Introduction to managing change Introduction to managing change and innovation and innovation

20132013

Session one: Friday November 8th –Saturday November 9th

Murray Saunders

ProgrammeFriday November 8th morning session: 9.00 -12.30Friday November 8th afternoon session: 13.30 – 17.30Saturday November 9th morning session: 9.00 -12.30

The sequence:

•Context of change: the organisation as a unit of analysis

•The culture of an organisation at the heart of change

•Knowledge resources, practices as part of culture

•How do we acquire a ‘culture’ (informal learning process)

•How do we experience a change

•How do we analyse a change (leading to the assignment)

•Have an understanding of the ideas of change and innovation from a social practice perspective

•To be able to analyse situations of change with appropriate analytical tools

•Have an understanding of different types of change context

Aims:

A Modern Phenomenon?

Nothing endures but change. Heraclitus

Greek philosopher (540 BC - 480 BC)

Etzioni’s classic definition of an organisation

Bodies, persisting over time, which are specially set up to achieve

specific aims

The characteristics of an organisation

• Division of labour, of power, and of communication responsibilities, such divisions being deliberately planned to achieve certain goals

• The presence of power centres which control the concerted efforts of the organisation and continuously review its performance and re-pattern its structure to increase efficiency

• The substitution of personnel by others assigned their tasks and the transference and promotion of individuals

Why do organisations change?

Because the environment changesBecause the environment changes

To adapt to external changeTo adapt to external change

External influenceExternal influence

External regulationExternal regulation

To be more competitiveTo be more competitive

To stay aheadTo stay aheadof the competitionof the competition

To reflect societal needs / aspirationsTo reflect societal needs / aspirations

Someone at the top says we have to!Someone at the top says we have to!

Making a differenceMaking a difference

Planning & developmentPlanning & development

Responding to challengesResponding to challenges

New people New people changechange

the organisationthe organisationto suit themselvesto suit themselves

To expand good practiceTo expand good practice

To create new opportunitiesTo create new opportunities

Management goalManagement goalRestructuringRestructuring

EfficiencyEfficiency

Why do organisations change?

After: Richard Seel http://www.new-paradigm.co.uk

To growTo grow

Satisfy demandSatisfy demand

Attract investmentAttract investment

SurvivalSurvival

Core conceptual tools in understanding and managing change

What is culture?What is change? What is ‘practice’?

Introducing a social practice approach

What is change?

• To cause to be different

• A transformation or transition from one state, condition or phase to another

Change is anything different from current conditions whereas innovation is something entirely new than anyone has seen before.

What is change?•Incrementalism: doing the same only a little better, in other words improvements on existing practice clusters. Improving the quality of teaching materials might be an example.•Innovative incrementalism: addition of innovations to existing practices, for example adding an international dimension to a syllabus where none existed before, or a new teaching practice to a repertoire.•Transformational: radical understanding of enhancement involves a re-think of existing approaches, even fundamental purposes, and completely new practices.

Saunders, M (2013) Quality enhancement: an overview of lessons from the Scottish experience in Amaral, A (2013) Recent Trends in Quality Assurance (Palgrave/ MacMillan)

“Change requires a change in culture: culture is at the heart of change”

Key concepts of culture

• Designated value• Beliefs• Meanings (semiotics) and knowledge resources• Practices• Communities of practice

Depicting change in an organisation: knowledge, culture and practice

Geertz and culture:

“The concept of culture I espouse is essentially a semiotic one. Believing, with Max Weber, that man is an animal suspended in webs of significance he himself has spun, I take cultures to be those webs, and the analysis of it to be therefore not an experimental science in search of law but an interpretative one in search of meaning”.

Depicting change in an organisation: knowledge, culture and practice

Geertz and culture:«Le concept de culture, je épouser est essentiellement une sémiotique. Croyant, avec Max Weber, que l'homme est un animal suspendu dans des toiles de signification qu'il lui a filé, je prends des cultures à ces toiles, et l'analyse de celui-ci d'être donc pas une science expérimentale à la recherche de la loi mais une interprétation dans quête de sens ».

