Managing change at Bingham Business College - Essay Example

?MANAGING CHANGE AT BINGHAM BUSINESS COLLEGE Managing change at Bingham Business College Identify and analyse, using a Learning Organisation framework, the problems facing George Snook in the short and long term. In recent years, organizations have experienced increased need for change in order to remain relevant and be successful. Inevitability of change in organizations has been brought about by several factors key among them; competition, technological advancements, new innovations, and increased customers and public expectations (Palmer, Dunford and Akin, 2009, p. 9). As a result, managers have been forced to initiate and implement change in the organizations to meet the new organizational challenges that are emerging. Forest (2008) argues that in as a much as managers understand the importance of introducing and implementing change, they are often unsuccessful in managing change. Most change processes do not achieve their intended purpose; sometimes change has more adverse effects to the company. In order to better understand change management, this discussion will consider the case study of managing change in Bingham Business College. It will identify and analyse, using a Learning Organization Framework, the problems facing George Snook (College Director) in the short and long term. Also, it will recommend an appropriate course of action aimed at resolving the difficulties in the Central Records Office. Managing change in organizations often present managers with challenges that if not well addressed may lead to unintended consequences of change. Learning Organization framework is a critical tool that can be used to identify and analyze problems and challenges that managers face in while implementing change within the organization, both in the short and long term. According to Senge (2006, p. 8), learning organization is defined as the organization where individuals continually expand and enhance their capacity in order to create their desired results, where expansive and new thinking patterns are nurtured, where aspirations are set free collectively, and where individuals are learning continually to see the whole together. Learning organizations are characterized by full involvement of employee in a collectively conducted process, and collectively accountable change that is directed towards shared principles or values (Smith and Tosey, 1999, p. 73). It is important to note that learning organization is ideal towards which organizations need to evolve so as to be in a suitable situation to respond to the various challenges and problems that the face at a given time (Finger and Brand, 1999, p. 136). Learning organization is a powerful tool for transforming employees and places where they work. It creates room where people can learn from experience, even though it does not usually do so when individuals are learning on behalf of the system (Ellinger, Yang, and Ellinger, 2000, p. 106). Senge (2006, p. 13) explains that Learning Organization framework is made up five major disciplines namely systems thinking, mental models, team learning, shared vision, and personal mastery. These disciplines provide framework in which change management problems can be identified and analysed. Senge (2006, p. 40) identifies systems thinking as one of the concept that underpins Learning Organization. According to him, systems thinking aim at bringing about change and promoting interdependency within the organization in order to achieve organizational goals. Under this concept, the focus is mostly on the whole rather than individual parts. Also, systems thinking concept evaluates the long- term goals versus short- term benefits. It is based on the belief that better appreciation of systems will lead to more appropriate action (Smith and Tosey, 1999, p. 70). The second concept that underpins Leadership Organization is mental modes that entail generalizations and assumptions deeply ingrained within an organization. Senge (2006, p. 46) argues that there should be critical and honest scrutiny of entrenched mental models. Also, mental models should be transcended upon for change to occur within an organization. Thirdly, team learning is a discipline that underpins Learning Organization and emphasises on dialogue within an organization. Smith (1999, p. 72) explains that this disciplines calls for suspension of assumptions by members of a team and enter into genuine dialogue aimed at achieving certain conclusions necessary for decision making within an organization. The aim of team learning is to the entire group to realize insights that cannot be attained by individual members. It shows team members how to recognize interaction patterns that undermine learning (Finger and Brand, 1999, p. 101). Additionally, shared vision is a concept that underpins Learning Organization which calls for genuine vision that makes people to learn and excel Senge (2006, p. 48). Therefore, leaders must translate their personal visions into shared visions within the organization. Leaders should also be aware of the possibility of counter-productiveness if they try to dictate a vision, regardless of how the vision is dear to them. They should, thus, foster genuine commitment among members rather than compliance. The last concept that underpins Learning Organization is personal mastery; it is based on the belief that organizations can only learn through individuals who learn. Ellinger, Yang, and Ellinger (2000, p. 110) state that leaders in organizations should strive to deepen and clarify personal vision. They advise that leaders should also be aware of tension and growth areas between reality and vision. In regard to Bingham Business College, Learning Organization framework can be used to identify and analyze the problems that George Snook (The College’s Director) in the short and long term. The following problems are identified to be faced by George Snook; problem with systems thinking, personal mastery problem, team learning problem, mental models problem, and shared vision problem. It is evidently clear from the case study that the change introduced by the college’s new Director, George Snook, in the Central Record Office is not supported by majority members of the college; teaching staff, non- teaching staff, and students. This main problem can be associated with Learning Organization concepts. To begin with, George Snook is faced with problem that relates to systems thinking; he is unimpressed with the casual manner in which the college’s Central Records office is run, which he belief affects the image of the business college. Senge (2006) notes, systems thinking focus on the whole not individual parts in addition to long- term goals. George is interested in enhancing the college’s image so that it can increase its enrolment in the long- run. In doing so he is ready to sacrifice short- term benefits. However, this approach is not appreciated by the staff and students hence presenting problems to George. The second problem facing George is personal mastery- related; in as much as George’s vision is genuine, he has not strived to clarify and deepen his vision to the other members in the college. As a result, there is a growing tension between his vision and reality in the college (Finger