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Management Teaching Review 2020, Vol. 5(3) 246 –258

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Experiential Exercises

Understanding Resistance to Change: An Experiential Exercise

Virajanand Varma1

Abstract Organizational change remains one of the challenging concepts for students in leadership and organizational behavior classes to internalize if they have not experienced it directly. This exercise serves as a means for simulating the change process through a firsthand experience of change at a personal level. The assignment involves students choosing to experience a personal change (e.g., abstaining from a habit) for 3 weeks, maintaining a log of daily experiences, and writing a summary of the takeaways from their experience. Most of the students find it challenging to complete the task successfully (i.e., maintain total abstinence), which contributes to a lively follow-up discussion on successfully leading change and gives the students an opportunity to understand various challenges related to change implementation. This exercise can be used with a range of graduate and undergraduate courses in management curricula as well as in other leadership development programs.

Keywords resistance to change, change management, experiential exercise, MBA

Effective management of change is a fundamental challenge for most managers in organizations today (Gigliotti, Vardaman, Marshall, & Gonzalez, 2018). As a result, business schools devote substantial time to addressing issues relating to organizational change in their organizational behavior and leadership courses. However, many stu- dents have little or no work experience with such changes; thus, they falsely assume their effectiveness in such situations, downplaying the difficulties of managing change.

1Nicholls State University, Thibodaux, LA, USA

Corresponding Author: Virajanand Varma, Department of Management & Marketing, Nicholls State University, 311 Powell Hall, Thibodaux, LA 70301, USA. Email: viraj.varma@nicholls.edu

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The highly intuitive nature of many organizational social science topics, including organizational change, also leads many students to believe that the material is common sense, which inhibits learning and student engagement.

Experiential learning exercises have been argued to assist in simulating the rele- vance of the topics covered making them more exciting and engaging (Kolb, 1984). Well-crafted experiential activities push students to confront the complexity and ambi- guity inherent in real-life management situations such as organizational change. In this article, I describe an exercise where students experience firsthand the challenge of managing change (and change resistance) at the individual level along with common outcomes of the exercise and recommend approaches to debrief the activity.

Theoretical Foundation

Resistance to Change

Change initiatives are often faced with opposition characterized by behaviors that delay and disrupt the change process and its desired outcomes (Burke, 2017; Moutousi & May, 2018). Resistance is often cited as the reason why change fails (Ford & Ford, 2010). According to Oreg (2003), individuals resist change because of their reluctance to lose control, cognitive rigidity, lack of psychological resilience, intolerance to the adjustment period involved in change, preference for low levels of stimulation and novelty, and reluctance to give up old habits. Resistance may also arise due to habits reinforcing the status quo (Ford, Ford, & D’Amelio, 2008), the change being consid- ered inappropriate (Rafferty, Jimmieson, & Armenakis, 2013), or lack of management support (Kirrane, Lennon, O’Connor, & Fu, 2017).

Experiential Learning

Dewey (1938) asserted that “all genuine education comes about through experience” (p. 25). Impactful experiences followed by reflection and application can lead to higher-order learning (Bloom, 1956) and greater skill development (Smart & Csapo, 2007). Experiential learning encourages adult learners to become actively involved (Dachner & Polin, 2016), and it provides a means to generate practical examples to reflect on the emotional, relational, and power dynamics of organizational change (Bridgman, 2020; Larsen, 2004; Reynolds & Vince, 2007). Experiential learning is a perfect vehicle for teaching change management since it calls for application of sev- eral skills such as problem solving, managing stakeholders’ needs and expectations, and communicating to manage resistance to change (Lewis & Grosser, 2012; Stovall, 2010).

