New Insights in the Basic Psychological Needs of Leaders Not to Fail Organizational Change: Post-Pandemic View on Leader’s Experience—A Qualitative Content Analysis

Purpose: This paper aims to uncover underlying mechanisms and basic psychological needs of leaders that will enable them to cope with organizational change in a multi-crisis context. Design/Methodology/Approach: This study uses the qualitative research approach of qualitative content analysis to explore leader’s positive and negative experiences during change in a multi-crisis context. Findings: This research highlights the critical role of leaders’ basic psychological needs in organizational change within a multi-crisis context, thereby illustrating the necessity of providing need-based experiences and need-supported change designs. This study has recognized the importance of taking into consideration all four identified levels of change: personal, situational, decisional, and transitional—when implementing change initiatives, as a need-supported change design. Data indicate that, despite expressing a leader’s strong need for involvement and community, the need is not adequately satisfied by rituals and communitas. These results indicate the need to integrate both success factors and failure factors in a simultaneous manner to increase leader’s positive experiences and reduce negative experiences during change, with the aim of providing need-based experiences. Originality/Value: This paper provides new findings and theoretical descriptions in the understudied area of a leader’s basic psychological needs and emerged success and failure factors during change in a multi-crisis context.

Leadership is the main factor that influences the success or failure of change (Abbas & Asghar, 2010;Bligh, Kohles, & Yan, 2018;Hughes, 2023;Xenikou, 2022). Exploring the leader's personal experience of change can give insight into the underlying mechanisms and basic psychological needs for failure and success (Heckmann, Steger, & Dowling, 2016;Potosky & Azan, 2023;Stensaker & Meyer, 2012). The basic psychological need is a part of the self-determination theory (Ryan & Deci, 2022). Self-determination theory (SDT) emerged empirically from the theory of human motivation and personality in social contexts, development, and wellness, focusing on types of motivation, focusing on autonomous motivation, controlled motivation, and amotivation as predictors of performance, relational, and well-being outcomes (Deci & Ryan, 2008. Studies on leaders basic need satisfaction and frustration show that the satisfaction of leader's basic psychological needs is positively associated with well-being (David, 2016;Jones, Turner, & Barker, 2021;Vansteenkiste, Ryan, & Soenens, 2020) and that this relationship is cross-cultural (Church et al., 2013). Updated basic psychological needs theory highlights the distinction between the lack of fulfillment of needs and the experience of need frustration, and their asymmetrical relationship (Bartholomew, Ntoumanis, Ryan, Bosch, & Thøgersen-Ntoumani, 2011). Low need satisfaction and need frustration can be both associated with organizational change failure. Organizational change failure occurs when the organization does not achieve the desired goals of change (Schwarz, Bouckenooghe, & Vakola, manage organizational change. Leadership in change management is also essential when addressing the failure factors associated with change, such as lack of commitment, direction and support, and resistance to change. The need to understand the psychological needs and their impact on organizational change is of utmost importance to address these challenges and reap the benefits of successful change initiatives. Effective change leadership is the secret of managing change effectively and facilitating the desired change outcomes.

Aims of the Study
This research examines the experiences of leader's satisfaction or frustration with their basic psychological needs influenced by success and failure factors of organizational change in a multi-crisis context. The aim is to uncover success, failure factors, and the basic psychological needs of leaders and answer the final question of how a need-supported change design should look like.
To fulfill this purpose, four research questions are proposed: 1) What are the positive and negative experiences of leaders of organizational change in a multi-crisis context? 2) Which success and failure factors influence leaders' behavior when managing organizational change in a multi-crisis context?
3) What are the basic psychological needs of leaders within organizational change in a multi-crisis context?
Based on the findings of the research questions, the final question should be answered: How a need-supported change design should look like to improve the chances of leaders to successfully deal with organizational change in a multi-crisis context?
Answering these questions will provide valuable insights into how organizations may better manage organizational change in a multi-crisis context and increase their chances for success. viduals who feel they have lost control over a situation and thus have accepted the current state of affairs (Scheier, Weintraub, & Carver, 1986). This feeling can be experienced when the risks and costs associated with making a decision or taking action seem too high (Semmer, 1990). Furthermore, resignation can also be the result of sustained or continual change processes (Abramson, Seligman, & Teasdale, 1978). Resignation is experience and expectation-based, with past experiences influencing an individual's current expectations of their ability to influence a situation (self-efficacy) (Barysch, 2016;Seligman, Petermann, & Rockstroh, 1979). The three deficits associated with resignation are a motivational deficit, cognitive deficit, and an emotional deficit. The motivational deficit is expressed through resignation and reduced performance, as the helpless person expects that active behavior will have no effect on the outcome. The cognitive deficit describes the impairment that learned helplessness has had on negative learning processes, which can be very hard to revise once learned. Lastly, the emotional deficit shows the influence that learned helplessness has had on the emotional state, with feelings of helplessness, sadness, hopelessness and even fear taking over when one believes their actions are futile.
Reasons for resistance to organizational change have included employees' attitudes/disposition toward change; fear of the unknown (uncertainty); lack of understanding of the firm's intentions; fear of failure; disruption of routine; increased workload; lack of rewards for implementing change; perceived loss of control, security, or status; poor leadership; dysfunctional organizational culture; organizational size and rigidity; lack of management support for the change; lack of trust between management and employees; inability or unwillingness of management to deal with resistance; lack of participation due to top-down steering; organizational politics/conflict; internal conflict for resources; lack of consequences for inadequate or poor performance; the content of the change; and poor implementation planning (Dempsey, Geitner, Brennan, & McAvoy, 2021).
Resistance to change has been an antecedent to the turnover intention that often represents employees' voluntary turnover in the future (Srivastava & Agrawal, 2020). Perceived organizational support has been shown to reduce the influence of resistance to change on turnover intention (Cameron & Green, 2019;Kotter, 2012).
Leaders have been able to use value systems as a mechanism to successfully implement change within their organizations. By promoting a new set of values, they have been able to use the concept of "purpose" to control and influence organizational change. However, this has caused a polarization of attitudes, potentially with those within the organization having different views on the values being promoted, creating tension and further complicating the process of change (Marginson, 2009).
policies; anchoring changes firmly in the corporate success and corporate culture; and building a powerful support base (Kotter, 1995(Kotter, , 2012Rosenberg & Mosca, 2011). In order to successfully manage change, a number of success factors have been identified. Dempsey, Geitner, Brennan, and McAvoy (2021)  and groups impacted by the change, has been vital to ensure that the change is accepted and embraced. Lastly, top management commitment, involvement, participation, support, and presence have been essential to ensure successful implementation of the change. There has also been a factor dependency between the failure factors and success factors, as well as complementarity. For example, "resistance to change" failure factor has been mitigated through "communication: goals, processes and giving orientation", "create a vision/change message and communicate it throughout the organization", "early adequate, active participation of all individuals/groups affected" and "top management: commitment, involvement, participation, support, attendance, presence" success factors (Dempsey, Geitner, Brennan, & McAvoy, 2021). Similarly, Jones, Firth, Hannibal, and Ogunseyin (2019) have identified relevant success factors: need for effective communication, need for effective leadership, importance of team work, need to involve employees and managers, importance of culture, involve other stakeholders more, need resources, stick to a systematic approach/model.

Change Models to Investigate Leader's Change Experience
Kurt Lewin's field theory of change and Arnold van Gennep's rites of passage model provide insight into understanding and managing change. Lewin's field theory of change identifies environmental factors as the main determinants of behavior. Van Gennep's rites of passage model stresses the importance of rituals and ceremonies as powerful tools for transitioning a person, group, or organization from one state to another. Each of these models is useful for understanding and managing change and can help develop effective change management strategies.
According to Lewin (1942Lewin ( , 1943, the life space is composed of only those aspects of the environment that are perceived by the individual and this space is populated by psychological forces that can either motivate or demotivate a person. He expressed his theory in the formula "behavior is a function of the rela- tion between person and situation)", which stands for behavior, function (forces), and person-in-environment (Burnes & Cooke, 2013).
Lewin has recognized that individuals have separate life spaces for different activities and, if one can identify and plot the potency of the forces in a person's life space, it is possible to understand and change their behavior (Bogner, 2020). He also stated that successful behavioral change can only be achieved if individuals and groups can be helped to understand and reflect on the forces that impinge on their lives. In order to do this, Lewin proposed that a key concept of field theory is the idea of driving and restraining forces, which are based on the positive and negative valences of goals (Bogner, 2020). Valence has been an important concept in Kurt Lewin's Field Theory, which states that the behavior of an individual is determined by the personal and environmental characteristics of the situation. This value has been dependent on the person's need, as well as the characteristics of the target object (Bogner, 2017;Fitzek, 2013). Valence can be positive, neutral, or negative and can also be affected by the environment, as an object may have different values in different situations (Bogner, 2017;Fitzek, 2013).
Kurt Lewin's field theory has suggested that to understand and change behavior, the context and environment of a situation must be considered. Lewin has stated that the relationship to the group and its rank within it are the most important factors in determining feelings of security or insecurity. To achieve successful change, it is important to consider the interactions and negotiations between those involved, as well as blocked goals that can cause tension and various behavioral and psychological consequences. Managers should also clearly communicate expectations and goals to their employees to ensure a successful transition. Lewin's theory has emphasized that change is a learning process, and that a balance between driving and restraining forces is essential for successful change (Bogner, 2020;Burnes & Cooke, 2013;Roşca, 2020).

