Managing Change
ManagingChange
ManagingChange
Thispaper delves majorly on the three theories aimed at explaining theidentified triumvirate groups of people, and in this regardexplicating the way their different personalities influence theirreception of new ideas. Each individual in his or her mode ofconceiving a new thought has a very important role to play towardsthe comprehensiveness of the same in an organisation. This analysisseeks to examine the three different theories in an attempt toexplain the best way of addressing these individuals as far asincorporating new change is concerned. In this precept, the threetheories pinpointed for this regard include flawed change, theoriesof action, and prospect for future us of change knowledge. Theyindependently have deep and elaborate explanation in regards tocommunicating change to the people with different understanding,though expected to be the main partakers. In relation to the threesets of people addressed in the new proposals, I am willing toaddress them in a group using the theories identified, but with anintention of reaching each one as an individual and they are examinedas follows.
FlawedChange Theories
Thistheory employs a classroom situation, where strong learners with theart of change knowledge are used. They show high standards ofdiscipline in all areas, as well as total commitment in everythingthey do (Fullan,2006).The learners similarly are excited, determined and atheistic in theirprofessional learning communities, and they have good framework,which help them focus on the enhancement, and retention of qualityleadership both presently, and in the future. In his study, Fullan(2006), makes reference to “Cross City Campaign” documentation inChicago, which states that the teachers fail to dig deep into thesyllabus coverage, nor give the instructional goals to help thelearners do well in the exams, but the outcome was inevitable on thefast learners. This is enough evidence to explain that such peopleneed very little support to achieve success in their lives. For asystem of change to occur on a large scale, these students needs towork in collaboration while consulting, directing, as well asborrowing ideas from each other in order to build the lateralcapacity of each other.
Asecond example of change theories as given by the Fullan(2006),is the Professional Learning Communities (PLC), which engage learners and teachers who work jointly in order to improve thelearning state of affairs that influence the result of the theirschool. In this case, the main purpose of working together ischanging the whole culture of school system and not having the aim ofproducing atomistic schools. In fact, without having in mind the aimof transforming an institution, whether a school or a company, thevalue of PLC can be easily peripheral.
Lastly,the change theories involve organization of incentives and anassortment of standards, as well as qualification requirement. Thesehelp in maintaining teaching profession, and through this, goodleadership positions are nurtured. Here, the theory aims at gettingthe best people from classroom and training him or her managerialskills. In doing so, there will be large scale improvementstrategies.
Havinglooked at the change theory in a school set up, I herein agree by theresearch by Hannerz(1996), inhis findings that comply with the organisation change with an utmostimportance to the success of the enterprise. Consequently, anorganisation with the aim of development must employ and embracetotal change in all faculties so as to achieve the set objectives,and to outfit in the competitive market outside. Managers with goodmanagerial skills help improving both the internal and externaloutlook of the firm.
Inrelation to this, employees need to maintain the significance of theindividual, cognitive-affective nature of change. In as much as theymight have indifferent perception on the change, but they should bedynamic towards any transformation done aiming at betterment. Theiremotions and cognitions are closely intertwined, and this can resultto indifferent actions from every individual (Ewing, 2013). In mostcases, there are three various angles at which employees can react tothe organisational change. They include acceptance, resistance, andneutral. For the change agents to realise employees’ reception orrejection it is of great importance for the operation designation ofreactions to change. On realising such changes, maybe, in the firm,it is important to stage manage them wisely with high standards ofethos, pathos, and logos such that each of the side is not affected.
Theoryof Action with Merit
Thistheory lays down the core fundamental premises illustrating howessential premises into tangible strategies and action, a study doneby Fullan (2006) in his documentary “system thinkers in action’.In this supposition, there are seven basics, which add force to ouruse of change knowledge. The seven premises built over the past onehundred years include making focus on motivation, building incapacity having the aim of achieving positive outcome, learning andchanging in context, partiality of impulsive action, tri-levelappointment, as well as perseverance and being flexible to stay inthe course. Each premise is independent on its own way, and has greatimportance in attaining high score when used in the management setup.
