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Approaches to ChangeManagement for FlexibleLearningAustralian Flexible Learning Framework Quick Guides

series



Approaches to Change Management for Flexible Learning

Australian Flexible Learning Framework 2

Based on the knowledge generated from the Australian Flexible Learning Frameworkprojects and selected external literature, the Quick Guides series provides anintroduction to key issues related to flexible and online delivery of VocationalEducation and Training (VET).

Reference as:

Backroad Connections Pty Ltd 2003, Approaches to Change Management for Flexible Learning (Version 1.00), Australian Flexible Learning FrameworkQuick Guides series, Australian National Training Authority.

Version 1.00, 2 April 2003

This document can be accessed at:http://flexiblelearning.net.au/guides/change.pdf

For a list of other Quick Guides see:http://flexiblelearning.net.au/guides/

© 2003 Australian National Training Authority

This work has been produced by the Sharing Knowledge project with the assistanceof funding provided by the Commonwealth Government through the AustralianNational Training Authority. Copyright for this document vests in ANTA. ANTA willallow free use of the material so long as ANTA’s interest is acknowledged and the

use is not for profit.The views and opinions expressed in this document are those of the authors and donot necessarily reflect the views of ANTA. ANTA does not give any warranty or accept any liability in relation to the content of this document.

An initiative within the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004

Managed by the Flexible Learning Advisory Group on behalf of the Commonwealth,

all States and Territories in conjunction with ANTA





Plans are nothing, planning is everything.

Dwight D Eisenhower (quoted in OTFE 2001)

Scope of this guide

This Guide looks at current research on change management and describes some of the tools and models that have been developed to assist the management of changetoward flexible delivery and use of online technology in vocational education andtraining in Australia. It focuses particularly on approaches adopted and toolsdeveloped within the Australian Flexible Learning Framework and key researchconducted within VET.

The size and scope of the ‘change’ being managed can be anything from a nationalframework down to a small scale implementation trial of a single unit. In this guide

we are mostly focusing on Institutional level change but the concepts relate to almostany scale, and no change occurs in isolation.

What is change management?

‘Change management’ is a strategic activity aimed at getting the best outcomes fromthe change process. Making the connection between ‘strategy’ and ‘changemanagement’ Mitchell (2002), in a review of effective strategy-making and changemanagement for high-performing VET organisations, describes strategy as “makingchoices about which customers to focus on, which products to offer, and whichactivities to perform”, and describes it as “a dynamic and ongoing activity”. Strategicmanagement is about identifying, choosing and implementing activities that will

enhance the long term performance of an organisation (pp. 2, 19).

‘Change management’ is about managing the changes that are part of or aconsequence of that strategy in such a way “to suit the particular organisation’scontext and the type of change required” (p. 6). Change management is a sub-set of strategy making.

The process for change management and the actions that are part of a changemanagement strategy are unique and specific to a particular organisation. Eachorganisation has unique requirements – their circumstance and resources differ,clientele and relationships are unique, cultures differ, and their aims, objectives andvery ambitions may be different (Viljoen quoted in Mitchell 2002, p. 18). It is aboutexploring choices and choosing pathways (Horton 1999, pp. 63-64).

Although change management strategies and considerations are unique there aremany resources that an organisation can tap into to facilitate planning and themanagement of change – case studies, theoretical planning models, examples of existing plans and documents (not to copy necessarily, but to be inspired by, or toadapt), and other practical tools. A selection of these are provided in this Guide.

Why is it important?

Managing change is an essential activity at all levels within VET in order to effectivelyintegrate that change within everyday practise and maximise the benefits andoutcomes.





For a flexible learning regime to be implemented successfully a change managementphilosophy and framework for action stems from, and needs to connect with, theoverall strategic planning process.

At a national level the Australian Flexible Learning Framework projects and variousgoverning policies have been established as part of a strategy to implement the plans

and visions for flexible learning for VET nationally. A principal objective is to increaseuptake and support the provision of flexible learning and delivery.

Within institutions, programs and strategies likewise need to be part of a strategicprocess to implement articulated visions and objectives of that organisation. Quitesimply…

If you don’t know where you are going, you will wind upsomewhere else.

Yogi Bera (quoted in Crouch 2002)

Specific reasons why organisations manage change are to:

• maximise the opportunities presented by the proposed change

• identify and overcome impediments

• minimise disruption to programs and services

• ensure staff are engaged with the change process to achieve the bestpossible outcomes

• maintain harmony and good relations within the organisation and externally

• prepare, and support students and staff, to ensure effective change and toachieve strategic goals and vision.

