Daryl Conner has extensively researched change and its impacts, authoring several books on the subject. His findings reveal that only about one-third of strategic initiatives are executed exactly as planned. Various factors, including human behavior and production challenges, can influence outcomes and alter the original vision. Additionally, unexpected issues may arise, resulting in outcomes that differ from initial expectations, sometimes significantly.

For instance, when attending a car show, you’ll often notice substantial variations between the initial designs of vehicles and the models that end up on the road. Projects frequently encounter budget overruns, necessitating reductions in scope. Moreover, rapid advancements in technology can render initial designs obsolete by the time they are completed, unless adjustments are made throughout the process.

Here are some key points about change:

• Change affects everyone differently; there is no “normal.”
• Change is an essential element of the world and it must be accepted.
• Adapting to change is about our attitude.
• We have to grieve for what we are letting go of.
• Change is an opportunity for self-motivation and innovation.
• We can identify strategies for accepting and implementing changes.

William Bridges, a notable researcher in the field of change, shares an anecdote from his early days as a university professor. Back in the 1960s, Saturday classes were a common practice, and both students and professors generally disliked them. Bridges believed that changing this system would be straightforward. His proposed solution was to extend the duration of classes on Tuesdays and Thursdays, eliminating the need for Saturday sessions altogether.

However, implementing this change proved to be more complicated than anticipated. While it was clear that most students disliked Saturday classes, some faculty members were resistant to the idea of reducing the number of classes. They argued passionately for keeping Saturday sessions, citing their own experiences and emphasizing that attending Saturday classes hadn’t harmed them.

One professor voiced a concern that resonated with others: “But if we change from three classes to two, I will have to rewrite all my lecture notes.” This concern led to a consensus among the faculty, and ultimately, the proposed change was rejected. Bridges did not view the professors as selfish or lazy; rather, he recognized that no one had addressed how the changes would impact them personally. They were trying to protect what felt familiar, a reaction many of us would share in similar circumstances.

Bridges emphasizes that everyone has a personal connection to their work, which makes navigating change challenging. He states, “It isn’t the changes that do you in. It’s the transition.”

In this context, change refers to the actual events—like moving to a new building, retiring, or renovating a home—while transition is a three-phase process that individuals undergo as they adjust to the new circumstances brought about by change. Transition involves adapting to new ways of doing things, reinterpreting situations, and adjusting to unexpected developments.

Change is a new laptop. Transition is learning how to use it.

With that new laptop, I am:

• Thrilled by possibilities of things I can do with it.
• Excited by the size of its memory and the new programs.
• Stimulated by the idea of working on things in ways that I have never tried before.

However, I am also:

• Fearful and uncertain of how to use all the features, like the fact I can flip the screen down and make it work like a tablet.
• Anxious and worried that I will not figure everything out before the next time I have the laptop with me in a meeting or a training session.

I must:

• Give up something to get something. I gave up the old familiar laptop.
• Unlearn what I knew about the old familiar programs and adjust to things that are very different.
• Temporarily give up my cushion of comfort.