows some people to adjust better than others? The
answer involves three elements:
1. Cognitive Flexibility: The ability to use different thinking strategies and mental
frameworks.
2. Emotional Flexibility: The ability to vary your approach to dealing with your own
emotions and those of others.

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3. Dispositional Flexibility: The ability to remain optimistic and at the same time
realistic.

Fig. 1, Three Elements of Adaptability

Just exhibiting one of these elements is not enough. We must exhibit at least two of the
three elements to reach an effective level of adaptability. With that in mind, lets examine
each element a little closer.
Cognitive Flexibility
NCOs who have cognitive flexibility are able to incorporate different thinking strategies and
mental frameworks into their planning, decision making, and day-to-day activities. An
example of cognitive flexibility is working Plan A, while having a Plan B, C, and D. In
other words, being able to keep multiple scenarios in mind so one can adjust to changed,
unexpected, or ambiguous situations. Cognitive flexibility indicates 1) nimble and
divergent (different) thinking, 2) an interest in developing new approaches, 3) the ability to
see and leverage new connections and 4) the ability to work well across an organization.
NCOs with cognitive flexibility do three things habitually: 1) scan the environment; 2)
develop an understanding; and 3) create strategies.
Scanning the environment refers to the ability to identify changes as they occur and to see
the changes coming. Effective leaders know how critical it is to identify new trends and
opportunities so theyre never caught off guard. However, just being able to identify or
recognize change is not enough. From the Airmanship Lesson, we learned the importance
of moral couragedoing what is right even if the personal cost is high. Saying, I knew
this was going to happen does not help anyone. Effective leaders act!
Developing an understanding means making sense out of a situation. This process may
include divergent thinkingcontemplating a totally new direction that turns obstacles into
opportunities and ideas into innovative practices. Improving our ability to develop an
understanding of a situation is important because it means we can adequately interpret and
comprehend what we see, hear, and read, especially when it comes to dissimilar views.
These often result in powerful opportunities for change once each person or group has come
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to a full and shared view.

Create strategies involves developing several possible plans for responding to change.
Sitting back and waiting for somebody else to make a decision that may or may not come is
not a strategy. NCOs who possess adaptability develop several strategies because they
recognize the impossibility of predicting exactly how any given situation will play out.
Cognitive adapters move past strategies that are comfortable and that have worked in the
past, because they understand the old methods will not work in the current situation.
Cognitive adapters seek out and test new approaches, devise various strategies for leading,
and find different ways to communicate their interpretation of changing events. Effective
leaders persuade effectively by coupling their cognitive flexibility with emotional flexibility
in order to address the emotional aspects of change.
Emotional Flexibility
Emotional flexibility is the ability to change our approach to deal with our own and others
emotionsan area that many leaders often fail to consider. An emotionally flexible leader
is comfortable with the process of transition, including grieving, complaining, and the
resistance associated with change.
Adapting to change requires give-and-take between the leader and those experiencing the
change. Leaders who do not possess emotional flexibility are dismissive of others concerns
and emotions and shut down such discussions. On the other hand, leaders who possess
emotional flexibility deal effectively with emotions and concerns to move the change
agenda forward. They do not give in to emotions or get pulled off course by concerns.
NCOs with emotional flexibility do four things habitually, they: 1) understand and manage
emotions; 2) connect and address the emotions of others; 3) are emotionally engaged, and 4)
balance emotions and actions.
Being emotionally flexible requires you to first demonstrate an awareness of your own
emotions. This means acknowledging and presenting your emotional responses in an
authentic way, thereby helping others to do the same.
Leading is emotionally difficult work. Leaders who ignore the emotional element and
deal with only the reality element will be less effective and will eventually suffer from the
strain. Leaders need energy and the fortitude to deal with change; taking care of our
emotional self helps maintain the vigor necessary to deal with the change.
Emotionally flexible leaders are aware of what subordinates, peers, and even supervisors are
feeling. They consider the emotional aspect and respond to it in helpful and positive ways.
Leaders who are open and forthright, and who create a safe environment for people to
express their emotions, gain commitment from those affected by the change.
Engage emotionally to help others get on board. However, do not push so hard that you
find yourself tangled up in the emotional aspects of the change. Often in the midst of
change, leaders assume that people are automatically motivated and engaged. What they
fail to realize is that, while they may be committed to the initiative, others may be in denial
or resistance. By acknowledging the reality of the situation with genuine emotion and
support, leaders encourage others to connect with the change and stay engaged. It is
impossible to move through a transition with apathetic, disconnected subordinates.
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Maintain a balance between emotion and actionmaintain your professionalism at all

