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LIST OF FIGURES AND TABLES

Figures
1.1 How Chapters 1- 33 relate to the process model presented in Chapter 2 3
1.1 A reactive sequence 8
1.2 The constitution of an organizational path 13
2.1 A force-field 21
2.2 The change process 25
2.3 Single-loop learning 34
2.4 Double-loop learning 34
2.5 Questions to be considered at each stage in the process 37
3.1 An organ ization transacting with its environment 44
3.2 The gradual ist parad igm: continuous evolutionary change 45
3.3 Punctuated equilibrium 47
3.4 Types of organizational change 55
3.5 Incremental change for internal alignment 58
3.6 Transformationa l change for externa l alignment 58
3.7 Lewin's three-step process 58
3.8 Intensity of change 59
3.9 Types of organizational change 60
4.1 Strebel's cycle of competitive behaviour 68
4.2 Internal factors that can trigger discontinuous change 72
4.3 The trap of success 73
4.4 Examples of functional misalignment 76
4.5 A dashboard based on a balanced scorecard approach 78
7.1 A causal map of a diagnostic model 127
7.2 The CEO's model of causal relationships affecting the performance of SSSE 128
7.3 The organization as an open system 129
7.4 Kotter's integrative model of organ izational dynamics 130
7.5 The McKinsey 75 model 134
7 .6 Weisbord's six-box model 135
7.7 The Burke-Litwin causal model of organizational performance and change 136
7.8 The transformational factors 137
7.9 The eight cornerstones of Klofsten's business platform 138
8.1 A force-field 148
8.2 Results of the BBC staff survey 149
8.3 The force-field 154
8.4 Actions to change the effect of forces 155
9.1 Strategic coupling 177
9.2 Organizational coupling 177
9.3 Environmental coupling 178
11 .1 A framework for identifying d ifferent forms of altruistic and egotistic behaviour 208
13.1 Sample problem 228
13.2 Dynamics g iving rise to organizational silence 229
13.3 An oversimplified model of the interview 233
13.4 The interaction between change agents and organizational members 233
14.1 The expectancy model of motivation 255
14.2 An expectancy model of the motivation to support or resist change 256
15.1 Transition phases 270
16.1 A three-dimensional model to aid choice of change strategy 299
16.2 Incremental change strategies 299
16.3 Transformationa l change strateg ies 300
17.1 Using the Awakishi diagram as a change tool: plant closure 309
17.2 Change participants' perceptions of the appeal and likelihood of the change 309
17.3 Clarity of end state and content and structure of the plan 310
17.4 A matrix organization structure 312
17.5 A critical path analysis 314
17.6 Oakland's figure of eight framework for successful change 315

.
lX
X List of figures and tables

17.7 Readiness to change 316

17.8 Implementing change 316
18.1 The meeting canoe 329
18.2 A conference method for developing a 'preferred future' 335
18.3 Cummings and Worley's typology of interventions based on focal issues 336
19.1 The experiential learning model 342
19.2 The action research process 345
19.3 The action research process at Freedman House 347
20.1 The five steps of an appreciative inquiry 355
23.1 Functional structures 386
23.2 Cross-functional processes 386
23.3 GP referral for a routine X-ray at a local hospital 389
24.1 Parts being pulled in response to customer requests 398
24.2 The Toyota Production System house 400
25.1 Acquired unit's preferred mode of acculturation 412
25.2 Acquiring unit's preferred mode of acculturation 413
25.3 Acculturative model for implementing organizational fit 413
25.4 Harrison's continuum: the degree of constraint different culture types place
on individuals 417
26.1 The strategy canvas populated by three value curves 421
26.2 The NUL service current and future value curves 427
26.3 Senior leadership value curve 428
27.1 A three-dimensional model to aid choice of interventions 433
27.2 Examples of human process interventions 434
27.3 Examples of technostructural interventions 434
27.4 Examples of human resource interventions 435
27.5 Examples of strategic interventions 435
29.1 Bhave's model of entrepreneurial venture creation 460
29.2 Translating the change strategy into a set of operational goals 463
29.3 Factors affecting how people respond to the change 467
30.1 Classes of sustainability at cell level 472
30.2 Factory-level improvement model 473
30.3 A push approach to securing change 474
32.1 The experiential learning model 493
32.2 Single-loop learning 494
32.3 Double-loop learning 494
32.4 A learning chart 497
33.1 The organization conceptualized as a set of rules that prescribe behaviour 502

Tables
1.1 Possible actions that will inform the strategy taken by the bank 17
7.1 Examples of the kind of information that might be attended to 123
7.2 Information you attended to 124
7.3 Interdependencies between elements 126
7.4 An example of a matrix of interdependencies 126
7.5 Examples of element states that do and do not facilitate system adaptation 132
8.1 Examples of questions asked in a BBC staff survey 143
8.2 A simple SWOT template 151
8.3 A more detailed SWOT template 151
8.4 Using SWOT to develop action plans 152
9.1 The focus of management and leadership 164
9.2 Key leadership tasks 165
10.1 Positive frame 191
10.2 Negative frame 191
10.3 Differences between the two hospitals 193
15.1 The social readjustment rating scale 267
25.1 Suitability of culture matches 416
31.1 implementation climate and innovation/values fit: effects on employees' affective
responses and innovation use 486
LIST OF RESEARCH REPORTS
AND CHANGE TOOLS
Research reports
2.1 A test of the validity of Lewin's three-step model 22
3.1 Study of microcomputer producers 51
9.1 Collective leadership and strategic change in healthcare organizations 179
10.1 Perceptions of fair treatment 197
12.1 Ethical issues associated with Milgram's experiments 216
13.1 Communicating bad news 237
14.1 Effect of group participation on resistance to change 252
18.1 Sociotechnical systems 321
21 .1 Enterprise-level tra ining in Australia 369
21.2 Relationship between enterprise-level training and organizationa l change 370
28.1 The realistic merger preview 451
30.1 Two enablers that help to promote stickability 476
33.1 Transparency and collective learning 507

Change tools
4.1 Alignment check between your unit and your customers and suppliers 78
7 .1 The 75 matrix 134
8.1 Using a SWOT analysis 150
8.2 A force-field approach to opportunity development or problem management 153
10.1 Stakeholder grid 195
14.1 Assessing the availability of valued outcomes 257
17.1 The Awakishi diagram 308
17.2 Critica l path analysis 313
18.1 WOOP 325
18.2 The Axelrod canoe: a blueprint for getting people involved in meetings 329
18.3 Beckhard's process for improving intergroup relations 330
18.4 Organization mirror 330
18.5 Facilitator brief for survey feedback intervention 332
18.6 A conference method for developing a 'preferred future' 334
20.1 A specimen appreciative interview schedule 362
22.1 Diagnosing external alignment 379
22.2 Diagnosing internal al ignment 382
23.1 The plan, do, study, act (PDSA) cycle 391
24.1 The seven wastes 400
24.2 The SS methodology 400
24.3 The five whys 401
29.1 The change management indicator 466
32.1 Opening a second channel to observe oneself in the here and now 495
33.1 The after action review 504
33.2 Priority review 505

.
Xl
 ABOUT THE AUTHOR

~ John Hayes is Emeritus Professor of Change Management

V"l

~ at Leeds University Business School, Ul( and is a regular

~ contributor to executive programmes at Copenhagen
..:
~ Business School, University of Aarhus, USI Universita
della Svizzera Italiana and Singapore Management Univer-
sity. John also helps to facilitate change in complex organi-
zational settings and has worl<ed for a wide range of
private sector companies, including Six Swiss Exchange
(Zurich Stoel< Exchange), l(U, iQuest, GNER, National
Australia Group, Yorl<shire Bank, British Gas, BT, ICI,
Lucas, Delphi, BP, Occidental Petroleum, Bawden Drilling,
Glaxo, Reckitt and Coleman (pharmaceuticals), DLApiper,
Ladbrokes and Nestle. He has also worl<ed for a range of
public sector organisations such as the NHS and Benefits
Agency, charities such as NACRO, and the American
Army, RAF, and MOD .

..
XII
PREFACE AND ACKNOWLEDGEMENTS

On many academic programmes, change management is positioned as the integrat-

ing course because it requires students to reflect on and synthesize the various
perspectives on organizational functioning offered by other modules, such as
finance, operations management, marl<eting, organizational behaviour and strategic
management.
Studying change management is important because factors such as the availability
of credit, technological advances, changing patterns of demand, increasing competi-
tive pressures, changes in the boundaries of organizations, the development of new
organizational forms, regulatory reforms and globalization are creating opportunities
and threats that organizations need to address if they are to survive and prosper.
Managers, at all levels, have to be competent at identifying the need for change. They
also have to be able to act in ways that will secure change. Getting it 'wrong' can be
costly. It is, therefore, imperative that managers get it 'right: but getting it 'right' is not
easy. There is no single 'recipe' that can be applied to all organizations at all times.
This bool< addresses a broad range of issues that will affect the lil<elihood that change
efforts will be successful.
Studying change management will provide you with an opportunity to reflect on
what you have learned from other courses and from your worl< experience, particu-
larly on:
• sense making: drawing on different perspectives of organizational functioning
• ways ofknowing: lool<ing at different sources of data and evaluating evidence
• shaping behaviours: examining ways of influencing and coordinating behaviour
• designing interventions: considering ways of 'doing' that purposely disrupt the
status quo in order to move the organization towards a more effective state.
The Theory and Practice of Change Management does what is says on the cover. It
provides a scholarly discussion of change management (the theory) and a host of
insights into how theory can be applied to improve your practice of change manage-
ment. It aims to help you:
• develop your investigative and diagnostic sl<ills so that you will be more effective in
assessing what is going on in organizations
• extend your ability to manage issues arising from internally planned and externally
imposed organizational changes
• improve your awareness of how people can facilitate or resist change and extend
your ability to manage human resources in the context of change.