Van Gennep's Rite of Passage
Organizational change has been an ongoing process of transformation that takes place within a given culture (Schein, 2010). It has involved the adoption of new practices, beliefs, values, and attitudes that shape how a group of people understand and interact with the world. Cultural change has been facilitated through a variety of means, including the introduction of new cultural artifacts, the use of rituals and ceremonies, and the emergence of new social movements (Howard-Grenville, Golden-Biddle, Irwin, & Mao, 2011). Rituals and ceremonies have played an important role in facilitating cultural change, as they have provided a structure and context for sharing values and beliefs (Coyne & Mathers, 2011) Liminal experiences have also been used to create a sense of awe and mystery within a group and to help foster communication and understanding between members of a group. These experiences have involved a period of transition and often have involved a kind of equality in which those who have passed through the liminal stage have been equalized in terms of status and power (Beech, 2011;Bigger, 2009;Howard-Grenville, Golden-Biddle, Irwin, & Mao, 2011 (Buechner, Dirkx, Konvisser, Myers, & Peleg-Baker, 2020).
Liminality, rituals, and communitas have been elements of the concept of rites of passage. Rite of passage has been a set of rituals and activities that have served to mark and celebrate transitions between different stages of life or between different states of existence (Turner, 2004;Van Gennep, 2019) Liminality has been the state of being in-between, and it has been marked by ambiguity, indeterminacy, and instability (Turner, 2004;Van Gennep, 2019 have been used to honor the accomplishments of individuals or groups, or to commemorate important events in a culture's history (Turner, 2004;Van Gennep, 2019). Communitas has been a concept that emphasizes equality and mutual respect, and it has often been expressed through rituals, ceremonies, and other collective activities (Van Gennep, 2019). Communitas has been a concept that implies a sense of equality, mutual respect, and shared humanity among all people regardless of their social status or power. It has been a notion of unity and connectedness, and has often been expressed through rituals, ceremonies, and other collective activities. It has been a recognition of our common humanity and a celebration of our shared experiences. Communitas has been seen in many cultures, from the traditional practice of potlatch in the Pacific Northwest, to the Mexican Day of the Dead, to the Indian practice of "sitting in a circle" during meetings. It has also been expressed in the practice of hospitality, in the acceptance of strangers, and in the willingness to share (Kapferer, 2019;Turner, 2012 (Islam & Zyphur, 2009). In sum, liminality, communitas, and rituals have been important components in cultural and organizational change. They have helped to create a sense of shared identity and a feeling of belonging within a group, as well as to foster communication and understanding between members of a group (Howard-Grenville, Golden-Biddle, Irwin, & Mao, 2011). Liminality and communitas have also created new meanings and challenged existing social norms and beliefs (Islam & Zyphur, 2009). Furthermore, these concepts have been used to mark important transitions and to honor the accomplishments of individuals or groups (Powley, 2004).

Basic Psychological Needs Theory
Basic psychological needs theory (BPNT) is a sub-theory of self-determination theory (SDT). Self-determination theory is a widely respected macro-theory of human motivation that emphasizes satisfaction of the psychological needs of competence, autonomy, and relatedness. Research has demonstrated that higher levels of SDT components such as competence, autonomy, relatedness led to increased acceptance and willingness to accept change in organizational contexts. For instance, a study using a large sample of employees in a Canadian telecommunications company demonstrated that providing a rationale; giving some choice on how to accomplish tasks and acknowledging feelings during organizational change increased acceptance of change. This was supported by cross-sectional and longitudinal data, revealing significant and substantial effects. Ultimately, this suggests that when leaders' and employees' psychological needs are met, they are more likely to embrace and accept change in organizations. Additionally, the study found that organizational support was associated with an increase in the strength of the effect of attitude toward change and participation in change. These findings indicate that ensuring the psychological needs of leaders and employees are supported is fundamental to the success of any organizational change endeavor (Deci, Olafsen, & Ryan, 2017;Gagne, Koestner, & Zuckerman, 2000;Huang, 2022;Rahi & Ahmad, 2020).
BPNT has proposed that there are three basic psychological needs; the needs for competence, autonomy, and relatedness, which are universal and essential for the psychological wellbeing of leaders. It has further argued that if any of these basic psychological needs are frustrated, negative consequences for leadership and organizational change can follow (Deci, Olafsen, & Ryan, 2017;Mirza, Younus, Hasan, Yousaf, & Hafeez, 2023;Nylén, 2020;Rahi, Alghizzawi, Ahmad, Munawar Khan, & Ngah, 2022;Ryan & Deci, 2022 To better understand the details of the three basic psychological needs and their characteristics in Table 1, the description of the need, the derived need-based experience and the need-support has been presented (Fotiadis, Abdulrahman, & Spyridou, 2019;Reis, Sheldon, Gable, Roscoe, & Ryan, 2000;Vansteenkiste, Ryan, & Soenens, 2020).
Identifying the need-based experiences and the need-support of basic psychological needs it is essential for organizations to understand the beneficial aspects of creating an environment that meets these basic psychological needs of leaders (need-support) in order to ensure they are optimizing their own and the employees' motivation and potential to deal successful with organizational change

Theoretical Framework
This theoretical framework provides a basis for understanding the behavior of a particular phenomenon and is developed from existing theories to explain why it occurs and it is used to guide research of the study and to provide a structure for interpreting and analyzing data (Varpio, Paradis, Uijtdehaage, & Young, 2020). • Supports feelings of personal satisfaction and well-being. • Increase capacity to achieve one's own goals within a workplace context.
• Providing employees, the freedom of agency to make meaningful decisions. • By creating a workplace environment that allows them to freely engage in activities that they enjoy. • Managerial support and ensuring employees have control over their work.

Competence
• Individual's skills and capabilities to achieve their own objectives, as well as those of their organization. • Experience of effectiveness and mastery. • Satisfaction: capably engages in activities and experiences opportunities for using and extending skills and expertise. • Frustration: a sense of ineffectiveness or even failure and helplessness.
• Encourage personal goal setting that does not conflict with work-life balance, helping their employees to find a good fit between the two.
• Maximized through providing positive feedback and praise.

Relatedness
• The social nature of human beings, and their connectedness with others. • Experience of warmth, bonding, and care. • Satisfaction: connecting to and feeling significant to others. • Frustration: a sense of social alienation, exclusion, and loneliness.
• Supportive workplace setting, feelings of closeness with others and social engagement are valued.
• Forming teams that enable employees to share in innovative projects. • Communicating about personally relevant matters. • Participating in shared activities.
• Having a group of friends to share informal social time. • Feeling understood and appreciated.
• Participating in pleasant activities.
• Avoiding arguments and conflicts.
• Avoiding self-conscious or insecure feelings. • Should be given the autonomy to establish and nurture relationships with whomever they choose, and to interact freely with any relevant professional networks. • Create a workplace environment where employees feel connected to co-workers, customers, and the organization as a whole. This study presents a theoretical framework that integrates Kurt Lewin's Field Theory of Change and Van Gennep's Rite of Passage Model, and also the basic psychological model Ryan & Deci to understand the change process and the basic psychological needs of leader's emerging their positive and negative experiences in a multi-crisis context. Lewin's (1942) and Roşca's (2020) theory emphasizes that leaders respond to environmental changes in terms of both their internal states (e.g. beliefs, attitudes, values) and external events (e.g. stimuli, pressures, conditions) (Lewin, 1942;Roşca, 2020). Van Gennep's Rite of Passage Model (Byrne, 2021;Van Gennep, 2019) identifies three stages of transition and highlights the importance of rituals and symbols in helping individuals transition between stages of life (Byrne, 2021;Van Gennep, 2019). The basic psychological needs theory (BPNT) considers the satisfaction and frustration of three psychological needs as essential for human flourishing and well-being: autonomy, competence and relatedness (Fotiadis, Abdulrahman, & Spyridou, 2019;Reis, Sheldon, Gable, Roscoe, & Ryan, 2000;Ryan & Deci, 2022;Vansteenkiste, Ryan, & Soenens, 2020).
This theoretical framework is useful for exploring the personal experiences of leader's during change, as well as the basic psychological needs of leader's underlying the influencing factors of their change behavior in a multi-crisis context. Table 2 categorizes the failure of organizational change as deviation from goals and outcomes, which can have negative consequences at various stages, situations, and domains (Schwarz, Bouckenooghe, & Vakola, 2021). Table 3 outlines the possible antidotes to organizational change failure and success factors supporting organizational change with the aim to reach expected goals and outcomes are categorized with the aim to apply this categorization for data analysis. These success factors can influence the organizational change in various stages, situations, and domains in a positive way (Schwarz, Bouckenooghe, & Vakola, 2021). Figure 1 presents the applied change models of Kurt Lewin's Field Theory of Change and Van Gennep's Rite of Passage Model as integrated into one interrelated framework. Basic psychological needs satisfaction or frustration determine failure and success factors have a mutual influence on various stages and domains of the organizational change process over time. Kurt Lewin's Field Theory of Change integrate as one episodic change cycle which can be repeated several times during an entire change process embedded in the Van Gennep's Rite of Passage Model with the main stages of separation, liminality/threshold, and incorporation.
As shown in the following, it can be argued that the basic psychological needs are related to the concepts of the selected change models in this study.
Kurt Lewin's field theory has been relevant to research about organizational change due to its focus on the importance of emotionally driven forces in motivating and demotivating leaders. According to the theory, the behavior of a leader is determined by the context and environment of the situation, as well as by the personal and environmental characteristic of the target object. This suggests that leaders require a sense of autonomy to make decisions about their own behavior, as well as a sense of competence and relatedness to feel secure within   • Unsuccessful attempts of change decrease in trust in the agents of change as apathy, resignation, alienation. • Lack of hope, lack of trust in others.
• Interpersonal conflicts, absenteeism, and exhaustion. Stanley, Meyer, and Topolnytsky (2005) Resignation • Feel they have lost control over a situation and as a result have accepted the current state of affairs. • Result of sustained or continual change processes.
• Past experiences can influence an individual's current expectations of their ability to influence a situation (self-efficacy). • Helpless person expects that active behavior will have no effect on the outcome. • The impairment that learned helplessness has on negative learning processes. • Feelings of helplessness, sadness, hopelessness and even fear can take over when one believes that their actions are futile, and they are at the mercy of the world. • Perceived loss of control, security, or status.