The Personal Change Exercise

The Personal Change Exercise, commonly used in Addictive Behavior and Substance Abuse courses, was adapted for an MBA course with several learning goals in mind

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that are aligned with higher-order cognitive learning elements from Bloom’s taxon- omy (1956). From this exercise, students will be able to:

1. gain a deeper understanding of change recipients’ experience; 2. recognize individual barriers to change; 3. improve their awareness of the attitudes and skills needed for management of

change; 4. analyze their own behaviors to develop effective change management strate-

gies; and 5. enhance their understanding of other factors that may make change manage-

ment more effective.

I have successfully used this exercise in graduate courses on leadership with 15 to 30 students in the weeks leading to class sessions on leading organizational transfor- mation. It can also be used in undergraduate courses on organizational behavior and change management.

The Personal Change Exercise applies several principles of experiential learning such as experiencing, reflecting, thinking, and acting, via five components: experi- ence, daily writing, reflection, experience sharing/discussion, and debriefing.

Exercise Components

The Experience (3 Weeks; Outside Class). The exercise requires students to abstain from a habitual behavior for 3 weeks. They may choose to refrain from using a mood- altering substance (like alcohol, sugar, caffeine) or activity (like binge-watching TV/ Netflix, excessive indulgence in social media, shopping for leisure). The goal is to put students through a change experience that they do not easily choose to do. The experi- ence is unique in that the students temporarily have to deal with their reluctance to give up set habits, tolerate the adjustment involved, and overcome the tendencies to maintain the status quo. See Appendix A for instructions and Appendix B for a grad- ing rubric.

Diary Writing (Daily Activity for the 3 Weeks of Habit Change; Outside Class). I instruct students to keep a daily diary to record their experiences during the planned change (see Appendix A). The daily log offers two learning possibilities. First, it compels students to think about their experience (the whys and wherefores). Second, it forces them to articulate their thoughts in a limited number of words. Diary writings of stu- dents typically refer to the everyday challenges, surprises, or comfort regarding the experience. For examples, see Appendix C.

Reflection (Once at the End of 3 Weeks; Outside Class). Scholars have emphasized the importance of reflection in professional and management development (Quijada, McGrath, & Wheaton, 2016). Reflection reports are means to elaborate individual les- sons learned, integrate theory and experience, and articulate implications of such

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lessons at the personal as well as the organizational levels. Furthermore, students must articulate these thoughts in writing, an active task that requires them to formulate thoughts and clarify meaning. For more specifics, see Appendix A.

Experience Sharing/Discussion (30 Minutes in a Class That Meets for 90 Minutes). Open- ended experiential activities that require students to deal with a challenging experience can lead to engaged classroom discussions (Caza, Caza, & Lind, 2011). After the 3 weeks are over, students are invited to discuss their experiences in class. Everyone is encouraged to speak. Sharing their experience with the rest of the class opens avenues for students to extend meaning from their experience as well as others by making con- nections and finding patterns.

Debriefing (60 Minutes in a Class That Meets for 90 Minutes). The debriefing uses a series of five open-ended questions. The responses to these questions efficiently funnel into meaningful conversations about change management. I introduce theoretical concepts and connect them with the various student experiences during such discussions.

Question 1: How was your project experience? The responses to this question are typically mixed in nature. Some students enjoy it very much, a few are ambivalent, and a rare couple are not very positive about it. I mention that this distribution proba- bly mirrors actual change recipient response during organizational change. There are early adopters, some sitting-on-the-fence waiting for more information or more direct incentives, and some who actively resist the change proposal. Most of the resistance in class comes from either not being convinced how this project will help them (rewards other than assignment grade) or for being exposed to a potentially vulnerable situation (personal freedom and power being taken away). In the context of the exercise, change resistance refers to relapsing or giving up (maintaining the status quo). See Appendix D for sample responses.

Question 2: How would you have felt if your instructor had specified a particular change (as opposed to them choosing it)? The responses lead us to discuss the role of employee participation and involvement (Brown & Cregan, 2008) in creating buy-in and support. Additionally, I explain how emotions experienced by change recipients (Oreg, Bartunek, Lee, & Do, 2018) could influence their attitudes toward change.

