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Large Scale Change Process in an Organization
TBS903 – Managing People in Organizations
Luanne Sequeira Student No. 3783546 Word Count: 3,000
1. the Consultant’s perspective: ✔ Promoter’s commitment ✔ Consultant’s role ✔ Informal Information Recommendations ✔ Prepare to lead change ✔ Adequate and Ongoing communication: ✔ Empowering Actions Conclusion Luanne Sequeira 3783546 Page 2 . 2. 4. Introduction Need for Change Appointing the right consultant Analysis of the Problem ✔ Climate and Culture ✔ The CEO & Principal’s roles in the university: ✔ Division between staff members Suggesting the Change Crash of the New Structure Issues during the intervention. 2. 3.Table of Contents 1. 1. 1. 3.
challenges faces while introducing the change and the management’s approach to this. The main purpose Luanne Sequeira 3783546 Page 3 . The report talks about a very interesting yet complex organisational environment to introduce a change process but seeks to help readers understand the intricacies involved in organisational change. It also underlines the issues faced by the consultant suggesting the change and her experiences of working within this organisation. You will notice the author has picked out specific interpretation and theories of change management to help throw light on specific areas of change management and best practices that could be adopted while introducing change.Executive Summary This report is aimed at identifying a large scale change management process in an organisation and analysing what led to this change. The report covers the process in introducing change. the steps taken by the management.
a well known engineering college in India. The Need for Change: The literature of organizational development efforts in universities or schools is sparse (Griffin. 2005). they decided to hire a professional team of Luanne Sequeira 3783546 Page 4 .1. Maritime Institute was a privately owned engineering college providing marine and nautical technology courses to candidates. It looks at the reason and issues that brought about this need for change. employee reactions to this change and the management’s final approach to handling this change. 2. Through the report you will understand what drove this institute to implement a change process and the experiences and observations of the business school professor. It also outlines the challenges faced by the management. The proprietors spend almost around six million dollars on setting up the institute and initially managed the entire operations themselves. faculty and other staff members would stay on campus itself. There is a call for continued research of organizational development initiatives in academic settings (Torraco & Hoover. It outlines an effort made by the organisation to inculcate change by inviting a leading business school professor to stay on campus and observe the day to day activities of the institute and according suggest change. I will also give my suggestions and recommendations of best practices that could have been adopted. Introduction This report identifies a large scale change management process undertaken by the Maritime Engineering Institute. It was located in a far away village but was a self sufficient organisation that provided enough to its residents. All students. Overtime as the college began to grow. We also look at how effective was the entire change process and its impact on the institution’s employees mainly being its staff members. 2006).
✔ Climate and Culture: Climate and culture form very important aspects of any organisation. a professor of a leading business school was appointed. This consultant would then suggest required changes that need to take place in the institute. 3. On being briefed of her involvement in the change process. The Maritime Institute had been an established college for about 5 years before the need for change came into light. The institute’s board of directors consisted of a CEO and Principal at the top who then managed two different business lines mainly operations and academics respectively. 2009). talks and observations the consultant was able to diagnose the reason behind the issues and problems faced within the university. its culture.individuals to manage the business and reduce their involvement in the institute daily workings (Vohra. she agreed and took up the role. its history etc. These aspects help employees understand their work environment. Appointing the Right Consultant: A lot of meetings and discussions happened between the CEO. Principle and the promoters’ in order to decide who would be the right consultant to appoint for the job. Overtime the management started to feel problems trickling in which mainly revolved around commitment. and high attrition rates among staff which also led to staff members dividing themselves into groups and finally leading to no professional growth opportunities. The consultant was given her own accommodation away from the rest of the staff and students quarters and also provided with office facilities. the consultant. 2009). day to day operations. Analysis of the Problems: Through her meetings. disciplinary issues with students. The CEO of the Institute started to feel the need to hire an outside consultant to examine such issues and observe the institute’s approach to corporate governance. She started her analysis by taking one to one meetings with the staff members. Overtime and competition from other institutes grew. This was to be a 3 month effort but the consultant and management during which the consultant would stay on the campus (Nair. Luanne Sequeira 3783546 Page 5 . 2009). (Nair. She introduced herself and explained the purpose of her meetings. it became more difficult to retain staff and also attract more students. management and students. Both climate and culture are largely learned from socialisation and symbolic interaction among groups of people (Reichers and Schneider 1990: 29). This gave her an idea and understanding of the institute. 4. After a series of discussions.
