Introduction to managing change

and innovation
2013
Session one: Friday November 8th –Saturday November 9th

Murray Saunders
Programme
Friday November 8th morning session: 9.00 -12.30
Friday November 8th afternoon session: 13.30 – 17.30
Saturday November 9th morning session: 9.00 -12.30

The sequence:

•Context of change: the organisation as a unit of analysis

•The culture of an organisation at the heart of change
•Knowledge resources, practices as part of culture
•How do we acquire a ‘culture’ (informal learning process)
•How do we experience a change
•How do we analyse a change (leading to the assignment)
Aims:

•Have an understanding of the ideas of change

and innovation from a social practice perspective

•To be able to analyse situations of change with

appropriate analytical tools

•Have an understanding of different types of

change context
A Modern Phenomenon?

Nothing endures but change.

Heraclitus
Greek philosopher (540 BC - 480 BC)
Etzioni’s classic definition of
an organisation

Bodies, persisting over time, which

are specially set up to achieve
specific aims
 The characteristics of an organisation

• Division of labour, of power, and of communication

responsibilities, such divisions being deliberately planned to
achieve certain goals

• The presence of power centres which control the concerted

efforts of the organisation and continuously review its
performance and re-pattern its structure to increase efficiency

• The substitution of personnel by others assigned their tasks

and the transference and promotion of individuals
Why do organisations change?
 Why do organisations change?

To reflect societal needs / aspirations

To adapt to external change

External regulation
Management goal Making a difference
Survival Restructuring
Efficiency
To expand good practice Responding to challenges
External influence
Attract investment
To stay ahead Planning & development
of the competition To grow
To be more competitive
Satisfy demand
New people change
Someone at the top says we have to! the organisation
to suit themselves

Because the environment changes

To create new opportunities
After: Richard Seel http://www.new-paradigm.co.uk
Core conceptual tools in understanding
and managing change

What is culture?
What is change?
What is ‘practice’?

Introducing a social practice approach

 What is change?

• To cause to be
different

• A transformation or
transition from one
state, condition or
phase to another
Change is anything different from current
conditions whereas innovation is
something entirely new than anyone has
seen before.
 What is change?
•Incrementalism: doing the same only a little better, in
other words improvements on existing practice clusters.
Improving the quality of teaching materials might be an
example.
•Innovative incrementalism: addition of innovations to
existing practices, for example adding an international
dimension to a syllabus where none existed before, or a
new teaching practice to a repertoire.
•Transformational: radical understanding of enhancement
involves a re-think of existing approaches, even
fundamental purposes, and completely new practices.

Saunders, M (2013) Quality enhancement: an overview of lessons from the Scottish

experience in Amaral, A (2013) Recent Trends in Quality Assurance (Palgrave/
MacMillan)
“Change requires a change in culture:
culture is at the heart of change”
 Key concepts of culture

• Designated value
• Beliefs
• Meanings (semiotics) and knowledge resources
• Practices
• Communities of practice
Depicting change in an organisation:
knowledge, culture and practice

Geertz and culture:

“The concept of culture I espouse is

essentially a semiotic one. Believing,
with Max Weber, that man is an animal
suspended in webs of significance he
himself has spun, I take cultures to be
those webs, and the analysis of it to be
therefore not an experimental science in
search of law but an interpretative one
in search of meaning”.
 Depicting change in an organisation:
knowledge, culture and practice

Geertz and culture:

«Le concept de culture, je épouser est
essentiellement une sémiotique.
Croyant, avec Max Weber, que l'homme
est un animal suspendu dans des
toiles de signification qu'il lui a filé, je
prends des cultures à ces toiles, et
l'analyse de celui-ci d'être donc pas une
science expérimentale à la recherche
de la loi mais une interprétation dans
quête de sens ».
Cultures consist of organisational characteristics
the knowledge of which act as resources for
practices

