Page 1 Change management and MAW Professor Peter Barrett University of Salford, UK.

Change management and

MAW

Professor Peter BarrettUniversity of Salford, UK

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

Change as a process

Strategy into Practice(Mintzberg and Waters)

Knowledge / behaviour(Hersey and Blanchard, 1982)

Knowledge

Time

involved

Dif

ficu

lty

in

volv

ed

Low

High

Short Long


Knowledge

Attitude

Time

involved

Dif

ficu

lty

in

volv

ed

Low

High

Short Long


Knowledge

Attitude

Individual behaviour

Time

involved

Dif

ficu

lty

in

volv

ed

Low

High

Short Long


Knowledge

Attitude

Individual behaviour

Group behaviour

Time

involved

Dif

ficu

lty

in

volv

ed

Low

High

Short Long

Asch’s experiment (1955)

Changement: Lewin’s three stage process

Now Ideal

Change

“Evolution is better than revolution”

Presentation Self-maintaining

Symbolic actions

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

Changement: Lewin’s force-field model

Time

Statusquo

Desiredstate

Restrainingforces

Driving forces

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”

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

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

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

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



Open systems model

Ends:

Stability

Control

Means:


Communication

Ends:

Cohesion

Morale

Means:

Training


Ends:


External support

Means:

Adaptability

Readiness

Ends:

Productivity

Efficiency

Means:

Planning

Goal-setting

103

9

1229

129 2

1614

2222

511

1014

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



Open systems model

Ends:

Stability

Control

Means:


Communication

Ends:

Cohesion

Morale

Means:

Training


Ends:


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 …

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

Practical approaches

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?

Contingency LeadershipHersey and Blanchard

TASK

PE

OP

LE

Supporting Co-operating

Delegating Telling

TASK

PE

OP

LE


Supporting Co-operating

Delegating Telling

MATURITY LEVELHigh LowConfidence and competence


Presenting change (Kanter)

Triable Reversible Divisible Concrete Familiar Congruent Sexy

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

Approaches in HE

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

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

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

A simple improvement cycleAcademic plan

(October/December)

Business plan(January/

March)

StaffAppraisals

(Feb/March)

WorkloadAllocation

(April/May)

Pre- Post-appraisal workshops(Jan/March)

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

But avoid ...“too much nuts and bolts, not enough heart and soul”

Mark Tulley on the BBC

Nuts and bolts …

Finances

Plans

Structure PeopleTimeInfo

Heart and soul …?

Finances

Plans

Structure PeopleTimeInfo

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