Instructor Manual for
M Organizational Behavior
2024 Release By Steven
McShane, Mary Von Glinow
(All Chapters 1-14, 100%
Original Verified, A+ Grade)
All Chapters Arranged Reverse: 14-1
This is The Only Original and
Complete Instructor Manual
for 2024 Release, All Other
Files in the Market are
Fake/Old/Wrong Edition.
,Chapter 14: Organizational Change
Instructor’s Manual to Accompany
M: Organizational Behavior
2024
by Steven L. McShane and Mary Ann Von Glinow
Chapter 14:
Organizational
Change
Prepared by Steven L. McShane
Page 14-1
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
,Chapter 14: Organizational Change
14 Organizational
Change
LEARNING OBJECTIVES
After reading this chapter, students should be able to:
14-1 Describe the elements of Lewin’s force field analysis model.
14-2 Discuss the reasons why people resist organizational change and how change agents should view this
resistance.
14-3 Outline six strategies for minimizing resistance to change, and debate ways to effectively create an
urgency for change.
14-4 Discuss how leadership, coalitions, social networks, and pilot projects assist organizational change.
14-5 Describe and compare action research and appreciative inquiry as formal approaches to organizational
change.
14-6 Discuss two cross-cultural and three ethical issues in organizational change.
CHAPTER GLOSSARY
action research — a problem-focused change positive organizational behavior — a perspective
process that combines action orientation (changing of organizational behavior that focuses on building
attitudes and behavior) and research orientation positive qualities and traits within individuals or
(testing theory through data collection and institutions as opposed to focusing on what is
analysis) wrong with them
appreciative inquiry — a change strategy that refreezing — the latter part of the change process,
directs the group’s attention toward the in which systems and structures are introduced
organization’s (or work unit’s) potential and that reinforce and maintain the desired behaviors
positive elements and away from its problems
unfreezing — the first part of the change process,
force field analysis — Kurt Lewin’s model of in which the change agent produces disequilibrium
system-wide change that helps change agents between the driving and restraining forces
diagnose the forces that drive and restrain
proposed organizational change
Page 14-2
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
, CHAPTER SUMMARY BY LEARNING OBJECTIVE
14-1 Describe the elements of Lewin’s force field analysis model.
Lewin’s force field analysis model states that all systems have driving and restraining forces. Change
occurs through the process of unfreezing, changing, and refreezing. Unfreezing produces
disequilibrium between the driving and restraining forces. Refreezing realigns the organization’s
systems and structures with the desired behaviors.
14-2 Discuss the reasons why people resist organizational change and how change agents should view
this resistance.
Restraining forces are manifested as employee resistance to change. The main reasons people resist
change are the negative valence of change, fear of the unknown, not-invented-here syndrome, breaking
routines, incongruent team dynamics, and incongruent organizational systems. Resistance to change
should be viewed as a resource, not an inherent obstacle to change. Change agents need to view
resistance as task conflict rather than relationship conflict. Resistance is a signal that the change agent
has not sufficiently strengthened employee readiness for change. It is also a form of voice, so discussion
potentially improves procedural justice.
14-3 Outline six strategies for minimizing resistance to change, and debate ways to effectively create an
urgency to change.
Organizational change requires employees to have an urgency for change. This typically occurs by
informing them about driving forces in the external environment. Urgency for change also develops by
putting employees in direct contact with customers. Leaders often need to create an urgency for change
before the external pressures are felt, and this can occur through a vision of a more appealing future.
Resistance to change may be minimized by keeping employees informed about what to expect from the
change effort (communicating), teaching employees valuable skills for the desired future (learning),
involving them in the change process, helping employees cope with the stress of change, negotiating
trade-offs with those who will clearly lose from the change effort, and using coercion (sparingly and as
a last resort).
14-4 Discuss how leadership, coalitions, social networks, and pilot projects assist organizational change.
Every successful change requires transformational leaders with a well-articulated vision of the desired
future state. These change agents also need the assistance of several people (a guiding coalition) who are
located throughout the organization. In addition, change occurs more informally through social
networks. Viral change operates through social networks using influencers.
Many organizational change initiatives begin with a pilot project. The success of the pilot project is then
diffused to other parts of the organization. This occurs by applying the MARS model, including
motivating employees to adopt the pilot project’s methods, training people to know how to adopt these
practices, helping to clarify how the pilot can be applied to different areas, and providing time and
resources to support this diffusion.
