murray saunders
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Introduction to managing change and innovation 2013 Session one: Friday November 8 th –Saturday November 9 th. Murray Saunders. Programme Friday November 8 th morning session: 9.00 -12.30 Friday November 8 th afternoon session: 13.30 – 17.30 - PowerPoint PPT PresentationTRANSCRIPT
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:
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
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)
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
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
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?
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
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