Critical success factors

Some factors common to successful change management activities include:

• Commitment at the top and across the broad spectrum of an organisation(with representations on working committees) (McAlpine & Jackson 2000,Ch 5).

• Consultative and open processes.

• Strategic visioning and strategies that aim to [re]align and integrate servicesto provide effective and needed services seamlessly for students and for staff

(McAlpine & Jackson 2000, Ch 5).• “Creative leadership is required to shape the necessary vision through

consultation, dialogue and expert advice, and to ‘sell’ the vision, and theoperational process for its implementation, to teaching and support staff across the Institute.” (McAlpine & Jackson 2000, p. 65)

• “To implement change management in an educational organisation requires anumber of concurrent changes in academic and administrative practicesresulting in a new institutional culture with changed performance expectationsand communication channels”, and “a practical and seamless alliancebetween the various service sectors of the Institute”. (McAlpine & Jackson2000, pp 55, 61)





Change management activities

Change management activities listed within various research literature included:

• creating readiness for change and overcoming resistance to change

• creating a vision, but articulating a compelling reason for the change

• developing political support for the change

• managing the transition of the organisation from its current state to thedesired state

• sustaining momentum for the changes so they are carried to completion.

Components of a change management strategy

Based on his research Horton (1999, p. 14) found that the change managementstrategies required for effective investment in and management of flexible delivery inthe VET sector are driven by the interplay between five major impact areas:

1. strategic thinking and business planning for change

2. risk assessment and management of systems and technologies

3. understanding/managing human capital and organisational capability

4. reorienting the teaching role and the teaching/learning relationship

5. building collaborative values and strategies teamwork/partnerships.

Aspects might cover the coming together of these parts:

• educational planning

• market and demand analysis

• stakeholder analysis

• capability assessment

• IT strategic planning

• skills identification (of students and staff)

• professional development activities

• resource allocation models

• Human Resource Management (HRM)

•

monitoring and evaluation.Institutions may have multiple plans and strategies on the go at any one time, someof which may come under the heading of a ‘Change Management Strategy’.

Models and approaches

Approaches adopted within VET can be grouped into three main strands:

• Theoretical models – choosing and adapting a model based on a theoreticalstudy, as the basis for institutional planning. Some theoretical models aremore specific to education than others, many if not most have origins in thebusiness world.

• Case Studies – learning from and developing a plan based on theexperiences of others.





• Using or adapting an existing change management plan/framework.

Rarely is a single approach adopted. Most frequently the approach is based oninvestigation of existing and potential models and options, finding the best fit, andthen adopting a hybrid/blended approach as part of a consultative and exploratoryprocess. Change management theory mostly comes from the business management

literature. Researching and reporting of change management as a study iscomparatively new within vocational education and training.

Part of the process is often to look at partnerships and strategic alliances. For sources on collaborative partnerships see the Quick Guide on Success Factors for Collaborative Development (Backroad Connections 2002).

Change management requires VET managers to use a mixof wisdom, judgement, sensitivity, patience and flexibility.

(Mitchell 2002, p. 6)

Lessons learnt

Specific lessons that have been extracted from research and activities to dateinclude:

• “[S]trategies cannot simply be copied from other organisations, whether in thesame or a different industry. Every organisation is unique…” (Viljoen inMitchell 2002).

• “The momentum and sustainability of the organisational change is only asstrong as the weakest link” (McAlpine & Jackson 2000, p. 63).

• “There is no single path to successful change implementation that holds in allsituations” (Mitchell 2002, p. 31) “A single, coherent change managementstrategy that applies to all circumstances of change is not possible” and thereis no definable end to the process (Walsh 2000).

• Planned approaches to change management as opposed to the bottom upwere preferred (Mitchell 2002, p. 32), however, “open communication andmeaningful staff participation in the change process were key features in mostorganisations” (Gooley & Towers 2000, p. 2).

• Change management is “not a neutral restructuring process but involvesintentions, aspirations and purposes of organisational members” (Mitchell2002, p. 32).

• Change and holistic approaches cost! (Mitchell 2002).

• Change is ongoing and continuing (Mitchell 2002, pp. 31-32).

• The need to embrace transformation as a ‘holistic’ process was a major finding. “Successful change was not observed in any environment that hadnot taken such an approach” (Whitley 1999, p. 6).

• Partnering and collaborative arrangements are considered essential toorganisational survival (Gooley & Towers 2000, p. 1).





Australian Flexible Learning Framework projects

Australian Flexible Learning Framework

The Australian Flexible Learning Framework (Framework) is a national changemanagement strategy which illustrates many of the aspects which need to be

addressed for successful change management implementation (ANTA 2001a).