Changing requires changing practices but why is

this difficult?
 Depicting organisational culture as
‘interactions’
Handy’s organisational cultures:

• Role (hierarchic, formal roles)

• Achievement (flat, informal tasking, teams, expertise, specific

outcomes)

• Power (factional, dealing, strategic conduct and liaisons,

hierarchic)

• Support (flat, participative, humanistic, interactional)

Saunders, M. (1995) Researching Professional Learning. Journal of Computer Assisted Learning, Vol
11, no 3, pp 231-238
Factor Collegiate Bureaucratic Innovative Enterprise
Dominant value Freedom Equity Loyalty Competence
Role of central
Permissive Regulatory Directive Supportive
authorities
Handy's
organisational Support Role Power Achievement
culture

Institution/senior Sub-unit/project
Dominant unit Department/individual Faculty/committees
management team teams

Decision arenas Informal groups networks Committees and Working parties and Senior Project teams
administrative Management team
briefings
Management Devolved
Consensual Formal/'rational' Political/tactical
style leadership
Timeframe Long Cyclic Short/mid term Instant

Environmental fit Evolution Stability Crisis Turbulence

Nature of change Organic innovation Reactive adaptation Proactive transformation Tactical flexibility

External Policy makers as opinion

Invisible college Regulatory bodies Clients/sponsors
referents leaders
 Depicting organisational characteristics as
cultural knowledge: the basis of ‘practice’
Blackler (1995) Knowledge, Knowledge Work and Organizations: An Overview and Interpretation in
Organization Studies November 1995 vol. 16 no. 6 1021-1046

• Embrained knowledge [dependent on conceptual skills and cognitive abilities]

• Embodied knowledge [action oriented likely to be only partly explicit, mostly tacit, ‘the
way we do things here’]
• Encultured knowledge [refers to the process of achieving shared understandings
through language, socialisation acculturation, socially constructed and negotiable]
• Embedded knowledge [resides in systemic routines {reification of practice}
relationships between technologies, roles, formal procedures and emergent routines]
• Encoded knowledge [information conveyed by signs and symbols, traditional forms
{hard copy} and emergent forms {electronic}
 Décrivant les caractéristiques
organisationnelles que les connaissances
culturelles: la base de practiceâ
Blackler (1995) Knowledge, Knowledge Work and Organizations: An Overview and
Interpretation in Organization Studies November 1995 vol. 16 no. 6 1021-1046

Connaissances Embrained [dépend des compétences conceptuelles et les capacités

cognitives]
Connaissance incarnée [orienté vers l'action susceptible d'être seulement en partie explicite,
essentiellement tacite, «la façon dont nous faisons les choses ici»]
Connaissances Encultured [désigne le processus de réalisation compréhensions partagées
par le biais d'acculturation socialisation linguistique, socialement construites et négociable]
Connaissances intégrées [réside dans les routines systémique {} réification de la pratique des
relations entre les technologies, les rôles, les procédures formelles et des routines émergentes]
Connaissances codées [information véhiculée par des signes et des symboles, des formes
traditionnelles {} et copie papier formes émergentes {} électroniques
 Embrained knowledge

• Technical knowledge

• Formal knowledge

• Knowledge in books

• Knowledge at a theoretical level

• Theories like ‘learning theory’, Piaget for example

• Theories like Eraut’s theory of informal learning

 Embodied knowledge

• Knowing about daily ways of behaving in a group

• Could be knowing about how individuals react
• People’s habits
• Talkative open culture or more closed and formal
• Informality or formality
• When things get done
• Where things get done
• How best to get things done
• Not written down: tacit
 Encultured knowledge

• This refers to the shared discourse of the group

• Could be references to nick names
• Could be the technical vocabulary of an organisation
(medical environment)
• Could be knowledge of the word or phrase attached
to a way of doing something (e.g. sledging which
means criticising or verbally undermining trying to put
somebody off, could be very situated or
contextualised
 Embedded knowledge