times! Empathy and good listening are a key point in finding a good balance between
allowing enough time for the struggle and helping to resolve a situationthen move
forward. Allow the expression of negative emotions while also discouraging wallowing in
those emotions. Leaders strike that balance when they say, Im listening and I understand
the challenges we face. Heres what were going to do together to move this forward.
Compare that to what we usually hear, I hear you, but we have to move on. Statements
like this are really saying, I dont care how you feel and they send a dismissive and
belittling message. A more effective message is one that recognizes the emotion while at
the same time offers optimism grounded in realism and openness.
Dispositional Flexibility
Leaders who display dispositional flexibility operate from a place of optimism grounded in
realism and openness. They acknowledge a bad situation while simultaneously visualizing
a better future. These leaders figure out what they need to be optimistic in the current
context, no matter what the difficulties and challenges. They are neither blindly positive nor
are they pessimistic and defeatist. Ambiguity is well tolerated. Leaders who possess
dispositional flexibility see change as an opportunity rather than as a threat or danger.
Dispositional flexibility can be seen in 1) optimism, 2) support, and 3) self-identification of
tendencies.
Leaders who possess dispositional flexibility are genuinely optimistic about all members
being effective in the new environment. They identify what is positive about the new
experience or situation and build on it through effective communication. However,
effectively communicating with others and focusing on the positive must be balanced by
realism and a willingness to give voice to uncertainty. These leaders allow others to
understand the questions and issues behind their concerns and doubts. Often this can lead to
constructive brainstorming and conversations, and it frequently uncovers new approaches
and solutions.
Leaders who are adept at the dispositional aspects of flexibility encourage others in the
organization or team to go with the flow of change. They elicit contributions from others,
sincerely commend others for their innovative contributions, and introduce those who are
new to the organization or team as a way of acknowledging that change has occurred and
new group dynamics will emerge. They are highly visible and energetic.
Leaders who possess dispositional flexibility demonstrate an awareness of their own
preferences and tendencies and the ability to modify their behaviors as needed. They are
comfortable experiencing new things, trying new approaches, and working through
ambiguity. Since weve mentioned several times that effective leaders possess adaptability,
lets explore some things we can do to improve our own adaptability.
Techniques to Develop Cognitive, Emotional, and Dispositional Flexibility
Skills are basic abilities to perform the fundamental steps of a task. Skills do not naturally
exist within us; they must be acquired through formal and/or informal training. The good
news is, with some effort, we can develop our adaptability skills and see improvement
almost instantly.
Cognitive Development. The following steps are methods we can employ to develop our
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cognitive flexibility:
Be Curious. Curiosity killed the catbut it kept the organization alive!
Accept the Difference. Face it, things are differentit does not mean it is right
or wrongit just means it is different. Too many times we become comfortable
with things that always stay the same. That isnt adaptabilityjust the opposite!
Observe. Get out and see for yourself what is going on. During difficult, changing
times, subordinates need to see leadership leading from the front.
Have a plan. Know your approach ahead of time for dealing with resistant
employees, managing a crisis, or making a quick decision in the face of uncertainty.
However, dont get too attached to a single plan or strategy. Always have a plan B
and C.
Be resilient. Resilience is the ability to adapt or recover from difficult conditions.
The best way to adapt and recover is to understand and identify underlying concerns
and issues that may account for peoples resistance during change.
Continuous Education. As with anything regarding personal development,
education is the key to many successful endeavors. Developing your cognitive
abilities is no different. The ability to critically think is an essential trait in effective
leaders.
Remember, as leaders, all eyes are on usthe way we handle ourselves, the way we react.
Even the way we communicate has a huge impact on our subordinates and on our
organizations. It often means the difference between a successful and failed change effort.
Emotional Development. As we discussed earlier, NCOs with emotional flexibility have
the ability to change their approach to dealing with their own and others emotions. An
emotionally flexible leader is comfortable with the process of transition, including the
grieving, complaining, and resisting. The following methods help develop and improve
emotional flexibility:
Support Systems. Look to mentors, friends, supervisors or trusted peers, family
members, and others to serve as your support system in times of change. Encourage
subordinates to do the same.
Feedback. Provide prompt feedback, both positive and negative, to employees.
This gives you practice in dealing with the emotional reactions of others while
facing your own emotions or resistance or both. Remember to always be specific
and avoid using vague responsesnot giving an answer or feedback in many cases
is still feedback!
Decisiveness. When faced with a tough decision such as implementing an
unpopular decision (change), be clear, make decisions, and act decisively. Doing so
may be difficult, but doing otherwise harms the organization and avoids reality.
Avoid bulldozing change. Effectively manage others resistance to change by
explaining, answering questions, and patiently listening to concerns.
Motivation. Find ways to motivate. Consistently interact with staff in a way that is

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motivating and encouraging.

