CHAPTER 8

An Ethical Approach to Teaching Organizational Change Management

Greg Latemore

The University of Queensland

Introduction

This chapter begins by describing the discipline of change management and highlighting some ethical challenges. These challenges include behaving as mere functionaries as change agents, ignoring stakeholder needs, manipulating when managing change, and engaging in purely unilateral change. Approaches for addressing these issues include authentic engagement, stakeholder sensitivity, rich and respectful communication, and appreciative inquiry (AI). The chapter is intended for postgraduate students who are perhaps more likely to have professional experience with change programs in their full- or part-time working experiences as managers or team members. The chapter also offers proven strategies for those who teach this discipline.

Fostering an ethical mind¹ is highlighted, and examples of the author’s “embedded” and “stand-alone” interventions are provided. When teaching ethics in organizational transformation, Kotter’s² respected approach to change management is typically employed, but students are invited to critique its American and Western assumptions. Deep, transformative change occurs when there is trust³ and respectful connection with others.⁴

Together with various models of change, examples of conversations, diagnostic tools, and ethical teaching stories are offered, which can be used in developing an ethical approach to organizational change management. The chapter concludes by endorsing the consensus view that both “stand-alone” and “embedded” educational methods are relevant. The key to an ethical approach to organizational change management is respectful engagement and considering the client’s well-being, not the arrogant expertise of the change agent.

Studying Organizational Change Management

Change management is a complex and delicate process. Organizational change is defined as “a difference in form, quality or state over time in an organizational entity.”⁵ If the heart of change is transformation, then the heart of an ethical approach to change is respect for the dignity of human systems.⁶ While some recent authors even question the very legitimacy of change management⁷ or regret its negativity,⁸ others are more confident that change management is still necessary and an important capability for leaders.⁹

In leading change, Kotter’s¹⁰ respected “8 Step” model is usually employed (see Table 8.1).

Such a rational, step-by-step process generally seems to work, but it is also important to be flexible as systems are complex and dynamic. A purely sequential approach to change management is ineffective, and sometimes even disrespectful of the client’s culture and their best interests.¹¹

Table 8.1 The 8 steps of change¹²

Step	Action	New behavior
1	Increase urgency	People start telling each other, “Let’s go, we need to change things!”
2	Build the guiding team	A group powerful enough to guide a big change is formed and they start to work well together.
3	Get the vision right	The guiding team develops the right vision and strategy for the change effort.
4	Communicate for buy-in	People begin to buy into the change, and this shows in their behavior.
5	Empower action	More people feel able to act, and do act, on the vision.
6	Create short-term wins	Momentum builds as people try to fulfill the vision, while fewer and fewer resist change.
7	Don’t let up	People make wave after wave of changes until the vision is fulfilled.
8	Make change stick	New and winning behavior continues despite the pull of tradition, turnover of change leaders, and so on.

Harnessing those who are change-ready¹³ and sourcing change champions are crucial when effecting significant and sustainable change. Creating “a sense of urgency”¹⁴ is a vital initial activity in effective change management (see the teaching story in the Appendixes, “Gloves in the Boardroom”).

Typical Ethical Issues and Approaches

While there has long been a range of strategies dealing with resistance to change,¹⁵ such attempts are sometimes conducted in an aggressive and manipulative manner. There are indeed casualties in the change process wherein people lose their jobs, experience significant stress, and have to cope with changes to their roles and their very self-identity.

Of course, that change agents do influence the change agenda is an intrinsic aspect of their role, but they must do so with respect for the well-being and sustainability of their client systems.¹⁶ Change can become domination, and influence can become manipulation. To be ethical in change management, justice and an “employee welfare frame”¹⁷ need to be observed. Power needs to be used carefully and the client appreciated; one does not just merely employ expert or legitimate power. Rather than control, the change agent’s desired ethical approach has been summarized as “influencing with integrity.”¹⁸