Key changes to the fifth edition

Ethical change management practice
The most important change to the fifth edition is the inclusion of two new chapters
on the ethics of change management.
Chapter 11, Responsible change management: an ethical approach, challenges the
assumption that 'might is always right' and focuses attention on the need for individuals
and organizations to behave in a responsible way. The nature of responsible behaviour
and ethical practice is examined from the perspective of doing the right thing towards
others, and attention is focused on the individual's disposition and how this can affect

•••
Xlll
 •
XIV Preface and acknowledgements

their intention to behave in socially responsible ways. While many agree that responsi-
ble behaviour involves doing the right thing towards others, there is little consensus
about who these 'others' are and what 'doing the right thing' involves. The chapter:
• explores the relative merits of three different approaches to defining which 'others'
should be considered when introducing change
• draws on notions of altruism and egotism to provide some insights into what 'doing
the right thing' means
• examines the relevance of intentions, actions and circumstances.
Chapter 12, Managing context to promote ethical practice, focuses attention on the
organizational and wider social context within which individuals operate, and
considers how this affects whether any good intentions are translated into ethical
practice. The chapter concludes with a brief overview of some of the measures that
can promote responsible behaviour in organizations and highlights the importance of
promoting an organization-wide culture and developing a social consensus that
promotes ethical values, leadership styles and worl< practices.

Types of intervention
Types of intervention are considered from two perspectives. The first, presented in
Chapter 18, focuses on who does the intervening. In the fourth edition, four types of
intervention were considered. In the fifth edition, an additional category has been
included: facilitators worl<ing with individuals to help them manage problems and
exploit opportunities. This section contains new content such as Oettingen's
Rethin/(ing Positive Thin/(ing and the WOOP methodology.
The second perspective involves categorizing interventions according to the issues
or problems they address. Value innovation, considered in Chapter 26, is new to the
fifth edition. It is a strategic intervention based on blue ocean thinl<ing that offers
managers and entrepreneurs a practical frameworl< for identifying and capturing new
marl<et space, and a set of analytical tools that they can use to pursue superior value
for customers and lower costs for themselves.

Entrepreneurship and managing the development of new business

ventures
Managing start-ups is a new theme that has been introduced in the fifth edition and
is embedded in many chapters. For example, in Chapter 2, Bhave's model of entrepre-
neurial venture creation is introduced to highlight important stages in the process of
building a new business, and I(losften's business platform model is introduced in
Chapter 7 to identify what entrepreneurs need to attend to in order to secure the
survival of a new venture or to diagnose why a new business is not thriving. Also, two
of the new videos on Managing change in practice feature entrepreneurs talking
about their experience.

The digital revolution

One of the major external triggers for change in recent times has been digital
disruption. The accelerating growth of digital technologies has disrupted businesses,
creating exciting prospects for some and undermining the business models used by
others. The sources and effects of digital disruption are discussed in Chapter 4.

Learning
The content on learning is presented in two chapters, rather than in one chapter, in
order to provide a clear distinction between how those managing change can learn
from their own experience and apply this learning to improve their practice of change
management (see Chapter 32, Change managers learning from their own experience),
 Preface and acknowledgements XV

and how change managers can intervene to facilitate collective learning (Chapter 33,
Facilitating collective learning). Collective learning is especially important in those
circumstances where responding to opportunities and threats requires individuals
and groups located in different parts of the organization to collaborate and learn
from each other.

New videos on Managing change in practice

The fifth edition includes linl<s to four new videos, mal<ing a total of 12 videos on the
companion website that show practitioners talking about the experience of managing
change.

New cases studies and examples

A number of new case studies and examples, including the VW emissions scandal,
the collapse of BHS, the transformation of customer service at Norwich Union Life
and the impact of Uber's culture on individual and corporate behaviour, have been
added to provide an even more comprehensive and global coverage.

Employability skills
The new section on employability sl<ills has been included to improve your awareness
of important academic, worl<place and interpersonal sl<ills, to help you assess your
current level of competence in these skills, and to help you identify opportunities to
practise and improve your proficiency in exercising these sl<ills.

Pathways
One of the strengths of this book is its broad scope. Not everybody, however, will
want to read all 34 chapters. Some may want a quicl< overview of the 'essentials' of
change management, and others may want to focus on a particular issue.

The 'essentials'
If you want to use the bool< to quicl<ly grasp the essentials of change management,
you might find it helpful to read the following chapters:
• Chapter 1: Process models of change
• Chapter 2: Leading change: a process perspective
• Chapter 4: Recognizing a need or opportunity for change
• Chapter 7: Diagnosis
• Chapter 9: The role of leadership in change management
• Chapter 10: Power, politics and stakeholder management
• Chapter 11: Responsible change management: an ethical approach
• Chapter 13: Communicating change
• Chapter 16: Shaping implementation strategies
• Chapter 17: Developing a change plan
• Chapter 28: Implementing change
• Chapter 30: Mal<ing change sticl<
• Chapter 33: Facilitating collective learning.

Recognizing the need for change

If, to start with, you just want to focus on recognizing the need for change, you might
find it useful to lool< at:
• Chapter 1: Process models of change
• Chapter 3: Patterns of change
• Chapter 4: Recognizing a need or opportunity of change.
 •
XVI Preface and acknowledgements

Diagnosis
Diagnosis is rarely a one-off activity. It is an ongoing endeavour that is often closely
intertwined with other activities, such as recognizing a need or opportunity for
change, identifying what needs to be changed, and reviewing how successfully change
plans have been implemented. Sometimes, these activities can be so closely inter-
twined that it is difficult to distinguish one from the other. For example, when
attempts to implement a change plan fail to deliver the expected outcome, the failure
can provide those leading the change with new insights (implementation becomes
diagnosis) that inform new plans that are then implemented, and so the sequence
continues. A pathway that highlights diagnosis might include:
• Chapter 3: Patterns of change
• Chapter 4: Recognizing a need or opportunity for change
• Chapter 7: Diagnosis
• Chapter 8: Gathering and interpreting information
• Chapter 29: Reviewing and l<eeping the change on track.

Implementing change
If you want to review the theory and practice that relates to implementation, you
might find the following pathway helpful:
• Chapter 2: Leading change: a process perspective
• Chapter 9: The role of leadership in change management
• Chapter 10: Power, politics and stal<eholder management
• Chapter 11: Responsible change management: an ethical approach
• Chapter 12: Managing context to promote ethical practice
• Chapter 13: Communicating change
• Chapter 16: Shaping implementation strategies
• Chapter 17: Developing a change plan
• Chapter 18: Types of intervention
• Chapters 19-26: These chapters review eight interventions that address particular
issues. Chapters 19 and 20 review interventions that focus on human process prob-
lems, Chapters 21 and 22 focus on interventions that address human resource
issues, Chapters 23 and 24 focus on technostructural interventions and Chapters 25
and 26 focus on interventions that address strategic issues
• Chapter 28: Implementing change
• Chapter 29: Reviewing and l<eeping the change on track.

Other ways to access content relevant to your needs

You might want to start by dipping into chapters that relate to an immediate concern. Use
the contents section and the subject index to identify relevant chapters. For example, if
you want to read about the ethics of change management, you might find it useful to dip
into Chapters 11 and 12; if your concern is sustaining change, you might want to start with
Chapters 30 and 31; if you want to learn more about mergers or acquisitions, you might
want to begin by lool<ing at Chapters 26 and 29; and if you want some ideas about who
should lead the change process, you might find it helpful to lool< at Chapters 5, 9 and 17.

Acknowledgments
This edition includes four new videos of practitioners talking about their experience
of managing change. I would like to give my thanl<s to Rene Bomholt, Barrie Hopson,
Johnny Schmidt and Hugh Thomas for their video contributions. I would also lil<e to
 ••
Preface and acknowledgements XVll

thanl< Richard Fryer for his new case study, an enlightening account of how value
Innovation was used at Norwich Union Life.

