4. Sources of change
• The demand for change can arise from:
- the internal environment (e.g.
employees and departments)
- the external environment (e.g.
competition, markets and
customers)
5. Types of change
• Types of change include alterations to size,
structure, culture, leadership, tasks and
activities
• The organisation can be reactive or proactive
towards change
7. • Change is the outcome of the impact of
driving forces upon restraining forces
• Driving forces are often economic in
nature
• Change invokes uncertainty in the
existing workforce
• Managers involved need to communicate
strong justification for changes
The process of change
9. The change process model
Stage 1
• Unfreezing of current attitudes
and behaviour
• Organisational anticipation
10. The change process model
Stage 2
• Moving to a new level
• Organisational flux
• Information building
• Experimentation
11. The change process model
Stage 3
• Refreezing attitudes and behaviour
at the new level
• Highlight the positive outcomes of
the changes
12. Communicating change
• In communicating change consider:
- the information which needs to be imparted
- the best media to use
• For communicating routine or minor change use:
- circulars or newsletters
- announcements on noticeboards
- letters, memos and e-mail
13. Cont…
• For communicating routine or minor change
use:
- circulars or newsletters
- announcements on
noticeboards
- letters, memos and e-mail
14. Communicating change
• In communicating change aim to:
- involve organisation
members in planning and
implementing the change
15. Communicating change
- have a two-way dialogue with those
affected by the change
- counter informal communication,
such as rumours and gossip
16. Greiner’s model
• Greiner’s model can be used to highlight
the need:
– for structural change
– for development of key skills
– to manage transfer from one phase to the next
18. Five dimensions of organisational
development
• Age
• Size
• Stages of evolution
• Stages of revolution
• Industry growth rate
19. Phase 1 - Growth through
creativity
• Focus is product development and selling
• Crisis of leadership:
– informal management style becomes
inadequate
– more expertise is needed
20. Phase 2 - Growth through
direction
• Crisis of leadership is resolved by:
–specialisation
–functional structure
–implementing control systems
–formal communication
–Decision Making expands up the hierarchy
21. Phase 2 - Growth through
direction
• Crisis of autonomy
– over centralisation
– no opportunity to exercise initiative
22. Phase 3 - Growth through
delegation
• Crisis of autonomy is resolved by:
–decentralisation
–divisional structure
–top management deal with strategic issues
and middle manager competitive issues
• Crisis of control:
– top management feel a loss of control over the
divisions
23. Phase 4 - Growth through co-
ordination
• Crisis of control is resolved by:
–formal planning
–more staff concerned with control
throughout the organisation
–encourage managers to take a corporate
perspective
24. Phase 4 - Growth through co-
ordination
• Crisis of red tape:
– lack of confidence in co-ordination between
employees and HQ
– proliferation of systems
– innovation is stifled
25. Phase 5 - Growth through
collaboration
• Crisis of red tape is resolved by social
control and self discipline
• Crisis of collaboration - employees
exhausted by teamwork and the need
for innovation
27. Purpose of Feedback
How can we expect people to change and
develop if they don’t know what they need to
change?
Unless they get feedback, how do they know
what they do well so they can continue doing
it?
28. Feedback Reality vs Perceptions
Most people really want to know how they are
doing. They want to know if other people like
what they’re doing.
They also want to know if something could be
done more effectively or if boundaries are
being overstepped.
29. Feedback is NOT:
• an end in itself
• a solution to performance problems or issues
• praise or blame, approval or disapproval. Evaluation means to
place value on a performance or piece of work. But feedback
is value neutral. It merely describes what you did or did not
accomplish, given a standard or intent.
• Derived from tests, exercises or simulations. The activity
being assessed is your normal work. You cannot get closer to
real life than real life itself.
30. Brown & Leigh’s Feedback Rules (1996)
• TIMELY
• SELECTIVE
• BALANCED
• SUGGESTIONS rather than PRESCRIPTIONS
• DESCRIPTIVE
• SPECIFIC or focussed
Avoid personal comments
Avoid Mixed Messages
Avoid diffusion
• DIRECTED towards behaviour that can be changed
31. The Impact of Feedback
The person receiving the feedback can react with:
• Anger – ‘I’ve had enough of this’
• Denial – this reaction often accompanies the initial shock of
feedback ‘I cant see any problem with that’
• Blame – ‘It’s not my fault. What can you expect when the
patient won’t listen?
• Rationalisation – finding excuses to try and justify their
behaviour ‘I’ve had a particularly bad week’ ‘Doesn’t
everyone do this?’
• Acceptance
• Renewed Action
32. what type of feedback might you get?
• written/verbal individualised eg a particular assignment
• written/verbal general feedback to your class eg on most
common errors/successes on an exam paper
• checklists/proforma eg headings of assessment criteria, with
comments below
• assessment criteria grid, showing where you are placed
against each criteria
• model answers
• computerised eg multiple-choice questions
• "Off the cuff" comments from others eg "You're really good
at…"
33. Rules for Receiving Feedback
• Listen carefully to what is being said
• People should be receptive to feedback and see it as helpful.
• Don’t reject it!
Accept positive feedback…don’t reject it!
Accept negative feedback...don’t reject it!
Avoid arguing or being defensive.
• Ask questions to clarify fully and seek examples is useful.
• Acknowledge the giver of feedback and show his or her appreciation. The
feedback may not have been easy to give.
• Involve mutual good will
receiver should feel that the giver isn’t their enemy
giver needs to want to help receiver develop
34. what to do with the feedback?
It is up to you
• Read or listen
• Understand; Clarification: examples and alternatives; Keep
notes
• Give it time to sink in and get into perspective
• Try to keep feedback sheets/information together
• Address areas for improvement. Identify, Action Plan
• Try not to
feel devastated by small criticisms and
try not to be defensive and make excuses
