The document discusses various models and concepts related to organizational change. It describes rational, social, organic, and political models of organizations. It also discusses planned vs unplanned change, and models of change including the rational change process, 3-step model, campaign approach, total quality management, and knowledge management. Finally, it outlines Hall and Hord's levels of use framework that describes teacher implementation of innovations from non-use to integration.
This is one of the handouts that participants of Banks International’s program, Culture Audit Interviews, receive and is one of the base documents attendees at the 21st Century Organizations can also receive.
The document discusses adversity and entrepreneurship. It begins by defining adversity and noting that most entrepreneurship papers focus on processes rather than entrepreneurs themselves. The study aims to examine how adversity influences successful entrepreneurs in the Philippines by using Stoltz's Adversity Quotient theory. The literature review covers theories related to entrepreneurship from various disciplines. The theoretical framework section explains the Adversity Quotient theory and how it will be used. The design section outlines surveys and interviews to measure entrepreneur success and adversity quotient. Preliminary results show a moderate negative correlation between adversity quotient and business performance measures. The conclusion is that entrepreneurs with lower adversity quotients tend to have less successful businesses.
Alignment of Practitioner and Practice Robert Smale
This document discusses aligning coaching philosophy, knowledge, and practice. It presents different coaching philosophies such as humanist, behaviorist, and positive psychology approaches. It emphasizes that a coaching philosophy should include beliefs about people, change, and the world. It also discusses building a body of knowledge from various perspectives like neuroscience, existentialism, positive psychology, and more. Further, it addresses finding direction in practice through considering whether a coach takes a directive or non-directive approach and whether they focus on personal development or goals. The document stresses aligning these three elements - philosophy, knowledge, and practice - to guide a coach's work.
The document discusses the concepts of adaptive leadership and building collaborative cultures. It covers topics like boundary spanning leadership, future leadership capabilities, and achieving the tipping point of change. Adaptive leadership is about mobilizing people to tackle tough challenges. Effective leadership requires the ability to work across boundaries to achieve a shared vision or goal.
The document outlines several models and processes for group dynamics, change management, and personal development.
It includes models such as [1] the AL Set process for helping individuals work through problems, [2] Egan's helping skills model adapted for AL Sets, [3] Tuckman's model of group development that outlines the forming, storming, norming, and performing stages, and [4] a model for organizational change that outlines leveraging opportunities and developing strategies to create valued outcomes.
The document also discusses concepts like Schutz's stages of inclusion, control, and openness; Gerard Egan's model of identifying current/preferred scenarios and strategies for change; and representing motivation, self-
slides from a daylong leadership retreat facilitated by joe gerstandt focused on cognitive diversity, innovation and decision making
joegerstandt.com
@joegerstandt
This document discusses several topics related to organizational behavior including:
1. It introduces perspectives of organizational effectiveness such as open systems perspective and organizational learning perspective.
2. It discusses challenges for organizations like increasing work diversity and globalization.
3. It covers types of individual behavior like task performance, organizational citizenship behavior, and counterproductive work behavior.
The document summarizes several theories of leadership, including:
1) Trait theories, which consider personality and individual traits that differentiate leaders from non-leaders.
2) Behavioral theories, which propose that leadership traits can be taught and behaviors differentiate leaders.
3) Contingency theories, such as Fiedler's model and cognitive resource theory, which emphasize the importance of situational factors.
4) Other theories discussed include path-goal theory, leader-member exchange theory, and situational leadership theory.
This is one of the handouts that participants of Banks International’s program, Culture Audit Interviews, receive and is one of the base documents attendees at the 21st Century Organizations can also receive.
The document discusses adversity and entrepreneurship. It begins by defining adversity and noting that most entrepreneurship papers focus on processes rather than entrepreneurs themselves. The study aims to examine how adversity influences successful entrepreneurs in the Philippines by using Stoltz's Adversity Quotient theory. The literature review covers theories related to entrepreneurship from various disciplines. The theoretical framework section explains the Adversity Quotient theory and how it will be used. The design section outlines surveys and interviews to measure entrepreneur success and adversity quotient. Preliminary results show a moderate negative correlation between adversity quotient and business performance measures. The conclusion is that entrepreneurs with lower adversity quotients tend to have less successful businesses.
Alignment of Practitioner and Practice Robert Smale
This document discusses aligning coaching philosophy, knowledge, and practice. It presents different coaching philosophies such as humanist, behaviorist, and positive psychology approaches. It emphasizes that a coaching philosophy should include beliefs about people, change, and the world. It also discusses building a body of knowledge from various perspectives like neuroscience, existentialism, positive psychology, and more. Further, it addresses finding direction in practice through considering whether a coach takes a directive or non-directive approach and whether they focus on personal development or goals. The document stresses aligning these three elements - philosophy, knowledge, and practice - to guide a coach's work.
The document discusses the concepts of adaptive leadership and building collaborative cultures. It covers topics like boundary spanning leadership, future leadership capabilities, and achieving the tipping point of change. Adaptive leadership is about mobilizing people to tackle tough challenges. Effective leadership requires the ability to work across boundaries to achieve a shared vision or goal.
The document outlines several models and processes for group dynamics, change management, and personal development.
It includes models such as [1] the AL Set process for helping individuals work through problems, [2] Egan's helping skills model adapted for AL Sets, [3] Tuckman's model of group development that outlines the forming, storming, norming, and performing stages, and [4] a model for organizational change that outlines leveraging opportunities and developing strategies to create valued outcomes.
The document also discusses concepts like Schutz's stages of inclusion, control, and openness; Gerard Egan's model of identifying current/preferred scenarios and strategies for change; and representing motivation, self-
slides from a daylong leadership retreat facilitated by joe gerstandt focused on cognitive diversity, innovation and decision making
joegerstandt.com
@joegerstandt
This document discusses several topics related to organizational behavior including:
1. It introduces perspectives of organizational effectiveness such as open systems perspective and organizational learning perspective.
2. It discusses challenges for organizations like increasing work diversity and globalization.
3. It covers types of individual behavior like task performance, organizational citizenship behavior, and counterproductive work behavior.
The document summarizes several theories of leadership, including:
1) Trait theories, which consider personality and individual traits that differentiate leaders from non-leaders.
2) Behavioral theories, which propose that leadership traits can be taught and behaviors differentiate leaders.
3) Contingency theories, such as Fiedler's model and cognitive resource theory, which emphasize the importance of situational factors.
4) Other theories discussed include path-goal theory, leader-member exchange theory, and situational leadership theory.
Breathe new life into collaboration: 5 principles for reviving problematic gr...Learning Forward
Discover five key principles, based on the assumption that behavior change leads to attitude change, that helped a principal move a group of teachers from argumentation to collaboration that improved teaching and learning.
The best processes are those that encourage teams to naturally do the right things at the right times. Amazing processes like this don’t happen by accident; they are specifically designed to encourage desirable behavior while discouraging harmful behaviour. By carefully choosing the process’s affordances -- practices or artifacts that direct our thinking toward a specific goal -- a team can tailor a process that makes success intuitive. The session will begin by presenting the core concepts behind affordence-driven process improvement before diving into a collaborative workshop. During the workshop teams will use information from the introduction to brainstorm practices that will help them promote those values, as you would in a team retrospective.