Further, appropriate respect for the past needs to be recognized. This is a delicate issue for many change agents who must deal with the best and the worst of their client’s cultural heritage. For example, treasured shared values such as mutual respect should be retained; dysfunctional shared values that might reflect a bullying culture need to be eradicated.¹⁹

The real reason for change must be clearly communicated because people will also resist change if they think it is unnecessary, or they think it will impact them negatively. Hence, the real reason for change must be communicated. Change agents can behave as mere role-players or process functionaries, disconnected from the organizations or communities needing change. Further, if change is merely politically motivated, or seen to be arbitrary, then this can be an obstacle to stakeholder commitment to change. The lesson for change agents is clear: highlight the real need for change as sincerely and seriously as possible, and then use “dramatic, vivid visualizations”²⁰ to heighten commitment to change (again see the teaching story, “Gloves in the Boardroom” in the Appendixes).

Four key approaches toward ethical change management are now recommended. These are authentic engagement, stakeholder sensitivity, rich and respectful communication, and AI.

Authentic Engagement

Unethical change occurs when change agents are mere role-players and functionaries. Instead, change agents do well to engage genuinely, and to display openness in their processes. For ethical and effective change management, authentic leadership is required, which is characterized by self-awareness, an internalized moral perspective, balanced processing, and relational transparency.²¹ Furthermore, while not being either “robots” or blunt “mavericks” (see Table 8.2), change agents become authentic with their constituencies when they connect honestly, and demonstrate finesse.

Trust building and even trust restoration²² sometimes become necessary in a change management initiative, especially when a loss of trust has occurred in previous change interventions. The change leader ideally manages trust through four qualities: ability, benevolence, integrity, and consistency.²³ If trust is earned, then the change agent’s credibility is enhanced. One’s credibility as a change agent is the result of technical expertise, relational prowess, and a positive reputation over time. Ethical change agents may not always be able or willing to express their true thoughts and feelings, nor want to engage in mere “surface acting.” Rather, to be effective, “deep acting”²⁴ is required, where the change agents are genuinely immersed in their roles, neither pretending nor being naively transparent (see the teaching story, “The Land of Fools” in the Appendixes).

Table 8.2 Authentic leadership²⁵

	Low genuineness	High genuineness
High skill	ROBOT	AUTHENTIC
Low skill	INEPT	MAVERICK

Table 8.3 A stakeholder analysis map²⁶

	Low interest	High interest
High influence	KEEP SATISFIED	MANAGE CLOSELY
Low influence	MONITOR	KEEP INFORMED

Stakeholder Sensitivity

Unethical change can also occur when change agents ignore or pay token attention to stakeholder issues. Instead, change agents need to be attentive to the needs and concerns of their client systems. To ensure this, change agents do well to prioritize and manage their stakeholders. Of course, while one’s key players need to be managed closely, other stakeholders should not be ignored. People with influence do need to be satisfied, but even those without influence and with a keen interest, set the context for change and need to be informed (see Table 8.3).

A respect for diversity²⁷ also helps when addressing this range of stakeholder viewpoints. Ethical change agents do not ignore the deep concerns of their clients but carefully attend to and address them.

Rich and Respectful Communication

Unethical change also occurs when change agents are too blunt or merely efficient as functionaries in their dealings with client and stakeholder systems. No change agent can be effective or ethical without fluency and richness in communication.²⁸ Rich communication aids sustainable change: face-to-face communication is more effective than websites or newsletters. The change agent also requires effective people skills²⁹ that include first-person (assertion), second-person (listening), and third-person (conflict management and negotiation) skills. Change is a human process. This means that the change agent must really understand their clients, and take the time to develop relationships and interactional capability (see the teaching story, “The Best Archer” in the Appendixes).

Appreciative Inquiry

Unethical change can also occur when change agents apply change to their stakeholders and not with them. AI is respected as an approach in organization development, which operates in partnership with the client system. AI is “the co-operative, co-evolutionary search for the best in people, their organizations, and the world around them.”³⁰ The key questions in the “5D model” (see Table 8.4) create a positive and hopeful climate for change in which the change agent works in collaboration with the client.