«Le concept de culture, je épouser est essentiellement une sémiotique. Croyant, avec Max Weber, que l'homme est un animal suspendu dans des toiles de signification qu'il lui a filé, je prends des cultures à ces toiles, et l'analyse de celui-ci d'être donc pas une science expérimentale à la recherche de la loi mais une interprétation dans quête de sens ».

Cultures consist of organisational characteristics the knowledge of which act as resources for practices

Changing requires changing practices but why is this difficult?

Depicting organisational culture as ‘interactions’

Handy’s organisational cultures:

• Role (hierarchic, formal roles)

• Achievement (flat, informal tasking, teams, expertise, specific outcomes)

• Power (factional, dealing, strategic conduct and liaisons, hierarchic)

• Support (flat, participative, humanistic, interactional)

Saunders, M. (1995) Researching Professional Learning. Journal of Computer Assisted Learning, Vol 11, no 3, pp 231-238

Factor Collegiate Bureaucratic Innovative Enterprise

Dominant value Freedom Equity Loyalty Competence

Role of central authorities

Permissive Regulatory Directive Supportive

Handy's organisational culture

Support Role Power Achievement

Dominant unit Department/individual Faculty/committees Institution/senior management team

Sub-unit/project teams

Decision arenas Informal groups networks Committees and administrative briefings

Working parties and Senior Management team

Project teams

Management style

Consensual Formal/'rational' Political/tactical Devolved leadership

Timeframe Long Cyclic Short/mid term Instant

Environmental fit Evolution Stability Crisis Turbulence

Nature of change Organic innovation Reactive adaptation Proactive transformation Tactical flexibility

External referents

Invisible college Regulatory bodies Policy makers as opinion leaders Clients/sponsors

Depicting organisational characteristics as

cultural knowledge: the basis of ‘practice’Blackler (1995) Knowledge, Knowledge Work and Organizations: An Overview and Interpretation in

Organization Studies November 1995 vol. 16 no. 6 1021-1046

• Embrained knowledge [dependent on conceptual skills and cognitive abilities]

• Embodied knowledge [action oriented likely to be only partly explicit, mostly tacit, ‘the

way we do things here’]

• Encultured knowledge [refers to the process of achieving shared understandings

through language, socialisation acculturation, socially constructed and negotiable]

• Embedded knowledge [resides in systemic routines {reification of practice}

relationships between technologies, roles, formal procedures and emergent routines]

• Encoded knowledge [information conveyed by signs and symbols, traditional forms

{hard copy} and emergent forms {electronic}

Décrivant les caractéristiques organisationnelles que les connaissances

culturelles: la base de practiceâBlackler (1995) Knowledge, Knowledge Work and Organizations: An Overview and

Interpretation in Organization Studies November 1995 vol. 16 no. 6 1021-1046

Connaissances Embrained [dépend des compétences conceptuelles et les capacités

cognitives]

Connaissance incarnée [orienté vers l'action susceptible d'être seulement en partie explicite,

essentiellement tacite, «la façon dont nous faisons les choses ici»]

Connaissances Encultured [désigne le processus de réalisation compréhensions partagées

par le biais d'acculturation socialisation linguistique, socialement construites et négociable]

Connaissances intégrées [réside dans les routines systémique {} réification de la pratique

des relations entre les technologies, les rôles, les procédures formelles et des routines

émergentes]

Connaissances codées [information véhiculée par des signes et des symboles, des formes

traditionnelles {} et copie papier formes émergentes {} électroniques

Embrained knowledge

• Technical knowledge

• Formal knowledge

• Knowledge in books

• Knowledge at a theoretical level

• Theories like ‘learning theory’, Piaget for example

• Theories like Eraut’s theory of informal learning

Embodied knowledge

• Knowing about daily ways of behaving in a group• Could be knowing about how individuals react• People’s habits• Talkative open culture or more closed and formal• Informality or formality• When things get done• Where things get done• How best to get things done• Not written down: tacit