This document provides an overview of a leadership retreat taking place from August 15-17, 2012. It includes the names of six leaders attending, as well as an introduction to dyadic theory and its four stages of development. The retreat activities are designed to build teamwork, communication, and trust through challenges that require collaboration, such as paddling a kayak while blindfolded or racing up a mountain while strapped together.
Is the future of organisational change evidence based?ebbnflow
This presentation will covers:
- What is wrong with Organisational Change?
- Why do we believe what we believe about Organisational Change
- How can we challenge our beliefs?
- When should we start to change?
This document is an agenda for a presentation on HRD intervention in new venture creation through strategic HR approaches. The agenda includes: an introduction to the topic; discussing business and HR trends today such as collaborative cultures and measuring employee value; the strategic role of HR in becoming business leaders and driving change; a case study of an innovative organization with empowering HR practices; and publications and outcomes of HR research. The presentation aims to discuss how HR can take a strategic approach to support new venture creation.
Knowledge and complexity perspective of human capital managementAmjad Adib
This document discusses knowledge management and complexity perspectives in human capital management. It provides overviews of knowledge management, complexity science approaches, and social network analysis. Key points covered include definitions of knowledge management, complexity driving forces, knowledge management processes, and using social network analysis to map relationships and flows of knowledge. The goal is to understand how to optimize organizational configuration to maximize competitive advantages.
Leiderschap, gedrag en verandering in de wereld van Het Nieuwe Werkenoverhetnieuwewerken
The document discusses challenges of new ways of working including managing expectations, focusing too much on control, and top-down leadership styles. It covers concepts like adaptive leadership, organizational roles, work without boundaries, and emerging views of leadership as a social process. New organizational models are proposed that move from hierarchies to integrated networks.
The document discusses various approaches and theories of leadership. It begins by exploring whether leaders are born or made, then defines leadership as influencing groups toward goals, while management uses authority to obtain compliance. Leaders are described as visionary, inspirational risk-takers concerned with effectiveness, while managers plan, organize and control in orderly, structured ways concerned with efficiency. Later theories proposed that leadership traits can be learned (behavioral theory) and that effective leadership depends on the situation and matching a leader's style to followers' readiness levels (contingency theories). Trust is also discussed as the foundation of leadership.
Coaching is an effective practice, which can be used to influence many things in the modern organizations – ranging from individual’s performance to the functioning of teams and larger parts of the organizations. However, the concept of coaching itself is quite abstract and can include wide range of approaches. The way the social organizations are seen has many implications of how to think about the practice of organizational development and coaching. In this session, the different teleological assumptions, G.H.Mead’s philosophy and the modern approach of social constructionism to process consultation are used as sense-makers to build understanding of how coaches, process consultants and organizational developers could approach the complex organizations. Theoretical background of the presentation is based on the work of authors such as G.H.Mead, Norbert Elias, Ralph C. Stacey, Douglas Griffin, Patricia Shaw, Tom Andersen and John Shotter. The presentation seeks to form a dialogue between the different viewpoints that are used to make sense of the complex organizations by utilizing practical experiences coming from large-scale organizational transformation projects. Session is intended to all the people interested in complexity & coaching – especially for coaches, process consultants and people responsible for the organizational development activities.
This document contrasts single-loop and double-loop learning in the context of youth development work. Single-loop learning is reflection "in the job" that occurs in the moment and is often reactive, finding shallow answers. Double-loop learning involves reflection "on the job" after a situation, asking "why" at a deep personal level to create real change by questioning one's own assumptions and bringing theory and practice in line. An example shows how double-loop reflection could lead to better understanding a disengaged youth.
The document discusses different theories of motivation. It describes content theories like Maslow's hierarchy of needs and Herzberg's two-factor theory, which propose that certain internal needs drive motivation. Process theories like equity theory and expectancy theory examine how people perceive and respond to rewards. McClelland's acquired needs theory suggests people develop needs for achievement, power, and affiliation through life experiences. Effective motivation requires understanding individual needs and allocating rewards to satisfy both personal and organizational interests.
Hearts, Minds, Will, Body, World, Tribe A Framework for Considering Consumer ...Huw Hepworth
A paper and presentation that outlines the PEACCC framework for classifying consumer behaviour, where PEACCC stands for:
Physical
Environmental
Affective
Cognitive
Conative
Cultural
Knowledge Sharing: A review & Direction for Future ResearchMatahati Mahbol
This document reviews research on knowledge sharing. It discusses how knowledge sharing allows organizations to leverage knowledge resources for competitive advantage. The review examines issues around integrating perspectives from different disciplines to understand factors influencing knowledge sharing, including organizational culture, attitudes, self-evaluations, and technologies that enable sharing. It identifies opportunities for future research on topics like motivations for sharing, group and interpersonal dynamics, and developing valid measurement approaches.
Regenerative organizations aim to:
1) Grow prosperity, celebrate community, and enhance health for all species over time.
2) Focus on changing consciousness to drive truly regenerative change through radical redesign.
3) Use a regenerative capacity index and strategic planning tools to help clients build regenerative capabilities and transition to regeneration.
This document discusses various theories of motivation. It begins by defining key elements of motivation like intensity, direction, and persistence. It then outlines learning objectives related to understanding motivation in the workplace. Several early theories are described, including scientific management and the human relations model. Contemporary motivation theories covered include Maslow's hierarchy of needs, Herzberg's two-factor theory, ERG theory, and expectancy theory. The document provides examples of how these theories can be applied in organizational settings.
The document summarizes a study conducted by NASA to identify behavioral competencies of highly regarded systems engineers. It describes the methodology used, which involved interviewing and observing 37 systems engineers across NASA centers. The study identified 13 behavioral competencies grouped under themes of leadership, communication, problem solving, and attributes. Key differences from a similar study at JPL included NASA systems engineers placing more emphasis on face-to-face interaction and use of visuals. Future areas of study are also outlined.
This document discusses globalization and ethics in business. It covers several key topics: cultural differences between countries can impact business practices; economic factors like financial crises can influence ethics; and multinational corporations operate across many regulatory environments. Overall, the document examines how globalization introduces complexity into ethical decision-making for international business.
The document discusses strategies for creating a sustainable built environment in the 21st century. It argues that taking a strategic foresight approach using scenarios and systems thinking can help anticipate challenges and plan sustainable solutions. Rather than taking a "mechanistic" view of organizations, a "systematic" view that considers interactions within complex adaptive systems is needed to positively influence the future.
Prototyping Learning Power Modelling in SocialLearnShaofu Huang
1. The presenter prototyped a learning power model based on learner activities in SocialLearn to explore what it can achieve and its limitations.
2. Preliminary observations from coding learner activities showed some disagreement between interpreters in classifying activities into the 7 learning power dimensions.
3. The presenter reflected on sources of disagreement such as additional context and reviewed examples to understand differences in interpretation.
