Change Management - Assignment Example

 Change Management 1. Principles of Change Management 1.1. Introduction Change management has several definitions to its credit, owing to the rising complexity in the process, brought about by new technology. However, it can be generally considered holistic of the concept of bringing about change in the organization- whether it is at an individual level or on the whole. Instead of focusing on the forces that are ushering in change, the change management process places emphasis on the procedures, methods and principles that are to be used to enforce change. Nevertheless, it can be brought about both by a systemized process or can be a product of emergent but unexpected circumstances. For most cases, change in an organization is an emergent phenomenon and takes place at a slow pace. On the other hand, planned change is seen less commonly and requires a thorough analysis of the environment and development of strategies for improvement. Change management includes a range of activities ranging from communication and discussion to implementation and so the ideal change management process should take into account all these factors (Gustin, 2007). It is generally regarded as a strategic improvement for the organization and requires effective management to accomplish the desired results. Furthermore upon this concept, this paper will describe the calm-waters and white-water rapids metaphors used for change management. It will focus on learning processes in the context of change management as well. The latter half of the paper will deal with force-field analysis and change management in the organizational culture. 1.2. Calm-Waters Metaphor Calm-waters metaphor was popular amongst practitioners and academics for quite some time (Rao, 2012). Particularly till the late 1980s, it was a just delineation of the environment and circumstances the organization was observing. It can be likened to a big ship, which, on its usual course around the sea, faces an occasional storm (Robbins, DeCenzo, Bhattacharyya and Agarwal, 2008). The path traversed by the ship is not new to it, since it follows the same course every time it sets out on a journey. The interruption that it comes across with is temporary. Kurt Lewin’s 3-step change process is a comprehensive explanation of the metaphor. The three steps include unfreezing of the status quo, modification to the new state, and freezing the change again in order to make it permanent (Robbins and Coulter, 2007). Status quo constitutes a state of equilibrium. In order to break away from this state, it is pivotal to unfreeze; this encompasses the notion of making preparations for ushering in change. Unfreezing subsequently requires a change in either the driving forces or the restraining forces. Driving forces include those factors which can accelerate the pace at which change occurs. Contrarily, restraining forces form an obstacle to change. Thereby, the focus is on amplifying driving forces and cutting down refraining forces. After status quo has been abandoned, the next step is the implementation of the change. For the change to be long-lasting, freezing needs to be done again. This would ensure that the new state would not revert back to its former form (Robbins and Coulter, 2007). Thus, the third step helps to buttress the change and make it permanent. 1.3. White-Waters Rapids Metaphor Unlike the calm-waters metaphor, the white-water rapids metaphor takes into account the unpredictability of the environment. White-water metaphor illustrates the difficulty of canoeing in a fast-flowing and turbulent river (Hitt, Black and Porter, 2009). According to the CEO of Nielson Media, Susan Whiting, management of the organization is all about leading “a company in change in an industry in change” (Robbins and Coulter, 2007, pp.358). Her description of management denotes the type of change management that falls under the category of white-water rapids. White-waters rapids envision a dynamic environment in which the organization has to be flexible and responsive to change in order to stay at par with its competitors. A structured organization has minimal chances of surviving in such an environment because of the demands for accommodating to an uncertain future. For practical purposes, the predictable and smooth environment assumed by the calm-waters metaphor is not usually seen. With fast changing consumer preferences and the influx of continuously changing technology in the business arena, it has become all the more important for organizations to provide a quick response to any changes in the environment. Interruptions with the status quo are quite common and generally last for a limited period of time. Moreover, the probability of reverting back to calm-waters is usually low. Robbins and Coulter (2007) assert that for most managers, their tenure encompasses steering the company through white-waters rapids, without any practical implementation of the calm-waters metaphor; i.e. change is continuous. For example in the fashion industry, changing trends require that organizations should be ready to sort their resources and reallocate them to fulfill new demands. 2. Learning Processes 2.1. Overview Managing change is amongst the most important duties of a manager. Not only is the manager responsible for making the organizational processes more efficient but also ensuring that the quality of work life is maintained along with the sustenance of a constant process of learning and change in the company (Lewis, Packard and Lewis, 2011). Learning can be defined as the process whereby such knowledge is gained which results in some alteration of behavior. This means that learning encompasses not merely the acquisition of certain information but also its applicability. For a large majority of cases, change management requires learning at one point or the other. There are various types of learning process; the important ones are discussed in the following paragraphs. 2.2. Connotative Learning Process The connotative learning process refers to the acquisition of knowledge in which the learner has a greater degree of control on the learning process than the teacher. The role of the teacher is not only to provide the learner with the resources that he/she needs to learn but also to implement a set of standards to ensure that the learning is not substandard. The teacher assumes the role of a critic, criticizing the learner so that he/she is pushed to improve the quality of work produced (Wal, 2006). In the context of change management, connotative learning would involve bringing improvements in the already existing practices. The learning process would aim at making the participant the main driving force behind it, and enabling him/her to take steps to change his/her behavior. The learning process is regulated by the teacher, and there is an emphasis on improving the current circumstances. 