I am also grateful for the considered and constructive feedbacl< provided by the
review panel at various stages in the publishing process. I would lil<e to thanl<:

Ahmed Amin, German University in Cairo, Egypt

Lucian Bifano, Auburn University, USA
Anne B0llingtoft, Aarhus University, Denmarl<
Samantha Burvill, Swansea University, UI(
Tom De Schryver, University of Twente, Netherlands
Jan Fermelis, Deal<in University, Australia
Priva Fischweicher, Barry University, USA
Magnus Forslund, Linnaeus University, Sweden
Martyn Griffin, Leeds University Business School, UI(
Qingan Huang, University of East London, UI(
Mohammad Saud I(han, Victoria University of Wellington, New Zealand
Nicholas S. Miceli, Parl< University, USA
Teresa O'Hara, Athlone Institute of Technology, Ireland
Anne Phillips, Coventry University, UI(
Andrew Richardson, University of Leeds, UI(
Deborah Tobey, Peabody College of Vanderbilt University, USA
Marius Ungerer, University of Stellenbosch Business School, South Africa
Jean Vanhoegaerden, Hult International Business School, UI(
 TOUR OF THE BOOK
Exercises
These invite you to articulate and critically examine
your own implicit theories of change, drawing
from your personal experience, whether that is in a
company you have worked for, a club or society you
have attended, or in your everyday life. They often
ask you to apply concepts and theories studied in the
chapter to this experience.
II Exercise 13.1 Assessing the quality of communicatio
Thinl< about a recent attempt to introduce and mana
university department or elsewhere and reflect on how tl
helped or hindered the change process:
• Did those leading the change communicate effective!
affected by the change?
• If not, to what extent was this related to the factors di
as directionality, role, content and channel?
• What do you thinl< the change manager(s) could have
have improved the quality of communications?
Case study 13 .2 provides an opportunity for you to expl
discussed in this chapter.
Research reports
Much of the knowledge about the
management of change that is
available to managers is practice
based. There is, however, a growing
body of research evidence that
can complement and, in some
cases, challenge this craft-based
expertise. Throughout the book
there are frequent references to
research studies, but occasionally
selected studies are presented in
research reports. These give the
flavour of some of this research-
based knowledge, how research
is contributing to our knowledge
about change management, and
different research methods that can
be used.
•••
XVIII
Change tools
Change management is most effective when the use of
tools and techniques is guided by theory. Throughout
the book, a number of carefully selected change tools
are presented alongside theory to provide change
managers with some ideas about what might be useful
in specific circumstances.
~ Change too/ 17.1 The Awakishi diagram
The Awakishi diagram (Newman, 1995) is a useful tool to stimulate thinking abou
what needs to be done. Let us assume that the change involves the closure of a plan
to achieve cost savings. An individual (or group) could brainstorm ideas about wh
needs to be done to achieve this goal. The brainstorm might generate a large numbe
1
of issues requiring attention, which can be grouped into categories. The most in1po
tant categories provide the main 'bones: which connect to the spine of the skeleto
(see Figure 17.1). These could be plant to be closed, surplus equipment, inventorij
and people.
Using these bones as prompts, the other things that will need to be done can b
identified and prioritized. For example, what needs to happen in order to identi£
which plant to close, which equipment to dispose of, and which people to let go
Attention can then be given to what needs to be done to actually close the targe
plant, dispose of surplus equipment, and manage the relocation/severance of surplu
staff. Attention can also be given to issues such as stakeholder management, co1nm)
nications and so on.
Developing a clear picture of what needs to be done is an essential task for new bus.
ness founders. After identifying a business opportunity and developing a busine
concept, the aspiring entrepreneur will need to formulate a plan that will identify wh2
1
has to be done in order to establish the new business as a viable enterprise. Some of th
f:::::=-_issues that roj!!.bt h e consiclexeclco11lcl inclucle sec11dn!!._access to exte rnal finance- creatin
...... .... ...................... ...... ........ ......................... ....... ............. ............... ... .................
.
Q •
Research report18.1 Sociotechnical systems
..•
..
.. Trist, E.L. and Bamforth, K.W. (19 51) Some social and men worked across the top of the coalface bo
..
. psychological consequences of the longwall method of for explosives. Another two men used a cutter!
.• coal-getting, Human Relations, 4(1): 3-38 . undercut the coal to a depth of 2 m, 15 cm fro~
..•
.. Four more men removed the coal from this 15
..
.. The introduction of the longwall method of coal-getting undercut, making a gap so that the coalface co
.•
.. into UK mines failed to achieve the level of performance when the explosive shots were fired. Finally, te
..
.• improvements that had been anticipated. Trist and 'noggins'were inserted in this gap so that the
.• Bamforth investigated the impact of the new technology would not sag while it was left standing durincI
..
.. on the social quality of work at the coalface. Their
..
shift. While all this was happening, t wo more J
.. research method involved following and maintaining dismantled the conveyor belt and got it ready
..
..• relatively continuous contact with 2 0 coalface workers moving. I
..• over two years. Group discussions with all grades of During the second shift, two men moved a~
..• manager provided additional data . the conveyor belt close to the new face. A sep
• 1
•.
.. Their findings ind icated that the 'room-and-pillar' of eight reinforced air and haulage ways and rir
.. method, which preceded the longwall system, provided down the remaining roof of the old face to m~
..
.. workers with greater social ba lance than the more new working area safe. When all this had beenl
.•
..• mechanized system. The outstanding feature of the explosive shots were fired to collapse the coalf
.. room-and-pillar system was its emphasis on autonomous The third shift of 2o'fillers' worked independ
.•
.. small groups. It was common practice for two colliers - a each other to extract all the coal from their de!
.•
.. hewer and his mate - to make their own contract with section of the coalface. This had to be complet
..
.• colliery management and work their own small section the cycle could begin again, but many factors
.• of the coalface, with the assistance of a 'tram mer' who make this difficult.
..
.. loaded the hewn coal into tram-tubs and removed it There were many close interdependencies o
..
.. from the coalface. This group had responsibility for the the above tasks. Failure to achieve 10 0 per cen
..
.• complete coal-getting task, was self-re_gulating and performance on any task seriously disrupted t ~
1
 •
Tour of the book XIX

Examples Case studies

These illustrate key points and describe an instance or A multitude of international case studies invite you
refer to a pattern of behaviour that demonstrates the to apply theory to a variety of real-life organizational
relevance and aids the understanding of a concept or situations. They are situated across a wide range of
theory. industries and countries and are all based on actual
events, although in some instances the name and location
of the organization have been changed. Each case study
I
Example 1.2 BA cabin crew dispute includes questions to answer or tasks to complete.

British Airways (BA) needed to change in order to and the result v

compete against the increasing number of low-cost sta rting with ar .... ...... .. ...... ... .... ....................... .. ... ...... ...... ... .... .... ... ... ........ .... ...... ....... .. .... .. ......
airlines, absorb rising fuel prices and adapt to the global the company w 1111 Case study 3 .1 The BBC
recession. from those war After a long period of stability, during which the BBC had The government decided to freeze the Ii,
The company announced changes in staffing levels, industria l actior developed a reputation for honest reporting and (paid to the BBC by everybody in the UK wt
programmes of outstanding quality, the corporation had radio or TV), in order to force the corporatic
pay and conditions in order to cut costs. A number of Action and re.
become complacent. Staff believed chat the BBC was more efficient. Althoug h the licence fee rer
changes were implemented, including some staff dispute. Three n financially secure and was the best programme maker constant or was reduced in value over the r
switching to part-time working and others taking compromise wii and broadcaster in the world. But then the world began costs continued to rise.Thatcher's intentior
to change and the BBC was slow to respond. a 'rude shock' to the BBC did not have the ir
voluntary redundancy, but a proposal to reduce the preventing a se1
immediate impact because Birt's predecess
number of cabin crew on long-haul flights from 15 to 14 further action b The situation w hen John Birt came to the BBC his term of office with a huge cash surplus.
was fiercely resisted. stormed the bu When John Birt was appointed director-general. he was spent on fund ing the growing gap betwee
surprised to learn that there was little hard information income and costs. When this surplus was ul
Actions and reactions, including strikes, suspensions away for his owl
about the BBC's basic business. He described the culture BBC started borrowing, until it faced a defic
and dismissa ls, continued fo r 18 months. Ea rly on in bitter war of wo. within the BBC as a kind of imperialism, where every million. Birt recognized that this situation cc
the dispute, reactions escalated to the point where had suspended regional commander in every part of the corporation continue and major changes were required
acquired a full fleet of facili ties, irrespective of need. The
cabin crew decided on a 12-day strike over the because of incic result was a vast excess of facilities, and Birt commented: Technological developments and new I
Christmas holiday period. BA responded by taking the intimidatior 'We could have covered Wimbledon, the World Cup and pressures
lega l action that prevented the strike from taking working. Furthe a world war, and still have had unused resources to spare: The problem was further complicated by a
He also found that staff utilization was low and that in technological developments that threaten~
place. After two weeks of talks between BA wrangling to pn undermine the BBC's traditional ways of wo
some areas there was between 25 and so per cent more
management and Unite (the trade union representing after almost 18 r staff than necessary. Part of the problem was that biggest challenge came from the developn
cabin crew), the union decided to reballot mem bers resolved. I
facilities, overheads and support services were funded by digital technologies that opened up the po
. I

Managing change in practice Employability skills

These interactive features invite you to watch specially Learning how to manage change can provide many
recorded videos in which change practitioners with opportunities to develop important employability
an impressive range of experience across various skill s. These can be found on pages xxi-xxv.
organizations discuss their view of key topics in change
management. The videos are available on the book's
website and link back to questions and exercises in the EMPLOYABILITY SKILLS
textbook.