The document provides an overview of the critical steps needed to turn around 14 under-performing schools in the Gauteng East District of South Africa. It outlines an 8-step process for planning that includes conducting a needs assessment, prioritizing needs, analyzing causes, setting goals, identifying goal-achieving activities, acquiring necessary resources, monitoring progress, and evaluating effectiveness. It also discusses tools for participatory decision-making and key knowledge, skills, and attitudes needed for school managers, focusing on managing oneself, one's team, and one's job.
Bennett's Hierarchy of Outcomes is a seven-level model that outlines the sequential steps and types of evaluation for programs, from inputs and activities at the bottom levels to end results at the top level. The first four levels focus on process evaluation by measuring involvement, activities, reactions, and knowledge/attitude changes, while the last three levels focus on outcome evaluation by measuring behavior changes, practice changes, and social/economic/environmental impacts. The model is intended to help programs plan evaluation strategies that work from lower to higher levels and assess how well plans and activities are implemented before evaluating longer-term outcomes and end results.
This document discusses improving reliability and maintenance through organizational culture change. It introduces Ian Knight from the Reliability Institute in the Netherlands who has 35 years of experience in condition monitoring, lubrication, and equipment reliability. Knight discusses examples of implementing change programs focused on maintenance, reliability, and production. He emphasizes that changing organizational culture is key to successful and sustainable change efforts, and outlines a framework for assessing culture and driving change through initiatives, activities, and ongoing evaluation.
Breathe new life into collaboration: 5 principles for reviving problematic gr...Learning Forward
Discover five key principles, based on the assumption that behavior change leads to attitude change, that helped a principal move a group of teachers from argumentation to collaboration that improved teaching and learning.
The best processes are those that encourage teams to naturally do the right things at the right times. Amazing processes like this don’t happen by accident; they are specifically designed to encourage desirable behavior while discouraging harmful behaviour. By carefully choosing the process’s affordances -- practices or artifacts that direct our thinking toward a specific goal -- a team can tailor a process that makes success intuitive. The session will begin by presenting the core concepts behind affordence-driven process improvement before diving into a collaborative workshop. During the workshop teams will use information from the introduction to brainstorm practices that will help them promote those values, as you would in a team retrospective.
This document provides an overview of a leadership retreat taking place from August 15-17, 2012. It includes the names of six leaders attending, as well as an introduction to dyadic theory and its four stages of development. The retreat activities are designed to build teamwork, communication, and trust through challenges that require collaboration, such as paddling a kayak while blindfolded or racing up a mountain while strapped together.
Is the future of organisational change evidence based?ebbnflow
This presentation will covers:
- What is wrong with Organisational Change?
- Why do we believe what we believe about Organisational Change
- How can we challenge our beliefs?
- When should we start to change?
This document is an agenda for a presentation on HRD intervention in new venture creation through strategic HR approaches. The agenda includes: an introduction to the topic; discussing business and HR trends today such as collaborative cultures and measuring employee value; the strategic role of HR in becoming business leaders and driving change; a case study of an innovative organization with empowering HR practices; and publications and outcomes of HR research. The presentation aims to discuss how HR can take a strategic approach to support new venture creation.
Knowledge and complexity perspective of human capital managementAmjad Adib
This document discusses knowledge management and complexity perspectives in human capital management. It provides overviews of knowledge management, complexity science approaches, and social network analysis. Key points covered include definitions of knowledge management, complexity driving forces, knowledge management processes, and using social network analysis to map relationships and flows of knowledge. The goal is to understand how to optimize organizational configuration to maximize competitive advantages.
Leiderschap, gedrag en verandering in de wereld van Het Nieuwe Werkenoverhetnieuwewerken
The document discusses challenges of new ways of working including managing expectations, focusing too much on control, and top-down leadership styles. It covers concepts like adaptive leadership, organizational roles, work without boundaries, and emerging views of leadership as a social process. New organizational models are proposed that move from hierarchies to integrated networks.
The document discusses various approaches and theories of leadership. It begins by exploring whether leaders are born or made, then defines leadership as influencing groups toward goals, while management uses authority to obtain compliance. Leaders are described as visionary, inspirational risk-takers concerned with effectiveness, while managers plan, organize and control in orderly, structured ways concerned with efficiency. Later theories proposed that leadership traits can be learned (behavioral theory) and that effective leadership depends on the situation and matching a leader's style to followers' readiness levels (contingency theories). Trust is also discussed as the foundation of leadership.
Coaching is an effective practice, which can be used to influence many things in the modern organizations – ranging from individual’s performance to the functioning of teams and larger parts of the organizations. However, the concept of coaching itself is quite abstract and can include wide range of approaches. The way the social organizations are seen has many implications of how to think about the practice of organizational development and coaching. In this session, the different teleological assumptions, G.H.Mead’s philosophy and the modern approach of social constructionism to process consultation are used as sense-makers to build understanding of how coaches, process consultants and organizational developers could approach the complex organizations. Theoretical background of the presentation is based on the work of authors such as G.H.Mead, Norbert Elias, Ralph C. Stacey, Douglas Griffin, Patricia Shaw, Tom Andersen and John Shotter. The presentation seeks to form a dialogue between the different viewpoints that are used to make sense of the complex organizations by utilizing practical experiences coming from large-scale organizational transformation projects. Session is intended to all the people interested in complexity & coaching – especially for coaches, process consultants and people responsible for the organizational development activities.
This document contrasts single-loop and double-loop learning in the context of youth development work. Single-loop learning is reflection "in the job" that occurs in the moment and is often reactive, finding shallow answers. Double-loop learning involves reflection "on the job" after a situation, asking "why" at a deep personal level to create real change by questioning one's own assumptions and bringing theory and practice in line. An example shows how double-loop reflection could lead to better understanding a disengaged youth.
The document discusses different theories of motivation. It describes content theories like Maslow's hierarchy of needs and Herzberg's two-factor theory, which propose that certain internal needs drive motivation. Process theories like equity theory and expectancy theory examine how people perceive and respond to rewards. McClelland's acquired needs theory suggests people develop needs for achievement, power, and affiliation through life experiences. Effective motivation requires understanding individual needs and allocating rewards to satisfy both personal and organizational interests.
Hearts, Minds, Will, Body, World, Tribe A Framework for Considering Consumer ...Huw Hepworth
A paper and presentation that outlines the PEACCC framework for classifying consumer behaviour, where PEACCC stands for:
Physical
Environmental
Affective
Cognitive
Conative
Cultural
Knowledge Sharing: A review & Direction for Future ResearchMatahati Mahbol
This document reviews research on knowledge sharing. It discusses how knowledge sharing allows organizations to leverage knowledge resources for competitive advantage. The review examines issues around integrating perspectives from different disciplines to understand factors influencing knowledge sharing, including organizational culture, attitudes, self-evaluations, and technologies that enable sharing. It identifies opportunities for future research on topics like motivations for sharing, group and interpersonal dynamics, and developing valid measurement approaches.
