Chapter 17: Helping People Through Change And Burnout Prevention PDF

Because learning changes everything. ® Chapter 17 Helping People through Change and Burnout Prevention © 2020 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted witho...

Because learning changes everything. ® Chapter 17 Helping People through Change and Burnout Prevention © 2020 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.  Learning Objectives Know how a leader can help people through change, including the importance of attitude and personal example Identify where you are in the burnout process, including steps that can be taken for emergency, short-term, and long-term aid Identify the characteristics of a hardy personality Determine your level of adaptive capacity. Are you a stress-resistant person? © McGraw-Hill Education 2  Types of Changes in the Workplace Structure Typically tremendous change and often severely resisted Tasks Required by changes in the environment and processes, driven by customer needs and quality initiatives Technology Advancements and innovations that dramatically increased the rate of change People Changing relationships because of change in structure, tasks, or technology Change with an individual due to new knowledge, attitude, or skills © McGraw-Hill Education 3  Change in the Workplace, 1 Stressful changes in the American workplace Downsizing Reorganization activities resulting from reengineering business, reinventing government, and other management initiatives Employees who remain in an organization after downsizing experience survivor syndrome Being afraid they will be part of the next round of cuts Feeling sadness and guilt over their co-workers’ fate Often having more work to do personally if production demands do not reflect the reduced number of people to do the job © McGraw-Hill Education 4  Change in the Workplace, 2 Lessons learned from studying organizational change People need to be flexible and willing to change to preserve important values and goals People need a positive attitude toward lifelong learning to remain viable in the workplace Career education is a survival skill Change can be expensive Change frenzy creates cynical, demoralized employees; fails to produce improvements; and results in frontline workers who are overstressed © McGraw-Hill Education 5  Figure 17.1: Organizational Response to Change Jump to Figure 17.1: Organizational Response to Change, Appendix © McGraw-Hill Education 6  Managing People through Change, 1 Top management: May underestimate the impact of change on lower levels of the organization Expects employees to go along when a change is announced and blame middle managers if people resist or complain May be so insulated that they truly do not know the results of their decisions and programs © McGraw-Hill Education 7  Managing People through Change, 2 Middle management: Feels pressure to implement organizational change Often lacks information and top leadership direction to be successful May feel squeezed between resistant or withdrawn subordinates and demanding but out-of-touch superiors © McGraw-Hill Education 8  Managing People through Change, 3 Frontline employees: May feel threatened by changes announced by management May respond to changes with denial and resistance, leading often to worry and protective behavior © McGraw-Hill Education 9  Managing People through Change, 4 People judge a change on the basis of how it will affect them Resistance can be great if a change is personally disruptive Loss of control is one of the things people dislike most about change People should be convinced that the price of holding on to something is too high and that change is the only way to survive © McGraw-Hill Education 10  Guidelines for Leaders in Change Efforts Have a good reason for making a change Personalize change Implement change thoughtfully Put a respected person in charge of coordinating change Tell the truth Wait patiently for results Acknowledge and reward people Maintain an open door, listen for understanding, and be patient © McGraw-Hill Education 11  Kurt Lewin’s Three-Step Process for Helping People through Change Unfreezing: Reducing or eliminating resistance to change Moving to the desired state: Involves considerable two-way communication, including group discussion Living by the new conditions: Involves such factors as pointing out the successes of the change and finding ways to reward the people involved in implementing the change © McGraw-Hill Education 12  Understanding Complex Organizational Change According to Ron Heifetz and Don Laurie, the leader’s responsibility is to determine the sequence and pace of work Successful leaders: Clearly communicate the organization’s purpose, priorities, and pace of change Demonstrate presence and poise Help reduce unnecessary pressure, conflict, and frustration © McGraw-Hill Education 13  The Eight-Stage Process of Creating Major Change, 1 Establishing a sense of urgency Examining the market and competitive realities Identifying and discussing crises, potential crises, or major opportunities Creating the guiding coalition Putting together a group with enough power to lead the change Getting the group to work together like a team Developing a vision and strategy Creating a vision to help direct the change effort Developing strategies for achieving that vision © McGraw-Hill Education 14  The Eight-Stage Process of Creating Major Change, 2 Communicating the change vision Using every vehicle possible to constantly communicate the new vision and strategies Having the guiding coalition role-model the behavior expected of employees Empowering broad-based action Getting rid of obstacles Changing systems or structures that determine the change vision Encouraging risk taking and nontraditional