Slide 10.1 WEEK 5 A framework for change Approaches and choices (Chapter 10) Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Download ReportTranscript Slide 10.1 WEEK 5 A framework for change Approaches and choices (Chapter 10) Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 1
Slide 10.1
WEEK 5
A framework for change
Approaches and choices
(Chapter 10)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 2
Slide 10.2
Lecture 5 Learning outcomes
Exploring the varieties of approaches to
change
The contingency approach to change
The new paradigms of change
Organisational culture and change
The Japanese approach to change
Organisational Learning and change
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 3
Slide 10.3
Change is multi-disciplinary
As Stickland (1998: 14) remarks:
... the problem with studying change is that it
parades across many subject domains under
numerous guises……………………..
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 4
Slide 10.4
Varieties of change – 1
Smooth incremental, covering slow,
systematic, evolutionary change.
Bumpy incremental, pertaining to periods
where the smooth flow of change
accelerates.
Discontinuous change, which is similar to the
punctuated equilibrium model.
Senior (2002)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 5
Slide 10.5
Varieties of change – 2
Top-down systemic change aimed at transforming
the organisation.
Piecemeal initiatives devised and implemented by
departments or sections in an unconnected fashion.
Bargaining for change where a series of targets
are jointly agreed between managers and workers,
but are pursued in a piecemeal fashion.
Systemic jointism where managers and workers
agree a total package of changes designed to
achieve organisational transformation.
Storey (2002)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 6
Slide 10.6
A Contingency approach
Turbulent times demand different responses in
varied circumstances. So managers and
consultants need a model of change that is
essentially a ‘situational’ or ‘contingency
model’, one that indicates how to vary change
strategies to achieve ‘optimum fit’ with the
changing environment.
(Dunphy and Stace, 1993: 905)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 7
Slide 10.7
Criticisms of contingency
Ignores environmental manipulation
Ignores managerial choice
Ignores the difficulty of changing structures,
cultures and managerial behaviour
Assumes that survival depends on being the
best.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 8
Slide 10.8
Figure 10.1
Varieties of change
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 9
Slide 10.9
Figure 10.2
Change continuum
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 10
Slide 10.10
Figure 10.3
Approaches to change
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 11
Slide 10.11
Figure 10.4
Speed and focus of change
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 12
Slide 10.12
Figure 10.5
A framework for change
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 13
Slide 10.13
Organisational change
Summary
There are many approaches to change
All tend to be situation-specific
Managers can influence situational
constraints
Organisations can exercise choice in:
What to change
How to change it
When to change.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 14
Slide 10.14
In search of new paradigms
(Chapter 3)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 15
Slide 10.15
Describing organizational culture
( Senior & Fleming)
Artefacts
Language in the form of jokes, metaphors, stories, myths
and legends
Behaviour patterns in the form of rites, rituals, ceremonies
and celebrations
Norms of behaviour
Heroes
Symbols and symbolic action
Beliefs, values, attitudes
Ethical codes
Basic assumptions
History
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 16
Slide 10.16
Culture–Excellence
Key figures
• Tom Peters and Robert Waterman
• Rosabeth Moss Kanter
• Charles Handy
Core concept:
Culture determines Performance.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 17
Slide 10.17
Organisational culture
Why does it matter?
Peters and Waterman found a strong link between
excellence (good performance) and organisational
culture.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 18
Slide 10.18
7 S framework
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 19
Slide 10.19
Peters and Waterman
Eight key attributes of excellent organisations
1.
Bias for action
2.
Closeness to the customer
3.
Autonomy and entrepreneurship
4.
Productivity through people
5.
Hands-on, value-driven
6.
Stick to the knitting
7.
Simple form, lean staff
8.
Simultaneous loose–tight properties.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 20
Slide 10.20
Rosabeth Moss Kanter (1989)
When giants learn to dance: mastering the challenges of
strategy, management, and careers in the 1990s
Kanter’s Post-entrepreneurial model
Restructuring to find synergies
Opening boundaries to form strategic alliances
Creating new ventures from within – encouraging
innovation and entrepreneurship.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 21
Slide 10.21
Charles Handy (1989)
The age of unreason
The world is changing, therefore, organisations
must change.
In future, organisations must be
Knowledge-based
Run by a few smart people
Populated by a host of smart machines.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 22
Slide 10.22
Charles Handy
Emerging organisations
•
•
The Shamrock organisation
•
3 distinct groups of staff
•
Core , Contractual Fringe, Flexible Labour Force
The Federal organisation
•
•
Network of individual organisations allied to
achieve a common purpose
The Triple I organisation.