Triage. Confront problem employees. Move quickly to address them. Otherwise,
you hurt morale, foster resentment, and stifle change.
Listen. Learn to use effective listening skills to gain clarification from others. This
helps identify resistance and concerns while modeling preferred behavior.
Collaborate. Involve others in the beginning stages of an initiative. This way you
are more likely to take into account other peoples concerns, as well as their ideas. It
also helps gain their commitment.
Change your Approach. Get comfortable using a broad range of methods and
techniques so that you can adjust your style to changing situations.
Face reality. Adapt to changing situations with realism, openness, and optimism.
Dispositional Development
The following methods are ways you can develop or enhance dispositional flexibility.
Be genuine. Leading change by example requires honesty and authenticity.
Understand your own reaction to change so that you can be straightforward with
others.
Accept change as positive. Find ways to see the benefits of changenot just for
the organization, but also for yourself, your coworkers, and subordinates.
Adapt your plans. Accept that you cannot know or control everything. Be
prepared to shift according to changing external pressures or internal dynamics.
Cast a wide net. Involve key people in the design and implementation of change.
This requires building good networks and relationships.
Rehearse. Give yourself a chance to practice new skills and new behaviors, or to
learn about a new situation. Rehearsing can quickly make the unfamiliar familiar.
Immerse yourself in the new environment. Jump right in to meet the people and
learn the ropes in a new situation. Join activities, take a tour, and invite people for
lunch or coffee.
Be a mentor or coach. Make it a practice to mentor and teach employees. This
allows you to set clear expectations and guide employees in how to meet those
expectations. It also provides a venue in which to deal effectively with resistant
employees.
Pay attention to life beyond work. Shifting between work, family, and other
interests and obligations is a form of adaptability. Attend to life and work issues
and use the interplay as opportunities to practice flexibility.
Seek feedback. Keep a clear perspective on what you are doing. Find ways to
receive feedback (both positive and negative) from a variety of sources.
Change is ever present and often occurs quickly. For leaders, the implications are both
personal and organizational and the consequences of not adapting to change can be severe.
By learning and deepening your cognitive, emotional, and dispositional flexibility, you can
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be more effective for yourself, your people, and your organization. The key, then, is to
embrace change and use it as an opportunity to grow and learn. The more positive
experiences you have with change, the more you become comfortable with and skilled at
adaptability.
CHANGE MANAGEMENT
History has shown there is more to success than simply recognizing the need to adapt. In
many cases adapting is not enougha complete change may be required. We know that
change means to make different or to transfer from one state to another. So what exactly
is change management?
It became clear to me that at the age of 58 I would
have to learn new tricks that were not taught in the
military manuals or on the battlefield. In this
position I am a political soldier and will have to put
my training in rapping-out orders and making snap
decisions on the back burner, and have to learn the
arts of persuasion and guile. I must become an
expert in a whole new set of skills.
Fig 2, Gen. George C. Marshall

Defining Change Management

Before we can explore this subject, we need a working definition of change management.
A proactively coordinated and structured period of transition from situation A to
situation B using a systematic approach that addresses planning for the change,
implementing, monitoring, and controlling the change effort, and effecting the
change by minimizing resistance through the involvement of key players and
stakeholdersresulting in lasting change within an organization .
As members of the Profession of Arms, we are all key players and stakeholders. Too
often we think we are insignificant in the overall scheme of things. However, as we saw in
the case of the Minot/Barksdale nuclear incident, everyone, up and down the chain of
command is important.
Change is a fact of life! Whether we choose to be fearful, hopeful, or confident, change is
inevitable, and how we deal with change is up to us; however, the better we cope with
change, the easier it will be for us to make the transition in times of seemingly endless
change.
NCOs Responsibilities Involving Change Management
Obviously, not all change is smooth. Have you ever wondered why some changes succeed
while others fail? What was the level of resistance to the change? How well did
subordinates and supervision support the change? Was there a good plan, understood by
everyone, on how to implement change?
As unit managers, we are often tasked with implementing and promoting change within our
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work centers. Both AFDD 1-1 and AFI 36-2618 charge all NCOs with supporting and
explaining leaders decisions, while at the same time, embracing change, and transformation
regardless of the level of supervision driving change.
NCOs often act as the change agent, and sometimes as the change sponsor. With that
thought in mind, lets examine roles in the change process.
Roles in the Change Process. At any time during a change process, NCOs may fulfill one
of three roles associated with change management, which are Change Sponsor, Change
Agent, and Change Target. We will look at the change sponsor role first.
Change Sponsors initiate change because they have the power to determine why, when,
and how changes occur. While many change sponsors come from senior leadership,
SNCOs, Jr NCOs, and even Airmen can and do act as a change sponsors.
Change Agents are responsible for implementing change initiated by the change sponsor.
Remember our definition of change management? This is where the rubber meets the road.
As the change agent, we are responsible for proactively coordinating the transition using a
systematic approach. We must plan, implement, monitor, and control the change effort, and
minimize resistance by involving key players and stakeholders. If we are successful, we
will most likely see a lasting change within our organization.
Change Targets are those key players and stakeholders who actually undergo the changethe
ones most affected by the new policies, procedures, etc. They are usually involved in helping to
implement the change itself.

As stated earlier, NCOs may fulfill one or more of these roles during a change process.
Although its important to understand all three roles, here at the NCOA we focus on the
change agents and change sponsors.
Janssens Model of Change
Marvin R. Weisbord discussed some of the
ways people deal with change in Toward
Third Wave Managing and Consulting:
Productive Communities Managing and
Consulting for Dignity and Meaning within
the Workplace. In that book, he relayed
Janssens model of change (see Fig. 3).
According to this model, we go through
four stages of change: Comfort, Denial,
Confusion, and Renewal. Although these
stages represent the sequence of feelings
we experience, we dont spend the same
amount of time in each stage.