Regenerative organizations aim to:
1) Grow prosperity, celebrate community, and enhance health for all species over time.
2) Focus on changing consciousness to drive truly regenerative change through radical redesign.
3) Use a regenerative capacity index and strategic planning tools to help clients build regenerative capabilities and transition to regeneration.
This document discusses various theories of motivation. It begins by defining key elements of motivation like intensity, direction, and persistence. It then outlines learning objectives related to understanding motivation in the workplace. Several early theories are described, including scientific management and the human relations model. Contemporary motivation theories covered include Maslow's hierarchy of needs, Herzberg's two-factor theory, ERG theory, and expectancy theory. The document provides examples of how these theories can be applied in organizational settings.
The document summarizes a study conducted by NASA to identify behavioral competencies of highly regarded systems engineers. It describes the methodology used, which involved interviewing and observing 37 systems engineers across NASA centers. The study identified 13 behavioral competencies grouped under themes of leadership, communication, problem solving, and attributes. Key differences from a similar study at JPL included NASA systems engineers placing more emphasis on face-to-face interaction and use of visuals. Future areas of study are also outlined.
This document discusses globalization and ethics in business. It covers several key topics: cultural differences between countries can impact business practices; economic factors like financial crises can influence ethics; and multinational corporations operate across many regulatory environments. Overall, the document examines how globalization introduces complexity into ethical decision-making for international business.
The document discusses strategies for creating a sustainable built environment in the 21st century. It argues that taking a strategic foresight approach using scenarios and systems thinking can help anticipate challenges and plan sustainable solutions. Rather than taking a "mechanistic" view of organizations, a "systematic" view that considers interactions within complex adaptive systems is needed to positively influence the future.
Prototyping Learning Power Modelling in SocialLearnShaofu Huang
1. The presenter prototyped a learning power model based on learner activities in SocialLearn to explore what it can achieve and its limitations.
2. Preliminary observations from coding learner activities showed some disagreement between interpreters in classifying activities into the 7 learning power dimensions.
3. The presenter reflected on sources of disagreement such as additional context and reviewed examples to understand differences in interpretation.
The document provides an overview of the critical steps needed to turn around 14 under-performing schools in the Gauteng East District of South Africa. It outlines an 8-step process for planning that includes conducting a needs assessment, prioritizing needs, analyzing causes, setting goals, identifying goal-achieving activities, acquiring necessary resources, monitoring progress, and evaluating effectiveness. It also discusses tools for participatory decision-making and key knowledge, skills, and attitudes needed for school managers, focusing on managing oneself, one's team, and one's job.
Bennett's Hierarchy of Outcomes is a seven-level model that outlines the sequential steps and types of evaluation for programs, from inputs and activities at the bottom levels to end results at the top level. The first four levels focus on process evaluation by measuring involvement, activities, reactions, and knowledge/attitude changes, while the last three levels focus on outcome evaluation by measuring behavior changes, practice changes, and social/economic/environmental impacts. The model is intended to help programs plan evaluation strategies that work from lower to higher levels and assess how well plans and activities are implemented before evaluating longer-term outcomes and end results.
This document discusses improving reliability and maintenance through organizational culture change. It introduces Ian Knight from the Reliability Institute in the Netherlands who has 35 years of experience in condition monitoring, lubrication, and equipment reliability. Knight discusses examples of implementing change programs focused on maintenance, reliability, and production. He emphasizes that changing organizational culture is key to successful and sustainable change efforts, and outlines a framework for assessing culture and driving change through initiatives, activities, and ongoing evaluation.
The reflections of a successful corporate intrapreneur, change agent and innovation program manager.
What to do,
What not to do
and of course the results achieved, well they're on my LinkedIn profile
Sky diving. Bungee jumping. Implementing change. They are all good ideas, but who wants to go first? When it comes to most employees, the usual answer is: “Not me!” How then, can your organization get better, compete and grow?
In today’s highly competitive and uncertain environment, implementing strategic change is vital. Yet, seven out of ten initiatives fail to deliver the desired results. You and your team must overcome resistance to change, develop effective habits and focus on what’s right, not who’s right.
In this webinar, author and consultant, Juan Riboldi reveals the five keys for overcoming resistance to change. Learn how effective leaders gain wide-spread commitment for making strategic initiatives produce significant returns in 100 days and over time.
By the end of this webinar you will know how to:
• Create a powerful coalition of allies
• Build common purpose around a shared vision
• Focus the organization on the most vital priorities
• Develop a critical number of change champions
• Maximize the value of your resources
Join us for an informative and engaging presentation from the expert in mastering change—Juan Riboldi. Bring up your questions and receive sound advice to lead change in your organization.
To learn more about Ascent Advisor visit us at: www.ascent-advisor.com
The organisational iceberg model suggests that only a small portion of an organization's issues are visible above the surface, while most problems remain unseen below the surface. These underlying issues include assumptions, beliefs, values, and cultural norms in an organization. To effectively implement change, one must understand and address both the visible and underlying aspects of an organization.
Presentation by Alex Abolmasov on C5 Private equity conference Alexander Abolmasov
This document summarizes a presentation about effective management strategies in uncertain times. It discusses how traditional centralized management styles may not be effective in modern dynamic markets. It advocates adopting principles from Toyota like the improvement kata, empowering employees, and focusing on intrinsic motivation rather than extrinsic rewards. Continuous learning and challenging assumptions are key to adapting to unpredictable conditions. Financial management should move from rigid annual budgets to rolling forecasts and balanced scorecards to better support strategy.
Top 20+ change management mistakes to avoidTorben Rick
The document outlines 21 common mistakes made in change management. Some of the key mistakes include starting change efforts too late without proper planning, failing to establish a compelling need for change, lack of leadership and communication throughout the process, and assuming change is complete once initial goals are met without institutionalizing changes. Successful change requires addressing both rational and emotional needs for change, dealing proactively with resistance, and involving employees while planning for small, successive achievements to maintain momentum over the long term.
The document appears to be a website for an organization called hmc.org.uk. No other details are provided in the single line of text, so an accurate 3 sentence summary cannot be generated. The document simply lists a website address without any accompanying content to summarize.
They say Culture eats Strategy for breakfast. This is true because the biggest leadership challenge to improving an organisation's internal environment is culture. Without a supportive culture even the most brilliant strategy will not get implemented successfully. Without cultural allignment to changing landscape, at best you will get compliance and with it stress, dysfunctional waste and entropy.
This document provides an overview of change management and the roles involved in facilitating change. It discusses:
1) How change begins with disconfirmation creating survival anxiety or guilt, which resistance to change aims to overcome by creating psychological safety.
2) The roles of a change consultant in helping organizations through change by taking on expert, doctor, or process consultant roles focused on involvement, vision, and supportive environments.
3) The functions of a facilitator in preparing groups, assessing processes, managing conflicts, and concluding meetings using techniques like sorting fields and climate reports.