The five goal areas address professional development, infrastructure, contentdevelopment, policy and regulation – issues which are important (in different ways)for change processes towards flexible learning at any level in the VET sector.

The collaborative structures which implement the Framework illustrate theimportance of processes as well as formal objectives in change management. “Thecollaborative culture on which the Framework’s philosophy and its management arebased is one of the outstanding achievements of the Framework and potentially oneof its strongest legacies to the VET sector.” (KPMG 2002)

Flexible Learning Fellowships

Flexible Learning Fellowships were managed by the Flexible Learning FellowshipProject from 1998-2001 then combined with the Flexible Learning Leaders programfrom 2002. Fellows researched and prepared change management strategies for their individual organisation or VET institution. Each adopted a different approach.Written resources arising from just some of these are listed below. The Projectwebsite at http://flexiblelearning.net.au/fellowships/ provides a complete list of currentand past Fellows, details of their projects, and links to reports and outcomes fromtheir studies –a mine of information.

• Horton (1999) Fellowship Project reported in Prepared to be Flexible: AFlexible Delivery Change Management Plan for Wodonga Institute of TAFE

that the Institute adopted a ‘core value’ approach having researched andevaluated alternative models. Based on Baker’s Core Value Model it hasbeen adapted with aspects from other models. Horton’s project reportprovides details of his research and describes their proposed changemanagement framework.

• McAlpine & Jackson (2000) Fellowship Project reported in Implementing Online Delivery: A Study of Change Management developed a ChangeManagement Strategy for the Institute of Land and Food Resources,University of Melbourne by examining current management and operationalstructures and processes, identifying obstacles and implementing strategiesto overcome them, and further actions required to successfully implementflexible delivery. The project also involved a case study on flexible delivery toan identified niche market, and a strategy to enhance skills in flexible deliverydesign, development and implementation within their organisation.

• Gooley & Towers (2000) Fellowship Project reported in The Journey towardsa Learning Organisation developed a change management plan for theQueensland Open Learning Network (QOLN) who provide learning servicesto regional, rural and remote communities. A key part of their strategy aims todevelop a ‘learning culture’ within the organisation and foster ‘learningcommunities’ through modified structures and processes.

• Bissland & Cashion (2001a, 2001b) e-learning at Swinburne TAFE DivisionChange Management Plan developed a change management plan based on

a ‘balanced scorecard’ approach.





• Whitley (1999) The Challenge of Change developed a plan for the VocationalTraining and Education Centre in Kalgoorlie (part of Curtin University of Technology) which he intended to be practical and also useful for other VETproviders. A ‘holistic’ approach covering workplace processes, organisationalstructures, people and products and services, it is based on a continuouscircle of improvement.

• Conway & Burns (2000) Fellowship report The Alliance of Onkaparinga and South East Institutes of TAFE undertook the development of a collaborativechange management plan across two Institutes that have formed an alliance. Adopted Kotter’s ‘Leading Change’ model with emphasis determined by localneeds and priorities.

VET Policy Advice project

The Vocational Education and Training Policy Advice Strategy 2001 Projectexamined the characteristics of international VET policy and practice and identifiedimplications for the Australian VET sector. The Final Report (ANTA 2001b) provides

an overview of global trends and suggests ways in which Australian VET canmaintain its position as a world-class provider of flexible learning. This is a usefulresource for those wishing to position their planning in the context of global trends.The project website is at:http://flexiblelearning.net.au/policies/year2001/home.htm

Clicks on Bricks Project

The Clicks on Bricks project reviewed trends in technology development, the use of new learning technologies and the impact on facilities planning. The Final Report(Whitaker 2002a) summarises trends and provides some “challengeableassumptions” to guide planning. The Principles and Guidelines (Whitaker 2002b)document provides a comprehensive set of practical tools for managers and plannersinvolved in policy and implementation of technological infrastructure. The projectwebsite is at:http://flexiblelearning.net.au/clicks/

E-Vet Marketing Projects

Both the National and International projects undertook research to inform themarketing aspects of management. The Strategy 2002 website lists products andoutcomes from previous and current eVET Marketing Projects. For example it hasTools and Models for Marketing eVET, a database of contacts for potential partners,costing guides, risk management tools and national and international researchstudies. See http://flexiblelearning.net.au/evetmarketing/ for a full list of reports and

resources.

Other significant VET research

In addition to project funded within the Framework, there is other research in the VETsector specifically looking at change management issues including:

• Reframing the Future publications on Strategic Management and ChangeManagement. See various publications including The never-ending quest:effective strategy-making and change management for high-performing VET organisations, by John Mitchell & Associates. Go tohttp://www.reframingthefuture.net/ and select “Publications”.