•
Information , Intelligence, Ideas = added value
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 23
Slide 10.23
Changing organizational culture
to bring about organizational change
( Senior & Fleming)
Assessing cultural risk
The relevance of culture change to organizational change
(1) Ignoring the culture
(2) Managing around the culture
(3) Changing the culture
(4) Changing the strategy to match the culture
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 24
Slide 10.24
Summary
Organisations must promote
Strong, flexible cultures
Innovation and entrepreneurship
Teamwork and individual enterprise and development
Reward systems based on contribution and not position
Brain power and not muscle power
Flat, anti-hierarchical structures
Small corporate and middle management staffs
Tight control of a few key measures
Continuous, radical change.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 25
Slide 10.25
Criticisms
Empirical evidence does not stand up
Back to ‘one best way’
Assumes all organisations face the same
problems and opportunities
People are the chief asset but...
are easily discarded
compete with each other
not all are treated the same way
Culture is the great cure-all
What about the Japanese?
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 26
Slide 10.26
The Japanese approach
Distinct features
Personnel policies (soft)
Business practices and work systems (hard)
Effectiveness comes from the ability to combine
soft and hard practices.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 27
Slide 10.27
The Japanese approach (Continued)
Personnel policies (soft)
Lifetime employment
Internal labour market
Seniority-based promotion and rewards
Teamwork and bonding
Enterprise unions
Training and education
Company welfarism.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 28
Slide 10.28
The Japanese approach (Continued)
Designed to promote:
Loyalty and gratitude
Commitment
Sense of security
Hard work and improvement
Co-operation not conflict
Self-development.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 29
Slide 10.29
The Japanese approach (Continued)
Business practices and work systems (hard)
Long-term planning
15 years
Market growth
Low dividends
Low profits.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 30
Slide 10.30
The Japanese approach (Continued)
Timeliness
Fast product development
JIT
Right first time.
Quality
Total quality approach
Continuous improvement.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 31
Slide 10.31
The Japanese approach
Summary
Values and promotes loyalty
Slow promotion
Seniority principle
Lifetime employment
Paternalistic and deferential
Slow, collective decision-making
Change is continuous, incremental, bottom-up but
within an overall company vision.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 32
Slide 10.32
The Japanese approach
Criticisms
Two-tier labour markets
Lifetime employment = slavery
Teamwork = coercive pressure
Enterprise unions = exploitation
Cannot accommodate globalisation and
workforce diversity
Threatened by economic shocks.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 33
Slide 10.33
Organisational learning
Some definitions
• Organizational learning is the process by which the
organization’s knowledge and value base changes,
leading to improved problem-solving ability and
capacity for action (Probst and Buchel, 1997: 15).
• A learning organization is an organization skilled at
creating, acquiring and transferring knowledge, and
at modifying behavior to reflect new knowledge and
insights (Garvin, 1993: 80).
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 34
Slide 10.34
Organisational learning (Continued)
Organizational learning means the process of
improving actions through better knowledge and
understanding (Fiol and Lyles, 1985:803).
An entity learns if, through its processing of
information, the range of its potential behaviors is
changed (Huber, 1991: 89).
Organizational learning occurs through shared
insight, knowledge and mental models and builds on
past knowledge and experience, that is, on memory
(Stata, 1989: 64).
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 35
Slide 10.35
Organisational learning (Continued)
Positives
A rich, multi-dimensional concept affecting many aspects
of organisational behaviour.
An innovative approach to learning, to knowledge
management and to investing in intellectual capital.
A new set of challenging concepts focusing attention on
the acquisition and development of individual and
corporate knowledge.
An innovative approach to organisation, management
and employee development.
Innovative use of technology to manage organisational
knowledge through databases and internet or intranets.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 36
Slide 10.36
Organisational learning (Continued)
Negatives
A complex and difficult set of practices, difficult to implement
systematically.
An attempt to use dated concepts from change management
and learning theory, repackaged as a management consulting
project.
A new vocabulary for encouraging employee compliance with
management directives in the guise of ‘self-development’.
An innovative approach for strengthening management
control.
A technology-dependent approach that ignores how people
actually develop and use knowledge in organisations.
(From Huczynski and Buchanan, 2001: 135)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 37
Slide 10.37
Organisational learning
Summary
Survival depends on the organisation learning (adapting)
at the same rate or faster than the environment changes.
Learning must become a collective and not just an
individual process.
There must be a fundamental shift towards systems (or
triple-loop) thinking by an organisation’s members.
This gives an organisation the ability to adapt to,
influence and even create its environment.