Motivationcan never be attained within a short period of time. At thecommencement of every business is always potholed. Nevertheless, ifthe management strategies do not aim on the motivation agenda thenthere is high probability of it failing. Certainly, moral supportboth ideologically and materially is a great and potential motivator,which should be adopted by any manager. Before the employee thinks ofintrinsic inspiration, he or she should be motivated extrinsically.If this is not taken care of, the business may not thrive, unlessother conditions work together in achieving it, which may includeadditional resources, moral purpose, peer and leadership supportamong others.
Asthe name suggest, capacity building is working in combination ofpressure and support. In this dictum, there is a planned strategy,which raises the collective efficiency in production(Muncey & McQuillan, 1993).Here, one does not feel overworked, since the combined force alonemotivates each worker. Once the manager invest in capacity building,the more expectation to be expected on greater performance.
Intheory explains that action made should have the capability of makinga change to the larger context. In this case, for the success tooccur within an enterprise there must be large infrastructural changein a diversified manner. This is to say that the bigger thecommunications at which one works must go in line with other grounds,such as promoting capacity building as well as motivating theemployees(Wittig, 2012).When the workers do their job under such environment, they feelcomfortable and the need to search for other avenues is reduced. Forexample, in a school set up, when the school management is carriedout in such a manner, the principal become more concerned towards theobjective of working with the neighbouring schools.
However,there is a negative aspect of attainment at circumstance concern,which is called down to business addressing in detractors. Thesedestructor issues take place as a result of collective bargainingconflicts and strikes, unnecessary system of government. In thiscase, the enterprise is likely to go down in terms of output. As afocused and visionary leader, it is important to device efficientways of addressing such managerial issues so they don’t run thecompany at a loss to the company. One way of doing this is throughfostering permeable connectivity with other organisation for it helpsin perusing helpful strategies that promote mutual and healthyinteraction across all the levels (Fullan, 2006).
Inthis regard, there is an ardent need for the people involved to beenergised by a bias of reflective action. In order to achieve this, ashared dream and possession of the firm is more a result of a processof quality than it is a precondition, which indeed is a very vital toknow since it can make one to behave in different way to create hisor her ownership within the workplace. In addition, it is importantto observe the work ethics in all aspect(Levine, 2009).The way one puts on and relate each other depict much about thenature of that person. There are dos and don’ts, which should beobserved in a working ecosystem. Inherently, different individualsregardless of their difference are required to engage in self-reflection, inquiry, evidence, and more so practising them.
Asthe name suggest,tri-levelrefersto a school community, district, and the state. In this case weencourage porous connectivity. It can seem to be somehow mouthful,but basically, it involves ways of perusing some good strategies thatendorse mutual interaction across the three levels. Leaders acrossthe system should come together and engage themselves in thepermeable connectivity in order to change the managerial system. Whenthe students are taught well in school, they won’t find it hard toapply the skills they obtained in managing at district as well asstate levels. Workshops should as also be organised that brings allthese levels together so that there is mutual borrowing and benefitfrom each case.
Lastly,the six premises explained above maybe so unique to manage andtherefore, there is an inherent need to refine them. It requiresrigid persistence and perseverance in each case in order to achievegreater measures set for the company. Both short and long term goalsshould be well stipulated, and each to be achieved at the timestructured in the proposal. Essentially, it is imperative tounderscore the fact that deep thinking is important rather than justknowing the concrete strategies. If the thinking is well stated, thenthe spontaneous strategies will be achieved rightly.
