Draft:Intentional Change Theory

Boyatzis first introduced early versions of the theory in the 1970s, with refinements appearing in later works, including Primal Leadership (2002), co-authored with Daniel Goleman and Annie McKee.{{Cite news |date=2001-12-01 |title=Primal Leadership: The Hidden Driver of Great Performance |url=https://hbr.org/2001/12/primal-leadership-the-hidden-driver-of-great-performance |access-date=2025-05-06 |work=Harvard Business Review |language=en |issn=0017-8012}} The theory builds on research in behavioral change, leadership development, and emotional intelligence, examining how people transition from their current state to a desired future state.{{Citation |last=Boyatzis |first=Richard E. |title=Developing Leadership through Emotional Intelligence |date=2005-02-24 |work=Research Companion to Organizational Health Psychology |editor-last=Antoniou |editor-first=Alexander-Stamatios G. |url=https://www.elgaronline.com/view/9781843766247.00052.xml |access-date=2025-05-06 |publisher=Edward Elgar Publishing |doi=10.4337/9781845423308.00052 |isbn=978-1-84542-330-8 |editor2-last=Cooper |editor2-first=Cary L.}}

The framework emerged from Boyatzis's earlier behavioral change studies on efforts to develop competencies predicting effective leadership ,management and professions, emotional intelligence, and resonant leadership in sustainable ways in individuals from 25 to 65 years old, as well as in dyads, teams and organizations.{{Cite journal |last1=Seal |first1=Craig R |last2=Boyatzis |first2=Richard E |last3=Bailey |first3=James R |date=2006 |title=Fostering Emotional and Social Intelligence in Organizations |url=https://doi.org/10.1057/omj.2006.19 |journal=Organization Management Journal |volume=3 |issue=3 |pages=190–209 |doi=10.1057/omj.2006.19 |issn=1541-6518}}

The first stage involves developing a vision of the desired future self. This includes identifying long-term aspirations, dreams, calling, purpose , and fostering hope. The result of this phase is a personal vision that guides the change process, or in collectives a shared vision. These are not specific goals or problems to be fixed. {{Cite web |date=2025-02-25 |title=The Future of Leadership Development with Dr. Richard Boyatzis {{!}} Lead Read Today {{!}} Lead Read Today |url=https://fisher.osu.edu/blogs/leadreadtoday/future-leadership-development-dr.-richard-boyatzis |access-date=2025-05-19 |website=fisher.osu.edu |language=en}}

Openness to the next phase in pursuit of sustained, desired change requires new ideas and the physiological energy to change and activation of the next phase in ICT.{{Cite journal |last1=Passarelli |first1=Angela M. |last2=Moore |first2=Sarah |last3=Van Oosten |first3=Ellen B. |date=2022 |title=How leaders and their coaches describe outcomes of coaching for intentional change. |url=https://doi.apa.org/doi/10.1037/cpb0000240 |journal=Consulting Psychology Journal |language=en |volume=74 |issue=4 |pages=329–346 |doi=10.1037/cpb0000240 |issn=1939-0149}} The psycho-physiological state (i.e., neural, hormonal, affective and behavioral state) is a strange attractor that pulls a person or human collective to a new, desired state or arouses defensiveness and blocks further movement toward learning or change. {{Cite journal |last1=Dyck |first1=Loren R. |last2=Lovelace |first2=Kathi J. |date=2012 |title=Finding a Fit With Fitness: Applying Intentional Change Theory in Worksite Health Promotion Programming |url=https://www.tandfonline.com/doi/abs/10.1080/15555240.2012.640577 |journal=Journal of Workplace Behavioral Health |language=en |volume=27 |issue=1 |pages=12–31 |doi=10.1080/15555240.2012.640577 |issn=1555-5240}}

In the process of intentional change, individuals assess their real self in relation to their ideal self, identifying strengths and weaknesses to create a personal balance sheet. This assessment reveals gaps between current and desired states.{{Cite news |last1=Smith |first1=Melvin |last2=Ellen |first2=Van Oosten |date=2019-09-01 |title=Coaching for Change |url=https://hbr.org/2019/09/coaching-for-change |access-date=2025-05-19 |work=Harvard Business Review |language=en |issn=0017-8012}}

Unlike performance improvement plans, which can trigger negative emotional responses, learning agendas focus on growth by leveraging strengths and addressing select weaknesses.{{Cite journal |last1=Boyatzis |first1=Richard E. |last2=Hullinger |first2=Alicia |last3=Ehasz |first3=Sharon F. |last4=Harvey |first4=Janet |last5=Tassarotti |first5=Silvia |last6=Gallotti |first6=Anna |last7=Penafort |first7=Frances |date=2022-06-01 |title=The Grand Challenge for Research on the Future of Coaching |url=https://journals.sagepub.com/doi/10.1177/00218863221079937?icid=int.sj-abstract.citing-articles.4 |journal=The Journal of Applied Behavioral Science |language=EN |volume=58 |issue=2 |pages=202–222 |doi=10.1177/00218863221079937 |issn=0021-8863}}

Next, individuals implement the learning agenda through experimentation—adopting new behaviors, thoughts, and perceptions. In collectives, this includes testing and practicing new group norms.

Throughout all stages, resonant relationships are essential. Characterized by shared vision, compassion, and energy, they provide support, reflection, and motivation, helping sustain long-term change and prevent regression.

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