The coordinates of change – How to bring all management and leadership development models together

Fig. 1. Four territories of change
Mikhail Molokanov
Leading or managing, making decisions or selling does mean making changes – objective or subjective. Training and development of employees involve measuring what changes they are making now, and what changes they should make in the future. How can we measure all these changes? Are there universal coordinates for detecting any changes? Yes, it is time & space or speed & distance.

Any change will increase (V) or decrease (v) the velocity of something and make the distance (physical or psychological) greater (D) or shorter (d) to something. Thus, any change can be described as occurring in one of the four territories (Fig. 1).
The VelDis approach
For better memorization, I call this simple description the "VelDis approach" (Vel=Velocity, Dis=Distance). The VelDis approach helps us interconnect about 200 useful models used in training and personnel development, making T&D programs more systemic.

The following are some examples:

DiSC from a VelDis view

DiSC personal communication styles naturally follow the VelDis approach.

Fast and moderate paced mean acceleration and deceleration, respectively. And accepting means making a psychological distance shorter, while questioning – making it greater (Figure 2).
Fig. 2. DISC communication styles according to the VelDis approach
Dealing with conflict from VelDis view

As the second popular model let's take Kenneth Thomas and Ralph Kilmann styles of dealing with conflict (Figure 3).
Fig. 3. Kenneth Thomas and Ralph Kilmann styles of dealing with conflict according to the VelDis approach
Insisting on one's position corresponds to acceleration – you push the conversation partner to the desired result. Making concessions is more about letting the partner go at their own pace. Acceptance of others' positions corresponds to a decrease in the psychological distance from a person. And ignoring others' positions corresponds to an increase in psychological distance from a person.

Under the VelDis approach (Fig. 3) we can conclude that being in a conflict situation, a D-person would use competition more often than other styles. I-people tend to collaborate since they are interested not just to win, but in being a "nice winner". S-people tend to accommodate which is being interested in long-term relationships. And C-people tend to go for avoidance, escaping from any conflict.
Bringing all together – Use cases for the VelDis approach
Let's have a look at how participants could benefit from the VelDis thinking framework by having a look at another leadership training classic: The Eisenhower Decision Principle.

Following the Eisenhower Decision Principle, we have urgent tasks that accelerate our activities, and important tasks that we take to heart (reducing the psychological distance with them) (Figure 4).
Fig. 4. The Eisenhower Decision Principle according to the the VelDis approach
Then, by the VelDis approach participants of time management training can more easily understand that a С-person (in comparison with other DiSC-persons), often being a perfectionist, will pay more attention to not urgent, unimportant tasks. S-people tend to go for important, not urgent tasks – preparing the ground for long-term results. An I-person often breaks all deadlines, therefore more often than others they deal with urgent and important tasks. For a D-person, urgency is the "red flag", therefore they are more than other styles responding to urgent unimportant tasks (even throwing them away quickly).

Moreover, using the VelDis approach, a participant can establish a link between conflict resolution and time management. They easily see (Fig. 3, 4) that competitiveness is most suitable for a situation where the task (problem) that you would like to solve in a conflict is unimportant and urgent. You can try to push, and if you fail, then go away. Collaboration is the best choice for important and urgent problems. The best way to deal with important not urgent problems is accommodation – you have time to investigate the situation more deeply and establish deep relationships to get maximum results when time becomes a problem for you. And if a problem is not urgent and unimportant – just fly away and avoid this conflict.

Sales process from VelDis view

As for the sales process, it classically consists of several stages. From our point of view, the salesperson uses two kinds of behavior (similar to P. Hersey's Situational Leadership Model): directive (informing a client what, how, when, where and with whom to do) and participative (listening, encouraging, clarifying and expressing a willingness to help…). By high directive behavior the salesperson, accelerate (V) the purchase decision. By participative behavior he approaches (d) the needs and interests of the client. Thus, we have four stages of the sales process (Figure 5).
Fig. 5. Sales process phases according to the VelDis approach
Using the VelDis approach a participant can see that a C-salesperson is likely to be qualified in preparation, but will be hesitant to go to the client, especially because of the necessity to conduct a presentation. S-salesperson knows how to establish contacts and discuss customer needs. but is not always ready to start presentation due to "insufficient understanding of the customer's situation" and hates closing. I-salesperson hates preparation and is inclined to start right from the presentation and discussion, but being fascinated by himself, sometimes forgets to come to closing. And D-salesperson is always in a hurry to close.

Let's integrate all examined models (Figure 6.) for sales training.
Fig. 6. An example of VelDis-interconnection between four popular sales training models
VelDis benefits for your training programs
Of course, all correspondences above are probabilistic. And as we all know, we can't – and shouldn't put people in boxes. At the same time, structure and overview add big learning benefits for some people. And that is one core benefit of the VelDis approach. At the same time, it gives you, as HR as well as the participants of training the opportunity to interconnect models, tools, and approaches. You can easily associate different training programs with each other. Even if people question the framework – and most probably, some will, it can help them to better understand the content of all training contents which in turn can support applying them in their work situations.

Much more interconnections (about 200) can be found in my book (in Russian) "Leadership in Russian. A Toolkit" (2012).