Table 8.4 The 5D model of Appreciative Inquiry³¹

Step	5Ds	Key question	Behavior
1	definition	what is the focus of inquiry?	Clarifying
2	discovery	what is the best of what is?	Appreciating
3	dream	what might be?	Envisioning
4	design	what should be?	Co-constructing
5	destiny/delivery	what will be?	Innovating

Ethics Teaching Strategy

Recognizing that ethical training predicts ethical awareness,³² and that mode of delivery³³ and student’s contexts are significant,³⁴ effective change educators employ a variety of learning approaches. It is helpful to reflect principles of adult learning, such as drawing upon students’ own experience.³⁵

In teaching an ethical approach to change management, it has been useful to present a number of questions to students, who then employ preferential voting to decide which of these questions are most important to them. This empowers students to help determine what is taught rather than the lecturer deciding all content and process. These questions are now listed, with a brief statement of what learning strategies could be used to address them (see Table 8.5).

Table 8.5 Key questions and learning strategies³⁶

Key questions	Learning strategies
1.  what are the key aspects of change?	Conversation and selective input.
2.  what do I actually change?	Conversation, illustrative story, and input.
3.  what are the conditions for an ethical approach to change management?	Case study and conversation.
4.  How do I actually “do” change?	Input and group simulation.
5.  what are best practice approaches to effective and ethical change management?	Conversations and diagnostic on “change management.”
6.  what is the role of the change agent in influencing change?	Diagnostic on “change agency competency,” stories, and conversations.
7.  How do I deal respectfully with resistance to change?	Case study, diagnostic on “change readiness,” and input.
8.  How do I develop authenticity as a change agent?	Conversation, diagnostic on “authentic- ity,” story, and input.
9.  How do I sustain myself in the process of change management?	Input and conversation.
10.  what overall leadership skills do I need as a leader or team member?	diagnostic on “leadership,” conversation, and final story.

Students learn best if their learning styles are recognized and learning activities are matched with them. The strategies listed in Table 8.5 acknowledge the variety of such learning styles. Among these strategies, and apart from teaching input, it can be seen that three overall approaches are typically employed to facilitate an ethical approach to change management: stories, conversations, and diagnostics. These three approaches are now outlined in more detail.

Teaching Stories

Traditional approaches to ethical education present case studies for student discussion.³⁷ While this is a well-respected approach, a more ancient technique is also recommended to encourage deeper reflection³⁸— story-telling. Stories facilitate the formation of ethical consciousness, and they appeal to both “head” values such as open-mindedness and flexibility, and “heart” values such as honesty, compassion, and idealism.³⁹ Telling stories helps to develop an ethical mind⁴⁰ and fosters practical wisdom.⁴¹

Anthony de Mello and his colleague⁴² commented that “the shortest distance between a human being and truth is a story.” Parables and stories have long been used by teachers to challenge cultures and to influence prophetic change.⁴³

Change leaders now realize that to capture the minds and hearts of their clients, telling a story is far better than explaining a mere concept.⁴⁴ Stories foster a moral imagination⁴⁵ and, when used with integrity and skill, are strategies in transformative change.⁴⁶ For example, change agents would be familiar with the teaching story, “Who Moved My Cheese?,”⁴⁷ as a vehicle for helping people deal with change (see the additional teaching stories in the Appendixes).

Ethical Conversations

There are levels of human communication, some combative and some collegiate.⁴⁸ While people might occasionally disagree and argue in a debating style of communication, effective sustainable change occurs through respectful conversation and dialogue (see Figure 8.1):

Figure 8.1 A hierarchy of meaningful communication⁴⁹

Whether in the classroom, team meeting, or in one-on-one coaching, examples of reflective questions to foster meaningful communication about an ethical approach to change are:

• When have you “stood up” against unethical behavior?

• Whose ethical stances have you admired in your organization and why?

• What ethical and effective approaches as a change agent have you used? (see also Table 8.5).