Question 3: How successful were you in your change implementation? What chal- lenges did you encounter? What helped you? Here again, the nature of responses is mixed. Many fail (or cheat), while some successfully manage to maintain the change. I refer to how individuals experience change differently, and how change success depends on factors like individual readiness, motivation to sustain the change: intrin- sic and extrinsic (what if this change was an organizational mandate and if your job depended on it), support available from family/peers (whether supportive or not), self- efficacy, and so on. See Appendix E for sample responses.

Question 4: What are the key takeaways? How would it help you manage personal change in the future? This question leads to a variety of lessons that are unique to individuals as well as a set of lessons that are common to most students. While this exercise is seldom the first experience the students have with a personal change, it is

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probably the first where they actively think, record, and share their experience. For most participants (based on their feedback; see Appendix F), this assignment helps them proactively consider factors that they have to manage when planning for a per- sonal change in the future, such as the appropriateness of change, preparedness/readi- ness, developing a support system, evaluating implications for other stakeholders.

Question 5: What lessons can you use when managing change in an organizational context? This question tests student’s ability to transfer their learning to an organiza- tional context. Even in corporate settings, change affects individuals in different ways. Change is personal for each employee (Bridges, 2009; Schein, 2013). To overcome resistance, managers need to recognize and acknowledge the profound personal impacts on the individuals involved. How employees feel and how they interpret the implications of the change in their personal lives influence the extent to which the change is successful. See Appendix G for sample responses.

Variations

The exercise could be potentially modified in multiple ways. As opposed to students focusing on the experience alone, instructors could specify measurable goals at the beginning to increase student accountability. However, they need to make sure that the goal is set and assessed in a fair manner. Alternatively, instructors could make the exercise more representative of a top-down change by either randomly assigning a change to each student or having everybody experience the same change.

For large classes, reflection and debrief could be planned differently. For instance, all students choosing to undergo the same change could be put in groups and asked to discuss common challenges and experiences. Alternatively, instructors could use mobile applications such as Kahoot or Poll Everywhere to do a quick survey about student experiences to items measuring satisfaction, resistance, takeaways, and so on.

Limitations

The Personal Change Exercise is a valuable pedagogical tool for teaching organiza- tional change. However, it has its limitations. For example, its apparent lack of face validity: some students question the relevance of this assignment, particularly during the initial stages, which is why the reflection paper and the debriefing are crucial. Experiencing an organizational transformation is not the same as undergoing a per- sonal change as the assignment demands. However, on a deeper level of analysis, they are not much different. For example, both involve getting out of one’s comfort zone, discarding a habitual behavior, and dealing with intense emotional reactions.

There is a possibility that students may become sick (depending on the nature of change) or that students may develop resentment toward the instructor for putting them through an uncomfortable experience. However, in the 4 years that I have used this exercise, I have rarely seen it happen. In cases when an odd reaction surfaced, I have consciously addressed the issue and traced it back to a possible change recipient reaction in an organizational situation.

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Another limitation (as pointed out by a student) is that students may totally “make up” their experience without actually going through one; for example, by scripting fake diaries and writing reflections that are untrue. I address this possibility in various ways. One, the change is chosen by the students themselves. Next, the change is tem- porary, that is, lasting 3 weeks only. Then I make it clear that the grade for the assign- ment is not dependent on whether a student successfully maintains their abstinence. Furthermore, instructors could note such “sabotage” as a form of resistance itself.

Conclusion

While managing change is an integral part of a managerial career, students enrolled in business programs often underestimate the challenge of change execution. The Personal Change Exercise exposes them to issues such as change resistance, employee involvement, and change communication. I have found that this exercise gives stu- dents a better grasp of these issues, and the assignment leads to engaging discussions about organizational change.