Change comes from learning and learning comes from
change.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 38
Slide 10.38
Organisational learning
Criticisms
No agreed definition
Scarcity of rigorous empirical evidence
Organisations do not learn – people learn
It requires the creation of organisational diversity
and consensus at the same time.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 10.1
WEEK 5
A framework for change
Approaches and choices
(Chapter 10)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 2
Slide 10.2
Lecture 5 Learning outcomes
Exploring the varieties of approaches to
change
The contingency approach to change
The new paradigms of change
Organisational culture and change
The Japanese approach to change
Organisational Learning and change
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 3
Slide 10.3
Change is multi-disciplinary
As Stickland (1998: 14) remarks:
... the problem with studying change is that it
parades across many subject domains under
numerous guises……………………..
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 4
Slide 10.4
Varieties of change – 1
Smooth incremental, covering slow,
systematic, evolutionary change.
Bumpy incremental, pertaining to periods
where the smooth flow of change
accelerates.
Discontinuous change, which is similar to the
punctuated equilibrium model.
Senior (2002)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 5
Slide 10.5
Varieties of change – 2
Top-down systemic change aimed at transforming
the organisation.
Piecemeal initiatives devised and implemented by
departments or sections in an unconnected fashion.
Bargaining for change where a series of targets
are jointly agreed between managers and workers,
but are pursued in a piecemeal fashion.
Systemic jointism where managers and workers
agree a total package of changes designed to
achieve organisational transformation.
Storey (2002)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 6
Slide 10.6
A Contingency approach
Turbulent times demand different responses in
varied circumstances. So managers and
consultants need a model of change that is
essentially a ‘situational’ or ‘contingency
model’, one that indicates how to vary change
strategies to achieve ‘optimum fit’ with the
changing environment.
(Dunphy and Stace, 1993: 905)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 7
Slide 10.7
Criticisms of contingency
Ignores environmental manipulation
Ignores managerial choice
Ignores the difficulty of changing structures,
cultures and managerial behaviour
Assumes that survival depends on being the
best.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 8
Slide 10.8
Figure 10.1
Varieties of change
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 9
Slide 10.9
Figure 10.2
Change continuum
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 10
Slide 10.10
Figure 10.3
Approaches to change
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 11
Slide 10.11
Figure 10.4
Speed and focus of change
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 12
Slide 10.12
Figure 10.5
A framework for change
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 13
Slide 10.13
Organisational change
Summary
There are many approaches to change
All tend to be situation-specific
Managers can influence situational
constraints
Organisations can exercise choice in:
What to change
How to change it
When to change.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 14
Slide 10.14
In search of new paradigms
(Chapter 3)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 15
Slide 10.15
Describing organizational culture
( Senior & Fleming)
Artefacts
Language in the form of jokes, metaphors, stories, myths
and legends
Behaviour patterns in the form of rites, rituals, ceremonies
and celebrations
Norms of behaviour
Heroes
Symbols and symbolic action
Beliefs, values, attitudes
Ethical codes
Basic assumptions
History
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 16
Slide 10.16
Culture–Excellence
Key figures
• Tom Peters and Robert Waterman
• Rosabeth Moss Kanter
• Charles Handy
Core concept:
Culture determines Performance.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 17
Slide 10.17
Organisational culture
Why does it matter?
Peters and Waterman found a strong link between
excellence (good performance) and organisational
culture.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 18
Slide 10.18
7 S framework
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 19
Slide 10.19
Peters and Waterman
Eight key attributes of excellent organisations
1.
Bias for action
2.
Closeness to the customer
3.
Autonomy and entrepreneurship
4.
Productivity through people
5.
Hands-on, value-driven
6.
Stick to the knitting
7.
Simple form, lean staff
8.
Simultaneous loose–tight properties.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 20
Slide 10.20
Rosabeth Moss Kanter (1989)
When giants learn to dance: mastering the challenges of
strategy, management, and careers in the 1990s
Kanter’s Post-entrepreneurial model
Restructuring to find synergies
Opening boundaries to form strategic alliances
Creating new ventures from within – encouraging
innovation and entrepreneurship.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 21
Slide 10.21
Charles Handy (1989)
The age of unreason
The world is changing, therefore, organisations
must change.
In future, organisations must be
Knowledge-based
Run by a few smart people
Populated by a host of smart machines.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 22
Slide 10.22
Charles Handy
Emerging organisations
•
•
The Shamrock organisation
•
3 distinct groups of staff
•
Core , Contractual Fringe, Flexible Labour Force
The Federal organisation
•
•
Network of individual organisations allied to
achieve a common purpose
The Triple I organisation.