Diagnostics

To raise awareness and the ethical imagination of change agents, a variety of self-report and 360-degree inventories can be administered by the lecturer or teacher of change management. These inventories provide respondents with awareness of their potential strengths and areas for development. For example, the change readiness questionnaire⁵⁰ (see Table 8.5) provides feedback about change readiness on seven constructs: resourcefulness, optimism, adventurousness, drive, adaptability, confidence, and tolerance for ambiguity. There are also free inventories⁵¹ that help to assess the need for change, the commitment of particular change sponsors, or the perceived capability of change agents themselves.

Advice for Teachers

In teaching ethics, “stand-alone” or “embedded” approaches can be employed. As implied, “stand-alone” approaches are those where teaching sessions are specifically focused upon ethical content, while “embedded” approaches are those where sessions or modules on ethics are included in other material, or integrated with other interventions, such as within a leadership development program or within an organization development initiative.

The relative merits of embedded or stand-alone approaches in ethical education are now briefly considered, and some summary lessons are offered for teachers of ethical change management.

Embedded or Stand-Alone Approaches in Teaching Ethical Change Management

The author has conducted a range of ethics and change management programs in Australia including:

• The Leading with Purpose, Leadership Challenge, Organizational Development, and Human Resource programs (The University of Queensland, Brisbane, Australia)—“embedded.”

• The REACH and STEPS Programs (The Queensland Department of Communities, Child Safety, and Disability Services)—“stand-alone” and “embedded.”

• Ethics seminars (The University of Queensland; Catholic Education, The Archdiocese of Brisbane; and Queensland Police Services)—“stand-alone.”

• “In-Australia Reintegration Workshops” through the Australia Awards Scholarships program for alumni to be effective agents of change when returning to the African continent (the Commonwealth Department of Foreign Affairs and Trade)—“embedded.”

On balance, while embedded or integrated programs seem to be more common in teaching ethics to leaders and managers, there is still a place for special emphasis on “stand-alone” approaches to teaching ethics itself.⁵² The stand-alone approaches seem to be more employed internally by organizations where there is a special need, new legislation has been enacted, or a specific situation has triggered such a special emphasis to remind their people about the need for ethical behavior. Anecdotal evidence suggests that embedded approaches seem to be more typically employed in the suite of offerings by external leadership development providers because stand-alone offerings on ethics might unfairly target or imply that potential attendees need remedial ethical education.

Ten Key Lessons for Teachers of Ethical Change Management

1. Tell stories to heighten learning, foster conversations to evoke an ethical mindfulness, and use diagnostics to raise awareness of change leaders’ personal strengths and weaknesses.

2. Adopt the benefits of a character-based⁵³ approach to ethical education.

3. Be sensitive to diversity⁵⁴ and cultural differences.⁵⁵

4. Respect your stakeholders’ well-being and their dignity.⁵⁶

5. Seek first to understand⁵⁷ before intervening.

6. Focus on the human change management process more than just employing technical and content expertise.

7. Encourage an ethical imagination through conversations, rather than just employing ethical templates. That is, foster mindfulness not just mindsets.⁵⁸ After all, good teachers are architects of students’ learning.

8. Deal with resistance to change by involving people, building authentic relationships, and employing rich communication.

9. Make the need for change real; after all, “if we see, and we feel, then we are more likely to change.”⁵⁹ Teachers do this by using stories and case studies.

10. Ensure that ethical behavior is seen as an intrinsic aspect of effective change leadership and change management (an “embedded” approach) as well as occasionally requiring a special emphasis (a “stand-alone” approach).

Developing Versus Developed Country Perspectives

Ethical and values education is needed, not only in developing countries⁶⁰ but also in developed countries.⁶¹ The rule of law and the clarity of governance arrangements might ensure that change is conducted more transparently in developed countries.⁶² Nevertheless, change is still problematic and complex⁶³ for the established incumbents of developed organizations and governments. Various teachers at Western Universities,⁶⁴ for example, also highlight that ethical education is still required because unethical behavior and corporate scandals are still far too evident.