Appendix A

The Personal Change Exercise

This assignment requires you to experience a personal change for 3* weeks. By per- sonal change, I mean refraining from a behavior that is more like a habit to you. You may choose to abstain from using a mood-altering substance, food, or activity. Examples of substances include alcohol, tobacco (smoking or chewing), caffeine (cof- fee, tea, colas), sugar (soda, desserts, candy/chocolate), or other similar substances. Examples of activities include watching TV/Netflix (binge or otherwise), spending time on the computer/smartphone (outside work such as social media, gaming), shop- ping for leisure (online or otherwise), etc. The purpose of this assignment is to help you in understanding what people face when experiencing change. Please do not choose something that is very easy for you. The quality of your learning experience depends on whether the change you choose is really challenging for you. You will not be graded on your success or failure in implementing the change,** but on your growth in understanding yourself and of the dynamics involved in dealing with change. However, it is essential to make your best effort for the full 3 weeks.

Please inform me at least a week before the project starts what change you have chosen. Additionally, you are to inform at least one other person in your life, maybe a parent, partner, roommate, coworker, or supervisor, etc.***

You are required to maintain a daily diary describing and reflecting on your per- sonal experience, with at least one (1) entry per day describing your experiences, thoughts, feelings, successes, and struggles. Each day’s entry should be a paragraph

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(3-5 sentences). It is okay if you do not experience anything significant; merely make a note of it.

In your journal, describe the following:

•• Your reasons for choosing the specific change experience •• Your day-to-day experiences. Is it difficult? If yes, why (try to look for more

profound reasons). If not, then why not? •• How do you feel physically (energy, fitness, etc.) and mentally (motivation,

emotions, confidence, self-efficacy, etc.)? •• What are you learning about yourself? •• What are you learning about managing change?

Finally, write a 3-page double-spaced reflection about how this experience will help you in understanding or working with executing organizational change. Be spe- cific. The final report inclusive of your diaries and the reflection is due on (Date). Consider the following questions when writing this reflection section:

1. What are your key takeaways from the experience? 2. To what extent were you successful? 3. How would it help you manage personal change in the future? 4. What lessons can you use when managing change in an organizational

context?

Notes to instructors: *The 3-week period is based on a common idea that it takes 21 days to change a

habit. Instructors may choose to vary (increase or decrease) the duration as they deem fit. In an EMBA class that met once in two weeks, I modified the length to 2 weeks, i.e., the time between our meetings, without much difference in the reported experience.

**In the current form, there is no goal or end outcome suggested for two main rea- sons. Outcomes may vary due to several reasons unrelated to the exercise. For exam- ple, losing weight is not solely related to sugar consumption. Other lifestyle choices, individual metabolic rates, etc. do influence the process. So measuring success/failure may not be possible in a fair manner. In some instances, e.g., abstaining from social media, there may not be a measurable outcome other than number of days of absti- nence. More importantly, too much focus on the outcome could possibly lead to ignor- ing the daily experiences. My intent with the exercise was to have a decent mix of challenge vs. fun. Failing is not discouraged as long as students are critically thinking about the reason for their failures.

***This requirement is to build accountability and offer support. In organizations, supervisors and co-workers are typically called upon to play this role.

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Appendix B

Grading Rubric for the Personal Change Exercise.

Name:

Change undertaken:

Criterion Grade

A B C D F

Diary writing Maintained and reported daily experiences for all (21) days

Maintained and reported daily experiences for almost all (17-20) days

Maintained and reported daily experiences for several (12-16) days

Maintained and reported daily experiences for a few (less than 11) days

Has not maintained daily experience diaries.

Reflection Paper: Key Takeaways for Personal Change

Presents an insightful and thorough analysis of all issues identified; Makes appropriate and powerful connections between the issues identified and the concepts studied in the course material; Supports diagnosis and opinions with strong arguments and evidence

Presents a thorough analysis of most issues identified; Makes appropriate connections between the issues identified and the concepts studied in the course material; Supports diagnosis and opinions with reasons and evidence.

