In Chapter 1, we said a few words about the ‘unfreezing change’ stage, in Chapter 2 we focused on the process of implementing change, and in this, chapter 3, we will give you some tips on how to go about ‘freezing change’, i.e., how to make the results you have achieved last.

Freezing change takes place at the institutional/systemic level and at the individual level. If your advocacy efforts have been successful and you have managed, for example, to push through a gender equality training course in your institution, you now need to gather evidence that the training and mentoring will increase the number of women appointed to senior management positions. This data will give you arguments that they are effective and that training of this type should be permanently included in the HR department’s plans. If you succeed, you will thereby bring about a ‘freeze on change’ at the institutional level. Including specific actions in strategies, regulations, etc. makes them part of the formal culture of the organisation/institution.

However, this does not necessarily mean that the people working in your company/organisation believe in the value of this solution and approve of these activities or participate in them. One could venture to say that the more successful you are in your advocacy, the more resistance you will encounter.

Freezing change involves institutional and legal changes, as well as, and perhaps above all, changes in beliefs.

Human reactions to change and how to deal with them

Actions to promote equal treatment of women and men often make people confront their beliefs, values, and personal worldviews, For some, equality will confirm their values, for others, it will be a conflict of values. The greater the difference between a person’s values and views and what we are proposing, the greater the surprise, anger, or resistance may be. It may also appear among the initial supporters of change, as the effects of these actions may be surprising to them.

From a change management perspective, resistance is as natural as change itself. The reaction to change does not occur in a straightforward manner, but in four successive stages:

1. Denial
2. Anger/resistance
3. Exploring
4. Acceptance

Phase 1: Denial

Initially, people may approach change with distance and disbelief, e.g., the introduction of equality training for managers. They deny the need for change and do not believe that it affects them. Emotions such as resignation, expectation, and lack of faith in the reality of change generally prevail.

How to deal with this: inform;

• Explain the reasons for the change – you can expect acceptance of the idea itself, but people may still resist the way it is implemented.
• Show what can be done – explain where information can be obtained and how the change process can be influenced, e.g., the scope of the training.
• Show the benefits of the change.
• Give people time to understand that the change is necessary.

Phase 2: Anger/resistance

When change occurs, resistance arises – the moment when reality can no longer be denied. Emotions arise: fear, anger, anxiety about the future, uncertainty, self-doubt. People may feel incapable of change, which is why they do not want to participate in it. There is a strong attachment to the past, to old, comfortable habits, but the reluctance may also stem from a lack of skills needed in the new reality, such as not being able to cope with gender-sensitive language, i.e. using feminine forms and feminine verb endings.

How to deal with this: listen, understand;

• Ask questions.
• Encourage the expression of opposition.
• Listen to concerns and offer support.
• Appreciate and express understanding for emerging doubts and feelings.
• Allow people to complain.

Phase 3: Exploring

Change, e.g., training, becomes part of everyday life.

Equal behaviour becomes desirable. People need to learn new things and make decisions about how to behave in the face of change. This is the moment when change is no longer questioned, but people start asking how to meet the challenge. It is a period of creative turmoil, planning, learning, and trying to do things differently.

Attention begins to focus on the future, and interest in ways to achieve success.

How to deal with it: 

• Educate
• Set priorities.
• Create opportunities for learning.
• Provide knowledge and skills – people need support when changes occur (new skills require expert advice).

Phase 4: Acceptance

This is a time to regain former productivity and a sense of control over the situation. There is a belief that ‘I’ve always done it this way’ and that the change is now complete. However, because change is a constant phenomenon, you need to be prepared for the next one. This phase is future-oriented and focused on the environment.

How to deal with it: appreciate and ask;

• Point out successes, show progress.
• Provide feedback in the context of the current change.
• Ask about ambiguities and needs.

According to change theory, everyone who experiences change generally goes through the entire process. What differs is the pace, with some people moving on to the experimentation phase more quickly than others, and the intensity of the emotions experienced, which depends on how big the change is for the individual.

Remember:

1. Do not ignore any of the stages – people will not move from denial and resistance to commitment if they do not have the time and space to learn about future tasks and requirements.
2. It is important to know when to focus on explaining the need for change and when to focus on providing support. If people are experiencing strong emotions, anger at the change, then asking about future plans and the benefits of change will not work.

The extent to which people will change their beliefs about the social roles of women and men and start to act in an equal manner depends largely on how you guide them through this process. To what extent will you allow room for doubts about the idea of gender equality while constantly showing the consequences of inequality and the benefits of equality?