Page 1 Change management and MAW Professor Peter Barrett University of Salford, UK.
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Transcript of Page 1 Change management and MAW Professor Peter Barrett University of Salford, UK.
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Change management and
MAW
Professor Peter BarrettUniversity of Salford, UK
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Resistance to change (IT)(Hirschheim & Newman, 1988)
Causes ofresistance
Innateconservatism
Lack offelt need
Uncertainty
Lack ofinvolvement
in thechange
Redistributionof resources
Organisationalincompatibility
Lack ofmanagement
support
Poortechnical
quality
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Change as a process
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Strategy into Practice(Mintzberg and Waters)
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Knowledge / behaviour(Hersey and Blanchard, 1982)
Knowledge
Time
involved
Dif
ficu
lty
in
volv
ed
Low
High
Short Long
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Knowledge / behaviour(Hersey and Blanchard, 1982)
Knowledge
Attitude
Time
involved
Dif
ficu
lty
in
volv
ed
Low
High
Short Long
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Knowledge / behaviour(Hersey and Blanchard, 1982)
Knowledge
Attitude
Individual behaviour
Time
involved
Dif
ficu
lty
in
volv
ed
Low
High
Short Long
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Knowledge / behaviour(Hersey and Blanchard, 1982)
Knowledge
Attitude
Individual behaviour
Group behaviour
Time
involved
Dif
ficu
lty
in
volv
ed
Low
High
Short Long
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Asch’s experiment (1955)
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Asch’s experiment (1955)
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Changement: Lewin’s three stage process
Now Ideal
Change
“Evolution is better than revolution”
Presentation Self-maintaining
Symbolic actions
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Managing Uncertainty
Time
Positive
Negative
Mot
ivat
ion
High expectations
Realisation of effort and complexity
Doom and gloom
Better than before
Time saved
Reduced motivational
swing
Reduced motivational swing
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Changement: Lewin’s force-field model
Time
Statusquo
Desiredstate
Restrainingforces
Driving forces
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Re-structuring debate – social science style!
1 Quality ManagementDepartment
2 Business StudiesDepartment
3 EconomicsDepartment
4 Management School
5 ProfessionalStudies Department
6 Leisure andHospitalityDepartment
7 SurveyingDepartment
8 ITI + IS
9 OR and Statisticsgroup
10 Accountancy group
13 Distinct areas sostay separate
14 Complementary T,Rand E around common
core quantitativemanagement focus
15 Bus Studies Lawgroup
16 No degree andvery close links to
Business
17 Departmentalreview findings
18 Single specialistsubject basis on QM
19 Strong synergybetween subjects
(purchasing,logistics, HRM,
Marketing)
20 Departmentalreview
21 Commonpostgraduate focus
22 Common researchcentre already
24 Common genericmanagementdisciplines
25 Combined sizevery large
26 Differences inmarkets and styles
27 Reduces size ofcurrent units
28 Brings togetherfragmenteddiscipline
29 Synergy
30 Viability worries
31 Opportunities fornew courses
32 eg Bus Ops andControl, BOAC
33 Energise researchacross school
34 Benefit MBAprofile through
"shared teaching"
35 Provide"Management Science"
presence36 Provide facultyfocus for work with
Mathematics LearningResource Centre
37 Non-quantitativestaff to social
science?
38 Gambling Centre
39 Existing link,obvious logic
40 Active "sharedteaching" within and
beyond faculty
41 DissaggregateDepartment to parts
of faculty?
42 Opens up fullrange of activities(T-u/g and p/g, R,
E)
43 Revans ResearchCentre
44 Roll up allFaculty P/g
activity?
