The Role of the Internal Change Agent - Essay Example

 INTRODUCTION “The pace of global, economic and technological development makes change an inevitable feature of organisational life” (Cummings & Worley 2008: 23). As opposed to external change which happens as a result of outside agents or exterior forces on an organisation, internal change occurs as a result of planning by the management or employees. Thus, “the individual or group that undertakes the task of initiating and managing change in an organisation is known as a change agent” (Lunenburg 2010: 1). Internal Change Agents are managers or employees appointed to supervise the change process. In several companies driven towards innovation, both managers and employees are being trained to learn the skills for overseeing change (Tschirky 2011). The Internal Change Agent is responsible for planning and carrying out suitable interventions for achieving organisational development. Organisational change may be episodic or continuous, depending on whether it is an event conducted irregularly when the requirement arises, or is an ongoing process of transformation and development (Boonstra 2004; Weick & Quinn 1999). Thesis Statement: The purpose of this paper is to investigate the role of the internal change agent in organisational development, describe the theories that underpin the role of internal change agent, identify the different roles required to be played by change agents, assess the key characteristics and attributes of successful change agents, and identify the key learning areas for managers who want to develop as change agents. THE INTERNAL CHANGE AGENT: ROLES AND RESPONSIBILITIES Worren, Ruddle and Moore (1999) compare present-day change management with traditional organisational development based on theory, analytical framework, the role of the change agent, and the intervention strategies. The authors argue that change management is a discipline in itself, that unites different concepts operating in the domain of planned organisational change. This perspective of change management underscores the significant role of the internal change agent in an organisation. Internal Change Agents are of three different types. The People-Change-Technology type focus on the individual employee, their morale and motivation. They deal with absenteeism, turnover, and the quality of work performed. These change agents use the techniques of job enrichment, goal setting, and behaviour modification. They work on the assumption that “if individuals change their behaviour, the organisation will also change” (Lunenburg 2010: 2). The Analysis-for-the-Top type of change agent changes organisational structure in order to improve output and efficiency. The techniques used are operations research, systems analysis, policy studies, and other forms of analytical approaches to transform the organisation’s structure or technology. This is exemplified by the introduction of computerized information processing systems (Lunenburg 2010). The Organisation-Development type are change agents who are involved in internal processes such as intergroup relations, communication, and decision making. Their intervention technique is referred to as the cultural change approach, because they analyse the culture of the targeted organisation. This approach was developed from the domains of sensitivity training, team building, and survey feedback. While implementing organisational change processes, managers often assume the roles of the different types of internal change agents outlined above (Lunenburg 2010). Besides the responsibilities of the different types of change agents given above, the three main roles that internal change agents play include consulting, training and research, state Carnall (2008), Dawson (2010), Stephen (2010) and Tidd (2010). A manager or outside change agents can also perform these roles. The internal change agent as a Consultant provides employees with data from outside the organisation, or helps members of the organisation to produce data from within the organisation. Lunenburg (2010) states that the main purpose of the change agent as consultant is to help employees find solutions to problems through analysis of valid data. The change agent as a Trainer assists organisation employees learn how to use data to bring about change. The change agent as trainer serves two purposes. The first aim is to help organisation employees to interpret the present data and draw appropriate conclusions regarding their implications for action to be taken. The second goal is to provide organisation members with a new set of skills including “the ability to retrieve, translate, and use new data to solve future problems” (Lunenburg 2010: 3). The internal change agent as Researcher is closely related to the previous role of trainer. The role includes the training of organisation members in the skills required for valid evaluation of the efficacy of action plans that have been carried out. Lunenburg (2010) states that as part of the overall intervention strategy, the change agent designs an evaluation component, useful for solving both the current as well as future problems. THEORIES THAT SUPPORT ORGANISATIONAL CHANGE Organisational change theories “describe the different stages through which planned change may be effected in organisations” (Cummings & Worley 2008: 23); and explain the temporal process of applying organisational development methods to help members manage change. The three major models of organisational change include Lewin’s Change Model, the Action Research Model, and the Positive Model. One of the earliest and most influential approaches to organisational change management was Kurt Lewin’s field theory (1951), which conceptualised the change process as involving three phases. First, “unfreezing” is the process of showing the organisation that it needs to change, and overcoming