Success category Description Source
Good management and leadership • Need for effective communication.
• Need for effective leadership.
• Importance of teamwork.
• Need to involve employees and managers.
• Importance of culture.
• Involve other stakeholders more.
• Need resources, stick to a systematic approach.
• Communication, goals, processes and giving orientation.
• Create a vision/change message.
• Communicate it throughout the organization. Systematic change process • Creating a sense of urgency.
• Developing a clear vision.
• Communicating the vision.
• Aligning structures, systems, structures and policies.
• Firmly in the corporate success and corporate culture.
• Building a powerful support base. Kotter (1995Kotter ( , 2012; Rosenberg and Mosca (2011) Value system • Promoting a new set of values, they can use the concept of "purpose" to control and influence organizational change.
Marginson ( Open Journal of Leadership their environment. The theory suggests that successful change is dependent on the balance of both positive and negative driving and restraining forces in a leader's change space. The environment and context must be considered to ensure a successful transition, and leaders must ensure that there are clear expectations and goals to be met by their employees. This would provide a sense of autonomy and competence, which would then be supported by the relatedness of colleagues. Therefore, the basic psychological needs theory of autonomy, competence and relatedness provides a useful framework to underpin Kurt Lewin's Field Theory to better understand leader's change behavior. Through understanding the importance of emotional forces, the need for leaders to feel secure in their environment, and the value of proper communication between leaders and employees, organizations can better equip themselves to change successfully. The Rite of Passage Model describes how rituals and ceremonies have been used in promoting organizational change, to create a shared identity and a feeling of belonging as well as communication and understanding between participants of the change event. These interpretations suggest that the rites of passage model might be seen as addressing all three of the basic psychological needs: autonomy, competence, and relatedness. Rites of passage can offer a structure that provides leaders with a sense of autonomy. It can offer a space for transformation and transition allowing leaders to explore different identities and roles without judgment or prejudice. With this type of structure, leaders are given the opportunity to choose how they will define themselves and engage in a process of self-actualization. Additionally, rites of passage can offer a platform for leaders to demonstrate their capabilities and expertise within a community. By participating in these rituals and ceremonies, leaders can present their competence and share their knowledge with other members of the change community. Finally, rites of passage can also provide an environment where leaders can deepen their relationships and feel connected to each other. Communitas is a concept that emphasizes equality and mutual respect for each participant of the change event and can be expressed through rituals and collective activities. By creating such a sense of connectedness and by celebrating shared need-based experiences and memories, leaders can form meaningful relationships with other members of the change team.
Overall, the concept of rites of passage appears to best address the basic psychological need of relatedness. These rituals and ceremonies, which serve to mark transitions between different stages of change and states of existence, offer leaders the opportunity to form meaningful connections within a shared community. They can help to create a sense of equality and a feeling of belonging that supports the needs of these new relationships. As such, relatedness appears to be the basic psychological need that is best addressed through rites of passage model.

Qualitative Research Methodology in Leadership Research
Qualitative research has become an essential tool in understanding leadership  (Bryman, 2017;Conger, 1998) as it can provide a more comprehensive and nuanced understanding of the complexities of leadership experiences (Lanka, Lanka, Rostron, & Singh, 2020;Merriam & Grenier, 2019). It has been used to examine partly unexpected phenomena, such as organizational change failure (Insch, Moore, & Murphy, 1997), capture individualistic nuances of leader's behavior and decisions during change (Bryman, 2004), and introduce a wider range of contextual variables (external influencing factors of change) (Bryman, Bresnen, Beardsworth, & Keil, 1988), into the investigation of leadership and organizational change failure. Qualitative research also has the potential to provide a more grounded perspective, as it relies on leader's experiences and is more accessible to researcher (Klenke, 2016). Additionally, it has been used to examine the process of change events over time (Bryman, Stephens, & à Campo, 1996), providing researchers with valuable insight and understanding of failure or success of organizational change and its underlying mechanisms. Therefore, for the present study, a qualitative research approach was chosen due to its ability to provide a more comprehensive and better understanding of leader's failure or success in organizational change.

Sample
This study has examined the characteristics that are commonly found among leaders. 92 leaders have participated in the study and 46 have been selected for data gathering, because they have finished the entire questionnaire. The data in Table 4 show the study sample on four socio-demographic characteristics as follows: sex, age, education level, and four role-specific characteristics, such as length of experience, hierarchical leadership level, area of responsibility, and the manager-to-employee ratio.

Codebook
Based on the literature review, aim of the study and the theoretical framework, a code book has been developed (Boyatzis, 1998;Fereday & Muir-Cochrane, 2006). This codebook has been expanded into a coding memorandum, whereby each code has a label; and a description of qualifiers and an example of a positive and a negative leader's experience. The code book has been divided into the three theoretical models of change integrated into the theoretical framework.
The code scheme for Kurt Lewin's field theory model has been categorized into personal influencing factors (Table 5), situational influencing factors (Table   6), and decisional influencing factors ( Table 7). The personal influencing factors have been coded by these categories: motivation level, personal values and expectations, and social status. Table 5. Personal influencing factors.

Category Description Example
Motivation level Degree of motivation as the sum of all conscious and unconscious motives (driving forces) for everything a person strives for.
"The challenges that came with the change included finding new ways to communicate effectively with team members, managing issues related to isolation and distractions, and making sure everyone remained motivated and engaged despite the change." "There was also resistance to the change and the need to motivate and engage employees in order to successfully implement the change."

Personal values and expectations
Values are general objectives. Expectations are ideas, assumptions or desires of how something or someone should be in the future.
"As a manager, I have always tried to let employees see the advantages of the change." "When I relied on others for my purposes, I experienced a combined reaction from them. Some of them criticized me for my laziness and I was hurt by the negative criticism."

Social status
Social status describes the effective assignment of a social position in a system of social, i.e. socially inscribed and historically grown hierarchies and hierarchies.
"I was given the responsibility of managing the implementation of Artificial Intelligence in my department." "It's difficult to lead a team as a manager if you've worked with the same people at a lower level before."

Category Description Example
Influence by general atmosphere Atmosphere is called mood or aura in phenomenology. It is a subjective mood that is conveyed socially and by the external environment, or an objective characteristic of an environment that cannot be traced back to a single object alone, but to the way in which that environment is composed.
"The team responded well, as they were in a vulnerable state after losing their manager and an older colleague in the same month." "Some employees are increasingly stressed, more working hours, more work."

Influence of other people
Social influence is the change of opinions, attitudes and behavior through the influence of other people or groups.
"We had to make sure that we involved everyone in the company to ensure the implementation of the change." "I had to deal with a number of long-standing cooperation partners who had gotten into financial difficulties and wanted to jump ship." Influence of adapted and new structures, processes, and rules (and social norms derived from them) Social norms are concrete instructions for action that affect social behavior. They define responsible social action in situations of everyday life and work.
There are norms that must be followed (laws), others that should be followed rules that determine (exactly) which actions (in certain situations) are prohibited or required and what is permitted political, economic, socio-cultural, technological, ecological-geographical, and legal environmental influences.
"It was about meeting and getting to know a lot of new people and getting used to new rules." "I had to move to a different team, a new office, and a different type of workload."