The CBI (tl1e UK's premier business organization) j

attributes, skills and knowledge that all participa
Cf) . ............................ ~-~~~;;~;·;~~~~~·;~ ·;;~;ti;~~-~-.-~;~~ ;~t~;:·;.~~-~~~~~;~;;~~~- ...: possess to ensure that they have the capability of
Some employability skills are job specific, such a.
of big data
perform a particular role, wherea
Mick Yates \Vas responsible for international markets at Dunnhu1nby1 the global effective performance in a wide r
leader in helping businesses make better, more customer-focused business deci-
sions. For n1any years he was co1npany group chairn1an of Johnson & Johnson's skills include academic, interpers
consumer business in Asia-Pacific, based in Singapore. Prior to this, he spent 22 The Theory and Practice of Ch
years at Procter & Gamble, latterly as regional vice president based in Hong source of opportunities to deve,
l(ong and then in Japan. In all, he has spent 11 years as a regional CEO of Asian
businesses. ACADEMIC
invited to draw on the theories pr
Mick offers some useful insights into ho\v big data can affect the agenda for SKILLS
change. Before v.•atching his video on the book's \vebsite at www.macmillauihe. • reflect on your own experience
com/Hayes-tpcm-se, think about
EFFECTIVE • interrogate the accounts of chi
1. How does big data change organizations? PERFORMANCE out the text, and
2. \Vhat kind of issues could make it difficult for organizations to
• complete the cases and exercise
e1nbrace big data?
• • • I • • I • • 0 • • I • • • • • • o • • o • • I • • I • • • • • • • • • 0 • • I • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • I • • 0 • • • • • • • • • • • • 0 • • I • • I • • • • • • • • • 0 • • I • • I • • • • • • • • • • • • • • • 0 • • I • • • • • • • • • • • • •

to help improve your awarene,

level of competence and identify
the skills identified below.
 ONLINE TEACHING AND
LEARNING RESOURCES

A best·sellmg core adopt.bte textbook for undergraduate,

> LE~ NG llE50UAC t\
postgraduate and MBA modules/courses in changl! management,
and could also be used by practttioneR (chat>Qe agents). It is a
theoreticillly groun<led textbook with • l'trong prc1ct>eel orientation,
d,=ssing all of the key theories of or9aniselional change and
d1'monscrating how they can be used co devise and employ
strateg,es to bring about change ,n an organ,satlonal semng.

~~· ...

For students and professionals

www.macmillanihe.com/Hayes-tpcm-5e is a freely-accessible website containing an
array of resources.
• The Change Management Indicator: a diagnostic tool designed to provide managers
with feedbacl< on the success of an on-going change within their organisation.
• 'Managing Change in Practice' videos: a specially-recorded collection of interviews
with change practitioners to accompany the in-text feature.
• Multiple choice questions: interactive quizzes accompanying every chapter to test
comprehension.

For lecturers
Lecturers who adopt the bool< gain access to a password-protected selection of
resources to help plan and deliver their courses.
• Audio-visual tutorials: illustrated PowerPoint presentations, featuring voiceover
narration by the author, bring the subject to life and are a useful resource for course
preparation.
• Case materials: detailed briefings unpacl< the l<ey issues of all the case studies found
in the bool<, as well as bonus case studies to use in teaching.
• Lecture slides: PowerPoint presentations to accompany every chapter, fully illus-
trated with photographs and diagrams, which you can adapt to suit your course.
• Test questions: a selection of multiple choice questions organized by chapter.

xx
MANAGING CHANGE IN PRACTICE:
VIDEO AND TEXT FEATURE
A collection of specially recorded video interviews with experienced change practi-
tioners are available on the companion website at www.macmillanihe.com/
Hayes-tpcm-5e. The practitioners give their views of the importance of l<ey topics in
change management, such as motivational coaching to help people navigate transi-
tions, the implications of big data, and founding and growing a new business venture.
They discuss how these topics worl< in practice, drawing on their experience of
working in organizations such as Norwich Union (now Aviva), Procter & Gamble,
The Big Bang Partnership and Oal<land Consulting.

. . . . . . . .. . . . . . . . . . . . .... ... . ..... .. . . . . . . . . .. . . . .. . . . . . . .. . . . .. . ... .. . . . . . . . . . . .. . . . . . . . . . . . ... . . .. . . .... . . . . . . . . .. .. . . . . . . . .. . . ... . . .. . . .... . . . .

...,. Managing change in practice 9.1 Jo North: Start with the end (
.•
•
in mind .
..
•

..
..
Jo North is the managing director of The Big Bang Partnership Ltd, a commer- .
..
cial consultancy t hat worl<s with businesses to help them innovate and grow. .•
..
Previously, she was deputy managing director and customer service director of .•
..
East Coast Mainline Company Ltd, commercial director of Northern Rail, and ..
..
director of sales and marl<eting at FirstGroup, UI( Bus. ..
..
In her video, 'Start with the end in mind; on the bool<'s website at www. ..
..
macmillanihe.com/ Hayes-tpcm-5e, Jo highlights what she sees as four l<ey .•
.•
issues that leaders need to attend to. Before watching the video, consider: ..•
. .
• What do you think are the four key issues that leaders should attend to ..
. .
when introducing a change? •
.••
After watching the video, compare your list with the issues highlighted by Jo, .••
..
and compare both your own and Jo's list with the leadership tasks included .•
earlier in Table 9.2. . •
•
... .. ... .. .. .. .. .. ... .. ... .. .. ... .... .. .. ... .. ... .. .. .. .. .. ... .. ... .. .. .. ... .. .. .. ... .. .. .. ... .. .. ... .. .. .. ... .. .. ... .. .. .. ... .. .. .. ... .. .. ... .. .. .. ....•

The Managing change in practice feature appears in selected chapters of the textbool<
and includes a short biography of the change practitioner in question, summarizing their
qualifications and experience, and also raises some questions you might want to consider
before watching the video. This is followed by a linl< to the companion website where
you can watch the practitioners discussing l<ey topics in change management.
The videos are between 2 and 10 minutes long and are often split into sections so
you can navigate to the section that interests you most. Some, lil<e John Oal<land's
video in Chapter 17 are slightly longer and, include extra figures and diagrams to help
you get to grips with the ideas being considered. You can then refer bacl< to the text-
bool< in order to answer the questions or complete the exercises based on what you
have seen. These allow you to thinl< critically about l<ey topics and relate the video
content bacl< to your own experience and to the chapter content.

The practitioners
There are 12 Managing change in practice features in the bool< which linl< to 12 videos
on the companion website. Here is a list of the practitioners and the chapters you can
find them in:

• Chapter 4: Mick Yates from Dunnhumby discusses the impact of big data and how
it can change the way the enterprise makes decisions, how departments within an
organization talk to each other and how the business interacts with its customers.

•
XXI
 ••
XXll Managing change in practice: video and text feature

• Chapter 4: Hugh Thomas, co-founder of Ugly Drinks, describes how starting a

business is different from working in an established large or medium-sized organi-
zation and tall<s about some of the challenges that entrepreneurs have to manage in
order to secure the future of their new venture.
• Chapter 5: Colin Ions from DLA Piper argues that HR managers can mal<e a strong
contribution to change so long as they are on the right agenda and 'get into the
mind of the CEO:
• Chapter 9: Jo North from The Big Bang Partnership Ltd highlights what she sees as
four key leadership tasks.
• Chapter 14: Johnny Schmidt, formally head of global customer service with Maersl<
Line, tall<s about the most important lesson he has learned from managing change
in complex organizations.
• Chapter 15: Debbie Middleton from Middleton Green Executive Resourcing tall<s
about what happens when people are forced to let go of their current job and move
to a different role within the same organization, or when they are released from
their job and made redundant.
• Chapter 16: Steve Gorton from Enabling Development argues that those managers
who are too focused on a top-down approach will be less successful than those who
do everything they can to win the hearts and minds of all those involved in or
affected by the change.
• Chapter 16: Rene Bomholt from Netcompany, Denmarl<'s fastest growing IT
consulting house, tall<s about the importance of anchoring ownership of the change
with those who need to change.
• Chapter 17: John Oal<land from Oal<land Consulting plc tall<s about how he has
used his 'figure of eight' framework in his consulting work with a wide range of
organizations.
• Chapter 18: Paul Simpson, a freelance HR and OD practitioner, tall<s about how he
used training and one-to-one coaching to help change the culture of a special
metals business. He also considers some of the limitations of using training to
deliver this l<ind of systemic change.
• Chapter 20: John Hayes (author) provides an overview of appreciative inquiry,
expanding on l<ey points in the chapter.
• Chapter 29: Barrie Hopson, a serial entrepreneur, talks about the importance of
recognizing when it is time to let go of managing the day-to-day detail, and
confronting the need to let go of the original business concept. He refers to this as
being lil<e l<illing a favourite child.
 EMPLOYABILITY SKILLS

The CBI (the Ul('s premier business organization) defines employability sl<ills as the
attributes, sl<ills and l<nowledge that all participants in the labour marl<et should
possess to ensure that they have the capability of being effective in the worl<place.
Some employability sl<ills are job specific, such as the technical sl<ills required to
perform a particular role, whereas others are generic and support
effective performance in a wide range of worl< roles. These generic
sl<ills include academic, interpersonal and worl<place sl<ills.
The Theory and Practice of Change Management provides a rich
source of opportunities to develop employability sl<ills. You are
invited to draw on the theories presented in this book to:
ACADEMIC
SKILLS • reflect on your own experience of change
• interrogate the accounts of change practice presented through-
out the text, and
• complete the cases and exercises
to help improve your awareness of important sl<ills, assess your
level of competence and identify opportunities to practise some of
the sl<ills identified below.