• ANTA commissioned project – ‘National Change Management and Staff Development Needs in VET: Key findings from ‘High-Skilled, High-





Performing VET’ 2001. by S Young and J Mitchell.http://www.reframingthefuture.net/research/avetra01.pdf

• Walsh (2000) Project Officer with LearnScope, currently undertaking Doctoralresearch on change management and professional development. Seediscussion paper presented NET*Working 2000.

Useful tools and websites

The following links provide access to practical tools and assistance with planning andchange management activities, as well as people and discussion opportunities:

• Strategic Management and Change Management and the National Training Framework by Mitchell & Young (2002). A four page brochure providing anoverview of the theory which underpins strategic management and changemanagement in the national training system. Summarises the principalfindings from pilot projects from the Reframing the Future study of StrategicManagement and Change Management 2001-2002. (See also Mitchell2002). This brochure provides a succinct summary of:

-what change management is

- alternative approaches to change management- which aspects of RTO’s culture and structure need to be changed- challenges VET organisations face.

• The Flexible Delivery Business Planning Framework developed by theStrategy 2000 Business Models for Flexible Learning Project.http://flexiblelearning.net.au/busmodels/index.html

• Building flexAbility Focus on Leadership: Critical Issues in Flexible Learning for VET Managers 2001, TAFE frontiers. A resource kit for VET Managers toaid planning and implementation of flexible learning. Includes a planningchecklist for implementing flexible learning, issues papers on various topicsincluding leadership, identifying new business models, and developingorganisational capability.http://www.tafefrontiers.com.au/

• ICT Strategic Planning Guide: A Guide to ICT Strategic Planning for TAFE Institutes. Office of Training & Further Education, Melbourne. Has within it atemplate to develop a business change strategy from the perspective of ICTplanning. http://www.otte.vic.gov.au/publications/itstrategy

• Flexways – website to assist with skills identification and planning for individuals and groups at practitioner and manager level. Also assists with theidentification of possible professional development resources and strategies.http://flexways.flexiblelearning.net.au/

• Flexible Learning Leaders and Fellows contactable through the AustralianFlexible Learning website – to learn from their experiences and through thelinked case study reports. http://flexiblelearning.net.au/leaders/

• The LearnScope VLC is a useful professional development website. Thediscussion forum is a good place to communicate with others dealing withchange management issues. http://learnscope.flexiblelearning.net.au/





• A Leadership framework - Research commissioned by NCVER. Contained inthe report A Changing Landscape Challenges VET Provider Managers byProfessor Victor Callan, Head of the School of Management at the Universityof Queensland. The framework aims to assist senior managers developleadership skills that respond to the rapidly changing landscape of their education sector. The framework is based around nine core capabilitiesdivided into elements.http://www.ncver.edu.au/articles/insight/issue6/managers.htmhttp://www.ncver.edu.au/research/proj/nr0003.pdf

• EdNA VET Online http://www.edna.edu.au/vet.html for change managementarticles. Search using term ‘change management’.

References

ANTA 2001a, Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004.http://flexiblelearning.net.au/aboutus/keydocuments.htm

ANTA 2001b, Vocational Education and Training Policy Advice 2001: Final Report .http://flexiblelearning.net.au/policies/year2001/finrep.htm

Backroad Connections Pty Ltd 2002, Success Factors for Collaborative Development of Content toSupport Online Learning (Version 1.00), Australian Flexible Learning Framework Quick Guidesseries, Australian National Training Authority.http://flexiblelearning.net.au/guides/collcontent.html

Barron, T 2002, Evolving Business Models in eLearning, Summary White Paper , SRI ConsultingBusiness Intelligence.http://www.sric-bi.com/LoD/summaries/EvolvBizModelsSum.shtml

Bissland, J & Cashion, J 2001a, e-learning at Swinburne TAFE Division, PowerPoint presentationNET*Working 2001 Conference.http://flexiblelearning.net.au/nw2001/http://flexiblelearning.net.au/nw2001/01_attending/papers/3_10Cashion.ppt

Bissland, J & Cashion, J 2001b, e-learning at Swinburne TAFE Division: Change Management Plan, ANTA Flexible Learning Fellowship.http://flexiblelearning.net.au/fellowships/flexiblelearning19982001.htm

Callan, V 2001, A Changing Landscape Challenges VET Provider Managers, NCVER.http://www.ncver.edu.au/articles/insight/issue6/managers.htm

Close, RC, Humphreys, R & Ruttenbur, BW 2000, e-Learning & Knowledge Technology: Technology &The Internet Are Changing the Way We Learn, Sun Trust Equitable Securities, USA.http://www.masie.com/masie/researchreports/e-learn0.pdf http://www.masie.com/masie/default.cfm?page=researcharticles