Support from others
Social support, as a sub-area of social networks, can have a direct effect on psychological well-being, alleviate stress, but also mitigate the effects of unfavorable living conditions.
"My colleagues and superiors understood the situation and my research institution was willing to help me financially until I found another source of funding." "The biggest challenge, however, was to implement the new model without impacting ongoing operations, while ensuring that all stakeholders were familiarized with the new processes and responsibilities." The situational influencing factors have been categorized with aspects such as influence by general atmosphere, influence of other people, influence of adapted and new structures, processes and rules (and social norms derived from them), and support from others.
Decisional influencing factors have been identified by the following categories: balancing opportunities and risks, evaluating results in relation to reference points, being willing to act with a high level of motivation, and comparing alternatives based on losses/gains.  The analysis of opportunities and threats (risks) is a task in the preparation of business decisions and is necessary to be able to weigh up the expected returns from them against the risks (risk-appropriate evaluation of options for action, such as investments).
"Identification of possible solutions or options for action. Assessing the pros and cons of each potential solution or course of action." "Under the given conditions, there was not much leeway as to which decisions could be made, but only who they affected and when."

Evaluation of results in relation to reference points
The benefit to the decision-maker is not measured by the absolute benefit. It refers to a reference point and the change to that reference point. Losses are weighted more heavily than profits due to the emotions that arise compared to profits. In the loss area, the behavior of individuals is also much more willing to take risks than in the profit area.
"However, the biggest challenge was to implement the new model without affecting ongoing operations." "I was in a situation where I was supposed to live a completely different life, because the home office was introduced for an indefinite period of time." "Triggered by the Corona crisis, there was a fundamental rethinking among the workforce on the subject of remote working and home office." Willingness to act with a high level of motivation The willingness to act describes the motivation to perform a certain action. It is influenced by internal and external factors and is therefore a control regulator for the execution of actions. The willingness to act is influenced by endogenous (internal) and exogenous (external) factors: internal factors emanate from the individual. Possible internal influencing factors are, for example, hunger, thirst, fatigue, age, illness or injury, but also the hormonal situation and experiences of the living being. External influencing factors are dictated by the environment. Examples of exogenous factors are food supply, weather, temperature, competition or brightness.
"I had to support them as much as I could during this transition and help them adapt." "I found out in a phone conversation with my manager, he had also just found out from his manager and, like me, didn't agree with it, but we can't do anything about it."

Comparison of alternatives based on losses/gains
Losses are weighted more heavily than profits due to the emotions that arise compared to profits. In the loss area, the behavior of individuals is also much more willing to take risks than in the profit area. Possible environmental states are not weighted by their objective probabilities of occurrence, but by means of a probability weighting function. This tends to assign too much weight to extremely unlikely events and too little weight to almost certain events.
"Overall, the shift to remote work presented significant challenges, but it also provided an opportunity for managers and employees to develop new skills and strategies that will be valuable in the future." "Challenge: team members spread over different projects with different divisions to how much % they are assigned to the respective projects. Reflection is the turning of thought and consciousness back to oneself. In general, reflection describes the tendency to become inward, and if it relates to thinking, a form of metacognition, i.e. the pursuit of knowledge about one's own knowledge. Reflection also describes the ability to perceive one's own behavior, mental concepts, feelings and attitudes and to critically question them in relation to the environment and is therefore a necessary prerequisite for learning from experiences, before, during or especially after an event. Through independent reflection, but also carried out together with others, a more differentiated understanding of the self, the other or the situation can emerge.
"I also consulted intensively with the people involved to take into account different perspectives and expertise." "Power word only in case of emergency. Had a learning curve: just tackling a few things."

Motivation and volition
Motivation is the desire to do something; volition is the absolute commitment to achieving something.
"I never feel like I have to give up because that's part of my job." "I never felt like giving up." "I felt demotivated and wondered if the change was really worth the effort."

Implementation (interest in planning)
A plan addressing how to complete a change stage in a certain timeframe, usually with defined stages and designated resources.
"I systematically searched for sources of funding, found a few suitable ones and submitted projects everywhere. One thing worked." "It was a lot of jumping upside down and hoping for the best." The Van Gennep's Rite of Passage Model has been labeled by different categories.
Van Gennep's Rite of Passage Model has been detected by the following categories: accompaniment, communitas, sense of security, and rituals. Table 8 shows the categories with a short description and code examples.

Data Collection Methods
This research has used an online survey which has been constructed based on a self-administered semi-structured interview questionnaire (Burgess, 2001;Kasunic, 2005), provided via https://www.umfrageonline.com/ (Lumsden & Morgan, 2005). Participants have been told they can take a break or reject whenever they want.
The survey has had two sections.  Experiencing support during the change process and feeling "in good hands".
"My new team welcomed me and I had support from top management." "This is where most of the problems developed, because the motivation was not there from the team."

Communitas
Communitas is a group of people regardless of their status, that all are of equal worth; and that all should be treated with respect and dignity. "Communitas" as an unstructured and mainly undifferentiated group of "equal". Such liminal participants feel themselves as one entity grouped by the liminal phase.
"I had confidence in my team, everyone stuck together well and welcomed the new employee well." "In terms of belonging and inclusion, I felt disconnected from my team members and colleagues during the transition to remote work."

Sense of security
The environment in which the change took place was safe and pleasant for me.
"I had a stronger sense of security because I knew that this change was important for my personal growth and development." "In the face of the change, I did not feel safe as there was a lot of ambiguity."

Rituals
A ritual is a predetermined rule, usually formal and often solemn-festive act with symbolic content and is often accompanied by certain word formulas and fixed gestures. Rituals also have numerous functions on a social level, because they can indicate social structures, such as who belongs to a family, a club or a company and who does not.
"A joint team meeting on Wednesdays with lunch afterwards." "No, it was simply decided without us." The open-ended questions have focused on the leaders' experience in the context of organizational change and thematized aspects of the conceptual framework: Lewin's field theory model: 1) Choose one of your recently experienced important changes and describe the change in your own words (trigger, goal, framework conditions, participants, challenges).
2) Describe the situation in which you found yourself during the change (environment, problems, framework conditions, participants, relationships).
3) How did you make important decisions during the change? How did you 1) How did you experience the change in terms of feelings such as security, belonging, being included, and solidarity?
2) Was the change "embodied" through symbols and/or joint activities (e.g. a kind of rituals)? If yes, how? (Otherwise enter "no")

Data Analysis Methods
Qualitative content analysis is an empirical, methodological controlled approach of analyzing texts within its context (Mayring, 2004). The process of qualitative content analysis begins with formulating theoretical aspects of analysis that will be brought in connection with the text.
For this study, it relies on deductive category application, in which a passage of text can be assigned to a pre-defined category based on a conceptual framework from literature review and selecting appropriate theories (change models) for the topic of the study (Fenzl & Mayring, 2017;Insch, Moore, & Murphy, 1997). To ensure accuracy, explicit definitions, examples, and coding rules can be provided for each deductive category. These definitions are compiled into a coding agenda (Roller, 2019). A derived codebook contains the category names and short definitions (Mayring, 2015(Mayring, , 2021. This method reduces the potential of researcher biases (Insch, Moore, & Murphy, 1997). Additionally, the process of coding and interpreting the data is also designed to minimize bias, as it allows the researcher to consider the context of the material and evaluate the coded data by existing theoretical assumptions from the used change models (Insch, Moore, & Murphy, 1997).
The process of data analyzing is broken down into four main stages: 1) decontextualization, 2) recontextualization, 3) categorization, and 4) compilation (Bengtsson, 2016;Insch, Moore, & Murphy, 1997): 1) The first stage, decontextualization, involves becoming familiar with the data and breaking it down into smaller meaning units, which can then be labeled with codes based on a pre-existing coding scheme derived from literature review and conceptual frameworks. A computer programs QCAmap supports the coding process.
2) The second stage, recontextualization, involves re-reading the original text alongside the list of meaning units to ensure that all aspects of the content have been covered in relation to the research question.
3) The third stage, categorization, involves condensing extended meaning units and identifying themes and categories based on the coding scheme. The researcher moves meaning units back and forth between categories to generate the best possible outcome.
4) The fourth and final stage, compilation, is the process of writing up the analysis and drawing conclusions. In a latent analysis, the researcher immerses himself in the data to identify hidden meanings and find underlying mechan-

Criteria for Evaluating the Trustworthiness and Validity of Qualitative Research
To ensure the quality of qualitative research and the validity of its results, it is important to evaluate the trustworthiness of the research. Key criteria for evaluating the trustworthiness of qualitative research, ways to assess the validity, and processes for how to ensure clear exposition of methods of data collection and analysis are discussed.
To ensure these qualities, research must align theory, research question, data collection, analysis and results and must use an appropriate sampling strategy, with the depth and volume of data and the appropriate analytical steps. • Dependability refers to the extent to which the research could be replicated in similar conditions. To ensure dependability, researchers must provide sufficient information for another researcher to follow the same procedure, although possible different conclusions can result.
• Confirmability is the link or relationship between the data and the findings.
Researchers must provide detailed descriptions and the use of quotes to demonstrate how they make their findings.
• Transferability refers to the ability to transfer the findings to another setting, context, or group. This requires detailed descriptions of the context in which research is being conducted and how it shapes the findings.
• Reflexivity is a continual process of engaging with and articulating the place of the researcher and the context of the research. To ensure reflexivity, researchers must explain how reflexivity was embedded and supported in the research process.  (Lincoln & Guba, 1985;Merriam, 2002).