Academic skills
There are several academic sl<ills that can affect performance in the worl<place.

The ability to apply theory to practice

A l<ey academic sl<ill is the ability to apply theory to practice in order to secure benefi-
ACADEMIC
cial outcomes. This requires that you:
SKILLS
1 are familiar with and have a good understanding of relevant concepts and theories,
such as those presented in The Theory and Practice of Change Management
2 can evaluate and debate the efficacy of theories and received opinion
3 are able to draw on theories to help you:
• mal<e sense of situations
• identify the cause-and-effect relationships that affect outcomes in those situations
• recognize the causal factors that you and others can influence
• plan, implement and review changes that will affect these factors in ways that will
lead to better outcomes.
The Theory and Practice of Change Management presents many concepts and theo-
ries throughout the bool< and debates the efficacy of competing theories (for example,
the gradualist and punctuated equilibrium paradigms in Chapter 3 and the merits of
component versus holistic models for diagnosing the need for change in Chapter 7 ).
The book also contains many case studies which require you to apply theory to
critique the way a change was managed or to identify critical issues and draw on
theory to propose how these issues could be managed.

The ability to collect, interpret and use data

An important academic sl<ill that can improve your effectiveness in the worl<place is
the ability to collect, interpret and use quantitative and qualitative data.

•••
XXlll
 •
XXlV Employability skills

The collection, interpretation and use of data is considered in Chapter 8 (Gathering

and interpreting information) and referred to in many of the research reports
presented throughout the bool<. You are also provided with opportunities to test and
develop this sl<ill. See, for example, Change tool 4.1, and the alternative version
presented in step 9, which invites you to interview managers to identify the criteria
they use to assess the quality of the products or services they provide to others.

The ability to think critically and marshal relevant evidence

and examples to support coherent arguments
Group exercises, case studies and written assignments provide many opportunities to
develop this important sl<ill.

Workplace skills
The US Department of Education defines worl<place skills as the abilities employees
need to successfully accomplish worl< tasks. This section will consider several generic
worl<place sl<ills.

Commercial awareness
This important sl<ill involves recognizing internal and external factors that can affect
the success of a business.
• Some of the tools that can be used to identify threats and opportunities are
presented in Chapters 4 (PEST), 8 (SWOT) and 26 (value innovation).
• Indicators of effectiveness, such as the balanced scorecard, are considered in
Chapter 4.
• Factors that can divert attention away from the commercial realities confronting
a business are considered in several chapters. (See, for example, the discussion
of self-reinforcing sequences in Chapters 1 and 3 and the 'trap of success' in
Chapter 4.)

An appreciation of the systemic nature of work organizations

This involves understanding that all units, whether they be individuals, groups,
departments or organizations, are components of a wider system of interrelated
parts, and that the way any one part performs can have consequences for other parts
of the system. Systems worl< effectively when all the component parts are aligned.
• The consequences of misaligned performance measures, in terms of waste,
poor performance and the quality of worl<ing relationships, are illustrated by
Example 4.1.
• An effective way of diagnosing the 'health' of a system is to search for misalign-
ments (see Chapter 7, Diagnosis).
• Unintended consequences often arise when somebody introduces a change in one
part of a system without considering how this will impact others parts of the
system.

Problem solving and opportunity development

Management is often viewed as problem solving but it is more than this. A l<ey part of
the management process is the development of opportunities. Both problem
management and opportunity development involve an assessment of the situation,
prioritization of those problems or opportunities that are to receive attention, the
identification of a desirable end state and the development and implementation of
plans to achieve this state.
 Employability skills XXV

This process receives attention throughout The Theory and Practice of Change
Management, but two approaches receive special attention:
• Lewin's force-field approach (see the introduction to Chapter 2, Example 6.2 and
Change tool 8.2)
• Oettingen's WOOP methodology (see Change tool 18.1).

Planning
Developing a plan requires the ability to thinl< through what needs to happen to
achieve a goal. When the desired end state (goal) is l<nown in advance, it may be
possible to develop a 'blueprint' plan which specifies in some detail what needs to be
done, the timeline for implementation, and the resources required at each step on the
way. However, where it is not possible to specify the desired end state in advance, a
more evolving and incremental approach to planning might be required.
This is discussed in Chapter 17 (Developing a change plan).
• The Awal<ishi diagram (Change tool 17.1) is a useful tool for stimulating thinl<ing
about what needs to be done.
• Critical path analysis (Change tool 17.2) is a useful tool for identifying the
resources required, scheduling activities and specifying milestones for monitor-
ing progress. An important feature of critical path analysis is that it highlights
dependencies between activities and identifies the shortest time required to
complete a project.
• Exercise 17.1 invites you to reflect on and critique plans you have made to secure a
change.

Interpersonal skills
Interpersonal sl<ills are goal-directed behaviours that we use in face-to-face interac-
tions to achieve desired outcomes. The Theory and Practice of Change Management
spotlights several important interpersonal sl<ills.

Communicating
Communicating is a core competence that underpins all other interpersonal sl<ills
such as helping, influencing and leading. Leaders, for example, need to convey a
compelling vision of a better future, inspire and motivate others to implement
changes, align their efforts by communicating a shared understanding of what needs
to be done, and provide the feedbacl< required to sustain the change.
• Many of the factors that can affect our ability to communicate effectively are
considered in Chapter 13 (Communicating change).
• The importance of listening to others is a theme that is addressed in several chapters.
• Writing assignments provide a good opportunity for you to practise and receive
feedbacl< on your written communication sl<ills, and mal<ing presentations to
others provides similar opportunities to practise and receive feedbacl< on your
ability to communicate verbally.

Helping and facilitating

Helping others to manage their problems or exploit opportunities is a l<ey sl<ill that
can have a positive impact on individual, group and organizational performance.
• Chapter 6 (Building change relationships) reviews five different ways of helping
others, examines the relative merits of prescriptive and collaborative modes of
 •
XXVl Employability skills

helping, and points to the importance of suspending judgement and signalling to

others that their viewpoint is worth listening to.
• Exercise 6.1, The intervention style indicator, can be used to identify your preferred
way of helping others.
• Part of Chapter 18 (Types of intervention) considers how coaching, mentoring and
counselling can help others improve their capability to manage problems.
• Chapter 15 (Supporting others through change) presents a model of the stages of
psychological reaction to change and explores ways in which people can be helped
to navigate disruptive personal transitions.

Influencing, persuading and negotiating

In order to get things done, it may be necessary to enlist the support of others, but some-
times this can be difficult because individuals and groups have conflicting interests.
• Chapter 10 (Power, politics and stal<eholder management) explores the political
dynamics within organizations and how they can affect people's willingness to
support or resist change.
• Exercise 10.1 alerts you to sources of power and influence.
• Exercise 10.2 presents a checl<list that you can use to improve your ability to influ-
ence others.
• Change tool 10.1 (The stal<eholder grid) can be used to help you identify the stake-
holders who can affect your ability to achieve a desired outcome.

Leading
Leadership is about revitalizing and renewing a worl< group, department or organiza-
tion to ensure that it will be effective over the long term. It is about change.
There are various strategies that leaders can adopt to secure change.
• Push and pull strategies are discussed in Chapter 2 (Leading change: a process perspec-
tive), and the relative merits of autocratic top-down and more democratic bottom-up
strategies are considered in Chapter 16 (Shaping implementation strategies).
Understanding what it is that leaders need to do can help you improve your ability to lead.
• Chapter 9 (The role of leadership in change management) examines leadership
from a tasl< perspective and focuses attention on seven l<ey tasks: sense mal<ing,
visioning, sense giving, aligning, enabling, supporting and maintaining momentum.
• Exercises 9.1 and 9.2 are designed to help you improve your ability to lead.

Motivating others
The ability to motivate others is a l<ey sl<ill.
Expectancy and equity theories, presented in Chapter 14 (Motivating others to
change), provide a useful conceptual frameworl< for diagnosing motivational
problems and identifying actions you can tal<e to motivate others.

