Transcript Cultural and organisational context of learning

Introduction to managing change
and innovation
2013
Session one: Friday November 8th –Saturday November 9th
Murray Saunders
Programme
Friday November 8th morning session: 9.00 -12.30
Friday November 8th afternoon session: 13.30 – 17.30
Saturday 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)
Aims:
•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
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?
Why do organisations change?
To reflect societal needs / aspirations
To adapt to external change
External regulation
Survival
To expand good practice
Management goal
Restructuring
Efficiency
External influence
Making a difference
Responding to challenges
Attract investment
Planning & development
To stay ahead
of the competition
To grow
Satisfy demand
Someone at the top says we have to!
To be more competitive
New people change
the organisation
to suit themselves
Because the environment changes
To create new opportunities
After: Richard Seel http://www.new-paradigm.co.uk
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 ».
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 Project teams
Management team
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
Regulatory bodies
Policy makers as opinion
leaders
Clients/sponsors
Invisible college
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 practiceâ
Blackler (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
Pathways of cultural
knowledge acquisition
Public/propositional
Practice, experience
knowledge
Episodic memory
Explicit learning
Implicit learning
Semantic memory
Behaviour or
performance
How do we learn informally?
Implicit learning
Reactive
learning
Deliberative
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 »
Culture
produces
practices
practices
practices
practices
Knowledge
cultureulture
Resources
practices
practices
practices
practices
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
Summary
Organisations 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
• Macro
Structures, national
systems, organisation at
regional levels,
orientation
• Meso
Organisational changes,
goals, cultures systems,
practices
• Micro
Individuals, small groups,
practices, cultural
change
Low
Level of imposed
change
High
Adaptation
Low
High
Ability to cope with
change
Attitudes to change
Outright
hostility
Token
compliance
Grudging
acceptance
Lukewarm
enthusiasm
Real
commitment
Refusal
Lip service to
new ideas
Comply only
where
immediate
benefit
evident
Momentum
stalled by
obstacles
Enthusiastic
Evangelical
Willing to take
risks
Persistent in the
face of barriers
Resignation
Subversion
Industrial
action
Increasing level of involvement
Increasing depth and durability of change achieved
After: http://ww2.audit-commission.gov.uk/changehere/content/mainmenu.htm
http://ww2.auditcommission.gov.uk/changehere/content/mainme
nu.htm
Outright
hostility
Token
compliance
Grudging
acceptance
Lukewarm
enthusiasm
Real
commitment
Refusal
Lip service to
new ideas
Comply only
where
immediate
benefit
evident
Momentum
stalled by
obstacles
Enthusiastic
Evangelical
Willing to take
risks
Persistent in the
face of barriers
Resignation
Subversion
Industrial
action
Increasing level of involvement
Increasing depth and durability of change achieved
High
Defiance
Reluctance
Opposition
Sabotage
Subterfuge
Change
Commitment
Enthusiasm
Engagement
Success
Low
Desire to change
Detached
Disengaged
Belligerent
Resigned
Impassive
Frustration
Anxiety
Hindrance
Dissatisfaction
Failure
Low
High
Capability
to change
Desire to change
Ralph (2007)
Levels of involvement
Part of Change
Impacted by Change
Affected by Change
Aware of Change
Telling
Selling
Consulting
Joining
Ralph (1997)
How do we experience change?
Ralph (1997)
How do we experience change?
Fear
Insecurity
Opportunity
Suspicion
Sense of loss - bereavement
Exhausting
Improvement
Resignation
Obstacle
Pain
Challenges
Retrograde step
Sceptical of benefits
Resistance
Out of Control
“What’s in it for me?”