Presents a good analysis of some of the issues identified; Makes appropriate but somewhat vague connections between the issues and concepts studied in the course material; Supports diagnosis and opinions with limited reasons and evidence.

Presents an incomplete analysis of the issues identified; Makes little or no connection between the issues identified and the strategic concepts studied in the course material; Supports diagnosis and opinions with few reasons and little evidence.

Presents no analysis of the issues identified; Makes no connection between the issues identified and the concepts studied in the course material; Supports diagnosis and opinions with neither reasons nor evidence.

Reflection Paper: Key Learning for Organizational Change

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Appendix C

Sample Daily Diary Entries

•• (Change attempted: No eating out for 3 weeks): I feel great about starting this project so far. I am anxious to see how long I can maintain this and whether there will be any physical or mental changes. It will require planning for meals and workouts. I will need to learn to budget my time.

•• (Change attempted: No coffee for 3 weeks): I guess I should start by pointing out that this weekend was the first weekend that I did not have coffee. It sucked. I can say, however, that I did learn a lot about my habit this weekend. I learned that I enjoy drinking coffee.

•• (Change attempted: Waking up an hour earlier for 3 weeks): The alarm is set. Motivation is high. We will see how this goes. Besides, I have told my parents and best friends about the change I am planning on starting tomorrow. I have also posted my intents on social media.

Appendix D

Sample Responses for Overall Reactions

•• I really enjoyed this personal change project. •• I do feel that this change assignment has given me a fresh perspective. •• This project has helped me understand that change is not a simple task that can

be achieved overnight. •• This project has definitely tested my ability to deal with change and manage the

emotions I experience while going through the change. •• Overall, I think the project taught me quite a few things about myself. •• I think an exercise like this is important to remind us to look deeper at motiva-

tions and the reasons people act as they do. •• This project has been an eye-opening experience for me. My initial assumptions

about how things would turn out were completely wrong. I figured it would be more of a challenge for me . . . In fact, the exact opposite occurred. I looked forward each day to adding another day.

•• This was a great exercise to understand where some of my employees may be in regards to change.

Appendix E

Sample Responses Regarding Change Experience, Challenge, and Keys to Success

(With associated theoretical concepts/connections in parentheses)

•• (Change attempted: No candies/chocolates for 3 weeks): Another thing that assists me in understanding change is that sharing the experience with other

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people makes the change easier. Indeed, if we all have to do the same change we can support each other, as colleagues would do in a company (peer support). They can rely on them if one has doubt or questions; the peer atmosphere is a major factor . . . as the end of the project arrived and that I managed not to eat chocolate, hearing people saying they failed, make me feel better in a way (self-efficacy).

•• (Change attempted: No cursing for 3 weeks): This project has helped me under- stand that change is not a simple task that can be achieved overnight. No matter what change is being implemented, it takes time and practice before it can be completed to the fullest (change implementation). It is critical for one to have a support system that backs up and supports the transformation while it is being implemented. Without a solid support system to help keep the change on track, the progress will falter and may eventually fall apart altogether. If I had not told my girlfriend and my roommate that I was going to be abstaining from cursing over the past 3 weeks, I have no doubt in my mind that I would have given up altogether on trying to refrain (peer support).

•• (Change attempted: No snacking/casual munching for 3 weeks): Looking back at the past 3 weeks, 3 distinct trends come to mind when I think of the hardest or unsuccessful times in my assignment . . . The first trend was not planning ahead and being prepared (change planning) . . . The second I noticed was that I was too focused on the end goal (outcome vs. process) . . . The third thing I saw in my behavior through the week was that I often times put myself in a fail- ing situation (self-sabotage).

Appendix F

Sample Responses for the Key Takeaways

(With associated theoretical concepts/connections in parentheses)

•• (Change attempted: No fast food for 3 weeks): Through the personal change project, I realized that I would have done much better if I had set up a reward system, so I think this is important when implementing organizational change as well. If employees are motivated by a tangible reward after reaching certain milestones in the change process, I think that it would make the change more effective (Change Incentives/Small wins).