Working with groups and teams

Managers spend a large part of their time leading teams or worl<ing as members of teams.
• Eight principles that affect how teams worl< are discussed in Chapter 18 (Types of
intervention), along with some interventions to improve team performance, such
as action research.
• Other interventions, such as after action reviews, are discussed in Chapter 33
(Facilitating collective learning).
• The Axelrod canoe (Change tool 18.2) provides a blueprint for getting people
involved in meetings.
Another random document with
no related content on Scribd:
 [A] Number of new boats unknown.
The daily cost of the war to the ten nations now taking part he places at
169,000,000 marks—$42,250,000—and he estimates that up to the first of
April the total cost of the war was 40,000,000,000 marks—
$10,000,000,000. Italy again excepted, he placed the annual cost of such a
war at $15,000,000,000.
It would take 60,000,000 of the huge 1,000-mark bank notes to pay this
cost, and these notes, stacked on top of each other, would make a pile
20,000 feet, almost four miles in height. In gold, this same sum would
weigh 24,000,000 kilograms—52,912,800 pounds, whereas the entire gold
production of the entire world during the last five hundred years has
amounted to but 15,000,000 kilograms.
The daily war costs for the German empire he places at 33,000,000
marks—$8,250,000, and only forty days of this conflict cost as much as the
whole Franco-Prussian War of 1870-71. The cost to England, exclusive of
the colonies, is about the same, and three months of this war cost Great
Britain as much as the Boer War, lasting two years and seven months.
France spends a little more daily.

Selling Street Cars Popular Bunko Game.

Government buildings, skyscrapers, and “gold bricks” have been “sold”
to innocent farmers, who, with carpet bag in hand, stand on crowded
corners and view the “wonders” of great cities.
The days of this kind of crooked work are passed, so police say, but
nevertheless street cars have been “sold” in Chicago and elsewhere in
Illinois, within the last two weeks.
Adorjan Antal is under arrest in Cleveland, Ohio, on a charge that he
“sold” street cars to foreigners who recently settled in Kane County,
Illinois.
Report from Columbus says the Ohio governor’s office has honored a
requisition from the governor of Illinois for the return of Antal, alias Ontal
Impre.

Wins in Long Name Contest.

 Following the marriage of Anna Staingenskaitiskitage and the receipt of
congratulations from Mae Makoupakosalouskis and William J.
Pappademanakakoopoulous, the Duquoin, Ill., post-office clerks
inaugurated a contest for long names. Demetries
Pappatheothoroukoummountorgeotopoulous, of Moline, Ill., was declared
the winner.

At Twenty, She Sees for First Time.

After living in darkness twenty-five years, a two-minute operation by
Doctor Vard H. Hulen, of San Francisco, enabled Miss Tomsina Carlyle, a
University of California student, to gaze for the first time upon her mother’s
face.
Miss Carlyle describes her sensations since regaining sight as being
difficult to define or classify.
“Being blind since birth,” Miss Carlyle said, “has taught me it is the
brain, not the sense of sight, that counts. The speed of moving objects,
particularly on the streets, staggered me for a time, and if I become
frightened at a street corner, I close my eyes and walk forward rejoicingly
in safety.”

Cost of Hanging Man Was Seventeen Dollars.

The first record of warrants ever used by a treasurer of Rush County,
Ind., covering the period from 1822 to 1841, was found in the treasurer’s
office recently. The record showed that it cost the county only seventeen
dollars to hang Edward L. Swanson, the only man who ever paid the death
penalty in Rush County.
He was convicted of the murder of Elisha Clark in April, 1829, and, after
a motion for a new trial failed, was hanged in May of the same year. The
warrants issued show that five dollars was allowed Beverly R. Ward for
making a coffin for Swanson, two dollar was allowed David Looney for
digging the grave, and ten dollars was paid William L. Bupelt for “rope,
cap, shroud, and gallows for the execution of Edward L. Swanson.”

Twins, Eighty-six, Rocked in Cradle.

 Mrs. J. C. Barrett, of Edmonston, N. Y., and Mrs. Nathan V. Brand, of
Leonardsville, N. Y., who claim the distinction of being the oldest twins in
the State, celebrated their eighty-sixth birthday with some unusual features.
The cradle in which they slept as children has been preserved, and the
invited guests insisted that the twins be rocked in it in the presence of all,
and this was done, adding more merriment to the occasion.

Facts You May Not Know.

There are eighty thousand exhibitors at the Pacific Exposition, and the
weight of the exhibits averages one ton each.
The opal is the only gem not successfully counterfeited.
One dollar to get married, ten cents to go to college, and fifty cents to
graduate are some of the items in the new regulation “governing the
affixing of stamps on certificates concerning human affairs,” which were
recently promulgated in China.
The population of French Indo-China is about 20,000,000, of whom
20,000 are Europeans, chiefly French.
The human family is subject to about 1,200 different kinds of disease
and ailment.
Motion pictures of insects in flight show that they regulate their speed by
changing the inclination of their wings rather than by altering the rapidity of
their motion.
All telephone operators in Egypt are required to be able to speak
English, French, Italian, Greek, and Arabic.
The American mountain sheep are the greatest leapers in the world.
Women study art with the aid of mirrors.
Bright people look upon the bright side of life.
The more you have, the more your fun will cost you. Auction sales
originated in ancient Rome, and were introduced to enable soldiers to
dispose of spoils of war.
Military training is compulsory on all male citizens between the ages of
twelve and twenty-five in New Zealand.

Jailbirds Sing as They Saw Through Bars.

 John Wolfe, undersheriff of Wyandotte County, Kan., was seated in front
of the Wyandotte County Jail the other night when he heard the oft repeated
strains of “Throw Out the Life Line.” The prisoners were singing. Wolfe
crept to a side window and listened.
“Throw out the life line across the dark wave,” floated out to him, and
between the words came a sharp sound, as of steel scraping against steel.
Then there was a pause in the singing. The singers had come to the end
of the song.
“How are you getting on, Brody?” was the next sound.
“All right, sing up, sing ‘Rock of Ages.’ ”
“Rock of ages, cleft for me,” the chorus began.
But before that hymn was finished, two deputies and Wolfe stepped into
the cell occupied by Jess Brody. He is under fifteen years’ sentence for the
murder of Nathan Gill. With him were Frank Dusenberry, awaiting his
second trial, charged with the murder of Jennie James, and Herbert
Davidson, held on a statutory charge. In the cell were found ten steel saws
and two knives. A bar had been sawed through. Once out of the cell, only a
window and its soft iron bars remained between the men and the jail yard.
In the next cell was Fred Wing, charged with the murder of Mr. and Mrs.
John M. Crist, his father and mother-in-law, and attempted murder of his
wife. A knife was found in his cell.
There were thirty-nine prisoners in the jail, two others charged with
murder.

Big Fish Causes Drowning.

While attempting to land a big fish, Frank Waterbury, of Reading, Mich.,
was drowned in Turner Lake. He was in the same boat with his brother, and
when he hooked the big one, both men stood in one end of the boat and
tried to land the fish. The boat filled with water and sank. The brother swam
ashore.

Stolen Bird Returns Home.

A neighbor of Paul Graham, of No. 3 Bradburn Street, Rochester, N. Y.,
saw a canary bird flitting about in a tree within a few doors from the
Graham home. Members of the family were notified and the bird was at
once identified. The bird’s cage was brought out and placed on a lawn near
the house. The bird promptly flew to the ground and entered its cage.
Burglars entered the Graham house a few days ago, and, in addition to
taking several articles, took the canary. The police were notified of the
finding of the canary. The canary was carried away in a new brass cage.
How it escaped, of course, is not known, but it evidently was taken far
away.

Find American Girl Husky.

The health department has weighed and measured ten thousand New
York school children who, from July 13, 1914, to April 13, 1915, asked for
working papers.
The boys of English, Scotch, or Irish stock weighed, on the average,
102.44 pounds. They were the lightest of all in avoirdupois.
The boys of Italian stock weighed 104.61.
The native American boys of American-born parents weighed 105.61
pounds.
The boys of German stock weighed 106.62 pounds.
Those of Jewish stock weighed 106.92 pounds.
The Russian, Polish, or Bohemian boys weighed 108.13 pounds. They
were the heaviest of all.
The composite average weight of the boys of all nationalities, native and
foreign, was 105.71 pounds.
In the matter of height, the German boys were the tallest, with an
average of 62.39 inches.
The native American boys of American-born parents averaged 62.38
inches, the English, Scotch, or Irish, 62.21; the Russian, Polish, or
Bohemian, 61.87; the Jewish, 60.93; the Italian, 60.30.
The composite average height of boys of all nationalities, American and
foreign, was 61.35 inches.
The girls of native American, English, Scotch, and Irish stocks were
taller and heavier than the boys of those stocks.
 The composite average height of all the girls was less than that of the
boys, but they were a fraction heavier than the boys. The Russian, Polish,
and Bohemian girls were the tallest. The German girls were the heaviest.

No Hair Cut in Fifty Years.

Caleb Stone, eighty, Middletown, Ill., received his first hair cut and
shave in fifty years. He said a half century ago that he would not permit his
hair to be cut or his beard to be trimmed, and kept his word. His white locks
had grown down to his shoulders and his beard to his waist.

Groping for Gems in the Sea.