• This refers to knowledge of systems and ways of

doing things
• The forms you need
• The process you have to go through to get things
done
• Think about the process you need to go through if
you want an extension to an assignment-this is
embedded knowledge
 Encoded knowledge

• This is a bit more tricky, it refers to the form that

communications are made within a group
• Could be by text message
• Could be by email
• Could be mainly face to face
• Differences between a ‘memo’ culture or a face to
face culture
 Using these depictions, identify the
knowledge resources within a classroom
 Pathways of cultural
knowledge acquisition
Public/propositional
Practice, experience
knowledge

Episodic
Episodicmemory
memory Explicit learning Semantic
Semanticmemory
memory

Implicit learning Behaviour

Behaviouror
or
performance
performance
 How do we learn informally?

Implicit
Implicitlearning
learning Reactive
Reactive
learning
learning

Deliberative
Deliberative
learning
learning
 Knowledge acquisition

• Explicit pathway-events are stored in episodic

memory and used to construct generalisations
• Implicit pathway-events are stored but no
generalisations are made
• Sometimes explicit and implicit knowledge suggest
how propositional knowledge might be used
• Propositional knowledge can be helpful in reflecting
on and clarifying the meaning of an event or
experience
 Learning informally: the importance of
the idea of ‘practice’

• Informal learning often occurs through practice or learning

about a practice. Practice is at the heart of informal
learning
• Giddens’ notion of the practical refers to behaviour which
is recurrent or routine i.e. happens on a day to day basis
and is rooted in the normal routine of daily life. Therefore
a ‘practice’ is a way of doing something, the pattern of
which is reproduced in a social context [i.e. work]
according to certain rules.
• A practice is recurrent or routine, rule governed behaviour
• Can we say that the ‘rules’ constitute the knowledge base
of informal learning?
 Learning informally: the importance of
the idea of ‘practice’

L'apprentissage informel se produit souvent par la pratique ou

l'apprentissage d'une pratique. La pratique est au cœur de
l'apprentissage informel

La notion de Giddens de la pratique se réfère à un comportement qui est

récurrente ou de routine à savoir qui se passe sur une base quotidienne
et est ancrée dans la routine de la vie quotidienne. Par conséquent, une
«pratique» est un moyen de faire quelque chose, dont le motif est
reproduit dans un contexte social [c.-travail] selon certaines règles.

Une pratique est récurrente ou systématique le comportement général, régi

Peut-on dire que les «règles» constituent la base de connaissances de

l'apprentissage informel?
 Learning informally through practice (Wenger
“A concept of practice 1999, p 4]
includes:
• both the explicit and the tacit
• what is said and what is left unsaid;
• what is represented and what is assumed.
• the language, tools, documents, images, symbols, well defined roles,
specified criteria, codified procedures, regulations, and contracts that
various practices make explicit for a variety of purposes.
• all the implicit relations, tacit conventions, subtle cues, untold rules of
thumb, recognizable intuitions, specific perceptions, well tuned
sensitivities, embodied understandings, underlying assumptions and shared
world views.
Most of these may never be articulated, yet they are signs of membership in
communities of practice”
 Learning informally through practice (Wenger
«Un concept de pratique 1999, p 4]
comprend:

tant l'explicite et le tacite,ce qui est dit et ce qui est non-dits;

ce qui est représenté et ce qui est supposé.

le langage, outils, documents, images, symboles, des rôles bien définis, des critères précis, des
procédures codifiées, les règlements et les contrats que les pratiques diverses de rendre explicite
pour une variété de fins.

toutes les relations implicites, conventions tacites, les indices subtils, les règles incalculable de pouce,
intuitions reconnaissables, des perceptions spécifiques, des sensibilités bien réglé, les
compréhensions incarnée, hypothèses sous-jacentes et visions du monde partagées.

