Tables, figures, and checklists indicated by page numbers in italics
action stage: overview, 99–104; activities, 140–44; Alignment Observation Tool, 142–44, 143; checklist, 103, 106; dynamic nature of, 100–101; in Evaluating and Sustaining Meaningful Change Exercise, 215, 221–22; evaluations, 104; Gallery Walk Exercise, 141–42; Ottawa case study, 172–74; questions to ask, 101–2; Stakeholder Analysis Exercise, 141, 224–26, 225–26
alignment: Ottawa case study working session, 169–71; with strategic priorities and goals, 78–79
Alignment Observation Tool, 142–44, 143
alignment stage: overview, 91–94; activities, 133, 135–38; checklist, 92, 94, 106; design team for, 91, 93, 133; Envisioning Success Exercise, 135–37; in Evaluating and Sustaining Meaningful Change Exercise, 213–14, 216–17; importance of, 188; Ottawa case study, 160, 164–66; process, 94; questions to ask, 93–94; Team Charter Exercise, 137–38
anonymous feedback, 58
artifacts, 79
Assessing Your Personal Style of Managing Exercise, 140, 238–40
assumptions, underlying, 80
awareness (self-awareness): of choices, 32–36; Choice Awareness Matrix, 32, 32, 35; definition, 15; triple impact of, 18
Camelot the Panto theatre case study, 152–56
Camosun College: School of Health and Human Services (HHS) CoachingOurselves case study, 146–52, 149, 150
change: common problems, 78–79, 108; meaningful change, 4, 184
change challenges (learning projects), 95–96
change leadership: need for, 23; Ottawa case study working session, 172
Change Leadership Challenge Exercise, 206–12; introduction and overview, 97, 99, 139–40, 206; compensation system example, 209–12; examples of change leadership challenges, 207; guidelines, 206–7; process, 207–8
Change Leadership Challenges (2014 study), 22–23, 121–22
Change Leadership Competencies Exercise, 235–38; introduction, 140, 235; Ottawa case study, 176–77; reflection on past experience, 235–36; self-assessment, 236–38, 237
Change Leadership Essentials modules, 138–39
Chisholm, James, 89
Choice Awareness Matrix, 32, 32, 35
choices, 32–36; introduction, 32; accounting system example, 34–35; awareness of, 33; during change, 35–36; Choice Awareness Matrix, 32, 32, 35; for feedback, 54–55; unawareness of, 33–35
coaching, 16, 17, 20, 74.See also Triple Impact Coaching
Coaching Conversation Exercise, 203–6; introduction, 61, 203; instructions for coach, 204–5; instructions for coachee, 205; instructions for observer, 205–6
CoachingOurselves (CO): overview, 144–45; School of Health and Human Services (HHS) case study, 146–52, 149, 150
coffee (elevator) conversation, 233–34
collaboration. See teamwork
collective power, 49–50
communication: Developing a Communications Plan Exercise, 231–34; importance of, 191; in Master Change Plan, 113, 229
Conference Board of Canada: Employee Engagement report, 74; Informal Learning report, 73
culture. See organizational culture
Dalai Lama, 43
design teams, 91, 93, 108, 125, 133
Developing a Communications Plan Exercise, 231–34; introduction, 113, 231; develop communication plan, 234, 234; develop guiding principles and key messages, 232; elevator (coffee) conversation, 233–34; experience communication process as audience, 231–32; understand audience, 232–33, 233
diversity, 61–63
elevator (coffee) conversation, 233–34
Elizabeth II (Queen), 42
Employee Engagement (Conference Board of Canada), 74
engagement, employee, 74–75, 189. See also people, development and engagement
Envisioning Success Exercise, 135–37; introduction, 72, 133, 135; group workshop option, 135; Team Charter Exercise and, 137–38; team interview option, 135–37
espoused values, 79
Evaluating and Sustaining Meaningful Change Exercise, 213–24; introduction, 106, 146, 213; action plan, 224; action stage, 215, 221–22; alignment stage, 213–14, 216–17; integration stage, 214, 218–20; Ottawa case study, 172; renewal stage, 215, 222–24