Findings
The gathered data have been investigated to provide answers to the three de-  Negative experience • Motivation level: Resistance to change leads to the need to actively promote motivation and engagement (Example: "There was also resistance to the change and the need to motivate and engage employees in order to successfully implement the change."); despite lack of experience, he is confronted with many tasks (Example: "I was immediately confronted with a team of young professionals, interns and many tasks in an area for which I am only theoretically prepared."); skepticism (Example: "I guess I was skeptical."); team dynamics damaged (Example: "I would say that it has damaged the team dynamic.").
• Personal values and expectations: Resistance to change leads to the need to actively promote motivation and engagement (Example: "There was also resistance to the change and the need to motivate and engage employees in order to successfully implement the change."); despite a lack of experience, he is confronted with many tasks (Example: "I was immediately confronted with a team of young professionals, interns and many tasks in an area for which I am only theoretically prepared."); moral dilemma leads to stress (Example: "Which caused me a lot of stress myself, because I knew exactly that she wouldn't change anything for the management positions, but then our smallest worker with a lower income would have to suffer anyway."); be externally determined (Example: "The trigger was extra work for the 2nd aspect, although it doesn't make sense to us." But the boss wouldn't allow me to do that."); fear of loss (Example: "And then you see a lot of things you've worked hard for, a little bit perishing.").
• Social status: Reorganization leads to team downsizing (Example: "A reorganization in the company means that I have relinquished an aspect. My team is also smaller."); difficult relationships with colleagues (Example: "I didn't have a good relationship with most of the team, even though I'd known them for years in the business.", "It's difficult to lead a team as a manager if you've worked with the same people at a lower level before."); high pressure of expectation (Example: "There was a lot of pressure to deliver, and I was just learning the practical aspect of the tasks.").

Situational Influencing Factors
The leader's experience of change has been influenced by situational factors, e.g. were that we had to organize more expertise for a particular project." (Problems with the implementation of a project), and "The environment was characterized by uncertainty and unrest, as many employees viewed change with concern." (Employee uncertainty and worry).

Decisional Influencing Factors
Decision making factors were based on the concept of valence as the value of an Positive experience • The idea of balancing opportunities and risks has been a positive experience for many. This can be seen from the examples of risk-taking that have been mentioned, such as, "I did it by allowing myself to take a risk, believing that I could succeed" and "avoiding a problematic decision". The task of making informed decisions is best accomplished by weighing out the pros and cons, which is exemplified by statements such as, "Assessing the pros and cons of each potential solution or course of action". • When it comes to transitioning to a new system or organization, the necessary evaluations and comparisons between the different alternatives arise. Introducing futureproofing through agile organizations can be a major step in the right direction, as is emphasized by, "The goal was to create a more agile Open Journal of Leadership and flexible organization in order to better meet the challenges of the future". Moreover, the willingness to act with a high level of motivation is necessary for successful implementations, as highlighted by, "Active support and help with adaptation", and "Spontaneous problem solving". Finally, recognizing both sides of change, being flexible in adapting to new circumstances, and managing risks consciously are all ways to have a positive experience when going through a transition process. These ideas are reinforced by quotes such as, "Change has two sides, which are positive and negative", and "I did it by allowing myself to take a risk, believing that I could succeed".
• Balancing and reflecting on potential outcomes is also essential to success. This is illustrated by statements such as, "Consulted with my direct supervisor", and "I consulted intensively with the people involved to take into account different perspectives and expertise". The need for being adaptive and flexible in uncertain situations is also evident, as is evidenced by, "The ability to be flexible and adapt to changing circumstances is the key to the success of the change". Additionally, a willingness to not give up is also im- In many cases, it can be a challenging process as there is often no room for maneuver in terms of which decisions to make and who they will affect and when. This is illustrated by the example: "Under the given conditions, there was not much leeway as to which decisions could be made, but only who they affected and when". Rapid adaptation to technological and organizational changes, such as the sudden shift to remote working due to the Corona crisis, can also be a challenging experience. This is demonstrated in the statement: "This required managers and employees to adapt quickly to new technologies and ways of working, which could be challenging for some". • Time pressure can also be a challenging factor when managing change. It can mean having to make decisions quickly or make sure deadlines are met, such as a statement of "Having to make it in time". This can be particularly difficult if an organization is not prepared for change and renovation is expensive, as illustrated by the example: "Our hotel is in a small town and is starting to get a bit dated. The chain decided that a renovation would be too expensive for a hotel that didn't have the right location". This can be further intensified when staff resignations create moral dilemmas, as pointed out in the comment "Since I had known the employee for a very long time and also helped him privately, it was very difficult to inform him of the dismissal".
• Furthermore, it can be difficult to act with a high degree of motivation during times of change. This is often due to feeling a lack of control or a fear of not understanding the new system, illustrated through the statement: "[eve- ryone was] afraid that they would not be able to cope with the new system". lenges with] team members spread over different projects with different divisions to how much % they are assigned to the respective projects". It can also be a result of heteronomy, as is demonstrated in the statements "[having] to implement other people's decisions" or "Making decisions for others while your own existence is also threatened is not easy".
• Balancing and reflection during times of change is also important, as it can involve complying with regulations, such as the example of "In accordance with the relevant operating regulations". This process can also involve dealing with potentially problematic decisions, as highlighted through the comment "Under the given conditions, there was not much leeway as to which decisions could be made, but only who they affected and when". Additionally, it may also mean responding to customer demands, as stated in the example of "I didn't have much choice in this matter, as the customer was an important source of our business". • Motivation and volition during times of change often involve being unmotivated, as can be seen through the examples of "I felt demotivated and wondered if the change was really worth the effort" and "I started to feel a little helpless, thinking that they were unfairly targeted this week due to the company's bad trading". This can lead to resignation and frustration, such as "I thought about quitting my job" and "I often had to give up the thought related to the diss". The "now more than ever" attitude and a lack of recognition for ideas and efforts can further aggravate this situation, as demonstrat- Open Journal of Leadership me a 'now more than ever' attitude" and "I felt that none of my colleagues supported my ideas". • Finally, when implementing changes, it is essential to have an adequate plan in place, as alluded to in the statement "I was just following advice and opinions from my research". If no plan is followed, it can lead to a situation of trial and error, as seen in the example of "No, I didn't follow a systematic plan.
I was just following advice and opinions from my research". If a plan was followed, it may still not be enough, as highlighted in the statement of "Overall, too little systematic planning on my part. This is where I see my shortcoming. Very operationally driven".

Research Question 2: Which Success and Failure Factors Can Be Identified That Influence Leaders' Behavior When Managing Organizational Change in a Multi-Crisis Context?
The research question "Which success and failure factors can be identified that The sense of security during the change process was often challenged by feelings of insecurity (lack of knowledge about the future state), fear (fear of the unknow), and stress (cynicism, resistance). As one individual reflected, "In the face of the change, I did not feel safe as there was a lot of ambiguity", and another noted, "In terms of safety, I felt insecure or anxious about my physical safety if I had to work in an office during a pandemic". Additionally, change can hit people physically and emotionally (dysfunctional organizational culture), which can manifest itself as "anxiety, insecurity, and stress". The sense of community during change was often hindered by a lack of belonging and inclusion (disregarded human integration), as one person noted, "in terms of belonging and inclusion, I felt disconnected from my team members and colleagues during the transition to remote work", and a general lack of solidarity, as another reflected, "No changes, only higher employee satisfaction solidarity from the big management was hardly given".
As a summarization, Table 9 shows the identified success and failure factors that influenced leaders' behavior when managing organizational change in a multi-crisis context.
After the presentation of leader's negative experience and failure factors and the leader's positive experiences and success factors, the next final step has been the analysis and inductive coding of the results presented in Table 9 with the aim to summarize them under the main aspects of the relationship between the leader's experience and the success and failure factors.   (3).
• Communication and collaboration based on shared values.
• Creating a sense of urgency.
• Bad management and poor leadership.
• Bad management and poor.
• Lack of knowledge about the future state.
• Fear of the unknown.
• Lack of commitment from the management board.