La plupart de ces ne peut jamais être articulés, et pourtant ils sont des signes d'appartenance à des
communautés de pratique »
 Culture
produces
practices
practices practices

practices Knowledge
cultureulture practices
Resources

practices practices

practices
Change concepts: overview
• Changing cultures:
reconstruction of meaning
• Changing practices: knowing
what a practice is!
• Changing systems
[connective procedures]
• Changing structures
[architecture of or
connections between sets of
procedures]

Change is a process not a

thing or a moment
 Summary
Organisations consist of
cultures

Cultures consist of
organisational practices

knowledge of organisational
practices is learned

Change involves ‘moving’

organisational practices
Types of Change

• Type I
that which is done to us

• Type 2
that which we do to
ourselves

• Type 3
that which we do to
others
Change levels
• Macro
Structures, national systems,
organisation at regional
levels, orientation

• Meso
Organisational changes, goals,
cultures systems, practices

• Micro
Individuals, small groups,
practices, cultural change
 Adaptation

High
Level of imposed
change
Low

Low High
Ability to cope with
change
 Attitudes to change

Outright Token Grudging Lukewarm Real

hostility compliance acceptance enthusiasm commitment
Refusal Lip service to Comply only Momentum Enthusiastic
new ideas where stalled by Evangelical
Resignation immediate obstacles Willing to take
Subversion benefit risks
Industrial evident Persistent in the
action face of barriers

Increasing level of involvement

Increasing depth and durability of change achieved

After: http://ww2.audit-commission.gov.uk/changehere/content/mainmenu.htm
http://ww2.audit-commission.gov.uk/changehere
/content/mainmenu.htm

Outright Token Grudging Lukewarm Real

hostility compliance acceptance enthusiasm commitment
Refusal Lip service to Comply only Momentum Enthusiastic
new ideas where stalled by Evangelical
Resignation immediate obstacles Willing to take
Subversion benefit risks
Industrial evident Persistent in the
action face of barriers

Increasing level of involvement

Increasing depth and durability of change achieved

 Desire to change

Defiance Change
Reluctance Commitment
Commitment

High
Opposition
Opposition Enthusiasm
Sabotage
Sabotage Engagement
Subterfuge Success
Capability
to change
Detached Frustration
Disengaged
Disengaged Anxiety
Low

Belligerent Hindrance
Resigned Dissatisfaction
Impassive Failure

Low High

Desire to change

Ralph (2007)
Levels of involvement
Part of Change

Impacted by Change

Affected by Change

Aware of Change

Telling

Selling

Consulting

Joining

Ralph (1997)
How do we experience change?

Ralph (1997)
 How do we experience change?
Insecurity Pain
Fear Suspicion
Sense of loss - bereavement
Opportunity
Exhausting Challenges
Improvement Retrograde step
Resignation Sceptical of benefits
Obstacle
Out of Control “What’s in it for me?” Resistance
Excitement Demoralising
Energising
Chaos Threat Weariness Unnecessary
Disbelief
Sense of achievement Uncertainty
Transformation
Relief Disappointment
After: Richard Seel http://www.new-paradigm.co.uk
 Stages of response to change

Peaceful
Shock and
acceptance of
Disbelief New Reality

Acceptance of
Resistance Ending
(Grieving)

Callan, J. (1993) Individual and organizational strategies for coping with organizational change in Work & Stress: An
International Journal of Work, Health & Organisations Volume 7, Issue 1, 1993
 Cycle of change

Contentment Renewal

Denial Confusion
 Responses to Change

Ants
Ants Bees
Bees
mechanistic
mechanistic flexible
flexible

Known
compliant
compliant empowered
empowered
Knowledge directed
directed
obedient
searching
searching
integrated
obedient integrated
of ‘what
to change’
Frogs Rabbits
Unknown

Frogs Rabbits
oblivious
oblivious bewildered
bewildered
routine
routine petrified
petrified
stagnant
stagnant overcome
overcome

