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CM Lecture 3

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Dr. Ghulam Dastgeer
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16 views10 pages

CM Lecture 3

Uploaded by

Dr. Ghulam Dastgeer
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Individual Change

DR. GHULAM DASTGEER


Individual Change

Managers of change is to understand the distinction


between
the changes being managed in the external world
the concurrent psychological transitions that are experienced
internally by people.

Often though, it is the internal reaction to external


change that proves the most fruitful area of
discovery, and it is often in this area that we find the
reasons external changes succeed or fail.
These are the behavioural, the cognitive, the
psychodynamic and the humanistic psychological
approaches
LEARNING AND THE PROCESS OF CHANGE

Buchanan and Huczynski (1985) define learning as:


‘the process of acquiring knowledge through experience which
leads to a change in behaviour’. Learning is not just an
acquisition of knowledge, but the application of it through doing
something different in the world.
Many of the change scenarios that you find
yourself in require you to learn something new, or
to adjust to a new way of operating, or to unlearn
something.
A useful way of beginning to understand what
happens when we go through change is to take a look
at what happens when we first start to learn
something new.
 Let us take an example of driving your new car for the first
time.
Conscious and unconscious competence and incompetence

The Gestalt psychologists suggested that people have a worldview


that entails some things being in the foreground and others being in
the background of their consciousness.
Example: Assuming that I am an experienced driver, many of the
aspects of driving, for me, are unconscious.
 I am unconsciously competent
As soon as I am in the new situation of an unfamiliar car,
 I have become conscious of my incompetence
After some experience I manage – quite consciously – to become
competent again.
 it has required focus and attention (my consciousness).
It will only be after a further period of time that they recede to the
background and I become unconsciously competent again
Kolb’s learning cycle
It shows that we learn through a process of doing and
thinking. The individual does something, reflects upon
his or her specific experience, makes some sense of the
experience by drawing some general conclusions, and
plans to do things differently in the future.
Some of us are quite activist in our approach to learning.
We want to experience what it is that we need to learn. We
want to dive into the swimming pool and see what happens
(immerse ourselves in the task).
Some of us would like to think about it first! We like to
reflect, perhaps on others’ experience before we take action.
The theorists might like to see how the act of swimming
relates to other forms of sporting activity.
The pragmatists have a desire to relate what is happening
to their own circumstances. They are interested in how the
act of swimming will help them to achieve their goals.
THE BEHAVIOURAL APPROACH TO CHANGE

A behavioural approach to change will focus on


changing the behaviour of staff and managers. The
objective will be behaviour change, and there
Focuses on how one individual can change another
individual’s behaviour using reward and
punishment, will not necessarily be any attention
given to improving processes, improving
relationships or increasing involvement in goal
setting.

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