Fig. 3, Janssens Model of Change

We begin by moving from Comfort (Stage 1) where things are routine, to a state of Denial
(Stage 2). When were forced to confront external change, we go through a state of
resistance where we don't want to deal with the new, but stay with the old. We believe that
if we deny change, well have less stress. Yet the opposite is actually true. The more we
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resist change or procrastinate, the more stress we inevitably experience. After the Denial
stage, we enter the stage of Confusion (Stage 3). This is where we begin to grapple for
ways to proceed from the known to the unknown. Confusion is a normal reaction to change.
Finally, we enter the stage of Renewal (Stage 4) where we accept the change. We may not
like the change but weve accepted it. We do this either by simply accepting the change that
is imposed on us or by envisioning and implementing new ideas that may conflict with our
current thoughts, beliefs, and processes. From Renewal, we then cycle right back to the first
stage, which is Comfort.
This is a very general overview of how people respond when theyre faced with change.
Understanding our individual reactions to change will help us manage change more
effectively and efficiently by understanding not only ourselves, but also our people. This
efficiency will allow us to focus the bulk of our energies on positively managing and
leading rather than negatively dealing with personalities.
It is helpful to understand the levels of change people go through as you attempt to move
them through the four stages of change. Take just a moment to think about the level of
change you have experienced just coming to the NCO Academy. How did you feel when
you first arrived? What was your initial reaction to doing things a new wayfor
example, the new human performance procedures? Many of you probably had your own
way of working out and staying fit before you arrived. Now, a new process or way of doing
things, much different than you have been used to, may put you in a place of confusion,
maybe even a bit of denial! Keep all these concepts in mind when you are going through
new experiences in the coming days.
LEVELS OF CHANGE

According to Elton Mayo, noted for his work on the Hawthorne studies, there are four levels
of change present in people: knowledge changes, attitudinal changes, individual behavioral
changes, and group or organizational behavioral changes.1 Understanding these levels of
change is extremely important for unit managers working through the change process.
Knowledge. This is generally the easiest change to bring about. It can occur as a
result of reading a book or article, or hearing something new from a person with
information. For instance, reading the newest AFI on dress and appearance alerts
Air Force members to the latest changes in uniform standards.
Attitude. Attitudes are more difficult to change because they are emotionally
charged (positive or negative). Reading and understanding the latest uniform
changes does not necessarily mean we agree with the changes.
Individual Behavior. Changes in individual behavior seem to be significantly more
difficult and time-consuming than the previous levels. We can have the knowledge
and the attitude, but now we have to put our knowledge and attitude into action
through behavior. Often, habits stand in the way of achieving this level. Habits are
often deeply rooted, thus changing them may be a lengthy and difficult process.
Group Behavior. Finally, changing individual behavior is not easy, but it is
certainly easier than changing an entire group of people. You may be attempting to
change many customs and traditions that have developed over many years. The old
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adage, Weve always done it this way! may be deeply ingrained.

As you can gather from this reading, change that we choose ourselves is the easiest kind to
experience. This is true whether it happens to be organizational change or personal change.
Think of a time when you chose to change something about yourself. Perhaps you wanted
to quit smoking, eat healthier, or cross-train into another career field.
Although the change process may have been difficult, your commitment to that process
probably ensured a successful change. When we make the conscious decision to go through
some kind of change, we usually understand that it may involve some discomfort.
However, in making the decision, we also decide to make the best of any stress or
unpleasantness the change may bring. It is our choice. We probably weighed the pluses
and minuses and decided to go ahead with the change anyway.
On the other hand, change that is not of our own doing or choosing is more difficult to deal
with. Our reaction to imposed change is resistance. We choose to see only the
disadvantages while ignoring the advantages.

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When implementing change, you need to know about the two change cycles called the
Directive Change Cycle and the Participative Change Cycle.
The Change Cycles
Directive Change Cycle. Quite simply, this is change imposed by some external force,
such as a commander, superintendent, or supervisor. It begins with change imposed upon
the group or organization. As the group is forced to comply, individual behavior is affected
through compliance within the group.
The directive change cycle (Fig. 4)
consists of position power used to
change group behavior, then
individual behavior, which causes an
increase in knowledge, and ultimately
a change in attitude.
The hope is that people will give their
support if they are simply given a
chance to see how the new system
works. Notice how the cycle
proceeds from individual behavior to
knowledge, and then back to
attitudes.

Fig. 4, Directive Change Cycle

Participative Change Cycle. A participative change cycle (Fig. 5)2 is implemented when
new knowledge is made available to the individual or group. The eventual success of the
change is dependent upon the groups positive attitude and commitment in the direction of
the desired change. While it is understood that this type of change is not frequently used in
a military environment, it is widely held that acceptance of the change by the group is
significantly increased if they are allowed to participate (when feasible) in the decisionmaking process.

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The effective use of personal

power becomes the influential
tool used to successfully complete
the participative change cycle. At
the knowledge level, the group
accepts the data or information,
develops a positive attitude about
the change, and then translates the
attitude into individual or group
action.