resistance to change. Second, is the “change process” itself. Third and last stage involves “refreezing” by which the changes are sustained to ensure that they continue to remain as a normal and accepted part of organisational life. Lewin’s model “assumes some stability before and after the change process, which clearly does not often obtain in today’s turbulent business climate” (Doyle 2003: 66). For example, team membership may change in less than a few months, thus challenging effective teamwork. Similarly, Lewin’s theory may not be applicable for virtual teams who rarely meet face-to-face The traditional organisational development approach is a “sytematic process for applying behavioural science principles and practices in organisations to increase individual and organisational effectiveness” (Doyle 2003: 65). This involves diagnosing and taking action, and has a strong orientation towards contemporary Action Research with information gathering, setting goals, performing actions, evaluating the outcomes of those actions, re-defining goals, and performing new actions. The purpose of action research is to empower the participants and/ or those who receive the interventions to facilitate their full engagement in the change process, and their learning to continuously improve their functioning. Cummings and Worley (2008) reiterate that the action research model forms the basis for most current approaches to planned change, and is often considered synonymous with organisational development. Recent changes to the model have improved and extended it to new settings and applications. Consequently, researchers and practitioners have made adaptations to its basic framework. Application of action research includes a shift from smaller subunits of organisations to total systems and communities, and is more complex and political in the larger contexts. Each organisation development programme is distinctive because every organisation and its problems are unique. However, the aim of all the programmes is organisational improvement and individual development. Because of the complexity of organisational development, it may frequently be necessary for the Change Agent to include other approaches for achieving the desired outcomes. Thus, action research may need to be combined with a careful analysis of the discourse pertaining to organisational development. For example, Day (2001) expressed regret that he had not employed an action research approach in evaluating the introduction of autonomous work groups. He believed that this could have prevented some of the mistakes leading to the research’s failure, or might have contributed to more responsibility towards the research evidence, followed by commitment to resolve the problems. Thus, using both qualitative and quantitative methods promotes greater understanding of the process of change. The Positive Model of organisational change is the third theory, and “represents an important departure from Lewin’s model and the Action Research process” (Cummings & Worley 2008: 27) which are deficit based. Their emphasis is on the organisation’s problems and how they can be solved to help the firm function better. On the other hand, the positive model focuses on what the organisation is doing right. The theory promotes understanding about the organisation when it is functioning at its best, and builds on those capabilities to achieve more optimal outcomes. This model of planned change is also known as positive organisational scholarship in the social sciences, which underscores constructive dynamics in organisations, producing highly beneficial results. The theory states that people tend to act in ways that make their expectations come true. “Thus, positive expectations about the organisation can create an anticipation that energises and directs behaviour towards making those beliefs happen” (Cummings & Worley 2008: 28). A process called Appreciative Inquiry is used to apply the positive model to planned change. This is a reformist and rebellious form of social constructionism, which assumes that organisation’s members shared experiences impact their perception about the organisation. Such shared meaning can influence how members perceive planned change, appreciative inquiry encourages a positive orientation to the way in which change is conceived and managed. It increases member involvement widely in creating a shared vision about the organisation’s positive potential. “That shared appreciation provides a powerful and guiding image of what the organisation could be” (Cummings & Worley 2008: 28). Based largely on appreciative inquiry, the positive model of planned change consists of five phases: initiation of the inquiry, inquiring into best practices, discovering the themes, envisioning a preferred future, and designing and delivering ways to create the future. KEY CHARACTERISTICS OF SUCCESSFUL CHANGE AGENTS Some important attributes of successful change agents include a complex and varied set of competencies and skills. The three basic categories of competencies needed include interpersonal, conceptual and technical skills. Interpersonal skills form the core of the communication process, which is crucial in all the relationships that the change agent has in the organisation. Developing mutual acceptance, positive regard, and sense of security while implementing unfamiliar organisational strategies, among the employees and management is essential for achieving successful organisational change. Moreover, “the consultant should be able to foster mutual respect through active listening and interviewing skills” (Gilley & Eggland 1989: 84). Finally, the change agent is required to respect the personal boundaries and values of his colleagues. Conceptual skills form the vital attribute required for managing the content of the organisational development process. This involves the capability to guide