| Course | LDR-3450 Leading Organizational Change |
|---|---|
| Module | Module 3 |
| Paper type | Module 3 written assignment: the change process and a leader's tools |
| Length | About 763 words, 5 pages |
| Format | APA 7 student paper |
| School | Thomas Edison State University |
| Program | Bachelor of Science in Organizational Leadership |
| Updated | October 2026 |
Free sample paper for LDR 3450 Module 3
Unfreezing, Forces and Endings: Planning Phase Two With the Change Leader's Toolkit
Student Name
Bachelor of Science in Organizational Leadership, Thomas Edison State University
LDR-3450: Leading Organizational Change
Mentor Name
Month Day, Year
Unfreezing, Forces and Endings: Planning Phase Two With the Change Leader's Toolkit
Where the Rollout Stands
After six weeks, about two-thirds of our 40 technicians use the field service app for most jobs. The rest still turn in paper for some or all of their calls. Phase two must bring everyone onto the app, add parts ordering from the tablet and end paper forms. Cameron and Green (2024) present a set of tools for this kind of planning, and I applied four. The holdouts are not spread evenly: nine of the fourteen are on the crew whose lead is still skeptical, and most of them cover rural routes in Gloucester and Salem counties, where cell coverage is weakest.
Lewin's Model and Force Field Analysis
Lewin (1947) described change as moving a system from one quasi-stationary equilibrium to another, often summarized as unfreezing, moving and refreezing. Cummings et al. (2016) argue that the familiar three-step summary oversimplifies Lewin's richer thinking, but the core idea of forces holding a system in balance remains useful. My force field analysis listed the forces for and against completing the change.
The analysis showed that most of my effort in phase one went into adding driving forces, more training and more reminders, while the restraining forces stayed in place. Lewin's insight is that reducing restraining forces often creates less tension than adding driving ones.
| Driving forces | Restraining forces |
|---|---|
| Faster billing and fewer lost work orders | Veteran technicians' attachment to paper |
| Customer requests for digital invoices | Weak cell coverage in some rural service areas |
| Early adopters' visible success | Extra steps on simple calls |
| Owners' support | No reward for correct use |
The Change Formula
Beckhard and Harris (1987) expressed the conditions for change as a formula: dissatisfaction with the present, a clear vision of the future and practical first steps must together outweigh the cost of change. A score near zero on any one factor drags the whole product toward zero. For the holdouts, dissatisfaction with paper is low; they find it easy. The vision, rewritten in Module 2, is better but new. The first steps for parts ordering are unclear. The formula tells me to raise dissatisfaction with honest information, such as how many paper orders were lost last year, and to make the first steps concrete.
Stakeholder Map
A map of stakeholders by influence and support showed the owners as high in both, the office staff as supportive but low in influence over technicians, the three crew leads as highly influential and mixed in support, and the holdout technicians as low in support. The crew leads are the critical group: winning the one lead who is still skeptical will move his whole crew.
Bridges's Transitions
Bridges (2009) separates change, the outward event, from transition, the inner process people work through, which starts with letting go. For veteran technicians, paper forms are an ending: the end of a way of working in which their handwritten notes showed their expertise. Bridges advises leaders to acknowledge what people are losing. Phase one never did. Bridges also describes a neutral zone between the ending and the new beginning, a period of confusion when old habits no longer work and new ones are not yet settled. Several technicians are in that zone now, using the app for some calls and paper for others, and the plan should give them support rather than pressure while they cross it.
The Plan for Phase Two
Over three months I will reduce restraining forces: fix offline mode for rural areas with the vendor, create a one-tap entry for simple maintenance calls and recognize correct use in weekly meetings. I will raise dissatisfaction honestly by sharing the count of lost paper orders and their cost. I will make first steps concrete with a parts-ordering cheat sheet. I will meet the skeptical crew lead to ask what would make the app work for his crew. And I will mark an ending: a short gathering where the veterans' best handwritten notes are scanned into a reference library for new technicians. Each action has an owner: the vendor fix is mine, the one-tap entry belongs to Dana's checklist team, the cheat sheet to Priya and the crew lead meeting to me. Progress will be reviewed every two weeks against the share of jobs completed on the app.