4) Tools for problem solving like Edward de Bono's Six Thinking Hats and exploring different levels of thinking, as well as concepts of mental
The document discusses key features of successful organizational change and transformation. It identifies 10 potential points of failure for change initiatives, including a lack of clear goals, short-term thinking, and inconsistency between leadership statements and actions. It emphasizes the importance of strong leadership, communication, and involving employees in the change process to build commitment and ensure success.
The document discusses several common change management models:
- The ADKAR model focuses on individual change and how it must match organizational change.
- Kotter's 8-step model includes phases of unfreezing, changing, and refreezing an organization.
- Lewin's 3-phase model highlights the psychological differences between change and transition.
- The McKinsey 7S model offers a holistic approach to understand how rational and emotional components in an organization are interconnected.
The document discusses key principles and activities for leading corporate transformation and managing change effectively. It identifies five key activities for change management: 1) motivating change, 2) creating a vision, 3) developing political support, 4) managing the transition, and 5) sustaining momentum. It also discusses principles of change, types of resistance to change, and elements needed to enable change like change architecture, communication, and developing leadership, team, cultural and individual capacities.
This document provides an overview of key principles and activities for effective change management in corporate transformations. It discusses (1) principles of change including that change is a process enabled not managed and behavioral change occurs at the emotional level, (2) five key activities for change management - motivating change, creating a vision, developing political support, managing the transition, and sustaining momentum, and (3) additional concepts like overcoming resistance to change, roles in organizational change, and skills needed by change agents.
Creative thinking skills for hr managers PPT SlidesYodhia Antariksa
This document provides an overview of creativity skills for HR managers. It discusses conceptual blocks to creativity such as constancy, compression, and complacency. The three components of creativity are expertise, motivation, and creative thinking skills. Tools for defining problems creatively include the Kipling method, problem statements, and challenge methods. Brainstorming, attribute listing, and visioning are presented as tools for generating new ideas. Finally, the document outlines characteristics that support an organizational climate conducive to creativity, such as risk-taking, open information sharing, and rewarding innovators.
This presentation discusses change management strategies. It defines change management as applying tools, processes, skills and principles to manage people through change to achieve project goals. The key aspects of change management include understanding who is impacted, supporting change teams and strategies, and analyzing risks and resistance. An effective change management strategy considers timing, culture, short-term wins, and clear communication. Strategies include visioning, engaging employees, amending plans based on feedback, committed communication, and managing the change project until the new approach is established.
This document provides an overview of leading corporate change and change management. It discusses key principles of change including viewing change as a process, linking change to business goals, building organizational capacity for change, and understanding that behavioral change occurs at the emotional level. It also outlines five key activities for effective change management: motivating change, creating a vision, developing political support, managing the transition, and sustaining momentum. Additionally, it discusses forces for change, resistance to change, and elements to enable change such as change architecture, communication, performance management, and leadership capacity.
1) The document compares five popular models for managing business change: Kotter's 8 steps, Bridges' transition model, Rogers' technology adoption curve, Kubler-Ross' five stage grief model, and Prosci's ADKAR model.
2) Each model provides a framework for understanding how organizations and individuals experience and respond to change. Kotter's model focuses on buy-in and clear steps. Bridges differentiates between change and transition. Rogers' model describes how innovations are adopted over time. Kubler-Ross' model applies grief stages to change. ADKAR focuses on specific business results.
3) While no single model can perfectly capture the complexity of change, these frameworks provide useful
The document discusses how organizational behavior and culture can influence workplace safety, defining concepts like safety culture and climate, and outlining techniques for analyzing an organization's culture and successfully driving cultural change, such as having strong leadership, communicating a clear vision, and institutionalizing new practices through consistent procedures and reward behaviors. It also provides guidelines for creating a positive safety culture, including getting leadership and employee commitment to safety, effective communication of safety priorities, and training programs that promote safe behaviors and attitudes.
This document discusses organizational change and related concepts. It defines organizational change as planned or unplanned transformations in an organization's structure, technology, or people. It distinguishes between first-order changes that are continuous, and second-order changes that involve major shifts. It also discusses the characteristics of change, reasons for change, levels of change, and sources and tactics for overcoming resistance to change. Common change management approaches like Lewin's three-step model, action research, and organizational development are summarized.
The document provides an overview of organizational behavior concepts including definitions of key terms like organization, management, and management functions. It discusses five main trends in organizational behavior - globalization, changing workforce, empowering employees, information technology, and values and ethics. It also covers topics like perception, attitudes, personality, and the Myers-Briggs Type Indicator personality assessment.
This document provides an overview of key concepts in organizational behavior. It defines organizational behavior as the study of individual and group dynamics within organizations. It identifies the important system components of an organization as including task, people, structure, and technology. It also describes the formal and informal elements of an organization. Finally, it discusses how studying organizational behavior can provide objective knowledge and develop skills that are valuable for understanding individual and group dynamics in real world organizational contexts.
Chris Jansen (www.Ideacreation.org) - "Strategising towards 'inside-out' orga...Chris Jansen
This document discusses frameworks for leading organizational change, including positive deviancy and the diffusion of innovation. It outlines a positive deviancy process that defines problems, determines common practices, discovers positive outliers, and designs activities to expand successful solutions. The diffusion of innovation model is also summarized, explaining how different groups adopt changes at different rates from innovators to laggards. Finally, an 8-step organizational change process is presented that establishes urgency, forms a coalition, develops a vision, launches pilots, communicates the vision, consolidates improvements, widens support, and embeds changes.
Introduction To The Field Of Organizational BehaviourSahil Mahajan
This document provides an introduction to the field of organizational behavior. It discusses what organizations are, why organizational behavior is studied, and trends influencing organizations like globalization, information technology, changing workforces, and employment relationships. It also covers topics such as telecommuting, knowledge management, and the historical roots and development of organizational behavior as a field of study.
The document discusses managing organizational change and learning, including recognizing the need for change, diagnosing problems, selecting appropriate interventions, implementing changes through managing the transition and measuring results, and maintaining changes through establishing a learning organization and managing resistance to change. Key aspects of the change process include unfreezing old behaviors, moving to new behaviors, and refreezing the changes through reinforcement.
Organizational behavior is the study of how individuals and groups act within organizations. It examines topics like motivation, leadership, and communication. Some important early contributors to the field include F.W. Taylor with scientific management, Mary Parker Follett focusing on the human side of organizations, and the Hawthorne Studies which found the Hawthorne Effect. Personality refers to an individual's unique characteristics and traits. Factors like heredity, environment, and self-concept influence personality. Personality can be understood using dimensions like extraversion, agreeableness, conscientiousness, emotional stability, and openness. Locus of control, authoritarianism, Machiavellianism, and self-monitoring are
This document discusses various frameworks for understanding organizational change, including:
- Lewin's 3-stage model of change involving unfreezing, moving, and refreezing.
- Kotter's 8-step change management process including establishing urgency, building support, communicating vision, and anchoring changes.
- Different types of change like mandated vs. self-initiated change and barriers to change at the individual and institutional level.
- Strategies for managing resistance to change like education, participation, leadership, and addressing sources of stress from change.