Encultured knowledge

• This refers to the shared discourse of the group• Could be references to nick names• Could be the technical vocabulary of an organisation

(medical environment)• Could be knowledge of the word or phrase attached

to a way of doing something (e.g. sledging which means criticising or verbally undermining trying to put somebody off, could be very situated or contextualised

Embedded knowledge

• This refers to knowledge of systems and ways of doing things

• The forms you need• The process you have to go through to get things

done• Think about the process you need to go through if

you want an extension to an assignment-this is embedded knowledge

Encoded knowledge

• This is a bit more tricky, it refers to the form that communications are made within a group

• Could be by text message• Could be by email• Could be mainly face to face• Differences between a ‘memo’ culture or a face to

face culture

Using these depictions, identify the knowledge resources within a classroom

Episodic memoryEpisodic memorySemantic memorySemantic memory

Behaviour or performance

Behaviour or performance

Practice, experience

Public/propositional

knowledge

Implicit learning

Explicit learning

Pathways of cultural knowledge acquisition

How do we learn informally?

Implicit learningImplicit learning

Deliberative learning

Deliberative learning

Reactive learning

Reactive learning

Knowledge acquisition

• Explicit pathway-events are stored in episodic memory and used to construct generalisations

• Implicit pathway-events are stored but no generalisations are made

• Sometimes explicit and implicit knowledge suggest how propositional knowledge might be used

• Propositional knowledge can be helpful in reflecting on and clarifying the meaning of an event or experience

Learning informally: the importance of the idea of ‘practice’

• Informal learning often occurs through practice or learning about a practice. Practice is at the heart of informal learning

• Giddens’ notion of the practical refers to behaviour which is recurrent or routine i.e. happens on a day to day basis and is rooted in the normal routine of daily life. Therefore a ‘practice’ is a way of doing something, the pattern of which is reproduced in a social context [i.e. work] according to certain rules.

• A practice is recurrent or routine, rule governed behaviour• Can we say that the ‘rules’ constitute the knowledge base

of informal learning?

Learning informally: the importance of the idea of ‘practice’

L'apprentissage informel se produit souvent par la pratique ou l'apprentissage d'une pratique. La pratique est au cœur de l'apprentissage informel

La notion de Giddens de la pratique se réfère à un comportement qui est récurrente ou de routine à savoir qui se passe sur une base quotidienne et est ancrée dans la routine de la vie quotidienne. Par conséquent, une «pratique» est un moyen de faire quelque chose, dont le motif est reproduit dans un contexte social [c.-travail] selon certaines règles.

Une pratique est récurrente ou systématique le comportement général, régi

Peut-on dire que les «règles» constituent la base de connaissances de l'apprentissage informel?

Learning informally through practice (Wenger 1999, p 4]“A concept of practice

includes:• both the explicit and the tacit• what is said and what is left unsaid; • what is represented and what is assumed. • the language, tools, documents, images, symbols, well defined

roles, specified criteria, codified procedures, regulations, and contracts that various practices make explicit for a variety of purposes.

• all the implicit relations, tacit conventions, subtle cues, untold rules of thumb, recognizable intuitions, specific perceptions, well tuned sensitivities, embodied understandings, underlying assumptions and shared world views.

Most of these may never be articulated, yet they are signs of membership in communities of practice”

Learning informally through practice (Wenger 1999, p 4]«Un concept de pratique

comprend:

tant l'explicite et le tacite,ce qui est dit et ce qui est non-dits;

ce qui est représenté et ce qui est supposé.

le langage, outils, documents, images, symboles, des rôles bien définis, des critères précis, des procédures codifiées, les règlements et les contrats que les pratiques diverses de rendre explicite pour une variété de fins.

toutes les relations implicites, conventions tacites, les indices subtils, les règles incalculable de pouce, intuitions reconnaissables, des perceptions spécifiques, des sensibilités bien réglé, les compréhensions incarnée, hypothèses sous-jacentes et visions du monde partagées.

