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

3. Page 2 Resistance to change (IT) (Hirschheim & Newman, 1988) Causes of resistance Innate conservatism Lack of felt need Uncertainty Lack of involvement in the change Redistribution of resources Organisational incompatibility Lack of management support Poor technical quality

4. Page 3 Change as a process

5. Page 4 Strategy into Practice (Mintzberg and Waters)

6. Page 5 Knowledge / behaviour (Hersey and Blanchard, 1982) Knowledge Time involved Difficulty involved Low High ShortLong

7. Page 6 Knowledge / behaviour (Hersey and Blanchard, 1982) Knowledge Attitude Time involved Difficulty involved Low High ShortLong

8. Page 7 Knowledge / behaviour (Hersey and Blanchard, 1982) Knowledge Attitude Individual behaviour Time involved Difficulty involved Low High ShortLong

9. Page 8 Knowledge / behaviour (Hersey and Blanchard, 1982) Knowledge Attitude Individual behaviour Group behaviour Time involved Difficulty involved Low High ShortLong

10. Page 9 Asch’s experiment (1955)

11. Page 10 Asch’s experiment (1955)

12. Page 11 Changement: Lewin’s three stage process NowIdeal Change “Evolution is better than revolution” PresentationSelf-maintaining Symbolic actions

13. Page 12 Managing Uncertainty Time Positive Negative Motivation High expectations Realisation of effort and complexity Doom and gloom Better than before Time saved Reduced motivational swing

14. Page 13 Changement: Lewin’s force-field model Time Status quo Desired state Restraining forces Driving forces

15. Page 14 Re-structuring debate – social science style!

16. Page 15 “Cultural Change”

17. Page 16 Choose some words … u You have 10 votes – give them to the words that best describe your organisation’s goals u Productivity u Growth / resource acquisition u Cohesion u Stability u Efficiency u External support u Morale u Control

18. Page 17 Choose some more … u You have 10 votes – give them to the words that best describe your organisation’s management approach u Planning u Adaptability u Training u Information management u Goal-setting u Readiness u Development of human resources u Communication

19. Page 18 Competing values model Zammuto, Gifford and Goodman, 2000, drawing on Quinn and Rohrbaugh, 1983 External focus Flexibility Control Internal focus Human relations model Rational goal model Internal 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

20. Page 19 Competing values scores – your aggregate scores Zammuto, Gifford and Goodman, 2000, drawing on Quinn and Rohrbaugh, 1983 External focus Flexibility Control Internal focus Human relations model Rational goal model Internal 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 10 3 9 12 29 12 9 2 16 14 22 5 11 10 14

21. Page 20 Empowered or neglected? Major Focus Competing values scores – A UK University (04) Zammuto, Gifford and Goodman, 2000, drawing on Quinn and Rohrbaugh, 1983 External focus Flexibility Control Internal focus Human relations model Rational goal model Internal 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 14 13 19 14 47 9 13 5 14 53 52 54 19 35 16 11 Relatively very low Veryh igh Lowest High All Low Low except …

22. Page 21 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

23. Page 22 Practical approaches

24. Page 23 Energy investment model Spectators Players Victims Cynics ENERGY ATTITUDE + _ Low High Faced with change what are the feelings, reactions and needs of each type in your organisation?

25. Page 24 Contingency Leadership Hersey and Blanchard TASK PEOPLE

26. Page 25 SupportingCo-operating Delegating Telling TASK PEOPLE Contingency Leadership Hersey and Blanchard

27. Page 26 SupportingCo-operating DelegatingTelling MATURITY LEVELHighLow Confidence and competence Contingency Leadership Hersey and Blanchard

28. Page 27 Presenting change (Kanter) u Triable u Reversible u Divisible u Concrete u Familiar u Congruent u Sexy

29. Page 28 Kotter’s eight stage elaboration 1 Establishing a sense of urgency 2 Creating the guiding coalition 3 Developing a vision and strategy 4 Communicating the change vision 5 Empowering broad-based action 6 Generating short-term wins 7 Consolidating gains and producing more change 8 Anchoring new approaches in the culture  Leading Change, J.P.Kotter, Harvard Business School Press, 1996. Unfreeze Change Re-f

30. Page 29 Extra detail: unfreezing 1 1 Establishing a sense of urgency 1 Examining the market and competitive environment 1 Identifying and discussing crises, potential crises or major opportunities 2 Creating the guiding coalition 2 Putting together a group with enough power to lead the change 2 Getting the group to work together like a team

31. Page 30 Extra detail: unfreezing 2 3 Developing a vision and strategy 3 Creating a vision to help direct the change effort 3 Developing strategies for achieving that vision 4 Communicating the change vision 4 Using every vehicle possible to constantly communicate the new vision and strategies 4 Having the guiding coalition role model the behaviour expected of employees

32. Page 31 Extra detail: changing 1 5 Empowering broad-based action 5 Getting rid of obstacles 5 Changing systems or structures that undermine the change vision 5 Encouraging risk taking and non-traditional ideas, activities and actions 6 Generating short-term wins 6 Planning for visible improvements in performance, or “wins” 6 Creating those wins 6 Visibly recognising and rewarding people who made the wins possible

33. Page 32 Extra detail: changing 2 7 Consolidating gains and producing more change 7 Using increased credibility to change all systems, structures and policies that don’t fit together and don’t fit the transformation vision 7 Hiring, promoting and developing people who can implement the change vision 7 Reinvigorating the process with new projects, themes and change agents

34. Page 33 Extra detail: re-freezing 8 Anchoring new approaches in the culture 8 Creating better performance through customer and productivity-oriented behaviour, more and better leadership and more effective management 8 Articulating the connections between new behaviours and organisational success 8 Developing means to ensure leadership development and succession

35. Page 34 Approaches in HE

36. Page 35 Challenges for Academic Management u Coping with the pace of internal and external change u Managing individualistic people with an under-developed toolkit u Making the whole greater than the sum of the parts

37. Page 36 Possible Response u Managing as a change project u Taking an Organisational Development focus u Expecting the unexpected - turbulence u Build a simple annual improvement cycle to link key activities

38. Page 37 Elements of the cycle u Joint academic planning u Creating consensus amongst staff around organisational plans u Joint pre- post appraisal workshops u Disaggregating to individual activities u Individual appraisals u Crafting a fit between individual aspirations / activities and organisational goals u Joint allocation of equitable workloads u Putting time to agreed tasks

39. Page 38 A simple improvement cycle Academic plan (October/ December) Business plan (January/ March) Staff Appraisals (Feb/ March) Workload Allocation (April/ May) Pre- Post-appraisal workshops (Jan/March)

40. Page 39 HE opportunities u Freedom and responsibility u Exploiting our academic skills and knowledge on ourselves u Substantive progress u Psychological progress u Creating social pressure through transparency u Workload allocations u Student assessments u etc

41. Page 40 But avoid... “too much nuts and bolts, not enough heart and soul” Mark Tulley on the BBC

42. Page 41 Nuts and bolts … Finances Plans Structure People Time Info

43. Page 42 Heart and soul …? Finances Plans Structure People Time Info