evaluations: in action stage, 104; importance of, 187–88; overview, 86–88; for teams, 126–27. See also renewal stage
exercises. See Leading Meaningful Change Toolkit
ExperienceChange model, 89–90, 149
feedback, 53–61; introduction, 53; anonymous feedback, 58; assumptions about, 53–54; choices regarding, 54–55; flexion point, 56; formal feedback, 57; informal feedback, 57–58; observing Use-of-Self as, 60–61; openness to, 190; practice sessions, 59–60; process, 55–57; questions to ask about, 54; as reflection of giver, 55; types of, 57–58
financial realities, 190
flexion point, 56
formal feedback, 57
formal power, 49
Fox, Terry, 43
Gallery Walk Exercise, 141–42
Gandhi, Mohandas, 43
goals and strategic priorities, 78–79, 189
Gosling, Jonathan: Napoleonic Leadership (with Jones), 50
ideological resistance, 41
informal feedback, 57–58
informal learning, 73–74
Informal Learning (Conference Board of Canada), 73
informal power, 49
Inspiring Leaders Exercise, 42–43
integration stage: overview, 94–99; activities, 138–40; Assessing Your Personal Style of Managing Exercise, 140, 238–40; Change Leadership Challenge Exercise, 97, 99, 139–40, 206–12; Change Leadership Competencies Exercise, 140, 235–38; checklist, 98, 106; in Evaluating and Sustaining Meaningful Change Exercise, 214, 218–20; Leading Meaningful Change Self-Development Guide, 140, 240–47; learning projects, 95–96; mining company example, 96–97; Ottawa case study, 166–72; questions to ask, 95
intersession activities, 144
Jones, Randell, 37
Jones, Stephanie: Napoleonic Leadership (with Gosling), 50
Kanellakos, Steve, 3, 7, 158, 159, 160, 164, 183, 184. See also Ottawa case study
Kennedy, John F., 42
leadership: importance of, 187, 189; Inspiring Leaders Exercise, 42–43; Napoleonic leadership, 50. See also change leadership
Leading Meaningful Change: introduction, 1–9; coaching vs. mentoring, 16; definition of meaningful change, 4, 184; evaluations, 187–88; Framework for, 65–88; leadership within, 187; need for realistic plan, 184–86; Ottawa case study, 158–92; as people-focused, 186–87; Process of, 89–117; research on, 8–9; shift from Triple Impact Coaching (TIC) to, 25–29; significance of, 2–4; teamwork, 118–31, 188; toolkit for, 132–57, 134, 194–247; Use-of-Self, 11–64. See also specific topics
Leading Meaningful Change (2018 study), 24–25
Leading Meaningful Change Framework, 65–88; introduction and conclusion, 6, 65, 88; alignment with strategic priorities and goals, 78–79; author’s background and welfare system experience, 65–70; continuous evaluation, 86–88; creating shared purpose, vision, principles, and values, 71–72; developing and engaging people, 72–75; guiding principles, 70, 116, 132–33; organizational culture, 79–83; relationship building and teamwork, 75–78; setting up systems, structures, and processes for change, 83–86; team development and, 123–24; Use-of-Self in, 29–30, 30, 65, 116
Leading Meaningful Change Process, 89–117; introduction and conclusion, 6, 89–90, 91, 116–17; action stage, 99–104; alignment stage, 91–94; exercises for, 195; integration stage, 94–99; Master Change Plan, 108–15; renewal stage, 104–7. See also action stage; alignment stage; integration stage; renewal stage
Leading Meaningful Change Self-Development Guide, 240–47; introduction, 140, 240–41; development goals, 244–45; development plan, 246, 246–47; Ottawa case study, 171; preparation for, 241; process, 241–47; questions for self-reflection, 241–43; support systems, 245–46
