Cynthia J. Davies, PhD, SPHR Kathleen M. Guindon RN, MS, DM/OL UNIVERSITY OF PHOENIX

 Post-acquisition integration (PAI)  organizational culture and employee disruption  affects achievement of post merger objectives (Paruchuri, Nerkar, & Hambrick, 2006; Schweizer, 2005).  Front-line managers (FLM’s)  Experience management and self management issues (Muller, 2006)  Lack of peer reviewed literature on the experience of PAI from the lens of the FLM

 Peircean Semiotics  a theoretical mechanism to understand the art of human reasoning; to generate meaning using signs, objects, and interpretants (Uslucan, 2004)  Semiotics accounts for understanding external reality (metaphysics) and perception of that reality necessary for understanding system processes (e.g., integration) (Uslucan, 2004)

 Schein’s Theory of Organizational Learning (1996).  describing organizational cultures, cross-cultural communication, and organizational learning during complex change (1996).  Schein (1996)  three cultures of organizational management  organizational learning centered on the notion that the three occupational cultures often work at cross purposes  Management culture understanding is important and necessary to achieve goals and learn.

 Qualitative  Interpretive Phenomenological Analysis (IPA)  Undergirded by Phenomenology, Hermeneutics, & Idiography  Allows exploration of lived experience, and interpretation of how participants made sense and meaning of the post acquisition experience (Harre, 1993; Heidegger, 1962; Husserl, 1927).  Semi Structured telephone interviews (n=20)  Nvivo10

Interpretation of results revealed seven super-ordinate themes that undergirded the front line managers’ experience of managing during a post acquisition integration

 Uncertainty in the post acquisition integration setting is profound with both personal and professional implications.  Post acquisition employee related issues result in increased demands on the front-line managers communication ability, time, and skills.  Front line managers will incorporate management strategies to mitigate complexities associated with the integration setting.

 Consistent communication with senior leadership is perceived as supportive and helps front-line managers to feel empowered and confident.  Inconsistent communication with other management cultures interferes with front line manager achievement of organizational objectives, and the ability to focus on his or her teams.

 Establishing a locus of control and type of communication in the PAIS informed front line manager assignment of meaning of the experience communicating with other management cultures in the PAIS.

 Reflection, feedback, and creating control inform the process of front line management self management amidst the complexities of the PAI.

 Findings are congruent with Schein’ (1996) theory of organizational learning. - Communication with other management cultures is important for organizational learning, goal achievement, confidence, risk taking.  Model of Front Line Manager PAI Experience

 Replication with stratification for time since PAI implementation  Replication with mixed sample of FLM’s  Quantitative or mixed method study recommendations:  Communication strategies and affect on objective attainment in the PAIS  Focused FLM intervention and affect on objective attainment in the PAIS  Focused Management Culture Organizational Learning Intervention and affect on communication among management cultures.

 The specific problem is a lack of understanding of the experiences, meanings, and sense making approaches of operator culture managers, employed in the pharmaceutical organizational sector, who have managed employees in the post-acquisition integration setting.

A qualitative, interpretive phenomenological analysis (IPA) study was conducted to understand and interpret the perceptions of United States- based operator culture front-line managers who have managed employees during post acquisition integration.

 Appropriate when a paucity of literature exists regarding an investigations problem statement (Creswell, 2008).  Use of a quantitative methodology would prohibit the collection of rich data and the depth of analysis provided by a qualitative methodology (Leedy & Ormrod, 2010; Moustakas, 1994).  capturing data on meaning would not be as rich if quantitative measurement tools were applied.

 Challenges  Uncertainty, Lack of Communication, Employee Related Challenges, Personal Challenges  Management Strategies  Increased Communication, Transparency, Creating a Sense of Control, Focusing on the Positives, Taking Time to Adjust, Learning's.  Communication with other Cultures  Persistent Communication, Strategic Communication  Organizational Culture  Maintaining Culture, Creating Culture

 Consistent Communication  Frequent Communication with upper Management, challenging upper management, setting the stage, regularly scheduled meetings, communication with peers  Inconsistent Communication  Periods of silence, incongruence, Challenging communication experiences.

 Previous Experience  Steady perspective, calm amidst complexity  Creating a locus of control  Creating team culture, becoming leaders  Thriving During Change  Feelings of empowerment, autonomy  Personal Strategies  Reflection, aligning with the team, acknowledging increased effort, establishing personal boundaries  Needs  Resources, guidance, HR support, mentors, role recognition

 Passive Meaning  Visceral, Positive Attitude, Reference to Natural Process  Active Meaning  Prioritization of Information  Active Communication  Active Listening  Communicating a Vision

 Awareness  Perception of context  Communication  Types, challenging vs. transparent, risk taking, action on feedback by upper mgmt.  Time  Early vs. late in the integration  Upper Management Style  Formal vs. inclusive  Personal  Goal oriented actions, personal growth.

 Reflection  Pausing before acting, writing it down, separating personal from business, self understanding  Feedback  Creating a Sense of Control  Creating personal management plans,  Focus on health  Managing reactions