and Brand, 1999, p. 74). Additionally, lack of personal mastery in his part has negatively impacted on organizational learning in respect to his intended change. This is because organizations learn only through people who learn. In addition, the problems faced by George relate to mental models. It is clear in the case study that there are deeply ingrained generalizations and assumptions among staff and students in the college. For instance, Janet Fearne the Head of Central Records, beliefs that the old system is the only system that can work effectively. She also makes a generalization that the staff, the students, and the academics are unhappy with it. This assumptions and generalization can be one of the greatest impediments to George’s intended change in the college in the short term, and the long term especially if George does not put more effort to transcend mental models for his intended change to be realized (Smith, 1999, p. 74). Another identified problem facing George is related to shared vision; George’s vision has not been shared within the college thus people are unwilling to embrace it. Ellinger, Yang, and Ellinger (1999, p. 106) argues that failure of leaders to translate their personal visions into shared visions can often lead to counter- productiveness because others are not committed to the vision. In the short- term, the problem arising from lack of shared vision is immense but can be diminished in the long- run if the vision is shared gradually until it is eventually embraced. Lastly, the change management approach used by George has brought about the problem of team learning. As seen in the case study, Janet was unwilling to suspend her assumptions in order to engage in genuine dialogue with George. Dialogue is a critical aspect of team learning and should be encouraged and sought all the time there is conflict (Senge, 2006, p. 55). Also, the new system introduced by George requires that staff take more specialized roles hence denying them the opportunity to discover insights that cannot be attained individually. In the short- run, this problem will impact negatively on team learning, while in the long- term it may impact adversely on the achievement of the college’s goals and objectives. 2. Recommend an appropriate course of action aimed at resolving the difficulties in the Central Records office. Before recommending an appropriate course of action aimed at resolving the difficulties in the Central Records Office, it is important to note the following facts. One, the old system was effective but did not adhere to most of the office management principles. This could impact negatively on the image of the college and its ability to handle all work related to the office in the event of increased enrolment. When viewed in the long- term perspective, the old system may not be the most appropriate and there is need for change. Two, the new system introduced by George Snook, the newly appointed Director of the college was timely and based on long- term goals and benefits. However, management of change was not done effectively and appropriately hence resulting to problems related to the new system. Therefore, the following appropriate course of action aimed at resolving the difficulties in the Central Records office is recommended In order to resolve the difficulties in the office, the director should create urgency around the need for change so as to spark initial motivation needed to get things moving (Stacey, 2011, p. 36). He should mention to staff and students to focus on the change as impacting the whole college not just a single department. Also, he needs to mention to them that the change is based on the long- term goals rather than the short- term benefits in the college; change is informed by the intended increased enrolment in the future and the need to enhance the college’s image. Thus, they should appreciate the system and be committed to it (McAuley, Duberley, and Johnson, 2007, 150). Since most of the difficulties are arising from personal versus college’s members’ vision, the director should address the tension between his vision and the reality in the college regarding his intended change. Senge (2006, p. 66) notes that mental models often present difficulties in implementing new changes. This is exactly the case in Bingham Business College because most staff and staff have deeply ingrained generalizations and assumptions regarding the new system and prefer the old system. Although it should be noted that some of assumptions may be genuine; therefore, there should be critical and honest scrutiny of entrenched mental models. Thereafter, George and his management team should formulate measures that transcend mental models so as to effect change on the Central Records office. Furthermore, the case study shows that most of the difficulties are as a result of lack of shared vision between the director and other members in the college. Buchanan and Huczynski (2004, p. 92) notes that shared vision is critical for successful management of change in organizations. Therefore, George should translate his personal visions into shared visions. He should show the ‘pictures of the future’ to staff and students so as to foster commitment to change rather than compliance. This is because any attempt to dictate his vision to the staff and students will be counterproductive (Forrest, 2008, 54). Lastly, team learning should be fostered as a way of resolving difficulties in the Central Records office. Stacey (2011) notes, to achieve team learning, efforts should be made towards facilitating dialogue where members suspend their assumptions and engage in genuine talk. Team learning will allow members of that college to discover insights that cannot be attained individually. Reference List Buchanan, D. and Huczynski, A, 2004, Organizational behaviour: an introductory text, Pearson. Ellinger, A. D.; Yang, B.; and Ellinger, A. E. "Is the Learning Organization for Real? Examining the Impacts of the Dimensions of the Learning Organization on Organizational Performance." In AERC 2000. Proceedings of the 41st Annual Adult Education Research Conference, edited by T. J. Sork, V.-L. Chapman, and R. St. Clair, pp. 106-111. Vancouver: University of British Columbia, 2000. Finger, M. and Brand, S, 1999, ‘The concept of the “learning organization” applied to the transformation of the public sector’ in M. Easterby-Smith, L. Araujo and J. Burgoyne (eds.) Organizational Learning and the Learning Organization, London: Sage. Forrest, B, 2008, The Integrated Enterprise Excellence System: An Enhanced, Unified Approach to Balanced Scorecards, Strategic Planning, and Business Improvement, Bridgeway Books. McAuley, J., Duberley, J. and Johnson, P, 2007, Organization Theory: Challenges and Perspectives, FT Prentice Hall Palmer, I., Dunford, R. and Akin, G, 2009, Managing Organizational Change: A multiple perspectives approach, New York: McGraw Hill. Senge, P, 2006, The Fifth Discipline: The Art & Practice of the Learning Organization, Crown Business. Smith, P. A. C., and Tosey, P, 1999, "Assessing the Learning Organization: Part 1-Theoretical Foundations." The Learning Organization 6, no. 2: 70-75. Stacey, R, 2011, Strategic Management and organisational dynamics: the challenge of complexity, FT Prentice Hall. Read More