ideas, activities, and actions © McGraw-Hill Education 15  The Eight-Stage Process of Creating Major Change, 3 Generating short-term wins Planning for visible improvements in performance or wins and creating those wins Visibly recognizing and rewarding people who made the wins possible Consolidating gains and producing more change Using increased credibility to change all systems, structures, and policies that do not fit together and do not fit the transformation vision Hiring, promoting, and developing people who can implement the change vision Reinvigorating the process with new projects, themes, and change agents © McGraw-Hill Education 16  The Eight-Stage Process of Creating Major Change, 4 Anchoring new approaches in the culture Creating better performance through customer- and productivity- oriented behavior, more and better leadership, and more effective management Articulating the connections between new behaviors and organizational success Developing means to ensure leadership development and succession management © McGraw-Hill Education 17  Eight Errors Common to Organizational Change Efforts Allowing too much complacency Failing to create a sufficiently powerful guiding coalition Underestimating the power of vision Undercommunicating the vision by a factor or 10, 100, or even 1,000 Permitting obstacles to block the new vision Failing to create short-term wins Declaring victory too soon Neglecting to anchor changes firmly in the corporate culture © McGraw-Hill Education 18  Consequences of the Errors Common to Organizational Change Efforts New strategies are not implemented well Acquisitions do not achieve expected synergies Reengineering takes too long and costs too much Downsizing does not get costs under control Quality programs do not deliver hoped-for results © McGraw-Hill Education 19  Empowering People to Effect Change, 1 Communicate a clear, compelling vision to employees If employees have a shared sense of purpose, it will be easier to initiate actions to achieve that purpose Make structures compatible with the vision Unaligned structures block needed action Provide the training employees need Without the right skills and attitudes, people feel unempowered © McGraw-Hill Education 20  Empowering People to Effect Change, 2 Align information and personnel systems to the vision Unaligned systems block needed action Confront supervisors who undercut needed change If managers fail to display commitment to a change, it is difficult for employees below them to be supportive © McGraw-Hill Education 21  Figure 17.4: The Diffusion of Innovation Jump to Figure 17.4: The Diffusion of Innovation, Appendix © McGraw-Hill Education 22  The Role of the Individual When faced with uncertainty and lack of role clarity, employees should: Work from the heart and adjust quickly when change occurs Create role clarity for themselves Successful employees: Contribute more than they cost Make customers their first priority © McGraw-Hill Education 23  Changes in Today’s World, 1 Technology is a major influence at work and home Pace of technological and social change is rapid and accelerating Speed of communication and access to information are increasing Reliance on self-help versus institutional help is increasing Dominant trend is greater diversity in the workplace © McGraw-Hill Education 24  Changes in Today’s World, 2 Greater variety of living arrangements Greater variety of working arrangements Growth in population, including cultural and ethnic diversity Globalization of world economies Trend toward breakdown of traditional values and social order © McGraw-Hill Education 25  Organizational Changes That Lead to Stress, 1 Less supervision Technique to deal is to develop one’s own responsibilities and objectives Team culture Technique to deal is to be prepared for and accept empowerment Focusing on quality Technique to deal is to start learning on one’s own without waiting for training © McGraw-Hill Education 26  Organizational Changes That Lead to Stress, 2 Downsizing Technique to deal is to be aware of rumors, but not letting them dominate one’s thoughts Mergers and acquisitions Technique to deal is to learn as much as possible about the other company Diversity Technique to deal is to become more aware of one’s own values and prejudices © McGraw-Hill Education 27  Organizational Changes That Lead to Stress, 3 International environment Technique to deal is to be honest in considering whether an overseas assignment might work for one and one’s family Innovative pay strategies Technique to deal is to understand the organization’s new pay strategy © McGraw-Hill Education 28  The Importance of Attitude, 1 What a person does when change occurs depends on the person’s attitude Attitude: Affects one’s happiness, effectiveness, and general well- being Can make or break one’s career, one’s relationships, and one’s health © McGraw-Hill Education 29  Figure 17.8: Attitude Curve in Response to Change Jump to Figure 17.8: Attitude Curve in Response to Change, Appendix © McGraw-Hill Education 30  The Importance of Attitude, 2 Denial, resistance, and negative attitudes are avoided in favor of proceeding directly to states of exploration, personal responsibility, and commitment © McGraw-Hill Education 31  The Importance of Attitude, 3 Positive reactions to change is most likely to happen when people: Believe the change is the right thing to do Have influence on the nature and process of the change Respect the person who is championing the change Expect the change will result in personal gain Believe this is the right time for change © McGraw-Hill Education 32  Figure 17.9: Effective Responses in Dealing with Change Jump to Figure 17.9: Effective Responses in Dealing with Change, Appendix © McGraw-Hill Education 33  Strategies