Unknown Known

Knowledge of ‘why
we should change’
 Transition Curve
Zone of
resistance
Hope
Denial
Integration/
Moving On
Anger
Search for Meaning
Perceived
Competence/ Shock Testing
Confidence Blame
Acceptance

Bargaining
Transformative
learning
Depression

Period of Loss Time Positive Growth

Increasing Stress Reducing Stress
After: J.Adams, J.Hayes and C.Hopson, Transition: Understanding and Managing Personal Change, 1976, London:
Martin Robertson & Company; Kubler-Ross, E 1970 On death and Dying
 Transition Curve

Honeymoon
Feel Transformation
Good Excitement Uncertainty
Testing
Losing confidence
Well-being Exploring

Denial Confusion
Accepting
Depression
Partial recovery
Distress/ Disbelief
despair Letting go
Numbness
Crisis
Positive event
Trauma or loss

Time

Williams D Life events & career change: transition psychology in practice. Brit.Psych.Soc. Symposium, Jan 1999
 Diagnostic tool for the change curve
Phase Human Relations Communications Leadership Problem Planning and
Handling Goal Setting

Shock Fragmented Random Paralysed None Inactive

Defensive Protective Ritualised Autocratic Mechanistic Isolated

Retreat

Acceptance Supportive Searching Constructive Explorative Co-ordinated

and Test

Change and Interdependent Harmonious Balanced Flexible Integrated

Adapt approach to
people and
task
Managing through the change curve

Manage through:
Information Involvement &
Encouragement
Denial Commitment
Self-confidence;
Morale;
Perceived
effectiveness Anger
Confusion Acceptance
Strong emotions Exploring new
ways of working

Support Clear Direction

Time
 Understanding change
Trowler P, Saunders M, Knight P (eds) [2004] Change thinking, change practices: A guide to change for heads of
department, subject centres and others who work middle-out [LTSN Generic Centre, York] pp 40

Change Technical- Resource Diffusionist: Kai Zen, or Models

theory rational allocation epidemiologic continuous using
theory model theory quality complexity
improvement theories
perspective

What are the Positivism Rational Normative re- Bricolage: Indeterminate

core works: experts economic educative: change is systems,
assumptions plan and then model: clear, visible because the outcomes not
about the manage faithful assume that messages system gets predictable.
nature of implementation central picked up by people to be Change
change and resource early adopters continuously sponsors
its objects? decisions → they diffuse tinkering, create
have according to looking for conditions in
  predictable the fit of ways of which change
results. message with doing better is more likely
audience to happen than
priorities not
Force Field Analysis
Driving Forces Restraining Forces

Current State Desired future state

Kurt Lewin
 Three step change theory

Unfreezing : (Motivate, building trust,

collaboration)

Movement : (agreeing status quo is undesirable,

hierarchic support)

Refreezing : stabilise new environment,

incentives, embedding)

Kurt Lewin
 Critique of Lewin’s Three step change
theory
(Burnes B (2004) J of Management Studies 41:6 p 996)

1. stability and change in organizations was at best

no longer applicable and at worst ‘wildly inappropriate’

2. approach to change is only suitable for isolated and

incremental change situations

3. ignored power and politics

4. adopted a top-down, management-driven approach

Eight steps to transformation (Kotter, 1995,
Harvard Business Review, p61)

