Introduction
Leading Change: What You Can Count On
Debriefing and Processing
References and Sources
Can Do Leadership Initiative Activity
Change Initiative Activity
Systems Initiative Activity
Zin Obelisk Activity

Change initiative

(Have some "process observers" watch and document the reactions that participants have to the exercise or you will need to be sure to do this yourself.)

1. Find a partner. Face partner. I want you to be totally silent for one minute and study your partner. (Should note giggling, avoidance of eye contact, talking, uncomfortable, looking around at other partners, moving further apart, etc.-- "connect" this during the debrief to point #1.)
2. Turn back to back. Each of you make 5 changes to your appearance. (One minute--be flexible, but don't let this take too long.) Turn back around and see if you can identify the changes. Leave changes---don't allow to revert back. (Note: For most this is fairly easy and they seem to have fun at this) (Note: some will probably try to revert back.) (Connect tendency to revert back to #7.)
3. Turn back around. Make five more changes. Can't be same five. Turn back around and identify. Leave changes---don't allow to revert back. (Document reactions that you see.) (Students may grumble--connect to #2)
4. Turn back around. Make five more changes. Can't be same five. Turn back around and identify. Leave changes---don't allow to revert back. (Document reactions.) (Students may start to share resources. Connect to #6.)
5. Turn back around. Make five more changes. Can't be same five. Turn back around and identify. Leave changes---don't allow to revert back. (Document reactions.) (Students start looking around to see what other groups are doing---connect to #3.)
6. Turn back around. Make five more changes. Can't be same five. Turn back around and identify. Now allow participants to reorganize themselves. (Document reactions.) (Some students may give you the "go to" look---connect to # 4.)

You will need to judge how long to carry this on. You need to carry it on long enough to cause the seven predictable factors to become evident.

If you use process observers, this give you a good opportunity at the end to discuss the importance of using process observers in leadership settings.

CHANGE

Debrief Suggestions

Did you see this/these point (s) play out in the activity? (Assist the discussion if necessary.) Have you seen this/these play out in your personal/professional life? Examples? How can being aware of this/these point(s) help you as a person/leader?

1. People will feel self-conscious, uncomfortable, and ill at ease. During that first minute, participants will often giggle, talk, look away, look around at others, increase the distance from their partner. All are indications that they are uncomfortable. Might want to discuss how the exercise makes us "change" from our normal culture expectations not to stare, not to get in another person's space, etc. Ask, "Have you seen . . .?"
2. People will be concerned about what they have to give up. Observers will probably hear participants grumbling, e.g., "I don't have enough clothes." Connect to life-- policy change-- first reaction was "How will this affect me?" It is usually, "What am I going to lose," not "How will I benefit?" Ask, "When have you seen . . .?
3. Feelings of loneliness are common even though many other people are going through similar changes. Many participants will be looking around the room to see what the others are doing and experiencing. Questions to ask: "How many of you were pretty self-conscious even if everyone else was going through the same process?" -- "When have you seen . . .?"
4. People will be reluctant to change when they don't see the relevancy in changing. Observers may hear comments like: "I'm not doing this anymore---this is silly." Leadership application: Be sure to make the rationale for change very clear to your followers.
5. People can only deal with so much change. Observers should have picked up "looks that could kill." Questions: "The exercise forces you to make about 20 (25) changes. How many more sets of 5 could you handle?" "Have you seen . . .?" Leadership application----don't try to make too many major changes at once. (Leaders must be very sensitive to this.) Be aware of this personally.
6. People are at different points of readiness for change. Observers should have noted that some participants were more tolerant of change than others Young people are usually more flexible that older people. Question: "Have you seen people who embrace change much more readily than others?" Thought: Often it's others around you who won't let you change. They've normed you out and are uncomfortable if you change.
7. People will be concerned that they don't have enough resources. Observers will probably hear students grumbling--- "I don't have enough clothes," i.e., resources. Observers will possibly note a few examples of sharing of resources. There were a lot more resources available than were used. Ask, "Have you seen . . .?" Application: Great thing to remember in college or at a new job. If you don't have the resources you need, look to others for help. One benefit of the Keystone Institute is that it gives you the example of sharing resources
8. People return to old behaviors as soon as the pressure is taken off. At the beginning of the exercise, before you even give the second set of instructions, many of the participants will be righting their appearance, i.e., reverting back. Ask them to provide a personal/professional example. Leadership application: Time of crisis/stress people revert back to old behaviors. Leaders must keep "tapping."
9. People change at different paces. Observers will note that some people could come up with changes very quickly. Others will struggle to get the appropriate number in the allotted time. Ask them to provide life example and/or personal/professional example. Leadership application: If the situation is not time critical or a crisis, provide opportunity for people to "buy-in" over time and at their own pace.