Conway, S & Burns, W 2000, The Alliance of Onkaparinga and South East Institutes of TAFE: ChangeManagement Plan for Flexible Learning , ANTA Flexible Learning Fellowship.http://flexiblelearning.net.au/fellowships/flexiblelearning19982001.htm

http://flexiblelearning.net.au/fellowships/docs/OnkaparingaCMP.doc

Crouch, C 2002, Strategic Planning Quotations.http://crouchnet.com/quote.html

Gooley, A & Towers, S 2000, The Journey Towards a Learning Organisation, Queensland OpenLearning Network.http://flexiblelearning.net.au/fellowships/flexiblelearning19982001.htmhttp://flexiblelearning.net.au/fellowships/PDF/QOLN2000.pdf

Henry, J 2001, Organisational support for flexible delivery: Report on Victorian cases, Paper presentedat 10th VET Research conference sponsored by NCVER & RIPVET, Geelong, Victoria.http://www.ncver.edu.au/research/papers/trconf10.htm

Henry, J & Wakefield, L 2001, Flexible delivery as a ‘whole-organisation’: what does this mean in practice?, 4th AVETRA Conference, Adelaide, South Australia.

http://www.avetra.org.au/2001%20conference%20pages/2001%20Presenters.htm





Horton, C 1999, Prepared to be Flexible: A Flexible Delivery Change Management Plan for WodongaInstitute of TAFE .http://flexiblelearning.net.au/leaders/fl_leaders/fellows/chris_horton.htmhttp://flexiblelearning.net.au/fellowships/PDF/ChrisHortonFinalReport.pdf

KPMG Consulting Australia & Lifelong Learning Associates 2002, Evaluation of the Australian FlexibleLearning Framework 2000-2001, ANTA.

http://flexiblelearning.net.au/aboutus/keydocuments.htm#evaluationMcAlpine, I & Jackson, J 2000, Implementing Online Delivery: A Study of Change Management.

http://flexiblelearning.net.au/fellowships/flexiblelearning19982001.htmhttp://flexiblelearning.net.au/fellowships/PDF/ILFR.pdf

Mitchell, J 2002, The Never-ending Quest: Effective Strategy-making and Change Management for High-performing VET Organisations, John Mitchell & Associates.http://www.reframingthefuture.net/publications/neq.pdf

Mitchell, JG, Latchem, C, Bates, A & Smith, P 2001, Building flexAbility Focus on Leadership: Critical Issues in Flexible Learning for VET Managers, TAFE frontiers.http://www.tafefrontiers.com.au/http://www.tafefrontiers.com.au/static/Overview.pdf

Mitchell, J & Young, S 2002, Strategic Management and Change Management and the National

Training Framework: Core Ideas, Reframing the Future Project.http://www.reframingthefuture.net/publications/smcmcore.pdf

OTFE - Office of Training & Further Education 2001, ICT Strategic Planning Guide: A Guide to ICT Strategic Planning for TAFE Institutes.http://www.otte.vic.gov.au/publications/itstrategy/

Twigg, CA 2000, ‘Institutional Readiness Criteria: Prerequisites to Large-Scale Course Redesign’,EduCause Review , March/April.http://www.educause.edu/pub/er/erm00/erm002.htmlhttp://www.educause.edu/ir/library/pdf/erm0024.pdf

Walsh, A 2000, Teachers and Change, discussion paper presented NET*Working 2000 Conference.http://flexiblelearning.net.au/nw2000/talkback/p114.htm

Whitaker, JL Associates 2002a, Impact of Clicks on Bricks: VET facilities planning in an information age

- Final Report .http://flexiblelearning.net.au/clicks/res_libr/finarepo/index.htm

Whitaker, JL Associates 2002b, Principles and Guidelines for the Best Practice Incorporation of New Learning Technologies in the Physical Facilities of VET .http://flexiblelearning.net.au/clicks/res_libr/bestprac/index.htm

Whitley, P 1999, The Challenge of Change: 1999 ANTA Flexible Learning Fellowship Report.http://flexiblelearning.net.au/fellowships/flexiblelearning19982001.htmhttp://flexiblelearning.net.au/fellowships/PDF/PeterWhitleyFinalReport.pdf

Young, S & Mitchell, JG 2001, National Change Management and Staff Development Needs in VET:Key findings from High Skilled, High-Performing VET (2001), paper presented AVETRAConference, Adelaide, March.http://www.reframingthefuture.net/research/avetra01.pdf





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