Reach Peak Performance Through Employee EngagementSurveyTelligence
This document discusses how organizations can achieve peak performance through employee engagement. It presents research showing that engaged employees are more productive, profitable, and less likely to leave their employer. The key to engagement is ensuring employees feel aligned with the organization's strategy, customers, people and positive culture. The document recommends a 4-step process of surveying employees, diagnosing engagement issues, analyzing the data, and implementing solutions. Implementation involves both top-down commitment from senior leaders and bottom-up training of engagement teams to analyze data and create "Creative Spaces" where employees can drive positive change.
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1) Models of group development including forming, storming, norming, performing, and adjourning stages.
2) Factors that influence group behavior such as norms, roles, status, and cohesiveness.
3) Types of groups including formal, informal, task, and interest groups.
4) Common organization designs like functional, divisional, and matrix structures. It also discusses the benefits of decentralization versus centralization.
160209 change management (engels) college tbkDo Blankestijn
The document discusses planning a cultural change initiative that may occur in week 30 if everyone is on holiday. It discusses managing the planning for the change and doing the cultural change work if the timing allows in week 30. The document also mentions discussing the planning for the change initiative.
Introduction on stakeholder collaboration framework during the MeTA Multi Stakeholder Processes
Workshop for MeTA pilot Countries in Wageningen UR Centre for Development Innovation
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This document discusses adaptive leadership and how it can foster emergence and self-organization in educational institutions. It argues that adaptive leadership involves (1) proactively mentoring individuals, (2) fostering interactions and shared learning, (3) distributing power and decentralizing control, and (4) exploring and articulating shared values. This approach can build an organization's capacity for self-organization, adaptation, innovation and resilience by developing independent agents, encouraging their interactions, and motivating them with a common purpose. The role of leaders is to cultivate these conditions rather than impose rigid control from the top down.
Change Leadership Leading Significant ChangeTony Warner
This document discusses strategic change leadership. It provides several key points about the role of a strategic change leader:
1. A strategic change leader recruits people who are passionate about the vision, breathes life into the vision, models positive behaviors, and challenges others in an intellectually stimulating way.
2. They don't interfere with the change process but have the courage to let it happen. They discover talents within the organization and build an environment that fosters creativity and a sense of ownership.
3. Strategic leadership is the ability to anticipate needs for change, envision possibilities, maintain flexibility and empower others to create strategic change through substance and process. This involves determining organizational purpose and vision, exploiting core competencies
2. Video Clip
http://viscog.beckman.uiuc.edu/grafs/demos/15.html
Watch the three
basketball players in
white t-shirts. How many
times do they pass the
ball to one another?
3. Change
A response to
meaningful
information
A “disturbance” of a
system
A method of self-
preservation
Natural progression,
constant force
4. From or To?
Changing from something
“We gotta get out of this place!”
Changing to something
“There’s a place for us…”
Doing both
Frankly,
where are we now?
Where do we want to be?
What constitutes progress?
5. Kinds of Change
Incremental
Tweaking the system
or process
Transitional
Restructuring,
reorganizing
Transformational
New vision, new
mission, new values
John Kotter
6. Planned vs. Unplanned Change
Planned change – deliberate endeavor to
impact an organization to make a
difference; goal oriented
Routine
Expected
Maintenance of organization
7. Planned vs. Unplanned Change
Unplanned change – unexpected result of
some large-scale force beyond local
control
Reactionary
Unanticipated
Response to outside influence
9. Characteristics Definition
Relates to Taylor’s theory
of scientific management A tightly coupled
Promotes mindset of top organization with
down management clearly established
Depersonalizes individual boundaries that
Promotes adherence to functions in a linear
explicit rules and fashion.
procedures
Rational
Organization
Non-examples Examples
Inefficient Efficient
Unpredictable Calculated
Irrational Strong rationality
Incompetent Technically proficient
Ignorant Knowledge-based
Creative Impersonal
Local applicability Universal applicability
Lincoln, Y. (Ed.). (1985). Organizational
theory and inquiry. California: Sage
Publications. p. 47.
10. Characteristics Definition
•Introduced by A more loosely coupled
Gretzels & Guba organization that takes into
account the interaction
•Bottom-up approach between the nomothetic and
the ideographic dimensions.
nomothetic
ideographic
Social
Organizations
Non-examples Examples
Inefficient
Efficient
Unpredictable Calculated
Rational
Irrational
Operational
Closed system Integrated
impersonal Open to exploration
Individual concerns
11. Characteristics Definition
Change viewed as A self-organizing
organizing force. organization with the
Experimentation as norm. ability to adapt and to
sustain.
High level of involvement.
Inter-dependent
Living
Organizations
Examples
Non-examples
Adaptive
Inflexible
Flexible
No sustainability
Self-renewing
No change capacity
Resilient
Non-renewing
Learning
Artificial intelligence Wheatley, M. (2005). Finding our way. CA:
Berrett-Koehler Publisher. p. 32
12. Characteristics Definition
Concerned with power An organization concerned
with an external power
Top down approach base desirous of
Constituent issues maintaining a broad base
of support.
Jungle metaphor
Political
Organization
Non-examples Examples
Shared authority Administrative
Involved Policy-based
Participatory Coalition seeking
Collective bargaining
13. Exploring Root Causes
Events –
What just happened?
Patterns/Trends-
What’s been happening? Have
we been here or some place
similar before?
Systemic Structures-
What are the forces at play
contributing to these patterns?
Mental Models- Senge, P. (2000),
What about our thinking
allows this situation to Schools that Learn
persist?
14. What determines the “looseness” of
an organization?
Rules
How many? What do they control? How
much “wiggle-room” is there? How much
agreement? Are consequences defined?
Feedback
How responsive? How timely? What is the
level of interactivity?
Attentiveness
How consistent? How is it monitored? How
responsive to changes in the environment?
15. Education as Loosely Coupled
Organization
Limited inspection/evaluation
Unspecified goals
Lack of control over “raw” materials
Weak causal link to determine effects on
student achievement
Unfocused use of technology
16. Change
Implementation Models
Management
Change Iceberg 3-Step
Process Model
Campaign Strategic
Approach TQM Planning
Knowledge Levels of Sigmoud
Mgmt Use Curve
17. Change Process of
Shashkin & Egermeier
Fix the parts
Fix the people
Fix the school
Fix the system
Norman, S. (2001.) The human face of school reform.
National forum of educational administration and
supervision journal. (17E: 4).
18. Change Management Iceberg – Wilfried Krüger
Quality
Issue
Cost Management
Time
Acceptance
Promoters
Potential Hidden
Attitude Promoters Opponents Behavior
+ +
Opponents
Management of Power and Politics
Perceptions and Beliefs _ _ Management
19. 3-Step Model of Change Management
(Lewin)
Unfreezing
Implementing
Refreezing
20. Campaign Approach to Change
“Listen In” element –
seeks to determine
future direction
Strategize Theme –
provides direction for
the campaign
Sweep People In –
involves and
energizes
Build infrastructure –
enables change
21. Strategic Planning
Scan environment
Evaluate issues
Forecast
Set goals
Implement
Monitor
Howell, E. (2000). Strategic planning for a new
century.