Leader's Negative Experience and Failure Factors
The failure factors were divided into those that occur most often according to the studies and those that occur less frequently. Various examples show the classified data, the entire data tables couldn't be presented in the study in case of length.
Studies have identified "resistance to organizational change" as the most cited failure factor, as well as other failure factors such as lack of knowledge about the future state, dysfunctional organizational culture, bad management, and poor leadership, disregarded human integration, and value systems as less frequently but still relevant occurring factors. Table 10 shows the results of the analysis for the failure factor "resistance to organizational change". The table is structured by the change levels: personal, situational, decisional, and transitional, and the categories: the failure factors, examples, and the synthesized main aspects.
The other failure factors (see Table 10) excluded "resistance to organizational change" has been analyzed regarding its main aspects. Table 11 shows examples of failure factors and it expression in statements of the leaders and the result of the analysis to find the main aspects.
After the analysis of the failure factors and its main aspects in the following section the exploration has the purpose to identify the main aspects of the success factors.

Leader's Positive Experiences and Success Factors
In Table 12, leader's positive experiences and related success factors were divided into the change levels: personal, situational, decisional, and transitional, and the categories: the success factors, examples of statements and the synthesized main aspects. Table 12 shows examples of the results of the analysis for the success factors.  "There was also resistance to the change and the need to motivate and engage employees in order to successfully implement the change." "And then you see a lot of things you've worked hard for, a little bit perishing."

Summary of the Main Aspects of Success and Failure Factors
Fear of loss.

Situational
Resistance. Open criticism. Cynicism (such as unsuccessful attempts of change decreasing trust in agents of change). Lack of hope.
"In general, when there is a big change, it affects many people, such as our company. That change was COVID." "We were struggling to complete the project with my team, there wasn't much time to implement it. The main problems were that we had to organize more expertise for a particular project." Worrying.
"I thought about quitting my job." "I often had to give up the thought related to the diss".
Risk of loss of control.
"In the face of the change, I did not feel safe as there was a lot of ambiguity," "In terms of safety, I felt insecure or anxious about my physical safety if I had to work in an office during a pandemic." "I feel left out and have lost motivation." "There have been many minor reasons, but that has now been the rest." "It takes a lot of strength to win everyone over." Adjustment anxiety, also known as social anxiety. "Is the lack of knowledge about the future state, as change is a journey into the unknown?" "Which caused me a lot of stress myself, because I knew exactly that she wouldn't change anything for the management positions, but then our smallest worker with a lower income would have to suffer anyway." Fear of the unknown or hope. Social responsibility. "I feel left out and have lost motivation." "There have been many minor reasons, but that has now been the rest." "It takes a lot of strength to win everyone over." "In terms of belonging and inclusion, I felt disconnected from my team members and colleagues during the transition to remote work." "Anxiety, insecurity, and stress." No rituals, not at all. • Good management and leadership.
• Systematic change process.
• "The challenges that came with the change included finding new ways to communicate effectively with team members." • "Change is part of life."

Situational
• Good management and leadership.
• Systematic change process.
Good management and leadership • "We had to make sure that we involved everyone in the company to ensure the implementation of the change." Active participation • "I consulted intensively with the people involved to take into account different perspectives and expertise." Value system • "Normal. There is nothing to complain about, you have to work to constantly raise the standard of living." • Good management and leadership.
• Systematic change process.
• "The goal was to create a more agile and flexible organization in order to better meet the challenges of the future." • "Change has two sides, which are positive and negative." Adaptation.
• A feeling of being "in good hands".
• "My biggest support was my family." • "I felt very connected to my team, their problems were my problems." Motivation.
Trust. Team work. • Fear of the unknown or hope.
• Fear of loss.
• Risk of loss of control.
• belonging and inclusion.
• Adjustment anxiety/social anxiety. The main aspects of success and failure factors at the different levels (personal, situational, decisional and transitional) can be summarized into two perspectives, one the managerial perspective with factors such as communication, team involvement, business processes, time pressure, coordination, change, and adaptation, and the psychological perspective with mechanisms such as motivation, trust, feeling excluded outgroup, belonging and inclusion, anxiety, helplessness, (de)-motivation, fear of the unknown or hope, social responsibility, fear of loss, fairness, and worrying. According to the study results, different forms of fear (anxiety, adjustment anxiety/social anxiety, fear of the unknown, fear of loss) and worry (worrying, risk of loss of control), as well as ethical aspects (social responsibility, fairness) and social aspects (feeling excluded outgroup, belonging and inclusion) have played an important role in the leader's experience of organizational change in multi-crisis context.
The last part of finding section is answering the third research question. "What are the basic psychological needs of leaders within organizational change in a multi-crisis context?".

Research Question 3: What Are the Basic Psychological Needs of Leaders within Organizational Change in a Multi-Crisis Context?
The basic psychological needs theory (BPNT) (Fotiadis, Abdulrahman, & Spyridou, 2019;Reis, Sheldon, Gable, Roscoe, & Ryan, 2000;Ryan & Deci, 2022;Vansteenkiste, Ryan, & Soenens, 2020) considers the satisfaction and frustration of three basic psychological needs as essential for human flourishing and well-being: autonomy, competence, and relatedness. According to the theoretical underpinning of the basic psychological need concept the three basic psychological needs can be characterized by its description, impact, and development (see Table 12). The results of this investigation suggest that the main aspects of success and failure factors can be categorized applying the basic psychological needs. Table   14 outlines this, with the structure of listing the basic psychological needs with their attributes of satisfaction or frustration, and the categorized underlying mechanisms of the positive and negative experiences.
For instance, main aspect such as optimism and motivation can contribute to a sense of autonomy and volition, while external determinism and fear of the unknown may lead to a feeling of pressure and less autonomy. Similarly, active work on team involvement and knowledge sharing foster competence satisfaction, while a feeling of loss and helplessness can result in competence frustration. Additionally, trust and a sense of social responsibility promote relatedness satisfaction, whereas worrying, feeling excluded and missing solidarity led to relatedness frustration.  Frustration: • A sense of pressure.

Discussion
• Feeling pushed in an unwanted direction.
• Fear of the unknown or hope.
• Risk of loss of control.

Competence
Satisfaction: • Experience of effectiveness and mastery. • Engages in activities.
• Using and extending skills and expertise.
Frustration: • A sense of ineffectiveness.
• Even failure and helplessness.
• Fear of loss.

Relatedness
Satisfaction: • Experience of warmth, bonding, and care, and is satisfed by. • Connecting to and feeling signifcant to others.
Frustration: • A sense of social alienation, exclusion, and loneliness.
• Lack of fairness.
• Lack of belonging and inclusion.
• Lack of solidarity.
• Adjustment anxiety/social anxiety. 2) Which success and failure factors influence leaders' behavior when managing organizational change in a multi-crisis context?
3) What are the basic psychological needs of leaders within organizational change in a multi-crisis context?

Research Question 1: What Are the Positive and Negative Experiences of Leaders of Organizational Change in a Multi-Crisis Context?
The experience of change is made up of sensation, perception, meaning-making, form and process. Past experiences can lead to both increased fatigue and cynicism towards future initiatives, while also granting the opportunity to develop more constructive change capabilities. Research shows that positive prior change experiences are linked to a higher capacity for change in organizations (Elkjaer, 2009;Heckmann, Steger, & Dowling, 2016;Jarvis, 2006;Paulsen, 2020;Stensaker & Meyer, 2012). The study investigated the personal, situational, decisional, and transitional levels of organizational change based on Lewin's and Van Gennep's change models.
On the personal level, the factors investigated included motivation level: degree of motivation, personal values, and expectations, as well as inclusive social status. On the situational level, the factors analyzed were influence by general atmosphere, influence of other people, and influence of adapted and new structures, processes, and rules (and social norms derived from them). On the decisional level, the factors investigated were balancing opportunities and risks, evaluation of results in relation to reference points, willingness to act with a high level of motivation, comparison of alternatives based on losses/gains, balancing and reflection, motivation and volition, and implementation (interest in planning). On the transitional level, the study researched the factors of accompaniment, community, sense of security, and rituals. The following are examples of the identified aspects that reflect the positive and negative experiences of leaders, presented in Tables 15-18. Afterwards, the results have been interpreted regarding the final research question to find out, how to build a need-based supported change design for organizational change in a multi-crisis context. Open Journal of Leadership Degree of motivation as the sum of all conscious and unconscious motives (driving forces) for everything a leader strives for.
• Demonstrating the benefits of change. • Shaping change in a positive way.

Personal values and expectations
Values are general objectives.
Expectations are ideas, assumptions or desires of how something or someone should be in the future.
• Feel comfortable and be able to integrate. • Change is part of life.
• Looking for challenges.