Fig. 5, Participative Change Cycle

The ideal situation is for the subordinates to take the information and develop goals to
reach behavioral changes. It is one thing to be concerned (attitude) about a situation, but
quite another to actually get involved (behavior) with the issue.3
One question we often ask ourselves is, Should I use directive change or participative
change? Well, the simple answer would be that it depends on the situation. As you have
already read, directive change comes from position power, and is usually effective when
change must be implemented quickly and leaders are not seeking subordinates input.
Using the directive method is also effective with the late majority and laggards, who
usually need some form of prodding to acknowledge and accept change.
Although the directive method can be effective in the short term, it tends to lose its
effectiveness as time progresses. The directive method can also lose some of its effect if
there is a change in the sponsors position power. In other words, change will often lose its
impact, especially unpopular change to the status quo, if the change sponsor loses position
power because of a physical and/or positional (title/authority) move.
Participative change, on the other hand, relies on personal power and takes longer to
implement than directive change. However, involving subordinates in the change process
tends to make participative change last longer than change brought about through the
directive method. This method is most effective on innovators and early adopters since
most of these individuals are self-starters who welcome a challenge.
Once again, the method you use to implement change will depend on the situation and the
people involved. Both methods have their strengths and weaknesses, and both can be
highly effective when used correctly.
As a unit manager, you will be tasked to initiate and/or implement change at some point in
your career. Understanding the change process and appropriately using your leadership
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skills will contribute to successful change implementation within your work centers and
organizations wherever you go.
The Change Process. The change process consists of three phases: unfreezing, changing,
and refreezing.
Unfreezing (phase 1)
No matter what aspect of your organization needs changing, the first step is to
recognize the need for change. This is often the most neglected, yet essential
element of any organizational change. Change is required when there is a
perceived gap between what the norms are and what they should be. This
perception sets the stage for the first stage of the change process: unfreezing.
Create a felt need for the change. As a change agent, your mission is to sell the
importance of the change and explain its effects on your people and their jobs. A
solid plan helps you manage the resource allocation decisions, resistance to the
change, and the overall impact of the change process. It will also help you develop
standards for measuring effectiveness of the change once it is in effect.
Deal with resistance to change: Many people fear the unknown. Developing a
plan to calm those fears will increase the likelihood of a successful change. Some
individuals feel they could lose power due to a proposed change. Put them at ease
by informing them how their new responsibilities can positively influence change.
Educate your Airmen regarding an upcoming change and tell them the results you
expect to see from the change. Use open and honest communication to reduce
uncertainty. Make a concerted effort to talk with personnel directly affected by the
changes. Where appropriate, allow those affected by the change to participate in
decision making and implementing the change. Introduce change slowly, provide
training, and reinforce desired behaviors. Offer incentives to those who resist as a
means to prod them into the change. Use force as a last resort since it can
negatively affect long-term change.
As stated previously, some individuals refuse any attempts at change. As a result,
some of these Airmen may be left behind. Even if this is the case, you must never
forget that people are your greatest asset and they directly influence the success of
any change. Make every effort to convince everyone of the need for change;
however, balance bringing everyone over to your side with knowing when to give
up on those who absolutely refuse to change. Throughout NCOA, you should
discover multiple ways to persuade or deal with people who refuse to adapt.
Changing (phase 2)
Changing involves the actual modification of technology, tasks, structure, or
people. This is the movement from the old state, or previous norms, to a new state.
It is here that new equipment is installed, organizational restructuring happens, new
performance appraisal systems are implemented, and so on. In some instances,
there may be a need to go back to the unfreezing stage and
reeducate/facilitate/support those people who have trouble completing the
transition. Your role in this phase is to monitor the change as it occurs, pay close
attention to those most affected by it, and adjust as necessary to keep the change
UM09SG - 16

moving forward. In this stage, you ensure that your plan unfolds as intended. Even
the best plans go awry for one reason or another, so its important for you to be
there as the change is implemented to deal with problems as they arise.
Refreezing (phase 3)
The final phase in the change process is refreezing. Just because the change has
been implemented and appears to be going smoothly, doesnt mean your job is
done. Your job now is to lock in, or put down roots, and establish a new place of
stabilityto refreezethe desired outcomes and new norms so they become a
permanent fixture in your daily operations.
In practice, refreezing may be a slow process as transitions seldom stop cleanly, but
go more in bits and pieces. In modern organizations, this stage is often approached
tentatively, as it is often seen as another change is right around the corner. What
is often encouraged, then, is more of a state of slushiness where freezing is never
really achieved (theoretically making the next unfreezing easier).4 Many
organizations have discovered this approach to be very dangerous because people
fall into a state of change shock and, as a result, work at low levels of efficiency
and effectiveness as they await the next change. When asked to improve current
processes, a common response is, It just isnt worth it. This approach is not the
Air Force way. Remember, Excellence in All We Do! There are several
techniques to take an Airman, or an entire organization, from a state of transition to
a stable and productive state.
Burn the bridges. After making the change, eliminate a way back to previous ways of
working. This technique deliberately prevents backsliding. This can be a bold move when
you are not sure whether what you are doing will succeed. It does, however force
individuals to concentrate or focus more on the new and encourage individuals who may
not be fully committed to the change, to become a bit more motivated.
Evidence stream. Get people to accept that a change is real by providing a steady stream
of evidence to demonstrate that the change has happened and is successful. Plan for
change projects to reach milestones and deliver real results in a regular and predictable
stream of communications that is delivered on a well-managed timetable.
Keep everyone updated regularly to show progress, demonstrating either solid progress
towards plan progress and completion. Evidence can be a powerful tool for persuasion,
particularly when people are doubtful whether something is real. This is particularly
powerful when presented by people who are trusted by the audience for the information.
Lack of evidence is evidence of nothing happening. Aging charts and posters will be seen
as evidence of change projects that have either died or are quietly fading away. When
people hear nothing, they assume nothing is happening.
Institutionalization. Make changes stick by building them into the formal fabric of the
organization. The formal systems and structures within the organization are those which
are standardized and not optional. People simply do them because these tasks are normal
operations and/or because they will be criticized or disciplined if they do not comply.
After a while, institutionalized items become so entrenched, people forget to resist and just
do what is required, even if they do not agree with them. Build the changes into peoples
UM09SG - 17