Perhaps Kotter’s⁶⁵ model of change management is too individualistic and too Western in its tone. Typically, African and Indonesian students critique and adapt it against their own cultural dimensions.⁶⁶ Generally, students also attest that his model is too confident, especially given the degree of cultural resistance that they themselves typically face as internal change agents in their own developing countries. Once they realize that their confidentiality will be preserved, students from developing countries usually raise the prevalence of embedded corruption among their ruling elites as a prime example of unethical behavior and as an obstacle to economic and social transformation.⁶⁷

Similarly, the incoming Liberian President, Ellen Johnson-Sirleaf⁶⁸ reported that she underestimated the level of corruption when she took office. However, there is recognition that if national and organizational leaders do not comply with ethical protocols then they do not receive international aid for social enterprise funding.⁶⁹ Teachers of ethics then, do well to remind their students that unethical behavior has negative consequences and is not sustainable under external scrutiny.

There are special issues for women across the African continent in their endeavors to effect change through more participatory leadership and shared decision making. It has been lamented by some awardees⁷⁰ attending the Reintegration Workshops that older, male managers do not always seem to relate well to younger and better-educated female staff who yearn for inclusion and acknowledgment. Younger African women complain about entrenched attitudes among their male supervisors, perhaps echoing the controversial assertion⁷¹ that Africa remains poor because dictators or elites take the profits from natural resources for their personal gain, rather than investing the profits for the good of their nations. To effect change, in the face of such challenges, respectful assertion, stakeholder sensitivity, appreciative persistence, and working with a “powerful guiding coalition”⁷² is recommended.

Conclusion

This chapter considered the nature of change management and approaches to teaching how to deal with some ethical issues in the change management process. The special challenges for developing countries in change management were represented, while recognizing that developed countries also face entrenched resistance to change. There is a need for both stand-alone and embedded approaches to teaching ethics and ethical change management.

This chapter encouraged the use of conversations, stories, and diagnostics as examples of teaching strategies to develop change management and to foster ethical mindfulness.⁷³ In summary, ethical change management is about influencing with integrity and confidence,⁷⁴ respecting client well-being, and taking the time to employ rich communication rather than arrogant expertise. Teaching such an approach is indeed both a challenging and a rewarding experience as students become empowered to make a difference.

Suggested Exercises

Story 1—The Water-Melon Hunter

Once upon a time there was a man who strayed, from his own country, into the world known as the Land of Fools.

He soon saw a number of people flying in terror from a field where they had been trying to reap wheat. “There is a monster in that field,” they told him. He looked, and saw that it was a water-melon.

He offered to kill “the monster” for them. When he had cut the melon from its stalk, he took a slice and began to eat it. The people became even more terrified of him than they had been of the melon. They drove him away with pitchforks, crying: “He will kill us next, unless we get rid of him.”

It so happened that at another time another person also strayed into the Land of Fools, and the same thing started to happen to him. But, instead of offering to help them with “the monster,” he agreed with them that it must be dangerous, and by tiptoeing away from it with them he gained their confidence. He spent a long time with them in their houses until he could teach them, little by little, the basic facts that would enable them not only to lose their fear of melons, but even to cultivate them themselves.

Key Point: Respectful engagement, not arrogant expertise, helps people to change.

Source: “The Water-Melon Hunter,” from The Way of the Sufi by Idres Shah, copyright ^© 1968 by Idres Shah. Used with permission of Dutton, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC.

Story 2—Gloves on the Boardroom Table

We had a problem with our purchasing process. I thought we had an opportunity to drive down our purchasing costs in the order of $1 billion over the next five years. For the most part, top management were not seeing the opportunity. So nothing was happening. I asked one of our summer students to do a small study on how much we pay for the different kinds of gloves used in our factories. I chose one item to keep it simple. She reported that our factories were purchasing 424 different sorts of gloves. Every factory had their own supplier and negotiated price. The same gloves could cost $5 at one factory and $17 at another. Five dollars or even $17 may not seem like much money, but we buy a lot of gloves.

