The Puzzling Nature of Organizational Change Models

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The Puzzling Nature of Organizational Change
Models

• Sally Bennett

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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?

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Change

• A response to meaningful information
• A disturbance of a system
• A method of self-preservation
• Natural progression, constant force

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From or To?

• Changing from something
• We gotta get out of this place!
• Changing to something
• Theres a place for us
• Doing both
• Frankly, where are we now?
• Where do we want to be?
• What constitutes progress?

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Kinds of Change

• Incremental
• Tweaking the system or process
• Transitional
• Restructuring, reorganizing
• Transformational
• New vision, new mission, new values
• 
  John Kotter

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Planned vs. Unplanned Change

• Planned change deliberate endeavor to impact an
  organization to make a difference goal oriented
• Routine
• Expected
• Maintenance of organization

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Planned vs. Unplanned Change

• Unplanned change unexpected result of some
  large-scale force beyond local control
• Reactionary
• Unanticipated
• Response to outside influence

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Models of Changes

• Rational
• Social
• Organic
• Political

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• Characteristics
• Relates to Taylors theory of scientific
  management
• Promotes mindset of top down management
• Depersonalizes individual
• Promotes adherence to explicit rules and
  procedures

Definition A tightly coupled organization with
clearly established boundaries that functions in
a linear fashion.
Rational Organization

• Non-examples
• Inefficient
• Unpredictable
• Irrational
• Incompetent
• Ignorant
• Creative
• Local applicability

• Examples
• Efficient
• Calculated
• Strong rationality
• Technically proficient
• Knowledge-based
• Impersonal
• Universal applicability
• Lincoln, Y. (Ed.). (1985). Organizational theory
  and inquiry. California Sage Publications.
  p. 47.

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Definition A more loosely coupled organization
that takes into account the interaction between
the nomothetic and the ideographic dimensions.

• Characteristics
• Introduced by Gretzels Guba
• Bottom-up approach

nomothetic
ideographic
Social Organizations

• Examples
• Efficient
• Calculated
• Rational
• Operational
• Integrated
• Open to exploration
• Individual concerns

• Non-examples
• Inefficient
• Unpredictable
• Irrational
• Closed system
• impersonal

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• Characteristics
• Change viewed as organizing force.
• Experimentation as norm.
• High level of involvement.
• Inter-dependent

Definition A self-organizing organization with
the ability to adapt and to sustain.
Living Organizations

• Examples
• Adaptive
• Flexible
• Self-renewing
• Resilient
• Learning
• Wheatley, M. (2005). Finding our way. CA
  
  Berrett-Koehler Publisher. p. 32

• Non-examples
• Inflexible
• No sustainability
• No change capacity
• Non-renewing
• Artificial intelligence

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Definition An organization concerned with an
external power base desirous of maintaining a
broad base of support.

• Characteristics
• Concerned with power
• Top down approach
• Constituent issues
• Jungle metaphor

Political Organization

• Non-examples
• Shared authority
• Involved
• Participatory

• Examples
• Administrative
• Policy-based
• Coalition seeking
• Collective bargaining

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Exploring Root Causes
Events What just happened?
Patterns/Trends- Whats 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-What about our thinking allows this
situation to persist?
Senge, P. (2000), Schools that Learn
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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?

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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

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ChangeImplementation Models
Management Iceberg
Change Process
3-Step Model
Campaign Approach
Strategic Planning
TQM
Knowledge Mgmt
Levels of Use
Sigmoud Curve
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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).

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Change Management Iceberg Wilfried Krüger
Quality
Time
Issue Management
Cost
Acceptance
Promoters
Potential Promoters
Hidden Opponents
Attitude
Behavior


Opponents
Management of Perceptions and Beliefs
Power and Politics Management
_
_
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3-Step Model of Change Management (Lewin)

• Unfreezing
• Implementing
• Refreezing

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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

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Strategic Planning

• Scan environment
• Evaluate issues
• Forecast
• Set goals
• Implement
• Monitor
• Howell, E. (2000). Strategic planning for a new
  century.

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Total Quality Management (TQM)

• Leadership
• Strategic planning
• Human resources
• Process management
• Information/analysis
• Customer focus
• Business results

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Knowledge Management
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Levels of UseHall 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

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Sigmoud Curve
Handy, C. (Spring 2002).
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Wheatleys 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.

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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

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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 isnt 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 dont see it.
  I fall in again. I cant believe Im in the same
  place. But it isnt my fault. It still takes a
  long time to get out.

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• 3) I walk down the same street. There is a deep
  hole in the sidewalk. I see it is there. I
  still fall inits 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 trainers
  companion Stories to stimulate reflection,
  conversation, action. TX aha! Process. p.
  114

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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.

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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 trainers
  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/egov
  t_challenges/issues/
• transformation/change_model on September 24,
  2005.

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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.