with Dr. Gordon Davidson, R. Psych.
Organizational Development Consultant

Work stress has recently been identified by a United Nations report as epidemic and one of the greatest health risks of the century. One of the most significant work stressors is organizational change arising out of downsizing, mergers, government restructuring, cutbacks and layoffs, and technological change as well as growth. While change is an essential part of the growth and adaptation of any organization, employees often have difficulty adjusting to change. The degree to which employees adapt to change is subject to the degree to which they have let go of the old systems, and dealt with their ambivalence to change.

Adjustment difficulties can result in the demoralization of staff and a reduction in work team effectiveness. Commitment to the team may decline in favour of individual needs and security. Conflict can result as new structures may violate previous loyalties, and may split teams down the lines of those who favour change and those who want to hold on to the previous structures. A successful transition can bring about increased team spirit, a sense of accomplishment, and heightened team effectiveness.

One factor which can influence the reaction of employees is whether the change is initiated from outside the workteam or from within the team. If employees perceive change as initiated from the management level in a large organization, and have had very little input into the planning, they may resist change. In contrast, if a small group of partners in a company decide for themselves to make changes, the same kind of resistance would not be expected. In the latter situation, there is an "internal locus of control" meaning change is within one's control, rather than the former situation, where change is outside of one's control, and known as an "external locus of control". It has been found that stress is more manageable if change is seen as being within the control of the individual. Even in cases of externally initiated changes, the stress of change can be moderated if team members are provided with the logic behind the changes, and provided with regular information about the changes.

Even in situations of external control, employees do have control in terms of how they respond psychologically. One important psychological factor in adapting to change initiated externally is related to how the team members perceive the motive or intent of management initiating changes. Employee perceptions or "attributions" related to management motives may range from management being seen as benevolent, management having no options due to circumstances beyond their control, that change is "for the sake of change", or that there may a malicious or hostile intent on the part of management. Employees may reflect on previous changes in the organization in attributing motive for new changes. This range of ascribing attributions will influence the reaction of employees, as those who see change as not having a negative motive will are more likely to be willing to accept change than those who perceive a negative motive.

Another psychological factor related to the response to change is the domain of preferred personal styles. Some personal styles make it easier for people to adapt to and initiate change more than individuals with other styles, for whom change can be more stressful. It has been found that one of the most important personal qualities in managing stress is the ability to cope with ambiguity and uncertainty.

An individual's background can also influence how they adapt to changes in the workplace. An individual from a military family, for instance, and who might have moved a great deal, may have learned to adjust to continual change, or conversely, might have more trouble than others in adjusting to changes in the workplace. Most work teams are comprised of a range of personal styles, and personal backgrounds. While this may produce some conflict in terms of attitudes to dealing with change, it is also important in any work team to have a balance of those who are more cautious, and those who are more change oriented.

Dr. Gordon Davidson, Vernon organizational consultant, and Professor of Psychology at Okanagan University College, provides seminars on coping with change in the workplace. An important part of the workshop is allowing employees to recognize the personal and team losses involved in forthcoming change, or related to changes that have already occurred. For instance, if an organization is restructured, and work teams are re-organized, often people are more committed to former team members than they are committed to the new teams. This can reduce commitment, morale and create conflict. In being supported in recognizing their losses, team members are more likely to "let go" of the old structures, adapt and commit to the new structures.

It is also important for team members to be educated about the predictable stages teams and individual's go through in adjusting to change, and that their discomfort is often "normal". Typically, team members need to go through what is known as the "Neutral Zone", where they may have let go of the old structures, but not yet embraced the new structures. The neutral can be characterized by confusion, apathy, and fear. Structural changes in an organization can be in place, while the psychological "transition" of the employees can lag.

"Transition Plans" are an important part of the seminar. Transition plans are developed by the employees and management to assist the employees in moving through the neutral zone to the "new beginnings" stage. These plans are unique to the structure and character of the work teams, and may include a "transition monitoring team" which has the task of following the progress of the transition plan, and making recommendations to staff. In one organization which had been radically re-organized, the transition plan included the staff initiating a social event with the team members that they had lost to restructuring. Team members felt that a formal recognition of the loss had never taken place, and that this was holding them back as a team.

In developing a transition plan, it is helpful for the team to reflect on "success stories" where they might previously have dealt successfully dealt with challenges and stress. The ways in which they have dealt with these challenges may provide clues for them in dealing with the current challenges. Employees can then be encouraged to focus on the possible or resultant gains associated with the changes.

Ultimately, change, if handled sensitively, from both a structural and psychological level, can not only help employees adapt to the stress change, but take advantage of the changes and thrive.

LEARNING OUTCOMES:

At the conclusion of the seminar:

1. Participants will understand how their personal style of coping with stress affects their personal well being and work attitudes.
2. Participants will develop a personal stress management plan to cope with organizational change. Personal stress management techniques will be reviewed.
3. Participants will understand how the stress of change effects the work team, and will develop a plan for the team to provide support to its members, as well as develop a plan to assist the team as a unit to adapt to the transition.
4. Participants will explore how to use change to the advantage of individuals and for the team.

Seminar Strategies:

1. A personal styles inventory, administered to each participant, will note how preferred styles influence the response to stressors arising from change.
2. A model of organizational transition based on the work of Bridges (Managing Transitions, 1993), will be presented and the team will be able to see where it fits in the progression from endings, to the "neutral zone", and on to new beginnings. Strategies to assist transitions will be discussed.
3. A goal setting model will be utilized in order to develop specific coping strategies for dealing with change. Individuals, and the team as a whole will make specific commitments, including an implementation time table and methods of ongoing evaluation.