personal objectives and ensure they are assessed in personal reviews. Make the change an
organizational standard, building it into the systems of standards.
New Challenges. Get people to maintain interest in a change by giving them new
challenges that stimulate them and keep them looking to the future. If we look back to the
Four Lenses temperament of orangesomething different means excitement and
engagement! Regardless of your individual strengths or temperaments, oddly, challenges
seem to make most people get involved. In particular, people who have discovered this get
hooked on the buzz and fall into the psychological flow of getting deeply engaged.
Challenge is a future-based motivator that focuses people on new and different things,
rather than basic motivations such as control and safety that may lead people to resist
change.
Rationalization. People have a deep need for consistency, and when they do something,
they need to have consistency and alignment between their actions and their beliefs. When
there is inconsistency, they must either change what they are doing or what they believe in
order to restore consistency. If they have already started doing something, then they
cannot change what has been done, the question then becomes why I am doing this? It is
important that the person is able to rationalize why they acted in a particular way or
performed a particular task. When a person is paid or commanded to act, they may
rationalize that they did it for the money or the commander, not because they really
believed it was the right thing to do.
Socializing. Seal changes by building them into the social structures. Give social leaders
prominent positions in the change. When they feel ownership for it, they will talk about it
and sell it to others. Social or sociality is almost an invisible quality where people accept
its rules without even noticing that they are doing so. A change that is socialized becomes
normal and the way things aredont believe this? Walk around any Air Force
installation and see how many variations of uniform violations you seepeople see others
doing it and accept it as authorized. When something becomes a social norm, people
will be far more unlikely to oppose it as to do so is to oppose the group and its leaders.
These are just a few techniques NCOs can use to refreeze. There are many other ways to
accomplish refreezing that may depend on particular elements and circumstancesthe
most important thing to remember is that telling subordinates to shut up and color is not
an effective way to refreeze!
Without refreezing, the old ways of doing business may reassert themselves. Just as your
attendance at the NCOA, you hopefully want to apply yourself and have aspirations to use
your new skills in the future in your work centers. However, it seems easier for some to
simply revert to the old ways instead of making waves. Therefore, old behaviors may
take over, and nothing will change. You might feel that this is aimed at you, and it is in a
way; but maybe its also referring to your subordinates. They will attend different levels
of PME, and it only makes sense that you expect to see a change for the better upon their
return in exchange for their extended absence from the work center, right?
During refreezing, ensure that you evaluate the results of the change: Did you obtain the
desired results? Are people still supporting the change process? Are they reverting to the
old ways of doing things? Since old behaviors may resurface, it may be necessary to
evaluate the results of your change periodically. Remember, the change process is not
UM09SG - 18

complete until the change is in place and has become the norm.
Reactions to Change
As you have already read, getting people to change is difficult, and getting an entire
organization to change can seem impossible. If we are to succeed in moving our
organizations forward, we must obtain buy-in from those affected by the change.
According to Cynthia Scott, author of Managing Change at Work, when 5% of the people
in a group adopt a change, the change is imbedded within the organization. When 20%
adopt it, the change is unstoppable.5
To push change to an unstoppable level, we need to understand how people accept and
adapt to change. Ever notice how some people are always trying to shake things up, while
others avoid change as if it were a disease? Guess what? Your ability and willingness to
accept change is based entirely on your personality. Sound familiar?
Individual Reactions to Change
Figure 6 displays the five levels or reactions to change otherwise known as diffusion of
innovation.