Prospectsfor Future use of Change Knowledge
Thistheory explicitly looks at the nature of people who are opposed toany new ideas. Their resistance take occur in three different ways(Connell & Klem, 2000).First, a quick fix in them is not represented by the use ofknowledge, secondly, grasping the new knowledge is difficult to them,and lastly they are very static to any cultural change and do notfeel the essence of changing to cope up with the new strategieswithin the 21stcentury. Large-scale successful reforms during the journey occur in athousand small ways, apparently, the expedition without being armedwith an active, and open ended grasp of change knowledge can neverwin the battle. Such people are referred as biased and senior leadersuffer from cognitive biases, since their decision can severelyundermine the company performance. It is important for the managementto identify the bias individuals within the corporation, and set thegoals which are above their standards. This makes them becomeresistant and inactive to survive within the firm.
Conclusion
Thisresearch has outlined three major theories in managements, whichincludes change theory, theory of action with merit, and the theoryof prospect for future use of change knowledge. In details thetheories are related to school set up, where management start fromthe students themselves and ends at the state level. The hypothesisgives explanation on three types of people in the school situation,and they are equally found in business management. These groups ofpeople include those who are excited and authentic to any change atany time, the other group are those who need time to adjust to thechanges, and the last lot are those who are empathetically opposed toany new idea generated towards success. Managers should devicevarious modalities of dealing with all the three groups of peoplesince they all exist in any business set up.
References
Connell,J., & Klem, A. (2000). You can get there from here: Using atheory of change
approachto plan urban education reform. Journalof Educational and Psychological Consultation, 11(1),93-120.
Ewing,M. (2013). How to manage biased people. HarvardBusiness Review.
Fullan,M. (2006). Change theory as a force for school improvement.In Intelligent
leadership (pp.27-39). Springer Netherlands.
Hannerz,U. (1996). Transnationalconnections: Culture, people, places.Taylor & Francis
US.
Levine,D. K. (2009). Is behavioral economics doomed? The ordinary versus the
extraordinary.
Muncey,D. E., & McQuillan, P. J. (1993). Preliminary findings from afive-year study of the
Coalitionof Essential Schools. ThePhi Delta Kappan, 74(6),486-489.
Wittig,C. (2012). Employees’ reactions to organizational change. ODPractitioner, 44(2),
23-28.
No related posts.
Managing Change
ManagingChange
ManagingChange
Thispaper delves majorly on the three theories aimed at explaining theidentified triumvirate groups of people, and in this regardexplicating the way their different personalities influence theirreception of new ideas. Each individual in his or her mode ofconceiving a new thought has a very important role to play towardsthe comprehensiveness of the same in an organisation. This analysisseeks to examine the three different theories in an attempt toexplain the best way of addressing these individuals as far asincorporating new change is concerned. In this precept, the threetheories pinpointed for this regard include flawed change, theoriesof action, and prospect for future us of change knowledge. Theyindependently have deep and elaborate explanation in regards tocommunicating change to the people with different understanding,though expected to be the main partakers. In relation to the threesets of people addressed in the new proposals, I am willing toaddress them in a group using the theories identified, but with anintention of reaching each one as an individual and they are examinedas follows.
FlawedChange Theories
Thistheory employs a classroom situation, where strong learners with theart of change knowledge are used. They show high standards ofdiscipline in all areas, as well as total commitment in everythingthey do (Fullan,2006).The learners similarly are excited, determined and atheistic in theirprofessional learning communities, and they have good framework,which help them focus on the enhancement, and retention of qualityleadership both presently, and in the future. In his study, Fullan(2006), makes reference to “Cross City Campaign” documentation inChicago, which states that the teachers fail to dig deep into thesyllabus coverage, nor give the instructional goals to help thelearners do well in the exams, but the outcome was inevitable on thefast learners. This is enough evidence to explain that such peopleneed very little support to achieve success in their lives. For asystem of change to occur on a large scale, these students needs towork in collaboration while consulting, directing, as well asborrowing ideas from each other in order to build the lateralcapacity of each other.
Asecond example of change theories as given by the Fullan(2006),is the Professional Learning Communities (PLC), which engage learners and teachers who work jointly in order to improve thelearning state of affairs that influence the result of the theirschool. In this case, the main purpose of working together ischanging the whole culture of school system and not having the aim ofproducing atomistic schools. In fact, without having in mind the aimof transforming an institution, whether a school or a company, thevalue of PLC can be easily peripheral.