Conclusion
Each tool showed something the others missed: Lewin's forces showed where to push less, the formula showed which conditions were weak, the stakeholder map showed who mattered most and Bridges showed what people were losing. Together they turned a stalled rollout into a plan.
References
Beckhard, R., & Harris, R. T. (1987). Organizational transitions: Managing complex change (2nd ed.). Addison-Wesley.
Bridges, W. (2009). Managing transitions: Making the most of change (3rd ed.). Da Capo.
Cameron, E., & Green, M. (2024). Making sense of change management (6th ed.). Kogan Page.
Cummings, S., Bridgman, T., & Brown, K. G. (2016). Unfreezing change as three steps: Rethinking Kurt Lewin's legacy for change management. Human Relations, 69(1), 33-60. https://doi.org/10.1177/0018726715577707
Lewin, K. (1947). Frontiers in group dynamics: Concept, method and reality in social science; social equilibria and social change. Human Relations, 1(1), 5-41. https://doi.org/10.1177/001872674700100103
Reading the LDR 3450 Module 3 assignment instructions
The third reflective assignment covers the change process and the tools a leader uses to plan and manage it. Expect to apply several tools from the readings, such as Lewin's model and force field analysis, the change formula, stakeholder mapping and models of transition, to a change you are leading or have seen. Show the output of each tool, such as a force field table or a stakeholder map described in words, and explain what it revealed. Combine the tools into a plan, and note where a tool's assumptions or limits affected your use of it. Keep the tools tied to one change so their findings can be compared.
Inside the LDR 3450 Module 3 example
The paper opens with the state of a change in progress and what the next phase must achieve. A section applies Lewin's model through a force field table, noting a scholarly critique of the usual summary. A section applies the change formula to explain why holdouts have not moved. A stakeholder section identifies the critical group. A section on transitions explains what veterans are losing. The plan combines the tools' findings, and the conclusion summarizes what each tool contributed. Each tool's section ends with what it revealed and what it missed, so the reader sees why several tools were needed. The plan's actions map one to one onto the restraining forces and weak conditions the tools found.
LDR 3450 Module 3 rubric: what earns full marks
The grade reflects accurate use of change tools, insight from applying them, integration into a plan and clear writing with citations. Papers that show each tool's output and explain what it revealed demonstrate skill. Noting a critique of a tool, such as the debate over Lewin's model, shows critical reading. Plans that follow from the combined analysis, with specific actions and a time frame, show the writer can use the toolkit rather than describe it. Assigning each action an owner and a review date shows the plan could actually be carried out. Mentors also value a reflection that notes where a tool's findings surprised the writer, since that shows the tool was used to learn rather than to confirm.
LDR 3450 Module 3 help from the desk
Students lose points by describing tools without applying them, by using one tool only or by producing a plan unrelated to the analysis. Others list forces without weighing which to change. Apply at least three tools to the same change. Show what each found. Explain how the findings fit together. Build a plan from them with dates. Present tables or maps clearly, with a sentence explaining what the reader should notice. Include a time frame for each part of the plan. A free first sample on your own LDR-3450 Module 3 assignment is available on request.
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LDR 3450 Module 3 questions, answered
Where can I find a free LDR 3450 Module 3 sample paper?
Force field analysis, the change formula, a stakeholder map and Bridges's transitions, applied to an app rollout's second phase, are worked above.
What is force field analysis?
Lewin's method of listing the forces driving and restraining a change, to decide which to strengthen or reduce.
What is the change formula?
Beckhard and Harris's statement that dissatisfaction, vision and first steps together must outweigh the cost of change.
What is the difference between change and transition?
Bridges distinguishes the external change from the internal transition people go through, which begins with an ending.
Is Lewin's three-step model accurate?
Scholars argue the three-step summary oversimplifies Lewin's work, though his idea of balancing forces remains useful.