for Dealing with Change, 1 Change often means loss of: Security Confidence Relationships Direction Possessions Healthy coping means dealing with loss realistically and letting go of what must be given up in order to move on Adopting the belief that it is never too late to change one’s attitude and set one’s life on a new and positive course © McGraw-Hill Education 34  Strategies for Dealing with Change, 2 Attitude What the Individual Can Do What Others Can Do Denial Live by the principle “Know Provide information, answer the truth and it will set you questions, and communicate, free.” ideally in person Resistance State how you feel. Get it off Listen and acknowledge your chest. feelings. Listening shows respect and may yield important and otherwise unknown information. Attitude Say this is intolerable. Model and reinforce positive trough Resolve to improve. Say actions. Be patient. good-bye to the past. Be willing to alter behavior. © McGraw-Hill Education 35  Strategies for Dealing with Change, 3 Attitude What the Individual Can Do What Others Can Do Exploration Have an open mind. Focus on possibilities. Channel Consider all possibilities. energy in a helpful way. Coping includes fact-finding Brainstorm ideas and and visioning an ideal future. alternatives. Provide helpful training. Set short-term goals. Responsibility Have courage. Take action. Encourage and expect the best. Accept the consequences. Help with planning and goal setting. Show support when decisions are made. Commitment Learn from the past. Enjoy Acknowledge and celebrate the present. Plan for the accomplishments. Help prepare future. for future challenges. © McGraw-Hill Education 36  Characteristics of Burnout Dictionary definition of burn out is to fail, wear out, or become exhausted due to excessive demands on one’s strength, resources, and energy Burnout happens when a person experiences physical, psychological, and spiritual fatigue and is unable to cope Characteristics of physical fatigue: Lack of energy and low vitality Symptoms of psychological fatigue: Depression and loss of sharpness in thinking and feeling Characteristics of spiritual fatigue: Lack of interest and meaning in life, resulting in unhappiness and pessimism © McGraw-Hill Education 37  Types of Burnout Victims Superpeople: Want to do everything themselves because no one else can or will and have never let anyone down Workaholics: Are driven to meet unreasonable demands placed on them Burned-out Samaritans: Are always giving to others while receiving little help or appreciation in return Mismatched people: Do their jobs well but do not like what they are doing Midcareer coasters: May once have been high performers but currently lack enthusiasm Overstressed students: Are holding down full-time jobs and full course loads © McGraw-Hill Education 38  Impact of Burnout Burnout is a great equalizer Blind to age, sex, color, and creed Condition that can affect both white- and blue-collar workers as well as those who work at home Job burnout is widespread in modern society, which is hazardous and can be contagious Result of burnout is that a company loses its best people at a critical point, or it leaves them so stressed that their attitude sabotages projects © McGraw-Hill Education 39  Steps in the Typical Path to Burnout Enthusiasm: High hopes and high energy are present as a task or job is begun Slowdown: Excitement fades and energy wanes Stagnation: Frustration begins with questions on the value of the task or work effectiveness Apathy: Physical and emotional exhaustion is felt, depression is common, and performance deteriorates © McGraw-Hill Education 40  Strategies for Dealing with Burnout Emergency aid: Doing deep breathing, engaging in positive self-talk, taking a physical retreat, and talking with a friend Sample short-term actions: Reducing workload, setting priorities, taking care of one’s body, and accentuating the positive Important long-term solutions: Clarifying values, renewing commitments, making lifestyle changes, and developing personal competencies © McGraw-Hill Education 41  The Leader’s Role in Burnout Prevention, 1 Clarify the mission, goals, and values of the organization, and live these personally Clearly communicate role expectations Maintain a healthy work environment, such as meeting physical, safety, and emotional health needs Manage work processes so that individuals and groups are neither overloaded nor underloaded Maintain an effective balance between continuity and change Foster a spirit of belonging and teamwork throughout the organization © McGraw-Hill Education 42  The Leader’s Role in Burnout Prevention, 2 Allow people flexibility to work at the pace and manner that will ensure personal satisfaction while maintaining needed productivity Provide people opportunity for ongoing involvement in decisions affecting them Have career development policies and activities that help people achieve their full potential Provide assistance in times of stress © McGraw-Hill Education 43  Strategies to Help Manage Job Stress, 1 Maintain a safe and organized work environment Clarify work unit goals and objectives Be sure individual job expectations and instructions are clear Evaluate workloads and deadlines Have regular reviews to provide accurate and timely feedback, and give assurance that good work is appreciated © McGraw-Hill Education 44  Strategies to Help Manage Job Stress, 2 Show patience, understanding, and support in dealing with employee problems Deal with personality differences directly and constructively Coach and develop employees to their full potential Involve people, as much as possible, in decisions that affect them Keep communication lines open with an open-door policy © McGraw-Hill Education 45  Job Stress Stress in the workplace