Lastly,the change theories involve organization of incentives and anassortment of standards, as well as qualification requirement. Thesehelp in maintaining teaching profession, and through this, goodleadership positions are nurtured. Here, the theory aims at gettingthe best people from classroom and training him or her managerialskills. In doing so, there will be large scale improvementstrategies.
Havinglooked at the change theory in a school set up, I herein agree by theresearch by Hannerz(1996), inhis findings that comply with the organisation change with an utmostimportance to the success of the enterprise. Consequently, anorganisation with the aim of development must employ and embracetotal change in all faculties so as to achieve the set objectives,and to outfit in the competitive market outside. Managers with goodmanagerial skills help improving both the internal and externaloutlook of the firm.
Inrelation to this, employees need to maintain the significance of theindividual, cognitive-affective nature of change. In as much as theymight have indifferent perception on the change, but they should bedynamic towards any transformation done aiming at betterment. Theiremotions and cognitions are closely intertwined, and this can resultto indifferent actions from every individual (Ewing, 2013). In mostcases, there are three various angles at which employees can react tothe organisational change. They include acceptance, resistance, andneutral. For the change agents to realise employees’ reception orrejection it is of great importance for the operation designation ofreactions to change. On realising such changes, maybe, in the firm,it is important to stage manage them wisely with high standards ofethos, pathos, and logos such that each of the side is not affected.
Theoryof Action with Merit
Thistheory lays down the core fundamental premises illustrating howessential premises into tangible strategies and action, a study doneby Fullan (2006) in his documentary “system thinkers in action’.In this supposition, there are seven basics, which add force to ouruse of change knowledge. The seven premises built over the past onehundred years include making focus on motivation, building incapacity having the aim of achieving positive outcome, learning andchanging in context, partiality of impulsive action, tri-levelappointment, as well as perseverance and being flexible to stay inthe course. Each premise is independent on its own way, and has greatimportance in attaining high score when used in the management setup.
Motivationcan never be attained within a short period of time. At thecommencement of every business is always potholed. Nevertheless, ifthe management strategies do not aim on the motivation agenda thenthere is high probability of it failing. Certainly, moral supportboth ideologically and materially is a great and potential motivator,which should be adopted by any manager. Before the employee thinks ofintrinsic inspiration, he or she should be motivated extrinsically.If this is not taken care of, the business may not thrive, unlessother conditions work together in achieving it, which may includeadditional resources, moral purpose, peer and leadership supportamong others.
Asthe name suggest, capacity building is working in combination ofpressure and support. In this dictum, there is a planned strategy,which raises the collective efficiency in production(Muncey & McQuillan, 1993).Here, one does not feel overworked, since the combined force alonemotivates each worker. Once the manager invest in capacity building,the more expectation to be expected on greater performance.
Intheory explains that action made should have the capability of makinga change to the larger context. In this case, for the success tooccur within an enterprise there must be large infrastructural changein a diversified manner. This is to say that the bigger thecommunications at which one works must go in line with other grounds,such as promoting capacity building as well as motivating theemployees(Wittig, 2012).When the workers do their job under such environment, they feelcomfortable and the need to search for other avenues is reduced. Forexample, in a school set up, when the school management is carriedout in such a manner, the principal become more concerned towards theobjective of working with the neighbouring schools.
However,there is a negative aspect of attainment at circumstance concern,which is called down to business addressing in detractors. Thesedestructor issues take place as a result of collective bargainingconflicts and strikes, unnecessary system of government. In thiscase, the enterprise is likely to go down in terms of output. As afocused and visionary leader, it is important to device efficientways of addressing such managerial issues so they don’t run thecompany at a loss to the company. One way of doing this is throughfostering permeable connectivity with other organisation for it helpsin perusing helpful strategies that promote mutual and healthyinteraction across all the levels (Fullan, 2006).