La plupart de ces ne peut jamais être articulés, et pourtant ils sont des signes d'appartenance à des communautés de pratique »

cultureultureKnowledge Resources

Culture produce

spractices

practices

practices practice

s

practices

practices

practices practice

s

Change concepts: overview

• Changing cultures: reconstruction of meaning

• Changing practices: knowing what a practice is!

• Changing systems [connective procedures]

• Changing structures [architecture of or connections between sets of procedures]

Change is a process not a thing or a moment

SummaryOrganisations consist of cultures

Cultures consist of organisational practices

knowledge of organisational practices is learned

Change involves ‘moving’ organisational practices

Types of Change

• Type I

that which is done to us

• Type 2

that which we do to ourselves

• Type 3

that which we do to others

Change levels

• MacroStructures, national systems,

organisation at regional levels, orientation

• MesoOrganisational changes, goals,

cultures systems, practices

• MicroIndividuals, small groups,

practices, cultural change

Adaptation

Ability to cope with change

Low High

Level of

impose

d

change

Low

Hig

h

Attitudes to change

After: http://ww2.audit-commission.gov.uk/changehere/content/mainmenu.htm

Outright hostility

Refusal

Resignation

Industrial action

Token compliance

Lip service to new ideas

Subversion

Grudging acceptance

Comply only where

immediate benefit evident

Lukewarm enthusiasm

Momentum stalled by obstacles

Real commitment

EnthusiasticEvangelical

Willing to take risks

Persistent in the face of barriers

Increasing level of involvement

Increasing depth and durability of change achieved

http://ww2.audit-commission.gov.uk/changehere/content/mainmenu.htm

Outright hostility

Refusal

Resignation

Industrial action

Token compliance

Lip service to new ideas

Subversion

Grudging acceptance

Comply only where

immediate benefit evident

Lukewarm enthusiasm

Momentum stalled by obstacles

Real commitment

EnthusiasticEvangelical

Willing to take risks

Persistent in the face of barriers

Increasing level of involvement

Increasing depth and durability of change achieved

Desire to change

DefianceDefianceReluctanceReluctanceOppositionOppositionSabotageSabotage

SubterfugeSubterfuge

DefianceDefianceReluctanceReluctanceOppositionOppositionSabotageSabotage

SubterfugeSubterfuge

Low

Hig

h

ChangeChangeCommitmentCommitmentEnthusiasmEnthusiasmEngagementEngagement

SuccessSuccess

ChangeChangeCommitmentCommitmentEnthusiasmEnthusiasmEngagementEngagement

SuccessSuccess

High

DetachedDetachedDisengagedDisengagedBelligerentBelligerentResignedResignedImpassiveImpassive

DetachedDetachedDisengagedDisengagedBelligerentBelligerentResignedResignedImpassiveImpassive

Low

FrustrationFrustrationAnxietyAnxiety

HindranceHindranceDissatisfactionDissatisfaction

FailureFailure

FrustrationFrustrationAnxietyAnxiety

HindranceHindranceDissatisfactionDissatisfaction

FailureFailure

Desire to change

Capabilityto change

Ralph (2007)

Levels of involvement

Aware of Change

Affected by Change

Impacted by Change

Part of Change

Joining

Consulting

Selling

Telling

Ralph (1997)

How do we experience change?

Ralph (1997)

How do we experience change?

EnergisingEnergising

FearFear

ResistanceResistance

TransformationTransformation

ThreatThreat

ImprovementImprovement

ResignationResignation

ExcitementExcitement

ChaosChaos

ExhaustingExhausting

UnnecessaryUnnecessary

Sceptical of benefitsSceptical of benefits

WearinessWeariness

Sense of loss - bereavementSense of loss - bereavement

PainPain

UncertaintyUncertainty

InsecurityInsecurity

ChallengesChallenges

Sense of achievementSense of achievement

ReliefRelief

OpportunityOpportunity

““What’s in it for me?”What’s in it for me?”