The student was able to collect a sample of every one of the 424 gloves. She tagged each one with the price and the factory it was used in. We gathered them all up and put them in our boardroom one day. Then we invited all the division presidents to come visit the room. The table was now stacked high with gloves. Each of our executives stared at this display for a minute. Then each said something like, “We buy all these different kinds of gloves?” Well, as a matter of fact, yes we do. Then they walked around the table. They could see the prices and their factories. It was a rare event when these people didn’t have anything to say.

This demonstration quickly gained notoriety. The gloves became part of a traveling road show. The road show reinforced at every level of the organization a sense of “this is how bad it is.” As a result we were given a mandate for change. People would say, “We must act now,” which of course we did, and saved a great deal of money. Even today, people still talk about the glove story.

Key Points: “Concretize” the need for change and change sponsors will own the sense of urgency. Also, one does not need to be the boss (or male) to influence change.

Source: Jon Stegner cited in The Heart of Change: Real-Life Stories of How People Change Their Organizations (pp. 29–30) by John P. Kotter and Dan S. Cohen. Copyright 2002 by John P. Kotter and Dan S. Grant. Used with permission of Harvard Business Publishing.

Story 3—The Best Archer

Once upon a time, in old Korea, there was a young boy called Yŏng-su. At that time, Korea had the finest archers in the whole world. Yŏng-su wanted to be the best archer of all, the best of the best. So he went to his village sensei and asked him to teach him how to be the world’s best archer. “First, go and pluck a whisker from a tiger’s face” instructed his teacher. Yŏng-su knew about the fierce tigers roaming outside his village and he was very afraid. Still, he wanted to be the best archer.

So the next day at dawn, Yŏng-su left his village and soon found the tigers. He saw one tiger that was separate from the group. Yŏng-su sat about 200 meters away from this solitary tiger, just watching. The tiger appeared to glare at Yŏng-su as he crept away at the end of that first day. The next day and the next, Yŏng-su did the same thing. He sat for hours, gazing at the tiger. Soon his fear turned to admiration. After four weeks, he sat closer and closer, watching the tiger with love and admiration.

After three months, Yŏng-su was only a meter away. Now, the boy was trembling with excitement and anticipation. Up close, the tiger was magnificent and gazed back at him. One day, Yŏng-su suddenly realized that his fear was gone. After four months, he could touch the tiger’s paw. After six months, Yŏng-su gently plucked a whisker from the tiger’s face and then slowly, he walked away from the tiger.

Yŏng-su ran back to his sensei with the whisker. He asked, “Master, will you now teach me to be a great archer?” “Yes,” replied the sensei, “now you must hold up the trunk of a tree and point it at the wild geese flying over our village at sunset.” So, for the next month, Yŏng-su tried to hold up the trunk of a tree but it was too heavy. So, he began with a small branch and held it high as he focused on the flying geese. After three months, his arms were no longer tired, and he could hold a bigger branch for a longer and longer time. After six months, he could hold still the trunk of a small tree in either arm and point it at the flying geese.

Yŏng-su went back to his sensei and showed him what he could do, and asked him, at last, to begin teaching him to be a great archer. “I do not need to,” said the old man. “You are already a great archer. Pick up your bow, and fire your quiver of arrows at the furthest target in our village practice range.”

Yŏng-su did as he was told and he was astonished when he hit the target in the center every time. That is how Yŏng-su became the greatest archer of his time.

Key Point: An ethical change agent needs patience, courage, respect, and perseverance to make a difference.

 

¹ Gardner (2007).

² Kotter (1995).

³ Latemore (2013).

⁴ Simoes and Esposito (2014).

⁵ Van de Ven and Sun (2011, 60).

⁶ Latemore (in press); Pirson (2014).

⁷ Worley and Mohrman (2014).

⁸ Wellbourne (2014).

⁹ Kilkelly (2014); Morrow (2014).

¹⁰ Kotter (1995); Kotter (2012).

¹¹ Callan, Latemore, and Paulsen (2004).

¹² This image is adapted slightly from Kotter and Cohen (2006, 7).