His designation would be changed to Director and he would oversee the entire business. Suggesting the change There were different areas where change was required like the salary increase for non technical staff and the change in the reporting structure or organizational chart. the CEO. Hence it was important to have the management of MEI work together in order to implement the new structure. the new structure was finally agreed upon. 2003). Due to this students also started leveraging on this kind of culture and mainly showed more interest in the more senior staff and neglecting the general professors that did not have technical experience (Vohra. Luanne Sequeira 3783546 Page 6 . Through a series of meetings and discussion with the board and promoters. 2009). However the main change that the consultant put forward was for the institute to be re-structured in order to consolidate operations and have one type of head of department. 2009). The current governing system of institutes providing higher education has now moved from being a collegial system driven by academics to being a professionally managed system. the CEO and Principle. However they seemed to be a very thin line between the job roles of the two and often it clashed leading to misunderstanding and confusion among them and staff. 1. It was also perceived that you had to be well known to the senior management in order to receive any awards. (Allen 2003) suggests that the best way to be successful in an organization is to have the academics and operations work together as one body. Due to lack of interaction or mere socialising with each other. There was no more reporting structure as far as the two of them were concerned (Nair. 2009). It was believed that the promoters had employed the principal to manage the institute on personal relationships however eventually were getting tired of his management skills and hence decided to employ another right hand man to take over some part of the business. There was also no kind of rewards or recognition given for employees who performed well. The issue was the difficulty in finding technical staff which forced the management to pay higher salaries to these staff rather than the non technical ones. This experienced clashes with the professional managers and academics (Allen. The final structure would not have two people heading but just one. This led to the appointment of the CEO who then mainly looked after non-academic operations. (Vohra. The CEO’s position though would then go one to focus on other areas like research and consulting within the institute (Vohra & Nair. The consultant helped the management make an informed decision and create the right structure by advicing them about common structures in other business schools. 2009). This system was considered extremely unfair. ✔ Division between staff members: There seem to be a divide between the technical and non technical staff members of the institute.The culture and climate in the university was mainly influenced by low motivation levels. ✔ The CEO & Principal’s roles in the university: This university strangely has two head of staff members. Staff was often isolated and started to lack commitment due to boredom. Additionally the technical staff was older and more mature individual since they normally came with previous marine experience.
2. 1996). 2009). Overtime this became a practice and the promoters managed to retain their staff however not to the approval of the consultant as she felt that they were going against the entire change process. 2009). As stated this is a critical part of introducing and implementing change in any organisation. At the start of the process. Sometime from then other senior staff also decided to resign and once again were asked to stay by promising them certain favours. to help staff understand the new structure. one of which is because they do not completely understand why the change has been brought about or may see the new direction from the organization’s view. the Consultant’s perspective: Leadership’s commitment and approach to change efforts is crucial for effective change (Kotter.The new structure was introduced to the staff members by the CEO in a meeting and they were assured that they would receive a further detailed run through of the reasons for change and the benefits of this new structure. 2009). Also sometimes employees get insecure about the impact that the change will have on their own jobs (Gotsill & Natchez. 3. The consultant tried to reason out with the promoters and help them see the big picture that change management was a process and when implemented. things started to fall out of place. Issues during the intervention. they were likely to encounter resistance. It seems that the promoters wanted the institute to be transformed into a world class university but were not prepared for the change process. Overtime the workshops began to run for different aspects mainly being. This was to be done through a workshop by the consultant. Crash of the new structure: People easily avoid change because of various reasons. within just a few weeks of the workshops and the new structure being implemented. to facility student feedback and to collectively finalise on the identity of MEI (Nair. However the promoters refused to listen and continued to make decisions and carry out what they would see as damage control without keeping the consultant in the loop (Vohra. The consultant faced quite a few issues through the process of implementing the change: ✔ Promoter’s commitment: The most important issue faced during the intervention was that of the commitment of the promoters. At the start of any change process or before finalising the change to be Luanne Sequeira 3783546 Page 7 . Unfortunately this wasn’t the case for MEI as the promoters expressed the need for change without really being prepared to be committed to the process and adopting the right approach to this change. Similarly with MEI. 2007). The principle expressed his desire to resign from his services and this information reached the promoters of MEI who were very disappointed. They immediately intervened and requested him not to go and agreed to fix things as per his need. they expressed extremely high commitment levels by facilitating constant communication with the consultant and keeping her up to date with their interactions with staff members (Vohra.