DisbeliefDisbelief

SuspicionSuspicion

Out of ControlOut of Control

DemoralisingDemoralising

ObstacleObstacle

Retrograde stepRetrograde step

DisappointmentDisappointment

After: Richard Seel http://www.new-paradigm.co.uk

Stages of response to change

Shock and Shock and

DisbeliDisbeliefefShock and Shock and

DisbeliDisbeliefef

ResistanceResistanceResistanceResistance

Acceptance Acceptance of Ending of Ending

(Grieving(Grieving))

Acceptance Acceptance of Ending of Ending

(Grieving(Grieving))

Peaceful Peaceful acceptance acceptance

of New of New RealityReality

Peaceful Peaceful acceptance acceptance

of New of New RealityReality

Callan, J. (1993) Individual and organizational strategies for coping with organizational change in Work & Stress: An International Journal of Work, Health & Organisations Volume 7, Issue 1, 1993

Cycle of change

ContentmeContentmentnt

ContentmeContentmentnt

DenialDenialDenialDenial ConfusionConfusionConfusionConfusion

RenewalRenewalRenewalRenewal

Responses to Change

AntsAntsmechanisticmechanisticcompliantcompliantdirecteddirectedobedientobedient

AntsAntsmechanisticmechanisticcompliantcompliantdirecteddirectedobedientobedient

Unknown

Kn

ow

n

BeesBeesflexibleflexible

empoweredempoweredsearchingsearchingintegratedintegrated

BeesBeesflexibleflexible

empoweredempoweredsearchingsearchingintegratedintegrated

Known

FrogsFrogsobliviousobliviousroutineroutine

stagnantstagnant

FrogsFrogsobliviousobliviousroutineroutine

stagnantstagnant

Un

kn

ow

n

RabbitsRabbitsbewilderedbewildered

petrifiedpetrifiedovercomeovercome

RabbitsRabbitsbewilderedbewildered

petrifiedpetrifiedovercomeovercome

Knowledge of ‘whywe should change’

Knowledgeof ‘what

to change’

Transition Curve

After: J.Adams, J.Hayes and C.Hopson, Transition: Understanding and Managing Personal Change, 1976, London: Martin Robertson & Company; Kubler-Ross, E 1970 On death and Dying

PerceivedCompetence/Confidence

Time

Denial

Shock

Anger

Bargaining

Depression

Acceptance

HopeHope

Testing

Search for Meaning

Integration/Moving On

Blame

Period of LossIncreasing Stress

Positive GrowthReducing Stress

Transformative learning

Transformative learning

Zone of resistanceZone of

resistance

Transition Curve

Williams D Life events & career change: transition psychology in practice. Brit.Psych.Soc. Symposium, Jan 1999

Well-being

Time

Honeymoon

Numbness

Uncertainty

Denial

Crisis

Accepting

Testing

Transformation

Disbelief

Excitement

Losing confidence

Confusion

Depression

Exploring

Positive event

Trauma or loss

Distress/despair

FeelGood

Letting go

Partial recovery

Diagnostic tool for the change curvePhase Human

RelationsCommunications Leadership Problem

HandlingPlanning and Goal Setting

Shock Fragmented Random Paralysed None Inactive

DefensiveRetreat

Protective Ritualised Autocratic Mechanistic Isolated

Acceptance and Test

Supportive Searching Constructive Explorative Co-ordinated

Change and Adapt

Interdependent Harmonious Balanced approach to people and task

Flexible Integrated

Managing through the change curve

Time

Self-confidence;Morale;

Perceivedeffectiveness

Denial

AngerConfusionStrong emotions

Commitment

AcceptanceExploring newways of working

Information Involvement &Encouragement

Clear DirectionSupport

Manage through:

Understanding change

Trowler P, Saunders M, Knight P (eds) [2004] Change thinking, change practices: A guide to change for heads of department, subject centres and others who work middle-out [LTSN Generic Centre, York] pp 40

Change theory

Technical-rational theory

Resource allocation model

Diffusionist: epidemiologictheory

Kai Zen, or continuous quality improvement perspective

Models using complexity theories

What are the core assumptions about the nature of change and its objects?