¹³ Kriegal and Brandt (1996).

¹⁴ Kotter (1995, 61).

¹⁵ Such as in Kotter and Schlesinger (1979).

¹⁶ Hartel (2010); Kramar (2014).

¹⁷ Sonenschein (2009, 233).

¹⁸ Latemore (1988).

¹⁹ Hartel (2008).

²⁰ Kotter and Cohen (2006, 181).

²¹ Northouse (2013, 263).

²² Gillespie and Dietz (2009).

²³ Latemore (2013, 121).

²⁴ Grandey (2003).

²⁵ After Goffee and Jones (2006, 223).

²⁶ See www.mindtools.com/pages/article/newPPM_07.htm (accessed October 23, 2015).

²⁷ Strachan, French, and Burgess (2009).

²⁸ Acar, Guo, and Saxton (2007). Nine networking competencies are outlined in this article. These competencies are: communication; connectivity and connective skills; collaborative attitude and skills; convening and coordinating skills; congeniality and collegiality; caring for and championing clients; coaching and consulting skills; creativity; and credibility.

²⁹ Bolton (2011).

³⁰ Cooperrider, Whitney, and Stavros (2008, 3).

³¹ After Rothwell et al. (2010, 171).

³² Noel and Hathorn (2014).

³³ Jonson, McGuire, and O’Neill (2014).

³⁴ Prentice (2014).

³⁵ Latemore (2015a, 354).

³⁶ Latemore (2015b).

³⁷ von Weltzien Hoivik (2004).

³⁸ Waddock and Lozano (2013, 278); Crossan et al. (2013).

³⁹ Allen et al. (2006).

⁴⁰ Gardner (2007).

⁴¹ Rooney, McKenna, and Liesch (2010); Shotter and Tsoukas (2014).

⁴² de Mello and Dych (1999, 8).

⁴³ Campbell and Moyers (1988); Jung et al. (1964).

⁴⁴ Kaye (1999); Strom (2013).

⁴⁵ Kirk (1981); Coles (1990).

⁴⁶ Latemore (2015a).

⁴⁷ Johnson (1998).

⁴⁸ Latemore (2015a).

⁴⁹ Latemore (2015a, 356).

⁵⁰ Kriegal and Brandt (1996, 276–78). Copyright is held by the Hachette Book Group USA, Inc.

⁵¹ See the free example www.corporatecoachgroup.com/courses/change-management-questionnaire (accessed October 23, 2015).

⁵² See Jonson, McGuire, and O’Neill (2014).

⁵³ See for example Kiel (2015).

⁵⁴ Strachan, French, and Burgess (2009).

⁵⁵ Hofstede (1980); Tomalin and Nicks (2010).

⁵⁶ Pirson (2014). Michael Pirson’s humanistic management network is a significant contributor to current dignity scholarship.

⁵⁷ Covey (2004, 167).

⁵⁸ Whittle and Izod (2009).

⁵⁹ Kotter and Cohen (2006, 181).

⁶⁰ Afegbua and Adeluwon (2012).

⁶¹ Gentile (2010).

⁶² Acemoglu and Robinson (2012).

⁶³ Callan, Latemore, and Paulsen (2004).

⁶⁴ See Gentile (2010); Kiel (2015); Crossan et al. (2013); Waddock and Lozano (2013).

⁶⁵ Kotter (1995); Kotter (2012).

⁶⁶ Hofstede (1980).

⁶⁷ See Diamond’s (2012) insightful commentary on the book by Acemoglu and Robinson (2012).

⁶⁸ Quoted in the story by BBC interviewer, Doyle (2012).

⁶⁹ Anon (2015).

⁷⁰ Anon (2015).

⁷¹ Acemoglu and Robinson (2012).

⁷² Kotter (1995, 155).

⁷³ Gardner (2007); Whittle and Izod (2009).

⁷⁴ Brimm (2015, 110). Linda Brimm highlights confidence, together with skills in complexity, clarity, creativity, and commitment when dealing with complex change.

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