1. ORGANISATIONAL DEVELOPMENT AND CHANGE MANAGEMENT (Burnes, B., 2009)

2. APPROACHES TO
CHANGE MANAGEMENT

3. APPROACHES TO CHANGE MANAGEMENT
The biggest challenge is:
understanding the strategy of the organisation and choose the right approach and
managing resistance to change

4. THEORETICAL FOUNDATIONS Individual Perspective School
The theory and practice of change management draw on number of social science disciplines and traditions – schools of thoughts
Individual Perspective School
Group Dynamics School
Open Systems School

5. Individual Perspective School Gestalt-Field Psychologists:
THEORETICAL FOUNDATIONS OF CHANGE MANAGEMENT (Limited to three Schools of Thought)
Group Dynamics School
Individual Perspective School
Open Systems School
Behaviourists:
Behaviour result of individuals’ interaction with their environment – all behaviour is learnt; individual is passive recipient of external data
Organisational change takes place through teams/work groups rather than individuals
Organisations is composed of nr of interconnected sub-systems
Any change on the part of the system will have impact on other parts of the system
Gestalt-Field Psychologists:
Individual’s behaviour is the product of environment and reason (mind) – change understanding of yourself and the situation would lead to change in behaviour
Change the behaviour according to prevailing practices and norms – What are the roles, norms & values hold by groups
It is about achieving overall performance and synergy.
Collectively pursue overall business objectives
Understanding the org in its entirety

6. INDIVIDUAL PERSPECTIVE SCHOOL
BEHAVIOURISTS
GESTALT-FIELD PSYCHOLOGISTS - Kurt Lewin
individuals interaction with the environment
Individuals behaviour is the product of environment (field) and reason (mind)
All behaviours is learned
Learning is a process of gaining/changing insights, thoughts, outlooks, expectations
Individual is a passive recipient of external and objective data – human beings only respond to external stimuli
(Pavlov taught dog to salivate at the ringing of bell. Conditioning the dog to associate sound of bell with food)
Focus on interpretation people place on actions and response
Believe a person function as a whole , total organism
Each person possess positive and negative characteristics
Human actions are conditioned by their expected consequences
Individual use reason (mind) to interpret stimuli (gestalt is a percept)
Behaviour rewarded will be repeated and behaviour ignored will stop
Individual should change their understanding of themselves and situation - - this would lead to change in behaviour
- Achieve organisational change through changing external stimuli acting upon the individual
To change behaviour, change also conditions that causes it (Skinner)
Reward all instances of wanted behaviour

7. GROUP DYNAMIC SCHOOL
People in organisations work in teams, work groups rather than individuals
Organisational change takes place through teams/work groups rather than individuals
Change the behaviour of individual according to group’s prevailing practices and norms
Individual behaviour is a function of the group environment
Group is in a continuous process of mutual adaptation
Focus change at the group level and concentrate on influencing and changing group’s roles, norms & values hold by groups

8. OPEN SYSTEMS SCHOOL
The main perspective of Open System school and its objective:
It makes references to organisation and its entirety
It see organisation as composed of a number of interconnected sub-systems
Any change in one part have an impact on other parts of system and overall performance
Based on a method of describing and evaluating these sub-systems to determine how they need to be changed to improve organisation’s overall functioning
Systems in organisation are seen as open – not in isolation
Open to interact with its external environment
Open internally – various sub-systems interact with each other
Internal changes in one area affect other areas and impact external environment and vice versa
Objective:
structure the functions of business in such a way that clearly defined lines of coordination and interdependence, the overall business objectives are collectively pursued.
Emphasis is on achieving overall synergy, rather than on optimizing the performance of any one individual part.

9. FOUR PRINCIPAL ORGANIZATIONAL SUB-SYSTEMS
Organisational goals and values
sub-system
Comprises of org’s stated objectives and values it wishes to promote and achieve
To operate effectively, org must ensure that its objectives and values are COMPATIBLE with internal and external environment
Technical
Combination of knowledge, techniques and technologies required for organisation to function effectively
Must be COMPATIBLE & APPROPRIATE to organisations circumstances
Psychosocial
Organisational climate and organisational culture
Fabric of values, relationships, values and norms that binds people together and make them citizens organisation
It is influenced by org’s environment, history, employees, tasks, technology and structures
Managerial
sub-system:
Relating an organisation to its environment,
Setting goals, determining values,
Developing comprehensive strategic and operational plans,
Designing structures and establishing control
Directing organisation and ensure objectives are achieved
If all these fails, the rest of organisation will fail

10. Three (3) factors that inform the Open school system
Sub-system are interdepend:
Alterations in one part of organisation the rest of the organisation
Training is a mechanism of change and cannot succeed on its own.
Attempting to change individual might not change the organisation – consider other sub-systems
To be successful, organisation must tap and direct the energy and talent of their workforce
Remove obstacles preventing it and provide positive reinforcement which promotes it.
Change norms, rewards, systems, structures etc. from organisational perspective – rather than individual or group perspective

11. PLANNED APPROACH: KURT LEWIN
Planned change: Identify areas needing change, evaluate & bring about change
Planned approach to change is closely associated to the practice of OD (its core)
Concern about resolving conflicts and democratic values
Believed in Improved human conditions
First identify restraining forces, understand group behaviour, map complexity in which behaviour take place
Look at the present status quo
Identify driving forces that should be diminished or strengthened
Determine why people behave the way they do
Look at group dynamics (how groups shape behaviour of its members
What is the nature or characteristics of each group
Three-step model: unfreeze the present (inability to change), moving (creates motivation to learn or adapt) and refreeze (stabilize new behaviour)
People react and adjust when faced with change
Coping cycle: five stages: denial – need for change, defence past practices, discarding past behaviour to adjust, adapt to new ways and internalisation (change seen as normal).