1. Sense of urgency
2. Forming a powerful coalition
3. Creating a vision
4. Communicating the vision
5. Empowering others to act on the vision
6. Planning for and and creating short-term wins
7. Consolidating improvements
8. Institutionalising (embedding) new
approaches
“I am uncomfortable with the use of the language pattern
'change management'. The concept of 'Change management'
and the use of that language is possibly a 2nd wave way of
talking about a 3rd wave phenomenon (vestiges of a control
based model where we think we can manage and/or control
things). In a world of complex adaptive systems new states of
being 'emerge' and aren't really managed (and a key
component to survival is the ability to quickly respond and
adapt to new environmental conditions)”
«Je suis à l'aise avec l'utilisation de la« gestion du changement »le modèle
de langue. Le concept de «gestion du changement» et l'utilisation de cette
langue est peut-être un moyen 2e vague de parler d'un phénomène de
3ème vague (vestiges d'un modèle de contrôle basé où nous pensons que
nous pouvons gérer et / ou des choses de contrôle). Dans un monde d'états
complexes adaptatifs de nouveaux systèmes d'être «émergent» et ne sont
pas vraiment réussi (et une composante clé de la survie est la capacité à
réagir rapidement et de s'adapter aux nouvelles conditions
environnementales) "
Refocusing Attention now on adaptation, major changes,
alternatives to original ideas, creativity,
consolidation of ideas

Collaboration Coordinating and cooperating with other

stake-holders in developing ideas and
outcomes
Consequence Attention on impact on students, staff,
departments and whole institution of change
outcomes and the development of new ideas

Management Attention on difficulties in the processes and

tasks involved in the change, developing and
accommodating new practices, processes and
systems

Institutional/personal Begins to analyse involvement in context of

existing systems and practice

Informational Emerging awareness and interest in knowing

more, thinking of implications of participation

Awareness Initial awareness of the change characteristics

Stages of concern in a change (adapted from Hall and Loucks (1978).

Recentrer: l'attention aujourd'hui sur l'adaptation, des changements majeurs, les alternatives
aux idées originales, la créativité, la consolidation des idées

Collaboration de coordination et de coopération avec d'autres parties prenantes dans le

développement des idées et des résultats

Attention Conséquence de l'impact sur les étudiants, le personnel, les minist ères et institution
dans son ensemble des résultats du changement et le développement de nouvelles id ées

Attention de la direction sur les difficultés dans le processus et les tâches impliquées dans le
changement, le développement et accommodant de nouvelles pratiques, processus et
systèmes

Institutionnel / personnel commence à analyser l'implication dans le contexte des systèmes

existants et la pratique

Informationnelle émergents sensibilisation et l'intérêt d'en savoir plus, pensant implications de

la participation

Sensibilisation sensibilisation initiale des caractéristiques changement

The evolution of changes: all levels

Pre-adoption Adoption
Implementation Outcomes

CHRONIC DECSION EXPERIENCE OF CHANGED

FEATURES MAKING STAKEHOLDERS PRACTICES/STRUCTURES/
PROCESS  Management SYSTEMS
 Technological  Feedback
Change  Consultatative processes
 Under  Participative  Resource
qualified  Grassroots allocations
workforce  Developmental  Incentives:
 Poor teaching  Material Intended
methods POLICY  Moral/professional Unintended
CHARACTERIS Rhetorical/espoused
 Use
CONJUNCTUR TICS Embedded
 Exchange
AL Enclaved
 Adaptive capacity
FEATURES  Clarity  Flexibility
 Particular  Complexity  Responsiveness
incidents  Congruence
 New money
 New
government
 Sudden crisis

Government
Regions
Le point sur cette Institutions
métaphore est qu'elle suggère
l'importance de construire
l'expérience du changement
proposé à partir des points de vue Departments
de tous les principaux intervenants
dans le système.
En outre, elle suggère que ces
points de vue peuvent différer de
façon significative et c'est la tâche
de l'évaluation à «découvrir» ces
différences importantes.
The point about this metaphor is that it suggests the
importance of constructing the experience of the
proposed change from the points of view of all the
main stakeholders within the system.
Further, it suggests these points of view may well
differ significantly and it is the task of the evaluation
to ‘uncover’ these important differences.
Another dimension to this metaphor is the way in
which each group acts as both a receiver and an
agent of a policy message and through this process,
the policy message will undergo adaptation.
Receipt/Réception
Individuals and
Agence/Agency
groups
Learners