is encountered at ever-increasing rates 40 percent of workers in the United States say their jobs are very stressful or extremely stressful Managers are 20 percent more likely than the average worker to describe their jobs as stressful Of the stress Americans experience, 82 percent say that work is their biggest source of stress Organizational stress is related to health problems and related costs Unwanted job loss can be distressful © McGraw-Hill Education 46  Sources of Stress New technology Workforce diversity Global competition Organizational restructure Changing work systems © McGraw-Hill Education 47  Figure 17.10: The Relationship between Stress Levels and Job Performance Jump to Figure 17.10: The Relationship between Stress Levels and Job Performance, Appendix © McGraw-Hill Education 48  Occupational Overload and Underload If stress levels are either too low or too high, job performance is reduced Some stress comes from overload – too much pressure, conflict, and frustration Some stress comes from underload – boredom, lack of meaning, and low job satisfaction People perform best when mental and physical arousals are moderate rather than extreme Presence of high, but not debilitative, physical energy, mental alertness, and personal motivation © McGraw-Hill Education 49  Stress at Work and Public Policy Most workers in the United States are psychologically sound and are coping relatively well with work and with life Substantial numbers of people have the job stress syndrome Cornerstones of the blueprint for protecting the health and well-being of American workers Well-designed jobs Evaluation systems to detect psychological disorders and underlying risk factors Education of workers and managers on the signs, causes, effects, and control of work-related psychological disorders Improved mental health service delivery for workers © McGraw-Hill Education 50  Work Behavior That Leads to the Karoshi Syndrome The Japanese word “Karoshi” means “death [shi] from overwork [Karo]” Extremely long hours that interfere with normal recovery and rest patterns Night work that interferes with normal recovery and rest patterns Working without holidays or breaks High-pressure work without breaks Extremely demanding physical labor and continuously stressful work without relief © McGraw-Hill Education 51  Women, Work, and Stress Tasks required for maintaining a home and raising children may result in overload or underload For women who choose or are required to hold down a job and raise a family at the same time, significant levels of stress can result Fastest-growing segment of the American workforce is women with young children As women have moved more and more into paid employment, there has been little reduction in home responsibilities Some employers have responded with help for working mothers © McGraw-Hill Education 52  Results of the Executive Monkey Studies Executive monkeys, who were responsible for saving their partners and themselves, developed ulcers and died because of electric shocks Uninformed, nonexecutive monkeys remained healthy even after receiving electric shocks Burden of responsibility, including the need to maintain a high degree of vigilance and the pressure to make decisions, was the cause of the high level of stress, resulting in death © McGraw-Hill Education 53  Results of the Weiss Study Executive animals were much more able to cope with responsibility and avoid ulcers because of electric shocks if they were given feedback on their behavior Conclusion was that pressure to perform without feeling in control can result in health problems and even death Feeling of frustration and being out of control was the cause of debilitating stress © McGraw-Hill Education 54  Job Stress Interventions, 1 Primary prevention: Seeks to correct the fundamental cause of stress by changing working conditions and the physical environment Includes occupational safety, physical work comfort, work design, and healthy workplace initiatives Secondary prevention: Strives to identify and treat illness early in its course Includes stress education, health assessments, and wellness programs © McGraw-Hill Education 55  Job Stress Interventions, 2 Tertiary prevention: Involves the treatment of health conditions to lessen the impact on personal functioning, regardless of the source Is typically reactive to existing problems Is traditionally provided by medical personnel, often through an employee assistance program © McGraw-Hill Education 56  Wellness Programs Level I programs: Include newsletters, health fairs, screening sessions, posters, flyers, and classes Level II programs: Provide specific training, such as physical conditioning and proper methods of performing physically demanding tasks Level III programs: Create an environment that helps people sustain healthy lifestyles and behaviors © McGraw-Hill Education 57  The Stress-Resistant Person Effective leaders have adaptive capacity, which is the ability to transcend adversity and emerge stronger than before Stress-resistant people: Are hardy individuals who are able to accomplish tremendous tasks and still remain healthy Are comfortable in almost any situation and are relaxed and confident, even when they are making critical decisions Project a sense of control and strength and live a life of balance and alignment Have the ability to overcome adversity and not be defeated by setbacks © McGraw-Hill Education 58  Developing Resilience Resilience is based on the five characteristics of a hardy personality: Personal Commitment Sense of Control Positive Attitude Balanced Perspective Caring Relationship © McGraw-Hill Education 59  End of Main Content Because learning changes everything. ® www.mheducation.com © 2020 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.