12. PHASES OF PLANNED CHANGE (Bullock & Batten)
Organisation exist in different states – go through different processes and change should be planned in different states:
Exploration phase: determine need for change – consultants?
Planning phase: Plan the change, collect information, diagnosis of problem, determine appropriate actions etc.
Action phase: Move the oranisation from the current to desired future state, manage change process, gain support, evaluate implementation activities
Integration phase: After successful implementation, stabilize change to be part of organisation’s normal, everyday operations (refreeze); reinforcement through feedback and reward

13. THREE MODELS OF CHANGE MANAGEMENT
Incremental
model of change
(change in degrees/series)
Individual parts of an org deal incrementally and separately with one problem and one goal at a time
It takes long time to change – “muddling through with purpose”
Managers who respond to pressures in their environments, over a time, their organisations become transformed
Change takes place through successive, limited & negotiated shifts
Punctuated equilibrium model of organisational transformation
Organisations evolve through long periods of stability (equilibrium periods) that are punctuated by relatively short burst of fundamental change (revolutionary periods)
Revolutionary periods disrupt established activity patterns and install the basis for new equilibrium periods (isolated episodes)
Punctuate : occur at intervals – discontinuities by modifications
Continuous transformation model of change
To survive organisations must develop ability to change themselves continuously in a fundamental manner
Change pattern is endless modifications in work processes and social practices
Environment in which organisation operate is changing, and will continue to change, rapidly, radically and unpredictably

14. ORGANISATIONAL CHANGE AND MANAGERIAL CHOICE
Managers know that central to change process is the choice process:
what to change
when to change
how to change
Change comes in wide variety of shapes and sizes
Therefore, the managers should know and apply: corresponding approaches to strategy development and change management
Managers: Consider the nature of environment in which organisation operates
Planned approach: assume that environment is relatively stable, predictable, controllable
Emergent approach: assume that environment is turbulent, unpredictable and uncontrollable
Principal role of managers and the objective of strategy and change is to align or realign an organisation with its environment

15. THE CHOICE MANAGEMENT-CHANGE MANAGEMENT MODEL The trajectory process
Organisational change is viewed as the product of three interdependent organisational processes
The choice process
(concerned with nature, scope and focus of organisational decision-making)
The trajectory process
(it relates to org’s past & future direction - is the outcome of it’s vision, purpose & future objectives)
The change process
(Approaches to change,
Mechanisms of achieving change,
Outcomes of change)
There are groups of elements or forces which interact, clash with and influence each other in subtle or complex ways. All these can have an impact on the decision-making and change management process.

16. THE CHOICE PROCESS Org Context
- Org should know their strengths /weaknesses, customer needs, nature of environment in which they operate
- Collect info on past, present and anticipated future performance
- Collect info on main internal constraints such as structures, culture, politics, management style
- Collect info on main external constraints such as industry, sector norms, business environment
- Tools to used: SWOT analysis & PESTEL (Political, Economic, Socio-cultural, Technological, Environmental & Legal)
- Benchmark org’s performance
Focus of choice
- Focus on key activities of success and aligning it self
- Focus on influencing or changing constraints under which it operates
- Short-term, medium or long-term focus for decision-making
Org trajectory (direction)
- Trajectory/direction is shaped by its past actions, future objectives and strategies
- Determine interplay between org’s vision, strategies & approach to change
- Trajectory is also a blend or clash between emergent elements of its strategy
- Interpretation of past actions and future intent – ability to shape developing events

17. THE TRAJECTORY PROCESS
Organisational Vision:
Use various visioning techniques to get different futures and realities to select most favourable one
Not all visions lead to success – create ambitious visions
Comprise of mission, valued outcomes, valued conditions, mid-point goals
Organisational Strategy:
Stream of actions taken to move towards vision
Actions could be planned, driven, delegated and distributed throughout organisation
Must have formal and informal plans as well as planned and unplanned actions
Organisational Change:
Create conditions in which change places
Its only through change that vision and strategy can advance and become reality

18. THE CHANGE PROCESS Objectives & outcomes Planning the change People
Trigger: investigate need for change – current performance
Remit: Reasons for assessment, objectives, timeline, who should be involved
Assessment Team:
Assess need for change
Representatives from areas affected, change specialist
Assessment: Clarify and amend remit. Team should:
Clarify problem
Investigate alternative solutions
Feedback
Recommendations/decision
Planning the change
Establish change management team
Management structures (in the project)
Activity planning
Commitment planning (key people, how to gain support)
Audits and post-audits (monitor progress)
Training and development (new skills/competencies needed)
People
Create willingness to change
Make people aware of pressures
Understand peoples’ fears and concerns
Give regular feedback of performance
Involve people (communication and involvement)
Sustain momentum (provide resources, support, develop new skills, reinforced desired behaviour)