Leading Meaningful Change Toolkit: introduction, 132–33, 194–95; for action stage, 140–44; Alignment Observation Tool, 142–44, 143; for alignment stage, 133, 135–38; Assessing Your Personal Style of Managing Exercise, 140, 238–40; Change Leadership Challenge Exercise, 139–40, 206–12; Change Leadership Competencies Exercise, 140, 235–38; Choice Awareness Matrix, 32, 32, 35; Coaching Conversation Exercise, 203–6; CoachingOurselves, 144–45; Developing a Communications Plan Exercise, 231–34; Envisioning Success Exercise, 135–37; Evaluating and Sustaining Meaningful Change Exercise, 213–24; Gallery Walk Exercise, 141–42; Inspiring Leaders Exercise, 42–43; for integration stage, 138–40; intersession activities, 144; Leading Meaningful Change Self-Development Guide, 140, 240–47; Leading Transitions Program, 167–68, 169; Master Change Plan Exercise, 108–15, 227–31; Power Map Exercise, 195–202; Reframing Exercise,45–48; for renewal stage, 145–46; Stakeholder Analysis Exercise, 141, 224–26, 225–26; Team Charter Exercise, 137–38
Leading Transitions Program: Ottawa case study, 167–68, 169
learning. See integration stage
learning, informal, 73–74
learning projects (change challenges), 95–96
Lencioni, Patrick, 122
LeNir, Phil, 144
management: Assessing Your Personal Style of Managing Exercise, 140, 238–40; Mintzberg on, 18–20, 19
Mandela, Nelson, 42
Master Change Plan Exercise, 108–15, 227–31; introduction, 78–79, 108–9, 115, 117, 227; communications row, 113, 229; corporate and project rows, 111–12, 228; filling out, 109, 111–13, 228–29; grid (spreadsheet), 110, 227; Ottawa case study, 160, 162–63; preparation for, 109; recommendations for, 114–15; sharing and feedback exercise, 140–41; supports row, 113, 228–29; timeline and change journey rows, 109, 111, 228; value of, 113–14; when to create, 229; workshop for, 229–31
McKinsey & Company, 78–79
measurement. See evaluations; renewal stage
Mintzberg, Henry: Assessing Your Personal Style of Management Exercise and, 239; CoachingOurselves (CO), 144–45; on management, 18–20, 19; on rebalancing society, 77
Musselwhite, Chris, 37
Napoleonic Leadership (Jones and Gosling), 50
Ontario, welfare system changes, 66–70
organizational culture, 79–83; introduction, 79; change process, 82–83; definition, 79–80; multinational company example, 81–82; Ottawa case study, 164, 165; in teams, 125; travel industry example, 80–81
organizational structures, 86
organizational systems, 83–85
Ottawa case study, 158–92; introduction and conclusion, 7–8, 158, 191–92; action stage, 172–74; advice for other teams, 188–91; alignment stage, 160, 164–66; alignment working session, 169–71; background, 159–60; Change Leadership Competencies Exercise, 176–77; change leadership working session, 172; culture shift requirements, 164, 165; final evaluation, 181–82;integration stage, 166–72; on leading meaningful change, 3; Leading Meaningful Change (2018 study) and, 24–25; Leading Transitions Program, 167–68, 169; Leading Meaningful Change Process overview, 160, 161; Master Change Plan, 162–63; online surveys, 176–80; phone interviews, 180–81; priority setting working session, 171–72; reflections two years later, 182–88; renewal stage, 174, 176–82; Servant Leadership Self-Assessment, 177–78; transition team strengthening, 174, 175; Values Self-Assessment, 177
pace, 104–5
partnership. See teamwork
Patwell, Beverley: Assessing Your Personal Style of Management Exercise and, 239; background, 65–66; Triple Impact Coaching (with Seashore), 2, 11, 12–13, 18, 32; welfare system case study, 66–70
people, development and engagement, 72–75; introduction, 72; employee engagement, 74–75, 189; importance of, 66, 186–87, 190; informal learning, 73–74; team development and, 123–24
political resistance, 40
political skills, 42
Pontefract, Dan, 71
power dynamics, 48–53; introduction, 48; collective power, 49–50; formal power, 49; informal power, 49; loss of personal power, 52; Napoleonic leadership, 50; personal power, 49; questions to ask, 52–53; university example, 50–52
Power Map Exercise, 195–202; introduction, 53, 195–96; process, 196–99; project management example, 199–202, 200, 201, 202
principles, shared, 71–72
priority setting: Ottawa case study working session, 171–72
psychological opposites, 46–47
psychological resistance, 40–41
purpose, shared, 71–72