45 Not popular -focus and ownership
46 Synergies ofT,R,E together
47 VE Centre
48 Existing link,obvious logic
49 Critical mass
50 Attract otherlawyers?
51 External clarity
52 Enhancedcooperation
53 Opportunities forstaff to teach and
innovate at alllevels, plus R+E
54 Opportunity toconcentrate scarce
research
55 Need for AMBAaccreditation
56 Enhanced flow ofstudents u/g to p/g
57 Desire for IPDCentre of Excellence
status
58 Incompatibleentry requirements
59 Loss of QM brandname
60 Past experience
61 Radicalregrouping by
specialism
62 Destabiliseexisting successes
63 Make integrationdifficult
64 New facultysystems will
eleviate
65 Only very minorhelp for research
66 Effectiveresponse to
opportunities, suchas c100 PhD students
67 Enhanced criticalmass
68 Provides minimumnumber for eg CIMAaccreditation (~10)
69 Closerelationship on HND
and u/g degrees
70 Constituent partsnot "lame ducks"
71 Main "problems"being addressed
before restructuring-
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“Cultural Change”
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Choose some words …
You have 10 votes – give them to the words that best describe your organisation’s goals Productivity Growth / resource acquisition Cohesion Stability Efficiency External support Morale Control
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Choose some more … You have 10 votes – give them to the
words that best describe your organisation’s management approach Planning Adaptability Training Information management Goal-setting Readiness Development of human resources Communication
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Competing values modelZammuto, Gifford and Goodman, 2000, drawing on Quinn and Rohrbaugh, 1983
External focusF
lex
ibil
ity
Co
ntr
ol
Internal focus
Human relations model
Rational goal modelInternal process model
Open systems model
Ends:
Stability
Control
Means:
Information management
Communication
Ends:
Cohesion
Morale
Means:
Training
Devel of human resources
Ends:
Growth, resource acquisition
External support
Means:
Adaptability
Readiness
Ends:
Productivity
Efficiency
Means:
Planning
Goal-setting
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Competing values scores – your aggregate scoresZammuto, Gifford and Goodman, 2000, drawing on Quinn and Rohrbaugh, 1983
External focusF
lex
ibil
ity
Co
ntr
ol
Internal focus
Human relations model
Rational goal modelInternal process model
Open systems model
Ends:
Stability
Control
Means:
Information management
Communication
Ends:
Cohesion
Morale
Means:
Training
Devel of human resources
Ends:
Growth, resource acquisition
External support
Means:
Adaptability
Readiness
Ends:
Productivity
Efficiency
Means:
Planning
Goal-setting
103
9
1229
129 2
1614
2222
511
1014
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Empowered or
neglected?
Major Focus
Competing values scores – A UK University (04)Zammuto, Gifford and Goodman, 2000, drawing on Quinn and Rohrbaugh, 1983
External focusF
lex
ibil
ity
Co
ntr
ol
Internal focus
Human relations model
Rational goal modelInternal process model
Open systems model
Ends:
Stability
Control
Means:
Information management
Communication
Ends:
Cohesion
Morale
Means:
Training
Devel of human resources
Ends:
Growth, resource acquisition
External support
Means:
Adaptability
Readiness
Ends:
Productivity
Efficiency
Means:
Planning
Goal-setting
1413
19
1447
913 5
1453
5254
1935
1611
Relatively very low
Veryhigh
Lowest
High
All Low
Low except …
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Culture change
Survival
Defense
Security
Self-expressession
Transcendence
Time
Value driven
cultures
Gratification driven cultures
Adopting the “evaluative attitude”
Continuous learning and transformational change
State A
State B
Discrete change
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Practical approaches
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Energy investment model
Spectators Players
Victims Cynics
ENERGY
AT
TIT
UD
E+
_
Low High
Faced with change what are the feelings, reactions and needs of each type in your organisation?
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Contingency LeadershipHersey and Blanchard
TASK
PE
OP
LE
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Supporting Co-operating
Delegating Telling
TASK
PE
OP
LE
Contingency LeadershipHersey and Blanchard
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Supporting Co-operating
Delegating Telling
MATURITY LEVELHigh LowConfidence and competence
Contingency LeadershipHersey and Blanchard
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Presenting change (Kanter)
Triable Reversible Divisible Concrete Familiar Congruent Sexy
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Kotter’s eight stage elaboration
1 Establishing a sense of urgency2 Creating the guiding coalition3 Developing a vision and strategy4 Communicating the change vision
5 Empowering broad-based action6 Generating short-term wins7 Consolidating gains and producing more change
8 Anchoring new approaches in the culture
Leading Change, J.P.Kotter, Harvard Business School Press, 1996.
Un
free
ze
Ch
ang
eR
e-f
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Approaches in HE
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Challenges for Academic Management
Coping with the pace of internal and external change
Managing individualistic people with an under-developed toolkit
Making the whole greater than the sum of the parts
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Possible Response
Managing as a change project Taking an Organisational
Development focus Expecting the unexpected -
turbulence Build a simple annual
improvement cycle to link key activities
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Elements of the cycle Joint academic planning Creating consensus amongst staff around
organisational plans Joint pre- post appraisal workshops
Disaggregating to individual activities Individual appraisals
Crafting a fit between individual aspirations / activities and organisational goals
Joint allocation of equitable workloads Putting time to agreed tasks
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A simple improvement cycleAcademic plan
(October/December)
Business plan(January/
March)
StaffAppraisals
(Feb/March)
WorkloadAllocation
(April/May)
Pre- Post-appraisal workshops(Jan/March)
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HE opportunities Freedom and responsibility Exploiting our academic skills and
knowledge on ourselves Substantive progress Psychological progress
Creating social pressure through transparency Workload allocations Student assessments etc
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But avoid ...“too much nuts and bolts, not enough heart and soul”
Mark Tulley on the BBC
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Nuts and bolts …
Finances
Plans
Structure PeopleTimeInfo
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Heart and soul …?
Finances
Plans
Structure PeopleTimeInfo