There is plenty of romance and excitement connected with the work of
diving for pearls in the waters of West Australia, but one of the strangest
things about the business is the curious mental condition of the divers while
they are under the water, groping for precious gems, says an exchange.
During a part of his time below, the diver is said to be bordering on insanity.
A grudge against or a suspicion of those above is suddenly magnified in
the diver’s imagination, and he signals to be pulled up, resolved on
immediate revenge. When he reaches the top, however, the imaginary
wrongs vanish.
At a depth of eighty feet the diver cannot see well; he moves painfully
and he breathes hard. At every foot deeper he thinks how slight a mishap
may befoul his life line, and all his thoughts tend to center on his hazards.
At such times the inadequacy of his pay appears to him as a huge
grievance, but when he comes to the surface and rests a few minutes, all is
again serene.

Man Suffocates in Balloon.

Asphyxiation inside of a balloon was the perilous plight by Andy Doyle,
of Krug Park, Omaha, who assisted Veo L. Huntley, balloonist, at the recent
celebration in Shenandoah, Iowa.
Doyle was stationed inside the bag space to watch the progress made in
filling and to call out for more gas from time to time, as was the usual
custom. Because of the strong winds blowing the fumes of the burning
kerosene oil to the ground, he was suffocated.
 Hearing no noise from him, others went inside the bag and dragged him
out. He was revived in a short while.

From Mule Driver to Superintendent of Car System.

“Play straight and keep at it.”
This is the only formula of success followed by William W. Weatherwax,
who rose from a “mule driver” at one dollar and a half a day to be a ten-
thousand-dollar-a-year street-car superintendent.
Weatherwax told the story of his remarkable rise to Chicago’s street
railway board of arbitration at a recent session.
He entered the service of the Chicago City Railways Company as a boy
of twenty. His work was driving horses hitched to cars. His pay was one
dollar and fifty cents a day. He was known as a “mule boy.”
From that beginning, by steady, persevering work, Weatherwax worked
steadily upward. To-day he is in charge of the operation of the surface lines
of Chicago.
Asked to account for his success, Weatherwax said he “guessed it just
happened.”
“I worked hard and played straight—that was all there was to it,” he
said. “I left school when I was thirteen years old. I got a job with a street-
car company at Troy, N. Y., my home town. I started with the Chicago
company in 1886. I have been in its employ ever since.”
Weatherwax’s progress from the bottom up ran through these stages.
Driver, horse tender, hay-hoist operator in car barn, cable-car conductor,
assistant barn foreman, division superintendent, general superintendent of
transportation.
To-day he is the operating head of the greatest street-railway system in
the world, with two assistants, thirteen division superintendents, and
thousands of men under his control.

What Women are Doing.

“Woman’s work never ends,” wrote a poet long ago, and his statement is
as true to-day as ever. In addition to the women who work in their homes,
performing manifold household duties and rearing their children, there are
many who engage in the “gainful occupations,” as the census reports call
them. There is hardly an occupation listed in the latest United States census
in which woman is not represented. There are, for instance, seventy-seven
woman lumbermen—raftsmen and wood-choppers—in the United States.
There are 2,550 woman stock herders and raisers, forty-five quarry
operators, thirty-one blacksmiths, fifteen brick and stone masons, and forty-
four longshoremen. Many women have traveled far up the road to success
in their work. Ten women head iron foundries. There are 325 woman
bankers and 1,347 bank cashiers. Nearly a thousand women are wholesale
dealers. One woman is listed as a railroad official. Three are proprietors of
grain elevators.

Our Talc and Soapstone.

The United States produces more talc and soapstone than all the rest of
the world combined. Moreover, according to the United States Geological
Survey, our production has nearly doubled in the last ten years, increasing
from 91,185 short tons, valued at $940,731 in 1904, to 172,296 short tons,
valued at $1,865,087, in 1914.
Of talc alone the United States produced 151,088 tons, and of soapstone
21,208 tons. Talc is a mineral of which soapstone is an impure massive
form. Few people are aware how much we owe to talc and soapstone. It is
one of the softest of minerals. It is so smooth and slippery that it has
become a great panacea for friction in many branches of human industry.
Talc is used in making talcum toilet powder, the tailor uses it to chalk
fabrics for new suits, and talc “slate pencils” and crayons have enabled
many scholars to solve knotty problems. Talc bleaches out cotton cloth, and
in paints we see it everywhere, but its chief use is as a filler in paper of
many kinds.
There are nine States producing this useful mineral. New York continues
to be the leading producer, yielding more than fifty-seven per cent of the
total production of talc in the United States, and far outranking all other
States excepting Vermont, which has in recent years so greatly increased its
production that in 1914 its output was about three-fourths that of New York.
Of soapstone, Virginia holds the greatest supply, and, backed up by
Vermont, it meets the great demand for washtubs, sinks, and fireless
cookers.
 Florida Camphor Industry.
The camphor industry in Florida, which may be said to have begun in
1905, has developed so greatly within a single decade it is confidently
expected that within a few years it will be able to supply the demand for
this important gum in this country. The bulk of the camphor now used here
is imported from Japan. A single tract of 1,600 acres of camphor trees
planted in 1908, last year yielded over ten thousand pounds of camphor
gum, in addition to the proportionate supply of oil.
This tract of land was planted by a celluloid factory, which is utilizing
the gum for its own purposes. Another company last year bought eighteen
square miles of land in the same locality, and is rapidly planting it in
camphor, 1,600 acres having been planted this year.
Enough seedlings are already on hand to plant nine square miles. Several
methods, and also some new machinery, have been devised for camphor
production in Florida, which will offset the cheap labor of Japan and insure
a sufficient profit.

A Clever Invention.
To combat the cotton-boll weevil, a Mississippian has invented a device
which, suspended from a man’s shoulders, brushes the insects from cotton
plants into a receptacle holding oil.

Owes His Life to Rise in Price of Zinc Ore.

To one-hundred-and-thirty-dollar zinc ore, J. H. Worth, mine and other
property owner of Joplin, Mo., owes his life. Two men, Royal Cardwell and
Samuel Houston, prospectors, had been waiting for nearly a year for the
price of ore to rise. They knew of an old, abandoned drift in a certain mine,
where, if ore prices would go high enough, they might make some “easy
money” by scrapping material that had been left years before. Their wish
was realized last week, when zinc concentrates went to one hundred and
thirty dollars per ton.
Entering the old drift in question, they found an unconscious man tied
hand and foot and gagged. He was taken to a hospital, and a few minutes
later, when he had recovered his sense, he told a strange story.
 Worth had been accosted in a Joplin hotel by a stranger who said he
wanted to look over some of the former’s mining properties with a view to
obtaining a lease. The stranger’s partner then came up and was introduced,
but Worth does not remember either of their names. The three entered a taxi
and were taken to the old mine first mentioned, and, after sending the motor
back, proceeded to investigate the underground workings. When they had at
last entered the old, abandoned drift, Worth was seized by the two men,
gagged and tied to a mining timber, where he was left for about an hour.
When the two men returned, they carried a box which had one end of a
long fuse attached to something inside. They placed the box at the bound
man’s side and stretched the fuse out on the floor of the drift, lighted the far
end, and, as they started away, one of them remarked:
“The fire will reach the dynamite in an hour, and that will be your
finish.”
That the dynamite, of which there was about fifty pounds, quite enough
to have caved in the drift, did not explode was from the fact, afterward
discovered, that the men, in walking about, about stepped on the fuse,
cutting it in two against a sharp point of stone, thus stopping the little spark
of destruction.
Worth had no idea as to the cause of the attack made upon him.

New Champion Horseshoer.

Harry Wilson, a Des Moines, Iowa, horseshoer, defeated Frank McCarty,
of Minneapolis, and Tom Welsh, of Milwaukee, in a shoeing contest. The
winner’s time was five minutes, forty-four seconds.

This Lad Makes a Home Run.

A twelve-inch trout, five-foot rattlesnake, and a big black bear can afford
a whole lot of excitement for one day. According to Robert Bastian, a
sixteen-year-old boy, entirely too much for a tenderfoot.
Robert was fishing in Roaring Run Creek, near Williamsport, Pa. He had
just hauled out the trout, when he discovered the rattlesnake curled up
beside the big stone. Seizing a club, he started to kill the snake, when he
heard something crashing through the bushes. He jumped aside just in time
to avoid the rush of the bear.
 Without waiting to pick up trout, fishing rod, or lines, he made a home
run of over a mile. Folks in one of the houses he passed on his return dash
say they couldn’t make out whether he was some low-flying bird or a
frightened jack rabbit.

Trees Lightning Is Most Apt to Strike.