Une autre dimension de cette

métaphore est la manière dont
chaque groupe agit comme un Implementation staircase and policy trajectories
récepteur et un agent d'un message MS12/03/04
politique et à travers ce processus,
le message politique va subir une
adaptation.
Types of Organisational Change

Greater
‘Quick fix’ Transformation
or or
Crisis Radical Change
Magnitude
of change Incremental
Tinkering
or
or
Evolutionary
Lesser

Fine Tuning
Change

Shorter Longer
Timescale (in years)
                                                                                   
                                                                                   

 
 Cultural audit
Assignment Description
• Introduction (general description, aims, people, location)

• Paradigm: overall description (power, role etc)

• Symbols: artefacts, prizes, awards, charters, policies

• Power: how are decisions made?

• Structures: elements of the organisation, division of labour

• Controls: quality frameworks, inspections, performance measures

• Routines: practices that happen regularly, meetings, newsletters, groups etc and
knowledge resources

• Stories: shared memories about the organisation

• Potential change
 Cultural Audit
Paradigme: la description globale (puissance, le rôle, etc)
Symboles: objets, prix, récompenses, des chartes, des politiques
Puissance: comment sont prises les décisions?
Ouvrages d'art: des éléments de l'organisation, la division du
travail
Contrôles: des cadres de qualité, les inspections, les mesures de
rendement
Routines: les pratiques qui se produisent régulièrement, des
réunions, des bulletins, des groupes, etc
Histoires: souvenirs partagés sur l'organisation
 Categories in a cultural audit

Stories

Routines Paradigm Symbols

Role,
Achievement,
Power,
Support
Controls Power

Organisation
structures
                                                                                  

 
Super-tanker

In the Super-tanker quadrant change is slow and driven by external factors

rather than by a sense of drive and purpose from within the organisation.

Advantages Disadvantages

Change can be managed Change is slow

Systems have time to react Lack of responsiveness

Unlikely to be able to respond to

opportunities

Fall behind competitors

Enthusing staff about the need for

change can be difficult
Fire-fighting

Areas in the fire-fighting quadrant are always reacting to change and

threats at very short notice and don't feel in full control of
circumstances and actions.

Advantages Disadvantages

Culture of change can help make change Externally driven

happen
Never run things long enough to fully
Changes happen readily embed them

Change fatigue can set in

High stress levels

Responsive Externally-driven
Never run things long enough to fully
Changes happen readily embed them
Change fatigue can set in
Sense of 'Buzz' High stress levels
Never have the opportunity to review
Entrepreneurial whether what you do is effective
Band-wagon

In the band-wagon quadrant you are always driven by external factors and the
latest initiative.

Advantages Disadvantages

Responsive Externally-driven
Never run things long enough to fully
Changes happen readily embed them

Sense of 'Buzz' Change fatigue can set in

Entrepreneurial High stress levels

Never have the opportunity to review

whether what you do is effective
Space explorer

In the space explorer quadrant change is slow and driven by opportunities

from the internal and external environment. This may seem like the optimum
quadrant but it has its drawbacks.

Advantages Disadvantages

Change can be managed and embedded
Systems have time to react
Staff feel more in control
Change is relatively slow and some
opportunities may be missed
Lack of responsiveness
Is change taking us in the right direction -
and quickly enough?

Can we afford the investment?

Discuss assignment
 
A change case study in two parts:
 
1. Undertake a cultural audit of an organisation with which you are familiar and identify a possible
change.
 
•Use the framework called the cultural audit
•Identify the main practices and the knowledge resources
 
2.

A) Suggest a change strategy, where you will identify a change and analyse the following:
 
•The nature of the change
•Stakeholders and their interests
•Incentives and disincentives to change
•Power and ownership of the change process
•Suggest a change strategy to move the organisation from A to B
 
OR
 
B) Analyse a change process, using the concepts you have been introduced to during the module