Fig.6, Diffusion of Innovation Histogram

UM09SG - 19

Innovators are a small percentage of the populationthose who immediately embrace

new ideas. They are usually venturesome, educated, and more willing to take risks than
the rest of the population. Innovators are big picture thinkers who see potential and
imagine possibility in almost anything, and are able to put both into action.
Early adopters are usually social and opinion leaders who are often popular, educated,
and able to see a competitive advantage in adopting new ideas early. They are very
effective in spreading acceptance of new ideas because they generate the respect of their
peers who look to them for guidance.
The early majority makes up one of the largest groups of people, providing an important
link in the change process because they tend to represent mainstream thinking. They
slowly follow with calculated willingness to adopt innovations and they tend to deliberate
for some time before completely adopting new ideas.
Unlike the early adopters, the early majority are seldom looked to as opinion leaders
because they tend to get involved only after something has become big or successful.
The late majority is the other large group in the middle of the curve. Most people in this
category are hampered by feelings of insecurity and skepticism, which prevent them from
taking risks. As a result, members of the late majority usually wait too long to adopt
change by looking for guarantees before getting involved.
Laggards are the last people to embrace new ideas and they influence no one! They are
usually less educated and uninformed, which tends to make them close-minded and afraid
of change. They rely mainly on neighbors and friends as their main sources of
information, and have no desire for new ideas or personal success.3
So what does all this mean to you? Well, who would you want on your side if you were
implementing change in your work centerthe innovators and early adopters, or the
laggards and late majority? Do you want people who embrace and even initiate change, or
do you want people who run and hide at the first sign that something is changing? Take a
moment and consider which category you belong too.
Let us take a moment to think about how all these adaptability and change concepts could
be affected by our temperaments or strengths. By now you should have a good
understanding of your temperaments and strengths. How do you think your temperaments
and strengths could possibly hinder or help you deal with the reactions of change? It is
important to understand that the way you handle particular situations may appear to some
people entirely different than you intended.
CONCLUSION
As you already know, people, as well as organizations, handle change differently. Some
individuals and organizations readily accept change, while others seem to avoid accepting
change in any form. Whether change is imposed from the top brass or by you, you need
to understand your role(s) in the change process. Your leadership and dedication to the
mission are vital to ensure change is implemented successfully.

UM09SG - 20

Attachment 1
HOMEWORK ASSIGNMENT #1
Think of changes you have experienced in your Air Force career. Then, answer the
questions, below. These changes may have come from an individual or a group level.
They could have affected knowledge, attitudes, individual behavior, or group behavior. Be
prepared to discuss your responses in class.
1. Give an example of when you demonstrated adaptability to a change.

2. Give an example of when you resisted a change.

3. Using your example above:

a. Describe whether the changes were at the knowledge, attitudinal, or behavioral

level?

b. Were they directive or participative?

c. Explain why the change succeeded (or failed).

d. How well did the change agent(s) and/or change sponsor(s) fulfill their roles?

e. Who embraced the changes?

f. Who fought the changes?

g. What would you have done differently?

UM09SG - 21

Attachment 2
HOMEWORK ASSIGNMENT #2 ADAPTABILTY QUIZ
This questionnaire provides insight into your ability to adapt and survive the rigors of daily
life. The results are an indication of your individual resilience. Bear in mind that any test
of this sort is a "snapshot" of how you perceive yourself at a given point in time. Your
results may change in a different context.
Use the 1 5 scale below when answering each question.
1
Not True

2
Slightly True

3
Somewhat True

4
Mostly True

5
Very True

1. I adapt quickly. I am good at bouncing back from difficulties.

2. I am optimistic. I can see difficulties as temporary and expect to

overcome most difficulties and have things turn out well.

3. In a crisis, I can calm myself and focus on taking useful actions.

4. I am good at solving problems logically.

9. I am very flexible. I feel most comfortable with inner complexity

(trusting and cautious, unselfish and selfish, optimistic and pessimistic,
etc.)

10. I usually try to anticipate problems to avoid them and expect the
unexpected.

11. I am able to tolerate ambiguity and uncertainty about situations

12. I am self-confident, enjoy healthy self-esteem, and have an attitude of

professionalism about work.

15. I am very durable and can keep on going during tough times. Some
would say I have an independent spirit.

16. I usually recover quickly from emotional losses and setbacks. I can
express feelings to others, let go of anger, overcome discouragement,
and ask for help.

17. I am a good listener and often feel empathetic towards others. I feel like
I read" people well and adapt to various personality styles. I am nonjudgmental (even with difficult people).

5. I can think up creative solutions to challenges. I almost always trust my

intuition.
6. I am playful and find humor in many things. I can laugh at myself.
7. I am very curious and ask questions. I am always trying to figure out
how things work and experiment with different approaches to situations.
8. I constantly learn from experiences and from the experiences of others.

13. I like to convert misfortune into good fortune. I continuously try to

discover the unexpected benefit.
14. I feel as if I have been made stronger and better by difficult experiences.

Sub Total Columns

Grand Total

UM09SG - 22

What does your score mean?

The maximum possible score on the "Personal Adaptability Assessment" is 85. If you
meet anyone who rates themselves at 85, sit at their feet and learn the meaning of life from
them! For most of us mere mortals, our self-assessment will be less dramatic. A score
of 50 or more indicates you feel you are at least doing "okay."
Interpretation
70 or higher
You are indeed very resilient! You have the capacity to keep problems and pressures
in perspective and consistently show a high degree of optimism about your life. You
probably find that others look to you for affirmation and support and your positive
outlook will allow you to be a support to others, without disturbing your equilibrium.
60 - 70
You are doing better than most. You have a balanced approach to stress factors and
have a degree of confidence that difficult circumstances are temporary. You may feel
somewhat "battered" at times, but this allows you a high degree of empathy with others
who experience difficulty. You need to be alert to the possible emotional impact of
supporting others who are struggling to cope with life. Make sure you keep your own
support systems alive and well and be ready to draw a line in the sand when demands
on you become too great.
50-60
You are doing OK, but you probably have about enough "fuel in the tank" for yourself
and not much more! You probably feel that better times are ahead, but not imminently.
Take some time to think about the things in life that bring you real joy and satisfaction.