the employees’ attention to problems, opportunities, and ways of thinking about the organisation that are in line with productive change processes. Every change process requires a theory to guide and direct employee behavior, one that is continuously tested and elaborated. This is essential for professional development as well as for understanding the situations encountered while implementing organisational change, and for dealing with them successfully (Gilley & Eggland 1989). Technical skills relate to “the change agent’s ability to conduct the wide variety of programmed procedures available for implementing the organisational development process at the individual, group or organisational level” (Gilley & England 1989: 84). This not only involves selecting and modifying established procedures, but also developing new ones to meet the specific needs of the change process being implemented. Further, technical skills involve good presentation skills, execution skills, and the ability to respond to unforeseen contingencies. Finally, integrative skills are required for blending interpersonal, conceptual and technical skills for the management of a complete change project. Integrative skills pertain to the capability to conceive, plan and manage a total organisational development project responding to the organisation’s needs, and also reinforcing organisational development values. Among the key attributes of change agents are included their values, which are four primary beliefs of applied behavioural scientists. First, the belief that the needs and aspirations of human beings are the reason for an organised change process; second, the belief that the employment can become more meaningful if employees are allowed to participate in decisions impacting their organisation; third, the belief that improved organisational effectiveness can be achieved by using action research techniques; and fourth relates to the belief in the democratisation of organisations through power equalisation processes. Additionally, one of the most important precursors to the success of the change agent’s work is associated with their values, reflected in the development of “an approach that is internally consistent, based on theories validated in the consultant’s personal experience and congruent with his or her values, abilities, and personality” (Gilley & Eggland 1989: 85). MANAGERS TO BECOME CHANGE AGENTS: KEY LEARNING AREAS There are some key learning areas for managers who wish to develop as change agents. First of all, building internal change management capability is essential, for organisational development to take place. According to King and Wright (2007: 62), “to be successful in today’s fast-paced business environment, it is critical to build a workforce that is innovative and change-capable”. Building a sound framework and a multi-dimensional approach to change competency will prepare employees to successfully address critical business challenges internally. While managing change may be a strategic requirement, building a change-capable organisation would become a company’s future source of competitive advantage. The authors explored one company’s particular approach and their lessons learned in building internal competency in change management. From this are derived the key learning areas for managers to become change agents. The following are some key learning areas to help managers to become change agents. They are based on the author’s study of a particular organisation. First, executive commitment for building internal change capability is crucial. This demonstrates the desired behaviors and helps employees realize its importance to business success. Second, simplicity of approach to avoid the confusion caused by complexity detracting from the organisation’s ability to deploy an enterprise-wide framework, tools and training programmes. Third, credibility demonstrated by organisational successes through quick wins. Fourth, alignment of change capability framework supported by the existing organisational culture. Fifth, variety, and a multi-dimensional approach including features like a common framework, strong change tools and templates, “change agent networks, communities of practice, knowledge resource centres and a comprehensive training programme to support the building internal change competency” (King & Wright 2007: 62). Sixth is knowledge transfer, by fostering an environment that develops and nurtures internal change capability. CONCLUSION This paper has highlighted the role of internal change agent in organisational development, identified the theories that underscore the role of the internal change agent, determined the different roles required to be played by change agents, evaluated the key attributes of successful change agents, and examined the six key learning areas essential for managers who wish to transition into change agents. The evidence indicates that every organisational change, whether large or small requires one or more change agents. A change agent is one who has the competence and power to guide and facilitate the change effort. Mutual cooperation with the other employees is essential for the change agent. Lunenburg (2010) supports this view, and adds that any change effort to achieve optimal results depends on the quality and workability of the relationship between the change agent and the key decision makers within the organisation. An integrated and holistic approach of managing change achieves optimal results, because change programmes using only one component separated from the others are rarely successful. Thus, coordination between strategy and technology will help to obtain the desired organisational change and development. The evidence reinforces the highly significant role played by the internal change agent. BIBLIOGRAPHY Boonstra, J.J. (2004). 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