Unit 10 Managing Change and Learning in NGO's Flashcards
The 3 questions to be asked in change situations
- Why Change?
- How to Change? Content
- How to Change? Process
(Hyatt, 1998)
Organisational Development Model - Lewin’s 3-step model
- unfreezing - the present position
- moving - to the desired position
- refreezing - in the new position
Unfreezing = be aware of the need for change
- identify and confirm a problem
- worry/anxious about the problem - committed to outcomes
- no loss of face or self-esteem
Kotter 8 steps of transformation (1995)
- create a sense of urgency
- form a powerful guiding coalition
- create a vision
- communicate this vision
- empower people to act upon this vision
- planning for and create short term wins
- Consolidate improvements & create more change
- Institutionalise new approaches
5 stages of implementing change
- analysing and planning the change
- communicating the change
- gaining acceptance of new bahaviour
- changing from the status quo to a desired state
- consolidating and institutionalising the new state
(Judson, 1991)
What is the force-field analysis?
Objectives:
- focus on necessary change
- encourage effective action to achieve this
- help understand the organisationa dynamics that contribute to the change
driving forces vs resisting forces
Steps:
- define change
- identify driving and resisting forces
- rank the forces
- consider reducing, increasing or changing forces
- plan to implement changes
3 roles for leaders in emergent organisations
- disrupt existing patterns
- encourage novelty
- make sense of the change process
(Plowman et al, 2007)
how learning needs arise and / or can be identified
- through the development of new projects and programmes
- through core competency requirements
- from change
- individual professional development needs
- resolving work problems
- unrealised potential
4-stage cyclical process of learning
(Honey and Mumford, 1986)
- having an experience
- reviewing an experience
- concluding the experience
- planning the next steps
what is organisational learning?
Intentional development and use of individual and collective learning processes to transform organisational behaviour in a desired direction.
what is knowledge management
the development and maintenance of systematic processes by which the knowledge required by an organisation is acquired, distilled, shared, stored, retrieved and used
Single-loop and double-loop learning
(Argyris and Schon)
Single-loop learning = operational organisational learning
an organisation detects and corrects errors in its operations and carries on with its present policies and goals. Techniques and making techniques more efficient, making the strategy more effective.
Double-loop learning = strategic organisational learning
an organisation questions the operations themselves and the policies and objectives which underlie them.
Two types of learning can be identified
(smillie and Hailey, 2001)
- Consensual learning – informal individual processes
- Institutional learning - formal information management processes, training programmes, and monitoring and evaluation systems
Learning organisations encourage…
- individual learning
- team or work-group learning
- cross-functional learning
- operational organisational learning
- strategic organisational learning
Benefits of organisational learning
improved:
- cohesion
- adaptability
- impact
- effectiveness
- efficiency
- staff motivation
- retain staff and their knowledge
legitimise grassroot knowledge and experience
greater opportunities to be creative
increased ability to initiate change
essential basic functions features of all learning organisations: (8x)
- creating a supportive culture
- gathering internal experience
- accessing external learning
- developing appropriate communication systems
- drawing conclusions
- developing an organisational memory
- integrating the learning into strategy and policy
- applying the learning
Internal Barriers to learning
- Strategy
- Structure
- Systems
- People resources
- Culture
- Resourcing
- Values
learnt helplessness
Most extreme form of barriers for learning killing any efforts and initiatives.
Learnt behaviour patterns through which individuals abdicate responsibility for their own actions and become totally dependent on others to tell them what to do.
Development of a strategy for a learning organisation
it’s like a crime (britton, 2005)
- Motive
- Means
- Opportunity
Senge (1990) five disciplines for the learning organisation
- Personal mastery
- Mental models
- Shared vision
- Team learning
- Systems thinking
The means for organisational learning (Britton, 2005)
o ensuring conceptual clarity
o supporting the necessary competences to learn
o providing a range of methods and tools that can be used
o providing specialist support
o investing adequate financial resources
The motive for organisational learning (Britton, 2005)
o Ensuring supportive leadership
Factors: communication, prioritisation, legitimacy, example, recognition, culture
o Developing and sustaining a culture supportive of learning
Learning is … a legitimate activity, encouraged and supported, adequate resources and is rewarded. Org. aims to overcome internal barriers to learning.