Excitement
Demoralising
Energising
Chaos
Threat
Unnecessary
Weariness
Disbelief
Transformation
Relief
Sense of achievement
Uncertainty
Disappointment
After: Richard Seel http://www.new-paradigm.co.uk
Stages of response to change
Shock and
Disbelief
Peaceful
acceptance of
New Reality
Resistance
Acceptance of
Ending
(Grieving)
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
Contentment
Renewal
Denial
Confusion
Known
Knowledge
of ‘what
to change’
Ants
mechanistic
compliant
directed
obedient
Bees
flexible
empowered
searching
integrated
Unknown
Responses to Change
Frogs
oblivious
routine
stagnant
Rabbits
bewildered
petrified
overcome
Unknown
Known
Knowledge of ‘why
we should change’
Transition Curve
Zone of
resistance
Hope
Denial
Integration/
Moving On
Anger
Search for Meaning
Perceived
Competence/
Confidence
Shock
Testing
Blame
Acceptance
Bargaining
Transformative
learning
Depression
Period of Loss
Increasing Stress
Time
Positive Growth
Reducing Stress
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
Transition Curve
Honeymoon
Feel
Good Excitement
Transformation
Uncertainty
Testing
Losing confidence
Exploring
Well-being
Denial
Confusion
Accepting
Depression
Distress/
despair
Disbelief
Partial recovery
Letting go
Numbness
Crisis
Positive event
Trauma or loss
Time
Williams D Life events & career change: transition psychology in practice. Brit.Psych.Soc. Symposium, Jan 1999
Diagnostic tool for the change curve
Phase
Human Relations
Communications
Leadership
Problem
Handling
Planning and
Goal Setting
Shock
Fragmented
Random
Paralysed
None
Inactive
Defensive
Retreat
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
Manage through:
Information
Self-confidence;
Morale;
Perceived
effectiveness
Denial
Involvement &
Encouragement
Commitment
Anger
Confusion
Strong emotions
Support
Acceptance
Exploring new
ways of working
Clear Direction
Time
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
What are the
core
assumptions
about the
nature of
change and
its objects?
Technicalrational
theory
Resource
allocation
model
Diffusionist:
epidemiologic
theory
Positivism
works: experts
plan and then
manage faithful
implementation
Rational
economic
model:
assume that
central
resource
decisions
have
predictable
results.
Normative reeducative:
clear, visible
messages
picked up by
early adopters
→ they diffuse
according to
the fit of
message with
audience
priorities
Kai Zen, or
continuous
quality
improvement
perspective
Bricolage:
change is
because the
system gets
people to be
continuously
tinkering,
looking for
ways of
doing better
Models
using
complexity
theories
Indeterminate
systems,
outcomes not
predictable.
Change
sponsors
create
conditions in
which change
is more likely
to happen than
not
Force Field Analysis
Driving Forces
Current State
Restraining Forces
Desired future state
Kurt Lewin
Three step change theory
Unfreezing : (Motivate, building trust,
collaboration)
Movement : (agreeing status quo is undesirable,
hierarchic support)
Refreezing : stabilise new environment,
incentives, embedding)
Kurt Lewin
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 urgency
2. Forming a powerful coalition
3. Creating a vision
4. Communicating the vision
5. Empowering others to act on the vision
6. Planning for and and creating short-term wins
7. 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
Attention on impact on students, staff,
departments and whole institution of change
outcomes and the development of new ideas
Consequence
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
The evolution of changes: all levels
Pre-adoption
CHRONIC
FEATURES
 Technological
Change
 Under
qualified
workforce
 Poor teaching
methods
CONJUNCTUR
AL
FEATURES
 Particular
incidents
 New money
 New
government
 Sudden crisis
Adoption
DECSION
MAKING
PROCESS
 Consultatative
 Participative
 Grassroots
 Developmental
POLICY
CHARACTERIS
TICS
 Clarity
 Complexity
 Congruence
Implementation
EXPERIENCE OF
STAKEHOLDERS
 Management
 Feedback
processes
 Resource
allocations
 Incentives:
 Material
 Moral/professional
 Use
 Exchange
 Adaptive capacity
 Flexibility
 Responsiveness
Outcomes
CHANGED
PRACTICES/STRUCTURES/
SYSTEMS
Intended
Unintended
Rhetorical/espoused
Embedded
Enclaved
Government
Regions
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
Institutions
métaphore est qu'elle suggère
l'importance de construire
l'expérience du changement
proposé à partir des points de vue Departments
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.
Receipt/Réception
Individuals and
groups
Agence/Agency
Learners
Implementation staircase and policy trajectories
MS12/03/04
Greater
Types of Organisational Change
Lesser
Magnitude
of change
‘Quick fix’
or
Crisis
Transformation
or
Radical Change
Tinkering
or
Fine Tuning
Incremental
or
Evolutionary
Change
Shorter
Longer
Timescale (in years)
Cultural audit
Assignment 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
Controls
Paradigm
Role,
Achievement,
Power,
Support
Organisation
structures
Symbols
Power
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
Change is slow
Systems have time to react
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
Externally driven
Changes happen readily
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-driven
Never 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
Band-wagon
In the band-wagon quadrant you are always driven by external factors and
the latest initiative.
Advantages
Disadvantages
Responsive
Changes happen readily
Externally-driven
Never run things long enough to fully
embed them
Sense of 'Buzz'
Change fatigue can set in
Entrepreneurial
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
Change is relatively slow and some
opportunities may be missed
Systems have time to react
Lack of responsiveness
Staff feel more in control
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.
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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:
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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