•• (Change attempted: No carbonated drinks for 3 weeks): Once I realized that cutting out soft drinks would help me lose weight and develop my self-disci- pline, the project’s change process became exponentially easier to accept and work through (Personal valence).

•• (Change attempted: No multitasking for 3 weeks): What I learned from this project is that change is something which is really difficult to handle. People should not be afraid of change because it brings benefits. However, managers must be very good at communicating change and show the positive effects of

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implementing the change if they want their employees to be motivated and inclined to change (Change communication).

•• (Change attempted: No unnecessary internet browsing for 3 weeks): I realized that the actual amount of difficulty that a person encounters when implement- ing a change could be vastly different from the level of difficulty estimated by others (change experience is personal). This applies whether or not the task is perceived to be simple or complex.

Appendix G

Sample Responses for Organizational Change Implications

(With associated theoretical concepts/connections in parentheses)

•• Members of an organization may not be ready to accept the change. The project was not something I wanted to do even though I knew it would better me if I were successful. For the project I had to find a way to convince myself to move forward with the changes that were made for the sake of the project. This is the same thing with an organization; management needs to communicate the rea- sons why change needs to take place (Change communication). This needs to be done within the organization to ensure employees not only do not reject change but also accept the change.

•• This experience has taught me a few things about change in the workplace. The first lesson is that no change is really too small to overlook and assume it will not matter to employees. Next it made me question as to whether some changes would not be suitable for some of our more experienced employees who had been performing the same job for years (Change appropriateness).

•• If I ever become a manager, I hope that I can keep this in mind. Not all employ- ees will handle changes in the same way. People will react differently based on their intrinsic behaviors and their backgrounds. I think in future I will have patience with people who need a little more time or assistance adjusting because I know how difficult change can be, and I have been there myself (Individual differences/Personality).

•• Reminding myself as to why this project was necessary and the benefits I could get from making it through the entire project without breaking my abstinence from soft drinks can be beneficial to me in implementing change in the future because I will know how to approach motivating employees through the change process. I would need to convince employees why change is necessary and how implementing this change will cause the business to be more successful going forward. Convincing employees of the importance of this change can go a long way toward getting them to buy into the change process (Creating readiness/ buy-in).

•• In a managerial aspect, I will use this research of myself to better understand my employees going through change. It is ok for them to resist change and even

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relapse on their goals, but they should make ongoing progress to meet the change goal. I believe this will also earn their respect when they see that I am tolerant of their resistance to change because I know how it feels to experience this change effort . . . Now I have more understanding of what it means to change, on both a physical and psychological level (Change resistance).

•• One final consideration that this project helped me to understand better is what will happen after the change is implemented. I know that the personal change challenge we did was only supposed to be temporary, but I plan on eating all of the sweets I want whenever I want when this is over. Basically, this personal change project did not curtail my desire to have sweets or abstain from eating them in the future after the challenge is over. I think this is a good point that organizations should think about when implementing change. Organizations should monitor employees even after the change has been implemented and they have been following the change for a while because there is a chance that after all of the organization’s hard work in implementing the change, employees could revert back to their old ways of doing things if they are not being moni- tored. This would undermine the effects of the change, and lots of time, money, and resources that were used to implement the change could be wasted if this happens (Institutionalizing change).

Author’s Note

An earlier version of this article was presented at the 2017 Southern Management Association Annual Meeting in St. Petersburg Beach, Florida. I am grateful to MTR editor-in-chief Jane Schmidt-Wilk, associate editor Sandra Spataro, and two anonymous reviewers whose com- ments and guidance substantially improved this article.

Declaration of Conflicting Interests

The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author received no financial support for the research, authorship, and/or publication of this article.

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https://doi.org/10.1080/14697017.2018.1459784

https://doi.org/10.5465/amr.2014.0335