Positivism works: experts plan and then manage faithful implementation

Rational economic model: assume that central resource decisions have predictable results.

Normative re-educative: clear, visible messages picked up by early adopters → they diffuse according to the fit of message with audience priorities

Bricolage: change is because the system gets people to be continuously tinkering, looking for ways of doing better

Indeterminate systems, outcomes not predictable. Change sponsors create conditions in which change is more likely to happen than not

 

Force Field Analysis

Driving Forces Restraining Forces

Current State Desired future state

Kurt Lewin

Three step change theory

Kurt Lewin

Unfreezing : (Motivate, building trust, collaboration)

Movement : (agreeing status quo is undesirable, hierarchic support)

Refreezing : stabilise new environment, incentives, embedding)

Critique of Lewin’s Three step change theory

(Burnes B (2004) J of Management Studies 41:6 p 996)

1. stability and change in organizations was at best no longer applicable and at worst ‘wildly inappropriate’

2. approach to change is only suitable for isolated and incremental change situations

3. ignored power and politics

4. adopted a top-down, management-driven approach

Eight steps to transformation (Kotter, 1995, Harvard Business Review, p61)

1. Sense of urgency2. Forming a powerful coalition3. Creating a vision4. Communicating the vision5. Empowering others to act on the vision6. Planning for and and creating short-term wins7. Consolidating improvements 8. Institutionalising (embedding) new approaches

“I am uncomfortable with the use of the language pattern

'change management'. The concept of 'Change management'

and the use of that language is possibly a 2nd wave way of

talking about a 3rd wave phenomenon (vestiges of a control

based model where we think we can manage and/or control

things). In a world of complex adaptive systems new states of

being 'emerge' and aren't really managed (and a key

component to survival is the ability to quickly respond and

adapt to new environmental conditions)”

«Je suis à l'aise avec l'utilisation de la« gestion du changement »le modèle

de langue. Le concept de «gestion du changement» et l'utilisation de cette

langue est peut-être un moyen 2e vague de parler d'un phénomène de

3ème vague (vestiges d'un modèle de contrôle basé où nous pensons que

nous pouvons gérer et / ou des choses de contrôle). Dans un monde d'états

complexes adaptatifs de nouveaux systèmes d'être «émergent» et ne sont

pas vraiment réussi (et une composante clé de la survie est la capacité à

réagir rapidement et de s'adapter aux nouvelles conditions

environnementales) "

Refocusing Attention now on adaptation, major changes, alternatives to original ideas, creativity, consolidation of ideas

Collaboration Coordinating and cooperating with other stake-holders in developing ideas and outcomes

Consequence Attention on impact on students, staff, departments and whole institution of change outcomes and the development of new ideas

Management Attention on difficulties in the processes and tasks involved in the change, developing and accommodating new practices, processes and systems

Institutional/personal Begins to analyse involvement in context of existing systems and practice

Informational Emerging awareness and interest in knowing more, thinking of implications of participation

Awareness Initial awareness of the change characteristics

Stages of concern in a change (adapted from Hall and Loucks (1978).

