Making Sense of Change Assignment
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Making Sense of Change Assignment
London and Philadelphia
Publisher ’s note Every possible effort has been made to ensure that the information contained in this book is accurate at the time of going to press, and the publishers and authors cannot accept responsibility for any errors or omissions, however caused. No responsibility for loss or damage occasioned to any person acting, or refraining from action, as a result of the mate- rial in this publication can be accepted by the editor, the publisher or any of the authors.
First published in Great Britain and the United States in 2004 by Kogan Page Limited Reprinted 2004 (twice), 2005, 2006, 2007 (three times) Second edition 2009
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accor- dance with the terms and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned addresses:
120 Pentonville Road 525 South 4th Street, #241 London N1 9JN Philadelphia PA 19147 United Kingdom USA www.koganpage.com
© Esther Cameron and Mike Green, 2004, 2009
The right of Esther Cameron and Mike Green to be identified as the authors of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
ISBN 978 0 7494 5310 7
British Library Cataloguing-in-Publication Data
A CIP record for this book is available from the British Library.
Library of Congress Cataloging-in-Publication Data
Cameron, Esther. Making sense of change management : a complete guide to the models, tools and
techniques of organizational change / Esther Cameron and Mike Green. — 2nd ed. p. cm.
Includes bibliographical references and index. ISBN 978-0-7494-5310-7
- Organizational change–Management. 2. Teams in the workplace–Management. 3. Reengineering (Management) 4. Information technology–Management. I. Green, Mike, 1959- II. Title.
HD58.8.C317 2008 658.4�06–dc22
Typeset by Saxon Graphics Ltd, Derby Printed and bound in India by Replika Press Pvt Ltd
Introduction 1 Who this book is aimed at 2; The basic content of the book 3; Why explore different approaches to change? 3; Overview of structure 7; Message to readers 8
PART ONE: THE UNDERPINNING THEORY 9
1 Individual change 12 Introduction 12; Learning and the process of change 14; The behavioural approach to change 19; The cognitive approach to change 25; The psychodynamic approach to change 32; The humanistic psychology approach to change 40; Personality and change 50; Managing change in self and others 53; Summary and conclusions 60
2 Team change 62 Introduction 62; What is a group and when is it a team? 63; Why we need teams 65; The types of organizational teams 66; How to improve team effectiveness 74; What team change looks like 78; The leadership issues in team change 82; How individuals affect team dynamics 86; How well teams initiate and adapt to organizational change 91; Summary and conclusions 95
3 Organizational change 97 How organizations really work 98; Models of and approaches to organizational change 109; Summary and conclusions 134
4 Leading change 138 Introduction 138; Visionary leadership 142; Roles that leaders play 153; Leadership styles and skills 159; Different leadership for different phases of change 166; The importance of self-knowledge and inner resources 173; Summary and conclusions 178
PART TWO: THE APPLICATIONS 181 Strategic change process 182; Overview of structure 182
5 Restructuring 187 Reasons for restructuring 189; The restructuring process 190; Restructuring from an individual change perspective: the special case of redundancy 209; Enabling teams to address organizational change 214; Conclusion 221
6 Mergers and acquisitions 222 The purpose of merger and acquisition activity 223; Lessons from research into successful and unsuccessful mergers and acquisitions 228; Applying the change theory: guidelines for leaders 242; Summary 253
7 Cultural change 255 Guidelines for achieving successful cultural change 259; Case study one: aligning the organization 262; Case study two: rebranding the organization 268; Case study three: creating an employer brand 275
8 IT-based process change 281 Strategy and IT 284; The role of IT management 287; The need for IT change managers 292; Achieving process change 296; Changing the information culture 303; New rules for a new age 305; Summary and conclusions 306
PART THREE: EMERGING INQUIRIES 309
9 Complex change 310 Introduction 310; When is change complex? 311; Understanding how complexity science applies to organizational change 312; Tools that support complex change 321; The role of leaders in complex change 327; Summary and conclusions 330
10 The right way to manage change? 331 Introduction 331; What the research says 332; Different approaches to getting ready for change 338; Leading change 343; How do you know whether change is working? 345; Summary and conclusions 349
Conclusion 351 The importance of peripheral vision 351; Finding the space to reflect 352; How to get in touch with the authors of this book 353
References 354 Index 363
We want to start by acknowledging the many people in organizations with whom we have worked over the years. You are all in here in some shape or form! We have worked with many generous, courageous and inspiring managers of change who we thank for the privilege of working alongside them to make real change happen. Without these experiences the book would be a dry catalogue of theory, devoid of life and character.
Then of course there are our colleagues who challenge and support us every day as we reflect on our work, and make decisions about what to do next. Particular thanks go from Mike to Andy Holder, Mhairi Cameron, Philip Darley and Tim Hockridge, who probably do not know how much they are appreciated, and to colleagues and MBA students at Henley Management College for a never-ending supply of ideas and challenges. Esther wants to specially acknowledge Anne-Marie Saunders and Alex Clark for their wisdom, humour and friendship, and their generosity in sharing their expertise. Many of their ideas and thoughts are embedded in this book. Also, thanks go to Esther ’s learning set who have been a source of strength throughout the last few years, and who really boosted the leadership chapter in particular. Thanks too to Bill Critchley for his ideas on linking metaphor and change, which form the bedrock of the organizational change chapter.
Really special thanks go to Ailsa Cameron for her wonderful pictures, which soften the pages so beautifully.
We also want to thank from the bottom of our hearts the hard-working reviewers who squeezed the time out of their busy agendas to read draft versions of these chapters. Special thanks go to Louise Overy, Steve Summers, Duncan Cameron, Mervyn Smallwood, Peter Hyson and Richard Lacey for their timely and thoughtful suggestions throughout the iterative process of writing the book.
Our families have helped too by being very patient and supportive. So love and thanks to Jane, Lewin, Oliver and Brigit. Love, and thanks too to Duncan, Ailsa, Ewan and Katka.
We also want to thank each other. We have learnt a lot from this rich and sometimes rocky process of writing a book together. We do not always see things the same way, and we do not work from an identical set of assumptions about change, so the book is the culmination of much healthy airing of views. Let’s hope we are still writing, talking and enjoying each other ’s company many years from now.
Note: The Myers-Briggs Type Indicator™ and MBTI™ are registered trade- marks of Consulting Psychologists Press. Anyone interested in knowing more about Myers-Briggs should contact Consulting Psychologists Press in the US (800-624-1765) and OPP in the UK (08708 728 727).
Making Sense of Change Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!
Making Sense of Change Assignment
Tired of getting an average grade in all your school assignments, projects, essays, and homework? Try us today for all your academic schoolwork needs. We are among the most trusted and recognized professional writing services in the market.
We provide unique, original and plagiarism-free high quality academic, homework, assignments and essay submissions for all our clients. At our company, we capitalize on producing A+ Grades for all our clients and also ensure that you have smooth academic progress in all your school term and semesters.
High-quality academic submissions, A 100% plagiarism-free submission, Meet even the most urgent deadlines, Provide our services to you at the most competitive rates in the market, Give you free revisions until you meet your desired grades and Provide you with 24/7 customer support service via calls or live chats.