John P. Kotter is renowned for his work on leading organizational change. In 1995, when this article was first published, he had just completed a ten-year study of more than 100 companies that attempted such a transformation. Here he shares the results of his observations, outlining the eight largest errors that can doom these efforts and explaining the general lessons that encourage success.
Unsuccessful transitions almost always founder during at least one of the following phases: generating a sense of urgency, establishing a powerful guiding coalition, developing a vision, communicating the vision clearly and often, removing obstacles, planning for and creating short-term wins, avoiding premature declarations of victory, and embedding changes in the corporate culture.
Realizing that change usually takes a long time, says Kotter, can improve the chances of success.
We create implementation strategies and learning plans to help people develop the necessary job-based skills needed to execute the changes. Then we watch the best strategies and plans get derailed by emotions, politics and burnout — all of which seem out of our control.
Enter change management skills, like the ability to sense and shift strategies, inspire and engage, and navigate politics. Change management skills are valuable, sustainable and often overlooked, but they can be learned. They greatly increase the chance that change efforts will succeed, and they offer competitive advantage as organizations grow and adapt to a relentlessly shifting external environment.
Navigating the politics of change is arguably the most difficult change management skill. But CLOs who excel at building change management capabilities offer value that every organization needs. We can help teams use political dynamics to increase engagement, passion and change effort success.
So many of us struggle to change careers, to leave a bad relationship, to go back to school. In my social circle, I can think of just two friends who are notably good at change; the rest (myself included) tend to freeze up when we consider breaking with the past in a significant way. Neuroscientist Dean Burnett’s new book, “Idiot Brain,” addresses the ways our brains trip us up. I asked him why humans might be wired to resist making changes even when we say we want them.
“In an evolutionary sense, the brain doesn’t like uncertainty. Anything uncertain is potentially a threat,” Burnett says.
In talking to experts in areas including psychology, neuroscience, and behavioral economics, I found four distinct categories that tend to hold us back from making changes. I’ll cover each in a separate post, starting with the prospect of uncertainty: why we appear wired to pay a lot of attention to it — and sometimes to dread it.
This article presents the outcomes of a typological analysis of Web 2.0 learning technologies. A comprehensive review incorporating over two thousand links led to identification of 212 Web 2.0 technologies that were suitable for learning and teaching purposes. The typological analysis then resulted in 37 types of Web 2.0 technologies that were arranged into 14 clusters. The types of Web 2.0 learning technologies, their descriptions, pedagogical uses and example tools for each category are described, arranged according to the clusters. Results of this study imply that educators typically have a narrow conception of Web 2.0 technologies, and that there is a wide array of Web 2.0 tools as yet to be fully harnessed by learning designers and educational researchers.
Leadership is directly correlated to and is synonymous with change. Leadership in the 21st century requires the ability to continuously manage crisis and change. Change is often a complex and arduous process.
"Human beings are works in progress that mistakenly think they're finished." Dan Gilbert shares recent research on a phenomenon he calls the "end of history illusion," where we somehow imagine that the person we are right now is the person we'll be...
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