Recentrer: l'attention aujourd'hui sur l'adaptation, des changements majeurs, les alternatives aux idées originales, la créativité, la consolidation des idées

Collaboration de coordination et de coopération avec d'autres parties prenantes dans le développement des idées et des résultats

Attention Conséquence de l'impact sur les étudiants, le personnel, les ministères et institution dans son ensemble des résultats du changement et le développement de nouvelles idées

Attention de la direction sur les difficultés dans le processus et les tâches impliquées dans le changement, le développement et accommodant de nouvelles pratiques, processus et systèmes

Institutionnel / personnel commence à analyser l'implication dans le contexte des systèmes existants et la pratique

Informationnelle émergents sensibilisation et l'intérêt d'en savoir plus, pensant implications de la participation

Sensibilisation sensibilisation initiale des caractéristiques changement

Recentrer: l'attention aujourd'hui sur l'adaptation, des changements majeurs, les alternatives aux idées originales, la créativité, la consolidation des idées

Collaboration de coordination et de coopération avec d'autres parties prenantes dans le développement des idées et des résultats

Attention Conséquence de l'impact sur les étudiants, le personnel, les ministères et institution dans son ensemble des résultats du changement et le développement de nouvelles idées

Attention de la direction sur les difficultés dans le processus et les tâches impliquées dans le changement, le développement et accommodant de nouvelles pratiques, processus et systèmes

Institutionnel / personnel commence à analyser l'implication dans le contexte des systèmes existants et la pratique

Informationnelle émergents sensibilisation et l'intérêt d'en savoir plus, pensant implications de la participation

Sensibilisation sensibilisation initiale des caractéristiques changement

The evolution of changes: all levels

Pre-adoption

Adoption

Implementation

Outcomes

CHRONIC FEATURES

Technological

Change Under

qualified workforce

Poor teaching methods

CONJUNCTUR

AL FEATURES

Particular incidents

New money New

government Sudden crisis

DECSION MAKING PROCESS

Consultatative Participative Grassroots Developmental POLICY CHARACTERISTICS Clarity Complexity Congruence

EXPERIENCE OF STAKEHOLDERS Management Feedback

processes Resource

allocations Incentives: Material Moral/professional Use Exchange Adaptive capacity Flexibility Responsiveness

CHANGED PRACTICES/STRUCTURES/ SYSTEMS Intended Unintended Rhetorical/espoused Embedded Enclaved

GovernmentGovernment

RegionsRegions

InstitutionsInstitutions

DepartmentsDepartments

Individuals and groupsIndividuals and groups

LearnersLearners

Receipt/Réception

Agence/Agency

Implementation staircase and policy trajectoriesMS12/03/04Implementation staircase and policy trajectoriesMS12/03/04

The point about this metaphor is that it suggests the importance of constructing the experience of the proposed change from the points of view of all the main stakeholders within the system.

Further, it suggests these points of view may well differ significantly and it is the task of the evaluation to ‘uncover’ these important differences.

Another dimension to this metaphor is the way in which each group acts as both a receiver and an agent of a policy message and through this process, the policy message will undergo adaptation.

The point about this metaphor is that it suggests the importance of constructing the experience of the proposed change from the points of view of all the main stakeholders within the system.

Further, it suggests these points of view may well differ significantly and it is the task of the evaluation to ‘uncover’ these important differences.

Another dimension to this metaphor is the way in which each group acts as both a receiver and an agent of a policy message and through this process, the policy message will undergo adaptation.

Le point sur cette métaphore est qu'elle suggère l'importance de construire l'expérience du changement proposé à partir des points de vue de tous les principaux intervenants dans le système.

En outre, elle suggère que ces points de vue peuvent différer de façon significative et c'est la tâche de l'évaluation à «découvrir» ces différences importantes.

Une autre dimension de cette métaphore est la manière dont chaque groupe agit comme un récepteur et un agent d'un message politique et à travers ce processus, le message politique va subir une adaptation.

Le point sur cette métaphore est qu'elle suggère l'importance de construire l'expérience du changement proposé à partir des points de vue de tous les principaux intervenants dans le système.

En outre, elle suggère que ces points de vue peuvent différer de façon significative et c'est la tâche de l'évaluation à «découvrir» ces différences importantes.

Une autre dimension de cette métaphore est la manière dont chaque groupe agit comme un récepteur et un agent d'un message politique et à travers ce processus, le message politique va subir une adaptation.