Include social status
Social status describes the effective assignment of a social position in a system of social, i.e. socially inscribed and historically grown hierarchies and hierarchies.
• Reorganization leads to team downsizing. • Difficult relationships with colleagues. • High expectation pressure. Atmosphere is called mood or aura in phenomenology. It is a subjective mood that is conveyed socially and by the external environment.
• Rapid adaptation to change.
• Finding new ways to keep team members productive and engaged.
• Changes in the workflow (overtime, time pressure). • Loss of friendly relations.
• Deterioration of the working atmosphere.

Influence of other people
Social influence is the change of opinions, attitudes and behavior through the influence of other people or groups.
• Involve and involve all stakeholders. • Takeover of the company by others. • Training for career path.  The analysis of opportunities and threats (risks) is a task in the preparation of business decisions and is necessary in order to be able to weigh up the expected returns from them against the risks (risk-appropriate evaluation of options for action, such as investments).
• Don't make a problematic decision. • Weighing the pros and cons of solutions. • Consciously taking a calculated risk.
• No room for maneuvers, just the question of who it affects and when.

Evaluation of results in relation to reference points
The benefit to the decision-maker is not measured by the absolute benefit. It refers to a reference point and the change to that reference point. Losses are weighted more heavily than profits due to the emotions that arise compared to profits. In the loss area, the behavior of individuals is also much more willing to take risks than in the profit area.
• Securing the future through agile organization. • Adhere to the time frame and do not interfere with ongoing operations. • New frameworks (infrastructure, technology, remote work, leadership.
• Changing offices leads to deterioration. • Fears of not understanding the new system. • Employee resignation creates moral dilemma.
Willingness to act with a high level of motivation The willingness to act describes the motivation to perform a certain action. It is influenced by internal and external factors and is therefore a control regulator for the execution of actions.
• Learning from change.
• Coping with the team's tendency to retreat.
• Challenges for managers and employees in adapting to new technologies and ways of working. • Not being able to change anything about a situation itself.
Comparison of alternatives based on losses/gains. Losses are weighted more heavily than profits due to the emotions that arise compared to profits. In the loss area, the behavior of individuals is also much more willing to take risks than in the profit area.
• Seeing the challenges of transitioning to remote work as an opportunity. • There are two sides to change.
• Dissatisfaction alternatives to the current employer.
• Ambiguities in the organization of work (agile/classic) create coordination problems. Reflection also describes the ability to perceive one's own behavior, mental concepts, feelings and attitudes and to critically question them in relation to the environment, and is therefore a necessary prerequisite for learning from experiences, before, during or especially after an event.
• Identification of solutions • Be flexible and adaptable • Consciously managing risks.
• The customer makes the decision. • Learning curve focus on the essentials. • Coercion through assumption of responsibility.

Motivation and volition
Motivation is the desire to do something; volition is the absolute commitment to achieving something.
• Don't want to give up.
• Joint decision with team, being able to rely on each other.
• "Now more than ever" attitude.
• Lack of recognition.

Implementation (interest in planning)
Systematically planning the change process.
• Close coordination with stakeholders. • Feedback sought.
• Alignment with what is possible.
• No, no plan followed.
• Planning was not sufficient. Experiencing support during the change process and feeling to be "in good hands".
• Supporting top management.
• Support of employees by managers. • Fostering new skills.
• Lack of team motivation.
• Effort to motivate others.

Communitas
Communitas has been a concept that implies a sense of equality, mutual respect, and shared humanity among all people regardless of their social status or power.
• Believe in the team.
• Trust and support.
• Lack of belonging and inclusion. • Lack of solidarity.

Sense of security
The environment in which the Change took place was safe and pleasant for me.
• Stronger sense of security/well-being. • Communication and collaboration based on shared values. • Support from family.
• Self-discipline (putting one's own needs "on the back burner").

Rituals and ritualizations
Rituals and ritualizations generate meaning and significance, because they are a practical interpretation of the social in performances.
• "No, it was simply decided without us". Leaders experience a variety of positive and negative experience when dealing with organizational change. The degree of motivation will ultimately determine how successful they are in making changes and shaping the future of their organization. They must also strive for balance between their values and expectations while adhering to social status. Leaders must be prepared to face resistance and declining employee motivation, skepticism, and conflict as well as the disappointment that comes with relying on others. Additionally, moral dilemmas or external determinations can lead to stress. If they are to succeed, they must demonstrate the benefits of change and be able to expand their responsibilities to receive respect. They must also be able to look for and take on new challenges while facing the potential of reorganizations that lead to team downsizing and difficult relationships with colleagues. Ultimately, it is a combination of these positive and negative experiences that will shape and impact a leader's success.

Situational level
Leaders experience both positive and negative experiences at the situational level which have an impact on their and other roles expectation within organizational change. This involves the ability to rapidly adapt to changes, finding new ways to keep team members productive and engaged, and changes in the workflow.
Positive experiences include involving and involving all stakeholders, training for career paths, and receiving external support. On the other hand, leaders may experience negative influences such as deterioration of the working atmosphere, poor relationships with the team, and financial difficulties for long-standing cooperation partners. Moreover, they must face challenges in adopting an attitude of justification, dealing with bottleneck times, and familiarizing everyone involved with the new processes and responsibilities during ongoing operations. To be successful, leaders need to rely on social influence, social norms, and social support from their team members.

Decisional level
Leaders experience both positive and negative aspects at the decisional level.
Balancing opportunities and risks are important to weigh up the expected returns from them against the risks. This requires conscious risk-taking and weighing the pros and cons of solutions. It is also essential to evaluate the results in relation to reference points and be willing to act with a high level of motivation. Field Theory is based on the idea that the leader's behavior is a function of the interaction between the person and their environment and is determined by psychological forces that can either motivate a leader to be willing to change or be demotivated and resistant. The core concept of the Rite of Passage Model is only partly supported by the experience data of the leaders. In addition to the model's expectation that leaders express a need for community and involvement, which they do, most of the leader's state that they do not practice any common rituals during the change period. The concept of communitas (a sense of equality, mutual respect, and shared humanity among all people regardless of their social status or power) does not appear as an experience of the leaders. Here, a gap seems to exist in the current need-supported design of change processes. In summary, it can be concluded that in need-supported design of change processes, the levels of the person, the situation, and the decision have been considered so far, but not enough attention has been paid to the necessity to include the perspective of transition level of change more strongly. Figure 3 outlines the four level of influencing factors.
Data confirms that leaders express a strong need for community and involvement, but it does not seem to be adequately and explicitly satisfied by rituals and communitas. This may be contributing to a reduction of positive experiences and an increase of negative experiences during change processes.
It can be concluded that in a need-based supported change design of change processes all four levels of change: the personal, the situational, the decisional and the transitional level must be considered order to improve the chances of leaders to successfully deal with organizational change in a multi-crisis context.

Research Question 2: Which Success and Failure Factors Influence Leaders' Behavior When Managing Organizational Change in a Multi-Crisis Context?
The collected positive and negative experiences of leaders have been categorized according to the success and failure factors identified through existing studies.
The result has been that all success and failure factors have corresponded to

Main Aspects of Success and Failure Factors
The assumption of the analysis has focused on the main aspects underlying the occurrence and efficacy of success and failure factors. For the most common failure factor, resistance, cynicism, and resignation, the main aspects identified have been fear of loss, worrying, risk of loss of control, and adjustment anxie- It can be argued that like the statement from Research Question 2, that both success factors and failure factors need to be taken into consideration at any point and any level of the change process is evident to increase positive experiences and reduce negative ones. Therefore, it is not enough to simply foster or pay attention to success factors at any level, but failure factors must also be actively addressed. The absence of failure factors does not necessarily lead to a positive experience if the success factors are expressed lowly, and vice versa.

Research Question 3: What Are the Basic Psychological Needs of Leaders within Organizational Change in a Multi-Crisis Context?
Grounded on the theoretical assumptions of the impact of basic psychological needs on organizational change outcomes (Deci, Olafsen, & Ryan, 2017;Gagne, Koestner, & Zuckerman, 2000;Huang, 2022;Rahi & Ahmad, 2020) and based on the findings of Research Questions 2 and 3, it can be argued that the main aspects of success and failure factors could be meaningfully assigned to the three basic psychological needs of leaders. Table 19 shows the proposed relation between the three psychological needs and the main aspects of the success and failure factors divided in satisfaction state corresponding to main aspects of success factors and frustration state containing the main aspects of the failure factors.
The argumentation has been grounded on the basic psychological needs theory which proposed that leaders have been equipped with significant basic psychological need that depend on the specific social contexts of organizational change underlying their natural inclination towards increasing self-organization, adaptation, flourishing, action, and growth-oriented behavior (Ryan, Deci, & Grolnick, 1995 Feeling of a sense of integrity (self-endorsed and authentic feelings, thoughts and actions) due to the occurrence of feelings of optimism, growth mindset, activated motivation and the ability of adaptation.
Feeling of being pushed into an unwanted direction and experiencing a sense of pressure due to fear of the unknown or due to feeling of hope, justification, pressure of uncertainty, demotivation, reorientation, feeling externally determined, risk of losing control, struggle with change, and anxiety.