reframing, 43–48; introduction, 43; golf example, 43–44; merger example, 44; organizational structure example, 44–45; Reframing Exercise, 45–48
Reframing Exercise, 45–48; introduction, 45; psychological opposites, 46–47; reframes, 47–48; values, 45–46
relationship building, 75–76, 191
renewal stage: overview, 104–7; activities, 145–46; checklist, 106, 107; in Evaluating and Sustaining Meaningful Change Exercise, 215, 222–24; Ottawa case study, 174, 176–82; pace and work/life wholeness, 104–5; questions to ask, 105–6; Stakeholder Analysis Exercise, 106, 224–26, 225–26. See also Evaluating and Sustaining Meaningful Change Exercise; evaluations
reverse coaching, 17
Schein, Edgar, 79
School of Health and Human Services (HHS) CoachingOurselves case study, 146–52, 149, 150
Seashore, Becky May, 13
Seashore, Charles, 12, 13–14, 245
Seashore, Edith Whitfield: Patwell and, 12; Triple Impact Coaching (with Patwell), 2, 11, 12–13, 18, 32
Seashore, Kim, 13
self, 15, 17. See also Use-of-Self
self-awareness. See awareness
self-concept, 15
self-esteem, 15
Smith, Cynthia: CoachingOurselves case study, 146–52, 149, 150
socialization, 33–34
social-self, 15
social skills, virtual, 28
society, rebalancing of, 77
souls, 3–4
Stakeholder Analysis Exercise, 106, 141, 224–26, 225–26
strategic priorities and goals, 78–79, 189
structures, organizational, 86
success: Envisioning Success Exercise, 72, 133, 135–37; factors for, 78; Inspiring Leaders Exercise, 42–43
symbolic skills, 42–43
systems, organizational, 83–85
Team Charter Exercise, 137–38
teamwork, 118–31; introduction, 7, 118–19; assessments and theoretical group models, 126–27; Camelot the Panto theatre case study, 156; challenges of, 120–22; Change Leadership Challenges study on, 121–22; characteristics of cohesive teams, 122–23; culture and, 125; design teams, 91, 93, 108, 125, 133; development, 123–25, 156–57; with external partners and stakeholders, 29; financial management system case study, 129–31; guidelines, 127–29; importance of, 188, 189–90; nature of, 76–77; reasons for, 119–20; types of, 76
technical skills, 42
technology, 26–27
Teresa, Mother, 43
theatre case study, 152–56
tools. See Leading Meaningful Change Toolkit
transformation. See success
transitions, stages of, 37, 39
Triple Impact Coaching (Patwell and Seashore), 2, 11, 12–13, 18, 32
Triple Impact Coaching (TIC): background, 11; shift to Leading Meaningful Change (LMC), 25–29; Use-of-Self in, 18, 19, 20–21
Triple Impact Coaching: Use-of-Self in the Coaching Process: Reflecting on the Past, Present, and Future (2018 study), 23–24, 24
upward mentoring, 17
Use-of-Self, 11–64; introduction and conclusion, 2, 5–6, 11–12, 31, 63–64; applications for, 17; appreciating and leveraging diversity, 61–63; awareness and accountability for our choices, 32–36; background, 12–13; as constant during change, 25–26; cultivation as instrument of change, 36–43; definition, 13–14, 17; evolution of and studies on, 21–25; exercises for, 194–95; giving and receiving feedback, 53–61; importance of, 190; in Leading Meaningful Change Framework, 65, 116; navigating power dynamics, 48–53; new model of, 29–30, 30; origins of term, 248n2; positive impacts and, 26; reframing, 43–48; shift from Triple Impact Coaching to Leading Meaningful Change, 25–29; teamwork and, 29; technology and, 26–27; triple impact from, 18, 19, 20–21; universal applicability, 25; virtual social skills and, 28; work/life wholeness and, 29
Use-of-Self, as instrument of change, 36–43; introduction, 36–37; resistance to change and, 38, 40–42; technical, political, and symbolic skills, 42–43; for transition processes, 37–38, 39
values: espoused values, 79; in Reframing Exercise, 45–46; shared values, 71–72
Vaughan (ON), 88
vision, shared, 71–72
Walters, Steve: Camelot the Panto theatre case study, 152–56
Warman, Greg, 89
welfare system case study, 66–70
work/life wholeness, 29, 104–5
Workplace Environmental Index (WEI), 73
Yousafzai, Malala, 43