If it is difficult to identify these, think about the times in life you have been most
content and work out what made you happy then. There may be some clues for the
present. During the Leadership Influence lesson you will develop a personal
development program for yourselfyou should add Adaptability to your plan!
40-50
You are struggling! This is a point at which you may find external help particularly
useful. Coming back to a more optimistic outlook may not be difficult from this
point, with help, but you are in danger of slipping into a negative frame of mind
from which recovery will be longer and more difficult.
40 or under
Seek help--no ifs, ands, or buts about it! Problems, stresses, and pressures have
assumed a proportion well above the level they warrant. Get help. Life can and
will improve if you are assisted to re-focus on what is important to you.

UM09SG - 23

Attachment 3
Change Management/Adaptability Scenario
1

1. Things couldnt be better for TSgt Johnson. Recently promoted, he is flight chief for

Security Forces squadrons Bravo Flight and is excited to go to work every day. Besides

enjoying the fact that his flight has very few deployment obligations, he especially likes the

flights 4 days on/3 days off duty schedule. It not only allows time for his favorite off-duty

stuff, it also allows him and his team to spend time at the fitness center playing ball and

working out together.

2. This morning, without warning the commander announces two of the Squadrons flights

will begin deploying. Afterwards, the Chief tells Johnson, Your flight will cover the

deployed flights in-garrison duties. Create a duty schedule for 6 days on/3 days off with

10

everyone on 12-hour shifts and let me know who you want to send over to the other flight. I

11

need that information on my desk in two weeks. Johnson walks away wondering how to

12

break the news to his team and how to decide who to send to the other flightand do it all

13

within two weeks.

14

3. A week later, the Chief catches Johnson in the hall and asks about his progress on the

15

schedule. Johnson says, I havent looked at the schedule yet because I was hoping there

16

might be a way for Bravo Flight to keep its 4-3 duty schedule and its people intact. The

17

Chief responds, Ive looked at the numbers and there is no way to meet all mission

18

requirements without your flights support. Please get the new schedule and list of names to

19

me by tomorrow morning.

20

4. The rest of the day, Johnson struggles with the schedule and with figuring out who stays

21

and who goes. In the morning, after a restless night, hes no closer to having a completed

22

schedule or list and now hes angry about the whole thing. The chief asks, Sergeant

UM09SG - 24

23

Johnson, do you have a schedule and list for me? Chief, I cant do this! Johnson

24

exclaimed. I barely have enough people to handle all of my flights duties let alone another

25

flights duties. The chief, seeing the frustration in Johnsons face says, I know its difficult

26

but you have got to figure this out. Take another daybut make it happen. Johnson

27

replies, But chief, we used to The Chief cut him off with. This is not a debate. I

28

recognize this will be tough for everybodybut we have no choice. I want the schedule and

29

list by close of business tomorrow!

30

5. A week later Johnson implements the new schedule and conflict soon follows. Guard

31

mount is chaotic. Some people spend hours on remote posts without relief, others miss chow

32

breaks, and some posts go unmanned. Everywhere he goes Johnson hears people

33

complaining. Walking toward the Armory he overhears one airman say, These shifts are

34

stupid and hears another airman respond, Yeah we work for a bunch of idiotslast night it

35

was two hours after my shift ended before anyone came to relieve me.

36

6. Three weeks later, the Chief calls Johnson into his office and asks, How are things

37

going? Johnson replies, It was a bumpy ride for awhile, but were doing better now

38

were manning all post properly and relieving people for meals and although its not for their

39

normal 30 minutes, everyone agrees that 20 minutes is better than nothing. Although some

40

people jumped on board right away, others are still adjusting and grumbling about the shifts

41

so I continue to help them understand the importance of supporting the unit. A few of us

42

have managed to squeeze out time for off-duty stuff and most of us meet at the gym on our

43

day off for little basketball and weightlifting. We have a few lagging behind, but eventually

44

well get everyone on board. The Chief smiles, pats Johnson on the back, and says, Youre

45

doing a good jobkeep it up. Afterwards, Johnson smiles to himself as he thinks about

46

how good it feels to know hes doing a good job.

UM09SG - 25

NOTES

Elton Mayo, The Social Problems of an Industrial Civilization (Routledge & Kegan Paul Ltd), 369.

Ibid.

Ibid.

David Straker, Changing Minds (London: Syque Press)

Cynthia D. Scott and Dennis T. Jaffe, Managing Change at Work: Leading People Through Organizational
Transitions (Menlo Park, CA: Crisp Publications), 4.

UM09SG - 26