•
Information , Intelligence, Ideas = added value
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 23
Slide 10.23
Changing organizational culture
to bring about organizational change
( Senior & Fleming)
Assessing cultural risk
The relevance of culture change to organizational change
(1) Ignoring the culture
(2) Managing around the culture
(3) Changing the culture
(4) Changing the strategy to match the culture
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 24
Slide 10.24
Summary
Organisations must promote
Strong, flexible cultures
Innovation and entrepreneurship
Teamwork and individual enterprise and development
Reward systems based on contribution and not position
Brain power and not muscle power
Flat, anti-hierarchical structures
Small corporate and middle management staffs
Tight control of a few key measures
Continuous, radical change.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 25
Slide 10.25
Criticisms
Empirical evidence does not stand up
Back to ‘one best way’
Assumes all organisations face the same
problems and opportunities
People are the chief asset but...
are easily discarded
compete with each other
not all are treated the same way
Culture is the great cure-all
What about the Japanese?
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 26
Slide 10.26
The Japanese approach
Distinct features
Personnel policies (soft)
Business practices and work systems (hard)
Effectiveness comes from the ability to combine
soft and hard practices.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 27
Slide 10.27
The Japanese approach (Continued)
Personnel policies (soft)
Lifetime employment
Internal labour market
Seniority-based promotion and rewards
Teamwork and bonding
Enterprise unions
Training and education
Company welfarism.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 28
Slide 10.28
The Japanese approach (Continued)
Designed to promote:
Loyalty and gratitude
Commitment
Sense of security
Hard work and improvement
Co-operation not conflict
Self-development.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 29
Slide 10.29
The Japanese approach (Continued)
Business practices and work systems (hard)
Long-term planning
15 years
Market growth
Low dividends
Low profits.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 30
Slide 10.30
The Japanese approach (Continued)
Timeliness
Fast product development
JIT
Right first time.
Quality
Total quality approach
Continuous improvement.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 31
Slide 10.31
The Japanese approach
Summary
Values and promotes loyalty
Slow promotion
Seniority principle
Lifetime employment
Paternalistic and deferential
Slow, collective decision-making
Change is continuous, incremental, bottom-up but
within an overall company vision.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 32
Slide 10.32
The Japanese approach
Criticisms
Two-tier labour markets
Lifetime employment = slavery
Teamwork = coercive pressure
Enterprise unions = exploitation
Cannot accommodate globalisation and
workforce diversity
Threatened by economic shocks.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 33
Slide 10.33
Organisational learning
Some definitions
• Organizational learning is the process by which the
organization’s knowledge and value base changes,
leading to improved problem-solving ability and
capacity for action (Probst and Buchel, 1997: 15).
• A learning organization is an organization skilled at
creating, acquiring and transferring knowledge, and
at modifying behavior to reflect new knowledge and
insights (Garvin, 1993: 80).
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 34
Slide 10.34
Organisational learning (Continued)
Organizational learning means the process of
improving actions through better knowledge and
understanding (Fiol and Lyles, 1985:803).
An entity learns if, through its processing of
information, the range of its potential behaviors is
changed (Huber, 1991: 89).
Organizational learning occurs through shared
insight, knowledge and mental models and builds on
past knowledge and experience, that is, on memory
(Stata, 1989: 64).
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 35
Slide 10.35
Organisational learning (Continued)
Positives
A rich, multi-dimensional concept affecting many aspects
of organisational behaviour.
An innovative approach to learning, to knowledge
management and to investing in intellectual capital.
A new set of challenging concepts focusing attention on
the acquisition and development of individual and
corporate knowledge.
An innovative approach to organisation, management
and employee development.
Innovative use of technology to manage organisational
knowledge through databases and internet or intranets.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 36
Slide 10.36
Organisational learning (Continued)
Negatives
A complex and difficult set of practices, difficult to implement
systematically.
An attempt to use dated concepts from change management
and learning theory, repackaged as a management consulting
project.
A new vocabulary for encouraging employee compliance with
management directives in the guise of ‘self-development’.
An innovative approach for strengthening management
control.
A technology-dependent approach that ignores how people
actually develop and use knowledge in organisations.
(From Huczynski and Buchanan, 2001: 135)
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 37
Slide 10.37
Organisational learning
Summary
Survival depends on the organisation learning (adapting)
at the same rate or faster than the environment changes.
Learning must become a collective and not just an
individual process.
There must be a fundamental shift towards systems (or
triple-loop) thinking by an organisation’s members.
This gives an organisation the ability to adapt to,
influence and even create its environment.
Change comes from learning and learning comes from
change.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009
Slide 38
Slide 10.38
Organisational learning
Criticisms
No agreed definition
Scarcity of rigorous empirical evidence
Organisations do not learn – people learn
It requires the creation of organisational diversity
and consensus at the same time.
Bernard Burnes, Managing Change, 5th Edition, © Pearson Education Limited 2009