implemented. Mackin. The management chose this consultant as they were not equipped with knowledge of the latest best practises and strategies adopted by universities. 2009). 1997). ✔ Consultant’s role: Whether the consultant should get involved in the implementation of the change process is something that has been questioned before (Juras. sharing of wrong information or maintaining confidentiality. 2009). Since the consultant appointed was a professor from a leading business school in India and hence appointed to suggest changes in the workings of the institute. 1993) and not share information shared in confidence. Curtis & Foster-Fishman. 2009). The wife of the principle also worked as a visiting faculty in the school and may overtime have got insecure about her job on account of the CEO’s wife being a more experienced professor in the institute. However at the time of appointed the consultant’s role was and involvement in the intervention was not clearly defined and hence posed problems once the change process was introduced (Vohra. Other issues were related to ethical behaviour. This may have led her to create rumours among other staff about adopting new change and hence resistance came even stronger than expected (Vohra & Nair. planned change management efforts are successful with the right support and guidance from leaders. On one occasion. this helps gain quicker acceptance from staff members at lower levels. the consultant wrote a detailed letter to the promoters underlining their approach to the principle and other staff resigning and suggesting how best to deal with the situation but they did not communicate back (Nair. Even though the project scope and extent determines how Luanne Sequeira 3783546 Page 8 . ✔ Preparing to lead change: Not just identifying the need for change but proper preparation and commitment towards making the change happen is what was required in this institute. the promoters immediately caved in on their commitment and communication from and with them became less frequent. Among the talk about issues there were other smaller issues such as keeping within boundaries in terms of maintaining a professional attitude at work. Recommendations: Analysing the change process undertaken by the Maritime Engineering Institute. However. the author was conscious about the need to maintain confidentiality (Newman. Having been trained and grounded in social science research and the dynamics of establishing trust. there are a few things that went wrong and maybe if managed correctly from the start would have helped inculcate the structural change better. ✔ Informal Information: Another issue that the consultant faced was informal information or rather what became grapevine within MEI. the management must conduct a thorough needs assessment to analysis the organisation’s needs and its personnel (Torraco & Hoover. The consultant did experience the principle having a personal outburst at one of the meetings which is not acceptable in professional organisations. This led her to think that since the CEO came into the institute. there started to be misunderstanding and confusion. 1. 2005). in the case of MEI this was not so and as the staff started to resist the change. Leaders are the main drivers of change in any organisation.
W (2002). Strategizing for anticipated risks and turbulence in large-scale engineering projects. Higher Education. activities. As the environment in the higher education environment continues to evolve overtime. 1. Change the way they think! “Get rid of obstacles to change. K. Conclusion: The report clearly states that the change process in Maritime Engineering Institute was not successful however this is a good example of how a change process can go wrong if the leaders of the organisation are not well equipped to lead this change. it is essential for leaders to be consistent and determined through the process (Burke. 1-153.R (2001). Applicability of O. a sense of urgency. Burke W. The impact of shared leadership on the effectiveness of self managed work teams: A Phenomenological study.J. D. 77-83. References Allen. 24 (4). 2. Emphatically encourage risk taking and non-traditional ideas. within a university setting. and actions” (Kotter. 61-92. faculty.D. Organization Change: Theory and Practice. Implementing change in universities or institutions is a lot more difficult as it involves the administration. Angles. ✔ Adequate and Ongoing communication: Additional proper communication of the change process is essential and could have been done in the case of MEI. M. 1996.S & Miller. 445-455 Griffin. 19. describe the look of the new organisation and design a plan on getting there (Allen 2003). it could have come straight from the promoters where they could outline the need for change and the vision of the company. students and families. Luanne Sequeira 3783546 Page 9 . 46. Organization Development Journal. p21). Organizational climate and strategic change in higher education: Organizational insecurity. change can be critical in order for the institution to achieve long term success and survival (Kotter.much support is required. Instead of the change being introduced by the CEO in one of the meetings. (2003). 1995). (2006). It also helps us understand employee’s tendencies to reject change from the beginning and how this can either be the reason for the fall out of the process or can be a heads up for the managers to facilitate ongoing communication and understanding of change to their employees.M (2007). M. governing board. other public institutions (Torraco. 2002). Change those systems or structures that seriously undermine the vision. Thousand Oaks CA: Sage Floricel. 2004). ✔ Empower Actions: The promoters could have managed the management and staff’s resistance to change more effectively. talk about the benefits from the change. International journal of Project Management. Leaders must outline a clear understanding for the reason for change. Not allowing the emotions of staff and wrong decisions of the management get in the way of the change process.
J. & Foster-Fishman. (1995). Organizational Development Journal. & Hoover. Kerno Jr.(1997). 1-132. Leading change: Why transformation efforts fail. Key concepts of community Psychology: Implications for consulting in educational and human service settings.R. 7 (3). Advances in Developing Human Resources. 111–133.. 73(2). P. Sustaining Change in Higher Education Administrative Student Services. Going along reduces opportunities for change—and chances for survival. E. Organization development and change in Universities: Implications for research and practice. Juras. (1996). Krakowsky. Influences from both inside and outside can force companies into the same mold. 7(4).. Torraco. Vohra N & Nair N (2009). S (2008). From Resistance to Acceptance: How to Implement Change Management.P (2008). J.Gotsill & Natchez (2007).. 422-438. S. 58-67. P. 24-27. 8. 59-67. P. Mackin. Harvard Business Review. 24-27. J. Leading change. Journal of Educational and Psychological Consultation. J. Curtis. R. Luanne Sequeira 3783546 Page 10 . R. Boston: Harvard Business School Press Kotter. (2005). Bringing about Large-Scale Change in an Engineering College: Lessons and Implications. J. Kotter.
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