What trees are most likely to be struck by lightning? A Swedish forestry
journal called the Woods has made a serious study of this subject, and the
results are both instructive and interesting. The oak, for example, is about a
hundred times more likely to be struck than the beech. Next to the oak, the
trees that are most often struck are the poplars, pear trees, elms, willows,
ash, and the larger kinds of evergreens.
Those least likely to be struck by lightning are alders, maples, horse
chestnut, and beeches. The last-named seems to be the one that is least often
injured by lightning. A middle position is occupied by lindens, apple trees,
cherry trees, walnut trees, and real chestnuts. The birch is classified by
some as being quite safe from lightning, while others have a directly
opposite view.
A German botanist, Ernest Stahl, has explained that liability to be struck
by lightning depends on the ease with which the trunks of different trees get
wet. It is a well-known observation that “dry thunder” is the most
dangerous, and it is probable that the wet layer about the bark of a tree acts
as a safeguard. Therefore, it is clear that in a thunderstorm it is best to avoid
trees with a dry bark, and also trees that have been mutilated in the crown.
It may also be observed in this connection that the number of people
killed every year for every million inhabitants amounts to 1.8 in Sweden, 1
in England, 4 in France, and 4.4 in Germany.

The Nick Carter Stories

ISSUED EVERY SATURDAY BEAUTIFUL COLORED COVERS
When it comes to detective stories worth while, the Nick Carter Stories
contain the only ones that should be considered. They are not overdrawn
tales of bloodshed. They rather show the working of one of the finest minds
ever conceived by a writer. The name of Nick Carter is familiar all over the
world, for the stories of his adventures may be read in twenty languages. No
other stories have withstood the severe test of time so well as those
contained in the Nick Carter Stories. It proves conclusively that they are
the best. We give herewith a list of some of the back numbers in print. You
can have your news dealer order them, or they will be sent direct by the
publishers to any address upon receipt of the price in money or postage
stamps.
730—The Torn Card.
731—Under Desperation’s Spur.
732—The Connecting Link.
733—The Abduction Syndicate.
738—A Plot Within a Plot.
739—The Dead Accomplice.
746—The Secret Entrance.
747—The Cavern Mystery.
748—The Disappearing Fortune.
749—A Voice from the Past.
752—The Spider’s Web.
753—The Man With a Crutch.
754—The Rajah’s Regalia.
755—Saved from Death.
756—The Man Inside.
757—Out for Vengeance.
758—The Poisons of Exili.
759—The Antique Vial.
760—The House of Slumber.
761—A Double Identity.
762—“The Mocker’s” Stratagem.
763—The Man that Came Back.
764—The Tracks in the Snow.
765—The Babbington Case.
766—The Masters of Millions.
767—The Blue Stain.
768—The Lost Clew.
770—The Turn of a Card.
771—A Message in the Dust.
772—A Royal Flush.
774—The Great Buddha Beryl.
775—The Vanishing Heiress.
776—The Unfinished Letter.
777—A Difficult Trail.
782—A Woman’s Stratagem.
783—The Cliff Castle Affair.
784—A Prisoner of the Tomb.
785—A Resourceful Foe.
789—The Great Hotel Tragedies.
795—Zanoni, the Transfigured.
796—The Lure of Gold.
797—The Man With a Chest.
798—A Shadowed Life.
799—The Secret Agent.
800—A Plot for a Crown.
801—The Red Button.
802—Up Against It.
803—The Gold Certificate.
804—Jack Wise’s Hurry Call.
805—Nick Carter’s Ocean Chase.
807—Nick Carter’s Advertisement.
808—The Kregoff Necklace.
811—Nick Carter and the Nihilists.
812—Nick Carter and the Convict Gang.
813—Nick Carter and the Guilty Governor.
814—The Triangled Coin.
815—Ninety-nine—and One.
816—Coin Number 77.
NEW SERIES
NICK CARTER STORIES
1—The Man from Nowhere.
2—The Face at the Window.
3—A Fight for a Million.
4—Nick Carter’s Land Office.
5—Nick Carter and the Professor.
6—Nick Carter as a Mill Hand.
7—A Single Clew.
8—The Emerald Snake.
9—The Currie Outfit.
10—Nick Carter and the Kidnapped Heiress.
11—Nick Carter Strikes Oil.
12—Nick Carter’s Hunt for a Treasure.
13—A Mystery of the Highway.
14—The Silent Passenger.
15—Jack Dreen’s Secret.
16—Nick Carter’s Pipe Line Case.
17—Nick Carter and the Gold Thieves.
18—Nick Carter’s Auto Chase.
19—The Corrigan Inheritance.
20—The Keen Eye of Denton.
21—The Spider’s Parlor.
22—Nick Carter’s Quick Guess.
23—Nick Carter and the Murderess.
24—Nick Carter and the Pay Car.
25—The Stolen Antique.
26—The Crook League.
27—An English Cracksman.
28—Nick Carter’s Still Hunt.
29—Nick Carter’s Electric Shock.
30—Nick Carter and the Stolen Duchess.
31—The Purple Spot.
32—The Stolen Groom.
33—The Inverted Cross.
34—Nick Carter and Keno McCall.
35—Nick Carter’s Death Trap.
36—Nick Carter’s Siamese Puzzle.
37—The Man Outside.
38—The Death Chamber.
39—The Wind and the Wire.
40—Nick Carter’s Three Cornered Chase.
41—Dazaar, the Arch-Fiend.
42—The Queen of the Seven.
43—Crossed Wires.
44—A Crimson Clew.
45—The Third Man.
46—The Sign of the Dagger.
47—The Devil Worshipers.
48—The Cross of Daggers.
49—At Risk of Life.
50—The Deeper Game.
51—The Code Message.
52—The Last of the Seven.
53—Ten-Ichi, the Wonderful.
54—The Secret Order of Associated Crooks.
55—The Golden Hair Clew.
56—Back From the Dead.
57—Through Dark Ways.
58—When Aces Were Trumps.
59—The Gambler’s Last Hand.
60—The Murder at Linden Fells.
61—A Game for Millions.
62—Under Cover.
63—The Last Call.
64—Mercedes Danton’s Double.
65—The Millionaire’s Nemesis.
66—A Princess of the Underworld.
67—The Crook’s Blind.
68—The Fatal Hour.
69—Blood Money.
70—A Queen of Her Kind.
71—Isabel Benton’s Trump Card.
72—A Princess of Hades.
73—A Prince of Plotters.
74—The Crook’s Double.
75—For Life and Honor.
76—A Compact With Dazaar.
77—In the Shadow of Dazaar.
78—The Crime of a Money King.
79—Birds of Prey.
80—The Unknown Dead.
81—The Severed Hand.
82—The Terrible Game of Millions.
83—A Dead Man’s Power.
84—The Secrets of an Old House.
85—The Wolf Within.
86—The Yellow Coupon.
87—In the Toils.
88—The Stolen Radium.
89—A Crime in Paradise.
90—Behind Prison Bars.
91—The Blind Man’s Daughter.
92—On the Brink of Ruin.
93—Letter of Fire.
94—The $100,000 Kiss.
95—Outlaws of the Militia.
96—The Opium-Runners.
97—In Record Time.
98—The Wag-Nuk Clew.
99—The Middle Link.
100—The Crystal Maze.
101—A New Serpent in Eden.
102—The Auburn Sensation.
103—A Dying Chance.
104—The Gargoni Girdle.
105—Twice in Jeopardy.
106—The Ghost Launch.
107—Up in the Air.
108—The Girl Prisoner.
109—The Red Plague.
110—The Arson Trust.
111—The King of the Firebugs.
112—“Lifter’s” of the Lofts.
113—French Jimmie and His Forty Thieves.
114—The Death Plot.
115—The Evil Formula.
116—The Blue Button.
117—The Deadly Parallel.
118—The Vivisectionists.
119—The Stolen Brain.
120—An Uncanny Revenge.
121—The Call of Death.
122—The Suicide.
123—Half a Million Ransom.
124—The Girl Kidnaper.
125—The Pirate Yacht.
126—The Crime of the White Hand.
127—Found in the Jungle.
128—Six Men in a Loop.
129—The Jewels of Wat Chang.
130—The Crime in the Tower.
131—The Fatal Message.
132—Broken Bars.
133—Won by Magic.
134—The Secret of Shangore.
135—Straight to the Goal.
136—The Man They Held Back.
137—The Seal of Gijon.
138—The Traitors of the Tropics.
139—The Pressing Peril.
140—The Melting-Pot.
141—The Duplicate Night.
142—The Edge of a Crime.
143—The Sultan’s Pearls.
144—The Clew of the White Collar.
145—An Unsolved Mystery.
146—Paying the Price.
147—On Death’s Trail.
148—The Mark of Cain.
Dated July 17th, 1915.
149—A Network of Crime.
Dated July 24th, 1915.
150—The House of Fear.
 Dated July 31st, 1915.
151—The Mystery of the Crossed Needles.
Dated August 7th, 1915.
152—The Forced Crime.
Dated August 14th, 1915.
153—The Doom of Sang Tu.
Dated August 21st, 1915.
154—The Mask of Death.
Dated August 28th, 1915.
155—The Gordon Elopement.
Dated Sept. 4th, 1915.
156—Blood Will Tell.

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STREET & SMITH, Publishers, 79-89 Seventh Ave., NEW YORK CITY
*** END OF THE PROJECT GUTENBERG EBOOK NICK CARTER
STORIES NO. 156, SEPTEMBER 4, 1915: BLOOD WILL TELL; OR,
NICK CARTER'S PLAY IN POLITICS ***

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