How to Use Lewins Change Theory

Lewin’s Change and Force Field Analysis Theories Applied to a Geropsych Unit
Using Lewin’s Change and Force Field Analysis theories to produce a more dedicated Geropsych Unit can be accomplished by putting each theory into practice. First, the goal of the change must be identified, which here is to develop a staff that is dedicated to its work and patients. Then the process can be begun. The first step is to remove the workers from their current state of awareness regarding how things are done. According to Lewin’s change theory, this is the period of “unfreezing” that must occur, wherein the old manner of execution is unfrozen or unfixed in the mind so that the new method can be inserted and learned. In the Geropsych Unit, the key to developing a more dedicated staff is to unfreeze the mind and help the workers to “unlearn” the behaviors that have allowed them to be less than dedicated in their service. This is accomplished by way of promoting and teaching mindfulness, which is an effective tool that researchers have identified as helpful for workers when coping with stress or stressful situations, being in the present with patients, and thinking about patients’ needs more fully (Baer, 2003). Mindfulness can be achieved by way of emotional intelligence and self-awareness. These two tools can help staff members to better reflect on the goals of the change management solution and what the new strategy should be and how to effectively implement it.
Force field analysis is also helpful in producing the change needed in the organization: it allows for systematic analysis of factors that support restraining forces that resist change as well as the pressures that act as driving forces to change. Educational factors are one example of variables that would be analyzed in according to the force field analysis theory. A lack of education, for instance, could be a restraining force that prevents individuals from embracing the change. Having that education could be a driving force that propels the individuals to embrace change. Force field analysis can be very helpful when attempting to implement a new strategy such as Systems Thinking, which “is important to enhance the learner’s awareness of the interdependencies in people, processes, and services and to view problems as occurring as part of a chain of events of a larger system, rather than as independent events” (Dolansky, Moore, 2013). As the researchers indicate, awareness is essential in moving the organization through the status quo into the change process—and it begins with understanding a new role.
Other restraining forces would include staff, lack of structure, blocked communication channels, a lack of trust and organizational culture. Each of these could act as barriers to the status quo being changed to something new that benefits the Geropsych Unit. Staff can be suspicious of change, skeptical of leadership’s ability to make good decisions for the organization, resistant to new policies that push out the old policies with which they are familiar. A lack of structure can hold back change by allowing for poor communication and poor monitoring of the change process. The organizational culture itself can be the problem because it might promote a status quo mentality even as a change is being implemented, which will impact the motivational force of the workers.
Driving forces could be the awareness that is needed to see the positive impact of change and the need for it in the Unit. Education is another driving force, as is a culture that supports innovation and dynamic development or evolution. Leadership can be a driving force, so long as it is transparent and capable of instilling trust in workers. Leaders who have a high degree of emotional intelligence can really help workers overcome individual obstacles that may be holding them back—such as fear, or stubbornness, or emotional connectivity to the old ways of doing things (Mayer, Solovev, 2001).
The stakeholders and partners in this plan would be leaders, workers, patients, and all employees and community members who are possibly impacted by the Geropsych Unit’s work. Empowering stakeholders and partners through education and positive support is one way to get everyone on board and reading off the same page. It is also imperative that this occur because of the social, organizational and political identities and interests of stakeholders—all of which can help to create a complex environment where obstacles are numerous. By embracing all stakeholders and unfreezing their minds, while simultaneously identifying restraining and driving forces, the change management team can be better prepared to address any problems that might arise from the various stakeholders and partners who are uncomfortable with the process being implemented in the Geropsych Unit.
Communication among stakeholders and partners must also be embraced as this allows for momentum and movement to be appropriately monitored. If some stakeholders become resistant to change, communication lines must be available so that effective understanding can be achieved to help get the process moving in the right direction again. Stakeholder and partner meetings should be held regularly so that issues can be more readily identified and neutralized as the process is implemented and so two-way flows of communication can be more adequately fostered among workers, partners and leaders.
References
Baer, R. A. (2003).  Mindfulness training as a clinical intervention: a conceptual and
empirical review. Clinical Psychology: Science and Practice, 10(2): 125-143.
Dolansky, M.A., Moore, S.M. (2013). Quality and Safety Education for Nurses (QSEN):
The Key is Systems Thinking. OJIN: The Online Journal of Issues in Nursing, 18(3): Manuscript 1.
Mayer, J. D., Salovey, P. (2001). Emotional intelligence as a standard intelligence.
Emotion, 1: 232-242.