Types of Organisational Change

‘Quick fix’or

Crisis

‘Quick fix’or

Crisis

Transformationor

Radical Change

Transformationor

Radical Change

Tinkeringor

Fine Tuning

Tinkeringor

Fine Tuning

Incremental or

EvolutionaryChange

Incremental or

EvolutionaryChange

Timescale (in years)

Magnitudeof change

LongerShorter

Less

er

Gre

ate

r

 

change management strategies and their main advantages and disadvantages can be summarised as follows:

                                                                                                                                                                                                                                                                          

                                                       

change management strategies and their main advantages and disadvantages can be summarised as follows:

                                                                                                                                                                                                                                                                          

                                                       

Cultural auditAssignment Description

• Introduction (general description, aims, people, location)

• Paradigm: overall description (power, role etc)

• Symbols: artefacts, prizes, awards, charters, policies

• Power: how are decisions made?

• Structures: elements of the organisation, division of labour

• Controls: quality frameworks, inspections, performance measures

• Routines: practices that happen regularly, meetings, newsletters, groups etc and knowledge resources

• Stories: shared memories about the organisation

• Potential change

Cultural Audit

Paradigme: la description globale (puissance, le rôle, etc)

Symboles: objets, prix, récompenses, des chartes, des politiques

Puissance: comment sont prises les décisions?

Ouvrages d'art: des éléments de l'organisation, la division du travail

Contrôles: des cadres de qualité, les inspections, les mesures de rendement

Routines: les pratiques qui se produisent régulièrement, des réunions, des bulletins, des groupes, etc

Histoires: souvenirs partagés sur l'organisation

Categories in a cultural audit

Stories

Routines Symbols

Power

Organisationstructures

Controls

ParadigmRole,

Achievement,Power,

Support

 

Position each on a 4-quadrant matrix as shown below.

                                                                                                                                                                                                                          

Super-tanker

In the Super-tanker quadrant change is slow and driven by external factors rather than by a sense of drive and purpose from within the organisation.

Advantages Disadvantages

Change can be managed

Systems have time to react

Change is slow

Lack of responsiveness

Unlikely to be able to respond to opportunities

Fall behind competitors

Enthusing staff about the need for change can be difficult

Fire-fighting

Areas in the fire-fighting quadrant are always reacting to change and threats at very short notice and don't feel in full control of circumstances and actions.

Advantages Disadvantages

Culture of change can help make change happen

Changes happen readily

Externally driven

Never run things long enough to fully embed them

Change fatigue can set in

High stress levels

Responsive

Changes happen readily

Sense of 'Buzz'

Entrepreneurial

Externally-drivenNever run things long enough to fully embed themChange fatigue can set inHigh stress levelsNever have the opportunity to review whether what you do is effective

Band-wagon

In the band-wagon quadrant you are always driven by external factors and the latest initiative.

Advantages Disadvantages

Responsive

Changes happen readily

Sense of 'Buzz'

Entrepreneurial

Externally-drivenNever run things long enough to fully embed them

Change fatigue can set in

High stress levels

Never have the opportunity to review whether what you do is effective

Space explorer

In the space explorer quadrant change is slow and driven by opportunities from the internal and external environment. This may seem like the optimum quadrant but it has its drawbacks.

Advantages Disadvantages

Change can be managed and embedded

Systems have time to react

Staff feel more in control

Change is relatively slow and some opportunities may be missed

Lack of responsiveness

Is change taking us in the right direction - and quickly enough?

Can we afford the investment?

Discuss assignment A change case study in two parts: 1. Undertake a cultural audit of an organisation with which you are familiar and identify a possible change. •Use the framework called the cultural audit•Identify the main practices and the knowledge resources 2.

A) Suggest a change strategy, where you will identify a change and analyse the following: •The nature of the change •Stakeholders and their interests•Incentives and disincentives to change•Power and ownership of the change process•Suggest a change strategy to move the organisation from A to B OR B) Analyse a change process, using the concepts you have been introduced to during the module