Competence
Experience of effectiveness and mastery (extending their skills and expertise) has led to the development of team involvement, the optimization of business processes, and the sharing of knowledge within the team when it has been satisfied.
A sense of ineffectiveness, failure or helplessness that has been impacted by a fear of loss, time pressure, coordination issues, and a feeling of giving up (hopelessness).

Relatedness
Experience of care, bonding, and warmth (connecting to and feeling significant to others) has been satisfied through open communication, a sense of social responsibility, trust, and the development of team involvement.
To a sense of social alienation, exclusion, and loneliness due to the lack of social responsibility, disappointment, imbalance, worrying, feeling excluded from the group, a lack of belonging and inclusion, missing solidarity, no feeling of communitas, and perceiving adjustment anxiety/social anxiety. Open Journal of Leadership acceptance and willingness to accept change in organizational contexts and indicate that safeguarding the basic psychological needs of leaders are supported is essential to the success of any organizational change effort (Deci, Olafsen, & Ryan, 2017;Gagne, Koestner, & Zuckerman, 2000;Huang, 2022;Rahi & Ahmad, 2020). These basic psychological needs can be either satisfied or frustrated under certain social circumstances of organizational change. Hereby, frustration has been correlated with a stronger negative and more aggressive experience (perception of inefficacy, failure, helplessness) than its counter reaction, satisfaction (optimal psychological well-being). Based on this assumption, it can be argued that the experience of need-satisfaction corresponds to a leader's positive experience in change context, whereas need-frustration can be linked to a leader's negative experience within organizational change.
In sum, the findings of this study indicate that the main aspects of success and failure factors can be perceived as an expression of the occurrence of the underlying basic psychological needs in the specific states of satisfaction or frustration.
It can be argued that the state (satisfaction or frustration) of leader's basic psychological needs are fundamental for the occurrence of main aspects of success or failure factors and further on for leader's positive or negative experience. Figure   4 shows the framework of proposed relation between basic psychological needs and leader's experience of organizational change.
Taken this assumption into consideration, a need-supported change design can have a positive impact on organizational change outcome.
Explored requirements for need-based supported change design BPNT provides a framework for understanding the different behaviors displayed by leaders during organizational change in the context of a multi-crisis.
This framework is based on the idea that peoples' behaviors are shaped by their basic psychological needs and derived motivations, as well as by the context in which these are experienced. Hence, it has to be taken into consideration that frustration can lead to an extraordinary higher level of negative experiences (perception of inefficacy, failure, helplessness) than need-satisfaction (optimal psychological well-being) can increase the level of positive experiences. Like this, research in the context of "bad is stronger than good" argues that negative experiences carry more weight in comparison to good ones. For example, destructive leadership behaviors showed stronger positive correlation with emotional exhaustion and employees' propensity to leave and have a greater impact on negative   (Baumeister, Bratslavsky, Finkenauer, & Vohs, 2001;Fors Brandebo, Nilsson, & Larsson, 2016). With this knowledge, change management practitioners can provide need-based experiences within a change development program and need-supported change process design. Additionally, understanding the role of contextual and social influences in motivating, engaging, and adjusting leaders in organizational change in a multi-crisis context may help to satisfy their basic psychological needs (in the same way as Lewin's field theory). Therefore, BPNT provides a practical approach to study a wide range of behavior of leaders when coping with organizational change in a multi-crisis context.

Final Question: How a Need-Supported Change Design Should Look Like to Improve the Chances of Leaders to Successfully Deal with Organizational Change in a Multi-Crisis Context?
To improve the chances of leaders to successfully deal with organizational change in a multi-crisis context, a need-supported change design should consider all four levels of change: the personal, the situational, the decisional and the transitional level. Leaders express a need for community and involvement, yet less common rituals or communitas are practiced during the change period. Needbased support will provide an environment that helps in creating a sense of communitas, based on the idea of equality, mutual respect, and shared humanity among all people regardless of their social status or power. Additionally, a better understanding of the role of contextual and social influences in motivating, engaging, and adjusting leaders in organizational change in a multi-crisis context may help to satisfy their basic psychological needs. Taking into consideration that frustration can lead to an extraordinary higher level of leader's negative experiences, the management of both success factors and failure factors at any point and any level of the changing process should be a part of the design. A need-supported change design should encompass autonomy, competence, and relatedness. Autonomy should be addressed by allowing leaders to feel a sense of integrity, optimism, growth mindset, and activated motivation. Competence should be supported by creating an environment that fosters effectiveness and mastery while providing team involvement, the optimization of business processes, and the sharing of knowledge. Lastly, relatedness should be promoted through open communication, a sense of social responsibility, trust, and the development of team involvement to cultivate care, bonding, and warmth. This comprehensive approach will reduce negative experiences and create a positive atmosphere among leaders, thus increasing the chances of successful organizational change management.

Conclusion
The conclusion consists of the theoretical and practical implications as well as the limitations and future perspectives.

Theoretical Implications
This study contributes to the theory by revealing patterns of success and failure factors when managing organizational change in multi-crisis contexts. Specifically, it finds empirical evidence of the relevance of four levels of influence factors (personal, situational, decisional, and transitional) to successful change, drawing on the theoretical frameworks of Lewin's Field Theory and van Gennep's Rite of Passage Model. It further demonstrates the different dynamics that operate within and across each level of the change process, such as fear of loss, worrying, risk of loss of control, adjustment anxiety/social anxiety, and lack of knowledge about the future state. Moreover, the research insights in this study connect the basic psychological needs theory (BPNT) to organizational change, illustrating the importance of providing need-based experiences and need-supported change designs. These results indicate that both success factors and failure factors must be considered in order to increase the overall positive experiences and reduce the overall negative experiences during organizational change.

Practical Implications
This study contributes to the field of leadership development by examining the experiences and strategies of leaders in multi-crisis environments. It emphasizes the importance of considering all four levels-personal, situational, decisional, and transitional-when designing and implementing successful change initiatives. Moreover, it provides practical insight into managing organizational change effectively, by elucidating the need to address both success and failure factors throughout the transition process. By understanding the role of contextual and social influences in motivating and engaging leaders in organizational change, this research can be used to inform the development of effective strategies that support successful outcomes. Furthermore, this study stresses the importance of incorporating rituals and creates a sense of communitas amongst involved parties to ensure positive experiences and minimize negative outcomes. Specifically, the results indicate that recognizing and addressing individual & collective personal needs, creating clarity in the situation, forming a shared commitment to the change process, and providing rituals to carry out the transition are important success factors. In addition, failure factors such as inadequate preparation, narrowly defined goals, lack of ownership and underutilizing available resources also need to be addressed. These findings possess practical implications for organizational practitioners, as they provide an understanding of how to create need-based experiences and need-supported change process designs that will effectively support positive organizational outcomes.

Limitations
There are some limitations in the study that should be carefully regarded when interpreting the results and discussing future perspectives. First, the sample of leaders might bias the results. Although various cultural aspects, the limitation  (Church et al., 2013). The system of categories developed in the present study faces criticism that other approaches to building categories might lead to other category systems. To reduce this critique, this study utilizes a theoretical framework, a systematic research approach, and a third-party evaluation. We should also take into consideration the criticism of applying content analysis that it extracts sparse data from the richness of its context (Krippendorff, 1980) and it might be not meaningful enough to count all occurrences as being of equal value, ignoring the value of what is not said, missing nonverbal cues and illustrations, and the possible inability to interpret truth and intent (Insch, Moore, & Murphy, 1997). Content analysis in leadership research: Examples, procedures, and suggestions for future use (The Leadership Quarterly, 8(1), 1-25). A rigor process of data gathering, data analysis and data interpretation applied in this study can reduce the issues mentioned above. The sample size of the study (46 participants), the huge amount of data analyzed and categorized and the process of analyzing and interpreting the data with different theoretical concepts can be able to give the data appropriate meaning and evidence. The application of criteria for evaluating the trustworthiness of qualitative research was also used to assess the validity of qualitative research (Kitto, Chesters, & Grbich, 2008;Mays & Pope, 2020;Stenfors, Kajamaa, & Bennett, 2020).

Future Perspective
The examination of contextually rich experiences of leaders' dealing with change in a multi-crisis context is an important reason to use qualitative research methodology to explore the perception and judgement of leaders' regarding this phenomenon. Based on this study, researchers should expand the data by more in-depth interviews with leaders' and their followers before, during and after the change project to grasp what is there experienced in the different stages of change.
There is also a need to combine these findings with data from other qualitative research and quantitative data with the aim of data triangulation. This can improve the evidence.

Funding
The author received no financial support for the research, authorship, and/or publication of this article.