M Organizational Behavior
2024 Release By Steven
McShane, Mary Von Glinow
(All Chapters 1-14, 100%
Original Verified, A+ Grade)
All Chapters Arranged Reverse: 14-1
This is The Only Original and
Complete Instructor Manual
for 2024 Release, All Other
Files in the Market are
Fake/Old/Wrong Edition.
,Chapter 14: Organizational Change
Instructor’s Manual to Accompany
M: Organizational Behavior
2024
by Steven L. McShane and Mary Ann Von Glinow
Chapter 14:
Organizational
Change
Prepared by Steven L. McShane
Page 14-1
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
,Chapter 14: Organizational Change
14 Organizational
Change
LEARNING OBJECTIVES
After reading this chapter, students should be able to:
14-1 Describe the elements of Lewin’s force field analysis model.
14-2 Discuss the reasons why people resist organizational change and how change agents should view this
resistance.
14-3 Outline six strategies for minimizing resistance to change, and debate ways to effectively create an
urgency for change.
14-4 Discuss how leadership, coalitions, social networks, and pilot projects assist organizational change.
14-5 Describe and compare action research and appreciative inquiry as formal approaches to organizational
change.
14-6 Discuss two cross-cultural and three ethical issues in organizational change.
CHAPTER GLOSSARY
action research — a problem-focused change positive organizational behavior — a perspective
process that combines action orientation (changing of organizational behavior that focuses on building
attitudes and behavior) and research orientation positive qualities and traits within individuals or
(testing theory through data collection and institutions as opposed to focusing on what is
analysis) wrong with them
appreciative inquiry — a change strategy that refreezing — the latter part of the change process,
directs the group’s attention toward the in which systems and structures are introduced
organization’s (or work unit’s) potential and that reinforce and maintain the desired behaviors
positive elements and away from its problems
unfreezing — the first part of the change process,
force field analysis — Kurt Lewin’s model of in which the change agent produces disequilibrium
system-wide change that helps change agents between the driving and restraining forces
diagnose the forces that drive and restrain
proposed organizational change
Page 14-2
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
, CHAPTER SUMMARY BY LEARNING OBJECTIVE
14-1 Describe the elements of Lewin’s force field analysis model.
Lewin’s force field analysis model states that all systems have driving and restraining forces. Change
occurs through the process of unfreezing, changing, and refreezing. Unfreezing produces
disequilibrium between the driving and restraining forces. Refreezing realigns the organization’s
systems and structures with the desired behaviors.
14-2 Discuss the reasons why people resist organizational change and how change agents should view
this resistance.
Restraining forces are manifested as employee resistance to change. The main reasons people resist
change are the negative valence of change, fear of the unknown, not-invented-here syndrome, breaking
routines, incongruent team dynamics, and incongruent organizational systems. Resistance to change
should be viewed as a resource, not an inherent obstacle to change. Change agents need to view
resistance as task conflict rather than relationship conflict. Resistance is a signal that the change agent
has not sufficiently strengthened employee readiness for change. It is also a form of voice, so discussion
potentially improves procedural justice.
14-3 Outline six strategies for minimizing resistance to change, and debate ways to effectively create an
urgency to change.
Organizational change requires employees to have an urgency for change. This typically occurs by
informing them about driving forces in the external environment. Urgency for change also develops by
putting employees in direct contact with customers. Leaders often need to create an urgency for change
before the external pressures are felt, and this can occur through a vision of a more appealing future.
Resistance to change may be minimized by keeping employees informed about what to expect from the
change effort (communicating), teaching employees valuable skills for the desired future (learning),
involving them in the change process, helping employees cope with the stress of change, negotiating
trade-offs with those who will clearly lose from the change effort, and using coercion (sparingly and as
a last resort).
14-4 Discuss how leadership, coalitions, social networks, and pilot projects assist organizational change.
Every successful change requires transformational leaders with a well-articulated vision of the desired
future state. These change agents also need the assistance of several people (a guiding coalition) who are
located throughout the organization. In addition, change occurs more informally through social
networks. Viral change operates through social networks using influencers.
Many organizational change initiatives begin with a pilot project. The success of the pilot project is then
diffused to other parts of the organization. This occurs by applying the MARS model, including
motivating employees to adopt the pilot project’s methods, training people to know how to adopt these
practices, helping to clarify how the pilot can be applied to different areas, and providing time and
resources to support this diffusion.