Inthis regard, there is an ardent need for the people involved to beenergised by a bias of reflective action. In order to achieve this, ashared dream and possession of the firm is more a result of a processof quality than it is a precondition, which indeed is a very vital toknow since it can make one to behave in different way to create hisor her ownership within the workplace. In addition, it is importantto observe the work ethics in all aspect(Levine, 2009).The way one puts on and relate each other depict much about thenature of that person. There are dos and don’ts, which should beobserved in a working ecosystem. Inherently, different individualsregardless of their difference are required to engage in self-reflection, inquiry, evidence, and more so practising them.
Asthe name suggest,tri-levelrefersto a school community, district, and the state. In this case weencourage porous connectivity. It can seem to be somehow mouthful,but basically, it involves ways of perusing some good strategies thatendorse mutual interaction across the three levels. Leaders acrossthe system should come together and engage themselves in thepermeable connectivity in order to change the managerial system. Whenthe students are taught well in school, they won’t find it hard toapply the skills they obtained in managing at district as well asstate levels. Workshops should as also be organised that brings allthese levels together so that there is mutual borrowing and benefitfrom each case.
Lastly,the six premises explained above maybe so unique to manage andtherefore, there is an inherent need to refine them. It requiresrigid persistence and perseverance in each case in order to achievegreater measures set for the company. Both short and long term goalsshould be well stipulated, and each to be achieved at the timestructured in the proposal. Essentially, it is imperative tounderscore the fact that deep thinking is important rather than justknowing the concrete strategies. If the thinking is well stated, thenthe spontaneous strategies will be achieved rightly.
Prospectsfor Future use of Change Knowledge
Thistheory explicitly looks at the nature of people who are opposed toany new ideas. Their resistance take occur in three different ways(Connell & Klem, 2000).First, a quick fix in them is not represented by the use ofknowledge, secondly, grasping the new knowledge is difficult to them,and lastly they are very static to any cultural change and do notfeel the essence of changing to cope up with the new strategieswithin the 21stcentury. Large-scale successful reforms during the journey occur in athousand small ways, apparently, the expedition without being armedwith an active, and open ended grasp of change knowledge can neverwin the battle. Such people are referred as biased and senior leadersuffer from cognitive biases, since their decision can severelyundermine the company performance. It is important for the managementto identify the bias individuals within the corporation, and set thegoals which are above their standards. This makes them becomeresistant and inactive to survive within the firm.
Conclusion
Thisresearch has outlined three major theories in managements, whichincludes change theory, theory of action with merit, and the theoryof prospect for future use of change knowledge. In details thetheories are related to school set up, where management start fromthe students themselves and ends at the state level. The hypothesisgives explanation on three types of people in the school situation,and they are equally found in business management. These groups ofpeople include those who are excited and authentic to any change atany time, the other group are those who need time to adjust to thechanges, and the last lot are those who are empathetically opposed toany new idea generated towards success. Managers should devicevarious modalities of dealing with all the three groups of peoplesince they all exist in any business set up.
References
Connell,J., & Klem, A. (2000). You can get there from here: Using atheory of change
approachto plan urban education reform. Journalof Educational and Psychological Consultation, 11(1),93-120.
Ewing,M. (2013). How to manage biased people. HarvardBusiness Review.
Fullan,M. (2006). Change theory as a force for school improvement.In Intelligent
leadership (pp.27-39). Springer Netherlands.
Hannerz,U. (1996). Transnationalconnections: Culture, people, places.Taylor & Francis
US.
Levine,D. K. (2009). Is behavioral economics doomed? The ordinary versus the
extraordinary.
Muncey,D. E., & McQuillan, P. J. (1993). Preliminary findings from afive-year study of the
Coalitionof Essential Schools. ThePhi Delta Kappan, 74(6),486-489.
Wittig,C. (2012). Employees’ reactions to organizational change. ODPractitioner, 44(2),
23-28.
No related posts.