22. Total Quality Management (TQM)
Leadership
Strategic planning
Human resources
Process management
Information/analysis
Customer focus
Business results
24. Levels of Use
Hall & Hord
Level 0 – Nonuse – teacher has little knowledge of innovation and has no plans for
its implementation
Level 1 – Orientation – teacher seeks out more information about innovation yet not
made a decision regarding implementation
Level 2 – Preparation – teacher actively prepares to implement innovation in
classroom but has not actually begun implementation
Level 3 – Mechanical – begins to actually implement innovation; may struggle with
logistics (lesson planning, classroom management, record keeping) as well as
developing new teaching skills; may attempt teacher-centered innovation
Level 4 – Routine – teacher has pattern of regular use of innovation; may attempt
changes and adaptations in innovation, though unlikely
Level 4B – Refinement – teachers asses impact of the innovation on the student and
initiates changes that are student-centered
Level 5 – Integration – teachers work collaboratively to make changes in the
innovation that will benefit students; extends beyond individual classroom
Level 6 – Renewal – teacher makes major change in innovation and/or explores
alternative practices
26. Wheatley’s Views on
Organizational Change
Participation is not optional.
Directives are not obeyed.
Each person creates his or her own
illusion of reality.
Improving the living organization relies on
increased interdependence within the
organization.
27.
28. Food for thought…
All progress requires change. But not all
change is progress. John Wooden
Continuity gives us roots; change gives us
branches, letting us stretch and grow and
reach new heights. Pauline Kezer
Things do not change; we change. Henry David
Thoreau
Change is inevitable – except from a
vending machine. Robert Gallagher
29. And finally…
1) I walk down the street. There is a deep
hole in the sidewalk. I fall in. I am lost..
I am hopeless. It isn’t my fault. It takes
forever to find a way out.
2) I walk down the same street. There is
a deep hole in the sidewalk. I pretend I
don’t see it. I fall in again. I can’t believe
I’m in the same place. But it isn’t my fault.
It still takes a long time to get out.
30. 3) I walk down the same street. There is a
deep hole in the sidewalk. I see it is there.
I still fall in…it’s a habit. My eyes are
open. I know where I am. It is my fault. I
get out immediately.
4) I walk down the same street.
There is a deep hole in the sidewalk.
I walk around it.
5) I walk down another street.
Olsen, W. & Sommers, B. (2004). A trainer’s companion: Stories to stimulate reflection,
conversation, & action. TX: aha! Process. p. 114
31. References
Baldridge, J. & Deal, T. (Ed.). (1983). The dynamics of organizational change in education.
Berkeley, California: McCutchan Publishing Corporation.
Chaudron, D. Re-engineering and tqm: approaches to organizational change told as a “tale of
three villages”. Organized Change Consultancy. Retrieved from
www.organizedchange.com on September 20, 2005.
Egmon, J. Integrating of learning and knowledge management into work. Retrieved from
www.apqc.org/portal/apqc/ksn on October 2, 2005.
Hall, G. & Hord, S. (2001). Implementing change. Massachusetts: Allyn and Bacon.
Handy, C. (Spring 2002). Elephants and fleas: is your organization prepared for change?
Leader to Leader. 24.
Hirschhorn, L. The campaign approach to change – organizational change in higher education.
Retrieved from www.findarticles.com/p/articles/mi_m1254/is_3_32/ai_62828425/print on
December 1, 2004.
Howell, E. (2000). Strategic planning for a new century: process over product. Retrieved
September 20, 2004, from ERIC Clearinghouse.
32. References
Kruger, W. Change iceberg. Retrieved from www.valuebasedmanagement.net on
September 24, 2005.
Lincoln, Y. (1985). Organization theory and inquiry. California: Sage Publications.
McElroy, M. (2000). Integrating complexity theory, knowledge management and organizational
learning. Journal of Knowledge Management. 4(3). 195-203.
Norman, S. (2001.) The human face of school reform. National forum of educational
administration and supervision journal. (17E: 4).
Olsen, W. & Sommers, B. (2004). A trainer’s companion: Stories to stimulate reflection, conversation, & action.
TX: aha! Process. p. 114
Pearce, L. (2004). Future challenges for e-government: new government, digital
government: managing the transformation. Retrieved from
http:/www.agimo.gov.au/publications/2004/05/egovt_challenges/issues/
transformation/change_model on September 24, 2005.
Senge, P. (2000). Schools that learn. New York: Doubleday.
Simons, D. (2003). Surprising studies of visual awareness. Champagne, IL: VisCog Productions.
Strategic Leadership and Decision Making. National Defense University. Retrieved
on September 19, 2005, http://www.ndu.edu/inss/books .
33. References
Tari', J. (2005). Components of successful total quality management. The TQM Magazine.
17(2). 182-194.
Wheatley, M. (2005). Finding our way. San Francisco, California: Berrett-Koehler
Publishers, Inc.
Williamson, V. (1999). Innovation and change in professional practice: meaning to
change and changing the meaning. Western Australia: Curtin University of
Technology. Conference presentation.
Editor's Notes
The gap between what is real and what is possible is vast.
Consider the fate that General Motors and IBM ALMOST met due to their complacency and satisfaction with the status quo. Are you familiar with the phenomena of the boiling frog? Place a frog into a pan of water and gradually increase the heat. Rather than jump out of the pan, the frog will stay and eventually die! Evolutionary change vs. revolutionary change
In what ways are schools bureaucratic organizations? How many teachers use research-based strategies to inform their teaching? (scientific theory ) What role does behavioral science play in education? Classroom management is the number 1 problem reported by teachers. How do school goals actually inform practice? Mission statements? Use of objectives?
This represents a transitional move away from the bureaucratic theory. The boundaries are opened to allow for personal concerns to be addressed. A recognition is evident that the “slave mentality” is limiting to an organization’s purpose. This seems to be an attempt to soften Taylor’s image.
Events reflect what we react to. When we begin to examine patterns/trends, we can start to anticipate change. As we look into the systemic structures, we can begin to generate solutions.
Karl Weick made the practical connection that schools simply did not behave like industrial or commercial enterprises. Weick suggests that people in education organizations do not work through organized sets of procedures passed down from managerial or technical experts. The technical core resides in individual classrooms. That knowledge is weak and uncertain, and it cannot be clearly translated into reproducible behaviors. The administrative structures act as buffers. Richard Elmore stated that schools were not configured to respond to the increasing demands of standards-based reform. Elmore wrote that schools and school systems should be accountable for their contributions to student learning. Yet the very structure often prevents that from happening. Elmore proposes 5 principles for bringing the idea of distributed leadership to bear on large-scale systemic change: 1. improve instruction 2. overcome isolation 3. model learning 4. develop expertise/knowledge 5. maintain accountability
Parts – curriculum, instructional strategies, materials School – climate/culture System-cultural change with most enduring chance for sustainability
Similar to the root cause model. Above the iceberg are the issue of cost, quality, and time. Often times the only considerations when an organization is implementing a change are the management issues. Other primary considerations should be the management of perceptions and beliefs as well as the management of power and politics based on the kind of change being implemented. In this scheme, opponents have both a negative general attitude toward change and they display negative behaviour. They need to be controlled by Management of Perceptions and Beliefs to effect change. Promoters have a generally positive attitude toward change. They are supporters. Hidden opponents have a generally negative attitude although they may appear to support the initiative. Management of Perceptions and Beliefs supported by information (issue management) is needed to change their attitude. Potential Promoters are generally positive, yet they have some hesitation. Power and Politics management needs to be supported to facilitate acceptance. Superficial issue management is described by looking just beneath the surface. The base of true change management occurs with both attitude (interpersonal) and behavioral dimensions are dealt with. Attitude is affected by the management of perceptions and beliefs, and behaviour is affected by power and politics management. Kr üger says dealing with change is an ongoing job of management.