2.3. Cognitive Learning Process Cognitive learning process encompasses the notion of learning by transferring information and making use of mental faculty to achieve the desired result (Educational Technology Publications and Lipsitz, 1973). The learner goes through different learning phases including acquiring knowledge, comprehending it and applying it. He/she then analyzes the knowledge and derives new products from it. In change management, the cognitive learning process allows the learner to devise solutions to problems and to actively implement them. The direction is not provided by the teacher so that it is up to the learner to evaluate the information that he is being taught. 2.4. Affective Learning Process Affective learning is about bringing alterations in attitude and values. Thereby, it focuses on the emotional faculty of the target group as compared to cognitive learning, where focus is on mental faculty (Educational Technology Publications and Lipsitz, 1973). Affective learning emphasizes upon the emotional aspect associated with change management and learning. The phases with which affective learning goes through include receiving the knowledge being communicated, responding, valuing, organizing and internalizing its values. In change management, affective learning would encompass developing a value for the knowledge gained. Affective learning would take place when managers intend to bring change in the organizational culture. 3. Force-Field Analysis The force-field analysis was put forth by Kurt Lewin and encompasses the notion that the main driving forces behind change can be classified into driving and restraining. As mentioned previously, driving forces would herald change whereas restraining forces will impede it. According to Kaufman, Oakley-Browne and Watkins (2003), one of the common mistakes made by managers is that when they implement change, they place greater emphasis on innovation strategies, ignoring, for the larger part, the reaction of, and resistance, by the organization. Managers do not consider the role of corporate culture, the reward criteria being used and its subsequent effects on innovation and change. Kaufman, Oakley-Browne and Watkins (2003) also assert that change on a large-scale requires the management of learning not only for the workforce but the organization as a whole. Change does not necessarily mean modifications to goals and objectives but also inculcates alterations in values and beliefs. It is observed that it is these less obvious elements that form a significant number of barriers to change. For the implementation of change, therefore, it is necessary for managers to take into account both the obvious and less obvious factors. This will allow managers to gain an insight into the barriers to change, regardless of the organizational level that they operate in; once the forces have been identified, the next step would be to draft a plan of action. Thereby managers can come up with measures to resolve grievances which are restraining change. After the restraining forces have been dealt with, the factors which make change easy will become dominant and pave way for change (Daft and Marcic, 2012). Barriers to change are representative of a paradox in the thinking of the employees. Generally people are in favor of the benefits which change brings, yet they are not willing to show the commitment to, or prepared to bear the loss, associated with implementation of change. For some, if the change requires them to start new projects, prioritization becomes an issue; since their plate is already full with previous duties, people complain of not having sufficient time to manage new projects. Likewise, failure to provide performance support can also restrain change (Kaufman, Oakley-Browne and Watkins, 2003). Incentives are an important aspect of change management and if people are unable to see the advantages that change can bring to them and the organization, they will be reluctant towards change. For an effective field-analysis, it is integral to address these barriers to change since they will be the prime determinants of the success or failure of the implemented change. 4. Change in Organizational Culture There is no clear-cut answer if change can be brought about in the organizational culture, with academics and practitioners having different views on it. If the organization is considered to be based on sanctified norms and beliefs or compromises of an intricate network of connotations and imagery, it is quite difficult to change its culture (Alvesson and Sveningsson, 2007). However if the culture is narrowed down and regarded at face value, change in organizational culture depends on the level of influence higher levels of hierarchies have on the lower ones. Changing organizational structure is the ultimate test for managers since it is perhaps one of the most difficult goals of management to accomplish (Denning, 2011). The aim of change management in organizational culture would embody the principles of cutting down restraints and augmenting driving forces. Moreover, the change process should have elements that help to develop and direct momentum towards change and promote leadership to sustain the implemented change. Firstly, managers should gauge as much feedback and information as possible regarding current perceptions of the organizational culture. The need to bring change and the desired organizational culture should be communicated to the workforce; employees need to know the precise effects change is expected to bring. Next, managers should appoint leaders who would formally be in charge of the change process. This would be followed by reorganization. Stories and norms regarding the desired organizational culture should be introduced subsequently. Any immediate small accomplishments should be noted. A communication strategy should be identified and a system of accountability should be set up (Cameron and Quinn, 2011). 5. Conclusion Following these steps, an organization can reduce the resistance that is felt towards the change. Involvement of the employees will make the implementation of change effective due to shared knowledge regarding the goals and values of the organization. Change is a constant phenomenon that is observed in organizations at a constant pace and it is important for all to be adaptive and flexible to the workforce. References Alvesson, M. & Sveningsson, S., 2007. Changing Organizational Culture: Cultural Change Work in Progress. Oxon: Taylor & Francis. Cameron, K.S. & Quinn, R.E., 2011. Diagnosing and Changing Organizational Culture: Based on the Competing Values Framework. 3rd ed. New Jersey: John Wiley & Sons. Daft, R.L. & Marcic, D., 2012. Understanding Management. 8th ed. Ohio: Cengage Learning. Denning, S., 2011. How Do You Change An Organizational Culture? [online]. Available from: http://www.forbes.com/sites/stevedenning/2011/07/23/how-do-you-change-an-organizational-culture/. [Accessed 31 May 2012]. Educational Technology Publications and Lipsitz, L. ed., 1973. Audio-Visual Technology and Learning. Educational Technology. Gustin, J.F., 2007. Safety Management: A Guide for Facility Managers. Georgia: The Fairmont Press. 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