Unfreezing helps the organization prepare for the impending change. It involves letting go of the status quo. Conditions are created to promote the change and minimize the resistance to the proposed change. This may involve establishing a vision, communicating information, and establishing a receptive climate. Implementation involves enacting the initiative. The “new” policies and/or procedures are actually put into place. The “refreezing” serves to “freeze” the change within the organization. Sustainability and continuation are the characteristics of this phase. The image of a sailing vessel has been used to convey this model. (Vaill, 1989) In this metaphor, the image of a vessel plowing through the ocean and facing a storm is used. The necessary steps are taken by the crew to keep the vessel afloat. The vessel is then prepared to continue its journey out of the storm and into calmer waters.
Opportunistic, planned, flexible, and open-ended. Change has been realized when people within the organization begin to do things differently. During the first stage, the leaders step back and “listen in” as an observer to identify the external forces/trends that are exerting themselves on the organization. This is an effort to identify the emerging future of the organization. Are there pockets of innovation within the organization? What are the most interesting aspects that have recently emerged? Evaluate the people who have both left and entered the organization. Why did they leave or what attracted them? Is there a “tension” within the organization? How can that be addressed? What has created the conflict? Is this the fodder needed to promote a future direction? Strategic theme . This serves to focus the campaign and provide direction. How is the client going to be better served? This is a rallying cry that the organization can support through the change. It invites interpretation and discovery. Sweep people in . the idea is to build enthusiasm for the project by getting participants energized and enthused with the change. Building coalitions and creating open environments is part of the process. This capitalizes on more on emotional energy than strategic planning. Infrastructure – This approach does require careful planning to include support systems, incentives, and a method of participation. A communication plan is necessary as is a strategy to secure resources needed for implementation.
Strategic planning is a process that seeks to clarify what an organization is, what it wants to be and how, specifically, to successfully make the transition. A strategic plan provides directions and a management strategy within the context of changing environments. This model allows for external and internal issues to be considered during the planning process. The environmental scan includes paying attention to people and building trust within the coalition. Enough flexibility must exist to accommodate both internal and external change. The emphasis should be the planning and not the “plan”.
Main models: Malcolm Baldridge Nat’l Quality Award model (USA), European Foundation for Quality Mgmt (EFQM), and Deming Application Prize Model (Japan) Establishes critical factors and methods. Time – expect it take longer than planned for – 2/3 years Resistance – TQM seeks to maximize enthusiasm and minimize resistance Leadership – management is key Persistence – commitment required, no wavering on implementation Consistency – walk the walk and talk the talk, keep sending message; also means employee inclusion Incentive – focus on the benefits to the members within the organization Communication – two-way communication essential, maintain a balance of both positive and negative If TQM employs an incremental change, all employees are trained and then left to their own devices. The training is not closely connected to implementation, and the training is “forgotten” before it can actually be put into use. Another variation established the goals and objectives, selects improvement areas, provides training “just in time”, and then supports implementation efforts. The second variation provides a greater chance of achieving results. There is also a structural (re-engineering) approach to implement TQM. In this implementation the system barriers are identified and dealt with first. A core group representative of a all levels of the system form a steering committee. This group is responsible for assessing the culture of the organization and developing recommendations. The advantages to this form are dealing with major concerns up-front, noting the effects of the change, and demonstrating management commitment.
Attempts to make the connection that managing knowledge and learning as inseparable from one another. These 2 areas, along with the idea of change, are part of the competencies every leader must have. The core issues of learning (thinking/doing in new way) managing knowledge (creating new knowledge/personalizing it/freezing it into the environment/sharing it) and innovating (creating new products/services/practices) are described in the model. Organizations as well as the individuals within the organizations contain knowledge. This is a movement away from just data warehousing information. It attempts to place an emphasis on educating and innovating through shared knowledge. 3M company policy that employees spend 15% of their time dreaming up new ideas and cost saving measures.
Using a new program or process is not simply a matter of saying “oh yes Tom is using/doing that.” Every implementer seems to put his or her twist to the new innovation. Levels of Use has to do with the behaviors and shows how people are acting with regard to the change effort. This is actually one piece of a body of work developed by Gene Hall and Shirley Hord called the Concerns Based Adoption Model (CBAM). The first three levels are identify Nonusers . These 3 profiles provide understanding and guidance to change facilitators in supporting each individual. Implementation begins in earnest with the Users . LofU is attained through observation or interview. The L of U can be used for planning for and facilitating the change process or it can be used in conducting evaluation and research studies. A piece that deals with attitudes and feelings is the Stages of Concern.
In this figure, the long curve indicates a normal life cycle-a biological concept. Time is initially spent acquiring the basic knowledge needed to be successful. Imagine a child learning to ride a bicycle. This is a time of inefficiency, ambivalence, new beginnings, and experimentation. It is time for adaptation. The steep upward slope is the growth phase, and this is when productivity begins to increase. The Maturity Phase realizes diminished energy. It is not uncommon for more rules to be implemented, and apathy and boredom tend to set in. The organization becomes comfortable. The way to extend the viability of the organization is to start a second curve before the first one peaks. This illustrates the need for constant reinvention. The secret of constant growth is to start a new Sigmoud Curve before the first one runs out of energy. Once an organization begins to decline, change becomes more problematic. Energy is low, leaders have diminished credibility, and resources are low. The change process is a continuous evolution, and other innovations may be spawned as a continuing response. In this figure, the long curve indicates a normal life cycle. Time is initially spent acquiring the basic knowledge needed to be successful, and then the productivity begins to increase. The organization eventually peaks which is followed by a decline as the process continues. The way to extend the viability of the organization is to start a second curve before the first one peaks. This illustrates the need for constant reinvention. The change process is a continuous evolution, and other innovations may be spawned as a continuing response.
1. People support what they have been involved with. They can envision themselves in the “new” future. People are to be “invited” into the process. While being involved in the process, they are figuring out the new processes and building relationships. 2. directives are reacted to – and everyone reacts differently. 3. Our perceptions of reality vary from individual to individual. Ask a witness at an accident scene to report what was observed. 4. It is the leaders responsibility to increase the levels of dependence and connectedness to find solutions. The solutions are to be generated from within.